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Part 1: Literature Evaluation Table Locate a minimum of 10-12 peer-reviewed articles that support your proposed topic. Eight of the 10-12 peer-reviewed articles must be research-based (i.e., a study which is qualitative, quantitative, descriptive, or longitudinal). Begin your search for literature by utilizing the databases located in the GCU Library. Contact your instructor, the librarian, or library staff for additional researching tips and keyword suggestions.

Reviewing the Literature

Student Name:

Summary of Clinical Issue (200-250 words):

 PICO Question:

Part 1: Literature Evaluation Table

Locate a minimum of 10-12 peer-reviewed articles that support your proposed topic. Eight of the 10-12 peer-reviewed articles must be research-based (i.e., a study which is qualitative, quantitative, descriptive, or longitudinal).

Begin your search for literature by utilizing the databases located in the GCU Library. Contact your instructor, the librarian, or library staff for additional researching tips and keyword suggestions.

Preview each of the articles chosen by reading the article abstracts and summaries. Article abstracts and summaries provide a concise description of the topic, research outcomes, and significance of findings.

Criteria Article 1 Article 2 Article 3
APA-Formatted Article Citation With Permalink  

 

   
How Does the Article Relate to the PICO Question?      
Quantitative, Qualitative (How do you know?)      
Purpose Statement      
Research Question      
Outcome      
Setting

(Where did the study take place?)

     
Sample      
Method      
Key Findings of the Study      
Recommendations of the Researcher      
Criteria Article 4 Article 5 Article 6
APA-Formatted Article Citation With Permalink  

 

   
How Does the Article Relate to the PICO Question?      
Quantitative, Qualitative (How do you know?)      
Purpose Statement      
Research Question      
Outcome      
Setting

(Where did the study take place?)

     
Sample      
Method      
Key Findings of the Study      
Recommendations of the Researcher      
Criteria Article 7 Article 8 Article 9
APA-Formatted Article Citation With Permalink  

 

   
How Does the Article Relate to the PICO Question?      
Quantitative, Qualitative (How do you know?)      
Purpose Statement      
Research Question      
Outcome      
Setting

(Where did the study take place?)

     
Sample      
Method      
Key Findings of the Study      
Recommendations of the Researcher      
Criteria Article 10 Article 11 Article 12
APA-Formatted Article Citation With Permalink  

 

   
How Does the Article Relate to the PICO Question?      
Quantitative, Qualitative (How do you know?)      
Purpose Statement      
Research Question      
Outcome      
Setting

(Where did the study take place?)

     
Sample      
Method      
Key Findings of the Study      
Recommendations of the Researcher      

Part 2: Analysis of Literature

In 750-1,000 words, write a review of the literature. This section should comprehensively summarize previous research related to your topic and demonstrate support for your PICO question.

Remember, you are building an argument to for your proposed evidence-based project; this is not simply an article review.

Appraise each article and answer the following questions for each (one to two sentences is sufficient to answer each question):

Summarize the purpose of the article or research.

Describe how the article or research relates to the health care problem or issue you selected.

Explain how the evidence in the article or research supports your proposed intervention.

 

 

 

 

The post Part 1: Literature Evaluation Table Locate a minimum of 10-12 peer-reviewed articles that support your proposed topic. Eight of the 10-12 peer-reviewed articles must be research-based (i.e., a study which is qualitative, quantitative, descriptive, or longitudinal). Begin your search for literature by utilizing the databases located in the GCU Library. Contact your instructor, the librarian, or library staff for additional researching tips and keyword suggestions. first appeared on essaypanel.com.

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Your organisation is based in two different countries (the UK and another country of your choice). Write a short account which briefly assesses the labour market trends in each country. In your account, briefly explain the significance of tight and loose labour market conditions and how organisations position themselves strategically in competitive labour markets. (AC 1.1,1.2,1.3)

Title of unit: Resourcing and Talent Planning

Learning outcomes:

1      Understand key contemporary labour market trends and their significance for workforce planning.

2      Be able to undertake talent planning and recruitment activities

3      Understand how to maximise employee retention

4      Know how to manage dismissal, redundancy and retirement effectively and lawfully.

Assessment brief/activity

You are required to provide written responses to each of the following nine questions:

Question 1

Your organisation is based in two different countries (the UK and another country of your choice). Write a short account which briefly assesses the labour market trends in each country. In your account, briefly explain the significance of tight and loose labour market conditions and how organisations position themselves strategically in competitive labour markets. (AC 1.1,1.2,1.3)

 

Question 2

Give a brief description of the role of government, employers and trade unions in ensuring future skills needs are met. (AC 1.4)

Question 3

Briefly describe the main principles of effective workforce planning and give some examples of any tools that may be used for this. (AC 2.1)

Question 4

Develop and provide a basic succession and career development plan. (AC 2.2)

Question 5

Provide evidence to show your contribution to plans for downsizing an organisation. (AC 2.3)

Question 6

Provide evidence to show your contribution to the development of job descriptions, person specifications and competency frameworks. (AC 2.4)

Question 7
Explain some of the main legal requirements in relation to recruitment and selection and briefly assess the strengths and weaknesses of at least two different methods of recruitment and selection. (AC 2.5,2.6)

Question 8

Briefly explain briefly why people leave or remain with organisations and provide a summary of some of the costs associated with dysfunctional employee turnover.  Go on to assess the strengths and weaknesses of at least two different approaches to retaining talent. (AC 3.1,3.2)

Question 9

Provide a brief summary of the advice you would provide to your organisation on good and lawful practice for managing dismissal, retirement and redundancies. (AC 4.1)

The post Your organisation is based in two different countries (the UK and another country of your choice). Write a short account which briefly assesses the labour market trends in each country. In your account, briefly explain the significance of tight and loose labour market conditions and how organisations position themselves strategically in competitive labour markets. (AC 1.1,1.2,1.3) first appeared on essaypanel.com.

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You are a claims handler for an insurer specialising in household insurance. One of the policyholders has home insurance, which includes buildings and contents cover. When the insurance policy was incepted the policyholder confirmed the property was their permanent residence. The policyholder notifies you of a claim for water damage to the property and personal possessions. Whilst investigating the claim, you discover the following: • The policyholder rents out the property on short-term lets, during which they temporarily vacate the property. However, the policyholder has never informed the insurer of this. • The personal possessions are owned by a guest who had rented the property for the weekend. • The policyholder has received a criminal conviction for burglary, although this conviction occurred after the inception of the policy. (a) Discuss the possible effects of the short-term lets on the policyholder’s claim for the property damage. Refer to one statute in support of your discussion. (14) (b) Explain, with justification, whether the claim for the personal possessions will be settled. (6) (c) Discuss the effect on both the policy and the claim of the policyholder failing to inform the insurer of the criminal conviction.

You are a claims handler for an insurer specialising in household insurance. One of the policyholders has

home insurance, which includes buildings and contents cover. When the insurance policy was incepted the

policyholder confirmed the property was their permanent residence.

The policyholder notifies you of a claim for water damage to the property and personal possessions. Whilst

investigating the claim, you discover the following:

• The policyholder rents out the property on short-term lets, during which they temporarily vacate the

property. However, the policyholder has never informed the insurer of this.

• The personal possessions are owned by a guest who had rented the property for the weekend.

• The policyholder has received a criminal conviction for burglary, although this conviction occurred after the

inception of the policy.

(a) Discuss the possible effects of the short-term lets on the policyholder’s claim for the property

damage. Refer to one statute in support of your discussion. (14)

(b) Explain, with justification, whether the claim for the personal possessions will be settled. (6)

(c) Discuss the effect on both the policy and the claim of the policyholder failing to inform the insurer

of the criminal conviction.

The post You are a claims handler for an insurer specialising in household insurance. One of the policyholders has home insurance, which includes buildings and contents cover. When the insurance policy was incepted the policyholder confirmed the property was their permanent residence. The policyholder notifies you of a claim for water damage to the property and personal possessions. Whilst investigating the claim, you discover the following: • The policyholder rents out the property on short-term lets, during which they temporarily vacate the property. However, the policyholder has never informed the insurer of this. • The personal possessions are owned by a guest who had rented the property for the weekend. • The policyholder has received a criminal conviction for burglary, although this conviction occurred after the inception of the policy. (a) Discuss the possible effects of the short-term lets on the policyholder’s claim for the property damage. Refer to one statute in support of your discussion. (14) (b) Explain, with justification, whether the claim for the personal possessions will be settled. (6) (c) Discuss the effect on both the policy and the claim of the policyholder failing to inform the insurer of the criminal conviction. first appeared on essaypanel.com.

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Special Education 1] Develop a hypothetical case history on the basis of the details given below. He can identify alphabets and numbers from 1-50. He usually replies in one word. He still has a problem with his sitting habit. cannot sit for more than 15 minutes. His hand flapping behavior distracts him a lot. Moreover, he bites his thumb for sensory needs and to express his aggression. He identifies daily use objects and their functions. The toilet training is there but he still needs help to put on and pull off his pants, buttoning shirts, and holding pencils. Social skills are extremely poor…he only answers to adults if asked questions otherwise don’t take initiative in making any kind of communication. Peer relation is absent. 2. Include both long-term and short-term plans in IEP for academics, motor, social, and language skill development, and the intervention strategies in a table format so that the entire scenario can be understood at a glance. 3. Prepare a lesson plan for group teaching of 3 students, one having ADHD, and the rest two are on the autism spectrum for teaching them the concept of three seasons (summer, monsoon, and winter). Please mention all the details required for the lesson plan including TLM or materials required.

Special Education

1] Develop a hypothetical case history on the basis of the details given below.

He can identify alphabets and numbers from 1-50. He usually replies in one word. He still has a problem with his sitting habit. cannot sit for more than 15 minutes. His hand flapping behavior distracts him a lot.

Moreover, he bites his thumb for sensory needs and to express his aggression. He identifies daily use objects and their functions. The toilet training is there but he still needs help to put on and pull off his pants, buttoning shirts, and holding pencils.

Social skills are extremely poor…he only answers to adults if asked questions otherwise don’t take initiative in making any kind of communication. Peer relation is absent.

2. Include both long-term and short-term plans in IEP for academics, motor, social, and language skill development, and the intervention strategies in a table format so that the entire scenario can be understood at a glance.

3. Prepare a lesson plan for group teaching of 3 students, one having ADHD, and the rest two are on the autism spectrum for teaching them the concept of three seasons (summer, monsoon, and winter). Please mention all the details required for the lesson plan including TLM or materials required.

The post Special Education 1] Develop a hypothetical case history on the basis of the details given below. He can identify alphabets and numbers from 1-50. He usually replies in one word. He still has a problem with his sitting habit. cannot sit for more than 15 minutes. His hand flapping behavior distracts him a lot. Moreover, he bites his thumb for sensory needs and to express his aggression. He identifies daily use objects and their functions. The toilet training is there but he still needs help to put on and pull off his pants, buttoning shirts, and holding pencils. Social skills are extremely poor…he only answers to adults if asked questions otherwise don’t take initiative in making any kind of communication. Peer relation is absent. 2. Include both long-term and short-term plans in IEP for academics, motor, social, and language skill development, and the intervention strategies in a table format so that the entire scenario can be understood at a glance. 3. Prepare a lesson plan for group teaching of 3 students, one having ADHD, and the rest two are on the autism spectrum for teaching them the concept of three seasons (summer, monsoon, and winter). Please mention all the details required for the lesson plan including TLM or materials required. first appeared on essaypanel.com.

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BEMM042: Resourcing and Talent Management Learning outcomes: Understand key contemporary labor market trends and their significance for workforce planning. Be able to undertake talent planning and recruitment activities Understand how to maximize employee retention Know how to manage dismissal, redundancy, and retirement effectively and lawfully. Assessment brief/activity You are required to provide writte

BEMM042: Resourcing and Talent Management

Learning outcomes:

Understand key contemporary labor market trends and their significance for workforce planning. Be able to undertake talent planning and recruitment activities Understand how to maximize employee retention Know how to manage dismissal, redundancy, and retirement effectively and lawfully.

Assessment brief/activity

You are required to provide written responses to each of the following seven questions:

Question 1.  Your organization is based in two different countries (the UK and another country of your choice).

Write a short account that briefly assesses the labor market trends in each country. In your account, briefly explain the significance of tight and loose labor market conditions and how organizations position themselves strategically in competitive labor markets.

Question 2. Give a brief description of the role of government, employers, and trade unions in ensuring future skills needs are met.

Question 3. Briefly describe the main principles of effective workforce planning and give some examples of any tools that may be used for this.

Question 4.  Develop and provide a basic succession and career development plan Provide evidence to show your contribution to plans for downsizing an organization Provide evidence to show your contribution to the development of job descriptions, person specifications, and competency frameworks.

Question 5. Explain some of the main legal requirements in relation to recruitment and selection and briefly assess the strengths and weaknesses of at least two different methods of recruitment and selection.

Question 6. Briefly explain briefly why people leave or remain with organizations and provide a summary of some of the costs associated with dysfunctional employee turnover. Go on to assess the strengths and weaknesses of at least two different approaches to retaining talent.

Question 7. Provide a brief summary of the advice you would provide to your organization on good and lawful practices for managing dismissal, retirement, and redundancies. Evidence to be produced/required Answers to each of the six questions of approximately.

You should relate academic concepts, theories and professional practice to the way organizations operate, in a critical and informed way, and with reference to key texts, articles, and other publications and by using organizational examples for illustration.

All reference sources should be acknowledged correctly and a bibliography provided where appropriate

The post BEMM042: Resourcing and Talent Management Learning outcomes: Understand key contemporary labor market trends and their significance for workforce planning. Be able to undertake talent planning and recruitment activities Understand how to maximize employee retention Know how to manage dismissal, redundancy, and retirement effectively and lawfully. Assessment brief/activity You are required to provide writte first appeared on essaypanel.com.

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URBAN5037: Development Process Aims The aim of this course is to enable you to understand the process of real estate development in relation to its broader social, economic, legal, and political context.This course is designed to ground a practical understanding of real estate development within a strong theoretical framework Structure This course is designed to ground a practical understanding of real estate development within a strong theoretical framework. On the first day of the course, you will be introduced to a vacant site in Glasgow city center and set the challenge of devising a realistic development proposal within two month

URBAN5037: Development Process

Aims

The aim of this course is to enable you to understand the process of real estate development in relation to its broader social, economic, legal, and political context.This course is designed to ground a practical understanding of real estate development within a strong theoretical framework

Structure

This course is designed to ground a practical understanding of real estate development within a strong theoretical framework. On the first day of the course, you will be introduced to a vacant site in Glasgow city center and set the challenge of devising a realistic development proposal within two months. To assist you, key aspects of the development process will be covered in lectures, seminars, and, crucially, in your own directed reading. You will be introduced to the software package that you will use to illustrate your proposal.

You will also find extensive learning resources available on Moodle to support your work and will have the chance to meet with tutors individually to receive direct feedback on your emerging ideas. For some students, the course is linked to Development Economics, in which you may subsequently be expected to analyze your development proposal financially.

Learning Outcomes

By the end of the course, you should be able to:

• Appreciate how the demand for housing, commercial and mixed-use development products, and the supply of development opportunities are driven by social, economic, and political change

• Understand the roles played by different actors in the development process and assess the potential for collaboration or conflict between them

• Appreciate the significance of development constraints and evaluate different ways in which they might be overcome

• Apply policy and market research to selecting appropriate developments

• Test alternative forms of site development in relation to their acceptability, marketability, and suitability.

The minimum requirement for the award of credit for students on MSc City Planning, MSc City Planning & Real Estate Development, MSc International Real Estate & Management, and MSc Real Estate is D3 or above.

The program specification is available at:

https://www.gla.ac.uk/coursecatalogue/course/?code=URBAN5037.

University Regulations can be found at:

https://www.gla.ac.uk/myglasgow/senateoffice/policies/uniregs/regulations2020-21/.

Teaching Methods

Teaching methods include recorded lectures, seminar exercises, visiting speaker presentations, and practical work. You are expected to carry out prior reading. Course teaching is predicated on the notion of active learning and therefore depends upon students acting as independent learners by accumulating knowledge and increasing understanding throughout the course, to be applied in the course assessment.

Lectures

All lectures have been recorded and are available for you to download on the course Moodle site. The intention is that you are able to access these at your convenience, providing that you view them prior to the scheduled seminars. Accordingly, the timetable on page 4 lists lectures alongside seminars in the order in which all teaching materials should be accessed.

Seminars

Seminars will be conducted face-to-face and online at scheduled hours and require your attendance. The seminars on 1st October, 15th October, and 29th October will be run in separate groups, with activities taking place in seminar rooms and in Zoom breakout sessions. All groups, whether in person or online, will complete group wikis on Moodle.

You will be assigned to a group on Moodle before the 1st October seminar. Seminars take place in one-hour slots scheduled between 10 am and 1 pm. Before the 1st October seminar, you will be allocated to a group, with time slots and rooms for each group within each seminar posted on Moodle. Those of you not in Glasgow will be assigned to an online seminar group and given Zoom links to these sessions.

For online groups, please note that to use the breakout room function in Zoom you must have a Zoom account and must be accessing it using either the Zoom desktop client or mobile app. Breakout rooms do not function for participants who join the meeting using the Zoom web client.

Site visit

Our site, which we will continually refer back to throughout the course, and which will form the backdrop to your assignment, is bounded by King Street, Osborne Street, Stockwell Street, Howard Street and Bridgegate, in Glasgow, G1 5QT.

It is presently in use as a surface car park and is located adjacent to the St. Enoch Shopping Centre. While current University policy prevents us from visiting the site as a group, you must – if possible – make your own arrangements to visit alone or in small groups and are advised otherwise to make extensive use of Google Street View and 3D View to explore the site and its surrounding area. The site is shown within the red dotted line on the map below.

Timetable

Friday 24 September

1000-1100 Lecture Topic 1: The development process

1100-1200 Lecture Topic 2: Implementation of development
projects

Friday 1 October

0900-1000 Lecture Topic 3: Development case studies

1000-1300 Seminar 1 (live) Creating successful places

Friday 8 October

0900-0930 Lecture Topic 4: Commercial developers and investors

0930-1000 Lecture Topic 5: Residential developers

Friday 15 October

0900-1000 Lecture Topic 6: Landowners and development

1000-1300 Seminar 2 (live) Development constraints evaluation

Friday 22 October

0900-0930 Lecture Topic 7: Strategic market analysis

0930-1000 Lecture Topic 8: Planning and policy analysis

1100-1300 Guest lecture (live) Matt Bellshaw (Henry Boot Developments)

Friday 29 October

0900-0930 Lecture Topic 9: Understanding relations between development actors & markets

0930-1000 Lecture Topic 10: The key to a successful project

1000-1300 Seminar 3 (live) Assessing alternative schemes for the site

Realizing Your Design

As part of the assignment, you will illustrate your development proposal in the form of a visual design. At this stage in the program you are not expected to have much in the way of design skills and it is not your design or visualization skills that are being tested here. Rather it is your understanding and appreciation of placemaking from a planning and real estate development perspective.

You may simply wish to draw your design using pencil and paper, but you can also use any graphics software that you choose. We have made CityCAD, as a simple but professional piece of urban design software, available to students for this purpose. If you choose to use CityCAD (which is available free of charge on a temporary basis for Windows 10 computers.

and which we can make available for non-Windows users via remote desktop) you have access to a range of online written and video tutorials.

which you can use in order to develop your skills, and can view a video produced for last year’s cohort by Chris Sharpe of Holistic City Ltd, developers of CityCAD, on the course Moodle page. You can also access a range of tutorials for developing graphics skills related to mapping and urban design at

International Perspectives

Although the course is primarily based on UK experience, its principles are widely applicable in many countries. Many students taking this course come from countries beyond the UK and are encouraged to share perspectives from their own experience in discussions, seminars and workshops. All students, however, are encouraged to learn more about real estate development beyond the UK and, to do so, are recommended to

consult the following book, which contains ten chapters on real estate development in countries across the world:

Squires, G. and Heurkens, E (2015) (eds) International Approach to Real Estate Development, Routledge, London.

Your report should cover the four main areas set out below while incorporating within the text such as maps, graphs, photographs, diagrams and other illustrative material as you

consider appropriate:

1. Area and Site Analysis: You are expected to evaluate both the potential of the area, the site, and possible impediments to its development. This assessment should have two clear elements:

(i) An analysis of the immediate area within which the site is located, identifying key land uses and any significant recent developments, along with any facilities or attractions you consider advantageous; and showing the wider connectivity of the site to the city center and broader conurbation. You are strongly recommended to illustrate your analysis with maps and photographs.

(ii) An analysis of any site-specific physical and infrastructural constraints that might impede development feasibility at the site, together with an assessment of their severity and, where relevant, of how they might best be remedied.

Specifically, you should identify the extent to which future use of the site might be impeded by factors such as difficult ground conditions, the impact of surrounding uses or buildings, air pollution, traffic or other noise, or possible restrictions on vehicular or pedestrian access.

2. Development Context: You are expected to investigate what kind of development is likely to be both acceptable in policy terms and in demand at this location. This assessment should again have two clear elements:

(i) Detailed thematic analysis of relevant planning policies. This should provide a rounded evaluation of what the public authorities may wish to see happen at the site, rather than simply list the contents of particular policy documents. You should concentrate mainly on Glasgow City Council’s City Development Plan (2017), but you should also make reference, where relevant, to the Glasgow and Clyde Valley Strategic Development Plan (2017), Scottish Planning Policy (2014), and Scotland’s National Planning Framework 3 (2014).

To avoid repetition, your analysis should identify the key planning themes that apply to the site (for example, ‘achieving place quality’), referencing the particular policies to which these themes can be traced in the above documents. Crucially, if you find particular types of development would not be permitted at this location, you should make this very clear.

(ii) Detailed factual analysis of property market conditions. You should draw on information from at least two recently published property market reports to assess the current supply and demand, and likely future market trends, for different property types at this location.

This should include information, as appropriate, on property values/prices, rents, yields, and occupancy/vacancy levels. Rather than assume that current market conditions will necessarily continue in the future, you should assess how they might change over your development period.

You should seek to convey as much of your information as possible through graphs, tables, or other illustrative means. Although your analysis should concentrate on providing a detailed market justification for the property type(s) included in your proposal, it should also include some brief evidence to explain why you have excluded other property type(s).

While it is recommended that you first report on these two elements separately, you should then synthesize their implications to justify your overall development proposal. One simple way to do this would be to summarise Section 2 in a SWOT analysis.

3. Development Proposal: An indicative development proposal, fully explained in the text and supported by CityCAD, other design software, or pencil and paper illustrations. This should establish the preferred layout, uses, height and massing of what you think might best be built on the site, together with indicative arrangements for access, servicing, and car parking. A schedule of accommodation should be provided, showing the total amount of space to be devoted to each use.

The illustrations should comprise a two-dimensional layout plan showing the footprint of the proposed development, and between 2 and 5 three-dimensional visualizations/computer-generated images of what you propose. These are not intended to show a fully-fledged development scheme, still less a detailed design. Instead, you are expected to indicate at a very broad level how your proposed development will be accommodated on the site and, in doing so, how it represents an effective use of the site. If you consider that your development would be likely to be built out in different phases, you should explain and justify your proposed phasing within the text and show it in the illustrations.

4. Development Consortium: Your clients wish to share potential risks by attracting one or more development partners. This could involve, for example, establishing a joint-venture development company with others to promote a comprehensive scheme for the whole site, or maybe breaking the site up so that different partners can build out different parcels. In any event, your clients are looking for an exit strategy at the end of the development period, as they do not themselves wish to hold the completed development as a long-term investment. They, therefore, want to know how best to attract a long-term property investor to the site.

This could include, for example, a developer-investor or investor-developer, wishing to participate in the development itself.

You should therefore explain and justify the type(s) of development partner(s) you would recommend to your clients, while not identifying any particular named company. (Professional consultancies such as architects, engineers, and surveyors should not be included unless, exceptionally, they share development risk). To support your recommendation, you should construct a simple diagram showing the intended relationships between all the partners identified.

The post URBAN5037: Development Process Aims The aim of this course is to enable you to understand the process of real estate development in relation to its broader social, economic, legal, and political context.This course is designed to ground a practical understanding of real estate development within a strong theoretical framework Structure This course is designed to ground a practical understanding of real estate development within a strong theoretical framework. On the first day of the course, you will be introduced to a vacant site in Glasgow city center and set the challenge of devising a realistic development proposal within two month first appeared on essaypanel.com.

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URBAN5081: Contemporary Planning Systems AIM The course aims to critically examine spatial planning systems, focusing on their evolution, structure, and processes. It discusses the institutional and legal framework within which planning takes place and critically engages contemporary planning practices, debates, controversies, issues, and concerns. LEARNING OUTCOMES By the end of this course, you should be to: 1. Describe and critique the concept and practice of spatial planning. 2. Assess and evaluate contemporary debates in

URBAN5081: Contemporary Planning Systems

AIM

The course aims to critically examine spatial planning systems, focusing on their evolution, structure, and processes. It discusses the institutional and legal framework within which planning takes place and critically engages contemporary planning practices, debates, controversies, issues, and concerns.

LEARNING OUTCOMES

By the end of this course, you should be to:

1. Describe and critique the concept and practice of spatial planning.

2. Assess and evaluate contemporary debates in planning theory and practice.

3. Review and assess the institutional framework for spatial planning.

4. Describe, interpret, and evaluate the statutory framework of plans.

5. Examine and appraise development planning and development management.

6. Judge and formulate coherent arguments on contemporary issues in spatial planning.

7. Assess and contribute to key planning debates and the planning literature.

DAY 1: TUESDAY 21 SEPTEMBER 2021

This session introduces the course. It looks at among other things, the learning outcomes, delivery methods, and assessment.

Session 1: Spatial Planning as a State-Directed Activity

The session is a critical introduction to the practice of spatial planning as a state-directed activity. It emphasizes the nature and scope of spatial planning as well as the necessity and relevance of the legal and institutional framework through which the state facilitates, controls, and monitors planning.

 Session 2: Planning Systems and Processes I:

Organizational Framework

As a principally state-directed activity, planning operates in a field structured by various agencies, instruments, and frameworks. In this session, we examine the spatial and administrative organization of planning by discussing the
institutional framework. We will focus on agencies for planning at various administrative and spatial levels, their roles, and how they relate to each other. Please, bring your internet-enabled devices

DAY 2: TUESDAY 28 SEPTEMBER 2021

Session 3: Planning Systems and Processes II: Framework of Plans Zubeida Lowton

The session continues the preceding theme by examining and appraising the processual aspects of planning at different spatial and administrative scales. We will examine the frameworks of plans at different levels. Our focus will be the hierarchy of plans, their formulation, contents, and how they relate to each other. Please bring your internet-enabled devices.

Session 4: Development Planning

This session will outline the system of development plans using Scotland as an example. The idea is to provide you with a living case of the development planning in action. We will examine the nature and importance of strategic spatial planning at different spatial scales. The different plans and policies at these spatial levels will be examined and appraised. This will enable you to examine and evaluate the organization of planning in other contexts. As such, you are required to read beyond the Scottish case study.

DAY 3: TUESDAY 5 OCTOBER 2021

Session 5: Development Management

This session explains the regulation and control activity of planning and its relationship to structures of governance and the development plan system. The focus will be on both strands of development management, namely, development control and planning enforcement. As in the case of development planning, the idea is to equip you to be able to examine and evaluate development planning in other contexts. As such, you are required to read beyond the Scottish case study.

Session 6: Planning Workshop I: Making Strategic Choices

Focusing on development planning, this session involves an interactive workshop where you will apply your knowledge about strategic-level planning to a particular planning problem. The session requires you to participate, so pre-course preparation is essential. The best way to do this is to study the material for this session plus your notes and readings for development planning and the framework for plans.

DAY 4: TUESDAY 12 OCTOBER 2021

Session 7: Planning Workshop II: Development Management

Focussing on development management, this session is an interactive workshop where you will apply many of the concepts you have learned across the whole of the course to an applied planning problem.

The session requires you to participate, so pre-course preparation is essential. This you can do by studying your notes and readings on development management and the framework for plans.

Session 8: Seminar: Planning and Contemporary Challenges

This session will examine contemporary issues in planning in relation to a wide range of sectors. It discusses planning policy and its purpose. It examines policy at different levels of government and assesses how this impacts planning decisions. It links planning issues to wider policies and different spatial administrative scales.

DAY 5: TUESDAY 19 OCTOBER 2021

Session 9: Planning Law

This session will introduce and explain core aspects of planning law, and the specific legislation under which planning in Scotland operates. As planning law is extremely context-dependent, the focus is on Scotland. As is the case with the preceding context-specific sessions, it is in your best interest to read beyond the Scottish case. Reading beyond the Scottish case will give you the ability to apply the knowledge gained in this session to other countries.

Session 10: Environmental Law

This session will introduce and explain environmental law as a key legislative framework for planning decisions. Like planning law, environmental law is extremely context-dependent.

This session focuses on Scotland. This will enable you to apply what you have learned to other contexts. It is in your best interest to read beyond the Scottish case.

DAY 6: TUESDAY 26 OCTOBER 2021

Session 11: Workshop 3: Why Plan?

As a practice that entails public control over private interests, planning is highly contentious. There are very strong arguments for and against planning.

In this session, we will examine and assesses these arguments. This is an interactive session. We will debate the case for and against planning. You must be prepared to contribute to group discussions. It is important to read as much as possible around the contentious topic and reflect on the arguments. Having assessed the arguments, critically reflect on how the arguments apply to your country and/or region and/or urban center.

The post URBAN5081: Contemporary Planning Systems AIM The course aims to critically examine spatial planning systems, focusing on their evolution, structure, and processes. It discusses the institutional and legal framework within which planning takes place and critically engages contemporary planning practices, debates, controversies, issues, and concerns. LEARNING OUTCOMES By the end of this course, you should be to: 1. Describe and critique the concept and practice of spatial planning. 2. Assess and evaluate contemporary debates in first appeared on essaypanel.com.

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Loc_u10 – Essayfurious.com – Essay Furious

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With the introduction of newer and more technologically advanced methods of measuring oxygen consumption during exercise, provide a brief overview of the development of equipment and offer a critical argument for what method you argue as the gold standard.


With the introduction of newer and more technologically advanced methods of measuring oxygen consumption during exercise, provide a brief overview of the development of equipment and offer a critical argument for what method you argue as the gold standard. | Nursing Writing Help





























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Discuss Importance of Victimology – Homework Educator

C Assignment Details SOC339-001: Intro to Criminology (Fall 2021) Description For this paper, you will consider the week 3 material. Answer the following in a 1-2 page paper that synthesizes the ideas from the week’s readings. r Why is victimology an important area of study for criminologists? Your answer should touch on what we know about patterns of crime, patterns of victimization, victimization theories, and the goals of criminology as a discipline. A papers will fully synthesize the readings, offering insight and showing understanding of the material. B papers will make reference to the readings, with some problems in logic or argument. C papers will demonstrate a lack of knowledge or familiarity with readings, or only summarize. D and E papers will fundamentally fail to address the assignment or show a lack of effort. Submit Assignment 7 1 Dashboard Calendar To Do Notifications Inbox
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