This assignment will help you to understand some of the functions performed by an advertising agency.
1.Visit the links that detail the top ten jingles, slogans and icons. (It is included in this module.) Now create your own list from “current” product categories. List 8 current jingles, 8 current slogans and 8 current icons.List the product next to the appropriate jingle, slogan and icon. Rate them from 1-8 in terms of how effective you think that each jingle, slogan or logo is. Write a paragraph for each of your #1 selections, explaining what you rated it as your top choice.
Advertising Ethics:
2. One of the industries closely watched by the FTC is the weight-loss industry. Find three advertisements from magazines, newspapers, or television that deal with weight loss. What claims were made? Do you believe the claims are truthful and legitimate? How do you, as a consumer, distinguish between what is truthful and what is deceptive? Provide at least one link to the research you utilized in preparing your response.
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THE AT1 b,2000 words And AT1A, (3)three workshops reflection each one around 700 words AT1A: Workshop Reflections (10%) Select and identify three Health workshops and submit a teaching folio of evidence for each workshop for assessment. The folio of evidence will overview how the workshops may be utilised in a primary school setting to provide meaningful teaching/learning experiences for students. The folio for each workshop will include: • Personal Workshop reflections that include connection with research from the Health discipline • Health Curriculum links • Overview of learning activities suitable if implementing this learning area in a primary school classroom. • Assessment opportunities • Resources, materials & key terms with definitions • OH&S considerations AT1B: Health Learning Sequence (40%) Selecting a Health learning area different to the three workshop reflections required for AT1A, you will write a Health Learning Sequence (using the inquiry process) related to a selected focus area, relevant content descriptors and achievement standards, of the Health learning area in the Victorian Curriculum The unit plan is more than a series of lessons. It must: • reflect detailed and complex thinking about the relationship between student diversity, curriculum, pedagogy, and assessment. • include a description of the hypothetical student cohort, context (can be based on a class you have experienced) age, diversity etc that you will be designing the unit plan for. • incorporate a rich and engaging approach relevant to the health Focus Area and the expected developmental level you have selected. • include relevant health Intended Learning Outcomes based on one or two Content Descriptions from Health learning area and one Content Description from the Personal and social learning capability of the Victorian Curriculum for a specific chosen level. You will need to select the same Content Descriptions for a level below and a level above the focus level to ensure you are catering for student diversity. • identify skills, knowledge and attitudes (where appropriate) that form the basis of the Intended Learning Outcomes for your unit. The unit plan must be approximately 4-6lessons in length depending on the topic (lesson plans are NOT required to be included). • include a rationale for all decisions made in relation to the unit plan including the wide selection of engaging learning and assessment strategies, sequencing of learning activities etc • include a range of assessment strategies (‘for’, ‘as’, and ‘of’) related to the learning activities. Remember assessment should not be an add-on but rather incorporate as part of the learning process. • include the criteria for each assessment task (i.e. what exactly you are judging/looking for through each assessment strategy) and how will your judgments be recorded (e.g. observation check sheets, rubric). You don’t need to include the actual individual rubrics or tests, however, you must include an assessment guide to show the overall assessment plan linked to the learning outcomes you have selected. • ways that the learning and assessment strategies might be adapted for students who have a range of abilities, including students who have English as an additional language (EAL), a disability, or learning difficulties. • include a brief overview of each activity and reference all resources you have used. Specific worksheets or longer descriptions of activities must be referenced as an appendix • clearly show a clear link between all Content Descriptions, Intended Learning Outcomes, learning activities and assessment strategies (and criteria). You will need to consider that some students will be working above or below the level for the outcomes you have selected so you will need to ensure how you will distinguish the level at which the student is actually working (eg. Identify the criteria for one level below and one higher than the level you are focusing on). This can be completed in a table prior to the learning and assessment plan (see template 1 below) • include the background to the unit including the overall rationale and aims for the unit, student level to which it is aimed, any previous learning that might be assumed at the beginning of the unit include a correctly formatted list of references using APA7 style and appendices use • you may wish to use tables 1 and 2 to set out your unit plan. Ensure you background/rationale is included at the beginning of the unit. See the e-book on LMS Developing a unit of work for assistance with this unit plan
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Part B: Essay Length: 1200 Words (10% +/- applies) Worth: 30% Task: Choose ONE of the following topics to address: TOPIC 1: Social class, crime and theory in Australia The overarching theme in this essay should be around social class, class inequality, and intersections with crime in Australian context. In addition, you need to apply either structural theory OR conflict theory to help you argue your points and to demonstrate an understanding of the topic. You have an option to select between a specific question to answer OR a quote to interpret in a critical manner. a) How can theory illuminate your understanding of the links between social class and crime in Australian context? OR b) “Rich get richer, poor get prison” (Reiman, 1979). TOPIC 2: Gender, crime and theory in Australia The overarching theme in this essay should be around gender, gender inequality, and intersections with crime in Australian context. In addition, you need to apply feminist theory OR queer theory to help you argue your points and to demonstrate an understanding of the topic. You have an option to select between a specific question to answer or a quote to interpret in a critical manner. a) How can theory illuminate your understanding of the links between gender and crime in Australian context? OR b) “…men and women can be criminals, and criminality structures opportunities for the expression of varieties of masculinity and femininity” (Britton 2011, p. 26). TOPIC 3: Race, ethnicity, crime and theory in Australia The overarching theme in this essay should be around race/ethnicity, racial inequality, and intersections with crime in Australian context. In addition, you need to apply postcolonial theory to help you argue your points and to demonstrate an understanding of the topic. You have an option to select between a specific question to answer or a quote to interpret in a critical manner. a) How can theory illuminate your understanding of the links between race/ethnicity and crime in Australian context? OR b) “Higher rates of offending in Indigenous communities can also be understood as a consequence of colonial processes…” (Pereira & Scott 2016 p. 333) References: You are required to explicitly use at least 8 different academic/scholarly sources in your essay. These must include: • At least 3 scholarly readings drawn from the LST1UNC reading list. These can be listed as either required or further reading, may be from any part of the subject and can include books, journal articles and published reports generated by reputable bodies (including those published on the internet). • At least 2 reports from Australian Institute of Criminology (AIC) and/or Australian Bureau of Statistics (ABS) or reports generated by reputable bodies. You should locate these sources yourself, not use any of the ones available from the LST1UNC reading list. • At least 3 additional scholarly materials that you have found yourself. Please note that newspaper reports and other media items can be used but will not be counted towards meeting the above requirements. In addition, you need to avoid using just any ‘open web sources’ (e.g. Wikipedia) or quoting from lecture slides. *** Reference list is NOT counted toward the overall word count!!! You need to use Harvard Referencing style. If you require help with referencing, try accessing La Trobe Library’s Referencing Tool: https://latrobe.libguides.com/referencing-tool. Please note that referencing is very important in your University work. Every time you refer to ideas you have learned through reading a book, a journal article, or a report, you need to refer to this source in your writing. You need to also be mindful of Academic Misconduct policy (for more information see: http://latrobe.libguides.com/academic-integrity/ethical_use). Direct quotes must be acknowledged using quotation marks (‘like this’) and should be followed by an in-text reference that contains the author’s name, year of publication and page number where applicable. A reference list should be included at the end of your essay. It will contain the full details of the sources you have referred to in your text. The items should be in alphabetical order according to the author’s surname and formatted appropriately. Submission: • Your essay must be submitted electronically as a word file via the ‘Part B: Research Essay’ submission link in the Assessment block on the LST1UNC LMS site. No hardcopy submission is required. • You will only be allowed to submit your essay once. • Your essay will be subject to Turnitin which is a web-based text-matching software system, which can be used to assist in the detection of plagiarism. • You do not need to submit a confirmation of submission or originality report. • Please do not send late submissions via email to subject coordinator or tutor, you need to submit your essay via the appropriate process. • Please note that your essay will not be marked until it is submitted electronically Preparation, Presentation and Referencing: • Your essay should be prepared and submitted using either: o MS Word (.doc and .docx) o You are not allowed to submit a pdf document • Use A4 size pages and a clear, simple and legible black font – either 11 or 12 point. • Double-space the text. • Do not use margins smaller than 2.54cm. • You need to use Harvard Referencing style. • You need a title page (first page), which should include: o your name, o student number, o tutorial group (day, time), o your tutor’s name, o essay topic (be specific – for example: Topic 1, Option b), and o word count (not including reference list). Essay Structure: Suggested essay structure (according to the marks allocated to each section) – Introduction and conclusion (5% of the overall mark): approximately 100 words each – Crime issue (10-15% of the overall mark): approximately 300-350 words – Theory description (20-25% of the overall mark): approximately 300-400words – Theory application (25-30% of the overall mark): approximately 500-600 words Please note that these dot points are suggestions and they do not indicate the number of paragraphs you need to have in your essay. Content (see the marking rubric) Start with three key steps: – First, you need to select one of the three suggested topics in Australian context. You will then search for the appropriate sources (authoritative sources) which will help you describe and frame the selected topic. The more information you have, the easier it will be to apply the theory. – Second, you need to select one of the theories specified in your chosen topic (these are covered in Weeks 3, 4 and 5), which you will need to properly explain before applying it. Here you need to focus on theoretical concepts – provide a proper explanation of these in order to demonstrate your understanding. Do not write about the theorists, write about the ideas. – Third, you need to now link the theory and topic. The links need to be properly supported with empirical evidence, which means here you need to use research in order to demonstrate how theory helps you understand the topic you selected. This will help you construct your main argument(s) which you need to point out at the very start of your essay. In addition, you need to continuously relate the information you present back to this argument throughout the rest of your essay. In this instance your argument needs to be grounded in the application of the theory – how does your selected theory help you understand selected topic. This is a persuasive essay, which means that you need to properly persuade the reader of your argument. In this instance you need to first persuade the reader about your knowledge on the selected topic; second, you need to persuade the reader of your theoretical understanding by properly explaining selected theory; finally through your application you need to persuade the reader of your argument. For selected topic, you need to make sure you follow the tips: – Briefly outline and explain key concepts relevant to the selected topic; – Properly frame the topic in Australian context – here you need to provide statistical information on the extent, impact, etc. Before applying the theory, you need to first explain the theory. Here you need to use academic and authoritative sources to define key theoretical concepts and demonstrate the understanding of theory. It does not matter which theoretical perspective you choose to apply. What does matter is how well you argue your case. Do not simply describe your selected theoretical position. You need to make arguments (maybe come up with three or four main points) that support your discussion and back these up with appropriate research (empirical) evidence. You need to keep in mind that when using empirical evidence to support your claims you need (i) a brief study description (e.g. number of participants, measures used), (ii) the key study findings (relevant to your argument) and (iii) the link back to the essay argument. Throughout your essay you need to use at least 8 authoritative sources. This means you have to research widely, and you can begin your search with the set readings provided. These were selected because they are directly relevant to the subject content, so do not neglect them. Structure (see the marking rubric) Often the difference between a good and a poor essay is not what is said, but how well it is said. Essay structure is an important part of the essay. The following are some simple tips and rules that can greatly improve your essay. Introduction A good introduction is crucial. To navigate through an unfamiliar essay, the reader needs a map or instructions that highlight the points of interest and guides them safely to the end. Your introduction is a brief summary of your essay. It must do the following: – Set out the problem to be addressed; – Highlight the main arguments to be made; – Provide an explicit plan of the essay (the order in which you will present information); – Provide a direct answer to the question (or instructions). Discussion You must give serious thought to the order in which you present your information. There needs to be logic to it – you cannot just present information in a random order. A discussion needs to be well structured and the structure should be obvious to the reader. Keep telling your reader what you are up to. Make sure you set out a clear plan in your introduction and then follow that structure in your discussion. Use ‘signposts’ to emphasis that you are following the plan (e.g. The second argument is…). Do not write too short or too long paragraphs (longer than two sentences, no longer than half a page). Each paragraph should have a topic sentence and should only discuss one idea – make sure your paragraphs are not too long. Avoid over-use of quotes; remember, every time you present a quote, you need to explain what it means. You should only use 2 quotes per whole essay. You should also avoid asking rhetoric questions. You just need to paraphrase these questions into sentences. Conclusion Your conclusion is a brief summary of the essay. Do not introduce any new information, and certainly do not leave your answer to the question (or instructions) until the conclusion. You need to avoid the use of quotes here. *** Please note that in academic essay you should not use subheadings. Writing: The way the information is presented is one of the most significant aspects. In your assessment you need to keep in mind to write clearly, identify and justify your choices. There are a few easy steps you should follow in your writing: • You essay needs to be grammatically sound, so make sure to check the spelling and punctuation before submitting. • To avoid grammatical mistakes, avoid the use of overcomplicated sentences (sentences that are more than a couple of lines in length). • Do not write your essay in first person. Make sure you adapt a more formal language (third person) for the purpose of this essay. This includes avoiding the use of abbreviations. • As this is an academic essay, avoid the use of dot points or lists. Instead incorporate these points into sentences. • You need to use a proper essay style-structure throughout. This also means, do not include tables, figures, and appendices unless you are asked to. Instead incorporate the information from these into sentences. • Avoid over-use of quotes – remember, every time you present a lengthy quote, you need to explain what it means. You should only use 2-3 lengthy quotes per whole essay. • You should also avoid asking rhetoric questions. You just need to paraphrase these questions into sentences. • Avoid long (longer than approximately half a page) or short paragraphs (one or two sentences is not a paragraph). • Avoid the use of subheadings. Extensions: If you are having difficulties with the assessment and/or have grounds to request an extension, submit your request online (Online Extension Form) to your tutor or subject coordinator at least 3 days before the due date. Do not email your tutor or subject coordinator, you will be asked to submit your request online – we do not grant extension request for this task via email. Please note that unless there are exceptional circumstances, requests after this timeframe will be rejected. You should also keep in mind that unless you have LAP, you will be required to submit documentation with your request. Please also remember that unless there are exceptional circumstances (e.g. emergency), retrospective extensions are not approved, and you should consider applying for Special Consideration. If you are struggling to achieve the set due date, please make sure you reach out to us ASAP! It is important to contact us before the due date. Late submissions: Please keep in mind that the penalty for lateness is severe. “The standard penalty for late submission of assessment tasks is 5% of the marks for that task for each delay in submission of a day or partial day up to a maximum of five (5) working days after the due date. Assessment tasks will not be accepted after the fifth (5th) working day after the due date.” Marking Rubric: This might be the most important document for you to refer to when you prepare for your assessment. This rubric provides you with a clear marking expectation and you should be guided by this rubric. Markers use this rubric to assess your work, so you need to ensure that you address the key aspect of this rubric. Only include information that is being evaluated. Above Expectations Meets Expectations Approaches Expectations Does Not Meet Expectations Topic Student’s comprehension of the selected topic in AU context is exemplar in terms of scholarship. Student briefly examines selected topic in appropriate AU context; demonstrates an awareness of key terminology. Student uses appropriate referencing and authoritative sources. Student attempts to examine selected topic in appropriate AU context, but there are issues. Student attempts to use appropriate referencing and authoritative sources. There might be minor factual errors. There is a lack of clarity around the topic understanding and contextualising. Limited knowledge of appropriate referencing and sources. There might be some factual errors. Theory Student’s comprehension of the theory is exemplar in terms of scholarship. Student demonstrates great understanding of key topical ideas. Student provides a concise overview of the key theoretical terms and concepts relevant to the topic; and clearly demonstrates an understanding of the topical ideas by accurately interpreting these. Student uses appropriate referencing and authoritative sources. Student also critically engages with the literature. Student provides some overview of the key theoretical terms and concepts relevant to the topic; and attempts to demonstrates an understanding of the topical ideas. Student attempts to use appropriate referencing and authoritative sources. The response does not demonstrate reasoning and understanding of the theory and/or source(s). Lack of clarity around sources or the sources presented are not relevant. Application, Critical Engagement and Argument Student demonstrates exemplary skills in their critical thinking and reflection. Student mounts a coherent and logical application of theory; and does not just rely on description. Student clearly identifies key concepts and arguments relevant to the debate. Student integrates information from various sources; and where appropriate, supports application with empirical research findings. Student properly supports all claims made with appropriate references. Student attempts to provide a coherent and logical application of theory, but there are minor issues. Student attempts to identify key concepts and arguments relevant to the debate, but there might be some problems. Student attempts to use sources properly, but there might be issues (for example using empirical research). Student attempts to support all claims made with appropriate references. The response does not demonstrate relationship between theory and topic. There seems to be a vague understanding of theoretical application process. While there is an attempt, there are too many issues throughout the paper. Independent Research Skills Student goes beyond the required 8 sources and researches widely. Student grounds their analysis in 8 appropriate sources (as specified in instructions). Student attempts to ground their analysis in 8 appropriate sources, but there are errors. Student did not select/draw from the 8 appropriate scholarly sources. Structure Essay is organised extremely efficiently with sophisticated arrangement of content with evident and/or subtle transitions. Essay is effectively organised to enhance reader’s understanding of the information. The relationships between ideas are made clear with effective transitional phases. The ideas presented flow and structure is well thought out. Essay organisational structure is evident but may not be fully developed or appropriate. Transitional phrases may be used but the relationships between ideas are somewhat unclear. There might be some issues with essay structure. Essay organisational structure is largely absent and the relationships between ideas are unclear. There are issues with paragraphs and/or overall essay structure. Expression and Grammar Expression and grammar are exceptional and of a high academic standard. Ideas are presented clearly and in a formal language. The writing is grammatically sound and is free of punctuation errors. Ideas are mostly clear. There are minor grammatical and spelling errors. Ideas are not clear. There are several grammatical and/or spelling errors. Format and Referencing The formatting and Harvard referencing contains no flaws and is within the specified word count. The assessment adheres to presentation guidelines, and specified referencing style (Harvard). Essay is written within the 10% of the suggested word count. The assessment mainly adheres to presentation guidelines and/or specified referencing style (Harvard). There might be issues with word count. There are several issues with presentation guidelines and/or specified referencing style (Harvard). There might be issues with word count.
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and pages 477-480 and 483 of the Routledge Handbook of Critical Criminology (Links to an external site.). https://books.google.com/books?id=8zOMAgAAQBAJ&pg=PA477&lpg=PA477&dq=scholarly+articles+critical+no+us+in+icc&source=bl&ots=WNE_jP4G4w&sig=5caB3dkM4oEEc6kfuw10BpfiZB8&hl=en&sa=X&ved=0a%20hUKEwiLw_PE4dzNAhVO0GMKHX-RBSYQ6AEIOzAD#v=onepage&q=scholarly%20articles%20critical%20no%20us%20in%20icc&f=false
The United States has refused to join the International Criminal Court (ICC) since its inception. The issue of the United States’ reluctance to join the ICC continues to be a matter of international debate. This week’s assignment requires you to take a position on whether or not the United States should formally join, and accept the jurisdiction of, the International Criminal Court. Avoid notions of jingoism, and examine the international community and the responsibilities of the United States as an international actor in both civilian and military affairs. Make sure to explain the consequences of not joining or a decision to join the ICC.
In your paper,
Assess the purpose and function of the International Criminal Court (ICC).
Explain why the United States has not joined the ICC.
Examine the pros and cons for the United States to be a member of the ICC.
Construct an argument proposing the United States should join or continue to not be a part of the ICC.
Provide sound reasoning for your opinions.
Examine not just the United States’ reasons for not joining the ICC, but also various international perspectives about the leading military power in the world’s decision not to join this criminal law court.
Explain the ramifications of the opinion that you advance to the United States and the international community.
The International Criminal Law paper:
Must be two to three double-spaced pages in length (750 words of content minimum, not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)
Must include a separate title page with the following:
Cloud Computing Explained (YouTube – 5:22) (Links to an external site.)
Next, respond to the following in a Word® document:
What are the benefits and risks of cloud computing for a business? Does a company you do business with use cloud computing? How so? Don’t be quick to say ‘no’ – do a little research and legwork. You might be surprised. Do you personally use cloud storage services for your files or photographs?
Requirements
In a Word document, compose your responses in essay format consisting of an introductory paragraph, body, and conclusion (250-300 words). Formatting requirements: Use double line spacing, 1″ margins, indent the first line of each new paragraph by .5″, include your essay title at the top with center alignment. To see the formatting, refer to this Example Essay.Preview the document For help formatting, refer to Word Help Center. (Links to an external site.) If you refer to ideas on a website, be sure to include the link to the source. If this is not an electronic source with a link, then list as much information as possible.
Nikhil Goyal is a successful high school student who, like many students his age, hates school. But unlike most students his age, Nikhil wrote a speech about it and delivered it to a global audience his presentation Why Kids Hate School?: Nikhil Goyal at TEDxYouth@BFS (Links to an external site.). In his presentation, Nikhil shares the story of another student, Nick Perez. The central theme of the presentation is relevance and, specifically, how schools often lack relevance to the lives of their learners.
In this assignment, you will reflect on the story of Nick Perez and analyze it based on what might have happened differently if Nick’s education targeted the learning of 21st century skills through culturally relevant learning opportunities. Additionally, you will recommend a culturally relevant learning experience that might have been able to meet Nick’s needs in high school. Review the Instructor Guidance for this week for additional information and use the Ladson-Billing (1995; summarized in the Instructor Guidance) resource and Chapters 4 and 8 of Wardle (2013) to define a culturally relevant learning experience; apply this framework to the creation of solutions. Then, create your paper to meet the content and written communication expectations stated below.
In your paper, include the following: (3 points)
Discuss the learning experiences and cultural competencies that you believe were valued at Nick’s school, based on the information presented in the video and which learning experiences and cultural competencies would be most applicable and interesting to Nick using his interest in computers as a form of his cultural identity (think about the way that he described his life at home and at computer camp). Include examples using at least two of the following four characteristics of cultural competence:
Awareness of one’s own cultural worldview (including biases)
Knowledge of different cultural practices and worldviews
Positive attitudes and open-mindedness toward cultural differences
Ability to work successfully with others from different cultures
Determine which of the 4C skills (i.e., creativity and innovation, critical thinking and problem solving, communication, and collaboration that are presented in The 4Cs Research Series (Links to an external site.)) you perceive are most likely relevant to Nick’s current position as a programmer in an advertising firm and which of these skills you perceive are not adequately addressed in typical classroom environments today (2 points).
Summarize how the acquisition of learning and innovation skills through culturally relevant instruction can lead to greater student success in the classroom and in the real world. Include examples using at least three of the following nine areas of culturally relevant instruction (2 points):
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Examining the curriculum from multiple perspectives
Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms
If you are enrolled in the MAED Program, it is imperative that you keep copies of all assignments completed in this course. You will return to them for the portfolio that you will create in your final MAED course. This portfolio is a culminating project that will demonstrate that you have met program outcomes.
Review this week’s Instructor Guidance for additional information about completing this assignment. Contact your instructor for clarifications about this or any assessment in the course before the due date using the “Ask Your Instructor” forum. Then, also using the Grading Rubric as a guide for your performance on this assignment, construct your assignment to meet each of the content and written communication expectations.
Review your assignment with the Grading Rubric to be sure you have achieved the distinguished levels of performance for each criterion and submit the assignment for evaluation no later than Day 7.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use four sources including the course text and at least three scholarly, peer-reviewed, credible sources.
The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.(1 point)