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Category: Writing

  • Assessment Task: MINI PIP Department: HSIE Course: Preliminary Society & Culture…

    P1
    describes the interaction between persons, societies, cultures and environments across time
    P4
    explains continuity and change, and their implications for societies and cultures
    P7
    applies appropriate language and concepts associated with society and culture
    P8
    selects, organises and considers information and sources for usefulness, validity and bias
    P9
    plans an investigation and analyses information from a variety of perspectives and sources
    P10
    -communicates information, ideas and issues using appropriate written, oral and graphic forms
    Attachments:
    3128937_1_YEAR-11-SOC-TASK-TWO.docx
    3128937_2_PIP.docx

  • Part B — Macroeconomics Worth 10% of total assessment: Answer any five (5) of the…

    Part B — Macroeconomics Worth 10% of total assessment: Answer any five (5) of the following eight (8) questions. Each question is worth 10 marks.
    Question 1: Important Note: (Parts (a) to (g), 1/2 mark each; parts (h) and (I), 1 mark each parts (0′ (k) and (14, 1.5 marks each) Suppose the following are national accounts data for a given year for a fictitious country:
    $13 AUD 320 785 585 210
    Consumption of fixed capital Gross private fixed capital formation Government consumption expenditure Government investment expenditure
    Imports of goods and services Exports of goods and services Household consumption expenditure Net property and other income paid overseas Returns to labour Firm profits Other factor rentals
    565 690 3115 34 2651 .1687 482
    (a) Calculate GDP using the income method; (b) Calculate GDP using the expenditure method at market prices: (C) Calculate Gross National Expenditure (GNE); (d) Calculate Net Domestic Product (NDP); (e) Why might NIP be a better measure of economic performance than GDP? (f) Calculate Gross National Product (GNP); (g) Calculate Net National Product (NNP);
    Attachments:
    3124601_1_0681C837-74BD-4517-B8FC-396308B77BCF.jpeg
    3124601_2_A44F4D8E-A8B6-4A41-8F6E-5F5CE30CA597.jpeg
    3124601_3_2F379F04-14D4-4AAA-B781-0D139E9CF182.jpeg
    3124601_4_0C274158-1867-429B-B25B-DB25355D42C1.jpeg
    3124601_5_013105F8-6793-490C-8E14-E6077F79F488.jpeg

  • Imagine you work for a successful company and have been asked to be a guest speaker for an…

    Imagine you work for a successful company and have been asked to be a guest speaker for an entry-level organizational behavior course at a local college. The goal of this presentation is to help the college students gain a basic understanding of organizational behavior and be able to speak to its importance in an organization.
    Create a 350- to 700-word handout, such as a chart or a fact sheet, you can hand out to students during your presentation in which you:
    Define organizational behavior.
    Describe how different components of organizational behavior are used within an organization.
    Identify how the use of organizational behavior can lead to the success and failure of an organization.
    Cite at least 2 references. Reputable references include trade or industry publications; government or agency websites; scholarly works; your textbook,
    Organizational Behavior, Theory, and Design in Health Care (2nd ed.);
    or other sources of similar quality.
    Format your references according to APA guidelines.

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  • Create a 12- to 15-slide multimedia presentation for your colleagues describing an interactive…

    Create
    a 12- to 15-slide multimedia presentation for your colleagues describing an interactive activity that demonstrates how a selected developmental theory is applied. The purpose is to provide an activity that your colleagues can use in their classrooms.
    Include
    the following in your presentation:
    Identify and define a developmental theory.
    Create an activity based on the theory.
    Explain how the activity supports development.
    Explain how the activity supports Gardner’s theory of multiple intelligences.
    List at least three references.
    Design
    a handout based on your presentation to share with colleagues. Outline the theory, instructions for the activity, and practical classroom applications. Include any references.
    Present
    your activity using a multimedia application other than a Microsoft
    ®
    PowerPoint
    ®
    presentation.

  • The ‘Portfolio Assessment’ in Economics Principles is designed for students…

    The ‘Portfolio Assessment’ in Economics Principles is designed for students to collaboratively explore illustrative aspects or examples of the Unit Learning Objectives (ULOs). The ULOs are listed in the Unit Outline. It is anticipated an individual group member is primarily responsible for the exploration of material illustrative of one Unit Learning Objective (ULO) but that all group members will become familiar with, and assume ownership of, all elements of the Portfolio. After the formation of groups, a first step is for group members to decide which ULO it is that they wish to illustrate or explore. A second step is to determine which content aspects of the course relate to the ULO chosen, and then to choose which topic area(s) to focus on. The weekly aims stated on Canvas indicate how content topics relate to certain ULOs and this information may assist students in their topic selections. There are certain expectations to be met when writing the Portfolio. Layout should include a title page, delineated sections per ULO and a reference list. Material from microeconomics and macroeconomics should be included in the Portfolio. Chosen topics should clearly relate to the ULO and be written to a non-Economics literate audience. Students should avoid plagiarism. As well as showing understanding of basic concepts, authors are expected to demonstrate evidence of further analysis and exploration, such as by relating basic theory to previous or contemporary events. Use of diagrams, contemporary statistical data/forecasts are encouraged/expected. Students should explore wider secondary sources in addition to course materials and textbook. In the selection and exploration of topics, students should consult their teacher. The Portfolio assessment assumes group cooperation and coordination. Key Generic Skills to the Unit include Communication and Peoples Skills. Group work can pose interpersonal challenges and such occasions should be viewed opportunities to practice and develop assertion, conflict resolution and listening skills. In instances where interpersonal problems (e.g. social loafing) cannot be solved by group members, at the teacher’s discretion, individuals may be withdrawn and asked to complete all sections of the Portfolio.
    Attachments:
    3124567_1_Portfolio-Assessment-Instuctions-2019-TP1–3-.pdf

  • Develop your teaching philosophy – a statement that describes your…

    Develop your teaching philosophy – a statement that describes your beliefs about teaching and learning; –A “living” document – it grows with you; –Outlines your ideas about teaching and learning; –Sets out techniques for being reflective about teaching; –Describes how you will teach; –Describes how your beliefs (about teaching, interacting with students, assessing learning, and or assessing teaching) translates into practices in the classroom;
    Attachments:
    3152571_1_Teaching-Philosophy.pptx

  • Create an “EmployeeDemo” class. In the main function, the program should ask the user the number…

    Create an “EmployeeDemo” class. In the main function, the program should ask the user the number of employee in the company and create a 2-dimensional dynamic array (number of employee by 4 weeks). Then, the program should ask user to enter each employee’s information and the amount of hours they worked weekly.The program shows a menu with employee name for user to choose which employee to display the following information:? How much the person totally made? How much of paycheck is regular pay? How much of paycheck is overtime pay

  • Fonterra – Rising up to the Sustainability challengeIntroductionFonterra is a $19.2 bn (Figure 1)…

    Fonterra – Rising up to the Sustainability challengeIntroductionFonterra is a $19.2 bn (Figure 1) dairy co-operative owned by 10,000 farmer shareholdersin New Zealand. Pasture-fed dairying has a long history in New Zealand with our farmersclosely connected to the natural environment and their rural communities. As NewZealand’s largest business, and the world’s largest processor and exporter of dairy products,our high-quality dairy ingredients and branded dairy products are consumed in over 100countries around the globe. Fonterra’s farmers are at the forefront of sustainable farming(for example, low greenhouse gas emissions per litre of milk collected) but that is notenough for ourselves or our New Zealand stakeholders. New Zealanders value their naturalenvironment highly and they expect Fonterra and our farmer shareholders to continue tostrive towards the highest standards of sustainability. Fonterra aims to be a true globalleader in sustainable dairy nutrition and this will require them to produce high-quality dairynutrition within an environment that meets the expectations of New Zealand communities.
    Attachments:
    3146457_1_2867249-1-dbn509-a1-part-a–1-.pdf

  • Master of Business Administration Unit: Organisational Behaviour and Leadership Type of…

    Master of Business Administration
    Unit:
    Organisational Behaviour and Leadership
    Type of Assessment:
    Assessment 1
    Unit Learning Outcomes addressed:
    Learning outcomes – (a), (b), (c), (d) and (e)
    (a) Demonstrate a critical understanding of organisational behaviour.
    (b) Demonstrate an ability to synthesise and apply knowledge and understanding of contemporary theories and research on organisational behaviour to the analysis of case study and research data.
    (c) Demonstrate an ability to research in depth an element of organisational behaviour, and present a coherent argument in essay form.
    (d) Integrate biblical frameworks into a contemporary understanding of leadership and organisational behaviour.
    (e) Apply knowledge in a critical evaluation of the organisation in light of a specific element of organisational behaviour, within an overview of organisational behaviour theory.
    Criteria for Assessment:
    · Criterion 1 – Description of the organisation – (5/50)
    · Criterion 2 – Understanding of organisational behaviour concepts or theories – (10/50)
    · Criterion 3 – Organisational behaviour/leadership issue analysis – (10/50)
    · Criterion 4 – Recommendations (20/50)
    · Criterion 5 – References and structure – (5/50)
    Assessment Task:
    The purpose of this assessment is to allow students take on a management perspective to analyse organisational behaviour and leadership and propose recommendations with the aim of improving the situation.This project seeks to create a case study of an organization that requires a change intervention.
    Students will be required to choose an organisation that they are familiar with and analyse it using relevant organisational behaviour and leadership theories or frameworks to identify areas where improvements need to be made.
    The organisational change project covers the following:
    1. An introduction to the organisation.
    2. Description and analysis of the organisational behaviour or leadership issue
    3. Literature review – overview of application theories to the identified issue
    4. Evaluation of possible alternative solutions required to improve the situation.
    5. Recommendations of the most suitable strategies.
    6. Conclusion
    General notes for assignment
    Assignments should usually incorporate a formal introduction, main points and conclusion, and will be fully referenced including a reference list.
    Marks will be deducted for failure to adhere to the word count
    General Notes for Referencing
    References are assessed for their quality. You should draw on quality academic sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a reference, but not the lecturer notes. We want to see evidence that you can conduct your own research. Also, in order to help markers, determine students’ understanding of the work they cite, all in-text references (not just direct quotes) must include the specific page number/s if shown in the original.
    Work that includes sources that are not properly referenced according to the “Harvard Referencing Workbook” will be penalized.
    Please note – Must be3000words and choose one Organization