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Action research by its very nature is participatory and should allow all interested parties to participate in voicing their opinions, concerns, or ideas.

No covers and no headers please. Let me know if you can do it. It must be an original survey/and assignment I have gotten in trouble for tutors copying other people stuff. I live in central time so it needs to be done by 2:00pm on Sunday 1/14/2018.

Assignment: Action Research Survey

Action research by its very nature is participatory and should allow all interested parties to participate in voicing their opinions, concerns, or ideas. Survey creation is often an attractive method by which to collect information from groups of people (though it is not the only method). Since action research is often less formalized than other types of research, survey creation can be more casual and conversational. The goal is for teams or groups to collect enough information from the surveys that they can then begin the next phases of action research: interpreting and implementing.

In this Assignment, you develop a survey that could be used in an action research project.

To Prepare

Imagine that you are implementing a well-being program for the staff at the human or social services organization at which you currently work or one at which you might work in the future. Consider how you might use an open-ended survey to determine the needs for this program.

The Assignment (1–2 pages):

·         Briefly describe the human or social services organization (real or hypothetical) for which you are creating your survey.

·         Create a 10-item, open-ended question survey that you could use to determine the needs for a well-being program for the staff.

·         Briefly explain why you selected each question for the survey.

·         Finally, describe the medium you would use to deliver the survey.

Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.

THESE WERE THE BOOKS WE LOOKED AT….

Babbie, E. (2016). The basics of social research (7th ed.). Belmont, CA: Cengage.

·         Chapter 9, “Survey Research” (pp. 254–294)

·         Chapter 10, “Qualitative Field Methods” (pp. 313–316 only)

Diller, J. V. (2015). Cultural diversity: A primer for the human services (5th ed.). Stamford, CT: Cengage Learning.

·         Chapter 13, “Working With African American Clients: An Interview With Veronique Thompson” (pp. 283–299)

·         Chapter 14, “Working With Asian American Clients: An Interview With Dan Hocoy,” (pp. 300–315)

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Higher Education industry over the past 30 years.

In
Assessment Description
For weeks 3, 4 and 5, e-Learning materials have been uploaded to Blackboard (see ‘E-learning Activities’ menu for these weekly activities) for review and application.
Based on the online clips and the theories they cover, critically evaluate their relevance to the Higher Education industry over the past 30 years. To support your evaluation, for each clip provide specific examples of organisations in the HE Industry which have been successful in their application of these theories, and others who have not.
HI6006 Competitive Strategy – Trimester 3 2017 1
Recommended Structure
For each theory (300 words):
• Provide a brief description of the theory and its relevance to the HE Sector.
• Provide an example of where an organisation/institution has successfully adopted a strategy aligned to that particular clip and an example of where an organisation has not been successful, missed an opportunity or would have benefitted from taking a different approach.
• Your report requires an introduction and conclusion
Assessment Guidelines
Students should consult the marking rubric (see below) to see exactly what is required and how your assignment will be marked.
You should enrich this assignment with ideas from other materials such as journal articles. This additional research will be necessary to obtain the best marks.
All ideas in the report must be referenced using Harvard Referencing (intext citations and full references at the back).
HI6006 Competitive Strategy – Trimester 3 2017 2
Group Report
Fail Pass Credit Distinction High Distinction
Application of selected theory to industry sector and evidence of synthesis
(8 marks) No evidence of any synthesis between argument, theory and/or
examples
Limited evidence of synthesis between argument, theory and/or
examples
Some evidence of synthesis between argument, theory and/or examples within defined
context
Clear evidence of synthesis between argument, theory and/or examples within context. Contextual issues have been identified and discussed Clear evidence of synthesis between argument, theory and/or examples within context. Contextual issues have been identified, discussed and critically evaluated
Quality of argument / Use of theory with examples (6 marks)
No justification of opinions or position taken. Unsupported by
theory and/or examples.
Limited argument supported by seminal theory and/or
examples
Clear argument supported by relevant theories. Examples used to support
and explore argument
Clear, balanced argument supported by a broad range of relevant theories. Theories and examples
evaluated and selection justified
Clear, balanced evaluative argument supported by a broad range of relevant theories.
Theories and examples critically evaluated and selection justified
Quality and justification
of conclusions
(2 marks)
No conclusion or conclusion unsupported by argument
Safe and predictable conclusions that answer the question.
Some evidence of original thought and insight.
Good evidence of original thought and insight. Introduction of innovative models /theories Good evidence of original thought and insight.
Development and evaluation
of innovative models
/theories
Quantity and quality and presentation of references using Harvard Referencing throughout including in-text citations
(2 marks)
Only 0, 1 or 2 relevant references given.
Referencing is unclear. At least 3 relevant references. Referencing mostly clear but inconsistent. At least 5 relevant references given, mainly drawn from provided sources e.g lectures. Clear systematic referencing of all sources. throughout the report. At least 7 relevant
references including at least 5 from own research including page no’s for all articles Bibliography includes at least 10 relevant references from good sources i.e. journals rather than internet/social media. Very clearly presented.
Professional Report
Formatting, Structure and
approach (2 marks)
Poorly presented, no apparent structure and/or confused writing style Limited attempt at formatting, Well structured, clear writing style Page numbering, front cover, bibliography with some attempt at formatting. Well structured, focus explicit and clear, style appropriate Good attempt at report formatting incorporating all elements at credits level. Clear focus, structure and style used to emphasise discussion Excellent attempt at formatting report. Focus clear and justified, structure and style used to emphasise argument and discussion

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Talked to the candidate about the purpose of the assessment. • Discussed the assessment environment and the process covering when the assessment will occur, where the assessment will occur, who will assess the candidate, and the feedback process.

Analyse and present research information
Assessment Tool BSB40215
Version 3.0
November 2015
Pre-assessment Checklist
Candidate’s name:
Units of competency:
BSBRES401 – Analyse and present research information
Trainer/Assessor:
Date:
Checklist Comments
• Talked to the candidate about the purpose of the assessment.
• Discussed the assessment environment and the process covering when the assessment will occur, where the assessment will occur, who will assess the candidate, and the feedback
process.
• Printed the unit outline and explained the unit of competency including each element, performance criteria, foundation skill, performance evidence, and knowledge evidence that the candidate will be assessed on.
• Discussed the various methods of assessment, assessment instruments, submission requirements and the due date.
• Discussed what resources are required to successfully complete this assessment.
• Discussed what performance level is required for each assessment task.
• Organised the necessary arrangements to meet the assessment conditions essential for the candidate to carry out each assessment task.
• Ensured that the candidate read and understood the Student Assessment Handbook involving following concepts:
• Authenticity of candidate’s work
• Re-submission, re-assessment and study plan policy/procedures
• Appeals process
• Regulatory information
• Confidentiality procedures
• Discussed special needs (if any) of the candidate and made the necessary arrangements.
• Summarised information and allowed candidate to ask questions.
Assessment Submission Sheet
Course Title Certificate iv Marketing Course
Code BSB41315
Unit Title Analyse and present research information
Unit Code
BSBRES401
Version 3.0 Created on November 2015
Please read and sign this assessment coversheet and submit it together with your assessment to your Assessor by the due date.
Student
Name Student ID
Assessor Date Due
Declaration I affirm that all work submitted in this assessment is my own work and does not involve plagiarism or teamwork other than that authorised for any particular assessment activity. I have been explained and understood the serious consequences in case this work is found
plagiarised.
Student Signature: Date Signed: / /
Assessor Use Only
First
Submission Date Re-
submission Date Re-
assessment Date
S
NYS / /
S
NYS / /
S
NYS / /
Feedback: Trainer/Assessor’s Comments:
I hereby confirm that I have been given feedback from the Assessor and I agree with the assessment outcome.
Student Signature Assessor Signature Date / /
Student Feedback on Assessment: Please provide your comments about this assessment for
future improvement.
Assessment Receipt
Student Name Student ID
Course Code &
Title Extension
Granted Yes ? No ?
Unit Code &
Title Date Received / /
First Submission
? Re-submission ? Re-assessment ? Received by
Assessment Information
This assessment tool is designed to gather evidence on your knowledge as well as abilities required to gather, organise, analyse and present workplace information using available systems. This includes identifying research requirements and sources of information, applying information to a set of facts, evaluating the quality of the information, and preparing and producing reports. In addition, it collects evidence on key foundation skills outlined in unit of competency details. Your Trainer/Assessor will go through the unit of competency at the very beginning of this unit explaining each element, performance criteria, foundation skill, performance evidence, and knowledge evidence that you will be assessed on via this assessment tool. You can find more information at:https://training.gov.au/Training/Details/ BSBRES401
This assessment has two parts:
Assessment Activity 1 – Case study/ Business Scenario
You will demonstrate how Gather and organise, research and analyse information. It has twelve
tasks.
Assessment Activity 2 – report and a presentation
You will be preparing a report and a presentation in this assessment activity.
Submission requirements for each task are clearly outlined under each task to give you guidance.
In order to be deemed competent in this unit you must obtain satisfactory outcome in each part of this assessment.
You must abide with the rules outlined in the following section “Portfolio Requirements” when submitting your portfolio to your Trainer/Assessor.
Guide for Preparing and Submitting Assessment
Preparation
• Read each task carefully, to make sure you know what is expected of you. Check whether the task has multiple parts, and make sure you answer all parts.
• Your work must follow a logical structure. Ensure coherence throughout your documentation..
• Research widely and use a variety of reputable sources. Refer to the Style Guide for Assessment Submission given in the next page to comply with referencing standards.
• Remember to observe the principles of academic honesty, as we do check assessments for plagiarism.
Writing and Submitting the Assessment
• Your work must be written in a formal format.
• Write and save your assessment as a Microsoft Word document to your computer.
• Give a title to your assessment and use headings and subheadings when appropriate.
• You must submit your assessment as one portfolio where your work has own cover page having:
– Course Code, Course Name
– Unit Code, Unit Name
– Date of Submission
– Your Student Number
– Your Full Name
– Your Trainer’s/Assessor’s full name
• Number the pages in the bottom right hand corner.
• Do not repeat the wording of the question in your assessment. Simply place appropriate headings and then start your answer.
• Make sure you present a professional looking portfolio. Use a document folder to collate all your documents together. Ensure quality print.
• Print and include any documents you use externally and reference any other information for your assessor.
• Save a back-up copy of your assessment on a portable storage medium, in case your computer fails or is stolen, and/or keep a printed copy.
• When submitting your assessment, please submit it as one document – don’t submit the title page, the references and the body separately. If you do this, your assessment will be returned to you for re-formatting.
• You must abide with the rules outlined in the following section “Portfolio Requirements” when submitting your portfolio to your Trainer/Assessor.
• Remember! Your Trainer/Assessor is your best source of help. If you have any special needs, make sure you check with your Trainer/Assessor in advance of undertaking this assessment.
Portfolio Requirements
Proofreading • Ensure the following in your final submission
• Appropriate tone, language and grammar
• Coherent structure
• Visual consistency
• Free of spelling and punctuation errors
Headings and Subheadings • Use ‘Styles’ to ensure consistency (Home ? Styles ? Headings)
• Use the titles in your assessment tool’ e.g.: Assessment Activity 1
Citation and Reference List Using Harvard Style Guide, provide in-text citation and Bibliography for each external source you use in your report.
Capitalisation • Use initial capitals for positions, personal names, place names, nationalities, and groups of people
E.g.; Chief Executive Officer – Bill Gates – Sydney – Australia – Australian
• Write company/brand names as they are commercially used E.g.; Microsoft – iPhone
Cover Page • Attach your portfolio with a cover page including:
• Course Code & Title
• Unit of Competency Code & Title
• Date of submissions
• Your Student ID and Full Name
• The details of your Trainer/Assessor
• Version number
Portfolio Structure • Follow a logical and sequential structure in your portfolio preventing ambiguity for your Trainer/Assessor.
Wording • Do not write the question in your assessment. Simply place appropriate headings and then your answer.
• Word count for written tasks is given within each task. Your word count does not include assessment cover page, table of contents, bibliography, table/figure captions,
and appendix (if any).
Lists • Use bullet-lists to list items or summarise content
• Ensure consistent indenting and format
• Use correct punctuation; nothing after each list, only full stop at the end of the last item
• Use two-level spacing for nested lists
• Example 1
• Example 2
Font Ensure readability and legibility in text by using an easy-to-read font colour, type and size. E.g.: black, Calibri (Body), 11pt
Footer Insert unit code, date and your full name.
Spacing
Use 1.15 as line spacing.
Printing Use Moderate margins for printing (Page Layout ? Margins ? Moderate). Print Black/White unless stated otherwise by your Trainer/Assessor.
Plagiarism Always abide with the principles of academic honesty, as we always check assessments for plagiarism. Provide in-text citation and Bibliography using Harvard Style referencing.
Assessment Activity one
Assume you are working as assistant marketing manager for Abacus in a meeting has asked you to undertake a research project about preparation for an advertising campaign for the college. They want you to research about most suitable marketing’s strategies for the college. After doing the research you have to prepare a report as well do a presentation in assessment activity two.
Task 1.1
To prepare the required report, your first step would be to collect and organise information keeping organisational requirements in mind. What information would you collect?
Task 1.2
Which important legal or organisational requirements, would you keep in mind, while collecting data?
Task 1.3
What sources could you use to access organisational information to complete your project? Also, make a plan to access those resources. How would you make sure information is accurate and is as accordance with organisational requirements?
Task 1.4
Which methods would you use to collect the information, while maintaining reliability of information and making efficient use of available organisational resources?
Task 1.5
While doing research to complete your research project, you need to use online resources as well, published books and other hard copies. Which important points you need to keep in mind, while using different resources?
Task 1.6
Which technology would you use to access, organise and monitor information, while doing research?
Task 1.7
Different organisations use different methods to update maintain and store data or information. How would you store and update data at Abacus, while working as assistant marketing manager.
Task 1.8
What would be your objectives of research, list them. How would you make sure objectives are consistent with organisational strategies, vision, mission and other requirements?
Task 1.9
One of the most important factors to keep in mind while doing research is to all sources ad research strategies are valid, reliable and make efficient use of resources. How would you ensure that, while doing research?
Task 1.10
Which important words, phrases and Boolean operators are important to keep in mind, while doing online research? Discuss the importance of using them.
Task 1.11
How would you analyse the data? Which techniques could you use to test the reliability and validity of data?
Task 1.12
It is very important to use clear and real assumptions and conclusions and make sure these are consistent with organisational goals and objectives, while analysing data. What points would you keep in mind while doing that?
Assessment Activity Two: Present Information
Now based on what you have done in assessment activity one, prepare a report and a presentation. Make sure your report has following:
? A title page
? Executive summary
? Table of contents
? Introduction of Australis marketing as your chosen business
? Research findings about which marketing strategy will best suit Australis.
? A good conclusion
? Recommendations to the business
? References.
Make sure the following points in your report:
1. Use the style guide as asked in portfolio requirements that is organisational style guide, while preparing your report.
2. Make sure your report is clear and is according to the sequences to choose a good marketing strategy.
3. Now draft an email and send that report to your manager (trainer) and other marketing team. Suppose that you have done the presentation about your research project and then you are emailing this. Take a screen short of that email and attach here as an evidence of distribution of your research findings.
4. Collecting feedback from other classmates and your trainer. You could ask for the feedback, while presenting your research project. Feedback could be written or verbal. Write down all the feedback and submit along with this assessment.
After preparing your report, prepare power point slides and present them in class assuming classmates and trainer as marketing team of Australis
The objective of your presentation must be to:
? Communicate with the audience clearly, understandably and creatively
? Present your ideas, findings and recommendations credibly to convince the audience and gain support and agreement
? Satisfactorily answer questions and objections
? Organise material in an effective and logical sequence and format for the presentation
? Develop a range of support materials that can be used to present a variety of ideas and concepts for your presentation
? Adapt to the cultural requirements of the stakeholders as they are from diverse backgrounds with diverse abilities
? Apply techniques to control the flow of information
? Get feedback on your ideas
Conditions of Presentation
You must make this presentation professional, delivering the materials with confidence and being knowledgeable and flexible in responding to queries and feedback (see criteria in the checklist provided in the following page).
All resources must be provided to candidates in order to facilitate in delivering their presentation. This may include:
• Internet • Speakers • White board
• Training Room • Board markers • Printing facilities
• Overhead projector • Computer workstation • Microsoft PowerPoint (2007-2013)
(You only need to provide a USB with the downloaded presentation (in PowerPoint)).
Your presentation must cover all aspects of your topic in summarised form so that you can clearly communicate this material in a maximum time of twenty (10) minutes, including Question/Answer session.
Prepare a visual PowerPoint presentation. Your assessor will be assessing you on your presentation and responses using the checklist given in the following page (refer to the section Assessor Marking and Feedback Form: Presentation Checklist in the next page).
During your presentation, your audience will give you a final feedback from diverse backgrounds with diverse abilities, including your Trainer/Assessor. This will give you a final opportunity to adjust your slides in response to feedback before the final submission. Your Trainer/Assessor will give you the final deadline to make the necessary adjustments and submit the finalised version.
Print and include any documents you use from an external source and reference any other information for your Trainer/Assessor.
Assessor Marking and Feedback Form: Presentation Checklist
Assessor Use Only
Assessors please tick if the evidence supplied is enough to demonstrate satisfactory performance. Also, write comments on the quality of this evidence.
Performance Criteria: S NY
S Comments
1. Criteria & Content
• included introduction, development of ideas, and conclusion
• supports subject and central message with details and examples
• clearly defines and explains subject and central message with
confidence to audience
• places ideas in clear, concise, and logical order
• identified and evaluated marketing opportunities to determine
whether they can meet organisational objectives
• covered evaluation of changes to current operations including
resourcing requirements
2. Culturally Appropriate Communication Skills
• maintained eye contact, appropriate facial expressions, posture
and gestures
• supported the verbal message with appropriate vocal pitch, tone
and pace
• stayed focused on subject throughout the presentation
• matched their language and style to suit the subject, the formality of the situation, and adapted to the cultural requirements of the
stakeholders
• used techniques to engage the audience
3. Delivery
• presented opinions, ideas and organisational requirements clearly
and creatively using language and presentation techniques appropriate to audience and environment
• elicited views and opinions of others by listening and questioning
• encouraged stakeholders to raise their queries and responded to
all queries raised by the audience
• applied techniques to control the flow on information
• inspired the audience through positive, genuine and forthright
manner
Performance Criteria: S NY
S Comments
• dressed appropriately and looked professional
• delivered on a timely manner
Final Results: ? S ? NYS Final Comments:
Assessor Initials: Date:
Assessor Marking and Feedback Form: Assessment Activities
Assessor Use Only
Assessment Task S NYS Comments
Assessment Activity 1 – Gather and organise, research and analyse information
Task 1.1
Task 1.2
Task 1.3
Task 1.4
Task 1.5
Task 1.6
Task 1.7
Task 1.8
Task 1.9
Assessment Activity 2 – Present Information
Report
Presentation
Knowledge Evidence
explain organisational systems for recordkeeping/filing, including security procedures
identify organisational policies and procedures and legal and ethical obligations relating to workplace information
explain concepts related to research and analysis including
reliability and validity
give examples of techniques for data analysis and how they are
applied
Explain research processes and strategies to identify new sources (online and print) of information and to use them most efficiently
and effectively.
Performance Evidence
identify or confirm research requirements and objectives
gather, organise and present workplace information and
data
update, modify, maintain and store information
maintain and handle data and documents systematically
and securely
prepare and produce reports including:
? recommendations based on the analysis of information
? clear and justified assumptions and conclusions
? use of efficient, valid and reliable methods
use Boolean operators and other search tools
Analyse, evaluate and interpret data to support
organisational activities.
Foundation skills
Reading
Writing
Oral communication
Numeracy
Navigate the world of work
Interact with others

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Theories of accounting, measurement in accounting and regulation of accounting

Assignment 1 – Individual research and participation
Weighting: 20% (A post for 2 Topics x 7 marks each, PLUS 1 alternative view x 6 marks)
Due: You need to post a contribution for 2 Topics by the date/times listed below to a Discussion Forum (DF) that will be available for EACH Topic.
NOTE: All times are NSW (Sydney) time
Students need to choose 1 topic from Topics 1 – 3 AND choose 1 topic from Topics 4 – 6:
(The point is to offer you some flexibility to work around assessments in other units & whatever other commitments you have to manage)
Topics 1 – 3: any time until noon Monday 15 December (Week 7) –
Theories of accounting, measurement in accounting and regulation of accounting
ALL students ALSO need to post the following:
An alternative post to one other student’s contribution in ONE (NOT both) of your chosen Topics – to be completed as per each the schedule above.
You are required to do three (3) things as an individual student for this Assignment:
1. Choose & identify a relevant article for EACH of chosen Topics;
2. Contribute a 500 word post to a Discussion Forum (DF) explaining the relevance of the article;
Make sure you PAY ATTENTION to the details below about each of these three things!
NOTE: there will also be a short recording explaining this in the Assessment Details section (by week 2) and some good and poor examples are provided in the Assessment Details section.

________________________________________
1. Choose & identify a relevant article for EACH of your two chosen Topics
Ideally, throughout the session you will undertake some wider reading regarding ACC00106 (that is, read more widely than your text, study guide and set readings). This assignment offers some incentive to do so, at least for a couple of topics.
For EACH of your two chosen topics, choose an article you believe is relevant to that topic. Your article needs to have been published after 1 January 2017. “Relevant” is explained in #2 below.
Once you have chosen your article you need to identify it so it is NOT chosen by another student. You will do this by RESERVING or NOMINATING it as “yours” on the relevant Topic DF by adding the following details in the SUBJECT line of your DF post:
• Author names;
• Name of the source of your article;
• Date & issue details (as applicable).
Here are two fictional (made-up) examples:
• Smith and Jones, Critical Perspectives on Accounting, Volume 24, Issue 1, 2013, pp.23-47;
• Stevens, Australian Financial Review, 2 May 2012, p.4.
________________________________________
2. Contribute a 500 word post to a Discussion Forum (DF) explaining the relevance of the article
For each of the 2 topics you choose contribute a post (maximum 500 words) on the relevant Discussion Forum (DF).
There will be a separate DF for each Topic – NOTE: each Topic DF will become UNAVAILABLE on the due date/time specified above. If you have NOT posted by that date/time it will be too late!
Your post needs to explain how your chosen & identified article is of relevance to your chosen topic that will have been covered in ACC00106 by that time and will also include a personal reflection.
• Your explanation for relevance needs to provide examples from the article to illustrate theories and/or principles from your chosen Topic (maximum 300 words). It is important to provide evidence (facts) from the articles to support any opinion and arguments you express; perhaps facts illustrate certain terms you learn in a topic (even an earlier topic); maybe you recognise that the findings are only applicable in a certain context; or the interpretation of the facts illustrate a certain theoretical lens (or approach). This DOES NOT mean summarise the article, summarise the topic, define the theories.
• Your personal reflection part for each contribution needs to explain what you found to be the aspect of your chosen topic that created the most reaction from you (biggest impact on your learning … something you realised or now feel you understand more clearly). For example, you may not have thought about the issue before; you may have observed behaviour related to the matter before and that was important to you; you may have related the issue to a current development in the world – current affairs, your employment or business, etc. This is a subjective and personal reflection that will differ from student to student (maximum 200 words). This DOES NOT mean making recommendations about what you think the authors might have said/done.
• Please include a link (URL) to the article or attach a PDF copy in your post & the full reference.
________________________________________

________________________________________
3. Contribute a 500 word alternative view to one other student’s contribution.
This simply requires you to do the SAME things as set out in #2 above using the article chosen by another student.
You DO NOT need to do the things set out in #1 above for this part of the assignment.
You make your alternative view contribution by REPLYING to whichever student post you choose.
In other words, you can choose any article contributed by another student (it does NOT matter if someone else has already replied). You are offering an alternative (different) view … a different explanation and personal reflection (as per # 2 above) on the article chosen by another student for that Topic. The intention is to make it clear that there is likely more than a single interpretation of any article. It is OK to extend the discussion by exchanging further Replies if you wish (but they will not be marked).
You only need to do contribute one alternative view for your choice in Topics 1-3 OR Topics 4-6 (NOT both).
________________________________________
Marking criteria Assignment 1
In assessing Assignment 1, the marker will take into account your performance in the following areas:
• logical coherence of discussion (unintelligible discussion will receive no marks)
• extent of insight provided (in the personal reflection and comments this will be personal insight; in comment regarding the article this will be insight into the way the article illustrates theories from the relevant topic … NOT summaries of the article or topic or definitions of the theories … you only have 500 words!)
• structure/organisation of content (you only need two sections, or they can be integrated ?)
• conciseness and clarity (500 words is not very much and is to foster this)
• level of understanding of course concepts
• extent of evidence presented in support of your opinion (using examples from the article to illustrate Topic theories … you do not need to refer to additional articles or references).
The checklist on the next page should help … you can use it to “self-assess” your contribution before the due date (YOU can fill in the Yes/No columns if you wish but it is only for YOU, no need to submit it!) and it also offers an insight into the template you will receive in View Grades for feedback and your mark. Remember, you can edit your own contribution ANYTIME up until the due/date and time … of course, when you leave things until the last minute it will be too late!

Your article Alternative
Self-Assess 7 6
Did YOU … Yes No Consequences … Potential marks
Choose an article published after 1 January 2017 that has not already been reserved on the relevant Topic DF? If NOT … your post will not be marked … you can still choose another Topic (unless there are no more to choose!); the practice will have been worth your while BUT you will not earn any marks 0.25 n/a
Accurately indicate author(s), source, issue/date in the Subject line of your post If not, and another person has chosen that article AND cited correctly, yours will not be marked (even if there are no more to choose); if theirs is also not cited correctly, neither will be marked (even if there are no more to choose) 0.25 n/a
Provide a full citation (reference) to the article at the end of your post? Good … if you have done the above two correctly your mark will be accumulating! 0.25 n/a
Provide a working url at the end of your post (or attach a copy of the article – copyright permitted)? Good … this will allow prompt marking because I will be able to understand the context of your contribution. 0.25 n/a
Explain how the article illustrates (provides examples of) one or more theories from your chosen topic? Good … it is the understanding and application that is important. This and the next point is where you will obtain (or lose) most of your mark (providing you have done all of the above). 3 3
Reflect on how the article has helped your understanding of your chosen Topic? Good … it is the connections that are important. This and the previous point is where you will obtain (or lose) most of your mark (providing you have done all of the above). 3 3
Summarise the article? Not a strategy that will earn you marks -1 or -2 -1 or -2
Summarise the Topic? Not a strategy that will earn you marks -1 or -2 -1 or -2
Define the theories (from the Topic) without any examples from the article? Not a strategy that will earn you marks … these are things that will REDUCE your mark from the potential 3 + 3 above -1 or -2 -1 or -2

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Emphasis is on your proposed ways to address the challenge because some of the critique will have been covered in assignment

Assessment 3
Description: Extending from assignment 2, write a 1200 word paper that briefly critiques a global issue where shared responsibility for the common good is not being realised (approx. 300 words) and then, propose ways to address this challenge (approx. 900 words). (NB: Emphasis is on your proposed ways to address the challenge because some of the critique will have been covered in assignment 2.) Demonstrate a good understanding, especially of principles of CST including the Common Good and human dignity, and explain how advocacy and community engagement contribute to your solution. Harvard referencing required and is a must.
Due date:
Weighting:
Length and/or format:
January 24, 5pm 50%
1200 words
Purpose: To demonstrate your ability to apply your knowledge and understanding of principles of human dignity, advocacy, and community engagement to potential ways to address the challenge of realising the common good in a global context.

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Describe the causes and types of agnosia and explain how this neuropsychological disorder is related to the processes of pattern recognition, using appropriate examples.

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. . Your responses to the essay topics should be presented in two double-spaced paragraphs. You can refer to the “Format Requirementsʺ page for specific format requirements.

1. Compare and contrast behavioral and physiological measures employed in cognitive psychology, providing appropriate examples.

2. Describe the causes and types of agnosia and explain how this neuropsychological disorder is related to the processes of pattern recognition, using appropriate examples.

3. (1.) Briefly differentiate anterograde and retrograde amnesia and their relationship to the brain’s hippocampus. (2.) Explain the importance of the hippocampus in the process of long-term memory consolidation, including the role of sleep, using one or more appropriate examples.

4. In a brief and concise manner, outline and describe the main components of long-term memory, to include declarative, episodic, and semantic memory on the one hand and the two categories of nondeclarative memory on the other hand. Provide simple examples of each component.

5. (1.) Define the concept of prospective memory, providing examples, and briefly describe the basic neural pathways involved in prospective memory. (2.) Illustrate why prospective memory is important in the workplace, using examples.

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    Define the concept of prospective memory, providing examples, and briefly describe the basic neural pathways involved in prospective memory.

    Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling, and grammar. Sources must be cited in APA format. . Your responses to the essay topics should be presented in two double-spaced paragraphs. You can refer to the “Format Requirementsʺ page for specific format requirements.

    1. (1.) Define the concept of prospective memory, providing examples, and briefly describe the basic neural pathways involved in prospective memory. (2.) Illustrate why prospective memory is important in the workplace, using examples.

    2. The third major feature of language is pragmatics. Using examples, explain the role of pragmatics in human speech.

    3. Describe the pros and cons of different ideas about the origins of language, including the difficulties involved in establishing evidence for any one perspective.

    4. Explain the four stages of creativity that are generally recognized by cognitive psychologists. Illustrate each stage based on a single conceivable problem you might like to pursue. (HINT: approach the four stages in groups of two—first and second stages in paragraph 1, and the third and fourth stages in paragraph 2.)

    5. In the context of conditional reasoning and cognitive constraints on conditional reasoning, (1.) Define the confirmation bias in general terms, providing salient examples. (2.) Describe and explain the types of belief confirmation related to political climate, again providing relevant examples.

    Grading Rubric

    Please refer to the rubric on the next page for the grading criteria for this assignment.

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      You have recently been appointed as the training manager for the southeastern division of a major supermarket chain in the U.S

      Assignment 2: Required Assignment 1—Training Proposal

      This course has two Required Assignments. In these Required Assignments you will analyze a given scenario and make recommendations.

      For this assignment, you will assess the training needs for the situation in the scenario and develop a proposal to address the needs.

      The scenario:

      You have recently been appointed as the training manager for the southeastern division of a major supermarket chain in the U.S. Your territory includes fifteen retail stores and your responsibility involves working directly with store managers and other stakeholders to develop training solutions to meet the specific needs of the employees in the various stores. This includes, but is not limited to, performing needs assessments, determining appropriate instructional design and training delivery methods, and implementing and evaluating training initiatives.

      Three of the stores in your territory have missed their sales goals for the last two quarters. All three stores have received low customer-satisfaction scores and are experiencing increased employee turnover rates. The high employee turnover has resulted in the store managers hiring many new and relatively inexperienced sales associates, which further contributes to the problem.

      The senior management team of this major supermarket chain believes that training and development may help alleviate these problems. You have been asked to assess the training needs and develop a proposal to address the situation in the three stores.

      Tasks:

      Using scholarly resources and what you have learned, write an 8- to 10-page training proposal including the following:

      Using simple heuristics, identify the indicators and problems experienced by the three stores that can be resolved through training. As a part of you training proposal, design a training proposal and identify three specific training initiatives that you would recommend for these employees. Make sure to include in your proposal the expected outcomes for the three training initiatives. Select one of the three training initiatives you identified and develop a budget of the estimated costs to implement this initiative (include this in your final training proposal). Cite all sources using APA format.

      Submission Details: Assignment 2 Grading Criteria Proficient Maximum Points Use simple heuristics to identify the specific indicators and problems experienced by the three stores that can be resolved through training. Make sure that you are specific in your answer.

      Indicators identified are specific, appropriate to consider for training, and pulled directly from the scenario. Any assumptions are accurate and supported by evidence from the scenario. 40 Design a needs assessment plan and identify three specific training initiatives you would recommend for these employees. Make sure to include in your proposal the expected outcomes for the three training initiatives. Needs assessment includes an explanation and justification of specific areas of concentration for the training. The three training initiatives recommended are appropriate for the organization, employees, and needs identified; all initiatives are specific. Expected outcomes for these initiatives are specific, measureable, appropriate, realistic, and timely. 60 Select one of the specific training initiatives you identified and develop a budget of the estimated costs to implement this initiative. Remember to be specific and use scholarly resources to justify your expenses.

      Budget is clear and easy to read and understand. Costs needed are specific, realistic, and appropriate to the training initiative. All costs clearly support the desired outcomes for the initiative; if unclear, explanation is provided. 60 Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA); and display accurate spelling, grammar, and punctuation. Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. 40 Total:

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      philosophical and education perspectives

      Write a 350- to 700-word paper (APA format) describing your philosophy of education. Include the following:

      1. Your beliefs about teaching and learning
      2. Your beliefs about students
      3. Your beliefs about knowledge
      4. Your beliefs about what is worth knowing
      5. How educational philosophies relate to classroom practice

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      sociology of coffee

      1-The Coffee Go-Round (6:09)

       

      1. Coffee growers in poor rural areas are paid very little for their crop. What strategies are proposed in this clip for changing that situation?
      2. Now that you know something about the “sociology of coffee” and globalization, will your own consumption habits change at all?
      3. In what ways is the “coffee-go-round” an example of what Mills called “public issues” and “private troubles?”

      http://wwnorton.com/common/mplay/5.10/?p=/college/sociologydvd/&f=coffee-go-round.mp4&i=coffee-go-round.jpg

       

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      2-Dear Mr. President (5:10)

       

      1. C. Wright Mills said that the sociological imagination comes from our ability to see the connection between “public issues” and “private troubles.” How does the narrator of this film make such a connection in his life? What are the “public issues” and the “private troubles?”

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      CashLinq , a financial services firm, is famous for their Nerf gun battles in the office.

      • In the background materials you read about some very traditional theories of motivation such as Mc Gregors Theory X and Theory Y, and the hierarchy of needs. But one trend that has received a lot of attention in the media is that of weird or offbeat methods to motivate employees. The recent movie The Internship is set in the odd (or “googly”) workplace culture of Google. Zappos Shoes even mentions “weirdness” in the list of corporate values.

        CashLinq , a financial services firm, is famous for their Nerf gun battles in the office. Eric Ryan, found of the highly successful soap company Method, was known to go to extremes to motivate employees such as dressing up as a chipmunk or holding impromptu office dance parties. Other examples of unorthodox motivation techniques may include unusual perks such as health insurance for your pets, or allowing employees to ride scooters in the office.

        But is this just a passing fad for trendy new companies, or there actually a method to their madness? For this assignment, you will be doing some research on these offbeat new motivation techniques and investigating whether or not these techniques actually fit in with standard textbook theories of motivation. Review the background materials, and then read the following articles and also see if you can find any other examples of bizarre or unusual workplace motivation techniques:

        Alsop, R. J. (2010). The last word. Workforce Management, 89(10), 50. [Proquest]

        Petrecca, L. (Dec. 30, 2011). Quirky perks for workers: Pet insurance, massages. USA Today [Proquest]

        Quirky offices may inspire employees. (Dec. 17, 2010, Dec 27). McClatchy – Tribune Business News [Proquest]

        Habib, M. (Oct. 7, 2011). Foosball? bah. employers dangle offbeat incentives. The Globe and Mail [Proquest]

        Case AssignmentWhen you are done with your research, write a four to five page paper addressing the following issues:

        1. Are these unusual motivation techniques more closely matched to McGregor’s Theory X, or his Theory Y? Cite at least one of the textbook chapters from the required background readings to support your answer.
        2. Which of Maslow’s needs do you think these techniques address or do not address – physiological, safety, belonging, esteem, and self-actualization? Cite at least one of the textbook chapters from the required background readings to support your answer.
        3. Overall, what do you think the main advantages and disadvantages are of these new and unusual motivation techniques as compared to more traditional techniques?

        Assignment Expectations

        • Answer the assignment questions directly
        • Stay focused on the precise assignment questions, don’t go off on tangents or devote a lot of space to summarizing general background materials
        • Make sure to use reliable and credible sources as your references. Articles published in established newspapers or business journals/magazines are preferred. If you find articles on the internet, make sure it is from a credible source.
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      How you will employ students in the process of self-reflection and identifying areas of misunderstanding?

      How you will employ students in the process of self-reflection and identifying areas of misunderstanding? I would have the student write a paper about what they may know about learning outcomes they may be struggling with for example understanding the content of a story such as themes, plot, setting and so on. After the student write what they know about the subject then we will go through the lesson and at the end of the lesson give the students their papers back so they can compare what they thought they knew to what they learned.

       

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