How do project companies support mega-project development?
How do project companies support mega-project development?
Please click the hyperlinks below and read the following six articles. Note: PDF copies of these articles are also available on BlackBoard under the “Final Exam” tab.
1. “Skanska quits US P3 market, replaces civil division chief”
2. “Skanska Books $100M Write-Off On P3s As US Civil Chief Exits That Role”
3. “Moody’s: Florida I-4 P3 filed $100M claim for extra costs, wants 245 extra schedule days”
4. “NY–NJ Port Authority green lights $4B Delta LaGuardia terminal”
5. “LaGuardia Airport – Central Terminal B Redevelopment”
6. “I-4 Ultimate”
Question 2, Part A (5 points):
These articles describe Skanska’s decision to withdraw from U.S. mega-projects due to underperformance. As noted in the “I-4 Ultimate” reading (reading #6), Skanska formed a project company named “I-4 Mobility Partners” to support this project. LaGuardia Gateway Partners (LGP), as noted in “LaGuardia Airport-Central Terminal B Redevelopment” (reading #5) is the project company formed for to support the airport project. Define and describe a project company, and outline why a company like Skanska might form one to develop a mega-project. How do project companies support mega-project development (hint: you will need the Esty reading for these two questions)? The best answers will be 2-3 single spaced paragraphs per question in Times New Roman, 12-point font.
Question 2, Part B (5 points):
The two projects noted in this question did not perform well. Based on what you know about project companies from the readings, how did the project company structure impact Skanska when these projects underperformed? What risks did Skanska assume for these projects and were they consistent with best practice? Lastly, do the readings suggest reasons, perhaps ones outlined by Flyvbjerg, Yescombe, or another author, regarding why these projects failed to deliver a profitable return? The best answers will be 2-3 single spaced paragraphs per question in Times New Roman, 12-point font.
Discuss how those risk(s) associated with these pitfalls could be mitigated
Discuss how those risk(s) associated with these pitfalls could be mitigated
Using the reading Meyer (2015) reading as your main guide, describe the goals, partners/partnerships, financial agreement, contract provisions, and implementation metrics of the proposed Union Station redevelopment PPP. Using this reading and readings from the course, explain how this project does or does not include best practices in risk sharing, contracting, and PPP structures as studied in this course. Outline challenges and discuss any potential pitfalls that may impact the timeliness and cost of this project. Discuss how those risk(s) associated with these pitfalls could be mitigated. The best answers will be 2-3 single spaced paragraphs per question in Times New Roman, 12-point font.
Using the reading “Union Station, Washington, D.C. United States” as your main guide, describe the partners/partnerships, financial agreement, contract provisions, and implementation metrics of the original Union Stations PPP
Using the reading “Union Station, Washington, D.C. United States” as your main guide, describe the partners/partnerships, financial agreement, contract provisions, and implementation metrics of the original Union Stations PPP
Public-Private Partnerships
Question 1 (10 points total):
In Week 6, you read two readings about the Union Station project in Washington, D.C. The first reading, “Union Station, Washington, D.C. United States,” outlines the success of the Union Station project as a PPP. The second reading (Meyer, 2015), is a NY Times article about a new development project at Union Station. Answer the following questions based on readings from the class and these two readings on Union Station. You should NOT conduct additional research about Union Station beyond these readings. Properly cite your work APA style. Type your response below each question. The best answers will be 2-3 single spaced paragraphs per question in Times New Roman, 12-point font. Please note we are looking for responses in your own words (properly cited) and NOT a collection of direct quotes from the readings.
Question 1, Part A (5 points):
Using the reading “Union Station, Washington, D.C. United States” as your main guide, describe the partners/partnerships, financial agreement, contract provisions, and implementation metrics of the original Union Stations PPP. Using this reading and other readings from the course, explain how this project does or does not include best practices in risk sharing, contracting, and PPP structures as studied in this course. The best answers will be 2-3 single spaced paragraphs per question in Times New Roman, 12-point font.
Compare the movie Hidden figures and the movie 42 to racism and discrimination.
Please compare the movie Hidden figures and the movie 42 to racism and discrimination. must include 5 peer reviewed articles and much be 3
also must include a info graphic poster. All details will be uploaded
identify at least ONE statute from your state (or state of your choice) associated with that crime category and explain the major elements of that offense that need to be investigated and proven
identify at least ONE statute from your state (or state of your choice) associated with that crime category and explain the major elements of that offense that need to be investigated and proven
Final Project: In at least four (4) pages, identify a category of crime, provide a specific example of the elements of the offense from your state (or state of your choosing) and discuss the investigative approaches and choices that an investigator would most likely consider when conducting an investigation.
In your paper:
(1) identify the category of crime that you will be exploring: Crimes Against Persons; Crimes Against Property; or Crimes Against Society;
(2) identify at least ONE statute from your state (or state of your choice) associated with that crime category and explain the major elements of that offense that need to be investigated and proven;
(3) discuss the type of crime scene you may encounter with that type of offense and how you would handle that crime scene – will it be a large complex scene with many witnesses, lots of physical evidence, or a small scene with no witnesses, etc; OR is this the type of crime that requires special investigation techniques like confidential informants, undercovers, surveillance, etc?
(4) discuss the type(s) of evidence you are likely to be collecting from that scene – is it mostly witness statements, or forensic evidence like DNA, fingerprints, computer evidence, etc – and how you would best handle that evidence;
(5) for the type(s) of evidence you are collecting, what are the potential challenges you may be expected to overcome? Is contamination an issue? What types of witnesses/victims to you potentially come across that would potentially cause reliability issues?
(6) do you think the type of crime you are investigating will likely lead to search warrants? If so, what would you be searching for, where would it be, and what level of evidence do you need to obtain that search warrant?
(7) for the type of investigation you have selected, discuss the clearance rate of offense in general (see reading below) and give an opinion as to if that rate can be improved or not. If you believe it can be improved, explain what additional resources or techniques would lead to improvement. If you do not believe the clearance rate can be improved, give an opinion as to why not.
NOTE: If you chose to discuss Crimes Against Society, discuss what you think the biggest challenge is associated with detecting/investigating the type of offense you selected and what types of additional resources or techniques could lead to more successful investigations of that type of crime.
Submission Requirements
- APA Style elements required
- Separate Title Page with Name, class, date and topic/title
- At least four (4) pages of your writing on this topic that includes using in-text citations (NOT including title page and reference page)
- 12 point font
- Times New Roman or Arial
- Separate Reference Page – List detailed source information for all references (NOT JUST LINKS TO WEBSITES)
- You should include AT LEAST THREE (3) sources in your reference page in your final project. The class text plus two additional sources would be appropriate.
Provide two reasons, in a bulleted fashion, how the use of social networking can be used to support the language development learning of ELLs including those with disabilities
Provide two reasons, in a bulleted fashion, how the use of social networking can be used to support the language development learning of ELLs including those with disabilities
Reading to Learn: ELLs in Grades 4 – 6 Webcast
Resources used to answer questions: The following resources are used to answer these questions. They are in the Readings and Videos section of your module. Each question indicates the resource to use to answer it. (The answers to the 10 questions is by writing)
1. Supporting ELLs Through Technology Brief Reading
2. Links to an external site. Five Myths About English Language Learners (ELLs) and Special Education Links to an external site.
3. Supporting ELLs with Digital Storytelling Links to an external site. (Video)
4. How to use Technology to Support ELLs in Your Classroom Website Links to an external site. . You will need to sign up for free at Common Sense Educator
5. 5 Innovative Ways to Use Technology for ELL Students Links to an external site.
Question 31 pts
Article 1: Supporting ELLs through Technology
Provide two reasons, in a bulleted fashion, how the use of social networking can be used to support the language development learning of ELLs including those with disabilities.
Flag question: Question 4
Question 4
Online Article 2: Five Myths About English Language Learners (ELLs) and Special Education Links to an external site.
This article provides five myths about ELLs and Special Education. Briefly discuss three of those myths and strategies for successfully addressing the myths in the classroom
Flag question: Question 5
Question 5
Video 1: Supporting ELLs with Digital Storytelling Links to an external site.
After watching this video, list and briefly describe the three ways to “amplify ELL’s Voices” using digital storytelling.
Next find, name, and describe two digital storytelling apps or online sites (other than Bookcreator or Storyjumper) that you could use with your ELLs with disabilities. Include the URL to the app, app description, or online site.
Flag question: Question 6
Question 6
Online Article #4: How to use Technology to Support ELLs in Your Classroom Website Links to an external site. . (You will need to sign up for CommonSense for free)
This online article describes five ways to find effective digital tools for ELLs, including those with disabilities. One way is:
1. Look for ELL-friendly supports in the tools you’re already using.
Briefly describe what they meant by this. Then select one of the “Tools to Try” that takes you taken to an overview page. Review the overview page then click on the technology itself and investigate it. You may need to sign up for free. Briefly describe this technology and why or how it could be useful for ELLs, including those with disabilities.
Online Article #4: How to use Technology to Support ELLs in Your Classroom Website Links to an external site. . (You will need to sign up for CommonSense for free)
This online article describes five ways to find effective digital tools for ELLs, including those with disabilities.
One way is:
2. Build basic online resources and productivity tools into daily routines
Briefly describe what they meant by this. Then select one of the “Tools to Try” that takes you taken to an overview page. Review the overview page then click on the technology itself and investigate it. You may need to sign up for free. Briefly describe this technology and why or how it could be useful for ELLs, including those with disabilities.
Flag question: Question 8
Question 8
Online Article #4: How to use Technology to Support ELLs in Your Classroom Website Links to an external site. . (You will need to sign up for CommonSense for free)
This online article describes five ways to find effective digital tools for ELLs, including those with disabilities. One way is:
3. Get creative and repurpose a digital –storytelling tool.
Briefly describe what they meant by this. Then select one of the “Tools to Try” that takes you taken to an overview page. Review the overview page then click on the technology itself and investigate it. You may need to sign up for free. Briefly describe this technology and why or how it could be useful for ELLs, including those with disabilities. Do not select Bookcreator
Flag question: Question 9
Question 9
Online Article #4: How to use Technology to Support ELLs in Your Classroom Website (Links to an external site.) . (You will need to sign up for CommonSense for free)
This online article describes five ways to find effective digital tools for ELLs, including those with disabilities. One way is:
4. Find tools that specifically address your ELLs’ needs.
Briefly describe what they meant by this. Then select one of the “Tools to Try” that takes you taken to an overview page. Review the overview page then click on the technology itself and investigate it. You may need to sign up for free. Briefly describe this technology and why or how it could be useful for ELLs, including those with disabilities.
Question 102 pts
Online Article #4: How to use Technology to Support ELLs in Your Classroom Website (Links to an external site.) . (You will need to sign up for CommonSense for free)
This online article describes five ways to find effective digital tools for ELLs, including those with disabilities. One way is:
5. Supplement instruction with an online language-learning tool.
Briefly describe what they meant by this. Then select one of the “Tools to Try” that takes you taken to an overview page. Review the overview page then click on the technology itself and investigate it. You may need to sign up for free. Briefly describe this technology and why or how it could be useful for ELLs, including those with disabilities.
Flag question: Question 11
Question 11
Online Article #5: 5 Innovative Ways to Use Technology for ELL Students Links to an external site.
This online article describes five innovative ways to use technology for ELL Students, including those with disabilities. One way is:
1. Utilize language learning websites
Two sites were recommended. Go to each of these sites and write a brief description of each (a minimum of three sentences) that includes content such as how you would use the site, activities that you found useful on this site, etc.
· Using English Links to an external site. was established in 2002 to be a website that specializes in English language learning. This useful site is for both teachers and students alike. You will find an impressive selection of quizzes, tests, handouts, lesson plans and reference materials to use in your ELL classroom here.
· Dave’s ESL Café Links to an external site. has long been a go-to site for ELL teachers and students around the world. The “For Students” section of the website includes a help center, quizzes, and student forum, as well as interactive tools for mastering English slang, pronunciation, idioms and phrasal verbs.
Flag question: Question 12
Question 12
Online Article #5: 5 Innovative Ways to Use Technology for ELL Students Links to an external site.
This online article describes five innovative ways to use technology for ELL Students, including those with disabilities. One way is:
· Play online games
One site that was recommended was ESL Games Links to an external site. . Go to this site and play at least two of the games. In a bulleted fashion, write the name of the game that you played, and a brief description (a minimum of three sentences) of how it works and what you thought of it.
What is the order in which the financial statements should be forecasted?
Please discuss the relationship between the financial statements. What is the order in which the financial statements should be forecasted?
If you use a website to answer this question, please summarize your findings and include the hyperlink. If you use the textbook, please include the page numbers.
Sample Answer:(Don’t Copy paste the same)
The order in which future financial statements should be forecasted is future income statements, balance sheets and statement of cash flows. The reason for that order is each statement uses information from the preceeding statement. The income statement is updated first because the net profit or loss impacts retained earnings which is a balance sheet account. The statement of cash flows uses information from both the income statement and balance sheet so it must be prepared last.
Easton, P.D., Wild, J.J., Halsey, R.F, and McAnally, M. L. (2021). Financial Accounting for MBAs (8th ed.). Westmont, IL: Cambridge Business Publishers, LLC , 12-3
Explain the graph and how it supports your hypothesis
Explain the graph and how it supports your hypothesis
Include a screenshot of the graph you plan to use for hypothetical results in the final paper. You may use the graph from Week 5 draft and modify if needed.
Explain the graph and how it supports your hypothesis.
- Chapter 15: Lewis, M. (2016). The emergence of human emotions. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.), Handbook of Emotions, 4 th Ed. (pp. 272-292). New York, NY: Guilford Press.
- Chapter 17: Widen, S. C. (2016). The development of children’s concepts of emotion. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.), Handbook of Emotions, 4th Ed. (pp. 307-318). New York, NY: Guilford Press.
- Chapter 20: Somerville, L. H. (2016). Emotional development in adolescence. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.), Handbook of Emotions, 4th Ed. (pp. 350-368). New York, NY: Guilford Press.
- Chapter 18: Mather, M. & Ponzio, A. (2016). Emotion and aging. In L. Feldman Barrett, M. Lewis, & J. M. Haviland-Jones (Eds.), Handbook of Emotions, 4th Ed. (pp. 319-335). New York, NY: Guilford Press.
In addition, read the following article:
What about staff members found to be in possession of contraband? What actions, if any, should be taken against these individuals?
What about staff members found to be in possession of contraband?
Contraband is nonpermissible items that are forbidden from entering correctional facilities. All prisons have a specific list of designated contraband items, and it varies by state. Correctional Administrators must recognize that there are various approaches to prevent and control contraband in prisons. Discuss what tactics you would use to minimize and control contraband from being introduced into a correctional institution? Do you think prisoners found in possession of contraband should lose all privileges for the duration of their incarceration? Be specific. What about staff members found to be in possession of contraband? What actions, if any, should be taken against these individuals?
What steps would you take before releasing prisoners who suffer from mental health problems back into society?
What steps would you take before releasing prisoners who suffer from mental health problems back into society?
According to the text, Mental health treatment programs are essential in prisons as many prisoners suffer from mental health problems. In many states, there are mixed responsibilities between correctional and mental health agencies. Review the categories of mental health treatment discussed in the course material. Should we provide inmates with free mental health treatment while in prison? If so, what are the benefits of providing prisoners with mental health treatment? What steps would you take before releasing prisoners who suffer from mental health problems back into society?
