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Assessment 3 information and Support
Posted on: Wednesday, 19 September 2018 10:48:13 AM AEST
Hello to all of our Students in Aboriginal Sydney Now,
Firstly, assessment 2 has been graded. We highly recommend that students read all of the comments that our markers have provided. This feedback will be useful for completetng the last assessment.
Assessment 3 – Information.
Due: Midnight Sunday 14th october 2018
We have had some email enquiries about the last assessment. We do not have access to sample assessments, however the information below should answer most questions.
In the past students have presented their E-Portfolios as power points, webpages, brochures etc. the format is really up to you, however it is important that we are able to access it easily in order to grade it. (If you do a power point it is better to save it as a PDF, to minimize issues with turn it in)
Students that produce resources such as weebly, google docs or prezi etc, need to upload their submission page with a link to their assessment. This way there is a record on turn it if the date it was submitted and staff will be able to access the assessments and then add grades and comments into the tum it in system.
Have a look also at the information table under the assessments tab on blackboard.
,1::,ndeigszoguesstsipeonercusedrvoinceots,hpalecetos :sthigins)i:catonceuse, ktheyecr:lumiruenmiventinseo2ersasestees.sment as main heading areas, e.g. Map of the area, traditional custodians, demographics,
Firstly, you will need to identify the area you will investigate and map it. From here your analysis can be based in your own area of expertise. The key points of the assessment here are
1. To develop a sense of how Indigenous culture influences your local area (who has control over how it is presented, how does it portrait Indigenous Australians?)
2. to 'see' the community from an Indigenous perspective
For example: if you were studying media, you might analyse the motivation behind the representation of Indigenous people in your community (tourism, reconciliation, empowerment of Indigenous people or education of non-Indigenous people about Indigenous people). You can then use materials presented in this unit,(specific readings, lectures, Redfern Now episode) with additional scholarly readings to support your analysis.
Most students pass this assessment by displaying an understanding of the representation of Indigenous Australians in their local community. Students that earned higher grades analysed this representation from an Indigenous perspective in regard to ownership, authenticity, respect and/or motivation behind the way in which Indigenous Australians are represented in their chosen community.
Assessment 3- eportfolio
If your file is too large to submit via Turnitin please email to michelle.locke@uts.edu.au. Saving PP's as pdf documents will make then easier to submit. Please submit a cover page to
Turnitin with weblink if using Weebly or similar formats.
View/Complete
Assessment task 3: e-portfolio
Weight:40%
Task: This assessment requires students to 'map' their local community, in order to develop a sense of how Indigenous culture influences local area. As well, the activity is designed to assist students to 'see' their communities from an Indigenous perspective. A comprehensive profile will include a range of information including traditional custodians of the land, demographics, Indigenous specific services, places of significance, key community members, and services and organisations relevant to students' particular discipline area of study and potential profession.
Length:
6 credit points – 1000 words plus resources, photos, pamphlets and other items of interest.
8 credit points – 1800 words plus resources, photos, pamphlets and other items of interest.
Due: Sunday 14th October. Midnight (or earlier).
If you have difficulty submitting the assignment to Turnitin because of size or format (some students used Weebly last session for example), please submit a cover sheet with weblink or email the assignment to Michelle Locke – michelle.locke@uts.edu.au (cc Susan Page)
Aims of portfolio
• Conduct original individual research
• Gather, structure and analyse resources obtained from within your local community
• Practice transferable skills in research
• Share new knowledge with others
Content
• Traditional custodians of the land
• Languages
• Sites of significance
• Events of historical significance
• Indigenous population (age. gender. socioeconomic status)
• Indigenous services (land council. health services. housing. employment for example – think particularly about services that might relate to the discipline area you are studying)
• Mainstream services offering Indigenous services
Assessment task 3: e-portfolio
Objective(s): a, b, c and e
Weight: 40%
Task: This assessment requires students to 'map' their local community, in order to develop a sense of how Indigenous culture influences local area. As well, the activity is designed to assist students to 'see' their communities from an Indigenous perspective. A comprehensive profile will include a range of information including traditional custodians of the land, demographics, Indigenous specific services, places of significance, key community members, .d services .d organisations relevant to students' particular discipline area of study and potential profession. Further information will be provid. through UTS Online
Length: 1000 words plus resources, photos, pamphlets .d other items of interest.
Due: Week 11
Criteria Criteria Weight (%) SLOs CILOs
linkages:
Range and relevance of sources 30 a, c 4.
consult. and evidence of Indigenous
perspectives
Depth of analysis and reference to 30 a, b, c, e 2.
course materials
Coherence of strudure and resources 20 1.
gathered
Clarity of expression 20 6.
Aims of portfolio
• Conduct original individual research
• Gather, structure and analyse resources obtained from within your local community
• Practice transferable skills in research
• Share new knowledge with others
Content • Traditional custodians of the land
• Languages
• Sites of significance
• Events of historical significance
• Indigenous population (age, gender, socioeconomic status)
• Indigenous services (land council, health services, housing, employment for example – think particularly about services that might relate to the discipline area you are studying)
• Mainstream services offering Indigenous services
Presentation • book
• poster
• website
• powemoint
• paper based journal
What to include • service details
• photos
• event flyers,
• web addresses
• statistics
• annotations to brochures, flyers etc to explain why you chose them
Where to start • Local council
• Phone book
• Internet
• ABS slats
• Local libraries
• Walk the streets
Analysis • Reflect on what you found, what was missing and what you learnt, relate to relevant readings and explain why you chose the structure of your portfolio

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How would you explain differences in individual perceptions of the same statement?

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On Protecting Human Subjects in RESEARCH in 400 words:. Please review the added information as not to reiterate the same information:

Please review the expectations in these instructions and in chpt 5 of Creswell (2014) Research Design.

You should describe the3 principles from the Belmont Reportand explain howthe Informed Consent Documentwill be used to ensure that those principles are implemented.

Here are some website resources to get you started thinking about the variety of potential risks:

• Categories of risks: https://rcs.uoregon.edu/content/examples-potential-risks-subjects
• Here is a checklist of risks from the Southern Baptist Theological Seminary:
• http://d3pi8hptl0qhh4.cloudfront.net/documents/dmin/Human_Subjects_Risk_Assessment.pdf
• Bryman & Bell (2007)Bryman, A. & Bell, E. (2007) Business research Method (2nd edition). New York, NY: Oxford University Press.
• https://research-methodology.net/research-methodology/ethical-considerations/

ADDED INFORMATION:

Risks to my Human Subjects

The human subjects for the qualitative phenomenological research project on interdepartmental communication in therespect to work place safety in trauma situations will be protected by respecting the autonomy and anonymity of the research subject. Each of the participants will sign a consent form at the onset of the one on one interview process. The goal of ‘doing no harm’ that is the staple of all actions in the healthcare environment is equally imperative in the research being done in this project. All risks will be minimized and the benefits of the research will be explained to the research subjects; specifically, how the research will benefit them and the healthcare community (Amon, Baral, Beyrer, & Kass, 2012).

Doing no harm is the key. There are inherent risks to all research. The conversations that will occur in the process of the interviews can and more than likely will bring up memories both good and bad. The realities of Post-Traumatic Stress Disorder PTSD in health care providers is a real issue that could affect the care that is being provided to future patients that the interview participants will be treating. It can also affect their personal lives as they are reminded of experiences that are unpleasant.

The Belmont Report states that the most important part of clinical research to human subjects revolves around mitigating their risk. By being conscious as a researcher on beneficence, justice and respect to persons, the researcher can ensure that the end justifies the means of the work process.

The only way to mitigate these reactions to the interviews is to keep the conversations light, and to keep the goal of the research at the forefront of the conversations. Reminding the participants of why they got into medicine will be critical. Another option that could be used is to remind each participant that if any Post Traumatic Stress Disorder concerns come up for the research participants than they should reach out for help. Most insurance companies provide free phone counseling for their participants.

Nicole T. Walton-Trujillo, R.T. (R) (CT), ASRT, ARRT, BSRS, NMSRT, MBAH, MOL

References

Kohlbacher, F. (2006). The Use of Qualitative Content Analysis in Case Study Research. Forum : Qualitative Social Research, 7(1).

Matua, G. A. (2015). Choosing phenomenology as a guiding philosophy for nursing research. Nurse Researcher (2014+), 22(4), 30. doi:http://dx.doi.org/10.7748/nr.22.4.30.e1325

O’Cathain, A., Nicholl, J., & Murphy, E. (2009). Structural issues affecting mixed methods studies in health research: a qualitative study. BMC Medical Research Methodology, 9, 82. doi:http://dx.doi.org/10.1186/1471-2288-9-82

Stephens, J., Barton, J., & Haslett, T. (2009). Action Research: Its History and Relationship to Scientific Methodology. Systemic Practice and Action Research, 22(6), 463-474. doi:http://dx.doi.org/10.1007/s11213-009-9147-7

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Write, test and debug (if necessary JavaScript for the problems that follow

When required to write a function, you must include a script to test the function with at least two different data set

In all cases, for testing , you must write an HTML file that refernces the JavaScript file 

1- Output : the first 20 fibonacci numbers which are defined as in the sequence 

1,1,2,3,….

where each number in the sequence after the second is the sum of the two previous numbers. You must use document. write to produce the output

2- Modify the script of Exercise 1 to use prompt to input a number n that is the number of the Fibonacci number requied as output

3- Input : A line of text, using prompt.

Output: The words of the input text, in alphabetical order.

4-Modify the script of Exercise 3 to get a second input from the user which is either “ascending” or “descending” Use this input to determine how to sort the input words

5- Function: reverser

Parameter: A number.

Return : The number with its digits in reverse order.

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