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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: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
Q7:A) According to the video, what is the global water crisis? How does it relate to your daily life?See Answer
Q8:C) Using any online resources find five different ideas that could help with the water crisis. (Make sure to include your references)See Answer
Q9: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
Q10: 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
Q11: 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
Q12:/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
Q13: 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
Q14: 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. topic: Discuss whether it is better to be pessimistic or optimistic about the ongoing changes in population. Structure: Overall word count 1000 - 1500 Suggested structure (NB. Section word counts are for guidance only): Introduction (150-300 words) state why the topic is important Briefly define key ideas outline the essay's approach to the topic outline different views presented Main body (650-900 words) key points supported by facts/evidence/examples cite relevant support sources present, synthesise & evaluate different viewpoints The conclusion (200-300 words) summarise main points draw logical conclusion(s)/nA draft of a project is provided you need you to edit it and add 1 in text citation in every paragraph. its 800 words now and you need to extend it to 1300-1500 words. Make sure to provide at least 10 sources as well. Don't use very professional word keep it simple This is the feedback on my 800 word draft You have tried to offer a balanced view of the issue at hand, which is the task required. However, much more research is needed. You need to expand well beyond this attempt and be careful in attributing problems and solutions correctly and meaningfully. Improve: You need to clearly show the connection to your sources: citations are required throughout. Reflect carefully on what conclusions your line of reasoning will lead to, there are some conflating arguments that usually go in opposite directions.See Answer
Q15: The Bartlett School of Planning UCL BPLN0079 Green Futures 2024 Module coordinator: Professor Jo Williams Module Tutors: Lisa Juangbhanich, Marjan Marjanovic, Rendy Bayu Aditya Credits: 15 credits Level: Level 5 Timetable: Friday Term 2 10-1 Lecture Venue: Bentham House LG11, Torrington Place G12. Seminars Venues: Bentham House LG16 Seminar Room, Bernard Street(40) 414, Bernard Street(40) 203 Aims & Outcomes The module's overall aim is to develop the students' understanding of how to design, plan and implement low carbon and climate adapted cities, drawing on international examples. First it teaches the students to identify key greenhouse gas emitting activities; the potential opportunities for and threats to reducing greenhouse gas emissions in cities. Second it helps students to understand the ways in which cities might adapt to climate change. During the module students will be taught about the role of municipalities in creating low carbon and climate adapted cities and the range of instruments which can be used to enable this. We will also discuss how urban socio-technical systems must alter in order to reduce emissions and enable cities to adapt to climate change. A mixture of reading, lectures and weekly seminars will help to build student knowledge in this area. This knowledge will then be applied to assess the climate mitigation and adaptation strategies for existing cities. By the end of the module, students should have acquired skills in: a) Understanding urban climate mitigation and adaptation measures; b) Identifying key greenhouse gas emitters in cities; c) To be able to critically analyse climate adaption or mitigation strategies; d) To be able to identify alternative urban strategies for climate adaptation and mitigation. Teaching & Learning methods Prof. Jo Williams is the module co-ordinator for this course. The module teaching methods require you complete essential reading, attend lectures, prepare for and engage with seminars. You should also prepare to answer the questions set for each seminar. This will require that you complete research about your allocated city before the seminar session. Each session will last around 60 minutes. You will discuss your responses to the questions set for each seminar - provided in this module outline. Your tutor will provide feedback and guidance where needed. You will also be able to further explore the material through a group discussion. You will be able to use the material produced for these seminars as the basis for your final plan. Lectures, readings and other materials relating to the course have been posted on Moodle. 1 Module outline Week Topic area Lecture Seminar questions 12-1-24 Wk20 Introduction 19-1-24 Wk21 The problem 26-1-24 Competencies Wk22 2-2-24 Wk 23 Instruments 9-2-24 WK24 Introduction & Framing the problem Climate mitigation & adaptation in cities The role for municipalities addressing climate change Instruments for addressing climate change & The role of regulation addressing climate change The role of spatial planning addressing climate change 16-2-24 Reading week Reading week Wk25 23-2-24 Wk26 Socio-technical 1-3-24 Wk27 systems 8-3-24 Wk28 15-3-24 Wk29 22-3-24 Wk30 Strategies Economic and fiscal instruments Co-evolution of socio-technical systems, changing social practices & lifestyles Technology and design Smart cities data and knowledge Writing a climate action plan No seminars Introduction to your case studies What are the key climate emitters in your city? What are the GHG mitigation measures in place? Is there room for improvement? What are the key problems caused by climate change? What adaptation measures are in place? Is there room for improvement? What competencies (regulation, provisioning, capacity building, self-regulation) are used by the municipality to address climate mitigation/ adaptation? What regulatory instruments are used in the city to address climate mitigation/ adaptation? Are these instruments sufficient? Are they being enforced? How might they be improved? Reading week How is spatial and land use planning used to address these climate mitigation and adaptation in your city? Could it be used more effectively? How? What economic or fiscal instruments are used in the city to address climate mitigation/ adaptation? What other economic/fiscal instruments might be helpful? How do the socio-technical systems found in the cities affect the practices and lifestyles of inhabitants? How does this affect GHG emissions and community resilience to climate change? Identify the technologies / infrastructure currently used to address GHG emissions and climate adaptation in your city. What other options might there be? Could you feasibly implement them in your city? What data is collected in your city? Is it used to address problems resulting from climate change or reduce emissions? What educational programmes are in place to encourage public engagement in appropriate practices? What more could be done? 2 Lectures and seminars - week-by-week Week 20: Introduction and Framing the problem We begin by discussing the aims of the course, its content and format. We will then go through how the course is assessed. We will allocate groups and cities. This will be followed by a short lecture which discusses the role of cities as emitters of greenhouse gases. It also highlights the problems facing cities with climate change (e.g. flooding, urban heating, food and water insecurity). It goes on to highlight the policy frameworks impacting on climate issues in cities (e.g. climate action plans) and the networks set-up to tackle this. Week 21: Climate mitigation & adaptation in cities This lecture outlines the distinction between adaptation and mitigation measures. It highlights the key GHG emitters in cities and discusses how this can vary with context. It goes on to describe the key ways in which emissions can be addressed through optimisation (e.g. energy efficient buildings), substitution (public transport, renewable energy), looping (reuse/recycling, energy recovery), adaptation (reducing life cycle emissions), sharing (e.g. car-sharing), localisation and ecological regeneration. This lecture also highlights some of the problems created for cities by climate change (e.g. flooding, drought, urban heating, lack of food and water security, disease). It introduces the idea of urban resilience. It explains the importance of flexibility, adaptability and sufficiency. It outlines how resilience might be built into the way cities are designed; through processes to build capacity in communities and the use of smart data. Seminar 1 - during this first seminar you will discuss the city you have been assigned by your tutor. You will also discuss the seminar format and what you will need to prepare for each seminar. Week 22: The role for municipalities in addressing climate change It is important to understand what can be done at a local level (rather than at a national level) to address climate change. This lecture explores how the competencies of a municipality (regulation, provision, capacity building and procurement) can be used to address climate mitigation and adaptation. It goes on to explore how municipal resources (e.g. land, finance, expertise) maybe used to provide further leverage for these measures. Finally it discusses how this is likely to vary significantly with context. Seminar 2 - during this seminar you will identify the key climate emitters in your city and the mitigation measures in place. You will identify the key problems caused by climate change and the adaptation measures in place. Finally you will discuss where there is room for improvement. Week 23: Instruments for addressing climate change - the role of regulation How do municipalities implement solutions to address climate change at a local level. In this lecture we discuss the range of policy instruments available to municipalities: regulatory, economic & fiscal, organisational, capacity building, information and education. Legislation, codes and planning are regulatory instruments which can be used at a variety of scales (international, national, regional and local) to encourage the implementation of environmental objectives. Regulation can be used to enforce environmental behaviours amongst citizens, governments and industry. Codes can be used to encourage the inclusion of environmental infrastructure and eco-services in new development. Strategic (spatial) planning can be used to modify urban form producing more resource efficient and resilient cities. 3 Seminar 3 - during this seminar you will identify the competencies – regulation, provision, capacity building, self-regulating - and resources (e.g. land, finance) which are available to the city to deliver climate mitigation and adaptation measures. What competencies are currently used by the municipality to address climate mitigation/ adaptation? Is this sufficient or could more be done? Week 24: The role of planning in addressing climate change This lecture discusses the role spatial planning plays in addressing climate change. Planning has a significant role to play in delivering climate mitigation and adaptation measures in cities. It can be used to shape urban form; alter the location of activities; and embed infrastructure which reduces emissions and enables adaptation to climate change. The planning process itself can also build capacity within communities which enables them to address emissions and adapt to climate change. Seminar 4 - during this seminar you will discuss which regulatory instruments are used in the city to address climate mitigation/ adaptation. You will consider whether these instruments sufficient. Whether these instruments are being enforced and how might the regulatory framework be improved. Reading Week Week 25: Week 26: Economic and fiscal instruments for addressing climate change This lecture will discusses the economic and fiscal instruments which can be used by cities to encourage climate mitigation and adaptation. It explains how activity-based, area-based and plan-based taxation can be used to tackle climate change in cities. It also discusses how city carbon trading and personal carbon trading may be used to address the problem. We also will discuss the role of subsidies, public investment and procurement in decarbonising urban systems and addressing climate adaptation. The lecture outlines the pros and cons of adopting these different economic/fiscal instruments. Seminar 5 - during this tutorial you will discuss the role land use and spatial planning play in delivering climate mitigation and adaptation measures. Could these tools be used more effectively? If so how? Week 27: Co-evolution of socio-technical systems, changing social practices & lifestyles This lecture introduces the concept of socio-technical systems of provision. It discusses the interdependency between the urban social and technical systems and how they co-evolve. It highlights the problems created by socio-technical lock-ins and path dependencies. Changing social practices is critical to addressing climate change. According to social practice theory, this is best achieved by altering systems of provision, to enable change in social practices and lifestyles of those living in cities. This lecture explains these concepts – social practices, systems of provision, social practice theory. It also provides practical examples of how systems of provision in cities could be modified to enable social practices and lifestyles, which reduce emissions. For example, increasing public transport capacity; providing cycle routes and increasing green walkways could reduce car-use in cities and associated emissions. Seminar 6 - during this seminar you will identify the economic and fiscal instruments (e.g. taxes, subsidies, investment) currently used by your city to deliver climate mitigation and adaptation measures. Could these instruments be used more effectively? If so how? What additional measures could be taken? 4 Week 28: Technology and design This lecture provides an overview of how technology and design can be used to address greenhouse gas emissions and climate adaptation in cities. It considers systems substitution (e.g. the use of renewable energy systems) and optimisation (e.g. zero carbon developments). It introduces resource looping systems enabling reuse, recycling and energy recovery. It looks at how green-blue infrastructure can reduce emissions and help cities adapt to climate change. It provides an overview of how adaptable infrastructure can also be used to tackle climate mitigation and adaptation. Seminar 7 - during this seminar you will identify the socio-technical systems (energy, transport, waste, food, water, building systems) affecting GHG emissions and climate adaptation in the city. Is there room for improvement? Are these systems locked-in? Is there potential for change? You will also consider how the socio-technical systems found in the cities affect the practices and lifestyles of its inhabitants? How does this affect GHG emissions and community resilience to climate change? What improvements could be made to existing systems of provision to address both? Week 29: Smart cities data and knowledge Knowledge helps decision-makers make smart decisions. In cities decision-makers are public, private bodies and the community. Smart cities offer to provide the data we need to make these decisions. To determine where problems are likely to arise; whether solutions have proved effective; and to understand better how our local environment works. Smart platforms enable the exchange of knowledge which help to build capacity and gain support for their climate mitigation and adaptation measures. However, there are issues surrounding how this data is captured; how accurate it is; who owns it and how it used. Seminar 8- during this seminar you will identify the technologies / infrastructure currently used to address GHG emissions and climate adaptation in your city. What other options might there be? Could you feasibly implement them in your city? Week 30: Creating a climate action plan In this lecture we re-cap on what has been learnt throughout the term. We reflect on strategic options for addressing climate mitigation and adaptation in cities and examine how we decide what options to take. We discuss what is needed for the climate action plan. Seminar 9 - during this seminar you will identify the data that is collected in your city which could be used to address the problems resulting from climate change or reduce emissions. You will also identify the educational programs in place to encourage public engagement in appropriate low carbon and adaptive practices. What more could be done? 5/n Apart from the slides shared and references attached, you can use other references as well Note from student you have the marking criteria aswell so please look at that aswell as the notes under the powerpoints I sent, it is important for the teacher to see some of the notes from the PowerPoint 3000 words MY CITY OF CHOICE: JAKARTA Assessment and Feedback Description of Assessment: Coursework: 100% Climate action plan for a city (100%) - Summative Assessment At the end of the module you should submit a climate action strategy. This should be a maximum of 3000 words (excluding bibliography). For each plan the following should be included: 1. Framing of the problem: what are the key climate mitigation and adaptation problems facing the city; 2. City competencies and resources: discuss the existing city competencies and resources for dealing with these problems, the limitations of these competencies, could others be used to support a transformation; 3. Instruments for change - discuss the instruments for change regulatory, economic & financial, educational/ data - currently used by the city to tackle the problems identified. Highlight the limitations and suggest possible improvements / new solutions; - 4. Transforming the socio-technical system – discuss the current social practices, lifestyles and systems of provision in the city. How do these help or hinder a response to the problems identified? What can be done to address this? What alternatives would you suggest? You should draw on your analysis of the city ( conducted throughout the term) providing an evidence base for both the problems identified and potential solutions you are suggesting, drawing from the academic, grey literature and your seminar discussions. Engagement in weekly seminars (0%) - Formative Assessment: Every week you will be expected to answer the questions set for the seminars: 1) What are the key climate emitters in your city? What are the GHG mitigation measures in place? Is there room for improvement? What are the key problems caused by climate change? What adaptation measures are in place? Is there room for improvement? 2) What competencies (regulation, provisioning, capacity building, self-regulation) are used by the municipality to address climate mitigation/ adaptation? 3)What regulatory instruments are used in the city to address climate mitigation/ adaptation? Are these instruments sufficient? Are they being enforced? How might they be improved? 4)How is spatial and land use planning used to address. these climate mitigation and adaptation in your city? Could it be used more effectively? How? 5) What economic or fiscal instruments are used in the city. to address climate mitigation/ adaptation? What other economic/fiscal instruments might be helpful? 6) How do the socio-technical systems found in the cities affect the practices and lifestyles of inhabitants? How does this affect GHG emissions and community resilience to climate change? 7) Identify the technologies / infrastructure currently used to address GHG emissions and climate adaptation in your city. What other options might there be? Could you feasibly implement them in your city? 8) What data is collected in your city? Is it used to address problems resulting from climate change or reduce emissions? What educational programmes are in place to encourage public engagement in appropriate practices? What more could be done? Your individual climate action plan will be based on the questions above. Key Readings: Williams, J (2012) Zero Carbon Homes: a roadmap, Earthscan: Routledge https://doi.org/10.4324/9780203153529 Infield, E.M.H., Abunnasr, Y. and Ryan, R.L. eds., 2018. Planning for climate change: A reader in green infrastructure and sustainable design for resilient cities. Routledge. https://doi.org/10.4324/9781351201117 Morris, L and Farah, N (2021) Net Zero City: The Ten Year Transformation Plan: How to Overcome the Climate Crisis by 2032. ISBN 979-84653611567 Satterthwaite, D., 2007. Adapting to climate change in urban areas: the possibilities and constraints in low-and middle-income nations ISBN 9781849770361 Beatley, T., 2011. Biophilic Cities: What Are They?. In Biophilic Cities (pp. 45-81). Island Press, Washington, DC. Bulkeley, H., Broto, V.C., Hodson, M. and Marvin, S. eds., 2010. Cities and low carbon transitions (Vol. 35). Routledge. Crichton, D., Nicol, F. and Roaf, S., 2009. Adapting buildings and cities for climate change. Routledge. Dodman, D., Bicknell, J. and Satterthwaite, D. eds., 2012. Adapting cities to climate change: understanding and addressing the development challenges. Routledge. Hickman, R. and Banister, D., 2014. Transport, climate change and the city. Routledge. Hughes, S., Chu, E.K. and Mason, S.G., 2020. Climate Change and Cities. Oxford University Press. Kabisch, N., Korn, H., Stadler, J. and Bonn, A., 2017. Nature-based solutions to climate change adaptation in urban areas: Linkages between science, policy and practice. Springer Nature. Lehmann, S. ed., 2014. Low carbon cities: Transforming urban systems. Routledge. Luque-Ayala, A., Marvin, S. and Bulkeley, H. eds., 2018. Rethinking urban transitions: politics in the low carbon. city. Routledge. Rydin, Y. (2010) Governing for Sustainable Urban Development Earthscan: London. Williams, J (2021) Circular Cities: a revolution in urban sustainability, Earthscan: RoutledgeSee Answer
Q16:Essay question: Discuss how human activities, such as habitat destruction and climate change, influence species interactions, population dynamics, and the overall health of ecosystems. Identify and evaluate two potential approaches which may mitigate the damage being done by humans to biodiversity and ecosystem dynamics. The structure of the essay 1st paragraph. About deforestation, why its happening, what are its effects on the ecosystem and biodiversity and species. 2nd paragraph. Another main problem caused by human activities like (air pollution). How human have increased the rate of it. What are the effects of air pollution on animals, plants, and the overall health of ecosystem. 3d paragraph. The solutions to deforestation 4th paragraph. The solutions to reduce air pollution. 5 paragraph how to reduce human activities effects on overall health Write in 1500 words maximum with harvard referencing format/n CARDIFF Study Group Cardiff University International Study Centre 23/24 UNIVERSITY PRIFYSGOL CAERDYD Assessment Brief Core Chemistry 2 - 15 Credits Lab Report (1500 words) (40% of overall module mark) Total marks: 100 • Use this document as the first page of your assessment. • • Only write your Study Group student ID, the module name and the assessment name on the document - i.e., 2389063 Core Chemistry 2 Lab Report. Do not write your name. 1 Cardiff University International Study Centre 23/24 CARDIFF UNIVERSITY PRIFYSGOL CAERDYD Study Group Module Title Core Chemistry 2 Assignment Lab report Online submission on Student ID Required Turnitin via Learning Central (Please add your student number here) Assignment Requirement Introduction In this semester, you will be responsible for accurately conducting a practical task as well as recording and analyzing your findings in a scientific laboratory report to demonstrate your analytical skills. Your grade will come from your ability to demonstrate your skills by accurately performing scientific techniques and your scientific writing ability. You will need to select the appropriate equipment, solve chemical problems, collect and assess information. As this is a laboratory report, it should be written in third person narrative and all scientific terms used should be defined. Someone who has not carried out this practical before should be able to replicate your method exactly. Learning Outcomes By completing this assessment, you will: Key and Employability Skills Task Demonstrate analytical skills in collecting and assessing information and solve chemical problems. Use basic techniques in laboratory practical work and develop an awareness of risks involved in the laboratory environment, work safely in the lab and use appropriate equipment. To accurately conduct a practical task by completing a risk assessment, choosing the appropriate equipment collecting and assessing information, as well as communicating your findings in a scientific laboratory report. You must complete the following practical for your laboratory report: Determine the concentration of aspirin in the powder sample. Instructions You should: Conduct your own research and cite all your sources appropriately using the Harvard referencing style. Demonstrate your analytical skills in collecting and assessing information and solve chemical problems. Use basic techniques and appropriate equipment in your laboratory practical work and develop an awareness of risks involved in the physical laboratory environment. Write in the third person narrative and all scientific terms used should be defined. о Someone who has not carried out this practical before should be able to replicate your method exactly. 2 Cardiff University International Study Centre 23/24 CARDIFF UNIVERSITY PRIFYSGOL CAERDYD Study Group Sections to include: Your laboratory report must be structured in this order; however, you may begin writing the sections in any order. 1. Title of your practical investigation 2. Abstract 2.1. Precise summary of the whole report Consider writing the abstract after completing the rest of your lab report 3. Introduction 3.1. Brief overview of key theories related to your practical investigation 3.2. Review of literature based on similar practical investigations 3.3. Objective (aim) of this practical 4. Method 4.1. Risk assessment What hazards/risks do you have to consider when conducting this practical? How did you reduce the risk of the hazards occurring? 4.2. Equipment and other material (such as chemicals including volumes and concentrations required with units) 4.3. Method 4.3.1. Conducting the titration using the standard solution to determine the concentration of the aspirin. This must be detailed and clear. Another person must be able to follow your method exactly. 5. Results & Calculations 5.1. Results described in a paragraph. 5.2. Any observations made during the practical (such as colour changes) and in the results (such as trends) 5.3. Results presented in a table with a short descriptive legend. 5.4. Processed data with step-by-step calculations 6. Discussion 6.1. What do the results mean? Compare trends in primary results to other investigations. 6.2. Do they answer the questions of the practical investigation? 6.3. What errors were introduced when you conducted this practical in real life? 6.4. Would you make any changes to how the practical was conducted? If yes, what would they be? If no, why not? 6.5. Any potential impact of your results on real world application? 7. Conclusion 7.1. Short review summarizing your main results, and significant findings. 8. References 8.1. Harvard Referencing only 9. Appendix 9.1. Tables and figures with suitable titles, if required 9.2. Raw Data 9.3. Risk assessment table Formatting guidelines Please use: Calibri, Times New Roman or Arial font Size 11 text 1.5 line spacing Bold headings 3 Cardiff University International Study Centre 23/24 CARDIFF UNIVERSITY PRIFYSGOL CAERDYD Study Group Please include: This coversheet 1500 words +/- 10% excluding in-text citations, calculations and references All of these sections of your lab report: title, abstract, introduction, method, results & calculations, discussion, conclusion, references and appendix Citations in the text Figure captions for diagrams, tables and graphs Your word count at the end of the report, written in brackets – e.g. (Words: 2021) A Harvard style reference list showing all cited sources in alphabetical order (e.g., start with A, then B, then C and so on) Submission file as a PDF Please see "Referencing Guide" on the Q&A and resources padlet for examples. 4See Answer
Q17: Formative Task 1: Project Proposal and Work Plan In this module you will undertake a small research project in order to produce a written research project report and a reflective project presentation. Work on any research project starts with finding a topic to investigate and careful planning of all tasks you need to undertake to ensure you complete the project successfully. The following two tasks will help you begin your project, gather your ideas and plan out your research journey. This is the first formative task which will help you with your work on the Extended Project. In this task, you will scope the project proposal and plan your work on completing it successfully. Once you have completed Parts 1.1 and 1.2 below please submit this task for feedback via Turnitin on the VLE. Your submission title must be: STUDENT ID NUMBER [P339081] You must submit this project proposal and plan after Theme 5 (around week 6 of the module - College will specify exact submission deadline). Part 1.1. Scoping the Extended Project Proposal Questions 1-6 below will guide you through the initial stages of scoping your project. Type the answers to each question within the grey boxes. You will have a chance to revise these initial ideas after you have received feedback from your tutor. 1) What is the topic of your Extended Project? Climate Change and its impact on the middle east Economy. 2) Why have you chosen this topic? Because it is already a problem in the Middle East, I need to know how can we solve it. 3) What are the important themes/key words within this topic? Which search terms will you use to find information on your topic? Think of as many as you can Economy, business, manufacturers, entrepreneurship. 4) What are the key questions about this topic you want to investigate in your project? 1/ How are governments and businesses incorpating climate risk into their long term economic planning and strategies in the middle east? 2 How are rising sea levels due to climate change influencing coastal economies and infrastructure in the middle east ? 3 What is the economic cost of mitigating and adapting to climate change for both developed and developing countries in middle east? 1/ How are governments and businesses incorpating climate risk into their long term economic planning and strategies in the middle east? 2 How are rising sea levels due to climate change influencing coastal economies and infrastructure in the middle east ? 3 What is the economic cost of mitigating and adapting to climate change for both developed and developing countries in middle east? EL ٢ من ٤ 5) What kind of sources will be most useful for your project? How will you look Describe the process in detail and include links to any sources you have alre Remember, before you submit your next assessment in week 9 of the modul outline and Analysis of Sources assessment), you will have to find and read at least 4 academic sources. 1/PUBMED. 2/JSTOR. 3/SCOPUS. 4/GOOGLE SCHOLAR. 6) What do you think will be most difficult when researching and writing your report? How will you deal with such challenges? Challenge 1:Different, difficult and new words. Solution 1:Try to learn some new words. Challenge 2:Organisation idea and how to answer. Solution 2:More practice. Challenge 3 To write is formal way. Solution 3:Learning new and formal words./nSee Answer
Q18: Format for the Report template has been shared. Title for the report: "Climate Change and It's Impact on the Middle East Economy" Three Questions to be discussed: 1) How are governments and businesses incorporating climate risk into their long term economic planning and strategies in the middle east? 2) How are rising sea levels due to climate change influencing coastal economies and infrastructure in the middle east? 3) What is the economiccost of mitigating and adapting to climate change for both developing countries in middle east?See Answer
Q19: 4:24 PM Mon Jun 10 < Back to Content = Graded Assignment Exam: Part 2 Free Response Name: learning.k12.com Date: Environmental Science | Semester Semester Exam: Part 2 Free Response 60 points ***This is an exam; no resources should be used unless instructed otherwise. Answer each question using complete sentences (except when you are directed to label, identify, or fill in). When you have finished, submit this assignment to your teacher in the correct assignment submission box. 1. (15 points) Choose one of the following resources: timber, fish, soil, water, or fossil fuels. Discuss current problems having to do with the use and management of the resource, and approaches that have been taken to resolve the problems. Please also provide at least two insightful questions that you have about the future of the resource. Input all your responses into the table below. Resource Current Problems Resolution Approaches/Steps Questions you still have about the resource (provide at least two): Pick one from list above - [Type Choice Here] 2. (15 points) Identify an animal or plant that is in danger of extinction or that has been in danger of extinction in the recent past. State the environmental problems that would occur if the species became extinct. Describe the efforts that have been made to preserve the species, and any opposition the efforts faced. Discuss how successful the efforts have been, and what accounts for their success or failure. In describing preservation efforts, name a law, if any, that deals with this species' protection. Please provide the sources that you used (simple list). 15% < > 4:24 PM Mon Jun 10 < Back to Content = III learning.k12.com 3. (15 points) Research an environmental case from the University of California Page 1 | Search Results Case Studies in the Environment | University of California Press (ucpress.edu)Provide a summary of the case study. Your summary should contain: - the title of the Case Study - including a link! - main ideas and supporting details. - a brief, objective, and concise retelling IN YOUR OWN WORDS Your summary should NOT contain: - minor or excessive details. - your opinions about what you have read. - Major quotations from the text. 4. (15 points) Identify an invasive species that is currently affecting the ecosystem where you live (in your approximate area - state, region providence, etc.). You can use this USDA website (What are Species Profiles? | National Invasive Species Information Center) and/or investigate further on your own. Discuss the origins of the species (where is it native?) and the environmental problems that this species is causing in your area. Describe the efforts that have been made to combat the invasive species. Discuss how successful the efforts have been, and what accounts for their success or failure. Please provide the sources that you used (simple list). Stride, Inc. All rights reserved. Page 1 of 2 No reproduction without written consent of Stride, Inc. 15% < >See Answer
Q20: REFLECTIVE WRITING is different from other types of academic (university-based) writing because it uses personal experiences to illustrate or demonstrate course content (lectures, readings, etc.) and/or theory. Reflective writing isn't “journaling” - it requires more than a description of our experiences. Reflective writing involves writing about personal experiences but also includes reflection and analysis. In this way, reflective writing can involve: о о a consideration of the broader context in which experience and action take place; moving beyond our personal stories to illustrate the nature of a social issue and to engage in theory using personal experience to support our position on a particular issue WHY write reflectively? We write reflectively for a number of reasons. We use reflection: ○ to learn about ourselves and to situate our experiences о to understand our biases and reactions O to understand how we learn to better understand our experiences and the things we do Reflection can be integrated into academic writing: ○ to illustrate theory or course content O to document our learning and changes in our values (understanding, reactions) as a case study or example о HOW to write reflectively. Like other kinds of academic writing, reflective writing needs to be: Intelligible. In other words, it needs to conform to standards of academic writing. ―even though we can use the personal pronoun “I” (as in "I thought that..."), it is important that we apply the principles of academic writing to our reflective writing. This means, that we use language accurately; that we write in a linear fashion (with ideas and topics flowing one to the next in a logical and explicit manner); that we pay attention to sentence structure, grammar, and spelling (that we proof-read our work); and that we avoid unsubstantiated claims and generalizations. Comprehensive. Experience and/or reaction is explicitly linked to course material and/or themes; it meets the requirements of the assignment. Productive. Through the process of writing, we learn something about ourselves and the course material. It can be difficult to know where to begin. A good starting place is to consider the parameters of the assignment (what are you being asked to do?). Once you understand the assignment, you may want to ask yourself some questions to help with brainstorming and writing. All assignment instructions can be found in the syllabus. Page 1 of 2 Additional guidance: This is an ACADEMIC writing assignment and should adhere to the following guidelines: • Precision: Address the specific topic with careful word choice • • • Analysis of the lectures: Present and weigh the evidence from the lectures in relation to your views on sustainability Justification: If you state an opinion it must be justified with evidence. Your evidence may be from your own experience or from statements made by the lecturer or from an outside source. If your evidence is from an outside source (not your own experience and not the lecture itself) you must reference it according to APA Style (See "Student Resources" on Brightspace). Analyse your own opinions: If you have a strong positive or negative response, for example, consider why this is the case – what in your experience/socialization leads you to have this reaction? Prior to writing, you may want to ask yourself all or some of these questions— О ○ What (in a few words) was each lecture about? ○ Were the ideas and themes presented during the lectures new to you? Had you encountered them before? What were your initial reactions to the lectures? (Did you feel inspired, angry, perplexed, etc?) о Did these feelings/thoughts change over the course of the lecture(s)? Why or why not? What did you “like” (agree with)? What didn't you “like” (didn't agree with)? Why or why not? Did you find the lecturers convincing? Why or why not? ○ What kind of evidence did the speaker provide to support their arguments/positions? In this reflective writing assignment, you are encouraged to write about things that you not only agree with, but also disagree with. Thinking about your opinions and values through statements like “I liked when the speaker said...” or “I didn't like the example that...” is a good place to start – but you must substantiate your claims and analyze why you think the way you do. - Bad example (just opinion): “I didn't like when the speaker said that Canadians are not involved in the democratic system." Good example (opinion + reasoning): “I didn't like when the speaker said that Canadians are not involved in the democratic system, because while voter turnout has decreased over the past 100 years in Canada, voter turnout actually increased by 4 per cent from the 2008 to 2011 elections (Elections Canada, 2013)." Or, something from your personal experience, “I disagree with the speaker's statement that Canadians are not involved in the democratic system, because my parents have always encouraged me and my siblings to exercise our right to vote and I am a member of an organization that encourages youth to engage with politics." For this assignment, in addition to thinking about what each lecture was about, you will want to identify broad, overarching theme(s). Here, you may want to ask yourself: ○ What were the differences and similarities between the lectures? How might they be related or not? Imaginative exercise: If you invited these two or three speakers to a dinner party, how would they interact? Would they get along, or spend the evening in heated debate? Would one person dominate the conversation? Where would you situate yourself in this hypothetical conversation? Prepared by Catherine Bryan for SUST 1000 2013, adapted for SUST 1001 by Kaarin Tae 2014, 2015. Page 2 of 2See Answer

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