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Monthly Archives: March 2020

Velo city statistics task

Making Management Decisions (BBUSS502)

2019/2020

 

ALTERNATIVE ASSESSMENT

You are asked, individually, to provide an answer to the following decision problems. The work must be your own original work; all sources including internet sites must be fully and properly referenced. Where appropriate, the maximum word count is given alongside the question. You must avoid any breach of the University’s assessment regulations. Please provide a complete list of any references used, in Harvard format.

 

_____________________________________________________

 

Velo City: ‘More haste, less speed’

 

Velo City was set up four years ago by two sisters, Jenny and Jess Wilson. The company produces high quality hand-built bicycles for both adults and children, which they have sold largely through specialist retailers in the UK. Velo City has a small factory just off the Holloway Road in Islington and employs about 20 people. Jenny Wilson is responsible for production decisions, while Jess looks after marketing; two years ago they recruited a former University friend of theirs, John Moto, to look after financial matters and he is now a partner in the business.

 

The company performed well financially until the second half of 2018, when UK economic growth slowed post-Referendum and consumer spending on more expensive bicycles began to decline. The situation worsened during the course of 2019 and John now believes that Velo City is making a small loss at current production levels. Both Jenny and Jess feel that some important decisions need to be made.

 

The factory has a capacity of 100 bicycles per week; until mid-2018, about 75% of this production capacity was being used, but this has since been running at 64% (or 64 units per week) including the whole of 2019. Assume an equal production split between adult’s and children’s bicycles and that all bicycles are sold. At a recent meeting of the management ‘team’ (in the local coffee bar), John suggested that Velo City should consider reducing its capacity more closely in line with lower demand for the company’s products. He believed that with reduced capacity, profitability might be improved because of the elimination of some fixed costs. Fixed costs are currently estimated to be running at about £45,000 per month. However, Jenny is more reluctant to cut production capacity, especially as there has been some evidence of a slow, upward trend in demand over the last three months. She has asked the other two whether it might be possible to cut costs without reducing production capacity.

 

Meanwhile, Jess has become increasingly concerned that Velo City might be losing its competitive advantage, which has thus far been based on the high quality of its hand-built bicycles. She has discovered that very similar bicycles of almost the same quality are now being imported from China and sold by the major retail chains at prices about 30% cheaper than Velo City’s own products

Human Factors Brief: Cognitive Maps

Indicate the components and characteristics of a cognitive map (applicable for a principal
operator or system user) in a dynamic and complex set of your choice, e.g., a UAS operator,
medical robot, cybersecurity operation, digitized cockpit, or another suitable example. Briefly
describe the elements involved, such as neural components activated (where appropriate), the
interaction processes, workload concerns, issues of capacity, or similar functions that influence
how the map is composed, used, modified, and influenced. Then, indicate how you might assess,
on a continual basis, whether task-related attention or operation attention is being influenced
adversely by operator fatigue. Provide at least four (4) scholarly resources to support your
concept.
Present this as a brief. Your brief should be approximately 800 words in length and needs
to be written in APA format 6th edition with an abstract and conclusion

Human Factors Briefs:
Human Factors Briefs are based on the course learning outcomes and module objectives. The
assignments will have you develop a brief that highlights human factors issues or principles related to
the module topics. These typically are posed as problems or situations in an applied setting and will
have you address human factors considerations focusing on the cognitive elements specified. You may
find examples and similar situations in the literature; however, you will need to become proficient in
using keywords that encompass human factors principles and issues as you conduct your searches for
the material. Critical thought and reasonable problem-solving skills will be essential. For this course, the
written products must:
• Be at least 800 words (be sure to include a cover page, abstract and conclusion), and references, with
Times New Roman font using 12-point size, all per APA format and style 6th edition.
• Consist of a title that reflects your topic, an introductory paragraph (Note: An introduction heading is
not used in APA format), sections that address the assignment requirements, and a summary paragraph.
• Incorporate scholarly sources to support your analyses and recommendations, beyond those included in
course readings.
• Include citations and references (properly formatted using APA style guidelines).
• Not use quotations from source

The effect of cadence on electromyographic activity within the Gastrocnemius during overground running

Title
The effect of cadence on electromyographic activity within the Gastrocnemius during overground running.
Intro
Needs to include a 300-word max abstract
Description on what EMG is and overview of overground running
Literature Review
Methods
10 participants age 29.2 years ± 8.48, weight 77.21kg ± 13.44, Height 1.75m ± 0.09m
All healthy adults with prior running experience
Asked to wear suitable sports clothing, warmup included 3 minutes on a watt bike before several laps of the lab with regular running form, high knees and then high heels.
EMG electrodes were then attached to the dominant leg (right leg on all participants) and three maximum voluntary contractions (MVC’s) were recorded (standing calf raise) and the highest result of these trials used to move forward.
Participants were then asked to run across a Kistler force plate at speeds of 150 and 170 cadence for three trials each then the results were filtered through Matlab (MATLAB (version 2019b) was used [for further software info https://www.mathworks.com/?s_tid=gn_logo]) to zero-mean off-set and filter the data using a 4th order (20Hz low pass Butterworth Filter), this needs to be referenced to similar work.
Once the data was processed, it was cut into a single stride and then converted into a percentage of the previously recorded MVC’s and then presented as this for both the mean readings of the stride and the max readings of the stride (see results table), this result represents the average of the tree trials. For each cadence.
EMG Placement details obtained from http://seniam.org/gastrocnemiuslateralis.html but further referencing to justify placements would be advantageous
*EMG electrode 3 = Gastrocnemius Medialis & EMG electrode 4 = Gastrocnemius Lateralis
**Force Plate data was also obtained concurrently for other dissertation projects
***Vicon Nexus version 2.8.1 gate modelling software, Kistler force plates and Vicon 3D cameras (Vantage V8, eight-megapixel resolution with a 2000 hertz frame rate)were used (see figure below) tags for camera to track were affixed at the 16 below listed locations.

Network recommendations

The final project for this course is the creation of network recommendations for a potential new office of the Newton Ad Agency. To help you succeed in this project, you will complete two final project milestones that provide the opportunity to draft key sections of the project. Here in Milestone One, you will compose the first and second sections of the project, the Introduction and the section on local area network (LAN) topology. In this guide to Milestone One, you will review the final project scenario involving Newton Ad Agency, review the prompt, consider the critical elements that your work in Milestone One should include, and study the rubric that will be used to assess your work.

Final Project Scenario: The Newton Ad Agency is an advertising firm with offices in Austin, Texas; Minneapolis, Minnesota; and New York City, New York. The offices in Austin include a headquarters and a satellite office located two miles away in a rural area.

The Austin headquarters is home to the executive team and 750 employees. The headquarters also stores the corporate data and is the corporate internet backbone. It hosts the IT department that centrally manages all LAN services, including the wireless LAN. The IT department also manages the wide area network (WAN) that connects all of the offices via site-to-site virtual private network (VPN) tunnels.

The Minneapolis and New York offices host about 200 employees each. Approximately 50% of these employees are mobile (i.e., travelling more than 80% of the time). The New York office focuses on producing and disseminating large advertising media content to clients. For this reason, the New York office hosts the corporate media and web servers. The rural satellite office in Austin focuses on billboard ad designs and is connected to the corporate WAN with a wireless point-to-point bridge to the Austin headquarters data center. The rural office is home to 100 employees.

To hire and retain the best talents, Newton Ad Agency allows employees to work from home. This removes the constraint that employees have to live within commuting distance from the firm’s offices. Remote and mobile employees are provided access to the corporate network via a VPN client. The VPN client requires employees to have access to reliable internet services to allow for effective collaboration across teams, and for access to media content. The company provides all employees with a laptop with full disk encryption, data loss prevention (DLP), and antivirus software. The IT department manages all corporate laptops and has the ability to log into all systems for support. This means that all laptops are centrally managed by the one IT department.

Due to an increase in opportunities for expansion to new markets, Newton has embarked on an initiative to hire and train new college graduates to support the company’s Vision 2020 program. Vision 2020 focuses on global expansion. The initiative is to hire graduates into the marketing, finance, and IT departments.

You were hired as part of the Vision 2020 program and have been working at Newton for some time now. You have spent a considerable portion of your time troubleshooting and analyzing the organization’s computer network to keep it running smoothly. Your direct supervisor and lead network administrator have been very impressed with your skills and fast learning abilities. In order to determine if you are ready to take on more responsibility, you have been asked for your input in regard to the new office location setup project.

Newton is considering adding a new office and is exploring potential locations in Tacoma, Washington; Rochester, New York; or Fayetteville, North Carolina. Your task is to choose one of the possible locations and deliver a report to the team with key considerations and recommendations for the setup of the network infrastructure at the new office. This office will be home to 50 employees, including the new executive vice president of sales and marketing. All the possible sites have offices located on the third floor of an office building with access to fiber, cable, and T1 internet service providers. In addition to the standard network, the site must support live video teleconferencing calls with employees based at the other sites, as well as reliably send print jobs to billboard printers located in the satellite office in Austin.

Prompt: How would you approach setting up the network at the location you have selected, and what considerations are key in informing the systems and resources necessary to meet the organization’s needs and support the business goals and objectives?

Keep in mind that your work in Milestone One involves only Sections I and II of the final project. Therefore, for Milestone One, the modified prompt is as follows: Explain the key considerations, or “must haves,” and constraints of the networking project at the location you have selected. Then, make a well-reasoned recommendation of LAN topology.

Specifically, the following critical elements must be addressed:

  1. Introduction: Summarize the key considerations of the project, being sure to identify your chosen location. For example, what are the “must haves?” What are the constraints?
  2. LAN topology
    1. Describe possible LAN topologies that could be used at the new location.
    2. Compare the identified LAN topology possibilities based on their relative strengths and weaknesses in regard to support practices.
    3. Based on your comparison, determine the appropriate LAN topology for this location to allow for optimal support practices. Be sure to explain your reasoning.

Rubric

Guidelines for Submission: Your work must be submitted as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and APA formatting.

Sociology interpersonal abuse

Sociology of Interpersonal Abuse
Assessment guide for Term 2
CONTENT: OBVIOUSLY, THIS ASSESSMENT GUIDE IS ABOUT THE ASSESSMENT FOR TERM 2 OF THIS MODULE; BE AWARE THAT IT CONTAINS SOME EXAMPLES OF DOMESTIC VIOLENCE (IN THIS BLUE COLOUR, SO YOU CAN SEE THEM EASILY), AND A RANGE OF SUGGESTED REPORT QUESTIONS, SOME OF WHICH MAY NOT FEEL RIGHT FOR SOME PEOPLE (ALSO MARKED IN BLUE.)
PLEASE ENSURE YOU READ THIS DOCUMENT IN FULL BEFORE COMMENCING YOUR REPORTS FOR TERM 2; GO BACK AND REVIEW YOUR FEEDBACK FOR TERM 1, TOO – EVEN IF YOU GOT A HIGH MARK, YOU CAN STILL IMPROVE.
*DO BE AWARE THAT TERM 1 WAS AN ESSAY AND TERM 2 IS A REPORT – ALBEIT A ‘LIGHT TOUCH’ STYLE OF REPORT APPROPRIATE TO THE FOCUS OF THIS MODULE – AND THAT AS SUCH THERE WILL BE SOME DIFFERENCES IN EXPECTATIONS THIS TERM, IN TERMS OF CONTENT AND STYLE. MORE DETAILS ARE GIVEN BELOW, BUT ESSENTIALLY THEY CAN BE ENCAPSULATED AS:
1. FRAME YOUR WORK AS AN INVESTIGATION OF A TOPIC AREA.
2. STYLE – USE HEADINGS AND SUBHEADINGS IN YOUR WORK (DIAGRAMS, TABLES, ILLUSTRATIONS AND FIGURES IF APPROPRIATE).
3. CONTENT – MAKE PRACTICAL RECOMMENDATIONS BASED ON YOUR WORK.
2,000 words (+/- 10%, so no more than 2,200 words; please put the word count at the end of your report; the word count does not include the reference list – no bibliography [i.e. list of works read but not referenced] is required).
See NOW news items for the deadline date – please put it in your diary.
Submit to the NOW drop-box only (no paper submissions). You can resubmit any time you like up until the deadline – I will read only the final submission before the deadline.
If you need extra time via an NEC, please submit an NEC online or contact your NEC co-ordinator if you need some advice first
PROMPT Feedback will be available via NOW (3-week turnaround)
The module is internally moderated (i.e. a sample is read by another member of staff); and a sample is sent to the External Examiner for Sociology.

Learning outcomes: In the assessments for this module you are expected to:

Knowledge and understanding:
1/Engage knowledgeably in debates relevant to the analysis of the dynamics of interpersonal abuse in contemporary society – using appropriate perspectives, concepts and theories
2/Engage knowledgeably in debates relevant to disrupting the taken-for-granted nature of interpersonal abuse
3/Critically evaluate how social and cultural forces, contexts and processes impact upon oppression and resistance in a range of settings
4/Critically review, consolidate and extend coherent bodies of knowledge relating to the complex issue of interpersonal abuse

Skills, qualities and attributes:
1/Evaluate critically and synthesise information and evidence from diverse sources – both academic and activist – using IT tools
2/Apply diagnostic, analytical and creative skills and judgement, in order to make and present reasoned arguments about highly sensitive issues
3/Communicate effectively in writing
4/Accept responsibility in determining and achieving contributions to understanding of interpersonal abuse
…………………………………………………………………………………………………………………………………….

Based on these learning outcomes the assessment criteria for Term 2/3, against which your work will be assessed, are as follows:

1/Read widely in a selected field of domestic violence and use this reading in your work
2/Write a critical analysis of a selected aspect of domestic violence
3/ Write a contextual analysis of your selected aspect of domestic violence
4/Challenge the taken-for-granted nature of domestic violence – including writing a recommendations section
5/Write effectively – including using headings and subheadings effectively (diagrams, figures, illustrations and tables as appropriate)
6/Demonstrate recognition of the sensitivity of domestic violence

How might you demonstrate your abilities in each of these regards?
1/Read widely in a selected field of domestic violence and use this reading in your work – Make sure each point you make is fully supported (so, have a citation after it; one citation at the end of a long paragraph is not enough; each point needs supporting), and with relevant literature (avoid random internet items, the Daily Mail [unless you are writing a critique of the Daily Mail], Wikipedia, obscure journals from the US in the 1970s [unless the report is about the US in the 1970s]). Avoid overuse of the same book/article throughout. Read widely – start with the reading guide and the online reading list and then explore other materials (perhaps items from a key reading’s reference list or by reading work by a particular author). Choose key quotes from your material, or paraphrase key points (the latter will help if you’re overshooting the word count). Polish and edit your work to make space for a range of arguments (the ‘but I didn’t have space to talk about x’ argument doesn’t work; you can polish and edit down your work and cover what you need to cover. If you’re finding you can’t do what you need to do in the words allowed, maybe your question needs some refinement; I’m happy to talk with you about this). The more you read the more material you have to explore and consider. This is a final year module which might lead you to considering postgraduate work in any of the fields it covers, so it is an ideal opportunity to try for the best grade possible. If you want my suggestion, I’d say at least 30 separate items would be a good start. If you didn’t get the mark you hoped for in term 1, part of an answer is likely to be reading much more for term 2. I have suggested to people who want to do better, that they look at what they read for a piece they didn’t get the mark they hoped for on, and then double that reading for their next assignment. I can’t stress enough how important it is to read widely and relevantly, particularly when you are working towards your final degree classification.
2/Write a critical analysis of a selected aspect of domestic violence – Descriptive work – that says who said what and takes good quotes from it rarely gets more than a 2.2. You need to be analytical. Maybe start by looking at something you really disagree with or really agree with. Read round that issue more widely, find out what others think, see if you agree/disagree with them, and see if their work can help you develop a different argument. Developing your own opinion, supported by literature, is a way to a good mark. Sometimes people think they need to have an opinion and then find other people who think the same – you might find people who think the same, certainly, but that takes the fun out of researching in your field and thinking through the arguments you’re finding. It will also be quite tedious to do, something of a hit or miss activity. Instead, see the development of the argument as something that evolves as you read more. If you’re looking for first class marks, you need to be offering not just great reading and analysis, but something a bit different – an approach, an argument, a choice of authors for instance – that leads you to be offering something extra. Look through published work and identify what it is that the authors did that feels different – how did they explain what they did so that it really conveyed how important it was for their work to be published? Sometimes people want to write reports about areas on which not much has been published and this can form part of your argument for writing in this area, but it isn’t a reason for not including much literature – so, if, for instance, you want to write about how police officers may be abusive towards their partners, but there is not much literature about that specific area, your job is to really interrogate the nature of being in the police service, to really read round material on that topic, so you can contextualise what you do know about abusive police officers with material explaining what it is like to be in the police.
3/ Write a contextual analysis of your selected aspect of domestic violence – Nothing happens in a vacuum. For example, if you are writing about domestic violence in connection with sexuality, be clear throughout your report that there is a context for how gay men, for instance, feel they can respond when they encounter domestic violence and that context is homophobic society, how homophobic society is structured to make many gay men fear the repercussions of being ‘outed’ and how this plays into the hands of an abuser who wants their partner to keep quiet. Never give the impression that domestic violence is separate from the rest of society – it is caused by it, it happens in it, and it is responded to (or more often not responded to) in that context. Responding to this learning outcome may take you beyond material on domestic violence (here, for instance, you’d be writing about sexuality and homophobia), so make sure you make sound links between further material and the main purpose of your report (which is to be writing about domestic violence). Keep the question in mind at all times. Put it on a post-it note above your desk if that might help.
4/Challenge the taken-for-granted nature of domestic violence – including writing a ‘recommendations’ section. The current situation (seen through reports such as the HMIC report on how the police respond to domestic violence) is how it is now; and there certainly is cause for a lot of pessimism, but working in this field is about saying that it can be different, it doesn’t need to be like that. #MeToo draws upon domestic violence, as sexual violence can be part of domestic violence. Studying domestic violence in a module is one way of being political. You had at least one other choice of module, but you chose this. Take the opportunity to talk about how things might be different, and make that explicit in your work. You might want to talk about the efforts of a particular organisation or person to make a difference, or how developments in relation to coercive control have been helpful. Really embed the idea that you’re angry about how things are and that change is possible, into the report.
*A report is not the same as an essay: you are required to add a recommendations section at the end (you might want to say how your work might influence the work of an organisation like Women’s Aid, the government, domestic violence perpetrators, those encountering domestic violence…). This section is envisaged at around 200 words (it may be more or less, there is no set word count for this section of your work but it should not detract from the main focus of the work – which is your own choice of question – and you are not required to provide a word count for this section).
5/Write effectively – including using headings and subheadings effectively (diagrams, figures, illustrations and tables as appropriate)
This piece of work – unlike term 1’s essay – is a report.
*A report is not the same as an essay: it is a requirement that you break up your work with headings and subheadings (which can be descriptive and straightforward or more creative and intriguing, or a mixture of both, it is up to you to see what will work for you in this piece of work). If it works for your piece of work, you may choose to use diagrams, tables, illustrations and figures, but there is no requirement that you use diagrams, tables, illustrations and figures if it does not fit with what you are doing.
Give yourself plenty of time to polish and edit your work to make it the best standard you can. Look back at feedback you’ve had before and act on it. Ask for advice – I will look at an introduction for you.
Having mentioned the introduction, I will say very clearly here again that pieces of work that come without an introduction never achieve the marks their writers hoped for. If you fell into the ‘no introduction’ trap last time, take the opportunity to improve matters this time.
Please be aware that an introduction is NOT just a few random points about your topic, tacked on when you’ve finished. Here’s an example of how this looks (I’m making it sound worse than it is, but this is the gist of what’s usually offered by people who do introductions like this, getting them wrong):
“There’s a lot of domestic violence about, it’s existed for a long time, I define domestic violence like this (usually with an online dictionary), and this paper hopes to analyse domestic violence and come to a conclusion about why it happens”.
Please be fully aware that that’s WRONG.
An introduction is a substantial first paragraph that is very explicit about what’s going to be in the report and why, and what the argument is going to be. It explains why the report is in the order it is in – it creates a logical flow of the report right from the start. It works as a signpost for the reader, explaining what is coming next. If you don’t provide it, then markers don’t know what the report is for. You need to be making this clear to achieve to your best standard.
If you write your introduction and feel you haven’t demonstrated a logical flow through your report, there’s something wrong. It might be that a particular paragraph is in the wrong place and once you’ve moved it and made the new order clear in the introduction everything will be better. Don’t write your introduction once, before starting, or add it at the end and then hope for the best. The introduction needs continual revision throughout the writing period, as does the rest of the report, because your ideas will develop as you are writing and you need to reflect that in your signposting.
6/Demonstrate recognition of the sensitivity of domestic violence – Reports that come up with arguments that ‘it’s worse for [insert a ‘group’ here, such as men/women/transgender/gay men/lesbians etc]’ (how can we ever know who it is ‘worst’ for? What does it mean for other ‘groups’ (and why are people in ‘groups’ anyway) if we make that argument?), that ‘some people bring it on themselves’ (they don’t, domestic violence is caused by perpetrators making a choice to be violent to a person) or which use terminology that is insensitive, such as relentlessly and for no specified reason always using the term ‘victims’ when ‘survivors’ makes more sense in the argument you’re making, or ‘victim-survivors’ seems more appropriate, will not fulfil this requirement. You may think you won’t do this, but sometimes people do get very passionate about an area, and they want to show how unfair it is that some people don’t get the resources they might have, and they fall into a comparison that ends up stating something like ‘these people don’t get help because these people are getting it’ (usually, with relation to domestic violence something about men and refuge spaces that implies that refuge spaces are in unlimited supply for women). You will know by the time you’re engaging fully in the module that no-one gets what they need in this area; that comparisons are actually futile; what matters is to explore the different dynamics for different people, not to compare different people and find one ‘group’ higher in a hierarchy than another. Hierarchies don’t work in this field. Overall, think carefully about the implications of your writing. At dissertation level, people often claim that because they’re doing theoretical work, ‘ethics aren’t involved’, but actually ethics are involved everywhere. Work in a field like this is activism, even if you’re not going out and immediately campaigning on a topic. You’re writing about real people, and real experiences that happen every day, that can have immense impacts, and you need to be thinking about this all the time you are writing, asking yourself, how sensitive am I being? Am I writing about this as if it is a less emotive topic? What can I do differently? Sometimes this can be as simple as checking your use of ‘them’ of ‘these men’ (‘othering’ language) – it’s much more appropriate to simply say ‘men’ or ‘men who have experienced…’ (for example).
……………………………………………………………………………………………………………………………………
Writing your report to meet the assessment criteria
For this term, you again choose your own question to investigate, in line with your own developing interests in this field, and possibly your career intentions. Here are some titles people used last year and some other suggestions. They are not meant to constrain you. (As the style of the assessment is now a report rather than an essay, framing your question in terms of ‘investigating’ a topic is appropriate [although it does not mean carrying out research with research participants]).

Sonnet comparative essay

In this assignment, you will choose one topic from the list below and write a 1000–1250-word essay that compares how that topic is addressed in two of the texts from class.

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Your paper will display the analytical and writing skills we have been practicing in class. You
will demonstrate your ability to analyze literary techniques or themes in short literary pieces,
as well as your understanding of basic concepts in disability studies. Additionally, you will be
executing the compositional methods we have gone over in class: developing strong, specific
thesis statements; constructing well-developed, coherent, unified academic paragraphs;
providing well-chosen, specific evidence to support all of your claims; integrating primary and
secondary sources efficiently and correctly; and formatting and citing according to MLA style
and the Department of English Requirements for Essays.

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Instructions:
• Write the essay in academic essay structure: 1. Open with a “thesis paragraph”
introduction (see WEaL Ch. 7); 2. Continue with “sandwich model” body paragraphs that
have a. a topic sentence that makes a specific claim, b. a blend of analysis and evidence
to support that claim, and c. a summative sentence that reiterates how the paragraph
has proven its claim; 3. Close with a conclusion that clarify the key points of the
argument (without just being a boring summary) and gesture to the wider importance
of the argument.
• You do not need to use secondary sources for this assignment; however, you may use
reference works (e.g. dictionaries, literary encyclopedias) to supplement your argument.
• Cite all your sources—even if you just use one primary source, you must have a works
cited list with that source on it.
• Only cite the sources that you use in the paragraphs themselves (e.g. if you looked up an
author’s biography but did not end up referring to it in your paragraphs, the biography
would not be in the works cited list).

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Essay topics:
1. Tim Evans’s film The End and H. G. Wells’s “The Country of the Blind” both make use of
science fiction conventions, in particular, those of the dystopia. In their use of dystopia, do
they make similar or different comments on the nature of disability? Explain. (For this
assignment, you may wish to do secondary research on dystopia. I recommend using the
reference works available on the LION database).
Dr. Kylee-Anne Hingston
Winter Term 2020
2
2. Compare the use of sonnet form in Jim Ferris’s “Poet of Cripples” and John Milton’s “When I
Consider How My Light Is Spent.” How do the ways the poets use sonnet form support the
arguments each makes about disability?
3. Dora Greenwell’s “The Deformed Child” and Alice Munro’s “Child’s Play” both show a child’s
understanding and experience of disability, but from very different time periods and points
of view. Write an essay comparing how the works portray childhood disability, considering
how literary choices such as point of view affect their portrayals.
4. Alice Munro’s “Child’s Play” and Toni Morrison’s “Recitatif” each follow the relationship of
two female characters who spent time together as children and meet intermittently as
adults, and each has a mysterious, defining moment involving violence against a disabled
person; however, each story creates suspense and mystery in significantly different ways.
Write an essay explaining how those differences affects what each story seems to imply
about disability.
5. Compare the language of sound in Adam Pottle’s “During a Camping Trip” from “Hearing
Test” and John Lee Clark’s “Clamor.” What are the differences between how they use sound
in these poems? What are the reasons for or effects of those differences?

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Expectations to meet:
(see the U of S undergraduate grading system for gradation of descriptors and percentages)
The successful assignment will provide
• Analytical close reading of literary or film techniques
• Correct use of literary and disability-studies terminology
• Strong academic essay structure with effective and logical argumentation
• An introduction that acts like a “thesis paragraph” because it focuses on the text and on
the argument and has an arguable claim that says WHAT the text is doing, HOW the
text does it/ HOW you will prove it, and WHY it matters.
• Well-chosen, specific, and sufficient supporting evidence from the passage
• Source integration that is grammatically correct and cited sufficiently in MLA style
• Sufficient context that any reader could understand the essay’s argument
• Transitions that guide the reader between ideas and paragraphs
• Academic paragraph structure that opens with a specific claim sentence about the text,
followed by analysis and evidence from the text, and closes with a summative sentence
reiterating how the evidence proves the claim
• Clear, concise writing with correct grammar, spelling, and punctuation and with varied
sentence style
• MLA formatting according to the Department of English Requirements for Essays

Introduction, Thesis Statement, and Annotated Bibliography

Week 3 – Assignment

Introduction, Thesis Statement, and Annotated Bibliography

[WLOs: 1, 2, 3, 4, 5] [CLOs: 1, 2, 3, 4, 5]

Prepare: Prior to beginning work on this assignment, review the Introductions & Conclusions (Links to an external site.) and Annotated Bibliography (Links to an external site.) web pages, and Evaluating Sources (Links to an external site.) and Annotated Bibliography (Links to an external site.) tutorials.

Reflect: Reflect back on the Week 1 discussion in which you shared with the class the global societal issue that you would like to further address. Explore critical insights that were shared by your peers and/or your instructor on the topic chosen and begin your search for scholarly sources with those insights in mind.

Write: For this assignment, review the Annotated Bibliography Formatting Guidelines and address the following prompts:

  • Introductory paragraph to topic (refer to the Final Paper guidelines for your topic selection).
    • Write an introductory paragraph with at least 150 words that clearly explains the topic, the importance of further research, and ethical implications.
  • Thesis statement.
    • Write a direct and concise thesis statement, which will become the solution to the problem that you will argue or prove in the Week 5 Final Paper. (A thesis statement should be a concise, declarative statement. The thesis statement must appear at the end of the introductory paragraph.)
  • Annotated bibliography.
    • Develop an annotated bibliography to indicate the quality of the sources you have read.
    • Summarize in your own words how the source contributes to the solution of the global societal issue for each annotation.
    • Address fully the purpose, content, evidence, and relation to other sources you found on this topic (your annotation should be one to two paragraphs long—150 words or more.
    • Include no less than five scholarly sources in the annotated bibliography that will be used to support the major points of the Final Paper.
    • Demonstrate critical thinking skills by accurately interpreting evidence used to support various positions of the topic.

 

The Introduction, Thesis Statement, and Annotated Bibliography

 

Blindness and circadian rhythms

Topic/question posed: Blindness and circadian rhythms

 

Write a 1500-word (about 5-6 pages of double-spaced writing, 12 font Times New Roman with latest APA format (7th edition)) research paper reviewing the literature on a sleep-related topic (not to specific and not too broad). In this assignment, you are expected to formulate and answer a question that arises from the literature. You should describe the importance and implications. You should also identify any gaps in the literature, with suggestions on how to address the question through suggestions for future research. It must incorporate about 10-20 citations and all sources must be peer-reviewed, journal articles and APA style (http://www.apastyle.org/manual/index.aspx) must be followed. Marking is based on the quality and clarity of the information presented. Be concise and stay focused on your topic! FOLLOW IT PERCISELY – PLEASE be creative, go about it in a creative approach that makes the paper interesting – (FOLLOW ACCURATELY)

 

Format

  • 1 – Introduction
    • introduce the broad topic/issue.
    • A concise definition of a topic under consideration (this may be a descriptive or argumentative thesis, or proposal), as well as the scope of the related literature being investigated. (Example: If the topic under consideration is ‘women’s wartime diaries’, the scope of the review may be limited to published or unpublished works, works in English, works from a particular location, time period, or conflict, etc.)
    • The introduction should also note intentional exclusions. (Example: “This review will not explore the diaries of adolescent girls.”)
    • Another purpose of the introduction is to state the general findings of the review (what do most of the sources conclude), and comment on the availability of sources in the subject area.
  • 2 – POSE QUESTION
    • Formulate and pose your question (the question is the issue you are investigating)
    • provide a description of how you will address the question/issue in your essay
  • 3 – Main body – SPLIT IT in thematic and chronological approaches
    • discuss literature that addresses the issue/question posed above
    • There are many ways to organize the evaluation of the sources. Chronological and thematic approaches are each useful examples.
    • Each work should be critically summarized and evaluated for its premise, methodology, and conclusion. It is as important to address inconsistencies, omissions, and errors, as it is to identify accuracy, depth, and relevance.
    • Use logical connections and transitions to connect sources.
  • 4 – Conclusion
    • You should describe the importance and implications.
    • state limitations or gaps in knowledge on the topic and propose ways that researchers could address these gaps. Expect to incorporate about 10-20 citations into your essay. It could be less, if done very effectively, or it could be more if needed.
    • You should also identify any gaps in the literature, with suggestions on how to address the question through suggestions for future research
    • The conclusion summarizes the key findings of the review in general terms. Notable commonalities between works, whether favourable or not, may be included here.
    • This section is the reviewer’s opportunity to justify a research proposal. Therefore, the idea should be clearly re-stated and supported according to the findings of the review.
    • You should also identify any gaps in the literature, with suggestions on how to address the question through suggestions for future research.
  • 5 – References
    • As well as accurate in-text citations, a literature review must contain complete and

correct citations for every source.

 

 

 

I would like it to be redone from scratch. I would like it to be written more creatively and structured in a better way. It needs to flow better than the last ones.   the format that the previous writer followed was missing quite a few things. The writer needs to follow exactly the format I provided them, accurately and precisely. As for the literature review, again split into thematic sections regarding the topics of the studies. By studies I mean one thematic topic with different studies on it, evaluating their premises, methodologies, and conclusions. Again, this should be split into different sections based on theme. The conclusion was totally wrong and needs to follow the format accurately. Just follow the format provided in great detail please. The sections need to be followed correctly and it should be structured properly, as well as, should flow

Cause and Effect Essay

This two-three page essay should be typed in 12 pt. font (Times New Roman), double-spaced (no quadruple spacing between paragraphs), and with standard one-inch margins. Your name, my name, the class and section, and due date should be placed in the upper left-hand corner of the first page. Students must use two sources in this essay. When using quotes, students should refer to the MLA style section of the The Little Brown Compact Handbook (pgs. 462-518) and the Longman Reader (pgs. 606-637). Cite Your Sources.

 

BOTH SOURCES MUST COME FROM THE ACADEMIC DATABASE

 

IN grading, special attention will be given to the following:

Introduction – Significance Statement (hook/lead)

Introduction – Points of development

Introduction – Thesis

Introduction – Frame

Topic Sentences

Illustrations/Detail

Coherence

Arrangement

Conclusion – Connections

Overall Development

Grammar & Punctuation

 

THINGS TO REMEMBER:

 

  • No Lists in the Introduction
  • No Announcements
  • No Second Person
  • No Contractions

 

  • You must use a frame
  • You must use the One-side-at-a-time Method

 

If a student chooses to write his or her essay focusing on causes in the body of the essay, then it will be expected that the student introduce effects in the introduction as well as draw connections between the causes and effects in the conclusion. The same goes for a student who chooses to write about effects of a certain subject in the body, the student will be expected to discuss the cause(s) in the introduction and conclusion paragraphs.

 

 

Writing Prompt: You will want to look closely at contemporary culture, within the last twenty-five years. What popular trends do you see? Once you have chosen a specific classification of the different popular trends—music, movies/television, clothing, food, etc.—determine what may have caused this particular trend. Who or what is responsible? Or, what are the effects of such a trend, for example how people, media, or a culture is perceived because of this trend. You will want to analyze and incorporate the causes and effects of the specific trend, following the cause-effect format that we have discussed in class.

Commercial Practice 2019/2020

  1. a) Identify one office building in Liverpool, Leeds, Manchester, Nottingham, Leicester or Birmingham which has a floor area between 1,000sq m.- 5,000sq m. For the purpose of this coursework the actual lease(s) is (are) irrelevant and you are to assume that the whole property is let to a single company.

 

  1. b) Describe the property including stating the floor area of the premises, and commenting on the location, description and specification of the building.

 

  1. c) Identify comparable evidence from on line databases, agents, professional press and/or other sources and calculate an Estimated Rental Value for the building and a suitable All Risks Market Yield. Clearly show and explain how you have arrived at your Market rental value and ARY.

 

  1. d) Identify the Rateable Value of the building and calculate the rates payable including SBRR in 2018/9 and estimate the rates payable (including reliefs) in 2019/20 and 2020/2021. Clearly discuss how the Rateable Value has been calculated and annotate the calculations to demonstrate whether the hereditament is subject to transition relief (phasing).

 

  1. e) Hypothetical Scenario 1 – Assume that the property has just been let at your estimated rental value to a tenant with a reasonable covenant strength. Prepare a valuation report for the freehold interest in the property for the purposes of a purchase. This report should follow the provisions of RICS Global Standards Valuation and provide a reasoned valuation. It should include the relevant information in accordance with the professional standards.

 

  1. f) Hypothetical Scenario 2 – Assume that your building was let to a tenant with a reasonable covenant strength 12 years ago on a 15 year FRI lease at a rent which is now 15% more than the ERV. i.e. you are assuming that the lease expires in 3 years and that the property is currently over-rented.

 

  1. Calculate the Market Value of the freehold interest for loan security purposes.

 

  1. Assume that you act for the landlord and that the tenant has requested a new lease for 10 years at the market rent and with a rent free period. Prepare a Discounted Cash Flow to show the NPV of the current income and outgoings and the NPV of the proposed lease. The proposed lease should incorporate a rent free period which produces a higher NPV than the existing lease. Assume a discount rate of 9%.

 

Please clearly explain the steps you have taken in each case. You can make any assumptions which you deem are appropriate but you must clearly state all assumptions which you make.

ORDER THIS PAPER NOW

 

 

You must therefore produce:-

 

1          A description of the property discussing its characteristics

 

2          A rating calculation showing the Rates Payable/estimated for stated years

 

3          A reasoned valuation of the Estimated Rental Value and All Risks Yield

 

4          A reasoned purchase report valuation in accordance with the RICS Valuation Global standards.

 

 

5          A reasoned valuation on the freehold Market Value assuming the passing rent is 115% of the ERV (assume the ERV as in 3 above)

 

5          A reasoned Discounted Cash Flow calculating the NPV of the cash flow for BOTH the existing lease and the proposed lease

 

 

 

 

 

Assessment Criteria

 

The extent to which students demonstrate:

 

Criteria Weighting
  1. Completion of the valuations and the appraisal and understanding of the bases of valuation. With references to relevant Statute, Statutory Instrument, case law and points from the question as appropriate.

 

 

 

25%

2.Use, and demonstrate and understanding of the appropriate  rents and yields with suitable sources and analysis employed.

 

 

 

25%

3 An Illustration of and understanding of traditional and DCF valuation techniques as relevant, suitably supported and set out.

 

 

 

25%

       4 An ability to produce a clear and well-structured report, with     good English and grammar, and with appropriate evidence to support arguments.

 

 

 

25%

 

 

 

 

 

 

Assessment General Threshold Criteria

 

Generic Grade Descriptors at Level 5

 

80-100 An outstanding piece of work: All assessment criteria have been met at an exceptionally high standard • Shows independent reflective thought in relation to task. • Demonstrates exceptional critical analysis of theories, practices and frameworks. • Analyses concepts and principles that inform the work. • Analyses wider context and implications for practice/subject. • Synthesises research across a range of sources. • Demonstrates exemplary communication excellent presentation of format used.

 

70-79 An excellent piece of work: All assessment criteria have been met at a high standard. • Demonstrates critical and reflective analysis of theories, practices and frameworks from the module. • Applies a range of competing concepts and principles. • Analyses wider context and implications for practice/subject. • Provides evidence of substantial research across a range of sources. • Communicates effectively with excellent presentation of format used.

 

60-69 A good piece of work: All assessment criteria have been met at a good standard. • Analyses theories, practices and frameworks presented on the module. • Applies key concepts and principles reflectively. • Identifies important aspects of wider context and implications for practice/subject. • Undertakes own research and evaluation of sources to inform enquiry. • Communicates effectively using appropriate format and presentation.

 

50-59 A sound piece of work: All assessment criteria have clearly been met. • Uses appropriately theories, practices and frameworks presented on the module. • Demonstrates clear understanding and reflection on key concepts and principles. • Demonstrates limited understanding of wider context and implications for practice/subject. • Undertakes own research to inform task/enquiry. • Communicates work using appropriate format with some weaknesses of presentation.

 

40-49 An adequate piece of work: All assessment criteria have just been met. • Describes accurately a range of theories, practices and frameworks presented on the module. • Demonstrates adequate understanding of key concepts and principles. • Undertakes additional research from sources provided within the module. • Communicates work using appropriate format with some weaknesses of presentation.

 

30-39 FAIL: An inadequate piece of work: One or more relevant assessment criteria are not met • Describes theories, practices and frameworks presented on the module with some weaknesses/omissions. • Applies key concepts/principles with some weaknesses. • Uses a minimal amount of relevant information provided within the module. • Communicates using appropriate format with significant weaknesses in presentation.

 

0-29 FAIL: A poor piece of work: Most of the relevant assessment criteria area not been met. • Describes theories, practices and frameworks presented on the module with significant inaccuracies and/or misunderstandings. • Demonstrates omissions and very limited understanding of key concepts and principles. • Uses insufficient/inadequate information sources. • Communicates ineffectually with a very poor standard of presentation.

 

Referencing requirements for assignments

 

Statements, assertions and ideas made in coursework should be supported by citing relevant sources. Sources cited in the text should be listed at the end of the assignment in a reference list. Any material that you read but do not cite in the report should go into a separate bibliography. Unless explicitly stated otherwise by the module teaching team, all referencing should be in Westminster Harvard format. If you are not sure about this, the library provides guidance (available via the library website pages).

 

 

5 MAIN METHODS OF VALUATION

  • Comparable (SUCH AS HOUSES OR PROPERTIES IN CLOSE PROXIMITY)
  • Investment
  • Profit
  • Residual
  • Cost Approach e.g. DRC