Bush School Report

Bush School Report
Study Books Used in Class:
Must use some class books/readings
Harrison, N. (2011). Teaching and Learning in Aboriginal Education. (2nd Ed). Victoria: Oxford University Press.

http://www.sbs.com.au/firstaustralians/

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/

Craven, R. 1999. Teaching Aboriginal Studies. Allen and Unwin: St Lenards, NSW. pp 43 -62 &. pp 63 – 100. New edition 68 -89 & 90 -109 (attach doc)
Return to Lajamanuhttp://www.abc.net.au/4corners/content/2009/s2683288.htm

http://www.healthinfonet.ecu.edu.au/health-facts/summary
Description: Report: Students are required to complete a report using the Bush School DVD

The report has 2 parts (A- B) with an overall word limit of 1500 words. Students are expected to answer each of the 2 parts – using a minimum of 8 references including relevant iLectures
Part A).
Discuss how the Bush School is an example of best-practice in Indigenous Education, applying knowledge of the weekly unit topics and citing specific examples from course learning material. (750 words)
Part B). Demonstrate how you will apply learning from the Bush School experience in your future classroom teaching. Select and describe appropriate teaching strategies and resources, including a detailed diagram of the classroom set up. Consider how you will engage parents and communities demonstrating ATR in education. (750 words)
Must use some class books/readings

Report planning
? Read the attached instructions & rubric carefully – identifying key words and make sure you know what’s really being asked
? Determine the level of detail required
? Determine the length of report and therefore what can be covered in that length
? Make sure that the information you gather is appropriate within the context of this unit

I have attached weekly journal entries that will give you an idea of the content that has been covered in class. This will also give you further references if needed.

Bush School Report

Bush School Report
Study Books Used in Class:
Must use some class books/readings
Harrison, N. (2011). Teaching and Learning in Aboriginal Education. (2nd Ed). Victoria: Oxford University Press.

http://www.sbs.com.au/firstaustralians/

http://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/apac/

Craven, R. 1999. Teaching Aboriginal Studies. Allen and Unwin: St Lenards, NSW. pp 43 -62 &. pp 63 – 100. New edition 68 -89 & 90 -109 (attach doc)
Return to Lajamanuhttp://www.abc.net.au/4corners/content/2009/s2683288.htm

http://www.healthinfonet.ecu.edu.au/health-facts/summary
Description: Report: Students are required to complete a report using the Bush School DVD

The report has 2 parts (A- B) with an overall word limit of 1500 words. Students are expected to answer each of the 2 parts – using a minimum of 8 references including relevant iLectures
Part A).
Discuss how the Bush School is an example of best-practice in Indigenous Education, applying knowledge of the weekly unit topics and citing specific examples from course learning material. (750 words)
Part B). Demonstrate how you will apply learning from the Bush School experience in your future classroom teaching. Select and describe appropriate teaching strategies and resources, including a detailed diagram of the classroom set up. Consider how you will engage parents and communities demonstrating ATR in education. (750 words)
Must use some class books/readings

Report planning
? Read the attached instructions & rubric carefully – identifying key words and make sure you know what’s really being asked
? Determine the level of detail required
? Determine the length of report and therefore what can be covered in that length
? Make sure that the information you gather is appropriate within the context of this unit

I have attached weekly journal entries that will give you an idea of the content that has been covered in class. This will also give you further references if needed.

 

Mid Term Exam
Study Books Used in Class:
Description: Instructions: Do not discuss the mid-term with your Study Group members or anyone else. The mid-term is an open book exam. When quoting a reference, use proper APA style citations and then the full reference at the end of the answer to that specific question. If you have a question of clarification, post it in the designated Conference area and it will be answered for all. You are to use Times New Roman 12 pt. font, double-spacing, and 1 inch margins on all four sides.

I. Terminology definitions: Define the following Risk Management terms, and illustrate with an example in two written paragraphs per term. (6 points, 2 points each, ½ page for each, 1.5 page limit)
1) Crashing a Schedule
2) “Black Swans”
3) Decomposition of a WBS

II. Incorrect activity duration estimates may result in increased risk. Explain how methods of activity duration estimating that we have studied could be utilized to mitigate Technical Risks and Project Management Risks.
(4 points, 2 points per clear description of estimating method, ½ page for each, 1 page limit)

III. Discuss why a key motive for risk management is the identification of opportunities. Give at least one example (citing your assigned articles and/or textbook readings) about pro-active Risk Management describe how such opportunity could mitigate project risks. (3 points, 1 page limit)

IV. Case Analysis (7 points) – Instructions at the end of the case
Sam Martinez is seeking to invest a portion of his considerable assets in the “independent” electric power production industry in California, a sector projected to experience very rapid growth in the 21st century. He has set up a company “MexiEnergy Inc.” using his own
funds and those of a number of family and colleagues. The intention is to use the company to build and operate an electric power plant, and then form a non-profit organization to “donate” some of the power to social service agencies serving immigrant families in L.A.
However, the large public sector, California Energy Resources, produces most of the power for California. The main exceptions are co-generation plants associated with food processing, timber and similar industries, some small hydro plants which generate electricity for northern California via water, and purchased power from other states. California Energy operates all long distance distribution, selling electricity to municipal utilities for local distribution; brokering power sales to large industrial customers, and providing electricity wholesale to small rural customers. California Energy will buy power from independent producers, but at rather low prices negotiated privately with each potential supplier, based on “avoided costs” which vary considerably from base to peak load usage patterns.
California Energy wishes to increase its current significant dependence upon Navo Valley nuclear power reactor, which is projected to construct seven-ten more 880-megawatt units over the next twenty-five years. Should this happen, “avoided cost” for base load power could be very low. However, there is strong political pressure from a range of sources for publicly declared prices well above current avoided costs to encourage private co-generation of electrical power.
Privatization of California Energy is being argued by leading environmental groups, with a view that increases in electricity cost per unit which would decrease electricity consumption. These probabilities have been calculated as part of California Energy’s financial forecasts and risk planning.
Sam has identified what he believes to be his first big opportunity. It would involve:
1. Producing base load electric power for sale to California Energy in a northern California town using a CCGT (combined cycle gas turbine) set (2 or 3 natural gas powered turbines driving generators with waste heat producing high pressure steam to drive a steam turbine generator).
2. Providing low-pressure steam for manufacturing organizations in the immediate vicinity of the CCGT plant.
The local city has a natural gas network and supply, but the supply pipeline is not large enough to cope with the proposed CCGT. The gas supply company will provide a new main and gas at a price per unit fixed for a substantial period, but requires a “take-or-pay” contract. If MexiEnergy decides to contract to take gas from any given date — they will in effect have to pay for the contracted gas flow whether they use it or not.
A range of established suppliers of CCGT plants can provide the required equipment. They each tend to be at a different point in a cycle, which can be approximated by three phases as follows.
A) New untested design: It is expected to be of very high fuel efficiency. Initial reliability is uncertain, however, likely to be very reliable in the long run. It is claimed to have very low maintenance costs and low capital cost to encourage purchase.
B) State of the art tested design: It is of high fuel efficiency, high reliability and low maintenance costs with very high capital cost.
C) Tried and true design: It is of low fuel efficiency, moderate reliability and maintenance costs with moderate capital cost.
CCGT plant suppliers will install the major plant components on a fixed price basis. MexiEnergy Inc. has revised the scope and Contract, with stiff penalty clauses for 1) delays or 2) performance failures for which the manufacturer is responsible. However, such penalty clauses may not be operable; for example, if ground conditions are not as tested environmentally or grid connections are not in place when required.
California Energy will provide grid connections, and will not allow anyone else to do so. The plant could be delayed for weather reasons and start-up delayed due to grid hook-ups or electrical black-out failures due to ‘rolling black-outs’.
Water for the CCGT will be taken from a river which flows through the municipality. However, no Environmental permits have been granted to remove water from these rivers during the several drought years in California. Permit fees statewide are rumored to rise dramatically before construction begins.
Extraction of water requires State Govt. as well as municipal approval. Municipal planning approval is required for the plant; water pipelines, low pressure steam lines and power lines, and all construction must be scheduled dependent upon Permitting agencies.
The latter two also require provincial approvals with respect to safety issues.
Sam proposes the purchase of phase 2 (state of the art tested design) CCGT plant to be installed and running as soon as possible. His Engineering team has voted for high-fuel efficiency and low maintenance costs over price. What are the risks?
He has made you responsible for preparing an RBS and providing a Risk Assessment soon. If you succeed, in Sam’s view, you will become a Vice-President in charge of new plant developments for MexiEnergy Inc. Mr. Martinez has made it clear that he has no time for failure.

a) Based upon your understanding of Ch.6 in the Kendrick textbook, what schedule modifications (see Kendrick, Ch.4, pp.94-96) might help for MexiEngery? Describe these in complete sentences. (2 points, 1 page limit)

b) Identify what risk areas could be quantified in order to provide appropriate risk data for tables for Mexi-Energy’s Management team to analyze. Format these into a Table for their review. Limit the table to one page and make certain you rank risks quantitatively. Demonstrate, through at least one example, how the Management team could calculate probabilities/likelihood and impact of risk for this project? (3 points, 1 page limit)

c) Identify what you perceive are two critical decisions MexiEnergy Inc. should take based upon the Risk Management and Assessment methods studied this semester. One paragraph per decision explained. (2 points, ½ page limit)

Learning Team Experience

 
17
Learning Team Experience
Paper instructions:
Write about the salient issues important to the understanding of Team
Dynamics and the Team process when in a Learning Team. Apply as much communication theories as you can directly and specifically to the team behavior that your Learning Team has experienced (There are a total of 3 team members in our team, I will email details to you later). The final paper must be about 1300 words and reference at least three peer-reviewed articles in addition to the text-to support the content of the paper.

Address the following issues (Pick three and elaborate):

1. Goals: What goals did the team establish? Were the goals achieved?

2. Communication: What communication strategies did the team use? Were they effective?
How did these strategies enhance the team’s ability to collaborate? How did this affect
leadership roles within the team? Explain your answer.

3. Roles: Explain the formation of the team. What roles were developed for each team member?

4. Conflict: What conflicts developed? How were the conflicts managed? How does the team
think conflict should have been handled? What percentage of the team’s time was devoted to
conflict?

5. Decision making and problem solving: How did the team make important decisions? What
methods did the team use? What were the obstacles to team decision making? What
approach to problem solving did the team use?

6. Ethics: How did the team handle differing ethical standards? What challenges arose as a
result? What, if any, ethical issues arose? How were these issues resolved? How did ethics
influence the decision-making and problem-solving processes?

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Organizational Structure Paper

Organizational Structure Paper
Paper instructions:
Write a 1,050- to 1,400-word paper in which you select an organization with which you are familiar and present the following items as they relate to that organization:
· Describe the organizational structure of your selected organization. Compare and contrast that structure with two different organizational structures.
· Evaluate how organizational functions, such as marketing, finance, human resources, and operations, influence and determine the organizational structure of your selected organization.
· Explain how organizational design, such as geographic, functional, customer-based, product, service, hybrid, matrix, marketing channels, and departmentalization organizational design, helps determine which structure best suits your selected organization’s needs.

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Futures Simulation Game

Topic: Futures Simulation Game

Order type: Term Paper
Here is the assignment: The purpose of the currency simulation exercise is to provide the student an opportunity to begin to understand the factors which affect commodity futures prices. While the grade will not be significantly determined by whether the student makes money or not,

 

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Do developments in international trade regime since 1995 (when WTO was formed) confirm Stephen Krasner’s theory concerning the determinant relationships between trade openness and balance of power?

Do developments in international trade regime since 1995 (when WTO was formed) confirm Stephen Krasner’s theory concerning the determinant relationships between trade openness and balance of power? If not, what theory may explain these developments?
Order type: Term Paper
Subject: International Affairs/Relations

Use PRIMARY SOURCES written (in this case by Krasner) regarding the topic. Secondary sources can be used, but the most sources have to be PRIMARY. All sources have to academic (book, academic journals, etc), websites can be used only if they are official (I.e. WTO official website). *WTO(World Trade Organisation). This paper has to reflect the views of Stephen Krasner. Paper has to base upon International Political Economy grounds.

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Torture in Tajikistan

 

Topic: Torture in Tajikistan

Order type: Term Paper

TERM PAPER

The term paper is on Human Rights in Tajikistan focusing mainly on torture and the issues with legislation and government that hinder resolve.

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Community Relation

Topic: Community Relation

Order type: Term Paper
The primary source should be based on "Community-Oriented Policing a sysytem Approach to Policing," the fourth edition by Willard M. Oliver. Furthermore, this paper should include a paragraph for each question.

1. Read "Cop in Action" on page 27 and type a meaningful paragraph discussing the criticism of police as social workers.
2. Give me two examples of Code Enforcement Teams and explain how these teams work together, which on chapter 4.

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Learning Experience Plan

Topic: Learning Experience Plan

Order type: Term Paper
The learning experience in this course is designed to familiarize with the roles of nurse educators in a setting similar to one that you will choose to practice in. During Week 1 you will design a Learning Experience Plan that will help to complete this experience.

This LEP defines the understanding and expectations for students undertaking a learning experience in a nursing education setting. The learning experience for this course requires a total of 16 to 24 hours. Students will submit a LEP outlining the details for faculty review and approval in Week 1.

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