Write a catalogue essay (1000 words) on Neil Denari’s -Corrugated Duct House that he designed in -Palm Spring California 1998

You must argue the essay through a close attention to the formal, material and technical aspects of the project, and in particular situate it though a discussion of one or more concepts based on ( Mech. Reproduction/ aestheticism(art for art sake by Watler Banjamin). You are additionally encouraged to focus your argument by examining it in terms of its relationship with to a single project in the reading: Cedric Price- “Life-Conditioning,” “Potteries Thinkbelt,” “Fun Palace), “Pompidou Center”. Include relevant images of each project in your essay, “assisted” or annotated by you as appropriate. While you are free to develop any conclusion on the relative significance of the project, the point is less whether you ”like” the work or not, and more what use you can make of it. Format In Chicago Manual of Style

Use: (Benjamin Walter 1936_2008 The Work_of Art in the Age of Its Technological Reproducibility Second Version)
Use: (Cedric Price, “Life-Conditioning,” “Potteries Thinkbelt,” “Fun Palace,” The Square Book, pp 18-26, 56-61_4A)

I would like to compare Neil Denari-Corrugated Duct house-Palm Spring 1998 with the Pompidou Center using the essays named above and attached. PDF’s of the class power points are attached that are paired with the essays.

Also I attached images of Neil Denari’s -Corrugated Duct House that can be used in the catalogue essay when compared to the Pompidou Center.

Please contact if any questions or clarifications

Students as an individual is to conduct a research on communicable diseases. Each person will pick a communicable disease to research and prepare a study of disease transmission to humans. The paper should detail the natural history of the communicable disease. The Communicable disease paper should be between 5-6-pages.

The paper must include (not limited to):

 Causative Agent
 Route of Entry
 Symptoms: prodromal, second, fetal, effects
 Mode of Transmission
 Complications
 Community Health Concerns
 Treatment
 Prevention
 Long Term Consequences
 Racial Disparities (if any)
 Community Health Nursing

Make sure to follow APA 6th edition formatting. Please utilize the Writing lab; points are taken off for grammar.
Please do not use your textbook
The Communicable disease paper is to be submitted in the Blackboard forum on or before the 10th week
Don’t forget to send your paper through safe assign first. Papers are to be posted to Blackboard only in the correct forum for credit (15% of Final Grade). Any late papers are subject to 10% deduction daily and after 3 days no papers will be accepted.

                   Food TV

 

 

 

Your final result for this task is based on the level to which you meet the Performance Standards for Stage 1 Food & Hospitality. Your achievement is graded between levels A-E.

 

Learning Requirements

Assessment Design Criteria

1.        apply knowledge and problem-solving skills to practical activities in food and hospitality and to reflect on processes and outcomes.   2.        develop and implement practical skills, including management skills, in an individual or a collaborative context   3.        make and justify decisions about contemporary issues related to the food and hospitality industry   4.        select and use appropriate technology to prepare and serve food, applying safe food-handling practices   5.        investigate and reflect on contemporary issues related to the food and hospitality industry or to food and hospitality in family and community settings   6.        work individually and collaboratively to prepare and present activities that support healthy eating practices   7.        reflect on the impact of technologies on food and hospitality.

Investigation I1  Investigation of contemporary issues related to the food and hospitality industry or to food and hospitality in family and community settings I2        Identification and use of different primary and/or secondary sources, with appropriate acknowledgement I3        Application of literacy and numeracy skills, and use of appropriate terminology Reflection R3      Reflect on contemporary issues related to food and hospitality

 

 

 

 

 

Purpose:

To investigate a contemporary issue in Food and Hospitality in the local community

                       

 

Description of assessment:

Investigate a contemporary issue in Food and Hospitality using a variety of sources and analyse information to reach a conclusion. You may like to visit the local community to identify relevant, local resources which reflect current food trends. Your sources of information may include:

 

Primary sources: eg: interview (evidence from industry visits) or survey (evidence from customers who have dined out or purchased food from an establishment)

Secondary sources: eg: books, newspaper or magazine articles, electronic sources.

You must use a variety of primary and secondary sources and analyse information to reach a conclusion and include a bibliography.

 

Your investigation should include

Introduction

• Identify the issue selected and methodology and preliminary research

Discussion and Analysis

• Analyse findings from primary and secondary data on the issue selected.
• Problem solving and assessment of factors involved in problem solving.

Conclusion

• Conclusion and reflection based on findings.

Bibliography

 

Assessment conditions:

 

The investigation may be presented in written, oral, or multimedia form. It should be a maximum of 600 words for a written text or a maximum of 4 minutes for an individual oral presentation, or the equivalent in multimodal form.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Topic for this investigation

Research and critically analyse current ‘Reality TV Shows’ & interview Food & Hospitality Industry workers to obtain their perception of working in this fast paced and difficult industry.

 

Respond to the following question:

 

 Do ‘Reality TV Cookery Shows’ give a true reflection of working in the Food & Hospitality Industry?

 

Present the information you have found in a written report of a maximum of 600 words or 3 minutes oral presentation or equivalent in multi -media form.

 

Guidelines to assist with your essay:

 

Consider the questions below and answer

• Do you agree or disagree with the above statement? State some reasons why?
• What jobs are available in the Hospitality Industry? Briefly describe each.
• What types of skills do you need to work in Front of house/ Back of house (kitchen) in the Hospitality Industry?
• What interpersonal skills do you require?
• What specific technical skills (skills for the job) do you need?
• What training is required?
• What is the purpose of Reality T.V. cookery shows such as “Masterchef” or “My Kitchen Rules”?
• What are the expectations of workers in the Hospitality industry?

 

Interview

 

Conduct an interview with people who are currently working in the Food and Hospitality Industry (include some background information about the people interviewed)

Questions that may assist you could include:

 

• What technical skills do they need?
• What training/work experience do they have?
• What interpersonal skills do they need?
• What are the conditions under which they work?
• What hours do they work?
• What range of tasks need to be done?
• What are their career options for the future?
• Are the skills transferable to another state or country?
• How can they progress through a career path in this industry?
• What are the best and worst aspects of their job?
• What are the qualities that they see as being important for this job?

 

Remember to include a bibliography and list of contacts.

 

Performance Standards for Stage 1 Food and Hospitality                                                       Student Name:

	Investigation	Problem-solving	Practical Application	Collaboration	Reflection
A	Productive, well-planned, and well-organised investigation skills and methods with a highly relevant focus on contemporary issues related to the food and hospitality industry or to food and hospitality in family and community settings. Focused and discerning identification and use of a variety of primary and/or secondary sources, with appropriate acknowledgment. Highly effective application of literacy and numeracy skills, including clear and consistent use of appropriate terminology.	Astute identification and discussion of a range of factors involved in problem-solving. Astute and very appropriate decision-making about problem-solving and implementation strategies. Clear and very relevant justification of decisions about problem-solving and implementation strategies.	Astute use of initiative in the development and implementation of safe management practices. Logical selection and use of appropriate technology for practical activities. Constructive and sustained application of knowledge and practical skills.	Inclusive response to other group members, and responsible and sustained sharing in decision-making. Proactive and perceptive involvement in group activities and discussions to support healthy eating practices.	Insightful reflection on the processes and outcomes of practical and group activities including their own performance. Astute reflection on the impact of technologies on food and hospitality. Insightful reflection on contemporary issues related to food and hospitality.
B	Mostly productive, planned, and organised investigation of contemporary issues related to the food and hospitality industry or to food and hospitality in family and community settings. Mostly focused and logical identification and use of a variety of primary and/or secondary sources, with appropriate acknowledgment. Effective application of literacy and numeracy skills, including mostly clear use of appropriate terminology.	Well-informed identification and discussion of a range of factors involved in problem-solving. Well-considered and appropriate decision-making about problem-solving and implementation strategies. Most clear and relevant justification of decisions about problem-solving and implementation strategies.	Thoughtful development and implementation of safe management practices. Mostly logical selection and use of appropriate technology for practical activities. Logical and well-considered application of knowledge and practical skills.	Thoughtful response to other group members, and responsible sharing in decision-making. Active and thoughtful involvement in group activities and discussions to support healthy eating practices.	Thoughtful reflection on the processes and outcomes of practical and group activities including their own performance. Well-informed reflection on the impact of technologies on food and hospitality. Well-informed reflection on contemporary issues related to food and hospitality.
C	Competent and generally organised investigation of contemporary issues related to the food and hospitality industry or to food and hospitality in family and community settings. Competent identification and use of different primary and/or secondary sources, with generally appropriate acknowledgment. Generally effective application of literacy and numeracy skills, including competent use of appropriate terminology.	Informed identification and discussion of some factors involved in solving mostly familiar problems. General appropriate decision-making about problem-solving and implementation strategies. Generally relevant justification of decisions about problem-solving and implementation strategies, with some clarity.	Competent development and implementation of safe management practices. Appropriate selection and use of technology for practical activities. Considered application of knowledge and practical skills.	Generally thoughtful response to other group members, and some responsible sharing in decision- making. Appropriate involvement in group activities and discussions to support healthy eating practices.	Considered reflection on the processes and outcomes of practical and group activities including their own performance. Informed reflection on the impact of technologies on food and hospitality. Informed reflection on contemporary issues related to food and hospitality.
D	Some basic investigation of one or more aspects of a contemporary issue related to the food and hospitality industry or to food and hospitality in family and community settings. Superficial identification and use of one or more primary or secondary sources, with some inconsistent acknowledgment. Inconsistent application of literacy and numeracy skills, with use of some terminology that may be appropriate.	Partial identification and discussion of some factors involved in solving familiar problems in one or more tasks. Some basic and inconsistent decision-making about problem-solving and/or implementation strategies. Some description and partial justification of one or more problem-solving and/or implementation strategies.	Some development and implementation of basic safe management practices. Identification and some use of technology for practical activities. Some application of basic knowledge and practical skills.	Basic response to other group members some of the time, and some sharing in simple decision-making. Some basic involvement in group activities or discussions to support healthy eating practices.	Basic consideration of the processes and/or outcomes of practical and group activities including their own performance. Some superficial reflection on the impact of technologies on food and hospitality. Superficial reflection on one or more contemporary issues related to food and hospitality, tending towards basic description.
E	Attempted investigation of an aspect of the food and hospitality industry or of food and hospitality in family and community settings. Limited identification, use, or acknowledgment of primary or secondary sources. Attempted application of literacy and numeracy skills, with attempted use of terminology that may be appropriate.	Identification of one or more factors involved in solving a problem in a task. Attempted decision-making about a problem- making about a problem-solving or implementation strategy. Attempted description of one or more problem- solving or implementation strategies.	Attempted development or implementation of basic safe management practices. Limited use of technology in practical activities. Limited application of basic knowledge or practical skills.	Limited response to other group members, with limited involvement in any decision-making. Attempted involvement in one or more aspects of group activities or discussions to support healthy eating practices.	Attempted consideration of one or more processes or outcomes of a practical or group activity including their own performance. Identification of one or more impacts of technologies on food and hospitality. Limited description of one or more contemporary issues related to food and hospitality.

 

Application: Sexual Behavior

Gender and sexuality are intertwined in many cultures. (Gardiner & Kosmitzki, 2011) Socialization agents teach the appropriate behaviors for gender and the acceptable sexual attitudes and behaviors within a culture. Cultural differences exist around the world and across countries. For example, cultural differences may exist through the number of partners allowed in a marriage, expectations for males and females, and knowledge and application of safe sex practices. Differences may also arise in what is permitted and acceptable, such as premarital sex, same-sex relationships, and extramarital relationships. The consequences for an individual deviating from these cultural expectations also vary from culture to culture.

For this Assignment, choose one sexual attitude (e.g., abstinence, monogamy, etc.) and one sexual behavior (e.g., chastity, infidelity, etc.).

The Assignment (4 pages)

Use your Final Project culture of interest ( TURKISH CULTURE )and select another culture of interest to you.
Compare the similarities and differences of sexual attitudes and behaviors in each culture.
Describe the cultural factors that influence sexual attitudes and behaviors.
Explain how sexual attitudes and behaviors are perceived and displayed within each culture.
Be specific and provide examples.
Support your responses using the Learning Resources and the current literature.Article: Afable-Munsuz, A., & Brindis, C. D. (2006). Acculturation and the sexual and reproductive health of Latino youth in the United States: A literature review. Perspectives on Sexual and Reproductive Health, 38(4), 208–219. Article: Aubrey, J. S., & Harrison, K. (2004). The gender-role content of children’s favorite television programs and its links to their gender-related perceptions. Media Psychology, 6(2), 111–146. Article: Crouter, A. C., Manke, B. A., & McHale, S. M. (1995). The family context of gender intensification in early adolescence. Child Development, 66(2), 317–329. Article: Echávarri, R. A., & Ezcurra, R. (2010). Education and gender bias in the sex ratio at birth: Evidence from India. Demography, 47(1), 249–268. Article: Ghule, M., Balaiah, D., & Joshi, B. (2007). Attitude towards premarital sex among rural college youth in Maharashtra, India. Sexuality & Culture, 11(4), 1–17. Article: Lancaster, G., Maitra, P., & Ray, R. (2008). Household expenditure patterns and gender bias: Evidence from selected Indian states. Oxford Development Studies, 36(2), 133–157.Article: Miyajima, T. (2008). Gender inequality among Japanese high school teachers: Women teachers’ resistance to gender bias in occupational culture. Journal of Education for Teaching, 34(4), 319–332. Article: Mohammadi, M. R., Mohammad K., Farahani, F. K., Alikhani, S., Zare, M., Tehrani, F.R.,…Alaeddini, F. (2006). Reproductive knowledge, attitudes and behavior among adolescent males in Tehran, Iran. International Family Planning Perspectives, 32(1), 35–44. Article: Para-Mallam, F. J., & Funmi, J. (2010). Promoting gender equality in the context of Nigerian cultural and religious expression: Beyond increasing female access to education. Compare: A Journal of Comparative & International Education, 40(4), 459–477. Article: Sadker, D. (1999). Gender equity: Still knocking at the classroom door. Educational Leadership, 56(7), 22–26.
Article: Sadker, D., & Zittleman, K. (2005). Gender bias lives, for both sexes. Education Digest, 70(8), 27–30.Article: Witt, S. D. (1997). Parental influence on children’s socialization to gender roles. Adolescence, 32(126), 253–259.

For this assignment, imagine that you are now the Chief Operating Officer of a large hospital in Riyadh. As part of your duties, you are to approve and allocate the necessary funds for the upcoming year’s major capital expenditures. There are two major requests and unfortunately, the hospital simply cannot afford both. The first request comes from facilities management. They have submitted the proposals and costing information for a major five-story parking structure. Complaints about limited parking arise from staff and patients on a daily basis. You ponder the hospital’s desire to increase services and realize that this is certainly worth considering. However, on an equal level of need, the medical department has submitted a request for an upgraded and expanded operating room including the addition of robotic surgical assisting devices (DaVinci).

In this proposal to the Board of Directors, analyze the steps you would use in determining which one will be funded this year and which one will be funded next year. Will you use surveys, if so will they be available to the public, employees only, or both? Will you favor the parking facility as it will generate income or will you favor the increase of technology as it lends itself well to marketing? Who will you bring into the decision-making process? As you endeavor in this assignment, the thought process is more critical than choice as there is no right or wrong answer.

Your proposal should include the following components:

• A one-page discussion identifying the process of capital investment decision making, using citation and supporting reference articles.
• A two-page proposal including steps in determining the funding:
• Assessment (survey, target audience, etc.).
• Compare and contrast both options.
• Final proposed decision with supporting spreadsheet.

Your paper should meet the following structural requirements:

• Three pages (not including title or reference page).
• Excel spreadsheet which supports your position.
• Formatted according to APA and Saudi Electronic University writing standards.
• Provide support for your statements with in-text citations from a minimum of four scholarly articles. Two of these sources may be from the class readings, textbook, or lectures, but two must be external. The Saudi Digital Library is a good place to find these references.

By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates

According to recent reports produced by the Council of Saudi Chambers, healthcare turnover is on the rise within the Kingdom of Saudi Arabia. Nurses and physicians are leaving the Kingdom to Western countries in search of higher pay and better training facilities.

Based on this Module’s reading and interactive lecture, you will develop a written paper addressing the financial costs associated with staffing. You will use current research to distinguish costs associated with staffing and turnover. Differentiate costs associated with hiring verses costs of current staff retention.
For this Critical Thinking Assignment, conduct research on the costs associated with turnover and employee retention.

Your paper should meet the following structural requirements:

• The paper should be 3-4 pages in length, not including the cover sheet and reference page.
• Formatted according to APA and Saudi Electronic University writing standards.
• Provide support for your statements with in-text citations from a minimum of four scholarly articles.
• Two of these sources may be from the class readings, textbook, or lectures, but two must be external.

The Saudi Digital Library is a good place to find these references

In this Critical Thinking assignment, conduct a SWOT analysis on either your current organization, or one in which you are familiar. If you are unable to obtain the necessary permissions, you may use the internet and SEU Library to complete this assignment. If possible, it will be more beneficial to use an organization in which you are familiar or where you are employed. In your paper, be sure to highlight the importance of having accurate and timely information. Analyze the strengths, weaknesses, opportunities, and threats. Be sure to analyze competitors, demographics, Ministry of Health initiatives, etc.

Your paper should meet the following structural requirements:

• The paper should be 3-4 pages in length, not including the cover sheet and reference page.
• Format the paper according to APA and Saudi Electronic University writing standards.
• Include a SWOT diagram showing your findings in each quadrant of the diagram. This SWOT diagram should be included in the appendix section of your paper.
• Provide support for your statements with in-text citations from a minimum of four scholarly articles.
• Two of these sources may be from the class readings, textbook, or lectures, but two must be external.
• The Saudi Digital Library is a good place to find these references.

2. By submitting this paper, you agree: (1) that you are submitting your paper to be used and stored as part of the SafeAssign™ services in accordance with the Blackboard Privacy Policy; (2) that your institution may use your paper in accordance with your institution’s policies; and (3) that your use of SafeAssign will be without recourse against Blackboard Inc. and its affiliates.

MED 3000 Independent Project

 

Module Outline

 

1. Aims

 

This module aims to enable students to demonstrate, in the execution of a complex and large-scale project, high level academic and/or practical skills, relevant to their field of study and professional interests. It seeks to test the students’ confidence in their intellectual abilities and capacity to organise their time through an emphasis on self-directed learning and independent research. It will enable students to identify and apply relevant critical frameworks drawn from their degree programme and relevant to their professional interests and to demonstrate independent thinking in the application and development of theoretical/practical projects.

 

 

2. Intended Learning Outcomes

 

Knowledge

On completion of this module the successful student will have acquired knowledge and understanding of:

 

1. a specific issue relating to their specialist programme of study and of how to represent this in a sophisticated manner within the framework of their self-devised project;
2. the relationship between the form and content of their work and the critical and ethical considerations involved in addressing the proposed reader/viewer/user of the final work;
3. the complex processes involved in the development of a dissertation project and the professional requirements of a project of this level and scale.

 

Skills

On completion of this module the successful student will have developed skills in:

 

1. drawing appropriately on frameworks from previous modules in their programme of study, identifying and applying theoretical, practical and methodological approaches relevant to the development of their self-devised project;
2. managing their own time effectively in the development, planning and production of a sustained piece of self-directed work;
3. negotiating with a supervisor, dealing with criticism constructively and translating this, appropriately, into the frameworks of their project;
4. carrying out advanced independent research from proposal to final realisation, substantiating the quality and relevance of the work within an appropriate body of existing practice/research.

 

3. Teaching and Learning Strategies

 

Directed and independent study supported by consultations with personal supervisor

 

Workshops and Study Support

The module will be delivered through a mixture of one-to-one supervisions and workshops. Students will develop their individual research in conjunction with the practical advice and support of group workshops and/or individual consultation sessions. They will be required to present sections of their own case studies in the second semester. Students are expected to work independently on their projects outside of the face-to-face consultation sessions and maintain regular contact with their supervisor.

 

Each student will be appointed a supervisor soon after submitting a research topic. A student’s supervisor is there to help and advise the student: the supervisor can recommend useful sources of information and aid the student in thinking through the conception and production of his or her work.

 

However, a student should not expect supervisor to find a topic for him or her, or to tell him or her what sources to use. The supervisor is primarily an adviser and ‘editor’, responsibility for finding relevant materials and collecting data is ultimately the student’s own. As a result, a student should not wait to meet with the supervisor to start or continue working on the project, and the student should be proactive in requesting meetings to discuss the progress.

 

Attendance

Students are expected to meet their supervisors on a regular basis. A record of attendance should be taken with the use of Student Consultation Record form. Failure in attending all the meetings/ workshops will not get supervisor’s timely feedback. This could result in a very poor grade or a fail in the module.

 

 

4. Assessment Scheme

 

The Independent Project, whether largely creative / practical or theoretical / critical will engage with some aspects of the students discipline in an investigative way. The project may take various forms depending on the skills and strengths of the student. The final form of the independent project must be discussed in consultation sessions and approved by the student’s supervisor and the module leader.

 

Students are required to choose only one option from below.

Type of Assessment	Description	Weighting
Independent Project; Option 1: Dissertation
Dissertation	An original dissertation (Individual: 7,000 words)	100%
		Total: 100%
Independent Project; Option 2: Creative practical work
Creative practical work	a)      A practical media project (e.g. a video, a magazine dummy as approved by the module leader) (Individual) AND b)      Evidence of planning and research (Individual: 2,000 words)	50%     25%
Practical project critical reflection	c) A reflective essay (Individual: 2,000 words)	25%
		Total: 100%

 

 

Formative Assessment (not to be graded):

Formative Assessments do not count towards the final mark. Rather they are an opportunity to receive feedback and advice from supervisor on how to improve the student’s writing/reasoning/argument in preparation for the final summative assessment.

 

• A hard copy of the Supervisor Selection Form should be submitted to IC’s counter on or before 23^rd March 2018 (5:00pm).

 

• While research proposal and outline could be sent to supervisor in the course of study for comment, draft dissertation should be submitted online through Turnitin on or before 30^th June 2018 (5:00pm). This should be a minimum of 3,500 words and preferably a full first draft of the research project. Failure in submitting the draft on time will not get supervisor’s timely feedback. This could result in a very poor grade or a fail in the module.

 

 

Summative Assessment (100%):

The completed project should be submitted online through Turnitin on SOUL on or before 26^th October 2018 (5:00pm).

 

All written parts of the creative practical work should be combined into a single document and submitted online through Turnitin on SOUL with the exception of actual creative projects. For the actual creative projects, students are advised to discuss the most suitable form of submission for their specific project with their supervisor, well in advance of the deadline. For example, students may choose to print a magazine project and hand in the hard copy to IC’s counter.

 

 

5. Assessment Submission – Requirements and Regulations

 

Students should have read the sections concerning assessment in the 2017/2018 Programme Handbook on SOUL and 2017/2018 Middlesex University Guide and Regulations on my UniHub.

 

Students should keep copies of all work submitted until feedback for formative assessment and the grade for the final piece are received. In particular, students are recommended to print the final screen in Turnitin that acknowledges successful receipt of their work.

 

Note: Lecturers cannot give extensions to the final deadline. Any problems in meeting the deadline must be raised in advance with the student office.

 

Automatic Deferrals

Automatic deferrals are not permitted on this module.

 

 

6. How Will Students’ Work Be Marked?

 

Students’ final dissertation counts for 100% of their final mark. All dissertations will be expected to meet the Learning Outcomes and will make reference to the Assessment Criteria below. They will first be marked by a student’s supervisor, then all dissertations are double marked by another member of the teaching team, and finally they are moderated by an external examiner in Middlesex to ensure parity.

 

Marking Criteria

Creative Practical Projects will be assessed on the production values of the individual work, for example, a video would be judged on the following elements:

• narrative and editing
• structural and technical realisation of idea
• quality of sound
• aesthetics (quality of images)
• camera work (movement, positioning)

 

For other kinds of practical project, the work will be judged on the quality or professionalism of the final work.

 

However, central to the determination of the mark will be the written component, which must include the research and planning documentation, and a critical reflection of the process and the outcomes of the project. You should discuss your plans in some details with your supervisor to ensure that you are clear about what is expected of you, and how your work will be assessed at the end of the process.

 

Written Dissertations will be marked according to usual guidelines for marking essays. Two markers meet to agree on a suitable mark according the criteria below:

 

Grade 1 – 4: First Class

• Demonstrates knowledge that is comprehensive both in breadth and depth.
• Demonstrates an exceptional ability to contextualise, to grasp concepts and their interrelationship, and / or to relate theory to practice.
• Shows an outstanding ability to apply, in right measure, the necessary skills to achieve a desired outcome.
• Shows clear evidence of independent thought with material presented in a focused way, so as to help sustain the argument.
• Presentation is highly literate, fluent and accurate with impeccable citation
• Evidence of high level of commitment and a demonstration of a high level of initiative and independent thinking
• An ability to consistently form and professionally present a coherent body of work that demonstrates a high level of complex engagement
• Excellent command of visual and written expression with an ability to clearly convey ideas and concepts Material is presented in a focused way, so as to help sustain their critical position.
• Demonstrate an exceptional ability to contextualise, to grasp concepts and their interrelationship, and / or to relate theory to practice.
• Wide and deep research relevant to your ideas, discourses and chosen media or working process and the broader context of practical work
• Creative, innovative, informed and professional use of media and materials with a thorough, critical and extended understanding of related discourses and contemporary/historical contexts
• Critical and analytical skills inventively put to use in the evaluation of research, in the use of materials and media, and in the engagement with ideas and related discourses

 

Grade 5 – 8: Upper Second

• Demonstrates an up-to-date and relevant knowledge-base that may be broad or deep rather than both.
• Work reflects a thorough grasp of concepts and their interrelationship, and a significant ability to relate theory to practice.
• The presentation is very good, the material generally well-focused, reflecting throughout a high degree of literacy.
• Arguments may sometimes be outstanding and reflective of genuine independent thought, but are not always consistently at that level.
• Evidence of commitment reflective of initiative and independent thought, but is not always consistently at that level.
• Ability to form and professionally present a coherent body of work that demonstrates a high level of engagement
• A strong command of visual expression with an ability to clearly convey ideas and concepts
• Work reflects a thorough grasp of concepts and their interrelationship, and a significant ability to relate theory to practice.
• Good research, relevant to materials and media used and related ideas and discourses
• Creative, informed and professional use of media and materials with thorough and critical understanding of related discourses and contemporary/historical contexts
• Evidence of critical and analytical skills in the evaluation of research, in the use of materials and media, and the engagement with ideas and discourses

 

Grade 9 – 12: Lower Second Class

• Arguments may be generally relevant but not necessarily comprehensive.
• Displays an awareness of what concepts are, but the ability to conceptualise and / or to relate theory to practice, is clearly limited.
• Shows a strong tendency toward assertion rather than argument.
• Written work shows sound grammar and spelling but perhaps with occasional lapses.
• Evidence of commitment and a demonstration of initiative
• Ability to form and present a coherent body of work
• Clearly defined & expressed ideas and concepts, but needing further development & clarification
• Demonstration of a clear understanding of use of materials and ideas, but weak in critical and analytical skills
• Evidence of relevant research but is not always consistently in critical thinking or researching.
• Creative, informed and professional use of media and materials with an awareness of related discourses and contemporary/historical contexts

 

Grade 13 – 16: Third Class

• Demonstrates knowledge that is adequate but limited and / or superficial with a tendency to inaccuracy.
• Demonstrates a limited awareness of concepts or the ability to relate theory to practice or to contextualise material.
• Deploys evidence (which may be accurate) superficially, with lack of focus, and offers description / assertion rather than argument.
• Written work shows either poor grammar or poor organisation of material in paragraphs
• Evidence of engagement with, but lacking in full commitment to, the development of work and ideas
• Ideas and concepts are not clearly comprehended and offers description / assertion rather than argument or critical position
• Limited ability to contextualise, and to relate theory to practice.
• Limited research, awareness of concepts,
• Evidence of awareness of relevant historical/contemporary contexts, but limited in understanding, accuracy and depth
• Lacking in critical and analytical skills and the ability to evaluate and make judgement through the process of making and the engagement with ideas and concepts
• Creative and competent use of media and materials that demonstrates the ability to draw upon relevant ideas and discourse

 

Grade 17:  Fail

• Shows some ability for accurate work but little relevance;
• Shows minimal awareness that concepts exist.
• Communication frequently inarticulate and poorly presented
• Low level of commitment, independent study and project development
• Work may be clearly presented, but limited or lacking in ideas and concepts
• Low level engagement in and awareness of the relationship of theory and practice. Some accuracy but little relevance; very few relevant assertions.
• Poor understanding or awareness of related discourses and contemporary/historical contexts
• Some research in relation, but limited in scope and exploration
• Lack of critical and analytical abilities
• Low level of competence; uninformed use of media and materials

 

Grade 18 – 20:  Fail

• Produces work that is totally lacking in relevance or accuracy.
• Demonstrates no grasp of concepts or of awareness of what concepts are.
• Produces work that is inarticulate and / or incomprehensible.
• Some effort may be evident, but use of media and materials poor and uninformed
• Poor understanding or awareness of related discourses and contemporary/historical contexts
• Work may be clearly presented, but lacking in ideas and concepts
• Work is visually weak inarticulate and / or incomprehensible
• No understanding of how to establish and develop a research project
• Lack of critical and analytical abilities; lacking in focus or direction
• Work is totally lacking in relevance or appropriateness of materials.

 

 

7. Academic Misconduct

 

Plagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral) which is wholly or partly the work of another. In fact, plagiarism extends to cover one’s own work previously assessed or published which is also required to be properly referenced. Taking unfair advantage over other authors, students or oneself in this way is considered by Middlesex University and HKU SPACE to be a serious offence. Both institutions will take serious action against any student who plagiarises whether through negligence, foolishness or deliberate intent. Make sure written material, ideas, theories, formulae, etc are acknowledged through the use of quotation marks, references and bibliographies. Information on the correct way of acknowledging work from other sources is available from campus learning resource centres. Academic misconduct also covers cheating in examinations.

 

The advice is simple: don’t do it, and don’t do it accidentally by incorporating sections from other work without referencing it and making it clear what you are presenting as your own words and what you are quoting or paraphrasing. For information on referencing and plagiarism, look at “Developing Good Academic Practice” on the Middlesex University website:

http://unihub.mdx.ac.uk/study/academicpractice/index.aspx

 

The Middlesex Library Subject Guides website also has some useful materials on referencing. For more information, you can go to

http://libguides.mdx.ac.uk/content.php?pid=220238&sid=1828719

 

You can also ask your supervisors for advice on where to get full referencing guides.

 

The University Regulations also detail procedures in relation to:

• Infringement of Assessment Regulations – Academic Misconduct (Section F) including collusion and plagiarism
• Appeal Regulations and Procedures (Section G)
• Student Conduct and Discipline
• Student Complaints and Grievance Procedures
• Equal Opportunities

(see http://www.mdx.ac.uk/aboutus/Strategy/regulations/index.aspx )

 

 

 

8. Syllabus

Students will identify a subject for their dissertation. Subsequently there is no set syllabus. A series of workshops will help students to make their decision, and inform them of the academic expectations and assessment criteria connected to writing a dissertation; the ways and means of research, structuring the dissertation; organising time for research, study and writing.

 

 

9. Recommended Readings

 

Since the dissertation topics of students may vary, the reading list is to be arranged by individual supervisor in the beginning of the Teaching Cycle when this module is offered. The reading lists will catch up with the most up-to-date cultural development and media ecology.

 

There are many books about doing research in the library. Some particularly good ones are:

 

Anderson, J., & Poole, M. (Ed.). (2001). Assignment and Thesis Writing (4^th ed.). Milton, Qld.: Wiley.

 

Bell, J. (2005). Doing your research project (4^th ed.). Buckingham: OUP.

 

Berger, A. (2011). Media and communication research methods: An introduction to  qualitative and quantitative approaches. London: Sage.

 

Bertrand, I. (2005). Media research methods: Audiences, institutions, texts. Basingstoke: Palgrave Macmillan.

 

Bhatt, C. (2004). Doing a dissertation. In C. Seale (ed.) (2004). Researching society and culture. London: Sage.

 

Blaxter, L., B., Hughes, C. & Tight, M. (1996).  How to research.  OUP.

 

Bonnett, A. (2001). How to argue. Essex: Pearson.

 

Bouma, G.D. (2000). The research process. UK: Oxford University Press.

 

Davies, M.M. (2006). Practical research methods for media and cultural studies: Making people count. Edinburgh: Edinburgh University Press.

 

Durham, M.G., & Kellner, D.M. (Eds.) (2006). Media and cultural studies: KeyWorks.  Malden, MA: Blackwell.

 

Durant, A., & Fabb, N. (Ed.). (1993). How to write essays, dissertations and theses. London: Longman.

 

Greetham, B. (2009). How to write your undergraduate dissertation. Basingstoke: Palgrave Macmillan.

 

Murray, R. (2006). How to write a thesis. London: OUP.

 

Peck, J., & Coyle, M. (2005). The student’s guide to writing (2^nd ed.). London and New York: Routledge.

 

Preece, R. (1994). Starting research: An introduction to academic research and dissertation writing.  London: Pinter Publishers.

 

Stokes, J. (2003). How to do media & cultural studies. London: Sage.

 

Walliman, N.S.R. (2004). Your undergraduate dissertation: The essential guide for success. London: Sage.

 

Walliman, N.S.R. (2011). Research methods: The basics. London: Routledge.

 

 

Use Google Scholar, or a credible website to conduct scholarly research regarding global warming and/or climate change. Please ensure you cite at least three scholarly sources for your discussion.

Provide a discussion regarding the following

Is there a difference between global warming and climate change? Explain
What are some arguments for and against global warming/climate change
What are the projected impacts of global warming/climate change
How will global/climate change warming impact the field of emergency management including prevention, preparedness, mitigation, response, and recovery.
Please ensure you cite at least three scholarly sources for your discussion.

The popularity of Hitler, the Nazi regime, and its policies have long been the subject of historical analysis and controversies. Was compliance with the regime’s policies due to fears of terror or was it voluntary? Or was there even enthusiastic support for the Nazism as suggested by regime propaganda and some historians? There is no doubt that the Nazi regime was a repressive regime which promoted terror against Jews and other minorities and political opponents. But a regime that prepared and waged a major could not simply rely on terror and repression. It had to make sure that there was some popular support and compliance with its policies. Write an essay (about 1500-1700 words, double-spaced) about the preceding question.

Your essay should be based on at least six scholarly secondary works and primary sources. It should be double-spaced with footnotes (Chicago Referencing).