Consumer Evaluation Analysis

Purpose of Assignment

• Individual writing assignment to evaluate advertising and marketing for:
  • Food
  • Specific Exercises / Exercise Programs / Exercise Equipment oDiet Claims, for example: Keto Diet, Atkins Diet, Paleo, South Beach, etc… oEnergy Drinks / Nutritional Supplements

• The purpose is to achieve the following Course Learning Outcomes:

• To explain the basics of exercise prescription and wellness AND/OR oTo interpret individual nutritional needs and explain results AND/OR oTo differentiate types of exercises and benefits of each

Assignment Format

• Written in paragraph format (no bullet points)
• Calibri Font, size 11
• Double Spaced
• Left Justified
• “Normal” Margins
• Page numbers on bottom right

• Page 1:Title Page oPaper TitleoFull NameoStudent IDoCRN

oInstructor NameoDue Date

• Page 2: Advertisement oEither a copy & pasted version of your advertisement OR a scanned copy (pdf)oIF FROM A PRINTED SOURCE (a magazine, etc…):
  • Source and title of advertisement (ex: Women’s Fitness)
  • Page number
  • Date of PublicationoIF FROM A WEBSITE or ELECTRONIC SOURCE:
  • ENTIRE website address and inserted hyperlink
• Page 3 & 4: Written Analysis (Evaluation & Analysis) 1-2 pages in length.  NO MORE THAN TWO PAGES!!!
  • Introduction
    • Thesis Statement
    • Outline the body of topics

• Body of Topics:
• Discuss and analyze the product by answering the following questions:

• What are the general claims this advertisement is making? They can be obvious (statement of fact) or inferred (subtle use of imagery, and association)
• Is the use of this product supported by scientific evidence?
• Are there conflicting studies or opinions?
• Does the “product” match the target audience?
• Are there any hazards associated with the use of this product?
• Are their cheaper, more effective, or healthier methods of achieving the intended results?
  • Discuss the positives and negatives of the advertisement
  • Be sure to “think critically”
• Who is the target audience?
• What techniques are used to capture their attention?
• Is the advertisement straightforward and factual?
• Is there important information missing?

oWhy might the company not include all information?

• Why might the company deceive, or manipulate?

oConclusion:

• Restate the Thesis
• Summary of Key Points from the Body of Topics
• State how key points answer the Body of Topics questions

          Page 5: References oList the source of the advertisement

• Alphabetically list the references used to support your evaluationoAPA format (see web link on Blackboard)
• Use reputable journals (NOT health magazines, blogs or popular books), your course textbook, or other high quality sources (Encyclopedia Britannica – High Quality, Wikipedia – Low

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Introduction

This unit is the first in our two unit section on Environmental issues. This first unit will provide you with an appreciation of the connection between Canadian economic history and our perception and treatment of the natural environment. You will learn how the idea of nationalism and the fact of race and class were and are integral in this story. You will discover the context in which the environmental movement began and consider the strategies it has used. You will be invited to consider basic environmental theories such as ‘resourcism’ and ‘environmental racism’, and where and when they may be useful tools for understanding Canadian resource projects.
Learning Objectives

By the end of this unit, you will be able to….

• Identify the main themes in the history of environmentalism in Canada
• Explain the contemporary issues in resource development
• Evaluate past and current environmental activist strategy and outcomes and Canadian environmental policy.

Assignment 3 | Summary and Analysis

 
Length: 700 words minimum

Instructions

This unit has three resources: a scholarly article by Theodore (Ted) Binnema and Melanie Niemi, another by John Henry Harter, and a documentary on Greenpeace by Jerry Rothwell.

In a combined summary/ analysis of between 700 and 800 words, answer the following questions, incorporating what you have learned or read so far in the course:

1. What is Binnema and Niemi’s main argument, and how well do they support it? Explain and critique their message or methodology.
   2. What is John Henry Harter’s thesis? Assess his supporting points, and explain what he is trying to say about the connection between environmentalists and working class foresters?
   3. What is the main message of the Greenpeace documentary? Is this a nostalgic gloss, or do you believe it accurately convey the choices and strategies and spirit of the early organization? What do you believe you can say, having watched this film and reflecting on what you’ve read elsewhere or in this course about the history of Greenpeace? What questions does the film make us ask?

Required Reading

• Binnema, Theodore Ted, and Melanie Niemi. “‘let the line be drawn now’: Wilderness, Conservation, and the Exclusion of Aboriginal People from Banff National Park in Canada.” Environmental History 11, no. 4 (2006): 724-750.
• Harter, John-Henry. “Environmental justice for whom? Class, new social movements, and the environment: A case study of Greenpeace Canada, 1971-2000.” Labour/Le Travail (2004): 83-119.

• Video: How to Change the World, Jerry Rothwell (2015)  Available in most public libraries, and for purchase through itunes. See trailer below:

https://www.youtube.com/watch?v=U-XQAN9L_MQ

Assignment Grading Criteria:

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1. What are the top ten spending cuts?

2. What are the top ten largest programs for expenditure?

3. Where does assistance to States for public hospital expenditure rank?

4. What is the problem with promises of extra expenditure for schools and health in 2017-19?

5. Why is the Australian economy so exposed to a China downturn?

Page 16 ACHSM Master Health Service Management Competency Framework
Appendix 1: Table of Acronyms and Table of
Definitions
Table 6 Acronyms

Table 7 Definitions

Page 17 ACHSM Master Health Service Management Competency Framework
References
American College of Healthcare Executives. ACHE healthcare executive
competencies assessment tool 2015. Chicago: ACHE; 2015.
Australasian College of Health Services Management. Australasian College of
Health Service Management – National Management Competencies
Framework. Sydney: ACHSM; 2010.
Brandao C, Rego G, Duarte I, Nunes R. Social Responsibility: A New Paradigm of
Hospital Governance? Healthcare Analysis. 2012;21(4):390-402.
Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA.
2002;287(2);226-235. doi:10.1001/jama.287.2.226
Health Workforce Australia. Health LEADS Australia: the Australian Health
Leadership Framework. Adelaide: HWA; 2013.
International Hospital Federation. Leadership Competencies for Healthcare
Services Managers. Bernex, Switzerland: IHF; 2015.
Liang Z, et al. MCAP Leadership and Management Competency Framework.
Melbourne: La Trobe University; 2015.
Stefl ME. Common competencies for all healthcare managers. Journal of
Healthcare Management, 2008; 53(6):360-374

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1. ANALYSIS OF A POTENTIAL AUDIT CLIENT
Benjamin M. Rogers is the president of the Lakeside Company, a retailer and distributor of consumer electronics (such as televisions) based in Richmond, Virginia. Although King and Company CPAs, a Richmond firm, had previously audited Lakeside, Rogers has recently become aware of the CPA firm of Abernethy and Chapman from reading several advertisements. His interest in the firm was heightened when he discovered that Abernethy and Chapman audits the primary bank with which he does business. During March of 2012, Rogers contacted his banker who arranged for Rogers to have lunch with one of the CPA firm’s partners. At that time, a wide-ranging conversation was held concerning Lakeside as well as Abernethy and Chapman. Rogers discussed the history of the consumer electronics company along with his hopes for the future. The partner, in turn, described many of the attributes possessed by his public accounting firm. Subsequently, Rogers requested a formal appointment with Richard Abernethy, the managing partner of Abernethy and Chapman, in hopes of arriving at a final conclusion concerning Lakeside’s 2012 audit engagement.
A June 1 meeting was held at the accounting firm’s Richmond office and was attended by Abernethy, Rogers, and Wallace Andrews, an audit manager with the CPA firm who would be assisting in the investigation of this prospective client. Both auditors were quite interested in learning as much as possible about the consumer electronics business. Although a number of similar operations are located in the Richmond area, Abernethy and Chapman has never had a client in this field. Thus, the Lakeside engagement would offer an excellent opportunity to break into a new market.
During a rather lengthy conversation with Rogers, Abernethy and Andrews were able to obtain a significant quantity of data about the Lakeside Company and the possible audit engagement. Included in this information were the following facts:
• Rogers originally began Lakeside in 1993 as a single store that sold bargain-priced televisions and stereo equipment. This business did well and the company expanded thereafter at the rate of one new store every two or three years. Presently six stores are in operation, three in Richmond with one in each of three nearby cities: Charlottesville, Fredericksburg, and Petersburg. The first five were set up in rented space within small shopping centers. However, the most recent store was located in a building constructed by Lakeside itself, adjacent to a new shopping mall on the east side of Richmond. In addition, Lakeside owns a warehouse that also provides office space for the company’s administrative staff. The growth to date has been slow and has not produced the benefits and profitability that Rogers has expected. He is looking for a way to increase the
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growth rate and taking the company public is beginning to look like the only way that sufficient resources can be amassed.
• In 2005, Lakeside reduced the marketing of bargain-priced electronics in a move to concentrate on the sale of high-end audio and video equipment. Several years later, Lakeside became the sole distributor of Cypress Products for the states of Virginia and North Carolina. Cypress is the manufacturer of a quality line of audio and video equipment. Shortly thereafter, the Lakeside stores began to carry Cypress products almost exclusively. Despite the quality of Cypress equipment, the brand was not well known in the Richmond area and store revenues (“retail sales”) began to decline. Sales did rebound somewhat in 2010 and 2011, although Rogers admitted to Abernethy that all of the stores had suffered from intense competition and a poor economy within the local market. He even indicated that a small audio equipment company, consisting of two stores, had gone bankrupt in Richmond during the past six months. However, he was not certain as to the specific cause of that failure. He believes that a larger organization could take advantage of combined management, purchasing, and storage. Geographically there are several cities that Lakeside could enter without dramatically increasing the distances from its current warehouse.
• To market the Cypress brand across the states of Virginia and North Carolina, Lakeside had hired a staff of six sales representatives who visit audio, electronics, and appliance stores in their geographic region. These other retailers could then order merchandise from Lakeside by telephoning the Richmond headquarters/warehouse. After a credit check, requested inventory is shipped to these customers and billed at 2/10; n/45. Up to 20% of the merchandise can be returned to Lakeside within four months as long as the goods have not been damaged. In the past, returns have been low. Rogers indicated that these “distributorship sales” had initially been disappointing but had risen materially in the last two years as the Cypress reputation began to spread. Rogers has only begun to consider what a more comprehensive Southeast strategy would require in terms of sales administration and logistics.
• Audio and video equipment inventory is purchased weekly from Cypress. Regional distributors such as Lakeside are allowed 90-day terms, but Cypress encourages quick payment by offering large cash discounts. In hopes of maintaining a high profit margin, Rogers has chosen to take all available discounts. To meet the payment terms, Lakeside holds bank credit lines with two Richmond banks totaling $1,500,000. Interest on this debt is based on the floating prime rate of the respective banks and has averaged around 5% to 8% during recent years. Both banks require that cash in an amount equal to 5% of the outstanding credit line remain on deposit.
• The company’s warehouse and the sixth store were constructed with funds provided by loans from the National Insurance Company of Virginia. The first of
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these obligations was obtained at a 6.5% annual interest rate while the second holds a rate of 8%.
• Rogers stated that he was quite unhappy with the services of his present CPA firm, King and Company. He enumerated three grievances that he had with that organization. First, he felt the firm had provided little assistance in updating Lakeside’s accounting systems. Lakeside was simply outgrowing the control features of its current systems, and Rogers asserted that King and Company had not provided the needed input for upgrading them. Second, Rogers believed that King and Company was charging an excessive fee for its annual audit. He stated that he was no longer willing to pay that much money for what he termed were inferior services.
• Rogers’ final problem with King and Company revolved around the audit opinion that was rendered on Lakeside’s financial statements for the year ending December 31, 2011. The auditors issued a qualified opinion. King and Company believed that the value of Lakeside’s $186,000 investment in its latest store had been impaired based on guidelines established by the FASB. However, Rogers disagreed and refused to write down the reported value of the property. The sixth store, which opened in November of 2010, was constructed adjacent to a shopping center that had proven to be very unsuccessful. To date, the shopping center has leased less than 40 percent of its available space. The Lakeside store has, consequently, never been able to generate the customer traffic necessary to even come close to its break-even point. The continuing failures of the shopping center made the fate of the Lakeside store appear quite uncertain to King and Company. Furthermore, the CPA firm felt that Lakeside would have considerable trouble in disposing of the store if that became necessary. Because Rogers continued to report this asset based on historical cost, the firm felt that a material misstatement existed and issued a qualified opinion. Rogers expressed annoyance with a firm that would stifle his growth plans and wondered what it would be like if his expansion plans were to become a reality.
• Lakeside Company is owned by a group of eight investors. Rogers (who is 46 years old) owns 30% of the outstanding stock while the remaining seven stockholders individually possess between 6% and 22% of the company’s shares. Although all of the investors live in the Richmond area, only Rogers is involved actively in the daya to-day operations of the business. The Board of Directors is comprised of Rogers, two other owners, and two other local residents who are not owners. Three board members, including the two non-owners, comprise the audit committee. When the company was first organized, all eight shareholders agreed that an audit by an independent CPA firm would be held annually. This same requirement was also a stipulation made by the banks participating in Lakeside’s financing.
• A manager and an assistant manager operate each of the six stores. Normally, three to six sales clerks also work at each outlet on a part-time basis. In hopes of stimulating lagging store sales, Rogers initiated a bonus system during 2011, which
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already appears to be boosting revenues. Under this plan, every manager and assistant manager will receive a cash bonus each January based on the income earned by his or her store during the previous year. The bonus figure is a percentage of the gross profit of the store less any directly allocable expenses.
• Lakeside Company is in the process of opening a new (seventh) store, which will begin operations by December of 2012. Earlier this year Rogers formed his own separate corporation to construct this latest facility. Upon completion, the building will be leased to Lakeside for its entire life. Although Rogers was confident that this new store would do well, he wanted to avoid any further accounting problems associated with the uncertainty of success. He is also investigating land purchases in at least four other locations in the Southeast.
• Rogers indicated to Abernethy that growth was one of his primary business objectives. He stated that the Cypress distributorship offered unlimited opportunity and that, once firmly established, each of the Lakeside stores was a sound financial investment.
• To finance its growth, the company is considering a public offering of stock.
• The company is strongly contemplating the addition of computer equipment to its product line.
DISCUSSION QUESTIONS
(1) Why would the owners of Lakeside as well as the company’s banks require that an independent CPA firm perform an annual audit?
(2) This case implies that no auditor with the firm of Abernethy and Chapman has an in-depth understanding of the consumer electronics industry. Is a CPA firm allowed to accept an engagement without having established the necessary expertise to oversee the audit? Would the knowledge required to audit a consumer electronics company differ significantly from that needed in the examination of a car dealership? Does the auditor have an obligation to discuss his lack of expertise, or his plans to obtain the expertise with the client?
(3) Auditors must assess the possibility of fraud risk factors. Fraud risk factors are events or situations that would indicate an increased possibility that fraud has occurred. Lakeside has recently created a profit-sharing bonus plan. Why might such an incentive be a special concern to an auditor?
(4) Rogers wants Abernethy and Chapman to assist his company in developing new accounting systems. Does a CPA firm face an independence problem in auditing the output of systems that the same firm designed and installed? Does your answer depend on if the client is publicly traded or not? How so?
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(5) After the discussion at the CPA firm, Andrews was assigned to visit the headquarters/warehouse of Lakeside to tour the facility. What should Andrews observe, and what factors should he be especially aware of during this visit?
(6) Is there any reason why Lakeside might not want to hire a CPA firm that has other clients in the electronics industry?
EXERCISES
(1) According to Statement on Auditing Standards, Consideration of Fraud in a Financial Statement Audit, the auditor should consider whether the information indicates that one or more fraud risk factors are present. Fraud risk factors are potential problems or indicators of potential fraud. Three conditions that are typically present when fraud exists: an incentive or pressure to perpetrate fraud, an opportunity to carry out the fraud, and the attitude to justify the fraudulent action. Based on the conference with Rogers, perform the following [Case1-1.doc]:
a) List the fraud risk factors that the CPA firm might encounter if they accept this audit engagement. Be sure to include a discussion of all items that will probably require special attention during the audit. You should find at least 10 fraud risk factors.
b) For each of these fraud risk factors, indicate how the auditor should follow up on each potential problem if the engagement is accepted. Consider how Abernethy and Chapman should include the fraud assessment in conducting the audit.
(2) Based upon discussion in the case, prepare the auditor’s report that King and Company rendered at the end of the year 2011 engagement. How does this opinion differ from a standard auditor’s report? [Case1-2.doc] APPLY YOUR RESEARCH
Use library resources such as searchable databases to research the following topic.
(1) The periodic selection of a new auditing firm by a company is not an uncommon practice. Write a report discussing auditor changes. Why do companies change auditors? What kinds of disclosures are required when a company changes auditors? Are companies allowed to merely “shop around” for the audit opinion they desire? Does this seem ethical to you?
CONSULTING PARTNER REVIEW
Bob Zimmerman, the consulting partner on the Lakeside engagement, is concerned about the following issues and would like for you to respond to them. The audio clips are available online at www.prenhall.com/arens.
(1) The reliance of Lakeside on Cypress products.
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(2)
(3)
(1)
(2)
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Critique of an Existing Assessment Task and Analysis of NAPLAN Data.

Carefully read the attached ‘Description of Context’ (Appendix 1) and ‘Year 9 Assessment Task’. Like many assessment tasks used in schools, it has some strengths and weaknesses.

Critique this assessment instrument and process in the light of five key principles of assessment and the learners described. You are to identify the strengths and weaknesses and, to address these in a sound educational manner. You must make appropriate reference to the literature to justify and support your argument.

Consider the appropriateness of the task in relation to the characteristics of the learners. Some things to consider in your response may be the age of students, responsibility required, length of unit and task, background and diversity of students, access to resources, etc.

Address the validity, reliability, fairness, flexibility, and authenticity of the task as presented. Identify strengths and weaknesses that are present in the assessment strategy with reference to appropriate academic literature.

Attached is the Year 9 NAPLAN report for a fictitious student named Jane. Use the information provided in this report, and the EDC2300 Course Content you have covered this semester to answer the following questions:
1. In which domains (Reading, Persuasive Writing, Language Conventions-Spelling, Language Conventions-Grammar and Punctuation, and Numeracy) has Jane performed below the national average for Year 9 students?
Briefly explain how you determined your answer. (1 mark)

2. (a) Identify Jane’s strongest domain, explain the basis for your decision (1mark) and
(b) Estimate in percentile terms her position in the national cohort

3. Jane’s parents have decided to hire a tutor so she can improve her Language Conventions. Based on Jane’s NAPLAN report, list 3 skills her tutor should have her focus on in order to progress to the next band level.
4. Jane’s school has decided to implement an extension program for students who are excelling in their school work. Students who receive a result in the top 20% of Year 9 students nationally, in one or more NAPLAN domains, will be invited to participate. Do you think this is a reasonable method of selecting students for the Extension Program? Explain your reasoning.

5. As the Curriculum Coordinator for Year 9, you have been called in to discuss the NAPLAN results with the School Principal.
(a) Why would you need to source and take the 2012 Year 7 NAPLAN data with you to this meeting? (1 mark)
(b) You are expecting that the Principal will ask you to identify 2 NAPLAN domains which will be focussed on in the next year to improve the students’ skills and thus their future NAPLAN results. Which 2 domains should be the focus of the extra effort? Explain why these 2 domains would be the most important given the 2014 NAPLAN data. (2 marks)

Content Descriptors taught and assessed in unit:
– Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
– Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
– Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)
– Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)
– Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)
– Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
Example Assessment Task
Extended Research Task (ERT)
Survivor
Year 9 Science Life and Living
Curriculum concepts:
There is a relationship between the structure and function of living things and this is the basis for understanding life-maintaining processes.
Organisms possess structural, functional and behavioural adaptations that are related to, and help them survive in, their environment.
Living things in ecosystems are interdependent. This means that changes to one ecosystem component will have flow on effects for other organisms. Changes to habitats and abiotic features of the environment can also impact organisms and ecosystems.

Objectives :
Undertake an Extended Research Task (ERT) in order to present information relating to the survival of an organism in its habitat including:
• discussion of the biotic and abiotic factors in the organism’s environment that affect its survival
• the organism’s structural, functional and behavioral adaptations
• the organism’s place in a food web.

In this assignment you are expected to demonstrate your understanding of the way in which an organism’s structural, functional and behavioural adaptations help that organism to survive in its environment. You must explain why the adaptations are structural, functional or behavioural and draw conclusions about how these adaptations equip the organism for survival with respect to biotic and abiotic factors in the environment. You will demonstrate your understanding of the cycling of matter and energy flow through ecosystems by explaining the role and place (trophic level) of your chosen organism in a food web.
You will also be required to demonstrate good communication skills through the use of your chosen medium (fact sheet, brochure or PowerPoint) and time management skills by meeting required deadlines. Please refer to the attached criteria sheet for more information.

The final document must be presented as a 2 page fact sheet or brochure printed back to back on an A4 page OR as a PowerPoint presentation with written notes for each slide.

? DEADLINES:
Phase 1: Completed research notes. Uploaded to Moodle on Date XXXX
Final assignment: Uploaded to Moodle on Date XXXX. Hard copy to your teacher first lesson in week 9.

IMPORTANT NOTE: If Moodle is unavailable you may email your assignment to your teacher by the deadline.

EXTENSIONS: Must be negotiated in advance with the Director of Teaching and Learning as per school policy.

THE TASK

1. Background
Animals and plants have adaptations (features of their bodies) that are designed to increase their chances of survival and are matched to the habitat in which they live. In other words, organisms can survive in the environment because they are suited to it. Structural adaptations are the special body parts of an organism that help it to survive for example shape, colour, or body covering. Functional adaptations are related to bodily processes such as making venom, secreting slime or producing pheromones. Behavioural adaptations are the special ways an organism behaves such as becoming active at night, digging a nest, or huddling for warmth. Adaptations help an organism to cope with, and make the most of the abiotic and biotic features of its environment.

2. The context

You are an Environmental Education Officer for an imaginary national park located in one of Australia’s major ecosystems; rainforest, arid, mangroves and wetlands, marine, rivers and riparian fringe. You are responsible for designing education programs that provide information about the natural environment to school groups and the community. You have been asked to produce an educational brochure or fact sheet, OR prepare an educational talk, which describes how an animal that is found in your national park is adapted to its environment.

3. The content

Organise information about your chosen organism into the following sections. You may vary the wording of the subheadings to suit the style of your presentation however you must include the specified information within each section.
• Introduction – (Note – this section is not graded but must be included). In this section you will introduce the organism including:
o organism’s name – common and scientific
o state whether it is endangered, or under threat
o any other interesting things you discover about the organism
• Habitat – In this section you will provide a general description of the habitat, its geographic location and distribution map for your organism.
o include a description of the organism’s habitat – features of your National Park e.g. landscape features, climate (3 key points).
o describe the geographical location of your park in Australia
o include a distribution map showing the main areas within the park where the organism is found.
• Factors affecting survival – describe the biotic (at least 2) and abiotic (at least 2) features of the environment which affect the organisms survival. Clearly identify which factors are biotic and which are abiotic. Important biotic factors include predators, competitors, and any prey. Abiotic factors might include climate, pollution, or landscape features.
• Adaptations – In this section you will identify and describe adaptations which help the organism to survive in its environment. You must classify the organism’s adaptations as one of the following:
o Structural, functional or behavioural (3 of each type or 9 across the 3 types however you MUST include at least one of each type).
o Describe each adaptation and explain how it helps the organism to survive or make the most of its environment.
o Justify why the adaptation is classified as structural, functional or behavioural.
o Relationships – draw a food web which includes the organism you have researched.
o Clearly identify whether the organism is a producer, consumer, decomposer, scavenger, carnivore, herbivore or omnivore
o This food web should include a producer species as well as first and second order consumers. You must include at least 7 organisms in the food web.
• Reference list – acknowledge the sources of your information in the correct standard format. You must use the Harvard 6th edition for all in-text referencing and reference list information.

4. Defining the topic
Read all the information provided so far to determine:

a) what you are trying to achieve.
b) what you need to do.
c) how you will present the information.
d) use the graphic organiser (supplied) to help plan your ERT

5. Locating, selecting and organising information.

Undertake a set of preparatory activities in class in which you will be learning about habitats and adaptations.
Select an animal from your chosen ecosystem and conduct research to collect information that enables you to respond to the content requirements above (see 2). You are to keep copies of your research notes including sources of information such as book references and websites.
Use a mix of both written and online sources. You should include at least 5 references.

6. Resources

For an overview of the main ecosystem types visit the website:
http://www.gullivermedia.com.au/eco.html

7. Formatting

You may include maps, diagrams and photographs to aid your explanation.
Fact Sheet.
Use an easily readable font such as Arial or Times New Roman in 12 pt. You may use Word Art for headings and design the layout which you think best presents your information. Use a separate sheet for your reference list.
PowerPoint
You are to use a MAXIMUM of 20 slides. Your final slide should be your reference list.
Each slide should list key points, photographs, diagrams and/or bullet points only, not written paragraphs of information. Full explanations will be included in your written notes for each slide. Notes should be formatted on an A4 page using 12 pt Arial or Times New Roman font and organised under a subheading for each slide e.g. Slide 1: Introduction.
8. Time & Resource allocation

You will be given access to computers and the library during 5 class lessons. You will spend approximately 2 class lessons conducting research and 3 lessons preparing your presentation. Some of the research can be completed for homework.
9. Assessment

Please refer to the attached rubric for the criteria and standards being assessed. You should aim to achieve the best possible grade you can for each of the assessment criteria. Note: In calculating your final grade, more weight is given to the “Knowledge and Understanding” criteria.

Before you hand in your final presentation, check your work against the rubric to make sure that you meet the required standards. Ask yourself these questions:
• How well do I meet the standards?
• Is there room for improvement?
• Have I left anything out which should be included in my presentation?
You can always ask a family member or friend to give you some constructive feedback on your draft.

Comprehensive knowledge is indicated when you address all the requirements for information outlined in Section 3 above. For example a comprehensive statement regarding a penguin adaptation might be:

Penguins possess a gland near the base of their tail which produces oil. The oil forms a waterproof coating on the feathers which keeps water away from the penguin’s skin and helps it to retain heat. The process of producing oil is a functional adaptation to the large amounts of time penguins spend in the ocean. The oil gland itself is a structural adaptation (body part) which is required in order for the penguin to produce oil.

This statement identifies the adaptation, describes what it is used for, classifies the adaptation as functional, and justifies the classification by stating that it is a bodily process. It also identifies the gland as a structural adaptation that is required for the function of oil production.

A satisfactory answer might be:

Penguins are adapted to spending long periods in the ocean by having an oily coating on their feathers.

An inadequate answer might be:

Penguins have an oily coating on their feathers.

YEAR 9 SCIENCE “SURVIVOR” – ERT CRITERIA & STANDARDS
criteria A B C D E
Knowledge and understanding

Demonstrates comprehensive knowledge of the habitat of the chosen organism.
demonstrates comprehensive knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates comprehensive knowledge and understanding of adaptations of the chosen organism.

demonstrates comprehensive knowledge and understanding of a food web involving the chosen organism.
? demonstrates thorough knowledge of the habitat of the chosen organism.

demonstrates thorough knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates thorough knowledge and understanding of adaptations of the chosen organism.

demonstrates thorough knowledge and understanding of a food web involving the chosen organism.
? demonstrates satisfactory knowledge of the habitat of the chosen organism.
demonstrates satisfactory knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates satisfactory knowledge and understanding of adaptations of the chosen organism.

demonstrates satisfactory knowledge and understanding of a food web involving the chosen organism.
? demonstrates variable knowledge of the habitat of the chosen organism.

demonstrates variable knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates variable knowledge and understanding of adaptations of the chosen organism.

demonstrates variable knowledge and understanding of a food web involving the chosen organism.
? demonstrates rudimentary knowledge of the habitat of the chosen organism.

demonstrates rudimentary knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates rudimentary knowledge and understanding of adaptations of the chosen organism.

demonstrates rudimentary knowledge and understanding of a food web involving the chosen organism.

Communication

The student: ? structures skilfully, and expresses fluently, written information in the required context.

produces a document that skilfully reflects the features of the required genre.

includes accurate in-text referencing where appropriate.

displays consistently very high levels of technical control of grammar, spelling, punctuation, and paragraphing.
constructs a reference list where all references are consistent with the required conventions. ? structures reliably and expresses clearly written information in the required context.

produces a document that reflects indicative features of the required genre.

includes in-text referencing where appropriate.

displays high levels of technical control of grammar, spelling, punctuation and paragraphing.

constructs a reference list where most references are consistent with the required conventions. ? structures and expresses information clearly, but technical errors affect clarity.

produces a document that reflects some sense of the required genre.

displays sufficient technical control of grammar, spelling, punctuation and paragraphing to allow communication of the information.

constructs a reference list where some references are consistent with the required conventions.

? restates information and ideas reliably, but technical errors make meaning making difficult.

produces a document.

displays sufficient technical control of spelling to allow communication of the information.

provides a reference list. ? presents and recounts information and ideas.

Time management
(1 criterion)
The student: Independently and effectively manages tasks by meeting all checkpoints for phases. Effectively manages tasks by meeting all checkpoints for phases. Manages tasks by meeting most checkpoints for phases. Completes tasks within allowable time frame.

2: Courts, Sentencing and Justice

Research Brief

Develop and write up a project analysing court sentencing transcripts. To do this, you will:
• identify a relevant research question
• Identify a sample of sentencing transcripts
• Analyse the sample of sentencing transcripts
• Write up your research in the form of a research brief.

Possible ESSAY topics
• Is deterrence a primary source of punishment for these kinds of crimes (rape, burglary, theft, shoplifting) or violent crimes in general
• What types of things do judges take into account when sentencing an offender? Or
o What types of things do judges take into account when sentencing fro theft or burglary? (e.g. deterrence, community protection, rehabilitation, the nature of the offence)
• Whether judges are using age as a mitigating or aggravating factor for different crimes
• Do judges take different things into account in mitigating or aggrevating for Aboriginal and non-aboriginal people. What about for Aboriginal men and women
• Are Aboriginal women and men over-represented in the Australian Judicial System/jail. What is the impact of high incarceration rates for indigenous women? Also take into account non-indigenous women.
•

FOLLOW THE BELOW STEPS

Step 1 Visit the South Australian courts site (http://www.courts.sa.gov.au/SentencingRemarks/Pages/default.aspx) and look through 2 to 3 sentencing remarks from the District Court.
Step 2 Identify a question that can be answered using these sentencing remarks. (We will discuss possibilities and provide feedback in class or online.)
In general, it will be a question that focuses on how judges rationalise or reason about their sentencing decision. For example, are there gender differences in the reasons provided by judges in the sentencing of property offenders? Or what sentencing goal is prioritised in the sentencing of sex offenders?
Step 3 Identify past research that is relevant to your question.
Step 4 Develop a sampling strategy (e.g. systematic sampling, quota sampling, simple random sampling). Again, we will discuss how this can be done in class or online. (You might also like to review what you learnt about sampling in 1019CCJ.)
Select 5 to 10 sentencing remarks. (If your question is comparative, then we would expect closer to 10 sentencing remarks.)
Select your transcripts. Print them out, and number them in some way.

Read through your 5 to 10 sentencing transcripts. Collate some basic information about the offenders and their cases: e.g. the types of offences, gender of the offender, presence of prior history, presence of substance use, mental health problems, etc., as well as the sentencing outcomes. What you present will depend on your research question.
Put this in a table. (We will provide an example).
Place the table in your paper and write up a brief description of what this tells us. The purpose here is to give the reader an idea of what is in your sample.
Step 7 Analyse your transcripts in terms of your research question. What do your transcripts tell you overall about your research question? Thinking about your question, what common themes do you find? What differences? Do all transcripts contain this information or theme? If not, what is in the others? (Again, we will discuss this task in class and online.)
HINT: Do not hide information that may be contrary to your question. This is not an advocacy paper. You should present the evidence in total, and then assess what it means for answering your question. You might want to use highlighters to record similar issues in each transcript; this will also make finding quotes to support your findings easier.
Step 8
Write up what you found. Use selected quotes from the transcript to support your argument. Select quotes that are typical of the sentencing transcripts.
Make sure that after the quote you place the sentencing remark ID number. You may also add whether male/female, type of offence, if relevant to your question. Again an example analysis of sentencing remarks will be provided.
Step 6 In the conclusion (discussion) section, summarise your overall findings. Make sure you give an answer to your research question. Then discuss how your findings fit with past research (similar, different, why different?), what they mean theoretically, and what are the limitations.

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Local vegetation

According to the US Green Building Council, Green buildings save around 26% energy, 33% carbon dioxide, 30% indoor water, which facilitates the innovation of sustainable design. In hospitality industry, the implement is not as much as other industries since it relies on a variety of nature resources and can be a waste through lifecycle (http://www.greenhotelier.org/our-themes/sustainable-design/).

Preserving local vegetation plays one of the most significant roles on eco-design in hotel industry, and it is used to apply sustainable architectural design by displacing and replanting trees. Most of the nature beauty design is established on resorts such as rooftop gardens and vertical green walls (Sloan, Legrand, and Chen, 2013). Unfortunately, there are few examples on practicing this action as it takes a long period of time to grow trees. It requires people to manage and preserve them on day-to-day basis.

“Guests who rank a hotel’s green programme highly are willing to pay at least 7% more for their room compared to other guests”, according to the survey of Market Matrix Hospitality Index, creating green environment can increase the number of customers as well as increasing profits  (http://www.greenhotelier.org/our-themes/community-communication-engagement/do-customers-care/).

There are several examples of how certain hotels apply the program on local vegetation. Crosby Street Hotel in New York City is referred to one of the most environmentally friendly hotel in the US. The building is surrounded with green plants, and the most attractive touch is the private garden terrace at one of the suite (http://blog.designhotels.me/2017/06/07/eight-hotels-leading-way-eco-hospitality/).

Another example from Humble House in Taiwan, which utilize plants growing through the building to lower room temperature and establishes a lush garden to in the high floor to have a nice view of the city, so that customers are able to enjoy by difference senses (http://blog.designhotels.me/2017/06/07/eight-hotels-leading-way-eco-hospitality/).

800 words literature review critical analysis of an advantage local vegetation has from a hotels point of view.

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Please answer the following questions in paragraph format:
Part I: California Demographics

1. How many people reside in California?

2. What is the ethnic make-up of California residents1?

3. What is the gender make-up of California residents?
4. What are the age demographics of California residents?
Part II: California Registered Voters
5. How many Californians are registered voters?
6. What is the ethnic make-up of California registered voters?
7. What is the gender make-up of California registered voters?
8. What are the age demographics of California registered voters?
9. In terms of political party affiliation, how are California voters registered (% Democrat,
% Republican, % Other)?
Part III: Your Analysis
10. How does the ethnic make-up of California residents (#2) compare to the ethnic make-up
of California registered voters (#6)?
11. For the November 2016 election, what percentage of California registered voters actually
voted?
12. Now that you have a snap shot of California voters, discuss who the decision makers are.
Who votes? Ethnicity? Age? Gender? Is it important to vote? Why or why not?
Due Date: June 3, 2018
Helpful Resources:
http://www.ppic.org/content/pubs/jtf/JTF_LikelyVotersJTF.pdf
http://quickfacts.census.gov/qfd/
http://www.dof.ca.gov/research/demographic/state_census_data_center/products-services/
http://www.sos.ca.gov/admin/press-releases/prior/2007/DB07_006.pdf
1 Please note that for purposes of this assignment, the term “residents” refers to anyone who lives in the California,
regardless of immigration status.

2.

HSW3220 Assignment 2 (60%)

Due: 2355 Wednesday 6 June 2018

There are three components to this assignment. Each student will:

Tasks:

1. a)  Complete weekly learning activities (up to 2 marks each):
   • ·  Technology goals and log of skills acquired (throughout semester, starting in week 1)
   • ·  Introduction to Universal Design online module
   • ·  National Relay Service quiz
   • ·  AT selection exercise
   • ·  Tech goals reflection and training others
2. b)  Complete an access audit as described below (up to 12 marks).
3. c)  Writeanaccessreportandrecommendationsforthesitemanagers(upto20 marks).
4. d)  Write an evaluation plan for a CRB project (up to 18 marks).

Access audit

1. Audit the accessibility of a public site in your community using the Access Audit Form. Instructions for its use will be provided in class.

Note that you must identify a suitable site and discuss this with the course examiner first, and then contact the site owners/managers to seek permission and schedule a suitable time to conduct the audit.

Audits should: Please do this section first before anything else to give you a clear way to continue: (500 words)

• ·  Clearly identify the name and address of the site (and preferably provide a URL with public information about the site).
• ·  Assess the following design elements:
  • –  1 x parking bay and parking location
  • –  1 x entrance to the site
  • –  1 x path of travel within the site with a lift/ramp/door
  • –  1 x toilet cubicle
  • –  2 x service or automatic counters (e.g. ticket dispenser, telephones, seating, water fountain)

If any of the above design elements are not present at the site (or not available for auditing), this should be stated. You should find the closest public facility that has the design elements, and audit these instead.

HSW3220 Assignment 2, 2018 (60%)

• ·  Use measurements and notes to justify ratings, and describe access issues in relation to this site.
• ·  Not exceed 6 A4 pages, retaining margins of 2cm on all sides, and the same font size and line spacing on the form. You may remove the rating key under each of the tables.

Access report

Write a brief report (no more than 1000 words) for the managers of the site you audited. Consider the audience and your relationship with them when structuring your report.

Start with the following tips to structure your thinking:

• ·  Justify selection of the site for an access audit.
• ·  Identify and explain populations accessing the site and populations at risk of being excluded or marginalised.
• ·  Summarise the scope and key findings from the access audit, including implications for the community.
• ·  Consider access and inclusion beyond physical accessibility, to the other dimensions of the environment and specific tasks or activities at the site.
• ·  Provide up to three recommendations for improving accessibility at the site.

Evaluation plan

1. Complete Module 2 (Management) of the INCLUDE CBR learning community.
2. Writeanevaluationplan(nomorethan1000words)foraCBRproject.Consider the audience and your relationship with them when structuring your report. You should also apply your new skills in document formatting to make the document accessible.
3. Yourreportshoulddescribe:
   • ·  The focus of evaluation.
   • ·  Data collection and analysis methods.
   • ·  Strategies for sharing findings and taking actions.
   • ·  Who is involved in the various activities and when they should occur.

HSW3220 Assignment 2, 2018 (60%)

Access audit

Access report

HSW3220 Assignment 2, 2018 (60%)

Evaluation plan

Marks awarded for satisfactory completion of:

HSW3220 Assignment 2, 2018 (60%)

the last assessment I got 4/20 please can you make sure this assessment I don’t fail

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Math 202 Spring 2018
Marginal Analysis Writing Assignment
Instructions:
Your assignment is to write an original report that gives essay – style answers to the
questions posed below. Be sure to address every point of discussion. The report should
include explanations and interpretations when requested. You should label units when
appropriate. Papers should be typed and reasonably formatted and should read as an essay
and not a list of equation and values. You do not need to include your scratch work or
calculations, but you should include any equations or functions that you are asked to compose
as part of the prompt. Your conclusions should make sense in the context of the scenario and
should be consistent throughout the paper (make sure you don’t contradict yourself).
Submission Instructions:
You are required to print a copy of your paper and submit to your instructor before or after
class or to your instructor’s mailbox by the deadline. Please staple multiple pages together.
In addition to the submitted hardcopy, you are required to submit an electronic version of
your paper. Email your paper by the deadline to the instructor’s email address.
Please save the file using the following template:
(last name).(first name).(section number).docx
For example: morgan.mindy.7.docx
This assignment is worth 100 points and is due Wednesday, April 11 by 5pm. If your paper is
submitted by the early deadline (5pm Friday, April 6) you will receive 10 points extra credit. If
your paper is submitted by the late deadline (5pm Monday, April 16) you will receive a 10-
point penalty. Papers will not be accepted after April 16, no exceptions.
Additional Sources:
You will be asked to graph certain functions. You may do this using an online graphing utility
such as the Desmos graphing calculator (desmos.com). Please be sure to adjust the axes to
match the domain of the revenue function and include the entire graph.
Prompt:
Suppose you start your own business. Select a product your business will produce that could
be reasonably manufactured for your assigned variable cost per unit. The chosen product
must be a general description, for example a smartphone, and not a specific brand or item, for
example, do not choose an iPhone 6. Use your assigned variable cost and assigned fixed cost to
construct a linear cost function ?(?) to describe the total monthly cost for your business.
Let ? represent the quantity of units of your product demanded each month and let ?
represent the price per unit at which you sell the product, in dollars. Use your assigned price –
demand equation to construct the revenue function ?(?) to describe your company’s total
monthly revenue. Then determine the domain of the revenue function which represents the
feasible range of units that could be produced.
Construct the profit function ?(?) to describe your company’s total monthly profit. Determine
the break-even points. What production levels will cause your company to make profit? What
production levels will cause your company to incur a loss? Include a graph of the revenue and
cost functions to support the break-even points that you found and label the break-even
points on your graph using coordinates.
Now choose a monthly production level that is within the domain of the revenue function that
you found. You can select this production level without using further analysis. Determine the
total cost, revenue, and profit at your chosen production level. Then determine the marginal
cost, marginal revenue and marginal profit at your chosen production level and interpret each
of these values.
According to the price – demand equation, at what unit price ($?) are you selling your product
if demand is at your chosen production level? Write a function for the elasticity of demand
?(?) (be sure to include this function in the paper). Use ?(?) to determine whether the
demand is elastic, inelastic, or has unit elasticity at the unit price you found for the demand at
your chosen production level. Discuss how increasing or decreasing the price would affect
revenue. What unit price would result in unit elasticity?
Based on the analysis you have done so far and without calculating the optimal production
level that you will find in the next part, determine whether you should increase or decrease
production from your chosen production level in order to maximize total profit. Justify your
answer by including what information you’ve collected so far that lead you to your conclusion.
Determine the optimal production level that will maximize profits and find the maximum
profit that your company could achieve. Show that you have found the maximum profit in two
ways: algebraically and graphically.
Determine the revenue and cost at this optimal production level. Use the price – demand
equation to determine what price should you sell each unit so that you can maximize profit.
Draw some conclusions about your business’s optimal operations. You should conclude your
report with a brief summary on the importance of marginal analysis to business operations &
how you might apply these concepts in the future.
Your grade will be evaluated on the following:
• Completion
• Accuracy
• Format
• Grammar
• Interpretation of values
• Consistency
• Following directions for student chosen values
• Labeling units properly and appropriately
Calculation Tips:
• Do not use intermediate rounding during calculations to avoid rounding errors. Round
at the very end, only if appropriate.
o Example: when working through a calculation such as
5 + ,250 − 4 1 3
175 (6)
37
you should simplify under the radical to obtain
5 + ,250 − 72
17
37
=
5 + ,4178
17
37
then you should round at the very end to obtain
5 + ,4178
17
37
= 0.56
o Intermediate rounding will lead to rounding errors such as:
5 + ,250 − 4 1 3
175 (6)
37
=
5 + √205.43
37
=
5 + 14.33
37
=
19.33
37
= 0.52
and it not as accurate as we would like you to be.
o Example: if you are describing a value in terms of dollars, we typically round to
the hundredth decimal. So instead of stating $<=>
?@ , you should write $6.77
• Use exact form whenever possible.
o Example: use the exact value A?
@ instead of the decimal approximation 1.86 when
writing functions or working through calculations requiring irrational numbers.
o Keep in mind that for numbers such as A
< = 0.5 or ?
= = 0.6, you can use either the
decimal or the fraction form since these are rational values and using the
decimal form will not affect any rounding errors.

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