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Expert help when you need it- Q1:There are two tasks for DB01. Both are based on the following materials: • Reading Excerpt: Pages 235 to 244 (sections on "Patterns of Adoption of Information Technologies', 'The Global Transfer of Knowledge about IT', and Politics and Infrastructure) of Cortada, J. W. (2013). How New Technologies Spread: Lessons from Computing Technologies. Technology and Culture, 54 (2), 229- 261. https://search.library.suss.edu.sg/permalink/65SUSS_INST/1g1lksm/cdi_proquest_mis cellaneous_1437965401 Video: Smart Nation Singapore (2022). Smart Nation CityScape. https://www.youtube.com/watch?v=7oH9xN4QoBsSee Answer
- Q2:1. How you would build on the observations made in both selected Task 1 posts in order to deepen your intellectual engagement with course themes. 2. How you might redraft your own Task 1 post. (Some approaches could be reflecting on what would you add or remove, or emphasize more (or less); how would you incorporate points from your selected Task 1 posts into your own Task 1 post, and other insights from researching and writing this assignment.)See Answer
- Q3:Read the following speech: Lee Hsien Loong (2022, 25 March), "PM Lee Hsien Loong at the Opening of Dyson's new global headquarters at St James Power Station". https://www.pmo.gov.sg/Newsroom PM-Lee-Hsien-Loong-at-the-Opening-of-Dyson-New-Global-Headquarters Identify one issue from the required reading (speech by PM Lee) that is relevant to the course. Based on that issue, state a position (i.e. your argument). Develop and substantiate your position/argument with relevant and accurate information, reasons, and analysis. Your submission will be assessed according to the following:See Answer
- Q4: INSTRUCTIONS Go to this website, which is hosted by Skeptical Science. Read up and then answer the following questions. http://skepticalscience.com/argument.php This link covers many of the myths about climate change. List two of the myths that you found most interesting. Outline what each myth is, and what the right answer to that question or item is. Has your view on climate change evolved since before taking this course? Why or why not? Choose one the Review Questions from this week's readings and answer it in full. Please tell me how the course is going for you so far? Is it hard, “just right", or easy? Need to do in 250 words, APA format 7th edition citation formatSee Answer
- Q5:Essay Question: Describe how harmful algal blooms develop in the Western Lake Erie Basin. Discuss who is responsible and the consequences for harmful algal blooms to public health and the environment. Discuss how the problem is being addressed.See Answer
- Q6:Choose one of the main water systems you have learned about that is also in your country (do you have a lake, river, coast, or coral reefs in your country?). Rivers and lakes Coastal areas Deep sea/Oceans Coral reefs Research that item in our Textbook, and look online to study the environmental issues associated with it in your nation. Then list what you consider to be the two (2) main environmental problems associated with it. Please do not forget to list the references you used. In what ways do these issues affect you and your family directly? In your own words, please describe one way you think those problems could perhaps be reduced or alleviated? Please outline in your own words, one other new thing you learned this week in the course. How does it apply to your life? See Answer
- Q7:2. Choose one of the essay prompts below for your critical thinking essay: • One of the more serious forms of ocean pollution is that of plastics, especially microplastics. Discuss this issue in depth, including statistics on the amount of plastic and microplastics in the oceans, their threats, and specific examples. Then, propose a solution for this issue. Can we remove plastics and microplastics from the ocean? What can we do to slow the addition of these to the marine environment? What is already being done? • Recent studies suggest oceanic global conveyor belt circulation is slowing as a result of climate change. Discuss the evidence that supports this statement, including how climate change could be responsible for a slowing oceanic circulation system. Discuss ocean circulation in the geologic past has such slowing occurred previously? What is the probability that ocean conveyor belt circulation may stop completed? Thinking to the future, what is the impact of a slowing (or stopped) global ocean circulation system? Finally, why should we care about this issue? What is the impact to the everyday global citizen? • Ocean noise is cited as another form of pollution, and can have devastating impacts to marine life. Discuss the issue of noise pollution in the oceans, including its causes and effects, citing specific examples. Is anything being done about this? Can anything be done? Propose or explore solutions to the ocean noise issue. • Tidal energy is another solution to dependence on fossil fuels, especially for locations with a very large tidal range. Do you think tidal energy is a viable solution to reducing our usage of fossil fuels? Thinking about the two types of tidal energy systems presented in your text, choose one and discuss the advantages and disadvantages of that type of system, using specific examples. Consider location on Earth that would be ideal for tidal energy (or that is already creating it) and discuss why it is ideal. Also discuss the challenges to developing tidal energy for that location. Support your answer with specific examples and data from your research. • Overfishing is a serious concern in Earth's oceans, but solutions are available. Choose a specific aspect of overfishing (excess fishing capacity, illegal fishing, non-target bycatch, fishery-related wildlife killing, endangerment of non-target species, high seas fishing, etc.). Discuss the problem, its causes, its effects, and its solutions. Highlight specific examples of failures and successes in solving that issue. End with an answer to the question: Can we fix over-fishing before we run out of seafood products? • More than half of the fish species consumed by humans is farmed. But, fish farming (aquaculture) presents its own set of environmental concerns, including destruction of land, displacement of poor populations, and the spread of disease and parasites. Discuss the current status of aquaculture in the world, include its advantages. Highlight one prominent seafood product that is produced via aquaculture. Then, describe one or two serious concerns with aquaculture and finally, discuss possible solutions to those concerns. • Did you know that Indiana was once a marine environment? Research the geologic history of Indiana, and describe the Ordovician, Silurian, and Devonian time periods. In your discussion, talk about where Indiana was geographically, what our climate and environment was like, and what life lived here. Be sure to use specific examples to support your response. End with a discussion of how we know about past life andSee Answer
- Q8:Overview As a community health care professional, you will need an understanding about environmental hazards. This activity provides you with the opportunity to use a graphic organizer, which is an excellent educational tool you may use in your future career. Prompt Before completing this activity, view one or more of the videos about Atomic Testing in the Marshall Islands (cc), Louisville's Rubbertown Neighborhood Fights Against Toxic Emissions (cc), Richmond California Struggles for Clean Air (cc), or Marshallese Displaced From Home Islands After US Nuclear Testing (cc). After choosing one video, determine the environmental hazard, the impact on the individual and the community as a whole, and the role of the community health educator in educating the community on these hazards. Create a graphic organizer that demonstrates your findings. This Inspiration software guide will help you understand more about graphic organizers. The following critical elements must be addressed: I. Determine the environmental hazard. II. Assess the impact of the environmental hazard on the individual and the community as a whole. III. Analyze the role of the community health educator in educating a community about environmental hazards. What to Submit Consider using a free online graphic organizer tool, such as Creately, Popplet, or Bubbl, to create this assignment and submit your graphic organizer as a PDF, JPG, PPT, or DOC file.See Answer
- Q9:A) According to the video, what is the global water crisis? How does it relate to your daily life?See Answer
- Q10:B) What is the percent breakdown of the usage of fresh water in order from highest to lowest usage?See Answer
- Q11:C) Using any online resources find five different ideas that could help with the water crisis. (Make sure to include your references)See Answer
- Q12:Second Essay 2,500 words Choose One Question (or suggest one of your own in consulation with your tutor) • How is power transposed into the digital domain? Discuss in relation to ONE of the following themes: colonialism, geopolitics, or surveillance • Have digital technologies complicated the effectiveness of law? Discuss in relation to ONE of the following themes: policing, governance, or international relations ● Digital media have intensified time-space compression - how has this impacted onan individual's capacity to communicate, express themselves and connect? • How do community media differ from other media in their potential for contributing to the democratisation of communication and communication for social change?See Answer
- Q13:TASK INSTRUCTIONS: Choose 1 documentary film and read one article. Once watched, write 1.5- page review. The review should be detailed and demonstrate understanding of both the film and article by citing specific examples of what was learned, analysis of the film should also be included. Final paper needs to be submitted to link and posted to the discussion board with APA in text citations and reference list. See below. video link https://www.pbs.org/wgbh/frontline/documentary/climate-of-doubt/? article link https://climate.nasa.gov/evidence/ WRITE IN APA, DOUBLE SPACEDSee Answer
- Q14:DELIVERABLES: 1) Have to make a presentation. Based on the 2 files attached (phase 1 and phase 2). 2) 12 slide ppt, with speaker notes. 3) Do not forget the reference and speaking notes. 4) One sample is attached in reference as well. Use it for reference only.See Answer
- Q15: Program Announcement/Closing Date Global and Regional Environmental Change BSF-24-1 Investigators Title of Proposed Project: Heat Effect on Herbivory Damage on growth and leaf quality of Helianthus Annuus Requested Starting Date: 2/12/2024 1.Melinna Cabral 2.Nora Abouelsaad 3.Alexa Szymborski Biology 321, Laboratory Section C14 Teaching Assistant: Emel Kangi Triad No: 16 Date to Resubmit Date Approved Authorization For Consideration by BSF Organization Unit Authorization Ecology and Evolution Program Proposed Duration February 12, 2024 - March 26, 2024 (7 weeks) Signature Melinna Cabral Nora Abouelsaad Alexa Szymborski 1 Table of Contents: I. Project Summary… Project Description... A. Introduction.. B. Background..... II. III. C. Objectives, Hypotheses, or Questions…... D. Research Plan… 1. Experimental design.. 2. Methods.. 3. Safety precautions…... 4. Statistical analysis... 5. Research schedule... 1. Helianthus Annuus.. 2. Response of Helianthus Annuus to temperature….... 3. Response of Helianthus Annuus to wounding stress.. 4. Response of other species to temperature and wounding stress.......9 E. Expected Significance. F. Literature Cited... G. Biographical Sketches.. Budget. IV. Budget Explanation………. A. Equipment and Supplies. B. Computing Services.. C. Facilities... D. Special Equipment... .22-23 .22 .22 .23 23 .11-12 .3-16 11-14 12-13 13 13 .3-5 14 5-9 .6-8 .8 .8-9 .10-11 .14-16 .17-19 .20 .21 2 I. Project Summary Climate change is becoming a major threat to many ecosystems. The abrupt climate changes are forcing plants to adapt or go extinct. In this increasingly problematic time, insect herbivores can migrate and adapt to a greater capacity than plant species can keep up with. The proposed study will attempt to determine if rising temperature influences the productivity of Helianthus Annuus. We aim to observe how Helianthus Annuus survives under heat while experiencing wounding stress. Helianthus Annuus will be grown in a growth chamber while exposed to the optimal temperatures of 25°C. Some of the species will then be exposed to an elevated temperature of 42°C. Half of the Helianthus Annuus will receive wounding stress by hole punches to account for the effect of herbivory damage. The species root-to-shoot ratio, greenness, and overall growth will be studied. Under these treatments, we will be able to observe the effect the association of temperature and herbivory have on Helianthus Annuus, and how it reacts under these abiotic and biotic stresses. II. Project Description A. Introduction In today's day and age climate change is becoming a pressing issue. Escalating temperatures are increasing the frequency of droughts, wildfires, and invasive pest outbreaks. Plant function is intricately linked to the weather conditions. Climate affects a plant's environment and therefore its physiological processes (Morison and Morecroft 2006). Climate change is shifting plant-herbivore interactions, which could change the ecological and evolutionary states of entire ecosystems (Hamann et al. 2021). Traits of insect herbivores such as high reproduction and mobility rates can enable them to adapt to changing climate conditions better than plant species (Hamann et al. 2021). With this reasoning under continued climate change, plants could experience surging herbivory levels. 3 A primary factor affecting plant development is temperature. The Intergovernmental Panel Climate on Change expects temperature change over the next couple of years, heat waves are proposed to become more intense and frequent (Hatfield and Prueger 2015). With these expectations, understanding the growth and impacts on plants will help us develop strategies to overcome these impacts. Environmental stresses observed in studies have different effects depending on the tissues and organs of a plant (Brinkman and Sombroek 1996). In previous research, elevated temperature is causing developmental issues such as altered size and number of leaves. These changes alter function and thus hurt fitness in natural populations (Brinkman and Sombroek 1996). Herbivore damage can be harmful to a plant's fitness. Plant populations and their evolutionary response to this damage can involve either resistance or tolerance (Pilson and Decker 2002). Studies have shown the fitness of undamaged compared to the fitness of damaged plant species, but provide no evidence as to what the factors of tolerance are (Pilson and Decker 2002). We are aiming to see the relation between high temperature and ambient temperatures on plant growth while observing the wounding damage tolerance. Climate change stress is altering the biological processes of plants causing changes in development, productivity, and growth. In the face of these environmental conditions, it is essential to study plants that have great adaptability (Agüera and Purificación 2021). Of particular interest is the climate change effects on Helianthus Annuus, wild sunflowers. The species is typically located in disrupted areas and has a greater adaptive capacity to stress conditions concerning climate change (Agüera and Purificación 2021). A large number of herbivores are found to feed on them (Pilson 2000). Helianthus Annuus' fast early growth and ability to adapt to stress make it a great choice for the study of herbivory and climate change. 4 Little research has been done about the effects of temperature and wounding stress on Helianthus Annuus simultaneously. Therefore, our experiment will focus on the effects of these two factors on root-to-shoot ratio, greenness, and wounding stress. B. Background Information The increasing amount of heat due to global warming throughout the United States has been an issue in the cultivation of H. annuus. Plant biomass and growth can be decreased by heat due to increasing the production of reactive oxygen species while the plant is growing under these stressful conditions (Parveen et al. 2023). Heat stress at temperatures of 45°C also causes a decrease in shoot length, root length, and overall weight of the plant. The optimal temperature for H. annuus is around 21°C. It is also known that certain strains of H. annuus tolerate heat stress better than others and are considered to be more resistant. These strains are Hysin-39, FH-825, and Hysin-33 since they developed well in heat-stress environments (Parveen et al. 2023). However, H. annuus, like other plants, tends to grow better in warmer conditions so there must be a line between too much heat where the plant becomes overstressed and a possible temperature above optimal where if the plant was growing or healing they would benefit more from the extra heat. Higher heat units accumulated by planting H. annuus crops early showed that the optimum sowing time of a particular crop is early planting to have good output since the plant is exposed to heat for a longer period. This is because the fatty acid composition of H. annuus, as an oil seed crop, is influenced by temperature which regulates the ratio of oleic and linoleic acid that are essential for plant biosynthesis (Qadir et al. 2007). H. annuus typically undergoes stress to their leaves due to grazing and herbivory of insects like moths and sunflower beetles. This leaves holes in their leaves and the plant 5See Answer
- Q16: Assessment Task Information Key details: Assessment title: Module Name: Module Code: Tutor's Name: Assessment will be set on: Feedback opportunities: Assessment is due on: Assessment weighting: KAPLAN INTERNATIONAL PATHWAYS Introduction (150-300 words) ~ E ~ ~ Assessment Instructions What do you need to do for this assessment? You are required to write a discursive essay for an academic audience. Your argument should be balanced, representing different views and it should be supported by research. The essay should summarise a contemporary issue and its impact on 21st century society, which is evaluated from different viewpoints with reference to appropriate sources. The aim of this essay is to demonstrate your understanding and ability to evaluate the key considerations relating to a contemporary issue. Written Assessment (individual): Discursive essay Contemporary Global Issues You should choose ONE of the following essay topics: FC305 ? Week commencing 27th November 2023 Draft submission deadline (required for written feedback from class tutor) - Monday 22nd January 2024 After this deadline, there will be an opportunity for in-class verbal feedback only. Monday 19th February 2024 Structure: Overall word count 1000 - 1500 Suggested structure (NB. Section word counts are for guidance only): Main body (650-900 words) 55% Discuss whether population control measures are needed to ensure sustainable development in the 21st Century and beyond. Evaluate the view that science is the dominant way of understanding the world today. Kaplan International Pathways state why the topic is important Briefly define key ideas ? outline the essay's approach to the topic outline different views presented key points supported by facts/evidence/examples cite relevant support sources present, synthesise & evaluate different viewpoints 1 kaplanpathways.com The conclusion (200-300 words) B summarise main points draw logical conclusion(s) Formative assessment: You will submit a draft of 600-800 words before your final deadline. This will be a chance for you to receive feedback before the submission of your final essay. This draft is a formative assessment and will not affect your final grade; however, the feedback you receive from your tutor will support your You should submit at least 3 paragraphs. You do not have to write an introduction or conclusion for this formative version. Theory and/or task resources required for the assessment: You must conduct secondary research for this assessment finding relevant sources independently. In support of this task, Week 7 will provide advice on using academic articles and correctly referencing. In Weeks 8 and 9, there will be an opportunity to work with your tutor during the Writing Workshops. These sessions will mainly give an opportunity for you to develop and revise draft article on the given topic area. Referencing style: You should refer to a minimum of 8 relevant sources for your report. Minimum 4 sources should be academic sources. You must include a Harvard style reference list at the end of your report. A full bibliography is NOT required. Expected word count: You are expected to write between 1000 and 1500 words, following the specific structure outlined above. Learning Outcomes Assessed: Utilise various sources (e.g. social media, journals, film/documentaries, newspapers, broadcast media, etc.) to identify key contemporary issues, key information and viewpoints about them Write an appropriately structured text in which a contemporary issue is summarised and its impact on 21st century society is evaluated from different viewpoints, with reference to appropriate sources Submission Requirements: You must include the following paragraph on your title page: I confirm that this assignment is my own work. Where I have referred to academic sources, I have provided in-text citations and included the sources in the final reference list. How to avoid academic misconduct You should follow academic conventions and regulations when completing your assessed work. If there is evidence that you have done any of the following, whether intentionally or not, you risk getting a zero mark: Plagiarism & poor scholarship stealing ideas or work from another person (experts or students) using quotations from sources without paraphrasing and using citations Collusion working together with someone else on an individual assessment, e.g., your work is corrected, rephrased or added to by another (both parties would be guilty) Buying or commissioning work submitting work as your own that someone else produced (whether you paid for it or not) Cheating copying the work of another student using resources or aids that are not permitted for the assessment Fabrication Kaplan International Pathways 2 kaplanpathways.com submitting work, e.g., laboratory work, which is partly or completely made up. This includes claiming that work was done by yourself alone when it was actually done by a group Personation claiming to be another student and taking an assessment instead of them (both parties guilty) Specific formatting instructions: You must type your assessment in Arial font 11, with single spacing. You must submit the assessment electronically via the VLE module page. Please ensure you submit it via Turnitin. Assessments submitted after the submission deadline may incur penalties or may not be accepted. Additional submission information - check you have done the following: Formatting Citations Referencing Summarising Paraphrasing Spell check Proof-reading Grammar Consistent font, spacing, page numbers, formatting and subheadings Correct format and location throughout the essay Harvard referencing system used correctly in the reference list Summarising the results of research Paraphrasing the contents of research findings Spell check the essay Proof-reading completed Grammarly has been used to check the essay How will this assessment be marked? You will receive a mark for each of these categories: Knowledge & Understanding (30%) (The breadth and depth of the points you make) Analysis & Evaluation (30%) (How well you analyse and evaluate all the issues you mention) Academic Integrity (20%) (How correctly you use academic conventions, e.g. citations, references, quotations and paraphrase; whether data/facts presented are genuine and accurate) Academic Skills (20%) (How well you communicate your ideas; the tone and accuracy of your language) Your overall mark will be calculated as the weighted average of the four and will be reported as a percentage. Kaplan International Pathways How will you get feedback? In addition to feedback on your formative draft, your tutor will mark the assessment and provide you with a written feedback. You can use this feedback to guide your further learning on the module. 3 kaplanpathways.comSee Answer
- Q17: KAPLAN Assessment Task Information Key details: Assessment title: INTERNATIONAL PATHWAYS Module Name: Module Code: Teacher's Name: Assessment will be set on: Feedback opportunities: Assessment is due on: Assessment weighting: Spoken assessment (collaborative): Discussion Contemporary Global Issues FC305 Teaching Team Week 15 Feedback on draft notes In class - Week Commencing 25/03/24 45% Assessment Instructions What do you need to do for this assessment? Task: Important contemporary global issues are not only something for you to write essays about. They are also something you should be able to discuss with others. This is why, for your second summative assessment, you will have an assessed discussion lasting 10 minutes. You will be paired with another student and have a discussion on one of the following topics: • The methods of environmental activists are not effective in generating public support and they should therefore change their tactics. • Nationality is the most important feature of individuals' identity. Before your discussion, you will prepare notes of your arguments and ideas/opinions/points of view that you might want to talk about. These must be submitted before the discussion, but you will be able to bring them to the assessment with you. You must include a list of sources any sources that you will cite. The discussion will have some parts where you will talk by yourself, some where you will listen to your partner, and some parts where you and the other student will discuss the issue. This is not a presentation or speech assessment. Therefore, relying on pre-developed scripts will affect the overall outcome of your assessment. The structure below gives you more information. You will be marked on your knowledge and how you are able to discuss with your partner. **For spoken assessments** In-College students: The discussion will take place during class time and your teacher will let you know the exact date. Guidance: Your contributions will be assessed both on what you say and what is in your notes. Do not worry if you do not get to make a point that you have written in your notes. Your teacher will be able to see them. In your notes, include possible arguments that the other student/someone who disagreed with you may make and then provide counterarguments. This shows that you have thought about all the possible issues. Try not to write a script in your notes. This may make you feel less natural and cost you marks. This is very important in the discussion sections. Kaplan International Pathways 1 kaplanpathways.com Please note: This is a collaborative assessment, but it is marked and prepared individually, so you should not work with any other student. This includes your discussion partner. Your tutor will also ask for a draft copy of your notes and provide written feedback. Structure: Your discussion should follow this structure: Part 1: Your initial response or thoughts on the prompt (2 minutes each; 4 minutes total) • • You and your partner will both speak for two minutes uninterrupted, giving your thoughts on the prompt. When you are giving your own ideas, you may want to: O ○ Talk about your initial reaction when you learned about a contemporary issue, Talk about how your thoughts changed after you researched the issue, Talk about something that the issue reminded you of, e.g., a film or news story, Talk about the theories that you use to understand the issue. Part 2: Your reply to your partner (1 minute each; 2 minutes total) • You and your partner will both respond, one-by-one, to each other's Part 1 speech, respectfully commenting on their ideas or any responses you might have. When you are responding to the other student's ideas, you may want to: Talk about things that they said which you found interesting, О ○ Talk about things that they said that you agreed with, Talk about things that they said that you disagreed with, ○ Talk about things that they said which made you think about other sources. Part 3: Open discussion between you and your partner (4 minutes) • • You and your partner will then have an open discussion about the issues covered in the first 6 minutes. You can ask each other questions and have further dialogue (two-way conversation), but it must remain on- topic. Your teacher can help you with language questions and may ask you both questions if you are struggling, but your marks may be affected if you need teacher help to keep talking. When you and the other student are discussing the issue, you may want to: Talk about areas that neither of you covered in your talks ○ ○ Talk about other arguments, especially if you agreed ○ Change to a different sub-topic and talk about that Note: you should speak within these timings and your teacher will let you know when time limits are coming up. If you are not finished with your point when the time runs out, you will be allowed to finish but not further develop your thought. Theory and/or task resources required for the assessment: The prompts/debate topics will relate to a topic covered on the Contemporary Global Issues module. You should use social science theories to talk about the topics in an analytical or social scientific way. Referencing style: You should refer to a minimum of 5 relevant sources in your notes. These do not need to be academic sources but you must use all sources appropriately and critically. Contemporary global issues are part of life and so you can use a wide range of sources to discuss them. But this is an academic presentation, so you need to use them correctly for the context. You should include in-text and oral citations to your sources. You must include a Harvard style reference list at the end of your notes. Expected word count: You should write between 600 and 700 words for the discussion notes. This will not include your reference list. Learning Outcomes Assessed: Utilise various sources (e.g. social media, journals, film/documentaries, newspapers, broadcast media, etc.) to identify key contemporary issues, key information and viewpoints about them Kaplan International Pathways 2 kaplanpathways.com Participate in a discussion or debate about a contemporary issue and present an informed, persuasive argument with reference to appropriate sources Submission Requirements: You must include the following paragraph on your title page: I confirm that this assignment is my own work. Where I have referred to academic sources, I have provided in-text citations and included the sources in the final reference list. How to avoid academic misconduct You should follow academic conventions and regulations when completing your assessed work. If there is evidence that you have done any of the following, whether intentionally or not, you risk getting a zero mark: Plagiarism & poor scholarship stealing ideas or work from another person (experts or students) • using quotations from sources without paraphrasing and using citations Collusion • working together with someone else on an individual assessment, e.g., your work is corrected, rephrased or added to by another (both parties would be guilty) Buying or commissioning work • submitting work as your own that someone else produced (whether you paid for it or not) Cheating • copying the work of another student • using resources or aids that are not permitted for the assessment Fabrication submitting work, e.g., laboratory work, which is partly or completely made up. This includes claiming that work was done by yourself alone when it was actually done by a group Personation • claiming to be another student and taking an assessment instead of them (both parties guilty) Specific formatting instructions: You must type your notes in Arial or Calibri font 11 or 12, with single spacing. You must submit the notes electronically via the VLE module page. Please ensure you submit it via Turnitin. Assessments submitted after the submission deadline may incur penalties or may not be accepted. Additional submission information - check you have done the following: Formatting Citations Referencing Summarising Paraphrasing Consistent font, spacing, page numbers, formatting and subheadings Correct format and location throughout your notes Harvard referencing system used correctly in the reference list Summarising the results of research Paraphrasing the contents of research findings Spell check Proof-reading Grammar Spell check your notes Proof-reading completed Grammarly has been used to check your notes How will this assessment be marked? The assessment will be marked using the following areas and weightings: Knowledge & Argumentation (35%) – Marked looking at both your performance and your notes Kaplan International Pathways 3 kaplanpathways.com The knowledge you demonstrate on the topic • The quality of your arguments Your use of sources to provide evidence for your arguments Support (25%) - Marked looking at both your performance and your notes • • Your appropriate use of non-academic sources to illustrate your discussion Discussion (25%) – Marked looking only at your performance • How well you respond to your discussion partner rather than making a speech Your respectful discussion skills Academic Integrity (15%) – Marked looking at both your performance and your notes Your use of paraphrasing rather than quotes Your use of oral and written citations You will receive a % mark in each of these categories. The overall mark will be a percentage (0-100%). How will you get feedback? Your tutor will mark your assessment and provide you with written feedback. You can use this feedback to develop ideas for how to improve your studies in future. Kaplan International Pathways 4 kaplanpathways.comSee Answer
- Q18: 2023-24 ENV100 Assignment #1 Systems Thinking Due Oct 1st by 11:59pm (submitted on Packback) This assignment requires you to find an environmental story in the news and apply systems thinking to it. You will write a short summary of the news item, and then look at the story from a systems perspective. We'll start with an overview of systems thinking (covered in Chapter 2 and Lectures 7 & 8), and then get to the assignment instructions. Background: Systems thinking in environmental science is a powerful tool for understanding and addressing the complexity and interconnectedness of the environmental problems and challenges that we currently face. Rather than focusing on individual parts in isolation, systems thinking seeks to understand the relationships, feedback loops, and emergent properties that arise from the interactions among different elements of the environment, and thus recognizes that changes in one part of the system can have (sometimes unexpected) effects on other parts. It provides the conceptual framework for understanding the scope and boundaries of the problem, identifying and assessing "knock-on" effects, predicting the future state of the system, and thus helps to develop integrated and comprehensive solutions that can lead to better environmental management strategies. Systems thinking is used in all types of environmental problem solving. Researchers studying the Earth's climate system focus on feedback loops that can amplify or mitigate the impacts of climate change. Instead of managing individual species or habitats, systems thinking helps to assess the overall health and resilience of an ecosystem by considering the interactions among its components. Systems thinking in pollution management considers pollution sources and sinks, pathways and feedbacks, to develop effective, practical and sustainable solutions. Systems thinking promotes holistic approaches to sustainable development that consider long-term consequences for different entities. Good policy decision-making depends on systems thinking: solutions are effective only when they consider the broader implications of environmental actions and their potential effects on other parts of the system. Systems thinking encourages collaboration among scientists from various disciplines, as well as experts from fields outside of science. Systems thinking can allow us to find the ways in which systems are resilient and adaptable - by identifying vulnerabilities and "tipping points" that may lead to system collapse, we can also learn how systems absorb disturbances while maintaining function, or how they can adjust and evolve to cope with changing conditions. Some key principles of systems thinking in environmental science: 1. Interconnectedness: Systems thinking recognizes that environmental systems are networks of abiotic and biotic components that interact and influence each other in predictable and unpredictable ways. Understanding these relationships (and sources of unpredictability) is key to developing complex predictive models - such as forecasting changes in the climate system, modeling the effects of habitat loss or sea level rise, etc. etc. Taking a holistic approach reveals hidden connections and dependencies and can help identify unintended consequences of environmental actions. 2. Hierarchies and Boundaries: Systems are always embedded in other systems (all systems are ultimately embedded in the entire Earth system). However, we can isolate parts of systems for investigation by defining boundaries. Smaller systems embedding within larger systems tend to be "open" (exchanging energy, matter, and information with other systems); larger systems may tend towards "closed" systems, exchanging only small amounts of energy or matter or information Page 1 of 3 2023-24 ENV100 Assignment #1 Systems Thinking Due Oct 1st by 11:59pm (submitted on Packback) with other systems. Understanding and defining the boundaries of systems for the purpose of studying them allows us to better understand the internal and external influences on any system. 3. Feedbacks: Feedback loops are a way of thinking about "downstream" effects of changes in a system. Positive feedback loops amplify the effects of changes; negative feedback loops tend to stabilize the system. Both positive and negative feedbacks can operate in large systems. Environmental systems are often non-linear, meaning that small changes can lead to disproportionately large effects or unexpected outcomes. Identifying and understanding these mechanisms is key to predicting outcomes from a system. 4. Emergent Properties: Systems thinking recognizes that systems often exhibit emergent properties-qualities or behaviors that arise from the interactions of the system's components but cannot be predicted by examining individual components in isolation. New properties or patterns may emerge from interactions among individual components. These emergent properties may have profound effects on the overall behavior of the system. Assignment Instructions: You will be writing and submitting your assignment on Packback. If you are unfamiliar with how Packback works, please check the “Packback” information page on Quercus. Step 1. Find a recent (2023) news item about the environment. It could be news about a new study or research finding, reporting on a specific event, a new initiative, etc. Anything related to the environment is fine! Although there are a lot of “bad news” stories about climate disasters, etc., you can also find a story about conservation efforts, restoration projects, community initiatives, etc. Try to find something that really engages you on a personal level -- climate, biodiversity, invasive species, food security, waste management, energy, environmental justice, etc. It's probably best to stay away from something too complex or too global (e.g., a news item about the whole global climate system is probably a lot to tackle for this assignment) – something with a specific location is probably easier to analyze. You don't need to seek out a long, investigative- type piece, but make sure there's enough substance for you to work from (e.g., if it's only a 1- paragraph description of a town being evacuated due to flooding, you won't have a lot of information to go on). There are MANY environmental stories in mainstream media being published daily - you shouldn't have difficulty finding something that interests you. - Step 2. Write a post on Packback. Once you have chosen your news item, you'll create a post (a "question") on Packback. Packback posts start with an open-ended question, and the body of the post provides some background and development of the argument/idea. Examples of open-ended questions relating to some recent environmental news: "Will opening up the Greenbelt to development have a negative effect on biodiversity?" "Will changes to Ontario's Blue Box program help solve some of our waste management problems?" "Are wind turbines likely to have a negative effect of whale populations?" “What effects will climate change have on food prices here in Canada?” The possibilities are endless! In the "body" of your question, a) include a link to your news article (feel free to add any images that you think might help the reader), b) summarize the main points of Page 2 of 3 2023-24 ENV100 Assignment #1 Systems Thinking Due Oct 1st by 11:59pm (submitted on Packback) the article (a couple of paragraphs is fine), and b) apply some systems thinking to the issue. What are some of the main components of the system/ How do they interact/affect each other? Are there feedback loops operating? Are there any emergent properties arising from the system? For example, if your topic happens to be a new invasive species that has been recently found in a lake, what are some of the main components (e.g., the new species, existing species, components of the habitat, people who rely on the lake for their livelihoods, etc.)/ How do they interact? (e.g., what effect is the invasive species having (or may have in future) on the other species? What are the "knock-on" effects on other components in the system?) Is there a possible feedback loop operating (e.g., as the invasive species becomes established, it alters the habitat, making it harder for native species to survive, which in turn creates more areas for the invasive species to colonize, etc.)? Are there any emergent properties (e.g., if the invasive species reduces populations of sport fish, the local economy may shift from fishing tourism to other types of activities, etc.). An important point to keep in mind is that there are many ways to describe a system that are equally valid - there isn't “one right way". The point of this assignment is to encourage you to use systems thinking when approaching environmental problems - what is being affected? How do parts of the system interact with each other? What "downstream" or "knock on" effects may be present (e.g., a change in X causes a change in Y, which then influences Z...)? Are there feedbacks (positive or negative) operating (e.g., a change in X causes a change in Y, which then causes a further change in X, which also influences Y....). Evaluation: The assignment is worth 5% of your final grade. Three of those 5 marks are derived from your final Curiosity Score on Packback (i.e., if you edit your post, the final CS is the one we will use). The remaining 2 marks are assigned by your TA, who will assess the “systems thinking” in your post. If you identify a few components of the system, discuss the interactions among them, look for any feedbacks and/or emergent properties, you will get the full 2 marks. Page 3 of 3See Answer
- Q19:/n 2023-24 ENV100 Assignment #1 Systems Thinking Due Oct 1st by 11:59pm (submitted on Packback) This assignment requires you to find an environmental story in the news and apply systems thinking to it. You will write a short summary of the news item, and then look at the story from a systems perspective. We'll start with an overview of systems thinking (covered in Chapter 2 and Lectures 7 & 8), and then get to the assignment instructions. Background: Systems thinking in environmental science is a powerful tool for understanding and addressing the complexity and interconnectedness of the environmental problems and challenges that we currently face. Rather than focusing on individual parts in isolation, systems thinking seeks to understand the relationships, feedback loops, and emergent properties that arise from the interactions among different elements of the environment, and thus recognizes that changes in one part of the system can have (sometimes unexpected) effects on other parts. It provides the conceptual framework for understanding the scope and boundaries of the problem, identifying and assessing "knock-on" effects, predicting the future state of the system, and thus helps to develop integrated and comprehensive solutions that can lead to better environmental management strategies. Systems thinking is used in all types of environmental problem solving. Researchers studying the Earth's climate system focus on feedback loops that can amplify or mitigate the impacts of climate change. Instead of managing individual species or habitats, systems thinking helps to assess the overall health and resilience of an ecosystem by considering the interactions among its components. Systems thinking in pollution management considers pollution sources and sinks, pathways and feedbacks, to develop effective, practical and sustainable solutions. Systems thinking promotes holistic approaches to sustainable development that consider long-term consequences for different entities. Good policy decision-making depends on systems thinking: solutions are effective only when they consider the broader implications of environmental actions and their potential effects on other parts of the system. Systems thinking encourages collaboration among scientists from various disciplines, as well as experts from fields outside of science. Systems thinking can allow us to find the ways in which systems are resilient and adaptable - by identifying vulnerabilities and "tipping points" that may lead to system collapse, we can also learn how systems absorb disturbances while maintaining function, or how they can adjust and evolve to cope with changing conditions. Some key principles of systems thinking in environmental science: 1. Interconnectedness: Systems thinking recognizes that environmental systems are networks of abiotic and biotic components that interact and influence each other in predictable and unpredictable ways. Understanding these relationships (and sources of unpredictability) is key to developing complex predictive models - such as forecasting changes in the climate system, modeling the effects of habitat loss or sea level rise, etc. etc. Taking a holistic approach reveals hidden connections and dependencies and can help identify unintended consequences of environmental actions. 2. Hierarchies and Boundaries: Systems are always embedded in other systems (all systems are ultimately embedded in the entire Earth system). However, we can isolate parts of systems for investigation by defining boundaries. Smaller systems embedding within larger systems tend to be "open" (exchanging energy, matter, and information with other systems); larger systems may tend towards "closed" systems, exchanging only small amounts of energy or matter or information Page 1 of 3 2023-24 ENV100 Assignment #1 Systems Thinking Due Oct 1st by 11:59pm (submitted on Packback) with other systems. Understanding and defining the boundaries of systems for the purpose of studying them allows us to better understand the internal and external influences on any system. 3. Feedbacks: Feedback loops are a way of thinking about "downstream" effects of changes in a system. Positive feedback loops amplify the effects of changes; negative feedback loops tend to stabilize the system. Both positive and negative feedbacks can operate in large systems. Environmental systems are often non-linear, meaning that small changes can lead to disproportionately large effects or unexpected outcomes. Identifying and understanding these mechanisms is key to predicting outcomes from a system. 4. Emergent Properties: Systems thinking recognizes that systems often exhibit emergent properties-qualities or behaviors that arise from the interactions of the system's components but cannot be predicted by examining individual components in isolation. New properties or patterns may emerge from interactions among individual components. These emergent properties may have profound effects on the overall behavior of the system. Assignment Instructions: You will be writing and submitting your assignment on Packback. If you are unfamiliar with how Packback works, please check the “Packback” information page on Quercus. Step 1. Find a recent (2023) news item about the environment. It could be news about a new study or research finding, reporting on a specific event, a new initiative, etc. Anything related to the environment is fine! Although there are a lot of “bad news” stories about climate disasters, etc., you can also find a story about conservation efforts, restoration projects, community initiatives, etc. Try to find something that really engages you on a personal level -- climate, biodiversity, invasive species, food security, waste management, energy, environmental justice, etc. It's probably best to stay away from something too complex or too global (e.g., a news item about the whole global climate system is probably a lot to tackle for this assignment) – something with a specific location is probably easier to analyze. You don't need to seek out a long, investigative- type piece, but make sure there's enough substance for you to work from (e.g., if it's only a 1- paragraph description of a town being evacuated due to flooding, you won't have a lot of information to go on). There are MANY environmental stories in mainstream media being published daily - you shouldn't have difficulty finding something that interests you. - Step 2. Write a post on Packback. Once you have chosen your news item, you'll create a post (a "question") on Packback. Packback posts start with an open-ended question, and the body of the post provides some background and development of the argument/idea. Examples of open-ended questions relating to some recent environmental news: "Will opening up the Greenbelt to development have a negative effect on biodiversity?" "Will changes to Ontario's Blue Box program help solve some of our waste management problems?" "Are wind turbines likely to have a negative effect of whale populations?" “What effects will climate change have on food prices here in Canada?” The possibilities are endless! In the "body" of your question, a) include a link to your news article (feel free to add any images that you think might help the reader), b) summarize the main points of Page 2 of 3 2023-24 ENV100 Assignment #1 Systems Thinking Due Oct 1st by 11:59pm (submitted on Packback) the article (a couple of paragraphs is fine), and b) apply some systems thinking to the issue. What are some of the main components of the system/ How do they interact/affect each other? Are there feedback loops operating? Are there any emergent properties arising from the system? For example, if your topic happens to be a new invasive species that has been recently found in a lake, what are some of the main components (e.g., the new species, existing species, components of the habitat, people who rely on the lake for their livelihoods, etc.)/ How do they interact? (e.g., what effect is the invasive species having (or may have in future) on the other species? What are the "knock-on" effects on other components in the system?) Is there a possible feedback loop operating (e.g., as the invasive species becomes established, it alters the habitat, making it harder for native species to survive, which in turn creates more areas for the invasive species to colonize, etc.)? Are there any emergent properties (e.g., if the invasive species reduces populations of sport fish, the local economy may shift from fishing tourism to other types of activities, etc.). An important point to keep in mind is that there are many ways to describe a system that are equally valid - there isn't “one right way". The point of this assignment is to encourage you to use systems thinking when approaching environmental problems - what is being affected? How do parts of the system interact with each other? What "downstream" or "knock on" effects may be present (e.g., a change in X causes a change in Y, which then influences Z...)? Are there feedbacks (positive or negative) operating (e.g., a change in X causes a change in Y, which then causes a further change in X, which also influences Y....). Evaluation: The assignment is worth 5% of your final grade. Three of those 5 marks are derived from your final Curiosity Score on Packback (i.e., if you edit your post, the final CS is the one we will use). The remaining 2 marks are assigned by your TA, who will assess the “systems thinking” in your post. If you identify a few components of the system, discuss the interactions among them, look for any feedbacks and/or emergent properties, you will get the full 2 marks. Page 3 of 3See Answer
- Q20: KAPLAN Assessment Task Information Key details: Assessment title: INTERNATIONAL PATHWAYS Module Name: Module Code: Teacher's Name: Assessment will be set on: Feedback opportunities: Assessment is due on: Assessment weighting: Spoken assessment (collaborative): Discussion Contemporary Global Issues FC305 Teaching Team Week 15 Feedback on draft notes In class - Week Commencing 25/03/24 45% Assessment Instructions What do you need to do for this assessment? Task: Important contemporary global issues are not only something for you to write essays about. They are also something you should be able to discuss with others. This is why, for your second summative assessment, you will have an assessed discussion lasting 10 minutes. You will be paired with another student and have a discussion on one of the following topics: • The methods of environmental activists are not effective in generating public support and they should therefore change their tactics. • Nationality is the most important feature of individuals' identity. Before your discussion, you will prepare notes of your arguments and ideas/opinions/points of view that you might want to talk about. These must be submitted before the discussion, but you will be able to bring them to the assessment with you. You must include a list of sources any sources that you will cite. The discussion will have some parts where you will talk by yourself, some where you will listen to your partner, and some parts where you and the other student will discuss the issue. This is not a presentation or speech assessment. Therefore, relying on pre-developed scripts will affect the overall outcome of your assessment. The structure below gives you more information. You will be marked on your knowledge and how you are able to discuss with your partner. **For spoken assessments** In-College students: The discussion will take place during class time and your teacher will let you know the exact date. Guidance: Your contributions will be assessed both on what you say and what is in your notes. Do not worry if you do not get to make a point that you have written in your notes. Your teacher will be able to see them. In your notes, include possible arguments that the other student/someone who disagreed with you may make and then provide counterarguments. This shows that you have thought about all the possible issues. Try not to write a script in your notes. This may make you feel less natural and cost you marks. This is very important in the discussion sections. Kaplan International Pathways 1 kaplanpathways.com Please note: This is a collaborative assessment, but it is marked and prepared individually, so you should not work with any other student. This includes your discussion partner. Your tutor will also ask for a draft copy of your notes and provide written feedback. Structure: Your discussion should follow this structure: Part 1: Your initial response or thoughts on the prompt (2 minutes each; 4 minutes total) • • You and your partner will both speak for two minutes uninterrupted, giving your thoughts on the prompt. When you are giving your own ideas, you may want to: O ○ Talk about your initial reaction when you learned about a contemporary issue, Talk about how your thoughts changed after you researched the issue, Talk about something that the issue reminded you of, e.g., a film or news story, Talk about the theories that you use to understand the issue. Part 2: Your reply to your partner (1 minute each; 2 minutes total) • You and your partner will both respond, one-by-one, to each other's Part 1 speech, respectfully commenting on their ideas or any responses you might have. When you are responding to the other student's ideas, you may want to: Talk about things that they said which you found interesting, О ○ Talk about things that they said that you agreed with, Talk about things that they said that you disagreed with, ○ Talk about things that they said which made you think about other sources. Part 3: Open discussion between you and your partner (4 minutes) • • You and your partner will then have an open discussion about the issues covered in the first 6 minutes. You can ask each other questions and have further dialogue (two-way conversation), but it must remain on- topic. Your teacher can help you with language questions and may ask you both questions if you are struggling, but your marks may be affected if you need teacher help to keep talking. When you and the other student are discussing the issue, you may want to: Talk about areas that neither of you covered in your talks ○ ○ Talk about other arguments, especially if you agreed ○ Change to a different sub-topic and talk about that Note: you should speak within these timings and your teacher will let you know when time limits are coming up. If you are not finished with your point when the time runs out, you will be allowed to finish but not further develop your thought. Theory and/or task resources required for the assessment: The prompts/debate topics will relate to a topic covered on the Contemporary Global Issues module. You should use social science theories to talk about the topics in an analytical or social scientific way. Referencing style: You should refer to a minimum of 5 relevant sources in your notes. These do not need to be academic sources but you must use all sources appropriately and critically. Contemporary global issues are part of life and so you can use a wide range of sources to discuss them. But this is an academic presentation, so you need to use them correctly for the context. You should include in-text and oral citations to your sources. You must include a Harvard style reference list at the end of your notes. Expected word count: You should write between 600 and 700 words for the discussion notes. This will not include your reference list. Learning Outcomes Assessed: Utilise various sources (e.g. social media, journals, film/documentaries, newspapers, broadcast media, etc.) to identify key contemporary issues, key information and viewpoints about them Kaplan International Pathways 2 kaplanpathways.com Participate in a discussion or debate about a contemporary issue and present an informed, persuasive argument with reference to appropriate sources Submission Requirements: You must include the following paragraph on your title page: I confirm that this assignment is my own work. Where I have referred to academic sources, I have provided in-text citations and included the sources in the final reference list. How to avoid academic misconduct You should follow academic conventions and regulations when completing your assessed work. If there is evidence that you have done any of the following, whether intentionally or not, you risk getting a zero mark: Plagiarism & poor scholarship stealing ideas or work from another person (experts or students) • using quotations from sources without paraphrasing and using citations Collusion • working together with someone else on an individual assessment, e.g., your work is corrected, rephrased or added to by another (both parties would be guilty) Buying or commissioning work • submitting work as your own that someone else produced (whether you paid for it or not) Cheating • copying the work of another student • using resources or aids that are not permitted for the assessment Fabrication submitting work, e.g., laboratory work, which is partly or completely made up. This includes claiming that work was done by yourself alone when it was actually done by a group Personation • claiming to be another student and taking an assessment instead of them (both parties guilty) Specific formatting instructions: You must type your notes in Arial or Calibri font 11 or 12, with single spacing. You must submit the notes electronically via the VLE module page. Please ensure you submit it via Turnitin. Assessments submitted after the submission deadline may incur penalties or may not be accepted. Additional submission information - check you have done the following: Formatting Citations Referencing Summarising Paraphrasing Consistent font, spacing, page numbers, formatting and subheadings Correct format and location throughout your notes Harvard referencing system used correctly in the reference list Summarising the results of research Paraphrasing the contents of research findings Spell check Proof-reading Grammar Spell check your notes Proof-reading completed Grammarly has been used to check your notes How will this assessment be marked? The assessment will be marked using the following areas and weightings: Knowledge & Argumentation (35%) – Marked looking at both your performance and your notes Kaplan International Pathways 3 kaplanpathways.com The knowledge you demonstrate on the topic • The quality of your arguments Your use of sources to provide evidence for your arguments Support (25%) - Marked looking at both your performance and your notes • • Your appropriate use of non-academic sources to illustrate your discussion Discussion (25%) – Marked looking only at your performance • How well you respond to your discussion partner rather than making a speech Your respectful discussion skills Academic Integrity (15%) – Marked looking at both your performance and your notes Your use of paraphrasing rather than quotes Your use of oral and written citations You will receive a % mark in each of these categories. The overall mark will be a percentage (0-100%). How will you get feedback? Your tutor will mark your assessment and provide you with written feedback. You can use this feedback to develop ideas for how to improve your studies in future. Kaplan International Pathways 4 kaplanpathways.com/nSee Answer
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