Now you’re ready to review the details of the article and write your own report

a. Locate a short research article (no more than 10
pages) that you can read and understand with little difficulty.
b. Make sure it has: an abstract, a clearly marked methodology section, a clearly marked
results/findings section, and a discussion or conclusion section (or both).
c. Also, make sure the full text of the article is available to download, preferably in .pdf format. And
download and save the article to your computer.
d. Read the abstract of your research article. Highlight or underscore what the goal of the research was, what the researchers did, and

what their basic results were.
e. Now you’re ready to review the details of the article and write your own report.
? WHAT TO WRITE
a. Your written report should follow the following format, and be typed. Although you do not need to follow APA format, or provide a cover

sheet, spelling and grammar will be evaluated for this assignment.
b. At the top right of the first page, write your name. On the first line, write the title of the research article
you are reviewing.
c. In the first paragraph, answer these questions about the authors and their reseach:
1. Who are the authors?
2. What are their professional designations (e.g., Assistant Professor of Criminal
Justice)?
3. What are their institutional affiliations (e.g., University of North Carolina, Chapel Hill)?
If there are many co-authors, give the affiliation for only the lead author, whose contact information is usually provided.
4. What questions is this research trying to answer? I.e., what are the goals of their research project?
d. In the second paragraph, answer this question about significance: According to the authors, why is it important to study this topic and

to find the
answer to their specific questions?
e. In the third paragraph, answer these questions about methodology:
1. What were the authors’ units of analysis (e.g., 50 children? 100 ads)?
2. How did they study those units (e.g., experiment? Content analysis? Interview?)
3. Provide key details of how they performed their research.
4. When did their research take place?
f. In the fourth paragraph, answer this question about results/findings:
What were the most important results the authors found? It’s not necessary to list all results.
g. In the fifth paragraph, answer these questions about discussion/conclusions:
1. Identify two conclusions that the authors reached after they analyzed their
results.
2. Identify two limitations the authors point out about their research.

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Media City And Cultural Capital

Media City, Cultural Capital
Mahara Portfolio – Assessment Guidelines
Mahara is a software that allows you to write introductory texts, upload pictures, videos and/or presentations and post blogs. The site

may look like the one below, offering the reader to interactively navigate through it by clicking on the green links of the blog posts or

embedded videos:

Your assessment for the module will be to construct such a Mahara site, filling it with content related to the module’s key readings, the

ideas and arguments discussed in our interactive sessions, and the visits you have been on. You are free to explore these things

creatively through videos, pictures and blogs, deciding yourself on the weighting of each means of expression and each task. Overall, your

work should be equivalent to at least 3000 words.

For guidance a list with a choice of some concrete tasks and other potential contributions to your site will be set out as part of the

weekly schedule listed on this module’s Moodle site. You are expected to work on this continuously throughout the term. The site will be

officially assessed after the final deadline. The deadline for submission is 2pm Wednesday 29th April 2015. You should include on your

site a short introductory text to direct the assessor to sections on your site that you think are particularly good.

Things you could put on your Mahara site to help you engage with the module:

? Key definitions of theoretical concepts
? Short summaries of the key readings [noting in particular author’s main argument(s)]
? Reflective blogs or vlogs (video blogs) stating your opinion on the themes/issues covered on the module
? Reflective blogs/vlogs about the visits you have been on
? Pictures to support or to challenge a theoretical idea, theme or issue covered on the module
? Short film clips that support or challenge theoretical ideas, theme or issue covered on the module
? Short reflective statements the visits you have been on

Note: Your Mahara site overall can exceed 2,500 words. But please make sure that individual written contributions do not exceed 800 words

(they can be shorter of course) and video blogs should be no longer than 8 minutes (they can be much shorter of course). If you have

difficulties with limits or weightings, please come and see me to discuss.
Marking criteria for Mahara portfolio
? Understanding and awareness of the learning outcomes outlined in the module booklet;
? Evidence of reading and research undertaken;
? Evidence of critical reflection;
? Clear presentation of ideas and arguments;
? Layout, spelling, grammar and referencing.
Please note that you will still need to include bibliographical details!
Hand-in: via Mahara only via this module’s Moodle site.
Deadline: 2pm Thursday 30th April 2015.

EXAMPLES (Styles )OF THIS ASSIGNMENT : ( other students work of mahara)

EX 1 : http://mahara.roehampton.ac.uk/view/view.php?id=13021
EX 2 : http://mahara.roehampton.ac.uk/view/view.php?id=13530

ASSESSMENT DETAILS
Reflective learning blog using Mahara open source e-portfolio (approx. 3000 words) [100%]
Deadline: 12 pm Wednesday 29th April 2015

Module Rationale
This module will offer students an overview of the media and creative industries in London. It showcases the teaching and research

expertise of staff at Roehampton working across the areas of Journalism & News Media and Media & Culture. This module will introduce

students to topics ranging from the BBC and London’s newspaper industry, to London’s art and culture scene and the Olympic park.

Incorporating a mixture of both class based sessions and visits, this module explores some of London’s cultural arena and encourages

students to draw on their own experience in order to make connections between what they see, know and read. This module also offers

students the opportunity to gain some practical skills in the areas of Journalism & News Media and Media & Culture. Students will gain a

familiarity with the capital city and encounter theories, concepts and practical skills that will prepare them for further study in Media

and Arts based subjects.

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Film and Drama: Catherine Wheatley – Emotional Engagement and Narrativity

The Piano Teacher – “Catherine Wheatley, “Emotional Engagement and Narrativity…”

topic:
Ethics and Film II (aggressive moralism)

highlight, elaborate and contextualise (in terms of the topic) one idea from the readings and relating it to the object text (film or

play).

you must also watch the film.

Assessment will be based on:
• demonstrated ability to recognise topic, issues and concepts;
• clarity of discussion and generation of ideas in relation to object texts; and
• ability to articulate in writing the chosen concept and issues relating to the topic and object text.

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Ultimate Reality as described in Daoism, Buddhism, and Confucianism

I want the paper to be a cross analysis of the concept of ultimate reality within the three teachings Daoism, Buddhism, and Confucianism.
It is for a Chinese literature and philosophy class so I would like it to be based on prominent Chinese texts.

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Current asian american film maker: one or two current local LA asian american film maker or Asian American film maker

The research is based on introduce one or two current local LA asian american film maker or Asian American film maker. It can be either famous or non famous like justin Lin Ang lee. It also can write some about how asian american influence american films and filmmakers.

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Methods of Reading: The gap between Africa and Afro-America and the gap between the living and the dead and the gap between the past and the present does not exist

“The gap between Africa and Afro-America and the gap between the living and the dead and the gap between the past and the present does not exist. It’s bridged for us by our assuming responsibility for people no one’s ever assumed responsibility for. They are those that died en route. Nobody knows their names, and nobody thinks about them. . . . There is a necessity for remembering the horror, but of course there’s a necessity for remembering it in a manner in which it can be digested, in a manner in which the memory is not destructive.”1
“This is not a story to pass on” (324).
Engaging with relevant ideas from the “History” and “Racial Difference” chapters from Bennett and Royle, answer the following question:

What does Beloved suggest about the responsibility of contemporary readers to remember the history of American slavery?
?????
ensure to:
Organize the analysis around a central argument or“thesis”and provide textual evidence to support its claims.

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Produce an INFOGRAPHIC

The theme for the INFOGRAPHIC is:
“Creativity a resource for building the future”
You are required to investigate the theme and present you findings in the form of an INFOGRAPHIC.
In addition to the INFOGRAPHIC you must also submit a reflective statement to support the INFOGRAPHIC.
This statement should capture in words the story behind the INFOGRAPHIC.

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Wal-mart Business Submission

1. Review and present a selection of business practices and/or approaches from Walmart that may be used to
achieve compliance to the two principles of the Global Compact(Principle 1 and 8). If your company is not yet a signatory of the UNGC,
you can research the business practices from other companies in similar industries that are already signatories to help
determine benchmarks for best practice, but remember to write your submission on your company.
2. Discuss both the positive and negative lessons learned from these business practices and approaches.
3. Develop business practice recommendations, which will improve compliance to the two Global principles. These
should be based on the review you have undertaken and your understanding of the lessons learned.
4. Discuss the benefits, challenges and risks for key stakeholders if these recommendations are implemented.
Word Limit: At least 1000 words, with a maximum of 1200 words. This INCLUDES intext
references.

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Personality and adjustment

Instructions: Answer the question from each section, in essay format. Be sure to respond to all parts of each question and draw upon

examples from course readings, lectures, and films when relevant. Each answer must be at least 750 words long (about 2 ½ double-spaced

pages) and must be organized into paragraphs with clear topic sentences. All together, aim for 5-6 pages of writing, but don’t worry if

you go over the suggested length.

Part I:

A. Choose any THREE of the following individuals—Mother Ann Lee, John Humphrey Noyes, Joseph Smith, and William Miller—and imagine that

they are engaged in a conversation about the state of 19th-century American society. Try to focus on one or two key themes (examples

include but are not limited to: gender relations, family, the nature of work, understandings of salvation). Write an imaginary dialogue

between these three people. You can structure the dialogue any way you want. Perhaps two get caught up in a debate, while the other tries

to keep the peace. Or perhaps all three offer their insights on a single topic, or perhaps their differing assumptions cause them to “talk

past” one another to a large degree. Be sure to demonstrate a thorough grasp of all relevant course readings, lectures, and films as you

structure the dialogue.

Part II:.

A. Religion and ethnic identity are often closely intertwined. Compare the relationship between religion and ethnic identity in TWO of the

following case studies: Feher, “Managing Strain, Contradictions, and Fluidity,” Kurien, “Becoming American by Becoming Hindu,” and Lee,

“Creating a Transnational Religious Community.” What are some of the challenges faced by people in each of these cases? Compare the

religious practices that members of each group draw upon as they negotiate their ethnic identity.

GRADES will be based on
-level of engagement with class material (15 points)
-depth and originality of argument (10 points)
-writing quality (clarity, spelling, grammar) (5 points)

A note on citations and avoiding plagiarism
All direct quotations must be placed in quotation marks with the page number listed in parentheses, along with the author’s name, unless

you mention the author’s name in the same sentence. You do not need a bibliography unless you cite sources from outside of class. Do not

start a sentence with a quotation. Here is an example of proper citation:

As Ines Talamantez notes, “cultural continuity today is also reflected in the way that myths are told” (145).

While a few well-chosen quotations can strengthen your answers, avoid excessive dependence on quotations. Keep in mind that any phrase

longer than four words that is directly taken from another work must be in quotation marks, or it will be considered plagiarism.

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Remedies Essay Topics: Damages for personal injury

Before getting started, please be noted that MOST of your work has to be based on AUSTRALIAN sources and authorities. For referencing, please refer to the attachment, which is in accordance with the Australian Guide to Legal Citation. The word length is 2,000 words (plus or minus 10%), excluding footnotes and bibliography. I will also make sure to attach any relevant materials for your consideration.

Answer one of the questions below.

Question 1 (damages for personal injury)
The decision Griffiths v Kerkemeyer (1977) 139 CLR 161 enabled the recovery of damages by the plaintiff for care provided gratuitously,

even where (Kars v Kars (1996) 187 CLR 354) the gratuitous provider is the defendant. In Van Gervan v Fenton (1992) 175 CLR 327 at 335-8

Mason CJ, Toohey and McHugh JJ discussed the “sound policy reasons” underpinning the principle. On the other hand, in Grincelis v House

(2000) 201 CLR 321, Kirby J at 322 said that Griffiths v Kerkemeyer set the High Court “upon a path that has repeatedly demonstrated the

‘anomalies’, ‘artificiality’ and even ‘absurdities’ of the ‘novel legal doctrine’ which it adopted”, and Callinan J at 339 referred to

“the incredulous expressions of delight of plaintiffs, and [the] disbelieving dismay of defendants, on being told … that there is no legal

obligation in this country for [the damages] to be paid to the gratuitous career”. Section 15 of the Civil Liability Act 2002 (NSW), in

restricting damages for gratuitous assistance, represents a perhaps unhappy middle ground.

In Hill v Forrester (2009) 79 NSWLR 470; [2009] NSWCA 170 at [12], [16] and [118] Tobias JA and Sackville AJA said that section 15

required “urgent” legislative attention. Assume you are a law reform body recommending changes to section 15. What changes would you make,

and why? Note: you are not expected to draft a new section 15.

Question 2 (damages for lost chances)
Speaking of “lost chances”, Kiefel J in Tabet v Gett (2010) 240 CLR 537 at 581; [2010] HCA 12 at [124] said: “What cases in contract, such

as The Commonwealth v Amann Aviation Pty Ltd and Sellars v Adelaide Petroleum NL, have in common is that the commercial interest lost may

readily be seen to be of value itself. The same cannot be said of a chance of a better medical outcome or a person’s interest in it”.

Referring to Tabet (which was a unanimous decision) and to the 3:2 decision of the House of Lords in Gregg v Scott [2005] 2 AC 176, Birch

comments that “a consideration of the reasoning provided in those two cases demonstrates that the strength of the arguments for the [loss

of chance] doctrine was not adequately discussed, while fallacious or unpersuasive arguments against the doctrine were given decisive

weight: David Birch, “Tabet v Gett: The High Court’s own lost chance of a better outcome” (2011) 19 Tort L Rev 76 at 85.

Is Kiefel J’s distinction between “commercial” and “medical” chances convincing? Why or why not?

Question 3 (damages for breach of contract)
Questioning the relevance of the rule in Hadley v Baxendale, Tettenborn concludes that “in practice liability as often as not depends on

something other than foreseeability, and … this is demonstrated by the contortions the courts have had to introduce to the Hadley

principle in order to deal with the difficulties arising under it. I have suggested that an alternative analysis, based on the parties’

agreement and the object of the broken promise, is a more promising way forward” Andrew Tettenborn, “Hadley v Baxendale Foreseeability: a

Principle Beyond Its Sell-by Date?” (2007) 23 Journal of Contract Law 120 at 147.

Has the rule in Hadley v Baxendale outlived its usefulness? Do the decisions in Tabcorp Holdings Ltd v Bowen Investments Pty Ltd (2009)

236 CLR 272; [2009] HCA 8 and Clark v Macourt (2013) 304 ALR 220; [2013] HCA 56 support Tettenborn’s argument?

Question 4 (non-compensatory damages for breach of contract)
Mason CJ in Baltic Shipping Co v Dillon (1993) 176 CLR 344 at 362, speaking of the restriction of contractual non-economic damages for

mental distress, said that “rule … rests on flimsy policy foundations and conceptually is at odds with the fundamental principle governing

the recovery of damages, the more so now that the approaches in tort and contract are converging”. In the same case, McHugh J said at 395:

“Various explanations of the rationale of this rule have been proffered. None of them is satisfactory”, while Brennan J summed up some of

the policy reasons for restricting damages for breach of contract at 369: “The institution of contract … can operate effectively only if

the parties, at the time when they create their charter, can form some estimate of liability in the event of default in performance. … If

a promisor were exposed to such an indefinite liability in the event of breach, the making of commercial contracts would be inhibited, the

assignment of a contractual right would carry new risks for the party subject to the reciprocal obligation, and trade and commerce would

be seriously impeded. This policy has no relevance to the measure of damages in tort …”.

With reference to these comments, should the range of monetary remedies available for a breach of contract be expanded? Note: This is an

extremely broad and general question and you will need to confine your answer. You might for example focus on policy considerations

underpinning contract or the differences between contract and tort, or on a particular category of contract (eg insurance contracts or

employment contracts), or a particular type of non-compensatory damages (non-economic damages for mental distress, restitutionary damages

reflecting the defendant’s profit, or exemplary damages).

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