Pala Gan folktale || A feast for Soul

Pala Gaan folktale. 

Pala gan are religious melodies and deity stories. Krishnakamal Goswami's Divyonmad and Govinda Adhikari's Muktalatavali are famous pala gan. Daily tales are called dibapala, and night stories are called nishapala in mangalkavya, or epics about deities. Pala gan are pat. Pala gan often draw from puranas and folktales.

Palakirtan is Sri Krishna and Sri Chaitanya-based gan. Man, Mathur, Naukavilas, Kaliyadaman, and Nimaisannyas are famous Purana palakirtans. Chandravati, Mahuya, Maluya, Kamala, Dewan Madina, Dewan Bhabna, Rupavati, Dasyu Kenaramer Pala, and Bheluya are folktale-based pala gans. Pala gans extol Sri Chaitanya in their introductions and prologues. A short literary story is followed by philosophical discussions, shloka, and music. Pala gan A choir supports the bayati, the pala gan's primary vocalist. The story is told via conversation. Choristers may help the bayati play various personalities. When costumed figures enter on stage, palas become jatras. Old jatra pala includes Taranisenvadh, Jayadhrathavadh, Ramjatra, and Krsvajatra. Popular pala gan tales were influenced by the Ramayana and Mahabharata. Chaitanya, Vidyasundar, Chandi, and Bhasan jatras remain popular.

Pala gans have evolved in shape and topic with time and taste. In Maifal Rajar Pala, Jamal Badshar Pala, and Rajvidyar Pala, social and personal events have supplanted Purana mythology. Famous fairy tales like Rupvan have been turned into pala gan. Many Mymensingh pala gan ballads are based on true occurrences. These dialect and folk rhythm pala gan include charming descriptions and genuine character depictions. Mansur Bayati (Dewana Madina), Fakir Faizu (Chhurat Jamal and Adhuya Sundari), Dvija Kanai, Chandravati, Dvija Ishan, and Sulagain are prominent composers. Their palapas depict their civilization in depth. Dinesh Chandra Sen gathered many pala gan for Calcutta University's Maimansingha and Purbabanga-Gitika.

 

4000AFE CW Brief

4000AFE – Introduction to Economics ||Coursework 1 Assignment Brief

Assignment Title: Micro-Economics Coursework

Submission Date and Time: See Aula Page

Expected Return of Feedback and Marked Work: 14 days from submission

Assignment Weighting: 25% (5 credits)

Word Count: 1500 words

View guidance on word limits for written assignments here

Learning Outcomes Assessed by this Assignment:

Assignment Guidelines:

Writing Guidelines

• •    Answer the individual parts of the assignment clearly labelling your answer.
• •    Make sure that you do not include hand-drawn graphs in your work
• •    Use the “Anonymous Coversheet”
• •    Your name [should/should not - delete as required] appear on the script.
• •    Your student number should be included on every page.
• •    Use font Arial or Times New Roman, size 12
• •    1.5 line spacing
• •    The page orientation should be ‘portrait’
• •    Margins on both sides of the page should be no less than 2.5 cm 
•       Pages should be numbered

The Apple iPhone and Bluetooth Headphones

In 2016, Apple launched the latest version of its iPhone, the iPhone 7. Unlike previous versions, this new phone came without a socket for headphones. Needless to say, Apple had a solution for this with its AirPods product, a pair of wireless earphones which ‘instantly turn on and connect to your iPhone, Apple Watch, iPad, or Mac’, and ‘automatically plays as soon as you put them in your ears and pauses when you take them out’. The AirPods work through a Bluetooth connection. For people who had previously listened to their audio with wired headphones, the new iPhone meant that they either had to buy new headphones which would connect with their new iPhone or choose another type of phone which retained the headphone socket. Can economics and the market model offer a prediction of what would happen in this market? After all, the smartphone market is not at all reflective of the competitive market model; there are only a few large suppliers of smartphones, products are differentiated in various ways (for example, through operating system), and producers are price-setters, not price-takers. There are millions of small consumers who are effectively price-takers, however, and maybe smartphones are more homogenous than might be thought. The market model might look at the innovation by Apple and consider what the impact would be on substitutes and complements to the product. In particular, the removal of the headphone socket might prompt a change in the market for Bluetooth headphones. The market model might suggest, given Apple’s popularity, that manufacturers of headphones would seek to exploit technology to focus production more on Bluetooth headphones. Competitors to Apple might also abandon headphone sockets and go down the Bluetooth route with their new models. This would imply a shift in the demand curve for Bluetooth headsets with prices in the short run rising. Rising prices would encourage more producers to switch to producing Bluetooth headsets and the supply of Bluetooth headsets to increase. It might well be the case that the price elasticity of supply for Bluetooth headsets is relatively elastic. Equally, our model might also predict a fall in demand for wired headphones as more Bluetooth devices become available. Prices would begin to fall for these headsets and suppliers would gradually abandon production as they became less popular. © Cengage

Critical Thinking Questions

1.       The article suggests several predictions about the market for headphones as a result of Apple’s decision with its iPhone 7. Use the market model to sketch what might happen to the market for wired headphones and the market for Bluetooth headphones. In sketching your graphs, try to take into account the price elasticity of demand and supply as this might affect the outcome of your analysis and predictions.

2.       Any model and theory has to be subject to empirical rigour. Do some research around the price and sales of wired and Bluetooth headphones to see if there is any evidence to support the predictions made by your analysis in Question 1. Does the evidence give weight to the market model or not? Explain.

3.       What is the relationship between Bluetooth headphones and smartphones which do not have headphone sockets? What effect has this relationship on the price elasticity of demand, income elasticity of demand and cross-price elasticity of demand for wired and Bluetooth headphones?

4.       What would you suggest was the price elasticity of supply for manufacturers of Bluetooth headphones? In thinking about your answer, take into consideration the fact that existing producers of wired headphones will probably also be the manufacturers of Bluetooth headphones. What would the price elasticity of supply depend upon?

5.       How closely do you think the market for wired and Bluetooth headphones matches the assumptions of the competitive market model? In your answer, ensure that you justify your judgements and give your reasoning. 

 

END OF THE ASSIGNMENT

BMSW-4008 || Digital Skills for Personal professional Growth

Last Minute Assignments - BD

# 
APPENDIX GA36a

 

Last Minute Assignments - BD

LEVEL 4 ASSESSMENT SPECIFICATION
Student name:		Student ID number:
Programme:	Employability Skills
Module:	Digital Skills for Personal and Professional Growth
Module code:	BMSW4008	Contribution to Overall Module Assessment (%):	100%
Lecturer:	Christian Felices	Internal Verifier:	Laura James
Assignment Title:	Evidence of Learning (E-Portfolio)	Word count (or equivalent):	3000
Submission deadline:	8th December 2023 at 15:00	Return date of provisional marks & written feedback:	4th January 2024 at 15:00
Submission method:	All written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students’ submissions.) Alternative submission method (if applicable):  Late submission of the assessment will result in a late penalty mark.  Penalties for late submission: Up to one week late, maximum mark of 40%.  Over one week late, 0%.  Only the Extenuating Circumstances Panel may approve a change to submission dates.
Academic honesty / referencing:	Academic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment.
Module Learning Outcomes  (from module syllabus)
Upon the successful completion of this module, the student should be able to:   Evaluate the appropriate use of contemporary technologies to improve workplace efficiency and employability; Demonstrate an understanding of using digital technology to enhance a personal brand capability  Develop digital competency for task and project management; Develop competence in workplace data-handling and analysis

 

TASK DESCRIPTION
	Produce a single e-portfolio document that address the following four task descriptors:
1.	Produce an about me section suitable for a LinkedIn profile.    For the purpose of this task, you are required to explore, what makes a good LinkedIn profile in order to start building your professional network.    Within your e-portfolio, you are to write an “about me” section suitable for building your personal and professional network. The section should total around 2,600 characters, as per the LinkedIn limit.   No references are required for this task.
2.	Write 750w on the importance of storytelling.   For this task, you are required to write 750 words explaining the importance of storytelling to build and promote a brand.   Within this task, there are essential elements that MUST be covered: Definition of storytelling from a personal, or business brand building perspective. Explore an example and identify how the storytelling connects an audience to the brand.   For this task you are required to include a minimum of five references.
3.	Write 500w questionnaire analysis.    For this task, you are required to create a questionnaire using Google forms or Microsoft forms. The questions posed will be for the purpose of market research for your business plan in module managing enterprise in the 21st century. You must include a minimum of 10 questions. The questionnaire will be distributed to other students on your course to complete.   You will then be required to analyse the data obtained from the questionnaire in order to identify trends and patterns in the data that you can utilize to target our business idea. For this written task, you will pick 3-4 of the most valuable questions to analyse.   For this task you will: Create a questionnaire using Google Forms or Microsoft Forms consisting of at least 10 questions. Distribute the questionnaire to the student group to complete. Write an analysis of the 3-4 most valuable questions and identify how the findings can impact/influence your business idea. Within the analysis, include snippets/screenshots of the questionnaire graphs   For this task, you are required to include a minimum of five references.
4.	Write 750w on the design of the website and marketing materials   For this task, you are required to design a two-page website, and marketing materials which will be used to promote your business idea from Managing Enterprise in the 21st Century, and write a 1000w summary on how the questionnaire data informed their creation. To successfully complete this task, you will:   Use the questionnaire analysis to inform your website and marketing materials Use ChatGPT to help create your content based upon the questionnaire analysis. Use Weebly to Create the website, and CANVA for the marketing materials   Once you have created the required elements, your 750w within your e-portfolio document will be to explain how the questionnaire data was used to create the materials, paying particular attention to the following areas:   Segmentation SEO AI prompts   Within your e-portfolio submission you must also include:   Login details for your website Screenshots of the webpages Images of the marketing materials   For this task you are required to include a minimum of seven references.
5.	E-Portfolio Submission: You should submit all parts of the portfolio in one document that includes a title and contents page along with a list of references for all elements. If it is not possible to incorporate the work into a document, then links to the materials should be inserted.

GUIDANCE FOR Students IN THE COMPLETION OF TASKS

 

NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.

 

1. Engagement with Literature Skills

Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set.    You should provide evidence that you have accessed an appropriate range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites.  You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly.   Any sources you use should be current and up-to-date, mostly published within the last five years or so, though seminal/important works in the field may be older.  You must provide evidence of your research/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list at the end of your work. 

 

Guidance specific to this assessment: Your portfolio should include reference to at least 10 such sources and the referencing standard for you course applied throughout.

 

 

2. Knowledge and Understanding Skills

At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study.  Knowledge relates to the facts, information and skills you have acquired through your learning.  You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set.  You should be able to explain the theories, concepts, etc. to show your understanding.  Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding. 

 

Guidance specific to this assessment: You should refer to learning from the relevant units in the module. Your response to the tasks should demonstrate knowledge of relevant concepts, theories and models, and demonstrate the skills you have developed over the course of the module such as paraphrasing, synthesis, referencing and digital skills.

 

 

3. Cognitive and Intellectual Skills

You should be able to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of your subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical thinking. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information.  This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? You should provide justification for your arguments and judgements using evidence that you have reflected upon the ideas of others within the subject area and that you are able to make sound judgements and arguments using data and concepts.  Where relevant, alternative solutions and recommendations may be proposed.

 

Guidance specific to this assessment: You need to demonstrate the capacity to pause and reflect on key concepts, to balance different perspectives and weigh-up the evidence.

 

 

4. Practical Skills

At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and interpret these within the context of your area of study. You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations and/or a particular context.  How do they work in practice?  You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts.  This is likely to involve, for instance, the use of real world artefacts, examples and cases, the application of a model within an organisation and/or benchmarking one theory or organisation against others based on stated criteria.  

 

Guidance specific to this assessment: You should demonstrate you are able to apply the knowledge gained in the course of the module to the assessment task.

 

 

5. Transferable Skills for Life and Professional Practice

Your work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.  This includes demonstrating that you can communicate the results of your study/work accurately and reliably, and with structured and coherent arguments; that you can initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation and organisation.

 

Guidance specific to this assessment: You are expected to use UK English and the full range of transferable skills which are introduced and expanded upon across the Units associated with the Graduate Attribute Module.

 

 

 

 

Student FEEDBACK FORM

 

This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.

 

Generic Assessment Criteria	Marks available	Marks  awarded
1. Engagement with Literature Skills .
	20
2. Knowledge and Understanding Skills
	20
3. Cognitive and Intellectual Skills
	20
4. Practical Application Skills
	20
5. Transferable Skills for Life and Professional Practice
	20

 

Assessment Mark (Assessment marks are subject to ratification at the Exam Board.  These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )	Late Submission Penalties (tick if appropriate)		%
	Up to 1 week late (40% Max)
	Over 1 week late (0%)

 

 

 

 

 

GENERIC ASSESSMENT CRITERIA

 

Level 4

In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed environment and will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

 

Level 4	FAIL	MARGINAL FAIL	SATISFACTORY (3rd / Pass)	GOOD (2.2 / Pass)	VERY GOOD (2.1 / Merit)	EXCELLENT (1st / Distinction)	EXCEPTIONAL (1st / Distinction)
Category	0-29%	30-39%	40-49%	50-59%	60-69%	70-84%	85-100%
Engagement with literature (including reading, referencing, academic conventions and academic honesty)	Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and non-authoritative. Referencing conventions used incoherently or largely absent.	Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing.	Engagement with a limited range of mostly relevant and credible sources but with some reliance on information gained through class contact. Some omissions and minor errors. Referencing conventions evident though not always applied accurately or consistently.	Engagement with an appropriate range of literature, including sources retrieved independently. Some over-reliance on texts rather than other sources. Referencing may show minor inaccuracies or inconsistencies.	Engagement with a wide range of literature, including sources retrieved independently. Selection of relevant and credible sources.  Generally sound referencing, with no/very few inaccuracies or inconsistencies.	Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing.	Exceptional engagement with an extensive range of relevant and credible literature. High-level referencing skills consistently applied.
Knowledge and understanding (Knowledge of the basic underlying concepts and principles of a subject.)	Major gaps in knowledge and understanding of the basic underlying concepts and principles of the subject matter. Inclusion of irrelevant material.  Substantial inaccuracies.	Gaps in knowledge of the basic underlying concepts and principles, with flawed or superficial understanding. Some significant inaccuracies and/or irrelevant material.	Limited knowledge and understanding of the basic underlying concepts and principles within the subject area. Some elements may be missing.	Knowledge of the basic underlying concepts and principles is accurate with a good understanding of the field of study but lacks depth and/or breadth.	Competent knowledge of the basic underlying concepts and principles.  Exhibits very good understanding.	Excellent knowledge and understanding of the basic underlying concepts and principles of the subject.	Exceptional, detailed knowledge and understanding of the basic underlying concepts and principles
Cognitive and intellectual skills  (Evaluate underlying concepts and principles of a subject and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements.)	Wholly or almost wholly descriptive work. Little or no evaluation of the underlying concepts and principles. Failure to develop arguments, leading to illogical or invalid judgements. Minimal or no use of evidence to back up views.	Largely descriptive work, with superficial evaluation of the underlying concepts and principles. Weak interpretation of data, flawed development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory.	Limited attempt at evaluation of the underlying concepts and principles, tending towards description. Can interpret qualitative and quantitative data but with some errors. Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency / mis-interpretation.	Good evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data, with minor errors. An emerging ability to use evidence to support the argument. Mostly valid arguments and logical judgements.	Sound evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately. Ability to devise arguments using evidence to make mostly appropriate and valid judgements.	Excellent evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately and with some insight. Excellent ability to devise arguments using evidence and make appropriate and valid judgements.	Exceptional evaluation of the underlying concepts and principles based evidence. Outstanding interpretation of qualitative and quantitative data. Exceptional ability to devise arguments using evidence and make wholly appropriate and valid judgements.
Practical skills (Different approaches to solving problems in particular contexts.)	Limited or no use of taught, basic methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. Very weak evidence of different approaches to problem-solving in particular contexts.	Rudimentary application of taught, basic methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application. Weak evidence of different approaches to problem-solving in particular contexts.	An adequate awareness and mostly appropriate application of basic methods, materials, tools and/or techniques. Basic appreciation of the context of the application.  Can identify problems in particular contexts and propose basic alternative approaches or solutions though there may be errors.	A good and appropriate application of basic methods, materials, tools and/or techniques. Clear appreciation of the context of the application.  Good evidence of different approaches to problem-solving in particular contexts and proposes mostly appropriate solutions.	A very good application of a range of basic methods, materials, tools and/or techniques. Very good consideration of the context of the application. Very good evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.	An advanced application of a range of taught, basic methods, materials, tools and/or techniques. The context of the application is well considered, and insightful. Excellent evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.	Exceptional levels of application and deployment skills in particular practical contexts. Outstanding identification of problems in particular contexts and formulation of wholly appropriate, thoughtful solutions / different approaches.
Transferable skills for life and professional practice (Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments; the qualities needed for employment requiring the exercise of some personal responsibility within a structured and managed environment.)	Work is poorly structured, disorganised, inaccurate and/or confusingly expressed. Very weak use of language and/or very inappropriate style. Failure to work effectively individual or as part of a group. Little or no evidence of the skills for employment requiring the exercise of some personal responsibility.	Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Flawed approach to individual or group work, meeting only partial obligations to others. Limited evidence of the skills for employment requiring the exercise of some personal responsibility.	Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence and/or accuracy in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities. Demonstrates the basic skills for employment requiring the exercise of some personal responsibility, with some areas of minor weakness.	Mostly coherent, organised and accurate work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates the skills for employment requiring the exercise of some personal responsibility, with some areas of strength and some of minor weakness.	Work is accurate, coherent, fluent, well-structured and organised.  Can work effectively independently and/or as part of a team, with very good contribution to group activities. Demonstrates very good skills for employment requiring the exercise of some personal responsibility, with just occasional minor weakness.	Work is coherent, very fluent and is presented professionally. Can work effectively independently and/or as part of a team, with an excellent contribution to group activities. Demonstrates excellent skills for employment requiring the exercise of some personal responsibility with an appetite for further development.	Work is accurate, exceptionally coherent, very fluent and presented well. Can work effectively independently and/or as part of a team, with an exceptional contribution to group activities. Demonstrates exceptional skills for employment requiring the exercise of some personal responsibility with an appetite for further development.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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