Locate a standardized measurement instrument used in your specialization or area of interest, and then complete a critique.

Locate a standardized measurement instrument used in your specialization or area of interest, and then complete a critique. There are a few different ways to locate a measurement instrument with published psychometrics. Use the information found in the guide to locate a test instrument either by 1) using the Roadrunner Search to identify a measurement instrument used in a peer-reviewed study you have read, and then use the reference list to find its origin, 2) using one of the library databases listed in the guide to identify a test instrument, or 3) lastly, you might try searching for a commercially published test or measurement or information about them on the Internet.

The standardized measurement instrument used in the critique must be located from a scholarly source containing validity and reliability information.
Instrument I will be using is: E-Learning Usability Evaluation Questionnaire developed by Zaharias (2009)

My focus will be on Elearning in higher education.

Copy the Measurement Instrument Critique Template below into a Word document, and then complete each section:

Measurement Instrument Critique Template

Reference Information

Title of the instrument (including edition and form, if applicable):

Author(s):

Publisher and date(s) of publication:

Content

Construct(s), domain(s), or variable(s) the instrument measures:

Unidimensionality or multidimensionality of construct(s), domains(s), or variables(s):

Theoretical and/or empirical foundations of the instrument:

Purpose

Purpose and potential uses of the instrument:

Whom the instrument is designed:

Structure of the instrument:

Length of the instrument, including number of items:

Subscales within the instrument (if applicable):

Format of the instrument:

Administration

Instrument administration procedures:

Necessary administrator qualifications and/or training:

Scoring procedures of the instrument:

Type of scoring or scaling (availability of scoring keys and scoring services, subscale, factor, or dimension scores):

Evaluation

Evidence of reliability (include type(s) and statistic(s) as appropriate):

Adequacy of reliability evidence to support potential uses of the instrument:

Evidence of validity (include type(s) and subject area, construct, outcome as appropriate):

Adequacy of validity evidence to support potential uses of the instrument:

Multicultural Application

Analysis of the multicultural application of the instrument (addressing research on multicultural comparison, or limitations of generalizability based on a lack of multicultural data):

Summary Evaluation and Critique

Strengths and limitations of the instrument:

Critique of the use of the instrument in both an applied and research context:

Length: 5 pages, not including title and reference pages

Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards. Be sure to adhere to the University’s Academic Integrity Policy.

Comparative Advantage Vs. New Trade Theory

Comparative Advantage Vs. New Trade Theory

Read Carbaugh (2017), Chapters 2 & 3, and view Paul Krugman’s 2008 Nobel Prize speech.

 

In a critical essay, compare and contrast the theory of comparative advantage as presented by Carbaugh (2017) with Krugman’s (2008) critique of comparative advantage (also known as new trade theory). Examine the implications of factor endowment theory in the case of trade between countries with different endowments (e.g., different endowments of labor and capital). Assess the aims of Saudi Vision 2030 in relation to factor endowment theory and new trade theory.

At least three scholarly, peer-reviewed journal articles have to be used.

Present a current critical strategic analysis of ONE Business Unit within General Electric

University of South Wales (USW)
Strategic Analysis; Tools & Techniques – Coursework 2
This assessment is 50% of the overall grade
Task
Present a current critical strategic analysis of ONE Business Unit
within General Electric
You are required to cover the following topics covered in the module:
 Resource Audit
 Value Systems
 Product/Service portfolio (BCG Matrix)
 Potential future strategic growth
o Identification of options
o Evaluation of options
You may want to focus the analysis on a specific product. This is fine but you will need to
make the focus of the analysis clear to the reader.
News & Web Links
The links below provide some starting points but students MUST add their own detailed
research to develop the analysis:
https://www.gepower.com/
http://www.marketwatch.com/investing/stock/ge/news
https://www.theguardian.com/business/generalelectric
https://www.bloomberg.com/quote/GE:US
The following structure is required for the submitted report:
1 Introduction to the report
2 Brief strategic position of the company
3 A critical evaluation of the resources and value systems of the company
4 A critical evaluation of the product/portfolio mix within the SBU
5 A critical analysis and evaluation of KEY future directions for strategic growth
6 Recommendations
The coursework is an individual piece of work. It will be 3,000 words, inclusive of
appendices (+/- 10%). Please note that text in diagrams or tables will count towards the
word count.
Hand in date: tbc
University of South Wales (USW)
It is important that attention be focused on a strategic appraisal of the company as opposed
to providing lots of interesting facts over what interests you or what you find on the
internet. Assessment will focus on students’ abilities in applying strategic models and
frameworks in a coherent manner that enables them to develop a clear strategic view of the
strategic position being studied. You do not need to reference many academic sources in
this element of the assessment, but you must reference sources of company or market
information. Furthermore, you must reference sources for any theoretical background
that you decide to include.
Marking Criteria
(The marks for each criterion are to illustrate where the main effort should be spent and are
not meant to be a strict marking scheme)
Indicative
Percentage
Criteria
30% Application of Frameworks and models
The required frameworks and models introduced in the assignment task
should be applied correctly to identify the key issues emerging relevant
to the business example selected.
60% Depth of Strategic Evaluation.
Key strategic factors should be critically evaluated to develop the
required depth of analysis of the business example selected. A strong
analysis needs to be evidence based rather than appear to be personal
opinion so must draw on relevant sources e.g. news & media, industry
publications, company web pages and documentation
10% Clarity of Structure and Presentation
The report is well organised and logically constructed, following the
layout indicated in the assignment task. The quality of writing, spell
checking, grammar and referencing need to demonstrate accuracy to
ensure the reader can focus on the analysis provided
(The marks for each criterion are to illustrate where the main effort should be spent)
Please remember that an assignment is not meant to DESCRIBE what you have found.
Analysis means commenting on your findings and EXPLAINING what the evidence suggests
about the company.
Marking Criteria
(The marks for each criterion are to illustrate where the main effort should be spent and are
not meant to be a strict marking scheme)
Presentation
 Use of front page to set out important details i.e. title of work, student number, etc.
University of South Wales (USW)
 Well laid out text that is easy to follow
Analysis
 Strategic Position
o Sets out the Differentiation position of GE
o Provide some clear examples to illustrate the strategic position
o Identify the SBU being examined in relation to others within the company
 Resource/Competences
o Identify the main resources and skills within the company
o The section should act as an introduction to the Value Systems
o Use of Resource/Competence model helps to identify the balance related to
the strategic position so that you can discuss the way the balance is relevant
to the aims of the SBU
o Avoid just describing the resources that have been identified
 Value System
o Identify the activities that enable the strategic position of the company
o Use the Value Chain model to critically examine key activities and the links
between them
o Look to evaluate relevant external links that create value for the company
o Develop an analysis of the activities rather than just a list of examples of
company activity
 BCG
o Use the model to identify the portfolio of SBUs or product ranges
o Develop a critical explanation of positions that have been identified
 Future Directions
o Use the Product/Matrix model to identify potential areas of future
development
o Critically explore the relevant differences of each section of the model e.g.
Market development and product offer different challenges
 Conclusions & Recommendations
o Draw the main aspects of the analysis together
o Set out key points that can be considered for strategic development
Structure
 Clear balance of the report
 Effective use of headings, sub-headings
Use of supporting evidence
 Clear use of relevant sources to support the analysis, particularly current news and
media material
 Awareness of the balance of sources
 The evidence is developed into the analysis to provide the depth of explanation
Style of writing
 Clear writing style
 Avoid a personal, descriptive style in the analysis
University of South Wales (USW)
General Guidance to students
Structure
 The introduction should be brief. It is not meant to provide a history of Sainsbury’s
 The Conclusion needs to draw the analysis to a close and comment on the
sustainability of Sainsbury’s strategic position. Remember you do not introduce new
findings into the Conclusion
 If you include Appendices you must refer to them in the relevant section of the
report findings
 References should clearly list all the material that has been referred to in the report
and set out using Harvard style:
Models/Content
 Remember to use the models in a ‘dynamic’ way i.e. place relevant examples onto
the models. Do not simply copy and paste ‘generic’ examples from the lecture slides
 Words in the models are included in the word limit. The models lose their value if
they are full of text. They should aid understanding not confuse the reader because
too much has been stuffed into them
 Models should be included in the main body of the report. Only place them in the
appendices if they are close to a full page
 You may well refer to points made in earlier parts of the report to show the
connections in the analysis. This shows an awareness of the links between themes
 You will struggle to stay within the word limit so focus on the KEY DRIVERS in your
analysis
 You will not be able to use all of the examples if you have done the level of reading
required so ‘cherry pick’ those that best illustrate the key drivers
 Facts and figures need to be supported with sources clearly referenced.
Presentation
 Be your own independent work and free from plagiarism by ensuring that work that
is not your own is clearly referenced
 Use Harvard style citation and referencing using the Drop-in centre published
guidelines
 Be written in appropriate academic style
 Be professionally presented
 Be word processed using font size 12 for the main text and 1.5 line spacing
 Have numbered pages
 Have been spell checked and proof-read
 Be anonymous and have your Student Enrolment number on every page
 Have a clearly labelled front page detailing the module code and title, title of the
assignment, tutors name, your enrolment number and the date of submission
 Be submitted via the Turnitin link on the module VLE

GUIDE TO PRESENTING FINAL RESEARCH WORK

 

 

 

14.0  GUIDE TO PRESENTING FINAL RESEARCH WORK

 

Policy Number/Version 14.0/V01
Section Academic Programmes
Date of last revision February 2017
Date of approval of current revision 5 September 2013
Post/Section with responsibility for  implementation and monitoring Academic Staff
Approved by Learning, Teaching & Blended Learning Committee
Latest Review by Head of Library Services and DTC
Review Outcome Replaces the following policies:

3.10.1 Procedures for Dissertation Submission

3.10.2 Dissertation Submission Guidelines for

Students

3.10.3 Academic Success Unit Dissertation

Support Guidelines

3.7.13 Guidelines for Final Submission of Project

Report after successful completion

Dissertation Release Form

Submission of Thesis Declaration

Next Review Date  
Cross Reference/Related Documents:  

 

 

  • Introduction

 

 

This is a guide to the presentation of a Graduate research work required for the award of a degree at the British University in Dubai. It provides guidance on the arrangement of thesis, dissertation, and research project in preparation for binding and deposit.

 

This guide deals with the practicalities of producing your research work in a format that is acceptable for examination and deposit in the Library. However, this guide does not deal with the content and academic standard required. On these matters, you must always consult your supervisor and the guidance issued by your Faculty.

 

All candidates are required to submit their research work in English. Many practical decisions (such as the paper to be used, how to cope with illustrative matter, binding specifications etc.) need to be thought out before you put together your completed research work with all of its constituent elements. Unless you are aware of these practical issues, you may find that it is impossible to have this done in the fashion you anticipated, or that the costs incurred will be greater than they need have been. Some mistakes are impossible to correct when the time comes for binding. This must be produced to a standard acceptable for long-term storage, and bound in accordance with University requirements before the degree may be awarded.

 

The annexure section of this guide is intended to give you guidance on general aspects concerning the layout of your research itself.

 

  • Definitions

 

Research work – for the purpose of this guide, this includes thesis, dissertations, and research projects.

 

Supervisor – this refers to the Director of Studies, Dissertation Supervisor and the module coordinator for research based route.

 

Embargo – a restriction placed on an electronic access and availability of a research work for a period.

 

ETD – acronym for “Electronic Thesis & Dissertations”

 

  • General Considerations

 

 

Are there any special requirements (e.g. graphing, presentation of statistical data, etc.) which might affect the choice of software?

 

How are you going to manage your references? If you are using reference management software, does the package allow you to format and print out references in a style suitable for the presentation of your research work?  Software formatting must be removed before submitting the electronic copy.

 

During the process of writing, there are a number of practical and technical points to observe, and you should review these well in advance of final writing.

 

If your research includes confidential or sensitive material, does this need to be presented in a separate volume or appendix that would enable the Library to withhold that section from public access? If it includes any third-party material, have you sought appropriate permission to incorporate and disseminate it?

 

You should allow adequate time for preparation, word processing, checking and corrections. If someone else is typing your paper, you should check the work frequently in the early stages so that any problems or difficulties can be detected early.

 

3.1 Paper

 

 

You should use A4 paper. Where computer data is to be presented, A4 is normally the best size. Buy a sufficient quantity of paper for the whole job at the outset. If you find that the paper you have varies in size, or that insertions (e.g. photographs, plates, maps etc.) are slightly different, consult your supervisor before proceeding and certainly before you assemble your paper. It may not be possible to trim to a uniform format after assembly.

 

3.2 Typing and Word processing

 

 

You must make your own arrangements for the typing. Use double line spacing throughout the body of the text.

 

Single-spacing is acceptable for quotations, footnotes, captions, etc and within items in the bibliography. Layout should be reasonably uniform in length of line and the number of lines per page.

 

The final paper should be printed using a good quality printer.

 

3.3 Typeface and Point Size

 

 

It is extremely important that your paper is clearly set out and is easy to read. A clear, standard typeface should be used. Recommended typeface is Times New Roman; a number of other standard faces are equally acceptable but consult your supervisor if in doubt. To help ensure clarity it is important that the point size is not too small. Your research may be photocopied or reduced at a later stage, so a 12-point typeface is the recommended standard for general use.

 

 

3.4 Margins and Pagination

 

 

The margin on the binding edge must be at least 3 cm. When photographs are mounted the binding margin must be increased to 4 cm

 

It is desirable to leave 3 cm at the top and bottom of the page and about 2 cm at the outer edge.

 

Preliminary pages should not be numbered

Contents listing pages should have Roman pagination (i.ii.iii.iv. etc.) beginning with the Table of Contents.  Page numbers may either be placed at bottom-centre, 1 cm below the edge or at the foot of the page, 2 cm above the edge.

The Main Body of Text, beginning with Introduction, should have regular page numbers (1, 2, 3, 4, etc.)

 

  • Photocopies or Copied Material

 

 

If photocopies are to be included, ensure that all copies are clear and of high quality, especially when plates are being reproduced. It is important that the printed matter is square-set on each page with approximately equal margins all round. If this is not done, it may be impossible to trim the pages properly; even if it is possible, costs will be increased. It is also important to ensure that you are not infringing someone else’s copyright in the material.

 

3.6 Photographs

 

 

Colour photocopies or scanning and printing onto photographic quality A4 paper can provide good quality reproduction of photographs. If this produces a satisfactory result, the binding process is easier.

 

Where original photographs are used, either a matt or gloss finish is acceptable but you should seek the advice of your supervisor on the most effective one for the purpose in hand. Full-page photographs are best mounted on single weight printing paper, preferably not glazed. Double weight paper is difficult to oversee, and might have to be hinged which will increase the cost of binding. Copy paper is not heavy enough for satisfactory mounting.

 

Photographs can be mounted by a variety of methods, but whichever method you choose must be permanent. The use of ‘photographic stamps’ is a good method but not always readily available. Photographs can also be mounted with PVA (polyvinyl acetate) based glue which is available from good stationers and photographic shops. Photos should be ‘spot mounted’ at the corners and middle, and not glued all over. This helps to avoid warping of the mounting paper. Use the adhesive sparingly to avoid transfer to adjacent pages. Photographs attached with paste based adhesives (‘Pritt sticks’) tend to dry out and become detached after a while.

 

All photographs must have permission where copyright exists.

 

3.7 CDs

 

 

CDs: Dissertations and theses sometimes need to contain supplementary media. Disks can usually be built into a pocket at the back of the volume.

 

3.8 Colour

 

Coloured text, graphics, and photographs should only be used if necessary to the integrity and accuracy of the information involved.  Colour should not be used in any form as decoration.

 

 

  • Elements of Research

 

 

A graduate research paper must be an original work, which makes a significant contribution to knowledge in or understanding of a particular field of study. It must contain material worthy of publication. It also demonstrates its relationship to the general corpus of knowledge in the field. In short, it is the presentation of the results of original research in a critical and scholarly fashion. For these reasons, it is essential that an appropriate presentation be adopted.

A research normally consists of the following elements

 

  • Preliminaries

 

  • title page
  • declaration Form
  • copyright and information to users
  • abstract (in English and in Arabic – for thesis & dissertations)
  • executive summary (in English and in Arabic – for research project only)
  • dedication (optional)
  • acknowledgements

 

  • Contents listings
  • table of contents

 

  • list of illustrations
  • list of tables
  • list of definitions and/or

abbreviations

  • Text
  • End Pages
    • list of references/bibliography
    • appendices

 

 

4.1 Preliminaries

 

4.1.1 Title Page

 

 

The title page should follow the pattern as given in Annexure 1, Samples of Preliminary Sections. Do not number this page nor record it in the table of contents.

 

4.1.2 Declaration Form

 

You must complete the Declaration Form and have it bound into the deposit copy of your work and will be made available for consultation at BUiD Library and via electronic repository, unless there are grounds for keeping the content of your research are confidential. You have to request for embargo to the Library by submitting the appropriate form on the Annexure 2. The supervisor must sign the form before it is submitted. Do not number this page nor record it in the table of contents.

 

4.1.3 Abstract or Executive Summary

 

 

An abstract in English and Arabic – a succinct summary of the research containing all of the important concepts and conclusions of the work – should immediately follow the title page. It should be no more than 200 words in length in each language. Do not number this page nor record it in the table of contents. This abstract will be used when your work is indexed on BUiD Institutional Repository.

 

4.1.4 Dedication

 

 

A dedication is optional. If one is made, the dedication page should follow the abstract. It should be unnumbered and not recorded in the table of contents.

 

4.1.5 Acknowledgements

 

 

You may wish to acknowledge any substantial academic, financial or other assistance that you may have received in the course of your research. Inclusion of acknowledgements – to whom, and the precise wording – is a matter for your own discretion, but they should follow the abstract and dedication on a separate unnumbered page, which is not listed in the table of contents.

4.1.6 Contents Listings

 

4.1.6.1 Table of Contents

 

 

A table of contents, and if needed a list of illustrations and a list of tables, should always be included and should follow the acknowledgements. Contents listings are extremely important, as a research paper has no index. Therefore, the contents listings must be accurate and informative – an examiner or reader may use them to find his or her way round the work. A good contents listing will also display the pattern of ideas through which the reader will be taken. The table of contents should show chapter and section titles (if any), demonstrating the relationship of the parts to each other by (if appropriate) indentation and numbering. Chapters and sections should be referenced to their page numbers. Roman Pagination begins here.

 

4.1.6.2 List of Illustrations

 

 

A list of illustrations should follow the table of contents on a separate Roman numbered page. If different types of illustrations are included this list can be subdivided into headed sections (e.g. Figures, Plates, Maps, Charts etc.). A page number should follow the title of the illustration. If illustrations have been inserted without page numbers, then the terms “Facing page” or “Following page” should precede the appropriate page number. “Facing page” is used when one illustration is used; “Following page” is used when a whole series of illustrations has been inserted in the text.

 

4.1.6.3 List of Tables

 

 

If appropriate, a list of tables should follow the list of illustrations on a separate numbered page.

 

4.1.6.4. Other Preliminary Listings (e.g., definitions and/or abbreviations)

 

 

It may be advisable to include other listings at this point. For example, if the work extensively employs certain abbreviations, or includes new definitions or symbols, these may be placed most appropriately at this point. By placing them at the front, readers are alerted to their existence and can return to them when they need to be reminded of their meaning. However, lengthy lists of abbreviations (i.e. more than a page) may be better located after the main body of the work. Whatever you decide, you must always explain fully any abbreviation, symbol or new term when you first use it in the text.

 

4.2 The Text

 

 

The main body of the text follows the preliminaries. As has been indicated in the Introduction, this guide is not concerned with the academic content and standard required – please use the BUiD Harvard referencing guide. Within the text, however, it may be necessary to indicate additional information or acknowledge other sources.

 

Throughout a substantial body of text, it is certain that you will need to use references to acknowledge sources that you have consulted and, possibly, footnotes to illuminate some points or issues that are raised. It is essential that you use the BUiD referencing guide and have a clear understanding of how and why references and footnotes are employed in a scholarly work.

 

4.2.1 References and Referencing Systems

 

Referencing is an essential part of academic scholarship. Intellectual honesty demands that authors identify their sources. Referencing has three main functions:

 

  1. to acknowledge an intellectual debt to another author where you have drawn heavily from his or her published work or ideas, either explicitly or implicitly;
  2. to support specific facts or claims which you make in your text;

 

  1. to enable the reader to find sources to which you have referred easily and quickly.

 

Failure to identify sources upon which you draw is plagiarism, the most serious of academic offences and a possible breach of copyright law. A graduate research work, which embodies deliberate plagiarism, will almost certainly be rejected. If you are in doubt about what constitutes plagiarism, or how to avoid it, you should consult your supervisor, and read the BUiD Harvard Referencing Guide.

 

4.2.2 Footnotes

 

 

Footnotes should be restricted as follows:

 

  1. to develop an idea or expand a quotation where to do so in the text would really disturb the balance of the current argument;

 

  1. to refer the reader to another part of research;

 

  1. to acknowledge a borrowing.

4.2.3 Length of a research work

 

 

The length of the thesis at BUiD is approximately 80,000 words. For Dissertation should be 15,000-20,000 words and for a Research Project should not exceed 15,000 words.

 

The dissertation word count differs from one faculty to another. Please refer to the dissertation module descriptor for the recommended length of your research work.

 

The calculation of length excludes appendices, tables, diagrams, and references.

 

4.3 End Pages

 

 

The end pages include such sections as list of references, appendices, exhibits.

 

4.3.1 List of References

 

 

This is an important part of research. It is important systematically to record the sources you have consulted and to manage your references in a way that facilitates their incorporation in your research.

 

The list of references must contain all of the sources, which you have found significant enough to mention in the text. Its presentation will depend on whichever referencing system you have adopted. Please put the heading References in Bold with no chapter headings. The list of references should adhere to the BUiD referencing system, contain no bullets or numbers and should be in alphabetical order.

 

4.3.2 Appendices

 

 

Appendices may in effect be interchangeable. Appendices are often used for information, which is supportive in nature and will not impede the progress of the reader in the main text. They are especially useful for readers who require greater clarification. Therefore, they can be used as follows:

 

  1. for explanations and elaborations which are too long for footnotes, but are not essential parts of the text;
  2. texts of documents, laws etc. which illustrate the text;

 

  1. long charts or tables of test-data, specifications for equipment and materials used, etc.

 

Do not regard them as repositories for things which do not fit elsewhere in the text – ensure that you have a clear justification for including them. Appendices should be referred to in the body of the text and listed on the contents page. Where more than one appendix is included, assign each one a number and list them like chapters.

 

5.0 Final Copies for Repository

 

Submission of Research Project, Dissertation or Thesis requires confirmation from the supervisor that the contents are the final version, conforming to BUiD standards of presentation and containing all corrections required for graduation.

 

The final submission period should be 30 days after receiving the approved mark from the Faculty Administrator. In some exceptional cases, doctoral thesis may be delayed.

 

An electronic copy of the final word version of your work must be submitted by email to your supervisor and to the Library. No submission will be accepted if it does not comply with the University Standard format. Please refer to item 4.0 Elements of Research of this document

 

If for a certain reason the supervisor is no longer in the University, the student must coordinate with their Faculty Administrator to get the approval from the Second Marker and will confirm the submission to the Library for repository.

 

The student is liable for payment of printing and binding for hard copy deposit in the Library. Payments are due to the Accounts Department and secure a Graduate Clearance Form in the Student Administration.

 

ANNEXURE 1: SAMPLE OF PRELIMINARY SECTIONS

 

  1. Sample Dissertation cover and title page – see page 8
  1. Sample Thesis cover page – see page 9
  1. Sample Thesis title page – see page 10
  1. Sample Research Project title page – see page 11
  1. Declaration page must be signed and attached – see page 12
  1. Copyright and information to users must be attached – see page 13
  1. ETD Embargo form must NOT be attached and should be submitted to the Library
  1. Standard Programme names for thesis

 

Faculty of Education

DOCTOR OF EDUCATION

DOCTOR OF PHILOSOPHY IN EDUCATION

Faculty of Business and Law

DOCTOR OF PHILOSOPHY IN BUSINESS MANAGEMENT

 

Faculty of Engineering and Informatics

DOCTOR OF PHILOSOPHY IN ARCHITECTURE AND SUSTAINABLE         BUILT ENVIRONMENT

DOCTOR OF PHILOSOPHY IN COMPUTER SCIENCE

DOCTOR OF PHILOSOPHY IN PROJECT MANAGEMENT

 

 

 

 

 

 

Title in English:

Subtitle

 

 

Title in Arabic:

Subtitle

 

 

by

STUDENT’S FULL NAME

 

 

Dissertation submitted in fulfilment

of the requirements for the degree of 

PROGRAMME NAME

at

The British University in Dubai

 

 

Supervisor’s Full Name

Month, Year

 

 

 

 

 

 

Title in English:

Subtitle

 

 

Title in Arabic:

Subtitle

 

 

by

STUDENT’S FULL NAME

 

 

A thesis submitted in fulfilment

of the requirements for the degree of 

PROGRAMME NAME

at

The British University in Dubai

 

 

Supervisor’s Full Name

Month, Year

 

 

 

 

 

 

 

 

Title of the Thesis in English:

Subtitle

 

 

 

Title of the thesis in Arabic:

Subtitle

 

by

 

STUDENT’S FULL NAME

 

 

A thesis submitted to the Faculty of __________

in fulfilment of the requirements for the degree of 

PROGRAMME NAME

at

The British University in Dubai

Month Year

 

Thesis Supervisor

Name of Professor

 

 

Approved for award:

 

____________________________                                        ________________________

Name                                                                                                   Name

Designation                                                                                           Designation

 

 

____________________________                                        ________________________

Name                                                                                                   Name

Designation                                                                                           Designation

 

 

Date: ____________

 

 

Title in English:

Subtitle

 

 

Title in Arabic:

Subtitle

 

 

by

STUDENT’S FULL NAME

 

A research project submitted in fulfilment

of the requirements for the degree of 

PROGRAMME NAME

at

The British University in Dubai

 

Supervisor’s Full Name

Month, Year

 

DECLARATION

 

 

I warrant that the content of this research is the direct result of my own work and that any use made in it of published or unpublished copyright material falls within the limits permitted by international copyright conventions.

I understand that a copy of my research will be deposited in the University Library for permanent retention.

I hereby agree that the material mentioned above for which I am author and copyright holder may be copied and distributed by The British University in Dubai for the purposes of research, private study or education and that The British University in Dubai may recover from purchasers the costs incurred in such copying and distribution, where appropriate.

I understand that The British University in Dubai may make a digital copy available in the institutional repository.

I understand that I may apply to the University to retain the right to withhold or to restrict access to my thesis for a period which shall not normally exceed four calendar years from the congregation at which the degree is conferred, the length of the period to be specified in the application, together with the precise reasons for making that application.

 

 

_______________________

Signature of the student

COPYRIGHT AND INFORMATION TO USERS

The author whose copyright is declared on the title page of the work has granted to the British University in Dubai the right to lend his/her research work to users of its library and to make partial or single copies for educational and research use.

The author has also granted permission to the University to keep or make a digital copy for similar use and for the purpose of preservation of the work digitally.

 

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word critical review of a scholarly paper on property or property rights

1
16232: Property and Political Economy
Assessments
There are three assessment items, as described below:
ASSESSMENT ITEM 1: A 1,500-word critical review of a scholarly paper on
property or property rights [20%]
You can review any of the readings set for the class.
As these are academic essays, they should have the features of such essays. Essays are
reasoned arguments leading to persuasive conclusions. They should include citations to
substantial published literature. An essay that depends entirely or mainly on
Wikipedia/blog/newspaper/Facebook information is unlikely to succeed. Similarly, an
essay that is understandable but does not engage, cite, and/reflect on any learned pieces
(e.g., journal articles, books, book chapters, and conference papers) will not be well rated
and is likely to fail. Table 2 below describes how your essay is assessed. You are
encouraged to cite other readings used in the subject or additional readings that you are
familiar with. All citations should use standard (author, date) citation format.
Table 1: Assessment Criteria for assessment items 11
Poor Fair Good Very Good Excellent
1. FOCUS:
Addressed the main issues
2. RESEARCH:
Depth & breadth of research
3. REFERENCING:
Correct (a) in-text referencing (b) list of
references
4. STRUCTURE:
Well organised
5. EXPRESSION:
Well-written
6. ANALYSIS:
Valuable insights; originality; Balanced
consideration and considered conclusion
General comments:
Grade:

1 Additional requirements for Assessment item 2 can be found in your assessment folder in the paper,
Obeng-Odoom F, 2014, ‘Why write book reviews’, Australian Universities’ Review, vol. 56, no. 1, pp. 78-82.
2
After evaluation, your essays may be categorised as either:
HD = High Distinction (85%+) Outstanding quality work; flawless, usually including
originality or creativity;
D = Distinction (75-84%) Superior quality work; flawless presentation
C = Credit (65-74%) Good quality work; more than satisfactory;
P = Pass (50-64%) Satisfactory work; satisfied the course requirements; or
F = Fail (<50%) Unsatisfactory work; not passing course requirements.
Notes:
A. You will find the following information files in your Assessment Folder
1. How to review a scholarly book/article [Needed for Assessment item 1]
2. Samples of article/book reviews [Needed for Assessment item 1]
3. A guide on how to reference your sources of information and suggestions on how to
prepare your list of references;
4. A commentary on writing essays in property and political economy [Needed for
Assessment item 1, although you can use some of the ideas in this commentary for
Assessment item 2 too]
5. Sample feedback
B. Regarding the submission of Assignment Due on September 6, 2017
1. Please submit (a) an electronic copy via the Turn it In Folder on UTSOnline on that day
and (b) a printed copy in the Built Environment Assignment Drop Box on level 3 of
Building 5C (School of Built Environment). The box is located under the staff notice
board.
2. No extensions are available for this subject, except in cases where compelling evidence
of illness or misadventure is provided before the deadline or within 48 hours after the
deadline.
3. Late Submission of assignment, without prior arrangements, will attract a penalty
entailing the deduction of 5 marks per day, including weekends.
4. Without prior arrangements, assignments that are 10 days (including weekends) late
will not be assessed.
3
ASSESSMENT ITEM 2: Debate, Rental Game and Class Participation [30%]
DEBATES [20%]
Each student will be involved in one debate as either a proponent, opponent, judge or
Amicus Curiae. The roles will be allocated from the class roll. The topics for the debates
are based on the class readings. For each debate the topics and roles will be as follows:
1. The Proponents form a team of three students that will argue why it is reasonable
to adopt the arguments presented in the reading.
2. The Opponents form a team of three students that will argue why people may
oppose the arguments presented in the reading.
3. The Judges will consist of several independent listeners who assess and balance
the persuasiveness of the respective positions to present a reasoned and
considered verdict based on the content and persuasiveness of arguments
presented.
4. An Amicus Curiae who will present a short independent appraisal of the reading
and invite and manage questions from the class.
All members of the class must have read the readings before class. In addition, those
taking the roles of Proponents and Opponents will require significant preparation and
rehearsal with their respective teams. There are considerable resources available online
that outline the methods and strategies for formal debating such as:
http://www.monashdebaters.com/downloads/Schools%20Training%20Guide.pdf
Debaters need to structure their argument well (even if a team member would prefer to
be speaking, for the opposing position). Each participant in the debating team has
specified roles that they must fulfil to play their part in the team. These roles are laid out
below in the order that the speakers and teams will present their argument. Each speaker
is expected to speak for a period of three minutes that is monitored by volunteer time
keepers. Team members will negotiate their respective strengths to decide who will take
what role (in terms of order) in thedebate.
Order and Roles of Speakers
1) The 1st Proponent (Affirmative) Speaker must:
– define the topic as outlined in the motion (to provide clarity and make it clear to the
audience what the issues are from a property and political economy perspective)
– present the proponent ‘s team line of argument.
– outline briefly what each of the proponent speakers talk about.
2) The 1st Opponent (Negative) Speaker must:
– accept or reject the definition. If you don’t do this it is assumed that you accept the
definition.
– present the opponent team’s line of argument
– rebut a few of the main points of the first affirmative speaker.
– outline briefly what each of the opponent speakers will say.
4
3) The 2st Proponent (Affirmative) Speaker must:
– reaffirm and extend the proponents’ team line.
– rebut the main points presented by the opponent side.
4) The 2st Opponent (Negative) Speaker must:
– reaffirm and extend the opponent’s team line.
– rebut the main points of the proponent’s case.
– present the summary and final arguments of the opponents.
5) The 3st Proponent (Affirmative) Speaker must:
– rebut the main points presented by the opponent side.
– present summary and closing arguments
6) The 3st Opponent (Negative) Speaker must:
– rebut the main points presented by the proponent side.
– present summary and closing arguments
Neither final speaker may introduce any new parts of their team’s cases.
Visual aids (e.g. PowerPoint, YouTube videos, Prezi’s, Mind Maps, document camera) can
be integrated into your presentation to support your case as appropriate. The rebuttal
components require you to think on your feet, and present a convincing counter to the
opposing team’s argument (there are many sources of advice on the web, such as:
http://www.monashdebaters.com/downloads/Schools%20Training%20Guide.pdf
JUDGES
There will be a panel of at least three judges for each debate, but they will deliver separate
judgements. It is the responsibility of each judge to listen carefully to both sides to
evaluate their arguments, and render a reasoned and considered verdict. Judges will be
provided with a guide for assessment to assist them in arriving at their judgement. Every
judge will have to submit a written judgement that (a) highlights the strengths and (b)
weaknesses of the two teams. The report must also contain (c) the overall evaluation of
the two teams and the judge’s vote of which of the teams succeeds. This written
assessment must be at least half a page and must be submitted in the subsequent class.
This effort counts towards class participation.
AMICUS CURIAE
There will be a single Amicus Curiae who will speak following the verdicts of the judges.
The Amicus Curiae will present a short (one minute) summary of reading’s merit without
bias or favour to the debating teams. The Amicus Curiae will invite questions from the
general audience and may answer them directly or direct them to one of the debating
team members. While the Amicus Curiae should aim to stay within the three minute time,
5
if this is impractical due to the interactions during questions, the Amicus Curiae should
nevertheless attempt to manage time to stay a close to the allotted time as possible. If
there are insufficient questions, the Amicus Curiae should consider asking questions of
the debating team directly, or expanding on what was discussed. If the discussion goes
over time, the Amicus Curiae should attempt to bring it to a timely close being assertive,
but respectful.
The Amicus Curiae will prepare an independent half page appraisal of the reading in the
week following the debate.
TIME KEEPERS
The time keepers will ensure that the speakers work within the time allocated. This
effort will be taken into account in assessing class participation. The timekeepers will
hold up signs to warn speakers when they have 30 seconds and 10 seconds remaining
and a signal will ring when time is up.
1) Debating team members running under time by more than 10 seconds or overtime
by more 5 seconds will attract a penalty.
2) Judges running under time by more than 30 seconds or overtime by more 5 seconds
will attract a penalty.
3) Amicus Curiae running under time by more than 10 seconds or overtime by more 60
seconds will attract a penalty. Timekeepers will hold up the 30 second and 10
second warnings a second time for the Amicus Curiae at 3:30 and 3:50 and the final
signal will be given at 4:00
THE REST OF THE STUDENTS/AUDIENCE
Students who are neither members of the debate groups, judges, Amicus Curiae, nor time
keepers are expected to take notes, seek clarifications on arguments by asking questions,
and volunteer opinions to enrich/enliven the debate. This effort will be taken into
account in assessing class participation. The table below describes how the debaters will
be assessed. Grade letters will be allotted to each criteria that will run from A (excellent)
to E (poor):
Rating Grade Comment
Content
Overview
Analysis, including mastery of concepts
Summary/Conclusion
Process
Variety in verbal/non-verbal skills
Audience involvement
Timing
Coherence, creativity, impact
Teamwork, or written report
6
RENTAL EXERCISE [10%]
The class will play an educational game in the second class session that simulates the
property investment market. There are several parts to the game and it is vital that the
homework is done BEFORE class by reading through the following and completing the
homework questions:
>>>> READ NOTES AND ATTEMPT QUESTIONS BEFORE CLASS<<<<
This exercise consists of a practical class simulation of a rental investment market. It will explore the
behaviour of two sectors that utilise land: tenants and landlords. Students will have the competitive
opportunity to locate themselves in the market, with the goal being to find the student who can be the
most successful user of land. Success will be measured by amassing surplus wealth.
The exercise will consist of five parts:
1) Homework exercise: these notes will be read and the exercises attempted. This should give players a
basic familiarity with the market and its processes.
2) Auction: Students will be able to bid for parcels of land at auction to become landlords. Landowners
must be able to pay off their land out of surplus income over four years or they will be considered
bankrupt.
3) Students who fail to secure land will be able to use land as tenants.
4) Leasing and production for years:
a. 1 – 4. This will be a critical time for all players to establish a market and for landlords to earn
sufficient rental surplus to pay for their land. Landlords will be striving to recover their purchase
price while tenants will be striving to find the most competitive rents.
b. 5 – 8. After the shakedown at the end of year 4 due to some foreclosures, some landowners may
disappear and some land will be taken out of use. Other structural changes during this time will
make it a turbulent period. Winners will be those who can read and respond to the market and its
opportunities rapidly.
5) Debriefing: A review discussion will be included in the following class.
It is important that each student reads carefully the notes below in order to be able to make the best
commercial decisions in the market.
Assessment: A class mark will be awarded for this exercise, based on the homework questions, and
mastery of the market. Bonus marks will be awarded for the best achievers according to the following
schema:
Base marks: Mark Item
Homework /8 a
Game record keeping /2 b
Meet subsistence (B30) each & every year 1-4 +1 c
Bonuses:
Highest overall amassed wealth +3 +2 each if tied d
Most successful tenant at year four +2 e
Most successful tenant following year four +2 f
Failure to meet subsistence (B30) in any year -2 per year g
Evidence of collusion/ insider trading/ anti-trust -2 h
Bankrupt landlord -3 i
Wipeout Insurance Management Provision Option
Students who are not comfortable with the bonus/penalty options may select out of that part of the grading but
they will be precluded from bidding for land. Students wishing to take this option should mark the appropriate
box on the tender sheet at the beginning of the exercise.
7
The Economy:
There are only two sectors in the economy, tenants and landlords. Productivity is uniform for each grade
of land and all production is for sale.
The currency unit will be bags of gold (B). All costs and revenues are annual amounts.
The land must be worked using capital equipment that will require an annual service cost of B20. Any
product above this is available as either wages or rent.
Each person requires a personal consumption of B30 to live at a subsistence level, any additional income
may be saved as amassed wealth.
Landlords obtain income through charging rent. Any amount received above their subsistence costs will
be saved as amassed wealth (savings for year equals total rent less B30). They must pay for the land they
buy out of their amassed wealth.
Tenants obtain income as the remainder after working the land and paying for rent and capital costs.
(Income = product – rent – capital expenses). Savings for the year will be income less B30.
The land is divided into 13 grades. Grade 1 land is the most productive, while grade 13 land will not
support subsistence.
The available land is shown in the table below:
Grade Parcels Lots Product Max. Rent Max. bid
1 1 2 150
2 1 2 140
3 1 2 130
4 1 2 120
5 1 2 110
6 1 2 100
7 1 2 90
8 1 2 80
9 1 2 70
10 1 2 60
11 state 5 50
12 state 5 45
13 state 5 40
Table 1
There is only one parcel of each of the grades 1-10 and these will be sold by auction or tender by the state
at the beginning of the exercise. Depending on the number participating, not all parcels will be sold such
that at least one tenant will necessarily have to occupy land of grade 11-13.
Grade 11 land produces only B50 which is only sufficient to service the costs of capital equipment and
wages. Because a tenant could not work grade 11 land and afford to pay rent without living below
subsistence, this land is state commons and available at no charge to anyone who may want to use it. The
state also owns all the grade 12 & 13 land which is also available to anyone who may wish to use it, on
similar conditions.
The supply of common land is limited and it may be absorbed over time for public works (infrastructure),
or released onto the private market as the state sees fit for the common good.
There are so many people in the society that all the land including some grade 11 lots will be used. This
means that some people will be occupying land that produces no surplus above the requirements of wages
and capital, but on which the state charges no rent. There is sufficient land at grade 11 that no one should
need to use grade 12 land in the first four years at least.
The labour involved in working a single lot represents the full time occupation of a working family.
Landlords are wholly devoted to the administration of their portfolios and do not work land; they can only
own one parcel.
8
Tenants who fail to secure a lot in any year will be deemed public paupers and given B15 by the state as
welfare support.
Untenanted land is fallow, has no product and earns its owner no income.
Bidding for land
Each parcel will consist of five lots of equal productivity. Different parcels will consist of land of different
productivity. As there is good market knowledge, the productivity of each parcel is known to all.
It is believed that being a landlord is less arduous and potentially more profitable, hence it may be expected
that the tendering will be quite competitive. Landlords must pay for their land out of surplus income in
the first four years of ownership. Failure to pay for land in four years will result in its forfeiture without
compensation. Bankrupted landlords may become tenants, or may be left as property managers; they may
not buy land again or take any subsequent profits.
Prospective tenderers must calculate their bids for each parcel prior to the exercise. This will depend on
estimates of the rental income of the parcels. If an estimate is too low, it will be outbid. If the estimate is
too high, the ‘winner’ will pay too much for the land and will not be able to realise the necessary rental
income, leading to bankruptcy.
You may enter tenders for all parcels but may only own one. The order of sale will be set by the state. On
winning a parcel, no further bids from that winning tenderer will be considered. Bidders who fail to obtain
land will become tenants. In the case of tied maximum bids, tenderers may withdraw, otherwise random
selection will be made.
Maximum bid computation example: An investor is considering the purchase of a parcel of 10
grade 3 lots. She assumes a rental of B70 per lot. Her net surplus income is computed below to
be B320 per annum, as shown:
Grade of land: 3
Gross product per lot 130
estimated rental income 70
(x10=) total rental income 700
Less Subsistence costs 30
surplus wealth 670
(x4=) maximum bid price 2680
Table 2
This investor could bid a maximum of B2,680 for the parcel and pay off the parcel in four years if she
manages to realise her estimated rent.
Landlords
Landlords must obtain sufficient rental income to pay off the purchase price of their land in four years, or
they will be bankrupted and their land forfeited to the state. Any surplus will be counted as savings, or
amassed wealth. Once the land is paid for all rental is available to the landlord.
Tenants
Tenants lease land on a strictly annual basis. They use the land for its highest and best use, and realise the
product listed for the particular grade of land. Full market knowledge is available, so all tenants have the
knowledge to fully utilise the land. From their product they must then pay rent (which is negotiated
annually with the landlord) and also pay for the use of capital equipment, a fixed annual amount of B20.
The remainder is their income.
A personal consumption of B30 is required for reasonable subsistence. Any surplus will be saved as
amassed wealth. Where income is below B30, the entire amount will be consumed. A personal
consumption level of B25 is considered a survival level only, while levels B20 and below would warrant
some form of supplement, such as through begging.
9
For Example: the annual personal income of a person occupying grade 3 land and paying B70 in rent
will be calculated as follows:
Grade of land: 3
Gross product 130
Less Rental 70
income after rent 60
Less Capital costs 20
gross personal income 40
Subsistence costs 30
net surplus income 10
Table 4
This person has a reasonable personal consumption level and savings of B10 for the year.
Rental markets years 1-4:
Once the land has been taken up, time will be allowed for tenants to negotiate rents with landlords for the
first year (15 minutes). These will be recorded, displayed and briefly discussed.
Tenants will then be able to negotiate rents for year 2. There is no compulsion for tenants to stay on any
particular site. Rents for year 2 will be recorded, displayed and briefly discussed.
Years 3 & 4 will be similarly treated.
At the end of year four landlords will be held to account for the cost of their purchase. Any landlords who
fail to pay for their parcel will be bankrupted and forfeit their holdings. In some cases they will be
permitted to manage their properties in receivership, but no profit will be available to them.
Years 5 and following:
At the beginning of year five the state may decide to make a policy change, such as resume or release
common land, or change its amount or access arrangements .Productivity may also change following year
four. The state will announce the new productivity regime.
The game will continue as long as time permits at this new level.
10
PRELIMINARY HOMEWORK: ANSWER THE FOLLOWING QUESTIONS BEFORE
CLASS AND SUBMIT A PAPER COPY OF THIS PAGE WHEN THE GAME IS RUN:
Name:_________________________________
1) Why will no one occupy any grade 12 land while there is grade 11 land available?

2) What is the net surplus income for a tenant occupying a grade 6 lot and paying a rent of B55?

3) What would be the net surplus income of a landlord who is able to lease all of his five lots of grade 6
land at a rental of B55?
4) Assuming that there was common land available at grade 11, would the landlord in question 3 have any
tenants?
5) What is the maximum rent that the landlord in question 3 can ask for before he begins his tenants begin
to move onto the commons?
6) If land is taken out of production some tenants may be forced onto grade 12 land.
i) How will rents be affected?
iii) What price could be expected for grade 11 land in this situation?
7) By how much would tenants’ net income (after capital costs and rent) increase if productivity on a
particular grade of land were to increase by B15 ?
8) >>> Complete the blank spaces provided in table below including your tender prices for the lots if
you intend to bid:
WIMP option: yes / no (delete one)
Grade Parcels Lots Product Max. Rent Max. bid My Tender
1 1 10 150
2 1 10 140
3 1 10 130
4 1 10 120
5 1 10 110
6 1 10 100
7 1 10 90
8 1 10 80
9 1 10 70
10 1 10 60
11
CLASS PARTICIPATION
It is assumed that all members of the class will behave in a manner that facilitates the
learning environment for all by doing the following:
1) Complete the readings before class.
2) Demonstrate attention by participating in class discussion and activities, asking
questions where appropriate and responding to questions.
3) Avoid using electronic devices in class except for purposes directly related to the
class.
4) Have mobile phones switched off.
5) Avoid speaking to other students or otherwise disrupting other students
6) Generally behave in a manner respectful of all others in the room
While there is no direct mark awarded for class participation, students who distinguish
themselves by outstanding behaviour and attention may earn bonus up to three marks for
participation. Likewise, students who distinguish themselves by problematic behaviour
and attention may be penalised by up to three marks for participation as well as being
asked to leave class.
ASSESSMENT ITEM 3: Formal Examination [50%]
The general strategy for the examination will be discussed and negotiated during the first
class session. There are four possible examination strategies:
1) The examination will consist of five questions made up of three compulsory questions
and two questions that may be chosen from a selection of six. Questions will not be
given to students before the examination.
2) The examination will consist of twelve questions that will be distributed to everyone
in the class no later than the second class session. Of the twelve questions, the
lecturer will randomly pick four to be compulsory in the final examination. In the
examination students will be able to choose a forth question to answer from the
remaining eight.
3) The examination will be taken from twelve questions that will be distributed to
everyone in the class no later than the second class session. Of the twelve questions,
four will be randomly picked by the lecturer from which students may choose one
question to answer. This will be the only question they need to answer in the
examination.
4) The examination paper will consist of twelve questions that will be distributed to
everyone in the class no later than the second class session. Of the twelve questions,
four will be randomly picked by the lecturer and students may individually choose
whether to adopt strategy (2) or (3) above to complete the examination.
Further information will be given through semester.

For this assessment, students are expected to write a weekly journal over the duration of the 12-week teaching period that documents a critical analysis of their learning process for this unit. In the journal students need to reflect/review how they have progressed with the learning goals related to assessments 1 and 2 of engaging in Business Research

ASSIGNMENT 3: BUSINESS RESEARCH

Individual Reflective Journal – Individual Assignment (1000-1500 words, 20 marks total)

For this assessment, students are expected to write a weekly journal over the duration of the 12-week teaching period that documents a critical analysis of their learning process for this unit. In the journal students need to reflect/review how they have progressed with the learning goals related to assessments 1 and 2 of engaging in Business Research.

Students need to write their individual reflective journal concurrently with performing assessment tasks 1 and 2, i.e. from the first week of the subject. For each week, students need to make journal entries that provide a reflection of their ‘journey’ of gaining, and applying knowledge of the research paradigm. For each week students should reflect and compare the theoretical knowledge with what they apply into practice. As assessment 1 and 2 are completed, students should clearly identify learning goals achieved.

Assignment 3 Requirement

Assignment 3 Reflective writing aims to get you to think about your learning and understand your learning experiences.

When students writing Assignment 3 need to follow steps:

  1. Evaluate the effectiveness and your usefulness of the learning experience Make judgments that are clearly connected to observations you have made. Answer the questions: − what is your opinion about learning experience? − What is the value of this experience?
  2. Explain how this learning process will be useful to you Consider: In what ways might this learning experience serve you in: − course − program − future career − life generally Answer the question: ‘How you will transfer or apply your new knowledge and insights in the future?’
  3. Describe objectively what happened in the learning process Give the details of what happened in the learning process. Answer the question: ‘What you did, read, see, and hear?
  4. Evaluate what you learn Make judgments connected to observations you have made in the Business Research. Answer the question: ‘How Business Research was useful for your Research Learning Process?’
  5. Explain your learning process: New insights, connections with other learning, your feelings, hypotheses, conclusions. Answer the questions: ‘What was the reason you did particular activities (Assignment 1, Assignment 2?
  6. Explain Plan how this learning you will applied Comment on its relevance to your research subject, your course, future profession, life… Answer the question: ‘How might this learning apply in your future?

Analyzing short story

Write an essay that discusses why and how specific symbols are used to depict one or two of the themes from Unit 2 in a particular way. Your essay should incorporate details and quotes from the story (using parenthetical documentation with the author’s name), and you should use your own words to elaborate on the meanings of the details and quotes you use as evidence. The themes to choose from are:

Love (Romantic, Platonic, or Filial)
Alienation/Otherness
The American Dream/Nightmare
The Quest for Identity/Coming of Age
Conformity/Rebellion

Stories To Choose From:
Kate Chopin’s “The Storm”
Tobias Wolff’s “Powder”
Ray Bradbury’s “There Will Come Soft Rains”

legal case study (also in the course outline)

Assessment details – legal case study (also in the course outline)

Students will attend a setting (hearing) at a Magistrate Court in Adelaide or at a regional local setting. (See SA Courts Administration Authority for locations). You will not be allowed to take notes during the session but you are advised to note take immediately after you leave as this assessment will be based on a case that you observe in the Court.

The assessment will comprise of an introduction and a conclusion and headings under the headings of:

1. Case synopsis – a report of the case proceeding you observed in one of the above Courts (confidentiality must be observed)

2. Identification – identification and description of the legislation that was applied

3. Intervention – A description of the court ruling and its purpose

4. Human service worker role – the potential roles, knowledge and the skills required to work with this case

5. Social justice and ethical issues – discussion addressing the social justice and ethical issues in this case

If when you attend Court there is no suitable case that you can use for this assessment there is a DVD posted on the JUST 2005 learnonline site which depict cases which are before a Family Violence Diversion Court. In the event that there are no suitable cases in the Magistrate Court please familarise yourself with a case that is shown in this DVD and use this to answer the above questions.

A minimum of 8 – 12 references to JUST 2005 course materials including the text book, e readings and legislation need to be cited.

This assessment task is among other things a test of individual knowledge and the ability to apply it. While there may be some collaborative work in discussing the case study, there should not be any joint writing of the assessment.  If there has been copied work on the case study the University integrity policy will apply.

 

Reflection – Critical thinking paper

Reading Reflections 

Due Dates: Weekly by 11:59pm on Tuesdays before class each week.

Total Points: 10 (2 point per reflection). You will write/submit 11 reflections (one each module beginning with Module 2); the lowest score will be dropped for a total of 10-points. Reflections are due by 11:59pm on Tuesdays before class each week.

Submission: via Canvas Discussion Board for each weekly module.

Requirements

Your original words  (275 words; approximately ½ – 1 page), APA Style), submit to Canvas Discussion Board; use proper APA citation(s) and reference(s).

Summarize two or three of the readings (no more than 2 – 3 sentences.

Identify a concept from the reading;

summarize the definition of the concept in your own words (no more than 2 – 3 sentences).

Connect the readings to

1) a current event(s) that is occurring within the past year

OR

2) to your own social work practice experiences (in the past or recently). Offer critical analysis.

3.) Incorporate a question to your readers that relate to your material, thus facilitating discussion between each other.

Respond to a minimum of two discussion post: 

Consider responding to the question being posed by your writer: 

Consider your classroom processes in relationship to your readings.  

Try responding to questions posed by fellow students in their posts.

Try responding to these questions.

  • What stands out for you?
  • Do you agree or disagree with a particular idea that came up? If so, why or why not?
  • Ordid you have ana-ha moment? If so, what is its impact on you?
  • What unexpected question(s) are you now left with? (Please go beyond [for example] “how do we stop racism?)

 

 

 

What is Critical Writing?

* The critical essay is informative; it emphasizes the questions being studied rather than the feelings and opinions of the person writing; in this kind of writing, all claims made about the work need to be backed up with evidence. Avoid “I think” or “in my opinion.”

* The difference between feelings and facts is simple–it does not matter what you believe about a book or play or poem; what matters is what you can derive from it, drawing upon evidence found in the text itself, and connect or back-up this evidence with class concepts which are relevant from class readings/materials.

* Criticism does not mean you have to attack the work or the author; it simply means you are thinking critically about it, exploring it and discussing your findings.

* The literary essay usually employs a serious tone and tries to avoid an overly subjective tone – such as stating this is the truth, the whole truth, and nothing but the truth approach.

* Use a “claims and evidence” approach. Be specific about the points you are making about the issues you are discussing and back up those points with evidence that are credible and appropriate. If you want to say, “The War of the Worlds is a novel about how men and women react in the face of annihilation, and most of them do not behave in a particularly courageous or noble manner,” say it, and then find evidence that supports your claim.

* Another form of evidence you can rely on is criticism, what other writers, in class articles, have claimed about the work of literature you are examining. You may treat these critics as “expert witnesses,” whose ideas provide support for claims you are making about the book. In most cases, you should not simply provide a summary of what critics have said about the literary work.

* Do not try to do everything. Try to do one (in this class at least three issues) thing(s) well. And beware of subjects that are too broad; focus your discussion on a particular aspect of a work rather than trying to say everything that could possibly be said about it.

* Be sure your reflection is well organized.

* Remember that in most cases you want to keep your tone serious and focused.

* Be sure your essay is free of mechanical and stylistic errors.

* If you quote or summarize (and you will probably have to do this) be sure you follow an appropriate format. Cite the source and be sure you provide a properly formatted list of works cited at the end of your essay. Cited words, your name, title, the date, and course identifying information do not count towards your 275 words.

 

The True Flag Paper Directions

1
The True Flag Paper Directions
Structure directions:
 The paper will be in a computer-generated format written in standard essay form. Students must use
complete sentences and paragraphs in their essays. The paper will be double-spaced, Times New
Roman or comparable format, 12 point font, one inch margins all around. Do not skip lines between
paragraphs. Indent paragraphs.
 Students need to include a cover sheet with their name, the course, the title of the book, and the date.
Without a cover sheet, students will lose half of a letter grade. A works cited page is optional for this
assignment.
 The essays will be a minimum of three full pages in length. The professor will compute the length of
the paper by starting from the first line of writing on the first page and ending with the last line of
writing on the last page. Failing to meet page lengths will result in a failing grade. The paper is limited
to five full pages, excluding the cover sheet. Additional papers will go unread.
 Each paper is worth 50 points towards the student’s final grade.
 Students will submit all papers through a turnitin.com drop box contained within the Desire2Learn
course page. Students may submit late work. Late work will receive a 10% grade reduction per
calendar day.
 Student may not use any sources other than The True Flag book for this assignment. Students who use
other sources including any internet sites will receive a zero for this assignment.
Writing directions:
 The professor will check all papers for plagiarism using turnitin.com and will grade all papers for
grammar/spelling mistakes.
 Students must incorporate material from all parts of the book and answer all parts of the question.
 Students must provide specific examples in their papers and students must provide analysis and
explanations for the statements in the paper.
 All direct quotations must contain a citation from the book explaining where you obtained that
material. (Kinzer, 72) Students may refrain from citing paraphrased material in this assignment.
 The Academic Success Center (Learning Commons – 2nd Floor) offers free tutoring for all disciplines.
Their website is http://www.lonestar.edu/tutoring-cyfair.htm. The Writing Center (LRNC 206) will go
over student papers for grammar and spelling as well as content. Bring the directions with the rough
draft when seeking assistance.
Plagiarism is unacceptable for any reason.
 Plagiarism means the use of someone else’s words or ideas without attribution. Examples of plagiarism
include, but are not limited to, directly copying material from a book or textbook either with or without
attribution, cutting and pasting material from on-line sources including wikipedia.org and amazon.com,
and/or purchasing or downloading papers from internet sites.
 Students who plagiarize will suffer harsh penalties. The professor in keeping with LSC guidelines will
decide the penalty. Penalties will begin with a zero for the assignment and may include failure for
the class. The professor will accept no excuses for plagiarism at any time.
The question sets are located on the next page.
2
Select one of the following questions and answer all parts of it completely.
Either:
1) You are a newspaper reporter in 1912 writing a story about imperialism. Compare and contrast the
imperialists and the anti-imperialists in your story.
 Examine at least three major people from each side in this debate. Explain how and why they came to
hold their views about imperialism and anti-imperialism.
 Explain at least three major arguments for imperialism and three major arguments against
imperialism. Explain the evidence and ideas contained in each side such as race, religion, politics, and
scientific ideas.
 Examine the Spanish American War. Explain how the war strengthened or weakened the two sides in
this debate. Use specific materials and events in this analysis.
 Examine the Philippine American War. Explain how the war strengthened or weakened the two sides
in this debate. Use specific materials and events in this analysis.
 Demonstrate how the debate about imperialism influenced politics in the Gilded Age and Progressive
Era (1865-1912). Explain how Democrats and Republicans viewed imperialism and explain why the
parties divided over this matter.
 Examine how the debate changed over time for the imperialism. Assess, for 1912, which is the
strongest case for imperialism or anti-imperialism, and explain why Americans should follow that side
in the debate in your opinion.
Or:
2) You are either an imperialist or an anti-imperialist in 1912. Write a letter explaining both your views and
criticizing your opponents’ views to your friend.
 Examine at least three major people from each side in this debate. Explain how and why they came to
hold their views about imperialism and anti-imperialism.
 Explain at least three major arguments for imperialism and three major arguments against
imperialism. Explain the evidence and ideas contained in each side such as race, religion, politics, and
scientific ideas.
 Examine the Spanish American War. Explain how the war strengthened or weakened the two sides in
this debate. Use specific materials and events in this analysis.
 Examine the Philippine American War. Explain how the war strengthened or weakened the two sides
in this debate. Use specific materials and events in this analysis.
 Demonstrate how the debate about imperialism influenced politics in the Gilded Age and Progressive
Era (1865-1912). Explain how Democrats and Republicans viewed imperialism and explain why the
parties divided over this matter.
 Examine how the debate changed over time for the imperialism. Assess, for 1912, which is the
strongest case for imperialism or anti-imperialism, and explain why Americans should follow that side
in the debate in your opinion.