Friday, September 5

how to solve assignment

Step 1 — Decode the brief (10 min)

  • Task: Analyse why maths education matters (birth–8), explain theories, effective teaching practices/pedagogies, and how to assess/plan learning.

  • Markers look for: critical analysis (not description), coverage of birth–8, current credible sources, APA 7, clear structure.

Step 2 — Choose your focus + thesis (20 min)

Pick a clear stance you can argue:

  • Example thesis: “High-quality, play-based mathematics in the birth–8 years builds number sense, patterning, measurement, and spatial reasoning when teachers apply sociocultural scaffolding and inquiry pedagogies, evidenced through formative assessment linked to EYLF v2.0 and ACARA.”

Step 3 — Build your source set (60–90 min)

  1. Start with course texts/reading list (Knaus; MacDonald; AAMT/ECA position paper; EYLF v2.0; ACARA Maths Foundation; Cohrssen; Larkin; etc.).

  2. Add 4–6 extra recent peer-reviewed articles that directly support your specific claims (e.g., number sense, patterning, play-based assessment, ERA model).

  3. Create a quick evidence table:

Claim/IdeaKey Quote/FindingHow I’ll use itAPA Reference

Step 4 — Map the structure (15 min)

Use headings that mirror the rubric so nothing gets missed:

  1. Introduction (180–220 words)

  2. Importance of Early Mathematics (Birth–8) (400–450)

  3. Theoretical Perspectives (400–450)

  4. Effective Teaching Practices & Pedagogies (Birth–8) (400–450)

  5. Assessing Learning & Planning Next Steps (250–300)

  6. Conclusion (150–180)

  7. References (APA 7th)

Step 5 — Draft paragraph skeletons with PEEL (30 min)

For each paragraph, follow PEEL:

  • Point (your analytic claim)

  • Evidence (mid-paragraph citation)

  • Example (classroom practice for a specific age band)

  • Link back to the overall argument

Sentence starters you can reuse

  • However / Nevertheless / By contrast…

  • This matters because…

  • Applied in practice, educators can…

  • Evidence suggests…

Step 6 — Write the Introduction (15 min)

  • Hook (1–2 lines) → define scope (birth–8) → name the theory anchors you’ll use → give a map of sections → thesis.

Step 7 — Section 1: Importance of early maths (45–60 min)

  • Cover cognition, dispositions, equity/transition to school, and policy links (EYLF v2.0; ACARA F-10).

  • Include at least 2 short practice examples (e.g., number songs for toddlers; loose parts for patterning in preschool).

  • Use contrast: e.g., “However, without intentional math talk, benefits are diluted…”

Step 8 — Section 2: Theoretical perspectives (45–60 min)

  • Briefly explain Piaget (constructivism), Vygotsky (ZPD/scaffolds), Dienes (multi-base blocks/structured variation), Gardner (multiple intelligences), or ERA (Experience→Represent→Apply).

  • For each, give one concrete classroom implication (what the teacher actually does) for babies / toddlers / preschool / foundation where relevant.

Step 9 — Section 3: Practices & pedagogies (60–75 min)

Organise by concept/process (e.g., number sense; patterning; measurement; space/shape; data/probability) or by age bands. For each:

  • State the practice (play-based inquiry, math talk, manipulatives, rich tasks, outdoor maths, integrating books/ICT).

  • Explain how/why it works (tie back to a theory).

  • Provide a mini-activity and teacher moves (prompting, questioning, differentiation).

  • Include assessment hook (what evidence you’ll collect).

Step 10 — Section 4: Assessing & planning (25–30 min)

  • Show the loop: observe → document (anecdotes/photos/checklists) → interpret (against EYLF/ACARA) → plan next experience.

  • Name methods: learning stories, work samples, quick probes, child self-explanations, checklists.

  • Briefly show how evidence changes planning (e.g., extend AB patterns to ABB; move from non-standard to standard units).

Step 11 — Conclusion (10–15 min)

  • Synthesize (don’t add new citations): restate why early maths + theory-informed pedagogy + assessment loop matters for birth–8; point to implications for inclusive practice.

Step 12 — Insert citations & format APA (20–30 min)

  • Put one citation mid-paragraph where the claim appears, and you can close with a summary citation if needed.

  • APA 7th References: hanging indent, correct italics, DOIs/URLs where appropriate.

Step 13 — Edit for cohesion & word count (25–35 min)

  • Trim repetition; ensure signposting between sections.

  • Check birth–8 appears consistently, not just “preschool”.

  • Keep within 1,620–1,980 words (±10%).

Step 14 — Rubric self-check (10 min)

  • Analysis of importance (birth–8) — critical, evidence-based

  • Theory — accurate, insightful, applied

  • Pedagogies — concrete, relevant across ages, evidence-supported

  • Literature — wide and current, beyond supplied

  • Structure/Style/Grammar — formal, clear

  • APA — precise, consistent

Step 15 — Submission admin (10 min)

  • Add cover sheet/fit-to-submit if required by your campus.

  • Export to PDF (if allowed) with file name convention (e.g., SRN_ECCDD201A_Assessment1_Essay).

  • Upload to Turnitin before Week 6 deadline.


Ready-to-use outline (paste into Word)

Title: Mathematics in Early Childhood (Birth–8): Why It Matters and How to Teach & Assess It
Introduction (scope; thesis; map)
1. Importance of Early Mathematics (Birth–8)

  • Cognitive outcomes & dispositions

  • Equity/transition; EYLF v2.0 & ACARA links

  • Two classroom examples (toddlers, foundation)
    2. Theoretical Perspectives Shaping Practice

  • Piaget | Vygotsky | Dienes | Gardner | ERA (choose 3–4)

  • Implications for babies/toddlers/preschool/foundation
    3. Effective Teaching Practices & Pedagogies (Birth–8)

  • Play/inquiry; math talk; manipulatives; books & ICT

  • Mini-activities + teacher moves + quick assessment evidence
    4. Assessing Learning & Planning Next Steps

  • Observation → documentation → interpretation → planning loop

  • Methods and how evidence informs next teaching
    Conclusion
    References (APA 7th)


One sample PEEL paragraph (you can adapt)

Point: Purposeful math talk during play strengthens number sense in the early years.
Evidence: Research indicates that naming quantities, comparing sets, and posing “how many” questions during everyday routines accelerates children’s grasp of counting principles and cardinality (Author, Year).
Example: For toddlers, educators narrate snack distribution (“You have two grapes; now you have three—how many altogether?”) and encourage children to touch-count objects while matching number words.
Link: Nevertheless, without intentional prompts and wait time, opportunities for concept formation are missed, underscoring the need for planned math talk across routines (Author, Year).


Quick APA 7th reminders

  • In-text: (Author, Year) → add page only for direct quotes.

  • Web orgs as authors: (ACARA, 2024).

  • Reference list: alphabetical, hanging indent, book/journal titles italicized.

Monday, May 13

Course: Comparative Perspectives of ELM (1692) - Assignment - 1 Autumm 2023

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Q.1 Classify different approaches of comparative education?

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Q.1 How does a school contribute to the social change and reform process?

Course: School Administration and Supervision (1690) - Assignment - 1 Autumm 2023

Course: School Administration and Supervision (1690)

Q.1 What is the difference between administration, educational administration and

management? Describe the concept of educational administration in detail with

examples?

Course: Teaching of English (1655) - Assignment 1 - Autumm 2023

Course: Teaching of English (1655)

Q.1 Discuss the importance of English learning as second language in Pakistan?

Course: Institutional Development (1648) Autumm 2023 assignments1

Course: Institutional Development (1648)

Q.1 Critically evaluate theories that support school developmental plan?

Developing a school developmental plan involves careful consideration of various theories and frameworks to ensure effectiveness and relevance to the school's context. Let's evaluate some key theories that support school developmental planning:

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Course: Organizational Leadership (1646) - Assignment - 1 Autumm 2023

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Q.1 Explain the role of Educational Leadership in various dimensions within an

educational organization?

Wednesday, May 8

Course: Educational Leadership (1645) - Assignment - 1 Autumm - 2023

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Q1. How can leaders, initially positioned based on authority (Position level), strategically transition through the intermediate levels of leadership (Permission, Production, and People Development) to ultimately reach the pinnacle level, characterized by profound influence extending beyond the organization and into the community?

Course: Classroom Assessment (1627) - Assignment - 1 Autumm - 2023

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Q.1 Describe different approaches to assessment. Which approach to assessment do you think should be increased or decreased at ECE level?

Course: Climate Change and Health (1616) - Assignment - 1 Autumm - 2023

Course: Climate Change and Health (1616)

Q.1: Define greenhouse effect. What are the trends in greenhouse gas emissions and concentrations and their impacts on human health and the environment? Explain with examples?

Thursday, April 25

Course: Environmental Health (1615) - Aurttum 2023 - Assignment 1

Course: Environmental Health (1615)

Q.1 a) Define the timeline of the evolution and development of environmental

health as a field.

b) Discuss the relationship between environmental and occupational health.

Sunday, April 21

Course: Lifestyle and Health (1614) - Auttumm 2023 - Assignment 1

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Q.1 What parameters are used to measure physical activity is measured sociodemographically?

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Course: Epidemiology (1612)

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triad model of infectious diseases

Course: Community Oriented Primary Care (1611) - Auttumm 2023 - Assignment 1

Course: Community Oriented Primary Care (1611)

Q.1. Differentiate between preventive and therapeutic care. Elaborate on the principles of Community Oriented Primary Care (COPC).

Preventive care and therapeutic care are two essential components of healthcare aimed at promoting and maintaining overall well-being, but they differ in their approaches and objectives:

Course: Basics of ICT (1431) - Autumm 2023 - Assignment 1

Course: Basics of ICT (1431)

Q. 1 a) Define the term ICT. Describe it with the help of proper examples.

b) Why internet and cell phones are being considered the good examples of

ICT? Explain and exemplify it in detail.

c) Write down the advantages and disadvantages of “Information and

Communication Technology”. 

Course: Business Statistics (1430) - Auttumm 2023 - Assignment 1

Course: Business Statistics (1430)

Q. 1 (a) Differentiate between populations and samples, and describe some advantages

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(b) Why a frequency distribution is constructed? Explain various steps

involved in the construction of a frequency distribution.

(a) Populations and samples are two concepts commonly used in statistics:

Course: Principles of Management (1427) Autumm 2023 Assignment 2023

Course: Principles of Management (1427)

Q.1.Define management and describe its function. (20)

Dear Student,

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Management can be defined as the process of planning, organizing, directing, and controlling resources (human, financial, physical, and informational) within an organization to achieve specific goals and objectives efficiently and effectively.

1. **Planning**: This involves setting organizational goals, developing strategies, and outlining tasks to achieve those goals. It's about determining what needs to be done, how it will be done, and when it will be done.

2. **Organizing**: This function involves arranging resources and tasks in a structured manner to facilitate the accomplishment of objectives. It includes designing the organizational structure, defining roles and responsibilities, and establishing communication channels.

3. **Directing**: Directing involves leading, motivating, and guiding employees to achieve organizational goals. It includes providing clear instructions, communicating expectations, resolving conflicts, and empowering employees to perform at their best.

4. **Controlling**: Controlling involves monitoring organizational performance, comparing it with established goals, and taking corrective action when necessary. It includes setting performance standards, measuring actual performance, identifying deviations, and implementing adjustments to ensure that goals are met.

These functions are interrelated and interdependent, and effective management requires a balance of all four functions. Additionally, modern management theories often emphasize other aspects such as leadership, decision-making, and adaptability to change.

Q.2 Explain the concepts of Certainty, Risk, and Uncertainty for decision making (20)

Certainly! In decision-making, understanding the concepts of certainty, risk, and uncertainty is crucial as they represent different levels of knowledge or predictability regarding outcomes.

1. **Certainty**: This refers to a situation where the decision-maker has full information about the available alternatives, their potential outcomes, and the probabilities associated with each outcome. In a certain environment, there is no ambiguity or doubt, and the outcome of each decision is known with complete confidence. Therefore, decision-making under certainty involves choosing the alternative that maximizes utility or meets the objectives most effectively.

2. **Risk**: Risk exists when decision-makers have partial information about the available alternatives and their potential outcomes, but the probabilities associated with these outcomes are known. In a risky environment, decision-makers can estimate the likelihood of different outcomes based on historical data, experience, or expert judgment. However, there is still a degree of unpredictability, and outcomes may deviate from expectations. Decision-making under risk involves assessing the probabilities of different outcomes and selecting the alternative with the highest expected value or utility.

3. **Uncertainty**: Uncertainty arises when decision-makers lack sufficient information about the available alternatives, their potential outcomes, or the probabilities associated with these outcomes. In an uncertain environment, the future is unpredictable, and decision-makers cannot reliably estimate the likelihood of different outcomes. Uncertainty may stem from factors such as incomplete information, complexity, ambiguity, or rapid change. Decision-making under uncertainty requires judgment, intuition, and a willingness to take calculated risks. Decision-makers may use scenario analysis, sensitivity analysis, or simulation techniques to explore possible outcomes and make informed choices despite the lack of certainty.

In summary, certainty, risk, and uncertainty represent different degrees of knowledge or predictability in decision-making. While decision-making under certainty involves clear information and known probabilities, decision-making under risk involves partial information and known probabilities, and decision-making under uncertainty involves limited or ambiguous information and unknown probabilities. Effective decision-making requires adapting strategies and approaches to the level of certainty, risk, or uncertainty present in a given situation.

Q.3 What do you mean by planning? Discuss the process of planning in a business

 organization. (20)

Planning in a business organization refers to the process of setting goals, determining the means to achieve those goals, and developing a course of action to guide decision-making and resource allocation. It involves analyzing the current situation, forecasting future trends, and formulating strategies to achieve desired outcomes effectively and efficiently.

The process of planning in a business organization typically involves the following steps:

1. **Establishing Objectives**: The first step in the planning process is to define the organization's objectives or goals. Objectives should be specific, measurable, achievable, relevant, and time-bound (SMART). They provide a clear direction and purpose for the organization's activities.

2. **Environmental Analysis**: Business environments are influenced by various factors such as economic conditions, technological advancements, regulatory changes, and competitive pressures. Conducting an environmental analysis helps organizations understand the opportunities and threats they face and identify key trends that may impact their operations.

3. **SWOT Analysis**: SWOT analysis involves identifying the organization's strengths, weaknesses, opportunities, and threats. It helps organizations leverage their strengths, mitigate weaknesses, capitalize on opportunities, and manage threats effectively.

4. **Formulating Strategies**: Based on the objectives and environmental analysis, organizations develop strategies to achieve their goals. Strategies outline the overall approach or plan of action for achieving competitive advantage and long-term success. Common strategic approaches include differentiation, cost leadership, focus, and diversification.

5. **Tactical Planning**: Tactical planning involves developing specific plans and actions to implement the chosen strategies. It focuses on short- to medium-term activities and addresses how resources will be allocated, tasks will be executed, and objectives will be achieved within specific timeframes.

6. **Resource Allocation**: Planning also involves allocating resources such as finances, manpower, technology, and materials effectively to support the implementation of strategies and achieve organizational goals. Resource allocation should be aligned with strategic priorities and organizational capabilities.

7. **Monitoring and Control**: Once plans are implemented, it's essential to monitor progress, track performance against objectives, and take corrective action if necessary. Monitoring involves measuring key performance indicators (KPIs), analyzing variances, and identifying deviations from planned outcomes. Control mechanisms ensure that plans remain on track and adjustments are made as needed to achieve desired results.

8. **Feedback and Review**: Planning is an iterative process, and feedback mechanisms are essential for continuous improvement. Organizations should regularly review their plans, gather feedback from stakeholders, and make adjustments based on changing circumstances, new information, or lessons learned from past experiences.

By following these steps, businesses can develop comprehensive and effective plans that align with their objectives, leverage their strengths, and navigate challenges in their operating environments.

Q.4 Define decision making and discuss its process. (20)

Decision making is the process of selecting the best course of action from among multiple alternatives to achieve a desired outcome or goal. It involves assessing available options, evaluating their potential consequences, and choosing the most appropriate course of action based on relevant criteria and preferences.

The process of decision making typically involves the following steps:

1. **Identifying the Decision**: The first step in decision making is to recognize that a decision needs to be made. This may arise from a problem, opportunity, or requirement for action. Clearly defining the decision to be made sets the stage for the subsequent steps in the process.

 

2. **Gathering Information**: Once the decision is identified, relevant information needs to be collected. This may involve researching data, gathering facts, seeking input from stakeholders, and considering expert opinions. The quality and comprehensiveness of information influence the effectiveness of decision making.

3. **Identifying Alternatives**: Decision makers generate a list of possible alternatives or courses of action that could potentially address the decision at hand. These alternatives should be realistic, feasible, and relevant to the decision context. Brainstorming, creativity techniques, and benchmarking can help in generating a diverse set of alternatives.

4. **Assessing Alternatives**: Each alternative is then evaluated against predetermined criteria or objectives. This involves weighing the potential benefits, risks, costs, and consequences associated with each option. Decision makers may use quantitative techniques, such as cost-benefit analysis or decision trees, as well as qualitative judgments to assess alternatives.

5. **Making the Decision**: Based on the evaluation of alternatives, decision makers select the option that best aligns with their objectives, preferences, and constraints. The chosen alternative should offer the optimal balance of benefits and costs while maximizing the likelihood of achieving desired outcomes.

6. **Implementing the Decision**: Once the decision is made, it needs to be put into action. This involves developing an action plan, allocating resources, assigning responsibilities, and initiating the necessary activities to implement the chosen course of action effectively.

7. **Monitoring and Evaluation**: Decision makers continuously monitor the implementation of the decision and evaluate its outcomes against expected results. This involves tracking progress, assessing performance indicators, and identifying any deviations or unexpected outcomes. Monitoring allows for timely adjustments and corrective actions to be taken to ensure the decision's success.

8. **Feedback and Learning**: Decision making is an iterative process, and feedback loops are essential for learning and improvement. Reflecting on the outcomes of past decisions, gathering feedback from stakeholders, and analyzing lessons learned contribute to ongoing learning and the refinement of decision-making processes over time.

By following these steps, individuals and organizations can make informed decisions that are well-considered, evidence-based, and aligned with their goals and objectives.

Q.5 Define planning. How does “informal planning” differ

Planning is the process of setting goals, determining the means to achieve those goals, and developing a course of action to guide decision-making and resource allocation. It involves analyzing the current situation, forecasting future trends, and formulating strategies to achieve desired outcomes effectively and efficiently.

Now, let's distinguish between formal planning and informal planning:

1. **Formal Planning**:

   - Formal planning involves a systematic and structured approach to setting goals, developing strategies, and outlining actions.

   - It follows a predefined process with specific steps, such as goal setting, environmental analysis, SWOT analysis, strategy formulation, and action planning.

   - Formal planning typically involves the use of formal documents, such as strategic plans, business plans, budgets, and project plans.

   - It is often conducted by designated individuals or teams within the organization, and the plans are communicated and documented for reference and accountability.

   - Formal planning is more rigorous and comprehensive, requiring careful analysis, deliberation, and documentation.

2. **Informal Planning**:

   - Informal planning, on the other hand, is less structured and more spontaneous.

   - It may involve setting goals and making decisions on an ad-hoc basis without following a formal process.

   - Informal planning often occurs informally through conversations, discussions, and personal interactions among individuals within the organization.

   - It may be based on intuition, past experiences, or tacit knowledge rather than systematic analysis and documentation.

   - Informal planning is more flexible and adaptable to changing circumstances, allowing for quick decision-making and responses to emergent situations.

   - While informal planning can be effective for small-scale or routine decisions, it may lack the thoroughness and long-term perspective of formal planning, potentially leading to inconsistencies or oversights in decision-making.

In summary, formal planning follows a structured process with predefined steps and formal documentation, while informal planning is more spontaneous, flexible, and based on informal interactions and personal judgment. Both approaches have their advantages and limitations, and organizations often use a combination of formal and informal planning to address different types of decisions and situations.

Dear Student,

Ye sample assignment h. Ye bilkul copy paste h jo dusre student k pass b available h. Agr ap ne university assignment send krni h to UNIQUE assignment hasil krne k lye ham c contact kren:

0313-6483019

0334-6483019

0343-6244948

University c related har news c update rehne k lye hamra channel subscribe kren:

AIOU Hub

JUST 5 BULLET POINTS WITHOUT ANY HEADINGS AND SUB BULLET POINTS

 


Course: Commercial Geography (1428) Autumm 2023 Assignment 1

Course: Commercial Geography (1428)

Q.1 Define Geography and describe its branches. (20)

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Q. 1 (a) The table below gives the probability that a person has life insurance in the

indicated range. 

Thursday, April 18

Course: English Literature (1426) Autumm 2023 Assignment 1

Course: English Literature (1426)

Q.1 What are the basic elements that are found in any literary text? Explain with

relevant examples from your textbook.