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UU114: ENGLISH FOR ACADEMIC
PURPOSES
Introduct ion a nd Assign!nts
S!!st!r 1" #$1%
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Produced by The University of the South Pacific, Suva, Fiji, 2015.
First produced as LL114 in 1995
This revision February 2015
Introduction & Assignments team for semester 1, 2015Course coordinator Dr Rajni Chand
Electronic publisher Maxine Valentine
Cover design Marketing, Development and Communications Office
This material has been prepared by The University of the South Pacific for use by students
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Contents
Calendar for semester 1, 2015 ...................................................................... iv
Your course coordinator ............................................................................... 1
Course introduction ...................................................................................... 2
Summary of course content .......................................................................... 3
Your learning materials ................................................................................ 4
Your learning support ................................................................................... 7
How to login to Moodle ............................................................................... 9
Study schedule .............................................................................................. 10
Assessment overview ................................................................................... 11
Grading Systems .......................................................................................... 13
Submission of assignments .......................................................................... 15
Late assignments .......................................................................................... 16
Plagiarism ..................................................................................................... 17
Sample student essay .................................................................................... 19
Assignment 1: Essay I .................................................................................. 25
Assignment 2: Oral Seminar ........................................................................ 29
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Ca &!nda r 'o r s!!s t! r 1 " #$1%
Beginning of semester 1Laucala, Emalus and Alafua
campus students - Final day
for withdrawal with
remission of tuition fees for
semester 1 courses is 27
February 2015
Week 1 1620 February
Week 2 2327 February
Week 3 26 March
Other USP Campuses
students: Final day for
official withdrawal with
remission of tuition fees for
semester 1 courses* 27
March 2015
Week 4 913 March
Week 5 1620 March
Week 6 2327 March
Week 7 30 March3 April
Mid-semester break 412 April
Final day for official
withdrawal without
remission of tuition fees for
semester 1 courses is 17April 2015
Week 8 1317 April
Week 9 2024 April
Week 10 27 April1 May
Week 11 48 May
Week 12 1115 May
Week 13 1822 May
Week 14 2529 May
Study break Week 15 30 May7 June
Examinations Week 16 812 June
Examinations Week 17 15 19 June
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(our cou rs! coo rd ina to r
Hello everyone!
My name is Dr. Rajni Chand and I am your UU114
coordinator. What this means is that should you face any
difficulty with the course, do not hesitate to contact me in
any of the following ways:
Phone: (679) 3232412
Fax: (679) 3231500
Email:
problems faced due to late arrival; incomplete; or otherproblems associated with course material:
requests for extension for assignment submission; furtherclarifications on assignments:
confirmation of test dates, time and venue; change of examvenue; inability to sit exams and any other queries related to
exams:
Address: UU114 Course Coordinator,
School of Language, Arts and Media,
Faculty of Arts, Law and Education,
University of the South Pacific,
Private Mail Bag,
Suva,Fiji Islands.
I joined University of the South Pacific in 1998, and have been involved with
LL114 ever since and with UU114 since the time the idea for a generic study
skills course at USP was initiated. I have taught as a secondary school teacher in
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Cours! i n t roduc t i on
UU114 is an academic course and is for compulsory for all first year students at
USP.
The course deals with the skills of academic life with a strong focus on the
academic (reading, writing, speaking and listening) skills required for various
disciplines at tertiary level. It will expect you to think at a deeper level and to be
able to support your own opinions with appropriately judged evidence. It is a
practical course and will involve some listening so that you are given a learningexperience that resembles that of on-campus students. Nonetheless, you will have
to do a considerable amount of the work alone, so you should establish good
study habits of working regularly.
It teaches:
The academic writing text types of:1. argument2. discussion3. cause and effect4. comparison and contrast5. research reports6. critical reviewing7. note taking and notebook keeping
The academic reading skills necessary for :1. predicting2. brain storming of prior knowledge3. inference making4. using selective attention5. using imagery6. summarising
Research;
Reading and using visual data;
Presenting research orally in seminars and tutorials.
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Course outcomes
By the end of the course, the students should be able to:
produce researched essays as demanded by their programmes at USP;
write critical review of academic material used for their discipline;
write structured formal reports in the style required for their discipline;
demonstrate good reading skills across written and visual texts;
demonstrate confidence in sharing knowledge verbally; and
carry out research effectively, and present information accurately to theiraudience.
Suar) o ' cou rs! con t!n t
Unit 1: Writing: The First Seven Steps
Unit 2: Writing: The Second Eight Steps
Unit 3: Researching for Assignments
Unit 4: Writing a Discussion Essay: Both Sides of an Issue
Unit 5: Reading Part 1: Dealing with Text
Unit 6: Writing Casual Analysis and Compare and Contrast Essays
Unit 7: Reading Part 2: Recognising Main Points and Details; Taking
Notes and Writing Summaries
Unit 8: Presenting an Oral Seminar
Unit 9: Reading and Using Visual Texts: Dealing with Text
Unit 10: Writing Research Projects: Dealing with Text
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Audio CDs:
To use the audio CDs, insert the disc in either a CD player or a computer and
select the track you want to listen to. The track listings are as follows:
Audio CD1 Audio CD2
Track 1: Resource 2.3 (11:31) Track 1: Resource 5.1 (7:23)
Track 2: Resource 3.1 (7:11) Track 2: Resource 5.2 (10:28)
Track 3: Resource 3.2 (8:29) Track 3: Resource 5.3 (6:48)
Track 4: Resource 4.1 (6:06) Track 4: Resource 5.4 (4:53)
Track 5: Resource 4.3 part 1
(1:47)
Track 5: Resource 6.3 (12:55)
Track 6: Resource 4.3 part 2
(1:46)
Track 7: Resource 4.3 part 3
(2:08)
Track 8: Resource 4.3 part 4
(4:01)
Track 9: Resource 4.3 part 5
(3:22)
Impatica Presentation CD:
To use the Impatica Presentation CD, insert the disc into a computer. Thepresentation will begin automatically in your web browser. It is 54 minutes
long. This way you will have something to watch and listen to at the same
time; an experience somewhat similar to that of face to face students.
Contact your USP Campus or Centre IMMEDIATELYif you are missing any of the
materials mentioned above.
4. Moodle
All students have access to the Moodle materials for UU114. To access
Moodle:
Y t h b b h I t t E l Fi f
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Type your student email password in the Password box.
Click login.
You will come to a list of your Moodle courses. Click on UU114.
You will find three separate links for UU114: UU114 F2F; UU114 DFLand UU114 On-line.
Click on UU114 CFL since you will only have access to this link basedon your registration for the course.
You may access the quick links; resources and activities that appear on
the left hand side of the screen.
The right hand side of the screen provides you with UU114 coursecontent and activities.
Please note: UU114 DFL (Print) students cannot submit their assignments on
Moodle
5. Extras
a) You should have an exercise book in which you can take notes, writedown answers to exercises, keep your writing samples and try writing
tasks.
b) Dictionary: It would be helpful to have a good dictionary. A good
example is the Cambridge Advanced Learners Dictionary, or the Co-Build dictionary.
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(our & !a rn ing su**o r t
Loca l tu tor ia ls
To assist you with your studies, regular face-to-face sessions may be held with a
tutor. You should check with your Campus or Centre at the start of semester to
see if face-to-face tutorials will be held for your course.
Study groups
Most people find it easier to study in a group or with a friend, at least for part ofthe time. Working with others helps to motivate us. It provides a shared goal and
reduces feelings of isolation or boredom. Your local Campus or Centre will be
able to put you in touch with students doing this course and may help you get
organised.
Library serv ices
Making good use of the library and its resources is vital for you to be a successfulstudent. Learn about library support and services and the importance of
information literacy at your Campus or Centre library.
Student Learn ing Suppor t (SLS)
SLS supports you through e-mentoring which is giving you learning tips and
advice through email.
You can email us at the following addresses:
Faculty of Arts, Law and Education: [email protected]
Faculty of Science, Technology and Environment: [email protected]
Faculty of Business and Economics: [email protected]
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Your REACT sess ion
!part from local tutorials" USP uses a system known as R#!$% which allows
you to hear and see your course coordinator or tutor as well as your fellow
students who are located in the various campuses in the USP region& 'ou may get
presentations and notes in addition to your scheduled session& %hese are
commonly known as satellite tutorials& 'ou are encouraged to attend the
scheduled sessions in the weeks shown in your study schedule&
(ere are some suggestions for getting the most out of these R#!$% sessions)
1. Note that before your REACT tutorial session begins your tutorial group
will be advised as to who all the participants are (regional and on-campus). Try to note down names of your colleagues and which
Campuses or Centres they are listening from.
2. Speak slowly and pronounce your words clearly so that your colleaguescan understand what you are saying.
3. Be courteous and try to maintain a polite tone of voice.
4. When you want to address your tutorial group, press the "speak button",and aim to maintain a 6-inch distance between your mouth and themicrophone whilst speaking. Please note that you may be using two
different types of microphones as shown below.
5. If you have questions or comments to communicate during your tutorialsession you can do so by speaking to a microphone or through the chat
tool in REACT.
6. Try not to "steal the show". Remember that each of you will have
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Ho+ to & og in to Mood &!
f your course has a *oodle component" the instructions below will help youaccess the system&
'ou will need a computer connected to the nternet& %he computer must have a
,eb browser such as -irefox or .oogle $hrome& Such a computer should be
available at your USP $ampus /if you don+t already have one at home or work0&
'ou will also be given a username and password by your local USP $ampus&
Step 1 Accessing !oodle 1pen your browser) -irefox or .oogle $hrome&
%ype in the following at the address bar) http)22elearn&usp&ac&f32
Press #nter&
!lternatively" you can go to the USP website) http)22www&usp&ac&f32 anduse the 4uick 5inks drop down menu to the left of the page and select
*oodle&
Step " #sername and pass$ord
'ou will come to a 5ogin screen&%ype your student number in the
Username box&
%ype your student email /webmail0password in the Password box&
$lick 5ogin&
Step % Accessing your course
'ou should now see a list of your courses& $lick the $ourse $ode and%itle of the course that you are enrolled in to enter& -or example)
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Stud) sc,!du &!
'lanning your $orTo help you keep up with the course, we suggest you allocate at least 2 hours a
day to study. Plan your time using this study schedule.
Week no. and date Unit Assignments, tutorials and testWeek 1
1620 February
The 15 steps:
Unit 1: Steps 17
Week 22327 February
The 15 steps: Unit 2:Steps 815
Satellite tutorial 1: 25t February, 2015
4-5 pmIntroduction to the course and to academic
writing
Week 3
26 March
Writing continued : Begin research
for assignments: Unit 3
Week 4913 March
Discussion Essays:Unit 4
Satellite tutorial 2: 11t March, 2015
4-5 pm
The next steps
Week 5
1620 March
Reading/Summary:
Unit 5Assignment 1 due: 20thMarch, 2015
Week 6
2327 March
Writing: Critical Review:
Unit 7
Satellite tutorial 3:25thMarch, 2015
4-5 pm
Summaries and reading
Week 7
30 March3 April
Mid-Semester Test
Outline/Revision:
Pages 47-53 of this I&A
412 April MID-SEMESTER BREAK
Week 8
1317 April
Presenting Oral Seminar:
Unit 8
MID-SEMESTER TEST
Check with your local USP Campus for time,
date and place of the test
Week 9
2024 April
Causal Analysis Essay:
Unit 6
Satellite tutorial 4: 22nd
April, 2015
4-5 pmOral seminar tips
Week 1027 April1 May
Compare and Contrast Essay:Unit 6
Assignment 2 due: 1stMay, 2015
Week 11
48 May
Writing Reports:
Unit 10
Satellite tutorial 5:6thMay, 2015
4-5 pm
Research essay and reports
Week 12
1115 May
Reading and Using Visual Texts :
Unit 9Assignment 3 due: 15thMay, 2015
Week 13REVIEW ALL WRITING
Satellite tutorial 6: 20thMay, 2015
4 5
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Ass!ss!n t o-! r- i!+
This section is IMPORTANT. Please read these pages slowly and carefully.
This course is assessed in TWO ways:
Continuous assessment (assignments and tests) 60%
Final examination 40%
Total value 100%
Cont inuous assessment
Continuous assessment is the work you do on assignments and the mid-semester
test. There are three assignments, each worth 15% of your final mark. The test,
too, is worth 15%.
Assignment 1: 15%
Assignment 2: 15%Assignment 3: 15%
Mid Semester Test: 15%
Total: 60%
In order to pass the coursework you must:
hand in all three assignments by the due date;
sit the mid-semester test; and achieve a minimum mark of 24. This equals 40% of 60.
If you do not achieve a total of 24 or more, you will fail the coursework and
cannot pass the course. You must pass both sections of the course: the
coursework and the final examination.
!id semester tes tYou will sit a mid-semester test as part of this course.It is normally held the
week after Mid-semester break, but you must check with your local USP
Campus or Centre to find out the exact date and time and place. This is your
responsibility. Only students with genuine reasons for missing the test (such as
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!ar ing
Students at Laucala will have their assignments marked in Suva. All other
students, except those from very small centres or campuses, will have theirassignments marked at those campuses and centres. This is part of our attempt to
get your assignment work back to you as quickly as possible so that you can learn
from mistakes.
The mid-semester test and the final examination are all marked in Suva.
ina l e*aminat ionThe other 40% of the overall course mark is achieved by sitting a final
examination. This is a three (3) hour paper at the end of the course, and focuses
on your planning and essay writing skills. You will not be examined on
referencing and bibliography skills.
The minimum mark required to pass the examination is 16 this is 40% of
40. Even if you have a high coursework mark, you cannot pass the course if
your examination mark is below 16 out of 40.
To pass the course, you must still have a combined continuous assessment and
final examination mark of 50 or more. So it is very important to complete ALL
assignments and the Mid Semester Test to gain as good a continuous mark as
possible, and you must get 16 or more in the examination.
A sample examination paper is included in this booklet to give you an idea of theformat. You might like to try a mock examination as a practice. Please note,
however, that the content and structure of your examination may be different.
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Grad ing S)s t!s
a) The following grading system will be used by all faculties in awarding finalgrades for academic performance in a course:
'ass +rades
Grades Percentage (%) Description
A+ 85+ Pass with Distinction
A 78 84 Pass with Distinction
B+ 71 77 Pass with Credit
B 64 70 Pass with Credit
C+ 57 63 Pass
C 50 56 Pass
Ot,er 'ass +rades
R Restricted Pass
Aeg Aegrotat Pass
Comp Compassionate
Pas Pass or Competent
S Satisfactory
Note:Pas and S are used in circumstances where graded passes are inappropriate
such as in postgraduate thesis and Professional Diploma in Legal Practice.
ail +rades
Grade Percentage (%) Description
D 40 - 49 Work below the standard required
for a pass
E 40 (Less than) Very weak performance or failure to
complete to the satisfaction of the
examiner such practical, field or
other work as may be prescribed
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b) Students shall be awarded an Aegrotat or Compassionate Pass if they satisfythe conditions prescribed in Clauses 5.3 or 5.4 of these Regulations
respectively.
c) Students may be awarded a Restricted Pass if they satisfy the conditionsprescribed in Regulation 7.
d) Students who have been granted an extension of time past the last day oflectures to complete work required for the final assessment of their course
shall be awarded the provisional grade of I (Incomplete) for an undergraduate
or postgraduate course assessed by coursework, or IP (In progress) for a
Supervised Research Project or thesis for a Masters degree or a thesis for aPhD degree. At the end of the period of extension the School or Department
Assessment Meeting shall determine a final grade.
e) Students who have not submitted their masters or PhD thesis or SupervisedResearch Project by the end of the maximum period of candidature prescribed
in the regulations shall be awarded the grade of NC (Not completed).
[Extracted from 2014 Handbook & Calendar, pp 451-452]
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Su.iss ion o ' ass ign!n ts
You should submit all assignments by the dates given on your study schedule.Please submit them in the correct order and address the envelope to the Course
Coordinator. For each assignment, you should fill out a yellow assignment cover
form which you collect from Student Administrative Services (SAS). If you do
not have assignment covers, contact your USP Campus.
Please note: UU114 DFL (Print) students cannot submit their assignments on
Moodle
It is very important that you keep to the study schedule and complete the
assignments so that you get regular feedback on your progress through this
course.
Correc t labe l l ing o& ass ignments
Please be very careful to correctly label your assignments and fill in your
assignment cover. On each assignment that you send in for marking, you should
write or type:
the full name you used to enrol in this course;
your student identification number;
the correct course code and title; and
the assignment number.
For Suva based students, all assignments are to be posted or dropped
off at the allocated boxes in your Faculty at Laucala Campus.
There is an assignment box outside FALE Administration officewhere
you can drop your assignments.
The only assignment(s) that are to be posted or dropped off at Student
Administrative Services at Laucala Campus are for the Agriculturecourses.
For all other students, please confirm with your Campus staff about
your assignment submission.
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La t! ass ign!n ts
Please read this section carefully.
Like all other students at university, you are expected to complete work on time.
However, we recognise that everyone has moments of stress when an extension is
needed. We are normally generous in allowing extensions BUT you must pay
careful attention to the following:
Contact your Course Co-ordinator at least a week beforethe due date toexplain why you need extra time. DoNOT wait until after the due date.
You will normally be granted an extra week if you follow these instructions.
Attach to your assignment a note with the date you contacted the Co-ordinator and the new due date. If you have contacted the Co-ordinator by
email, print and attach the reply to your assignment.
Any assignments which are submitted late without a request and permission for
an extension will be penalized:
1 week late less 10%
2 weeks late less 20%
3 weeks late less 30%
4 weeks late less 40%
Any assignment more than 4 weeks late will NOT be marked, except in very
special circumstances. Greater consideration will be given to students in remote
areas with little access to their USP campus or tutorial help.
No work will be marked if it is received AFTER the final examination.
Tutor ia l ass is tance
There are regular satellite tutorials. These are listed in your study schedule. You
can listen to these broadcasts at your local USP Campus or Centre. Check with
your local USP Campus or Centre to confirm local times. These broadcasts are
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Edi t ing your $or
It is important that you read your work over before you hand it in for marking.
You will lose marks for:
Incomplete sentences;
Poor paragraphs;
Lack of organization;
Poor proof-reading for spelling and grammar.
You should read your assignments aloudbefore you hand them in. If you read
silently, you will read what you think you wrote. BUT if you read them aloud,
you will often hearwhen something doesnt make sense.
On the next pages you will find an example of a student essay with the comments
written by the tutor.
P&ag ia r i s
Plagiarism is the copying of another persons creative work and using it as ones
own without explicitly giving credit to the original creator. Work copied
without acknowledgement from a book, from another students work, from the
internet or from any other source is plagiarism.
Plagiarism includes the following:
a) Copying of the published or unpublished words of another writer withoutacknowledging the source using acceptable reference citation methods.
%hus" to; cut and paste from internet sources or lift sentences, ideas and
sections from a textual source qualifies as plagiarism.
b) Lifting or cutting and pasting extracts without quotation marks orappropriate acknowledgement of sources.
c) Paraphrasing of content and ideas without proper acknowledgement of thesource.
d) The use of images, diagrams, photographs and material from blogs andi l t k ith t k l d t
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i) Collusion
Collusion means working with someone else to deceive or mislead to gain an
unfair academic advantage& t includes;
a) Submission of a paper that has been written by an author other than theauthor credited for that piece of writing. This includes the use of paid
services of a student, or any other person that has been solicited for that
purpose.
b) Facilitating or enabling another student to plagiarise in any way.
ii) Cheating
Cheating involves acting in any way that directly contradicts the explicit rulesand guiding principles of that form of assessment. It applies in any form of
examination including short tests, quizzes and final examinations.
Cheating includes (inter alia):
a) Doing anything to gain an unfair or illicit academic advantage in anexamination;
b) Possessing, referring to or having access to any material, or to access theinternet crib notes or device containing information directly or indirectly
related to the subject matter under examination other than what is
explicitly approved for examination purposes;
c) Using a cell phone to communicate with any other student or personinside or outside the examination venue;
d) $opying from another student in a test or examination; enabling another
student to cheat in a test or examination;
e) Soliciting a person to sit a test or final examination in place of the studentenrolled; sitting atest or final examination in the place of another student;
f) Manipulation of scores in tests or examination or in any other form ofassessment; and
g) Enabling another student in any or a combination of any of the above.
[Extracted from 2013 Handbook & Calendar, pp. 457-458]
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Sa* &! s tud!n t !ssa)
Sample Topic: Discuss the pros and cons of relying on
traditional medicines to help cure our illnesses today.
Introduction
Context Pacific countriesdifferent aspects of traditional
knowledge and culture
Subject Traditional medicinesimportant part of Pacific culture.
Limited Subject Traditional medicines still in use today
Issue Using traditional medicinepros and cons
Thesis This essay supports the view that the disadvantages of
using traditional medicines today to cure illnesses can be
classified as economic and health-related, while the
advantages are economic, health-related and cultural.
Supports for the thesis
Side 1: The Disadvantages
Main Idea 1: Economic
Supporting Idea 1: To begin with, many people today spend a great amount of
money in trying to find traditional cures for illnesses.
Details: Paying for transportation to hunt for medicines
Main Idea 2: Health-related risk
Supporting Idea 1: Furthermore, there are many people who claim to be
traditional healers who may put their patients lives in
danger.
Details: Use unhygienic means of treatmentputs people
at risk
Transition Paragraph HoweverThere are advantages
Economic, health-related and cultural
Side 2: The Advantages
Main Idea 1: Economic
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Supporting Idea 1: The knowledge of traditional medicines is an aspect of
culture, and the usage of such medicines will preserve and
develop that knowledge.
Details: Knowledge about plants passed on fromgeneration to generation
Conclusion
Restate thesis There are disadvantages and advantages of using
traditional medicines.
Implication The advantages are economic, health-related and cultural
Recommendation Government create policies to promote/preserve
traditional medicines
Final thought Continuous practise of traditional medicinekeep it alive
for the future
ABSTRACT
This essay will discuss the advantages and disadvantages of governments
providing free health care for their citizens. Firstly it will discuss the advantage in
terms of fee medical check-ups. Secondly it will discuss advantage related with
free surgical treatment and finally the advantages of free medicine. However it
will then move on to the other side of the issue. Equally, it will discuss the
disadvantages of government providing free medical service. The essay will
discuss about continuous funding required by free medical services. Furthermore,
operational expenditure and abuse of the free medicines leading to disadvantage
of free medical service by government. This essay will conclude that
disadvantages outweigh the advantages on governments providing free medical
service to their citizens.Health care plays an important part in a growing economy of every country.
Health care is the most used service in the pacific island country by the citizens
and the government bares the sole responsibility of maintaining the health
service. Citizens reply heavily on the free health care service provided by their
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expensive surgery (Andrews, 1986). For example, an individual diagnosed with
serious tumour can get immediate medical surgery for free even when the
individual cannot afford it. Free surgical service by government would help
expand the life span of citizens with severe sickness.Moreover, free health care by the government for their citizens can provide free
medicine for patients. Medicines are very expensive and in order to cure ones
sickness, the individual must continuously be able to afford the prescribed
medicine (Perlman, 1974). For example, an individual with low medical budget
can only afford half the required tablets for the treatment than purchase the full
dose thus missing out on full health recovery. Free medical treatment by
government ensures free medical check-up together with free medicine for each
citizen.
However, there is another side to governments providing free health care to their
citizens. There are disadvantages. Free health care by government incur daily
operational cost, reliance on overseas funding and abuse of free service.
Equally free health care by the government for their citizens require continuous
funding which is a disadvantage. Constant donation from overseas aid
organization is required to keep the free medical service for citizens. Forexample, Fiji government received 14 million dollars as aid for health services
in year 2003 (Health Financing options for Fiji's Health System, 2003). The
government will not be able to sustain free health care services without aid
donors.
Additionally another disadvantage imposed on government in providing free
medical service to their citizens is the operational expenditure. Large amount of
expenses on the medical sector leaves fewer funds for other governmentdivisions. For example, for the year 2003, 67 million dollars was spent on salaries
and wages for established health staff (Health Financing options for Fiji's Health
System, 2003). The continued free medical service by government will increase
the expense and can lead to huge government loans.
To add on, free health care services by governments result in the abuse of the free
medicines provided. Government aid funds are again wasted to better rationalize
the medical supply to their citizens. For example, World Health Organizationdonated 87 thousand dollars to Fiji Pharmaceutical and Biomedical Centre to
better manage the supply of medicine and to prevent the overuse of medicine
(The Fiji Times, 2010). Free medical service leads to poor managing in health
sector and results in abuse.
I l i th di d t t i h th d t t
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Bibliography
Fiji Times Limited, Donation to stop medical abuse, 22 Jan 2010, viewed 3
April 2011,http://www.fijitimes.com/story.aspx?id=138038.
Gopal.A, Free medical check-up for community, 17 Feb 2011, Online Fiji
Times, viewed 3 April 2011, http://www.fijitimes.com/story.aspx?id=166239
Andrews, G. R, 1986, Aging in the Western Pacific, Manila, World Health
Organization.
Health Financing options for Fiji's Health System, 2003,Pacific Health Dialog.
Perlman, M, 1974,The Economics of Health and Medial Care, Edinburgh, R and
R Clark Ltd.
Ratucadra, C. Free medical check a hit, 25 April 2010, Online Fiji Sun
Newspaper, viewed 3 April 2011, http://www.fijisun.com.fj/main_page/
view.asp?id=38288
Abstract
This essay will discuss the major benefits of organic farming in the Pacific
community. Firstly, it will consider the environmental impact in relation to how
organic farming reduces pollution and improves soil fertility. It will then look at
the benefits of health stressing how organic farming is a better alternative anddecreases the chance of people contracting diseases. Lastly, it will bring to light
the positive economic outcome it provides through poverty eradication and
tourism to the region. The conclusion is that organic farming has a positive
impact not only for today but for the future also.
Farming is a way of life for the Pacific community, a vital component to the
everyday survival of its people particularly to the rural areas. One farming
method that is gradually being encouraged and revived in the region is organic
farming. As traditional farming methods have slowly dwindled in the Pacific due
to the commercialism of chemical fertilizer, going back to the basics can ensure
prosperity for the land and community. This is why it is essential to note the
benefits that are linked with organic farming. This essay will focus on the major
benefits of organic farming in the Pacific community that are in relation to the
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In addition, organic farming improves soil fertility in the Pacific region. Using
organic fertilizers like animal manure improves soil structure, adds organic
nitrogen, and stimulates beneficial soil and bacteria fungi (Miller 2005,
p.154). According to Chef Seeto Lance (Fiji Times Online2012), the Ministry ofAgriculture advised farmers in Taveuni against the use of chemical fertilizers as it
destroys the volcanic rich nutrients in the soil. Protecting these vital nutrients
guarantees productive land not only for the present day but also for the future.
Thus, soil longevity is ensured when organic farming methods are adopted.
Healthy living is a second major benefit of organic farming techniques in the
Pacific. One of the benefits of organically grown foods is that it is a healthier
choice. A key point to note is that anything which is put into the environment,
will in turn affect the wellbeing of its habitants. For instance,
The essential feature is the return of residue of organic life, such as plant
remains, and animal and human excreta to the earth. This restores and builds
soil fertility& ! naturally fertile soil means vigorous plants; better plant food
means healthy animals and humans. The cycle is thereby complete (Girling
1983, p. 259).
Therefore, natural farming practices can produce a physically fit and healthysociety.
Furthermore, organic farming reduces the risk of disease. Foods that are not
chemically grown are safe and nutritious. It will also allow the community to
become more productive in daily activities as the intake of organic foods is
converted into healthy energy. This will lead to decreasing threats such as heart
disease and diabetes (SPC Online 2009). Accordingly, organic farming can help
lessen the possibility of poor health.Lastly, another major benefit of organic farming is the economic value it gives to
the Pacific. To start with, organic farming eradicates poverty. Due to organic
fertilizer being readily available this allows farmers to save time and money. An
example is in relation to the time it takes for villagers in the outer islands of Fiji
to wait for chemical fertili7ers to be delivered; this can take weeks or months to
arrive as the boat schedule varies depending on availability of transport. In terms
of money, according to Joy Rikimaes report (IRETA SPAN 2007, p.3),
Vanuatu had been using chemicals in its subsistence and commercial farming
of vegetables and fruits adding that due to organic farming being a cheaper
option the government would encourage its farmers to take on this initiative.
This can lead to the livelihoods of farmers being boosted through income and
opportunities for exporting and importing organic products. This results in a
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knowledge of how much value organic farming methods can offer. One way the
Governments of the respective island nations can go about educating the
community is through awareness programs. Organic farming not only protects
the land and its people today but for future generations also.
BIBLIOGRAPHY
Girling, D. A. (ed) 1983,New Age Encyclopedia, 7th ed. vol. 21, Bay Books Pty
Ltd, Sydney, p. 259.
Miller, G. T. Jnr. 2005, Sustaining the Earth, 7th ed. California, Brooks/Cole-Thomas Learning, Inc, p. 154.
Rikimae, J. A. 2007, Vanuatu checks out organic farming in the Solomons,
IRETA South Pacific Agriculture News (SPAN), vol. 24, no. 9, September,
p. 3.
Secretariat of the Pacific Community (SPC Online) 2009, Benefits of Organic
Agriculture, August, viewed 7 August, 2012,
www.spc.int/sppu/images/stories/policy%20brief8_web.pdf
Seeto, L. 2012, Hunt for organic food, Fiji Times Online, 1 April, viewed 27
August, 2012, http://www.fijitimes.com/story.aspx?id=197446
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Ass ign!n t 1 : Essa) I
Due date) 20th
March,2015/#nd of ,eek 80
Weighting) 98: of your final grade
Length)
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QUESTIONS: Choose ONE.
EITHER:
1. Discuss the advantages and disadvantages of using social media.
OR:
2. Outline reasons why social media is so important in peoples lives
nowadays.
PresentationYour essay should:
1. Be structuredit should contain an introduction, a middle and a conclusion;
2. Be written in a formal style;
3. Show evidence of researchwhere necessary, ideas and information should
be supported and clarified with information from other sources. These
sources should be referenced correctly throughout the essay;
4. Include an abstract of no more than one paragraph in length /9
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28
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Ass ign!n t # : O ra & S! ina r
Due date: 1stMay, 2015(End of Week 10)
Weighting: 15% of your final grade
Length: 7 minutes of presentation + 3 minutes of questions.
Total of 10 minutes
This assignment requires that you:
Present a seminar;
Record your presentation and the question and answer time on Audiotape
or $H;
Submit both the tape/CDand the written notesfor marking.
Task 1
This oral presentation should reflect the topics given for Assignment 1 or
Assignment 3 eithera Report ORan Essay.
The presentation MUSTbe on any one of the topics given for Assignment 1 or
the topic you are choosing for Assignment 3. If you choose any of the topics for
Assignment 3, this seminar should help you to develop your ideas for that
assignment, and the questions that your audience asks may help to focus you on
new ideas. The presentation will act as practice for what will be your final writtenassignment.
Please turn now to the tasks for Assignment 1 or Assignment 3. If you choose
Assignment 3 you have the choice of EITHER a report OR an essay. Choose
which one you want to complete now.
THIS WILL BE THE TOPIC FOR ASSIGNMENT 2: ORAL SEMINAR.
Task 2
Arrange a time, place and audience for your seminar presentation. Your seminar
presentation should be held during weeks 8 and 9 of the semester
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Remember that you have to tape the seminar presentation, so make
sure the place where you present the seminar has a cassette tape
recorder available, or take your own if you have one.
If you have a regular tutor, you may, if you wish, liaise with the tutor to see if itwill be possible to present your presentation live that is, in front of your tutorial
colleagues. If your tutor is happy with this idea, your work can be marked as you
present it, using the appropriate mark sheet.
Task 3
Tape the seminar presentation on a blank audio cassette or on a CD.
Your recording should be of the actual seminar presentation and question andanswer time after the presentation.
Task 4
Do not submit the full written text.
The written paper should:
Be your speaking notes ONLY
Include an abstract
Be clearly structured
Show evidence of research
Include a bibliography of all sources you consulted.
Include original visual aid (for example, a chart that you might have
prepared yourself or a handout that you prepared for your audience)
Attach the evaluation form to the work you send in.
Task 5
Study the relevant evaluation form thoroughly to find out how you will be
assessed. Ensure that all criteria are met.
Submit the first evaluation form if you are sending in a recorded presentation
(either on audiotape or CD).Submit the second evaluation form if you are assessed live by your tutor.
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##11$% &'(L)*+ -R ./.D&M)/ #R-*&*
*eminar &valuation orm !or Recorded resentations
*tudent name% 333333333333333333333333"
)D 'umber% *3333333333333333333333333
4opic% 3333333333333333333333333333
MARK COMMENT
1. Written version: A clear, well-structured abstract
provided.
Speaking notes appropriate, reflectthe structure of the presentation, and
show evidence of research.
Visual aid(s) relevant and original.
Bibliography list complete andaccurate.
1
2. Spoken version: Introduction brief and clear.
Ideas presented and developedlogically.
Cohesive devices appropriate and ingood supply.
Ideas relevant to the thesis.
Clear delivery, with little evidenceof reading.
Good summation provided.
1
1
2
4
3. Handling of questions: Confident and clear answers
provided to all questions.
Responses are relevant.
1
1
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##11$ &'(L)*+ -R ./.D&M)/ #R-*&*
*eminar &valuation orm !or Live resentations
'ame o! presenter% 3333333333333333333333)D 'umber% *333333333333333333333333
4opic% 333333333333333333333333333
Date% 333333333333333333333333333
Feature Total mark Mark given Comment
Written support for audience:
Abstract 3
Bibliography, referencing 2
TOTAL: 5
Content:
Clear introduction 2
Organisation of ideas 2
Clarity & relevance of ideas 4
Cohesion & coherence 2
Length 1
Clear summation 1
TOTAL: 12
Presentation and delivery:
Clear pronunciation and speed 4
Fluency 3
Clearly projected voice 2
Varied tone 3
Eye contact: not read 2
Body language: gesture, stance 3
TOTAL: 17
Visual aids:
Preparation, design and clarity 2
Inclusion in presentation 2
R l t t i 2
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Ass ign!n t / : R!*o r t + r i t i ng o r Essa) I I
Due date% 15th
May, 2015/#nd of ,eek 9?0
Weighting% 98: of your final grade
Length% 9
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Write an Abstract for your REPORT or your ESSAY AND include the
Plan.
Include the appropriate marking sheet from the TWO provided.
Terms of Reference:
a) to describe the role of women in community development in a
community of your choice;
b) to find out the activities that the women are involved in thatcommunity;
c) to determine peoples opinion about what other roles should the
women be playing in community development;
d) to suggest ways in which to facilitate the role of the women in
community development in order to improve their involvement in
such activities.OR:
B. ESSAY
If you have NOT chosen to do a Report, choose ONE of these essay topics.
Collect relevant information for whichever assignment you choose. Make sure
that you reference accurately and carefully and that you write an accurate
bibliography. You may choose to interview relevant people for any of the choicesof topic provided here.
Task:
1. If you choose to write an essay for this assignment, you are required to
write a causal analysis or a compare & contrast essay.
2. Note the word length of this essay.
3. Read the research essay given in Unit 3 (Resource 3.1) Pay particular
attention to the incorporation of information from external sources.
4. You must consult at a minimum of 5 sources, and not all your sources
should be of the same type that is not all five sources should be from the
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Write an ABSTRACT for your ESSAY and include the PLAN.
Include the appropriate marking sheet provided.
Choose ONE of the following topics, and write a research essay on it.
Prompt: Women in Community
1. Causal analysis essay
Why is there so much emphasis nowadays about gender equality and what arethe effects of this on a society?
OR
2. Compare and contrast essay
Compare and contrast the role of women in your community nowadays with
those roles they played in the past.
Collect relevant information and make sure that you reference accurately andcarefully and that you write an accurate bibliography.
The role of women in community development can be important to thelivelihood of a society. According to some researchers, women make many of
the choices that decide a familys participation in the community, including
social, religious, cultural, healthcare, and educational decisions. In parts of the
world where women's rights are still developing, the role of women in the
development of a community can be the key to reducing gender inequality,
providing for the needs of women and families, and ending centuries of
discrimination against women.
Adopted from: http://www.wisegeek.com/what-is-the-role-of-women-in-
community-development.htm
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40
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42
S & M id S t t
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Sa* &! M id 0S!!s t! r !s t
You are given the following past test paper to help you to prepare for your test.
However, remember that the test paper that you will take this semester may notfollow exactly the same structure, format or content as this one.
The University of the South PacificSchool of Language, Arts and Media
UU114: English for Academic Purposes
MID-SEMESTER TESTSemester 1, 2014
PRINT and F2F Mode-RegionTime allowed: 110 minutesReading time: 10 minutes
Marks: 30Number of questions to be answered: ALLNumber of pages: 4 (including this page)
Task 1: Vocabulary and Critique (20 marks)
Read the article entitled Women struggle for a place in the Pacific on the
following pages, and answer Questions 1 and 2 below.
Question 1: (5 marks)
Choose ANY five from the following selection of words/phrases from the text
and explain clearly what they mean in this context.
a. stark imbalance (paragraph 2)
b. portfolio (paragraph 2)
c. objective (paragraph 3)
d. persistent disparity (paragraph 4)
Question 2: (15 marks)
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( )
Re-read the article and write a sound critique of it in no more than 300 words.
Women Struggle for a Place in the PacificPosted by Inter Press Service News on
http://www.ipsnews.net/2013/02/women-struggle-for-a-place-in-the-pacific/,
viewed on 20th March 2014.
By Catherine Wilson
1 SYDNEY, Feb 28 2013 (IPS) Women face greater odds in achieving equal
political representation in the Pacific Islands than in any other region of the
world, holding just 3 percent of seats in national parliaments, compared to 20
percent in Sub-Saharan Africa and 18.5 percent in South East Asia.
2 Following the first Pacific Womens Parliamentary Partnerships Forum hosted
by the Australian government in Sydney this month, Fiame Naomi Mataafa,
the longest serving female parliamentarian in the Pacific region, spoke to IPS
about the challenges of gaining political office and some of the measures
being pursued to redress the stark imbalance. Fiame was first elected in
1985 to the parliament of Samoa, a Polynesian nation located north-east of
Fiji and first in the region to achieve Independence in 1962. She is a matai
or high chief, as was her father, Fiame Mataafa Faumuina Mulinuu II, the
first prime minister of Samoa. In addition to representing the Lotofaga
electorate in Atua district on the most populous island Upolu, she has served
as minister of education, minister for women, community and social
development and presently holds the portfoliofor justice and courtsadministration.
3 She was one of 40 female MPs from the Pacific Islands and Australia,
including Cook Islands opposition MP Selina Napa, and Delilah Gore and
Julie Soso Akeke from Papua New Guinea, who attended the first regional
consultation of the Pacific Womens Parliamentary Partnerships Programme.
Part of the Australian Pacific Women Shaping Pacific Development
initiative supported by AusAID, its objectiveis to increase the professionalskills and capacity of women politicians in the region. It is a good start in
terms of saying, yes, people are serious about this, Fiame told IPS. We got
some clarity around the kind of approaches that could be taken. There is a
website that could assist with developing the womens network to become an
i f i h bli di b b d h
in Papua New Guinea. Many reasons have been suggested for the persistent
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p y gg p
disparity, such as traditional patriarchal cultures, historical influence of male
dominated colonial administrations, corruption and lack of political party
reform, and lack of financial resources and campaigning skills.
5 The reality of the unequal playing field has long been recognized by the
regions leaders, so why the lack of substantial progress? I think it comes
down to the choices women make. Politics is perceived not always in a
positive way, Fiame responded. I think a lot of women feel it is not their
place; that they don+t necessarily like the way things are done" which begs the
question: why dont you get in and change it? In the 2011 Samoan election
nine of 158 candidates were women. Economic development gives you more
choices, so in developing countries the traditional roles of gender are muchmore entrenched, she added. In many Pacific states, the government is not
in a position to take care of and provide a safety net for all of its citizens. So
people often see that their safety lies with traditional cultural and social
networks.
6 At Independence, the Samoan people chose via a referendum to retain Faa
matai, the indigenous system of governance based on elected chiefs, or
matais, who bear responsibility for the affairs and customary lands ofextended families. We dont have automatic succession, Fiame pointed out.
When a titleholder passes away, the extended family come together to decide
who will succeed. It is very democratic, but it is also a very political process.
Nevertheless, the Lands and Titles Court will arbitratea decision in the
absence of consensus.
7 The Legislative Assembly has 49 seats, of which 47 are reserved for male and
female matais and two for representatives of Samoas diverse communities.In the Samoan context, women are allowed to hold titles, we do hold titles,
she emphasised. We do, though, have an issue in that some villages dont
allow women to hold titles, but that is a constitutional issue. Although 48
percent of the population is female, the 2011 census revealed 89 percent of
matais were male and 11 percent female.
8 In contrast, there is now gender equality at all levels of education in Samoa
with females consistently outperformingmale students. Education to changecultural and social attitudes and produce greater voter support for women
MPs are long term goals across the region. But temporary special measures,
such as quotas and reserved seats, could potentially make a difference, even
though women themselves have mixed opinions. If you talk to many women
h h i li f h ill h d
toward planned democratic polls in 2014 all nations where women have no
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elected presence in the halls of power.
Task 2: Bibliography writing (10 marks)
The details of each item are not in the correct order. Re-arrange them correctly
and compile a bibliography in the Harvard style.
Write the bibliography only.
a. New Dilemmas for Cooks, written by Lisa Williams-Lahari, was the
cover story in the !ugust" ?
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School of Language, Arts and Media
UU114: English for Academic Purposes
MID-SEMESTER TESTSemester 1, 2014
Answer key
Answer Key
Task 1: Vocabulary and Critique (20 marks)
Question 1 (5 marks): Students are expected to have selected any five of the
following phrases, and explained what each means in the context they are used.
Students may write other answers but these must be similar in meaning to the
ones suggested below. The writing of complete sentences is not a requirement for
this task.
Award 1 mark for each phrase correctly explained. Partial marks can be awarded.
k. stark imbalance - obvious differences, absolute disparity, huge
inequality
l. portfolio - position, role,
m. objective - purpose, goal, aim
n. persistent disparity - difference for a long time
o. substantial progress - considerable improvement, noticeable betterment
p. entrenched - deeply rooted, fixed
q. arbitrate - judge, make a decision, decide
r. diverse communities - many cultures, various societies
s. outperforming - doing better, beating them in studies
t. imperative - important, crucial, compelling
Q ti 2
Deduct 1 mark from the total for this section if more than 300 words are
d t it th iti
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used to write the critique.
Marking criteria for Question 2
Constructs an introduction that:
specifically identifies the document at the beginning of the reviewi.e. include the bibliographic reference details (author, date, title,
publisher);
states an overall summary of the article;
states the articles aim(s);
states an overall evaluation of the document based on criticalanalysis.
1
2
Constructs a body that
- outlines the major points of the argument (a summary) in paragraph form;
- provides justification for the evaluation:
identifies and substantiates the strengths and/or weaknesses ofvarious aspects of the article;
clearly identifies and explains the criteria used in evaluation;
states how the document has contributed to an understanding of the
topic.
2
4
Constructs a conclusion that
restates an overall judgment together with an overview of thereasons for that decision;
contains recommendations about the value or usefulness of thearticle/book in relation to a specific purpose e.g., to your study, to
practitioners.
3
Introduction
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Aim: draws attention to the reasons for the lack of women participation in
politics in the Pacific
Evaluation: A useful article for Pacific decision makers but needs moresubstantial evidence.
Paraphrase
- Wilson claims Pacific women have least representation in parliament
- Gives first- hand experience of the first woman elected in parliament in
Samoa
- Explores the work of international agencies and treaties and the
opposition from traditional system
- Illustrates how tradition and civil court see gender inequality
- Education and quota system is helping but women question it themselves
- Serious dialogue and will is needed now
Strengths- Womens participation in politics is an ongoing issue in the Pacific
- Simple vocabulary (laymans language)
- well researched with data to support
- Uses the methodology of interview to get information
- Relates to international treaties E.g. MDG3, PPAAWaGe
- Uses quotes for support
- Smooth flow of ideas from one paragraph to next
Weakness
- uses the voice of a single politician from Samoa
- Some figures and data used does not have source provided E.g.
Percentages in the first paragraph- Does not use any other women politicians views as support.
- No other source (male traditional leader etc.) views considered
- While other pacific regions are mentioned little details are used from there
Task 2: Bibliography writing (10 marks)
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For this task, students are required to sieve through the given information to
compile a bibliography page. Each entry is worth 2 marks. If the entries are not
arranged in alphabetical order, then deduct 1 mark from the total.For each entry, award 1 mark for correction information and order, and award
another 1 mark for appropriate punctuation(commas, full stops, abbreviations,
underlining, article titles in double quote marks and so on).
Diettrich, B., Moulin, J. F. and Webb, M. H. 2011,Music in Pacific IslandCultures: Experiencing music, experiencing culture, Oxford University
Press, New York.
Ezrahi, Y. 2004, Science and political imagination in contemporary
democracies in S. Jasanoff (ed) States of knowledge: The co-production
of science and social order, Routledge, London, pp. 254-273.
Jordan, M. 2013, Jump in demand for visas shows economy improving, The
Australian, 3 April, p.21.
Locke, J. T. 2009, The climate change-induced migration in the Pacific region:
Sudden crisis and long- term development, The Geographical Journal,
vol.175, no.3, September, pp.171-180.
SciTechDaily, 2013, New data offers clues on the origins of life, 5 April,
viewed on 6 April, 2013,
http://scitechdaily.com/new-data-offers-clues-on-the -origins-of-life/
Pas t E2a ina t i on Pa*! r
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'ou are given the following past examination paper to help you to
prepare for your final examination& (owever" remember that theexamination paper that you will take this semester may not follow
exactly the same structure" format or content as this one&
4he #niversity o! the *outh aci!ic
Serving the Cook Islands, Fiji, Kiribati, Marshall Islands, Nauru, Niue, Samoa, Solomon Islands, Tokelau, Tonga, Tuvalu, and Vanuatu.
*chool o! Language, .rts and Media
##11$% &nglish !or .cademic urposes
)'.L &.M)'.4)-' *&M&*4&R 2, 2010
Time Allowed 3 hours plus 10 minutes reading
40 marks (40% of final grade)
)'*4R#/4)-'*% R&.D 4+&*& /.RLL6
9& %his exam asks you to write 1I# 1I5' essay of between < minutes preparing a %(1R1U.( plan&
F& Spend about ? hours on the essay&
=& Spend about ?< minutes on the !BS%R!$%&
D %his exam is worth >
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QUESTIONS: Choose ONE.
EITHER:
1. What are the arguments for and against teaching traditional music in schools?
OR:
2. Compare and contrast traditional music from your community with one type
of contemporary music.
Traditional music is often referred to as folk music - that means music written and
performed by people who have not yet been affected by modern technology. It is the music
that is handed down from one generation to another and can carry stories or reflect ways of
life that have disappeared in many parts of the world. Contemporary music, on the other
hand, tends to be music that is part of the modern world and is normally regarded as
anything written after the Second World War in the 1940s. It too includes many different
types of music from classical orchestral works to rock music and rocks more recent relatives.
While much of this can be played by amateurs, it is professional musicians who tend to have
made contemporary music such a worldwide phenomenon.
Sources: http://www.traditionalmusic.co.uk/ Accessed 27.9.10.
http://www.humanitiesweb.org/human.php?s=c&p=i&a=l&ID=10 Accessed 27.9.10.
If you choose either of these questions, do NOTchoose one from the next page.
If you choose either of these questions, do NOT
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y q ,choose one from the previous page.
PROMPT TWO: Ecotourism
QUESTIONS: Choose ONE.
EITHER:
3. What are the reasons for the appeal of ecotourism, and what effects does it
have on communities in the Pacific?
OR:
4. Discuss the benefits of ecotourism for Pacific island communities and their
environment.
Ecotourism promotes responsible travel with minimum impact on the environment, and the
sustaining of communities and resources in the tour destinations. The conservation of the
environment and the adoption of a sensitive approach to cultures and lifestyles of host
communities are priorities. A thriving sector of the tourism industry, ecotourism has boosted
the economies of many developing countries with its attractions of activities such as rainforest
walks, wildlife viewing, marine life exploring, and village visits. Promoters of ecotourism
strongly believe that it offers something to both travellers and hosts a conscientious
adventure to the former and a fair economic return to the latter.
Sources: http://www.sustainabletravelinternational.org/Accessed 27.9.10.
http://www.responsibletravel.org/resources/documents/reports/Accessed 27.9.10.
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