ACAD.Assessment 2A_Research_S3_V7

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University of Technology Sydney *

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SATC001

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Business

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Apr 3, 2024

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© UTS College BABC011, CCOF001, DADC001, IITC001, SATC001 Semester 3 Assessment Item Name Assessment Task 2A – Research Weighting 5% Due Date Week 3 Assessment item description A description of the assessment item is as follows: NOTE: You must attempt both Sections. Unanswered questions may not pass this assessment. In this assessment, you will  skim read ONE discipline-specific text during the Research Module (see below "Discipline-specific reading(s)";  write a preliminary research question based on this discipline-specific text;  read a text that you independently found in the UTS library and that specifically relates to the discipline- specific text that you skim in the Research Module;  watch and listen to a video that you sourced and that specifically relates to the discipline-specific texts that you skim in the Research Module;  summarise and evaluate the two independently sourced texts;  write a reference list. Discipline-specific reading(s) BABC011 Hayne, J. (2022, January 4). How Theranos founder Elizabeth Holmes went from the cover of Forbes to being found guilty on charges of fraud. ABC News. https://www.abc.net.au/news/2022-01-04/elizabeth- holmes-theranos-trial-verdict-guilty/100645818 Silver, K. (2021, October 18). China’s growth slowdown suggests recovery is losing steam. BBC News. https://www.bbc.com/news/business-58950551 Bucholz, K. (2021, September 28). Where smoking breaks the bank. Statista. https://www.statista.com/chart/15293/price-for-cigarettes-per-country/ CCOF011 MacDuff, A. (2014). Performing citizenship, embodying obedience. In. G. Patmore & K. Rubenstein (Eds.), Law and democracy: Contemporary questions (pp. 131-152). Australian National University Press. DADC001 Smith, T. (2012). Decolonizing methodologies: Research and Indigenous peoples. Zed Books. IITC/EITC001 He, X. (2014). Business intelligence and big data analytics: An overview. Communications of the IIMA, 14 (3-4), 1–12. Mulvey, K., Miller, B., & Rizzardi, V. (2017). Gender and engineering aptitude: Is the color of science, ASSESSMENT ITEM BRIEF

© UTS College technology, engineering, and math materials related to children’s performance? Journal of Experimental Child Psychology, 160, 119–126. SATC001 Ferran, M. (2022, January 21). This cheap, effective, patent-free COVID vaccine could be a game-changer. The Conversation. https://www.sciencealert.com/a-new-patent-free-covid-19-vaccine-could-be-a-global- game-changer Links to an external site. Heintzelman, C. (2003). The Tuskegee Syphilis Study and its implications for the 21st century. The New Social Worker , 4-6. Subject learning outcomes (SLOs) & Language learning outcomes (LLOs) On successful completion of this assessment item, you should achieve the following outcomes: SLO1: SLO3i: purposefully select, and critically evaluate meaning-making in, a range of relevant texts systematically apply academic conventions to maintain academic integrity Assessment item brief For this assessment item you are required to do the following: Use three texts to answer all the questions in the template below: 1. an academic written text that you found independently in the UTS Library (one that explicitly relates to the discipline-specific reading(s) that you skimmed in the Research Module - see discipline-specific readings above). 2. a video that you found independently (YouTube/Ted Talk) (one that explicitly relates to the discipline-specific reading(s) that you skimmed in the Research Module - see discipline-specific readings above). 3. the discipline-specific text(s) that you skimmed in the Research Module (see discipline-specific readings above). You have two options on how to submit your completed template: 1. Option A: submit the completed template as a Word document. 2. Option B: submit a video recording which answers all the questions / tasks from the template (with each question on its own PowerPoint slide). You must be seen speaking during the video presentation. Assessment item submission requirements For this assessment item you are required to submit the following:

© UTS College Template Complete both Sections and all parts. Note: Section 1 relates to - your preliminary research question that you wrote in the Research Module; - the discipline-specific reading(s) that you skimmed in the Research Module; and - your two independently sourced texts (a reading and a video) that relate to the discipline-specific readings that you skimmed in the Research Module Section 2 relates to - academic integrity (referencing and citing) Note : Your writing or speaking skills are not graded in this assessment. However, your marker must be able to understand your meaning. Your answers should have enough information in them to convince the marker that you have chosen and evaluated the texts effectively. Do not write overly long answers. Longer answers do NOT mean better answers. It is best that your answers are convincing, explicit, detailed yet succinct. Note: When you copy directly from any reading or video, you must always use quotation marks (“……”) and a citation with a page number. For example: “Movement through exhibition spaces of an art museum is generally a taken-for-granted phenomenon” (McMurtrie, 2022, p. 94). OR McMurtrie (2022, p. 94) states that “movement through exhibition spaces of an art museum is generally a taken-for-granted phenomenon”. Section 1: SLO 1 Criterion 5: locate, select, and then evaluate a range of texts relevant to research needs 1. Provide a reference of the discipline-specific reading you skimmed in the Research Module. 1. He, X. (2014). Business intelligence and big data analytics: An overview. Communications of the I I M A , 14. 3-4, 1-12. 2. Write your preliminary research question that you wrote in the Research Module and that relates to the discipline-specific reading you skimmed in the Research Module. 2. Outline how good grammar allows you to communicate in the workplace compared to the limited understanding of grammar? 3. Answer all parts for each of your two independently sourced texts that relate to the discipline-specific readings that you skimmed in the Research Module (see Question 2).  Provide a reference.  Provide a summary of the content of the texts [50 words]).  Undertake a CRAAP analysis: 3. Independently located and selected texts Reading from the UTS Library Reference and URL as hyperlink if possible Morgandale, R. (2013). The devil in the detail: Why grammar is important. University Wire, 1. (1), 1. https://www.proquest.com/docview/1905156412? parentSessionId=99aqgD6EAcP90WzIDEzZm5wGkAX h8QJOd6mCmzTQbdM%3D&pq- origsite=primo&accountid=17095

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© UTS College o Currency o Relevance o Authority o Accuracy o Purpose Be explicit, critical, convincing yet succinct. Do not simply give a date for Currency; rather, explore the topic / the issue by referring to real-life examples. Refer to the Between Tutorials in the Research Module. Summary Currency (i) In terms of date of publication, it is one the older end but the message is still important to todays environment and will help people on a basic level but a start to find a deeper study and will change your perspective and importance when using grammar in the workplace or another specific occasion. Relevance (i) This reading relates to my discipline-specific reading because it goes into how the importance grammar shapes the way we understand anything and within business analytics you need a specific repertoire of vocabulary and use it it in a structural way which fully utilizes time and efficiency in the workplace or in a business analytics report. Authority (i) The author’s name is Rachel Morgandale and she is an english major and has a background to grammar and language techniques which will be useful within society as a whole and in specific way to learning and showing information. Accuracy (i) The writer provides evidence; for example, R. Morgandale uses a metaphor “eat smart, kids” (Morgandale, 2013, p. 1) meaning that the kids need to eat healthy but removing the comma “eat smart kids” (Morgandale, 2013, p.1) means to literally eat the kids and Morgandale explores this notion that misunderstandings will become commonplace if grammar is not understood. Purpose (i) The purpose of the writer is to encourage the teaching and understanding of grammar in communication such as writing which will in turn lead to better understanding within the workplace and other situations involving an audience Video (YouTube; TED Talk) Reference and URL as hyperlink if possible Velaquez, M. (2019, October). The art of effective communication. TED. https://www.ted.com/talks/marcus_alexander_velazque z_the_art_of_effective_communication_jan_2020 Summary Velazquez goes on the delivery of information through communication and how to know if you are using effective grammar and if the other person understands and absorbs the information. Velazquez is using examples and providing a deeper insight on how to communicate effectively using arrays of techniques such as the vocabulary used and elaborates on how and when to use different levels of words for the audience or individual. Thus, saving time and getting the information delivered in a effective and accurate way. Currency (i) In terms of date of publication with it being 4 years old the topic of effective communication is still relevant because it explains the difficulty of social interactions and how to explain a topic in a meaningful and resourceful way which utilizes time efficiently so not to create misunderstandings and have clear intentions with minimal misunderstandings. Effective grammar also includes using specific language such as business analytics terminology, so the other person or people of interest understand the information especially in today's capitalistic business driven society. Relevance (i) This video is relevant to my research question because it goes into detail how specific terminology and how using effective

© UTS College grammar and when and where will be the most effective into spreading information and allowing absorption of the content with no misunderstandings or miscommunications. Authority (ii) The speaker’s name is Marcus Valazquez and he is a hip hop artist and actor. He has experience conveying emotions and explaining information in a variety of ways having insight how how others will consume and understand the words you are using and having experience to what works and what is less effective in certain situations. Accuracy (ii) The writer provides evidence; for example, he is a TED talk speaker and uses the audience for feedback live on stage and it shows the audience really engaged in what he is saying and participating in directed questions and seem to be internalizing the words he is saying and having an impact to the next time they are going to talk to a person and will aid them. Purpose (ii) The purpose of the speaker is to educate and provide an example to how you would use a variety of communication techniques and learn the correct time and place within specific situations and Note: put all texts that were referred to in this section in the references list. References: use APA 7 th edition style . Note: there should be the following references in the reference list:  the reading that you independently located and selected in the UTS library  the video that you independently located and selected  the discipline-specific reading(s) that you skimmed in the Research Module Use the APA PDF guide to help you format the references. https://www.uts.edu.au/sites/default/files/article/downloads/UTS%20Interactive%20APA %20guide.pdf  Make sure your reference list is o complete o left-aligned o double spaced o in alphabetical order (A, B, C, D, based on the writer’s family name ) o hanging indent  Provide URLs as hyperlinks if possible .  Do not use bold face. Write the reference list under the heading “References” below. References

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© UTS College Assessment item grading criteria For this assessment item you will be graded according the following criteria: CRITERIA HD D C P F F0 Locate, select, and evaluate texts relevant to research needs At least TWO aspects/features of D are exceeded ALL aspects/features must be met: Demonstrates more than adequately the ability to locate, select, and evaluate texts relevant to research needs. This means that all parts are answered answers demonstrate, mostly convincingly, that the reading and video are relevant and have been summarised and evaluated mostly successfully. That is, most parts are more than adequate while all others are adequate. At least TWO aspects/features of D are observed; all are above P ALL aspects/features must be met: Demonstrates more than just adequately the ability to locate, select, and evaluate texts relevant to research needs. This means that nearly all the parts are answered and the answers demonstrate, somewhat convincingly, that the reading and video are generally relevant and have been summarised and evaluated generally successfully. That is, some parts are adequate while the other parts are just adequate. There may be 2 inadequate answers. Not all aspects/features of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met Did not submit, did not attempt, or there is so little text that it can be considered a non- submission APA referencin g Reference list At least ONE aspect/feature of D is exceeded. ALL aspects/features must be met: (1) Rigorously follows APA 7th edition style for the reference list and in-text citations with unsystematic minor errors. (2) The reference list is complete. (3) The reference list is in alphabetical order. Note: secondary citations are not expected. At least ONE aspect/feature of D is observed; all are above P . ALL aspects/features must be met: (1) Demonstrates a very serious attempt at following APA 7th edition style for the reference list and in-text citations, but there are systematic errors. This means that there is evidence that the APA referencing guide has been referred to and that phrases from other referencing styles are scarce (if at all). (2) There might be a reference missing. Note: secondary citations are not expected. Not all aspects/features of P grade are achieved; ... OR ... task requirements, as stated in the assessment brief, were not met Did not submit, did not attempt, or there is so little text that it can be considered a non- submission

ACAD.Assessment 2A_Research_S3_V7

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