Assignment 219

Fall 2020

ENGL100_Assignment 4_Version O2 (15%)

Guidelines

Work in groups of 2-3.

Read the essay below.

Complete the missing parts (see detailed instructions below the essay).

Create a new Word document. Type complete essay and format it following APA guidelines

(add cover page, running head, abstract, key words, reference page).

Submit your work as a file on your course Moodle page. The deadline is January 26th, 202

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at 5 pm.

Task. Read the essay and follow the instructions below.

Canada: Education Destination

Sitting in college and university classes are some very motivated young people.

Until they speak up, in English flavored with accents from all over the world, they seem no

different from their classmates, a bit more serious, perhaps, but just students all the same.

What casual observers—their peers and even their instructors—do not see are their histories

and the journeys they have undertaken to reach the classrooms where they sit now. The

decision to leave home, for the 150,000 international students who come to Canada each year

is an expensive and life-changing one. The reasons they leave home to study are sometimes

strikingly similar; independence, educational opportunities, and ____________________ are

some of the most common ones.

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Despite different home cultures and countries, international students’ main overall

motivation is the desire to get out on their own, to carve out a new direction in their lives. Some

students emigrate to escape those same tight-knit families and bonds that others find so painful

to leave behind. An oncampus report notes that family expectations may be opposed to

students’ visions for themselves and lead them to reject accepted values and career paths in

their hometowns and countries. “Cesilla, a web-design student at Waterloo admits that she was

always supposed to enter her family’s restaurant business in Budapest, but she felt suffocated

even working part-time as a server. Web design is her passion, and she wanted a completely

fresh start, something that is completely her own” (_____________________, _______,p.291).

Finding independent paths to their own dreams is the key here, whether students choose those

paths because of personal ideals or a reaction to pre-set plans.

____________________________________________________________________.

Most students admit Canadian educational opportunities and the potential for personal and

career rewards are the main reasons that they are here. When researching educational

opportunities in their homelands, many find no internationally known postsecondary

institutions catering to their areas of interest, or no programs or degrees relevant to their

future careers. Canadian colleges and universities, in fact, recruit students in many areas of

the world, making them aware of the range and quality of higher education and career

training available. A related impetus for studying abroad is the lack of career opportunities

available, even for graduates.

Body paragraph

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is missing.

Conclusion is missing.

References

Gardiner, S., King, B., & Wilkins, H. (2013). The travel behaviours of international

students: Nationality-based constraints and opportunities. Journal of Vacation

Marketing, 19(4), 287–299. https://doi.org/10.1177/135676671247123

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1. In the line where you see number , complete the thesis statement by adding one

supporting idea. Make sure it is parallel.

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3

4

5

1

https://doi.org/10.1177/1356766712471233

2. In the line where you see number , complete the in-text citation.

3. Topic sentence in the second body paragraph is missing. Write it in the line where

you see number .

4. Write third body paragraph of the essay to develop the point that you added to the

thesis. Use minimum one external source to support your idea. Add the reference.

5. Write a conclusion for this essay. In the first part of conclusion, you should restate the

thesis statement (use synonyms). In the second part of conclusion, you should use another

method (prediction, final thought, advice, etc.).

Grading.

Criteria Points

APA formatting is observed. (font, spacing, cover page, running head, page

number, abstract, key words, title, references, indentation)

15

Thesis statement is complete. 5

In-text citation is complete. 5

Missing topic sentence is added. 5

Missing body paragraph is added.

Paragraph is original (not copied) 5

Paragraph is related to the essay. 5

Paragraph has unity. 5

Paragraph is well supported. Support is specific. External source is used

appropriately.

10

Paragraph is coherent. 5

Student demonstrates good sentence skills

(spelling/punctuation/

grammar)

5

Missing conclusion is added.

Conclusion is original (not copied) 5

Conclusion has summary/restatement of the main idea. 15

2
3

Another method of conclusion (prediction, final thought, advice, etc.) is

used.

10

Student demonstrates good sentence skills (spelling / punctuation /

grammar)
5

Total 100

COURSE Project

(15%)

2020-2021

Industrial Organisation

IT104

Semester : Fall 2020

2020-2021

Page 2 of 9

Contents

I. Introduction …………………………………………………………………………………………………………….. 3

II. Project Description……………………………………………………………………………………………………. 4

III. ABET Learning Outcome …………………………………………………………………………………………. 5

IV. Project Management ……………………………………………………………………………………………… 5

V. Turnitin ……………………………………………………………………………………………………………………. 6

VI. APA Style ……………………………………………………………………………………………………………… 6

VII. Academic Honesty and Integrity Assurance ………………………………………………………………. 6

VIII. Copyrights ……………………………………………………………………………………………………………. 7

IX. Project and team-based work …………………………………………………………………………………. 7

X. Marking Scheme ………………………………………………………………………………………………………. 8

XI. Student Assessment Rubric …………………………………………………………………………………….. 9

Page 3 of 9

I.

Introduction

Projects for technology students give an edge over the race of recruitment to work hard to ensure
a good career. In spite of employment practices in recent times, students are progressively taking
up projects to pad up their skill-set. Technology projects help students to learn and acquire
practical knowledge. Despite of theory concept they acquire, various industries also need to know
their capacity to complete projects using their specific initiatives. Thus, we recommend students
to realize technology projects in their four years of technology and try to present as many white
papers as possible. Students who give importance to their course projects are expected to learn
how to:

 Work in teams including multidisciplinary teams

 Build a major design experience based on the knowledge and skills acquired in the course
work

 Build a major design experience incorporates appropriate technology standards

and

multiple realistic constraints

 Apply both analysis and synthesis in the technology design process, resulting in designs
that meet the desired needs

In the design process, both creativity and criticism are essential. The followings are the seven steps
that students should consider while designing their projects:

 Recognition of the need and identifying opportunities: Every project begins with
recognition that needs improvement. These needs may be obvious or hidden to be
revealed by investigation, surveys or research.

 Definition of the design problem: It is a major task requires gathering information about
the problem.

 Definition of the design criteria and constraints: While the problem is being defined, the
design criteria and constraints must be defined
a. Design criteria are performance standards to be met by the design
b. Design constraints are limitations placed on the designer, the final design or

manufacturing process. Examples of possible constraints include accessibility,
aesthetics, codes, constructability, cost, ergonomics, extensibility, functionality,
interoperability, legal considerations, maintainability, manufacturability, marketability,
policy, regulations, schedule, standards, sustainability, or usability.

c. Risk analysis

 The design loop: design is a repetitive process of:
a. Synthesis (Brainstorming – Generating new ideas)
b. Analysis (Breaking ideas – find expected results)

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c. Decision-making (Deciding the best alternative)

 Optimization: Design team must ask themselves if it is the optimum design. Optimum is
the best design that can be achieved at reasonable cost. The proposed design is judged
against the design criteria

 Evaluation: Design team should hold a design review to approve drawings and
specifications before they are released. If an optimum design cannot be achieved, the
design team might revise the problem definition, the design criteria or the constraints in
order to achieve the optimal solution or prototype.

II. Project Description

This Project provides students with the opportunity to share their findings with all other

classmates and encourages peer to peer learning by searching various analytical frameworks that

help to identify the sources of competitive advantage from both an industry and firm

perspective, and by focusing on what makes some competitive strategies strong and viable,

while others remain weak and vulnerable, the students shall develop the ability to consider the

impact of change and other important environmental forces on the opportunities for

establishing and sustaining competitive advantage. With such a collective work, the students of

the class could all benefit from the latest developments in engineering management.

Each team should select a specific topic from the list of topics below, explore further on that

topic, and then document the findings in the form of a PowerPoint presentation that should not

contain less than 10 pages not including the cover and table of content pages. A presentation on

the same shall be conducted during week 15.

Suggested Topics:

 Supply-chain management

 Customer-relationship management

 Big Data in Business

 Cloud computing

 Virtual and Augmented reality

 3D technologies

Important Notes

 Each group to delegates ONLY one member to submit the deliverable

 Deliverables shall be uploaded to Moodle.

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 Deadlines can NOT be extended under any circumstances.

III. ABET Learning Outcome

The aim of this project is to:

 Learning a topic from engineering management field.

 Learning how to write a technical analysis report.

 Learning how to prepare a presentation and how to present a technical analysis

IV. Project Management

This project is divided into the following deliverables.

Deliverable 1: Presentation report. (due date is end of week 14):

Full presentation prepared using presentation software like MS PowerPoint. A rough structure of

oral presentation is as follows:

1. Introduction

2. Project Overview and Project Statement (Explanation of project goals and aims)

3. Steps involved in the project

4. Analysis of the chosen topic as:

i. Statistics of conducted studies related to the selected topic

ii. Success /failure stories related to the selected topic

5. Reflections of the project on students` learning

6. Conclusion and Future Remarks

7. References (no less than 7)

Deliverable 2: Oral Presentation (due date is class sessions of week 15):

 The presentation duration is 10 minutes that is followed by 5-10 minutes of a

discussion period. All members of the team should have a complete

understanding

on the topic and the content of the presentation despite the division of

the work

among them.

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V. Turnitin

Turnitin is a web-based solution that lets AUM faculty and AUM students check written work for

improper citation or misappropriated content. You may be assigned a username and a password

to be able to upload your assignments online, when and if requested. If you face any technical

problem, please contact IT at AUM.

VI. APA Style

AUM adopts the APA writing style for all its academic programs. AUM students need to use this

style for their assignments. The following web site is of value for students:

http://owl.english.purdue.edu/owl/resource/560/01/. Students are also encouraged to visit the

AUM Writing Lab to receive help and guidance on all APA-related questions.

VII. Academic Honesty and Integrity Assurance

One of the signs that the course material has been properly understood is honesty when

accomplishing the assignments. Lack of academic integrity (e.g. plagiarism, copying another

person’s work, the use of unauthorized aids on examinations, cheating, facilitating acts of

academic dishonesty by others) will not be tolerated. Therefore, if students include ideas,

sentences, or other material that are not theirs in their work, they must properly quote the

source(s). Students are encouraged to consult with the instructor if they have any questions on

the issues of academic integrity or technical formatting of the references.

Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to

ask the student to verify her/his work. This can be done through, but not limited to, repeating the

work, oral examination or discussion, alternative or similar on spot class assignment, pop quiz, or

any other action deemed necessary. If the student fails to prove the authenticity of the work, then

the Instructor will apply the academic

misconduct rules as mentioned in the AUM Student Handbook

which may include awarding the work a zero grade.

Students are expected and encouraged to be honest and to maintain the highest standards of

academic integrity in their academic work and assignments at the University. Any act of Academic

Dishonesty may result in severe consequences for violations range from zero grades given for the

assignments, failing the course, and suspension from the University. Students will refrain from any

academic dishonesty or misconduct including, but not limited to:

http://owl.english.purdue.edu/owl/resource/560/01/

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 Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the

right to ask the student to verify her/his work. This can be done through, but not limited

to, oral examination or discussion, or any other action deemed necessary. If the student

fails to prove the authenticity of the work, then the Instructor will apply the academic

misconduct rules as mentioned in the AUM Student Handbook

 A zero grade will be given to all students that share exactly the same results: You will also

be held responsible if someone else copies your work – unless you can demonstrate that

you have taken reasonable precautions against copying.

 Any violation of the AUM standards will be taken as a violation to AUM policy and can lead

to penalties. If you wonder whether a course of action violates this policy, simply ask in

advance and please refer to the undergraduate AUM Student

Handbook.

For a detailed description of academic misconduct, please refer to the AUM Student Handbook.

VIII. Copyrights

Students are expected to adhere to copyright practices, refer to the undergraduate AUM Student

Handbook.

IX. Project and team-based work

The Project component of the course, if exist, is essential to passing this course. The project shows

competency in understanding and applying the course objectives and achieving the learning

outcomes. The project should allow the student to investigate, apply, research, and practice real-

life business situations. It is expected that each student to fully and actively participate in the

project as an effective team member. A project document will be distributed later in the semester

with details about the project.

For all group related work, the entire team is responsible for the team outcome and the

deliverables, except for the specific parts of the project that may be graded individually

depending on the project’s requirement and as communicated in the project document.

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X. Marking Scheme

The project is worth 15% of the total grade of your course; deliverable 1 is worth 10 %,

deliverable 2 is worth 5%. The grade will be based on every group’s work. The student will be

evaluated based on the below grading scheme:

Presentation Report:

Introduction

(20%)

Available

theories

(10%)

Analysis (30%) Conclusion

(10%)

References

(5%)

Formatting and

language used

(25%)
 Problem

Definition (5%)

 Criteria and

Constraints (5%)

 Objectives (5%)

 Structure of the

Report (5%)

 Brainstorming

(5%)

 Reason for

selected theories

to analyze (5%)

 Background and

Theory (10%)

 Analysis of the topics

(10%)

 Discussion (10%)

 Summary of

the work

done. (5%)

 Future work.

(5%)

 Use IEEE or

APA references

 Grammatical and

sentence structural

mistakes (15%)

 Formatting: Cover

page, group

members’ names,

consistent fonts and

size throughout the

document (i.e. no

copy-pasting from

the net) (10%)

Presentation:

Knowledge

and Content

(15%)

Technical

methods (10%)

Results (figures,

graphs, etc.)

(10%)

Contribution

of work

(15%)

Knowledge of

subject (30%)

Presentation

Skills (20%)

 Material

sufficient for

clear

understanding
and

exceptionally

presented

 Sufficient for

understanding
and
exceptionally

presented

 All figures clear

with the same

format and

exceptionally

explained

 Significance

exceptionally

well explained

 Demonstrated

full knowledge;

answered all

questions with

elaboration

 Excellent

language skills,

gestures, etc.

Page 9 of 9

XI. Student Assessment Rubric

Deliverables
Bare pass mark

(60%-69%)

C classification

(70%-79%)

B classification

(80%-87%)

A classification

(>87%)

Proposal

Weighting 5%

(Out of 30%)

 The report is succinct and
to the point. The maximum
size of the report is met.

 The report includes only
brief analysis.

 The writing of the

report

includes some mistakes.

 The report gives clear
details on all of the
components of
application.

 The writing of the report
does not include
mistakes.

 The report gives clear
details on all of the
components of
application.

 The writing of the report
does not include mistakes.

 The report gives clear details on
all of the components of
application.

 The report includes detailed
analysis.

 The discussions on the
application are relevant.

 The report is well structured and
it does not include mistakes.

Presentation
report

Weighting 15%

(Out of 30%)
 The report is succinct and
to the point. The maximum
size of the report is met.
 The report includes only
brief analysis.

 Brief conclusion and
discussion.

 The writing of the report
includes some mistakes.

 The report gives clear
details on all of the
components of
application.

 The report includes some
analysis.

 The
conclusion/discussion on
the application partially
relevant.

 The writing of the report
does not include
mistakes.
 The report gives clear
details on all of the
components of
application.

 The report includes
detailed analysis.

 The
conclusion/discussions on
the application are
relevant.

 The writing of the report
does not include mistakes.
 The report gives clear details on
all of the components of
application.
 The report includes detailed
analysis.

 The conclusion/discussions on
the application are relevant.

 The report is well structured and
it does not include mistakes.

Oral presentation

Weighting 10%

(Out of 30%)

 The presentation covered
most of the topics in the
final report.

 The team Spoke clearly
and made only few
mistakes.

 Only few questions are
answered.

 The presentation covered
all of the topics in the
final report.

 Information is presented
in logical order.

 Some questioned are
answered.

 The presentation covered
all of the topics in the final
report.

 Information is presented
in logical order.

 All of the questions are
answered.

 The presentation covered all of
the topics in the final report.

 Information is presented in
logical order.

 The analysis are clearly discussed
and the implemented method is

 All of the questions are
answered.