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Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab equipment, construction paper, scissors, PowerPoint, guided note templates).

April 15, 2020/in Education /by Donald

Instructional Setting:

Describe the learning context and location (e.g., setting, group size, seating arrangement, displays).

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

Identify the state standard(s) to be addressed in this lesson. Click here to find your state standards, or visit your state office of education website.

Lesson Objective(s):

All learning objectives must include a specific BEHAVIOR (i.e., identifies an action; what the students will do – use a verb when writing the behavior), CONDITION (i.e., identifies the context or environment the students will prove they learned the skill in; e.g., given a list, given a text, given an opportunity to observe or listen) and measurable CRITERION (i.e., a statement explaining to what degree of accuracy or range on a rubric must be achieved in order to demonstrate an acceptable level of performance).

Lesson objectives should also be ATTAINABLE (reasonable, realistic outcome for this individual lesson) and RELEVANT (aligned with the state standard and assessment listed for this lesson).

MATERIALS AND RESOURCES

Instructional Materials:

Identify materials needed for the lesson (e.g., manipulatives, tools, reading material, lab equipment, construction paper, scissors, PowerPoint, guided note templates).

Resources:

List any sources used during the planning of the lesson using the APA format.

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

Student Prerequisite Skills/Connections to Previous Learning:

Identify pre-requisite skills students need to already know (i.e., possess, control, understand) to be successful in this lesson.

Presentation Procedures for New Information and/or Modeling:

Presentation Procedures for New Information:

Explain the purpose of the lesson.

Explain at least one activity which serves as an anticipatory set, schema, or review of definition of terms activity and actively engages students and allows them to do at least one of the following:

Make connections to their background knowledge related to the focus skill.
Make connections to previous learning related to the focus skill.
Ask themselves questions which will serve as a guide throughout the lesson.

Modeling:

Explain the purpose of the lesson (if not done above).

Explain how you will model the skill.

Modeling is a time when the teacher uses ‘thinking aloud’ to show and explain how to ‘do’ the focus skill. (e.g., if you were going to teach a child how to tie his shoes, you would first demonstrate how you tie your shoes and you would explain the steps as you go).

Guided Practice:

Explain how students will practice the focus skill with teacher guidance. Students and teacher might work together in a large or in small groups. Students might work independently or with peers as the teacher provides support and checks for understanding.

Independent Student Practice:

Explain how students will practice the skill independently. The teacher steps back during this time and allows students to demonstrate their understanding of the focus skill. This can be a pure practice time or a time when the assessment is administered.

Culminating or Closing Procedure/Activity/Event:

Instructional Strategy (or Strategies):

Explain at least one pedagogical strategy used in the lesson. Pedagogy is the way the overall instruction was done; it is the general way we categorize teaching (e.g., direct instruction, interactive instruction).

Differentiated Instruction Accommodations:

Describe how you will differentiate for two or more subgroups. Describe accommodations for such groups as English Language Learners, students with learning disabilities, students with hearing or physical disabilities, and/or gifted/accelerated learners.

Use of Technology:

Explain how you will incorporate 21st century technology into the lesson.Student Assessment/Rubrics:

Describe how you will know if students have met the objective(s) for this lesson. Assessment may be formal, informal, formative or summative. All assessments must directly align with the learning objective.

Does your information sheet (or equivalent) contain all the information participants need? If your research changes, how will consent be renegotiated?

April 15, 2020/in Business /by Donald

PRE-APPROVED TEMPLATE:

UNDERGRADUATE, MASTERS, AND MBA STUDENT PROJECTS INVOLVING INTERVIEWS.

has approved the following research protocol for use as part of student research projects. Any student projects that meet the conditions below and which follow the protocol set out need not apply for further ethical approval. The responsibility for ensuring that the project meets the conditions and uses the protocol that has been pre-approved rests with the student carrying out the research and the supervisor/module coordinator as appropriate.

Student projects which do not fit the conditions of this or one of the other pre-approved protocols may still be undertaken, but will need individual ethical approval from the School REC before the project starts. This takes an average of two weeks, so you should factor in this time into your project planning.

This protocol can be used for projects with the following characteristics:

Permitted Methods:

Interviews or focus groups with research participants conducted with the aim of collecting data for a student project.

A participant information form (template attached as annex 1) must be completed and given to each research participant in advance of the interview and a copy left with them afterwards. You should translate the participant information form into the appropriate language if research participants are not fluent in English. You must store the data securely (password protection for electronic files) and anonymize the data as much as possible.

You must follow the guidance notes on ethical research in the latest version of the course handbook (reproduced as annex 2).

The research may not:

Involve payment or other compensation to interviewees
Involve the data being used for any other purpose not specified in the consent form

Permitted Topics:

This approval only covers research on non-sensitive topics. Topics considered sensitive include sexuality, drug use, illegal activities, and any other personal topics with the potential to cause offence or upset. If your research is commercially sensitive, you must complete a confidentiality agreement.

Permitted Research Participants:

This approval does not cover the participation of the following groups:

NHS staff or patients
Children (under 18s)
Adults with learning disabilities whose ability to consent is impaired

[appendix 1 – Participant Information Sheet]

Information for Participants

Thank you for agreeing to participate in the project. Your participation is voluntary, and you may change your mind about being involved, or decline to answer a particular question or questions at any time and without giving a reason.

This information sheet is designed to give you full details of the project, its goals, and what you will be asked to do as part of the research. If you have any questions that are not answered by this information sheet, please ask.

What is the project title?

Who is carrying out the project?

[Your name]

What is the project about?

[Please include a brief, straightforward summary of the objectives of the research

Who is being asked to take part, and why?

[Please include information about how and why participants have been identified / chosen. You should not name other participants]

What will participants be asked to do?

[Include details of all of the topics you will be asking questions about]

What will happen to the information I provide?

[include information about data storage/retention, as well as how the information provided will be used– extent of anonymity, will direct quotes be used, how will participants be referred to etc]

What will be the outputs or outcomes?

[Give details of the assignment you will write as a result of the research as well as any other purpose for which it may be used.]

Contact details

[Your name, phone, email, postal address]

[Supervisor/module coordinator’s name, phone email, university postal address]

Complaints and governance procedure:

If you wish to complain about the way in which the research is being conducted or have any concerns about the research then in the first instance please contact the [Principal Investigator or supervisor] or the School’s Research Ethics Officer:

[This document should be no more than two sides of A4 at the absolute maximum]

Appendix 2: Handbook text on Research Ethics

Research Ethics

Some of your assignments may require you to undertake some original or primary research of your own. If this research involves human participants (for example, through interviews, questionnaires, focus groups, or surveys) or their personal data or information, you will need approval from the School’s Research Ethics Committee (REC).

Most student research projects can be undertaken under the auspices of a pre-approved protocol. At the time of writing, there are approved protocols for projects involving interviews or focus groups; projects involving surveys; business plans; and projects on behalf of a company. Further protocols may be added during the year. These protocol documents contain details of the kinds of project that they may and may not be used for, and a template for a research participant information sheet. If your project does not fit any of the pre-approved protocols you may need to submit a formal application to the REC for ethical approval. The relevant module convenor or your dissertation supervisor will let you know about any such requirements.

The latest version of these protocols and templates can be found on Moodle.

The School encourages students to undertake independent research where appropriate, normally as part of a dissertation module. The intention of these procedures is not to discourage students from undertaking imaginative and original research, but to safeguard the interests, rights, and dignity of research participants. This is just as important for student projects as for cutting-edge academic research led by world class researchers.

The process of ethical review and approval is an important part of safeguarding participants, but at least as important is for researchers to be aware of ethical issues when planning and carrying out their research. The following guidance is adapted from the Economic and Social Research Council (ESRC) Framework for Research Ethics (2015):

http://www.esrc.ac.uk/funding/guidance-for-applicants/research-ethics/

There are six key principles of ethical research that the ESRC expects to be addressed whenever applicable:

The six key principles:

Research should be designed, reviewed and undertaken to ensure integrity, quality and transparency.

Research staff [including students undertaking research] and participants must normally be informed fully about the purpose, methods and intended possible uses of the research, what their participation in the research entails and what risks, if any, are involved.

The confidentiality of information supplied by research participants and the anonymity of respondents must be respected.

Research participants must take part voluntarily, free from any coercion.

Harm to research participants must be avoided in all instances.

The independence of research must be clear, and any conflicts of interest or partiality must be explicit.

To implement these principles:

The responsibility for conduct of the research in line with relevant principles rests with the principal investigator and the research / employing organization.
Risks should be minimized.
Research should be designed in a way that the dignity and autonomy of research participants is protected and respected at all times.

POINTS TO CONSIDER WHEN PLANNING RESEARCH

Have you considered risks to:

the research team?
the participants? (harm, deception, impact of outcomes)
the data collected? (storage, considerations of privacy, quality)
the university?

Might anyone else be put at risk as a consequence of this research?
What might these risks be?
How will you protect your data at the research site and away from the research site?

Details and recruitment of participants:

What types of people will be recruited?
How will the competence of participants to give informed consent be determined?
How, where, and by whom will participants will be identified, approached, and recruited?
Will any unequal relationships exist between anyone involved in the recruitment and the potential participants?
Are there any benefits to participants?
Is there a need for participants to be de-briefed? By whom?

What information will participants be given about the research?
Who will benefit from this research?
Have you considered anonymity and confidentiality?
How will you store your collected data?
How will data be disposed of and after how long?
Are there any conflicts of interest in undertaking this research?

Have you considered consent?

Does your information sheet (or equivalent) contain all the information participants need?
If your research changes, how will consent be renegotiated?

Are you conducting research outside the UK? Are there any additional issues that need to be considered as a result? (e.g. local customs, local ‘gatekeepers’, political sensitivities)

How will the ethics aspects of the project be monitored throughout its course?

How will unforeseen or adverse events in the course of research be managed?

What questions does the article leave unanswered in this area? What would be the next steps to take in this line of research, given the contents of this article?

April 15, 2020/in Education /by Donald

Level 5, LANG

Assessment in this module consists of:

A Research Portfolio consisting of TWO essays worth (together) 50% of your total mark in the module. You should submit your essays as ONE document via Turnitin (i.e. Week 10).
An (on-line) final written examination worth 50% of the total More on this in due course. An exam briefing will take place in Week 12. The following link will take you to the University’s Past Examination Papers website:

http://www.ils.salford.ac.uk/library/resources/exampapers/

With the marks of the assessments combined (according to their weightings), you must achieve an overall mark of 40% or higher to pass this module.

1. The Research Portfolio (50% of total marks in the module)

A. In approximately 1,500 words (+10%), provide a summary of your allocated research paper’s contents, discussing, as appropriate, the background/wider context and how it relates to aspects and themes touched upon in the lectures/workshops .You should consult (and refer to) other related texts/sources if you find this useful for arriving at a better understanding of the contents and/or context of your article, but always remember to keep your focus on your own article. This essay contributes 50% of your mark in the Research Portfolio.

For the background and the way(s) the article relates to the content of the lectures/workshops and language acquisition research, these are some points you could consider:

What is the context of the article? Where is it located in the field of language acquisition? What are the main theories/publications which it interacts with? How does it relate to other studies in this area?
What is the purpose of the article?
What did the authors intend to achieve by conducting this study or discussing these arguments?
What information does the article convey? If it reports the results of a study, what was the research question? The methods? The results? The conclusions?

Features of a good summary:

It should offer a balanced coverage of all the main points in the original text • It should make the key points of the original clear.
It should be written in your own words as far as possible and not rely on too many phrases lifted from the original. However, you should not choose obscure, uncommon synonyms just to avoid using words or phrases from the original text. You do not need to change technical, specialised, or conventional terminology or phrases, as these can often only be paraphrased by awkward, inaccurate circumlocutions.
It should generally avoid using exactly the same sentence structure as the original.
It should not overemphasise (or even underemphasise) any of the original points.
It should not include details of secondary importance • It should be shorter, not longer, than the original text • It must contain citations (reference).

For more tips and advice please see the “Assessment Titbits” folder in the Assessment area on Blackboard.

In approximately 1,000 words (+10%), critically evaluate the article’s structure, methodology, argument(s), conclusion(s) and contribution(s) in the field of language acquisition. For the methodology, consider our discussions on the ‘Scientific Method’ as well as on data collection and analysis in Language Acquisition, as a guide. This essay contributes 50% of your mark in the Research Portfolio.

Points you could consider in your evaluation:

Determine an appropriate illiquidity discount rate, based on the Company’s size, debt/equity ratio, leverage ratio, industry, etc.
Are the methods appropriate? Could the authors have done anything differently to obtain clearer results?
Are the findings described clearly and fully? How convincing is the authorsʼ interpretation of the data? Could the data be interpreted in any other way? Do the authors account for everything in the data or do they overlook something that may be important?
What contribution does this article make to the field of first language acquisition? How do these findings/arguments advance our knowledge of the issue it addresses? How valuable are the new facts/insights/principles which it has uncovered?
What implications does the study have for broader theoretical concerns in the field – the nature/nurture debate etc.? What new light does the study shed on any contentious problem in the field of first language acquisition?
What questions does the article leave unanswered in this area? What would be the next steps to take in this line of research, given the contents of this article?

Remember to fully cite the texts or any other resources you have used.

You can provide one, combined list of references at the end for both essays, but if you wish,

you can compile your lists separately for each essay; that’s still fine.

Feedback

Marks and feedback will be released 15 working days after the deadline, that is,

Appendix

Support arrangements

You can obtain support for this assessment in various ways…

-In discussions in class about the assessments (we will spend dedicated time in class on both the assignment briefs and the assessment criteria, so you understand them fully).

-In tutor office hours (see Blackboard site for these).

-Via email to tutor (emails will be responded to within 3 working days).

Additionally…

askUS

The University offers a range of support services for students through askUS.

Good Academic Conduct and Academic Misconduct

Students are expected to learn and demonstrate skills associated with good academic conduct (academic integrity). Good academic conduct includes the use of clear and correct referencing of source materials. Here is a link to where you can find out more about the skills which students require http://www.salford.ac.uk/skills-for-learning.

Academic Misconduct is an action which may give you an unfair advantage in your academic work. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. The University takes all forms of academic misconduct seriously. You can find out how to avoid academic misconduct here https://www.salford.ac.uk/skills-for-learning.

Assessment Information

If you have any questions about assessment rules, you can find out more here.

Personal Mitigating Circumstances

If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here.

Personal Tutor/Student Progression Administrator

If you have any concerns about your studies, contact your Personal Tutor or your Student Progression Administrator.

Assessment Criteria

In addition to the task-specific criteria outlined in this guide, marks for your assessment will be allocated based on the English Language mark descriptors on the module’s site on Blackboard.

https://blackboard.salford.ac.uk/bbcswebdav/pid-3171256-dt-content-rid-6387666_1/courses/VA-Q310-20013-39221-19/Mark%20Descriptors%20English%20Language.pdf

In Year Retrieval Scheme

Your assessment is not eligible for in year retrieval.

Reassessment

If you fail your assessment, and are eligible for reassessment, you will need to resubmit before. For students with accepted personal mitigating circumstances, this will be your replacement assessment attempt.

Using the concept of “interdependence,” analyze and explain what parts play a more significant role in shaping the overall behavior of the system.

April 15, 2020/in Business /by Donald

Watch the “Systems Thinking” video prior to responding to this week’s discussion question. The analytical framework that is presented in this video should inform and guide your responses to the following questions.

Video: https://m.youtube.com/watch?v=GPW0j2Bo_eY

Consider the DQ1 Scenario (i.e., the selected system) that you picked for DQ1 (scenario at bottom of page). Use a multiscale analytical perspective (i.e., switching back and forth between zooming in and zooming out) to address the following:

QUESTIONS:

What individual “parts” are involved within the boundary of the selected system?

Using the concept of “interdependence,” analyze and explain what parts play a more significant role in shaping the overall behavior of the system.

Based on your responses to questions 1 and 2, create and share a visual representation of the system, similar to the spinning gears in the “Systems Thinking” video. Note that each gear should represent an individual part and the size of the gear should indicate the part’s significance in relation to the system as a whole.
Informed by the insights that you gained from using a multiscale analytical perspective, “briefly” discuss some of the actions that you might take to reach your primary goal in the case/scenario of interest. As noted previously, examples of these goals might include increasing profits, enhancing customer service, and improving quality.

DQ1 Scenario:

Looking at the case of a coffee shop striving to increase profits, it can adopt the following strategies for a proper response towards unpredictable external demands. A coffee shop should be mindful of unpredictable change in ingredients used to prepare its coffee by allocating resources towards an unforeseeable future. Due to the inability to predict such a change, the coffee shop should be informed by gathering new information beyond the available

Demonstrate college-level communication through the composition of original materials in Standard English.

April 15, 2020/in Psychology /by Donald

Assignment Details
Assignment Description:

Your first Assignment for History of Psychology will assess your understanding of the material you have learned in the first four units. You will be required to consider how philosophy and physiology have influenced early psychological thought and how that applies to psychology today.

Write a 2–3- page expository essay incorporating the following:

Discuss the major contributions of one philosopher and outline his or her major contributions to the field.
Discuss the major contributions of one physiologist and outline his or her major contributions to the field.
Discuss how philosophy and physiology have influenced psychology.
Provide examples of how the early theorists you selected would assess the case study example you created in this week’s discussion topic.
Requirements for this Assignment:

Your expository essay should include a title page, introduction with thesis statement, and conclusion. Below is a link to help you with your introduction and conclusion:

https://campus2.purdueglobal.edu/article/introductions-and-conclusions

Your paper should be 2–3 pages, not including the title page or reference page.

Your paper should include a reference to the textbook and at least one other academic source. APA formatting and in-text citations must be used for each source referenced. When referencing the readings, be sure to use APA guidelines. Information regarding APA formatting and citation can be found in the Writing Center and should be reviewed thoroughly. Below is a link to the document:

https://campus2.purdueglobal.edu/page/apa-common-citations

Your paper should use Standard English including correct grammar, spelling, punctuation, and complete sentences and paragraphs. Your paper should be free of typographical errors.

Your paper should include a highly developed viewpoint and purpose.

Your paper should demonstrate superior organization. Communication should be highly ordered, logical, and unified.

Word Document Instructions:

Follow Assignment directions (review grading rubric for best results).
Use correct APA formatting per the APA Publication Manual, 6th Edition.
Title Page
Use proper headings for each question
Citations
Figures
Reference Page
Demonstrate college-level communication through the composition of original materials in Standard English.
Be written in Standard English and be clear, specific, and error-free. If needed, be sure to use the University Writing Center for help.

Does FIGG’s, Berger’s and Borring’s review and approval of the design documents have any effect on this issue? If so, what is the effect?

April 15, 2020/in Law /by Donald

CONSTRUCTION LAW

CNST 406

EXAMINATION NO. 3:

(80 Points)

Instructions: This is an open-book, open-note examination. Please provide your best answer to the questions below. Your grade will be based upon your ability to “spot issues” and to analyze the situation in order to arrive at a credible answer to the questions posed. Be concise and to the point. Use good grammar, sentence construction and spelling. Brevity is appreciated, but please provide a complete answer.

References:

Fact Situation

Fact Situation from Essay No. 3 and Exam No. 2

Lectures Regarding Risk Management and Ethics

Lecture Notes and Chapters 11-14 of the Text

Industry Form Contract Documents (Hand-outs)

FACT SITUATION

You are the Senior Project Manager/Project Executive responsible for the entire Project.

You have successfully negotiated a subcontract with FIGG, which includes a number of risk management provisions, including (a) the requirement for a peer review (to be conducted by Louis Berger, Inc.) prior to using the design documents for construction; (b) higher FIGG malpractice insurance limits; (c) use of a pre-qualified FIGG design team, approved by MCM, lead by senior engineers experienced in bridge design; and, (d) a plan review and approval process with the University, prior to the release of the design documents for construction. These provisions will require more time to implement, and MCM had to increase FIGG’s contract price by $250,000 to cover FIGG’s added costs. In view of the risks presented, MCM views the added cost as “good insurance.”

The University has designed Professor I. M. Borring, PE, from its Civil/Structural Engineering Department, as its representative for the purpose of reviewing and approving FIGG’s design, and for overall monitoring of the Project.

In addition, as a further risk management tool, MCM has retained, at its own cost, an independent consulting engineering company, GRT Sluth, Inc., to perform quality testing on the concrete panels as they are being manufactured by C.C Castings.

The design documents have been completed. Based on reports you’ve received from FIGG, Louis Berger, and Professor Borring, the design has been approved at all required levels and has been released for construction.

You’ve forwarded the design documents to Castings, with your request that they submit the appropriate shop drawings. Thereafter, shop drawings were received; submitted to FIGG for review and approval; submitted to Professor Borring for review and approval and forwarded on the Castings for manufacturing the concrete panels.

During the casting process, GRT Sluth submits a report that some of the concrete cylinders, used to determine the compressive strength of the concrete, the flex beams used to determine the tensile strength of the concrete, are showing break results less than specified. Reviews of the concrete mix design shows certain non-specified additives are being used to promote “flowability” of the concrete. GRT Sluth also reports observing some “minor cracking” in the panels.

You reported Sluth’s findings to FIGG, Louis Berger, Castings, and Professor Borring and requested direction on how to proceed.

FIGG responded that it would take the report “under advisement” and address the issue “in the near future.” FIGG suggested, that in the interim, MCM should proceed “at its own risk.” MCM has not received a response from Louis Berger, Castings, or Professor Borring.

As a result, you prepare an RFI (“Request for Information”) reporting the exact test results and observations provided by Sluth and requesting specific authorization to continue casting the panels. You also advise that the situation is delaying production of the Panels, which is becoming a restraint on follow-on activities necessary for erecting the bridge.

QUESTIONS (80 Points Total)

As a result of your RFI, you instruct Castings to stop casting the panels, pending direction from the engineers. Castings, of course, submits notice of a delay claim, duration to be determined, as a result of your direction. (20 Points)
1. If you respond that the reasons for the delay, including why the concrete hasn’t met specifications and that cracking has been observed, is yet to be determined, so you are taking the Notice of Claim under advisement, pending direction from the Engineer’s/Owner, is that a good response? Why or why not? (5 Points)
2. If more than 30 days passes, and you still have no direction from the Engineer’s/Owner what action, if any, will you take? Please explain. (5 Points)
3. After 36 days, you finally receive word from Professor Borring on behalf of the Owner, who tells you the issue is a “methods and means” matter for determination by the design/builder (MCM) and its Engineer, FIGG. He issues a “cure notice” directing MCM to provide a written report evaluating the conditions, with recommendations for going forward, sealed by a Professional Engineer. The response to the cure notice is due in 10 days. Is this a proper response on behalf of the Owner? Why or why not? (5 Points)
4. After providing FIGG with the cure notice, FIGG responds telling you that it “doesn’t feel comfortable with providing a written, sealed report.” FIGG observes that the problem “lies exclusively with Castings; that the issues do not appear “troublesome,” since concrete will continue to cure over time and increase in strength to achieve requirements; and, that the minor cracking is likely shrinkage and non-structural. Since it’s a Castings issue, Castings should provide the sealed report required under the cure notice.” Is this a reasonable response by FIGG? Why or why not? (5 Points)
When you present the cure notice to Castings, Castings has an immediate, affirmative response, that: “we are not responsible. We are casting according to the specifications, approved design, and approved shop drawings. If there’s anything wrong it’s not our problem. When do we get paid for the delay, no approaching 40 days?”
1. Does Castings make a good point? Why or why not? (5 Points)
2. What is your response to Castings? Please explain. (5 Points)
3. Do you have a response to FIGG? If so, what is your response? (5 Points)
4. Do you have a response to the University/Professor Borring? If so, what is your response? (5 Points)
Clearly, MCM has suffered delay – well over 40 days at this point, which is continuing.
1. Is the delay resulting from this situation excused? Why or why not? (5 Points)
2. Is the delay resulting from this situation compensable? Why or why not? (5 Points)
3. At this point, does the delay affect the critical path on the schedule? Why or why not? (5 Points)
4. Assuming MCM goes forward with making a delay claim, what must MCM do to “perfect” its delay claim against the University? Please describe the process. (5 Points)
As to the “reviews” provided by FIGG, Berger and Professor Borring …
1. Does FIGG’s, Berger’s and Borring’s review and approval of the design documents have any effect on this issue? If so, what is the effect? (5 Points)
2. Does FIGG’s, Berger’s and Borring’s review and approval of Castings shop drawings have any effect on this issue? If so, what is the effect? (5 Points)
3. Is MCM and Castings exonerated by the reviews and approvals of the design documents and shop drawings. Please explain. (5 Points)
4. If MCM provided an “early notice of concern” regarding the use of the University’s never tried, innovative design/construction techniques, is MCM exonerated from liability? Why or why not? (5 Points)

EXTRA CREDIT (10 Points Total)

If FIGG ultimately determines that the concrete strength and cracking issues are of no concern, and convinces the University to allow construction to proceed, does FIGG’s determination strengthen MCM’s delay claim? Why or why not? (5 Points)
If construction is allowed to proceed in the face of the known concrete and cracking deficiencies, has the Owner modified MCM’s contract obligations and specifications by its action? (5 Points)

How has this knowledge helped you identify it is important/worthy of further consideration?

April 15, 2020/in Sociology /by Donald

My research question is:

How has the rise of islamophobia affected the daily lives of Asian Muslims living in the UK?

I need outline of the concepts below please.

I am asking you to review the literature in a breakdown of Four chapters:

1.Experience of Islamophobia

2.Identifying and Othering

3.Race and Racialisation

4.Media and Politics influence

Experience of Islamophobia

( not in order)

Gendered Islamophobia
Islamophobia experience at both institutional and personal level

( institutional – work (employment, treated in office), education, policing and the state

Personal level – harassment, name calling, violence towards Muslims from the majority (in UK).

Identifying and othering

Different ways Muslims identify (male and female)
Alienated from majority through identification

Race and racialisation -essentialism etc…
Media and Political influence

Keep the below in mind when writing:

Identify which bodies of work/strands of thinking (e.g. literature on stigma/agency/identity construction/modes of representation) are helpful to answer our research question?
What is already known in relation to your question?
How has this knowledge helped direct you to this particular research problem?
How has this knowledge helped you identify it is important/worthy of further consideration?
How has the literature shaped our understanding of some of the sub-questions (might want more specific lit here – e.g. stigma in relation to students with disabilities/identity construction amongst mixed race young people/media representation of gay men in politics)?
What other things do we need to take account of?
Where will you go from here?

Would you engage FIGG as a subcontractor to MCM for the purpose of designing the Bridge?

April 15, 2020/in Law /by Donald

CONSTRUCTION LAW

CNST 406

EXAMINATION NO. 1: Chapters 1-6

References:

Fact Situation

Lectures Regarding Risk Management and Ethics

Chapters 1-6 of the Text

Fact Situation:

With reference to the Fact Situation regarding the pedestrian bridge collapse at AIU, please take on the role of Senior Construction Manager for Munilla Construction Management (“MCM”). You have obtained a Request for Proposals from the University to provide design/build services for a project, contemplated by the University to be a pedestrian bridge crossing Tamiami Trail at Southwest 109^th Avenue. The purpose of the bridge is to link the main campus on the west side of Tamiami Trail with residential units on the east side of Tamiami Trail.

The projected project budget is $20 million, as will be funded by a Transportation Investment Generating Economic Recovery grant (TIGER) from the United States Department of Transportation.

MCM has no in-house design capability, nor does it self-perform work and has always performed as a Construction Manager at Risk, holding subcontracts with lower tier subcontractors and vendors.

You received a phone call this morning from one of your friends who is a professional engineer at FIGG Bridge Engineers, who’s also seen the Request for Proposals. He’s asked you if MCM would be interested in teaming up with FIGG to be the design-builder for the Project, and to submit a joint proposal. The idea is of interest to you and MCM management, because MCM doesn’t do any design. Your boss suggests you pursue the matter with FIGG to see what they propose.

Before talking with FIGG, you do some research on how MCM should affiliate with FIGG for making the proposal and doing the design/build should the proposal be accepted by the University.

QUESTIONS (80 Total Points)

Assuming you go forward with forming a relationship with FIGG to be the Design/Builder for the Project

Would you form a Limited Liability Company with MCM and FIGG being Members?

If so, please identify the risks MCM would be exposed to if FIGG was a member of the LLC and defaulted on its responsibilities.

Would you form a Joint Venture with MCM being Partners? (20 Points)

If so, please identify the risks MCM would be exposed to if FIGG was a Joint Venture Partner and defaulted on its responsibilities.

Would you engage FIGG as a subcontractor to MCM for the purpose of designing the Bridge?

If so, identify the risks MCM would be exposed to if FIGG was a subcontractor to MCM and defaulted on its responsibilities.

If, during your discussion with FIGG, FIGG told you that it was considering a revolutionary, new design, never used or built before, that was based on a “fauz cable- stay tower” and a modular, accelerated post tensioned structural concrete assembly method (“ABC”) promoted by the University, what risks would MCM be exposed to and what precautions would you take to limit MCM’s exposure? (20 Points)

EXTRA CREDIT (10 Points)

If you had word from the street, that on prior projects, other owners had experienced difficulties with FIGG bridge designs resulting from “innovative” design techniques employed by FIGG, what action(s) would you take to limit MCM’s risk exposure?

Finally, explain techniques you have used or might begin to implement to address these fears.

April 15, 2020/in Communication and media /by Donald

Instruct-(AC-8)-Journal-Interview Process

Write in APA format, 12 font size, Times Roman

Explain what you think of your communication, public speaking, and interviewing skills and how it applies to your professional career goals.
Explain any fears or anxiety related to public speaking.
Finally, explain techniques you have used or might begin to implement to address these fears.

Explain any revisions you would make to the interviewing questions to make them clearer and more effective. If no revisions are necessary, explain why.

April 15, 2020/in Communication strategies /by Donald

Instruct-(AC-8)-APP-Interviewing-Part 3 Reflection