Tag: Essay

Explain the principles of knowledge management within an organisational context
Attachments:
10447082_1_ppt-pspgen151.pptx
10447082_2_template-of-the-assignment.docx
10447082_3_pspgen151-student-assessment-v1.0.docx

Students create a support plan that outlines how they would create a rich language and literacy program for pre-schoolers attending a service in North Strathfield, Sydney. Among the pre-schoolers there is an Aboriginal child and a child who recently migrated to Australia and speaks only Spanish.
Students discuss how they would liaise with the families, the community and external agencies to support the children’s language and literacy development. At least one Language Acquisition theory must be included in the support plan.

Scenario
Your organisation operates an emergency shelter for young people. In addition, they manage case management plans and advocacy and referral services.
Your organisation has the following policy on young people:
“We recognize that young people (12-25) have the capacity to advocate for themselves. We actively support and encourage young people to engage in Self-advocacy. We recognize that self-advocacy is essential to a young person’s safety and engagement in society”
Marie is a 13-year-old Aboriginal girl who is in state care. She has been in foster care for two years after being removed from her extended family. Currently; however, there is no foster care available and her other family are not local and have not been contacted. She has been referred to you by Community Services for emergency accommodation and case management assistance. Marie has experienced traumatic occurrences and occasionally, acts out, and has been known to use marijuana and alcohol irregularly. Although she is engaging with school, she will occasionally be absent from school to go and meet with her friends elsewhere. She does not appear to have any other physical or psychological disabilities.
Question 1 A
Question
Analyse the scenario and address the following issues in a report: (400-500 words)
What rights and responsibilities does the client have regarding their circumstances and engagement with the service?
Question 1 B
Question
What is your duty of care and other legislative requirements regarding this client?
Question 1 C
Question
How
will you ensure you address confidentiality and privacy concerns in this case?
Question 1 D
Question
What specialist services may be required?
Answer
Question 1 E
Question
How will you ensure appropriate social justice and advocacy principles in your interactions with this client?
Question 1 F
Question
How will you address the clients right to self-determination?
Question 1 G
Question
If there are advocacy barriers, what strategies will you use with this client to help them engage in exploration?
Attachments:
10446682_1_requirement.docx

Assignment proforma attached where I have filled in the lesson details
Due: Sunday 19 November 2023 23:59PM AWST Week 12 (Please note changed date – was previously Friday 17/11)WORD LIMIT: 5000 words plus or minus 10%. (4000 word plan + 1000 words to explain and discuss how your plan meets the assignment requirements) This word count includes all text (headings, in-text citations, captions and direct quotes). This word count excludes the Reference List and elements of the proforma which outlines where no word limits apply for eg the curriculum. Use theTemplate Proformabelow to set out the assessment.
FONT: 11pt Arial or Times New RomanLINE SPACING:1.5 FORMAT: PDF OR WORD.REFERENCING:APA 7th edition format for both in-text and end-text referencing is expected with page numbers included for the referencing.Use the school scenario below as your context, todesign and justify a 4 week (10 hrs per week) curriculum program for English in the upper primary years(chooseoneyear group from Y4 – Y6), and use quality literature as the ‘spine’ for the program.Demonstratehowthe program covers all modes and strands of English (
Modes:
Speaking and Listening, writing, reading, viewing, creating.
Strands
: language, literacy and literature)andincorporates one other curriculum learning area.Draw on your knowledge of English and the
pedagogic knowledge about theory
you have developed in this unit toexplain howyou would use literature and other resources to develop higher order, critical and creative thinking for a class ofdiverse learners, around specific elements of both the English curriculumandthat of the other learning area.Apply theStrathclyde Three Domain Modelto support choices for your planning for this context and showhowyou intend to synthesise students’ funds of knowledge and the cognitive demands of the curriculum whilst also acknowledging student agency.Identifywhat you expect students to learn in relation to English and the other chosen curriculum learning area showinghowyou intend to improve achievement in English.Demonstratehow your planning is situated in to
include all paradigms of English and theories
of learning andsupport your discussion with reference to research literature, seminal works and other relevant, authoritative published work in the field.
Your assessment should be submitted entirely on the template provided below, and must include:
Part 1: 4 week plan (containing all elements outlined above) – can be planned, designed and submitted either independently or as part of a collaborative group.
Part 2: Explanation and discussion of your plan. All students to write and submit their own discussion on the template. 1000 words.
Note: if working in a group, your 1000 word discussion should include a discussion of the overall focus and theme of your 4 week plan, and then detailed reference to the activities developed in the set of lessons you contributed to the group plan. Include discussion to how your plan will improve achievement in English (reference to differentiation and assessment is expected in this section).
Reference list
Appendices (if necessary) – for students who work in a group, you need to include evidence of collaboration, planning and group responsibilities in an appendix.
Scenario
School/Community Scenario (for use in weeks 11 & 12 and assessment 2).
ICSEA of 905
Student roll: 543
The Community.
Uniqueville Primary School, which was built ten years ago, is situated in a diverse, multicultural community. It draws its 543 students from an area consisting of mixed housing (social, privately rented and owner-occupier). Approximately 15% of students have parents in professional jobs. A further 10% have a parent who is a FIFO worker; 5% of parents are unemployed. Most of the remaining 70% of parents work in relatively low paid jobs. A proportion of them work across several jobs in order to earn enough money. 350 students speak more than one language and there are 27 languages spoken in the community, including the local Aboriginal/Indigenous language. Whilst many families migrated to the area, the community is relatively stable. Around 20% of families were either refugees, fleeing conflict, or were asylum seekers, requiring sanctuary in a safe community. Evidence of generational trauma exists for some of these students and their families. Some parents had professional jobs and were university educated in their ‘home’ countries, but have had to work in jobs in which their knowledge, skills and expertise are not required.
In terms of family structures, one parent and dispersed families exist across all sections of the community, and there are some gender homogenous families, includingmembers who are non-binary and/ or have diverse sexualities.In addition, extended kinship networks are also evident in the community.
There are few open spaces in which children can play and the area has no oval. The main shopping mall is 5km away but there are no community facilities, apart from the school, specific to the area.
The School.
However, last year the educational progress of most students’ deteriorated due to the high-turnover of staff, both teaching and para-professional (EAs). Data tracking (largely based on NAPLAN results and other standardised assessments) indicates students are generally achieving below the national average in reading and writing, although spelling, grammar and punctuation are in line with national norms. At the start of the academic year, a new principal introduced the Strathclyde Three Domain Model as a framework for learning. Teachers are now incorporating the model in their planning and are designing ways to synthesise funds of knowledge and student agency with cognitive aspects of the curriculum. Teachers work in Year and Phase teams to plan and assess learning.
The Class.
In your class of 25 students. Of the 13 female students in the class, 12 were assigned female at birth (AFAB). There are strong friendship groups (most children have been together since pre-primary). So, there is a positive class ethos and students work well together. You are aware of the need to develop students’ spoken language; inferential comprehension, viewing and writing, as well as critical literacy and creativity.
Attachments:
10446678_1_mtp600—a2—pacialeotessa—21076590.docx

TCHE2622 Professional Experience: Principles and Practices in Early Childhood Education Alternative Assessment Task 2: Analysis of a learning environment and written observation/s, planned play spaces and reflection. (Value: 50%) (Word count equivalence: 2000 words) Due date: 24th November by 11:59pm via canvas Rationale: A central part of our RMIT program is providing pre service teachers with a variety of opportunities to practice and make the connection between academic and theoretical university studies to teaching practice in educational settings. Learning outcomes: Upon successful completion of this assessment, you will be able to: • Apply initiative, judgement, creativity, critical thinking and problem-solving skills and the capacity to work responsibly, ethically and inclusively in individual and collaborative professional contexts to enhance your practice • Show commitment to professional learning by being an independent, open-minded, resilient and critically reflective learner, seeking out, learning from constructive feedback and adapting to meet the demands of the profession • Communicate effectively with different stakeholders in the education field through a broad range of communication modes and digital technologies in diverse educational context Details: You will create a portfolio that includes a range of documentation. This portfolio will represent a small component of your learning. As a WIL (Workplace Integrated Learning) course it is expected that you engage in all daily components of a kindergarten program and apply the theory learned this semester in practice in a simulated setting based on viewing 3 videos provided of an early childhood service. You will imagine yourself in this setting interacting with staff, assisting with the daily supervision and education of all children, including setting up, packing up, planning for teaching and implementing learning experiences for an emergent curriculum. Assessment 2 requires you to conduct the following: I) You will view 3 videos provided in Canvas of the one early childhood setting and will be required to watch each of them. You will imagine yourself being on placement as a simulated setting. You are to construct 10 questions for dialogue you would hold with an imaginary Mentor by linking the questions to principles of the Early Years Learning Framework V2.0 (2022). The developed questions must aim to obtain responses in guiding you through the day to day practices at the simulated setting for gaining insights about routines, pedagogical approaches, learning experiences, philosophy and centre practices. You will need to read the principles of the EYLF (2022) and carefully consider the type of questions you would ask for gaining the required information and list the 10 key questions in your submission. (5%) 2) You will be provided the simulated service’s philosophy available on Canvas. Examine the statement of philosophy, and in own words, provide brief succinct features of what you deem as the centre’s beliefs and values explaining what is most significant to you in relation to your own beliefs and values. (300 words) (7.5%) 3a) Analysis of the learning environment. View each of the 3 videos on Canvas and reflect on the observed learning environments together with the teacher interactions and pedagogical approaches with children. Describe the environment features in relation to how the learning resources and play spaces support children’s learning and development as well as the teacher’s pedagogical approaches. Focus on what you consider the main attributes or unique qualities of the kindergarten/setting, routines and pedagogical practices including observations of child-directed and teacher-directed learning. You are to link these to contemporary theories that inform pedagogical practice in this early childhood setting. You will include at least 5 scholarly references to support your discussion (300 words). (7.5%) 3b) Observe the teacher’s engagement with children and write an individual or group learning story of an interaction occurring based on one of the videos. NB (pseudonym names can be developed and identify particular children e.g. clothing/appearance etc). You must follow the conventions of a Learning Story by inserting all required information using the Learning Story template provided on Canvas in PX resources). The Learning Story must link to learning outcomes of the EYLF (2022) and show next steps in planning. (10%) 3c) From a reflective educator perspective of your professional learning experience at the simulated setting and based on observations of the videos, imagine collaborating with your mentor for developing an emergent curriculum based on observations of the children’s interests in the video/s. Using one of the planned experience templates on Canvas, plan 6 different learning experience of a range of different selected areas (e.g., blocks, art, music, language, science, maths etc) based on observations of children’s interests and curriculum experiences observed. At least two must be outdoor play experiences. *You will not need to include photographs as indicated on the provided templates as you are not on placement. Note: you will need to imagine that you have Implemented the learning experiences to include reflections, evaluations and assessment of learning and for deciding what comes next to extend children’s learning and development for each of the planned experiences. You will also need to link planning to the learning outcomes of the EYLF (2022). (15%) 4) Presentation of the portfolio will need to be in one attachment, contents will be well organised with clear structure, concise, correct grammar, punctuation and spelling throughout the submission and 5 scholarly references (APA7) and EYLF will be correctly referenced. (5%) Marking Criteria: I) The 10 questions for dialogue are relevant to the EYLF (2022) principles and well organised, and in context of the simulated setting. (5%) 2) The centre’s service philosophy clearly identifies its unique beliefs and values and is written succinctly in own words and the significance to your own beliefs and values. (7.5%) 3a) Analysis of the learning environment. The review of the centre’s learning environment clearly describes its features in relation to how the learning resources and play spaces support children’s learning and development. (7.5%) 3b) All Learning Story conventions have been followed using the required template and there is evidence of engaging with the EYLF (2022) (10%) 3c) Six planned experiences have been submitted with all required information using one of the PX templates provided. (15%) 4) Presentation of the portfolio is in one attachment, contents are well organised with clear structure, concise, correct grammar, punctuation and spelling throughout the submission and scholarly references (APA7) and EYLF are correctly referenced (5%) Due 24th November by 11:59pm 2023 Please note submission must be: • Typewritten and justified text12pt Arial • Numbered pages and no indent for paragraphs – miss a line between paragraphs • Word count stated where indicated for parts of assessment • Include name and student number in a header/footer where appropriate RMIT Electronic Submission of work for assessment:I declare that in submitting all work for this assessment I have read, understood and agree to the content and expectations of the Assessment declaration
Attachments:
10446452_1_tche2622-alternative-px-assessment-task–sem.-2-2023–1-.pdf

Due: Sunday 29 October 2023-the very end of Week 12!General aim of the Main EssayThe main essay for ABS2001 allows you to draw on the various topics explored in this subject. The essay requires you to focus on a particular and key aspect of Indigenous Australian life; in doing so you will also examine the relationship between the past and present in the constitution of contemporary Indigenous life..The QuestionCritically discuss the relationship between the Indigenous past/traditional (or if you prefer to use the term ‘classical’) and the Indigenous present/contemporary (or if you prefer to use the term ‘post-classical) in Australia with reference to ONE of the following themes:
Land
Families and Kinship
Storytelling and Music
Religion
What are some of the key continuities and changes in these areas? And what are some of the key forces causing continuity and change in Indigenous Australia?
OR YOUR OWN?
You may wish to devise your own question for the main essay. Often, we are inspired by materials, events, readings or films and seek to enquire further. If, you are so inspired, that’s fine, but your question should be discussed with me, and refined between us, before you start writing.
Resources and References
All of the essay themes will have an abundance of easily found references you can refer to. However, it is important that course readings and LMS content be utilized in your essays. Your use of at least three pieces of course material is a REQUIREMENT of the essay and will be assessed under the criteria of
engagement with, and understanding of, course themes and materials.
There is no set number of references required, beyond the three from ABS2001, but you will need to demonstrate that you have done adequate and more research to answer the question.
Please note: The School of Social Enquiry uses the HAVARD system of referencing.
Some More Guidance
** Submit your essay via Turnitin on LMS.
** If you require an extension please discuss this with your tutor immediately or as soon as possible.
** Please use the online request for extension form on the right hand side of the LMS page.
We will discuss the essay in class at various times over the second half of the semester. Your essay will be assessed against the criteria listed below.
Assessment Criteria
Excellent
Very Good
Competent
Passable
Unsatisfactory
KNOWLEDGE & UNDERSTANDING OF KEY THEMES AND ANALYTICAL LENSES
Investigates at least one key theme as per the essay instructions (e.g. Land OR music & storytelling) and examines this topic through a range of analytical lenses covered in the subject (e.g. past in the present/present in the past; traditional /contemporary; myth/history; essentialism & resistance; etc).
Develops a sustained argument that critically draws on the literature (including films) and ethnographic examples (if possible) examined in this subject and other sources (where relevant).
Demonstrates understanding and awareness of the key continuities and changes that have impacted upon the selected theme and the forces that have shaped continuity and change.
STRUCTURE & ORGANISATION
Introduction
: clearly identifies the essay topic and contextualises the main issues. Provides a road map of the rest of the essay.
Body
: presents an orderly and coherent discussion, that addresses all components of the topic
Conclusion
: provides a summary and concluding statement
ENGAGEMENT WITH QUESTION/PROBLEM
Command of subject matter and key themes and concepts
Use of at least 3 references-readings, lectures, film, videos, from the course materials;
Use of relevant case studies as discussed in lectures/tutorials and extra (those not included in subject materials)
Research approach demonstrated by selection of relevant sources, theories and examples
ARGUMENTATION
Argument flows logically and builds momentum
Appropriate application of concepts linked to key theme(s)
Arguments are persuasive focusing on key points using uncomplicated language
Alternative perspectives are acknowledged and addressed
Examples used are relevant and provide effective support to overall argument
CREATIVITY AND INNOVATION
The author’s voice is clear and originality is demonstrated.
PRESENTATION
Written expression (spelling and grammar) and style/prose. Scholarly conventions and requirements (inc. referencing)
COMMENTS & OVERALL GRADE:
Attachments:
10437030_1_ant2aba-20-…stion–4–docx–3—2-.docx

Managers of various areas of businesses such as Human Resource, Marketing,
Compliance and so forth, in this modern world, are heavily relying on business
analytics to make informed decisions. They use various types of decision
support systems helpful for them to arrive on informed decisions. Each student
is required to choose one particular business area (industry) and investigate
how business analytics (with the help of particular decision support system/s)
is helping the managers in their decision making.
Task:
For the development of this individual research report, you are required to
explore databases and other resources to find quality articles, case studies,
survey report, etc. relevant to your chosen area of business. Students are
expected to review and analyse the contents of articles and report the findings
in an attempt to answer questions like:
– what is the business area of focus,
– what particular decision support systems are used,
– how such systems are helping managers to make effective decisions
– what results are achieved in that particular area of the business.
The arguments should be supported with examples

Workbook 3: Pathophysiology concepts as related to nursing assessment: Disability, and Exposure.
Please read the mini case study below which includes clinical observations and assessment findings in patient named Sarah. Please research and articulate what is going on in the case study scenario, explaining pathophysiology, and offer a conclusion of key points. (
250 words
) Please include two high quality, peer reviewed references to support your statements in line with evidence-based best practice in documentation.
CASE STUDY:
Sarah, a 65-year-old woman, was admitted to the hospital for management of a colostomy-related complication. She had a history of colon cancer and had undergone surgery to create a colostomy. However, she developed skin breakdown around the stoma, which had become increasingly painful and infected, resulting in a hospital admission. Upon assessment, the nurse observed erythema, excoriation, and maceration of the skin surrounding the stoma site. Sarah stated the site was causing her pain and discomfort. The nurse first focused on managing the patient’s pain, which was interfering with her ability to tolerate care. The nurse recognized the need for immediate intervention to prevent further skin damage and to promote healing. The underlying cause of the skin breakdown was identified to be from leakage from the ill-fitting stoma appliance. The stoma nurse attended and assessed the stoma site and the equipment being used, before providing education to the patient about proper stoma care techniques and instructed her on how to monitor for signs of leakage.
TASK 2
Workbook 4: Data management techniques to document holistic healthcare: Literature for documenting health assessments.
• (
250 words
) Analyze what the article below is telling you about the importance of the documentation type discussed and why is it important?
• What are the key take-home messages from the article?
• Please find and utilize two additional high quality, peer reviewed references to support your statements in line with evidence-based best practice in documentation.
ARTICLE
Australian Nursing & Midwifery Journal. (2019, August 26). The Coroner’s Court: Extracting Tips for Improved Documentation.

The Coroner’s Court: extracting tips for improved documentation

NURS2004 Portfolio Rubric
Workbook 3 – (20%) Pathophysiology concepts as related to nursing assessment: Stoma with skin breakdown.
Clear links are made between the pathophysiology of a stoma with adjacent skin breakdown and what is occurring in the case study. A concluding statement highlighting key points is made. Concise, logical, and evidence-based discussion with a minimum of two high quality, peer reviewed references to support your statements in line with evidence-based best practice.
Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
Demonstrates an exceptional level of knowledge about the disease pathophysiology and potential outcomes or complications for the patient, with an excellent concluding statement highlighting key points. Discussion is evidence-based and relevant, utilising an excellent range of high-quality evidence to underpin the discussion.
Workbook 4 – (20%) Literature for documenting health assessments
Analysis of an example of data management technique from a provided article. The importance of the documentation type from chosen article is discussed. The key concepts from the article are identified. Concise, logical and evidence-based discussion with a minimum of two high quality, peer reviewed references to support your statements in line with evidence-based best practice in documentation.
Achieves all the criteria for a high distinction to an exemplary standard, without any errors.
Analysis demonstrates an exceptional level of knowledge and a clear understanding of the article’s main arguments, offering insightful commentary on the implications of the article’s findings. Discussion is evidence-based and relevant, utilising an excellent range of high-quality evidence to underpin the discussion.
Attachments:
10408067_1_10407971-1-foundation-of-health-assessment-portfolio–1-.docx

RSCH 665 – Decision Tree for Statistical Tests
8.4 Selecting a Statistical Test & Analyzing Results
Due: Sat Dec 9, 2023 8:59pmDue
Ungraded, 0 Possible Points0Possible Points
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8.4Selecting a Statistical Test/Analyzing the Results
Yellowdig Discussion
In Module 9 of this course, you will produce a brief research document about the subject of your data collection and analysis.
The resources that you will use include the Hunt Library and/or the following databases in order to gather data that you can analyze for your own hypothesis test. Review these websites and their respective databases at this time for familiarity.
DownloadRSCH 665 Decision Tree for Statistical Tests (DOCX)Download RSCH 665 Decision Tree for Statistical Tests (DOCX)[ALREADY PROVIDED ABOVE] to assist you in selecting the correct statistical test.
Access the following websites to see what kinds of data are available:
Runway Safety Statistics/FAA(Links to an external site.)Links to an external site.
Aviation Accident Database and Synopses/NTSB(Links to an external site.)Links to an external site.
FAA Aviation Safety Information Analysis and Sharing (ASIAS)(Links to an external site.)
Accident and Incident Data/FAA(Links to an external site.)
Airline On-time Statistics and Delay Causes/Bureau of Transportation Statistics(Links to an external site.)Links to an external site.
Data and Statistics for Airport Program/FAA(Links to an external site.)Links to an external site.
Airlines and Airports/Bureau of Transportation Statistics(Links to an external site.)
General Aviation Statistics/AOPA(Links to an external site.)Links to an external site.
Statistical Databook and Industry Outlook/GAMA(Links to an external site.)
Historical Chart Gallery of Market Indexes/Stock Charts(Links to an external site.)Links to an external site.
Injuries, Illnesses, and Fatalities/Bureau of Labor Statistics(Links to an external site.)Links to an external site.
Data and Statistics/OSHA(Links to an external site.)Links to an external site.
Data Sources/Health and Safety Executive(Links to an external site.)Links to an external site.
Web-based Injury Statistics Query and Reporting System (WISQARS)/CDC(Links to an external site.)Links to an external site.
Research and Data/NHTSALinks to an external site.
National Institute for Occupational Safety and Health Data and Statistics Gateway/CDCLinks to an external site.
Videos
Utilize these videos to assist you in judging assumptions.
Choosing Which Statistical Test to Use – Statistics Help (9:32/YouTube)
Using Stat Crunch to Assess Normality (5:47/YouTube)
StatCrunch QQ Plot – Assessing Normality (1:02/YouTube)
Working with StatCrunch: One-Way Analysis of Variance (ANOVA) (8:56/YouTube)
Assumption Guides
Be sure toexplain how your data meets these assumptionsto perform the applicable tests in StatCrunch.
Test Assumptions/Emory(Links to an external site.)Links to an external site.
The Chi-square test of independence/NIH National Library of Medicine
Pearson’s Product-Moment Correlation using SPSS Statistics/Laerd Statistics(Links to an external site.)
Linear regression models/Duke(Links to an external site.)
EPS 625 – Intermediate Statistics Mann-Whitney U Test/Teori Online(Links to an external site.)
Subchapter 12a. – The Wilcoxon Signed-Rank Test/Vassar Stats(Links to an external site.)
Kruskal–Wallis test/Bio Stat Handbook
Discussion
Using the decision tree provided in this activity, create a document that presents a synopsis of your problem statement, hypotheses, data and variables used, and the statistical test you will use. Explain the type of data you have decided to use and the assumptions of the test (for example, parametric vs. non-parametric). You can copy/paste your results from StatCrunch if you wish. Finally, state what your criteria are for reject/fail to reject the null hypothesis.
Review and provide feedback on at least two peer’s presentations of their research design and statistical analysis. Share your thoughts on the clarity of their problem statement, hypotheses, data selection, test choice, and criteria for hypothesis testing.
Hot tip: use tag “Selecting a Statistical Test/Analyzing the Results”.
Attachments:
10450150_1_stat-discussion.docx

1 HOST 1070 Introduction to Catering Assignment #4 – International Wedding Menu (Worth 25% of Final Grade) Due Date: December 11, 2023 Objective: To research and understand another culture through its food practices at a Wedding Celebration. As a future culturally competent catering professional, you will communicate your findings of another culture’s wedding food customs, traditions and conventions in order to demonstrate your appreciation for diversity. Method: You have been given the job of researching an international menu for a meal at an upcoming “multicultural” wedding taking place in Toronto. You are required to research one of the many cultures that make up Toronto’s diverse communities and create a wedding dinner menu where 150 guests are expected to attend. The wedding couple would like you to come up with a wedding menu taking into account the various cultural nuances that many of the guests will be expecting. This project involves researching and presenting information on one culture’s wedding food practices based on the history, religion, health beliefs & practices and/or meal customs that influence this culture’s wedding food traditions. This information is to be presented in a comprehensive report that includes your findings on the culture and traditions of the people you have studied as well as the event and your menu. International Wedding Menu Project Topics (3): 1. Food Culture & Traditions: As it relates to food and beverage, very briefly give a short background on the culture, religious beliefs, health beliefs and practices, and meal customs. How did this culture’s food history contribute to their food and beverage standards today? 2. Wedding Food & Beverage Traditions: What are some of the unique food & beverage traditions/rituals at a wedding from this culture? Are there any “banned” or “taboo” foods that are not allowed on the menu? Also describe any wedding ceremonies or rituals that exist with this cultures’ weddings and any food and beverage that is served or presented at these ceremonies. 2 3. Menu: What food and beverages are you offering your guests and why? Create an entire wedding menu for this culture. Explain why you chose your menu items. Please note that this project can be completed in groups of 4 people. You will need to choose a culture to research but it cannot be your own. If you share a common ethnic background, you cannot select this culture for your project (i.e. if your family is from Zimbabwe, you cannot research Zimbabwean culture). Possible choices include: – Mexican – Costa Rican – Jamaican – Brazilian – Chilean – Argentinian – Moroccan – Algerian – Lebanese – Iranian – Egyptian – Japanese – Korean – Thai – Indian – Chinese – Greek – Turkish – Spanish – Portuguese – German – Polish – Hungarian – Italian – French – Croatian – Indigenous / First Nations – Peruvian – Vietnamese – Venezuelan WRITTEN PORTION 1. The written portion must be no more than 5 pages typed in Arial or Times New Roman 12 font and professionally presented with professional cover page”). Please format your papers using 1-inch margins only. 2. Include all information in the report, including pictures, brochures, web pages, charts, etc. in a List of References. 3. Please try not use the internet as the sole source of information. Interview someone from the culture you are researching, if possible. 4. This report is to be presented in APA format. 5. Include a table of contents and a list your sources of information in a List of References. The report is expected to have no spelling errors, grammatical errors, or reference errors. Use headings to help organize information, followed by supported topic sentences. Be concise, accurate, and factual. Late papers will NOT be accepted unless prior arrangements are made. The Research Paper must be submitted electronically through BRIGHTSPACE. (Note: Only one submission per group is needed) 3 FEEDBACK FORM Rating Scale 1 – 10 0 to 2 – Does not meet requirement; information missing or incorrect 3 to 5 – Meets requirement but revisions are necessary 6 to 8 – Meets requirement with little to no revisions necessary 9 to 10 – Exceeds requirement 1. Project covers information on the culture’s food traditions, practices & customs. 0 1 2 3 4 5 6 7 8 9 10 2. Researched wedding food and beverage traditions of the culture thoroughly. 0 1 2 3 4 5 6 7 8 9 10 3. A well-researched wedding menu is included, along with reasons why each food choice was selected. 0 1 2 3 4 5 6 7 8 9 10 4. Written presentation is professional, neat and uses correct grammar, punctuation and spelling (ensuring a client would like to open and read the document) 0 1 2 3 4 5 6 7 8 9 10 0/ 40
Attachments:
10450143_1_intro-to-catering-assignment-4—wedding-menu-project.pdf