Tag: Essay

What are some of the educational claims of popular tablets, laptops, and mobile devices? Do you believe that these claims are valid? Can such devices increase accuracy and speed of research projects? What advantages and disadvantages do you see in online research? How might you plan a research project to find the best and most reliable academic resources for a project? How do your approaches differ from those of your classmates?
Attachments:
5442143_1_Untitled-document–3-.docx

The Project gives you an opportunity to explore the relevance and possible application of the unit themes within an urban area that is of interest to you. It does this by asking you tocritically examine an urban area and explain how you would redesign/redevelop it to achieve a higher degree of sustainability.The area can be a whole city, or a suburb, town or urban precinct (e.g. rail station precinct), a whole transport corridor, or some other well-defined area such as a Local Government Area (LGA).
Your Project should include the following the following sections and sub-sections:
ATable of Contents,List of TablesandList of Figures(These are NOT included in the Project word length/limit.)
(1)
(2) (3)
An introductoryDescription of the physical location and boundaries of the Project areaand the broader area within which it is embedded, including appropriate maps.Include an estimate of the area’s total size (e.g. in hectares or km2) and population.
ARationalefor choosing the particular area.
AnAnalysisof the area as it presently stands. This analysis should include:
(a) A briefhistoryof the area. Focus on describing the key transport technologies and planning orthodoxies that have shaped the area’s evolution, rather than providing a general history i.e. was the area once a‘walking city’ or ‘transit city’, and to what extent has it retained this urban form? To what extent has it become an ‘automobile city’ urban form, shaped by transport, cultural and economic priorities favouring automobiles?
(b) An analysis of presenttransportarrangements such as roads, public transport services, access and facilities for active transport. You should try to also specify the current transport patterns within the area (e.g. the percentage of trips by car, public transport and active transport modes) and identify both the positive aspects and limitations of present transport arrangements.
(c) An analysis of currenturban form, including land uses, housing types, and population densities. The analysis should consider whether the Project area possesses the characteristics of sustainable urban form described in the first part of the Topic 8 lecture.
(d) An analysis ofthe area’swater use and management.
(e) An assessment of how well the area integratesnature and supports biodiversity.
(f) An assessment of the possible impacts ofclimate changeon the area, drawing on relevant evidence/literature (such as the unit readings) to support your assessment.
Sustainable Urban CommunitiesSTP220–STP623Study Guide12
(g) A brief overview that brings together the key findings from your analysis and identifieskey urban sustainability issues, challenges and opportunitiesin your area. This is where you answer the ‘so what?’ question that follows from your analysis,making all the information in the analysis meaningful. You are identifying key themes to focus on in the second half of your Project…
(Sections 1, 2 and 3 of the Project should add up to no more than 1,400 words.)
(4) Your overallVisionfor the future of the area.(This vision statement should be no more than 100 words.)
(5)Plans for the Future, to help the area to realise this vision. The plans should include both transport and land use changes. Do not be inhibited by existing planning regulations and/or financial constraints, but give some idea how radical a departure your proposed plans would be and the kind of strategies that could be employed to overcome potential obstacles or constraints (e.g. funding better public transport or other transport investments, gaining community support for the proposed changes).In developing your plans, draw widely on ideas and examples from the unit literature, and try wherever possible to cite relevant readings, quotations and examples to support your arguments.Include some visualisation by way of maps, sketches or photographs, to illustrate what you’re proposing.(This ‘Plans’ section should be no more than 2,000 words.)
(The word limits described above include the text in tables and footnotes. But they do not include Reference lists, in-text citations [e.g. Smith, 2019], or titles for figures and tables–these are not counted in the Project word length/limit.)
The Project should be treated as a semester-long exercise(notan assignment written in the final weeks of the semester). Students should try towork regularly on the Project throughout the semester, using it as an opportunity to explore, week-by-week, the‘real world’ relevance of the unit themes. It is therefore important tochoose your Project area early in the semester, so you can start exploring how the unit topics are relevant to your area. An early choice of area will enable you to explore (and start writing about) the evolution of urban form and transport in your area at the same time we’ll be considering the evolution of urban form, and to explore (and start writing about) the problems of automobile dependence and the impacts of peak oil and climate change in your urban area at the same time that we’re examining these issues in theSustainable Urban Communitiesunit… Similarly, when we start looking at more sustainable transport and urban form, and water and nature within cities, you can be exploring the relevance of these themes to your area as it is now (in your Analysis) and as it could be (in yourVisionandPlans). Each week as you listen to the lecture and browse through the readings, you can be considering how the themes are relevant toyour areaand to the work you’re doing onyour Project.
At the end of this Study Guide, there is an Appendix entitledExtra Resources for the Projectwhich provides some advice on resources available and the kinds of the projects that might potentially be done. During the course of the semester, further project guidance will be provided during the lectures.

Purpose
By the end of this writing project, you will be able to:
Identify a significant issue appropriate for a rhetorical response
Analyze, interpret, and evaluate multiple sources in order to identify appropriateevidence to support the response
Suggest a “solution” to the issue
Attribute and cite sources using signaling phrases, in-text citations, and a workscited page
Apply genre conventions for a problem analysis including structure, formatting,language usage, and mechanics
Compose a text using the writing process by drafting, reviewing, collaborating,revising, and editing
Task
Audience: Other students in 101 who are unfamiliar with this issue
Purpose: To identify a significant public issue and analyze
Genre: A problem analysis
Conventions: 1000-1500 words with MLA citation conventions for in-text citations and a works cited page with a minimum of 5 sources, 3 must be academic
Due: __5/14_ to WebCampus
For this assignment, you will write a problem analysis that identifies a significant public
issue and evaluates its impact. The significant issue must be rhetorical, as in, the issue
must be changeable through human action. As part of the analysis, you must describe
the issue and provide necessary background information for an uninformed audience.
You will then analyze why this issue needs to be addressed by evaluating its impact.
As you write your analysis, you may want to consider the following questions:
The Rhetorical Situation of Your Problem Analysis
Author: How do you wish to represent yourself in your analysis? How will you signal your own credibility?
Purpose: Given that your purpose is to identify and analyze a public issue, how will you achieve this purpose in your essay?
Audience: Given that your audience includes other 101 students and your instructor, how will you need to accommodate this audience as you write your problem analysis? How much will your audience already know about the issue?
What knowledge or beliefs does your audience have that you may need to address?
Genre: Given that your genre is a problem analysis, what are the genre conventions (structure, formatting, language usage, and mechanics) that you need to apply?
Content: What is the situation that you identify? How much background information about the issue will you include? What alternative positions exist on this issue, and how will you integrate those alternative positions into your analysis?
Structure: What is the most effective structure for your analysis? How will you present your claim, use evidence to support your claim, and integrate alternative positions in your analysis?
Language: What linguistic choices will you make in your analysis? How formal or informal should your language be? How can you revise and edit your language to be most effective?
Criteria
Your rhetorical analysis will be evaluated according to the following criteria:
Rhetorical choices- Does the analysis effectively fulfill its purpose of presenting and analyzing a public issue?
Content choices- Does the analysis make a claim about a public issue, support that claim with evidence, and address alternative positions?
Genre choices- Does the analysis effectively apply genre conventions?
Structural choices- Does the analysis follow a logical arrangement?
Linguistic choices- Does the analysis use effective language for the genre and rhetorical situation?
Attachments:
5441878_1_Analyzing-a-Quote.docx

Your aim is to determine:
factors that have most influenced their progress in learning the language;
factors that have most hindered their learning; and
processes involved in the learner’s EAL learning.
Factors may include (but are not limited to) age, length of learning, informal and formal instruction, immersion in English language environment, access to authentic English language resources, aptitude, personality and affective factors such as motivation, cultural and linguistic distance to your first language (L1), and interruption to learning opportunities. Learning can take place through cognitive and social processes, or a combination of these processes.
During the course of the interview, collect a sample of written language from the learner. Analyse the learner’s progression (stage of learning) based on the interview data and the written sample. With reference to your readings, comment on why the factors you identified are important for this particular learner at this stage of learning.
Attachments:
5441829_1_hassan–Assignment-1.docx

(1) Obtain data on real GDP, exchange rate, net exports (exports – imports), and the cash rate (interest rate). Then using
graphs and statistical summaries, discuss the relationships between the following variables:
a. Growth of net exports as a share of real GDP and the exchange rate
b. Growth of net exports as a share of real GDP and the cash rate
(2) Conduct a simple regression analysis to investigate factors that influence the growth of net exports as a share of real GDP
in Australia.
(3) Given the insights gained from (1)–(2), discuss how macroeconomic policies, particularly monetary policies, would
contribute to improvement of net export growth as a share of real GDP in Australia?
Students need to support their analysis with a minimum of 10 academic journal articles plus the text. Students aiming for a
Credit or higher grade will need to use more sources. Articles should be relevant and recent. Non-academic journal sources
may also be used, but relevance and validity should be clarified with the lecturer/tutor.
Attachments:
5443361_1_extra-guidelines.pdf
5443361_2_economics-assignment-guide-lines.pdf

Instructions
Choose one ethical issue arising from the use of ICT that has been reported in the press in the last one year, and discuss it in depth. Show why or how the technology creates or contributes to the problem. Produce an article, discussing both sides of the issue (pros and cons) drawing on both technical and philosophical literature. In addition, argue for your own view of the matter, giving your reasons for your point of view and showing why you believe that they are better than opposing views.
You will be assessed on your ability to reason, analyse and present cogent argument for the particular case. You should outline the main statement you wish to make about your chosen ethical issue along with your reasons and others’ objections to it. You may use any appropriate technique to set out the basic structure of your article.
You are required to submit the following:
A comprehensive and coherent article containing your critical analysis of the ICT related ethical
issue.
Your article should present the following :
– Introduction
– The main point(s) of the issue.
– The pros and cons for the main point(s) (your reasons and objections as well as those of others) including a critique of the effectiveness of the arguments presented. Ethical theories and concepts must be appropriately applied to your analysis.
– Conclusions logically drawn from the analysis presented.
Use appropriate headings and subheadings to organize the content of your article.
Note:
You may find the ‘Doing Ethics’ technique, described in the following article helpful to form the basis of your analysis. However, as mentioned before, you can use any other appropriate technique if you like.
Simpson, R. et. al. (2003). Doing ethics: A universal technique in an accessibility context. AJIS, 10(2), 127-133.

1. Define and explain barriers to engagement in early years programs for families and ways to re- engage families into early years programs 2. Explain how and why Family Centred Practice can assist in engaging families in early years programs (you may give examples you have observed or read about to illustrate your answer). 3. Define and describe what multiple means of engagement means. Explain why this is important and how it builds resilience in young learners. Illustrate how this can be incorporated in program planning in early childhood programs. 4. Explain who is involved in a PSG and describe what a PSG does and how it benefits children with additional needs. Provide an example of this you may have observed or read about in an Early Childhood setting, to illustrate your answer
Attachments:
5442622_1_2018-EDU3EI-Module-2-Workbook-Questions.docx
5442622_2_Module-1-Workbook-Questions.docx
5442622_3_Module-4-Workbook-Question1.docx
5442622_4_Questions-for–Module-3-EDU3EI-online-Assessment-Task-1.docx
5442622_5_My-peer-review-rating-of-Articles-from-this-Module.docx

The 3.5essay includes five total paragraphs: To have a happy family, you need communication, trust, and love in the household.1) Introduction with the thesis statement and essay map2) Body Paragraph 1,3) Body Paragraph 2,4) Body Paragraph 35 Conclusion: Restatement of thesis statement and essay map

Case Study: You are a manager and your boss has asked you to give a presentation about
communication to members of your team. Your team’s communication skills are generally good, but
you and your boss feel that these skills can be improved. You are an expert in the field of business
communication, having successfully undertaken a Unit in Effective Business Communications. Each
member of the group may pick one of the following areas:
1. Organisational communication
2. Small group/Team Communication
3. Intercultural Communication
Having chosen a general area, you must then narrow the area to focus upon a specific topic or area
within the general area. For example, if you have chosen to focus upon organisational communication,
you could narrow the area to focus upon the topic of informal internal organisational communication.
A broad focus on the general area will not result is a ‘high’ mark for this assessment. It is a good idea
to consult with your tutor/lecturer about your topic—either in your Zoom lecture/tutorial/workshop or
via email. You will need to identify 5 academic journal articles about your chosen topic. These
articles will be discussed in the Individually Written Report and serve as evidentiary support within
the presentation. Within your part of the presentation, you will need to include the following
information:
1. The first part of your individual main point will define and explain the communication topic.
2. The second part of your individual main point will discuss the significance of the topic in terms of
effective business communication practices.
Assessment Weight: This assessment is worth 55% of your overall mark for this unit
Groups: During the week three tutorial you will be able to sign up to be one member of a group of
three. You may only present with those individuals enrolled within your tutorial—no exceptions.
Failure to sign up for a group will result in your final mark being delayed. If you have not done so,
please sign up to a group. There is a tutorial/workshop forum set up so you can ‘meet’ others
enrolled. Participating in this forum may help you find other people with whom you wish to work.
Attachments:
5443835_1_assessment-two-marking-criteria-individually-written-report.pdf
5443835_2_assessment-two-group-and-individual-professional-presentation-in-class-individual-component.pdf
5443835_3_assessment-two-group-and-individual-professional-presentation-group-component-marking-criteria.pdf
5443835_4_assessment-two-description-ammended.pdf

Locate an advertisement or commercial that implies research study results. Describe the claims made, and discuss how differences in sampling of the population might create biased results. Discuss what could account for the bias results. Read the posts of your classmates, and respond with constructive feedback, suggestions, questions, and additional resources as appropriate and in alignment with the AIU Discussion Board Policy. You will be graded using the Grading Rubric below.
In your own words, post a substantive response to the Discussion Board question(s) and comment on other postings. Your response should address the DB question(s) and move the conversation forward. You will be graded on the quality of your postings, including mastery of the concept as well as critical thinking. If asked for your opinion, do not simply state that it is a good or bad idea; elaborate on your reasons and argument. Include enough detail to substantiate your thinking as well as your position on the questions or comments.
Attachments:
5443742_1_Untitled-document–3-.docx