Blog

Question 1 Describe how your personality traits have influenced the development of your social change identity, Question 2 Describe how your lived experiences have influenced the development of your social change identity.

Look at your community. Can you see examples of improper land use(urban or rural)? What are the consequences of these land-use practices? What recommendations would you make to improve land use?

consider why AOP/ ADP are central to social work practice, using disability and gender of the protected characteristics of the 2010 Equality Act.
learning outcomes
1. Explain the value base of social work, its relationship with the law and your own values and assumptions.
2. Demonstrate an understanding of social division and social justice and the implications of equal treatment for all people.
3. Explain the law in relation to ethics, justice, discrimination and human rights, and demonstrate a commitment to anti-discriminatory and anti-oppressive practice.
to be included
– oppression
– human rights act 1998
– equality act 2010
– anti-opression practice
– anti-discrimantory practice
– the medical and the social model
– look at barriers and effects
– look at lawful and unlawful
using bolton harvard referncing
2000 words

Write a 1 page single-spaced summary about THE ORIGINS OF WORLDWAR II AND THE ORIGINS ABOUT THE COLD WAR AND JAPAN’S WAR IN CHINA

TCHR5003: Principles and Practices in Early Childhood Education Assessment Task 2: Report Due: Friday 9th December 2022 (WEEK 6) @ 11:59pm AEDT Length: 2000 words Weighting: 50% Referencing: APA 7th Submission: Via the Turnitin link on the Assessment and Submission section on the unit site. Task: Respond to each of the questions below. You have been overseas for 10 years. You return to Australia to discover that there has been significant investment in, and resultant changes to Early Childhood Education and Care (ECEC). You have decided to undertake study in this area and you are sent on placement to a new high quality ECEC service that has achieved an Exceeding rating from ACECQA. This centre represents to you everything a high quality centre should be doing for the children, families and educators. You have been asked to write an analysis of this centre and explain how the centre achieved the ‘exceeding quality status. To this, please respond to the following: 1. Explain what the Exceeding rating means 2. What are the characteristics of this ECEC service that has achieved an Exceeding rating? Be sure to include at least 4 areas of the 7 Quality Areas of the National Quality Standard (ACECQA, 2018). 3. How does the service reflect the five principles and eight practices of the Early Years Learning Framework? Use the unit materials, National Quality Standard (NQS) (ACECQA, 2018) and Early Years Learning Framework (EYLF) (DET, 2019) to justify your responses. Rationale for this task: ECEC educators are required to understand the importance of high-quality practice and be able to identify what high quality practice looks like. In this assessment students identify high-quality practice and determine the principles, theory and research that underpins such practice. This assessment aims for students to develop an understanding of how to align practice, principles, theory and research. Assessment Rubric MARKING CRITERIA Criteria Fail Pass Credit Distinction High Distinction Explanation of the exceeding rating according to ACECQA 10 marks No/little understanding of the Exceeding rating according to ACECQA Satisfactory understanding of the Exceeding rating according to ACECQA Good understanding of the Exceeding rating according to ACECQA Very good understanding of the Exceeding rating according to ACECQA Extremely good understanding of the Exceeding rating according to ACECQA Identification of centre’s significant characteristics as an Exceeding centre in at least 4 quality areas of the National Quality Standard. 15 marks Inadequate description of the significant characteristics in at least 4 quality areas Satisfactory description of the significant characteristics in at least 4 quality areas Good description of the significant characteristics in at least 4 quality areas Very good description of the significant characteristics in at least 4 quality areas Outstanding description of significant characteristics in at least 4 quality areas Identification of high quality ECEC principles and practices in the ECEC Centre. 15 marks Inadequate detail, examples and analysis regarding the identification of high quality principles and practices in the ECEC Centre. Satisfactory detail, examples and analysis regarding identification of high quality principles and practices in the ECEC Centre. Good detail, examples and analysis regarding identification of high quality principles and practices in the ECEC Centre. Very good detail, examples and analysis regarding identification of high quality principles and practices in the ECEC Centre. Outstanding detail, examples and analysis regarding identification of high quality principles and practices in the ECEC Centre. Use of unit materials, National Quality Standard (NQS) and Early years learning Framework (EYLF) 5 marks Inadequate reference to relevant readings and unit material, NQS and EYLF throughout each section Satisfactory reference to relevant readings and unit material throughout each section Good reference to relevant readings and unit material throughout each section Very good reference to relevant readings and unit material throughout each section Outstanding reference to relevant readings and unit material throughout each section Referencing APA style, grammar, spelling and expression 5 marks Inadequate referencing APA style. Many errors grammar, spelling and expression Satisfactory referencing APA style. Satisfactory grammar, spelling and expression Good referencing APA style. Very good grammar, spelling and expression Very good referencing APA style. Extremely good grammar, spelling and expression No errors referencing APA style. Superb grammar, spelling and expression Grade descriptions Grade Description High Distinction (HD) = 85% The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified. Distinction (D) 75%–84% The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified. Credit (C) 65%–74% The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as better than satisfactory or adequate or competent or capable in relation to the learning requirements specified. Pass (P) 50%–64% The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory or adequate or competent or capable in relation to the learning requirements specified. Fail (F)
Attachments:
9576565_1_TCHR5003-Task-2-Report-Details-and-Rubric.docx

TCHR2002 CHILDREN, FAMILIES & COMMUNITIES ASSESSMENT 2: Portfolio Summary Title Assessment 2: Portfolio of short responses Due Date Friday 9th December (WEEK 6) at 11:59pm AEDT Length 1500 words including references Weighting 50% Submission 1 word document submitted to Turnitin Unit Learning Outcomes You will demonstrate the following Unit Learning Outcomes on the successful completion of this task: • ULO1: compare and critique historical and contemporary constructions of childhood and families, including those pertaining to Indigenous childhoods. • ULO2: identify the ways to ensure children feel that they are belonging, being, and becoming. • ULO3: explain the diverse range of issues affecting children, families and communities including social, economic and educational policies and their impact upon service provision for children and families. Task Description This task requires students to reflect upon key issues presented in the unit content and complete three (3) x 500 word responses to the questions under Task Instructions. Rationale Working with, and supporting children and families within the context of their community can present challenges. Early childhood professionals should reflect on the diversity of issues that face children and families. The aim of this assessment task is for students to demonstrate their knowledge and understanding regarding contemporary and diverse issues facing children, families and communities. Task Instructions You are required to answer each of the following three questions in approximately 500 words. All responses must be literature supported. Question 1 The internet provides new opportunities for social connection for people who are isolated. Part A: Find an example of a website that enables isolated families of different kinds to make social connections that will assist them with their parenting. Write a short statement about the website. Part B: Do you believe the social connectedness achieved through the internet bring the same benefits to families as face-to-face social connections? Why or why not? Question 2 Part A: Why is it difficult to provide a clear definition of abuse and neglect? Part B: To what extent do you think that child protection is a community responsibility? Part C: What do you think are the barriers to community responsibility in this area? Question 3 Part A: Investigate an Early Childhood Education and Care service or organisation of your choice and review the extent to which parents and children have a role in governance and opportunities to influence design and implementation. Part B: In what ways could your chosen service improve their partnerships with families? Follow the steps below to complete this task: • Create a new Word Document and save it with your surname and initial and the assessment task’s name. E.g: MillsA_assessment2_portfolio • Create a cover page with the following details: o Student name o Student ID o Unit code o Unit Assessor and Tutor names o Date submitted • Complete three (3) x 500 word responses to the prompts listed above. Responses must be literature supported. • Complete one reference list for the entire assessment task. • Once complete, submit task via the Turnitin link in the Assessment and Submission section of the unit site. • Adhere to APA7 formatting guidelines Referencing Style APA 7th referencing format is required in Faculty of Education assessment tasks – link to SCU Libguide here: APA 7 Referencing. Task Submission Assessments should be submitted using the Turnitin activity titled “Assessment 2: Portfolio” in the Assessments Tasks & Submission section on the Blackboard TCHR2002 site. Only Microsoft Word documents submitted via the Turnitin portal on Blackboard will be accepted. You must label your submission with your surname and initials and the assessment task’s name, e.g: MillsA_assessment2_portfolio Special Consideration Students wishing to request special consideration to extend the due date of an assessment task must submit a Request for Special Consideration form via their MyEnrolment page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates. Late Submissions & Penalties Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached. • a penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date • a further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.” Grades & Feedback Assignments that have been submitted by the due date will receive an SCU grade and written feedback. Grades and feedback will be posted to “Grades & Feedback” section on the Blackboard unit site. Please allow 7 working days for marks to be posted. Academic Integrity At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility and respect in relation to academic work. The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework Assessment Rubric Marking Criteria and % allocation High Distinction (85-100%) Distinction (75-84%) Credit (65-74%) Pass (50-64%) Fail 0-49% Professional reflective response to each prompt showing depth of understanding of key issues and ideas. 15 marks Extremely good reflective professional response to each prompt, showing outstanding understanding of the key ideas and issues presented in the unit. Very good reflective professional response to each prompt, showing comprehensive understanding of the key ideas and issues presented in the unit. Good reflective professional response to each prompt, showing solid understanding of the key ideas and issues presented in the unit. Satisfactory reflective professional response to each prompt, showing a satisfactory understanding of the key ideas and issues presented in the unit. Poor reflective professional response to each prompt, showing an unsatisfactory understanding of the key ideas and issues presented in the unit. Engagement with unit readings, relevant ECEC policy, literature and research. 15 marks Responses show outstanding engagement with the unit readings, relevant ECEC policy, literature and research. Responses show very good engagement with the unit readings, relevant ECEC policy, literature and research. Responses show good engagement with the unit readings, relevant ECEC policy, literature and research. Responses show satisfactory engagement with the unit readings, relevant ECEC policy, literature and research. Responses fail to show satisfactory engagement with the unit readings, relevant ECEC policy, literature and research. Consideration of the perspectives/ roles of all stakeholders including children, families and community. 15 marks All responses show an outstanding consideration of the perspectives and/or roles of all stake holders including children, families and members of the community. All responses show very good consideration of the perspectives and/or roles of all stake holders including children, families and members of the community. All responses show good consideration of the perspectives and/or roles of all stake holders including children, families and members of the community. Most responses show a satisfactory consideration of the perspectives and/or roles of all stake holders including children, families and members of the community. Responses show little to no consideration of the perspectives and/or roles of all stake holders including children, families and members of the community. Academic Literacy 5 marks Displayed outstanding Academic Literacy, including all of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list Displayed comprehensive Academic Literacy, including all or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list Displayed solid Academic Literacy, including some or most of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list Displayed satisfactory Academic Literacy, including some of the following: Correct word count (+/- 10%), correct writing conventions, correctly formatted reference list Failed to display satisfactory Academic Literacy. Incorrect word count, Incorrect writing conventions, incorrectly formatted reference list Description of SCU Grades High Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified. Distinction: The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified. Credit: The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified. Pass: The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student’s performance could be described as satisfactory in relation to the learning requirements specified. Fail: The student’s performance fails to satisfy the learning requirements specified.
Attachments:
9576567_1_TCHR2002-Assessment-2-Portfolio–1-.docx

Topic: Anthropology
Discussion: Social Institutions – Media/Social Media
Watch/listen to British social anthropologist Daniel Miller’s lecture

Consider the following scenario: 1) The community coalition for which you serve as lobbyist has been engaged in a legislative fight for additional funding for child abuse prevention programs. The biggest opponent is the Speaker of the House in the state legislature—the state controls the budget for this type of program, and he has refused to even allow the House to consider any bills increasing the spending for this work. You have tried media pressure, individual lobbying of House members, intervention with the Executive Branch, and even appeals to the Speaker’s donors, but nothing has budged him at all. The Legislature is due to recess in 2 weeks, and at your coalition meeting today, the mood was bleak. No one is optimistic that the Speaker will relent, and no one can find a way around him to get the money needed to keep the existing programs in operation and to expand in order to meet needs in the northwest corner of the state (where there are no programs) and for ethnic and language minorities (who are currently severely underserved). While you are meeting with an influential state senator about a different matter, she confides that she has confidential information that the Speaker was confirmed for a child abuse allegation a few years ago, and that that experience explains his hostility to your coalition and its goals. She suggests that ‘going public’ with this information would, at the least, dislodge the Speaker’s opposition and potentially even force him to resign. You know that it would be relatively easy to have one of your coalition members who works in child welfare corroborate the senator’s allegation, and you don’t doubt her prediction about the impact of publicizing it, if it indeed is true. You can’t see any other way to win the funding that you know will benefit hundreds, if not thousands, of children and their families. Discuss in detail at least 5 potential ethical considerations related to this case. Name the NASW Ethical Standard (by number and title) and identify potential dilemmas. Consider the following scenario: 2) You are the Executive Director of a nonprofit organization that provides after-school programming for adolescent girls. The agency began as part of the Catholic Church but is now an independent 501(c)3 organization. You supervise staff who provide academic enrichment, life skills training, career preparation, and recreational opportunities to more than 400 mostly low-income teens annually. Your staff has recently become concerned about rising rates of teenage sexual activity among your participants—several girls have become pregnant, and many more talk openly about unsafe sexual practices. A group of girls who are clients at the organization have approached staff about starting a sex education program, as they have little available sex education that is culturally appropriate. Working with the group, two of your counselors develop a plan to create a new coalition committed to comprehensive sex education and teen pregnancy prevention. They have outlined several goals, including increased funding for such programs and additional resources for provision of contraceptives in this community, which faces a shortage of health care providers. They have also identified several potential members, including a local health clinic, a church, the youth representatives of your programs, and two local high schools. After discussing their strategy and ensuring that they can take on coalition-building tasks in addition to their regular duties, you encourage them to proceed. The following week, you receive an irate call from your Board Chair, who has served on the Board since the organization’s founding and is enraged at a ‘rumor’ that you have given your blessing to the organization’s participation in a coalition to ‘hand out condoms to our girls.’ He vows that, if you do not stop your staff from engaging in such activity, he will call for your dismissal. Discuss in detail at least 5 potential ethical considerations related to this case. Name the NASW Ethical Standard (by number and title) and identify potential dilemmas.
Attachments:
9576702_1_MicroEthics.docx

Engaging Anthropology Background In Module 1, you were asked two questions: • What is Anthropology? and • What is Civic Engagement? (and what it has to do with this class) Your final required assignment for this class is an “Engaged Anthropology” exercise, which will offer you an opportunity to demonstrate your understanding of anthropology and civic engagement, and maybe have a little fun in the process. Prompt Out of all the Modules you engaged in over the course of the semester, which one most influenced you in a way that significantly changed your ideas or actions (or both) and why? • How did that process unfold? • How did you apply anthropological terms, concepts or analytical themes? • What was the impact and/or outcome in terms of civic engagement? In order to think deeply about the course components, you might want to first refresh your memory by reviewing the Module themes and glancing over your Discussion and CRRs. Your response will be presented in the form of a written essay of no more than 500-words and keeping with the formal collegiate writing style as your CRRs. Make sur to respond all part of the prompt. The requirements for the essay, are to carefully and conscientiously prepare your response to the prompt.
Attachments:
9576709_1_M14-.docx