INDIVIDUAL PRESENTATION

Presentation description:

After recent developments (or, rather, lack of), I have decided to transform your group presentation into one that is carried out individually. Given the wide variation between students that are attending school on campus and those that are entirely online, and furthermore, the immense dispersion between time zones that our online students reside in, I wanted to prevent potential logistical problems that may arise as a result of these. The new instructions for your individual presentation are below.

 

Individually, you will carry out a presentation for 5 minutes. To provide flexibility for people who are carers or may be experiencing health problems, you have a choice to present it live during your tutorial time OR to pre-record it. Our education team will provide a link for you to upload your presentation. I will be present during the live tutorial (online or face-to-face) and will listen to your presentation if you chose to present it in person.

 

Whatever you chose to do, i.e. present live or submit your presentation as pre-recorded, you do not have to notify me in advance. Again, this is so that you have flexibility in making choices regarding contingencies that may arise in the coming few weeks. If you are presenting live, then just show up to your tutorial. If not, upload your presentation to the link that our team will provide.

 

Our tutorial system comprises of 8 tutorials in total: teaching for 6 weeks and carrying out assessments for 2 weeks. Therefore, the final 2 weeks of your tutorials will be allocated to these presentations (weeks of 23 – 27 November and 30 November – 4 December).

 

If you chose to pre-record it, then you do not need to attend the tutorial. Also, if you are not presenting live on that date, you will not need to attend the tutorial either.

 

Only the individuals that are presenting will attend the tutorials for those weeks.

 

 

You will answer the following questions for a company of your choice:

 

Scenario 1: Incumbent

 

If you are an incumbent, how do you protect yourself against new entrants?

 

(i.e. How can traditional taxis protect themselves against Uber?)

 

Scenario 2: New entrant

 

If you are a new entrant, how do you overcome barriers to entry?

 

(i.e. How can Uber enter the market for private transport)

 

Scenario 3: Imitator

 

If you are an imitator, how can you survive in an industry driven by innovation?

 

(i.e. How can Samsung survive in the high-tech industry amongst innovators like Apple?)

 

 

Scenario 4: Innovator

 

If you are an innovator, how can you protect yourself against imitators?

 

(i.e. How can Apple compete with imitators like Samsung?)

 

Scenario 5: Traditional technology

 

If you are the manufacturer of a dominant technology, how do you protect yourself against a disruptive technology?

 

(i.e. If you are the manufacturer of analog phones, how do you protect yourself against VOIP companies like Skype? Other examples are Traditional (cable) TV versus Pay TV (i.e. Netflix); Traditional banking versus digital banking; Traditional cars versus driverless cars)

 

 

Scenario 6: Disruptive technology

 

If you are the founder/manufacturer of a disruptive technology, how can you enter and compete in new markets?

 

(i.e. If you are the founder of Skype, how do enter a market dominated by analog phones? Other examples are Pay TV (i.e. Netflix) versus traditional (cable TV); Digital banking versus traditional banking; Driverless cars versus traditional cars)

 

 

The specifics of your presentation involve the following:

  • How many slides: Any number of slides.
  • Duration: The total duration of your presentation will be 5 minutes.
  • What will you present? You will present your “answer” to the question. You have complete freedom to include anything and everything to the extent that you wish, as long as it is relevant to your question.
  • Style of the presentation: Your presentation should be as lively and attention-grasping as possible. Try to avoid a lot of text, and instead find visual representations of the things you want to talk about.
  • What is the purpose of your presentation: To communicate credibly that you have learned how to assess strategy and have the ability to talk about it. Think: How can I make my lecturers remember my presentation? Try to make your presentation catchy and aim to stand out from the rest of the class. But, in doing so, be true to your response, do not exaggerate your outcomes, and use visuals that are relevant. Your presentation should be creative, convincing, and credible.

Submission: Our education team will provide a link on the KEATS page for you to upload your assignment.

 

Mitigating circumstances: If you are facing any mitigating circumstances that prevent you from meeting deadlines, please email katherine.sharp@kcl.ac.uk regarding these.

 

Who presents what, and when: I have used the most up-to-date tutorial list that was provided for me but there may be some mismatch due to changing circumstances. If this is the case, then please submit your work/carry out a live presentation according to your tutorial slot and last name.

 

Critical Evaluation of an Article: Summative

Assessment Task Information (In-College & Remote delivery)

 

Assessment Instructions
What do you need to do for this assessment?

You are required to write a critical evaluation of an academic article for an academic audience, e.g. the editors of an academic journal.

Write a critical evaluation of one article which has been discussed in class.

Your teacher will inform you about the articles available for this task.

Guidance:

You should make use of your feedback from the formative tasks in weeks 5 and 7 as well as notes from in-class activities and discussion to help you plan this task.

Please note that the task requirements and marking criteria are the same for formative and summative versions of this assessment.

 

Please note:

This is an individual assessment so you should not work with any other student.

 

Structure:

You should include all five sections, but not necessarily all the sub-sections. You should include the sub-sections that you think are relevant for your article. Word counts for each section are approximate and for guidance only.

1)     Title

a)     full bibliographical reference

 

2)     Introduction (approx. 75 words)

a)     Topic

b)     Aim

c)     Summary of main findings/key argument

d)     Evaluation of whole text

 

3)     Summary (approx. 225 words)

a)     Summary of main points

b)     Methodology

c)     Text structure

d)     Evidence presented

e)     Conclusions

f)      Questions raised

 

4)     Evaluation (approx. 150 words)

a)     Strengths and usefulness

b)     Weaknesses, limitations or problems

c)     Reference to appropriate criteria

 

5)     Conclusion (approx. 50 words)

a)     Restatement of overall evaluation

b)     Further explanation of evaluation

c)     Recommendations

Theory and/or task resources required for the assessment:

You should use your notes from an in-class discussion to help you plan this task. Your teacher will advise on which articles are available.

Referencing style:

You must include a Harvard style reference at the start of the evaluation.

If you refer to any other sources, you should use Harvard style in-text citations and full references at the end.

Expected word count:

You are expected to write between 400 and 450 words. The title page and reference list (if you choose to include one) is not included in the word count.

Learning Outcomes Assessed:

FC

MLO1: Make a simple summary of an author’s main ideas verbally and in written form

IYO

MLO1: Summarise verbally and in written form an author’s main and supporting ideas

MLO2: Offer an analysis of the main points of a written text

PM

MLO1: Summarise verbally and in written form an author’s main and supporting ideas

Submission Requirements:

You must include the following paragraph on your title page:

I/we confirm that this assignment is my/our own work.

Where I/we have referred to academic sources, I/we have provided in-text citations and included the sources in the final reference list.

§   Font: Arial or Calibri or Times New Roman, size 12

§   Double-spaced/1.5 with standard document margins

§   Appropriate header

§   Numbered pages

§   Include a title page with the following information:

o  Module Code (e.g. FC110)

o  Class/Group (e.g. Group A)

o  Module Title (e.g. Critical Reading, Writing & Reasoning for HE)

o  Assessment Type (e.g. Critical Evaluation)

o  Article Title and Author(s)

o  Module Tutor Name

o  Student ID Number

o  Date of Submission

o  Word count

§   Use Harvard referencing conventions

 

Assessments submitted after the submission deadline may incur penalties or may not be accepted..

 

How will this assessment be marked?

This piece of work will be marked using the following marking criteria and weightings:

·        15% Task achievement: How fully you covered the task requirements.

·        10% Organisation of ideas: How well you organise and link the ideas in your writing, making it easy to follow.

·        60% Summary & Critical analysis: How well you summarise and paraphrase the ideas in the article and how well you evaluate the ideas from different viewpoints and apply independent thinking.

·        15% Communication & academic expression: How clear your written language is and how appropriate the style is for an academic text.

 

You will receive a mark for each of these categories and your overall mark will be calculated as the weighted average of the four.  The overall mark will be reported as a percentage.

How will you get feedback?

The assessed task will be marked. The marker will provide you with a mark for each criterion, an overall mark and written feedback.  You can use this feedback to guide your learning on this and other modules.

 

For a larger assessment task, explain how the task will be broken down into component task and sequence of stages needed to complete it.

For  written submissions or live/recorded presentations include detail about what subsections are required in the assessment text type and what the subheadings are for each.

 

If applicable, state the referencing style required and clarify whether a reference list and/or a bibliography is required.

FAME database

 

ASSIGNMENT BRIEF

The assignment aims to increase your understanding of the different techniques used  in the evaluation of business sustainability and corporate bankruptcy. You are required to apply theoretical knowledge to actual company data.

The purpose of the assignment is to analyse the bankruptcy for a company to assess the likelihood of it going bankrupt. Some company data (note: all data taken from the FAME database) is provided for you on the following pages and in a separate Excel document, but you should also research any additional information as you feel necessary.

The submission should be in the format of a memorandum to an analyst considering investment in the company who has asked you to assess the bankruptcy risk of the company.

Your memorandum should include the following:

An assessment of bankruptcy risk for the company, referring to known bankuptcy models to support your assessment.

A critical discussion of the likelihood of the company going into bankruptcy.

 

 

Company details

Your task for the assessment is to analyse the case of Cineworld as of the 31st of December 2019 to evaluate the likelihood of bankruptcy as at that point. In your conclusion you should reflect on how events since that date have impacted the situation.

Some key financial data for the company is included in the Excel document attached (see Blackboard). You should be able to calculate what is needed using this information.

 

 

Assessment and Marking Scheme

Please be aware of the academic regulations regarding plagiarism.

See module handbook for undergraduate mark descriptors, which will be used to mark your report in conjunction with the mark scheme given below:

 

Memorandum

Good marks are available for students who not only bring the evidence together convincingly and logically to arrive at a conclusion, but also discuss the credibility of the conclusion they arrive at and how events since 31st December 2019 would impact the conclusion. Higher marks will be available for a critical discussion of the theory and evidence presented.

 

The memorandum should include:-

 

·       Critical analysis using Beaver’s approach (20 marks)

·       Critical analysis using Altman’s approach (20 marks)

·       Critical analysis using Argenti’s approach (20 marks)

·       Critical discussion and conclusion (20 marks)

 

Calculations should be in the appendix and the main figures referred to in the memorandum where needed.

The Argenti (A score) analysis should be in the appendix with the main points summarised in the memorandum.

 

Referencing

Full marks are available for students correctly applying the Harvard referencing system, and displaying appropriate reading around the subject area (please DO NOT ask staff members how many different sources are required for full marks – there is no right answer, and some sources are more appropriate than others).

 

Structure, style and overall professionalism

Full marks are available for students who produce a professional memorandum, which is well-structured and of an appropriate tone.

 

Total

Total Marks

 

80

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10

 

 

 

 

 

 

 

10

 

 

 

 

100

 

Organizational Behaviour:Understanding and Managing Life at Work

Organizational Behaviour:Understanding and Managing Life at Work
 
1.you need to write type of leadership and type of behavior based on the pdf attached
2. the circle part is the requirement of student’s leader

relationship between low-income and poor people and diseases

1. You need to demonstrate the relationship between low-income and poor people and diseases
2. The direction of the argument is best to start with personal income, local economy, and people’s backward thinking
3. Use at least two references (be sure to find them from Kivipedia and Google)

Essay

 

 

 

The Brief

1)      A short literature review on the importance of employability for graduates

2)      A mini reflection on how you can develop your own employability in order to secure a graduate role

3)      An analysis of an organisation’s graduate recruitment, focusing on what are the key requirements they expect potential candidates to possess.

There will be a specific session in the workshops where we will cover each assignment, after which you will be able to focus on producing the individual task. You will be required to submit all 3 pieces of written work together via blackboard. Tutors will not be able to read your drafts, but can answer specific questions and give you suggestions on how to create a good structure/plan for each.

Part B (1500 words) focuses on your employability, and is designed to help you develop the skills needed to identify future opportunities in terms of employment, study etc., and to enable you to apply for a graduate job. Your submission for Part B will comprise of four items:

  • The relevant job advert or course description
  • A CV and covering letter to accompany, tailored to suit the specific job advert you have selected (or PG course you wish to apply for).
  • An outline of your desired graduate role and a supporting template showing whether and how you meet the job specification for the role
  • A detailed development plan showing what you will do to acquire any skills or professional accreditation that might be required and you feel should be strengthened.

 

This must be written and submitted as one word document, which must not exceed 3000 words in length.

Assignment Guidance.

Part A (70%) and Part B (30%) must be submitted via Blackboard as a single word document of no more than 3000 words.

Part A (70%)

  Theory & Literature Evidence of reflection and analysis of strengths & weakness for graduate role Evaluation of ‘desired’ graduate labour market & needs of employers Structure & Referencing
70+ Clear and balanced understanding of the topics covered.

 

Excellent use of course materials (not too much or little) and clear evidence of wider reading of academic and trade press sources.

 

Will have conducted own literature searches.

 

Specific examples used to produce a highly focused and insightful reflection, learning and future action.

 

Examples are well-chosen yet concise. Not too much description.

 

Very good balance between theory and practice

 

Clearly and explicitly answers the brief.

 

Demonstrates excellent

understanding of the graduate labour market and the needs of employers in relation to new graduates

 

Views and opinions are clearly and consistently supported/justified

 

 

The report has a clear, informative introduction and discussion. Ideas are marshalled coherently, with arguments logically progressed throughout the piece.

 

Writing style is clear, succinct and has an appropriately academic tone.

 

Referencing is complete, accurate and follows the Harvard protocol.

60 – 69 Shows evidence of reading and an ability to draw on this to construct a generally convincing report. Understands the cited material.

 

Good use of course materials and some evidence of wider reading of academic sources.

 

Will have conducted own literature searches.

Specific examples used to produce a focused reflection and awareness/learning.

 

Examples are good and generate understanding.

 

Good balance between theory and practice, perhaps could be more literature-driven.

 

Answers the brief competently.

 

Demonstrates understanding but does not consistently locate their discussion in contemporary debates

 

Views and opinions are readily expressed but not consistently supported/ justified.

 

The report follows a clear structure with an introduction, main arguments and discussion.  Occasionally discussion is not coherently linked together.

 

Writing style is clear with some grammatical errors or non-academic habits.

 

50 – 59 Some evidence of reading although not always used effectively and/or wider reading needed.

 

May use technical language without showing full understanding.

 

Predominantly core materials, sometimes used quite well but could go deeper into cited sources.

There is evidence of some questioning and standing back. However the work is in need of more in depth analyses in places.

 

Examples are good yet veer toward description, and away from integrating literature.

 

Balance between theory and practice leaning toward the latter

 

Addresses the brief satisfactorily.

Relatively descriptive and fails to consistently engage in meaningful discussion of the graduate labour market and the needs of employers

 

Numerous statements are made without sufficient justification or links to relevant theories or literature.

 

 

There is an introduction and concluding remarks but there may be some structural weaknesses, for example, illogical flow, limited signposting, and the lack of a coherent argument.

 

Referencing does not always follow Harvard style and/or there are some inaccuracies.

40 – 49 Limited use of literature. Often sources were not suitably academic.

 

Uses technical language but not showing full understanding

 

Uses mainly core materials without expanding much

 

Statements are largely a descriptive account. Examples are briefly reviewed and not consistently developed in depth.

 

Content and substance are limited in places with little evidence of any reflective and analytical skills.

 

Missing the point of the work – could do more to address the brief

 

Includes an attempt to answer the question set however this is done in a descriptive

 

In places there are unjustified or sparse expression of views and opinions with limited use of relevant theories and literature.

 

 

Structure is muddled and /or introduction and conclusions have been omitted or are underdeveloped.

 

Writing style is generally clear although contains numerous errors and a non-academic tone.

 

Referencing does not follow Harvard style and/or there are major inaccuracies / omissions.

35 – 39 (marginal fail) Insufficient evidence of reading and significant errors in understanding.

 

Broad reference to topics, but very little clear engagement with core or extra materials.

Mainly or purely descriptive commentary with few and/or weak examples and limited insights.

 

Little or no evidence of reflection or analysis.

 

Needs to more explicitly address the brief.

 

Fails to sufficiently address the question set and does not engage with detailed and varied debate.

 

The views and opinions are unsubstantiated with weak and/or no support from relevant theories and literature.

 

 

 

The work is not presented in a suitable format, and fails to follow the advice given around the structure of a report.

 

The work is poorly written and/or unclear

 

Major errors in referencing.

< 34% Almost no evidence of reading and significant errors in understanding.

 

Very poor understanding of the topics, and very little evidence of engagement with core or extra materials

No analysis or reflection with very poor, very few, irrelevant or no illustrations or examples.

 

 

Does not address the brief.

Fails to address the question set and does not engage with detailed and varied debate.

 

Unsupported views, opinions and assertions are expressed leading to poor judgements

 

 

The work is not presented in a suitable format, and fails to follow the advice given around the structure of a report.

 

The work is poorly written and/or unclear

 

Major errors in referencing.

 

 

Part B (30%)

Mark CV Cover Letter Skills Outline PDP
100 An excellent and extremely well-developed CV, evidencing relevant skills, knowledge and experience to a very high standard. An excellent cover letter, fully tailored to meet the role’s requirements and demonstrate the candidate’s suitability All skills from the role are outlined fully and equally pertinent examples from the candidate’s background are presented An excellent PDP, with extremely clear objectives, specific action plan, resources required and possible sources for support, fully linked to the role.
80 A very good and well-developed CV, evidencing relevant skills, knowledge and experience to a high standard. A very good cover letter, tailored to a very good standard to meet the role’s requirements and demonstrate the candidate’s suitability Almost all skills from the role are outlined and pertinent examples from the candidate’s background are presented to a very good standard A very good PDP with quite clear objectives, a sound action plan, resources required and sources of support, linked to the role to a very good extent
60 A good and reasonably developed CV, evidencing relevant skills, knowledge and experience to a good standard A good cover letter, tailored to a good standard to meet the role’s requirements and demonstrate the candidate’s suitability Most skills from the roles are outlined and pertinent examples from the candidate’s background presented to a good standard. A good PDP, with mostly clear objectives, a reasonable action plan, resources required and sources of support, linked to the role to a good extent
40 An adequately developed CV, evidencing relevant skills, knowledge and experience to a pass standard. An adequate cover letter, tailored to a basic standard to meet the role’s requirement and demonstrate the candidate’s suitability Some of the skills from the role are outlined and a few pertinent examples from the candidate’s background are presented to a basic standard. An adequate PDP, with adequate objectives, an acceptable action plan, resources required and sources of support, loosely linked with the role
20 An inadequately developed CV, not evidencing relevant skills, knowledge and experience to an acceptable submission. An inadequate cover letter, not tailored sufficiently to meet the role’s requirements and demonstrates the candidate’s suitability Inadequate cover of the skills outlined in the role and subpar examples from the candidate’s background are presented. Inadequate PDP, lacking in terms of specific objectives, acceptable action plan, resources required and sources of support. Not linked with the role.
0 Incomplete or non-submission, failing to completely meet the required task Incomplete or non-submission, failing to completely meet the required task Incomplete or non-submission, failing to completely meet the required task Incomplete or non-submission, failing to completely meet the required task

 

Formative Feedback and within Module Assignment Support

Formative feedback provides opportunities to reflect on your ongoing work and preparation for your assignment. This is given within your tutorials which run every week; all students are timetabled to be able to attend one of these.  Tutorials will include some work on the assignment, this will include: how to answer the question, what is expected of you, assistance with writing, and constructing/planning your answers, so please:

·        DO attend all tutorials

·         You can also arrange to discuss your assignment with your seminar tutor (however, we do not read drafts)

 

Format

All work should be word processed in 12 point font Calibri, Times New Roman or Arial and double spaced.

 

Please use the following file format(s): .doc / .docx (please note that files submitted in formats associated with Apple Mac computers are not able to be opened, and thus, not able to be marked. It is your responsibility to ensure that you submit your coursework in the appropriate format)

 

Please ensure that you provide the following details on the first page of your coursework:

  • Student ID Number
  • Module Name and Code
  • Word Count

 

Word Limit

  • The word limit for part A is 1500 words with an additional 1500 words for Part B.  Writing beyond this maximum limit will not be read or marked
  • Word count includes everything in the main body of the essay (including headings, tables, citations, quotes, lists, acronyms and numbers expressed as digits or in words. etc.)
  • The reference/ bibliography pages and any Appendix at the end are excluded from the word count.
  • Appendices are not expected, if you do decide to use appendices remember these will NOT be marked. The marker may or may not refer to the Appendices: do not depend upon material contained in Appendices to develop the discussion in the main body of your essay.

 

You can view the UWE word count policy here: http://www1.uwe.ac.uk/aboutus/policies

 

Referencing

 

Please ensure you adhere to the principles of good academic practice and ensure you use the  UWE Harvard system to reference your work. Failure to properly reference your work to original source material can be grounds for the assessment offence of plagiarism and may result in failure of the assessment or have more serious implications.

 

For further guidance on correct referencing go to:

http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing.aspx

 

Details of what constitutes plagiarism and how to avoid it can be found here:

http://www1.uwe.ac.uk/students/studysupport/studyskills/readingandwriting/plagiarism.aspx

 

For general guidance on how to avoid assessment offences see:

http://www1.uwe.ac.uk/students/academicadvice/assessments/assessmentoffences.aspx

 

Instructions for submission

You must submit your assignment before the stated deadline by electronic submission through Blackboard. Notification that the electronic submission portal is open for your assignment is displayed (usually two weeks before the submission date) in the Coursework tab in myUWE, the Assignment Coursework tab in Blackboard and via an announcement in the Blackboard course.

 

Please allow enough time to upload your assignment, noting that the system becomes busier and slower as the deadline approaches. Only your final upload will be counted. Ensure all your information is submitted at one attempt to avoid ‘overwriting’ your intended submission. Always check and retain your receipts.

 

Late submission in the 24 hours following the deadline will be accepted but the assignment mark will be capped at 40%. Submissions after 24 hours will not be accepted. For full guidance on online submission through Blackboard, see:

http://info.uwe.ac.uk/online/Blackboard/students/guides/assignments/default.asp

 

Submissions of coursework by any other method (including a paper copy, on disk or by email) are NOT permissible for this module unless specifically agreed in advance of the submission date.

 

Before submitting your work, please ensure that:

  • You have proof read you work thoroughly to ensure your work is presented appropriately
  • You have addressed all the required elements of the assessment
  • You have referenced in accordance with the guidance provided
  • You have addressed each of the marking criterion
  • The submission is in the correct format

 

Safe Assign

Make sure you submit your own work and do not plagiarise from other sources or students.  All modules within FBL have the option to use Safe Assign software.  Safe Assign will compare you work to those of other students (current and past) as well as other materials available on internet.  UWE will act if Safe Assign suggests your work includes material that is ‘copied’ from other sources.

 

 

Final feedback and marks release

Students will normally receive marks and feedback on their submission within 20 working days of the submission deadline (not including any public holidays or closure days).  Any delay in returning students’ work will be communicated by the module leader via Blackboard.  Your individual submission will receive comments on your script and feedback on the marking scheme (see below).

 

Additionally, following the release of marks we offer students’ the opportunity to meet on a 1to1 basis with their first marker to build their understanding of their feedback and marks.

 

 

Personal Circumstances

If you are experiencing difficulties in completing a piece of assessment on time due to unexpected circumstances (for example illness, accident, bereavement), you should seek advice from a Student Support Adviser at the earliest opportunity.

 

Please note the module leader cannot grant personal circumstances or extensions.

 

Appointments with a student adviser can be made via an Information Point or online at:

http://www1.uwe.ac.uk/students/academicadvice/studentadvisers.aspx

 

The Student Support Adviser will advise as to whether you should submit an application for ‘Personal Circumstances (PCs)’, how to do so and what evidence is required to support the application.

 

Further details on ECs can be found here:

http://www1.uwe.ac.uk/students/academicadvice/assessments/personalcircumstances.aspx

 

a.      The best essays have something to say: the essay as a whole is an argument that shows that you have thought deeply about the issues. Typically, the argument is described early in the essay and then builds throughout the essay with relevant conclusions. A strong argument clearly addresses the purpose of the assignment, has a clear line of thought, and demonstrates sound judgement, critical thinking and is well-reasoned.

b.      Use a wide range of relevant literature and remember to integrate Themes and findings from the literature throughout the assignment – theories should not be in a separate section.

c.       Use the workbook from your first seminar to help you find relevant literature.

d.      Use the guidance from the library drop-in sessions on 2nd and 9th October.

e.      Additional guidance can be found at the following sites:
The Reflective Writing Workbook –  http://academicskills.uwe.ac.uk/general/workbooks/reflective-writing
Critical Thinking and Writing –https://www1.uwe.ac.uk/students/studysupport/studyskills/readingandwriting/criticalthinking.aspx
Communication Skills for International Students –https://www1.uwe.ac.uk/students/studysupport/englishlanguagesupport/communicationskillsworkshops.aspx

Guidance on study skills:

http://www1.uwe.ac.uk/students/studysupport/studyskills.aspx

 

Support from the FBL Academic Success Centre:

http://www1.uwe.ac.uk/bl/bbs/aboutus/studentexperience/academicsupportcentre.aspx

 

Guidance on UWE assessment regulations and terminology: http://www1.uwe.ac.uk/students/academicadvice/assessments/assessmentsguide.aspx

 

Guidance on using the library:

http://www1.uwe.ac.uk/library/usingthelibrary.aspx

 

f.        Begin your assignment planning as soon as possible and raise any resulting questions at the start of each week’s seminar.  Do not leave the assignment reading and planning until the last minute

 

Suggestions to improve your assignment

Online resources

  Improve structure How to plan and structure your writing
  Adopt a report writing style Report writing
  Be more reflective Reflective writing
  Be more critical / evaluative How to write critically
  Find more relevant references Further research skills / techniques
  Enhance the literature review Literature reviews workbook
  Use UWE Harvard more consistently UWE Bristol Harvard
  Improve written English English language support

 

Workshops for academic skills

Regular academic skills workshops are also available to help with these issues.

Titles include:

– How to make notes and read effectively

– How to plan and structure your writing

– How to put your reading into your writing

– How to get started with critical writing

– How to reference and avoid plagiarism

 

These are bookable through infohub, via the following link:

https://www1.uwe.ac.uk/students/studysupport/studyskills/studyskillsevents.aspx

 

Communication Skills for International Students

These workshops are particularly useful if English is not your first language.

 

Titles include:

–         Writing academic English

–         Common grammatical errors

–         Vocabulary for different subject areas

–         Editing your own work

–         Language for discussion

–         Communicating with your lecturers

–         Tenses in academic writing

 

These are bookable through infohub, via the following link:

 

https://info.uwe.ac.uk/events/eventlisting.aspx?categoryID=166

 

 

Verbal & Nonverbal Communication

Verbal and Nonverbal Communication in Groups

Teach the Class: Read the required material from the Adams and Galanes text and conduct independent research (of quality videos, credible Internet resources, and/or scholarly journal articles) to find three sources pertaining to nonverbal communication. Examine these materials and educate your classmates on the functions, challenges, and/or bonuses of using nonverbal communication and behaviors to read people.

  • Cite and reference your three resources in APA style, 6th ed.
  • Be sure to cite and reference the required text if your work contains any thought, idea, or quote from the book.
  • If you elected to also post graphics to add visual interest, then cite and reference the graphics in APA style as well.

Address the following questions, supporting your thinking with reference to your sources and by presenting examples.

  • What have you learned about cultural variance in nonverbal communications?
  • What have you learned about the categories of nonverbal behaviors?

Respond substantively to a minimum of two peers by Day 7 of Week 2. Inquire about your fellow students’ resources and discussion pertaining to the cultural differences conveyed through nonverbal communication. Your main post should consist of approximately 350 words.

Point Value: 5 Points
Weekly Learning Outcome Alignment: 1
Course Learning Outcome Alignment: 1, 4, 5

Adolescent Essay.

Essay Assignment Instructions

Overview

The essay assignments below will allow you to further explore concepts that are related to:

· trauma, development, and spirituality

· addiction in adolescence

You will research the effects of trauma on life development. You will discuss trauma and resilience, how trauma affects development, and what might be the determining factors that lead to developmental delays when a child is exposed to trauma. You will also explore what research says about spiritual development’s effect on resilience and countering the effects of trauma.

You will also discuss what the current research is saying regarding addiction/abuse, resilience in this population, and what interventions may counteract abuse of substances and addictions in this population.

Instructions

In Module 3: Week 3 and Module 5: Week 5, you will write an essay of at least 600 words (excluding the title page and reference page), drawing information from this course, scholarly articles, outside readings, and presentations for that Module: Week. The essay must be strongly supported with proper citations of 2–3 current, scholarly references in current APA format. These references must be less than 10 years old. DO NOT write opinions but support your answers to the questions with your readings. Submit each essay in the course and in Tevera/LiveText.

Essay: Trauma, Development, and Spirituality (Module 3: Week 3)

In addition to the readings and presentations for this module, research at least 2 scholarly articles that discuss trauma and its effects upon development. Discuss trauma and resilience, how trauma affects development, and what might be the determining factors that lead to developmental delays when a child is exposed to trauma. What is research saying about trauma and resilience, and spiritual development and how it can counter the effects of trauma? Analyze the research presented and critically discuss the viewpoints. Ensure that the conclusion contains a good summary of the issues treated and offers suggestions for further study.

Essay: Addiction in Adolescence (Module 5: Week 5)

In addition to your readings and presentations for this module, research at least 2 scholarly articles that discusses abuse of substances and addiction in adolescence. What is the current research saying about addiction/abuse, resilience in this population, and what interventions may counteract abuse of substances and addictions in this population? Also discuss how healthy spiritual development may affect the likelihood of use/abuse/addiction in adolescent years. Discuss local news coverage of alcohol or drug-related stories to adolescent use in your area. Give details on the prevalence of addiction based on your readings and the news stories. Are differing viewpoints considered, analyzed, and treated? Ensure that the conclusion contains a good summary of the issues treated and offers suggestions for further study.

Note: Your submissions will be checked for originality via the SafeAssign plagiarism tool.

Psychology

In 1,400 words or less, please describe an incident relevant to social psychology that you
experienced or witnessed. Indicate the number of words at the top of the paper.
After describing the incident you either witnessed or experienced, explain how four (4) of the
course concepts you were exposed to (either in lecture or the book) have helped you better understand the
social psychology of this incident. Please use only our lecture or course textbook as sources for your
paper. Make sure to clearly and thoroughly explain each concept before describing how it has helped
your understanding of social psychology. Underline each concept. Cite your explanations of concepts
using the format (Text, p. XX), or (Lecture, Date). Please do not attach a Title Page, Bibliography or
Reference Page. This is unnecessary. Instead of quoting, paraphrase.

Your grade will be heavily based on the clarity and completeness of your concept explanations, as well as
how persuasively you show that the concepts have helped you better understand the incident. It also will
be based on following these directions (i.e. word count, number of underlined concepts, explaining an
incident).

you can figure out the concepts from the weekly subjects from the attached file.

Research Methods & Social Psychologist

Self-Esteem and Impression Management

In 750-1,000 words, provide a minimum of four personal examples to illustrate impression management, social tuning, social comparisons, mindsets, intrinsic/extrinsic motivation, or causal theories. One example provided must address face to face versus written communication styles. Are there measures that can be taken when communicating nonverbally to improve self-presentation, impression management, attributional inferences, and cognitive biases? Each example provided should be based upon how your personal views were shaped by parents, teachers, friends, community, culture, etc. Each example should be supported by relevant research. Use two to three scholarly sources to support your thinking, your textbook can be used as one of the resources.  -Prepare this assignment according to the guidelines in the APA 7th Style.

Readings Required:

https://www.gcumedia.com/digital-resources/pearson/2016/social-psychology_ebook_14e.php