essay assignment ghost and gothic

answer in an essay of 2000 words.Question 3. In Northanger Abbey Jane Austen mocks the clichés and absurdities of popular Gothic fiction. To what extent does she also use them directly? In other words, does Austen mix parody with ‘real’ Gothic? Support your answer with textual examples and discussion of relevant critical references.

Criteria:
The teaching team will mark this essay based on how well it answers the question and engages with both primary (literature) and secondary (critical) texts in the process of formulating its response. It should use textual examples from primary course texts to inform and support its analysis and argument. And it should draw on secondary sources (‘digitised readings’ on l@g) as appropriate to reinforce and augment or complicate and consider alternatives to its chosen line of reasoning. No additional research is necessary. The central aim of the essay is to persuade the reader, using evidence from the relevant (primary and secondary) sources.

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Critical Analysis

Word length: 1500 words
You are required to write a 1500 word critical analysis of a short story (see below). Your analysis is meant to demonstrate the work that we have been undertaking in class up to and including week 8. Your analysis will follow all the standard enquiries of critical analysis that you have encountered in literary studies so far in that you will be looking to explain the use of devices to promote particular concerns and meanings in the story. Your analysis will specifically address how devices realize particular meanings and how those meanings are constructed through the positive use of narration and ambiguity.

Criteria & Marking:
This is an analytical assignment and will be marked on the following criteria:
1. Understanding of the course material so far.
2. Application of the course materials so far.
3. Demonstrated ability to analyse short fiction in line with techniques explained.
4. Clear and concise writing style.
A short video will be placed on the Learning@Griffith site to further expand on these criteria. Please look under the assessment section in the next week.

Story Selection:
You can choose any story from the Object Lessons collection that will not be used for class discussion. This leaves the stories by the following authors:
1- Leonard Michaels 2- James Salter 4-Thomas Glynn
5-Ethan Canin 6-Steven Millhausen 7-Guy Davenport
8-Evan S. Connell 9-Dallas Wiebe

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The seventies

We want to hear your interpretations, and we want you to support your essays with specific and relevant examples from the readings, films and lectures. The trick is to make an argument that includes a thesis and to use your evidence wisely.

Essay question
Write an essay on “the seventies” (defined as 1974-80) that explores the “clash of cultures” (including, of course, the growth of the religious right) and the loss of faith in government and Presidential leadership; explains how Reagan won election in 1980; and evaluates whether the period deserves to be considered the “worst of times.”

Please be sure to address every issue and topic raised by each question! You may wish to form study groups, but you must use your own words to express your thoughts on the essay, not those of your study group partners.

Page citations are unnecessary. But feel free to say, for example, As Gillon/Sutton/Jacobs and Zelizer/the “Saturday Night Fever” trailer show(s)/indicate(s)/demonstrate(s) etc. when you are relying on those sources for specific points.

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Career reflection report

Career reflection report

Reflect on your lectures during the intensive, particularly: working in teams, self-awareness, business communication skills, design thinking, critical thinking, project management, career and employability, and negotiation skills.

Develop a report drawing on the insights and skills that you have gained from attending the intensive to discuss the following critical issues related to your future career:
• How and why can the insights and skills that you have gained help you to accelerate your future career
• What gaps do you believe that you have identified during the intensive that may retard your future career
• What new skills and insights do you hope to gain during your MBA studies that will help you address gaps and provide additional skills of importance to you in the future

In your report, develop a draft career plan focusing as well on the learning, skills, and experience that you may need post-MBA to fulfill your career aspirations.

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The importance of displaying clothing in museum

The importance of displaying clothing in museum
define some of the key ‘functions’ of the display of clothing. Three main functions: (1) scholarly/ academic research (relating to history, conservation, etc); (2) education – museums are a key site for how we learn and archive knowledge. A recent report showed in the UK that museum attendance of UK residents is up while art galleries has fallen (though tourists continue to visit galleries such as Tate in high numbers). A reason for this related to families in the UK going to museums to help their children with their school work. (3) entertainment – it seems one key area need to acknowledge is the idea that we display items simply for pleasure example, the Waxwork museum

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Examination of a sector in the service industry and analysis of the service marketing issues affecting one of the organisations in that sector

The aim of this assessment is to encourage you to examine a sector in the service industry and analyse the service marketing issues affecting one of the organisations in that sector. You may have already identified sectors and companies of interest through your service diary.

The sectors from which you should choose are:

– Education
– Financial services
– Leisure
– Not for profit/charity
– Professional services
– Retail (excluding food retail sector)
– Telecomms (excluding mobile phones and network providers)
– Travel (excluding the airline industry)

Please note that you CANNOT select any of the following:

– The airline industry
– Food retail sector
– Telecomms retailing- mobile phones and network providers

Any work related to the above three sectors will be given a nil mark.

In Week 5 the seminar will be given over to an advisory session and discussion with your module tutor to ensure planning and progress are properly grounded, and to answer any questions you might have.

Project tasks

If your selected service industry is a broad one, you may need to narrow it by defining one competitive sector or discrete market. The sector you select for study should be UK-based, and have a defined or definable competitive structure. For example, if you choose ‘retail’ as your industry you might select ‘sporting goods’ as your competitive sector; if you choose ‘charities’ as your industry you might select ‘children’s charities’ as your competitive sector.

The elements that form this assignment are:

1. A definition of your chosen sector by size and competitive structure. If applicable, identify the major strategic grouping(s) and the one you have selected for study.
2. Your assessment of the opportunities and threats facing the sector/grouping using original and
coherent analysis based on properly referenced sources.
3. A summary of the commonalities and differences between the current service marketing strategies of your chosen sector’s ‘major players’.
4. Select ONE of the existing players (major or otherwise) and:
a identify that organisation’s key strategic service marketing issues for the next 5 years, drawing on your foregoing analysis.
b briefly demonstrate the relationship between any one of these issues and some relevant theoretical principles of services marketing, taken from any appropriate and referenced source.

Individual assignment assessment checklist

No. Assessment checklist Allocated marks % Marks given for the individual assignment
1
– Introduction and problem definition (Ability to
identify the problem specific to the case)
– Originality and appropriateness of service sector
choice by size and competitive structure (DRETS)
– Breadth and quality of opportunity/threat analysis

25
2 Ability to distinguish services marketing strategy commonalities and differences among major players 15
3 Ability to identify key strategic service marketing issues for the next 5 years 20
4
– Ability to solve company’s problems based on
relevant services marketing literature (appropriate
application of relevant theory)
– Evidence of rigorous and relevant external research

25
5 – Conclusions and recommendations
– Supporting appendices
– Bibliography and use of appropriate referencing throughout

15
TOTAL 100

Concluding comments

This is an individual project to be handed in by Week 15 (Day one). It should be a maximum of 3,500 words in length, excluding appendices and bibliography. Submissions of excessive length, or which attempt to subvert length criteria with the misuse of appendices, will be penalised.

The typical structure of case study based reports is as follows:
Title page Your name, student number, title of the case study
List of contents This should include list of tables and figures if you have any
Introduction/problem definition A brief overview of the company in a couple of sentences. Identify the problem specific to the case and address the relevant theoretical concepts underpinning the problem
Solutions and answers to the main questions This will include identifying the reasons why the problem occurred (and the theoretical concepts underpinning that), the solutions which may be appropriate. You can have more than one solution and then recommend the solution which you consider the most appropriate. Support your arguments by drawing on the relevant literature. Use headings for new sections only (not paragraphs!!)
Conclusions Summarising your main points of recommendation in relation to the problem identified right at the beginning
Supporting appendices Any theoretical diagrams/external sources you used
List of references Each and every reference must be cited in alphabetical order and must be complete
Overall: A professionally presented report, with headings and numbering for every new section

Assessment criteria

The core capability assessed by this assignment is:
Seek, handle and interpret information.

Projects will also be assessed against the following criteria:

– originality and appropriateness of service sector choice
– accuracy and relevance of structural, and environmental analysis
– overall breadth and quality of opportunity/threat analysis
– creativity and appropriateness of strategic analysis
– evidence of rigorous and relevant external research
– evidence of value added to any such external research
– appropriate application of relevant theory
– presence of bibliography and use of referencing throughout
– structure and cohesion of report

REMEMBER YOU WILL NOT HAVE MAXIMISED YOUR GRADE IF:

• you select a topic which does not meet the criteria in the brief, is subsequently unapproved or which you are studying in another module
• you do not attend the class discussions on the assessments
• your document fails to acknowledge and/or add value to published sources, particularly of secondary data
• the module tutor considers you have plagiarised or colluded
• your work is excessive in length

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The course major project

Item to Include:

– Client/Patient Background and History – what they want/need to accomplish, family history (1/2 page is recommended) –
– Client/Patient Interview-understand habits, needs, budget, likes/dislikes etc. (1-2 pages is recommended with the questions you ask, your client responses, and your plans or thoughts in response the interview)
– Identification of Client/patients’ stage of change (based on worksheet 3) (1/2 page is recommended)
– List of potential cognitive distortions your client may have based on interview (based on worksheet 12) (1/4-1/2 page is recommended)
– Optional: A copy of your clients 3 day food record from super tracker
– Recommendations for motivations based on the stage of change and background (tailored plan based on results from determined stage of change) (1/2 page is recommended)
– Brief overview of how to read a nutrition label (1 page or less is recommended)
– Educational page summarizing the DRI Tables, what they mean and how to use them. (1 page or less is recommended)
– Summary of how blood glucose levels are stabilized and how food choices alter levels (1/2 page is recommended)
– Summary of what constitutes a healthy diet – balance, variety, percentages of calories from carbs/fats/protein, number of servings etc. (1 page is recommended)

– Estimate of BMR (basal metabolic rate) (see notes) and explanation of why you should never go below this value of calories (1/4 page is recommended)
– Estimation of body fat and BMI – recommended values of body fat and BMI that are healthy for this person (based on worksheet 9)
– Fitness Assessment (based on the one done in class – now available on moodle)
– List of “favorite” exercises and how many calories can be burned from these activities (1/4-1/2 page is recommended)
– Educational summary on how to determine if nutritional info is credible (based on worksheet 11) (1/4 page is recommended)
– Educational summary on main things that identify a fad diet as a poor diet (based on worksheet 13) (1/4 page is recommended)

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Education psychology

To answer this questions you should read chapter 7 to conclusion from this book:

Willingham, D. T. (2009). Why Don’t Students Like School? San Francisco: Jossey-Bass.

the three questions is:

1. Watch Willingham discuss Learning Styles at

Many people believe that learning styles and multiple intelligences should drive classroom instruction to some degree. In fact, there are often in-service trainings provided to teachers about both topics and many books have been written about them. Yet, as Willingham explains, there is no scientific basis to their use in the classroom. What is your reaction to this information? When teachers use student learning styles and/or multiple intelligences to drive instruction, are they making their jobs easier or more complicated?

2. In the last section of chapter 8, Willingham discusses the classroom implications of having some students who will need to work very hard in order to keep up with the others. Based on that information, describe three specific measures you plan to talk in your classroom to help these students.

3. Willingham states that many teachers develop adequate skills and then do not strive to improve beyond that. Also, he describes several ways that teachers can try to develop a great level of expertise. List three of those ways that you plan to use and briefly discuss how you would carry out your plan for improvement of your skills.

If you want use other resources as example you can do it.

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Social Analysis and the Human Services ( Social science core subject)

Assessment #1 – Major essay (Graded)
The Major Essay enables you to undertake the social analysis of a contemporary social issue of your choice. The major essay needs to demonstrate your ability to critically analyse a contemporary social issue you select. You will use concepts and themes discussed in this course to analyse the impact of social changes under globalization on the issue you have chosen to focus on. Please use case study or practical examples to demonstrate your analysis where-ever possible. Check an outline of your topic first with the course lecturer and then assemble an independent social analysis of the issue topic you have selected based on your own application of reading and research undertaken. The essay should be approximately 2,500 words.

In WELF 3018 Social Analysis and the Human Services, you are invited to feel challenged, get excited and be creative! All of us who work in the social sciences – be it with people, environments, policies or programs – must also be social analysts. As human service workers we need to continually reflect on the links between theory and practice, politics and policy to ensure that the relations of power, values and interests are made explicit, analysed and critiqued. This course engages with key themes of social theory and human welfare through a framework encompassing environmental, economic, social, political and cultural dimensions of globalisation. We will explore notions of the ‘welfare state’, political economy, social change, social inequality, social movements and cultural identity. In other words, we will engage in the critical exploration of the socio-cultural, institutional, economic, environmental, historical and political construction of human welfare in contemporary society. We will set out to unpack the everyday, taken for granted assumptions about the world we live in and the way we live in the world. We will explore the ways in which local events and agents comprise the global while, at the same time, global issues shape locally lived experience. More specifically, we will analyse the impact that global structures and processes have on the delivery of human services in Australia.

There are several contemporary key concepts, themes and theories explored and deployed in this course, such as: global/‘glocal’ization; sustainability; capitalism; neo-liberalism; ‘mcdonaldisation’; individualism/ corporatism; ‘risk society’; corporate social responsibility; international development and the role of NGOs; human rights; universalism vs. relativism; multiculturalism and the so called ‘clash of civilisations’.

If you look around today’s media terms such as the ‘global financial crisis’, the so called ‘war on terror’ and ‘global climate change’ for example, have become everyday terms as well as topics of hot debate across the world. As well as having international dimensions global change brings material effects on the well-being of people at local community level and shapes our work as human service professionals. In this course we ask you to apply a critical lens to a social analysis of a range of contemporary environmental, economic, social, cultural and political issues. You will be encouraged to engage with the work of public intellectuals as well as in current social welfare debates, with particular attention to the Australian context. You will also have scope to chart your own directions during the course, regarding the topic you choose and how you wish to frame your major essay.

To conclude, I want to share with you a few inspiring words from humanitarian Indian independence leader Gandhi who famously said: “…you must be the change you wish to see in the world!”

Course Content
The students will develop theoretical and applied knowledge of modernist and postmodern theories of the state and globalisation including social diversity, environmental sustainability, identity and social inequality. The students will apply knowledge of social analysis and social change and evaluate the implications of globalisation for human service organisations and their stakeholders in the social policy process.

The page number must be quoted in the intext referencing and intext referencing must be matched to the end text referencing.

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Managing Individualised Service Delivery ( Social work and Social science core subject)

Assessments
Assessment #1 – Reflective journal (Graded)

Journal Questions (500 words per question)

The daily journal questions have been constructed from the textbook and pre reading for each day.

Day1 Pre-reading Chapters 1&2

Journal Questions: Discuss the association between individualised service delivery and case management. What are the key characteristics of case management?

Day2 Pre-reading Chapters 3&4 & Table 3.1, p.67 (Assessment and Planning)

Journal Questions: As a case manager you are completing an assessment in collaboration with your client/s, what are the key elements of the intake, assessment and planning processes? What dilemmas do these stages of case management raise for the case manager?

Day3 Pre-reading Chapters 5&6 (Implementing and Monitoring)

Journal Questions: Discuss the key aspects that are pertinent to implementing and monitoring a case management plan. What dilemmas do these stages of case management raise for the case manager?

Day4 Pre-reading Chapters 7&8 (Transitions and Professional Dilemmas) and Table 5.1 p.98

Journal Questions: You are on the Board of Management of a human service organisation and the management team are implementing case management as the service delivery model. What are the key factors that the management team need to consider when making decisions about the introduction and development of case management as a service delivery approach?

Feedback Sheets have been uploaded on the Course Homepage.

*** The page number of intext referencing must be quoted and the intext referencing must be matched to the end text referencing.

**** Essencial Text book must be read. However, its impossibly get the topic talking about and leave the topic easily.

The required text is: Gursansky, D, Kennedy, R & Camilleri, P (2012) The Practice of Case Management, Allen & Unwin, Melbourne, NSW. Please can all students make sure they have continual access to this text as each day’s activities – indeed the assignments will utilise the text as a starting off point. Essentially Day 1 Chapters 1&2, Day 2 chapters 3&4, Day 3 Chapters 5&6 and day 4 chapters 7&8

The objective of this course is to develop students’ ability to critically analyse approaches to individualised service intervention in the human services, in particular case management, and to plan and manage interventions from a case management perspective. Each of us comes to the course with different and valuable experiences to offer. Some of you may already be working in the field, while some will gain experience through the concurrent field placement. The diversity of student experiences and the fact that everyone has something to offer should ensure that our discussions are lively and challenging.

Course Content
Students will develop advanced knowledge of the definitions, characteristics and processes of case management, the influences on its historical development and practice models and critical issues and ethical dilemmas in case management. Students will use cognitive and analytic skills to develop their understanding of organisational, worker and professional perspectives, consumer and carer perspectives, the process of case management and the difference between case management and other service delivery approaches.

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