Category: Essay Writing

Techniques for Enterprise Architecture Assessment Description

| November 23, 2014

Project instructions:
Unit 5:

As you complete the assessment work in this unit, you may find it helpful to consider the questions below. You are encouraged to discuss them with a fellow learner, a

work associate, an interested friend, or a member of the business community, in order to deepen your understanding of the topics.

Why is an enterprise architecture useful to the IT department and the business unit managers?
Is it worth the investment?
What if the organization outsources its infrastructure to “the cloud”?
Should our enterprise governance, including IT governance, be part of the EA?
If the EA is a model of the enterprise, who is responsible for it?
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[u05a1] Techniques for Enterprise Architecture Assessment Description
Assessment Context
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Describe the practical applications used in organizations brought about by advances in information technology.
Define the process of enterprise architecture.
Competency 2: Analyze information technology management concepts.
Describe the concept of enterprise architecture framework.
Competency 3: Analyze new concepts and trends in the information technology field.
Discuss the process of strategic planning in a company or organization.
Competency 4: Synthesize diverse, advanced information technologies and techniques that optimize solutions according to the customer’s needs.
Synthesize the governance process of initiation, maintenance, and use of a strategic plan for a business or organization.
Assessment Instructions
Write a paper in which you address the following points. You will need to research some of the concepts to be covered in your paper. A good place to begin your

research is with the references provided in the Unit Resources.

Define enterprise architecture (EA), an EA framework, and a strategic plan.
Review the available EA frameworks and identify the two that you think would best fit an organization of your choice.
Describe each of the two EA frameworks and explain why the fit appears good for your chosen organization.
Identify your preferred framework of the two and devise a brief plan for initiation of that framework into an EA or annual strategic management plan for your selected

organization.
Identify the required roles for the effort, and who will perform those roles.
Describe the type of governance you would need to put in place for the initiation, maintenance, and use of the plan.
Explain how you would go about briefing the plan to the CEO for approval.

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Theories of Learning

| November 23, 2014

Paper instructions:
Theory of Learning Paper
Throughout this course, you have been focusing on theories of learning. For this final paper you will be asked to submit a paper defining what your theory of

learning is all about. The goal is to be focused and concise in the explication of your theory. Be sure to include three parts in your paper:
•    Part 1 – Define “learning” and delineate the learning process from a theory and research perspective. (You are free to include your own opinions as long as

they can be supported in the literature.)
•    Part 2 – Look at the learning process from the view point of “developmentally appropriate instruction.” How do the ages/stages at the developmental level of

the students with whom you work impact your theory? (Again, include your own opinions as long as you can support them with the literature.)
•    Part 3 – Focus on the methods and strategies that are required in order to implement your theory. Obviously, everything presented here should be compatible

with the ideas presented in Parts 1 and 2.
As you look at the flow of these three ideas, think in terms of: How does information get into and stay in the brain of a learner? How does that fit with the

people with whom you work? And then – How does that translate into action?

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project management in biotechnology

| November 23, 2014

hi .. i have this assignment in (( management of Biotechnology )) and i want to know if you can provide a really good idea and interesting one to present because my

professor is so strict

first >> you start to do it i want you to share with me the ideas  what do u get before you start working on it that you make sure i get the accepted from my profeeser

and we can start the presentation

so please get my accepted about the idea before you start working on it .

INSTRUCRE ;
Title:
Project Management/Drug Development Reform (give more specific title based on the main specific message of your presentation) •

Structure:
1.Your understanding of the problem (Define the problem) o explain what are you talking about o what part of the problem (can be broad or narrow) o E.g. about

“antibiotics only”, or “rare diseases only”, or “There are many problems, but the development time is the most important. It should not take that long!” o Your

“vision” of the problem should be directly related to your way to solve it. So, do not describe “development time as the main problem” if you will be talking about

reforming the cost/expenses.

4 Oral Presentation. Requirements/Suggestions 2. Your way to change it = REFORM o You can focus on 1-3 existing theories/models/approaches o You can modify or combine

them o You can suggest your own theories/models/ways to solve your problem.

o The problem should be already clearly described! (see #1.)

! Phrases to avoid:
“this should be changed, reformed, modified, better controlled” “more attention should be paid” “I would make sure everything is done as effectively as possible” Above

should be clear from 1st part of your presentation and now exactly explain how you will do this. Avoid using general words and terms; you should focus on a really

practical approach.

5 Oral Presentation. Requirements/Suggestions So, bring exact strategies, ideas, approaches. 3. Your vision of the organization/system/company after the reform. –

really helps to crease #2. Everything that you put there should create some significant change that you can measure and describe. Use illustrations, diagrams, graphs

and references!!!

4. Summary/Conclusions: Summarize in 2-3 sentences the problem that you wanted to solve, the main ideas and consequences of you models/approaches/ways to reform it. 15

minutes with ?s 6 E.g. Idea for the “Drug Development Reform” presentation. Problem: Why Don’t More Medical Discoveries Become Cures? Solution: Disjointed Drug

Development? Vision of after-reform scenario • Summary PLEASE CHECK THE ATTACH for the evaluation

the evaluation form for this speech is attach

 
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presidential authority in international policy or national security

| November 23, 2014

Project description
1. Breifly describe two (2) of the four (4) major areas of presidential authority in international policy or national security as listed in your text.(answer with

three sentences )
2.What are the constitutional powers that Congress maintains while shaping national security policy with the president?(answer with three sentences)
3.Do you believe that the president should cooperate with Congress, or consult the legislative body,over matters of national security?why or why not?and to what extent

should the president do so?Be sure to use supporting evidence from your text.(answer with three sentences)
4.What is the perception of otherness?(answer with three sentences)
5.Expain how the turnover of staff can be a challenge for second term presidents.Specifically,use examples from your book regarding the presidency of Barack Obama,

(answer with three sentences)

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International Business Environment

| November 23, 2014

Paper instructions:
choose one topic from

PGBM04 International Business Environment–
London Camus

Submission Week: W/c 11    August 2014 (only for Full MBA)

This is an individual assignment. It will constitute 100% of your overall mark for the module. Please choose ONE question from the following FOUR. You are asked to

write an essay-style answer of about 3000 words on the topic you have chosen. All questions are equally weighted.

You are expected to develop your own arguments for each, based on your own critical reflection, as well as reading and discussion in the workshops.   This is not a

closed-book assessment. You are expected to use research-based academic work, such as journal articles, books, and other sources. Remember to provide full references,

using Harvard referencing, at the end of each answer for any material that you refer to.

All students must submit a Turnitin receipt with the paper copy submission.  The penalty for students who do not submit their assessed work through Turnitin is that

their mark is withheld and the assessment board may deem the work to have failed.

Students may submit drafts through Turnitin prior to submission and generate reports. The last submission prior to the deadline will be deemed to be the final

submission for assessment purposes.

This assessment covers all learning outcomes for the module.

Assessment Criteria:

For each question, the competent answer will be concise, accurate and clearly written in your own words. It will put forward your individual analysis of the issues

raised, rather than merely offer a descriptive account. It will be logically organised and contain a conclusion.

Your assignment should also consider and apply the relevant theories and your arguments should be supported by drawing on relevant literature and examples from

international business.  Where you draw on the views, words and research of others, these will be acknowledged as references and cited clearly in your answer

conforming to the Harvard referencing system.

The Generic PG assessment criteria are attached as well as a module interpretation in the form of a mark sheet.

The University’s Policy on Cheating, Collusion and Plagiarism will apply.

1.    Critically analyse the strengths and weaknesses of:

•    International Product Life cycle theory;
•    Krugman’s First Mover Advantage Theory; and
•    Porter’s Diamond model;

as explanations of how modern international businesses trade.

Support your arguments with recent case study examples of companies/countries of your choice.

2.    Explain why governments may advocate free trade whilst at the same time resort to protectionism to protect their domestic industries.  In the second part of

your answer, explain what types of barriers may be used and what impact they have on consumers and producers.  (Note: Each part of the question has equal weighting).

3.    Evaluate the significance of key drivers in the globalisation of the world economy.Why do some commentators argue that the international business environment

hasbecome more regional than global? What would be the implications for production strategies of companies if this is the case?

4.    Assess the relative merits of the different ways in which government policies can help to build innovative capacity in a country’s companies. How do the

various policy choices differ in relation to different stages of economic development of the company concerned? Support your arguments by referring to particular case

study examples froma country of your choice.

Assessment      Criteria Details    Marks
Criteria        Allocated    Actual
Relevance    The Relevance of the work examined to its selected question.    20%
Knowledge    The work should have a substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein.    20%
Analysis    The analysis should be comprehensive, clear and orderly.    20%
Argument and
Structure    The argument should be well supported, focussed, clear and logically structured.    10%
Critical
Evaluation    The work should contain distinctive or independent thinking; and formulate an independent position in relation to theory and/or practice.    20%
Presentation    The work is well written, with standard spelling and grammar, in a readable style with acceptable format.    5%
Reference to
Literature    Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of a wide range of sophisticated

source material.    5%
Total Marks        100%
Comment

R. Woodfield                                                           Moderated by H. Seddighi

Generic Assessment Criteria – Postgraduate – {to be interpreted according to the level at which you are working & related to the assessment criteria of the module}
Grade    Relevance    Knowledge    Analysis    Argument &Structure    Critical Evaluation    Presentation    Ref.  to Literature
Pass    86 – 100%    The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the

Level of the qualification.  There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully

satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation,

originality, and elegance of argument, interpretation or discourse.
76-85%    The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.

There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is

expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of

argument, interpretation or discourse.

70 – 75%    The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.

There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that

the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument,

interpretation or discourse.

60 – 69%    Directly relevant to the requirements of the assessment    A substantial knowledge of relevant material, showing a clear grasp of themes, questions and

issues therein    Comprehensive analysis – clear and orderly presentation    Well supported, focussed argument which is clear and logically structured.    Contains

distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice.      Well written, with standard spelling

and grammar, in a readable style with acceptable format    Critical appraisal of up-to-date and/or appropriate literature.  Recognition of different perspectives.  Very

good use of a wide range of sophisticated material.

50 – 59%    Some attempt to address the requirements of the assessment: may drift away from this in less focused passages    Adequate knowledge of a fair range of

relevant material, with intermittent evidence of an appreciation of its significance    Significant analytical treatment which has a clear purpose    Generally

coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)    May contain some distinctive or independent thinking; may begin

to formulate an independent position in relation to theory and/or practice.      Competently written, with only minor lapses from standard grammar, with acceptable

format     Uses a good variety of literature which includes recent texts and/or appropriate literature, including a substantive amount beyond library texts.  Competent

use of material.
40 – 49%    Some correlation with the requirements of the assessment but there is a significant degree of irrelevance     Basic understanding of the

subject but addressing a limited range of material    Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical

purpose    Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s)

couched in simplistic terms    Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the

topic    A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader    Evidence of use of appropriate

literature which goes beyond that referred to by the tutor.  Frequently only uses a single source to support a point. Weak use of quotation
Fail    35 – 39%    Relevance to the requirements of the assessment may be very intermittent, & may be reduced to its vaguest & least challenging terms    A

limited understanding of a narrow range of material    Largely descriptive or narrative, with little evidence of analysis    A basic argument is evident, but mainly

supported by assertion and there may be a  lack of clarity and coherence    Some evidence of a view starting to be formed but mainly derivative.    Lots of

deficiencies in expression and presentation; writer  achieves clarity (if at all) only by using a simplistic/ repetitious style    Barely adequate use of literature.

Over reliance on
material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.
30 – 34%
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence

provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied.  The work will be weak in some of the indicators.
15-29%    The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the

qualification.  The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of

the indicators.
0-14%    The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the

qualification.  The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the

majority or all of the indicators.

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How does the film circulate

| November 23, 2014

* Where and when was it made? * Who made it? * For whom is it intended? * How can you infer the audience? * What is promised in the introduction? * Does the conclusion

fulfill the promise?

What is it about, empirically? (What is being studied as the object?)
* We’ll start with this and how to expand on it * Where is it located? * What is the scale – nation, region, city, institution, person? * What is the time of the

study? * Is there a comparison? of what?

What is the main argument and goal of the film?
* to verify something? or challenge a theoretical claim? * What is the main argument? * Is the argument explicit or performed or both? * What evidence is provided for

the argument? * How robust is the argument? * On what grounds could it be challenged? * What are the key concepts used? * Are concepts challenged or invented? * How

are health, illness and disease used? * Are they defined? * What notion of human nature is assumed or discovered? * Universal or particular?

What method was used? How was the data generated?
* Ethnography, interviews, statistics? * If interviews, what questions were asked? * Does it look at what people do, say, or think? * How was the data analyzed? Infer

if not explicit. * What assumptions shaped the inquiry? * How were people grouped or categorized? * What core values are assumed? * Especially values of health and

illness * What data would strengthen the text?

Discuss a scene (citing timestamp) that inspired you or frustrated you
What about it made you inspired or frustrated? * How did it surprise you or make you think differently? * If anything, what would you have done differently as a

filmmaker?

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Total Cost of Ownership

| November 23, 2014

Project instructions:
Read the Discussion Participation Scoring Guide to learn how the instructor will evaluate your discussion participation throughout this course.

Explain what total cost of ownership means to you. Based on your reading and research, illustrate in practical terms how decisions made in the planning and execution

of a project can impact the cost of maintaining the product.

Response Guidelines

Read and evaluate the posts of at least two of your peers. Provide an example that either supports or refutes the information provided in the original post. Explain.

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Traditional Evidence (Topic) – Foundations of Critical Enquiry (Subject)

| November 23, 2014

Project description
TASK – Traditional Evidence – A critical review of the literature on any topic relating to traditional knowledge (not scientific research) utilised in your field of

interest.

Step 1 – Find at least 2 traditional evidence sources pertaining to the discipline you are studying (i.e. Naturopathy, Nutritional Medicine, etc). You will not be able

to find these in standard databases for scientific research evidence.
NB: I am studying Nutritional Medicine.

Step 2 – Choose a topic that can be found in all of your traditional evidence sources that includes a disease condition (ie. Headaches) and a treatment (ie. Feverfew).

Step 3 – Write a 750 word critical review of this literature that includes the following structure:
“Do not write a collection of direct quotes from the sources as this is not really an acceptable way to write at a tertiary education level. Direct quotes should only

be used when rewriting it would lose meaning and context.

Introduction – Introduce topic chosen. A little background on the topic. Introduce the literature you have found and the basis for your selection of this literature.

Main body – Explain each source of evidence and what it says on the treatment you have chosen (1 paragraph). Discuss its strengths and limitations as a source

(originally written in another language, not validated by other sources at the time, information about the author if known, any other generalised conclusions you can

draw pertaining to the literature.

Conclusion – See if you can draw any conclusions from what you have found (were the sources similar enough to combine their results? Did the sources raise more

questions than they answered? Should there be further research into an area to assess this? Has enough evidence been compiled to draw any conclusions? Are there major

gaps in the knowledge?

Step 4 – ignore
Step 5 – Include in-text referencing and a Reference list at the end of the document in Harvard Referencing Style.

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categories of photography, or photographic genres

| November 23, 2014

Paper details

Time to explore more categories of photography, or photographic genres. The three types we will look at are documentary, portraiture, and photojournalism.

From the beginnings of photography, the photograph provided a visual document or record of people, possessions, and places. The invention of the Leica, 35mm camera,

which eliminated the need to lug around large equipment, made way for Photojournalism as the medium for news gathering. In its heyday from the 1930s to the 1950s the

magazines, Life and Look, printed newsworthy events through picture stories, or photo essays. You will be visiting the famous Life Magazine (now online) for our field

trip this week. Your essay will allow you to explore one documentary photographer and discuss the power of the photograph on our society.

Portraiture is one of the most common ways that the camera has been used to document our social world around us. A photographer who chooses the setting, pose,

backdrop, props, lighting and point of view can be represent people in many different ways. Your camera project for week eleven will allow you to make such decisions

in capturing the people around you, and give you the opportunity to use photography to reflect your own personality in a self portrait.

Right up to this moment are photojournalists around the world making images in still and moving format for our consumption. The camera project for week twelve calls

for you to be a photojournalist who will report an event as it unfolds in front of your camera.

Visual Documents (essay assignment below)

The photograph as visual a visual document may be Victorian “snapshots” or cartes-de-visite, studies in motion by Muybridge, or Atget’s Parisian street scenes. Select

a photographer, perhaps Eugene Atget, Gordon Parks, August Sander, Diane Arbus, Dorothea Lange, Robert Frank, Lewis Hine, Arthur Rothstein, Walker Evans, or another,

whose work demonstrates the concept of the photograph as a document. When and where did the photographer make the images? For what purpose? Who was the intended

audience? Using specific examples, explain how the photographs fit the definition of “document” as it applies to photography.

After reading the articles concerning the validity of digital images, do we “read” visual documents differently today?

As with all essays, your information needs to be cited within the text (including citing all images) and include a works cited in either a MPA or APA format. I am

looking for quality writing, and would assume that your essay should be at least two pages (aside from any inserted images).

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Synthesis Essay

| November 23, 2014

Synthesis Essay Prompt:

Please write a well organized and documented essay in response to the following prompt. The essay required to use the following readings:  (Lao Tzu, Confucius, Plato,

Machiavelli) and (Joday Williams, Mary Robinson, Mahatma Gandhi and Ernesto ‘Che’ Guevara).

The Four readings Lao Tzu, Confucius, Plato and Machiavelli – present ideas about some of the historical roots of the concepts of justice and civic engagement that

were presented in the more contemporary readings.
and Joday Williams, Mary Robinson, Mahatma Gandhi and Ernesto ‘Che’ Guevara are present ideas about some of the present concepts of justice and civic engagement

Discuss the ways in which these older writings are still relevant today with respect to justice and civic engagement. That is, imagine a conversation between these

four historical readings and the four presents readings .

Would they agree or disagree about the nature of justice and civic engagement? Fully explain  comments using specific passages from the readings.

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