Author: admin

The University IS Team has for some time been concerned about the level of security of University Systems and has launched a number of

campaigns about such amongst students and staff. Besides these campaigns, there is also a wider concern about whether or not students are

aware of the vulnerability of some of the information stored on their mobile devices. The goal of this survey is therefore two-fold: to

find out students’ attitude to storing information and what measures they use to ensure their information is safe. Hence you are asked to

develop a questionnaire that can be sent round University of Edinburgh students to judge these aspects on behalf of the University’s IS

Team.

1) A general overview of both positive and negative attitudes about release of information within the University;

2) An estimate of the proportion of students who may have positive attitudes;

and negative

3) An exploration of the methods students use to secure their mobile devices.

The IS Team requires that the findings should be representative in general of the University students that might have been affected, and

comparisons can be made by

• gender;

• programme of study;

• countries/regions of permanent residence.

Task:

A. To write a Research Proposal Report for the University’s IS Team, which should outline the following:

1) The target population and relevant segments within it (10 points).

2) The sampling method you plan to use with the sampling frame (where appropriate) and details of how this sample will be selected (15

points).

3) Method(s) of data collection (i.e. questionnaire/focus groups/in-depth interviews) (10 points).

4) Method(s) of administration (i.e. postal, face-to-face, telephone, e-mail, etc) (10 points).

Each of the above should include the justification of your choices.

B. Questionnaire (40 points). If an adopted research design involves several data collection methods/instruments, only one questionnaire

should be included, but the remaining data collection instruments should be described in the report, with comments made regarding the

relationship between all data collection instruments used.

Continued …

1 The Report should be no longer than 1000 words (excluding the questionnaire). The Questionnaire provided should be no longer than 4

pages in length and should be contained within an appendix. Presentation of the questionnaire should be such that it could be used

immediately, i.e. professional presentation, question routing and response categories made clear etc., and care should be taken to ensure

that the content addresses all areas outlined in the research objectives. Additional 15 points will be given for presentation, credibility

(the extent the project is realistic) and logical cohesion (e.g., the suggested sampling method can be implemented with the proposed

method of administration).

The ELECTRONIC file of the project should be submitted via Turnitin on Learn by 2.00pm on Wednesday 1 st November 2017. Please see the

Procedures for Coursework Submission in the Coursework folder on Learn. The project is to be completed as an individual piece of work.

Please note the policy on plagiarism and the penalties for late submission, which are posted on Learn.

You DO NOT have to collect any information with your questionnaire. Only a Report and copy of the Questionnaire are required for the

assignment. However, you may want to pilot your questionnaire on a friend.

PLEASE DO NOT approach any organisations in connection with this piece of work. The exercise is fictitious. If you wish to discuss please

raise with those teaching on the course.

· Introduction – could be better … include proper references for each of the topics included;
· Lit review – the topics should be introduced broader including proper references for each of them;
· Research work – use more of the SPC tool we have discussed during our classes, use Fishbone to search for the causes;
· Discussion – has to be rewritten, as it is now is rather presentation and analysis of the results; you have to discuss your results in the light of other results found by other authors;
· Recommendations are missing Conclusion – short overview of the whole project.

Mark all new text in a different colour.
Deadline to send the revised version by email to me and to upload it to the Turnitin system is Tuesday, 6 pm.

Introduction
The introduction leads the reader from a general subject area to a particular field of research. It establishes the context and significance of the research being conducted by summarizing current understanding and background information about the topic, stating the purpose of the work in the form of the research problem supported by a hypothesis or a set of questions, briefly explaining the methodological approach used to examine the research problem, highlighting the potential outcomes your study can reveal, and outlining the remaining structure of the paper.
A well-written introduction is important because, quite simply, you never get a second chance to make a good first impression. The opening paragraphs of your paper will provide your readers with their initial impressions about the logic of your argument, your writing style, the overall quality of your research, and, ultimately, the validity of your findings and conclusions. A vague, disorganized, or error-filled introduction will create a negative impression, whereas, a concise, engaging, and well-written introduction will lead your readers to think highly of your analytical skills, your writing style, and your research approach.

Literature review:
A literature review surveys books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have explored while researching a particular topic and to demonstrate to your readers how your research fits within a larger field of study.
A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories.
A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:
• Give a new interpretation of old material or combine new with old interpretations,
• Trace the intellectual progression of the field, including major debates,
• Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
• Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.
The purpose of a literature review is to:
• Place each work in the context of its contribution to understanding the research problem being studied.
• Describe the relationship of each work to the others under consideration.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.
• Resolve conflicts amongst seemingly contradictory previous studies.
• Identify areas of prior scholarship to prevent duplication of effort.
• Point the way in fulfilling a need for additional research.
• Locate your own research within the context of existing literature [very important].

Discussion
The purpose of the discussion is to interpret and describe the significance of your findings in light of what was already known about the research problem being investigated, and to explain any new understanding or fresh insights about the problem after you’ve taken the findings into consideration. The discussion will always connect to the introduction by way of the research questions or hypotheses you posed and the literature you reviewed, but it does not simply repeat or rearrange the introduction; the discussion should always explain how your study has moved the reader’s understanding of the research problem forward from where you left them at the end of the introduction.
This section is often considered the most important part of your research paper because this is where you:
Most effectively demonstrates your ability as a researcher to think critically about an issue, to develop creative solutions to problems based upon a logical synthesis of the findings, and to formulate a deeper, more profound understanding of the research problem under investigation.
Present the underlying meaning of your research, note possible implications in other areas of study, and explore possible improvements that can be made in order to further develop the concerns of your research.
Highlight the importance of your study and how it may be able to contribute to and/or fill existing gaps in the field. If appropriate, the discussion section is also where you state how the findings from your study revealed new gaps in the literature that had not been previously exposed or adequately described.
Engage the reader in thinking critically about issues based upon an evidence-based interpretation of findings; it is not governed strictly by objective reporting of information.

Conclusions
The conclusion is intended to help the reader understand why your research should matter to them after they have finished reading the paper. A conclusion is not merely a summary of the main topics covered or a re-statement of your research problem but a synthesis of key points and, if applicable, where you recommend new areas for future research. For most essays, one well-developed paragraph is sufficient for a conclusion, although in some cases, a two or three paragraph conclusion may be required.
Importance of a Good Conclusion
A well-written conclusion provides you with important opportunities to demonstrate to the reader your overall understanding of the research problem. These include:
Presenting the last word on the issues you raised in your paper. Just as the introduction gives a first impression to your reader, the conclusion offers a chance to leave a lasting impression. Do this, for example, by highlighting key points in your analysis or results or by noting important or unexpected implications applied to practice.
Summarizing your thoughts and conveying the larger significance of your study. The conclusion is an opportunity to succinctly answer the “So What?” question by placing the study within the context of past research about the topic you’ve investigated.
Demonstrating the importance of your ideas. Don’t be shy. The conclusion offers you the opportunity to elaborate on the impact of your findings.
Introducing possible new or expanded ways of thinking about the research problem. This does not refer to introducing new information [which should be avoided], but to offer new insight and creative approaches for framing/contextualizing the research problem based on the results of your study.

Instructions:
Based on the content for week 4, we continue working on the case study ” NCRCC: Teeing Up a New Strategic

Direction”(http://highered.mheducation.com/sites/0073373702/student_view0/cases.html).
Go to the survey attached to the case study:
1. From studying chapter 12 content, and reading the case study survey, then select randomly five questions from the survey and identify the

type of measurement scale (chapter 12) used in each question. Suggest using a chart in your response.
2. From studying chapter 13, then select three open-ended questions, three closed questions, and three measurement questions from the survey.

Suggest using the following chart:
Classification Questions
Open-ended For instance:
(1) Please, provide any comments and suggestions you may have regarding the future direction of the club.
(2)
(3)
Closed questions (1)
(2)
(3)
Measurement questions (1)
(2)
(3)

3. From studying chapter 13, and reading the case study content, then evaluate the effectiveness of the measurement questions (chapter 13) used

in the survey. There are three issue categories (Exhibit 13-5, pages 325-338) to measure how effective the measurement questions are. Select

randomly two measurement questions from the survey, and evaluate them for each category. After evaluating the questions, comment on its

effectiveness as a question. Suggest using the following chart:
Issue Category Fundamental Issue
Question one:
Question two:
Question content YES No Yes No
Purposeful versus interesting
Incomplete and unfocused
Double-barreled question
Precision
Time for thought
Participation at the expense of accuracy
Presumed knowledge
Recall and memory decay
Balance
Objectivity
Sensitive information
Question Wording
Shared vocabulary
Unsupported assumption
Frame of reference
Biased wording
Personalization vs. projection
Adequate alternatives
Response Strategy Choice
Objective of the study
Level of information
Thoroughness of prior thought
Communication skill
Participant motivation
After reading the Chapters 14 (Sampling), 15 (Analysis and Presentation of Data) and, 16 (Exploring, displaying and examining data), answer the

questions below.
1. Go to http://highered.mheducation.com/sites/0073373702/information_center_view0/index.html, click on “student edition”, go to cases and

click on “Campbell-Ewald Pumps Awareness into the American Heart Association case”. Then, once you have read the case answer questions 2 and 3

from the case. Answer the questions in APA style.
2. Assume the following:
2.1. A lakefront resort is planning for its summer busy season. It wishes to estimate with 95% confidence the average number of nights

each guest will stay for a consecutive visit. Using a sample of guests who stayed last year, the average number of nights per guest is

calculated at 5 nights. The standard deviation of the sample is 1.5 nights. The size of the sample used is 120 guests and the resort desires a

precision of plus or minus .5 nights. What is the standard error of the mean in the lakefront resort example? Within what range below can the

resort expect with 95% confidence for the true population means to fall? Show the calculation; otherwise, the answer will not be accepted.
2.2. A local restaurant is planning a study on demand for meals over holiday weekends. In calculating the desired sample size for the study,

the restaurant’s researcher decides to use a rule-of-thumb calculation for estimating the population dispersion. If the range of meals in the

study is 0 to 30, what standard deviation does the rule-of-thumb method produce? Show the calculation; otherwise, the answer will not be

accepted.
2.3. A microbrewery plans to conduct a study on beer consumption among men between the ages of 29 and 45. A pilot test indicated that men in

this age category consume an average of 6 beers per week with a standard deviation of 2.3. If the microbrewery seeks a 95% confidence level and

a precision of .5 beers, what size sample should be used in the study? Show the calculation; otherwise, the answer will not be accepted.

3. Go to http://highered.mheducation.com/sites/0073373702/information_center_view0/index.html, click on “student edition”, go to cases and click

on “Mastering Teaching Leadership case”. This exercise is a data analysis assignment. Then, once you have read the case and analyzed the

survey’s results, follow the steps shown below:
1. To get the survey’s results excel file go to www.mhhe.com/cooper11e, go to “Additional materials related to cases”, copy and paste the

“Mastering teaching leadership excel file” in your computer, then open the file.
2. The file shows the results obtained from applying the survey which appears at the end of the case: Pick five questions from the survey,

and build a frequency table for each question, along with either a pie chart or a bar chart (should you need assistance in using Data analysis

in excel, contact me please). See chapter16 on page 431 to review the concepts.
3. Go to page 444 and study “Cross-Tabulation” technique. Then, go to the case’s survey, and select any two of the variables (questions) in

the survey. Go to the excel file, click on pivot table function (upper left corner under “Insert” tab), and cross the two variables selected by

you by using the pivot table function. To know how to use the pivot table in Excel, click on the link http://www.youtube.com/watch?

v=3xfuPPrI1f8 from YouTube and learn from it. Repeat the same on the excel file with the two variables selected by you previously, and obtain

the result.
Once you have followed the steps aforementioned, do the following: Analyze the results obtained from steps 2 and 3, craft an executive report

(Google “how to write down an executive report”) based on your findings from step 2 and 3. Do not forget to include the management question from

the Mastering Teaching Leadership case.

Tort law

1- Please make sure that the words is between 2400 to 2450 and not more than 2450.

2- Please make sure that the referencing type is in Oscola style.

3-please make sure that the words is not very advance.

Question

Answer ALL parts.

Homer was employed as a factory worker by Springfield Desserts, which specialises in the manufacture of doughnuts. Due to carelessness on the part of Springfield Desserts, a large fryer used to cook the doughnuts exploded. A piece of debris hit Homer, causing serious injuries. Selma, who is Homer’s aunt, was also employed by Springfield Desserts. At the time of the explosion, Selma was sitting in her office, situated several hundred metres away. Selma witnessed the explosion via a web cam located on the factory floor and immediately feared that her favourite nephew had been killed. Homer and Selma have both been diagnosed with a recognised psychiatric illness.

Advise the parties as to any claims in tort they might have against Springfield Desserts.

Paul wished to invest in the stock market, so he sought the advice of his accountant, Ringo. Paul was advised that PC Universe plc would be a good investment choice. However, Ringo warned Paul to seek further advice before purchasing any shares. Paul read in the Financial Bugle (a respected financial newspaper) that shares in PC Universe plc were under-valued and were likely to rise significantly since the company was poised to announce record profits. Paul invested in PC Universe plc. Shortly afterwards, they were put into liquidation and Paul lost all his money.

Advise Paul as to any claims in economic loss he may have against Ringo and The Financial Bugle.

Anthony and Declan were both heating engineers; during the course of their 20 year careers they each worked for No More Chills Co. for 15 years and Hot Stuff Heating Ltd. for five years. Both of these employers carelessly exposed Anthony and Declan to asbestos during the course of their employment. No More Chills Co. was recently declared bankrupt. Anthony has been diagnosed with mesothelioma and Declan with asbestosis.

Advise the parties as to their rights and responsibilities.

Ronnie was employed as a fork lift truck driver by Bricks R Us, a manufacturer of building materials. On a number of occasions, Ronnie had complained to his manager that a safety screen on the front of his fork lift truck had been removed. Bricks R Us refused to install a new safety screen. While operating the fork lift truck, a number of concrete slabs fell on Ronnie, causing severe head injuries. Ronnie had always refused to wear a safety helmet. The head injuries suffered by Ronnie caused a severe psychiatric illness, which made him prone to bouts of anger and aggression. When travelling on a bus, another passenger accidentally stepped on Ronnie’s foot. Ronnie stabbed the passenger and was eventually sentenced to life imprisonment for murder.

Advise the parties as to what defences, if any, are available.

Following a collision with a car driven by Elizabeth, John suffered a serious lower back injury and as a result was forced to resign from his job as a golf coach, where he earned £100,000 per year. He has taken on a part-time job in a fast food restaurant and now earns £10,000 per year. John experiences constant pain and discomfort and is no longer able to play golf.

Elizabeth has accepted liability for the injuries suffered by John.

Advise John on how the courts will assess the level of damages he is entitled to.

End of Question

Guidance on answering problem questions.

Problem questions are designed to test the student’s grasp of the legal principles in a particular area or areas. The student will be expected to refer to and apply the relevant statutory provisions and case-law. The student’s tasks are to assess the facts, identify the legal issues arising from them, and apply the relevant case and statute law to them. The student should compare the facts to those which have arisen in the case-law in order to ascertain how the current problem might be decided. The student should also consider whether the facts are covered by the words of particular statutory provisions.

When answering a problem question, generalities about the relevant law should be avoided. It is the application of the law to the particular facts presented which is required. Sometimes the information given will be open to various interpretations, in which case the legal implications of each eventuality should be discussed.

Answers to problem questions are assessed on the basis of application of the law, accuracy in this application and sophistication of argument. There may be little scope for discussion of the wider context, or for reference to research, unless introduced as part of an argument that a particular outcome is more likely than another on the facts. Answers to problem questions should usually be organised according to the particular issue being dealt with, or the individual being advised, and so on.

First Class (70% – 100%) – Excellent
A first-class answer will deal with all the relevant issues. It will accurately apply the relevant law. Strong arguments will be put forward in support of the writer’s position and conflicting arguments will be recognised and dealt with persuasively. All arguments in the answer will be backed up with full and accurate citation of appropriate case-law and statutory provisions. A realistic and sophisticated judgment on the likely outcome will be made. The answer will be extremely well written and thoroughly organised.

Upper-second (60% – 69%) – Good to Very Good
An upper-second class answer will deal with most of the issues. The relevant law will be applied to the facts and arguments will be put forward to support the writer’s position. The main authorities will be cited accurately. The answer will attempt a conclusion which assesses the likely outcome. It will be well written and organised.

First, read Chapter 2 in your textbook about ways to study people in personality psychology. Also

read Section 1.16 of Chapter 7 of the APA manual. on planning for ethical compliance. Review also 5
the Ethical Principles of Psychologists and Code of Conduct, specifically the section entitled General
Principles, which covers ethical guidelines for conducting psychological research. As you read, keep

in mind an example of each type of research design based on the track and topic you have chosen

for your final project PROMPT: In your initial past, present your own hypothetical research design

to your classmates. Be sure to address the following in your post: What ethical concerns related to

your research design have you identified? Further. how does your research design take into
consideration what you learned about reliability and validity? Cite examples from the module

readings to support your answers Please cite from Personality: Theory and Research by Cervone

Daniel 13th 7 6 and American Psychological Association 6th 1oAlso please see track doc I have

uploaded to you. Please reference this for the best research design.
THREE GENERAL STRATEGIES OF RESEARCH 43 Let’s introduce these three strategies now. You’ll see them again and again in
later chapters.
CASE STUDIES
One strategy is to study individual persons in great detail. Many psychologists feel that in‐depth analyses of individual cases, or case studies, are the best way to capture the complexities of human personality.
In a case study, a psychologist interacts extensively with the individual who is the target of the study. In these interactions, the psychologist tries to develop an understanding of the psychological structures and processes that are most important to that individual’s personality. Using a term introduced previously, case studies inherently are idiographic methods in that the goal is to obtain a psychological portrait of the particular individual under study.
Case studies may be conducted purely for purposes of research. Historically, however, most case studies have been conducted as part of clinical treatment. Clinical psychologists, of course, must gain an understanding of the unique qualities of their clients in order to craft an intervention, so the clinical setting inherently provides case studies of personality. Case studies by clinicians have played an important role in the development of some major theories of person- ality. In fact, many of the theorists we will discuss in this book were trained as clinical psychologists, counseling psychologists, or psychiatrists. They initially tried to solve the problems of their patients and then used the insights obtained in this clinical setting to develop their theories of personality.
Case Studies: An Example
To illustrate the insights that can be gained by a systematic case study, we will consider work by the Dutch personality psychologist Hermans (2001). Hermans is interested in the fact that people’s thoughts about themselves—or their self‐concept—are generally multifaceted. People think of themselves as having a variety of psychological characteristics. These concepts about the self‐ develop as individuals interact with other people. Since each of us interacts with many different people, different aspects of our self‐concept might often be relevant to different situations that feature different individuals. You might see yourself as being serious and articulate when interacting with professors, fun loving and confident when hanging out with friends, and romantic yet anxious when on a date. To understand someone’s personality, then, it might be necessary to study how different aspects of the self‐come into play as people think about their life from different viewpoints that involve individuals who play different roles in their life. Hermans (2001) refers to these different view- points as different “positions” one can take in viewing oneself.
This view of the self‐concept raises a major challenge for most forms of research. Correlational and experimental studies generally provide a small amount of information about each of a large number of persons. But to under- stand the complexity of self‐concept as Hermans describes it requires a large amount of information about a person and the individuals and social circum- stances that make up that person’s life. When this level of detail about the individual is required, personality psychologists turn to the technique of case studies.

THREE GENERAL STRATEGIES OF RESEARCH 47 Table 2.1 Relation between Expression of Positive Emotions in Writing as Measured Early in Life and Longevity
Positive Emotion Words
Quartile I (low) Quartile II Quartile III Quartile IV (high)
Age Died (%)
79.9 55 81.1 59 79.7 33 79.0 21
SOURCE: Danner, D. D., Snowdon, D. A., & Friesen, W. V. (2001). Positive emotions in early life and longevity: Findings from the nun study. Journal of Personality & Social Psychology, 80, 804–813.
can be represented by counting the number of positive emotion words that were used in the autobiographies and dividing the population into quartiles (i.e., four groupings, each representing approximately one‐fourth of the population) ranging from low to high amounts of emotion words (Table 2.1). Of the nuns who had expressed a high amount of positive emotions, only about one‐fifth died during the observation period. Of the nuns who expressed low amounts of positive emotion, more than half died! This is true even though the high and low groups were of the same age at the beginning of the observation period.
EXPERIMENTS
One of the great achievements of science is not a research finding but a research method: the controlled experiment. The key feature of a controlled experiment is that participants are assigned at random to an experimental con- dition. The overall experiment contains a number of different conditions that manipulate one or more variables of interest. If people in one condition respond differently than people in another, then one can conclude that the variable that was manipulated causally influenced their responses. This con- clusion is valid precisely because people are assigned to conditions randomly. Random assignment assures that there is no systematic relationship between the experimental conditions and people’s preexperimental psychological ten- dencies. If people in different conditions act differently after the experimental manipulation, despite being the same before it occurred, then the manipula- tion was the cause of the differences in response. This research strategy, in which variables are manipulated through the random assignment of persons to different conditions, is the hallmark of experimental research.
Experimental Research: An Example
A powerful example of experimental research comes from the work of Steele (1997) and colleagues, who have investigated a phenomenon known as “ste- reotype threat.” Work on stereotype threat explores circumstances in which people are trying to perform well in front of others (e.g., they are taking an exam, and other people, such as the course instructor, will know how well they have performed). In such situations, there sometimes exist negative stereo- types concerning the performance of particular social groups. For example, according to some stereotypes, women may not be as good at math as men, or

 

Assignment Instructions
You are required to address the following:

1. You are required to identify and discuss the elements that make up an organisation’s macro and micro environment.
2. Discuss the role of social mediain the way businesses operate in the 21st century.
3. Assess your contribution to the group presentations in Term 1. Provide a reflection of why you failed the module.
4. Explain what you would do differently to improve the aspects youidentified to have contributed to the failure of the Module in Term 1.

The following assignment instructions provide a more detailed explanation of the requirements for your submission.

Details of the task
This assignment requires you to:

a) Demonstrate your knowledge and understanding of how business organisations monitor and respond to contemporary issues faced in their environment.

Support your argument with relevant evidence.
b) Demonstrate your understanding of the impact of the use of social media in the business world.
c) Support your answer in a) & b) above with academic references

 

 

A suggested structure for your report:
If you choose to structure the main body of your work in a different way, make sure you provide similar coverage of the material.
Introduction: 250 words
1. Introduce the key topics of the report. Provide background material/s which should make the purpose of the report relevant. You may find it

appropriate even at this early stage to use theoretical concepts.
2. Explain the purpose of the report. This should be phrased in the terms you would expect to use if the report was to be handed as a professional

consultancy report to the organisation concerned.
3. Outline the structure of your response.
4. Define any key terms (this might have been achieved in “1” above).
5. Be engaging and professional. By this, you should try to avoid the trap of starting the report with the words “in this report I am going to

…” or similar.
Main Body: 2500 words
This is where you discuss the main issues identified in the task in paragraphs as appropriate.
Keep the headings meaningful and informative. Remember that using the phrase “main body” is not an appropriate heading. The heading must signpost the

content beneath.

 

Conclusion: 250 words
This should:
1 Briefly refer back to your task
2 Summarise the key issues raised in sections 1 – 3 the main body.
3 Summarise your findings

It should not:
1. Contain any information that has not been discussed in the main body,
2. Summarise the topics covered – e.g. “this reportreviewed the operations undertaken and identified where improvements can be made.” without

summarising the actual content (a common mistake).
3. Contain any recommendations.

Care should be taken with grammar and spelling and your work should be referenced in accordance with Cite them Right.
Provide your word count at the end of the report:
If you prepare a good answer, you will probably find the word limit quite tight:
• Do make sure that all your content is relevant.
• Refer your reader to each appendix when discussing the associated concept.
• Remember: You are not just presenting information. You should try to persuade your reader that you are right.

 

Word Count.
Your word count should not include your title or reference list.
It should be provided at the end of your report. Provide an accurate word count. If your report does not appear to be of the correct length it will

be checked.

If you significantly exceed the word count, your work will be penalised, by the same percentage as the percentage by which the word count is exceeded.

If your work is significantly shorter, then you will probably have failed to provide the level of detail required.

Presentation
Your work should be word processed in accordance with the following:
• Font style, Lucida Sans, font 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
• Your name should not appear on the script.
• Your student number should be included on every page.
Submission to Turnitin of Work Submitted for Assessment
Turnitin is an internet-based text matching service that has been developed by a commercial company. It is used, under license, by most UK

Universities, including the University of East London. Work that is submitted to Turnitin generates a Turnitin Originality report, showing which parts

of it have been reproduced from which sources. The system compares submissions to material that is to be found: on the world-wide web; in its database

of previous submissions; and in its growing number of databases of published articles. You should not assume that a Turnitin Originality report with a

low similarity index is evidence that the piece of work concerned is free from plagiarism.

Our policy on the use of Turnitin recognises the educational desirability that all of our students should enjoy the opportunity to self-submit their

work to Turnitin (before submitting for assessment). We also recognise that Turnitin Originality Reports will sometimes assist in the identification

of plagiarised work submitted for assessment.
Notice is hereby given that all submissions of reports for this Module must be submitted to Turnitin. Detailed guidance on how to submit your work to

Turnitin will be made available on this Module’s
Note
The material that you submit to Turnitin will be marked. The deadline applies so you are advised not to submit after 23.00pm, because it could take

some time for your submission to upload, and the delay could cause the work to be received after 23.55pm.
Moodle site.

 

Submissions that are late, but by less than 24 hours,will be accepted but will attract a 5%
penalty.Submissions that are between 24 hours and 7days late may be uploaded, but a mark will only be received if extenuation is granted. In these

cases you should seek advice from the student union without delay.

 

Please be aware that:

• Withdrawal from the module could result in your access to the Turnitin site being unavailable even if you have been reinstated to the module.

Please check that you have access to the site during working hours before the due date because you may need to contact your module leader to ask for

the link to be reinstated.

Please read the material in the assessment folder and save the document using the format for the name of the document as specified.
Assessment criteria

a) Quality of reflection 30%
b) Application of tools /theory/concepts relevant to the business environment40%
c) Overall presentation including referencing 20%
d) Structure 10%

Assessment criteria explained.
Quality of reflection
This must demonstrate lessons learned for why the module has to be retrieved. It must be critical and not just descriptive or defensive.

Application of tools /theory/concepts relevant the business environment

The accurate demonstration of the application of relevant concepts and tools as taught in the Module.

Overall presentation including referencing
This must include the writing style and referencing technique. Could this report be given to the company concerned? Would they consider it

demonstrates sufficient understanding of their particular situation?

Structure
This includes the layout of the argument in a logical and organised manner e.g. Introduction, Main body and Conclusion.

More detail regarding the assessment criteria and associated standards will be available on Moodle.

Assessment Standards
First
(70% or above) Ideas critically analysed
Argument is clear, succinct and well supported.
Evidence of a wide range of reading and some independent thought.
Upper second
(60-69%) Critical consideration of relevant ideas.
Arguments are precisely defined and appropriately referenced.
The work is structurally sound and well written.
Lower second
(50-59%) Reasonable understanding of the relevant concepts, but some inconsistencies in application.
Arguments are referenced, but disjointed.
Poor structure, spelling or grammar.
Third
(40-49%) Generally descriptive work with limited evidence of a critical consideration of ideas.
Inadequate referencing.
Weaknesses in structure, spelling and grammar.
Fail
(below 40%) Uncritical
Poorly referenced
Argument indicates little use of relevant literature.
Chaotic structure and generally badly written
No reference to theory

 

Should adults have the right to conceal/carry weapons
In this essay, you will create a research-based argument that presents and supports a clearly defined position on a topic of your choosing. (For

example, an argument that claims smoking should be banned in public places.) You will discuss and address opposing views in order to make your

position even more persuasive. This research paper should not be a mere presentation, summary, or history of what has already been written about

this topic; it must have a debatable argument. The paper should be structured according to the Toulmin Method to provide a clear organization to

your argument. (This means you must include an arguable thesis statement, claims, evidence, and conditions of rebuttal.)

Your paper must use a minimum of 3 sources from both primary and secondary sources. Evaluate sources carefully and use only the most credible and

supportive material. You must have one direct quote from a source in each body paragraph (this does not include your introduction and conclusion.)

Each quote must be cited properly with parenthetical citations according to MLA format, with a corresponding entry on a works cited page.

NOTE! Wikipedia and any form of the Dictionary do not count as reputable sources.

Module 6 Lab: Human mate choice
In many human cultures there tends to be agreement over what constitutes attractiveness – with people from different societies often agreeing

that a given woman or man is ‘attractive’. It is less clear, however, what actual traits observers use to make this judgement. In this week’s

lab, we are going to test a number of hypotheses to determine if there is a good way to subjectively measure attractiveness.
Background
Sexual selection and good genes hypothesis: Many species display the phenomenon of sexual selection – where males display costly ornaments or

behaviors (although in some rarer cases it is females that display these costly ornaments or behaviors). According to parental investment

theory, the gender that has lower intrinsic investment in reproduction is forced to compete for the attentions of the gender with the higher

investment. There is still a fair amount of theoretical discussion concerning the costs and benefits of sexual selection. One perspective,

the ‘good genes’ concept, suggests that costly ornaments are essentially ‘honest signals’ that the bearer is carrying high quality genes. An

animal that is capable of maintaining a large feather display or complicated nest-building behavior must also be generally healthy and the

carrier of desirable genetic qualities.
Humans are not exempt from sexual selection theory. Males and females are dimorphic in size and also in secondary sexual characteristics. The

human face contains secondary sexual traits that include facial features that may develop or increase in size at puberty. Humans make

judgements about the attractiveness of prospective partners based in part on these facial cues. An attractive partner may elicit greater

efforts at courtship or more costly displays to gain the attentions of the would-be mate. But how do humans make these judgements about

attractiveness?
Facial Symmetry Hypothesis: One hypothesis regarding human attractiveness is facial symmetry. Symmetry is often correlated with genetic

heterozygosity in many animals, including humans (Thornhill and Gangestad 1993). Such heterozygosity may be linked to parasite resistance and

therefore symmetry may be an indicator of ‘good genes’. There is evidence that facial symmetry is positively correlated with scores of

attractiveness (Grammer&Thornhill 1994; Fink et al. 2006), and it may also act as a cue to an individual’s personality characteristics (Fink et

al. 2006).
Averageness Hypothesis: Another hypothesis is the averageness hypothesis (Thornhill&Gangestad 1993). Based on this idea, researchers compiled

photos of different people. They found that the more people’s faces were averaged together, the higher the attractiveness score became.

Thornhill and Gangestad suggest that facial averageness is attractive because of its association with heterozygosity. It should be noted that

the facial symmetry hypothesis and averageness hypothesis are not mutually exclusive.
Questions: In order to investigate these questions, you will be utilizing an interactive website to rate human faces for attractiveness and

also to create average faces (in which individual faces are blended together).
Instructions:
Access the website at http://www.faceresearch.org/demos/average
To create averages, select faces you want to average and they will be show boxed in yellow. To unselect an image, just click it again.
When you’ve selected the ones you want in your selection, click ‘average’. Between trials, click the reset button to clear your previous

selections.
Assignment instructions:
1. Assign attractiveness scores to the first 20 faces of each sex on a scale from 1 – 10.
2. Of the 20 faces, choose three women you assigned the lowest scores, and average their faces. Score the new composite face.
3. Of the 20 faces, choose three women with scores close to 5 and average their faces. Score the result
4. Of the 20 faces, choose three women with the highest scores and average their faces. Score the resulting face.
5. Average all 20 female faces. Score the resulting face.
6. Repeat steps 2-5, using male faces.
To Finish:
1. Submit an excel spreadsheet to Blackboard with tables of your results. (Excel sheet should include Steps 1-6) (1 pt)
2. Submit a Word document/lab report to Blackboard that includes an “Introduction”, “Materials and Methods”, “Results”, and “Discussion”

sections (minimum of 300 words) (4 pts). Please remember lab reports should be written in paragraph format and with sub-headers for each

section or else points will be deducted.
a. Introduction (1 pt)
i. Describe attractiveness and how this relates to sexual selection
ii. Describe the Facial Symmetry Hypothesis
iii. Describe the Averageness Hypothesis
iv. State your hypothesis
b. Materials and Methods (1 pt)
i. Same instructions as always, write this section as if someone not in our class must complete this lab/duplicate what you did by solely

using your lab report and the instructions you give them.
ii. Put in paragraph format and in past tense
c. Results (1 pt)
i. Must include tables and graphs depicting your results
1. One table of Steps 2-5 for females
2. One tables of Steps 2-5 for males
ii. Must include paragraphs that state your Results in words (in other words, your Results should not just be tables and graphs)
d. Discussion (1 pt)
i. Describe your Results and what these mean in regards to attractiveness and sexual selection, the facial symmetry hypothesis, the

averageness hypothesis, and your own created hypothesis. Are these hypotheses supported or rejected by your results?

References
Fink, B, et. al, 2006. Facial symmetry and judgements of attractiveness, health, and personality. Personality and Individual Differences 41:

491-499
Grammer, K, Thornhill, R 1994. Heritable true fitness and bright birds: A role for parasites? Science 218: 384-387
Thornhill, R, Gangestad, S 1993. Human facial beauty: Averageness, symmetry and parasite resistance. Human Nature 4: 237-269
Trivers, R. 1972. Parental investment and sexual selection. In B. Campbell (Ed.) Sexual selection and the descent of man, 1871-1971. (pp

136-179). Chicago. IL

 

Global Research Project
Identify a specific research theme and use academic sources to justify why this research theme is an appropriate ‘Global Research’ Project.

Your assessment must identify a topic of study, and tie this into a literature that is relevant for a critical Global Research Project. You must highlight

the approach to knowledge that you will take and discuss how this represents a critical approach to Global Research. You should not outline your aims,

objectives or methods.

The assessment must not exceed a maximum of 8 sides and must follow the departmental guidelines for submission, as set out in your handbook.

 

 

Identify and briefly discuss four recommendations that should be followed when using a corporate blog for branding, marketing, or public relations

purposes.