THE PURPOSE OF THIS ASSIGNMENT
A personal essay explores the writer’s experiences and observations regarding a particular topic A narrative essay uses elements of storytelling (like characterization or scene) to communicate ideas. A
personal narrative essay can tell different stories about the writer’s experiences to reflect on a specific topic and draw conclusions.
“read,” evaluate, and otherwise engage with all kinds of different media This includes advertisements, audiobooks, books, comics, films, memes, music, television, and so much more
Media literacy matters because we all engage with media to find information and to communicate
with others
your own experiences with specific media that hate impacted four perspectives, It asks rou to reflect
on rour experiences in light of what were leaming about media, discourse, ideologs, and thetone in
our course readings. It also atks tou to practice some basic elements of academic writing at the
college-letel
Overall, the personal narratite should help develop your media literacy and help prepare rou
for the thetorical analysis essay
CHOOSING YOUR TOPICS
Choosing specific media experiences to wnte about for this essay can be challenging I encourage
you to use the Unit 1 readings as a space to brainstorm and discuss nour ideas well before rou hate
to start drafting the essat:
4s we comnlete tre different readinos start malino a lone Fur of media that mn muld mrire

• Use Standard English conventions of capitalization, punctuation, and spelling
• Include a separate 200-word cover letter (any formatting) that discusses your wating process
and reflects on the course.
• Achieve between 1,200 and 2,000 words, excluding the cover letter and bibliography
Endence
• Discuss at least two specific pieces of media in detail (you can discuss more than two media examples).
• Discuss at least two of the Unit 1 readings and integrate direct quotes to define key concepts.
• Attribute ideas and language to original sources by: 1) clearly introducing sources in the body of Tour essas, 2) accurately presenting quotes using quotation marks and other punctuation
and 3) including full citations in your APA-style References page or NILA-style Works Cited
page.
Narrative
• Use examples to tell a story about hom different media have impacted your perspectives on
yourself, others, and/or the world.
• Use sensory details, concrete imager, and other elements of storytelling to explore ideas.
• Draw conclusions and share four own perspectires about media, discourse, ideologs, and
rnetoric based on the story rou tell.

MIDTERM ASSIGNMENT
Personal narrative & cover letter
INSTRUCTIONS
Tell a story about how different media have shaped your perspectives throughout your life Use specific examples to reflect on how media hate impacted your sense of self or your perception of others. Use our course readings to reflect on the relationship between your own experiences and the
broader impact of media on society-
REQUIREMENTS
The following requirements address three broad areas of academic and professional waiting
presentation, evidence, and narrative. To earn a satisfactory score, your essay must:
Presentation
• Use APA or MILA formatting style consistently throughout the document
• Use Standard English conventions of capitalization, punctuation, and spelling
• Include a separate 200-word cover letter (any formatting) that discusses your wnting process
and reflects on the course.
• Achieve between 1,200 and 2,000 words, excluding the corer letter and bibliography

Assessment Tasks: This assessment is a 1500-word personal development plan that requires you to systematically reflect on your own confidence, willingness and preparedness to lead. Specifically, your assignment needs to address this question: What are two key internal (e.g., perceptions, thoughts, mindsets) or external behaviours that I need to change in myself in order to improve my confidence, willingness and ability to contribute to leadership work in the context of uncertainty? You must address all of the following questions, which relate to your leadership-related goals, leadership development and learning needs, strategy and action plans: What are the area of leadership to which you would like to make a more effective contribution? How did these development needs come to your attention?How does this area of leadership foster innovation and/or help people deal with uncertainty?What would be the specific contribution you would like to make? How does this translate into a specific development goal?If you were able to develop your leadership in this area, what would you be doing differently or better? What is your learning strategy for your development work?What specific action steps might you take to reach your goals?   Please ensure you consult this assessment’s marking rubric prior the submission of this assessment item.  

Purpose

The purpose of this task is for you to demonstrate your critical analysis skills by deconstructing the role of the media in social issues. This task requires you to take a team-based approach to create advocacy solutions to address cultural change. You will be reviewing the evidence-base as reported in academic, peer-reviewed journals and applying your learning to the creation of advocacy solutions.

Assignment instructions

There are three parts to this assignment:

Select and research your topicIndividually write your rationaleIn a group, produce your multimedia plan presentation

Part 2: Report your findings (individually)

2.1 Write up your rationale, ensuring that you include the following headings and information:

Introduction

Your introduction outlines what your report will include – the key sections/discussion points in your piece.

Background

You then need to provide an outline of your topic, drawing on evidence. This should include a definition, the characteristics, and the prevalence of the population group or health issue. Your background needs to justify the need for research into the media representation of the population group or health issue.

Methods

In this section, you should present the method you used to find and select the academic, peer-reviewed journal articles.

You need to briefly describe your search strategy including a description of the databases searched and the keyword search plan.

Results

In this section, you need to summarise and synthesise the key findings from the academic, peer-reviewed journal articles you found. You need to compare and contrast the key findings across the journal articles, focusing on how the population group or health issue is represented in the media.

Discussion

In this section, you need to explain how the media representation reported in the results section impacts upon the experience of the population group or health issue.

First, you need to demonstrate how the media representation (from the results section) shapes the experience of the population group or health issue. You need to discuss the how the media representation impacts this experience positively and/or negatively drawing on the literature. You need to discuss the sufficiency of evidence for the positive and/or negative impact.

Second, you need to explain how the media representation and the experience of the health issue/population group links to ONE health model. For example, a focus on people who inject drugs (PWID) and victim blaming in the media links to the social model of health through a discussion of structural determinants rather than individual choices.

Third, you need to explain how this links to the priorities at the policy level (with reference to ONE health plan). For example, a focus on PWID links to VicHealth’s 10 year strategy Aspiration 3 (Equity).

Recommendations

Based on your key discussion points, you need to provide recommendations to improve the media representation of the population group or health issue.

Conclusion

Provide a clear conclusion at the end that summarises the key points of your rationale.

Part 3: Produce a multimedia plan presentation (in your group)

Organise your group, based on:

Groups of three Topic selection

You can use the Assessment Task 2 Group Organisation                                                                                    Discussion Board. Then, sign-up through the AT2 Sign up Groups- SIGN UP HERE                                                                                                                                                                                    link.

Collate and compare your rationale with your team members As a team:

Review your findings across your rationales

How is your population group or health issue represented in the media? What are the health implications of the media representation?

Why is an advocacy campaign needed?

Decide on the focus of your multimedia plan

Each team member may have looked at a different sub-topic, choose one to focus on.

Choose ONE health model to inform your campaign (e.g. social model of health)

Identify ONE policy priority from a global, national, or state strategy which aligns with your campaign (e.g. VicHealth’s 10 year strategy)

Choose ONE clear advocacy message and design a simple multimedia planThe advocacy message should aim for positive cultural and social change (attitudinal change or changing public opinion) around your population group or health issue.

As a team:

Choose a position to advocate from (e.g. community health organisation, state or local government, or peak body )

Choose ONE clear advocacy message (e.g. World Down Syndrome)

Create a presentation of your plan

Produce a presentation, ensuring that you include the following headings and information:

Introduction

Your introduction outlines the key sections/discussion points in your multimedia plan.

Objective

Clarify the objectives of your advocacy campaign. Briefly describe the need for your campaign, based on your team’s Rationales.

Rationale

Explain why a campaign is needed based on the media representation and the experience of the population group or health issue through ONE health model. Explain your campaign links to a policy priority (with reference to ONE health strategy).

Key Message

Develop a clear, compelling message that communicates the importance of your cause and motivates action. Keep the message concise, memorable, and action-oriented.

Present your plan to use storytelling, visuals, and/or real-life examples to make your message relatable and impactful.

Audience

Identify the target audience for your campaign. Who are the key stakeholders, influencers, and decision-makers you want to reach? Consider demographics, interests, beliefs, and communication preferences to tailor your messaging effectively.

Tool/Media form

Select the media type that best aligns with your target audience and campaign goal. Consider mainstream media types (i.e. television, radio) or social media platforms (i.e. Facebook, Instagram, Twitter, etc.).

Content

Create a plan for engaging content that resonates with your audience and supports your advocacy message. This may include voice, graphics, videos, infographics, blog posts, testimonials, interviews, polls, quizzes, and/or interactive features. Ensure that your content is appealing and aligned with campaign goal.

Stakeholder(s)

Outline key stakeholders beyond your audience you could partner with (i.e. peak bodies, universities, or government departments).

Conclusion

Provide a clear conclusion at the end that summarises the key points of your rationale.

References

Using appropriate sources and referencing is part of the assignment and you will get marked on this. Ensure that you use APA7 Referencing Style to reference all sources both in-text and in the reference list.

How the work will be assessed and the expected standard

Refer to the rubric: HSH313 AT2 Marking and Feedback Rubric

ULOs

Undertaking this assessment task will develop, evidence and assess your development of the following ULOs:

ULO1: Evaluate a range of contemporary health issues in relation to social diversity, through critiquing, reflecting and debating multiple perspectives around key issues.

ULO2: Critically analyse, reflect on and deconstruct the role of the mass media, the Internet, popular culture and other forms of information to evaluate, interpret and create solutions to health issues.

ULO4: Utilise evidence, and an ethical and a team-based approach, to communicate and develop skills and ideas for health advocacy and communication.

Assignment resources and support

In class and CloudDeakin resources

In order to assist you in completing this assessment task a number of exercises and resources will be provided in seminars and on CloudDeakin.

The Assessment Task 2 Resources section in the Reading List   includes a number of helpful resources.

If you have questions about this assessment, feel free to ask on the Assessment Task 2 Discussion Board .

We encourage you to be proactive and problem-solving to develop your skills in lifelong learning, with the following suggestions:

read the Unit Guide and all assignment information before posting a question

explain in your post what you have already done to try to find the information or solve the problem

to avoid duplication, read previous posts before posting a new question as it may already have been answered

answer other students’ posts when you can!

Using feedback to improve your work

Getting feedback on an assignment is an important part of the teaching and learning experience. Take some time to review the feedback you receive from markers – and use this knowledge to try to improve your assignment writing. Refer to the Deakin guide to re‐flecting on your feedback   for more detail.

Use of artificial intelligence (AI) in your work

Students can use generative artificial intelligence to generate ideas but direct copying or

use of AI generated text is not permitted. Further detail can be found here: Using genera‐ tive artificial intelligence .

Presentation requirements for Rationale

Font:         Aptos or Calibri, 11 point.

Spacing:         1.5 line spacing

Page numbers:                             Top right corner

Margins:         2.5cm on all four margins

Justification:         Left

Word limit:

Maximum word limit allowed is ± 10% (reference list not counted)

File name:

Include population group (i.e. LASTNAME_GROUP)

Cover page:

Include name, assignment title, word count, and topic

Access Plan

If you are a student experiencing a disability, health condition or mental health condition that affects your study, or your participation in university life, contact the Disability Resource Centre   for assistance and to arrange an Access Plan. An Access Plan is a study support plan prepared to minimise the educational disadvantage you may experience as a result of your disability or condition.

Extensions and Special Consideration

Refer to the HSH313 Unit Guide   for information about:

Extension to Submission Dates

Late Submission of Assessment Tasks

Special Consideration (further detail on the process can be found here: Special con‐ sideration

ssessment 1 – Research Question and Literature ReviewLearning Outcome/s    Utilise critical thinking to analyse managerial problems and formulate relevant research questions and a research design   Apply research theories and methodologies to assist in developing a business research proposal. e. Succinctly communicate arguments that reflect a synthesis of literature and business research conceptsAssessment type (group or individual)IndividualWeighting25%Word count1,000 words (+/- 10% excluding cover page, references)Due dateSunday, end of Week 5, at 11.55 pmSubmission typePaper copy     ☐                     Turnitin  Format/ Layout of AssessmentThis is the first part of a research proposal consisting of Research titleResearch problemResearch aim/purposeResearch questionsLiterature reviewReferences

Assessment instructions (clear, succinct, without repetition)This assessment gives you an initial impetus to organise your early ideas for your research proposal. This assessment is designed to initiate your thinking about what aspect(s) of business you might be interested in researching. It is an important opportunity to put your early thoughts down on paper and receive constructive input from your lecturer, who can help you refine your ideas into a proposal that has scholarly merit. Your ideas and thinking might change significantly after receiving feedback on this first assessment. That is normal as research is an inherently iterative process.   In this assignment, you need to: Identify research problem with respect to its significance (i.e., pressing need, added value).Provide a research aim/ purpose – A brief statement of what your research aims to achieve.Formulate 3 – 5 research questions that contribute to achieving the research aim.Write a literature review on the key arguments that reflects a synthesis of the literature supporting the conceptual or theoretical significance of the research aim and its practical relevance. Please pay attention to the notes below: Report is to be submitted to TurnitinYou will be expected to have consulted at least 10 relevant, academic peer-reviewed journal articles, conference proceedings, market reports, and so on with 5 of which are published in the last 2 yearsFor in-text citation and referencing style, you need to follow the ICMS style guide document on Moodle.Readings for the assessment (instructions where they can be found e.g. MyAthens database, Moodle etc.)Lecture notes (Moodle)Recommended textbooks in the subject outlinePrescribed articles available on the MyAthens databaseGrading Criteria/ RubricAdhere to the marking rubric provided   The following criteria will be used to assess this assignment: Do-ability and clarity of the topicClarity, consistency, and conceptual accuracy of research aim/ purpose and research questionsLogical argumentation and flow for the literature review used to justify the relevance and significance of the topicPeer Review Evaluation (group work – optional)N/A

Assessment 1 – Research Question and Literature Review Marking Rubric (25%)

CriteriaHD (85-100)D (75-84)CR (65-74)PASS (50-64)FAIL (0-49)Criteria 1   Research problem (20%)Research problem is expertly developed with respect to: Significance (i.e., a pressing need)ClarityResearch problem is very well developed with respect to: Significance (i.e., apressing need)ClarityResearch problem is well developed with respect to: Significance (i.e., apressing need)ClarityResearch problem is somewhat developed with respect to: Significance (i.e., apressing need)ClarityResearch problem is notwell developed with respect to: Significance (i.e., apressing need)ClarityCriteria 2   Research aim and research questions (40%)Research aim and research questions are expertly developed with respect to: Link to the research problemLevel of detailResearch aim and research questions are very well developed with respect to: Link to the research problemLevel of detailResearch aim and research questions arewell developed with respect to: Link to the research problemLevel of detailResearch aim and research questions are somewhat developed with respect to: Link to the research problemLevel of detailResearch aim and research questions are notwell developed with respect to: Link to the research problemLevel of detailCriteria 3   Literature Review (20%)The foundations for the literature review are expertly developed with respect to: Key concepts20 relevant, contemporary peer- reviewed sourcesThe foundations for the literature review are very well developed with respect to: Key concepts16 relevant, contemporary peer- reviewed sourcesThe foundations for the literature review are well developed with respect to: Key concepts13 relevant, contemporary peer- reviewed sourcesThe foundations for the literature review are somewhat developed with respect to: Key concepts10 relevant, contemporary peer- reviewed sourcesThe foundations for the literature review are not well developed with respect to: Key concepts7 relevant, contemporary peer- reviewed sourcesCriteria 4   Academic writing and References (20%)Demonstrates exceptional academic writing skills. Connects ideas effectively and fluidly. No errors in grammar, spelling, punctuation. Completely correct use of APA 7 Referencing style.Demonstrates very good academic writing skills. Connects ideas effectively. Only a few minor errors in grammar, spelling, punctuation. Completely correct use of APA 7 Referencing style.Demonstrates good academic writing skills. Not always unified and coherent in connecting ideas. A few minor errors in grammar, spelling, punctuation. Mostly correct use of APA 7 Referencing style.Demonstrates adequate academic writing skills with apparent errors. Ideas are often not connected. Several errors in grammar, spelling, punctuation. Combines correct and incorrect use of APA 7 Referencing style.Demonstrates limited academic writing skills with frequent errors. Ideas are separated Many errors in grammar, spelling, punctuation. Mostly or completely incorrect use of APA 6 Referencing style.

Assignment #2

Due Monday September 30th 2pm AEST

The assignment is marked out of 25 points. The weight for each part is indicated following the question text.

Style requirements: This assignment requires the submission of a spreadsheet. Please keep THREE decimal places in your answers and include your spreadsheet as an appendix. You can use Excel, Google Sheets, Libre Office etc. in your calculations. Please also take care in presenting your work and answers clearly. (1 point)

Question 1 [4 points]

Convergence in two samples of economies. Go to the website containing the Penn World Table (https://www.rug.nl/ggdc/productivity/pwt/) and collect data on real GDP  (expenditure-side real GDP at chained PPPs (in mil. 2017 USD)) and population from the earliest year available (usually, but not always, 1950) to the latest year (usually, but not always, 2019) for Australia, Japan, South Korea, Italy, Taiwan, China, Brazil, Albania and South Africa. Then construct real GDP per person each year as the ratio of its real GDP per person to that of Australia for that year (so that this ratio will be equal to 1 for Australia for all years.)

Plot these ratios for Japan, South Korea, Italy, and Taiwan over the period for which you have data. Does your data support the notion of convergence with Australia? Give a brief explanation to rationalize your finding. (2 points)Plot these ratios for China, Brazil, Albania, South Africa, and Australia. Does this data support the notion of convergence with Australia? Give a brief explanation to rationalize your finding. (2 points)

Question 2 [20 points]

Solow growth model with capital utilization. In this question, you will explore how changes in the capital utilization rate and savings rate affect an economy.

Consider a version of the Solow (neoclassical) growth model in which the total capital stock K may not be fully utilized. Denote the capital utilization rate as u with 0 u 1 so that the aggregate production function is Y = (uK)α(AN )1−α where as before, K is total physical capital stock and N is employment.

Further, assume that the depreciation rate is an increasing function of the utilization rate and given by,

δ(u) = δuβ,        where 0 < δ  < 1, β  > 0 Thus, the capital accumulation equation (in per effective worker terms) is,

(1 + gA + gN )(kt+1 − kt) = syt − (δ(u) + gA + gN )kt

where k ≡ K/AN is capital per effective worker, y ≡ Y/AN is output per effective worker

Using the parameter values in Table 1, calculate the steady-state values of capital per effective worker k ≡ K/AN , output per effective worker y ≡ Y/AN and consumption per effective worker c ≡ C/AN . Also calculate the growth rates of output per worker and consumption per worker along the balanced growth path. (2 points)

  α β  1/3 4  gA gN  2.5% 1%δ15%  u75%  s15%  

Table 1: Benchmark Parameter Values – Solow model with capital utilization

Using the parameter values in Table 1, calculate the golden rule savings rate that maximizes steady state consumption per effective worker. (1 point)Suppose that the economy is initially in steady-state. In year t = 0 the capital utilization rate increase from u = 0.75 to u = 0.80 (i.e., from 75% to 80%) while all other parameters have their benchmark values.Calculate the new steady-state levels of capital per effective worker, output per effective worker and consumption per effective worker. Does long-run capital per effective worker increase? Explain. Does long-run output per effective worker increase? Explain. (3 points)Also calculate the long run growth rates of output per worker and consumption per worker? Do the long-run growth rates of output per worker and consumption per worker increase? Explain. (1 point)Using equations, describe how you can calculate the time-paths of capital per effective worker, output per effective worker and consumption per effective worker. Plot the time paths of capital per effective worker, output per effective worker and consumption per effective worker for 100 years (t = 0, 1, …., 100). (2 points)Describe and explain the dynamics of capital per effective worker and output per effective worker that you plotted in (iii). Discuss which variables move in the short-run and why. In your explanation, you should describe how effective investment and effective depreciation are impacted in response to an increase in capital utilization. You may use a diagram to aid in your explanation or alternatively describe how the effective investment and effective depreciation curves will be impacted following an increase in u. (4 points)

Note: You will probably want to use a spreadsheet program to implement these calcula- tions.

Using the expression of steady state capital per effective worker, output per effective worker, and consumption per effective worker to derive how the steady states of each of these variables depend on the capital utilization rate.   With all other parameters as in Table 1, plot how the steady state capital per effective worker, output per effective worker, and consumption per effective worker depends on the capital utilization rate for u = 0, 0.01, 0.02, 0.03, …, 1. In your plot, the horizontal axis should be the capital utilization rate ranging from 0 to 1 and the vertical axis is the steady state capital per effective worker, output per effective worker, and consumption per effective worker. For each of these three variables, what is the capital utilization rate that maximizes each variable?  (3 points)Suppose instead that at time t = 0, the savings rate decreases to 10% per year. With all other parameters as in Table 1 (in particular, with the capital utilization rate u back at the value in Table 1).Calculate the new steady-state levels of capital per effective worker, output per effective worker and consumption per effective worker. Does long-run consumption per effective worker increase? Explain. (2 points)Calculate and plot the time-paths of (a) capital per effective worker, output per effective worker and consumption per effective worker for 100 years (t = 0, 1, , 100) and of (b) log

output per worker and log consumption per worker.   Describe and explain the short-run effect of the change in the saving rate on these variables. (2 points)

Note: To answer part (ii) of this question we need to know the level of productivity at year t = 0. Assume this initial level of productivity is A0 = 1. Here log means the natural logarithm, ln(·) = loge(·).

Deadline and format

This assignment contributes 12.5% toward your final grade. The assignment is due by 2pm on Monday September 30th. Your assignment should not exceed 1500 words in length. You should use relevant diagrams and/or algebra to reinforce your argument where appropriate. Citations, labels in diagrams, symbols in equations and numbers in tables will not count towards the word limit.

The assignment can be done in groups subject to the following rules: All members of the group will be given the same mark. No more than three students may make up a group. Students may choose to work and hand in an assignment on their own. No two groups may hand in the same assignment. All assignments will be electronically screened for plagiarism.

Assignments must be submitted in electronic format by 2pm on the due date. No extension will be considered. You can apply for special consideration if you cannot complete the assignment because of illness or other circumstances. In case that your application is successful, the weight of this assignment will be shifted to the final exam in the overall assessment. Moreover:

You must keep a copy of your assignment.Plagiarism or other forms of academic dishonesty will result in disciplinary proceedings being brought against you.10% of the available marks will be deducted for each full hour of delay after the due date for up to 10 hours.

Fine print

Plagiarism and collusion

Plagiarism is the presentation by a student of an assignment identified as his or her own work even though it has been copied in whole or in part from another student’s work, or from any other source (e.g., published books, web-based materials or periodicals), without due acknowledgment in the text. Plagiarism is heavily penalized. Penalties for plagiarism can include a mark of zero for the piece of assessment or a failing grade for the subject.

Collusion is the presentation by a student of an assignment as his or her own work when it is, in fact, the result (in whole or in part) of unauthorized collaboration with another person or persons. Both the student presenting the assignment and the student(s) willingly supplying unauthorized material are considered participants in the act of academic misconduct.

Special consideration

Students who have been significantly affected by illness or other serious circumstances during the semester may be eligible to apply for Special Consideration at STOP1.

The following website contains detailed information relating to who can apply for Special Consider- ation and the process for making an application:

You should not approach the lecturers or the tutors about special consideration.

Referencing

All sources used for a written piece of assessment must be referenced. This is to acknowledge that your material is not based entirely on your own ideas, but is based, in part, on the ideas, information, and evidence of others.

It is important that all material you present for assessment is referenced correctly.   Material that has not been referenced correctly may be considered to be plagiarised, and as such may be penalised (as discussed above). We will also look for evidence that material included in the bibliography has been used in the assignment. Including references that have not been used may also result in your assignment being penalised.

Assignment Task 1

Unit of Competency    CPCCBC4008B Supervise Site Communications and Administration Processes for Building and Constr. ProjectsPurpose of Assessment  Supervise and maintain on-site Communications  Submission Date Due Friday, 5pm, 27 September 2024. (Week 10)Tasks.    You are a Developer that needs to communicate on your company letterhead to a Building Contractor who is falling behind on the Healey Street, Goulburn project. You are requesting that they provide a detailed response on how they are going to get the project back on track.     2.  You must produce detailed notes to the nominated building contractor detailing three (3) important quality aspects that must be met for each of the ten important construction activities on the Goulburn project.       You must produce a letter to the building contractor detailing important documentation (at least 5 items) that must be presented to the Principal Certifying Authority (PCA) so there is no delay in obtaining an Occupation Certificate (OC) and selling down the project.    Essential Resources  Project documentation provided in relation to the Villa project at Healey Street, Goulburn   Relevant Legislation, National Construction Code (NCC) & Australian Standards.    Additional Instructions  This Assessment accounts for part of the total assessment for this unit and must be competently completed.   Further aspects of this topic may be assessed in the examination.       

Employability Skills Integrated In this Assessment TaskCommunication – The student is able to interpret and discuss construction site safety issues using the WHS Act and can demonstrate understanding of relevant definitions and regulatory requirements associated with legislation, Codes and advisory standards.   Problem Solving – The student is able to analyse construction safety issues and apply appropriate compliant solution under the legislation, Act /Regulation or Codes either through simulation or in the workplace.   Team work – The student is able to work collaboratively with other students and teachers in the classroom or with colleagues in the workplace.   Self management – The student is able to manage & evaluate performance levels of work standards compliant to solutions within a construction site workplace.   Technology – The student is able to use technology and demonstrate efficiency for managing projects.  

Learner declarationThis portfolio is my original work and no part of it has been copied from any other source except where due acknowledgement is made. No part of this portfolio has been written for me by any other person except where such collaboration has been authorised by the assessor concerned. I understand that plagiarism in the presentation of the work, idea or creation of another person as though it is your own. Plagiarism occurs when the origin of the material used is not appropriately cited. No part of this assignment is plagiarised. I understand that TAFE NSW is required to retain copies of all my completed assessments, where practical, for a period of 3 years (or in accordance with regulatory/licencing requirements) after the completion of my studiesLearner Signature: Date: Summary of AssignmentTaskSatisfactoryUnsatisfactory- 2nd attempt RequiredAssignment 1  Assessor FeedbackAssessor’s Comments:    Print Name:  Signature:Date:2nd AttemptDate:                                             Satisfactory                                      UnsatisfactoryAssessor Notes     Student acknowledgement of assessment outcomeStudent Feedback Please sign and date to acknowledge that you have received results and feedback on your assessment. You have the opportunity to provide feedback to your Assessor in the space below.Student’s Comments: Would you like to make any comments about this assessment?    Signed:Date:

Scenario

Social Media Campaigns Ltd. (SMC) is a new business that is looking to provide help and support to teenagers to encourage them to stay safe when using social media apps. The business is looking for an online e-commerce website to help it promote its facilities to teenagers.

SMC Ltd. approached you and asked you to help them develop a website where they can share information with teenagers and educate them on how to stay safe. An added feature of the website will be a membership section, allowing users to register for a monthly newsletter. So, the website should have a database to store a list of users who sign up for the monthly newsletter.

The website should fulfil the following:

Be easily viewable on various devicesHave mobile-friendly contentInclude responsive images and text

Task 1 – HTML (25 Marks)

Develop a website using HTML 5 that meets all the following requirements including at least SEVEN (7) interlinked webpages:

Home Page: Introduces visitors to the campaign and includes relevant images of social media apps and risks to teenagers. It should include the following features:A search bar.TWO (2) web services.The web page should contain:Minimal text and good use of visuals to break up the textMost popular social media appsInteractive navigation bar with drop downsHow to stay safe onlineHeaderCustom Cursors3D illustrationsYou are here (page) – in the footer along with relevant copyright information and social media buttons.Information: This page will provide details of the social media campaigns and their aims and vision to keep teenagers safe online.Most Popular Social Media Apps: This page allows customers to search the online database for the latest techniques to stay safe.How Parents Can Help: This page provides top tips that parents can use to support healthy teen use of social media.Livestreaming: This page will provide an overview of livestreaming and how it can be done in a safe environment.Contact: This is a contact form where customers can send messages through the website (it should have a link to the privacy policy).Legislation and Guidance: This page provides the details of relevant legislation and best practice guidance relating to online social media use.Allows users to create, query, browse and manipulate the database and allows the user to create and delete records they are currently browsing.Use at least TWO (2) web development tools.Be usable in at least TWO (2) different web browsers including a mobile device. You should consult your tutor for guidance on the specific browsers and versions you should use.

At the initial stage of the development process, you should make an HTML/CSS prototype of the website that will clearly show SMC how the final website could work.

Content hasn’t been provided. Suitable content can be found on the web e.g., images of keeping teenagers safe online. Use creative commons (http://search.creativecommons.org/) or Wikimedia Commons (http://commons.wikimedia.org/wiki/Main_Page) as a starting point to find content.

Remember the content you include in your site must be licensed for re-use. Do not spend excessive amounts of time researching and gathering content. The purpose is to provide a clear indication of how the final website could look and function. The client will provide the actual content at a later point if they are happy with the website you have proposed.

Task 2 – CSS and Database (25 Marks)

Create an external CSS file that specifies the design for the website. Each of the HTML pages must link to this CSS file. There should be no use of the style attribute or the

<style> element on the website.

Create a database with the following requirements:

It should store the personal details of each member such as their first name, surname, and email address.The user should receive a prompt if the username does not appear in the database or if login fails after THREE (3) attempts.It should be locked for TEN (10) minutes after a login failure.

Task 3 – Critical Evaluation (40 Marks)

You are required to write a short report of 1000 words, analysing the website you have submitted.

You should:

Start your report with an introduction and an appraisal of the potential benefits to SMC of web services and how they add functionality to the website.Appraise how effectively you have used at least TWO (2) web development tools to develop your website.Describe how effectively you have used PHP to design and build the website database.Evaluate the SMC website which utilises web services and how effectively it meets the objectives in the scenario.

Task 4 – Reflection (10 Marks)

You are required to write a short report of 250 words, evaluating your learning in this assignment.

You should:

Briefly describe the process you went through in the website development: what tools you used and what was successful and what wasn’t.Discuss what you learned from the process and how it changed the way you understand website development.Describe what you would do differently when faced with a similar task in the future.

Submission requirements

For each task, you should present the necessary code and screenshots in a word- processed document.A single file report including Task 3 and Task 4 should be 1250 words.All references and citations must use the Harvard Style.

This week’s summative assessment focuses on CSLO 1: Summarize approaches to ethical decision-making in a social context.
Review the scenario below and incorporate information from the text and other Learning Activities in the course to complete the assignment.
Imagine you are part of a community action group that has been asked to consider several social issues (e.g., vaccine mandates, legalized marijuana, reproductive rights). Your role is to educate other members of the action group about the various ethical theories they should be aware of as they consider the issues.
Eventually, each member of the action group will select one social issue and one of the ethical theories to develop a solution to the chosen issue, but in this activity, you are educating your peers about the theories.

According to Ethics for Life: A Text with Readings, there are two primary categories of ethical theories: noncognitive and cognitive. Cognitive theories can be further separated into two types: cognitive relativist theories and cognitive universalist theories. Consider the ethical theories below for this assignment.
Noncognitive
Cognitive relativist
Cognitive universalist
Using Ethics for Life as your source, create an 8- to 10-slide presentation, such as Microsoft® PowerPoint® , that helps familiarize the members of the group with prominent ethical theories. Be sure to address the following in your presentation:
Describe the components of each ethical theory.
Compare and contrast the ethical theories.
Discuss how religious beliefs or lack thereof influence each of the ethical theories.
Provide at least 2 examples of how you have applied or seen one of these theories applied by others at work or at home, or in another social context.

Include speaker notes in your presentation