Bas Assignmnent free essay sample

I hereby certify that no part of this assignment or product has been copied from any other students work or from any other source except where due acknowledgement is made in the assignment. No part of the assignment/ product has been written/produced for me by any other person except where collaboration has been authorized by the subject lecturer/tutor concerned I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking) Signature: _Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed. Learning Task: Essay Development (Unguarded; does not contribute to your final mark) ABOUT THE TASK Overview This learning task is divided into two parts: * part A Compiling a reference list * Part B Constructing an essay plan In order to gain the full benefit from this le arning task you must complete both Part A and Part B. We will write a custom essay sample on Bas Assignmnent or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page More details on what is required for each part is shown below on subsequent pages. NOTE: This is a learning task and so does not contribute to your final mark for his unit.Accordingly this learning task is optional and so you do not need to complete it. However, you are strongly advised to complete this learning task as it is considered the feedback that you will receive will sign efficiently improve your chances of getting a good mark for the related Assessment Task: Essay. Students should keep in mind that the Assessment Task: Essay is worth 50% of the overall assessment for this unit. Purpose The purpose of this learning task is to help you prepare for the Assessment Task: Essay by giving you timely feedback on your submission of this learning task. DueIn your week 10 workshop AND the BAS flaws/Turning assignment box by 1 lam of the day of your workshop in Week 10 (beginning 3 May 201 0) Length About 800 words. Presentation Presentation for this learning task should have: * securely assembled together all relevant pages of the template, including the feedback guide sheets, entries put into headers and footers where requested as well as at the top of the feedback guide, either Times New Roman or Arial font with a font size Of 12, and * use have paragraph text left justified and double spaced With an extra space between paragraphs. Feedback on this taskIn this task, we will look at the specific skills involved in compiling a reference list and constructing an essay plan. For details about the specific skills we will focus on, refer to the feedback criteria shown at the end of this document. Student Learning Unit online support One way of using the detailed feedback about your performance, is to look at areas of deficiency and then use the online support facilities provided by the Student Learning unit (SLID) on academic writing. Information about these online support facilities can be access ed from the SLUG website by entering the following URL www. Was. Du. AU/slug Online support can then be found by clicking on the Online Learning link and then clicking on the Language and Learning Links link. From there you can either download Sills comprehensive Academic Skills Guide ? in its entirety or as individual chapters or explore other Australian university language and learning resources. Student Learning Unit Academic Skills Workshops In addition to the online support, the Student Learning Unit provides free face-to-face workshops for those students requiring more intensive assistance with academic literacy.You need to register for these workshops. For more information about these workshops and how to register for them you can use the following link: http://www. Us. Deed PART A Compiling a reference list For this task, you are to compile a reference list of TEN (10) information sources that could be used in the construction of your essay plan in Part B. That is, when constructing your essay plan you will be selecting a subset from these references that you believe is particularly relevant in terms of answering the essay question outlined in part B below.Remember that for the Assessment Task: Essay you need to find at least FIVE (5) scholarly information sources in addition to the lead reference (shown on page 7 of this template) as part of the essay question. So finding suitable scholarly information sources and then listing the references for these information sources in part A means that students do information search once (and get feedback on the relevance of the information sources that were found with respect to the essay question) rather than twice.In compiling your reference list you should: * Research the topic well. You can draw from a broad range of relevant and reliable scholarly sources including academic journals, books, refereed inference papers and scholarly websites. These sources may be accessed from any or all of the following: course readings, relevant electronic databases and library shelves. Remember that scholarly information sources are required rather than non-scholarly ones. Make sure that reference entries are accurate and complete.All reference entries must also comply with the College of Business Harvard system of referencing by using Part of Appendix 1 in your textbook as well as the materials on referencing covered in workshops. * Find original scholarly sources. That is, you should use information sources similar to those already acknowledged in this learning compile your reference list on the next page PART A Compile a reference list of ten scholarly information sources that you believe are relevant to the essay question shown in Part B.Start REFERENCE LIST here PART B Constructing an essay plan For this part of the learning task, you are to prepare an essay plan. Students should not submit a draft of their essay: if a draft essay is indeed submitted then no feedback will be provided on this draft. That is, the essay plan is not a draft of the essay but something quite different. It is a skeleton by which oh organize how your summaries and evaluations will be used to develop the first draft of the essay and should follow the generic structure shown below: Introduction (Thesis/position) Body Main topic #1 (point or assertion) Sub topics/supporting evidence/elaboration 1. 1. 2 Main topic #2 (point or assertion) 2. 1 2. 2 Main topic #3 (point or assertion) 3. 1 3. 2 Conclusion (final comment/evaluation) The essay plan should be brief about 500 words and it should give an outline of your response to the essay question shown below. For further assistance on creating essay plans see the Feedback Guide shown on the last ages of this template, as well as the workshop materials on planning academic essays. The following information is concerned with the actual essay question which is your final assessment task.Background A number of researchers have considered the issues and problems related to effective cross-cultural communication (for example, see Usurpation, 2006; Subunits, 2002). As one example, Subunits (2002) has discussed the problems of using (or misusing) cultural stereotypes to assist in effective cross-cultural communication. However communication, either cross-cultural or otherwise, has two quite different components, namely verbal immunization and non-verbal communication (Ferreira, 2010).For example, within the context Of cross-cultural communication, an important issue to manage with respect to verbal communication is the complete and accurate translation or interpretation of either spoken or writt en words from one language to another (Mantel Glares, 2008). On the other hand, again within the context of cross-cultural communication, an important issue to manage with respect to non-verbal communication is the fact that the same gesture often has different meanings in different cultures (Resisting, 2009). Where these issues or problems are not managed well, then effective cross-cultural communication may not occur. This may lead to substantial problems in terms of either strengthening existing business relationships or successfully developing new business relationships with overseas firms or customers (Font Richardson, 2008). Essay question Discuss the relative importance of verbal communication versus non-verbal communication in their contribution to effective cross-cultural communication. Your discussion should ultimately lead to developing an opinion on this issue.That is, to ensure that effective cross-cultural immunization occurs, is it more important to address issues and/or problems with respect to verbal communication? Alternatively, is it more important to address issues and/or problems with respect to non-verbal communication? Additional information (a) Your essay should be well researched. In addition to using the lead reference shown below, you must find and use at least five (5) additional scholarly information sources to supporters arguments. These additional information sources may be accessed from either the I-JAWS Library catalogue or the LAWS Library electronic databases. You must not use non-scholarly information sources for the essay. (b) Your lead reference for the essay is: Resisting, Y 2009, Cultural Influences on Intercultural Communication, in International Tourism: Cultures and Behavior, Buttonholer-Henchman, Jordan Hill, Oxford, United Kingdom, Chapter 7, up. 165-198. (c) Your essay must be logically structured. It should follow the conventional essay format. Your discussion must not only relate to and develop your position on the topic, but it should also be supported with evidence, e. G. References to authorities in the field, explanations and examples. D) Your essay must be appropriately expressed; you should use a formal academic style, and ensure grammatical accuracy. (e) Your essay must have accurate citations within the body of the essay and a complete and accurate reference list at the end of the essay. Both citations and references must follow the College of Business Harvard system of referencing as set out in Part F, Appendix 1 of your textbook. (f) In writing your essay you should also make use of the essay marking criteria shown at the back of the Assessment Task template as well as any relevant BAS workshop materials.References Ferreira, GPO 2010, The Cultural Dimension of International Business, 6th Eden, Pearson Prentice Hall, upper Saddle River, New Jersey. Font, YAP Richardson, S 2008, The perceptions of Malaysian in a Japanese company, Cross Cultural Management: An International Journal, Volvo. 15, no. 3, up. 221-243. Mantel, J Glares, E 2008, The impact of language and culture on perceived website usability , Journal of Engineering Technology Management, Volvo. 25, no. 1-2, up. 112-122. Resisting, Y 2009, Cultural Influences on Intercultural Communication, in International Tourism: Cultures and Behavior, Buttonholer-Henchman, Jordan Hill, Oxford, United Kingdom, Chapter 7, up. 65-198. Subunits, J 2002, The Hidden Challenges of Cross-border Negotiations, Harvard Business Review, Volvo. 80, no. 3, up. 76-85. Usurpation, R 2006, Managing international business communication problems at work: a pilot study in foreign companies in Thailand, Cross Cultural Management: An International Journal, Volvo. 13, no. 4, up. 330-344. Instruct your essay plan on the next page Construct an essay plan that outlines your response to the essay question shown above. Start ESSAY PLAN here BUSINESS ACADEMIC SKILLS 200336 Essay Development Feedback Guide Student Number: I Effeminately: Firestone: Note: Students should be aware that the LAWS policy Misconduct Student Academic Misconduct policy is applicable to this learning task even though it is a formative assessment. This policy can be accessed using the following link: http://policies. Us. Deed. AU/view. Current. PH? D=00051 CRITERIA I STANDARDS I REMEDIAL ACTIVITIES Quality of underlying research Your reference list does not show any evidence of relevant research in terms of the essay question OR the information sources used are not all scholarly. I Your reference list shows some evidence of relevant research in terms of the essay question. All information sources are scholarly. I Your reference list shows adequate evidence of relevant research in terms of the essay question. All information sources are scholarly. You show good evidence of relevant research using reliable information sources in terms of the essay question.All information sources are scholarly. You have used an excellent selection of relevant and Acknowledgement of information sources Referencing I Your reference list has very poor acknowledgement of your information sources. In nearly all cases your references are inaccurate and incomplete. I Your reference list has or acknowledgement of your information sources. In many cases your references are inaccurate or incomplete. Your reference list has reasonable acknowledgement of your information sources. All your references are accurate and complete. However, few of your references follow the College of Business Harvard system.I Your reference list has good acknowledgement of your information sources. All your references are accurate and complete. Most of your references follow the College of Business Harvard system. I Your reference list has excellent acknowledgement of your information sources. All your references are accurate and complete. All your references follow the College of Business Harvard system. I Response to essay question I Your essay plan is a poor interpretation of the essay question in which most issues discussed have little or no connection to the essay question.I Your essay plan presents some relevance to the essay question but many of the issues discussed and arguments put forward have little or no connection to the essay question. I Your essay plan presents adequate relevance to the essay question in which most issues discussed and arguments put forward have a connection to the essay question. I Your essay plan presents high degree of relevance to the essay question in which very few of the issues discussed or arguments put forward do not have a connection to the essay question.I Your essay plan presents very high degree of relevance to the essay question in which all issues discussed and arguments put forward have a connection to the essay question. I Use of information sources and evaluation I Your analysis and use of the information sources is poor either in terms of the issues discussed or the arguments presented. Your essay plan merely reports what others have said ND shows no real evaluation or analysis. Your analysis and use of the information sources is fair in terms of issues discussed or arguments presented.However, the essay plan has too much emphasis on reporting what others have said and shows little evaluation or analysis. I Your analysis and use of the information sources is adequate in terms of issues discussed and arguments presented. However, your essay plan mainly reports on what others have said although there is some evaluation and analysis. I Your analysis and use of the information sources is good in terms of issues and arguments presented. Your essay plan has little mere reporting of what others have said and there is good evaluation and analysis.Your analysis and use of the information sources is excellent in terms of the issues and arguments presented. Your essay plan has no mere reporting of what others have said and there is excellent evaluation and analysis. I Effectiveness of critical thinking Your essay plan contains predominantly unsubstantiated claims or assertions with no attempt to develop us porting arguments for these claims. I Your essay plan contains many unsubstantiated claims or assertions although there is some attempt to evolve supporting arguments for these claims.I Your essay plan contains some unsubstantiated claims or assertions although there is usually an attempt to develop supporting arguments for these claims. Your essay plan contains few unsubstantiated claims or assertions and in most cases there is an attempt to develop supporting arguments for these claims. I Your essay plan contains no unsubstantiated claims or assertions and in all cases there is an attempt to develop supporting arguments for these claims. I Overall structure of essay plan Your essay plan does not have a definite introduction or conclusion and your topics and sub-topics are not logically organized.I You have made an attempt at including an introduction and conclusion in your essay plan but both are poor in terms of stating or re stating the thesis statement and previewing or summarizing your discussion. Many of your topics and sub-topics are not logically organized. I Your essay plan has an identifiable introduction and conclusion which familiarize the reader with your topic as well as provide an overall summary of your discussion. However the thesis statement and re-statement of the thesis tenement are not clear. Most of your topics and sub-topics are not logically organized. I Your essay plan has both a good introduction and conclusion in which there is a clear thesis statement and re-statement of the thesis statement. Your introduction familiarizes the reader with your topic. Very few of your topics and sub-topics are not logically organized. I Your essay plan is very good. Your introduction has a clear thesis statement and your conclusion has a clear re-statement of that thesis statement. You preview the essay effectively in the introduction and provide an effective summary of the concussion in the conclusion. All of your topics and sub-topics are logically organized. I Written expression I Your essay plan uses inappropriate academic writing style for this genre which is mostly informal and personal. I Your essay plan uses inappropriate academic writing style for this genre which is often informal and personal. I Your essay plan uses at times appropriate academic writing style for this genre which is formal and impersonal. I Your essay plan uses mainly appropriate academic writing style for this genre which is mostly formal and impersonal. I Your essay plan uses appropriate academic writing style for this genre which is always formal and impersonal as well as being cautiously phrased.I Grammar, spelling and punctuation Your essay plan has a very high number of grammatical, spelling and punctuation errors. Your essay is difficult to read and you do not demonstrate any evidence of proofreading. I Your essay plan has many grammatical, spelling and punctuation errors but your essay is readable and your work demonstrates some evidence of proofreading. Your essay plan has some grammatical, spelling and punctuation errors. Your essay is easy to read and demonstrates good evidence of proofreading. I Your essay plan has few grammatical, spelling and punctuation errors.Your essay is easy to read and demonstrates evidence of careful proofreading. I Your essay plan has no grammatical, spelling and punctuation errors. Your essay is easy to read and demonstrates a high level of proofreading. I Acknowledgement of information sources ? essay plan You have very poor acknowledgement of your information sources. In many circumstances Len- text citations do not exist and many references are inaccurate and incomplete. You have not included the lead reference. You have poor acknowledgement of your information sources.

Three Ravens Essays

Three Ravens Essays Three Ravens Paper Three Ravens Paper Compare the Twa Corbies and the Three Ravens considering language, content and techique The ballads of the Twa Corbies and the Three Ravens arte versions of what once may have been the same poem, but time and geographical movement may have been the main contributions to the change of language, style and even content. The titles are perhaps the first significant contrast; the Scottish implying older, more primitive undertones whilst the English is presumably more modern with a certain sophistication within the use of language. Despite having this primarily differing feature, they are both about three birds -the mythological number having different implications. The darker, Twa Corbies maybe relating it to more mystical, black magical concepts whilst the Three Ravens concentrates on the Christian values of loyalty and hope -reflected within the symbolic reference of Ravens being representative of good luck. This heavily contrasts with the birds of prey that crows or corbies are. The opening line also suggests the juxtaposing themes, the English version ending with the word tree whilst the Scottish ending with alane (alone). The contrast between natures bounty and loneliness, desolation and desertion is already apparent. ` The twa corbies looks towards the prospects of death, and what they may gain by scavenging through the remains of a body. A man killed in his prime; bonny blue een and gowden hair the features of a recently killed, young man almost described like part of the treasures that they may take. The crows spy from the trees, gossiping and plotting their next moves. There even seem to be undertones reminiscent of William Shakespeares Macbeth, as the birds hear the character of Macbeth remind himself that it was he that murdered Duncan. The mythical undertones would also contribute to that of Macbeth. The poem is slightly dismissive of the theme if death which would generally dominate such a ballad; ironically the dark perceptions and interpretations of death contribute to the removal of the negative theme and reinforce the positive through what can be gained from the death. It closely follows throughout the poem that death is not the end, other than for that which has ceased. The English appears less primitive than the twa corbies, with a positive theme which clearly contrasts the corbies, focusing on the Christian virtues and loyalties and completely juxtaposing the other with opposing outlook on life and of death. The pathos of the knights loved ones within the ravens is contrasted by the knights Lady within the Twa Corbies finding a new lover, and the hounds do not lie at the feet of their deceased owner, so well they can with their master keep. The fallow doe refers to a type of dear, whom despite being pregnant, buries the body risking her own life and resulting in being dead herself. The aspects of these lines may not in fact be literal. The dear may be a reference to the personality to the lover, and the death may be the tragedy of the event and the emotional pain and grief which she must bear. The ending notes highlight the importance of loyalty, whilst one considers that life is futile and the world will not cease to continue, the other is not dismissive of the knights life, but how lucky he was, sentimentalising the theme. The imagery of the Twa Corbies seems to have a gross detachment, even refering to the corpse of the knight to an auld fail dike meaning no more than a turfed mound whilst the Three Ravens notes the body down in yonder greene field. And whilst the crows talk about picking out the eyes of the corpse for treasure, the fallow doe kissed the wounds that were so red. The compassionate words disntinctly contrast the Twa Corbies in gentler action. The repetition of His three times within the third stanza of the Twa Corbies attributes to the sense of the poem being comparable to a chant, or spell; with the mystical undertones of Macbeth. The rhyming couplets are similar to the Three Ravens although the actual rhyme is very concise compared to the half rhymes of the english version, leaving one usure of whether this is due to the softening of the tone or a confused version of the original. One may consider that some words may be pronounced differently to the time in which they were written, however, such rhymes as mate and take clearly did not. The punctuation of the Twa Corbies is regular, the shorter sentences almost making it more matter-of-fact, quickly moving without the consideration of what has been. One should perhaps also take note of the question mark within the first verse adds to the air of mystery throughout -we do not know the circumstances in which the knight has died. The use of animals within the poem is suggestive of the nature, the twa corbies referring to hounds in the sense of hunting and the ravens referring to the birds of prey that are hawks even being protective of the body. For the ravens, the death of a noble man is clearly enough for nature to reverse its ways. Both appear to be written to be accessible with varying attributes to this appeal. The nihilistic attitude of the dark humour within the twa ironically makes it more light-hearted. This unusual manner of observing and even appreciating death involves looking to what can instead be found and recycled. As opposed to grieving what has been lost, it clearly looks to what can be gained. The amoral attitude neutralises the theme and makes the primarily tragic theme into the dismissal of trivial events. A man may have died, but the world continues to move, and The wind sall blaw for evermair. The English leans towards the more obvious approach of how one may be positive throughout a tragic event. The three ravens follows the route of loyalty, sincerity and the Christian values intrinsically virtuous action. The daintily appearing manuscript is gentler and more civilised version of the brutality within the Scottish version. The techniques contribute to the type of audience that it would appeal to. The English would probably be aimed at the aristocratic audience, with the possible intervention of the English folk singing of with a derry down between the lines. It also conveys a sense of naturalness and one should not the high proportion of monosyllabic and easily accessible words. This may have contributed to the accessibility to children; tales of morality and virtuous teachings may have been projected through ballads and poems such as this. The language of the Scottish immediately strikes one as being more working-class based, with the clear dialect and abbreviations. It would perhaps have been sung by the less privileged; reminding themselves of what they have and how to make the best of a potentially disasterous situation.