What did the researchers control for and why do you think they controlled for that?

Understanding Published Research

 

 

  1. Generate an APA perfect entry in a reference list for this paper. (1)

 

The research asked participants about their social media use overall and their time in specific categories. They then asked participants about their

  1. Thin-ideal internalisation, that is how much participants had internalised the ideal of being thin – higher scores means a higher level of thin idealisation.
  2. Appearance comparison, that is, how often participants compared their appearance to others – higher scores means participants compared their appearance more
  3. Appearance evaluation, that is, how satisfied participants were with their overall appearance – high scores mean higher appearance

 

  1. Body surveillance, that is, how regularly participants thought about their bodies – high scores mean higher levels of body
  2. Drive for thinness which is a measure of disordered eating – high scores mean more characteristics of disordered eating

 

The results are below

 
  1. What did the researchers control for and why do you think they controlled for that? (3)
  2. Select two of the outcome measures and report the correlations in APA style. The degrees of freedom was 257. (5)
  3. Compare the relationships between the two outcome measures you have selected. (5)
What are the two variables it makes sense to correlate in this data set?

Correlations

 

  1. The following correlation co-efficients correspond with the graphs below. Just match them. (5)

 

  1. a) r(24) = 0.999
  2. b) r(24) = -0.991
  3. c) r(24) = 0.359
  4. d) r(24) = -0.540
  5. e) r(24) = 0.0289

 

 

1         60

40

20

0

 

 

2        60

40

20

0

0              20             40            60

 

0           20          40          60          80

 

 

3         100

50

 

 

0

 

 

4       200

100

0           20          40          60          80

 

 

 

0

 

60

40

5        20

0

0               20              40              60

 

0           20          40          60          80

 

  1. Look at the following relationships. Which criteria of causation does it violate? (1)

 

 

  1. Temporal precedence, covaration and non-spuriousness
  2. Covaration
  3. Temporal precedence and covariation
  4. Non-spuriousness
  5. Temporal precedence and non-spuriousness.

 

 

 

Working with data

Correlation

 

This exercise refers to the dataset

 

  1. What are the two variables it makes sense to correlate in this data set? (1)
  2. Generate a sensible hypothesis for the study. (1)
  3. How many participants took part in the study? (1)
  4. What were the degrees of freedom? (1)
  5. Run a bivariate correlation and paste the output here (2)
  6. What was the correlation co-efficient? (1)
  7. What was the significance level of the correlation? (1)
  8. Write out the results in APA style. (2)
  9. the hypothesis
  10. the descriptive statistics
  • the inferential statistics
  1. whether the data support your hypothesis

 

 

Controlling for Other Variables

 

This exercise refers to the dataset

 

  1. Think of three confounding variable in the study outlined above. (3)
  2. The researchers decided to see if global self esteem was a confounding variable. Write out an appropriate hypothesis for this. (1)
  3. Run the partial correlation. What does this tell you about the relationship between body image and social media when the influence of global self esteem is taken into account. (2)
  4. Report the results in full APA style (1)
  5. How would you explain the results? (3)
describe an example of both a primary and secondary spinal cord injury.

Discussion

Please describe an example of both a primary and secondary spinal cord injury.

 

Our discussion this week pertains to Spinal Cord Injuries. Primary spinal cord injury involves damage to vertebral or neural tissues from compression, traction, or shearing forces. Secondary spinal cord injury is related to ischemia, excitotoxicity, inflammation, edema, oxidative damage, and activation of necrotic and apoptotic cell death; it begins within minutes after injury and continues for weeks.

 

Assignment Instructions:

 

Describe an injury. Some learners will use the same injury, such as a fall off of a horse. Describe how the patient experienced both primary and secondary injuries. Be sure to describe symptoms, implications, and testing that helped clinicians to classify the injury into these categories.

Critically appraise the evidence base related to the management of a variety of adult and paediatric cancers with a focus on radiotherapy and associated side effects, risks and benefits.

 

Assessment 1: Essay (2500 words +/-10%)
This is a summative assessment worth 50% of the module
Learning outcomes assessed:

1. Consider the clinical presentation, natural history and management of a variety of adult and paediatric cancers.

2. Relate knowledge and understanding of the psychosocial aspects of cancer to management of patients within the radiotherapy setting.

 

4. Critically appraise the evidence base related to the management of a variety of adult and paediatric cancers with a focus on radiotherapy and associated side effects, risks and benefits.

 

 

For this assignment you will write a structured essay on ONE of the four cases given below. You will format/prepare your essay by following the information and structure given in the template below.

 

Each case is hypothetical and has some relevant social and medical history included. You may add additional detail if you wish (e.g. for three cases sex/gender is deliberately excluded, but if you wish to base your essay on a male/female/non-binary patient, you can include the extra information as an appendix to your essay, but don’t include that extra information unless it is pertinent to any of your essay content/discussions).

 

 

Choose one of the following cases to write about:

 

 

Case A

64-year-old patient with maxillary antrum cancer, staged T3N0M0. The patient originally presented with inflammation of the left cheek, proptosis and visual disturbance of the left eye and a foul taste in their mouth, along with episodes of facial pain. The patient is a smoker with a 10 cigarettes per day habit of around 40 years. They have recently been diagnosed with mild chronic obstructive pulmonary disease (COPD). Their socioeconomic status would be classed as “routine occupation”. The patient is currently working part time as a customer services manager in a local retail outlet but was planning to retire in 9 months when aged 65.

 

Case B

46-year-old male patient who is HPV positive, with recurrent oropharyngeal cancer of tonsillar origin, with ipsilateral nodal spread to level 2 and 3 cervical nodes (staged T2N2M0). He has had previous surgery to remove the primary tumour, but no previous neck dissection. He admits to drinking more than 40 units of alcohol per week and is under the care of an alcohol dependency service, although he gave up smoking when originally diagnosed. His socioeconomic status would be classed as “never worked/long term unemployed”.

 

 

Case C

58-year-old patient with histologically aggressive tumour of the anterior 2/3 tongue – staged at T2N0M0. The patient is a lecturer at a further education college, having completed master’s level education, therefore their socioeconomic status would be classed as “Higher managerial/ administrative/ professional”. The patient admits to smoking and drinking regularly but not heavily.

 

 

Case D

75-year-old patient with a high grade adenocarcinoma of the parotid gland (salivary) staged at T3N1M0. The patient was diagnosed with type 2 diabetes 15 years previously. Their notes suggest this is not well-controlled, as they have developed retinopathy and peripheral neuropathy and are prone to leg ulcers.  Their socioeconomic status would be classed as “Lower supervisory and technical” prior to retirement.

 

Template for essay structure:

Section 1: Staging summary – include info/evidence regarding extent/spread of disease
Cancer Type/Location/Histologic type: Diagnosis Date:

 
Tumor size:                               Lymph Nodes:                         Metastasis:

 

Stage:   ☐I   ☐II   ☐III   ☐IV   ☐Not available/applicable

 

No more than 200 words: Relevant information related to the stage: e.g. evidence regarding prognosis related to the histology or stage; suggestions regarding trt that is not suitable due to the diagnosis etc.

 
Section 2: Management: Initial Treatment plan ~ 900 words

Critically evaluate the treatment options suitable for management of this patient, ending with your proposed, evidence-based treatment plan. This should include a timeline for treatments and whether they are neoadjuvant, adjuvant or concurrent/concomitant.

 

You should highlight the strengths and weaknesses in the evidence you review. Critical discussion related to acute side effects/morbidity of each treatment modality should be included to help justify your options. Any aspects of your patient’s social/medical history that might impact the initial management plan should form part of your deliberations. This may include any supportive management required to optimize the patient’s performance status prior to commencing active management.
Section 3: Supportive Management: On-treatment plan ~ 700 words

Critically evaluate evidence related to appropriate psychological and social support of your chosen patient. Strengths and weaknesses of the relevant evidence should be noted. You must include reference to wider support options and therapeutic support options, tailored to the specific diagnosis and medical history.

 

This section should not include a detailed description of physical side effect management, however if psychosocial functioning is impacted by physical effects of the treatments chosen, this should be referred to. (e.g. if surgery causes extensive scarring that impacts on body image/self-confidence etc., you can mention this but the focus should be on the support required by the patient, not a description of the issue that caused the support to be required).

 
Section 4: Follow-up/long term care plan ~ 700 words

Critically evaluate evidence related to the likely long-term effects of treatment that your patient might experience in order to suggest a long-term management plan. You should consider both the physical and psychosocial needs of your patient in this section.

 

You should not include a detailed list/description of all possible side effects, but focus on the management required, highlighting the strengths and weaknesses in the evidence base used in your discussion/justification.

 

Points to consider:

 

  • The word counts given for each section are approximate and the total word count for the whole essay should not exceed 2500 +/- 10%.
  • In all sections of the essay it is expected that you will use multiple sources of evidence to comprise the evidence base from which you construct your evaluation and discussion.
  • You will need to synthesis the evidence and use your original thoughts and opinions that arise from that synthesis. (Please refer to the academic skills advice webpage for resources on how to synthesise and critically evaluate literature)
  • You will need to question the literature and spend a significant amount of time carrying out background research and note taking before beginning to construct your essay.

Presenting your assignment:

 

  • Provide a suitable front page highlighting your chosen case and give your word count – do not include your name.
  • Use a font size no smaller than 11 and an easily read type face such as Calibri (please don’t use Times New Roman or similar, as your markers find this more tiring to read)
  • Set your line spacing to 1.5 or 2 x line spacing (again, easier for your markers to read)
  • Ensure you use sentences and paragraphs appropriately: a new paragraph should signal a new topic/aspect of discussion and paragraph spacing should not be used to break up large areas of text.)
  • This is a structured essay so you DO NOT need to provide an introduction or conclusion either to the whole piece or to each section, just follow the template given.
  • The assignment should be fully referenced with citations and reference list formatted according to the School of Health and Social Work referencing guidelines http://academic-skills.health.herts.ac.uk/referencing/
  • If you choose to use an electronic reference management system, it is still your responsibility to manually check all citations and references to ensure they are correctly formatted.
Define the essential components of effective communication.

Assignment task This assignment seeks to assess your understanding of business communication and the skills you have acquired during your study in relation to how this helps in the operation and management of a business. Your Summative Assessment will be an annotated presentation (1500 words in speaker notes) that allows you to demonstrate your communication skills of the contemporary challenges or issues faced by businesses. This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes: LO 1 Define the essential components of effective communication; LO 2 Prepare an evidence-based presentation on a topic agreed in class; LO 3 Defend your presentation in a question-and-answer session; LO 4 Reflect on any feedback and how you could improve your next presentation. Task requirements OVERVIEW: Presentation,1500 words Following the assignment brief and guide, prepare an evidence-based business presentation and deliver. You will then reflect on the presentation feedback and highlight how you can improve next presentation. Module code and title: Business Communication Module leader: Dr Kabir Hossain Assignment No. and type: Presentation Slides (1500 words speaker notes) Assessment weighting: 100% Submission time and date: Monday 13 th June 2022 before 2pm Target feedback time and date: 3 weeks from the date of final submission Assignment Brief Academic Year 2022-23 DESCRIPTION OF THE TASK – WHAT YOU ARE BEING ASKED TO DO? 1. Each student will be required to prepare and deliver a 10-minute PowerPoint presentation in class to the peer students and teacher on one of the following topics: 1.1 Communicating during a global pandemic and the potential issues. 1.2 Communicating with employees about significant company changes. 1.3 Negotiating an international and cross-cultural IT business deal. 1.4 Complaining as a group of employees about a policy or procedure. 2. Using the personal feedback from the lecturer on your presentation – reflect on how you can improve your next presentation. Your reflection will be based on the following questions: a. What went well in your presentation? b. What improvements need to be made and why? c. What action will you take to make suggested improvements? 3. When getting ready to upload your work on Moodle, you must transfer PowerPoint presentation to Word. Copy image of slides, but type notes into Word document. 4.You should research broadly to develop a fully evidenced and referenced PowerPoint presentation slides with notes. The presentation should make use of visual aids appropriate to the business context and audience of the topic. You will be asked to ‘defend’ your presentation in a Q&A session. In developing the presentation, you should think about: • your audience (based on the topic given) and appropriate modes of engaging them. • the kind of language you use in the presentation. • clarity in language, speech, and visuals • the level of detail you provide in visuals and in your notes. • time management (making sure you get through what you need to in the time provided) • what is missing in the work – it is often not possible to cover everything so you will have to choose what you leave out or only touch on; you might think about signalling this as something to come back to in the Q&A Assignment Brief Academic Year 2022-23 • what kinds of questions you might be asked in the Q&A.? Referencing and research requirements You must reference all information used in the presentation and the report, using the Harvard Referencing Guide. You are required to include ONLY ONE reference list page at the end of the report arranged in alphabetical order irrespective of the sources and ONE Appendix page following the reference list page. You can access guidance to Harvard referencing here: https://libguides.uos.ac.uk/academic/referencing/Harvard

What factors did you consider when planning the lesson? For example, learner level, target language, context etc.
 

Use the template below to write a personal reflection. Focus on what you did, how it made you feel, and what you can do next time.

We have provided some prompting questions to get you started, but do not answer them directly. Refer back to Unit 4 for guidance on how to write personal reflections.

 

 

1. Description
Ideas:

What factors did you consider when planning the lesson? For example, learner level, target language, context etc.
I firstly considered the aim of the lesson and then tried to link this to my personal goal to create an interactive, student-centred lesson. To ensure that I would be confident guiding the students to achieve this aim, I needed to research the target language. I also needed to put myself ‘in the shoes’ of the students and think about what they might already know, and any difficulties they might have in understanding this tense, and any new vocabulary. I decided to follow a logical approach, listing everything I and my students would need to do at each stage of the lesson. This helps me manage my time allocation for the different lesson stages. I needed to consider both the face-to-face scenario, and how this would translate into an effective online lesson, and this is a little challenging.
2. Feelings
Ideas:

How did you feel during the process of lesson planning? For example, stressed, creative, enthusiastic, so on.
I was excited to see if I could create both templates successfully. It made me feel that teachers need to be very creative, so I loved this aspect. It is a bit stressful, particularly as I have never taught grammar before.

 

I realised that my initial confidence was a little shaken when researching this tense, as I kept thinking of examples that the students would need to know, and how I could elicit everything effectively.
3. Evaluation
Ideas:

What went well and what didn’t go so well in the lesson plan creation process?
I needed to spend more time researching the target language, as I wasn’t sure that I understood everything I needed to know to produce an effective lesson. I found some useful EFL websites, and I went through my course notes on lesson planning, and this helped restore my confidence.

 

As I am new to this field of teaching, the process took longer than I had anticipated. I remember a trainer mentioning that for a quality 60-minute lesson, I would probably need 120 minutes of preparation. My lesson plans took 120 minutes, and that doesn’t include the creation of all the materials needed for the lesson.

 

 

4. Conclusions
What did you learn about yourself in the process?
I realised that I am able to solve lesson planning problems, and I really enjoy creating new materials.
5. Ideas
What would you differently next time?
I would try to spend more time focusing on researching the target language, as I realise this is one of my weakest areas.

 

484 words.

How did you create the lesson plans? What factors did you consider when planning the lessons?
Your assignment task:
This assignment aims to develop and assess your ability to:
Produce learning aims and objectives that are appropriate for lesson type and class level.
Produce lesson plans that are appropriate for lesson type and class level.
Produce resources that are appropriate for a specified class.
Apply relevant reflective practice models when writing personal reflections for learning and teaching.
Plan a lesson stage in which students are led to analyse the target language.
Use language that is appropriate for a specified class when teaching new language.
Download your files:
To complete Assignment A, you are provided with models, templates, and a checklist to refer to prior submission.
Before you start to work on your assignment, you need to download the files and save them in a folder you can access. You will find these files further down the page.
AssignmentA_Step1_ModelLessonPlan
AssignmentA_Step1_LessonPlanTemplate
AssignmentA_Step2_ModelLessonPlan
AssignmentA_Step2_OnlineLessonPlanTemplate
AssignmentA_Step3_PersonalReflectionGibbs_Model Answer
AssignmentA_Step3_PersonalReflectionGibbsTemplate
AssignmentA_Checklist
Here is the case study for this assignment:
Case Study
You have been successful at your job interview and have landed a brand new job in Thailand! In your new role, you are working in a small community school supporting an experienced teacher with lesson planning and creating activities. The experienced teacher is also helping you to build your teaching skills by supervising you while you practise.
The class you are working with is a small group of 12 students aged between 10 and 12 years of age. The students meet twice a week to build their English language skills and follow a planned curriculum. They are currently working at A2 language level.
Your school has identified some other students in the same age group who are in the wider community and aren’t able to travel to the school due to transport limitations. They have decided that it would be a great idea to offer these students the opportunity to follow the same planned curriculum online, without having to travel to the school.
To test if this idea would work, you have been asked to take part in a trial under  the experienced teacher’s supervision. They know that you have recently completed your Level 3 TEFL Certificate and that you have lots of ideas you would like to try out!
To complete this assignment follow these steps:
 Step 1: Create a face-to-face PPP lesson plan
1.1 Open the file AssignmentA_Step1_LessonPlanTemplate that you downloaded at the beginning of the assignment.
You will see in the lesson plan template that the information about the group and the anticipated problems have already been completed.
You will need to add one aim and three objectives to the lesson plan that are appropriate for this group and lesson.
You will also include your bibliography at the end of this lesson plan.
1.2 Produce a lesson plan based on the past continuous tense for interrupted actions for the group of students identified in the case study. For example, “I was talking on the phone when the pizza delivery arrived”. The lesson must be 60 minutes long and the plan should be detailed enough so that it could be read and understood by another teacher.
You must ensure that your lesson plan includes the following separate stages:
Warmer: introduce the theme and create a context of the lesson.
Presentation: Present the past continuous to the students in a way that leads them to analyse the language through eliciting and concept checking.
Practice stage: Present one task that allows the students to practice the language in a controlled way, focusing on accuracy.
Production stage: Present one task that allows the students to practice the target language in a freer way and develop fluency.
Plenary: Bring the lesson to a close by checking understanding by asking concept checking questions.
1.3 Find or create resources that could be used in the lesson that are appropriate for the age, language level and background of the students. To help you, it would  be a good idea to refer back to the CEFR levels described in Unit 2. You must remember to include the actual resource in your submission in the materials file. Also, remember to reference any resources you find in the bibliography section of your lesson plan.
14. Use language that is appropriate for a specified class when teaching new language:
In the warmer include two instruction checking questions.
In the presentation include two examples of eliciting questions and two concept checking questions.
In the practice stage include two instruction checking questions.
In the production stage include two instruction checking questions.
In the plenary include three eliciting questions.
Ensure that the language in the questions is appropriate for the age, language level and background of the students. The questions must be presented as direct speech, for example, “What is your name?”
 Step 2: Create an online PPP lesson plan
2.1 Your next step is to adapt the face-to-face PPP lesson plan you created in Step 1 to create an online PPP lesson plan. You can use the online lesson plan template that you downloaded earlier: AssignmentA_Step2_OnlineLessonPlanTemplate
Your lesson plan must follow the same structure as your face-to-face lesson and is also a 60-minute class.
Make suitable adaptations that allow for technical considerations relating to functions available in an online classroom environment.
Ensure that online activities are interactive and learner-centred.
Your resources must clearly show that they are for an online class.
2.2 Remember to include all the actual resources you would use in this lesson in your materials file and include URLs.
 Step 3: Reflective practice
3.1 To support your development as a teacher, you are now asked to write a reflective account based on your experience of creating a lesson plan for a face-to-face class and then adapting this for online teaching.
3.2 Use Gibbs’ Reflective Cycle (1988) as the structure for your reflective account using the headings and questions in the table below to support your writing. You can use the previously downloaded template file for this. AssignmentA_Step3_PersonalReflectionGibbsTemplate
Heading Answer this question
1. Description How did you create the lesson plans? What factors did you consider when planning the lessons?
2. Feelings How did you feel during the process?
3. Evaluation What went well and what didn’t go so well in the lesson plan creation process?
4. Conclusions What did you learn about yourself in the process?
5. Action What would you do differently next time?
Discuss the results of your investigation and how they link to the studies referred to in the introduction.

Homesickness

 

Please read this document carefully. It includes the learning outcomes, assignment task, information about plagiarism and marking criteria. Please speak to your tutor if you have any questions.

 

Programme

 

 Undergraduate Foundation Programme: Humanities, Law, and Social Sciences

 
Module

 

 UFPH3 – Skills for Humanities and Social Sciences
Assessment title

 

 Research Project
Deadline date

 

 To be confirmed by your tutor
Weighting

 

 This assessment counts for 60% of your overall grade for this module.
Pass mark

 

 40%

*please note your University may require a higher grade for progression.
Assignment summary

 

 To write an individual report investigating the following:

The perception and experiences of international students when studying in the UK.
Submission of work

 

 http://www.turnitinuk.com

 
Feedback

 

 http://www.turnitinuk.com

 

Feedback will also be communicated back to you via your tutor. They will confirm the timescale in which you will receive your feedback.

 

Important details

 

Unless instructed otherwise by your tutor, please follow the below instructions:

Word count 1,500 to 1700 words
File type Word processed
Font 12 pitch font – Arial or Times New Roman
Format Double spaced and justified
Referencing Harvard system
Notes Your assignment must include page numbers and word count.

 

You will receive a 10% penalty for this assignment if you go over the word count by more than 10%. If your assignment is significantly under the word count, you may not have answered the question in full and will be reflected in your overall mark.

 

The word count does not include contents, end of text references or appendices.

 

 

Module learning outcomes:
On successful completion of this assessment, you will have met the following module learning outcomes:

 

Knowledge based outcomes:

LO1.    Undertake relevant and informative research to support theories and ideas

LO2.    Collect, analyse, and present statistical data to inform and support evidence

 

Skills based outcomes:

·      Gathering data and information from a variety of secondary and sources

·      Communicating relevant information in a variety of forms

·      Analysing information and make reasoned judgements

 

Assessment criteria:
In order to successfully complete this assessment and meet the above learning outcomes, you must satisfy the following criteria:

 

AC1.1      Evidence relevant research carried out to support their work

AC1.2      Produce a well-structured research paper with clear findings to support a research aim

AC1.3      Demonstrate proficient use of Harvard-style referencing

 

AC2.1      Collate relevant secondary data and perform statistical calculations

AC2.2      Interpret and present the data using appropriate methods to inform others and support own ideas

 

Assignment instructions:
To successfully complete this assignment, you must conduct a piece of research using a questionnaire or interviews to investigate the perception and experiences of international students studying in the UK. Your participants will be your classmates or other ONCAMPUS students.

 

Examples of the topics you might wish to investigate are:

·      Homesickness

 

These are just ideas – you can include anything you find of interest but please check the suitability with your tutor first.

 

You will then write your findings as a research paper. The research paper is written in third person formal English, such as you would find in a journal article. It will be treated as a scientific report, therefore it must be factual, objective and logical in structure and content. You will be given more information about how to structure your report later in this document.

 

 

Task 1: Literature review and report introduction

 

Part A: Literature review

·      Decide what topic areas you might like to research.

·      Conduct a literature review to discover what previous research has taken place on your chosen topic(s).

 

Part B: Report introduction

Write the introduction to your report.

 

Use the following guidance to help you:

·      The introduction includes the literature review which is a description of the background literature related to the study. This provides the reader with some background information relevant to your investigation.

·      You should refer to at least 1 piece of previous research in this area.

·      Remember to use Harvard referencing in the body text when mentioning other studies.

 

Task 2: Research aim and designing a questionnaire or interview.

 

Part A: Research Aim

Write the aim of your investigation.

 

Use the following guidance to help you:

·      Once you have completed Task 1, you will have an idea of what exactly you would like to investigate about students’ perceptions or experiences of education in the UK. This will become the aim of the study.

·      The aim of the study is a statement about what is being investigated and what is expected. Since this is not an experiment, there is no hypothesis; just a reason for doing the study.

·      Your aim should be 1 or 2 sentences in length.

 

Part B: Design a questionnaire or interview.

Use the following guidance to help you:

·      To investigate your aim further, you must devise a questionnaire or a set of interview questions to ask your fellow students about their perceptions and experiences.

·      Consider what types of questions you will use, e.g., open or closed or a mixture of both. If you are using closed questioning, what form will this take, e.g., multiple choice, forced choice, or Likert-type scale?

·      Your questions must be chosen carefully to give you the answers you need that will meet the aim of your study.

 

Task 3: Conduct the research and Research Method

 

Part A: Conduct the research

Before you actually conduct your research, there are some things that you must consider.

 

Use the following guidance to help you:

·      Decide who your participants will be. E.g., will they be only your classmates, or will you use other OnCampus students or friends too?

·      Decide how and when you will distribute your questionnaires and how you will collect them back in again. E.g., will you give them out during break time and collect them back in when you return to class?

·      If you are conducting interviews, you must schedule appointments with individuals.

·      Consider what type of sampling you are using, e.g., random sample, opportunity sample.

·      Remember to collect information about your participants such as age, gender if you think that might be important based on previous research, country of origin, length of time studying in the UK, existing level of qualifications, or any other relevant information. This information will be needed when you write your Method section.

 

Part B: Method Section

This section is where you describe how you designed and carried out your investigation. Precision and clarity are necessary in this section as this is where you demonstrate your understanding of quantitative research methodology. This section is divided into 3 separate parts.

 

Use the following guidance to help you:

Participants

·      Give details of the number of participants together with details such as age, country of origin, or the fact that all the participants were students. Include any characteristics of participants that could be replicated, if someone else wanted to repeat this investigation.

 

Materials

·      This section is for the materials used for this investigation and can simply be listed with an appendix reference for each one. (Example – Appendix 1: Informed consent form, Appendix 2: Copy of interview questions.

 

Procedure

·      Carefully and accurately describe how the investigation was carried out. This should be done in a chronological step-by-step order.   Enough details should be provided so that another researcher could replicate the investigation.

·      Include reference to any ethical issues that were addressed (for example when informed consent was carried out).

·      Example: Participants were asked for their consent and gave it (Appendix 1).

Questionnaires were handed out in class to participants. They were given 30 minutes to complete the questionnaires before the researcher collected them in (Appendix 2).

Students were debriefed and advised that they could withdraw from participation in the investigation at any time.

 

Task 4: Results

Present the results of your investigation.

 

Use the following guidance to help you:

·      Calculate the figures from your investigation, e.g., mean or median, percentages, etc.

·      Present the data in numerical and graphical forms, explaining briefly what the numbers are saying (no conclusions here though!).

·      Put the raw data into an Appendix at the end of the report.

 

Task 5: Discussion

Interpret your results in the light of previous research (you are comparing what is found in your investigation to what was found in the studies you talked about in the introduction).

 

Use the following guidance to help you:

·      Discuss the results of your investigation and how they link to the studies referred to in the introduction. Were your results similar or different to previous findings?

·      The strengths and limitations of your research.

·      Any relevant modifications and areas of further investigation based on your results. Did you have any problems when you carried out your study? Would you do anything differently if you could do it again?

·      An informed conclusion.

 

Important: Do not introduce any further studies in this section.

 

Task 6: References, Report Abstract, and Appendices

 

Part A: References

References for all studies that appear in the introduction should be in standard Harvard format as you have been instructed in your Skills lessons.

 

Part B: Report Abstract

Write your abstract.

 

Use the following guidance to help you:

·      The abstract contains a summary of important information about the study. It allows the reader to understand quickly how the study was carried out, the results and the conclusions drawn.

·      The abstract is the last section of the report to be written but appears at the beginning of your report.

·      It should contain fewer than 200 words.

 

Part C Appendices

Appendices (plural of appendix):

 

·      Include copies of supplementary material, e.g., a copy of the questionnaire or interview questions, plus any other material you may have used as part of your investigation, such as images or soundbites given to your students as part of the interview, etc. This section provides all the materials necessary to allow a similar investigation to be replicated.

·      Number them Appendix 1, Appendix 2, etc.

 

 

Further information

Once you have completed all of these tasks and received feedback from your tutor, you will need to assemble your report for final submission. Make sure you assemble it in the following order:

 

Abstract

 

 

 

 · Summary of aims

· Summary of methods

· Summary of results

· Conclusion

 
Introduction

 

 

 

 · Aim

· Literature review
Method

 

 

 

 

 · Method of data collection: interviews and/or questionnaires.

· Participants: characteristics of target population.

· Materials: list of materials used, reference to copies in appendices.

· Procedures: itemised in sufficient detail to allow full replication.

 
Results · Descriptive statistics.

· Graphical representation to show key data.

 
Discussion · Discussion of results.

· Link results to studies mentioned in the literature review.

· Identification of strengths and limitations of research.

· Suggestions for modification and further research

 
References · Works cited within the report must follow Harvard style referencing.

 
Appendices · Copies of supplementary documents.

 

 
Describe an example you have experience with of the principal-agent problem (for example, you have a desire for your children to listen in school and do well, while for them, goofing off at school might be much more fun), and explain how incentives can be used to overcome the principal agent problem (such as paying your children for good grades).

Description

Part I: Describe an example you have experience with of the principal-agent problem (for example, you have a desire for your children to listen in school and do well, while for them, goofing off at school might be much more fun), and explain how incentives can be used to overcome the principal agent problem (such as paying your children for good grades). Include in your explanation an analysis of the risks in using incentives. Part II: How will you be able to apply what you learned in this course to your current or future work? Your journal entry must be at least 200 words in length. No references or citations are necessary.

Explain the conditions necessary for firms to be able to price discriminate.

Description

Auctions can be an important tool for selling goods and gathering information. Auctions are used in multiple venues including agriculture, eBay, and distressed asset sales. The seller does not have to worry about estimating demand and setting a price because the demanders will do that through the auction process. Write an essay examining the value of auctions in the economy by addressing the following items. Explain the difference between oral auctions and second-price auctions, including how they work and their results. Use the expected value information to illustrate how having more bidders in an oral auction will likely result in a higher winning bid. Explain how the number of bidders in a common value auction affects the outcome of the auction. Relate this to the effect on price in different market structures based on the number of producers. Auctions lead to outcomes where buyers reveal their value for the products being auctioned. To successfully price discriminate, firms often rely on buyers revealing their value for products. Explain the conditions necessary for firms to be able to price discriminate. Your essay must be at least three pages in length (not counting the title and references pages) and include at least three peer-reviewed resources. Adhere to APA Style when writing your essay, including citations and references for sources used. Be sure to include an introduction. Please note that no abstract is needed.