1- first of all, open the pdf file course work 1 question. I will choose QUESTION NUMBER 2 which is about 2. Robots are increasingly replacing humans in the modern world. Discuss the impacts of this trend on developed and developing countries. DO NOT WRITE ABOUT OTHER TOPICS EXPECT THE ONLY I CHOOSE.

2- open the word file  Assessment Brief  , you will find the instructions how to do the course work and explain how to write.

3- open the word file CW 1 Submission Template 19-20, this is where u type the sources and everything. SHORTLY,  this is the template of the course work.

4- open the pdf file Car industry CW1 with corrections. this is an EXAMPLE of how to do it with corrections.

THE SOURCES MUST BE ACADEMICES AND RECENT PUBLISHED ( FROM 2015 AND Above )

Academic English Skills: Coursework 1 Questions

Pathway: September Foundation Engineering and Science

Deadline for CW 1 first draft: 14th February 2020 (2:00pm)

Deadline for CW 1 final draft: 6th March 2020 (2:00pm)

Questions Genre Start your research with this source:

1. Evaluate the effectiveness of Massive Open Online Courses
(MOOCs) in providing a degree-level education. What are the
strengths and weaknesses of such courses, and how realistic is to
expect them to replace face-to-face learning in the future?

Discursive de Freitas, I., Morgan, J. and Gibson, D. (2015) ‘Will MOOCs transform
learning and teaching in higher education? Engagement and course
retention in online learning provision’. British Journal of Educational
Technology, 46 (3), pp.455-471.

2. Robots are increasingly replacing humans in the modern world.
Discuss the impacts of this trend on developed and developing
countries.

Discursive Rossiter, J. (2017) ‘Robotics, Smart Materials, and Their Future Impact for
Humans’, in N. M. Deano (ed.) The next step: Exponential life. Spain: BBVA,
pp.28-44. Available at: https://www.bbvaopenmind.com/wp-
content/uploads/2017/12/Ficha-The-Next-Step [Accessed 13th
November 2019]

3. Consider the ways in which space exploration has affected our
modern world. Discuss the financial impacts and consider whether
this investment has been beneficial for science.

Discursive Thumm et al. (2014). ‘International space station accomplishments update:
Scientific discovery, advancing future exploration, and benefits brought
home to earth’. Acta Astronautica, (103), pp.235-242.

4. In order to provide effective health care to individuals, medical
professionals must be willing to work and capable of working as part
of a multidisciplinary team.’ Discuss the above statement, indicating
your position on the topic. To support your thesis, select two
illnesses/conditions for which a multidisciplinary approach to
treatment is recommended.

Argument Firth-Cozens, J. (2001) ‘Multidisciplinary teamwork: the good, bad, and
everything in between’. BMJ Quality & Safety, (10), pp.65-66.

5. In which ways and to what extent can architecture and urban
planning promote equality among citizens? Focus your answer on one
area from (a) gender equality, (b) accessibility or (c) social and
affordable housing.

SPSE Burgess, G. (2008) ‘Planning and the Gender Equality Duty – why does
gender matter?’. People, Place and Policy Online, 2 (3), pp.112-121.

Remember:

You should use the recommended source as a starting point for your research; you are not required to include it in your work.

Your coursework submission must be your own work. Do not collaborate with other students, use proof-reading services or software, or essay mills. Sources used must be in English. Using

translation software and failing to acknowledge sources is academic misconduct.

AES Coursework Assessment Brief

What

Coursework 1:
In this assessment, you will:
– design an essay title related to your subject of study.
– find five additional reliable sources related to your essay.
– write an annotated reference for two of your sources, outlining how the source is relevant to your essay (what useful information, arguments, data or examples it provides) and how you found the source (eg. via Google Scholar, the University library, from a reading list, following up on a reference in another article)
– write a brief source evaluation for three further sources, outlining how you have identified the source as suitable for academic use.
– identify three main points which are useful from each of the three sources, and the supporting evidence provided.
– note the part of the essay for which the points are useful.
– note the conclusions you have drawn from your reading on the topic.
This coursework is the first stage of your AES coursework portfolio. You will be required to present and answer questions on your research in CW 2, and write a research-based essay of 2500 words in CW 3. There is no word limit for CW 1. You can write in note-form, as you are not marked for the accuracy of your language, but you must use your own words. You cannot demonstrate your understanding of the sources you have read if you copy from the text.

Why

CW 1 tests your ability to research and plan an extended research essay by:
– analysing an essay title and answering it with relevant points and ideas.
– finding useful, credible academic sources to inform your ideas in answering the question.
– reading and identifying relevant information for your essay.
– identifying the main points and supporting evidence in sources.
– draw conclusions from your reading.
– integrating your own ideas with ideas from your sources.
– discussing your conclusions in a tutorial.
This assessment counts for 40% of your final mark for reading.

When

Stage 1) [ENTER DATE] Complete the CW 1 planning document and show it to your tutor for approval. This ensures you have understood the requirements of the essay question correctly, and that your choice of sources is appropriate before you go any further.
Stage 2) [ENTER DATE] Go through the

CW 1 Checklist and Feedback Sheet

to make sure you have completed the assessment fully and correctly, and submit the draft of your source report.
Stage 3) [ENTER DATE] Your tutor will provide feedback on your draft in a tutorial. Make notes of your tutor’s comments on the CW 1 Checklist and Feedback Sheet. Your tutor will advise you on whether your submission is acceptable as a piece of academic work, or if further work is needed. You will also be asked in the tutorial to talk through your research so far and show the sources you have found.
Stage 4) [ENTER DATE] Submit your CW 1.

How

Your work is submitted and marked electronically. Your tutor will give you the marking criteria and samples of student submissions so that you can see how the assessment is marked.
Your work will automatically be checked by similarity software (Turnitin) to make sure you have submitted work in your own words. You may be able to submit your work ahead of the submission deadline in order to check the similarity score.

What if…

I don’t choose relevant or reliable sources?

– Your tutor will check your sources before you write your first draft. Make sure you have used the best source of information (if you find some interesting data reported in a newspaper, follow up on the original source, rather than just citing the newspaper, for example).
– Use the sources you are given as a starting point; follow up on references mentioned in the texts, consult reading lists for your subject and ask in the library for help finding relevant material.

my similarity score on Turnitin is high?

First, check your similarity report. Any wording on the template will be picked up as plagiarism, so your tutor will not count that. Check whether chunks of your writing have been highlighted in the report; this indicates you have not paraphrased effectively. Poor paraphrasing is a form of plagiarism, and will result in your work being reported for academic misconduct. You should therefore revise your work and resubmit it before the assessment deadline. This assessment requires you to identify and summarise key points from the text in your own words; you should not just use direct quotations from sources in this assessment.
You can find further information on the Academic Misconduct process in your Student Handbook.

I submit the coursework late?

If you submit an assessment late, a penalty will be applied to your final mark. The penalties for late submission are outlined in your Student Handbook.

I don’t pass CW 1?

You should submit a draft of CW 1 so that your tutor can provide you with feedback to improve your work before you submit it.
You will need a minimum score for your overall reading mark in order to meet your progression requirements. If you score below 40% on CW 1, you may be required to resubmit at the end of the module. If your CW 1 needs improvement or development, you can resubmit a re-working of your original submission. If you are awarded zero due to Academic Misconduct (ie. you have submitted work which is not your own), you will be given a new essay title to research and plan.

I don’t submit CW 1?

You must submit complete all three components of the module in order to demonstrate that you have met all the learning outcomes. Your final mark may be withheld if your assessments are incomplete. If you are unable to submit CW 1 by the deadline, you will need to apply for mitigating circumstances. Further information on mitigating circumstances can be found in your student handbook.

I miss part of CW 1?

If you only submit part of CW 1 (you complete the first two annotated references, but not the source evaluation part, for example) your work will be penalised according to the marking criteria. In this example, you would be awarded zero for Source Evaluation and Use of Sources, and Processing Text.

Can I…

use sources that I am reading for my subject?

Yes. You should not submit the same assessment for two modules, as this is academic misconduct, but you are able to use material you are reading in your subject module in the AES Coursework.

Related documents:

Overview presentation of CW 1

Samples of marked student submissions

CW 1 Checklist and Feedback Sheet

CW 1 Submission Template

How to complete the CW 1 Planning document

You need to complete the planning document to show your tutor like this:

Essay title or question:

Title:

Critics depict zoos as animal prisons where animals are exploited for entertainment. Discuss the impacts of captivity and human interaction on animal behaviour and welfare. To what extent are the concerns upheld by the scientific community?Add the key question words from your title and what they refer to – this shows you have understood the question correctly.

Approach verbs

Ideas to be explored

Discuss

How are animals affected by living in zoos? What are the benefits and drawbacks? Does it make a difference if animals are born in captivity?

To what extent

How far are the claims that zoos do not prioritise animal welfare and conservation valid?

You can write in note form, but make sure it is clear what the key points / arguments you are going to cover are.

– Who are the critics? Are they scientists?

– What are the main criticisms of zoos? What is the evidence base for the criticisms?

– What are the main effects on animals in captivity in terms of the space they live in? Is it dependent on the animal or the environment?

– What are the main effects on animals in captivity of human interaction? Does human presence bother animals in the same way? What is the issue – noise? smell? physical contact?

– Are there issues when animals are in captivity and then are put back into the wild?

– Have zoos done anything to improve conditions and respond to criticisms? Is there evidence that the measures have been effective?

– What are the positives of zoos / captivity? Conservation / education. Would animals be negatively affected if there were no zoos?

You don’t need to decide what your position is yet; this will be informed by your reading, but if your title asks for a position, you should show that you plan to include it.

Issues to be considered

List at least six sources you plan to use. Do not include the sources you were given in your list of six. Make sure you have formatted the references correctly, and that they are ordered alphabetically. Make sure the sources you include are appropriate for academic use.

List of sources:

Bertram, B. (2004) ‘Misconceptions about zoos’, Biologist, 51(4), pp.199-206.Reference journal articles like this.

Conde, D. A., Flesness, N., Colchero, F., Jones, O. R., & Scheuerlein, A. (2011) ‘An emerging role of
zoos to conserve biodiversity’. Science, 331(6023), pp. 1390-1391.
Conway, W. G. (2011) ‘Buying time for wild animals with zoos’, Zoo biology, 30(1), pp. 1-8
Fernandez, E.J., Tamborski, M.A., Pickens, S.R. and Timberlake, W. (2009) ‘Animal–visitor interactions in the modern
zoo: Conflicts and interventions’, Applied Animal Behaviour Science, 120 (1-2), pp.1-8
Hosey, G., Melfi, V. and Pankhurst, S. (2009) Zoo animals: Behaviour, Management and Welfare. Oxford University
Press, New York (USA) Reference books like this.

Mason, G. J. (2010) ‘Species differences in responses to captivity: stress, welfare and the comparative
method’ Trends in Ecology & Evolution, 25 (12), pp.713-721.
Melfi, V. A. (2009) ‘There are big gaps in our knowledge, and thus approach, to zoo animal welfare: a case for
evidence‐based zoo animal management’, Zoo Biology: Published in affiliation with the American Zoo and

Aquarium Association, 28 (6), pp.574-588.Reference chapters in books like this.

Paul-Murphy, J., & Molter, C. (2019) ‘Overview of Animal Welfare in Zoos’, In: R. Miller & P.Calle (Eds) Fowler’s Zoo

and Wild Animal Medicine Current Therapy Volume 9, Elsevier: Missouri, pp. 64-72.
Quadros et.al. (2014) ‘Zoo visitor effect on mammal behaviour: Does noise matter?’ Applied Animal Behaviour

Science, 156, pp.78-84.
Salas, M. & Manteca, X. (2017) ‘Visitor Effect on Zoo Animals’ Zoo Animal Welfare Education Centre Factsheet.

[Online] Available at: https://www.zawec.org/en/fact-sheets/111-visitor-effect-on-zoo-animals [Last AccessedReference reports found on websites like this.
7.06.19
Wickins-Dražilová, D. (2006) ‘Zoo animal welfare’, Journal of agricultural and environmental ethics, 19(1), pp.27-36.

Academic English Skills Coursework 1: Source Report

Name:

Class:

Date:

Essay title or question:

Title:

Critics depict zoos as animal prisons where animals are exploited for entertainment. Discuss the impacts of captivity and human interaction on animal behaviour and welfare. To what extent are the concerns upheld by the scientific community?

State the purpose of each paragraph – make sure it is clear how it will add / develop your overall argument.

Plan for overall structure of essay:

Plan for overall structure

Introduction – context and position: While there are issues with zoos, they are currently essential in conservation and education. The scientific community are working at a global and national level to mitigate the negative impacts of captivity on animal welfare

P1. Background: The aims / purpose of zoos

P2. Conservation and Species Protection – the role of zoos

P3. Key issues and concerns related to animal welfare – overview of complexity of the issue

P4. The effect of human visitors on animal behaviour – effect on animal welfare / behaviour and if negative effects can be mitigated

P5. Physical Space and Exhibits – effect on animal welfare / behaviour and if negative effects can be mitigated

Conclusion

Add more paragraphs to the template if you need them.

Part 1: Annotated List of Sources

Select TWO sources you have read and plan to use in your essay and complete the table below outlining:
· why the text is useful for your essay
· how you found the source.
You will focus on three different sources in part 2. Include a reference in the following format:

Books / chapters of books:

Surname, I. and Surname, I. (Year) Title of the book Place of Publication: Publisher
Surname, I. (Year) ‘Chapter of the book’ In: I. Surname & I. Surname (Eds) Title of the book Place of Publication:
Publisher pp.1 – 18

Journal articles (print/ online)

Surname, I. (Year) ‘The Title of the Article’ The Name of the Journal 1 (1), pp. 1- 18

Reports / articles online

Surname, I. (Year) ‘The Title of the Article or Report’ [Online] The Name of the Organisation or website. Available at:
url [Last Accessed 23.07.19]

Lectures / talks

Surname, I. (Year) ‘The Title of the Lecture or Talk’ [Online] TED Available at: url [Last Accessed 23.07.19]

Note that you should summarise and paraphrase key information in the text in order to demonstrate that you have understood the sources. You may use bullet points. You are not marked for your language accuracy, but you will be penalised for copying text from the source.
Source 1

Type of source:

Book

Reference:
Hosey, G., Melfi, V. and Pankhurst, S. (2009) Zoo animals: Behaviour, Management and Welfare. Oxford University Press: New York

This source is relevant because…

it offers a comprehensive overview of the topic. The books has chapters on several aspects of zoo management in terms of their housing, breeding, feeding, etc. from both welfare and regulation perpectives. Chapter 13 looks at the effects of human visitors on zoo animals, Chapter 10 focusses on the value of zoos in conservation and chapter 14 outlines areas where further research is needed. The book is aimed at those studying or working in the field, so is accessible but research-based.

I found this source by…
Using Google Scholar. I entered the search ‘zoo animal welfare’ and I was able to view the table of contents and the introduction online. I then requested the book from the University Library

Source 2

Type of source:

Journal

Reference:
Conway, W. G. (2011) ‘Buying time for wild animals with zoos’ Zoo Biology, 30(1), 1-8

This source is relevant because…

it presents the argument that today’s zoos are now the lifeline of a number of species. The article explains that due to human interference and the resulting loss of land and biodiversity, zoos and parks are becoming the only viable way to protect animals. The article presents research from the World Association of Zoos and Aquariums that suggests that greater resource should be invested in the conservation work carried out by zoos and parks. Conway presents and an interesting perspective that while zoos may not be ideal, they may be essential in stopping significant numbers of animal species going extinct due to human activity and climate change.

I found this source by…

Using the online University library using the search terms ‘endangered species + conservation’

Part 2: Source Report

Complete the source report for THREE more sources you have read. Include:
· The reference
· How you have identified the source as suitable for academic use
· Three main points from the text which are useful for your essay, including the supporting information for each idea or argument
· The section of your essay the information will be useful for; make sure you cover different parts of your essay
· Conclusions you have drawn from your reading

Source 3

Reference:
Fernandez, E.J., Tamborski, M.A., Pickens, S.R. and Timberlake, W. (2009) ‘Animal–visitor interactions in the modern zoo: Conflicts and interventions’, Applied Animal Behaviour Science, 120 (1-2), pp.1-8

Source Evaluation

Currency

When was the text published? Are the citations and references used in the text current?

This article reviews research on about zoo exhibits, animal behaviour, and the impact of humans on animals in zoos. The article was written in 2009, and it covers a significant amount of previous research done in this field, along with make suggestions for improvements which have been implemented in recent years.

Authority

Who is the author / organisation? Are they qualified? Is the source peer-reviewed?

Four researchers contributed to this paper; all have worked in various Departments of Psychology or Psychological and Brain Sciences, working with animal behaviour, in both Indiana and Oklahoma Universities. The lead researcher, Eduardo Fernandez, is currently (as of 2019) an animal welfare scientist linked with Florida Institute of Technology.
The article is published in a peer-reviewed journal.

Accuracy

Where does the information in the article come from? Are academic conventions used?

The article references other academic and scientific research throughout, using appropriate academic conventions and style to provide support for their claims. The article is objective and evaluates both the positive and negative effects of human visitors on animal behaviour, and provides suggestions for improvement in zoo conditions.Your source may be useful for one part of your essay, or several.

Which point will the information and arguments from the text be used to support or explain?

The information in this source is useful for three sections of my essay: Identifying the aims of zoos (P1) and the effect of animal enclosure space (P5) and visitors (P4) on animal behaviour and welfare. It also offers some solutions on how the negative effects of human presence have been addressed in some zoos.

Relevant points from the text

Supporting evidence / example/ data in the text

Modern zoos have five primary goals: animal welfare, conservation, education of the public and entertainmentAdd the page numbers for your evidence as it will help you find it when you are writing your essay. Make sure you note any secondary citations so that you can reference accurately later.

· p2 -The majority of visitors come for entertainment (Altman, 1998; Reade & Waren, 1996) but without the element of entertainment, zoos would be unable to achieve their other goals. The entertainment factor is essential in generating income and raising awareness of conservation.
– p4 – Anderson et al. (2003); Hosey (2005) – entertainment ensures that visitors visit zoos repeatedly – this generates revenue for conservation and animal care.
– p2 – Anderson et al. (2003); Hosey (2005) – study shows time people spend with animals leads to positive perceptions of animals, which leads to an increased support for conservation projects.

Visitor effects on animals: Noisy crowds negatively affect animal behaviour: measured by changes in behaviour and physiology.

Changes in behaviour:
· p5 – Mallapur & Chellam (2002) – Leopards increased ‘pacing’ when the zoo was extremely busy. Interpreted as an attempt to maintain distance from visitors, possible attempt to escape.
· p5 – Birke (2002) – Orangutans covered their heads with paper sacks and infants held onto their mothers significantly more with large group of visitors
· p5 – Chamove et al. (1988) – Tamarins, Diana monkeys, ring-tailed lemurs and mandrills – increase in aggression and a decrease in grooming, inactivity when visitors were present.
Changes in physiology:
· p5 – Davis et al, (2005) Spider Monkeys – measure stress by via urinary cortisol levels indicates positive correlation between cortisol levels and visitor numbers.

Modifying animals’ living space / interaction with visitors can mitigate some of the negative effects of human presence.

– Most studies suggest that zoo visitors produce stress, but Margulis et al. (2003); Nimon & Dalziel (1992) suggest that animals may adjust and become accustomed to zoo visitors.as expected.p6- Anderson et al. (2002); Davis et al. (2005) – Exhibits design to be ‘naturalistic’ and provide retreats to give the animals some control in stressful situations.
– p5 – Anderson et al. (2002) – African pygmy goats and Romanov sheep – an increase in ‘petting zoo’ visitors led to aggressive and escape behaviour as the animals found it difficult to form distance from humans. When a retreat space was provided, undesirable behaviours were reduced.
– p6 – Blaney Wells (2004); Wells (2005) – Gorillas – less aggressive and less abnormal behaviour when camouflage netting was installed.

Source 4

Reference:
Conde, D. A., Flesness, N., Colchero, F., Jones, O. R., & Scheuerlein, A. (2011) ‘An emerging role of zoos to conserve biodiversity’. Science, 331(6023), 1390-1391.

Source Evaluation

Currency

When was the text published? Are the citations and references used in the text current?

This article was written in 2011, containing important points which were shared at the 2010 Convention on Biological Diversity, which is an ongoing treaty between many nations for developing processes of ensuring sustainable biological diversity.

Authority

Who is the author / organisation? Are they qualified? Is the source peer-reviewed?

The leading researcher is a director of science for Species 360, a global non-profit organisation working for zoological research and an associate professor at Max-Planck Odense Center on the Bio-demography of Aging and the Department of Biology at the University of Southern Denmark. The other contributors all come from highly academic backgrounds and work in the field of species protection.

Accuracy

Where does the information in the article come from? Are academic conventions used?

The purpose of the article is to examine the options for captive breeding and look at solutions for the loss of biodiversity – many options are considered, giving the source high objectivity. Referencing of data, information and guidelines from respected sources is clear.

Which point will the information and arguments from the text be used to support or explain?

This article is useful for the part of my essay focussing on whether zoos play a key role in animal conservation. (P2) The information and evidence in this source has helped me determine that the scientific community does not necessarily agree with the view of zoos as simply a source of entertainment.

Relevant points from the text

Supporting evidence / example/ data in the text

Captive breeding may be the only way to save some animals by counteracting or reducing the threat of extinction.

– p1 – Thibault et al. (2001) Captive breeding has the potential to protect animal populations against threats like disease or pressure from non-native species (e.g. egg predators on islands) until reintroduction into the wild is possible.
– p1 – Other example of species saved from near extinction:
– Van Dierendonck & Wallis de Vries (1996) – Wild horse
– Belant et al.(2010) – Black footed ferret
– Meretsky et al.(2000) – California Condor

Captive breeding is not without problems – it may cause other issues, such as hybridisation.

– p1- Barnett et al. (2006) – Facilities need to be in place to avoid technical difficulties such as hybridisation when species are managed together in order to reduce costs.

Further issues with captive breeding occur when animals are released into the wild; they are more vulnerable to poachers as their survival skills are comprised. However, some zoos are providing animal training programmes to counteract this.

– p1 – Spalton et al. (1999); Morell (2008) – Poaching is a problem when animals are released, for example the reintroduction of Arabian Oryx in central Oman where local communities were not sufficiently involved in conservation.
– p1 – Barnett et al. (2006) – The ability of animals to learn crucial skills that allow them to survive in the wild (e.g., fear of humans or predators) may be compromised.
– p1 – Possible solution – White et al. (2005) – Discusses the establishment of training programs in zoos to prepare animals for survival – eg. Puerto Rican parrots which are unable to escape predators in the wild – problem solved by ‘pre-release aviary-based stimulation and exercise program.’

Source 5

Reference:
Paul-Murphy, J., & Molter, C. (2019) ‘Overview of Animal Welfare in Zoos’, In: R. Miller & P.Calle (Eds) Fowler’s Zoo

and Wild Animal Medicine Current Therapy Volume 9, Elsevier: Missouri, pp. 64-72.

Source Evaluation

Currency

When was the text published? Are the citations and references used in the text current?

This source has very high currency as it was published this year and refers to many changes that have happened very recently.

Authority

Who is the author / organisation? Are they qualified? Is the source peer-reviewed?

The authors are reputable researchers and professors at the University of California working in the field of veterinary medicine, giving them strong authority in their field.

Accuracy

Where does the information in the article come from? Are academic conventions used?

The purpose of the article is to give an overview of what animal welfare means. It also discusses how this is assessed in zoos along with the principles and guidelines that those who work in zoos follow.
The evidence is reliable as there are clear academic conventions in citing and referencing other research done in the area and specific references to the organisations currently dealing with animal welfare.

Which point will the information and arguments from the text be used to support or explain?

This article helps in the first part of my essay, where I will address the concerns around animal welfare (P1). It also provides useful information for the section on the effect of physical space / environment (P5).

Relevant points from the text

Supporting evidence / example/ data in the text

A key issue around the discussion of animal welfare is the lack of an international standard, and also disparity between the needs of different animals; this makes the establishment of a ‘standard’ problematic.

– Duncan (1981) – A new perspective of animal welfare is that welfare refers to a characteristic of the individual animal.
– Hill & Broom (2009); Koene (2013) – Animals in zoos come from a variety of backgrounds, with differing life experiences and ability to reaction to challenges. For example, an animal that stays in zoos its whole life and one that is temporarily resident until reintroduced to the wild require different skills or another example of an animal brought into an urban zoo from a semi-free-ranging facility or vice versa.

Efforts have been made to establish a system of measuring animal welfare in captivity: ‘animal-based’ and ‘resource-based’ (Blokhuis 2008)

– p3 – Blokhuis (2008) – ‘Animal-based welfare’ focuses on the physical, behavioural, and mental state of the animals and is measured from the animals’ perspectives, which can be scientifically challenging i.e. mental state.
‘Resource-based welfare’ focuses on natural history such as the amount of space, temperature, diet, and veterinary care.
– Maslow’s hierarchy addressed Animal Rights and results in an animal retaining and encouraging natural abilities. The foundations for survival include physiologic needs for shelter, water, and hygiene. Followed by the animals’ physical health and safety needs. Finally, welfare-related activities, such as social needs, mental stimulation, and choice. www.waza.org/en/site/home p.4

One approach to addressing animal welfare is designing animals spaces based on species

· p3 – Kagan & Veasey (2010) – ‘Exhibit design’ must be species-specific, incorporate appropriate space; environmental enrichment, natural exercise and social interactions with other animals in the location. As outlined in Blokhuis (2008) resource based welfare.
· p5 – Kagan & Veasey (2010) – A priority for the welfare of an animal in captivity is that the animal should be able to perform and behave as they would in a natural environment / the wild.
· p1 – Mench & Kreger (1996) – It is the responsibility of the zoo to demonstrate a current and up to date knowledge of animals’ needs by providing a suitable environment.

Conclusions drawn from your reading

· There are valid criticisms of zoos – particularly in countries where regulation is weak or unclear, but there is evidence that many zoos have invested research and resources into mitigating against welfare issues.
· Research suggests that there are significant benefits to animal conservation through being kept in captivity.
· The scientific community are very aware of the challenges presented by keeping animals in captivity and are working collaboratively to find solutions.
· There is evidence that the situation it is improving all the time due to growing awareness of animal needs and support for conservation projects.

You will be given a tutorial following submission of the assessment. In the tutorial, you will be asked to:
· Show your tutor how you found your sources
· Talk your tutor through what you think are the useful parts of the sources
· Ask any questions you have on the assessment
· Get feedback on the work you have done so far

This assessment is worth 40% of your reading mark. The mark you are awarded for Evidence of Subject Knowledge may be amended based on your tutorial discussion.

Mark

Source Selection

a) Number and credibility of sources included in the list

b) Relevance of sources to title

Source Evaluation and Use of Sources

a) Evaluation of sources

b) Use of sources

Processing text

a) Identification of key relevant points in the text.

b) Identification of relevant supporting evidence provided in the text.

Research and Understanding

a) Evidence of ability to research

b) Evidence of subject knowledge

8 – 10

Distinction

a) All sources included in the list are reliable and appropriate for academic purposes.
b) Relevance of the texts to the research topic and title is made explicit and is clear.

a) Clear and sound evaluation of the reliability of all sources provided.
b) Clear indication of how all three sources will be used in research essay; sources appropriate to support points outlined in essay plan.

a) Demonstrates ability to extract information and ideas from a number of academic texts.
b) Produces effective notes on relevant supporting ideas and details.

a) Clear evidence of ability to find relevant and reliability sources; a wide range of search methods have been used.
b) Demonstrates thorough understanding and coverage of the relevant material and issues.

6 – 7

Merit

a) Reliable sources selected overall; one or two sources may be of lower quality.
b) The relevance of the texts to the research topic and title is made clear.

a) Sound evaluation of the reliability of sources; reasoning and detail may be clearer for some sources than others.
b) Clear indication of how two of the sources will be used in research essay; sources appropriate to support points.

a) Demonstrates ability to identify main lines of argument in academic texts.
b) Provides clear supporting information relevant to the main points in a text.

a) Evidence of ability to find relevant and reliable sources demonstrated; a range of search methods have been used.
b) Demonstrates good understanding and coverage of the relevant material and issues.

4 – 5

Pass

a) Acceptable sources / material selected, though may be lower quality in some areas.
b) Texts are relevant to the research topic and title, though link may be less clear in places.

a) Evaluation of the reliability of the sources present, but provides minimal detail which is weak, faulty or repetitive in some areas.
b) Indication of how sources will be used in the essay is generally clear, but may lack detail or relevance in places.

a) Demonstrates some ability to identify main lines of argument in an academic text; some points may be clearer than others.
b) Distinguishes supporting details from main points although some supporting evidence may be less clear or relevant.

a) Some evidence of ability to find relevant and reliable sources demonstrated; more than one search method has been used.
b) Demonstrates general knowledge and coverage of some areas but need development.

2 – 3

Below pass

a) Predominantly poor and/or inappropriate material selected with selection appearing to be random.
b) Texts are only generally linked to the topic; the relevance to the title is unclear.

a) Weak / faulty evaluation of the reliability of the sources.
b) Largely unclear how sources will be used to support points in the research essay.

a) Demonstrates limited ability to identify main lines of argument in an academic text; main points are missing, unclear, repetitive or lifted.
b) Attempt to provide supporting information for main points, but largely unclear or repetitive; points are lifted from texts.

a) Lacking evidence of ability to find relevant and reliable source; search method is unclear, inappropriate or repetitive.
b) Demonstrates little or confused understanding of content; student has simply lifted text and / or has only covered one aspect of the title.

0 – 1

Fail

a) Poor and/or inappropriate literature/material selected; required number of sources not included.
b) Texts are unconnected – no obvious focus for the reading.

a) No attempt to evaluate the reliability of sources.
b) Unclear why sources have been selected, and how they will be used in the essay.

a) Does not demonstrate the ability to identify main ideas from an academic text – either academic texts are not used, points are unclear, or are completely lifted.
b) No attempt to provide supporting information; information is missing, irrelevant or inappropriate.

a) No evidence of ability to find relevant and reliable sources demonstrated.
b) Demonstrates no discernible knowledge or understanding.

How CW 1 is marked

Academic English Skills Coursework 1: Source Report

Name:

Class:

Date:

Essay title or question:

Title:

Plan for overall structure of essay:

Plan for overall structure

Introduction

P1.

P2.

P3.

P4.

P5.

Conclusion

Part 1: Annotated List of Sources

Select TWO sources you have read and plan to use in your essay and complete the table below outlining:

· why the text is useful for your essay

· how you found the source.

You will focus on three different sources in part 2. Include a reference in the following format:

Books / chapters of books:

Surname, I. and Surname, I. (Year) Title of the book Place of Publication: Publisher
Surname, I. (Year) ‘Chapter of the book’ In: I. Surname & I. Surname (Eds) Title of the book Place of Publication:
Publisher pp.1 – 18

Journal articles (print/ online)

Surname, I. (Year) ‘The Title of the Article’ The Name of the Journal 1 (1), pp. 1- 18

Reports / articles online

Surname, I. (Year) ‘The Title of the Article or Report’ [Online] The Name of the Organisation or website. Available at:
url [Last Accessed 23.07.19]

Lectures / talks

Surname, I. (Year) ‘The Title of the Lecture or Talk’ [Online] TED Available at: url [Last Accessed 23.07.19]

Note that you should summarise and paraphrase key information in the text in order to demonstrate that you have understood the sources. You may use bullet points. You are not marked for your language accuracy, but you will be penalised for copying text from the source.

Type of source:

Reference

This source is relevant because…

I found this source by…

Source 1

Source 2

Type of source:

Reference

This source is relevant because…

I found this source by…

Part 2: Source Report

Complete the source report for THREE more sources you have read. Include:

· The reference

· How you have identified the source as suitable for academic use

· Three main points from the text which are useful for your essay, including the supporting information for each idea or argument.

· The section of your essay the information will be useful for – make sure each source covers a different aspect of your essay

· Conclusions you have drawn from your reading

Source 3

Reference:

Source Evaluation

Currency

When was the text published? Are the citations and references used in the text current?

Authority

Who is the author / organisation? Are they qualified? Is the source peer-reviewed?

Accuracy

Where does the information in the article come from? Are academic conventions used?

Which point will the information and arguments from the text be used to support or explain?

Relevant points from the text

Supporting evidence / example/ data in the text

Source 4

Reference:

Source Evaluation

Currency

When was the text published? Are the citations and references used in the text current?

Authority

Who is the author / organisation? Are they qualified? Is the source peer-reviewed?

Accuracy

Where does the information in the article come from? Are academic conventions used?

Which point will the information and arguments from the text be used to support or explain?

Relevant points from the text

Supporting evidence / example/ data in the text

Source 5

Reference:

Source Evaluation

Currency

When was the text published? Are the citations and references used in the text current?

Authority

Who is the author / organisation? Are they qualified? Is the source peer-reviewed?

Accuracy

Where does the information in the article come from? Are academic conventions used?

Which point will the information and arguments from the text be used to support or explain?

Relevant points from the text

Supporting evidence / example/ data in the text

Conclusions drawn from your reading

You will be given a tutorial following submission of the assessment. In the tutorial, you will be asked to:

· Show your tutor how you found your sources

· Talk your tutor through what you think are the useful parts of the sources

You will also be given opportunity to:

· Ask any questions you have on the assessment

· Get feedback on the work you have done so far

This assessment is worth 40% of your reading mark. The mark you are awarded for Evidence of Subject Knowledge may be amended based on your tutorial discussion.

CW 1 Car Indu

s

try and AI
by Victoria Stephenso

n

Submission date: 03-Jan-2020 12:53PM (UTC+0000)
Submission ID: 1239134764
File name: 14900_Victoria_Stephenson_CW_1_Car_Industry_and_AI_278016_1651532176

.

docx (39.1K)
Word count: 2448
Character count: 13114

Overall structure looks clear, but what is the main focus of paragraph
5?

Non-academic source

Referencing err

or

Good point /
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Pt 1. Search method
issue 1

This is not the title of the article – it is ‘Driving Tests Coming for Autonomous Cars’. Make sure your referencing
is accurate

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Pt 1. Search method
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This article does not come up on a Google Scholar
search.

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FINAL GRADE

60/100

CW 1 Car Industry and AI

GRADEMARK REPORT

GENERAL COMMENTS

Instructor

Source Selection: 6 (One merit criteria met; two of the
sources are less academic)

Source Evaluation and Use of Sources: 7 (Both Merit
criteria met)

Processing Text: 6.5 (mid-mark) One Distinction criteria
met – main points are all clear, support is repetitive /
less clear in places – make sure you give specific
examples / data).

Research and Understanding: 4.5 – mid-mark awarded.
Search methods are unclear / could not be followed.
Conclusions are good and clearly indicate reading has
been undertaken and understood.

24 / 40

PAGE 1

Text Comment. Overall structure looks clear, but what is the main focus of paragraph 5?

PAGE 2

Non-academic source

Remember that your sources must be reliable/trustworthy. This means they should be books,
academic journal articles, or reports from governments or international organisations. Do not use
general websites as primary sources.

Referencing error

QM
QM
QM
QM
QM
QM
QM

Check the guidelines on the cover page of this submission template to make sure you have
formatted the reference accurately.

Good point / s

Pt 1. Search method issue

You have not explained where you found your source or have used a non-academic search engine.
This is not good practice for academic study; please use either Google Scholar, StarPlus or the
reference lists of other related academic papers.

Comment 1

Google Scholar would be a better starting point, or you could follow up on research cited in the
website article to make sure that the research is academic and non-biased.

PAGE 3

Text Comment. This is not the title of the article – it is ‘Driving Tests Coming for Autonomous
Cars’. Make sure your referencing is accurate.

Pt 1. Search method issue
You have not explained where you found your source or have used a non-academic search engine.
This is not good practice for academic study; please use either Google Scholar, StarPlus or the
reference lists of other related academic papers.

Text Comment. This article does not come up on a Google Scholar search.

PAGE 4

Good source selection

This is a reliable and relevant source.

Referencing error

Check the guidelines on the cover page of this submission template to make sure you have
formatted the reference accurately.

Pt 2. Clear source evaluation

You have fully explained the currency, authority and accuracy of this source.

Good point / s

QM
QM
QM
QM
QM
QM
QM
QM

PAGE 5

Pt 2. Good, clear indication of how source will be used.

Comment 2

Make sure you are supporting, not repeating your main point.

Pt 2. Good, clear support provided

PAGE 6

Good source selection
This is a reliable and relevant source.
Pt 2. Clear source evaluation
You have fully explained the currency, authority and accuracy of this source.
Pt 2. Good, clear indication of how source will be used.

PAGE 7

Pt 2. Good, clear point

This point is clearly relevant to your essay question and is well paraphrased.

Pt 2. Good, clear support provided

PAGE 8

Good point / s

RUBRIC: CW1 RUBRIC FINAL

SOURCE SEL A)

FAIL: 0 – 1

BELOW PASS: 2 – 3

PASS: 4 – 5

MERIT: 6 – 7

DISTINCTION: 8 – 10

SOURCE SEL B)

FAIL: 0 – 1
BELOW PASS: 2 – 3
PASS: 4 – 5
MERIT: 6 – 7
DISTINCTION: 8 – 10

SOURCE EVA A)

FAIL: 0 – 1

Pass: 4 – 5

a) Number and credibility of sources included in the list * The references provided for all 5 sources

a) Poor and/or inappropriate literature/material selected; required number of sources not
included. * You need 5 correctly referenced academic sources: journal articles, books or
reports from governments or international organisations.

a) Predominantly poor and/or inappropriate material selected with selection appearing to
be random. * You need 5 correctly referenced academic sources: journal articles, books
or reports from governments or international organisations.

a) Acceptable sources selected; two sources may be of lower quality / lack currency. *
Check that all your references are accurate and from academic sources: journal articles,
books or reports from governments or international organisations.

a) Reliable sources selected overall; one source may be of lower quality. * Check that all
your references are accurate and from academic sources: journal articles, books or
reports from governments or international organisations.

a) All five sources included in the list are reliable and appropriate for academic purposes.

Merit: 6 – 7

b) Relevance of sources to title * Part 1: This source is relevant because…

b) Texts are unconnected – no obvious focus for the reading. * Your sources’ titles must
be related to your essay question. You should explain how the information in these
sources is connected to the question.

b) Texts are only generally linked to the topic; the relevance to the title is unclear. * Your
sources’ titles must be related to your essay question. You should explain how the
information in these sources is connected to the question.

b) Texts are relevant to the research topic and title, though link may be less clear in
places. * Explain clearly how the information in these sources is related to your essay
question.

b) The relevance of the texts to the research topic and title is made clear. * Add more
detail related to how the information in the sources is connected to your essay question

b) Relevance of all texts to the research topic and title is made explicit and is clear.

Merit: 6 – 7

a) Evaluation of sources * Part 2: Currency, Authority, Accuracy

a) No attempt to evaluate the reliability of sources. * Look at the model answer in the CW
1 Assessment Brief for examples of how to evaluate the reliability of all three sources in
part 2.

BELOW PASS: 2 – 3
PASS: 4 – 5
MERIT: 6 – 7
DISTINCTION: 8 – 10

SOURCE EVA B)

FAIL: 0 – 1
BELOW PASS: 2 – 3
PASS: 4 – 5
MERIT: 6 – 7
DISTINCTION: 8 – 10

PROC. TEXT A)

FAIL: 0 – 1

a) Weak / faulty evaluation of the reliability of the sources. * Look at the model answer in
the CW 1 Assessment Brief for examples of how to evaluate the reliability of all three
sources in part 2.

a) Evaluation of the reliability of the sources present, but provides minimal detail which is
weak, faulty or repetitive in some areas. * Provide more detail about the currency,
authority and accuracy of all three sources in part 2. Make sure you have included an
explanation of how you know the source is relevant and reliable, rather than just stating
the year of publication or the job of the author.

a) Sound evaluation of the reliability of sources; reasoning and detail may be clearer for
some sources than others. * Provide more detail about the currency, authority and
accuracy of all three sources in part 2. Make sure you have included an explanation of
how you know the source is relevant and reliable, rather than just stating the year of
publication or the job of the author.

a) Clear and sound evaluation of the reliability of all sources provided.

Merit: 6 – 7

b) Use of sources * Part 2: Which point will the information and arguments from the text be used to support or
explain?

b) Unclear why sources have been selected, and how they will be used in the essay. *
Write the paragraph number from your ‘plan for overall structure’ that the information in the
sources relates to (eg. P3) and explain how this source will be used to support this
paragraph.

b) Largely unclear how sources will be used to support points in the research essay. *
Write the paragraph number from your ‘plan for overall structure’ that the information in the
sources relates to (eg.P3) and explain how this source will be used to support this
paragraph.

b) Indication of how sources will be used in the essay is generally clear, but may lack
detail or relevance in places. * You have made it clear where and how you are going to
use one of your sources. Add more detail to this section

b) Clear indication of how two of the sources will be used in research essay; sources
appropriate to support points. * You have made it clear where and how you are going to
use two of your sources. Add more detail for the third source.

b) Clear indication of how all three sources will be used in research essay; sources
appropriate to support points outlined in essay plan.

Distinction: 8 –
10

a) Identification of key relevant points in the text. * Part 2: Relevant points from the text

a) Does not demonstrate the ability to identify main ideas from an academic text – either
academic texts are not used, points are unclear, or are completely lifted. * Choose 3 main
points from each source. They must be relevant to the topics of your body paragraphs.

BELOW PASS: 2 – 3
PASS: 4 – 5
MERIT: 6 – 7
DISTINCTION: 8 – 10

PROC. TEXT B)

FAIL: 0 – 1
BELOW PASS: 2 – 3
PASS: 4 – 5
MERIT: 6 – 7
DISTINCTION: 8 – 10

RES.&UND. A)

FAIL: 0 – 1

Remember to use your own words!

a) Demonstrates limited ability to identify main lines of argument in an academic text;
main points are missing, unclear, repetitive or lifted. * Choose 3 main points from each
source. They must be relevant to the topics of your body paragraphs. Remember to use
your own words!

a) Demonstrates some ability to identify main lines of argument in an academic text; some
points may be clearer than others. * You have identified some relevant points but they are
not all clear. All main points must be relevant to your body paragraph topics and
expressed clearly in your own words.

a) Demonstrates ability to identify main lines of argument in academic texts with the
majority of points clearly relevant and clearly expressed. * You have identified relevant
points but more specific detail is needed for some of them. Make sure all your main points
are expressed clearly.

a) Demonstrates ability to identify main lines of argument in all three academic texts; all
points are clearly relevant and clearly expressed.

Pass: 4 – 5

b) Identification of relevant supporting evidence provided in the text. * Part 2: Supporting evidence / example /
data from the text

b) No attempt to provide supporting information; information is missing, irrelevant or
inappropriate. * All the main points you include must have clearly linked supporting
information. This support can be examples, data or results from studies. Remember to
paraphrase and add citations.

b) Attempt to provide supporting information for main points, but largely unclear or
repetitive; points are lifted from texts. * All the main points you include must have clearly
linked supporting information. This support can be examples, data or results from studies.
Remember to paraphrase and add citations.

b) Distinguishes supporting details from main points although some supporting evidence
may be less clear or relevant. * Check that all the supporting information is relevant to the
main point and add more detail (examples, data or results from studies). Remember to
add citations. You may need to check the quality of your paraphrasing!

b) Provides clear supporting information relevant to the main points in a text. * Add more
detail to improve this mark (examples, data or results from studies). Remember to add
citations. You may need to check the quality of your paraphrasing!

b) Produces effective notes on relevant supporting ideas and details.

Below Pass: 2
– 3

a) Evidence of ability to research * Part 1: I found this source by…

a) No evidence of ability to find relevant and reliable sources demonstrated. * Explain how

BELOW PASS: 2 – 3
PASS: 4 – 5
MERIT: 6 – 7
DISTINCTION: 8 – 10

RES.&UND. B)

FAIL: 0 – 1
BELOW PASS: 2 – 3
PASS: 4 – 5
MERIT: 6 – 7
DISTINCTION: 8 – 10

you found your sources in Part 1. Eg. Where did you search, what search terms did you
use? Make sure you have used a valid search technique (not ‘I googled it’). Show
evidence of more than one search technique. Check the CW 1 Model for examples.

a) Lacking evidence of ability to find relevant and reliable source; search method is
unclear, inappropriate or repetitive. * Explain how you found your sources in Part 1. Eg.
Where did you search, what search terms did you use? Make sure you have used a valid
search technique (not ‘I googled it’). Show evidence of more than one search technique.
Check the CW 1 Model for examples.

a) Some evidence of ability to find relevant and reliable sources demonstrated; more than
one search method has been used. * Give more detail about how you found your sources
in Part 1. How did you refine your search results? Eg. Change the data range, use
different key words? How did you make sure you weren’t following up on research that all
presented the same position on a topic?

a) Evidence of ability to find relevant and reliable sources demonstrated; effective search
methods used and outlined. * Give a little more detail about how you found your sources
in Part 1. How did you refine your search results? E.g. Change the data range, use
alternative key words? Check the CW1 model in the assessment brief.

a) Clear evidence of ability to find relevant and reliable sources demonstrated; effective
search methods used and fully outlined.

Merit: 6 – 7

b) Evidence of subject knowledge * Part 2: Conclusions drawn from you reading

b) Demonstrates no discernible knowledge or understanding. * Use the ‘conclusions
drawn from your reading’ section to show that you understand key issues related to the
essay question that you identified from the sources. Remember to use your own words;
do not copy and paste from texts.

b) Demonstrates little or confused understanding of content; student has simply lifted text
and / or has only covered one aspect of the title. * Use the ‘conclusions drawn from your
reading’ section to show that you understand key issues related to the essay question that
you identified from the sources. Remember to use your own words; do not copy and paste
from texts.

b) Demonstrates general knowledge and coverage of some areas but need development.
* There is some good evidence of knowledge and understanding of the topic, but write
clearer conclusions drawn from your reading to show you understand the key issues
related to your essay question that you have found in your reading. Remember to use
your own words; do not copy and paste from texts.

b) Demonstrates good understanding and coverage of the relevant material and

issues.

*
Good evidence of knowledge and understanding of the topic, but write clearer conclusions
drawn from your reading to show that you understand the key issues related to your
essay question that you have found from your sources. Remember to paraphrase all
information in your CW1.

b) Demonstrates thorough understanding and coverage of the relevant material and

issues.

CW 1 Car Industry and AI
by Victoria Stephenson
CW 1 Car Industry and AI
GRADEMARK REPORT
FINAL GRADE
GENERAL COMMENTS
Instructor

RUBRIC: CW1 RUBRIC FINAL