Time-Space Analysis.


For yourself and another person who differs from you in terms of lifecycle, life-level and lifestyle (for example, a parent) keep a daily diary for one week, of where you are and what you are doing for one hour increments throughout the day (you may find it useful to create a table of hours by day of week for this – see the attached example). From this you will draw two graphs (one for each of you) containing the seven life paths (one for each day), and compare the both of you. Compare your temporal and spatial patterns and assess your activities with respect to the differences between you and the second person in terms of the types of activities, which are discretionary and obligatory, your the time-space prisms, and the constraints on both of you, following the Chapter and/or PowerPoint on time-space. Associated with this topic, you will find example information below on the hourly activities of a person (PERSON A) for one week, the profile of that person, and a space-time graph with one of the days filled in. (see pp. 150 – 162). Make sure to include the charts and diaries for yourself and PERSON A in your submission. These can be included as an Appendix.

· Format: This assignment should be in format of a research paper (see below), double spaced and word processed in good English prose. It will be graded on the quality of the writing as well as the quality of the analysis. Number the pages.
· Introduction: Establish the topic and your research objective(s).
· Background: Discuss the concepts you will be using and any academic studies other people have done on your topic should there be any. You can use the textbook and the web but be wary of the biases of non-academic sources and make any bias clear in your write-up.
· Data and Methods: Explain what data you used and what you did with the data to achieve your objectives.
· Results and Discussion: Summarize the results of your analysis using words, tables, graphs, photos and/or maps and discuss your findings based on the concepts and expectations from the literature.
· Conclusion: End with a brief, final summary.
· References: All sources that you used for ideas, concepts, data, tables, diagrams, etc. including your own field observations should be referenced within your paper at the appropriate place using footnotes and included in a separate page of references at the end of your essay. Use any accepted academic reference style – I am not fussy.
· Length: 1200 – 1500 words, not including illustrations, references, appendices.

The value of grades in university was discussed in the first lecture and is in the first PowerPoint. REVIEW THIS SLIDE. The essay will be evaluated based on the following criteria and grades assigned according to The ABCs of University Grading PowerPoint slide.


Clear connections are made between the topic and the related concepts from your text and lectures.


Examples and sources are used effectively to buttress all arguments. Quoted material and ideas of others are well integrated into the discussion. All ideas flow logically and the arguments are reasonable and sound. University-level analysis and tone are used.


There is a solid introduction and conclusion. The paragraphs utilize topic sentences and paragraph transitions are smooth.


Sentence structure, grammar, spelling and punctuation are correctly used. First person is NOT used.


MARGINS are to be “Office Normal”: 2.54 cm all around, and the TYPEFACE should be in black 12 point Courier, CG Times or Calibri only. Do not get innovative with this. A whole essay in Italics or script or Magneto is extraordinarily tiresome to read.

LINE SPACING should be 1.5 only. PAGE NUMBERS should be on every page of text, bottom center.
HEADINGS/SUB-HEADINGS should be used to organize your paper, but do not get into sub-headings ad nauseum.

FIGURE/TABLE references should be stated as (Figure 1, Table 1 etc.) and put into the sentence where you first refer to the item. Do not write “see Figure so and so”.

AMOUNT, LEVEL, QUANTITY, and NUMBER: get them correct. People are not an amount, they are a number, milk is an amount – gallons of milk are a number. As a loose rule, if the object(s) to which you are referring come in discrete units they are a number or a quantity; otherwise they are an amount or level.

JARGON: Avoid it like the plague. I don’t care what the arguments are for it, it creates confusion and obfuscation and unnecessary complications for all who are not privy to it.

WHEREAS should not be used to start a sentence … unless you intend to finish it. This is a sentence. Whereas this is not. But joining the two with a comma would have worked (though the sentence wouldn’t make any sense!).

NEVER NEVER NEVER NEVER NEVER use the word “prove”. It is not possible to prove anything, only to disprove it. If you don’t believe this, then read Carl Popper and Thomas Kuhn on the matter.

ITS, IT’S & ITS’: This is one of the most common and annoying grammatical errors in student essays. It’s = it is; its = the possessive of the pronoun “it” – The dog wagged its tail; its’ = nothing at all in English.

ALOT & CAN NOT: These are two more of the most annoying and common grammatical errors, and they really annoy me. Alot is not a word, it is two very poor words “a lot”; use many, several, much. Can not is not two words it is one word “cannot”, the negative of “can”. INDEPTH is another of these “let’s make two words into one” aggravations – it is two words: “in depth”.

SEXIST, RACIST, or HOMOPHOBIC language is not condoned in society as a whole, at Ryerson, or in my classes.

Academic Integrity:
There are many different types of plagiarism, including:
• Copying and pasting material from a website.
• Making minor changes to an author’s words or style and then presenting the material as your own.
• Taking text from published authors, your friend’s paper, or work you’ve already submitted.
• Using a direct quotation but leaving out the quotation marks.
• Paraphrasing too closely to the original.
• Failing to cite sources or citing them incorrectly such that the work cannot be found.
• Working with another student on a project but failing to put both names on the final product.
• Having someone else re-write or heavily edit your paper”.

More explanations:
The followings are two attachments. The first one is just a brief example of what the charts and tables should look like and it is not my personal information.and the second attachment is the given lecture on this subject.


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