Assignment 4: E-portfolio (35%):
An e-portfolio is a collection of electronic evidence assembled and managed by a user, usually on the Web. The electronic evidence may include electronic files, images, multimedia, blog entries, and hyperlinks.
For this assessment students are required to assemble an e-portfolio of resources and reflection on contemporary Australian society. This portfolio will include four components:
1. Hyperlinks to 3 video clips (whether on YouTube or some other source) that are relevant to one of the four topics on contemporary Australia in this Unit.
2. A 600 word document in which you explain why you have selected each of the clips and their relevance to the topic.
3. Hyperlinks to 3 opinion articles from the Australian online media (including web posts on political blogs) which are relevant to one or more of the four topics on contemporary Australia in this Unit.
4. A 900 word paper in which you briefly outline the key argument of each article and your opinion of this argument. You should provide reasons for your opinion. In this paper you should make reference to the document ‘International Comparisons’ from Australian Social Trends 4102.0.
Suggested sources for opinion articles and web posts:
http://www.onlineopinion.com.au
http://www.theaustralian.news.com.au/opinion
http://www.smh.com.au/news/opinion
http://www.theage.com.au/opinion
http://clubtroppo.com.au
http://andrewnorton.info
http://larvatusprodeo.net
You may select articles other than from these sources.
The 4 related topics:
1. Australia: culture, history and politics
2. Globalizing the Australian economy
3. The Australian environment
4. Health, education and social inequality in Australia
Faculty of Arts and Education
Unit Guide
Trimester 3, 2010-11
AIX292
Studying Australia
AIX292 Studying Australia T3 2010-2011
2
A note of welcome
Welcome to AIX292 Studying Australia. This unit provides an introduction to
key aspects of Australian society, culture and history, based on the discipline
of Australian studies, together with classes on study skills, the Australian job
market and workplace cultural competencies.
Contact details
Unit Chair: Dr. Geoffrey Robinson
Room: ic2.311, Waurn Ponds
Telephone: 03 5527 1452
Email: [email protected]
Postal: Faculty of Arts & Education, Deakin University, Geelong, 3217.
Dr. Robinson will undertake lectures and general coordination for this subject.
Tutors and their contact details will be advised.
Student commitment and responsibilities
This unit is offered in intensive mode. The teaching period extends from
Monday, 24 January to Thursday, 3 February. Although offered over a shorter
period this unit has the content of a full time unit. Attendance is required at
all classes, tours and excursions.
The Deakin ‘Student Charter’ provides an outline of your rights and
responsibilities as a member of the University community. Avai ...
The project aimed to provide online study skills resources for dyslexic and distance learning students by converting text-based materials into multimedia presentations and podcasts accessible through the university website and intranet. Ten presentations were created covering topics like essay writing, time management, and exam skills. Feedback was gathered through online surveys, focus groups, and website analytics, which showed the resources were well-used and appreciated for making study skills advice accessible in multiple formats. Areas for future improvement were also identified based on student feedback.
1. This document provides information about an introductory unit on web technologies including the unit code, contact details, calendar, learning outcomes, and assessment tasks.
2. The unit runs for one semester with weekly lectures and workshops covering topics such as the history of the internet, HTML, user interface design, online privacy, and the future of the web.
3. Assessment includes a blog and presentation, website documentation, and a website prototype worth 30%, 30%, and 40% respectively. The assignments must be submitted according to the guidelines provided.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
Course Tech 2013, Angie Rudd & Kelly Hinson, Strengthening Academic Internet ...Cengage Learning
Strengthening Academic Internet Learning (SAIL)is Gaston College’s new online quality initiative. The expectation is
that with an increased effort on online course quality and a comprehensive online student support system, student
learning will improve in online courses. In a concepts-based presentation,two Gaston College instructors will show
attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
from Introduction to Computers, Web Fundamentals, Emerging Technologies and User Support&Software
Evaluation courses. Statistics will be used to show the increase in student learning outcomes from the SAIL
initiative. Attendees will get to take away the online course standards used by the college and approved by SACS.
Come SAIL with us!
ASLA XXIII Biennial Conference - Stacey Hattensen - Be guided through the latest developments of Scootle including the free digital resources collection aligned to the Australian Curriculum; Scootle Community, a purpose built social media platform for teachers, and Improve, the online formative assessment tool.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
School of Education 102047 Learning Environments Cr.docxanhlodge
School of Education
102047 Learning Environments
Credit Points: 10
1708
Bachelor of Arts (Pathway to Teaching Birth-5/Birth-12)
WESTERN SYDNEY UNIVERSITY ACKNOWLEDGES TRADITIONAL OWNERS
With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their
traditional lands, Western Sydney University acknowledges the Darug, Gundungurra, Tharawal (also
historically referred to as D’harawal) and Wiradjuri peoples and thanks them for their support of its work
in their lands (Greater Western Sydney and beyond).
UNIT COORDINATOR: KUMARA WARD
Spring 2016
1 0 2 0 4 7 L E A R N I N G E N V I R O N M E N T S S P R I N G 2 0 1 6
HOW TO USE THIS LEARNING GUIDE
ICON KEY
Reading
Activity
Important Information
Deadline
Online Activity
Warning
Hint
Toolkit
Checklist
This Learning Guide supplements the unit outline and is designed to help you
navigate through the unit. It will help you focus on what you need to do for classes
and the various assessment tasks. You should consult the relevant sections of the
Learning Guide as you plan your study – it will highlight the main things that you
should be getting out of the resources available and provide guidance on teaching
activities and class preparation.
The Learning Guide also offers some study tips to assist you in developing the skills
and techniques of an effective learner at university level. In addition to acquiring
information and skills relevant to this unit, you should also focus on developing the
habits and tools of a successful university student. As an adult learner you need to
take control of your own learning and ensure your own success. This learning guide is
specifically designed to help you achieve this.
A standard set of icons is used throughout the learning guide to make navigation
easier. Use the icons to quickly identify important information, things you need to do
and hints for doing them.
ACADEMIC STAFF
Unit Coordinator
Dr Kumara Ward
Phone: 02 4736 2048
Campus: Kingswood
Building J, Room G.11
Email:
[email protected]
Mail: School of Education
University of Western Sydney
Locked Bag 1797
Penrith NSW 2751
Tutors
Katina Dimoulias
Available on campus by appointment.
Email:
[email protected]
Director of Program
(Early Childhood)
Leonie Arthur
Phone: 02 9772 6329
Campus: Bankstown
Building 4, Room G. 19
Email:
[email protected]
Administration Officer
Name: Vanessa Lane
Phone: 029772 6561
Campus: Bankstown
Building: 1
Room 1.1.180
Email:
[email protected]
CONSULTATION ARRANGEMENTS
vUWS Use vUWS to contact your Unit Coordinator.
Phone Phone your Tutor or Unit Coordinator or Administration Officer.
On Campus
By appointment with the Tutor or Unit Coordinator during the semester. Full-time
teaching staff display their schedule next to their office door.
T H I S L E A R N I N G G U I D E I S D E.
This document provides an overview of the Information & Liaison Services (I&L) section of the CSU Library. I&L aims to provide effective information assistance to patrons on-campus and at a distance. It comprises four teams: the Web Team maintains library websites; Information Literacy develops instruction; Faculty Liaison supports academics; and the Info Team assists all students. The document outlines the roles and services of each team.
The project aimed to provide online study skills resources for dyslexic and distance learning students by converting text-based materials into multimedia presentations and podcasts accessible through the university website and intranet. Ten presentations were created covering topics like essay writing, time management, and exam skills. Feedback was gathered through online surveys, focus groups, and website analytics, which showed the resources were well-used and appreciated for making study skills advice accessible in multiple formats. Areas for future improvement were also identified based on student feedback.
1. This document provides information about an introductory unit on web technologies including the unit code, contact details, calendar, learning outcomes, and assessment tasks.
2. The unit runs for one semester with weekly lectures and workshops covering topics such as the history of the internet, HTML, user interface design, online privacy, and the future of the web.
3. Assessment includes a blog and presentation, website documentation, and a website prototype worth 30%, 30%, and 40% respectively. The assignments must be submitted according to the guidelines provided.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
Course Tech 2013, Angie Rudd & Kelly Hinson, Strengthening Academic Internet ...Cengage Learning
Strengthening Academic Internet Learning (SAIL)is Gaston College’s new online quality initiative. The expectation is
that with an increased effort on online course quality and a comprehensive online student support system, student
learning will improve in online courses. In a concepts-based presentation,two Gaston College instructors will show
attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
from Introduction to Computers, Web Fundamentals, Emerging Technologies and User Support&Software
Evaluation courses. Statistics will be used to show the increase in student learning outcomes from the SAIL
initiative. Attendees will get to take away the online course standards used by the college and approved by SACS.
Come SAIL with us!
ASLA XXIII Biennial Conference - Stacey Hattensen - Be guided through the latest developments of Scootle including the free digital resources collection aligned to the Australian Curriculum; Scootle Community, a purpose built social media platform for teachers, and Improve, the online formative assessment tool.
This document provides the syllabus for an online teaching course for adult learners. It outlines the course goals, assignments, policies and procedures. The course is designed to teach participants how to effectively teach online through exploring theories of adult learning, engaging online learners, using online tools, and designing online content. Major assignments include evaluating online courses, creating a rich media tutorial, and designing a mini online course. The course aims to prepare educators to teach online and support other teachers' professional development.
School of Education 102047 Learning Environments Cr.docxanhlodge
School of Education
102047 Learning Environments
Credit Points: 10
1708
Bachelor of Arts (Pathway to Teaching Birth-5/Birth-12)
WESTERN SYDNEY UNIVERSITY ACKNOWLEDGES TRADITIONAL OWNERS
With respect for Aboriginal cultural protocol and out of recognition that its campuses occupy their
traditional lands, Western Sydney University acknowledges the Darug, Gundungurra, Tharawal (also
historically referred to as D’harawal) and Wiradjuri peoples and thanks them for their support of its work
in their lands (Greater Western Sydney and beyond).
UNIT COORDINATOR: KUMARA WARD
Spring 2016
1 0 2 0 4 7 L E A R N I N G E N V I R O N M E N T S S P R I N G 2 0 1 6
HOW TO USE THIS LEARNING GUIDE
ICON KEY
Reading
Activity
Important Information
Deadline
Online Activity
Warning
Hint
Toolkit
Checklist
This Learning Guide supplements the unit outline and is designed to help you
navigate through the unit. It will help you focus on what you need to do for classes
and the various assessment tasks. You should consult the relevant sections of the
Learning Guide as you plan your study – it will highlight the main things that you
should be getting out of the resources available and provide guidance on teaching
activities and class preparation.
The Learning Guide also offers some study tips to assist you in developing the skills
and techniques of an effective learner at university level. In addition to acquiring
information and skills relevant to this unit, you should also focus on developing the
habits and tools of a successful university student. As an adult learner you need to
take control of your own learning and ensure your own success. This learning guide is
specifically designed to help you achieve this.
A standard set of icons is used throughout the learning guide to make navigation
easier. Use the icons to quickly identify important information, things you need to do
and hints for doing them.
ACADEMIC STAFF
Unit Coordinator
Dr Kumara Ward
Phone: 02 4736 2048
Campus: Kingswood
Building J, Room G.11
Email:
[email protected]
Mail: School of Education
University of Western Sydney
Locked Bag 1797
Penrith NSW 2751
Tutors
Katina Dimoulias
Available on campus by appointment.
Email:
[email protected]
Director of Program
(Early Childhood)
Leonie Arthur
Phone: 02 9772 6329
Campus: Bankstown
Building 4, Room G. 19
Email:
[email protected]
Administration Officer
Name: Vanessa Lane
Phone: 029772 6561
Campus: Bankstown
Building: 1
Room 1.1.180
Email:
[email protected]
CONSULTATION ARRANGEMENTS
vUWS Use vUWS to contact your Unit Coordinator.
Phone Phone your Tutor or Unit Coordinator or Administration Officer.
On Campus
By appointment with the Tutor or Unit Coordinator during the semester. Full-time
teaching staff display their schedule next to their office door.
T H I S L E A R N I N G G U I D E I S D E.
This document provides an overview of the Information & Liaison Services (I&L) section of the CSU Library. I&L aims to provide effective information assistance to patrons on-campus and at a distance. It comprises four teams: the Web Team maintains library websites; Information Literacy develops instruction; Faculty Liaison supports academics; and the Info Team assists all students. The document outlines the roles and services of each team.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
ECU has developed a comprehensive student support ecosystem centered around student success and retention. Key aspects include:
- A whole-of-institution approach guided by values of integrity, respect, rational inquiry, and personal excellence.
- Intentional partnerships between academic and professional staff to provide evidence-based learning support.
- Embedded learning support personnel across the university to provide programs like PASS, tutoring, and language support.
- Systematic evaluation of learning support impact on student engagement, success, and retention through a dashboard.
- Data shows learning support programs have a significant positive impact, such as 12.7% higher pass rates for PASS attendees.
Distance Education (Alternative Learning System Beyond Borders) --prepared by...bsemathematics2014
Distance education is a field of education that focuses on delivering instruction to students who are not physically present at a school. It utilizes technology like computers, audio and video to deliver content and enable interaction between students and teachers. Distance education has grown significantly with increased internet access, allowing many degrees to be earned remotely. It provides flexibility and access to education for those who cannot attend traditional in-person programs.
This document provides information about an Art Appreciation course at Alvernia University. The course is an introductory course on visual art that will cover relevant issues, art media and techniques, and an overview of art history from prehistoric times to the present. The course objectives are to develop an appreciation for art and how to discuss and analyze artwork. Students will be introduced to key artists and masterpieces. Requirements include readings, discussions, presentations, papers, and exams. The course will be delivered through both in-person and online methods.
101182 behaviour and environment (2011, autumn)-1hebutt
This document outlines the structure and requirements for a unit on behaviour and environment, including 5 learning modules delivered online over the semester. Students will complete lecture quizzes, workshop activities, a video analysis project, and a final exam. The unit aims to help students understand the interaction between people and their environments.
This course syllabus provides an overview of an undergraduate course on Indigenous Knowledge, Systems and Practices (IKSP). The 3-credit course will introduce students to concepts of indigenous peoples' education and the contextualization and indigenization of learning. Students will explore topics on indigenous knowledge and cultural practices of indigenous communities. Assessment will include attendance, participation in online discussions, course requirements such as reaction papers, and a final written exam. The course will be delivered through a blended learning approach combining synchronous online classes and independent study.
Using digital technologies to implement distance education for incarcerated s...Helen Farley
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access
to resources. This article reports on four projects that incrementally build on each other, three of which are
completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
Driving e-learning, e-assessment and e-portfolio innovations in the higher ed...ePortfolios Australia
This document discusses challenges and solutions related to innovations in e-learning, e-assessment, and e-portfolios in higher education and vocational training. It outlines some key challenges, such as poor quality e-learning materials and issues with authentication, online quizzes, and teacher professional development. It then provides examples of innovative practices using e-portfolios and e-learning from various institutions. Finally, it discusses strategies for sustaining technological innovations, such as having senior leadership support, making the business case, and ensuring adequate resources, infrastructure, policies and technical support are in place. The overall message is that while challenges exist, institutions can promote acceptance of innovations by being strategic, learning from pilots, and continually reviewing outcomes.
This 3 credit course on technological forecasting is taught online by Dr. Cori Zuppo. The course will examine how emerging technologies may be used and their potential impacts. Students will learn to identify tools for forecasting technology, evaluate indicators of change, and apply critical thinking to analyze old, current, and emerging technologies. The course will be delivered through Canvas and include readings, discussions, and papers. Students will work independently and in small groups to analyze case studies. The syllabus outlines the course objectives, structure, assignments, policies and resources for support.
STELLAR Project - ELAG conference paper May 2013sarahbrown7272
This paper was presented at ELAG 2013, in Ghent. It gives an overview of the JISC-funded STELLAR project which is led by The Open University's Library Services. The project is investigating the sustainability of enhancing non-current learning materials with semantic technologies
Towson University: COOP: Conduct of Classes During Campus ClosingsLindsey Landolfi
Campus closures due to pandemics or natural disasters require alternative procedures to ensure continuity of instruction. Conducting web-based classes during emergency campus closures increases student access to learning opportunities. Towson University has developed policies and procedures for emergency operations that establish objectives such as ensuring remote access to course materials and continuous instruction through distance learning models. The university notifies students of campus closures through its website and email system. Faculty are responsible for developing online instructional strategies while students access course content and complete online coursework. Technological resources like Blackboard support distance learning.
The document summarizes the library services and resources available to support the School of Education at NCATE, including formats for instruction, information literacy skills taught, online resources and databases, media resources, and the educational resource center. Library instruction is provided in a variety of formats including online tutorials, videos, virtual classrooms, and embedded library resources in Blackboard. Students are taught skills for finding, organizing, and evaluating information. The library provides online access to education databases and collections, and resources in the educational resource center include children's literature and materials for PreK-12 students.
This document provides an overview and introduction to the online unit "Global Environmental Issues". It outlines the topics that will be covered in the unit, including ecosystems, human population growth, environmental change, and management responses. The unit aims to develop students' understanding of complex global environmental issues through online learning tools and a two-day residential workshop. It will be taught using the online learning platform Blackboard and be facilitated by Dr. Kristin den Exter and other teaching staff.
Position Description - Postdoctoral Research Fellow, Level B - 519796.pdfBalaji Baktha
This document summarizes a job posting for a Postdoctoral Research Fellow position within Deakin University's Blue Carbon Lab. The position involves undertaking research that translates blue carbon science into policy and practice, with a focus on developing expertise in blue carbon and operationalizing marketable blue carbon projects. Key responsibilities include conducting independent research, publishing research findings, contributing to teaching, collaborating with research teams and stakeholders, and project management. Applicants should have a PhD relevant to blue carbon, emerging research experience, excellent communication and collaboration skills, and a passion for research impact. The successful applicant will be expected to make research contributions and develop industry and government partnerships.
This document provides information for the CAT 200-004: Computer Education Applications course offered in Spring 2009 at the University of Alabama. The 3 credit hour course will be taught by instructor Chris Inman and meets various program and NETS standards. It includes an overview of assignments, assessments, policies and expectations for student work, communication, attendance and academic integrity.
Studying with us is a challenging yet rewarding experience. Our flexible approach offers you a range of study options, from studying full-time with local support, to studying by distance learning, so you can combine work with your studies.
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
The Center for Distance Learning (CDL) at the State University of New York offers online courses and degree programs to over 100,000 students annually. CDL uses a team-based approach to course design that incorporates best practices in online pedagogy and visual instructional methods. Courses are developed using a rigorous approval process and focus on active, collaborative learning through case studies, simulations, and library resources to promote deep learning.
The document discusses the rapid development of information technology and new tools for higher education. It states that new technologies offer learning opportunities anywhere and anytime, and can increase an educator's capacity to help students make connections through more powerful learning experiences. It also discusses factors that influence curriculum design, widening participation, and quality of learning and teaching.
Pick an Apollo Mission that went to the Moon. Some mission only orb.docxssuser562afc1
Pick an Apollo Mission that went to the Moon. Some mission only orbited the Earth. Discuss the geological preparation that the astronuats had to complete on Earth and how they applied this to their explorations on the Moon. List three instances of preparation in the first paragraph of seven to eight sentences. And then list three applications in a second paragraph of seven to eight sentences. Use four sources: two library and two web resrouces.
.
Pick a topic from data.gov that has large number of data sets on wid.docxssuser562afc1
Pick a topic from data.gov that has large number of data sets on wide variety from healthcare to education, climate to public safety.
Pick a topic and Explore the possibilities of downloading the data, use any data visualization tool to create meaning information and visualizations.
Need 1-2 Pages documentation.
.
More Related Content
Similar to Assignment 4 E-portfolio (35) An e-portfolio is a collection .docx
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
ECU has developed a comprehensive student support ecosystem centered around student success and retention. Key aspects include:
- A whole-of-institution approach guided by values of integrity, respect, rational inquiry, and personal excellence.
- Intentional partnerships between academic and professional staff to provide evidence-based learning support.
- Embedded learning support personnel across the university to provide programs like PASS, tutoring, and language support.
- Systematic evaluation of learning support impact on student engagement, success, and retention through a dashboard.
- Data shows learning support programs have a significant positive impact, such as 12.7% higher pass rates for PASS attendees.
Distance Education (Alternative Learning System Beyond Borders) --prepared by...bsemathematics2014
Distance education is a field of education that focuses on delivering instruction to students who are not physically present at a school. It utilizes technology like computers, audio and video to deliver content and enable interaction between students and teachers. Distance education has grown significantly with increased internet access, allowing many degrees to be earned remotely. It provides flexibility and access to education for those who cannot attend traditional in-person programs.
This document provides information about an Art Appreciation course at Alvernia University. The course is an introductory course on visual art that will cover relevant issues, art media and techniques, and an overview of art history from prehistoric times to the present. The course objectives are to develop an appreciation for art and how to discuss and analyze artwork. Students will be introduced to key artists and masterpieces. Requirements include readings, discussions, presentations, papers, and exams. The course will be delivered through both in-person and online methods.
101182 behaviour and environment (2011, autumn)-1hebutt
This document outlines the structure and requirements for a unit on behaviour and environment, including 5 learning modules delivered online over the semester. Students will complete lecture quizzes, workshop activities, a video analysis project, and a final exam. The unit aims to help students understand the interaction between people and their environments.
This course syllabus provides an overview of an undergraduate course on Indigenous Knowledge, Systems and Practices (IKSP). The 3-credit course will introduce students to concepts of indigenous peoples' education and the contextualization and indigenization of learning. Students will explore topics on indigenous knowledge and cultural practices of indigenous communities. Assessment will include attendance, participation in online discussions, course requirements such as reaction papers, and a final written exam. The course will be delivered through a blended learning approach combining synchronous online classes and independent study.
Using digital technologies to implement distance education for incarcerated s...Helen Farley
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access
to resources. This article reports on four projects that incrementally build on each other, three of which are
completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn’t require Internet access, but provides the same level of access and interactivity as regular Moodle. EBook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
Driving e-learning, e-assessment and e-portfolio innovations in the higher ed...ePortfolios Australia
This document discusses challenges and solutions related to innovations in e-learning, e-assessment, and e-portfolios in higher education and vocational training. It outlines some key challenges, such as poor quality e-learning materials and issues with authentication, online quizzes, and teacher professional development. It then provides examples of innovative practices using e-portfolios and e-learning from various institutions. Finally, it discusses strategies for sustaining technological innovations, such as having senior leadership support, making the business case, and ensuring adequate resources, infrastructure, policies and technical support are in place. The overall message is that while challenges exist, institutions can promote acceptance of innovations by being strategic, learning from pilots, and continually reviewing outcomes.
This 3 credit course on technological forecasting is taught online by Dr. Cori Zuppo. The course will examine how emerging technologies may be used and their potential impacts. Students will learn to identify tools for forecasting technology, evaluate indicators of change, and apply critical thinking to analyze old, current, and emerging technologies. The course will be delivered through Canvas and include readings, discussions, and papers. Students will work independently and in small groups to analyze case studies. The syllabus outlines the course objectives, structure, assignments, policies and resources for support.
STELLAR Project - ELAG conference paper May 2013sarahbrown7272
This paper was presented at ELAG 2013, in Ghent. It gives an overview of the JISC-funded STELLAR project which is led by The Open University's Library Services. The project is investigating the sustainability of enhancing non-current learning materials with semantic technologies
Towson University: COOP: Conduct of Classes During Campus ClosingsLindsey Landolfi
Campus closures due to pandemics or natural disasters require alternative procedures to ensure continuity of instruction. Conducting web-based classes during emergency campus closures increases student access to learning opportunities. Towson University has developed policies and procedures for emergency operations that establish objectives such as ensuring remote access to course materials and continuous instruction through distance learning models. The university notifies students of campus closures through its website and email system. Faculty are responsible for developing online instructional strategies while students access course content and complete online coursework. Technological resources like Blackboard support distance learning.
The document summarizes the library services and resources available to support the School of Education at NCATE, including formats for instruction, information literacy skills taught, online resources and databases, media resources, and the educational resource center. Library instruction is provided in a variety of formats including online tutorials, videos, virtual classrooms, and embedded library resources in Blackboard. Students are taught skills for finding, organizing, and evaluating information. The library provides online access to education databases and collections, and resources in the educational resource center include children's literature and materials for PreK-12 students.
This document provides an overview and introduction to the online unit "Global Environmental Issues". It outlines the topics that will be covered in the unit, including ecosystems, human population growth, environmental change, and management responses. The unit aims to develop students' understanding of complex global environmental issues through online learning tools and a two-day residential workshop. It will be taught using the online learning platform Blackboard and be facilitated by Dr. Kristin den Exter and other teaching staff.
Position Description - Postdoctoral Research Fellow, Level B - 519796.pdfBalaji Baktha
This document summarizes a job posting for a Postdoctoral Research Fellow position within Deakin University's Blue Carbon Lab. The position involves undertaking research that translates blue carbon science into policy and practice, with a focus on developing expertise in blue carbon and operationalizing marketable blue carbon projects. Key responsibilities include conducting independent research, publishing research findings, contributing to teaching, collaborating with research teams and stakeholders, and project management. Applicants should have a PhD relevant to blue carbon, emerging research experience, excellent communication and collaboration skills, and a passion for research impact. The successful applicant will be expected to make research contributions and develop industry and government partnerships.
This document provides information for the CAT 200-004: Computer Education Applications course offered in Spring 2009 at the University of Alabama. The 3 credit hour course will be taught by instructor Chris Inman and meets various program and NETS standards. It includes an overview of assignments, assessments, policies and expectations for student work, communication, attendance and academic integrity.
Studying with us is a challenging yet rewarding experience. Our flexible approach offers you a range of study options, from studying full-time with local support, to studying by distance learning, so you can combine work with your studies.
Curriculum and Instructional Design for Online and Distance Learning Environm...Nicola Marae Allain, PhD
The Center for Distance Learning (CDL) at the State University of New York offers online courses and degree programs to over 100,000 students annually. CDL uses a team-based approach to course design that incorporates best practices in online pedagogy and visual instructional methods. Courses are developed using a rigorous approval process and focus on active, collaborative learning through case studies, simulations, and library resources to promote deep learning.
The document discusses the rapid development of information technology and new tools for higher education. It states that new technologies offer learning opportunities anywhere and anytime, and can increase an educator's capacity to help students make connections through more powerful learning experiences. It also discusses factors that influence curriculum design, widening participation, and quality of learning and teaching.
Similar to Assignment 4 E-portfolio (35) An e-portfolio is a collection .docx (20)
Pick an Apollo Mission that went to the Moon. Some mission only orb.docxssuser562afc1
Pick an Apollo Mission that went to the Moon. Some mission only orbited the Earth. Discuss the geological preparation that the astronuats had to complete on Earth and how they applied this to their explorations on the Moon. List three instances of preparation in the first paragraph of seven to eight sentences. And then list three applications in a second paragraph of seven to eight sentences. Use four sources: two library and two web resrouces.
.
Pick a topic from data.gov that has large number of data sets on wid.docxssuser562afc1
Pick a topic from data.gov that has large number of data sets on wide variety from healthcare to education, climate to public safety.
Pick a topic and Explore the possibilities of downloading the data, use any data visualization tool to create meaning information and visualizations.
Need 1-2 Pages documentation.
.
Pick an animal with sophisticated communication. Quickly find and re.docxssuser562afc1
Pick an animal with sophisticated communication. Quickly find and read at least two sources about their use of language and communication. Share your sources with us (you can paste links or have a Works Cited) and tell us what you think.
1) Do they have communication?
2) Do they have language?
3) Do they have sociolinguistics?
Primates, dogs, African Gray parrots, bees, and cats are all fun. Some cetaceans (water mammals) seem to have dialects and accents, as well as names.
.
Pick a real healthcare organization or create your own. Think about .docxssuser562afc1
Pick a real healthcare organization or create your own. Think about the reimbursement types that organization is basing the financial sustainability on. List the organization type (e.g., for profit, not-for-profit etc., a hospital, a minute clinic etc.). List the income streams appropriate (e.g., out of pocket, capitation, fee-for-service etc.). Discuss how we can use epidemiology to assess
served
population healthcare risks
that will affect cost of care and financial sustainability of your organization.
.
PHYS 102In the Real World” Discussion TopicsYou may choose yo.docxssuser562afc1
PHYS 102
“In the Real World” Discussion Topics
You may choose your topic of discussion*, provided it is germane to the concepts covered in this module.
Construct an engaging 3-paragraph initial post that ties one or more of the module’s concepts to the real world. The paragraphs should address the following points:
· Paragraph 1: Outline a general definition and description of the physics concepts/topics you have chosen to discuss*, referencing this week’s readings on the topics, as appropriate. Include descriptive features (as applicable) about the physics concepts – dependent factors, relevant terminology, conventions, common units of measure, etc.
· Paragraph 2: Summarize one or more impacts of the physics concept(s) to everyday life or aviation operations.
· Paragraph 3: You have two options for this paragraph:
1) Provide a real example, from an article or documented report (aircraft performance, incidents or accidents, for example), of the aviation impact of this physics concept.
2) Give us “your take” on the relevance and importance of this topic from your own perspective, by providing personal points of view or related experiences.
*Consider the following as good topic “starters” for discussion:
· What were your “Aha!” moments as you worked through the material?
· How does this module's content relate to your professional career? Personal life?
· How does this module's content relate to current events?
· Did you more deeply explore a topic only covered lightly in the course materials? What did you discover?
· What concepts (learning objectives) did you struggle with? What resources helped you overcome this hurdle?
NOTE: you may use one or more of the above (but not all) as primers to formulate your initial discussion post.
Page | 64
Page | 85
(
BSBMGT517
Manage operational plan
Learner Guide
)
Table of Contents
Table of Contents2
Unit of Competency5
Performance Criteria6
Foundation Skills7
Assessment Requirements9
Housekeeping Items10
Objectives10
1. Develop operational plan11
1.1 – Research, analyse and document resource requirements and develop an operational plan in consultation with relevant personnel, colleagues and specialist resource managers12
What is an operational plan?12
Research, analyse and document resource requirements14
Activity 1A17
1.2 – Develop and/or implement consultation processes as an integral part of the operational planning process18
Consultation processes18
Feedback19
Activity 1B20
1.3 – Ensure the operational plan includes key performance indicators to measure organisational performance22
Key Performance Indicators (KPIs)22
How to write a Key Performance Indicator22
Activity 1C24
1.4 – Develop and implement contingency plans for the operational plan25
Contingency plans25
Steps for creating a contingency plan25
Activity 1D29
1.5 – Ensure the development and presentation of proposals for resource requirements is supported by a variety of information sources and seek specialist advice as required.
Photosynthesis and Cellular RespirationCellular respiration .docxssuser562afc1
Cellular respiration and photosynthesis are critical cyclic processes that support life on Earth. Photosynthesis uses sunlight, water and carbon dioxide to produce glucose and oxygen in chloroplasts. Cellular respiration in mitochondria uses glucose and oxygen to produce carbon dioxide, water, and ATP. These interdependent processes are linked to specific organelles and have been vitally important to the evolution and diversity of life through their cyclic interaction of matter and energy transfer.
Philosophy of Inclusion Research SupportIt is not enough to simp.docxssuser562afc1
Philosophy of Inclusion Research Support
It is not enough to simply feel a personal obligation to include students with disabilities within general education environments. Sometimes, being a special education teacher involves persuading others to see the benefits of inclusion as well as how it can be successfully implemented to create a safe and positive learning environment to promote the well-being of students with disabilities.
Use the "Philosophy of Inclusion Research Support Template" to complete this assignment.
Support your findings with a minimum of three scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines (TEMPLATE ATTACHED).
.
The use of teams in organizations has grown exponentially in recent decades due to increased competition. Teams are more popular because they can better utilize employee talents, be more flexible and responsive to change, and help motivate employees by increasing participation in decision making. The chapter aims to analyze the popularity of teams, contrast different types of teams and groups, identify characteristics of effective teams, and determine when individuals should be used instead of teams.
Physical Assessment Reflection Consider your learning and gr.docxssuser562afc1
This document provides instructions for a presentation on learning from completing assessments in Shadow Health. Students are asked to discuss insights gained by assessing a virtual patient named Tina Jones, a 28-year-old female diagnosed with asthma, dehydration, wound infection, and a penicillin allergy. The presentation should have a title page, reference page, cite a minimum of two scholarly sources, follow APA style guidelines, and contain 8 to 10 slides including title and reference slides that follow the Rule of 7 for slide content.
The story describes Little Bear making birthday soup for his friends when Mother Bear is absent on his birthday. Little Bear puts carrots, potatoes, peas and tomatoes in a pot to make soup. His friends Hen, Duck and Cat arrive and are invited to share the soup. Just as they begin eating, Cat notices Mother Bear arriving with a birthday cake. Little Bear is happy and surprised to receive the cake after enjoying his homemade birthday soup.
Philosophy 2582 - Media Ethics Paper 1 (Noam Chomsky) .docxssuser562afc1
Philosophy 2582 - Media Ethics: Paper 1 (Noam Chomsky)
June 17, 2018 by 11:59pm
*Policy on Late Papers
I will accept your paper within one week of the due date but in this case I may not have
time to provide extensive feedback.
Papers submitted on time will be marked and returned within two - three weeks of submission.
If you have a good reason for submitting your paper after the deadline please let me know in
advance. You may be asked to provide a doctor’s note or other support documentation.
Instructions
1. Submit this paper through the Dropbox feature of the course. To access this, click on
Dropbox in the grey, horizontal menu near the top of the screen.
2. Ideally, the paper should be submitted as a file in RTF or Microsoft Word format.
Please do not submit files in WordPerfect (.wpd) or Microsoft Works (.wps) format since I will
have a hard time opening these files. If you use one of these programs, please convert your file to
RTF or Word format. You should also avoid PDF files since I need to be able to insert comments
into your paper.
3. Please include your name in the title of the file you submit (i.e., the file should be called
something like “JohnSmithEthicsPaper.doc”).
4. Please read the policy on late assignments (above) carefully.
Length: 1500 - 2000 words
Topic
If it is helpful, you can divide your paper into different sections.
Watch the Documentary Manufacturing Consent Noam Chomsky and the Media. Here is the
link: https://www.youtube.com/watch?v=eBhBfa6gK60
What, according to Chomsky, is manufactured consent, and what role does the media play in
manufacturing it? Discuss with reference to two (or more, if you like) pieces of current news
media (either print media or image/video based.
What is intellectual self-defense? What are some of the ways we can foster our own intellectual
self-defense? You may find the article “The Importance of Intellectual Self-Defense” – found in
the Readings and Assignments area – helpful with this section of your paper.
In your paper, please briefly address why these issues are ethical in nature. Part 1 of Unit 1 will
be helpful here.
Secondary Sources
Please use ONE outside text source on Chomsky in this assignment (scholarly article either
online or from a journal in the library - text, interview, etc.) Please do not use Chomsky himself
– but another writer/theorist. This is to help you understand some of the concepts involved here,
and also to help you understand that Chomsky’s views are often challenged.
Writing Advice
1. Never underestimate the importance of structure. Consider preparing an
outline of your paper either before you write it or when you are in the process of revising
it. If you can't give a clear, step-by-step breakdown of what you're trying to accomplish in
the paper, it's probably not a very good paper. You should also remember the importance
of a good, clear introduction a.
Pick a large company you like. Find their Statement of Cash Flow.docxssuser562afc1
Pick a large company you like. Find their Statement of Cash Flows on their latest annual report, (not a summary, but the actual financial statement).
Describe the three sections of cash flows and what they involve.
For each section, tell us the total amount, if it is positive or negative, and analyze what each one tells you about the company.
Upon studying its statement of cash flows, what does this combination of cash flows suggest to you about the firm?
Is there any additional information that you would like to see to better understand this company? If so, what?
.
Philosophy 7 Asian Philosophy (Fall 2019) Paper Guidelines .docxssuser562afc1
Philosophy 7: Asian Philosophy (Fall 2019)
Paper Guidelines
1
Paper #3: Chinese Philosophy
You may choose to write about either Confucianism (A) or Daoism (B).
(A) Confucianism: Kongzi (Confucius) or Mengzi (Mencius)
Choose a passage from one of the primary Confucian texts that we read: The Analects or
The Mengzi. Whatever you choose, you must confine your essay to one of our authors’
texts: either Confucius’ Analects or Mencius’ Mengzi. You may choose any passage you
like but you may only write within the context of one of the two thinkers.
and
Analyze and explain it as thoroughly and precisely as you can, staying close to the text
of the author you choose (using its terminology, following its reasoning, etc.). This point
is important: refer to, quote, paraphrase, and cite Confucius’ or Mencius’ text—his words, his
terms, his explanations, his examples, etc.—to aid your explanation of the idea. The closer you
stay to the text, the clearer your explanation will be.
(B) Daoism: Laozi or Zhuangzi
Choose a passage from one of the primary Daoist texts that we read: The Daodejing or
The Zhuangzi. Whatever you choose, you must confine your essay to one of our authors’
texts: either Laozi’s Daodejing or Zhuangzi’s Zhuangzi. You may choose any passage you
like but you may only write within the context of one of the two thinkers.
and
Analyze and explain it as thoroughly and precisely as you can, staying close to the text
of the author you choose (using its terminology, following its reasoning, etc.). This point
is important: refer to, quote, paraphrase, and cite Laozi’s or Zhuangzi’s text—his words, his
terms, his explanations, his examples, etc.—to aid your explanation of the idea. The closer you
stay to the text, the clearer your explanation will be.
Note on Daoism: Remember that these specific texts are notoriously opaque and
mysterious, and their purpose seems to be, quite explicitly in some cases, to effect an
experiential change in thinking on the part of the reader. So, if you choose this option, give
yourself time to let the text affect you and wash over you. It is common that the sense of
particular passages vacillates and shifts as one reads them again and again. So try—
without trying, of course (i.e., in a wu wei fashion)—to give yourself ample room to
maneuver within the text’s mysterious spaces, as Zhuangzi’s butcher’s blade
maneuver’s freely within the heavenly contours of the ox’s carcass.
Philosophy 7: Asian Philosophy (Fall 2019)
Paper Guidelines
2
In these papers, I want you to try to capture the essence of what you choose. You might
imagine that what you are trying to do is teach someone what passage means within the
context of Confucianism or Daoism.
I am looking for in-depth and detailed analysis/explanation.
Paper Details
Due Date
SUNDAY, May 3rd on Canvas by MIDNIGHT
Paper Length
At least 3 full pages of text (“full” beginning.
PIC.jpg
a.zip
APA.ppt
APA Style--Review
College of Business and Organizational Leadership
*
Why APA style?
Allows readers to cross-reference sources
Provides a consistent standard across program
Gives the student credibility as a writer and protection from plagiarism
Help students be more critical consumers of the information they read and select
*
American Psychological AssociationFormed in 1928 by editors and business managers of anthropological and psychological journalsGoal of developing consistency in formatting material
Format basics
Margins: One inch on all sides (top, bottom, left, right)
Font Size and Type: 10-12-pt. font (Times Roman, Courier, or Arial are acceptable typefaces)
Spacing: Double-space throughout the paper,
Alignment: Flush left (creating uneven right margin)
Paragraph Indentation: 5-7 spaces
Pagination: The page number appears one inch from the right edge of the paper on the first line of every page
*
HeadingsLevel 1:
Centered Upper- and Lowercase HeadingLevel 2:
Centered, Italicized, Upper and Lowercase HeadingLevel 3:
Flush Left, Italicized, Upper and Lowercase Side HeadingLevel 4:
Indented, italicized, lowercase paragraph heading ending with a period.
*
Headings
Example of 2 levels:
Management Styles
Authoritative
Example of 3 levels:
Management Styles
Authoritative
Taylor’s Carrot vs. Stick Method
*
Superscript #’s indicate heading level
Citing summariesSummarizing: condensing and restating another’s ideas in your own wordsExample:
Smith has written an entire book on how much she enjoys using APA format.
Smith (2003) explains that APA is fun.
APA is fun (Smith, 2003).Summarized information needs to be cited in both the text and the reference page
*
Citing paraphrasesParaphrasing: restating another’s ideas in your own wordsExample:
Smith’s direct quote on page 28 is as follow: “Using APA is great fun.”
Smith (2003) explains that APA is fun (p. 28).
APA is fun (Smith, 2003, p. 28).Paraphrased information needs to be cited in both the text and the reference page
*
Citing quotesUse block quotes when citing 40 or more words in a row
Wu (2002) has found self-fulfillment through APA:
APA citations have solidified my purpose and direction in life. Reading the Publication manual has helped me find structure and order in my chaotic, postmodern existence. As an instructor, one of my greatest joys is sharing this sense of order with others. (p. 174)WARNING: Avoid over-using block quotes in papers. Keep quotations, especially block quotes, to a minimum. Instead, use summaries and paraphrases whenever possible.
*
In-text citations
A direct quote… (Bradley, 1998, p.276).
Paraphrasing with one author (Bradley, 1998).
…with two authors… (Bradley & Calhoun, 1998).
…with three to five authors
(1st time only) (Bradley, Calhoun, Davis & Fitch, 1998).
…with three to five authors
(followi.
This document discusses the importance of relationships in infant and toddler development. It explains that early development occurs through interactions between infants and their caregivers. Positive relationships form the foundation for social, emotional, and cognitive learning. The quality of caregiver-child relationships and interactions significantly impacts development. Establishing trust is a key part of infant development according to Erikson's stages of psychosocial development.
Phase 3 Structured Problem Solving ProcessStep 1: Define the Problem
1. Develop/Implement Cycle Inventory
2. Develop software automation
a. Demand Forecasting
b. Cycle Inventory
c. Simulation
3. Create Benchmark of SCM
a. PlantronicsStep 2: Create a Plan
1. Develop/Implement Cycle Inventory
a. Reasons for Cycle Inventory
b. Context of SC Network and SC Stages
c. Best forecasted demand
d. Calculate Cycle Inventory and other values (Enter Formulas for each into Spreadsheet)
e. Graphically show Theia’s Cycle Inventory
2. Develop Software Automation
a. Automate Demand Forecasting in Visual Basic
b. Automate Cycle Inventory in Visual Basic
c. Show simulation of Software Module of Theia Vision’s Cycle Inventory/Demand Forecasting
3. Develop a Benchmark of SCM against PlantronicsStep 3: Execute the Plan
Following contents are the plan in execution.[1] - Cycle Inventory
Advantages/Reasons for Theia Having a Cycle Inventory
· Average amount inventory used to satisfy demand between shipments → allows Theia to take advantage of economies of scale
· Allows Theia to minimize total inventory costs
· Theia should keep the cycle inventory as low as possible to save money on shipping and storage of inventory costs. → key aspect to maximize profit
· Facilitates the balance of supply and demand for Theia’s products by allowing SPC to satisfy customer demand based on forecasts
· Implementing optimal quantity of inventory to receive from suppliers per each shipment/order allows Theia to minimize holding cost of inventory and transportation cost
· Overall, having a cycle inventory will allow SPC to reduce costs, therefore maximizing their profits
Context of Theia’s Supply Chain
Theia’s Supply Chain Network
Theia Vision’s Best Forecasted Demand for Year 4 (Winter’s Method)
Year
Annual Demand
Period
Forecast
1
578,166
1
15099
2
96110
3
182443
4
284514
2
1,492,695
5
219828
6
330269
7
416538
8
526060
3
2,365,871
9
359812
10
535437
11
659850
12
810772
4
2,504,131
13
499278
14
616411
15
662682
16
725260
Cycle inventory is the average inventory needed to meet customer demand between the order time and when the supply arrives.
Costs are part of the equation due to inventory storage expenses.
⇒ Therefore, we need to know the annual demand of our product as well as the material cost, shipping cost, and holding cost:
Demand (D) = Annual demand (obtained through forecasting) Year 4
2,504,131 Smart Glasses
Cost (C) = Price paid by the manufacturer to the supplier for 1 unit of supply
$300
Inventory holding cost (h%) = cost of holding $1 of inventory for 1 year.
0.1
Fixed Ordering Cost (S) = cost of placing the order and labor for receiving.
$3000
Lot Size (Q) = Number of units in 1 lot of shipment (quantity per shipment)
QL*= √
QL* = √
QL* =12920.6
The amount Theia should load onto each truck is about 12,920.6 Smart Glasses per shipment to minimize total cost based on forecasted demand for year 4. (Efficiency)
Cycle Inventory
QL*.
Phil 2101 Final PaperGuidelines Approximately 5 pages, doubl.docxssuser562afc1
Phil 2101: Final Paper
Guidelines: Approximately 5 pages, double spaced, 1” margins, 12 pt. font, to be submitted in hard copy at the time of the final exam.
In explaining each author’s respective arguments, you should use quotes from the text, to justify your attributions. However, no outside sources should be used.
No, bibliography is required, however, you should note in parentheses the page on which the quoted material is found (in either edition of the text).
Ex: Nagel claims that arguing that evil is only the absence of good will not help to dispel the problem, for “facts are not altered or abolished by rebaptizing them” (p. 91).
At least one page of the paper should be dedicated to your defense of the final question of each option.
Option 1: Are there rational grounds for belief in God despite the existence of evil? Critically
evaluate Nagel's argument for atheism against Swinburne's theodicy. Does Swinburne provide a sufficient response to the problem of evil in your view? Why or why not? Defend your answer.
Option 2: Are human beings free and responsible agents? Weigh the argument for hard
determinism (discussed by Ayer) against either Ayer or Frankfurt's soft determinist response and the libertarian argument posed by Taylor. Who has the best argument, in your view, and why? Defend your answer.
Option 3: Mill alleges that morally correct actions are those that result in the greatest happiness for all affected? Is this true? Consider the objections to utilitarianism raised by the problem cases in Williams's "Critique of Utilitarianism" and/or the so-called Trolley Problem. Are these real problems for the theory or does the Utilitarian get the answer right even in these difficult cases? Defend your answer.
NOTE: All papers submitted in hard copy are scanned and uploaded in .pdf format to TurnItIn for archiving and plagiarism detection purposes. It is your responsibility to review the university guidelines on plagiarism prior to submission. Plagiarism will result in an automatic F for the class and initiation of BC disciplinary proceedings. DON’T RISK IT!
.
Perspectives on WarInstructionsAnalyze After watching .docxssuser562afc1
Perspectives on War
Instructions:
Analyze: After watching the news clip about the first Gulf War, analyze the points made in the news clip and answer the following questions:
How do Americans know about the Gulf War, in which very few Americans actually took part?
How do people know about experiences and events outside of their own individual reality?
How are the perspectives of each of the primary groups involved represented to members of that group and to people outside of that group?
How does the media dictate and define what people believe about the world outside of their own?
What role does the media play in constructing, refining, and perpetuating a specific narrative according to the people who profit from these conflicts?
Please be sure to validate your opinions and ideas with citations and references in APA format.
AL Jazeera is funded in whole or in part by the qateri government
Instructions:
Please post 1 peer response
In the response post, include the following:
Share something that you have seen in your life which seems different from other people's perceptions
How does social media dictate and define what people believe about the world outside of their own?
How does social media filter the different perspectives you are exposed to by only showing you things that you are interested in?
Please be sure to validate your opinions and ideas with citations and references in APA format.
Reference
Al Jazeera English. (2011, January 8).
The listening post – Selling the first Gulf War
[Video]. YouTube. https://youtu.be/cx_VQf4eOQQ
AL Jazeera is funded in whole or in part by the qateri government
https://www.youtube.com/watch?v=cx_VQf4eOQQ&feature=emb_logo
.
pestle research for chile bolivia paraguay uruguay .docxssuser562afc1
pestle research for
chile
bolivia
paraguay
uruguay
argentina
from an ecommerce point of you.
should they invest and expand into these countries?
use the pestle analysis method and give me the countries with the research under them
use valid and fresh sources
the first draft is attached which you do not have to use.
i need details and specific information
.
Pg. 04Question Four Assignment 2Deadline Saturd.docxssuser562afc1
Pg. 04
Question Four
Assignment 2
Deadline: Saturday 21/03/[email protected] 23:59
[Total Mark for this Assignment is 5]
E-Portals Development
IT405
College of Computing and Informatics
Question One
1.5 Mark
Learning Outcome(s):
Evaluate the effectiveness of portals.
Content proxy is a web service on your server that can fetch data from external URLs and return it to the browser. How does the proxy improve the load time for users?
Question Two
1.5 Marks
Learning Outcome(s):
Recognize the main elements of portals development.
What are the advantages and disadvantages of using HTTP POST for web service calls?Question Three
1 Mark
Learning Outcome(s):
Recognize the main elements of portals development.
What is the full form of LINQ? Explain LINQ to SQL. Question Four
1 Mark
Learning Outcome(s):
Evaluate the effectiveness of portals
What are the advantages of combining multiple Ajax calls into one call? Write any TWO.
.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Assignment 4 E-portfolio (35) An e-portfolio is a collection .docx
1. Assignment 4: E-portfolio (35%):
An e-portfolio is a collection of electronic evidence assembled
and managed by a user, usually on the Web. The electronic
evidence may include electronic files, images, multimedia, blog
entries, and hyperlinks.
For this assessment students are required to assemble an e-
portfolio of resources and reflection on contemporary
Australian society. This portfolio will include four components:
1. Hyperlinks to 3 video clips (whether on YouTube or some
other source) that are relevant to one of the four topics on
contemporary Australia in this Unit.
2. A 600 word document in which you explain why you have
selected each of the clips and their relevance to the topic.
3. Hyperlinks to 3 opinion articles from the Australian online
media (including web posts on political blogs) which are
relevant to one or more of the four topics on contemporary
Australia in this Unit.
4. A 900 word paper in which you briefly outline the key
argument of each article and your opinion of this argument. You
should provide reasons for your opinion. In this paper you
should make reference to the document ‘International
Comparisons’ from Australian Social Trends 4102.0.
Suggested sources for opinion articles and web posts:
http://www.onlineopinion.com.au
http://www.theaustralian.news.com.au/opinion
http://www.smh.com.au/news/opinion
http://www.theage.com.au/opinion
http://clubtroppo.com.au
http://andrewnorton.info
2. http://larvatusprodeo.net
You may select articles other than from these sources.
The 4 related topics:
1. Australia: culture, history and politics
2. Globalizing the Australian economy
3. The Australian environment
4. Health, education and social inequality in Australia
Faculty of Arts and Education
Unit Guide
Trimester 3, 2010-11
AIX292
Studying Australia
3. AIX292 Studying Australia T3 2010-2011
2
A note of welcome
Welcome to AIX292 Studying Australia. This unit provides an
introduction to
key aspects of Australian society, culture and history, based on
the discipline
of Australian studies, together with classes on study skills, the
Australian job
market and workplace cultural competencies.
Contact details
Unit Chair: Dr. Geoffrey Robinson
Room: ic2.311, Waurn Ponds
Telephone: 03 5527 1452
Email: [email protected]
Postal: Faculty of Arts & Education, Deakin University,
Geelong, 3217.
Dr. Robinson will undertake lectures and general coordination
for this subject.
Tutors and their contact details will be advised.
4. Student commitment and responsibilities
This unit is offered in intensive mode. The teaching period
extends from
Monday, 24 January to Thursday, 3 February. Although offered
over a shorter
period this unit has the content of a full time unit. Attendance is
required at
all classes, tours and excursions.
The Deakin ‘Student Charter’ provides an outline of your rights
and
responsibilities as a member of the University community.
Available in the
current Handbook or online at:
http://www.deakin.edu.au/current-students/study-
support/student-
charter.php
Computer access: All students are expected to have access to a
personal
computer, as well as access to the Internet and email. Deakin
University uses
online technologies in many aspects of teaching and learning,
student
support, administration and general communication. As a
Deakin student, you
will rely heavily on Deakin’s online facilities and services, and
are expected to
participate actively in the University’s online communication
networks by
accessing the Deakin Portal and your Deakin email account on a
regular basis.
5. Information on the portal and accessing your Deakin email
account is
available on the Software Essentials DVD which is included in
the Deakin
University induction packs provided to all 1st year off-campus,
new off-
campus and international students. All other students can pick
up a free copy
mailto:[email protected]�
http://www.deakin.edu.au/current-students/study-
support/student-charter.php�
http://www.deakin.edu.au/current-students/study-
support/student-charter.php�
AIX292 Studying Australia T3 2010-2011
3
of the DVD from campus Libraries, DSA, DUSA or the
Disability Resource
Centre.
Access to the University’s IT facilities is governed by the
‘Conditions of
Information Technology Use’ (refer to The Guide at:
http://theguide.deakin.edu.au). Failure to comply may result in
loss of access,
charges being payable and/or disciplinary proceedings.
Feedback from students
6. Towards the end of the teaching period you will be emailed a
link to the
Student Evaluation of Teaching and Units (SETU) survey for
this unit. I
encourage you to complete this as the results are used to help
assess
curriculum, teaching and assessment directions in this unit.
The teaching team has responded to student feedback by
simplifying the
organisation of tutorials.
Unit overview
AIX292Studying Australia has four components: 1) an overview
of key
aspects of contemporary Australian society; 2) visits to various
cultural,
natural and economic sites relevant to these aspects 3) an
introduction to key
study skills relevant to University and 4) an introduction to key
aspects of
Australian workplaces with a particular emphasis on cultural
competencies.
The unit will be taught by a combination of Faculty staff,
academic advisors
from the Division of Student Life and external experts. The
lectures delivered
by the unit chair in the first week relate to the first component.
The tutorial program in the first week relates to the first and
second
components of the unit. The program in the second week relates
largely to
the fourth component.
7. Aims of the unit: to equip students to function effectively as
university
students in Australia by improving their knowledge of
Australian society and
culture which is an essential grounding for academic success.
The unit also
addresses key study skills.
Learning objectives: improve students’ knowledge of Australian
culture
and society, improve students’ study skills and awareness of the
foundations
of academic success and improve students’ knowledge of
Australian
workplaces and the employment market.
http://theguide.deakin.edu.au/�
AIX292 Studying Australia T3 2010-2011
4
Attributes of a Deakin graduate
This unit will contribute to the development by students of the
graduate
attributes identified by the Attributes of a Deakin Graduate
Statement as
adopted by the Deakin University Council in 2007:
8. Attributes of a Deakin Graduate Statement
All Deakin programs will encourage students to develop
attitudes of
intellectual curiosity and motivation for independent thinking,
autonomous
learning and reflective professional and personal practice, and a
commitment
to ethical and sustainable practices. Appropriate to its level of
study and
discipline composition, each program will be designed to ensure
that students
develop their knowledge and understanding as well as a range of
generic
skills. These are described below.
Knowledge and understanding
• understanding of, and the ability to work with, a systematic
body of
knowledge, appropriate to the focus and level of the
qualification based on
the highest standards of scholarship and research; and where
research is
undertaken:
• ability to initiate and formulate viable and relevant research
questions
• contribution to new knowledge, or an original interpretation
and
application of existing knowledge
• understanding of the social, economic and cultural impact and
application
of their research, and its academic relevance and value
• understanding of the professional, social, economic and
9. cultural contexts
of the discipline and related fields
• awareness of ethical issues, social responsibility and cultural
diversity
• understanding and appreciation of international perspectives
in a global
environment.
Skills
• critical analysis, problem solving, and creative thinking
• identifying, gathering, evaluating and using information
• communicating effectively and appropriately in a range of
contexts
• developing, planning and managing independent work
• working effectively as part of a team
• effectively using information and communication technologies
• applying knowledge learned in the program to new situations
Learning resources
Unit materials
AIX292 Studying Australia T3 2010-2011
5
Unit Guide (available from DSO)
10. Study Guide & Reader (this will be available from Unitexts
Books4U at
Burwood).
A note from your Library: http://www.deakin.edu.au/library/
Take the Library with you
Deakin University Library
Many of the Library’s resources are online, so you can access
them on
campus, at home or at work – any day, any time – via your
computer or your
mobile phone. The Library website is your hub for accessing
unit e-readings,
academic journals, books, e-books, subject databases and
websites that
contain quality information for this unit, giving you a distinct
advantage with
your assignments. The Library’s help services – in person or via
email, phone
or instant messaging – will assist you to make the most of
library services,
and save you valuable research time.
Your Library. Your Space.
http://www.deakin.edu.au/library/
Subject guides – for quality academic journals, databases and
websites
recommended by your liaison librarians.
http://deakin.libguides.com/
Links to your liaison librarian, help information and services.
11. http://www.deakin.edu.au/library/help/index.php
Access the library catalogue and key resources on your mobile
phone.
http://m.library.deakin.edu.au
Study skills
Studying at university requires particular academic skills that
all students
need to develop. For example, very early in your studies, you
may realise that
you need to manage your time effectively because you have a
lot of ‘free’
time. Also early on in a trimester, lecturers begin to mention
assignments or
essays. Again, knowing how to ‘do an assignment’ is critical to
getting good
marks. For more information and resources to help with such
skills as
planning your time, essay writing, effective reading, referencing
and exam
preparation, check the Study Skills website at
www.deakin.edu.au/study-
skills.
Deakin Studies Online (DSO)
http://www.deakin.edu.au/library/�
http://www.deakin.edu.au/library/�
http://deakin.libguides.com/�
http://www.deakin.edu.au/library/help/index.php�
12. http://m.library.deakin.edu.au/�
http://www.deakin.edu.au/study-skills�
http://www.deakin.edu.au/study-skills�
AIX292 Studying Australia T3 2010-2011
6
DSO is Deakin University’s online teaching and learning
environment which aims
to enhance both on and off-campus learning. DSO delivers web-
based course
material and assessment tasks and facilitates communication
and collaboration
between staff and students. To log in to DSO open your browser
and go to
http://www.deakin.edu.au/current-students/ From here you log
on using your
Deakin username and password.
The level of DSO usage in this unit is intermediate. Outlines of
lectures and
seminars will be available on DSO together with weblinks and
associated study
materials. Assessments may be submitted via DSO.
We encourage students to make use of the discussion area in
DSO to share
experience with fellow students, subject however to the
necessity to avoid
plagiarism. Queries for the teaching team about aspects of the
unit, such as
assessments etc., should be directed to members of the teaching
team whether
13. in person or by email. DSO is not appropriate for these queries.
Please note that the Unit Chair and teaching staff for the unit
will not
commence teaching, including using DSO, until the first week
of the
teaching period
Frequently Asked Questions and other useful information about
DSO can be
found on the Student DSO Support Resources website -
available via:
http://www.deakin.edu.au/current-students/study-support/dso-
support/faq/index
For technical problems (such as difficulties logging on,
computer and browser
issues) contact the IT Service Desk on 1800 721720 or email:
[email protected]
http://www.deakin.edu.au/current-students/�
http://www.deakin.edu.au/current-students/study-support/dso-
support/faq/index�
http://www.deakin.edu.au/current-students/study-support/dso-
support/faq/index�
mailto:[email protected]�
AIX292 Studying Australia T3 2010-2011
14. 7
Trimester 3 program
Day Lecture Seminar Activity
Monday, 24
January
Australian culture
& history
Culture & history/
study skills
Tuesday, 25
January
Australia and
economic
globalisation
Economic
globalisation/study
skills
Wednesday, 26
January
No classes due to
public holiday
No classes due to
public holiday
16. employment in
Australia
Tuesday, 1
February
Workplace cultural
competencies
Tour of Museum
of Victoria by
tutorial groups 3
& 4 (afternoon)
Wednesday, 2
February
Workplace cultural
competencies
Tour of National
Gallery of Victoria
by tutorial groups
1 & 2 (morning)
Thursday, 3
February
Workplace cultural
competencies
Note: there will be two lectures each day. Students from tutorial
groups 1 and
17. 2 will attend the morning lectures and the afternoon tutorial,
students from
tutorial groups 3 & 4 will attend the morning tutorial and the
afternoon
lecture.
Assessment
Assessments are to be submitted online via DSO. Further
information on
submission procedures will be advised closer to the due dates.
AIX292 Studying Australia T3 2010-2011
8
Assessment Percentage contribution
to final grade
Due date
Tutorial participation 15 Ongoing
Academic learning blog 15 1 February
Self analysis of
employment
18. competencies
20 14 February
Site visit report 15 21 February
E-portfolio 35 21 February
Description of assessment
Tutorials are for student presentations, exercises, working
sessions on
assessment requirements and for discussion purposes. Students
are expected
to have read the essential reading for each week to enable them
to contribute
to discussion in a meaningful way during the session. More
information on
tutorial participation will be supplied by your lecturer or tutor
in the first
tutorial
Assessment 1: Academic learning blog (10%)
In week 1 you will be learning about academic learning in
Australia. Your first
assessment task is to write a blog to share what you have been
learning to
help students who are new to Australian universities adapt to
the academic
expectations. You will do this in DSO. Log in and look for the
Assignment icon
19. for further details.
Due date Tuesday 1 February.
To complete Assessment Task 1 you must first complete daily
exercises in
class from day 1 to 4. These are a hurdle requirement for your
first
assessment task and will help you develop your academic
reading,
summarising, note-taking, critical thinking and academic
referencing skills. At
the end of each day on days 1 to 4 you will write a 250 word
blog entry
summarising what you have learned. At the end of the week you
will also
write a 250 word summary of the key points you have learned
about
academic learning.
Assignment 2: self-analysis of employment competencies (750
words, 20%).
For the purposes of this assignment we want you to assume that
your future
employment will be in Australia.
AIX292 Studying Australia T3 2010-2011
9
1. Research the career area that interests you most and choose a
20. specific job
that you think you would like to do upon graduation.
2. Identify three to five key competencies (or skills) that you
would need in
order to be successful in this area of employment. Explain why
these
competencies are essential to this job.
3. Describe how you have demonstrated these competencies in
your studies,
life and/or work experience up to the present. If you believe
that you have
not had the opportunity to develop these skills, explain what
strategies you
will pursue to develop them.
Due date: Monday, 14 February
Assignment 3: Site visit report (750 words, 15%):
Using the relevant discussion in your Study Guide, Reader,
Further Reading as
well as observations and information gained from your
excursion and extra
research, answer one of the following questions:
1. How does the presentation of Indigenous history in the
Melbourne
Museum illustrate and obscure the history and current status of
Indigenous people in Australia?
2. What aspects of Australian culture and history are revealed
by the
display of Australian and indigenous art at the National gallery
of
21. Victoria?
Due date: Monday, 21 February
Assignment 4: E-portfolio (35%):
An e-portfolio is a collection of electronic evidence assembled
and managed
by a user, usually on the Web. The electronic evidence may
include electronic
files, images, multimedia, blog entries, and hyperlinks.
For this assessment students are required to assemble an e-
portfolio of
resources and reflection on contemporary Australian society.
This portfolio will
include four components:
1. Hyperlinks to 3 video clips (whether on YouTube or some
other source)
that are relevant to one of the four topics on contemporary
Australia in
this Unit.
2. A 600 word document in which you explain why you have
selected each
of the clips and their relevance to the topic.
3. Hyperlinks to 3 opinion articles from the Australian online
22. media
(including web posts on political blogs) which are relevant to
one or
more of the four topics on contemporary Australia in this Unit.
AIX292 Studying Australia T3 2010-2011
10
4. A 900 word paper in which you briefly outline the key
argument of each
article and your opinion of this argument. You should provide
reasons
for your opinion. In this paper you should make reference to the
document ‘International Comparisons’ from Australian Social
Trends
4102.0.
Suggested sources for opinion articles and web posts:
http://www.onlineopinion.com.au
http://www.theaustralian.news.com.au/opinion
http://www.smh.com.au/news/opinion
http://www.theage.com.au/opinion
http://clubtroppo.com.au
http://andrewnorton.info
http://larvatusprodeo.net
You may select articles other than from these sources.
23. Due date: Monday, 21 February.
Referencing and assignment writing
All work submitted MUST be properly referenced as outlined in
the
Guide to Assignment Writing and Referencing. This is
distributed free to
all beginning students, may be purchased from the Deakin
bookshop,
or can be downloaded from www.deakin.edu.au/referencing.
For other resources on assignment writing see the Study Skills
website
at www.deakin.edu.au/study-skills.
Submission and return of assignments
1. Hardcopy assignment submission
ON CAMPUS STUDENTS
• Assignments are to be submitted via the Assignment Box at
(or near)
the Faculty of Arts and Education Student Support Centre on
your
campus.
• All assignments MUST be submitted with a personalised
assignment
cover sheet that you can obtain from Student Connect:
http://www.deakin.edu.au/studentconnect/. Each assignment
attachment has a uniquely barcoded cover sheet which identifies
you,
24. your course, unit code, assignment number, tutor and due date
of your
assignment. This process allows you to confirm the receipt and
progress of your assignment via Student Connect.
• It is your responsibility to ensure that a signed personalised
assignment
cover sheet is attached to the correct assignment at the time you
http://www.onlineopinion.com.au/�
http://www.theaustralian.news.com.au/opinion/�
http://www.smh.com.au/news/opinion/�
http://www.theage.com.au/opinion�
http://clubtroppo.com.au/�
http://andrewnorton.info/�
http://larvatusprodeo.net/�
http://www.deakin.edu.au/referencing�
http://www.deakin.edu.au/study-skills�
http://www.deakin.edu.au/studentconnect/�
AIX292 Studying Australia T3 2010-2011
11
submit it to the Faculty Office for assessment. Without it, your
assignment will not be accepted and will be returned to you for
re
submission. This will delay submission of your assignment and
may
incur a penalty in assessment.
• The date that an assignment is received at the Faculty Student
Support
Office is treated as the assignment submission date. The
25. assignment
submission area is cleared at 5 pm every University working
day.
Assignments deposited after 5 pm will be dated with the next
day’s
date.
• If you are submitting as part of a group assignment, each
member of
the group must print off their individual assignment attachment,
sign it,
and submit it with the group assignment. This will allow all
members of
the group to monitor the progress of the assignment on Student
Connect. On the top assignment attachment, please nominate
one
person for the return of the group’s assignment.
• Your teaching staff will advise you about the process for
returning
assignments as this can vary in different subjects.
OFF CAMPUS STUDENTS
• Off-Campus students should mail assignments to: Assignments
DSA,
Deakin University, Geelong Vic 3217. For further details, go
to:
https://www.deakin.edu.au/current-students/study-
information/exams-
assessment/
• Assignment Cover Sheets can be printed via Student Connect
26. and must
accompany each corresponding assignment submitted.
• Assignments will be returned to you by post.
2. Online assignment submission
If you have been instructed by your Unit Chair to submit some
or all of your
assignments online please follow the instructions provided on
the unit DSO
site.
Assignment Cover Sheets MUST accompany each assignment
and are
normally available as part of the online assignment submission
process.
Your teaching staff will advise you about the process for
returning online
assignments.
REMEMBER
Whether submitting online or in hard copy, always keep a
backup
copy of your assignment!
https://www.deakin.edu.au/current-students/study-
information/exams-assessment/�
https://www.deakin.edu.au/current-students/study-
information/exams-assessment/�
27. http://www.deakin.edu.au/studentconnect�
AIX292 Studying Australia T3 2010-2011
12
Assignment feedback
In setting assessment tasks that depend on feedback from a
previous task,
the due date will be set to ensure that feedback can be provided
in time for
you to benefit from the feedback.
Assignments which are submitted on time will normally be
assessed and
returned to students within three weeks of the due date of
submission for the
assessment item.
In circumstances where feedback cannot be provided within this
timeframe a
notice shall be placed on DSO advising you of when you can
expect feedback
and the reason for the delay.
There will normally be no opportunity for resubmission of
assignments.
However students who feel that the assessment of their work
was unfair
should contact the Unit Chair.
28. AIX292 Studying Australia T3 2010-2011
13
Late submission of assignments
Assignment extensions
If you wish to seek an extension for an assignment, you will
need to apply by
email directly to your Unit Chair (or where directed, Campus
Coordinator) as
soon as you become aware that you will have difficulty in
meeting the
scheduled deadline but at least three days before the due date.
Appropriate
documentation should be submitted in support of your
application, such as a
medical certificate. A maximum of 14 days can be normally
granted as an
extension.
Please attach the Unit Chair’s email approval to your
assignment when
submitting it.
Special Consideration
Special Consideration is only given in the case of serious and
exceptional
circumstances which are beyond the student's control and these
29. circumstances prevent the student from performing at their best
for a
particular piece of assessment. In the first instance students
should approach
their Unit Chair or Faculty Student Support Centre to discuss
any concerns. In
many circumstances an extension of time granted by the Faculty
may be
sufficient to assist the student through their particular
difficulty.
The reasons for application must be classified under one of the
following
categories: Medical; Compassionate; or Hardship/Trauma.
Students must
provide evidence to support the reasons for their application;
therefore all
applications for Special Consideration must be accompanied by
appropriate
documentation from a recognised authority.
You can now apply for Special Consideration online. To access
the application
portal, log into Student Connect,
www.deakin.edu.au/studentconnect and click
‘Special Consideration’ on the left vertical (blue) menu. Read
all the
information carefully and follow the prompts to submit your
application.
A Student User Guide is also available from this location.
Further information
is available from your faculty campus office or student centres.
An application for Special Consideration MUST be lodged NO
LATER than three
30. (3) University working days after the assessment items due date
or the date
of a scheduled examination. Students, who for very genuine
reasons are not
able to apply online, must contact their Faculty Campus Office
or Student
Centre. The hardcopy application form is not available to be
downloaded.
Further information regarding Special Consideration can be
found on the
Current Students website located at www.deakin.edu.au/current-
students/
http://www.deakin.edu.au/studentconnect�
http://www.deakin.edu.au/current-students/�
AIX292 Studying Australia T3 2010-2011
14
Late submission
Late submission will be penalised as follows:
Definition
1. “Working Day” means 9am – 5pm Monday to Friday
Rules
31. 2. Assessment tasks submitted after the advertised date of
submission,
without an approved extension being granted, shall receive a
penalty of
five percent (5%) per day for each working day late.
3. No assessment task shall be accepted more than two (2)
weeks after the
advertised date of submission, unless an extension has been
granted or an
application for Special Consideration has been submitted.
Procedure
4. Students submitting an assignment for which they have been
granted an
extension must clearly record both the amended approval date
for
submission and the name of the approving staff member
attached to the
relevant Assignment Cover Sheet for that assessment task. This
can be
done by attaching a copy of the email approval for instance.
5. Where an application for late submission has not been
negotiated prior to
the advertised date of submission, late assessment tasks will
only be
accepted up until two (2) weeks after the due date.
6. Where an assessment has been submitted late, the Unit Chair
will
endeavour to provide feedback to the student in a timely
32. manner.
However, the normal arrangement where work is returned to
students
within 15 working days of the assignment due date will be
waived.
AIX292 Studying Australia T3 2010-2011
15
Academic misconduct - cheating, plagiarism and
collusion
Plagiarism and collusion constitute extremely serious academic
misconduct. They are forms of cheating, and severe penalties
are
associated with them, including cancellation of marks for a
specific
assignment, for a specific unit or even exclusion from the
course.
The University’s definitions of plagiarism and collusion are as
follows:
33. • Plagiarism occurs when a student passes off as the student’s
own work,
or copies without acknowledgment of its authorship, the work of
any
other person.
• Collusion occurs when a student obtains the agreement of
another
person for a fraudulent purpose with the intent of obtaining an
advantage in submitting an assignment or other work.
Deakin University views plagiarism and collusion very
seriously and may
impose significant penalties. Under its policy on plagiarism and
collusion
students are responsible for ensuring that:
• they are familiar with the expected conventions of authorship
and the
appropriate use and acknowledgement of all forms of
intellectual
material relevant to their discipline;
• work submitted for assessment is their own; and,
• they take all reasonable steps to ensure their work cannot be
accessed
by others who might seek to submit it, in whole or in part, as
their own.
Whenever you refer to another person’s research or ideas (either
by directly
quoting or by paraphrasing them), you MUST acknowledge your
source. If you
are ever in doubt about how to properly cite a reference, consult
34. your lecturer
or the Study Skills website at www.deakin.edu.au/study-skills.
There is also a
great deal of information on referencing and avoiding
plagiarism at
www.deakin.edu.au/referencing .
The University policy of plagiarism and collusion is available
from The Guide
http://theguide.deakin.edu.au/. Regulation 4.1(1)—Student
Discipline also
contains important information regarding academic misconduct.
Unauthorised collaboration
Unauthorised collaboration is a form of collusion. It involves
working with
others with the intention of deceiving your markers about who
actually
completed the work. If you have collaborated with others in
preparing an
individual assessment item, you must disclose this to your
lecturer.
Assignments will sometimes be set as group work, but even in
these cases
generally you will still have to write up and submit your own
report.
If you have any doubt as to what constitutes authorised or
unauthorised
collaboration, consult with your lecturer.
http://www.deakin.edu.au/study-skills�
http://www.deakin.edu.au/referencing�
http://theguide.deakin.edu.au/�
35. AIX292 Studying Australia T3 2010-2011
16
Penalties
The Assessment Panel or Faculty Academic Progress and
Discipline Committee
will impose a penalty on any student who is found to have
committed an act
of academic misconduct such as plagiarism, collusion,
examination cheating or
unauthorized collaboration. These penalties can include:
- a reprimand
- a fine up to $500
- allocation of a zero mark in the relevant task (or another such
mark as
is appropriate)
- allocation of a zero mark in the relevant unit (or another such
mark as
is appropriate)
- allocation of a zero mark in other units in which the student is
enrolled
- suspension of the student for up to one year
- exclusion of the student for a minimum of one year.
Things you should never do
36. There are some activities that are never acceptable in the
preparation of
assignments at the tertiary level. Students who engage in any of
the following
activities create some doubt in the mind of the reader that the
student's work
is original. Many of these activities leave the student open to
charges of
plagiarism.
Students should never:
• Submit an assignment without providing a list of references
used.
• Copy one or more sentences from a reference source (book,
journal, web
page, etc.) without formatting and citing the material as a
quotation.
• Use data in the form of numbers, tables, graphs, diagrams or
other images
without citing the source of the material.
• Use program source code, even if it is freely available in the
public domain,
without citing the source of the code.
• Take material from reference material and paraphrase it (write
it in your
own words) without citing the source of the material.
• Refer to another person’s idea without citing the source of the
idea.