Consumer Demographics Instructions The Group Project consists of a written group report and a group oral presentation. Students are expected to utilize TableBuilder to generate and extract data for the project. This assessment is designed to assess students’ ability of applying the concepts, skills, knowledge and techniques they have learned in class to the Issues in the real world. The group report and the presentation are designed to assess students’ problem solving and research capability, as well as effective communication capability. Students will form a group of 3-4 and choose one topic (from three options below) to write a group report of approximately 5,000 words (excluding charts, tables, and references and/or footnotes) and present for 10 minutes based on the key results of the group report. Turnitin (a plagiarism detection program) will be used to detect plagiarised materials in the Group reports to ensure academic integrity and honesty. Topic (Choose one topic from the following three options): The Group Report is expected to include the following main components: 1. Profiles of the LGAs that you have chosen, including: a. location information (e.g. inner city, remote regional area, or city fringe) b. total populations (e.g. size, changes over time etc.) c. population age structure (e.g. pyramids, ageing, or not), and d. any other useful general demographic information describing the differences and similarities of the two LGAs. You could use data from TableBuilder and other sources (e.g. Council publications) 2. Analysis of household and individual income distributions and inequalities in the LGAs (e.g. differences in % distributions of income and Gini coefficients in the two LGAs).You will be mainly using TableBuilder to generate data for this section. 3. Analysis of household mortgage expenditure distributions and inequalities in the LGAs (e.g. the differences in % distribution of household mortgage repayment and Gini coefficients in the two LGAs). You will mainly use TableBuilder to generate data for this section. 4. Analysis of possible contributing factors to the differences in income and mortgage expenditure distributions and the inequalities. Possible factors include, but are not limited to the following: a. age structures of the population b. educational structures of the population (e.g. T of bachelor degrees and above) c. occupational structure (% of professional, manager, or labourers in the population, etc.) d. employment status (e.g. % employed or unemployed, % full-time or part-time) e. ethnic composition (e.g. % of Anglo-Celtic, Asian or other groups) f. migration status (% Australian-born vs. overseas-born) You will mainly use TableBuilder to generate relevant data for this section. In addition, you should also include supplementary data and information (e.g. Council or government publications, other people’s research, and any relevant information from your review of existing literature) to support your data analysis in this section (this also satisfies Point 5 below). 5. Citations of information and/or data from sources other than census TableBuilder data, such as Council reports, relevant publications and analysis on NSW or Australia, and research papers on migration, labour market, housing markets that could provide explanations or supportive materials to your analysis. The number of citations reflect the extensiveness of your research. However, you only need to include relevant materials. You should provide references both in-text and full details on the references page using Harvard, APA or a similar author-date system. Assessment ? The data (cross-tabulations) generated by TableBuilder will be assessed by the relevance, quality and format of the cross-tabulations. Students are expected to export cross-tabulations from TableBuilder to Excel so that the cross-tabulations can be formatted to be more presentable. A general rule of producing relevant data is to remove all irrelevant categories of “not applicable,” “not stated,” “only partially stated,” “negative income” or “inadequately described” should be removed (or not selected). ? The written report will be assessed by the structure and clarity of the report, application of demographic concepts and techniques, quality of data analysis, correct interpretation of the results, extensiveness of research and citations of information and literature, and correct referencing format. All members of the group will receive the same marks, unless peer evaluations reflect unequal contributions. ? The verbal presentation will be mainly assessed by the delivery of the presentation. It is expected that each group will present for ten minutes on the main findings in the verbal report using presentation slides, e.g. PowerPoint. All members of the group are expected to equally contribute to the preparation and delivery of the presentation. All members of the group will receive the same marks, unless peer evaluations reflect unequal contributions. No extensions on the group written report or verbal presentation will be granted. If a member does not contribute, the remainder of the group can compensate. Late submissions of the written report will be accepted up to 72 hours after the submission deadline. There will be a deduction of 20% of the total available marks made from the total awarded mark for each 24 hour period or part thereof that the submission is late. Group presentations cannot be delayed. Rubric (Marking Guide) Written Report 20% 10% 10% 20% 15% 10% 15% Notes for Written Report ? In the written report, you are expected to compare and contrast the differences and similarities in terms of distributions and inequalities of household and individual incomes and household mortgage repayments in the two chosen LGAs. ? You should analyse the data generated from the 2011 census using TableBuilder to formulate the foundation of your report and also utilize other sources of information to provide supportive materials in your report. ? Please note there are different types of household and individual income variables in the census data. Therefore, you need to specify at the beginning of the report which types of income variables are used in the report. ? Contributing factors could be analysed using individual level data by Local Government Area (LGA), such as age structure of the LGA, educational level, employment status, labour force participation status, occupation structure, proportion of non-Australia born population to overseas born, and other factors that could be relevant to the inequalities in incomes and mortgage expenditures in the relevant LGA. ? Please note that the individual level data are in different databases. It is advisable that you choose “Counting Persons, Places of Usual Residence” or “Counting Employed Persons, Place of Work” for individual databases, and “Counting Families, Place Usual Residence” for household level databases. If needed, you could also choose other databases available on TableBuilder to generate relevant data for your report. ? In addition the data generated from TableBuilder, you should also search and cite information and literature relevant to the topic and/or relevant to the LGAs you have chosen. For example, you may wish to refer to Council reports, government publications n demographic structure, employment and labour market conditions, Australia housing markets, and income and mortgage expenditure patterns and behaviour in Australia and NSW, and any research papers that could support the arguments in your report. Rubric (Marking Guide) Verbal Presentation 85-100% 75-84% 65-74% 50-64% Less than 50% Structure and Clarity of the Presentation 20% Presentation is exceptionally well structured in a way that It greatly enhances and facilitates the effective presentation of central arguments. The structure of the presentation is given in the introduction. The body is broken into three to four sections and is easy to follow. The main points are summarized. Presentation is very well structured in a way that It enhances and facilitates the effective presentation of central arguments. The Structure of the presentation is given in the introduction. The body sections are broken into sections but either not easily understandable or not summarized. Presentation is clearly structured and all central arguments are presented in a structured way. The Structure of the presentation is given in the introduction. The body sections are not broken into clearly identifiable section and are not summarized. Presentation is reasonably structured and all central arguments are presented in a reasonably structured way. Minor problems might be evident. The structure of the body is not clearly provided, the sections of the body are not clearly identified and are not summarized. Presentation is not well structured, which affects the effectiveness of the presentation of the central arguments. Major problems might be evident. There are no clear separate body sections. Central/Main Arguments 20% All central arguments are exceptionally well formulated and very eloquently and effectively communicated throughout the presentation. The main arguments are given in the introduction and then the body parts provide logical support. All central arguments are very well formulated and very effectively communicated during the presentation. The main arguments are given in the introduction. Some of the arguments are supported in the body. All central arguments are well formulated and effectively communicated during the presentation. The main arguments are provided in the introduction, however most are not supported in the body. Most of the main arguments are formulated and reasonably communicated during the presentation. The main arguments are not clearly stated in the introduction or the supporting arguments in the body do not match. Some arguments are formulated and communicated during the presentation. The main arguments are very unclear or contradictory or supporting arguments in the body do not match. Effectiveness of Communication and Delivery 50% Delivery techniques make the central arguments in the presentation very compelling, and all presenters appear very confident. An impromptu style is provided. Visuals and interaction with audience create a “wow” factor. Delivery techniques make the central arguments in the presentation interesting, and all presenters appear comfortable and tentative to audience. An impromptu style is provided. Visuals are attractive and clear and there is some interaction with audience. Delivery techniques make the central arguments in the presentation understandable, and all presenters appear aware of the audience. An impromptu style is generally provided; however, some parts appear memorized. Slides are clear. Delivery techniques make the central arguments clear in some parts but unclear in other parts, and some presenters appear uncomfortable or inattentive to the audience. Many parts of the presentation appear memorized, rather than impromptu. Delivery techniques detract from the understandability of the main arguments, and most of the presenters appear uncomfortable in front of the audience. Notes are used in the presentation, instead of an impromptu style. Supporting Materials/Data 10% All main/central arguments presented were supported by an exceptionally wide range of materials and based on very extensive research and data analysis. All main/central arguments presented were supported by a wide range of materials and based on extensive research and data analysis. All main/central arguments presented were supported by a reasonable range of materials and based on reasonable research and data analysis. Most of the main arguments presented were supported by the materials from sources of references and based on basic research and data analysis. Minor problems might be evident. Some of the main arguments presented were supported by limited materials from sources of references and based on limited research and data analysis. Major problems might be evident. Additional notes on presentation effective communication and delivery ? Attract and maintain audience interest (e.g. with a question to audience, story or example) ? Eye contact ? Copy of slides given to lecturer in the beginning of class ? Appropriate vice volume and tone ? Professional attire ? Effective discussion and debate (can be at end or during presentation) ? Time management (10 minutes of presentation and 5 minutes of discussion) ? Think about how you will lead the discussion/ interact with the audience
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