Educational Wealth: 1425

Solved Assignment#2 Course Code: 1425 aiou Semester: Spring 2022

Abdullah 0 1425, aiou, BA English, solved Assighnment, spring 2022 Tuesday, June 07, 2022

<h2 style="text-align: left;">Solved Assignment       Course Code: 1425          aiou        Semester: Spring 2022                                                        Assignment: 2 </h2><h2 style="text-align: left;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgO-Ud-nx8fnsy1lPgCPi2ClDA_MegKKUNw-IsQTs7IVdmSjLaUG7gWsV9tU5Gw9ZAqXINwiIsUfXPgYG5D0YyLGlYlcY15Bug2TKTFnoTJb8tgKCPQo5bPEYNLzyApgZPaqbpyjsAOe3_84Wv_uiWeit-D1r0X0Mx-Yw29mQg1bfMx3mDw1J7J3eb8/s308/2022-06-08%2010_10_03-1425%20ba%20english%20-%20Google%20Search%20%E2%80%94%20Mozilla%20Firefox.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="123" data-original-width="308" height="123" loading="lazy" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgO-Ud-nx8fnsy1lPgCPi2ClDA_MegKKUNw-IsQTs7IVdmSjLaUG7gWsV9tU5Gw9ZAqXINwiIsUfXPgYG5D0YyLGlYlcY15Bug2TKTFnoTJb8tgKCPQo5bPEYNLzyApgZPaqbpyjsAOe3_84Wv_uiWeit-D1r0X0Mx-Yw29mQg1bfMx3mDw1J7J3eb8/s1600-rw/2022-06-08%2010_10_03-1425%20ba%20english%20-%20Google%20Search%20%E2%80%94%20Mozilla%20Firefox.png" width="308" /></a></div>  </h2><h3 style="text-align: left;"> </h3><h3 style="text-align: left;"> </h3><h3 style="text-align: left;"> </h3><h3 style="text-align: left;">Question no 1: How would you combine features to orchestrate the text for readers to provide proper guidelines? How can you use text features to convey meanings? Give proper examples. </h3>Answer: The term text features is used in an academic setting to describe all of the components or features associated with an article or nonfiction text that are not considered the main text. The most common text features of a book include the table of contents, the index, headings, captions, bold words, illustrations, photographs, the glossary, labels, graphs, charts, and diagrams. Many of these text features can also be found in newspapers, magazines, or individual articles. Text features are used to help navigate and locate specific information provided in a nonfiction text in an easier and more efficient manner. Often times, authors put information in the text features that are not included in the body of the text, so it is imperative to understand how to use them effectively. Each text feature has a specific purpose in nonfiction material, while the overarching goal of every text feature is to quickly and easily gain access to information. Text features make reading informational text and research materials more efficient. The table of contents and index allow the reader to quickly locate which pages of the book contain specific information; the knowledge can be acquired without having to read the entire book. Many times, information is depicted or documented in photographs or illustrations throughout the book accompanied by captions below each one. The bolded words in text are usually new vocabulary words that are often defined in the glossary or mini dictionary located in the back of the book. Lastly, visuals or data that match the information are often placed in graphs, charts, or diagrams. These three text features are very important because more often than not, the data is not actually written in the body of text. Each text feature used in a nonfiction source provides as much value as the actual text. The combination of text and text features presents informational material in an organized and structured format that readers can obtain with ease. Students should have the opportunity to learn about and use text features in every nonfiction material beginning in kindergarten. One simple introductory activity that even five-year-old students can complete is the idea of going on a scavenger hunt in the book for text features. Younger readers can look for bold words and photographs while upper grade readers can complete a checklist for every text feature located in the material. When we provide students with a variety of nonfiction sources, they can compare and contrast how text features are used to give information. Another strategy to take this scavenger concept to the next level is to have students create an anchor chart of text features. Students can work in pairs or groups using magazines and newspapers to cut out each specific text feature. Then, they should organize them on chart paper or poster board, glue them down, and label each one. Thus, they are using a text feature to complete the assignment. Keep these child-friendly anchor charts on display for students to memorize each one. In addition to recognizing and understanding the purpose of text features, students need to understand how to apply their knowledge of how to utilize the text features. Therefore, students should be provided with a book or article related to a science or social studies objective they already have background information about. Then, they can apply specific text feature tasks including using the glossary to find out the meaning of an unknown bold-faced word. Students can also make a prediction of what information they think they will learn based on the titles of the chapters in the table of contents or the headings throughout the text. A higher-level thinking activity is to give students paragraphs and have them create the heading to match the content. Students can also create captions for photographs or illustrations. Each student can be assigned a particular section, chart, or diagram of a text and given the task of being an expert for the information from that visual or text. They are responsible for conveying the information to their classmates. When students are encouraged to actually use text features in reading nonfiction materials, in content areas, and in research projects, they see first-hand the benefit of how text features make understanding information so much easier. This is when they will automatically seek out text features in nonfiction materials to make the reading comprehension process that much simpler. <h3 style="text-align: left;">Question no 2: Go to computer graphics program, make three different graphs. In a brief paragraph, explain the type of reader and the situation for which each graph would be appropriate. </h3>Answer: #include<graphics.h> #include<conio.h> void main() { intgd=DETECT, gm, i, x, y; initgraph(&gd, &gm, "C:\\TC\\BGI"); x=getmaxx()/3; y=getmaxx()/3; setbkcolor(WElITE); setcolor(BLUE); for(i=l;i<=8;i++) { setfillstyle(i,i); delay(20); circle(x, y, i*20); floodfill(x-2+i*20,y,BLUE); } getch(); closegraph(); } #include<stdio.h> #include<conio .h> #include"graphics.h" #include"stdlib.h" void main() { intgd=DETECT,gm,i=O,x,xx,y,yy,r; //Initializes the graphics system initgraph(&gd,&gm,"c:\\tc\\bgi"); x=getmaxx(); y=getmaxy(); while(!kbhit()) { i++; // setfillstyle(random(i),random(30)); circle(xx=random(x),yy=random(y),random(30)); setfillstyle(random(i),random(30)); floodfill(xx,yy,getmaxcolor()); delay(200); } free  getch(); } #include<stdio .h> #include<conio .h> #include<graphics.h> #include<dos.h> struct time t; void display(int,int,int); void main() { int i=O,gd=DETECT,gm,hr,min,sec; clrscr(); initgraph(&gd,&gm,"c:\\turboc3\\bgi"); setcolor(GREEN); settextstyle(4,0,7); while(!kbhit()) { gettime(&t); hr=t.ti_hour; min=t.ti_min; sec=t.ti_sec; i++; display( 100,100,hr); display(200,100,min); display (300,100, sec); sound(400); delay(30); nosound(); delay(930); cleardevice(); } getch(); } void display(int x,int y,int num) { outtextxy(180,100,":"); outtextxy(280,100,":"); outtextxy(x,y,str); rectangle(90,90,380,200); rectangle(70,70,400,220); outtextxy(90,250,"Digital Clock"); } <h3 style="text-align: left;">Question no 3: Select a website from your chosen field of study, that contains an article related to that field. Evaluate that site and write a descriptive abstract of that article for a nontechnical audience. </h3>Answer: Food processing is any method used to turn fresh foods into food products. 1 This can involve one or a combination of various processes including washing, chopping, pasteurising, freezing, fermenting, packaging, cooking and many more. Food processing includes traditional (heat treatment, fermentation, pickling, smoking, drying, curing) and modem methods (pasteurisation, ultraheat treatment, high pressure processing, or modified atmosphere packaging). Some of the common methods are described below: <h4 style="text-align: left;">Canning </h4>The food is heated to a high temperature. This process is called pasteurisation. Then, the food is packaged and stored in an air-tight can. Check our infographic showing the processing steps for canned tomatoes. <h4 style="text-align: left;">Fermentation </h4>The breakdown of sugars by bacteria, yeasts or other microorganisms under anaerobic conditions. This means, no oxygen is needed for the process to take place (apart from oxygen present in sugar). Fermentation is notably used in the production of alcoholic beverages such as wine, beer, and cider, and in the preservation of foods such as sauerkraut, dry sausages, and yoghurt, but also for raising dough in bread production. <h4 style="text-align: left;">Freezing </h4>Food temperatures are reduced to below 0°C to decrease the activity of harmful bacteria. The process can be used to preserve the majority of foods including fruits, vegetables, meat, fish, and ready meals. Modified atmosphere packaging Air inside a package is substituted by a protective gas mix, often including oxygen, carbon dioxide and nitrogen - gases that are also present in the air we breathe. They help to extend the shelf life of fresh food products - usually of fruits, vegetables, meat and meat products, and seafood. <h4 style="text-align: left;">Pasteurisation </h4>Food is heated and then quickly cooled down to kill microorganisms. For example, raw milk may contain harmful bacteria that cause foodbome illnesses. Boiling it (at home) or pasteurising (on a large scale) is crucial to ensure it is safe to consume. Apart from dairy products, pasteurisation is widely used in preservation of canned foods, juices and alcoholic beverages. <h4 style="text-align: left;">Smoking </h4>A process of heat and chemical treatment of food to help preserve it by exposing it to smoke from burning material such as wood. Smoked foods usually include types of meat, sausages, fish or cheese. <h4 style="text-align: left;">Additives </h4>Food additives play an important role in preserving the freshness, safety, taste, appearance and texture of processed foods. Food additives are added for particular purposes, whether to ensure food safety, or to maintain food quality during the shelf-life of a product. For example, antioxidants prevent fats and oils from becoming rancid, while preservatives prevent or reduce the growth of microbes (e.g. mould on bread). Emulsifiers are used for instance in improving the texture of mayonnaise, or stopping salad dressings from separating into oil and water. Grain crops, for example wheat and com, are not edible in their natural state. Processing techniques, such as milling and grinding, turn them into flour, after which they can be made into breads, cereals, pasta and other edible grain-based products. There are 3 types of flours depending on the processing level, choose wholegrain when possible. You can learn more about the journey of grain to bread in our ‘Gain on grain’ info graphic. Processing improves or even ensures food safety by removing harmful microorganisms. The main methods are pasteurisation, air-tight packaging, and the use of preservatives. Processing and packaging technologies help to answer modem day time-constraints by providing a range of convenient foods: ready meals, bagged salads, sliced and canned fruits and vegetables that take little time to prepare and can be consumed “on the go”. A healthy diet means eating a variety of nutritious foods from different food groups, including fresh fruits and vegetables, grains and cereals (opting for wholegrains when possible), proteins, dairy and healthy fats. Most foods consumed nowadays are processed at least to some degree, but not all processed foods are the same. For example, fruit canned in fruit juice will be a better option than fruit canned in a sugary syrup. Therefore, when chosen mindfully, processed foods can be incorporated into a healthy and balanced diet. Less processed foods such as frozen fruits and vegetables provide valuable sources of nutrition, with greater convenience and lower price. Chopped, frozen, and canned foods in natural juices (fruit) or water (veg or fish), are therefore good alternatives for busy people having limited time to shop for or cook from a fresh produce. <h3 style="text-align: left;">Question no 4: Throughout one’s career, one has to give oral reports to explain the results of investigations, propose solutions to the problems, report on the progress of projects, make changes to policy, create business plans, etc. Which steps would you follow, while preparing an effective oral presentation? </h3>Answer:  An oral presentation is more than just reading a paper or set of slides to an audience. How you deliver your presentation is at least as important in effectively communicating your message as what you say. Use these guidelines to learn simple tools that help you prepare and present an effective presentation, and design PowerPoint slides that support and enhance your talk. <h4 style="text-align: left;">Preparing an Effective Presentation </h4>An effective presentation is more than just standing up and giving information. A presenter must consider how best to communicate the information to the audience. Use these tips to create a presentation that is both informative and interesting: Organize your thoughts. Start with an outline and develop good transitions between sections. Emphasize the real-world significance of your research. Have a strong opening. Why should the audience listen to you? One good way to get their attention is to start with a question, whether or not you expect an answer. Define terms early. If you are using terms that may be new to the audience, introduce them early in your presentation. Once an audience gets lost in unfamiliar terminology, it is extremely difficult to get them back on track. Finish with a bang. Find one or two sentences that sum up the importance of your research. Design PowerPoint slides to introduce important information. Consider doing a presentation without PowerPoint. Then consider which points you cannot make without slides. Create only those slides that are necessary to improve your communication with the audience. Time yourself. Do not wait until the last minute to time your presentation. You only have 15 minutes to speak, so you want to know, as soon as possible, if you are close to that limit. Create effective notes for yourself. Have notes that you can read. Do not write out your entire talk; use an outline or other brief reminders of what you want to say. Make sure the text is large enough that you can read it from a distance. Practice, practice, practice. The more you practice your presentation, the more comfortable you will be in front of an audience. Practice in front of a friend or two and ask for their feedback. Record yourself and listen to it critically. Make it better and do it again. <h4 style="text-align: left;">PowerPoint Tips </h4>Microsoft PowerPoint is a tremendous tool for presentations. It is also a tool that is sometimes not used effectively. If you are using PowerPoint, use these tips to enhance your presentation: Use a large font. As a general rule, avoid text smaller than 24 point. Use a clean typeface. Sans serif typefaces, such as Arial, are generally easier to read on a screen than serif typefaces, such as Times New Roman. Use bullet points, not complete sentences. The text on your slide provides an outline to what you are saying. If the entire text of your presentation is on your slides, there is no reason for the audience to listen to you. A common standard is the 6/7 rule: no more than six bulleted items per slide and no more than seven words per item. Use contrasting colors. Use a dark text on a light background or a light text on a dark background. Avoid combinations of colors that look similar. Avoid red/green combinations, as this is the most common form of color blindness. Use special effects sparingly. Using animations, cool transition effects, sounds and other special effects is an effective way to make sure the audience notices your slides. Unfortunately, that means that they are not listening to what you are saying. Use special effects only when they are necessary to make a point. Presenting Effectively When you start your presentation, the audience will be interested in what you say. Use these tips to help keep them interested throughout your presentation: Be excited. You are talking about something exciting. If you remember to be excited, your audience will feel it and automatically become more interested. Speak with confidence. When you are speaking, you are the authority on your topic, but do not pretend that you know everything. If you do not know the answer to a question, admit it. Consider deferring the question to your mentor or offer to look into the matter further. Make eye contact with the audience. Your purpose is to communicate with your audience, and people listen more if they feel you are talking directly to them. As you speak, let your eyes settle on one person for several seconds before moving on to somebody else. You do not have to make eye contact with everybody, but make sure you connect with all areas of the audience equally. Avoid reading from the screen. First, if you are reading from the screen, you are not making eye contact with your audience. Second, if you put it on your slide, it is because you wanted them to read it, not you. Blank the screen when a slide is unnecessary. A slide that is not related to what you are speaking about can distract the audience. Pressing the letter B or the period key displays a black screen, which lets the audience concentrate solely on your words. Press the same key to restore the display. Use a pointer only when necessary. If you are using a laser pointer, remember to keep it off unless you need to highlight something on the screen. Explain your equations and graphs. When you display equations, explain them fully. Point out all constants and dependent and independent variables. With graphs, tell how they support your point. Explain the x- and y-axes and show how the graph progresses from left to right. Pause. Pauses bring audible structure to your presentation. They emphasize important information, make transitions obvious, and give the audience time to catch up between points and to read new slides. Pauses always feel much longer to speakers than to listeners. Practice counting silently to three (slowly) between points. Avoid filler words. Um, like, you know, and many others. To an audience, these are indications that you do not know what to say; you sound uncomfortable, so they start to feel uncomfortable as well. Speak slowly enough that you can collect your thoughts before moving ahead. If you really do not know what to say, pause silently until you do. Relax. It is hard to relax when you are nervous, but your audience will be much more comfortable if you are too. Breathe. It is fine to be nervous. In fact, you should be all good presenters are nervous every time they are in front of an audience. The most effective way to keep your nerves in check aside from a lot of practice before hand is to remember to breathe deeply throughout your presentation. Acknowledge the people who supported your research. Be sure to thank the people who made your research possible, including your mentor, research team, collaborators, and other sources of funding and support. <h3 style="text-align: left;">Question no 5: Many referencing methods are used by the researchers. Discuss APA and MLA and its usage in detail. </h3>Answer: The MLA system is a parenthetical system: i.e. bracketed references in the body of your essay are linked to full length citations in the bibliography at the end of your essay. The bracket in the body of the essay contains only the author’s surname and the page number or numbers you are referring to. For example: There are a number of different referencing styles or conventions but there are four that are used most widely. A bibliography compiled according to MLA conventions lists items alphabetically by the author’s last name. Each entry should include, in the following order: the author’s name in full, the title of the book, the place of publication, the publisher, and the date. The APA system is also a parenthetical system but the bracketed references in the body of your essay are: the author’s surname, the date of publication and the page or page numbers you are referring to. A bibliography compiled according to APA conventions lists items alphabetically by the author’s last name. Each entry should include, in the following order: the author’s surname, their first initial, the date of publication in brackets, the title of the book, the place of publication and the publisher. Title page and header In APA, a separate cover page is required. It lists the title of your paper, your full name, your institution and department, the course the paper is for, your instructor’s name, and the due date, all centered and double-spaced. Title page and header In APA, a separate cover page is required. It lists the title of your paper, your full name, your institution and department, the course the paper is for, your instructor’s name, and the due date, all centered and double-spaced. <h4 style="text-align: left;">Running head </h4>In MLA, your last name and the page number appear as a running head at the top of every page, both right-aligned. An APA header also includes a right-aligned page number. In manuscripts that will be submitted for publication, you should also include an APA running head with a shortened version of your paper’s title (up to 50 characters long), all in capitals and left-aligned. <h4 style="text-align: left;">Block quote formatting </h4>Block quotes are long quotations that are set on a new line and indented as a block, with no quotation marks. In APA, any quote of 40 words or longer should be formatted as a block quote. In MLA, block quote formatting is used for quotes of more than four lines of prose or more than three lines of verse. In both styles, the in-text citation is added after the period at the end of a block quote. <div class="separator" style="clear: both; text-align: center;"><h2 style="text-align: left;">For all other Solved Assignments click on this link</h2>                   <a href="https://educational-wealth.blogspot.com/2022/05/solved-assignments-spring-2022-aiou-all.html">    Solved Assignments aiou spring 2022</a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha_kMgYuasI33Z43KyPgPXhDo-xl2MFNVE3DvAOFmwI-CjXyKT2X5g4S-YCZ4qnM-Ey3JN5SexHnkRlCZnp5jZNyQCupMf8WsWgRRYdm_3tf7LLf0LUp_6FqQSj4EwTcLsp_YzdqdGB9JF7VrYL0TIeHzoRn2CR4EWQJZtnD31TodfdLw3zVNgz11z/s676/2022-06-04%2021_01_44-Movies%20&%20TV.png" style="margin-left: 1em; margin-right: 1em;"></a></div>

Solved Assignment#2 Course Code: 1425 aiou Semester: Spring 2022

Solved Assignment Course Code: 1425 aiou Semester: Spring 2022 ...

Solved Assignment Course Code: 1425 aiou Semester: Spring 2022

Abdullah 0 1425, aiou, BA English, solved Assighnment, spring 2022 Tuesday, June 07, 2022

<h2 style="text-align: left;">Solved Assignment       Course Code: 1425          aiou        Semester: Spring 2022                                                        Assignment: 1</h2><h2 style="text-align: left;"> <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4b0snnjUtUEpBszgZXw0i3nzPD0d2thsOeWM9MScdpqCRfnZQv3b1exy_2lqe-Z7IOAoG9YNxW3rzsl_cE8_MIXV5HjzTUrDP1TxPydY_HvcRgy5yGXEF3i8EU7sZwM0pBdM96ZaoZb5zvkXR1CutPbr6QdKh1Li0WC6K5WVFEqFE2YwayOKhEBRg/s308/2022-06-08%2010_10_03-1425%20ba%20english%20-%20Google%20Search%20%E2%80%94%20Mozilla%20Firefox.png" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="123" data-original-width="308" height="256" loading="lazy" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4b0snnjUtUEpBszgZXw0i3nzPD0d2thsOeWM9MScdpqCRfnZQv3b1exy_2lqe-Z7IOAoG9YNxW3rzsl_cE8_MIXV5HjzTUrDP1TxPydY_HvcRgy5yGXEF3i8EU7sZwM0pBdM96ZaoZb5zvkXR1CutPbr6QdKh1Li0WC6K5WVFEqFE2YwayOKhEBRg/w640-h256-rw/2022-06-08%2010_10_03-1425%20ba%20english%20-%20Google%20Search%20%E2%80%94%20Mozilla%20Firefox.png" width="640" /></a></div> </h2><h2 style="text-align: left;"> </h2><h2 style="text-align: left;"> </h2><h2 style="text-align: left;"> Question no 1: What are the standard international communication guideline commonly used for printed document when designing a site for a professional international audience? </h2>Answer: The responsibility of a writer to produce reader-friendly documents extends to layout, design, and organizational elements surrounding the words themselves. If an email or report were simply a wall of undifferentiated text running for several screens or pages, any reader would be daunted by the prospect of having to scale that wall. Fortunately, writers can use document templates that make those design choices for them with established styles so that writing a document becomes a matter of just filling in the blanks; if you work for a company that uses templates for certain documents, of course you will use them also for consistency and your own convenience. Even without templates, however, you can use several techniques to help guide your readers’ eyes across the page or screen to easily find what they’re looking for. Rather than being optional nice-to- haves, such techniques are crucially important to how well your document is received. Almost every document that exists as a standalone unit must have a title that accurately represents its contents in a nutshell. It’s the first thing a reader looks for to understand what a document is all about and should thus be easily found centred at the top of the first page of any small document, and prominently placed on the cover of larger documents. Though some documents represent exceptions to this rule (e.g., business letters lack titles, and many lack subject lines), any document that brings with it the expectation of a title but omits it is like a grotesquely decapitated body; readers just won’t know what to make of it. Even emails and memos have titles in the form of subject lines. In whatever document you find it, a title’s following characteristics make it essential to your reader’s understanding of the whole: Topic summary: A title is the most concise summary possible of a topic while still making sense. If you glance at a news website or newspaper, for instance, you can get a reasonably good sense of what’s going on in the world just by reading the headlines because they are titles that, in as few words as possible, summarize the narratives told in the articles that follow. Conciseness: Aim for a length in the 2- to 7-word range—something that can be said repeatedly in one short breath. One-word titles are appropriate only for art (e.g., for books, films, songs, albums, etc.), but most other professional documents use a reasonable number of words to give a sense of the topic, albeit streamlined to the point of having no words that don’t absolutely need to be there. In scientific papers, titles can be quite long and carry plenty of detail, though you can expect that their audiences will rarely pronounce the full title. Headings and subheadings After the main title of a document, using headings and subheadings as titles for sections and subsections helps guide the reader around a document’s breakdown of topics. Especially in reports, headings and subheadings that stand out in bold typeface flush (or close) to the left margin and follow a consistent numbering system, exactly as you see in this textbook, help a busy reader quickly locate any specific content they seek. Even a routine email that covers a topic in so much detail that it could be internally divided—without being so big that its content should just go into a document attachment—would benefit from bolded headings If your drafting process follows the guide in this chapter, then you would have already drafted your headings and subheadings (and possibly numbering if necessitated by the size of the document) in your outline. The drafting process of fleshing out that outline may suggest tweaks to those heading and subheading titles. As titles, headings must be properly phrased and capitalized like main titles. Font selection is an important consideration because it determines how the audience will receive a document. Font involves decisions concerning the style of type, size, and even colour. Consider the following: Writers considering typeface must choose between two major style categories depending on how they would like to accommodate their reader. Serif fonts like Times New Roman and Garamond have little perpendicular crossline “feet” or “hands” at the ends of letter strokes, as well as variable thickness in the strokes themselves depending on their horizontal/vertical or curving position, which altogether help readers distinguish between similar letters or combinations of letters, such as m and m, which almost look like the same letter in a non-serif font. Serif fonts are ideal for printed documents, especially those with smallish font sizes such as newspapers. Without serifs, sans-serif fonts like Arial (the one used in this textbook) or Verdana achieve a more clean and modem look, especially on computer screens where serif fonts appear to whither away at the thin part of the stroke and are thus harder to read. In the appropriate format, all the fonts mentioned above make a document look respectable. Comic Sans, on the other hand, is appropriate for documents aimed at children, but undermines the credibility of any professional document, such as when the unfortunate choice to use it when reporting CERN particle physics discoveries became more newsworthy than the discoveries themselves Size is another important consideration because readers depend on text being an ideal “Goldilocks” size for readability and are frustrated by font sizes that are bigger or smaller than that. In a standard written document, for instance, a 12- point Arial or Times New Roman is the Goldilocks size. If the MS Word default size when you open a blank document is 11-point, it’s worth increasing it for the sake of those who have slight visual impainnent. A choice of colour may also enter into document design considerations, in which case, again, the needs of the reader must be accommodated. Used appropriately, a touch of colour can draw the eye to important text. Colouring your name red at the top of your resume is effective if few or no other elements in the document are so coloured because your name is essentially the title of your document Boldface, italics, and underlining Boldface, italics, and underlining serve various purposes in focusing audience attention on certain words. Boldface type is especially helpful in directing audience eyes towards titles, headings, and keywords as you can see at the beginning of this paragraph and throughout this textbook. Highlighting in this way is especially helpful to anyone who is visually impaired in any degree. Of course, overusing boldface undermines its impact, so it should be used sparingly and strategically. Line spacing Single-spaced lines are common to most documents because they accommodate the reader’s need to dart quickly to the next line to continue reading a sentence. The gap between 1.0-spaced lines is just enough to clearly separate one line from another so the hanging elements at the bottom of letters like j and g don’t interfere with the tops of uppercase letters on the line below. Some documents such as academic manuscripts are double-spaced to give readers, who are usually the instructors or teaching assistants grading them, enough space to write comments and editorial marks between the lines. Because doubling the line spacing also doubles the number of pages in a print version, avoid doublespacing documents for audiences who don’t explicitly require it. <h3 style="text-align: left;">Question no 2: Ethics has a vital role in technical writing. What ethical points should be considered by a writer in the process of writing a proposal? </h3>Answer: In day-to-day life, most people have a sort of sliding scale on what constitutes ethical behavior: they would not tell a direct lie on trivial matters if doing so would hurt someone’s feelings. For example, you might tell your best friend her new haircut looks attractive when in fact you believe that it does not. This lie, though minor, preserves your friend’s feelings and does no harm to her or anyone else. Some might consider the context before determining how to act. For example, you might not tell a stranger that he was trailing toilet paper but you  would tell a friend. In a more serious situation, a person might not choose to die to save a stranger’s life, but she might risk dying to save her children’s lives. Ethical behavior, including ethical technical communication, involves not just telling the truth and providing accurate information, but telling the truth and providing information so that a reasonable audience knows the truth. It also means that you act to prevent actual harm, with set criteria for what kinds and degrees of harm are more serious than others (for example, someone’s life outweighs financial damage to your company; your company’s success outweighs your own irritation). As a guideline, ask yourself what would happen if your action (or non-action) became public. If you would go to prison, lose your friends, lose your job, or even just feel really embarrassed, the action is probably unethical. Typical Ethics Issues in Technical Writing: There are a few issues that may come up when researching a topic for the business or technical world that a writer must consider. Research that does not support the project idea In a technical report that contains research, a writer might discover conflicting data which does not support the projects’ goal. For example, your small company continues to have problems with employee morale. Research shows bringing in an outside expert, someone who is unfamiliar with the company and the stakeholders, has the potential to impact the greatest change. You discover, however, that to bring in such an expert is cost prohibitive. You struggle with whether to leave this information out of your report, thereby encouraging your employer to pursue and action that is really not feasible. Suppressing relevant information Imagine you are researching a report for a parents’ group that wants to change the policy in the local school district requiring all students to be vaccinated. You collect a handful of sources that support the group’s goal, but then you discover medical evidence that indicates vaccines do more good than potential harm in society. Since you are employed by this parents’ group, should you leave out the medical evidence, or do you have a responsibility to include all research, even some that might sabotage the groups’ goal. Limited source information in research Thorough research requires that a writer integrates information from a variety of reliable sources. These sources should demonstrate that the writer has examined the topic from as many angles as possible. This includes scholarly and professional research, not just from a single database or journal, for instance, but from a variety. Using a variety of sources helps the writer avoid potential bias that can occur from relying on only a few experts. If you were writing a report on the real estate market in Central Oregon, you would not collect data from only one broker’s office. While this office might have access to broader data on the real estate market, as a writer you run the risk of looking biased if you only chose materials from this one source. Collecting information from multiple brokers would demonstrate thorough and unbiased research. Unlike personal or academic writing, technical and professional writing can be used to evaluate your job performance and can have implications that a writer may or may not have considered. Whether you are writing for colleagues within your workplace or outside vendors or customers, you will want to build a solid, well-earned favorable reputation for yourself with your writing. Your goal is to maintain and enhance your credibility, and that of your organization, at all times. Quoting the work of others in your writing is fine, provided that you credit the source fully enough that your readers can find it on their own. If you fail to take careful notes, or the sentence is present in your writing but later fails to get accurate attribution, it can have a negative impact on you and your organization. That is why it is important that when you find an element you would like to incorporate in your document, in the same moment as you copy and paste or make a note of it in your research file, you need to note the source in a complete enough form to find it again. Giving credit where credit is due will build your credibility and enhance your document. Moreover, when your writing is authentically yours, your audience will catch your enthusiasm, and you will feel more confident in the material you produce. Just as you have a responsibility in business to be honest in selling your product of service and avoid cheating your customers, so you have a responsibility in business writing to be honest in presenting your idea, and the ideas of others, and to avoid cheating your readers with plagiarized material. <h3 style="text-align: left;">Question no 3: What are the key differences between formal and informal reports in technical writing. Give relevant examples. </h3>Answer: Informal Report Informal reports are typically internal reports, and can go to other members of the department and department heads. They are also used for reports that will circulate throughout the company. They use personal pronouns and contractions. Though the report may be several sections long, it is typically much shorter than a formal report. No contents page is included. Informal reports can even be formatted like a memo. Informal Structure Your introduction and conclusion are included in the body of the report, and there is no abstract. Include very short headings, if necessary. In the introduction, briefly state the problem, what you have done and your final conclusion. You have a target audience, so speak directly to them in your discussion. State the facts and do not embellish the details, but make sure the report is understandable. Remind the reader what your conclusions were. Your report will be right- justified with a 10- to 12-point font. Include your recommendations and the progress you have made toward solving the problem. Be positive about the expectations and recommendations. Formal Report If you are writing a report for upper management or for another organization, you will need a formal report. Formal reports are also used for research papers in higher education. Formal reports are longer and well researched. Formal reports are impersonal, rarely using personal pronouns and contractions. Summaries are located on separate pages and usually have more than one heading. Formal reports may also be preceded by a proposal. Include a contents page if your report is more than five pages long. A cover letter or memo may be required. Include a cover page that is resembles a book cover. The abstract briefly summarizes the problem, the process of research and final conclusions in one page or less. Your title page will cover the title of the report, the person who compiled the report, the publisher and submission date. Summarize your initial thesis or the purpose of the study, and include all the details that are necessary for your audience to completely understand the question. Include a table of contents and a list of tables and figures. The body of your report will include an introduction, overview of the research and final conclusions and recommendations. End your report with acknowledgements, a list of references where you located your research and any appendices. <h2 style="text-align: left;">Question no 4: define memos and describe the major components of memos. Write a memo to inform the authorities about the problem faced by AIOU Computer Centre in the installation of new equipment in the Centre. </h2>Answer: A memo (or memorandum, meaning “reminder”) is normally used for communicating policies, procedures, or related official business within an organization. It is often written from a one-to-all perspective (like mass communication), broadcasting a message to an audience, rather than a one-on- one, interpersonal communication. It may also be used to update a team on activities for a given project, or to inform a specific group within a company of an event, action, or observance. A memo’s purpose is often to inform, but it occasionally includes an element of persuasion or a call to action. All organizations have informal and formal communication networks. The unofficial, informal communication network within an organization is often called the grapevine, and it is often characterized by rumour, gossip, and innuendo. On the grapevine, one person may hear that someone else is going to be laid off and start passing the news around. Rumours change and transform as they are passed from person to person, and before you know it, the word is that they are shutting down your entire department. Tasks and Resolutions If the purpose of your memo is to explain the tasks that you will be performing in response to the context, you can say so in the next part of the memo. For  example, you can say, "I will be looking into the market research for technology ..." This gives the reader an idea of the next steps you are taking. Supporting Research and Ideas Some memos call for the inclusion of details. If you need to include statistics, data or market research information, provide these details in a new paragraph. For example, if you were writing about technology market research, you'd might include statistics on customer demand and sales of competitors along with key statistics about the industry. These supporting ideas are known as the discussion portion of the memo. Conclusion and Further Discussion Wrap up your memo with a brief conclusion that tells the reader what you hope he gained from reading it. The closing segment should also let the reader know that you welcome questions or comments for discussion. For example, you might encourage the reader to email or call you if they have ideas about potential technological solutions for the company. You could also inform them about a future business meeting on the topic you have planned. Documents and Other Attachments If you refer to graphs, charts, policies, reports, minutes or other business documents in your memo, attach them to the back of the memo. For example, you might have a table showing the costs and potential benefits of new technology or a white paper about the innovation. Include on the memo page a note at the bottom that one or more documents is attached. <h2 style="text-align: left;">Question no 5: Create a list of five to eight questions about a topic you want to research for each question, indicate the kind of a resource you need (boom, recent article and website). </h2>Answer: How communication skills enhance the career? (Source: Articles) Which type of skills is necessary for human being? (Source: Website) Which problem faced by the students in listening comprehension while teaching English? (Source: Articles) How can we identify the basic problems faced by the students at graduation level while acquiring English as a second language? (Source: Boom) What are the basic obstacles faced by undergraduate students while learning English language? (Source: Website) How the students, studying at graduation level can cross the barriers in communication while learning English as second language? (Source: Boom) Why the undergraduate students face embarrassment while communicating in second language? (Source: Website) <div class="separator" style="clear: both; text-align: center;"><h2 style="text-align: left;">For all other Solved Assignments click on this link</h2>                   <a href="https://educational-wealth.blogspot.com/2022/05/solved-assignments-spring-2022-aiou-all.html">    Solved Assignments aiou spring 2022</a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha_kMgYuasI33Z43KyPgPXhDo-xl2MFNVE3DvAOFmwI-CjXyKT2X5g4S-YCZ4qnM-Ey3JN5SexHnkRlCZnp5jZNyQCupMf8WsWgRRYdm_3tf7LLf0LUp_6FqQSj4EwTcLsp_YzdqdGB9JF7VrYL0TIeHzoRn2CR4EWQJZtnD31TodfdLw3zVNgz11z/s676/2022-06-04%2021_01_44-Movies%20&%20TV.png" style="margin-left: 1em; margin-right: 1em;"></a></div>

Solved Assignment Course Code: 1425 aiou Semester: Spring 2022

Solved Assignment Course Code: 1425 aiou Semester: Spring 2022 ...

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Solved Assignment#2 Course Code: 1425 aiou Semester: Spring 2022

Solved Assignment Course Code: 1425 aiou Semester: Spring 2022

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