...Christopher is an autistic savant and while he's a whiz at math and science, human emotions are particularly complex for him. As the novel opens, he tells us "I know all of the countries of the world and their capital cities, and every prime number up to 7,057." He finds a neighbor's dog, named Wellington, murdered and decides to write about it. With the help of his teacher, Siobhan, he decides to write a book about his attempt to solve this mystery. It's a search for information that will ultimately upset his carefully constructed world. Christopher lives alone with his father after his mother died from a heart attack two years earlier. He never got to visit her at the hospital, but this doesn't bother him since he doesn't like strange places or people he doesn't know. If people touch him, he will hit them. If his senses become overloaded or his brain too confused, he will curl up in a ball and groan loudly, perhaps for hours at a time. Becoming angry with him just makes it worse. He hates the colors yellow and brown. His world needs order and precision. He will do math problems in his head for hours just to pass the time or distract him from an unpleasant situation. As he begins his investigation into Wellington's death, he assures us that everything he will tell us is true: I do not tell lies. Mother used to say that this was because I was a good person. But it is not because I am a good person. It is because Christopher's father is the most patient with him, even if his...
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...After reading part 1 of Passing by Mark Haddon I was left with a bunch of questions. For example why is the English so poor in this novel? Mark Haddon is an English novelist, and the writing is very sloppy and all over the place. Also, the main character Christopher John Francis Boone seems to have some sort of disability. Most importantly what happened to the first chapter of this book? Why does it start on chapter 2 and who killed the dog? I want answers to all these questions in order to figure out Christopher’s Identity. This book begins with a boy named Christopher stumbling across a dead dog with a pitchfork in it. Just from reading the first paragraph I could tell that the main character had something different about him. I was trying to understand why this book sounded like a 5th grader wrote it. The next passage with Sioban kind of answered my question as to why the writing is so poor. Sioban is Christopher’s best friend, and she was showing Christopher faces with emotions on them and having Chris tell her what it meant. Christopher was having a lot of difficulty interpreting the emotion Sioban was showing him. This made me believe that Christopher has Asperger Syndrome or something that makes it hard for him to understand body language and other forms of human interaction. The sad part is that I can’t really see a clear identity in Christopher. He doesn’t know how to communicate with people, and that is key to having an identity. He is very socially awkward and...
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...The book The Curious Incident of the Dog in the Night-Time is a novel by Mark Haddon. The book is written in the perspective of a fifteen year old boy named Christopher John Francis Boone, who is never directly stated to have the autism spectrum condition, but it is strongly suggested that he does as many of his behaviors are indicative the autism exceptionality. Christopher lives with his father, Ed Boone, who is a boiler engineer who has been raising Christopher alone for the last two years since his mother, Judy, seemingly passed away from a heart attack. One night, Christopher discovers that his neighbor’s dog, Wellington, has been killed with the use of a garden fork. Wellington’s owner, Eileen Shears calls the police and Christopher...
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...Being able to to face you fears is a challenge. Overcoming your fears is another challenge. If we dont face our fears they will consume us if we don't overcome them. ' The Curious Incident of the Dog in the Night-Time' is a novel written by Mark Haddon it is about a fifteen year old boy, Christopher Boom who has aspergers syndrome. Christophers Aspergers syndrome makes understanding humans, and becoming independent a hard challenge. Theses are are all challenges Christopher faces in this novel. Christopher writes a book about the muder of a dogbut it is not just about the mystery of who killed Wellington but what Challenges Christopher faces and overcomes. Being Independent is ais what teenagers strive for. Being independent is about being...
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...The first way Mark Haddon shows us how people with disabilities are handicapped by communities is by showing us how Christopher acts similarly to other people. Throughout the book, Haddon shows us Christopher’s thought process and actions. They are quite similar to that of someone we would consider “normal,” even in his most unnatural environments. For example, Christopher thinks of familiar things when he is uncomfortable, he talks about games and science, and thinks slightly differently by the increased structure and precision. An example of this is when he explains how he recalls people: “And this is how I recognize someone if I don’t know who they are. I see what they are wearing, or if they have a walking stick, or funny hair, or a certain...
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...when sales slump or drop off? or how to handle stress situation of sales target, manage sales team diversity and so on) 3. Describe the Process of Selling and Buying of B2B or B2C from the experiences shared by the sales manager (guest speaker) and provide practical examples to illustrate, included: c) How to prospecting a customers d) How to building rapport e) Discuss critical aspects in relationship selling 4. Sales Performance and Others a) Discuss recruitment and selection b) Leadership and motivating sales forces c) Leadership and motivating sales forces d) Compensation, incentives, non-financial reward and personal satisfaction 5. Conclusion (5) a) Discuss your own point of view regarding the challenges. Group mark: _______/100% ___________________ Grade RULES OF THUMB The creativity of the report presentation, analysis and idea arrangement is highly marked The credibility of information source/reference must be guaranteed Quality not quantity! ASSIGNMENT 2 - B2B/B2C SALES CALL PRESENTATION BA032IU SALES MANAGEMENT Presentation Marking Sheet Group: _______________________ Date: ________________ c) Quality of presentation (preparation, speech and clarity) 1 2 3 4 5 d) Content (level of research and relevance of information) 1 2 3 4 5 e) Using multiple mediums (photos, videos, music, in-class enactments etc) 1 2...
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...UNIVERSITY OF EAST ANGLIA NORWICH BUSINESS SCHOOL UG/PG Coursework 2012-2013 MODULE: NBS- MC03 Marketing and Strategy: Markets, Competitors, and Customers – REASSESSMENT COURSEWORK Note: This is an individual assignment in which all of the work must be done by you alone. Question: “How well will the company do? Analyse the strategy and marketing of an existing company of your choice. Use your analysis to predict how successful it might be in future and make specific recommendations on how and why it should change its strategy and / or marketing” You are required to write a discussion paper that includes your strategic and market based analysis of the company, its competitive environment now and in the future, how successful you believe it will be in the future based upon its existing strategy and marketing, and how you would recommend it change its strategy and/or marketing to be more successful in the future. Submission deadline: 15th April 2013 no later than 3pm Word limit: 2,000 words This is a discussion paper and not a business plan. In addition to your main analysis and discussion, your paper you should include: • An Executive Summary (max 200 words) • Appendices – where you can put your supporting information. These are not marked but are helpful for the marker to see. They are not part of the word count. Suggestions for how to use the appendices, e.g. if you do a PESTLE analysis you put the detailed PESTLE in the appendix and...
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...EXECUTIVE SUMMARY PURPOSE The purpose of this report is to assess the compliance of Nightingale Community Hospital (NCH) in accordance with the Joint Commission’s National Patient Safety Goals for 2012. This report will focus exclusively on the Priority Focus Area of Communication and its subsequent standards: * UP.01.01.01 – Conduct a preprocedure verification process. * UP.01.02.01 – Mark the procedure site. * UP.01.03.01 – A time-out is performed before the procedure. BACKGROUND NCH is 13 months away from its next Joint Commission audit. It is imperative that NCH is in complete compliance with the Joint Commission. METHODOLOGY In order to determine the degree of compliance with the aforementioned standards, the following NCH documents were cross-referenced: * Preprocdure Hand-Off >cross-referenced with standard UP.01.01.01 * Site Identification and Verification >cross-referenced with standard UP.01.02.01 * Site Identification and Verification, subheading Time-Out Procedure >cross-referenced with standard UP.01.03.01 FINDINGS Standard UP.01.01.01. NCH is not in compliance with standard UP.01.01.01. The first element of performance of this standard requires NCH to conduct a preprocedure verification process. Although NCH currently has a Preprocedure Hand-Off form that highlights the process, it could be improved by the inclusion of more precise language. Three recommendations are suggested for this improvement: (a) procedure...
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...How do you correct your student’s grammar mistakes? Instructors often lament the sloppiness of their students’ writing. Grammatical problems abound in college student writing, and when student papers are filled with errors, many teachers feel obligated to correct every sentence-level error they see. While marking each error can be an extremely time-consuming task, it is always the hope that students will read these comments and learn from the corrections. Is this really what happens? Is the time well spent? Unfortunately correcting errors for students will probably not help them learn to correct errors themselves. Only the most conscientious students will pour over your comments and reach for their grammar handbooks for additional information. Rather, in cases where every error is marked and corrected, the student will likely believe that the instructor has done all the work, and that little revision is necessary beyond that indicated by the corrections. If students are not given a chance to revise work, chances are good that they will not attend to your comments at all. Another downfall to correcting every spelling, punctuation, grammar, and capitalization error in a student paper is that it can end up taking the focus of your comments off the content and organization of the piece. Even if you are careful to attend to both mechanics and content, it is important to keep in mind that students can be easily overwhelmed...
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...This can only be done if each tool has a specific place where it is stored that allows for quick identification if the tool is missing. There are several ways to do this. Tool shadowing This involves specifying a specific space for each tool. It should be designed in such a way as to quickly determine if a tool is missing. A popular method is to use some type of foam product and cut out spots for each tool. In a toolroom environment, walls can be used with pegboard and hooks. The item is then outlined and shadowed. Tool identification Some companies require employees permanently mark their tools for tool identification purposes. This provides a way to quickly identify who a tool belongs to when it is found. Tools can be marked using a vibra-peen tool. Some other marking methods such as permanent marker may not be very effective in a hangar environment. If your company requires mechanics to mark their personal tools in a uniform method, be careful of the requirement. It would be best to use mechanics’ initials or the last four digits of their Social Security number as a tool ID marking. Company specific numbers such as employee numbers should be avoided. If the mechanic changes jobs to another company, these numbers will not be...
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...------------------------------------------------- Top of Form Bottom of Form * Home * My Qualification * Assessments * Study resources * The Cafe * Media Lounge Hints and tips for writing assignments What follows are some tips which should help you when you are preparing for the assignment route of assessment. Your tutors are likely to use contact time in a different way than if they are preparing you for examinations – as well as covering the theory, more time may be spent debating the application of theory to practice, and perhaps using the assignment as a basis for some discussion. Studying and preparing assignments Any studying member who require support in preparing and writing assignments should contact their tutor/study centre for advice and assistance. Guidance on formats for assessments Please be advised that there is not a prescriptive approach to producing documents for assessment. The content and structure of the document depends upon the audience addressed and the subject matter. You can undertake research on different types of documents by looking at what is available on the internet. For example, putting in the words “discussion papers for conferences” brings up a wide variety of discussion papers for a conference audience. To view more examples download our Guidance on formats for assessments. Check our Command words guide: when answering your questions on your assignment, it is important to ensure you have interpreted what...
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...ensure information is communicated; however, there are areas lacking in the hand-off form. Although the current hand-off form has an area to verify the patient identification/armband and if the site has been marked, there is no area to verify the patient procedure and the procedure site thus leaving the hospital not in compliance with the standard. 2. Identify the items that must be available for the procedure and use a standardized list to verify their availability. NCH is also not compliant in this standard as, again, the hand-off form does not have an area that identifies items needed for the patient’s procedure, nor is there any other form identified in the written policy that addresses this element of performance. UP.01.02.01: Mark the procedure site – This Element of Performance is in place to ensure that wrong site surgeries do not happen...
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...be inserted at the field board): Number of students registered: Number of students assessment 1: Number of students assessment 2 (where applicable): Number of students provisionally awarded a Module Pass at the examination board in June/July for undergraduate programmes: Module Co-ordinator : Peter Walker Date 24 May 2011 | Assessment Report: Overview of how well students handled the assessment 1 (for example how well students understood material, met expectations, integrated knowledge, language skills, etc) 1. Overall this year’s cohort performed very well; 147 students took the assessment of these 5 obtained marks in the 1st class category, 68 obtained 2:1, 54 2:2, 16 3rd class and 4 students failed. In percentage terms this is a 97% pass rate. With the average mark skewed towards the 2:1 level. Given that a significant number of the students were on our top up degrees programme and therefore did not have English as their first language, this was a particularly gratifying result. (handling of specific questions/sections and strengths/weaknesses in relation to each question ) 1. The exam is separated into two sections, section A was related to a case study that the students received around 3 weeks prior to the examination and section B addressed some of the conceptual material from the module. In general students handled section A, very well, having been briefed on the key issues, they prepared themselves well for the...
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...2- Body In MotionAssessment Task Number: 2Weighting: 25%Due Date: 31 July 2015 (Term 3 Week 2)Task Title: Training ProgramTotal Marks: 50Draft and Review: 10 marksFinal Submission: 40 marksOutcomes: P7, P8, P10, P11, P17 | Context Coaching staff of high representative sporting teams/individuals will always plan training programs to effectively develop their teams or athletes. They will use various methods and techniques when designing these programs so that athletes can develop their fitness and skills. Task Choose a sport of your choice. This sport will be your focus in completing each section of this task. Part A- Draft and Review 10 Marks To gain 10 marks you need to complete the following * Submit at least 1 draft to a friend for “peer-feedback” * Submit at least 1 draft to the teacher for feedback * Complete Part A Student Reflection and submit sheet on assessment submission * Complete Part B Student Reflection and submit within 24 hours of assessment being returned. Part B- Training Program 20 Marks Design a week long training program using the FITT principles. Ensure your athletes have both anaerobic and aerobic training incorporated, in a ratio relevant for your chosen sport. You should also ensure you train the relevant health and skill related components of fitness. Part C- Report (1-2 pages) 20 Marks Justify your training program by: * Describing the changes to the musculoskeletal and cardiorespiratory systems. ...
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..._______________________________________________________________________________________ General Information Marks: 10 Weight: 10% Format: Short Answer with workings File Type: Excel (.xlsx or .xls) Due: 29 March 2012 Upload soft copy of your Excel file to Blackboard under Assessment on or prior to the due date. Assignments submitted after the due date (late assignments) cannot be uploaded to Blackboard. Instead, they need to be emailed directly to Mark Doolan (m.doolan@qut.edu.au). Unless prior approval for late submission is granted, late assignments will incur a penalty. To avoid mixing up assignments, you must name your assignment with the following format: * unit code, your name, your student number, and the assignment number * for example: EFB210 John Doe n1234567 Assignment Part A.xlsx Finally, complete the table below and add it to your assignment. Notes to Markers * Assignments are accessed and marked through grade centre. If the student has submitted multiple assignments, mark their last submission. * Marking for Knowledge and Understanding * 1 mark per question * 1 mark for correct answer * 0 marks for incorrect answer – no part marks * This shouldn’t happen, but mark the student correct if their answer appears to differ from correct answer by a small rounding. Note that this is for small rounding errors. * Marking Excel Component * Worth a total of two marks * Students need to follow set Excel formatting (input cells...
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