Tag: development

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Areas of development and important considerations during middle and late childhood

What: In this assignment, you are aiming to demonstrate the following objectives:

  • Explain different areas of development and important considerations during middle and late childhood.

Why: It is important to be able to properly educate parents and others in the lay community.

How:

  1. Choose a topic (don’t feel like you have to include every single detail from the textbook or other credible source)
    • Physical Growth, Physical Education, Sports, Childhood Obesity (i.e., select only 2 to focus on if you choose this bullet point)
    • Brain Growth, Cognitive Development, Information Processing, Language Development (i.e., select only 2 to focus on if you choose this bullet point)
    • Education,  Learning Disabilities, ADHD in Children (i.e., select 1-2 to focus on)
    • Socioemotional Development, Friends & Peers, Family Life (i.e., select only 2 to focus on if you choose this bullet point)
  2. Create a 6 sided pamphlet (i.e., only one side can contain only photos; The remaining slides can be text only or text and photos).
    • A pamphlet is a small, unbound single subject hand-out that provides less, but more focused information than a brochure.  Pamphlets are most commonly used to educate the reader about a particular topic.
    • You may submit a Word document (search templates for brochures) or PDF. Please don’t paste your brochure on a Word document like the examples. Canva.comLinks to an external site. has some templates and allows you to save as a PDF.  (i.e., make sure you look for the FREE templates).
  3. Include the following information
    • Introduction to your topic (i.e., description). Consider the reasons this topic is important.
    • Identify and elaborate on important concepts regarding the topic (i.e., you may use the textbook and any credible sources for information)
    • Use language parents would understand
    • At least 3 resources that parents can use to learn more on your topic; each resource should have a brief description (e.g., reputable books, podcasts, websites, etc)
    • Do not plagiarize. You must still summarize and paraphrase any info you use from any source. Since the pamphlet is small, I won’t require in-text citations but you should list your sources under the parent resources area. They should be referenced by identifying them with a brief description such as ‘According to the CDC’ to give them credit.
  4. Review your pamphlet for grammar and spelling. Review your information to ensure that it is accurate, clear, and substantive. Check your information against the rubric.
  5. Be mindful of the visual design of your pamphlet. All details should be legible, balanced, organized, and aesthetically pleasing.

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Case Management and Program Development

Power point presentation and report: Discuss the role of collaborative
practice in case management. Use examples to show the features of
successful collaboration and co‐operation and the challenges to be
overcome.

Collaborative Practice
Discuss the role of collaborative practice in case management. Use examples to show the features of
successful collaboration and co‐operation and the challenges to be overcome.
Why is collaboration important in case management?
You will need to consider how to ensure that the client’s wishes are not overlooked when different
agencies work together each with their own priorities.
Think about examples you may have seen in your work or with friends and relatives. By coming up
with your own examples rather than those from books or articles you demonstrate a deeper level of
understanding.
Students must attempt all tasks in the unit to be eligible to pass the unit
Grading Matrix:
Max. in
category
Your
points
Answering the question and responding to the topic 10
Links to theories and concepts 10
Number and choice of appropriate references 4
Word count, readability, and structure 3
In‐text references and reference list, accuracy and use of correct
referencing style 3
Total: 30
Comments:
BASS – WEL302A, AB 2 Page 3
What we want to see:
The work must be fully referenced with in-text citations and a reference list at the end. We
recommend you work with your Academic Writing Guide to ensure that you reference correctly. You
will find a link to this document on the main page of every unit, under the ‘Assessments’ section.
Correct academic writing and referencing are essential tasks that you need to learn. We
recommend a minimum of ten references.
Referencing: References are assessed for their quality. You should draw on quality academic
sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a
reference, but not the Study Guide and lecture notes. We want to see evidence that you are capable
of conducting your own research. Also, in order to help markers determine students’ understanding
of the work they cite, all in-text references (not just direct quotes) must include the specific page
number/s if shown in the original.
Researching: You can search for peer-reviewed journal articles, which you can find in the online
journal databases and which can be accessed from the library homepage. Reputable news sites
such as The Conversation (https://theconversation.com/au/health), online dictionaries and online
encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government
departments, research institutes such as the National Health and Medical Research Council
(NHMRC), international organisations such as the World Health Organisation (WHO) and local not
for profit organisations such as the Cancer Council are also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other
formats may not be readable by markers. Please be aware that any assessments submitted in other
formats will be considered LATE and will lose marks until it is presented in Word.
What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to the
plagiarism website on blackboard i . By clicking the ‘Upload this file’ button you acknowledge that you
have read, understood and can confirm that the work you are about to submit complies with the
Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of
cheating plagiarism is treated seriously. Plagiarising students will be referred to the Program
Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you
may go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a 10%
penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks
penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.
More information can be found in Think Education Assessment Policy document on the Think
Education website.
BASS – WEL302A, AB 2 Page 4
Resources Available to YOU:

  1. Academic writing guide link
    https://laureate-
    au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=20163
    1&content_id=_2498847_1&mode=reset
  2. Writing & referencing: The link to the Learning and Academic Skills Unit
    (LASU) is on the left pulldown menu on the blackboard home page:
    https://laureate-
    au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=20163
    1&content_id=_2498847_1&mode=reset
    LASU also provides a series of academic skills tutorials. Please contact Caroline
    Spaans (cspaans@laureate.net.au, 02 949 232 14).
  3. Researching: A guide to researching is available on the library page
    http://library.think.edu.au/research_skills/.
    Please contact the online and Pyrmont librarian for Health, Dawn Vaux
    (dvaux@laureate.net.au) if you would like further help or a tutorial on how to do
    research this way
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Checklist for Facilitating Meetings and Professional Development as a guide when planning your Opening

Instructional Leadership 

This template will be used to complete Unit 4 Assignment. It is important for you to read the directions for the Assignment carefully.

__________________________________________________________________

Unit 4 Meetings that Work

Directions for Unit 4 Assignment: 

Your school principal has come to you and shared that parental involvement is at an all-time low and is asking you to lead a committee in working to address the problem as well as propose two specific ideas to increase involvement. He is asking that you increase parental involvement from the current 10% of parents involved to 25% of the school’s parents becoming involved.

Use Exhibit 11.1: Checklist for Facilitating Meetings and Professional Development as a guide when planning your Opening, Pacing and Tone, Collaboration, Leaning, Shifting Energies and Closing. (From the Art of Coaching Teams Textbook).

Using the template, create two agendas that include:

  • Time
  • Activity/topics
  • Purpose of the activity/topics
  • Decision making process used during the portion of the meeting if necessary.

Unit 4 Assignment Requirements:

  • Complete two agendas for sequential meetings over a 4 week period of time using the template provided below
  • APA citations and references

Unit 4 Assignment Template

Intended Outcomes for Meetings 1 and 2:

  1. List your outcome #1 here
  2. List your outcome #2 here

Team Norms for Meetings 1 and 2:

  1. Norm 1 – List up to five norms you believe are necessary during your planning meetings
  2. Norm 2
  3. Norm 3
  4. Norm 4
  5. Norm 5

Agenda #1:

TimeActivity or TopicPurposeDecision Making Process
List the amount of time to be allocated to this section of the meeting Time: DD:MM:SSSection 1: Opening   What Team building activity(s) will you begin with? How will you share the outcomes?  Information SharingCommunity BuildingLearningPlanningProblem Solving   Identify the purpose of the section. What would you be hoping to accomplish?In this section of the template and meeting, are there necessary decision-making strategies that need to be used?
Time: DD:MM:SSSection 2: Data Analysis   What data would need to be brought to the meeting? Who would gather the data and where would they gather it? Who would present the data? What process would you use to analyze the data?Information SharingCommunity BuildingLearningPlanningProblem Solving     Identify the purpose of the section. What would you be hoping to accomplish?Decision making strategy?
Time: DD:MM:SSSection 3: Professional Development Planning   What NORMS for decision-making would be necessary? Who will design and facilitate sections of the planning? What configuration of large and small group conversations would be utilized?Information SharingCommunity BuildingLearningPlanningProblem Solving   Identify the purpose of the section. What would you be hoping to accomplish?Decision making strategy?
Time: DD:MM:SSSection 4: Closing What reflection will occur? What are the next steps after the meeting? Who and how will you provide feedback? Who and how will you report back to the school community?  Information SharingCommunity BuildingLearningPlanningProblem SolvingDecision making strategy?

 Agenda #2:

TimeActivity or TopicPurposeDecision Making Process
List the amount of time to be allocated to this section of the meeting Time: DD:MM:SSSection 1: Opening   What Team building activity(s) will you begin with? How will you share the outcomes?  Information SharingCommunity BuildingLearningPlanningProblem Solving   Identify the purpose of the section. What would you be hoping to accomplish?In this section of the template and meeting, are there necessary decision-making strategies that need to be used?
Time: DD:MM:SSSection 2: Data Analysis   What data would need to be brought to the meeting? Who would gather the data and where would they gather it? Who would present the data? What process would you use to analyze the data?Information SharingCommunity BuildingLearningPlanningProblem Solving     Identify the purpose of the section. What would you be hoping to accomplish?Decision making strategy?
Time: DD:MM:SSSection 3: Professional Development Planning   What NORMS for decision-making would be necessary? Who will design and facilitate sections of the planning? What configuration of large and small group conversations would be utilized?Information SharingCommunity BuildingLearningPlanningProblem Solving   Identify the purpose of the section. What would you be hoping to accomplish?Decision making strategy?
Time: DD:MM:SSSection 4: Closing What reflection will occur? What are the next steps after the meeting? Who and how will you provide feedback? Who and how will you report back to the school community?  Information SharingCommunity BuildingLearning PlanningProblem SolvingDecision making strategy?

References

Checklist for Facilitating Meetings and Professional Development as a guide when planning your Opening

USA, AUS, CA & UK PhD Writers

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Expertise in prenatal and postnatal development

Write a 5-7 page paper and prepare two pages of speaker’s notes for a presentation to parents and professionals on a selected issue.

Introduction

Social and cultural factors inform childbirth decisions and approaches to childbirth, which in turn may affect health in infancy and later childhood. Your third assessment gives you the chance to apply your knowledge of these factors and to learn about different approaches to neonatal assessments. You will consider common birth complications that result from lack of prenatal care, medical conditions that can cause problematic pregnancies, and social factors such as poverty. You will also examine implications of caring for premature infants for the individual, family, and society, and to recommend best practices for the health of newborns and infants.

Instructions

Scenarios

Imagine you are a professional with expertise in prenatal and postnatal development. You have been invited to address an audience of parents and fellow professionals on a selected issue.

Choose one of the following scenarios as the basis for your presentation:

1. Postpartum maternal depression: The impact on early postnatal attachment.

. An agency to support teen mothers in an urban, low socioeconomic status (SES) area has requested that you provide a presentation on postpartum maternal depression to their support staff. The group is interested in knowing more about how postpartum maternal depression affects early postnatal attachment in particular. The group is also interested in suggestions for empirically supported interventions prevention strategies for their population.

Part 1: Research Analysis

Identify the scenario you have chosen and develop a 5- 7 page analysis on your selected topic, supporting your ideas with current scholarly research that fully explores the topic. This analysis will provide the basis for you to explain the impact of the issue on the infant, family, and society.

Include:

· An examination of how the specific issue affects cognitive, social, emotional, or physical development in early childhood and beyond.

· An analysis of major theories or recent research related to a selected topic that considers the influence of biology and the environment, health, education, and individual and cultural influences on development.

· An application of child development theory and research in recommending appropriate responses or interventions to an infant’s evolving needs in school, home, and community while considering unique cultural factors relevant in those contexts.

Part 2: Presentation Speaker’s Notes

Drawing on your research in Part 1, prepare two pages of speaker’s notes for the presentation directed at an audience of professionals and parents in which you:

· Describe the topic of the presentation and its significance to the audience.

· Analyze the impact of the issue on the infant, family, and society while considering individual and cultural differences and any potential health disparities.

· Recommend best practices for the health of newborns or infants.

Type the presentation on two double-spaced pages. This does not need APA in-text referencing, but you can refer to important scholarly sources that support your ideas. Remember to consider the level of understanding the audience may have on the topic so that you avoid jargon or provide clarification. This presentation needs to have objective support, but, as a presentation, it can be in more informal first-person language.

Your submission should total 7- 9 pages for Parts 1 and 2.

PART 1

· Length: 5- 7 typed, double-spaced pages.

· Font and font size: Times New Roman, 12 points.

· References: Include a minimum of six academic, peer-reviewed resources.

· APA style and formatting: Format the references and in-text citations according to the current APA style and formatting guidelines. Use the  MEAL Plan  document to organize the content and include APA headings and subheadings. See  Evidence and APA .

· Written communication: Use the accepted form and style of the psychological professions, employing grammar, punctuation, and mechanics expected of graduate-level composition and expression.

· SafeAssign: You are required to use  SafeAssign  before submitting the completed assessment to your instructor. For this assessment, use the SafeAssign Draft option to check your writing and ensure that you have paraphrased, quoted, and cited your sources appropriately. Run a SafeAssign report, saving your assessment as a draft. Based on your SafeAssign results, make any necessary changes to your paper before submitting for grading.

PART 2

· Length: Two typed, double-spaced pages.

· Font and font size: Times New Roman, 12 points.

· Written communication: Written communication should be clearly organized, free of jargon, and written with parents and fellow professionals in mind.

· SafeAssign: You are required to use  SafeAssign  before submitting the completed assessment to your instructor. Use the SafeAssign Draft option to check your writing. Run a SafeAssign report, saving your assessment as a draft. Based on your SafeAssign results, make any necessary changes to your speaker’s notes before submitting for grading

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Disorders of Development and Aging

Disorders of Development and Aging [WLOs: 1, 2] [CLOs: 1, 2, 3, 4, 5]

Prior to beginning work on this discussion, read Chapters 15 and 17 in the course text as well as the article Ethical Considerations in Geriatric Neuropsychology (Links to an external site.), and view Dr. Chung’s TED Talk, Wendy Chung. Autism—What We Know (and What We Don’t Know Yet) (Links to an external site.).

Pick a disorder of brain development (i.e., onset during childhood) or aging (e.g., dementia due to a neurodegenerative disorder). Explain the symptoms, how the diagnosis is made (e.g., findings on brain imaging, laboratory testing, etc.), the neurobiological basis for the disorder (e.g., CNS structures involved and neurotransmitters), and current treatment options (including mechanism of action for any drug therapies).

You must use a minimum of two peer-reviewed articles in your discussion to support your statements. You must use a minimum of two peer-reviewed articles in your discussion to support your diagnostic conclusions.

To assist you with your research consider using the library’s Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) tip sheet.

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5 components of a career development plan

explains the 5 components of a career development plan: Objective – Milestone – Obstacles – Solutions – Goal.

Your Week 1 Lesson and readings further explain the five SMART goals.

For this Assignment, you are to create your 1-3-5 year career development plan using these 5 components of a Career Development Plan with a timeline of SMART goals (Specific, Measurable, Achievable, Realistic, and Timely).

Please consider your needs/plans for further learning/professional development in preparing for this Assignment. What do you anticipate needing, and how will you acquire it? If you want to skip the 5 years part and project that point farther to 7 or 10 (i.e., 1-3-10) because that works better for you, that is fine. Just explain how your plan is structured. Also, consider how social service/giving back to community figures in your future career aspirations — why this is/is not important to your career plans. (We will cover this aspect further in Lesson 3 but touch on it as a planning point.)

GUIDANCE FOR CONSTRUCTING YOUR PLAN.

Many career development plan templates are available on the Internet for laying out your plan components. How you are most comfortable with your thought process and planning approach is what you should use. However, regardless of your personal design approach, you must use the above 5 components of the Career Development Plan and incorporate SMART goals. A table approach such as the sample shown in the Week 1 Lesson is useful for organizing a plan.

REPORTING YOUR PLAN — PREPARING THIS ASSIGNMENT — POWERPOINT PRESENTATION – READ THE RUBRIC

When you have designed your career development plan, prepare a PowerPoint that presents your plan in an organized fashion. Imagine that you are giving this PPT presentation to a group of business people at a job fair. This should be attractive, engaging, and easy to follow on the slides. What is your story? How do you explain (or illustrate) your SMART goals and hit each component of your plan within your timeline in an organized, interesting way? The slides should be attractive but not cluttered. The additional explanatory narrative must accompany the slides in the speaker notes section under each slide or in the alternative by your audio or video accompanying the PPT. All your information does not have to be ON the slides. Your presentation is a combination of pertinent key points on the slides with an explanatory narrative in your speaker’s notes.

PPT Specifications: 

  • Title slide with your name, title, course, date, university
  • Agenda slide following title slide that outlines the presentation
  • References slide at the end with source citations in APA citation format
  • Research must be included using credible sources — not Wikipedia, not other sites of poor credibility. Use required readings.
  • At least 8 to 10 substantive slides (excluding title and reference slides)
  • Avoid excessive quotations — if used, an in-text citation of the source must be provided with the quote
  • Professional slide appearance/graphics, pictures, color, etc. — but avoid these interfering with the readability of slides. Keep audience viewing in mind

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Effects of Culture on Personality Development

The Effects of Culture on Personality Development [WLOs: 1, 2] [CLOs: 1, 4]Prior to beginning work on this discussion forum, read Chapters 16 and 17 in the textbook, Are Indigenous Personality Dimensions Culture Specific? Philippine Inventories and the Five-Factor Model (Links to an external site.), and Culture and Self: Implications for Cognition, Emotion, and Motivation (Links to an external site.). In addition, review Discover Yourself: Cultural Implications on Personality Types (Links to an external site.), review Cultural Understandings of Personality (Links to an external site.) and watch the film Psychology of Religion.

Psychologists who study culture and personality claim that the culture in which we are raised has a big impact on how our personality develops and is expressed. Choose a concrete example from your life of from the life of someone you know well that illustrates this phenomenon. The cultural influences can be ethnic, religious, political, social, and so forth. In this discussion,

  • Describe the cultural influence and detail how it has impacted the personality of the individual you are profiling. Use concepts from the various theories you have studied in this class. Samples of elements that can be explored in this discussion include:
    • Was the dominant culture of your childhood or your subject’s childhood individualistic or collective?
    • Did you or your subject grow up in a very religious home? A commune? A rural or urban area?
    • How has your family’s ethnicity impacted your or your subject’s personality?
    • Did your or your subject’s family and culture value education? Did they value it equally for both genders?
    • How does your or your subject’s gender impact your role in the culture? Did you have any personality traits that were out of synch with the dominant culture of your childhood?

There are many ways to address this discussion forum. Your initial post should be a minimum of 450 words

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Web Design and Development
Assessment Frontend Programming Project

ASSESSMENT 2 BRIEF
Subject Code and Title MIS202 App, Web Design and Development
Assessment Frontend Programming Project
Individual/Group Individual
Length Not applicable
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Examine and apply web-based application architecture
b) Propose and communicate solutions using web-based design to meet organisational needs
c) Analyse organisational problems and develop solutions using frontend and backend technologies
d) Apply web-based programming concepts to solve organisational problems
Submission Due by 11:55pm AEST Sunday end of Module 4.2 (Week 8).
Weighting 30%
Total Marks 100 marks
Task Summary
In Assessments 2 and 3, you will turn the website prototype you developed in Assessment 1 into a working website. In this assessment, you will be developing the frontend of that website.
Please refer to the Task Instructions for details on how to complete this task.
Context
In this assessment, you will focus on frontend development. In particular, you will demonstrate your HTML, CSS and JavaScript programming skills and apply them in a close-to-real-life web development project.
Task Instructions
This assessment is based on the case study on Student Accommodation. You should first read the case in Assessment 1. You should also read the additional information for Assessment 2.
Additional information for the case
The website will support all the most recent several versions of mainstream browsers, including Safari, Chrome, IE, Edge and Firefox. Considering the popularity of mobile devices, this website should also be able to be viewed on a mobile device with a mobile browser, that is, the layout of the website shall be able to automatically adapt to various screen sizes and resolutions.
The company places a high standard on the usability of this website and requires you to develop a website that maximises usability. The following usability considerations must be implemented:
• contextual help tips provided to users when they mouse over a button or an input field;
• client-side validation must be implemented, e.g. prompt to user when their password and confirmed password do not match or if the input is invalid (e.g. a negative number for weekly rent).
All programming code must be well formatted, including appropriate indentation and spacing. Please refer to section 2.1, 2.2, 3.1, 3.2, 4.1 and 4.2 in Google HTML/CSS Style Guide available at https://google.github.io/styleguide/htmlcssguide.html#HTML_Formatting_Rules.
You must also provide sufficient comments in the code. In particular, comments must be provided to significant blocks of code that directly address the functional requirements of this system.
Assessment Task
You are now to develop a comprehensive frontend for the website in the case study using HTML, CSS and JavaScript. The frontend must comprehensively include all the functional requirements described in the case study and the requirements you identified in Task 1, 2 in Assessment 1 for each user either described in the case study, or that you identified in Task 3.1 in Assessment 1. The frontend must also satisfy all the requirements in the Additional Information for the case section in this Assessment.
There is NO minimum HTML page requirement nor maximum HMTL page requirement.
You may use frontend web development frameworks or libraries, including but not limited to, Bootstrap (https://getbootstrap.com) and JQuery (https://jquery.com).
General Assessment Requirement
Incomprehensible submissions – Assessments provide the opportunity for students to demonstrate their knowledge and skills to achieve the required standard. To do this, assessment responses need to be both clear and easy to understand. If not, the University cannot determine that students have demonstrated their knowledge and skills. Assessments will, therefore, be marked accordingly including the potential for 0 (zero) marks where relevant.
Case study: Assessment response must focus on the hypothetical case study given in the Task Instructions. Any assessment items that do not address the case study may be awarded 0 (zero) marks.
Track changes: If you use Track Changes when writing your assessment, you must ensure that the submitted document is the final and correct version of the document. That is, if your submitted report contains Track Changes or Comments or any other editing marks, it may be awarded 0 (zero) marks. It is your responsibility to submit the final and correct version of your report.
Check with marking criteria: Before submitting your assessment, you should check it against the assessment criteria and the marking rubric included in this specification to ensure that you have satisfactorily addressed all the criteria that will be used to mark your submission.
Academic language: All submissions should be thoroughly proofread for spelling, typographical or grammatical errors before being submitted. Do not reply on the ‘spell-check’ function in your word processing program. If, for example, ‘affect’ is substituted for ‘effect’, your program may not detect the error.
Referencing: No referencing required for this assessment.
Submission Instructions: ALL students must submit ONE ZIP file containing ALL HTML/CSS/JS files via the Assessment link in the main navigation menu in MIS202 App, Web Design and Development. Physical copies/email submissions are not accepted.
Complete and correct submission: Assessments, once submitted, are FINAL and therefore cannot be modified. The onus is on you to ensure that your submissions are final, correct (correct files in correct format) and complete before submitting to Blackboard.
You are expected to begin this assessment when you begin the trimester, especially as you relate the learning activities (formative assessment) in the modules to this and the other (summative) assessments. Be sure to keep several drafts of your work as well as your notes and any sources you used to draw on when preparing your report.
Extensions will be considered only in extenuating circumstances where the student has applied before the due date. At that point, students are required to provide the latest draft, in case the extension is not granted, and to demonstrate they have earnestly done everything to avoid lateness.
Students are responsible for keeping appropriate back-ups and drafts of their assignments and to submit the correct version.
Torrens University Australia’s policies apply to the preparation and submission of this assignment.
Assessment Rubric
Assessment Attributes Fail
(Yet to achieve minimum standard) 0-49% Pass
(Functional) 50-64% Credit
(Proficient)
65-74% Distinction
(Advanced)
75-84% High Distinction
(Exceptional) 85-100%
Overall
•
•
20% Web Page Layout And Styling
The overall web page design is professional and the layout is complete (e.g. clear navigation, footer).
The overall styling of the web pages is professional and is suitable for the case study. The website is poorly designed. The implementation demonstrates limited or no understanding of the basic web page structure.
The styling of the website does not look professional and may not be fit for purpose. The website is not very well designed and there is a noticeable lack of structural components in the web page.
The overall styling of the website is not very professional and there is significant room for improvement. The website is generally well designed and the layout structure is generally complete, but there is some room for improvement.
The overall styling of the website looks somewhat professional and generally fit for purpose, but there is some room for improvement. The website is excellently designed and the layout structure is generally complete.
The overall styling of the website looks professional and fit for purpose, but there is minor room for improvement. The website is expertly designed and the layout structure is complete.
The overall styling of the website looks extremely professional and fit for purpose.
Comple
•
•
20% teness and relevance
The front-end website covers all major functional requirements for all its users in the case study. All the website pages implemented in the submission are relevant to the case study. Many functional requirements are not implemented.
Many implemented
features are not relevant to the case study. Some of the major functional requirements are implemented.
Some of the implemented features are relevant to the case study. Most of the major functional requirements are implemented.
Most of the implemented features are relevant to the case study. All of the major functional requirements are implemented.
All of the
implemented features are relevant to the case study. All of the major functional requirements are implemented to a very high standard.
All implemented features are highly relevant to the case study.
Responsive web design and browser compatibility The implementation demonstrates limited or no understanding of The implementation demonstrates functional understanding of The implementation demonstrates sound understanding of The implementation demonstrates clear understanding of The implementation demonstrates thorough and in-
•
•
•
20% The frontend development correctly used responsive web design.
The web pages and their layout adjust to various screen sizes. The web pages and their layout look good in all mainstream browsers (Chrome, Edge, Safari and Firefox). responsive web design techniques.
The implementation demonstrates limited or no understanding of browser compatibility. responsive web design techniques.
The implementation demonstrates functional understanding of browser compatibility. responsive web design techniques.
The implementation demonstrates sound understanding of browser compatibility. responsive web design techniques.
The implementation demonstrates clear understanding of browser compatibility. depth understanding of responsive web design techniques.
The implementation demonstrates thorough and indepth understanding of browser compatibility.
Web form design
• Form widgets are selected appropriately, that is, the most appropriate form controls are selected for a given type of data.
• Appropriate HTML5 form
validation features are used.
20% The choice of form widgets demonstrates limited or no understanding of the function of commonly used web form widgets.
No HTML5 form validation is implemented. The choice of form widgets demonstrates functional understanding
of the function of commonly used web form widgets.
Some HTML5 form
validation is
implemented, but there is significant room for improvement. The choice of form widgets demonstrates sound understanding of the function of commonly used web form widgets.
HTML5 form validation is implemented, but there is some room for improvement. The choice of form widgets
demonstrates clear understanding of the function of commonly used web form widgets.
HTML5 form
validation is implemented, but there is minor room for improvement. The form widgets are selected appropriately, that is the most appropriate form controls are selected for a given type of data;
Appropriate HTML5 form validation features are correctly and thoroughly used.
Coding convention and quality of code
• The program follows a consistent naming convention.
• The program is well formatted, including appropriate spacing and indentation.
• The program contains sufficient comments; the implementation of major functions is commented. The code is formatted very little to not at all.
The naming of methods or variables is inconsistent. No naming convention is followed. The code is satisfactorily written, but there is substantial room for improvement.
There are significant errors in code format, and naming of methods or variables. The code is generally well written, but there is some room for improvement.
There are more than 5 errors, but less than 8 errors in terms of naming convention and code format. The code is generally well written.
There are more than
2 errors but less than 5 errors in terms of naming convention and code format. The code is expertly written.
There are no more than 2 errors in terms of naming convention and code format.
20% Little or no comments provided. There is a significant lack of useful comments. There is reasonable amount of useful comments. There is a sufficient amount of useful comments. There is a sufficient amount of useful comments

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Role of United Nations Sustainable Development Goals in shaping social development in a globalized world

answer this question and maximum 550 words per concept and there will be two concept

first concept is 19/90 gap and second one is globalization and course master objectives are

•    accurately define the term “social development” and the role of United Nations Sustainable Development Goals in shaping social development in a globalized world;

•    critically examine the role of human rights in constraining, or advancing, social development;

•    research the key social development issues confronting individuals, families, and communities in contemporary societies;

•    explore the role of social advertisement and education in promoting social development in Canada and around the world; and

so how does the concept are important to master

•    draw from and apply one’s own knowledge and experience in class activities

A)      Definition of the concept 

          its relation to social development

B)      The key reason why the concept is important to master course learning objective

C)      One academic publication (outside of course textbook) where the concept is used and significance of the concept in the selected publication

D)      One non-academic publication where the concept is used and significance of the concept in the selected publication

E)       One video where the concept is used and significance of the concept in the selected video

F)       One image where the concept is used and significance of the concept in the selected image

G)     Personal quote that demonstrate the significance of the concept in practicing social development

H)      Borrowed quote that demonstrate the significance of the concept in practicing social development

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What are the issues and challenges that independent commercial organizers might have to face in the development of sport events at three different levels

Assessment Title Poster Presentation
Graduate Capabilities
1) Professional Expertise
2) Innovative Problem Solving
3) Technology and Information Literacy
4) Global Citizenship
5) Skilled Collaboration
6) Agile Leadership
Learning Outcome/s (found in the Subject Outline) a) Analyse the relationship between sports, event and tourism
b) Critique issues and initiatives related to sports tourism in Australia and internationally
Assessment type (group or individual) Individual
Weighting % 30%
Word count 500-1000 words as a poster/e-poster (not counting the title & references) and a 5-minute oral presentation.
Please ensure you save/convert your files (poster) into PDF before uploading your assessment.
Format / Layout of Assessment
Poster:
Introduction/Background
Research aims
Findings
Conclusion/discussion
Recommendations
Reference List
? ?
? ?
? ?
Oral Presentation:
PDF submission of poster
Reference List
?
?
Assessment instructions
Assessment overview
Posters are often designed to appeal to peers and colleagues at conferences and/or public displays, and to meet the organisational and informational requirements. An effective poster balances the content (information) and the layout (how the information is presented). A poster presentation is a way to communicate your research or your understanding of a topic in a short and concise format. It usually includes two elements – a poster and a brief explanation.
The purpose of poster presentations is to encourage students to investigate a topic thoroughly and develop your ability to communicate perceptively (matching your explanation to your audience) and concisely – an important workplace skill.
Task description
Students are to present their research project via a live zoom presentation in class. You can use any digital format you feel is appropriate to display your poster as long as it is compatible with the zoom presentation.
You will need to analyse and evaluate information, synthesise ideas and creatively demonstrate your understanding of a topic or the findings of your research. Students will choose one of the assigned research questions:
1) What are the issues and challenges that independent commercial organisers might have to face in the development of sport events at three different levels: local, national and international?
2) What differences for sport event tourism marketing and destination branding are engendered by one-off events versus repeat events?
3) How one city of your choice has used international sports event-led strategies to achieve wider municipal objectives?
Posters should include the following contents:
• Project title and author: your poster will need a title. It should capture the main idea of what you are presenting. Be creative! The title needs to sound interesting to encourage your audience to have a closer look.
• Introduction or Background: the background provides information necessary for your audience to understand your research. It may also include the reason why you are conducting the research.
• Research aim: this is what your research sets out to do, including the research questions you intend to answer. Again, it should be brief, and could be presented as a simple list.
• Findings: are usually the focus of the poster and can include the findings/outcomes of your research. Figures and tables are used appropriately to relay information.
• Conclusion and discussion • Recommendations
• Each student will make a 5-minute oral presentation.
Requirements
• You will present your poster in an electronic format for online class.
• On your assigned presentation day, you will have prepared a 5-minute oral presentation of your ideas.
• You need not use complete sentences throughout your poster. Remember that you will be there to summarise your work and answer questions. A mixture of full sentences and bullet point phrases will allow viewers to quickly read your content.
• If you are having difficulty devising an approach to the assignment or you want feedback on your ideas-in-progress, please contact your lecturer via email to arrange an appointment.
• Review your subject readings, particularly the theories and models of sports, events and tourism, for poster presentation ideas.
• Utilise resources including the ICMS library, websites, media articles, sports organisation homepage and websites.
• Marks will be deducted for poor spelling and grammar.
• Use at least FIVE (5) pieces of academic evidence. Academic evidences are defined as peer reviewed journal articles, governmental publications, and academic textbooks.
• You must reference your essay in accordance with the ICMS Style Guide (APA 7th referencing style).
Assessment criteria
• Knowledge and organisation (30%): The poster includes all required elements. The poster has a logical structure, with information grouped under appropriate headings. Each element of the poster has an obvious relation to the other elements.
• Development and analysis (20%): The poster incorporates all required information. The discussion of observations and applicable course readings support the presenter’s claim.
• Poster design (30%): All aspects of the poster are readable; the poster is not cluttered, and all visuals serve a specific purpose.
• Delivery (20%): The presenter gives a clear, organised, succinct summary of his/her project’s contents and adequately answer viewer questions.
Submission process
• Date: A PDF of the poster must be submitted via Moodle by Sunday of Week 4 by 11.55 pm Sydney time.
• Submission in the LMS is performed via Turnitin, the similarity detection software used by ICMS students and teaching staff to prevent plagiarism by ensuring referencing is correct and that work has not been inadvertently copied from elsewhere. You can access Turnitin under the ‘Assessments’ section in your Moodle course site.
• Please note that draft reports submitted in this way will be regarded as the final version at the due date if you have not uploaded a subsequent, finalised version (each file uploaded overwrites the previous version).
• A penalty of 5% will be deducted for each day late with a zeromark notated for any submission seven or more days late as per ICMS policy. If for any reason you are unable to submit a late submission via Turnitin please contact your Lecturer.
• Extensions to due dates will be granted only in exceptional circumstances, and where adequate supporting documentation can be provided. Please note that work commitments do not constitute grounds for an extension. Requests must be made via the special consideration process. Decisions and recommendations are only made by lecturers-in-charge/course coordinators.
• You will be advised of your mark by your Lecturer within 2 weeks of submission.
• Please keep a copy of your assignments.
Readings for the assessment
•
Bramwell, B. (1997). A sport mega-event as a sustainable tourism development strategy. Tourism Recreation Research, 22(2), 13-19. doi: 10.1080/17430437.2018.1555218
• Higham, J., & Hinch, T. (2018). Sport tourism development (3rd ed.). Multilingual Matters.
• Hudson, I. (2007). The use and misuse of economic impact analysis: The case of professional sports. In W. Weed (Eds.), Sport & tourism: A reader (pp. 328-345). Routledge.
• Jaeger, K. (2020). Evaluating the perceived social impacts of hosting large-scale sport tourism events: Scale development and validation. Sport in Society, 23(1), 40-45.
•
Kim, W., Jun, H. M., Walker, M., & Drane, D. (2015).
Evaluating the perceived social impacts of hosting large-scale sport tourism events: Scale development and validation.
Tourism Management, 48, 21-32. doi:
10.1016/j.tourman.2014.10.015
•
Mallen, C. (2008). The concept of knowledge in event management. In C. Mallen, & L. J. Adams (Eds.), Sport, recreation and tourism event management: Theoretical and practical dimensions (pp. 9-24). Elsevier.
• Masterman, G. (2014). Strategic sports event management (3rd ed.). Routledge.
• Parent, M. M., & Smith-Swan, S. (2013). Managing major sports events: Theory and practice. Routledge.
• Prani, L, Petri, L., & Cetini, L. (2012). Host population perceptions of the social impacts of sport tourism events in transition countries. International Journal of Event and Festival Management, 3(3), 236-256. doi:
10.1108/17582951211262684
• Preuss, H. (2007). The economic impact of visitors at major multi-sport events. In W. Weed (Eds.), Sport & tourism: A reader (pp. 296-313). Routledge.
• Temnyk, I. (2017). Criteria and provisions of efficient implementation of macro-projects of international sport event tourism. Journal of Environmental Management & Toirus, 8(6(22)), 1307-1321. doi: 10.14505/jemt. v8.6(22).18
• Weed, M. (2007). Sports tourism theory and method – Concepts, issues and epistemologies. In W. Weed (Eds.), Sport & tourism: A reader (pp. 12-23). Routledge.
• Weed, M., & Bull, C. (2009). Sport tourism: Participants, policy and providers (2nd ed.). Elsevier.
• Tourism Australia (Sporting Events) https://www.australia.com/en/events/sports-events.html
• World Tourism Organization http://www2.unwto.org/
Grading Criteria / Rubric Please see below.
Assessment 1 – Poster Presentation Marking Rubric
Criteria HD
(85-100) D (75-84) CR
(65-74) PASS
(50-64) FAIL
(0-49)
Knowledge and organisation
(30%) Demonstrates exceptional sport event tourism issues,
through complete knowledge and understanding of relevant lecture and tutorial materials.
The poster includes all required elements. The poster has an outstanding structure, with information grouped under appropriate headings. Each element of
the poster has a
sophisticated relation to the other elements. Demonstrates highly appropriate sport event tourism issues, through detailed knowledge and understanding of relevant lecture and tutorial materials.
The poster includes most required elements. The poster has a detailed structure, with information grouped under appropriate headings. Each element of the poster has a coherent relation to the other elements. Demonstrates very appropriate sport event tourism issues, through good knowledge and understanding of relevant lecture and tutorial materials.
The poster includes some required elements. The poster has a logical structure, with information grouped under appropriate headings. Each element of the poster has a consistent
relation to the other elements. Demonstrates appropriate sport event tourism issues, through reasonable knowledge and understanding of relevant lecture and tutorial materials.
The poster includes only some required elements. The poster has a reasonable structure, with information grouped under appropriate headings. Each element of the poster has an acceptable relation to the other elements. Demonstrates basic sport event tourism issues, through poor knowledge and understanding of relevant lecture and tutorial materials.
The poster does include any required elements. The poster has a poor structure, with information grouped under appropriate headings. Each element of the poster has a limited relation to the other elements.
Development and analysis (20%) Excellent analysis with detailed connections detailing the link between the experience and the theories, concepts, and/or strategies presented in the course materials.
Excellent research and summation of sections and a detailed analysis and explanation. Well-developed analysis with clear connections of the link between the experience and the theories, concepts, and/or strategies presented in the course materials.
Impressive research and summation of sections and a detailed analysis and explanation. Good analysis with frequent connections between the experience and the theories, concepts, and/or strategies presented in the course materials.
Solid research and summation of sections and thorough analysis and explanation. Analysis contains some connection between the experience and the theories, concepts, and/or strategies presented in the course materials.
Acceptable research and summation of sections and adequate analysis and explanation. The analysis fails to connect the experience and the theories, concepts, and/or strategies to the course materials.
Poor research and no summation of sections or analysis and explanation.
Poster design (30%) Material is complete and accurate. Clear evidence of research. Visual aids are useful in making the Material is complete. There is evidence of research and collaboration. Visual aids are useful in making the presentation interesting. Material is somewhat complete. There is some evidence of research and collaboration. Visual aids Material is satisfactorily complete but there is minimal evidence of research and
collaboration. The visual Material is lacking in evidence of research and collaboration. Visual aids are missing in the presentation.
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presentation more interesting and meaningful.
Shows a polished and imaginative approach to the organisation of presentation. Full use of research poster style conventions with logical flow, and appropriate sections.
Fluent academic writing style throughout. Grammar and spelling accurate throughout. Referencing is consistently accurate and compliant with ICMS Style Guide. Introduction states purpose clearly and outlines main points succinctly. There is a clear summary of findings and recommendations.
Carefully and logically organised in presentation. Introduction states purpose clearly and outlines main points succinctly. There is a clear summary of findings and recommendations.
Grammar and spelling accurate. Referencing is accurate and compliant with ICMS Style Guide. are used in making the presentation interesting.
Organised well in the presentation. Introduction and conclusions outline and summaries main ideas.
Grammar and spelling mainly accurate. Referencing is mainly accurate and compliant with ICMS Style Guide.
aids used in the
presentation are limited to being useful in some areas.
Organised in some parts of the presentation. There are some concepts used but they may not correspond to the elements. Meaning is apparent but academic language not always accurate.
Grammar and spelling generally accurate but may contain errors. Some attempt at referencing but not always compliant with ICMS Style Guide. Disorganised/incoherent in the presentation. The few concepts used do not correspond to the key elements. Meaning may be unclear.
Grammar and spelling contain frequent errors. Referencing is unsystematic and not compliant with ICMS Style Guide.
Delivery (20%) A substantial presentation and effective
communication of findings fully supported with concepts that closely correspond to the elements.
Evidence of very good communication, smooth handovers and answer audience question in a professional manner.
A well-structured presentation and communication of findings supported with concepts that closely correspond to the elements.
Evidence of good communication, good handovers and ability to answer questions easily.
An appropriate presentation and communication of findings supported with visuals. These may not always correspond to the written text but do not detract from the communication of findings.
Evidence of
communication, handovers and ability to answer questions.
A presentation that shows evidence of report Structure, but errors may detract from communication of findings.
Evidence of some communication, some hesitation during handovers and answering questions.
Lacks evidence of a structured presentation with limited visuals to support description and explanation.
Lacking evidence of communication and unable to answer questions

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