Islam Paper #4

Islam Paper #4
For this paper, you are required to answer the following questions, utilizing all of the chapters in John Renard’s Friends of God:Islamic Images of Piety, Commitment, and Servanthood.
How do the lives of Rumi, Rabi’a, and al-Jilani reflect taqwa? Focusing on several of the animal narratives in Sufism, what role do these play in the religious lives of Muslims? Explain how pilgrimage is involved in the construction of sainthood.
Requirements:
Use all of the chapters in answering the above questions.
Cite specific examples to support your assertions. Demonstrate that you have read the entire text. Failure to do so will result in a low grade.
Paper must be a minimum of 7 pages, double-spaced, Times New Roman 12.
Paper must use the Chicago Manual of Style with footnotes.

Link to Omid Safi’s article, "Jesus, the Dead Dog and Recognizing the Presence of God Everywhere": dog_b_1265657.html

 

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Barclays Bank and Co-Operative Bank

Case Study Background Briefing for both Coursework 1 and 2
INSTRUCTIONS
Students are required to read this background briefing as it provides a summary of events that has led to Co-Operative Bank making and Exchange Offer in June 2013. It is „LIVE? and under consideration and the prognosis is that an agreement will be reached in the fourth quarter of 2013. In addition, primary materials are provided as further and better particulars on blackboard. Both assessments therefore require thorough reading of all the materials prior to students undertaking Coursework 1 and 2.
Background
Following the global financial crisis, banks have been under a legal obligation to meet stricter capital rules. A key part of bank regulation is to make sure that firms operating in the industry are prudently managed. The aim is to protect the firms themselves, their customers and the economy, by establishing rules to make sure that these institutions hold enough capital to ensure continuation of a safe and efficient market and able to withstand any foreseeable problems.
The main international effort to establish rules around capital requirements has been the Basel Accords, published by the Basel Committee on Banking Supervision housed at the Bank for International Settlements. This sets a framework on how banks and depository institutions must calculate their capital. In 1988, the Committee decided to introduce a capital measurement system commonly referred to as Basel I. This framework has been replaced by a significantly more complex capital adequacy framework commonly known as Basel II. Basel III is being implemented on a piecemeal basis with liquidity coverage ratio being phased in, with a 60 per cent threshold by 2015 gradually increased to a 100 per cent requirement by 2019.
According to the European Banking Authority report published on 25th September 2013, most EU banks are on track to meet the Basel III requirements ahead of schedule.
United Kingdom
In the UK, statutory powers for banking regulations rest with the Prudential Regulation Authority (PRA) which determines the level of capital that banks need to have in relation to their lending. PRA which became responsible for the prudential regulation and supervision of banks, building societies, credit unions, insurers and major investment firms on the 1 April 2013 was created under the Financial Services Act 2012 and is part of the Bank of England.
In a speech on 28 August 2013, Mark Carney, Governor of the Bank of England, confirmed that the Prudential Regulation Authority (PRA) Board will implement the June 2013 recommendation of the Financial Policy Committee (FPC) regarding the amount of liquidity held by banks and building societies.
Governor Carney said:
“for major banks and building societies meeting the minimum 7% capital threshold, the Bank of England will reduce the level of required liquid asset holdings. The effect will be to lower total required holdings by £90 billion, once all eight major banks and building societies meet the capital threshold. That will help to underpin the supply of credit, since every pound currently held in liquid assets is a pound that could be lent to the real economy.”
Barclays Bank
Last month (September 2013) saw Barclays Bank, UK?s second largest bank by assets, launching a rights issue to meet its capital requirements, namely to plug a 13 billion pounds capital shortfall. The plan was to raise 5.8 billion pounds in the stock sale to meet the PRA?s requirement of a 3 percent leverage ratio (to force the bank to hold 3 pounds of equity for every 100 pounds of assets).
Despite the costs associated with the rights issue coming in at 130 million pounds, the bank had decided to raise around half the money from a rights issue – or share sale – because this was an established method whereas ‘co-cos’, a hybrid mix of share and bond was a new and untested market.
Investors generally dislike rights issues because they are forced to cough up more money or face having their stake in a company diluted. As a result investors were invited to buy one new share for every four they already owned at 40 percent less than the closing price the day before the offer. Barclays is also shrinking assets by as much as 80 billion pounds to 1.5 trillion pounds and selling 2 billion pounds of loss-absorbing securities.

By the close of play last week (Friday 4 October 2013) investors bought 94.6 percent of the shares in its rights offering, leaving the banks managing the sale to sell about 472 million pounds ($761 million) of stock. There are at least 14 banks involved in the process.

The Barclays right issue is the largest by a British bank since the height of the financial crisis, when all the country?s biggest lenders were forced to raise more money from shareholders. In comparison, Lloyds Banking Group Plc had to raise 13.5 billion pounds in 2009.

It is indeed the biggest by Barclays, which raised billions of pounds from Middle Eastern investors to avoid taking a taxpayer bail-out a few years ago.

Barclays said the only way to avoid a rights issue would have been to reduce its £1.5 trillion balance sheet (the size of the UK economy) by nearly a third, or £427 billion. It concluded that would have been damaging to the business and the country as well as risky to undertake in such a short space of time. Of course there still remains a huge gap in Barclays? capital despite the rights issue and it remains to be seen how it intends to bridge that gap over 2014- 2015.

Barclays Bank is by no means alone in coming up with various capital raising initiatives through restructuring.

Co-Operative Bank

On 17 June 2013, the Co-operative Bank (Co-Op) announced that it required additional capital to satisfy regulatory requirements imposed by the PRA. The format chosen for its restructuring was a „bail in? (a debt haircut) of its subordinated bondholders to contribute to the restructuring.

In a letter to the Chair of the Treasury Select Committee dated 30 August 2013, Chief Executive of the Co-Operative Bank wrote that there had been no formal correspondence received from PRA before the letter of 14 June 2013 setting out capital requirements using Basel III definitions whilst conceding that informal discussions may have taken place prior to his appointment as Chief Executive of the bank on 28 May 2013. The announcement of the 17 June 2013 was therefore a serious reflection of the bank?s desire to meet its capital obligations.

The Bank needs additional aggregate Common Equity Tier 1 capital of £1.5 billion (Tier 1 Gap) by 2015, comprising:

£1 billion to be contributed in 2013; and
£500 million to be contributed in 2014.
The 1.5 billion pounds capital shortfall is to be bridged via an Exchange Offer to those holding target securities. The Exchange Offer was to be effected by October 2013 but the process is currently being stalled as negotiation takes place between the bank and its bondholders.

The Co-operative Bank is currently a 100% owned subsidiary of the Co-operative Group, which owns a number of businesses in the retail and financial services sectors. It is primarily a retail bank but also has some corporate business in the SME sector. The Co-operative Group is a mutual society owned by around six million individual members and about 80 local co-operative societies. Profits are used to expand its business and are from time to time distributed to members.

According to the Fitch Agency Rating notice dated 29 August 2013, the substantial losses announced by the Co-Operative Group for the first quarter of 2013 (as per interim financial information for the 26 weeks ending 6 July 2013 by the Co-Op Group amounting to 709 million pounds) were primarily driven by loan impairment charges relating to legacy commercial real estate loans assumed by the Co-Op bank when it took over Britannia Building Society in 2009. The controversy relating to whether in actual fact most of the losses could be attributed to Britannia Building Society purchase was finally resolved by Andrew Bailey who is the Chief Executive of PRA in his written submissions to the Treasury Select Committee.

These charges reduced the bank’s core Tier 1 ratio to 4.9% (FY12: 8.8%) and fully loaded Basel III Common Equity Tier 1 ratio to 3.2% at H113. Separately, the UK Prudential Regulation Authority announced the same day that the Co-op’s results do not affect its assessment that the bank has a capital shortfall of GBP1.5bn relative to its end-2013 7% core equity capital (after adjustments) requirement for major UK banks.

This is not the first time the Co-Operative Bank sought to bridge the capital requirement gap. Indeed, in 2011 it proposed similar scheme to the Financial Services Authority (FSA) (predecessor body to PRA) but FSA sought to delay such a plan until “there was greater visibility about the possible outcome” over the bank?s then intention to buy 632 branches from Lloyds Banking Group Plc. 18 months down the road, PRA Chief Executive confirmed that the initial plan proposed by the bank was rejected because it was inadequate. This current Exchange Offer therefore represents a new plan made by the new management.

UPDATE AS OF OCTOBER 2013 by Robert Peston, BBC News

AS STATED ALREADY ABOVE Co-op Group’s original plan involved it putting in
£1bn of the capital needed by Co-op Bank, with bondholders and owners of preference shares contributing the remaining £500m.

Under this proposal, Co-op Bank would have been floated on the London Stock Exchange, but Co-op Group would have retained control of it with a 70% stake.

This deal cannot go ahead without the agreement of the bondholders and owners of preference shares, and they’ve told Co-op Group they reject it.

The most important opposition to what Co-op Group wanted came from owners of 43% of “lower-tier-two-capital” bonds – or lenders to the bank with greater rights over Co- op Bank’s assets than other bondholders.

The leaders of these opponents were a couple of hedge funds, Silver Point and Aurelius, advised by investment bank Moelis.

These hedge funds favoured a plan in which their bonds would be converted largely into Co-op Bank shares, which would give the bondholders ownership and control of the bank. Under this alternative rescue, the banks would still be listed on the London Stock Exchange.

The hedge funds are getting their way.

Under a revised rescue plan, it is the bondholders – which also include insurers and pension funds – which would end up controlling Co-op Bank.

Under any new rescue deal, Co-op Group would retain a stake, but it would be less than the 50% necessary for Co-op Group to boss the bank.

Institutional investors, led by hedge funds, would collectively be the majority owners.

This conversion of Co-op Bank into just another bank owned by professional investors has the potential to fundamentally alter the bank’s ethos and culture,

Meanwhile it is hoped that the structure of the new deal will placate another group unhappy with Co-op Group’s original proposals, namely thousands of individuals who invested in the bank’s preference shares and perpetual subordinated bonds.

Under the Co-op Group’s rescue plan, holders of these perpetual subordinated bonds and preference shares would have received ordinary shares in the new bank in exchange for their bonds and preference shares – because that was the conventional way of forcing a financial sacrifice on investors very low down the food chain of creditors (the perpetual subordinated bonds and preference shares have less claim on Co-op Bank’s assets than the lower-tier-2-capital holders).

This would have caused considerable hardship for many of these individuals, because their existing Co-op Bank investments pay a handsome income, whereas the new Co-op Bank shares would probably pay little or no income for many years.

So there has been a public campaign against what Co-op Group was proposing by these small investors, co-ordinated by Mark Taber.

Co-op Group has been insisting it has been trying to protect the interests of the retail investors. And it looks as though they have won some kind of victory, because the revised rescue deal will – breaking with convention – offer them income-paying bonds.

Meanwhile the hedge funds and lower-tier-2-capital owners will receive mainly shares, because they want direct ownership of a bank that they believe can be restored to health and turned into a valuable business over three to five years.

The hedge funds and other institutional investors are also expected to invest tens of millions of pounds of their own money in Co-op Bank, to boost its capital and reinforce their control of the bank.

If no rescue can be agreed voluntarily, control of the bank would temporarily be seized by the Bank of England, under a process called resolution.

The Bank would then protect the interests of depositors by forcing big losses on Co-op Group and obliging the bank’s bondholders to convert their loans to the bank into loss- absorbing shares on terms regarded by the Bank of England as fair.
Co-Operative Bank Exchange Offer

As part of the plan, an Exchange Offer has been made to investors in the Bank?s subordinated capital securities (which comprise subordinated notes, bonds and preference shares). No senior unsecured bonds of Group or Bank are being targeted in the Exchange Offer – only subordinated capital securities issued by Bank.

The terms of the Exchange Offer as it currently stands are:

Broadly, there will be an offer to exchange existing Bank subordinated capital securities for a combination of (a) a fixed income instrument issued by the Group, and (b) new ordinary shares in the Bank.

The fixed income instrument will be used by the Group to finance, indirectly, its subscription for additional ordinary shares in the Bank. In addition to the issue of ordinary shares, capital

will also be generated for the Bank through the Exchange Offer as a result of redeeming the Bank subordinated capital securities below the Bank’s current book value.

The Co-Operative Group will be making a substantial fresh contribution of up to £1 billion through its subscription for new ordinary shares in the Bank using the proceeds of (a) the Group?s issuance of a fixed income instrument in the Exchange Offer, and (b) the sale of the Group?s insurance assets. The Group?s equity stake in the Bank following the successful implementation of the Exchange Offer will come only as a direct result of its planned substantial contribution of up to £1 billion of fresh capital.

 

ADDITIONAL MATERIAL PROVIDED (on blackboard):

• Co-Operative Bank?s Capital Position and Plan dated 17 June 2013
• Co-Operative Group Interim Report 2013
• Co-Operative Bank Interim Financial Report 2013
• Co-Operative Bank Bond Issue Prospectus dated 29 July 2009 following acquisition of Britannia Building Society
• Co-Operative Bank Additional Regulatory Disclosures 2013 (NOTE: These Additional Regulatory Disclosures are in accordance with requirements defined by the Prudential Regulation Authority (PRA), and provide interim Basel III CRD IV capital resources and leverage ratio disclosures. These disclosures have been completed according to the final Capital Requirements Directive (CRD IV) published within the Official Journal of the European Union on 26 June 2013, along with the FSA’s public statement ??�CRD IV transitional provisions on capital resources’.)

• Letter from the Chief Executive of Co-Operative Bank to Chair of the Treasury Select Committee dated 30 August 2013

 

INSTRUCTIONS
This is the first piece of coursework in the module.

MAXIMUM 2,400 WORDS (excludes footnotes, references, bibliography and attachments, graphs, images and addendums)

Hand-in Deadline: Week beginning 9am Monday 9 December 2013 and 5pm Friday 13 December 2013 (TBC)

Hand-in Process: Through Blackboard TurnitIn only. The first page of the coursework must be the completed assignment feedback form which is made available to students within the module assignment folder and at the end of this handbook.

ADDITIONAL MATERIAL PROVIDED (See list above and on Blackboard)

Referencing: Students must utilise OSCOLA.
QUESTION

Holders of the securities which will be subject to the Exchange Offer (the “Target Securities”) range from major corporates and other large organisations, including registered providers and local authorities, through SMEs and charities, to individual retail investors.
The Bank cannot compel bondholders to accept the Exchange Offer. Further, proposals by the Bank which penalise bondholders who fail to accept – for example by redeeming their bonds for nominal consideration will be susceptible to challenge in court.

However, the Bank may offer inducements for participation – e.g. cash payments to holders who consent. Furthermore, the Bank may use “sticks” to incentivise participation, from suspending payments under the existing bonds, to forms of compulsory restructuring which would leave holders worse off than under the Exchange Offer.

In light of the fact that any holder of a Target Security face losses, with reference to the offer contained in the Co-Operative Bank?s announcement of the 17 June 2013 and the above statement, critically examine the following cases and consider whether the offer as it stands satisfies the rationale behind judgments made by Mr Justice Briggs and Mr Justice Hamblen respectively in:

• Assenagon Asset Management S.A. v Irish Bank Resolution Corporation (formerly Anglo Irish Bank Corporation Ltd) [2012] EWHC 2090 (Ch)

• Azevedo and Another v Importacao, Exportaacao E Industria De Oleos Ltda and others [2012] EWHC 1849 (Comm).
please use the oscola style reference
and use journals and websites
thank you :

and also make sure to the oscola style

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Current issue analysis

Preamble
There are widespread claims by professionals and parents alike that computer gaming has negative effects of the cognitive development and behaviour of children.
Your task
You have been asked to contribute to a senate inquiry into the impact of computer gaming on child behaviour and development. As a developmental psychologist, your role is to contribute to this public deliberation by presenting some empirical evidence that has investigated the link between child development (and/or behaviour) and gaming.
Your task, therefore, is to respond to some of the key claims made in the article "Smarter Games, Dumber Children". If this link does not work, go to news.com.au, and find it through the site’s search functions.
Please note the aim of this assessment item is not to argue for or against gaming use in childhood. Indeed you may have strong views about the positive or negative effects of computer games. However, for this assignment you need to set those aside and to objectively assess the empirical literature.
1) Indicate the normal or typical cognitive development of children aged 6-12 years (approx. 700 words). Note that different developmental milestones are pertinent to each age (or age group) between the ages of 6 and 12. It does not matter which theory of cognitive development you discuss, however, it is important to link your discussion of normal development to the negative impact that internet use is thought to have on development. Thus, for instance, if you rely on Piaget’s theory of cognitive development, you would need to relate your discussion of benefits/negative effects of game use to Piaget’s stages.
2) Assess the existing published, peer reviewed evidence of potential and/or actual psychological impact of gaming on children. (approx. 600 words).
3) Conclude with three recommendations for the Senate Inquiry concerning the use of gaming both in schools and at home. These must be specifically linked to the two foregoing sections. One recommendation should address itself to government and/or industry policy – should law or policy be changed, and if yes how? For instance, should gaming be used as an educational tool in schools? The second aspect should address itself to what we should be telling the wider communities (i.e. families). The last recommendation should address itself to concrete suggestions with regard to research (i.e. ?more research? would not suffice, suggest a particular design of research program and mention how it may fill in gaps in our knowledge). These recommendations don’t need to be very long because your first two sections should provide ample rationale for them. (approx. 600 words).
Rationale
Rationale
Moral arguments with regard to community standards may be important and valid. However, they are highly variable, with both sides of the debate invoking moral imperatives in defense of their position. One the one hand we have the moral imperative of free speech and artistic expression; on the other side we have the moral requirement to protect children. This exercise is designed to provide experience in sorting opinion (however impassioned) from evidence; and make evidence-based contributions that might assist a public enquiry in reaching a decision. The importance of these analytic and information literacy skills in becoming an effective professional cannot be overstated – especially in developmental psychology and childrens’ services, where rhetoric frequently overshadows reasoned and evidence based debate.

The rationales for this task, therefore, are:

1. To improve your ability to assess research evidence
2. To make you a more critical consumer of information in the media
3. To improve the clarity and coherence of your written expression.
4. To improve your referencing skills
5. To develop your research skills

Marking criteria
The evidence you present should consist of primary resources (such as peer-reviewed articles or specialized developmental texts). Avoid general textbooks (such as your PSY202 text) as these are all secondary sources. After all, if they can read and cite Piaget, Bandura, Bronfenbrenner or Vygotsky, so can you. You will identify dozens of articles and other sources but be selective and discuss about six peer reviewed articles (in addition to your references on theory in development) – this is only a short piece and I am more interested in your ability to interpret and analyse the literature on childrens? psychological development than your ability to ?blind? us with an exhaustive list. The first step to good analysis of the literature is the appropriate and balanced selection and use of relevant material.

Do not cite websites, general texts (i.e Westen) or news articles as evidence. You?re being assessed on your interpretation of the scientific evidence, not someone else?s opinion.

In summary, the following criteria will be used when marking your assignment:

Conceptual skills/quality of argument (50% of total)

You will gain marks for:
Demonstrating an understanding of different kinds of evidence (e.g. is the study correlational? Is it experimental? What implications does this have?)
Showing that you can evaluate evidence from both sides of an argument. For example, try to view your articles as if the findings agree with your position, but also give some thought to how you might criticize the article if it did not agree with your position. Even handed treatment of the evidence makes for more convincing conclusions.
You will lose marks for:
An argument that is too narrative or descriptive.
Giving opinions that are unsupported by evidence .
Recommendations that are unsupported by the evidence you present.
Research skills (30% of total)
You will gain marks for:
An appropriate list of references that are
– relevant to the question.
– peer reviewed
– presenting primary evidence rather than a review of other’s studies
You will lose marks for:
Relying on secondary evidence or websites
Any direct or indirect quotations or factual information that is not adequately acknowledged. Please note: excessive use of quotes without referencing them as quotes may put you at risk of investigation for academic misconduct under CSU?s plagiarism policy.
Literacy and writing skills (10% of total)
You will lose marks for:
Incoherent or unclear written expression
Needless repetition (some recapping in conclusion is expected, but make it a cogent summary rather than a pure repetition)
Errors in grammar, punctuation or spelling
Being too vague, too general or digressing from the topic
Professionalism (10% of total)
You will lose marks for:
Incorrect referencing, formatting and layout style (see APA publication guide – 6th edition)
Writing that is colloquial or journalistic
Typographical errors
Presentation
Referencing and presentation must conform to APA convention (6th Edition, 2010). You should, at second year, be reasonably conversant with the APA Publication Manual yourself. However, the University has compiled a very good guide to the APA. We recommend you read it. Quotations from any source MUST be appropriately referenced as such (see pg. 170 of APA manual). Subheadings may be used to organize your points. Do not use bullet points under any circumstances. Typeface should be 12 point Times New Roman, and have 1.5 spaced lines.
plagiarism cannot be performed, turnitin software is used and detects all plagiarism, plagiarism is a criminal offense here

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The Ottoman Empire in science and knowledge

First I will start with the history and brief description about the Othman Emprise (when founded start & end) also to highlight the main facts, events and achievements in a brief (1 A4 Page).
Then will I will provide brief about the Othman contribution in Science and technology that are used and benefits. Moreover, I will highlight the Learning in Ottoman period and the methods of learning. (2 to 3 A4 Page)
Finally, Lessons learned and opinion about the Ottoman Empire and conclusion (1 A4 Page).

Please note that i might add some sources.

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Compares and Contrasts Qualitative and Quantitative Research Methods.

Your task for this assignment is to write a 1500 word ESSAY that compares and contrasts qualitative and quantitative research methods.

Please note that 1500 words is the absolute maximum word count for this assignment. The marker will not read past 1500 words so please make sure you do not go over the word limit.

To help guide you, within your answer you should:
remember to answer the question
outline what each method is
what techniques each method uses
cover the types of data each method is suitable for and not suitable for
explain the differences between the two methods
provide an argument supported by relevant psychology examples
demonstrate understanding of ethical issues with both types of research
address any ethical issues concerning these methods
Note as this is an essay it should be written as such, and not split into the above sub-headings. Rather it should follow the usual essay style of Introduction, Main body, and Conclusion (BUT PLEASE DO NOT USE THESE AS HEADINGS IN YOUR ESSAY – NO HEADINGS NEEDED).

You will be required to source articles other than the one provided for this assignment. DO NOT USE WEB SITES AS REFERENCES, USE JOURNAL ARTICLES OR BOOKS.

Rationale
The aim of this assignment by using relevant examples, is to develop your understanding of the difference between qualitative and quantitative research methods in psychology. It also aims to develop your understanding of ethics in research. This is achieved by providing you with the opportunity to write an essay on these methods in which you also need to examine ethical issues.
When studying psychology we learn about different research methods psychologists use to study human behaviour and mental processes. These are covered in Chapter 2 of your textbook by Burton et al. (2012). Psychologists use experimental research methods in attempts to understand why something has happened. Experimentation usually involves the collection of quantitative data, which are expressed as numbers (e.g., frequencies, percentages, scores, means, standard deviations). Researchers who adopt more descriptive methods of research often use qualitative methods. It is important to note, however, that not all descriptive data ARE qualitative. For example, means and standard deviations are forms of descriptive data because they describe the data but they are quantitative not qualitative. Qualitative data are usually expressed as words, pictures, or objects and researchers then try to find meaning in these data (e.g., transcriptions, interviews, discourse analysis). This may include expressions of common themes in the answers people give to questions asked by the researcher.

The following reading, available on eReserve, will be useful for this assignment:

Neuman, W. L. (2006). Social research methods: Qualitative and quantitative approaches. (Chapter 1). Boston: Pearson.

Marking criteria

Aspect of Essay Description
Layout/ Presentation
Title page, margins & general presentation. Style & format as per instructions (double-spaced etc.) Professionalism in presentation
Style Issues
Quality of written expression, sentence construction, spelling and grammar. Appropriateness of literacy level.
Introduction
Clarity & comprehensiveness. Provides an overview of the paper and sets up the direction for the discussion.
Use of relevant literature
References include recent publications. Good quality & quantity of reference material. (Marks will be lost if web sites are used as references).The main ideas are conveyed and discussed well.
Quality of Argument
Critical use of reference material. An argument and theme emerge regarding what the writer is trying to convey. Answers the question.
Conclusion
A clear summary of the argument that restates the main points and rounds off the discussion.

Presentation
Note that these are requirements for the assignment not options.

Use the essay template placed in the Resources section of CSU Interact.
Length 1500 words which excludes the reference list but includes in text citations
Your essay must have a title page and you need to include your word count on this page
Leave at least a 2.5cm margin around your essay
Double space all parts of the assignment including the reference list
Use size 12 Arial or Times New Roman font
Headings are not required in the body of your essay
Keep a copy of your work
Proof-read your work before sending it in (Hint: it is a good idea to read it out loud so that you can pick up on any grammatical errors)
No abstract is needed for this assignment
Provide a reference list
Requirements
Your essay should be guided by the following:
Clearly introduce your topic and the structure of the essay to follow.
Make a clear statement in the introduction about what your argument in your essay will be.
Give a comprehensive coverage of the literature you have chosen as your references within the constraints of the word limit.
Read a widely so that you fully understand the topic.
Make sure you develop an argument which is based on logic and evidence and not just on personal opinion or popular belief.
Finally, come to a clear conclusion, and reinforce your essay?s position.
Follow the Marking Criteria as set out above
Reference list
Your reference list should contain all the articles you have referred to in the text of your review and it should be presented using APA formatting.
The writing guide by Burton (2010) provides a section of how to write using APA style. The APA publication manual also covers APA style in detail. Remember, although marks will not be deducted for incorrect referencing style in Assignment 1, you will lose marks in Assignment 2. Therefore, we encourage you to use it in Assignment 1 as well. You will be given feedback on your referencing style in Assignment 1 which will be useful when completing Assignment 2.
It is important there is no plagiarism as markers here use the turnitin software which detects all plagiarism , if detected it is a criminal offence here in australia

 

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HISTORY QUESTIONS

please read the following reading that will be uploaded, and then answer these questions based on the reading

Describe the central philosophical assumptions behind Reaganomics. What were the key policies by which it was implemented? To what extent were these policies a break from previous economic approaches?
What were the key structure factors underlying recent changes in American economic and cultural life.
What were the causes of the feminization of poverty?
Who were the winners and losers during the 1980s?

 

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Media monitor

go to www.vogue.com and pick an article that post between Sep.23rd to Sep 29th, read it and then write a summary about what the article is about. Most importantly, in the end of the essay, discuss if this article is public relation or not, it is good public relation or bad public relation? why? please copy the link of the article and include that in the beginning of the essay. (I’ll upload an example essay)

 

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Portfolio Assessment

1. Briefly summarise, in your own words, the value and role of statistics in tourism research. (10%)
2. In your own words, distinguish between descriptive and inferential statistics. (5%)
3. has been done by myself, so please do not worry- 29%
4. Using the SPSS file called Gender&Package
(a) Produce a cross-tabulation of the variables Gender of visitors and Type of package. Include
• expected counts and observed counts
• percentages for the likely independent variable (5%)
(b) DESCRIBE and COMMENT on the table and the differences, if any, between observed and expected values (100 words) (15%)
(c) Using Goodman and Krustal tau calculate the correlation coefficient for gender of visitor versus type of package. DESCRIBE and COMMENT on your findings. (50 words). (8%)
5. Using the SPSS file SwanseaSurvey
(a) Produce a cross-tabulation of the variables type of visitor and level of knowledge. Include
• expected counts and observed counts
• percentages for the likely independent variable (5%)
(b) DESCRIBE and COMMENT on the table and the differences, if any, between observed and expected values (100 words) (15%)
(c) Using Kendall’s tau -c calculate the correlation coefficient for Level of knowledge of area versus type of visitor. DESCRIBE and COMMENT on your findings. (50 words).
3 table has been given to you
Disruption needed for tables.

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Art History paper

Pick 3 different and distinct examples of art from the entire course to demonstrate that art is a product of its context and show how each culture/time period utilized specific conventions of representation and a method of delivering them.This is a broad question and will require you to narrow your ideas into a specific thesis.

Don’t copy any online resources.

This course is a survey of the chronological development of Western art from the Renaissance to the mid 19th Century with emphasis on the cultural, political, and social factors that influenced this evolution. This includes: Renaissance, Baroque, Rococo, Neoclassicism, Romanticism and Realism painting, sculpture and architecture. The course lectures and readings will be largely based on painting, sculpture and architecture throughout these centuries.

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Money and banking

Please submit a report on the monetary policy of the Fed during the economic crisis between 2007 and 2009.
The report should be between 3 and 5 pages long (it is ok to be a bit longer but not shorter)
It should focus on three tools of the Fed (Open market operation, reserve requirement, discount rate)
The report “must” contain at least two charts (tables or graphs),
It must show the reference list at the end.
You can use only legimate sources (i.e., wikipedia or blogs are not acceptible) for your reference.
The report must be double spaced and contain a short introduction and conclusion.
This is an individual work and plagiarism will not be tollerated

 

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