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The purpose of this report is to determine if itwould befeasible for a business to offer telecommuting as an option for employees.
For the executive summary, there should be four paragraphs. Include a brief summary of the introduction and background (one paragraph), the potential benefits (one paragraph), the potential disadvantages (one paragraph), and the conclusions and recommendations (one paragraph)
When bullets are used, do not include an extra space. For example:
The employees work independently as per their schedule.
In the Conclusions and Recommendations, your main focus will be:
When is telecommuting feasible (and for what types of businesses) and when is it not feasible (and for what types of businesses)? It is perfectly fine to say that telecommuting can work for virtually any business if done correctly.
Steps of implementation. Should a business decide to move forward with additional telecommuting options, what would a good first step be? What would be a good second step? And so on.
In terms of the section headings, I would suggest:
Attachments:
6694130_1_Feasibility-Report–finished-draft—2-.docx

1. What is the difference between practicing the response and practicing the selection of the response in an open skill? 2. Choose a team sport and make a list of four major tasks that might be included under each of the games stages. 3. Choose two skills from a team sport and describe how these skills are used in a game situation.

Stanford University Graduate School of Business Aegust 2009 Littlefield Technologies Implements Pull Manufacturing Background In early January, Littlefield Technologies opened a new production line for an established model of its Digital Satellite System (DSS) receiver. recently embraced Lean principles and they are making a transition to puill manufacturing in their factory. To facilitate this strategy, Littlefield has built a website which offers production capacity to customers when it becomes available in the factory Littlefield’s management has Their system of visual control consists of uniquely numbered card packs that track 60- unit orders. As each order arrives, it is assigned to an available card pack. When there are no card packs remaining, Littlefield withdraws its production offer from the website until an order completes and its card pack becomes available for the next order. By choosing the total number of card packs in circulation, Littlefield sets the maximum work-in-process (WIP) inventory in the factory Although actual day-to-day demand will vary somewhat, the expected demand for DSS receivers will remain steady. Littleficld anticipates their pull strategy will turn away some demand, but they are certain that lost demand will not justify the purchase of additional production capacity. You should not purchase or sell any production machines. Your team has been hired to manage the transition to pull manufacturing. While Littlefield’s website has been working flawlessly, their factory is becoming worrisome. Lead times are increasing and revenues are decreasing. At the rate things are going it will be only a matter of days until the factory begins to operate at a loss. Management hopes you will be able to set things right. They have only two metrics for success cash on hand when the factory shuts down and your overall contribution to their knowledge. Operations Each order for 60 receivers is paired with a numbered card pack. You may release the order into the factory as one production lot of 60 kits, two lots of 30 kits, 3 lots of 20 kits, or 4 lots of 15 kits. Each lot receives a card from that order’s card pack. To change Littlefield’s lot size please click the Edit Data button in your Customer Order pop-up window. Production lots travel independently through the factory and no order is shipped until all lots that make up that order are complete. A production lot advances to the next step only after all the kits in that lot are complete Based on a document written by Sunil Kumar and Samuel C. Wood, Stanford University Graduate School of Business. Copyright 2009. No part of this document may be reproduced without pemission from Responsive Learning Technologies, Inc. infoarosponsive.net

Summative Assessment 2Title of assessment task: Written Assessment 2 (1500 words) Reflect as the facilitator of asmall group’s learningThis assessment task relates to the following learning outcomes: LO1, LO2, LO3, LO4Page 11Instructions:During week 10 you will facilitate the skill learning of 4-5 others (a small group).As the coach/teacher/leader you will design and implement a 15-20-minute, learner-centred, skillbasedlearning activity (game-based is recommended if appropriate).You are required to complete a written session plan prior to your small group coaching session(formative assessment – no grade). A session plan template can be downloaded from Blackboardand is to be submitted with your written assignment 2 as Appendix A.Your coaching/teaching session will be observed by a peer who will give you written and verbalfeedback immediately after you coach. Retain the written peer feedback sheet as evidence of yourcoaching, for your written assignment 2 (attach as Appendix B).This assessment requires you to submit a written assignment, reflecting upon your planning,facilitation of a small group learning experience, and application of skill concepts and theories oflearning. The suggested word count is ~1500 words, which does not include the References,attachedsession plan or peer feedback evidence.This assignment must incorporate concepts of skill and theories of learning, covered in the lecturesand your own reading during the semester. Pay careful attention to the referencing and formattingconventions (APA 7th Edition).For this written assignment, students will submit via TURNITIN by 4pm on the due date:1. A reflective essay; introduction, body paragraphs, conclusion, and references using correctAPA referencing protocols.2. Appendix A: The session coaching/teaching plan for a small group (a template will beprovided).3. Appendix B: Peer feedback sheet (a template will be provided).
This document is meant as a formatting reminder or proforma for your upcoming written assignment. You have 1500 words to play with so keep the introduction brief, perhaps three sentences just to put your work in context. You should note that the sub-heading for this section is centred, but the text is left justified. This paragraph sets the context for your assignment, so include important information – who, where, how long, what, and why?
You may consider including a referenced definition that is relevant to your assignment.
Approximately 150 words.
Design of activities
You will note that the sub-headings are now left justified (over to the left-hand margin). It is a good idea to break your work up into sections and as these naturally follow the learning outcomes it makes this easier for you to construct and for us to allocate marks to the learning outcomes.
In this section you should reflect on the design of your plan. Tell us why you planned to do the things you did, was this based on any literature or were you trying out a theory. Use a citation if you based your plan on a theory. If you can now see flaws in your plan tell us about those, or tell us about where theory could have been used. Discuss, with evidence from your appendices (A or B), whether your planned activities were suitable for your small group of learners. Justify your comments with relevant literature. Your writing and your attached plan should align. Approximately 350 words for this section. This paragraph assesses LO1 –
Design suitable skill learning activities in an appropriate sport and recreation context.
Reflect on the facilitation of learner-centred coaching
In this section you need to reflect deeply on how the things that you did as a coach affected the learning of your small group. Use the Gibbs (1988) model to help you through your reflection. Tell us what you did to make your session unique to your group of learners. Can you suggest reasons for the things that went well and the things that, perhaps on reflection, you would not do again? Tell us how your session flowed or not and how did the timing of your activities affect whether your session was learner-centered, or not. Clearly demonstrate your content knowledge relating to athlete/learner-centered approaches or styles. Use approximately 350 words. This paragraph assesses LO2
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Reflect on the facilitation of a learner-centred environment appropriate for a sport and recreation activity.
Applying theories and skill concepts
You will need to read the marking criteria for LO3 to give this paragraph a clear focus. When you reference some theory, that is, when you use it in the text, these are called citations and they appear in the body of your work (Gibbs, 1988) and should refer to books, journal articles and websites. For example, as stated by Mosston and Ashworth (1986) the spectrum contains ten styles. A list of references appears at the end of your assignment (References) and must include the sources you have cited in the body of your work. The sub-heading ‘References’ should be centred and on a new page. This template is a Word document that has been formatted to meet the AUT academic writing standards, that is, Arial font size 11, spacing of 1.5, bold headings, centered main headings, and References on a new page. Proofread your document once more to correct errors in spelling, punctuation, or grammar. Up to 450 words. This paragraph assesses LO3
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Apply concepts of skill and theories of learning.
Conclusion
Keep this section brief and perhaps tell us in a few sentences the aspects of greatest learning that you got from undertaking your small group coaching session and reflecting upon it. What challenges, new learnings or issues did you encounter? No more than 150 words. Insert your word count in your assignment title before you SAVE and prepare to submit. Remember to remove ALL instructions from this template BEFORE you save and submit. This whole assignment is assessing LO4
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Present work at
an appropriate academic standard: Structure, language, source integrity, relevance, range of sources.
See Summative Assessment Page 11 in the attached file
1450words
Attachments:
6698222_1_SPOR511-Skill-Learning-Semester-1-2021.pdf

Read this passage from the Bluest Eye by Toni Morrison and anwer the following question This novel is written in four parts: Autumn, Winter, Spring and Summer. Autumn is traditionally a time for harvest and dying, winter is a time when crops die and seeds remain dormant, spring is a time for planting and rebirth, and summer is a time for crops to grow and recieve nourishment from the sun. Assume the incidents in the story follow the same cycle and that instead of seeds, ideas and feelings are discussed. What ideas about self are planted in Pecoal’s mind? What do you think the harvest might be?

Refer to the tide charts for Seattle and Port Townsend (top = Seattle, bottom = Port Townsend). Determine the arrival time for the higher high tide at each station for May 15, 2011. Seattle____________________ Port Townsend____________________