代写 Social Action Plan:- BBUS1BUF

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  • 代写 Social Action Plan:- BBUS1BUF
     
    ASSESSMENT TASK 3: Social Action Plan – Group Report and Presentation/video
    Assessment task 3a Social Action Plan- Group Report
    Due date/
    Milestone 1
    Milestone 2
    Milestone 3 
    Assignment
    submission
    Week 11
    20 th April,5pm Backgroud,4 Objectives,ActionPlan
    4 th May, 5pm Outcome, Timeline & Resources,
    18 th May ,5pm Risks Evaluation, References ,Appendix
    Submit your assignment BOTH
    -  Electronically via Moodle, AND
    -  Hard copy in tutorial class
    - EMAIL SUBMISSIONS WILL NOT BE ACCEPTED
    Word limit 2000 words (+/- 10%), plus references (Students are required to use the LTU Harvard
    Referencing style)
    Type of assignment Group assessment
    Weighting 40% of the total marks for this subject
    10% Critical thinking and problem solving as a team
    10% Writing
    10% Personal reflection
    5% collaboration and participation
    5% Location, selection and use of information
    Grading criteria: Assessment specific grading criteria in the Subject Learning Guide
    Important notes -  Signed Assignment Cover Sheet (Academic Integrity Student Declaration form) must
    be attached to hard copy submission
    -  For electronic submissions: ONLY Microsoft Office document types are accepted
    -  Font size not smaller than Times New Roman 12
    -  You MUST keep a duplicate copy of your assignment
    Assessment task 3b Social Action Presentation or Campaign Video
    Due date/
    Assignment
    submission
    Week 12 classes. Each group will present their social action plan to the rest of the class.
    Format: Live presentation or video campaign
    Time: 12 mins (2mins per student, 5 students per group including questions)
    Type of assignment Group Presentation (Individual Presentation mark)
    Weighting 10% of the total marks for this subject
    Grading criteria: Assignment specific grading criteria in the Subject Learning Guide
    Intended learning outcomes:
    3 Demonstrate and justify the use of management skills to solve a contemporary social problem in a dynamic environment.
    4 Communicate effectively through professional oral presentations.
    5 Communicate effectively through structured written argument in a professional report format.
    6 Search for, locate and evaluate discipline specific information.
    7 Demonstrate and reflect on personal views and have an openness to the perspective of others.
    2
    Purpose and aims:
    The purpose of this assessment is to enable and actively engage students to lead their own action. Along with applying the
    knowledge and skills gained from learning about local, national and global issues, students will be supported in the development
    of the necessary skills of problem/opportunity identification and action planning, necessary to be pro-active in making a positive
    difference in the world. This is also designed to provide an opportunity for students to work collaboratively and respectfully  with
    a range of students from diverse backgrounds.
    Each class will collaborate together to define ONE socially-based problem or opportunity which could be a local, national or
    global issue/opportunity relevant to some aspect of diversity, equity, social inclusion and engagement, which requires a
    proposal for a solution or offers an opportunity for development that will involve an aspect of social advancement.
    As a small group**, you must be able to define the scope of the issue/opportunity through inquiry/research, critically analyse
    the issue and arguments regarding the nature/importance of the issue; and offer solutions to the issue or a means of realising
    the opportunity.
    3
    ** This assessment requires students to actively engage and work collaboratively with a diverse range of students to be able to
    understand the perspectives of others; therefore, small groups of 5 (groups will be formed in week 2) will be formed by self-
    selection (with the support of the lecturer) however, you are highly recommended to have a range of disciplines, ages, cultural
    and linguistic skills as the greater the diversity of your group, the broader the range of ideas that will be available to you. This
    assessment task provides students an opportunity for inter-cultural learning, which requires a culturally heterogeneous mix of
    students.
    Description of the assessment:
    There are TWO parts to the assessment:
    Part A: Group action plan on a social issue/opportunity: a written report comprising of 2000 words. (40%)
    Part B: Presentation or Campaign Video (10%) In week 12 classes, each group will present the social action plan to the class.
    Each member of the group will receive an individual mark based on the presentation. Each group must present for 12 minutes in
    total, including questions.
    Students are required at least 4 types of resources in the group social action plan:
    1. Minimum of 2 journal articles (students are required to use scholarly and peer-reviewed articles)
    2. Newspaper articles
    3. Prescribed textbook
    4. Website
    Steps in developing the class issue/opportunity:
    Week Action  required Outcome
    4 The lecturer introduces Assessment task 3: the purpose and
    requirements of the assessment.
    In this session, each student in the class is asked to think
    about ONE issue/opportunity that they would like to pursue
    or write about. (students are encouraged look at
    newspapers, magazines, news reports etc)
    One issue/opportunity from each student to be
    provided by week 5
    5 Anonymously, each student to write down the
    issue/opportunity on a post-it note and place on the
    whiteboard
    Class to discuss the issues/opportunities
    presented and identify themes emerging (4 or 5
    themes to be identified)
    6 Each group is to brainstorm using butcher paper each of
    themes that was identified in week 4 and decide on which
    issue/opportunity they would like to work on.
    Groups to vote on ONE issue/opportunity by nominating
    their preferred issue and placing it in the box provided.
    Lecturer to count the votes.
    Lecturer to gather all the suggested
    issues/opportunities themes and each class is to
    vote ONE issue/opportunity
    Examples of Social Issues, problems or opportunities to be addressed in the Social Action Plan

    代写 Social Action Plan:- BBUS1BUF

     
    1. Cultural Diversity
    2. Gender
    3. Indigenous Issues
    4. Euthanasia
    5. Cyber-Bullying
    6. Obesity
    7. Self-image
    8. Global warming
    9. Globalisation
    10. Drug abuse
    11. Homelessness
    12. Genetic engendering
    13. Child labour
    14. Animal rights
    4
    Template for Social Action Plan
    Part A – Written Report
    Part A of the Social Action plan needs to include the following:
    1. Background to the Issue
    This includes, but is not limited to a description of the issue, why it is important, whom it affects, and the costs to society of
    inaction. This section should also include a description of the company/group that has been chosen to address the issue.
    2. Objectives of the Action Plan
    In this section, groups should outline the key objectives of the action plan. In doing so, students should demonstrate
    awareness of the viability and practicality of the objectives involved, and the availability of resources to meet the said
    objectives.
    3. Proposed Actions
    Each objective should be broken down into a set of implementable action points.
    4. Anticipated Outcomes
    Each action point from Section 3 above is required to have a set of measurable anticipated outcomes associated with it.
    5  Timelines and resources required
    The anticipated completion date for each action, and the resources required to complete them are to be described in this
    section.
    6. Key Risks
    In this section, groups need to demonstrate that they are aware of any potential risks and downside associated with each of
    the action points.
    7. Evaluation Method
    Here students are expected to describe the methods to be used to evaluate the progress of each action point against the
    stated objectives and anticipated outcomes (Sections 2 and 4 respectively). Groups should also include when the evaluation
    is going to be undertaken, assuming that the action points will have varying timelines associated with them.
    8. Finally, each group is required to summarise the Social Action Plan into the following table, and attach it as an appendix to
    the report (It does not form part of the word count):
    5
    Social Action Plan: Group Name
    Social Action plan: Team members:…………………………………………………………………….
    Description of the Issue:
    Objective 1:
    Proposed
    Actions
    Anticipated
    Outcomes
    Key
    Responsibilities
    Timelines and
    Resources
    Required
    Key Risks Evaluation
    Method
    1.
    2.
    3.
    Objective 2:
    Proposed
    Actions
    Anticipated
    Outcomes
    Key
    Responsibilities
    Timelines and
    Resources
    Required
    Key Risks Evaluation
    Method
    1.
    2.
    3.
    Part B – Presentation or Campaign Video (Due date: Week 13 classes)
    Groups are expected to present their respective Social Action Plan tables to the rest of the class. This needs to be done in an
    engaging and professional manner, and should be conducted in a PowerPoint presentation and/or Campaign video format.
    Each group must present for 12 mins in total, including questions. Each member of the group will need to present for 2 mins and
    each student will receive an individual mark based on the presentation.
    All students will be provided with peer feedback. During presentations/videos, students will be providing feedback using the
    grading rubric (provided). The feedback will be anonymous, and will be collated and provided back to each group.
    Guidelines for the in class- presentation
    • Groups of 5 students (some regional classes may define groups of a different size)
    • All students are required to present. Each student is responsible to speak for 2 mins
    Guidelines for Campaign Video
    • Each group member to present for an equal length of time (2 mins)
    • The video must be 10 mins in total, with each member of the group presenting. Students who present a video will also have
    question time in class (2 mins)
    • Videos must be uploaded on desktop computer. Please make sure the video link(s) work before class. Failure to do this may
    result in deduction of marks.
    Grading Criteria Assessment Task 3a: Group Social Action Plan (40%)
    Criteria Excellent (A 80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Grade
    Writing Authoritative use of
    management/business concepts
    and terminology in group action
    plan. Clearly states the purpose,
    assertion, arguments and
    findings, and supports this with
    evidence in a sustained and
    logical fashion.
    Proficient use of
    management/business
    terminology in group action
    plan and orders ideas in a
    structured and sequenced
    fashion, aimed at making a
    central argument or assertion.
    Competent use of
    management/business
    terminology in group action
    plan. Contains many relevant
    ideas, and attempts to structure
    them in a coherent manner.
    Limited use of appropriate
    management/business terminology
    in group action plan.
    Contains some relevant ideas, but is
    unable to relate them in an
    organised manner.
    Contains little or no meaningful
    information relating to the task,
    and makes no attempt to
    produce an organised response
    to the task.
    /10
    Location, selection and
    use of information
    (evidence and citation)
    Locates, evaluates and
    integrates a range of relevant
    information (or data) into the
    construction of a response to
    the task, and uses the discipline
    sanctioned Harvard Referencing
    Style at
    http://www.lib.latrobe.edu.au/r
    eferencing-tool/harvard to cite
    sources in a timely and
    appropriate fashion.
    Locates and synthesises a range
    of relevant information (or data)
    to inform the response to the
    task, and uses the discipline
    sanctioned Harvard Referencing
    Style at
    http://www.lib.latrobe.edu.au/r
    eferencing-tool/harvard to cite
    sources in a timely and
    appropriate fashion.
    Uses a range of prescribed
    information sources (or data) to
    inform the response to the task,
    and uses the discipline
    sanctioned Harvard Referencing
    Style at
    http://www.lib.latrobe.edu.au/r
    eferencing-tool/harvard to cite
    sources in a timely and
    appropriate fashion, but with
    some errors.
    The response to the task relies upon
    a narrow or partially relevant
    selection of information sources (or
    very limited data) and uses the
    discipline sanctioned Harvard
    Referencing Style at
    http://www.lib.latrobe.edu.au/refer
    encing-tool/harvard to cite sources
    in a timely and appropriate fashion,
    but with some errors
    Irrelevant sources and data
    selected to inform the response
    to the task, or used
    inappropriately, with little or no
    attribution.
    /5
    Problem-solving
    approaches/critical
    thinking
    Situates the problem or issue
    presented in within a
    management context or
    conceptual framework and
    draws supported conclusions
    from applying key management
    concepts to provide well
    justified solutions.
    Precisely identifies all relevant
    factors of the management
    problem presented and
    accurately applies management
    concepts to provide a possible
    solution.
    Correctly identifies many
    relevant factors of the
    management problem
    presented and attempts, with
    some inaccuracy, to apply
    management concepts to
    achieve a solution
    Correctly identifies some relevant
    factors of the management problem
    presented and attempts with some
    uncertainty to apply management
    concepts to achieve a feasible
    solution.
    Makes little or no attempt to
    separate the elements of the
    problem presented or to relate
    them to relevant management
    concepts.
    /10
    Collaboration and
    participation
    An integrated contribution to
    the group social action plan,
    which reflects critical
    assimilation of group
    perspectives, reaching a
    balanced and well founded
    conclusion, set of findings or
    recommendations.
    A co-ordinated contribution to
    the group social action plan,
    which reflects assimilation of
    group perspectives, reaching a
    qualified conclusion, set of
    findings or recommendations.
    A response to the group social
    action plan which attempts to
    accommodate or draw upon the
    group contribution in a coherent
    and structured fashion, reaching
    a tentative conclusion, set of
    findings or recommendations.
    A response to the group social
    action plan, which reflects group
    contribution, and constructs a less
    than coherent, but plausible,
    conclusion, set of findings or
    recommendations.
    Response does not account for
    group social contributions, or is
    unable to effectively include
    other points of view to reach a
    plausible conclusion.
    /5
    Personal reflection A very clear understanding of
    one’s own thinking and learning
    processes by examining openly
    own experiences and clearly
    articulating the diversity of
    opinions within the group.
    A clear understanding of one’s
    own thinking and learning
    processes by examining openly
    own experiences and clearly
    articulating the diversity of
    opinions within the group.
    An understanding of one’s own
    thinking and learning processes
    by examining openly own
    experiences and clearly
    articulating the diversity of
    opinions within the group.
    No clear understanding of one’s own
    thinking and learning processes by
    examining openly own experiences
    and clearly articulating the diversity
    of opinions within the group.
    No understanding of one’s own
    thinking and learning processes
    by examining openly own
    experiences and clearly
    articulating the diversity of
    opinions within the group.
    /10
    COMMENTS  /40
    Grading Criteria Assessment Task 3b: Group Action Plan Presentation (10%)
    Criteria Excellent (A80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Grade
    Presentation &
    Engagement
    Persuasively defines the
    conceptual approach to the
    presentation, structures the
    presentation and uses clear,
    powerful and appropriate
    language for an academic and
    professional audience.
    Coherently and logically
    structures the presentation and
    uses clear and appropriate
    language for an academic and
    professional audience.
    Logically structures the
    presentation), approaching
    coherence, and uses some
    appropriate language for
    student (or disciplinary)
    audience.
    Attempts to structure the
    presentation if somewhat
    incoherently, and uses minimal
    appropriate language for
    student (or disciplinary)
    audience.
    Makes no attempt to
    structure the presentation
    and does not appropriate
    language for student (or
    disciplinary focus).
    /3
    Questions and Discussion Responds to questions in a
    precise, persuasive manner
    with relevance to the
    presentation and refers to
    information that goes beyond
    ideas already presented.
    Responds to questions in a
    precise manner with relevance
    to the presentation and refers
    to some information that goes
    beyond ideas already presented.
    Responds to questions in an
    appropriate manner and with
    some relevance to the
    presentation, and shows
    knowledge and understanding
    of the topic
    Responds to questions in an
    appropriate and coherent
    manner, but demonstrates a
    limited knowledge of the topic
    Does not respond to
    questions or does so with
    little coherence and
    relevance to the topic.
    /2
    Disciplinary Knowledge Disciplinary knowledge is
    clearly presented and uses
    disciplinary language
    authoritatively; shows critical
    understanding of the issue
    presented and demonstrates
    depth and accuracy of
    understanding.
    Disciplinary knowledge is clearly
    presented and uses disciplinary
    language competently, shows a
    proficient awareness of the
    issue presented and
    demonstrates accuracy of
    understanding.
    Disciplinary knowledge is
    presented and uses disciplinary
    language approaching
    competency, shows an
    awareness of the issue
    presented and demonstrates
    limited content understanding.
    Disciplinary knowledge lacks
    clarity and uses disciplinary
    language tentatively, shows an
    awareness of the issue
    presented and some evidence
    of gaining new understanding.
    Disciplinary knowledge is
    unclear and does not use
    the language of the
    discipline in a sustained
    fashion, and demonstrates
    no evidence of gaining new
    understanding.
    /3
    Participation and
    Collaboration
    An integrated contribution to
    the response to the task,
    which reflects critical
    assimilation of other group
    perspectives, reaching a
    balanced and well-founded
    conclusion, set of findings or
    recommendations.
    A co-ordinated contribution to
    the response to the task, which
    reflects assimilation of other
    perspectives, reaching a
    qualified conclusion, set of
    findings or recommendations.
    A response to the task which
    attempts to accommodate or
    draw upon each individual
    contribution in a coherent and
    structured fashion, reaching a
    tentative conclusion, set of
    findings or recommendations.
    A response to the task, which
    reflects each individual
    contribution, and constructs a
    less than coherent, but
    plausible, conclusion, set of
    findings or recommendations.
    Response does not account
    for other contributions, or
    is unable to effectively
    include other points of view
    to reach a plausible
    conclusion.
    /2
    COMMENTS  /10

    代写 Social Action Plan:- BBUS1BUF