Identify and critically discuss the applicability of a range of research methodologies and paradigms within a range of disciplines

1.          Introduction to the dissertation

 

This section aims to provide guidelines and advice to help you to successfully complete your dissertation. By following the information in this guide, you will be able to successfully meet the learning outcomes of the dissertation which include:

 

  1. Identify and critically discuss appropriate literature sources
  2. Identify and critically discuss the applicability of a range of research methodologies and paradigms within a range of disciplines
  3. Critically evaluate and apply appropriate research tools and techniques
  4. Appraise the validity and reliability of research

 

2.              What is a dissertation?

 

The dissertation is a 60-credit module that is expected to be 3 months in duration with up 20 hours of supervision and an indicative 500 hours of independent    study. It involves the execution and communication of a piece of investigative academic research which demonstrates an understanding of a specific problem, together with evidence of critical and analytical evaluation.

 

There are three types of acceptable dissertations, all of which require a literature review. The distinction between the three types comes in the application of material in the literature review.

 

Type 1 Primary data-based dissertation

 

Primary data-based dissertations involve students collecting primary data (e.g., resulting from interviews, surveys, focus groups). Here the primary data    must be based around the secondary data in that your findings be compared and contrasted with the data presented in the literature.

 

Type 2 Secondary data-based dissertation

 

Secondary data-based dissertations require students to find related data which can be further analysed using primarily statistical techniques. The University has data sources, companies and historical macroeconomic time-series data for many countries.

 

 

Type 3 Product/service/innovation-based dissertation

 

Product/service/innovation-based dissertation requires students to develop a new product or service or enhance an existing product or service based on their analysis of secondary data and stakeholder expectations. Such dissertations may be the result of a specific request from an industrial partner. They must follow the normal academic dissertation conventions.

 

Most students find the dissertation both challenging and rewarding. There will inevitably be ups and downs but by keeping in regular contact with your supervisor you will find that most problems can be overcome before they become too great.

 

3.            The topic

 

Topics can be generated from a variety of sources, they may be generated from work experience, and they may result from a seminar discussion, newspaper articles, journal article or from a piece of coursework. You will be provided with guidance about acceptable topics but in general you may find the following four steps useful:

 

Step 1   Can you develop a ‘YES’ ‘NO’ question? This will allow you to identify a subject area where there are at least two separate viewpoints If NO If you cannot develop a Yes/No question you may find it difficult to develop your discussion past the descriptive stage.

You should reconsider if this is a suitable topic.
   
 

If YES

  
Step 2   Is there sufficient literature to support the yes and no question? If NO If you cannot collect data to support both the yes and no points of view you may have difficulty in developing the analytical and evaluative aspects of your discussion. You should reconsider if this

is a suitable topic
   
 

If YES

  
Step 3   Can you identify stakeholders or data sources? Can you get access to stakeholders or data sources? Will the stakeholders or data sources provide you with the data you require? If NO It is unlikely that you will get the quality of data for you to develop the application aspect of your dissertation. You should reconsider if this is a suitable

topic.
   
 

If YES

  
Step 4   Can you complete the study in 3 months? If NO You should consider redefining the topic

or consider if this is a suitable topic.
   
 

If YES

  
  This may be a suitable topic  

 

 

 

The topic you choose should be of interest to you as otherwise there is a potential for boredom to set in as you progress with the research.

 

Your dissertation topic must be approved. It should not be purely descriptive, but should produce original conclusions and/or recommendations even though these may represent only a minor part of the work. The dissertation topic must have theoretical content which is outlined in the literature review and this must be supported by references to academic literature. The literature review should provide the basis for the application stage of your dissertation.

 

You should submit a provisional topic area (draft proposal) which will allow the dissertation team to check suitability and allocate an appropriate supervisor.

 

It is difficult, and not advisable, to change your dissertation topic once you have started and this may only take place after consultation with, and counselling by, your supervisor.

How does my understanding of spirituality shape my understanding of human flourishing or what it means to live the “Good Life”?

Description

INSTRUCTIONS please only complete the attached document that is highlighted in blue Read everything in blue carefully and make sure you are familiar. Part 1: A Personal Flourishing Definition There is no ideal definition to measure up to, but we are looking for evidence that you’ve listened well, discussed, and wrestled to express what you really mean by human flourishing. Be sure your definition incorporates, or engages with, the following concepts of well-being: spirituality, happiness (pleasure), meaning (purpose), virtue (ethics) and suffering (pain). Think of it as a kind of personal manifesto, something you want to live by or grow into. Reference articles and other sources, quotes, etc, that have helped to shape your wording. Then provide two practical examples of how this conceptual definition has been, or could be, displayed in your behaviour. Criteria a) Length: minimum – half page, maximum one page (total) b) Quality of writing (grammar, citation, etc.) c) Integration of well-being concepts, sources / fulfillment of the requirements / for full marks cite two sources that helped you develop this personal definition. We have included two sources in the assignment folder (Crisp and Drakulic) d) Two examples of practical behavioural ways you can apply your definition Part 2: Spirituality and Flourishing As we discussed in class, spirituality can play a significant role in our wellbeing. This section has two parts: a) In the first half page write your understanding or definition of spirituality. b) Then, based on personal experience and referencing Viktor Frankl’s text, the scriptures or any other materials provided in this course (readings, videos, podcasts, presentations, class discussions, etc.), answer one of the following three questions: – How does my understanding of spirituality help me find hope and meaning in life? – How does my understanding of spirituality help me develop resiliency amidst suffering?  – How does my understanding of spirituality shape my understanding of human flourishing or what it means to live the “Good Life”? Part 3: Your 2-Week Personal Flourishing Plan A. Weekly log sheets: Provide a title for your Flourishing Plan, followed by a brief description (in one paragraph; more details below) of the practice your Flourishing Plan focused on. Then copy and paste your completed 2-week flourishing plan activity log below that information (it’s OK if it takes several pages). B. Reflect on your 2-Week Personal Flourishing Plan by answering the following questions as per the requested length and criteria (create a paragraph break between each response) • What went well with your plan? For example, did you achieve your desired outcomes? What challenges did you face in completing your plan? Identify and explain. (min.1/2 page) • What challenges did you face in completing your plan? Identify and explain. (min. 1/2 page) • If you were to re-do this plan, what would you change, add, refine? Why? (min. 1/2 page) • How has following this plan impacted your wellbeing and personal flourishing? Identify and give examples of at least two effects. (min. 1/2 page) • Pre/Post-Happiness Scores: a) Record your pre and post Happiness scores b) Reflect briefly on difference, similarities and what factors contributed to those scores. (min. ½ page). Part 4: Future Self Vision casting or goal setting is an important activity for future success because it provides focus, and boundaries for what is relevant and irrelevant, and allows you to measure progress and motivation to overcome procrastination. Below you will write goals for the following areas of your life (see the template below for more details): 1. Social life 2. Leisure 3. Family life 4. Career Part 5: Insights into Human Flourishing List three take ways from the course that you think will impact your wellbeing now and into the future.

What online platforms are available that would fit the needs?

Title:

Online Certification of Aerial Dance Teacher Training in Switzerland to enhance Service Quality

Introduction:

Currently, there is no recognized Aerial Dance Teacher training in Switzerland (at all). Anyone can start teaching, regardless of their knowledge or suitability, as it is not a regulated topic.

 

Aerial Dance includes: Pole Dance/Sport, Aerial Hoop, Aerial Trapeze, Aerial Sling/Yoga, Aerial Straps.

Available pieces of training, proposed by various providers worldwide, which are not specific to the Swiss market, are short and cover only very limited aspects of the whole curriculum that should be included in such a high-risk sport. The available training usually takes one or two days to complete. During those one or two days, the training covers:

  • Session break down / class design (warm up, main body of class, cool down)
  • Spotting techniques
  • Essentials of moves with regression and progression

A large amount of important information is left out, such as:

  • Anatomy
  • Physiology
  • Biomechanics
  • Adult learning/teaching principles
  • Nutrition
  • Flexibility training theory
  • Strength training theory
  • First Aid and CPR
  • Safety training

The available training certifications are privately owned and are not recognized. Due to this, the level of professionalism and confidence varies deeply between instructors, and students are not always left in competent hands.

The aim of the research is to investigate how a recognised training could be implemented to improve the quality of the service in the aerial dance industry in Switzerland.

Background literature:

Other similar sports have a much more researched approach for their training offerings.

Yoga has a very structured approach for their teacher training, where the Yoga Alliance requirements need to be met to be a registered Yoga teacher. A minimum of 200 hours needs to be absolved in a recognized school for the instructor to be recognized (Yogaalliance.org, 2016). Other aspects of teaching Yoga have been researched, such as voice and language, interpersonal skills, and the practice in itself (Stephens, 2010).

Dance education has also well developed and evolved during the last century (Sööt, 2013). Various bachelor degrees are now available. Various approaches are now utilised, such as holistic and somatic (Sööt, 2013), or cultural and pedagogical (Huddy and Stevens, 2011).

Recognized Fitness Trainer qualifications take around 4 months and Personal Training qualifications around 6 months to be completed in Switzerland (SAFS, 2021). The taught modules include: anatomy, nutrition, biochemistry, posture and movement coordination, fitness, management and communication.

Various studies have researched a methodological framework to be applied to Gymnastics coaches (Côté et al., 1995; Irwin et al., 2005). The level 1 gymnastics certification needs to be successfully completed to become a recognized gymnastics coach (Qualification System, 2021).

Pole dance literature consists more of the background of the discipline (Dale, 2013; Holland, 2010), and less on the teaching aspect of it.

This is lacking academic literature on service quality see e.g. TQM

You will also have to focus on the academic literature on adult training and learning generally first before application to aerial dance

Aim and Objectives:

This thesis will look at the educational aspect in Aerial dance (as sport). The idea is to create a course to provide regulated training in Switzerland and enhance the general service quality offered. The training will be offered online, also providing a database of instructors having completed the training. This will allow studio owners to have a better understanding of the instructor’s knowledge when employing them.

The Swiss Pole Sports Federation (SPSF), National Governing Body for the sport of Pole, dedicated to developing pole athletes, coaches and clubs across a range of disciplines (https://www.swisspolesportsfederation.com/?lang=en), is interested in regulating Pole Sport in Switzerland, and is supportive of the project. Other aspects are already being reviewed and advanced, such as trying to implement the Sport in the Olympics, offering more regulated competitions, reviewing the curriculum of the dance schools in Switzerland, etc.

Other similar disciplines teacher training will be researched and reviewed to find an optimal solution for the aerial dance industry.

Research questions:

How could an Aerial Dance training be delivered online (or as blended training) in Switzerland to enhance service quality?

  • To examine what the curriculum should cover for optimal pedagogy of the discipline
  • To explore how to deliver the online training and which Information Systems Management can be utilised
  • What about service quality?

 

  • It is unclear what the end goal is for engaging with the research. Can you ensure this is clear please. What are you hoping to achieve?????

 

 

 

Methodology and Content:

 

To examine what the curriculum should cover for optimal pedagogy for the discipline

  • What is currently available? What sources are there?
    • Current teacher training available worldwide
    • How long does the training take to complete
    • What is covered in the lesson plan
    • How much does it cost
    • Who is offering the training
    • How is it delivered (example: online, F2F, or blended)

 

Research methods

Secondary source of data:

  • Analysis, research on internet
  • Table with Qualitative & Quantitative research (with information on different providers)

 

  • What do similar disciplines (for example fitness, yoga, dance, gymnastics…) do?
    • What have other, older disciplines put in place and why
    • How do they regulate their sport and provide training
    • Do they offer online training and how does it look like

 

Research methods

Secondary source of data:

  • Literature review
  • Analysis on current offerings (internet search)
  • Descriptive

 

  • What should ideally be included in the curriculum (Professional knowledge & pedagogy & structure needed)?
    • Topics list from above conducted research
    • What do swiss aerial dance studio owners and instructors feel they need to know
    • What does the SPSF believe needs to be included

 

Research methods

Secondary source of data:

  • Descriptive
  • Conducted research/analysis (above)
  • Literature review

Primary source of data:

  • Survey or Interviews

 

 

 

To explore how to deliver the online training and which Information Systems Management can be utilised

 

  • Online adult pedagogy in sport – how to best deliver the training
    • How do adults best learn online when the topic involves sport
    • How can the training be delivered to meet the needs (how can information be stored, distributed, and displayed)
    • Prototype creation of online platform (‘on paper’)

 

Research methods

Secondary source of data:

  • Literature review

Primary source of data:

  • Experiment

 

  • Are swiss aerial dance studio owners and instructors open to the idea of such a training

 

Research methods

Primary source of data:

  • Survey and/or Interview

 

 

  • What online platforms are available that would fit the needs?
    • Training can be stored, distributed, and displayed appropriately (as explored above)
    • Admin area offers everything needed (tracking is available etc.)
    • How is client data saved and stored?

 

Research methods

Secondary source of data:

  • Literature review
Critically analyse the need for strict infection prevention and control within any care environment.

Essay (Learning Outcome 2 & 3 – 70% of the module mark).

 

Using a critical incident approach critically appraise applicable infection prevention and control protocols, taking account of contemporary issues and debates in this field.

 

Your essay should be structured in a formal academic manner with an Introduction, Main Body discussion and Conclusions, followed by a Reference List and (if necessary) Appendices. The Reference List and any Appendices are excluded from the word count.

 

Module Learning Outcomes

On successful completion of this module, you will be able to:

  1. Critically appraise existing knowledge and understanding of infection prevention and control.

 

  1. Critically analyse the need for strict infection prevention and control within any care environment.

 

  1. Examine current and future issues and debates around infectious diseases, epidemiology, prevalence and morbidity.
Explain to colleagues what they should be doing to break that link (include when, where and why etc).

Description of the assessment

Summative Assessment [Graded Assessment] Guidelines

Coursework 1 – Presentation (Learning Outcomes 1 & 2- 30% of the module mark).

  1. Choose a specific area of infection prevention and control that is important to your work now (or work you may have undertaken previously).
  2. Produce both a practice based (make sure you ensure confidentiality) and literature based rationale for your choice of area.
  3. Draw on the chain of infection framework and choose the most relevant link in the chain.
  4. Explain to colleagues what they should be doing to break that link (include when, where and why etc).
  5. Ensure that each part of your explanation can clearly be linked back to your critical reading of the relevant and contemporary evidence (policy, research, guidelines etc).
  6. ‘Students will prepare and present a presentation which could be used within a department meeting for colleagues’.
  7. Your tutor will give you instructions on exactly how and where to submit your presentation.
  8. Presentation

 

Maximum of 10 slides excluding your title slide and reference list and up to 10 minutes of audio (in total for whole presentation).

 

Title and brief description a specific area of Infection Prevention Control (IPC) that is important to your work now (or previously).

Consider practice based and literature based rationale for your choice of IPC. Demonstrate original thinking, critical analysis and evaluation.

Use the materials from unit 10 to present your rationale.

 

Use the materials from units 2-7 to discuss the most relevant link in the chain of infection framework. Including an explanation to colleagues of what they should be doing to break that link and when, were and why.

 

Provide a script to support your audio

In terms of control, define your KPIs for each online channel/activity based on your main digital marketing objectives.

INSTRUCTIONS TO CANDIDATES

This assessment is worth 100 Marks of the overall module assessment.

 

The assignment is about University of Bradford. Your report will start by explaining the background of University of Bradford, its services, how and where it operates and perhaps what are its vision and mission (4 Marks).

Now, imagine the Director of Marketing at University of Bradford is planning to improve the market share of one of four undergraduate subject areas/programmes [1) Mechanical Engineering; 2) Film and Media; 3) Psychology; 4) Accounting, Finance and Economics] by investing in Digital Marketing. This marketing brief/task is the second section of your report (3 Marks).

Now, picture yourself as the Digital Marketing Manager of University of Bradford who has received the brief/task from the Director of Marketing at University of Bradford. You need to start developing a compelling marketing proposal and report it back to the Director of Marketing. Your ideas/recommendations/strategy/plans will serve as the basis for the Director of Marketing at University of Bradford to adopt the most suitable strategy for their digital marketing activities. You are asked to develop the main body of the report by applying SOSTAC model to answer the following questions:

  1. Conduct situation analysis of internal and external environment (20 Marks)
  2. Propose the objectives for your digital marketing activities (10 Marks)
  3. Develop a multichannel digital marketing strategy (20 Marks).
  4. Describe the tactics (e.g., digital marketing mix) and actions in detail regarding how University of Bradford can/must exploit these channels. This section will focus on execution – meaning how the strategy turns into a compelling proposition for one of the four undergraduate subject areas/programmes at University of Bradford (30 Marks)
  5. In terms of control, define your KPIs for each online channel/activity based on your main digital marketing objectives. This section must focus on performance and reviewing/evaluating your digital marketing operation (10 Marks).

 

The conclusion of the report should be included as well (3 Marks).

 

Report Format and Sources

Your report should follow the standard report structure as follows:

  1. Overview of University of Bradford (4 Marks)
  2. Marketing brief (3 Marks)
  3. Main Body (Include all the five above mentioned sections) (90 Marks)
  4. Conclusions (3 Marks)

References

Appendices

Please use textbooks, journal articles and reputable websites

The 4000 word count excludes:

  • Executive summary,
  • Tables,
  • Figures,
  • Cover page,
  • Reference list,
  • Appendices

Support for your project:

Time has been allocated for project briefing and for consultations during the coursework surgery sessions.

Feedback:

You receive feedback on your coursework within 20 working days of the submission deadline. This feedback will be available in the Canvas.

References:

You should be using the Harvard referencing system. For details, please refer to: https://www.bradford.ac.uk/library/find-out-about/referencing/referencing/

identify important entrepreneurial opportunities in markets around the world and develop an understanding of the process of generating ideas and their value propositions.
Brief introduction to module:

Entrepreneurship has traditionally been defined as the process of designing, launching and running a new business, which typically begins as a small business, such as a start-up company, offering a product, process or service for sale or hire. Small businesses are a vital and growing part of the UK economy, many with a global context. This module focusses on what is an entrepreneurial opportunity and how to turn it into a successful business venture. You will learn about: different forms of entrepreneurial activity; key stages and elements of new venture creation; entrepreneurial skills and behaviours; opportunity recognition and assessment; value proposition; success factors and developing your entrepreneurial skills.

 
Module learning outcomes

 

1.     Knowledge outcome – You will be able to develop your understanding of entrepreneurial opportunities/ideas, their value propositions and how to exploit these for success

2.     Intellectual /transferable skills outcome – You will be able to consider a complex entrepreneurial issue and propose feasible alternative options for consideration.

 

 

How the module develops Business Readiness

 

I am developing the application of knowledge to practice, considering commerciality and markets and am practising my communication and presentation skills. I am developing my curiosity and developing knowledge of entrepreneurial skills, learning to apply them in creating a new venture. I understand how to act entrepreneurially through idea generation and to problem solve by identifying gaps in current markets. I am learning to identify important entrepreneurial opportunities in markets around the world and develop my understanding of the process of generating ideas and their value propositions.

 
A building has 61 floors. Each floor requires five trade jobs. The work dependency is given in the following diagram. Productivity rates of the jobs are given in the table. Draw the Line of Balance chart at month 16.

Questions

1. Excavation

Describe the construction process of the diaphragm walls in steps. In what conditions should this be considered as an option for underground construction? Compare the advantages and disadvantages of the use of diaphragm walls.

2. Foundation

What is the difference between end-bearing piles and friction piles and when to used them? Please describe the construction process of both piles in steps.

3. Truss

Find all the zero-force members in the following truss and explain the steps. Name the members in the format: ab, bc, cd, etc.

4. Concrete

What are the reasons for introducing the prestressed concrete? Why can it improve the performance of concrete?

5. Scheduling

A building has 61 floors. Each floor requires five trade jobs. The work dependency is given in the following diagram. Productivity rates of the jobs are given in the table. Draw the Line of Balance chart at month 16.

Evaluate selected health surveillance approaches and proffer alternative solutions to maximise positive change for health protection in the real-world context.

Title: Health screening for STI’S ( Sexually Transmitted Infections ).

3.500 words count

Assignment Guidance

The aim of the report is to investigate and apply evidence-based strategies and solutions concerning public health protection and prevention. You will be assessed on the module learning outcomes as found at the bottom of this guidance and you must use the following format for your report:

Title

Introduction

Background

Evaluation of Surveillance and Monitoring

Societal Behaviours

Ethical and Legal implications

Recommended Outcomes

Conclusions

References

Module Learning Outcomes:

In relation to the specialised area of study, students will with minimal / no guidance be able to:

Subject-Specific Knowledge, Understanding & Application

a) Contextualise, critically evaluate and synthesise the principles of health protection and prevention, and the links between surveillance and societal behaviour.

b) Make informed judgements about health surveillance showing understanding of unpredictable, complex and ambiguous situations influencing the health protection of a society.

c) Communicate complex information and nuance of meaning with accuracy and clarity, applied to the principles of health protection and prevention.

d) Analyse and evaluate the complexity of ethical and legal issues at both individual and societal level concerned with health protection and prevention. Employability & Changemaker Skills:

e) Evaluate selected health surveillance approaches and proffer alternative solutions to maximise positive change for health protection in the real-world context.