Tag: Essay

Phillip Curve. Using a discussion on expansion and contradiction policy, explain why one of these variables usually falls when the others rises?

Select a
topic
to write a narrative essay.
Identify and use
figurative speech
in narrative writing effectively.
Build an
outline
for a narrative five-paragraph essay.
Organize a narrative 5-paragraph essay using a
graphic organizer
.

You are the procurement manager of a NSW based specialist chocolate company, whose product focus in the quality of imported Cocoa from overseas locations, primarily West Africa. In addition to the emphasis on quality, the organisation prides itself on its socially responsive sourcing practises.
It has come to the attention of the senior executive of the firms—due to increased social awareness and pressure—that there are a number of vulnerabilities in your current supply chain concerning the exploitation of workers and the lack of sustainable practises utilised by your suppliers.
The executive have requested you
analyse the major labour and sustainability issues that faced the procurement of cocoa within your organisation,
and outline the
best practises towards ensuring your organisation procurement goals aligned with both the UN Global Compacts and Australian procurement standards.
In addition to your own research, the links and documents on Moodle can help as a starting point.
Table 1 – The case analysis framework
Step 1 – Situation Analysis
(Journals and Industry Reports)
Supply Chain structures
What are you organisation goals and main products/services? Where does your main product fit in terms of strategic value?
What does the physical flow of goods or services look like (e.g. supply chain nodes)
The business context
Competitor analysis: who are the main (real-life) ‘players’ in your market?
What are your organisational competencies?
Step 2 – Identification of main issues and problems
Categorise
Prioritise
Step 3 – Generation and evaluation of alternative solutions
(Note: Requires strong procurement perspective and strongly anchored in academic literature)
Brainstorm ideas
(strongly embedded in academic literature)
Risk assessment of alternative solutions
Step 4 – Recommend solution and justification
Description
(strongly embedded in academic literature)
Justification
(strongly embedded in academic literature)
Step 5 – Implementation (succinct to the point including Gantt Chart)
Resources
Timing
Step 1 – Situation Analysis
(Journals and Industry Reports)
Supply Chain structures
(the industry)
Physical Flow of Goods
Information management
Supply Chain performance
(industry perspective)
Overall performance of the supply chain – customer service & cost
The business context
(industry NSW)
Competitor analysis
External business environment
Step 2 – Identification of main issues and problems
Categorise
Prioritise
Step 3 – Generation and evaluation of alternative solutions
(Note: Requires strong procurement perspective and strongly anchored in academic literature)
Brainstorm ideas
(strongly embedded in academic literature)
Risk assessment of alternative solutions
Step 4 – Recommend solution and justification
Description
(strongly embedded in academic literature)
Justification
(strongly embedded in academic literature)
Step 5 – Implementation (succinct to the point including Gantt Chart)
Resources
Timing
Step 1 – Situation Analysis
(Journals and Industry Reports)
Supply Chain structures
(the industry)
Physical Flow of Goods
Information management
Supply Chain performance
(industry perspective)
Overall performance of the supply chain – customer service & cost
The business context
(industry NSW)
Competitor analysis
External business environment
Step 2 – Identification of main issues and problems
Categorise
Prioritise
Step 3 – Generation and evaluation of alternative solutions
(Note: Requires strong procurement perspective and strongly anchored in academic literature)
Brainstorm ideas
(strongly embedded in academic literature)
Risk assessment of alternative solutions
Attachments:
3193671_1_Case-Study-2-Brief–1-.docx

The purpose of this assignment is to recognise that ethical issues are an important element of all daily life. Your research will enable you to engage with real world issues of an ethical nature, identify them and think critically about them through an application of the core vocabulary of the course. You will refine your ability to recognise the objective and subjective packaging and expression of ideas in what you read and the way that you write. This supports a better understanding of critical thinking. This assignment has four steps:
Step One: Find a website or an electronic document from the databases that links to ethics.
Step Two: Using objective, non-emotional, non-judgemental language, in 100 words describe your source and summarise the facts relating to the issue.
(20 marks)
Step Three:
Vocabulary for use in step three: ethics, morals, values, beliefs, emotions, facts, law, agency, ethical (or moral agent), ethical (or moral) subject, ethical (or moral) standing, secular, sacred, privilege, equity, equality. In no more than 600 words, use:
the terms ethics (or ethical) and moral (or morals or morality)
to demonstrate you understand
the difference
this course
attributes to them in order to maintain clarity.
(10 marks)
at least 8 more words from the specialised vocabulary list
(40 marks).
an explanation of why you did not use others the ones remaining.
(15 marks)
check spelling, grammar, punctuation, appropriate and clear expression (
15 marks
)
Your goal is to comment on the issue the website engages using the vocabulary of the course. The following questions may be of help, but you are free to create your own providing they also draw on the vocabulary:
What beliefs are at work? Do they conflict? Do you share or rejectthem? Are they new to you?
What values are supported by the beliefs? Are those values sacred, secular or both? What emotions accompany the values?
How, if at all, would ‘reason’, ’emotion’ or the ‘law’ intervene in the debate?
Is anyone in the situation denied agency?
Is there a moral/ethical agent and/or subject?
Why
is this issue relevant to ethics? Is it also a moral issue?
How might critical thinking change the way people engage with this issue?
Step Four: Go to Assessment> Folder Two>Submission point.
Attachments:
3189924_1_Item-Two-Description.docx

Economic theory assumes that people act rationally and maximize their total satisfaction. Explain this proposition and discuss whether people who spend 30 days a year commuting fulfill these assumptions.

Organization name: Datacom Newzland
Analyse at least two (2) principles relating to risk management fin-lotion and make recommendation to potentially improve your business operation. if- )‘k
6.2. Analyse at least two (2) practices relating to risk management function and make recommendation to potentially improve your business operation. 4– 111 Vo S4-cxre_,h 6.2.a. One One (1) practice. Csavilruvra cs4.0)1 6.2.b. Another (2) practice.
Attachments:
3189910_1_WhatsApp-Image-2019-06-26-at-12.14.00-AM.jpeg

Assessment item 4
Professional Planning Document
Value: 30%
Due Date: 07-Jun-2019
Return Date: 01-Jul-2019
Length: 1200 words
Submission method options: EASTS (online)

Task
Your final assessment task for IKC101 requires you to consider your previous learning across each module of the subject. Each assessment task has asked you to reflect on, and critically analyse specific elements of your standpoint through your engagement with the learning activities: that is, the social, institutional, and historical factors and forces that influence knowledge.
For this task you will take the role of an individual applying to lead the project described for the organisation you have selected from the options below.

Choose one organisation only:

Business
Supply Nation was established in 2009 and “works with partners, members, Certified Suppliers, and Registered Businesses to achieve its vision of a prosperous, vibrant and sustainable Indigenous enterprise sector.”
Our company aims to secure a contract with Qantas to provide locally sourced bush tucker for all of their regional flights within NSW. We are a well-established brand who currently supply catering items to businesses throughout NSW, Victoria and the ACT. We will consult and work with local Indigenous communities, businesses and entrepreneurs to enable this vision to be realised in a respectful and sustainable way.
We are recruiting a project officer to lead this initiative.

Graphic design and advertising
Gilimbaa are “a full service creative agency specialising in strategic and connected communication. [They] are driven by the power and process of storytelling and the role this plays in the education and celebration of culture and community.”
Our business has been engaged by a non-Government organisation to create a logo and associated branding related to their new services and building in Dubbo. We are recruiting a project officer to lead this initiative, which will reflect the strength and resilience of the local communities. The project officer will consult with local Indigenous community members, and organisations, and will work with an artist from the region to realise this project.
We are recruiting a project officer to lead this initiative.

Performing Arts
The Indigenous Dance Project aims to provide Wiradjuri secondary students with the opportunity to participate in an arts and cultural program that develops professional pathways for young people, and strengthens their connections with local community and peers. Students will receive artistic mentorship in dance, cultural knowledge and performance skills. It will be led by accomplished contemporary Indigenous dancers from Bangarra.
We are recruiting a project officer to lead this initiative.

Education
The Aboriginal and Torres Strait Islander Independent School was “established in 1986 with an aim to promote the development of Indigenous students as independent and skilled people who are culturally, morally and socially responsible, employable, and capable of self-fulfilment and of contributing to society.”
Yungartilla is a newly accredited independent K-12 school on the NSW north-coast region that is implementing an initiative to encourage high level engagement between Indigenous parents and Yungartilla teachers. Twelve out of the 15 teachers employed by the school are non-Indigenous and comprise eight (8) new graduates and four (4) highly experienced teachers. The aim of the project is to establish a mutual channel so that Indigenous students of the school receive culturally relevant curriculum, and to build trust and rapport between parents and teachers.
We are recruiting a project officer to lead this initiative.

Science
The Nimmie-Caira Project is a “significant water saving project for NSW … aims to balance the environmental and Aboriginal cultural heritage protection with commercial use so as to create an asset for the local community and the Murray-Darling Basin.”
Our organisation is recruiting a lead project officer who will work collaboratively with key stakeholders focusing on the Long Term Land Management Plan component of the project.
We are recruiting a project officer to lead this initiative.

Health
The National Aboriginal Community Controlled Health Organisation (NACCHO) is “the national peak body for Aboriginal health. In 1997, the Federal Government funded NACCHO to establish a Secretariat in Canberra [this] increased the capacity of Aboriginal Peoples involved in [Aboriginal Community Controlled Health Services] to participate in national health policy development.”
In order to close the gap in life expectancy between Indigenous and non-Indigenous people in Australia, a pilot program has been established. This program will employ Indigenous Community Health workers in targeted locations across Australia. The Community Health workers will be responsible for developing and maintaining relationships with the local community they are working in and for facilitating improved health outcomes for that community.
We are recruiting a project officer to lead this initiative.

Social work / Social Welfare
Uniting Burnside “offers a range of short and long-term care options for young people, including foster care, guardianship and adoption.”
Our organisation is recruiting a lead project officer to expand our services into Western NSW. The project will recruit and support carers and staff throughout the region to provide tailored support to children and young people in Out-Of-Home Care.
We are recruiting a project officer to lead this initiative.

Agricultural Science/Veterinary Science/Equine Science
Kimberley Agricultural and Pastoral Company (KAPCO) in Western Australia is a major player in northern Australia’s cattle industry and has just taken over Myroodah Station near Fitzroy Crossing. KAPCO is owned by a syndicate of traditional owner groups in the Kimberley region.
Since securing Myroodah Station KAPCO has increased the herd with the aim to continue creating meaningful employment and training pathways on Country for remote communities in the region. KAPCO has also recently been approved to irrigate fodder crops on Frazier Downs Station near Broome and is therefore working towards land development. This development will allow KAPCO to grow and breed cattle on other properties and bring them to Frazier Downs for high-quality fodder to fatten them and finish them off close to Broome Port ready for live export. To muster cattle KAPCO mainly uses horses from its own horse breeding and training program. Traditional owners live and work on these stations.
KAPCO is looking to employ a team to support this expansion and seek the skills of those with qualifications in agricultural science, veterinary science, and equine science.
We are recruiting three project officers to support this initiative: 1x Agricultural Scientist; 1x Veterinary Scientist; and 1x Equine Scientist.

Media / Theatre
Sydney Festival runs over several weeks in January each year with a “cultural celebration based on critical ideas and cutting-edge art and performance.”
Sydney Festival is currently recruiting a range of project officers to join our dynamic team. We are looking for creatives and media professionals to work on the second chapter of Reconciling Australia. The first chapter was the Artspace exhibition Just Not Australian that explored ideas about being Australian and what it means to be unAustralian. The show featured works by a range of Indigenous and non-Indigenous artists. This next show will focus on communicating and showcasing unacknowledged aspects of Australian national identity and its significance for a reconciled Australia. If you have relevant qualifications in the following professions please submit an expression of interest:
• Theatre
• Theatre media
• Stage and screen
• Media, including social media
• Communications

Context:
You are submitting an expression of interest (EoI) to lead the selected project connected to the organisation you have chosen. You are required to explain your professional philosophy and demonstrate an understanding of the historical and institutional influences on the field in which the organisation operates. In addition, you will review your original assessment of cultural competence from Task 1 and describe how you would enact your evolved understandings in the Project Officer role. A critical part of the project is to work with local Indigenous community or groups to build connections to interpret and respond to their needs.
You will complete an EoI – Project Officer in three sections. You must support your EoI with evidence from your sources, using APA (6th ed.) referencing.
• Section 1. Explain your professional standpoint as it applies to your cultural competence. (300 words)
• Section 2. Describe the social, institutional, and historical factors relevant to the project. Explain the relevant ethical issues. (600 words)
• Section 3. What principles will you apply to establish and build collaborative partnerships with Indigenous community representatives or groups? (300 words)

A template for this assessment task will be provided in the subject site.

Rationale
This assessment task will assess the following learning outcome/s:
• be able to refine, review, relate and map new knowledge and understandings to demonstrate ethical professional practice, and to explore principles for respectful partnerships with Indigenous communities.
This task is a summative assessment item and requires you to demonstrate your comprehension of IKC101 LOs 1-5 to meet the following outcome:
• be able to refine, review, relate and map new knowledge and understandings to demonstrate ethical professional practice, and to explore principles for respectful partnerships with Indigenous communities.

In Tasks 1 and 2 you critically reflected on the factors and forces that influence, reproduce, and reinforce particular forms of knowledge about Indigenous Australians and yourself as part of Australian society. You considered what knowledge can be taken-for-granted because of this reinforcement by institutions, using the media as one example of a powerful socialising institution. You provided a critical analysis of available historical and contemporary evidence to deepen your understanding of the forces influencing contemporary understandings about, and contemporary experiences of Indigenous Australians.
In Task 3 you are required to apply what you have learned through the IKC101 Modules and after completion of Tasks 1 and 2 to consider your professional responsibilities, your potential contribution to Yindyamarra Winhanganha, and to apply principles for engagement with Indigenous communities to facilitate these.

Marking criteria and standards
Summative Task: Assesses Learning Outcomes 1 – 5
Criterion HD 25 – 30 / 30
D 22 – 24.5 / 30
CR 19 – 21.5 / 30
P 15 – 18.5 / 30
F 0 – 14.5 / 30

Professional standpoint statement demonstrates ongoing self-reflection on developing cultural competence from the student’s baseline articulated in Tasks 1 and 2. The student has considered and clearly linked this reflection on cultural competence to their future profession.
Examines and reflects on standpoint and cultural competence progression from Tasks 1 – 3 to discuss influence on this emerging professional standpoint and cultural competence. Develops original ideas on how you could respond to these issues in your future professional setting. Addresses personal ethical dimensions impacting on professional standpoint.
Examines standpoint and reflects on cultural competence progression from Tasks 1 – 3
Attachments:
3195172_1_Task-4.pdf

Assessment item 3
Essay
Value: 40%
Due Date: 13-May-2019
Return Date: 05-Jun-2019
Length: 1500 words
Submission method options: EASTS (online)
Task
Over module two you responded to critical questions to reflect on how social, institutional,
and historical forces explicitly and implicitly construct knowledge of Self and Others. In Task 3
you will use this as a basis but extend into a critical analysis of Australian policy and historical
events in relation to Indigenous Australian peoples.
You are required to select two events from the Australian History Timeline in Module 2. One
event must be pre-1967 and the other post-1967. This will enable you to investigate the
evolution of approaches to Australian policy for Indigenous Australian peoples, the way in
which Indigenous Australians are positioned to rationalise approaches, and the presumed
relationship between Indigenous and non-Indigenous Australians as a consequence.
You are required to describe and analyse each policy/event in relation to:
• Goals of each policy or event.
• How Indigenous Australians are positioned (e.g., do they have a role in decisionmaking, are their views represented, are they constructed as a ‘problem to be
resolved’).
• The relationship between Indigenous Australians and wider Australian society (e.g., is
there a social or cultural norm evident? Are Indigenous Australians constructed as
‘different’ to or divergent from the norm?);
• The similarities and differences evident in the goals, positioning of Indigenous
Australians, and the implied relationship between Indigenous Australians and wider
Australian society;
• How knowledge about Australian history is reproduced to reinforce contemporary
understandings;
• A personal reflection on your standpoint on the influence of these policies and events
on your own cultural competence and the social and cultural influences on your
understandings.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to critically reflect on the factors that have shaped historical and
contemporary engagement with Indigenous communities and Indigenous peoples
and critique deficit paradigms as they relate to Indigenous Australians.
• be able to critically examine how racialised power and privilege influence historical
and contemporary structures of Australian society and its institutions.
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 22 of 46
This task extends on Task 1 and 2 to meet the following IKC101 Learning Outcomes:
LO 3: Be able to critically reflect on the factors that have shaped historical and contemporary
engagement with Indigenous communities and Indigenous peoples and critique deficit
paradigms as they relate to Indigenous Australians;
LO4: Be able to critically examine how racialised power and privilege influence historical and
contemporary structures of Australian society and its institutions.
In Task 1 and 2 you reflected on your knowledge and the factors that influence what you know,
and how you come to know about Indigenous Australians and Australians more generally. You
undertook further reflection in a critique of two media articles. You began to consider how
knowledge can be taken-for-granted or assumed to be true because powerful institutions like
schools, churches, government, the media (and social media) reinforce them over time.
In Task 3 you will analyse evidence of the social, institutional, and historical framing,
reproduction, and reinforcement of particular kinds of knowledge and associated issues of
power and privilege.
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 23 of 46
Marking criteria and standards
Assesses Learning Outcomes 1 – 4
Assessable
component
HD
34– 40 / 40
D
30 – 33 / 40
CR
26 – 29 / 40
P
20 – 25 / 40
F
0 – 19 / 40
Identifies the
stated goals and
intentions of the
policy/event and
the evident or
implied power
relations between
Indigenous and
non-Indigenous
Australians.
Provides a
comparative
analysis of the
level of input of
Indigenous
Australians in
developing the
policy, or in
relation to the
event pre-1967 and
post-1967.
Examines evidence of
the goals and intentions
of the policies/events to
comparatively analyse
the evident and implied
power relations between
Indigenous and nonIndigenous Australians.
Compares and analyses
the extent of Indigenous
Australians’
contributions to
selected policies and/or
events of each era.
Includes documentation
to support any
questioning of evidence.
Provides a fluid and
integrated analysis.
Analyses the links
between the goals
and intentions of the
policy/event and the
evident or implied
power relations
between Indigenous
and non-Indigenous
Australians.
Compares how
Indigenous
Australians
contributed to the
development of the
selected policies/
events in each era.
An attempt has been
made to question
the evidence.
Discusses the goals of
the selected policies/
events and makes
connections to
evident power
relations between
Indigenous and nonIndigenous
Australians. Identifies
the contributions of
Indigenous
Australians and
describes the impact
of this on the
development of
policies or influence
on the events.
Describes the stated
goals and intentions
of the two selected
policies/events and
discusses the
evident or implied
power relations
between Indigenous
and non-Indigenous
Australians.
Discusses the links
between the goals
and the
relationship.
Discusses
Indigenous
Australians’
contributions to the
development of the
policy or influence
on the events.
Ideas supported by
Describes fewer
than two policies /
events. Does not
describe the stated
goals and intentions
of policies / events.
Does not establish
links between goals
and implied power
relations. Does not
discuss Indigenous
Australians’
contributions to the
development of the
policy or influence
on the events.
Dismisses evidence
without justification
and /or evidence
provided is
simplistic or not
related to the topic.
Ideas not supported
by academic
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 24 of 46
10 marks
academic sources. sources.
Demonstrates
understanding of
how Indigenous
and nonIndigenous
Australians are
positioned in the
policy/event
pre-1967 and
post-1967.
10 marks
Analysis of the
positioning of
Indigenous and nonIndigenous Australians
at a collective and
individual level is clear
and succinct. Examines
and compares this
positioning in each era
in which the policy/
event occurred.
Critically analyses how
knowledge about
Australian history is
culturally and
institutionally
reproduced to reinforce
contemporary social
understandings. Analysis
and examination is
supported by an
integration of research/
sources to produce an
evidence-based
discussion.
Compares and
analyses the position
of Indigenous and
non-Indigenous
Australians at an
individual and
collective level for
both policies/events.
Describes the
institutional forces
impacting on this
positioning. Analyses
how knowledge
about Australian
history is culturally
reproduced to
reinforce
contemporary social
understandings.
Describes the
positioning of
Indigenous and nonIndigenous
Australians at an
individual and
collective level for
both policies / events.
Discusses how
knowledge about
Australian history is
socially and culturally
reproduced to
reinforce
contemporary
understandings.
Describes the
positioning of
Indigenous and nonIndigenous
Australians at an
individual OR
collective level of
two policies /
events. Discusses
this positioning in
each era in which
the policy/event
occurred.
Broad outline of
how knowledge
about Australian
history is socially
reproduced to
reinforce
contemporary
understandings.
Ideas supported by
academic sources.
No description of
the positioning of
Indigenous and
non-Indigenous
Australians at an
individual OR
collective level for
one or both
policies/events.
Analysis is
grounded in
absolutes. There is
minimal
acknowledgement
of how knowledge
about Australian
history is socially
reproduced to
reinforce
contemporary
understandings
.Ideas not
supported by
academic sources.
Identifies
dominant
Australian cultural
Examines and analyses
overt and covert
evidence of Australian
Analyses overt and
covert evidence of
Australian cultural
Analyses the overt
evidence of
Australian cultural
Identifies overt
evidence of
Australian cultural
Does not describe
the overt evidence
of Australian
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 25 of 46
norms and
analyses in relation
to constructions of
Indigenous
Australians
pre-1967 and
post-1967.
Demonstrates
understanding of
how these
constructions are
positioned as
divergent from the
dominant cultural
norm in both eras.
Reflects on current
level of cultural
competence to
determine the
influence of the
policies/events to
student’s social
and cultural
understandings
and how these are
impacted by
Australian history.
10 marks
cultural norms and uses
diverse perspectives
from a variety of sources
to qualify analysis.
Analyses the
connections between
‘race’, racialisation, and
culture to identify and
critically analyse overt
and covert evidence that
emphasises the
construction of
Indigenous Australians
as divergent from and/or
aligned with the norm
and provides reasons for
the construction of
these ideas. Examines
and reflects on own
standpoint to explain
the social, cultural,
institutional, and
historical influences on
their progressed
understandings, and
integrates these
reflections into the
analysis of these
broader influences. Any
analogies are used
effectively and personal
reflections are clearly
distinguished from the
norms and uses
alternative
perspectives from
sources to qualify
the analysis.
Discusses the
connections
between ‘race’,
racialisation, and
culture to examine
overt and covert
evidence to explain
the construction of
Indigenous
Australians as
divergent from and/
or aligned with the
norm. Critically
examines and
reflects on own
standpoint to
explain the social,
cultural,
institutional, and
historical influences
on their
understandings in
the analysis of these
broader influences.
Any analogies are
used effectively and
personal reflections
are distinguished
norms and uses
alternative
perspectives from
sources to qualify the
analysis. Describes
the links between
‘race’, racialisation,
and culture to discuss
the overt evidence to
explain the
construction of
Indigenous
Australians as
divergent from and/
or aligned with the
norm Examines and
reflects on own
standpoint to explain
the social and
cultural influences on
their understandings
in the discussion of
these broader
influences. Personal
reflections are
distinguished from
the analysis. Analysis
of other positions is
respectful. Provides a
fluid discussion that
is supported by cited
research/sources.
norms to explain the
construction of
Indigenous
Australians as
divergent from OR
aligned with the
norm.
Includes a reflection
on own standpoint
to discuss the social
and cultural
influences on their
understandings.
Personal reflections
are distinguished
from the discussion.
Discussion of other
positions is
respectful.
Discussion is
supported by cited
research/sources.
cultural norms.
Does not explain
the construction of
Indigenous
Australians as
divergent from OR
aligned with the
norm.
Describes a singular
perspective and
fails to discuss
others’
perspectives. Ideas
are not expressed
fluently and there is
a tendency to avoid
discomforting
ideas. Treats other
positions
superficially or
disrespectfully. No
evidence of selfreflection. Personal
reflections are not
distinguished form
the discussion.
Ideas not supported
by academic
evidence.
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 26 of 46
analysis. Clearly justifies
own view while
respecting views of
others.
from the analysis.
Fulfils technical
aspects of the task
10 marks
Writing shows control
and skilful construction
of expression to convey
specific understandings.
Seamlessly integrates
citations and referencing
into the writing. Uses a
style that effectively
integrates personal
reflection into academic
analysis. All language
and
terminology uses are
appropriate and
informed.
Written expression
and referencing
show clear
organisation. Uses a
variety of techniques
to incorporate
source material and
citations. Uses a
style that
demonstrates the
links between
personal reflection
and academic
analysis. Language
and terminology
choices allow for
diversity
and do not
‘generalise’
Indigenous people
or cultures.
There are no errors
relating to writing
and references. Uses
formal written
expression
consistently without
errors. There are no
imprecise or
unsupported
statements or
generalisations. Uses
the
APA reference system
without error. Any
racial or historical
terms used are
accompanied by an
explanation.
There are few errors.
Uses formal written
expression with
fewer than 6
instances of slang,
contractions,
spelling,
punctuation or
grammatical errors.
Uses full sentences
consistently.
Paragraphs identify
and explore one
idea. Paragraphs are
linked using
effective methods.
Content is accurate
and supported;
there are fewer than
3 instances of
unsupported
assertions and/or
inaccuracies. At
least 7 sources
(including 5
required readings)
are cited and
referenced. Shows
There are serious
errors.
Informal or
inappropriate
written expression
is evident and there
are more than 6
instances of slang,
contractions,
spelling,
punctuation or
grammatical errors.
Phrases or run-on
sentences are used
habitually.
Paragraphs are
unfocused, too long
or too short, or links
between
paragraphs are
undeveloped.
Content is not
supported; there
are more than three
instances of
unsupported
assertions and/or
inaccuracies. Fewer
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 27 of 46
judgement in
choosing reliable, relevant, academic
sour
ces of
information. Uses the APA referencing sys
tem;
there may be some
errors ho
w
e
ver
there is consis
tenc
y
in appr
oach. All task
requirements hav
e
been met and
submit
ted.
Within specified word count. Use of appropria
t
e
terminology is
de
veloping.
than 7 sour
ces
(including 5 required readings)
are cited and referenced. Use of
modules as references.
APA referencing is
not used. Referencing style is
inconsis
tent
showing a lack of
under
s
tanding of it
s
purpose. One or
more task requirements ar
e
unmet or missing.
Under or o
ver
specified wor
d
count. Common terminology issues
are evident, such as
non-capitalisation,
use of inappropria
t
e
words without context or explanation.
Charles Sturt University Subject Outline
IKC101 201930 D D Version 1 – Published 07 February 2019
Page 28 of 46
Presentation
Essay requirements
•This assignment is to be completed in essay format. Include an introduction, body
paragraphs and conclusion.
•Develop an overall position and ensure each paragraph contains a specific point that is
demonstrated and supported in the paragraph.
• You must use third-person for the academic analysis; you are able to use first-person [“I”
statements] in the reflective aspects of the task only.
• Information relating to writing essays can be found at: http://student.csu.edu.au/study/
guidesandtips/writing-at-uni (http://student.csu.edu.au/study/guidesandtips/writing-at-uni)
•The essay should be your own original work. This assessment task will be put through
Turnitin to identify plagiarism.
Reference requirements
• Use at least seven (7) reference sources in total. References are not included in the word
count.
• You must use a minimum of five (5) required readings from the IKC101 modules.
• You must cite and reference two (2) additional sources that you have located yourself. These
texts must be of academic standard, such as a journal article, text book, text book chapter or
conference paper proceeding. Assess the quality of content in web sources very carefully. In
general, website references are unlikely to provide reliable, researched information suitable
for this task.
* Articles from The Conversation are written by academics and are appropriate to develop
your understandings and to refer to. However, as these articles are not peer-reviewed they do
not count as a formal reference.
•Do not reference sources such as Creative Spirits, Wikipedia, Skwirk/Red Apple, or
Australians Together as these are unreliable sources.
•Do not cite or reference the module. You may cite and reference the readings linked to in the
module. The written information contained in the modules are not academic sources and are
not to be used in your essay.
•Use in-text citations to identify other people’s ideas and words. These in-text citations must
follow APA (6th Edition) referencing style.
•Quotes must be in quotation marks and the in-text citation must include the page number.
Formal and respectful language requirements
•This assessment task must be in professional and formal language. This means there should
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 29 of 46
be no abbreviations or slang.
•Care must be taken to avoid spelling, grammar and punctuation errors.
•Respectful and appropriate terminology must be used when referring to and writing about
Indigenous Australian people and cultures.
Requirements
Your assessment should be submitted on EASTS as a Microsoft Word document. Do not
submit as a PDF document.
Charles Sturt University Subject Outline
IKC101 201930 D D
Version 1 – Published 07 February 2019
Page 30 of 46
Attachments:
3195171_1_Task-3.pdf

Assessment item 3
Final Exam
Value: 40%
Due Date: To be advised
Duration: 2 hours plus 10 minutes reading time
Submission method options: N/A – submission not required/applicable
Requirements
There will be a final two-hour supervised closed book exam during the end-of-session
examination period.
The exam will consist of 60 multiple-choice questions and 4 short-answer questions.
All 60 multiple choice questions must be answered.
Students will need to respond to 4 of the 6 short answer questions.
Questions will be drawn from any material (lecture material, textbooks, additional weekly
material) covered in this subject.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to recount in detail the emotional development of children and thus
adolescents
• be able to recount in detail the emotional development of children and adolescents
who come from adverse circumstances
• be able to recount the general development of children and adolescents
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 23 of 29
• be able to explain the influence of different contexts particularly family and society on
the development of children and adolescents
• be able to explain the development of secondary emotions and their part in
motivation
• have a knowledge of child and adolescent psychology that will enable them as human
service practitioners to evaluate welfare issues concerning children and young people.
This assessment tests your understanding and application of the theories and concepts
covered in all Topics in this subject
Marking criteria and standards
Multiple Choice Questions
Marks will be gained for correct answers to multiple-choice questions.
Each question in the multiple-choice section will be worth one mark.
The maximum mark for the multiple-choice section of the exam will be 60.
Marking Standards:
High Distinction: Recalls and demonstrates knowledge of theories, concepts, ideas and
procedures addressed in the subject to correctly answer 85% to 100% of multiple choice
questions asked.
Distinction: Recalls and demonstrates knowledge of theories, concepts, ideas and procedures
addressed in the subject to correctly answer 75% to 84% of multiple choice questions asked.
Credit: Recalls and demonstrates knowledge of theories, concepts, ideas and procedures
addressed in the subject to correctly answer 65% to 74% of multiple choice questions asked.
Pass: Recalls and demonstrates knowledge of theories, concepts, ideas and procedures
addressed in the subject to correctly answer 50% to 64% of multiple choice questions asked.
Fail: Recalls and demonstrates knowledge of theories, concepts, ideas and procedures
addressed in the subject to correctly answer 0% to 49% of multiple choice questions asked.
Short-Answer Questions
For short-answer questions, marks will be gained for clear and concise reflection of the key
concepts.
The short-answer questions will be highly structured and assess detailed knowledge on
specific topic areas.
Practice short-answer questions will be given to students before the exam.
Each short-answer question will be marked out of 10. The maximum mark for the short
answer section will be 40.
Marking Standards
These descriptors assess the level of: familiarity with the material in the textbook, lectures,
and tutorials and general understanding of the subject material. This is reflected in the ability
to recall and apply theories and concepts to the short answer questions asked.
High Distinction: The answer is correct and complete; grammar and expression is clear,
coherent and concise ; the answer contains information relevant to the question.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 24 of 29
Distinction: The answer is correct and mostly complete with a few minor errors or parts
missing; grammar and expression is clear and coherent with minor problems; the answer
generally contains information relevant to the question but includes some irrelevant
information.
Credit: The answer is essentially correct and mostly complete with a few errors or parts of the
question not addressed; grammar and expression is generally clear and coherent with a few
errors; the answer contains mostly relevant information, but also irrelevant information which
limits the answer.
Pass: The answer is essentially correct, but incomplete; grammar and expression is sufficiently
sound that the intended meaning is clear but there are a few errors; the answer includes some
relevant information but it mostly includes irrelevant information which limits the answer.
Marks for the two sub-sections will be combined to give the total mark for the exam out of 100.
Material provided by the university
Question sheet.
Multiple choice response form.
Material provided by the student
Writing materials – including 2B lead pencil, eraser, pen.
Photographic student identification to prove that it is you sitting the exam.
Assessment Information
Academic integrity
Academic integrity means acting with honesty, fairness and responsibility, and involves
observing and maintaining ethical standards in all aspects of academic work. This subject
assumes that you understand what constitutes plagiarism, cheating and collusion. If you are a
new student we expect you to complete the modules called Academic Integrity at CSU.
(https://interact2.csu.edu.au/webapps/blackboard/execute/
courseMain?course_id=_16412_1&task=true&src=)
CSU treats plagiarism seriously. We may use Turnitin to check your submitted work for
plagiarism. You can use Turnitin to check for plagiarism (http://student.csu.edu.au/library/
integrity/referencing-at-csu/checking) in your assessments before submission.
Referencing
Referencing is an important component of academic work. All assessment tasks should be
appropriately referenced. The specific details of the referencing requirements are included in
each assessment task description. Get referencing style guides and help
(http://student.csu.edu.au/library/integrity/referencing-at-csu) to use for your assessments.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 25 of 29
Attachments:
3195168_1_Assn-3.pdf

The links between childhood deprivation, psychosocial adversity, emotional
development and behaviour are well documented.
From the perspective of a human service professional working with children or
adolescents, write a 2000 words essay that discusses these links referring to types of
adversity and deprivation that you might observe in your current or future career and
how this impacts children’s emotional development and behaviour.
In your answer,
• Define deprivation and adversity
• Discuss the links between childhood deprivation, adversity, emotional development
and behaviour
• Describe the Human Services Professional perspective that you are taking and the
behaviours you would expect to see in children from backgrounds of deprivation or
adversity.
Ensure that you critically discuss the role of three of the following influences on the emotional
development and behaviour of the child or adolescent who has an experience of adversity
and/or deprivation. You may choose any combination of those listed below including more
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 17 of 29
than one example from the same dot point group (for example, you could if you wish choose,
parenting, attachment and resilience).
• Parenting & Family (e.g Parenting styles, Attachment)
• Society and Culture (e.g. Social behaviour, Peers, Cultural beliefs)
• The child or adolescent’s own personal characteristics (e.g Temperament & sense of
self)
• Resilience.
Make sure to include references to appropriate theories (as outlined in the textbooks), and use
peer-reviewed research as evidence to support your answer.
The word count includes in-text citations but not the reference list.
You are expected to use your texts and a wide range of reputable reading material, which
primarily includes relevant journal articles and recent reference books. Do not use website
information (e.g., Wikipedia or Google) apart from electronic journal articles.
Rationale
This assessment task will assess the following learning outcome/s:
• be able to recount in detail the emotional development of children and adolescents
who come from adverse circumstances
• be able to explain the influence of different contexts particularly family and society on
the development of children and adolescents
• be able to explain the development of secondary emotions and their part in
motivation
• have a knowledge of child and adolescent psychology that will enable them as human
service practitioners to evaluate welfare issues concerning children and young people.
This essay will assess your knowledge and comprehension of the emotional development of
children. The focus is children who have experienced adversity. A pass or higher grade will
show that you have achieved the following learning outcomes:
• recount in detail the emotional development of children and adolescents who come
from adverse circumstances
• explain the influence of different contexts particularly family and society on the
development of children and adolescents
• demonstrate knowledge of child and adolescent psychology that will enable you as a
human service practitioner to evaluate welfare issues concerning children and young
people.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 18 of 29
Marking criteria and standards
Marking criteria
This rubric is designed to make clear the grading process for written communication by informing you, the author, what key elements are
expected by your marker in your essay. Your written work will be evaluated by the criteria below and you will be given specific feedback
throughout your essay to help guide your development as an author. Your writing will not be graded point by point by these items; it will be
graded for its overall quality.
Criteria High Distinction
85-100% Distinction 75-84% Credit 65-74% Pass 50 -64% Fail 0-49%
1. Knowledge and
Understanding of
material (65%)
Material
demonstrates an
in-depth
understanding of
the relevant
concepts, theories,
and issues related
to the topic.
Shows exceptional
knowledge and
understanding of the
topic.
Addresses and links
key issues excellently,
using ideas and
principles beyond
those introduced in
the subject.
Clearly considers and
provides an excellent
critical discussion of
the impact of context.
Shows thorough
knowledge and
understanding of the
topic.
Addresses key issues
very well. Discusses
ideas and principles
beyond those
introduced in the
subject.
Considers and
critically discusses
the impact of context.
Shows relevant and
sound knowledge and
understanding of the
topic.
Addresses key issues
well. Includes
discussion of ideas
and principles
introduced in the
subject.
Explains the influence
of context, but little
critical analysis
provided.
Shows basic
knowledge of the
topic.
Satisfactorily
Identifies and
discusses key issues.
The essay is largely
descriptive with some
discussion using
ideas and principles
introduced in the
subject.
Explains the influence
of context on
development.
Shows inadequate,
or emerging but
insufficient,
knowledge of the
topic.
Does not address or
poorly addresses the
key issues.
Essay merely
describes the topic
and is a
recapitulation of
reading, with
minimal evidence of
comprehension of
the issues.
There may be
inaccuracy in the
material or
discussion that is
irrelevant to the
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 19 of 29
Criteria High Distinction
85-100% Distinction 75-84% Credit 65-74% Pass 50 -64% Fail 0-49%
topic.
Little or poor
discussion of context
and no critical
analysis provided.
2. Use of relevant
literature (20%)
Good quality and a
broad selection of
reference material
including recent
publications,
showing evidence
of wide reading
and consultation
of a range of
sources.
Material is
predominantly
from relevant,
peer-reviewed,
quality
publications.
Reference materials
used are of high
quality and evidence
of wide reading
through consultation
of a range of sources is
shown.
References used are
from recent and
relevant publications.
Depth of engagement
with the literature is
demonstrated in
discussion of key
issues and contexts.
Reference materials
are of a high quality
and evidence of wide
reading is obvious.
Recent publications
are included, but all
reference materials
may not be of
adequate quality.
Some depth of
engagement with the
literature is
demonstrated in
discussion of key
issues and contexts.
Reference materials
are of a good quality.
Sufficient reference
material is used.
Recent publications
may be absent or not
of adequate quality,
and discussion of
research may be
superficial.
While there may be
evidence of wide
reading, depth of
engagement with the
literature is not
obvious.
References are few,
lacking quality, and
may be mostly from
non-peer-reviewed
sources.
References may not
be relevant to the
topic, are not current
or may not directly
relate to the key
issues or contexts
being discussed.
There is little
evidence of wide
reading beyond the
set texts.
Very few or no
references provided,
or references are not
current or
appropriate for the
essay topic.
Reference material
may not be mainly
from quality, peerreviewed sources.
There is little or no
evidence of wide
reading and research
and no engagement
with the literature.
3. Essay Structure
(5%)
Essay contains a
succinct
introduction,
comprehensive
An excellent
structured and
succinct introduction
and overview.
An excellent logical
sequence to the
A well structured and
succinct introduction
and overview.
A clear and logical
sequence to the
paragraphing.
A structured and
succinct introduction
and overview.
A logical sequence to
the paragraphing
A reasoned
A satisfactorily
structured and
succinct introduction
and overview.
A satisfactory logical
sequence to the
No introduction or a
poorly structured
and introduction and
overview.
No logical sequence
to the paragraphing.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 20 of 29
Criteria High Distinction
85-100% Distinction 75-84% Credit 65-74% Pass 50 -64% Fail 0-49%
discussion of key
issues and
contexts and a
reasoned
conclusion.
paragraphing.
An excellently
reasoned conclusion.
A well reasoned
conclusion.
conclusion. paragraphing.
A satisfactory
reasoned conclusion.
No conclusion.
4. Writing style
and presentation
(5%)
Written expression
is clear, concise
and quality of
writing is
evidenced in
sound sentence
construction,
linguistic fluency,
correct spelling
and proficient use
of grammar.
Writing style,
expression, fluency
and sentence
construction are
excellent.
Spelling and grammar
are flawless, and
thorough proofreading
has eliminated
typographical errors.
A joy to read.
Word count stated and
within word limit.
All presentation
requirements have
been met.
Writing style,
expression, fluency
and sentence
construction are very
good.
Overall spelling,
grammar and
typography is good,
but there may be
some areas that still
require attention.
Word count stated,
and within 5% of
word limit.
The presentation has
mostly met the
presentation
requirements.
Writing style is good
but clarity and
conciseness could
improve. Expression,
fluency and sentence
construction are
satisfactory.
Some spelling,
grammatical and
typographical errors.
Word count stated,
and within 10% of
word limit.
Presentation
requirements are only
partially met.
Writing style needs
further development
to improve clarity and
conciseness.
Expression, sentence
structure and fluency
need to improve, and
a number of
grammatical and
typographical errors
are made.
Word count stated,
and within 10% of
word limit.
Presentation
requirements are
minimally met.
Writing style,
expression, fluency
and sentence
construction are very
poor. There are
numerous spelling,
grammatical and
typographical errors.
Word count is not
stated and/or over
10% of word limit.
Presentation
requirements are not
met.
5. Referencing
(5%)
References are
cited correctly with
adherence to APA
format both in text
APA format is
excellent, and has
been applied
consistently and
flawlessly in the
reference list and/or
APA format is very
good, and has been
applied consistently
and well with
acceptably few errors
in the reference list
APA format has been
applied consistently,
but still with a
substantial number of
errors in the reference
list and/or in-text
APA format has been
attempted but has
been applied
inconsistently and
with errors in the
reference list and/or
APA format has not
been applied or has
been applied quite
poorly to the
reference list and/or
in-text citations.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 21 of 29
Criteria High Distinction
85-100% Distinction 75-84% Credit 65-74% Pass 50 -64% Fail 0-49%
and in the
reference list.
in-text citations.
The reference list
includes all and only
cited articles.
and/or in-text
citations.
The reference list
includes all and only
cited articles
citations.
The reference list may
includes cited articles
and may include one
or more that were not
cited.
in-text citations.
The reference list
leaves out many cited
articles or includes
one or more that
were not cited.
Reference list is more
like a bibliography of
related sources.
Charles Sturt University Subject Outline
PSY113 201930 B D
Version 1 – Published 12 February 2019
Page 22 of 29
Attachments:
3195167_1_Assn-2.pdf