2.1.4.2, Which of the following situations would be a breach of academic integrity? Check two options. 1. Borrowing a friend's notes from class 2. Re-using the exact same paragraph from an essay you wrote for a different class in a new essay. 3. Having a friend read-over your essay to check for meaning and clarity 4. Paying someone outside of the university to write your essay because you aren't feeling well.

2. Re-using the exact same paragraph from an essay you wrote for a different class in a new essay.

4. Paying someone outside of the university to write your essay because you aren't feeling well.

1. Borrowing a friend's notes from class

3. Having a friend read-over your essay to check for meaning and clarity

2.1.4.3, It's 4.30pm, and Mary has just submitted her essay for Introduction to Microbiology online. She feels pretty confident she did well. She spent a lot of time researching, and was able to provide good evidence for most of her claims. However, as she is closing down her computer she realizes that she accidentally submitted her draft version, which is missing many of her in-text and end-of-text references for her assignment. The online form won't let her submit the essay again. Mary is very concerned that this will be counted as plagiarism. What should Mary do? Check one option. (a). Email her lecturer immediately with the final version of her essay attached, give a brief explanation and apologize. (b). Wait until the next day when she can go and see her lecturer. (c). Nothing, it isn't a big deal. (d). Email her lecturer immediately, explain what happened and apologize for the mix-up but don't attach the final version. (e). Get advice from student services.

(a). Email her lecturer immediately with the final version of her essay attached, give a brief explanation and apologize.

(b). Wait until the next day when she can go and see her lecturer.

(c). Nothing, it isn't a big deal.

(d). Email her lecturer immediately, explain what happened and apologize for the mix-up but don't attach the final version.

(e). Get advice from student services.

2.1.5.1, According to this module, universities are not just trying to train you for a job role, but are also trying to prepare you . . . Refer to lesson 1.4a. Choose one option. (a) . . . to conduct qualitative research. (b) . . . to not cheat. (c) . . . to not become involved in political scandals. (d) . . . to behave ethically.

(a) . . . to conduct qualitative research.

(c) . . . to not become involved in political scandals.

2.1.5.2, Stuart is an international student not used to writing in English. He has a 1,000 word essay due in a week. He knows that while his ideas are good, his structure and grasp of academic language are pretty bad. He asks his friend Liam, a native English speaker, to check his essay for him and suggest how he can improve it. When Liam gives him the essay back, Stuart is amazed. Liam has nicely re-written whole paragraphs of Stuart's ideas and obviously put a lot of effort into making it sound academic. However, Stuart is a little worried because he can barely recognize the essay - he even had to translate a few words! What kind of academic misconduct would Stuart be committing if he handed it in? Refer to lesson 1.4a. Check one option. (a). Cheating (b). Plagiarism (c). Facilitation of academic misconduct (d). Fabrication of data (e). Falsification of data (f). It isn't academic misconduct because Stuart wrote the original.

(c). Facilitation of academic misconduct

2.1.5.3, Myer has just had a really long day and is finishing up a Physics experiment in the lab. When Myer goes to save the data she's been working on, her computer malfunctions and she is forced to restart it. Unfortunately, because of this, Myer has just lost all of the results from the experiments she's been doing for the past three hours. Myer is horrified and quickly starts to write down all of the numbers that she remembers. She can accurately remember half of them, is pretty confident about another 30%, but has no idea what the final 20% are. She checks the time and realizes that if she starts the experiment again she will be in the lab until 11pm, and she is already exhausted. What should Myer do? Refer to lesson 1.4a. Check one option. (a). Have a break, calm down and come back and do the experiment again. She needs to have the proper results. (b). Write down all the results she remembers and then guess the final 20%. She knows 80% of the data, so it isn't a big deal.

(a). Have a break, calm down and come back and do the experiment again. She needs to have the proper results.

(b). Write down all the results she remembers and then guess the final 20%. She knows 80% of the data, so it isn't a big deal.

2.1.5.4, Considering the same example as above; Myer has just had a really long day and is finishing up a Physics experiment in the lab. When Myer goes to save the data she's been working on, her computer malfunctions and she is forced to restart it. Unfortunately, because of this, Myer has just lost all of the results from the experiments she's been doing for the past three hours. Myer is horrified and quickly starts to write down all of the numbers that she remembers. She can accurately remember half of them, is pretty confident about another 30%, but has no idea what the final 20% are. She checks the time and realizes that if she starts the experiment again she will be in the lab until 11pm, and she is already exhausted. If Myer decides to go with b) "Write down all the results she remembers and then guess the final 20%", what kind of academic misconduct is she committing? Refer to lesson 1.4a. Check one option. (a). She isn't committing academic misconduct because she knows that 80% of the data is correct. (b). This is an example of cheating. (c). This is an example of fabrication or falsification of data. (d). This is an example of self-plagiarism.

(c). This is an example of fabrication or falsification of data.

(a). She isn't committing academic misconduct because she knows that 80% of the data is correct.

(b). This is an example of cheating.

(d). This is an example of self-plagiarism.

2.1.5.5, According to the module, how often do you use problem-solving skills while at university? Refer to lesson 1.2b. Check one option. (a). Only occasionally when your lecturers want to give you brain teasers. (b). Only Mathematics, Pure Science and Engineering students use problem-solving skills at university. (c). Problem-solving tasks are the back-bone of university study and as such you use problem-solving skills on a day to day basis. (d). You will need to use problem solving skills in exams, but not generally at other times.

(c). Problem-solving tasks are the back-bone of university study and as such you use problem-solving skills on a day to day basis

(a). Only occasionally when your lecturers want to give you brain teasers.

(b). Only Mathematics, Pure Science and Engineering students use problem-solving skills at university.

(d). You will need to use problem solving skills in exams, but not generally at other times.

2.2.1.1, What are the three parts to a problem? Check one option. (a). The initial state, solution path and goal (b). The solution, the path and the goal (c). The questioner, the question and the answer

(a). The initial state, solution path and goal

(b). The solution, the path and the goal

(c). The questioner, the question and the answer

2.2.1.2, Consider the following problem from a university course: "In 2006, Mt Red High School, a public school in Sydney's inner-west, ranked 1st in NSW for HSC Physics and Biology. Since 2013, however, there has been a sharp decline in Physics scores and this year only 3 students signed up for the course. A study was done that indicates students are losing interest in Science during year 9. Design a curriculum outline with the aim of increasing interest in Science. Your curriculum outline should include the sequence of units, descriptions of each unit, and all assessments for the course." What is the goal of this problem? Check one option. (a). To design an interesting science curriculum (b). To design an interesting year 9 Physics and Biology curriculum incorporating ICTs (c). To design a year 9 Science curriculum to increase student interest in science

(c). To design a year 9 Science curriculum to increase student interest in science

(a). To design an interesting science curriculum

(b). To design an interesting year 9 Physics and Biology curriculum incorporating ICTs

2.2.1.3, What is a knowledge-lean problem? Check one option. (a). A problem where the solver has no experience with the kind of problem (b). A problem where the solution path or goal is unknown or up to interpretation (c). A problem where little to no prior knowledge is needed to solve it (d). A problem where you need to research the issue or know a lot about the topic in order to solve it

(c). A problem where little to no prior knowledge is needed to solve it

(a). A problem where the solver has no experience with the kind of problem

(b). A problem where the solution path or goal is unknown or up to interpretation

(d). A problem where you need to research the issue or know a lot about the topic in order to solve it

2.2.2.1, Where are you most likely to find a descriptive task or problem? Check two options. 1. At the beginning of a test or exam 2. In easy courses 3. Embedded into analytical questions 4. Only in Arts courses

1. At the beginning of a test or exam

3. Embedded into analytical questions

2.2.2.2, How much are descriptive tasks or problems worth in relation to other types of assessment in terms of grades? Check one option. (a). Descriptive tasks and problems, because they ask you to display facts and knowledge, are usually worth the most towards your grade. (b). Descriptive tasks and problems are worth nothing towards your grade at university. (c). Descriptive tasks and problems are usually worth less marks than other types of assessment.

(c). Descriptive tasks and problems are usually worth less marks than other types of assessment.

(a). Descriptive tasks and problems, because they ask you to display facts and knowledge, are usually worth the most towards your grade.

(b). Descriptive tasks and problems are worth nothing towards your grade at university.

2.2.2.3, Which of the following are descriptive tasks or simple problems? Check three options. 1. Analyze the role of ritual as a means of social control in early Mayan culture. 2. List the symptoms of the common cold. 3. Given an isosceles triangle with two side measuring 5cm each and one side measuring 6cm, find the area inside the triangle. 4. According to the 2007 census results, what percentage of Australian's identify as religious? 5. What recommendations would you give to the mayor of a small, relatively unknown city who wanted to encourage immigration to her city?

1. Analyze the role of ritual as a means of social control in early Mayan culture.

3. Given an isosceles triangle with two side measuring 5cm each and one side measuring 6cm, find the area inside the triangle.

4. According to the 2007 census results, what percentage of Australian's identify as religious?

2. List the symptoms of the common cold.

5. What recommendations would you give to the mayor of a small, relatively unknown city who wanted to encourage immigration to her city?

2.2.3.1, The difference between an analytical task and a descriptive task is... Check one option. (a). A descriptive task will always ask you to describe, whereas an analytical task always asks you to analyse. (b). A descriptive task asks for you to present knowledge or facts whereas an analytical task asks for new knowledge creation or interpretation by the respondent. (c). You only get descriptive tasks in high school and analytical tasks at university.

(b). A descriptive task asks for you to present knowledge or facts whereas an analytical task asks for new knowledge creation or interpretation by the respondent.

(a). A descriptive task will always ask you to describe, whereas an analytical task always asks you to analyse.

(c). You only get descriptive tasks in high school and analytical tasks at university.

2.2.4.1, Consider the following simple problem. "Given an isosceles triangle with two sides measuring 5cm each and one side measuring 6cm, find the area inside the triangle." What would be the first step in solving this problem? Check one option. (a). Draw an isosceles triangle with two equal sides of 5cm and one side of 6cm. (b). Use Pythagoras' formula a2 + b2 = c2. (c). 12cm2

(a). Draw an isosceles triangle with two equal sides of 5cm and one side of 6cm.

b). Use Pythagoras' formula a2 + b2 = c2.

2.2.4.2, Consider the following problem given in the lesson for 2.2a: " A) Find each class' average mark for each test." What would be the last step you would do before handing this question in to be marked? Check one option. (a). Write down each class' average mark for each test in the space provided. (b). Plot the results on a graph. (c). Double-check your results and make sure that they make sense with the data. (d). Highlight which students are performing at an average level.

(c). Double-check your results and make sure that they make sense with the data.

(a). Write down each class' average mark for each test in the space provided.

(b). Plot the results on a graph.

(d). Highlight which students are performing at an average level.

2.2.4.3, In the Design Thinking model of problem-solving, what does 'iterative' mean? Check one option. (a). Trying the same thing again and again and expecting different results (b). Adapting or changing a strategy or solution until you find the best solution to the problem (c). Changing the goal so that it aligns with the solution you found. (d). Trying to solve lots of different problems at once

(b). Adapting or changing a strategy or solution until you find the best solution to the problem

(a). Trying the same thing again and again and expecting different results

(c). Changing the goal so that it aligns with the solution you found.

(d). Trying to solve lots of different problems at once

2.2.5.1, Consider the following problem from a university course: "A gallon of gasoline has the potential energy of approximately 276.3 MJ. Assume that a gasoline engine is driving a generator and the generator is supplying electricity to a 50 W lamp. The overall efficiency (from gasoline to electrical energy) of the engine-generator set is 15%. How long will the lamp provide light from one gallon of gasoline? (Adapted from: Eide, Jenison, Northup, & Mickelson, 2011, p. 392) What is the goal of this problem? Refer to lesson 2.1a. Check one option. (a). To find out how efficient the engine-generator is (b). To find the length of time the lamp will provide light from one gallon of gasoline (c). To find the potential energy of one gallon of gasoline (d). To find the length of time the lamp will provide light from one litre of gasoline

(b). To find the length of time the lamp will provide light from one gallon of gasoline

(a). To find out how efficient the engine-generator is

(c). To find the potential energy of one gallon of gasoline

(d). To find the length of time the lamp will provide light from one litre of gasoline

2.2.5.3, Consider the following problem from a Landscape Architecture course: "A local government has put out a tender for a park design in the middle of a newly-residential area. They have plotted out an area of 2 hectares in a rough polygon shape. The area is relatively flat, but is surrounded by ten-story apartment buildings on three sides, a busy road to the north and a small side-street on the last side towards the east. The local population is a mix of young families, local university students and young professionals and is very multicultural. The brief for the park indicates that it should "embody the community spirit" and "encourage a fit and healthy lifestyle". Develop a proposal that answers the brief and is both sustainable and ecological." What is the goal this problem? Refer to lesson 2.1a Check one option. (a). A proposal that embodies the community spirit and encourages a fit and healthy lifestyle (b). A proposal that is sustainable and ecological (c). A proposal that fits into the 2 hectare polygon (d). Both a. and b. (e). Both b. and c. (f). a., b. and c.

(a). A proposal that embodies the community spirit and encourages a fit and healthy lifestyle

(b). A proposal that is sustainable and ecological

(c). A proposal that fits into the 2 hectare polygon

2.2.5.5, Consider the following problem from a university course: "List the causes and the signs and symptoms of labyrinthitis (an inner ear infection)." In answering this descriptive task, which of the following would you be expected to do: Refer to lessons 2.2a and 2.3a Check one option (a). Explain the causes of labyrinthitis and the reasons why this results in particular signs and symptoms. (b). Work through a case study of a patient with labyrinthitis, explaining the specific causes in their case and the signs and symptoms they exhibited. (c). List the signs and symptoms of labyrinthitis. For example, vertigo is a symptom. (d). List the causes of labyrinthitis. For example, suggest that the common cold or flu is often thought to be a cause, but the exact cause is unknown. (e). Both (c). and (d). (f). Both (a). and (c).

(a). Explain the causes of labyrinthitis and the reasons why this results in particular signs and symptoms.

(b). Work through a case study of a patient with labyrinthitis, explaining the specific causes in their case and the signs and symptoms they exhibited.

(c). List the signs and symptoms of labyrinthitis. For example, vertigo is a symptom.

(d). List the causes of labyrinthitis. For example, suggest that the common cold or flu is often thought to be a cause, but the exact cause is unknown.

2.2.5.6, Consider the following problem from a university course: "Shakespeare's legacy to successive generations is his firm faith in human potential." (Bell Shakespeare Company, 2016). Discuss with reference to Hamlet. In answering this analytical task, which of the following would you be expected to do? Refer to lessons 2.2a and 2.3a. Check three options. 1. Summarize the plot of Hamlet. 2. List all of Shakespeare's works. 3. Provide evidence for or against Shakespeare's "firm faith in human potential" in other plays. 4. Provide evidence for or against Shakespeare's "firm faith in human potential" in Hamlet. 5. State whether you agree or disagree with the quote.

3. Provide evidence for or against Shakespeare's "firm faith in human potential" in other plays.

4. Provide evidence for or against Shakespeare's "firm faith in human potential" in Hamlet.

5. State whether you agree or disagree with the quote.

1. Summarize the plot of Hamlet.

2. List all of Shakespeare's works.

2.2.5.7, Consider this problem from a Landscape Architecture course: "A local government has put out a tender for a park design in the middle of a newly-residential area. They have plotted out an area of 2 hectares in a rough polygon shape. The area is relatively flat, but is surrounded by ten-story apartment buildings on three sides, a busy road to the north and a small side-street on the last side towards the east. The local population is a mix of young families, local university students and young professionals and is very multi-cultural. The brief for the park indicates that it should "embody the community spirit" and "encourage a fit and healthy lifestyle". Develop a proposal that answers the brief and is both sustainable and ecological." Which of the following must be included in your proposal? Refer to lessons 2.2a, 2.3a and 2.3b. Check three options. 1. A list of all of all the different cultures in the surrounding community 2. Reference to different theories 3. Local community opinions on sustainability 4. Reference to research on sustainable and ecological park development 5. Your own ideas

2. Reference to different theories

4. Reference to research on sustainable and ecological park development

1. A list of all of all the different cultures in the surrounding community

3. Local community opinions on sustainability

2.2.5.8, Consider the following problem from a university course: "In 2006, Mt Red High School, a public school in Sydney's inner-west, ranked 1st in NSW for HSC Physics and Biology. Since 2013, however, there has been a sharp decline in Physics scores and this year only 3 students signed up for the course. A study was done that indicates students are losing interest in Science during year 9. Design a curriculum outline with the aim of increasing interest in Science. Your curriculum outline should include the sequence of units, descriptions of each unit, and all assessments for the course." In solving this problem, how many different solutions would you give? Refer to lessons 2.3b, 2.4a and 2.4b. Check one option. (a). More than 30 different solutions: It is a big problem, so you need to consider lots and lots of different strategies. (b). One strategy: You need to be focused and specific when you are completing a university assignment, so one solution is all you have time for. (c). 3 - 4 different solutions: You need to try a few to see what works best, and then present a few different options in your answer.

(c). 3 - 4 different solutions: You need to try a few to see what works best, and then present a few different options in your answer.

(a). More than 30 different solutions: It is a big problem, so you need to consider lots and lots of different strategies.

(b). One strategy: You need to be focused and specific when you are completing a university assignment, so one solution is all you have time for.

2.3.1.1, Look at the following problem from a university course. "Using Merleau Ponty's theory of phenomenology and the process of 'becoming an expert', how long would it take for the average person to learn to ride a horse from scratch? (Post your answer on the discussion board - 200 words)" What are the key terms you would need to define in order to answer this question adequately? Check six options. 1. Merleau Ponty 2. The average person 3. Merleau Ponty's theory of phenomenology 4. The process of 'becoming an expert' 5. Ride a horse. 6. Doing something from scratch. 7. Time 8. Person 9. Expert

3. Merleau Ponty's theory of phenomenology

4. The process of 'becoming an expert'

6. Doing something from scratch. 9. Expert

2.3.1.2, Using the same question as above, "Using Merleau Ponty's theory of phenomenology and the process of 'becoming an expert', how long would it take for the average person to learn to ride a horse from scratch? (Post your answer on the discussion board - 200 words)" What unit would your answer be in? Check one option (a). Time (e.g. days, weeks, months, lessons etc.) (b). Distance (e.g. kilometers or miles) (c). Written essay

(a). Time (e.g. days, weeks, months, lessons etc.)

(b). Distance (e.g. kilometers or miles)

2.3.1.3, Using the same question as above, "Using Merleau Ponty's theory of phenomenology and the process of 'becoming an expert', how long would it take for the average person to learn to ride a horse from scratch? (Post your answer on the discussion board - 200 words)" Is the following sufficient to answer the real problem posed in the question? "After riding for 25km over the period of a week, the average person would be able to ride by themselves." Check one option. (a). Yes. The answer is short, but answers the question of "how long would it take". (b). No. The answer doesn't define what was meant by "the average person". (c). No. The answer doesn't define key terms and it doesn't use Merleau Ponty's theory of phenomenology or the process of becoming an expert.

(c). No. The answer doesn't define key terms and it doesn't use Merleau Ponty's theory of phenomenology or the process of becoming an expert.

(a). Yes. The answer is short, but answers the question of "how long would it take".

(b). No. The answer doesn't define what was meant by "the average person".

2.3.2.1, Consider the following problem from a university Physics course: "British R.A.F. Sergeant Nicholas Stephen Alkemade fell around 5.5km from a burning airplane during World War 2 without a parachute. He fell through pine trees and landed in fresh snow, but survived. Explain how this is possible, assuming a person can withstand 15, 000 Newtons over 5 seconds and survive*." *Please do not test this at home, this number is not accurate! In answering this question, what would you do after you have defined and think you understand the question? Check one option. (a). Explain that it is possible if and only if the depth of snow was greater than 20m and its density was less than 600kg/m3. (b). Write down all the things you know that might relate: for example, acceleration due to gravity is 9.8m/s2; fresh snow is soft; trees branches would help break the fall; air resistance would slow you down; human flesh and bone can withstand certain amounts of force before they are damaged. (c). Write down all the things you know related to how it happened: for example, he was British and survived, therefore he probably landed in England; the Germans most likely shot down the plane.

(b). Write down all the things you know that might relate: for example, acceleration due to gravity is 9.8m/s2; fresh snow is soft; trees branches would help break the fall; air resistance would slow you down; human flesh and bone can withstand certain amounts of force before they are damaged.

(a). Explain that it is possible if and only if the depth of snow was greater than 20m and its density was less than 600kg/m3.

(c). Write down all the things you know related to how it happened: for example, he was British and survived, therefore he probably landed in England; the Germans most likely shot down the plane.

2.3.2.2, What is a brainstorm? Check one option. (a). A brainstorm is a type of headache that students typically get when they have been staring at a computer for too long. (b). A brainstorm is where you write down absolutely everything you know about a topic on a piece of paper. (c). A brainstorm is where you are selective about what you write down on a piece of paper, ensuring that everything is relevant and connected.

(b). A brainstorm is where you write down absolutely everything you know about a topic on a piece of paper.

a). A brainstorm is a type of headache that students typically get when they have been staring at a computer for too long.

(c). A brainstorm is where you are selective about what you write down on a piece of paper, ensuring that everything is relevant and connected.

2.3.2.3, What is a mind map? Check one option. (a). A mind map is where you write down absolutely everything you know about a topic on a piece of paper, and then draw connecting lines between some of the information. (b). A mind map is where you write down key points on a piece of paper and draw lines between the main ideas. (c). A mind map is where you write down key points on a piece of paper, draw lines between the main ideas showing how they connect to each other and the topic, and then write down evidence or extra information coming off each of the points.

(c). A mind map is where you write down key points on a piece of paper, draw lines between the main ideas showing how they connect to each other and the topic, and then write down evidence or extra information coming off each of the points.

(a). A mind map is where you write down absolutely everything you know about a topic on a piece of paper, and then draw connecting lines between some of the information.

(b). A mind map is where you write down key points on a piece of paper and draw lines between the main ideas.

2.3.3.1, According to the lecture, how will you gain the specialized knowledge required to solve the problems in a course? Check one option. (a). By reading and memorizing the textbook and course notes (b). By attending the lectures and tutorials (c). You already have it in prior knowledge, for example from prerequisite courses or assumed knowledge from high school. (d). You need to do extra research. (e). All of the above.

(a). By reading and memorizing the textbook and course notes

(b). By attending the lectures and tutorials

(c). You already have it in prior knowledge, for example from prerequisite courses or assumed knowledge from high school.

(d). You need to do extra research.

2.3.3.2, Consider the following question from a university course: "A construction company has recently seen a significant increase in accidents on worksites. Workers are angry about the accidents and are threatening strikes, and management are worried about their employees' safety and loss of productivity. What solutions would you suggest to help reduce the number of accidents?" Imagine that you have to write an essay-style response to this question. What kind of specialised knowledge might be helpful? Check three options. 1. The history of strikes and any sociological or economic theories on the causes of strikes. 2. Other construction companies' Workplace Health & Safety guidelines 3. Published research articles from a journal called Journal of Safety Research 4. Theories from Sociology, Psychology or Human Resources that relate to accident prevention. 5. Management theories that relate to increasing motivation and productivity in employees.

2. Other construction companies' Workplace Health & Safety guidelines

3. Published research articles from a journal called Journal of Safety Research

4. Theories from Sociology, Psychology or Human Resources that relate to accident prevention.

1. The history of strikes and any sociological or economic theories on the causes of strikes.

5. Management theories that relate to increasing motivation and productivity in employees.

2.3.3.3, Consider the following question: "A car weighing 920kg and travelling at 80km/hr drives directly into a brick wall. What is the force of the car hitting the wall?" Which of the following formulas would be most appropriate to use in this situation? (a). Force = Mass (kg) x Acceleration (m/s) (b). Energy = Mass x C2, where c = the speed of light (c). (d). Momentum = mass x velocity

(a). Force = Mass (kg) x Acceleration (m/s)

(b). Energy = Mass x C2, where c = the speed of light

(d). Momentum = mass x velocity

2.3.4.1, Consider the following problem: "You have just been hired as the new CEO of a major multi-national company. A company-wide survey has revealed that there is high absenteeism, low productivity and that 31% of employees are bored or otherwise unsatisfied with their work. Additionally, 13% are seriously considering offers from rival companies. The company is losing money, and work that should take a few days is taking weeks to complete. What are some leadership measures that you could put in place to help improve workplace productivity and morale?" Which of the following case studies could you choose to use? Check all that apply 1. A case study of a small, local business with high morale, high productivity and strong employee and customer loyalty 2. A case study of a major multi-national company with high morale, high productivity and strong employee and customer loyalty 3. A case study of how the CEO of a large company changed workplace culture from a similar state and increased her employee's work-life balance and work satisfaction. 4. A case study of how a principle in a large international high school with high absenteeism, low marks and low school-pride managed to change the school culture, increasing the students' school-pride and satisfaction.

1. A case study of a small, local business with high morale, high productivity and strong employee and customer loyalty

2. A case study of a major multi-national company with high morale, high productivity and strong employee and customer loyalty

3. A case study of how the CEO of a large company changed workplace culture from a similar state and increased her employee's work-life balance and work satisfaction.

4. A case study of how a principle in a large international high school with high absenteeism, low marks and low school-pride managed to change the school culture, increasing the students' school-pride and satisfaction.

2.3.4.2, How can using 'negative cases' or 'deviant cases' (cases that don't fit existing or initial theories about a subject) help us to solve problems? Check two options. 1. Hearing about deviant cases can provide an interesting narrative for people reading your essay on a subject. 2. You can use them to test initial hunches about something. 3. You can produce more nuanced and refined ideas and solutions. 4. Because knowing what the negative and deviant cases are will point out what the positive cases are, and you can use them to solve the problem.

2. You can use them to test initial hunches about something.

3. You can produce more nuanced and refined ideas and solutions.

1. Hearing about deviant cases can provide an interesting narrative for people reading your essay on a subject.

4. Because knowing what the negative and deviant cases are will point out what the positive cases are, and you can use them to solve the problem.

2.3.4.3, Consider the following problem "Children who live in an inner city suburb are presenting at a local health clinic with higher than average levels of obesity. Address some of the possible causes for this, and suggest some programs to address the problem." After some initial research you believe that there are two main factors related to childhood obesity in this area: parental influence and lower socio-economic background. If you were to research this further, which of the following would count as negative or deviant cases? Check two options. 1. Parents from a lower socio-economic background who are overweight. 2. A child from a lower socio-economic background who is overweight, and who comes from a family where all of the family members are overweight or obese. 3. A child from a lower socio-economic group who is not overweight, and who comes from a family where all of the family members are overweight or obese. 4. A child from a lower socio-economic group who is overweight and whose parents are at a healthy weight.

3. A child from a lower socio-economic group who is not overweight, and who comes from a family where all of the family members are overweight or obese.

4. A child from a lower socio-economic group who is overweight and whose parents are at a healthy weight.

1. Parents from a lower socio-economic background who are overweight.

2. A child from a lower socio-economic background who is overweight, and who comes from a family where all of the family members are overweight or obese.

2.3.5.1, Consider the following task from a university course: "Shakespeare's legacy to successive generations is his firm faith in human potential." (Bell Shakespeare Company, 2016). Discuss with reference to Hamlet. What are the key terms you would need to define in order to answer this analytical task adequately? Refer to lesson 3.1a. Check 3 options. 1. Shakespeare's legacy 2. Human potential 3. What the play Hamlet teaches or tries to teach us 4. What Shakespeare thinks of human potential 5. Successive generations

3. What the play Hamlet teaches or tries to teach us4. What Shakespeare thinks of human potential

4. What Shakespeare thinks of human potential

2.3.5.4, Consider the following problem: "The building manager for a brand new apartment building in the center of the city has been receiving complaints about how slow the elevators are. As the building is still under construction, the problem is the worst at peak hour when the workers use the lifts to bring their tools and materials up to the top floors, however he still gets a lot of complaints at other times. The building manager decides to hire a work crew to come in and try and speed up the elevators, but unfortunately they tell him it isn't possible. The construction won't be finished for another few months, so he needs to figure out how to get the elevators to work faster. It is starting to stress him out and the residents are getting more annoyed. On the day that the construction crew bring in the mirrors for the apartments on level 11, he notices that he receives no complaints. The complaints start up again the next day, but oddly when the mirrors are delivered for level 12 there are no complaints either. The manager suddenly realizes how he can reduce the number of complaints and installs mirrors next to the elevators on each floor. He also installs mirrors in each of the elevators and now only receives only one complaint a month." Adapted from Fogler & LeBlanc, 2011 What was the real problem? Refer to lesson 3.1a and 3.1b. Check one option. (a). The residents were bored waiting for the elevators. (b). The residents were annoyed at not having mirrors in their apartments. (c). The elevators were slow. (d). The residents didn't like the workers using their elevators.

(a). The residents were bored waiting for the elevators.

(b). The residents were annoyed at not having mirrors in their apartments.

(d). The residents didn't like the workers using their elevators.

2.3.5.5, Consider the following problem from a Landscape Architecture course: "A local government has put out a tender for a park design in the middle of a newly-residential area. They have plotted out an area of 2 hectares in a rough polygon shape. The area is relatively flat, but is surrounded by ten-story apartment buildings on three sides, a busy road to the north and a small side-street on the last side towards the east. The local population is a mix of young families, local university students and young professionals and is very multi-cultural. The brief for the park indicates that it should "embody the community spirit" and "encourage a fit and healthy lifestyle". Develop a proposal that answers the brief and is both sustainable and ecological." When developing a brainstorm or mind-map, what would be some of the key points that you should start with? Refer to lesson 3.2a, 3.2b and 3.2c. Check one option. (a). Community spirit; Fit and Healthy Lifestyle; Sustainable; Ecological (b). Young professionals; University students; Young families (d). Newly residential; apartment living; busy road; multi-cultural (e). All of the above

(d). Newly residential; apartment living; busy road; multi-cultural

(a). Community spirit; Fit and Healthy Lifestyle; Sustainable; Ecological

(b). Young professionals; University students; Young families

SSL101c_2

Authored by Kieu Dinh Hung

Education

University

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MULTIPLE CHOICE QUESTION

1 min • 1 pt

2.1.2.1, What is problem-solving?
Check one option.
(a). Working with numbers.
(b). The process of figuring out the answer(s) or solution(s) to a question, issue or difficulty.
(c). Being highly critical of academic work.

(a). Working with numbers.

(b). The process of figuring out the answer(s) or solution(s) to a question, issue or difficult

(c). Being highly critical of academic work.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

2.1.2.2, What is academic culture?
Check one option.
(a). clothes and other paraphernalia with the university's logo printed on them
(b). the types of food available on campus
(c). the beliefs, principles and approaches to study, work and life that a university upholds

(a). clothes and other paraphernalia with the university's logo printed on them

(b). the types of food available on campus

(c). the beliefs, principles and approaches to study, work and life that a university upholds

MULTIPLE SELECT QUESTION

1 min • 1 pt

2.1.2.3, What is the purpose of problem-solving tasks at university?
Check two options.
1. Lecturers give students difficult problems they can't figure out for themselves.
2. Problem solving tasks are given so that students can become familiar with certain problem types.
3. Problem solving tasks are given so that students can demonstrate their knowledge of an area and their ability to synthesize information, make arguments and make judgements.
4. Lecturers give problem solving tasks to keep students entertained in otherwise boring classes.

1. Lecturers give students difficult problems they can't figure out for themselves.

2. Problem solving tasks are given so that students can become familiar with certain problem types.

3. Problem solving tasks are given so that students can demonstrate their knowledge of an area and their ability to synthesize information, make arguments and make judgements.

4. Lecturers give problem solving tasks to keep students entertained in otherwise boring classes.

MULTIPLE SELECT QUESTION

1 min • 1 pt

2.1.3.1, What should students do before they start university?
Check three options.
1. Ask themselves where their passion meets the world's greatest needs.
2. Ask themselves if their degree is important.
4. Do their research and choose courses they find interesting.
5. Get to know the university campus in person or online.
6. Do no research and leave everything up to fate.

1. Ask themselves where their passion meets the world's greatest needs.

2. Ask themselves if their degree is important.

4. Do their research and choose courses they find interestin

5. Get to know the university campus in person or online.

6. Do no research and leave everything up to fate.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

2.1.3.2, Why is it important to look after your own learning at university?
Check one option.
(a). You won't have the same direction or support from your teachers as you did in high school.
(b). Your lecturers don't care about you.

(a). You won't have the same direction or support from your teachers as you did in high school.

(b). Your lecturers don't care about you.

MULTIPLE SELECT QUESTION

1 min • 1 pt

2.1.3.3, What can you do to make the most of your time at university?
Check three options.
1. Try a lot of different things.
2. Spend all of your time studying and learning the material.
3. Volunteer.
4. Overload on courses so that you can study a lot of different subjects.
5. Get to know your professors and create good network.

1. Try a lot of different things.

2. Spend all of your time studying and learning the material.

3. Volunteer.

4. Overload on courses so that you can study a lot of different subjects.

5. Get to know your professors and create good network.

MULTIPLE CHOICE QUESTION

1 min • 1 pt

2.1.4.1, What is academic integrity?
Choose one option.
(a). Understanding academic culture in its entirety, without dividing it into different parts.
(b). Behaving ethically and responsibly at university.
(c). Not cheating in exams.

(a). Understanding academic culture in its entirety, without dividing it into different parts.

(b). Behaving ethically and responsibly at university.

(c). Not cheating in exams.

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SSL101c_2

2.1.2.1, What is problem-solving?Check one option.(a). Working with numbers.(b). The process of figuring out the answer(s) or solution(s) to a question, issue or difficulty.(c). Being highly critical of academic work.

2.1.2.2, What is academic culture?Check one option.(a). clothes and other paraphernalia with the university's logo printed on them(b). the types of food available on campus(c). the beliefs, principles and approaches to study, work and life that a university upholds

2.1.3.2, Why is it important to look after your own learning at university?Check one option.(a). You won't have the same direction or support from your teachers as you did in high school.(b). Your lecturers don't care about you.

2.1.4.1, What is academic integrity?Choose one option.(a). Understanding academic culture in its entirety, without dividing it into different parts.(b). Behaving ethically and responsibly at university.(c). Not cheating in exams.

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2.1.2.1, What is problem-solving?
Check one option.
(a). Working with numbers.
(b). The process of figuring out the answer(s) or solution(s) to a question, issue or difficulty.
(c). Being highly critical of academic work.

2.1.2.2, What is academic culture?
Check one option.
(a). clothes and other paraphernalia with the university's logo printed on them
(b). the types of food available on campus
(c). the beliefs, principles and approaches to study, work and life that a university upholds

2.1.3.2, Why is it important to look after your own learning at university?
Check one option.
(a). You won't have the same direction or support from your teachers as you did in high school.
(b). Your lecturers don't care about you.

2.1.4.1, What is academic integrity?
Choose one option.
(a). Understanding academic culture in its entirety, without dividing it into different parts.
(b). Behaving ethically and responsibly at university.
(c). Not cheating in exams.