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Collecting and analysing social media data

Task 2

Collecting and analysing social media data

You will need to: -Decide and justify which SM platforms you will look at –  JUSTIFY BACK TO YOUR PURPOSE AND YOUR POPUALTION OF INTEREST -Set out how you will collect/observe the data – HOW CAPTURE THE DATA – WHAT YOU ARE LOOKING FOR? -Consider any ethical considerations – ANONYMITY – JUST OBSERVING NOT INTERACTING -Set out how you will analyse the data -How big are the data sets involved? -How representative of the population of interest do you feel the analysis will be and discuss how relevant this is to gaining Insight in this way -Analyse the data gathered in a relevant format and in an effective way relating this to Consumer Behaviour theory where relevant – DETAILED ANALYSIS CAN BE IN APPENDICES -Provide 2-3 key Insights from the analysis and discuss how they would impact marketing decisions  -Consider how and why these may be different from those found in task 1 -Aim 100 posts/comments across different platforms –

1000 words

Suggested StructureTask 2
TitleSocial Media
SamplingJustify the Social media plaform based on objective and Population of interest
Data collection methodsHow and what type of data
Ethics Anonymity, and other best practices; observing not interacting
Analysis and FindingsContent/sentiment analysis and relate to theory
InsightsCelebrities/ influencer marketing for clothing brand (Different from Task 1)
ImpactImproved brand awareness
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Conducting, and analysing the resulting data from face to face depth interviews

Task 1

Conducting, and analysing the resulting data from face to face depth interviews  -This will build on knowledge of qualitative interview skills and analysis -You may have done this previously as a group but this is now designed to hone individual skills –

You will need to: -Provide a statement of purpose/objective – THIS CAN BE FOR THE WHOLE PORTFOLIO IF RELEVANT -State who your Population of Interest will be -Discuss who you will interview and how you will choose them – ABOVE 2 POINTS NEEDS ONLY A FEW LINES TO JUSTIFY YOUR DECISIONS -Consider any ethical considerations – AGAIN A FEW LINES – MAINLY ABOUT INFORMED CONSENT AND ANONYMITY -Write a discussion guide – PUT THIS IN THE APPENDIX -Conduct the interviews -Analyse the data gathered in a relevant format and in an effective way – relating this to Consumer Behaviour theory where relevant – DETAILED ANALYSIS CAN BE IN THE APPENDICES – BIG SHEET OF PAPER APPROACH? MAIN FINDINGS AND LINK TO THEORY IN THE BODY OF THE PORTFOLIO – USE QUOTES (anonymous) TO ENRICH UNDERSTANDING -Provide 2-3 key Insights from the analysis and discuss how they would impact marketing decisions  – NOT A FULL PLAN BUT AN IDEA OF WHAT DECISIONS THE INSIGHT MAY INFORM

Aim for up to 5 interviews – preparation can be shared/interview each other?

1000 words

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LO1: Critically evaluate the alternative sources of business finance (bank loan, partners and angel investor financing)

Aims and learning outcomes of the module

LO1: Critically evaluate the alternative sources of business finance (bank loan, partners and angel investor financing) and their relevance to the contemporary business practice involving sound ethical practice. (700 words)

 LO2: Review the relevant entrepreneurship and small business research literature with a view to write credible, ethical, and informed business plan (transforming) ideas and concepts in a well-argued and supported business case. (950 words)

For LO2 you need to link leadership and management theory (Path-goal Theory, Transactional Leadership and Transformational Leadership) to entrepreneurs. Skills, traits and personalities. (choose one leadership style from the list).

Also, for LO2 when you do research literature make sure you talk briefly about another small cake business in UK how that business started and how they got their finances (briefly).

Layout for business plan for Sumi’s cake:

Summary – outline of the plan. This section I have done for you. You can add or take out anything you do not need for Sumi’s cake business plan. Remember to copy and paste this summary to your completed work. Sumi’s cakes-The business was established 2 years ago. Sumi’s cakes specialise in home-made cakes which specialise in weddings, parties, birthday events, catering etc. Sumi’s cakes use fresh ingredients. It makes the cakes to customer specification. I have been using my own home kitchen, which is very small.  However, because of not having big enough facilities and space, Sumi’s cakes have had to turn down orders. Sumi’s cakes are making profit year on year so now is the best time to open a shop. By opening a shop, I can produce larger amounts cake this will enable me to promote the business all over the UK. As I will need capital, I have a few options to raise money. I can apply for a bank loan or I can sell a percentage of the business. To rent a shop out average rent is per month £1300.

  • Business Description – Describe the industry, current market trends, future developments
  • Marketing strategies – conduct a marketing analysis 7P’s
  • Competitive analysis – Conduct a SWOT analysis within your industry
  • Design and development of your product or service – Inform investors of what exactly it is you require money for and how you plan on spending the investment
  • Operation & Management plan – Explain the physical location, facilities, equipment, human resources, needed to get your product or service off the ground 
  • Financial factors – Current and or historical financial information, projections, break-even point, set out your expenses, funding requests, exit strategy.
  DateTimeEvent/TopicSelf/Peer Directed Activities 
     
     
     
     
     
   
Week Commencing 02/11/2020 Marketing and financing to produce a business plan Introduce marketing tools, to support business planning. Finance investment opportunities. Understand the purpose of a business plan and development of a business proposal.  
Week Commencing 09/11/2020    
Week Commencing 16/11/2020 Ethics Ethical considerations when considering business ideas.             
     
   
Week Commencing 07/12/2020 Leadership Linking leadership and management theories to entrepreneurs. Skills, traits and personalities  
         
   
   
     
   
     
  End of Semester  

Grading Criteria

Business plan

MarkGeneral CriteriaModule Assessment Criteria
70%+  
60-69%Above Average Outcome: Most of the relevant information/skills accurately deployed.  Good grasp of theoretical/ conceptual/ practical elements.  Good integration of theory/practice/information in pursuit of the assessed work’s objectives.  Good application of a broad range of pertinent business planning principles. The report would show a good grasp of current business concepts and their application for the needs of a new business.   Evidence of wider reading and research around the subject area. The business plan would show a good understanding of business analysis and reflective practice along with a clear knowledge of their application in starting a new business context.   Good support and critical discussion from the discourse in relation to this analysis will also be applied.   Your work demonstrates good Harvard referencing, with some minor errors and draws upon a good range of academic resources. Grammar, spelling and punctuation are of a high standard with a few errors. Work is set out in an appropriate format and is written in an academic style.
50-59%Average Outcome: Much of the relevant information/skills mostly accurately deployed.  Adequate grasp of the theoretical/ conceptual/ practical elements. Fair integration of theory/practice/information in pursuit of the assessed work’s objectives.The application of business planning principles is made with justification and consideration of some pertinent factors but lacks some detail. A grasp of current business concepts is shown.  Some evidence of wider reading and research around the subject area but this could have been more in-depth. Some analysis of business practice and reflection on the business context is made alongside a description of the relevant theories but is perhaps anecdotal or not fully informed by the discourse. Your work demonstrates a fair attempt at Harvard referencing, with some errors present, and draws upon an adequate range of academic resources; there was scope to use more academic sources here. Grammar, spelling and punctuation are of an adequate standard with some errors. Work is set out in an appropriate format, with some omissions and an attempt is made to write in an academic style.    
40-49%Satisfactory Outcome: No major omissions or inaccuracies in the deployment of information/skills.  Some grasp of theoretical/ conceptual/ practical elements.  Integration of theory/practice/information present intermittently in pursuit of the assessed work’s objectives.A limited application of business planning principles is shown with an uncritical consideration or anecdotal justification of a limited number of pertinent factors that also lacks detail. A limited knowledge of current business planning concepts is shown. Some evidence of wider reading and research around the subject area but this could have been more wide reaching. Few up-to-date resources or a lack of peer reviewed work may be shown. Limited analysis of business planning and reflection on the business context is made and a description of the relevant theories may be lacking or is perhaps anecdotal in nature. Work is of a basic standard. Your work demonstrates some attempt at Harvard referencing, with errors present throughout, and draws upon a limited range of academic resources; there was much more scope to use more academic sources here.   Grammar, spelling and punctuation are of a satisfactory standard with errors present throughout. An attempt is made to set work out in an appropriate format, but there are omissions. An attempt is made to write in an academic style, however this is limited
Below Pass 30-39%

Unsatisfactory Outcome: Knowledge and understanding at limited level; may be errors both in terms of factual knowledge and understanding; expression of ideas not always clear, and argument/discussion weakly structured.Limited attempt to apply business planning principles to a new business context. Little evidence of knowledge or understanding of participant(s) needs or the new business context. Knowledge and understanding at limited level; may be errors both in terms of factual knowledge and understanding; expression of ideas not always clear, and argument/discussion weakly structured.   Very limited or no reference to supporting literature or reflection on business planning. Your work demonstrates limited attempt at Harvard referencing, there are frequent errors present throughout. Your work draws upon a very limited range of academic resources; there was much more scope to use more academic sources here. Grammar, spelling and punctuation are poor with errors present throughout. A limited attempt is made to set work out in an appropriate format, and there are omissions. A limited attempt is made to write in an academic style
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Critically analyse the effectiveness of multi-agency working within integrated offender management.

A case study portfolio (50% of total assessment) (2000 words) assessing learning outcomes 4 & 5
Reflect upon the various methodologies adopted by Government and society to prevent offending behaviour.
Critically analyse the effectiveness of multiagency working, whilst taking into consideration the National
Offender Management agencies.
Learning Outcomes to cover

  1. Critically analyse the effectiveness of multi-agency working within integrated offender management.
  2. Critically evaluate the National Offender Management agencies, presenting a balanced and well-argued case for an alternative hypothetical model.
    The content which aligns to the College of Policing Curriculum learning outcomes for the Certificate of
    Knowledge in Policing but delivered at the appropriate HE level, please refer to the CKP Curriculum Code
    Mapping Document for Level 5 for details.
    • The history of crime and punishment in the UK
    • The British prison system and its effectiveness in rehabilitation
    • The history of Penal Reform
    • The causes of criminal behaviour and its effect upon victims and communities
    • Controlled Drugs and their role in crime trends (Include Methadone, Dr Marks)
    • The Revolving Door Syndrome in relation to offending
    • The effectiveness or otherwise of engaging with offenders
    • The Street Crime Initiative (2002)
    • The Tower Project – Blackpool
    • The Steps Project – Macclesfield
    • The National Offender Management Service (2004)
    • The Restorative Justice Process
    • The Casey Review (2008) and its impact upon IOM
    • Youth Offending and its impact upon society
    • The partnership approach to offender management (MAPPA/MARAC, etc)
    • The use of Community Sentences as a rehabilitation tool
    • Creation of the Ministry of Justice
    • The Prolific Priority Offender Scheme (PPO) (2004)
    • Integrated Offender Management/Navigate
    • Using crime statistics as a measure of success
    • What does a successful outcome look like?
    • The potential impact of the privatisation of the National Probation Service
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2. When is the right time to use Straight Talk”:

The Negotiator’s Toolbox – Aiming for Agreement, Dealing with Conflict, Different Negotiation Styles

This assignment consists of two parts: the right time to use Straight Talk

Part I is a multiple-choice of 14 questions.

Part II includes five essay questions, where you are requested to provide a brief reasoned answer in the offered space.

Mandatory Readings:

• Narrative 1 ” The Negotiator’s Toolbox – Dealing with conflict, Aiming for Agreement, Different Negotiation Styles ” 

• Shell, G. (2001). Teaching Ideas: Bargaining Styles and Negotiation: The Thomas-Kilmann Conflict Mode Instrument in Negotiation Training. Negotiation Journal, 17(2), pp.155-174.

Brett, J. and Thompson, L. (2016). Negotiation. Organizational Behavior and Human Decision Processes, 136, pp.68-79.


Preuss, M. and van der Wijst, P. (2017). A Phase-Specific Analysis of Negotiation Styles. Journal of Business & Industrial Marketing, 32(4), pp.505-518.


Zartman, I.W., (2001). ‘The Timing of Peace Initiatives: Hurting Stalemates and Ripe Moments 1’, Global Review of Ethnopolitics, 1, 8–18.

 Part I: Multiple choice

1. Broadly speaking, the ‘tools of Talk Power’ can be categorized into tools that focus on the current situation and tools that emphasize possible future outcomes. But which are the tools that link or bridge these two categories? Select one:

  1. Sweet Talk and Trash Talk
  2. Triple Talk and Team Talk
  3. Small Talk and Timely Talk
  4. Tough Talk and Straight Talk

Answer:

2. When is the right time to use “Straight Talk”:

  1. In the beginning
  2. After a hard concession has been made
  3. At the very end
  4. When the point to be made is firm and important
  5. If the other party is using “Tough Talk”

Answer:

3. True or False? Negotiation strategy relies on multiple sets of tools that can be applied in any situation. Select one:

  • True
  • False

Answer:

4. What is the essential difference between Positions and Alternatives:

  1. Negotiations take place between Alternatives rather than Positions
  2. Sticking to your position offers your side more leverage
  3. Proposing Alternatives can be considered weak
  4. Alternatives and Positions are essentially the same

Answer:

5. True or False? There are no clear rules and regulations determining when to use which ‘tool of Talk power’. Select one:

  • True
  • False

Answer:

6. In 1988, “Safe Talk,” has been famously used in Stockholm by the heads of the US and Soviet delegations. What actions and external condition enabled this:

  • Walk in the woods
  • Walk on the wharf
  • Walk in the mountains
  • Walk on the beach

Answer:

7. When is it necessary for the mediator to act as a “formulator” or “manipulator” and what is this kind of talk called:

  1. When communication is not enough: Team Talk
  2. When one party threatens to leave: Sweet Talk
  3. When facilitation is not enough: Triple Talk
  4. When there is deadlock: Safe Talk

Answer:

8. What are the characteristics of negotiations highlighted in the definitions? Select one:

  1. Negotiation is restricted to situations such as international fora, business and the boardroom.
  2. Negotiation is used to mitigate potential conflict between opposing parties.
  3. Negotiation is a daily activity, which we engage in to realize an interest both sides have in common or an exchange, if the interests of the parties differ.
  4. Negotiation it is about ensuring your interests are satisfied.

Answer:

9. True or False? Effective diplomacy depends on timing, concession-making, critical analysis, and teamwork. Select one:

  • True
  • False

Answer:

10. When two opposing factions – such as France and Germany after World War II or Nelson Mandela and Frederik Willem de Klerk in South Africa – decide to face a common problem together, they have committed to: Select one:

  1. Timely Talk
  2. Safe Talk
  3. Team Talk
  4. Triple Talk

Answer:

11. “Don’t Crow!” Is an advice given by diplomates that points to the necessity for negotiators to:

  1. Not use your success for personal promotion
  2. Only speak publicly about outcomes that benefitted their party
  3. Not speak publicly about negotiation outcomes
  4. Present the negotiation as beneficial to all parties

Answer:

12. Match the ‘tools of talk power’ to their definition.

  1. Means telling things as they really are.
  2. Is a put down; to be used sparingly for those rare occasions when negotiation is not an option.
  3. Contains a vast array of inducements to appeal, promise, soothe and ease.
  4. Focuses on the details of the negotiations
  5. Expresses firm positions, threats and sanctions
  1. Tough talk
  2. Straight talk
  3. Small talk
  4. Sweet talk
  5. Trash talk

Answer:

13. Granting praise to an opposing party, even unsubstantiated or undeserved, is a good example of:

  1. Happy Talk
  2. Sweet Talk
  3. Team Talk
  4. Safe Talk

Answer:

14. Match the ‘tools of talk power’ to their definition.

  1. Timely talk
  2. Sticky talk
  3. Triple talk
  4. Team talk
  1. The process of bringing different parties together to work in a shared enterprise.
  2. Is mediated negotiation
  3. Is seizing the right moment in the conflict or during negotiations.
  4. Binds the parties to a series of talks and agreements and makes it difficult for them to break off or walk away. 

Answer:

Part 2: Essay questions

Based on the readings of Module 1 and your own conclusions from the reading, please elaborate on each of the five following questions in brief (4-5 sentences per question):

  1. From the 12 tools of talk power, select the one you would prefer to use, and the one would you only utlise in exceptional circumstances? Please justify your choices while demonstrating your understanding of each tool.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • Please describe examples from the public sphere (international diplomacy, politics, international business) which you consider illustrative of the tools of talk power. Select two tools of talk power, and describe the example in 3-4 sentences (not the example from the module text), and briefly give an assessment what impact the use of those tools had in the particular case.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please describe which two conflict modes you are most likely to adopt during negotiation, and briefly assess the risks and values of each mode. Please justify your response based on personal experience or logic from the reading (1-2 sentences on each one, highlighting when and when not to use it).

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • Please describe the two conflict modes that are the most difficult for you to negotiate with and draw from the reading to explain specifically how you will better address these two modes in future encounters.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  • Choose 6 of the tools, that you have yet to reference in this CAT, and separate them into two categories:

1) Tendency to Escalate toward Deadlock

2) Tendency to Deescalate from Deadlock

Briefly justify your designation for each tool and explain a scenario in which you would use each:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Investigate how the artists explore the notions of ‘Personal History and Cultural Identity’ in these works.

ESSAY TOPIC: Using the works of Joy Gregory ‘Overlooked and Underreported (2017)’ and Chila Kumari Burman ‘Auto-Portrait (1996-2013)’, investigate how the artists explore the notions of ‘Personal History and Cultural Identity’ in these works.
Introduction: Introduce your question and explain your terms (in this case the
terms are ‘Personal History’ and ‘Cultural Identity’), and say why you are
interested in the subject.
These terms must be explained in terms of the context of the works.
Moreover, this is very important: We were given some reading lists by the
school which must be used throughout the essay. Below I am providing you
with these reading lists and links which are associated with the terms
mentioned in the topic of this essay. Please read those and choose wisely
which ones of them are relevant to the topic and thus have to be used.
This reading lists provide us with some sources which have to be mentioned in
the essay but also more external and relevant sources should be mentioned as
well
(Below I am copy-pasting exactly the file of reading lists as it was sent to us):
In addition to the Weekly Reading Lists here are some suggested preliminary
resources based on the essay titles you have suggested so far:

  1. ‘context’, ‘institutional context’ and ‘Institutional critique’
    Simple definition: Institutional critique
    https://www.tate.org.uk/art/art-terms/i/institutional-critique
    Sheikh, Simon. ‘ Notes on Institutional Critique,’ 2006, Tranversal Online Journal,
    eipcp. http://eipcp.net/transversal/0106/sheikh/en.html
    John Berger, Ways of Seeing
    http://waysofseeingwaysofseeing.com/ways-of-seeing-john-berger-5.7.pdf
    These also might be useful
    Linda Nochlin, ‘Why Have There Been No Great Women Artists?’
    http://davidrifkind.org/fiu/library_files/Linda%20Nochlin%20%20Why%20have%20the
    re%20been%20no%20Great%20Women%20Artists.pdf
    Lorde, Audre (1984), “The Master’s Tools Will Never Dismantle The Master’s
    House”, Sister Outsider: Essays and Speeches, Berkeley: Crossing Press, pp. 110–
    114
    https://collectiveliberation.org/wpcontent/uploads/2013/01/Lorde_The_Masters_Tools.pdf
    O’Doherty, Brian, Inside the White Cube: The Ideology of the Gallery Space, Santa
    Monica: Lapis Press 1999. Expanded edition.
    http://arts.berkeley.edu/wp-content/uploads/2016/01/arc-of-lifeODoherty_Brian_Inside_the_White_Cube_The_Ideology_of_the_Gallery_Space.pdf
    Fraser, Andrea. ‘From the Critique of Institutions to an Institution of Critique,’
    Artforum (Sept 2005): 282-3.
    http://www.marginalutility.org/wp-content/uploads/2010/07/Andrea-Fraser_From-theCritique-of-Institutions-to-an-Institution-of-Critique.pdf
    Smithson, Robert. ‘Cultural Confinement’ (1972) from Robert Smithson: The
    collected Writings, edited by Jack Flam. Berkeley: University Of California Press,
    1996, 154-156. http://www.berk-edu.com/VisualStudies/readingList/08d_smithsoncultural-confinement.pdf
    Bourdieu, Pierre and Alain Darbel. The Love of Art: European Museums and their
    Public (1969), Cambridge: Polity Press, 1991.
    Lippard, Lucy, and John Chandler. ‘The dematerialisation of Art’, Art International,
    12:2 (February 1968).
    Or [later version] Lippard, Lucy. Six Years; The dematerialisation of the art object
    from 1966 to 1972 (1973). Berkeley and Los Angeles: Univ of California Press, 1973.
    Buchloh, Benjamin. ‘Conceptual Art 1962-69: From the Aesthetics of Administration
    to the Critique of Institutions.’ October 55 (Winter 1990): 105-143.
    Berelowitz, Jo-Anne, ‘From the Body of the Prince to Mickey Mouse’, in Oxford Art
    Journal, no 13-2, 1990, 70-84 Altshuler, Bruce, The avant-garde in exhibition: new
    art in the 20th century. London: University of California Press, 1998.
    Rosler, Martha. ‘Lookers, Buyers, Dealers, and Makers: Thoughts on Audience’
    (1979) in Brian Wallis (ed), Art After Modernism: Rethinking Representation, New
    York: New Museum of Contemporary Art 1984.
    http://www.boconnell.org/boconnell/LINKS/CLASSES_PDFs/Sculpture3.2/Rosler.pdf
    Burn, Ian and Ramsden, Mel, The Role of Language, 1969, quoted here from:
    Harrison, Charles and Wood, Paul, “Art in theory 1900-1990. An Anthology of
    Changing Ideas”, Blackwell, 1999.
  2. ‘identity’, ‘cultural identity’, ‘personal history’
    Simple introduction: ‘cultural identity’
    https://www.tate.org.uk/artist-rooms/collection/themes/cultural-identity
    But it is not a simple issue, see the following
    ‘Yinka Shonibare’s art as an expression of hybrid identity’, Diggit Magazine,
    https://www.diggitmagazine.com/articles/playing-cultural-identity-through-art
    Jade Montserrat and Daniella Rose King, ‘Some possibilities of) Rural Belongings,
    November 20, 2018
    https://www.womenandperformance.org/ampersand/28-3-rose-king-montserrat
    Also see the bibliography at the end of this text
    Tomlinson, J. (2003). Globalization and Cultural Identity. In D. Held, & A.
    McGrew, The global transformations reader (pp. 269-277). Polity.
    HERE
    Fisher, Jean. 2008. “Diaspora, Trauma and the Poetics of Remembrance” in Exiles,
    Diasporas & Strangers, edited by Kobena Mercer, 190-212. Cambridge, Mass.;
    London: MIT Press.
    Weiguo, Q. (2013). Dehistoricized cultural identity and cultural othering. Language
    and intercultural communication, 148-164.
    https://www.tandfonline.com/doi/full/10.1080/14708477.2013.770864
    After this, the two works need to be analyzed in terms of:
    A) What one can see from the work, how does the work look like, what are
    the materials… (a very comprehensive visual analysis for each work). Also two
    photographs of each work need to be exhibited and also these photographs
    need to include citation. ( Below I am providing you with the photographs of
    the works in order to facilitate your research, so that no confusion may arise).
    This is the work of Chila Kumari Burman ‘Auto-Portrait (1966-2013)’ which
    needs to be citated appropriately throughout the essay.
    This is the work of Joy Gregory ‘Overlooked and Under-reported (2017)’ which
    needs to be citated appropriately throughout the essay. ( If you manage to find
    a better photo of this work online please use it).
    B) The works must be used as means, throughout the essay, to exemplify the
    key terms of ‘Personal History ‘and ‘Cultural Identity’. How the materiality of
    the works arises or conveys these ideas. In other words, the essay must explain
    these terms and must investigate how these two works express these terms
    and how are these works used in order for these terms and notions to arise.
    The works must be use as examples of the theoritical positions. Please divide
    the essay in chapters and regulate each chapter for each work.
    Word count (4000 words in this case) includes
    references and footnotes.
    Word count should be declared on the cover page
    of the document alongside the declaration of originality.
    **If you have any question or queries, in terms of how to construct the essay
    or if something has not been very well explained by me throughout this file
    please feel free to contact me anytime.
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Evaluation and application of contemporary issues and models of teaching and learning in the healthcare setting

Teaching & Learning Module

Assignment guide

Assignment briefing and mapping to Learning Outcomes (LO) and taught sessions

The student will demonstrate, critical analysis and reflective skills by producing a 6000-word portfolio. The completed document will provide evidence that the student has met ALL of the learning outcomes.

The following guidance is designed to aid with your assignment planning but is not exhaustive, you are able to include any information that will enhance the overall document and improve your learning.

The portfolio will comprise of 5 sections

Section 1You as a teacher and facilitator of learning – reflective account
LO1Evaluation and application of contemporary issues and models of teaching and learning in the healthcare setting using a critical reflective approach of their own practice.
Session 1Learning & teaching 1: How adults learn – key theory, perspectives, relevance to your role as a teacher. Scope and range of roles in learning and teaching – what knowledge and skills required
Session 2Learning & teaching 2: Educational theory and links to practice
Session 3Development and learning 1: Teaching and learning styles
OverviewThis section is a reflection of you as a teacher in your working environment. By using a critical reflective approach, you will be able to demonstrate how you apply and evaluate teaching and learning theory to improve the students educational experience.
Suggested evidenceEvidence of teaching packages, lesson plans, learning style approaches that you may have used may enhance your reflective account.
Section 2Patient education, patient and carer participation and involvement in teaching, learning and assessment.
LO2Evaluation of the impact of patient/carer education, involvement and engagement models on professional practice and education of healthcare staff.
Session 7Contemporary issues in education 2: Patient education, Patient involvement and engagement
OverviewThis section explores in depth the impact of including the patient and carers in healthcare education using current literature to argue the advantages and disadvantages. Reflection of your own experiences may also be used.   
Suggested evidenceA reflective account of your own experiences, involving patients and carers, Teaching resources, patient feedback sheets etc
Section 3Innovation and contemporary practice & development in teaching and learning (technology, simulation, games, experiential learning, distance, communities of practice, problem-based learning etc.)
LO3Selection and appropriate use of technology and innovation within education and learning, whilst critically evaluating their effectiveness.
Session 6Contemporary issues in education 1: Technology, innovation, interactive approaches (games, simulation, experiential learning)
Session 8Contemporary issues in education 3: Inter professional education and learning, Communities of Practice
OverviewYou are to explore ways of enhancing the student experience using innovative methods. Challenge the historical trends in education by critically evaluating if approaches discussed in sessions 6 and 8 are effective. What is the evidence?
Suggested evidenceReflective accounts of your own experiences using these methods, quality improvement (audits), Examples in practice, patient feedback etc
Section 4Learner development – role of feedback approaches and adjustments for learning needs/support.
LO 4Critical analysis and application of current theoretical and methodological approaches in learner assessment, feedback and support. 
Session 4Development and learning 2: Role of feedback (assessment, mentoring, coaching)
Session 10Contemporary issues in education 4: Quality monitoring & evaluation
OverviewExplore current methods of feedback, challenge the academic evidence and reflect on your own experiences of providing feedback. What are the views from a learner and educator viewpoint? How may these views affect the wider organisation?
Suggested evidenceReflective accounts of your own experiences using specific methods, quality improvement (audits), Examples in practice, patient feedback. Design your own feedback form and evaluate it
Section 5Identification of learning and development to meet business needs, programme design, quality management and evaluation and evidencing impact
LO 5Analysis of methodologies used for identification of education and learning interventions to meet business needs and evaluation of impact frameworks/methodologies.
Session 9Identifying learning and development needs/training needs analysis, evaluation and impact/outcome measurement
Session 10Contemporary issues in education 4: Quality monitoring & evaluation
OverviewHow do businesses identify education and learning needs? Explore evaluation strategies and how they may impact learning and teaching. What effect may this have on the learner and educator?
Suggested evidenceReflective accounts of your own experiences using specific methods, quality improvement (audits), Examples in practice, patient feedback. Workplace training needs analysis

Presentation

  1. Each section must be a minimum of 1,000 words, with the remaining 1,000 used as determined by the student.
  2. Uploaded submission to include (in this order):
  1. A front page and contents page
  2. Five sections as detailed above
  3. Supporting documentation/evidence included as appendices
  4. Reference List
  5. Work should be word-processed, double-spaced, Arial font size 12. Reference lists may be single-spaced, no attachments are permitted.

Marking criteria

Your work will be marked against the University Level 7 (Masters) marking grid (below). You are strongly advised to use this tool to develop your own work.

Structure & clarityMarks (maximum 15)
13-1510-127-94-60-3
Structure & organisation     Presentation               CoherenceExcellent organisation & structure   Presentation is of a high standard             Concise and well expressedWell-structured logical organisation   Presentation is legible, grammatically correct         Coherent & well expressedOrganisation & structure evident   Presentation is of an acceptable standard   some presentation errors   Generally good but some lapsesInadequate attention to organisation & structure   Presentational mistakes and room for considerable improvement         Vague, poorly expressedDisorganised major lapses in organisation & structure   Presentation is poor               Incoherent
Application  Marks (Maximum 30)
25-3019-2413-187-120-6
  Applied to practice             Reflection  Extensive literature, research and theoretical issues are directly related to practice   Contextualised and well-integrated personal reflectionRelates theory and research to practice in a focused manner         Contextualised personal reflectionA fair attempt to reconcile research findings and theory with practice     Reflection evident, lacks depthSome difficulty in relating research findings and theoretical concepts to patient/client care       Very little reflectionLittle or no attempt to relate material to patient/care           No reflection
EvaluationMarks (Maximum 30)
25-3019-2413-187-120-6
Level of analysis      Clear and focused arguments and demonstration of the ability to critically analyse and synthesise informationArguments are reasonably organised and demonstrates some critical analyse and synthesise informationSome valid arguments and evidence of limited critical analysis with some evidence of synthesisSome inconsistencies in arguments and some evidence of analysis and limited attempt at synthesisArguments are poorly constructed and no evidence of critical analysis and synthesis
Level of investigationMarks (Maximum 25)
20-2515-1911-145-100-4
Relevant research cited             Evaluation of literature cited     Appropriate references system usedEvidence of a breadth of reading which is critically debated and integrated in a creative manner   Critical evaluation of literature cited     Referencing, citation and overall presentation standard is high  Evidence of a breadth of reading with some critical debate       Evaluation with some criticality evident   Referencing, citation and overall presentation standard is good  Evidence of reading and understanding with limited critical debate       Limited evaluation   Referencing, citation and overall presentation standard is satisfactory Some minor errorsReading limited to course material and demonstrates understanding but no critical debate       No evaluation     Inconsistent use of referencing and citation techniques.  Presentation requires improvementLittle or no evidence of reading. No critical debate           Inadequate     Major referencing and citation errors.  Presentation not commensurate with level 6 writing

Submission of assignment

  1. All work must be uploaded together as one Word document ONLY (no attachments) onto Canvas assignment section.

The student will demonstrate, critical analysis and reflective skills by producing a 6000-word portfolio of evidence (+/- 10%). The portfolio will comprise of 5 sections, aligned to the learning outcomes and will include:

  1. You as a teacher and facilitator of learning – reflective account
  • Patient education, patient and carer participation and involvement in teaching, learning and assessment.
  • Innovation and contemporary practice & development in teaching and learning (technology, simulation, games, experiential learning, distance, communities of practice, problem-based learning etc.)
  • Learner development – role of feedback approaches and adjustments for learning needs/support.
  • Identification of learning and development to meet business needs, programme design, quality management and evaluation and evidencing impact.
  Module Learning Outcomes  
Upon successful completion of this module, students will have demonstrated:   Evaluation and application of contemporary issues and models of teaching and learning in the healthcare setting using a critical reflective approach of their own practice.   Evaluation of the impact of patient/carer education, involvement and engagement models on professional practice and education of healthcare staff.   Selection and appropriate use of technology and innovation within education and learning, whilst critically evaluating their effectiveness.   Critical analysis and application of current theoretical and methodological approaches in learner assessment, feedback and support.    Analysis of methodologies used for identification of education and learning interventions to meet business needs and evaluation of impact frameworks/methodologies.                            

Referencing

All work must be referenced using the Harvard Referencing System. Further advice is available at http://library.sunderland.ac.uk/find-resources/referencing/

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Describe a listening culture and tell me how this can help children be involved in making changes in their setting.

TMA 03 has two components:

  1. Choose two interview questions from the list below for an early childhood practitioner role in a setting. You must pick two from different sections.
  • Under each interview question chosen, draw on your knowledge and understanding from Chapters 9–12 in Block 2 to write an answer you would expect from an interviewee.

The total word count for Parts 1 and 2 is 1500 words (750 words for each interview answer).

Imagine you are going to interview someone for an early childhood practitioner role in a setting. You are particularly interested in how the person will listen to children, involve them in activities and support their learning and development; these are all key themes in Chapters 9–12 in Block 2.

Organise your writing so that you state the question you are asking the interviewee and then what you would expect their answer to be. You should choose two questions from the list provided below and write appropriate answers. Make reference to Chapters 9–12, as appropriate, in your expected answer to show your own knowledge and understanding of the subject area. Please note that your chosen question will NOT be counted in the word count. Only your answer will be counted in your word count.

TMA 03 is not an essay, but it is still important that you look back at the feedback you received for TMA 02, and work on the areas for development that were highlighted by your tutor.

TMA 03 relates to learning outcomes that require you to:

  • show knowledge and understanding of the importance of children’s participation and engaging with their perspectives (KU1)
  • draw on practice examples and relevant literature to demonstrate learning and understanding (CS1)
  • write accurately and clearly in an appropriate style to express ideas, demonstrate learning and take account of purpose (KS1)
  • use feedback to improve learning, understanding and practice (KS2).

You should think about these learning outcomes as you prepare, plan and write your assignment.

Interview questions

You may have experience of interviewing someone for a new role, or you may have been the person being interviewed. It can be a nerve-racking experience. The list of questions provided are aimed at being clear and straightforward, thinking about what an interviewer actually wants to find out. Your answers should also be clearly written in response.

You should answer two questions based on the key themes of Chapters 9–12 in Block 2:

  • the importance of listening to children (Chapter 9)
  • the role of the adult in supporting children’s learning and development (Chapter 10)
  • children’s involvement and participation (Chapters 11 and 12)

Remember each question will only focus on one specific topic within each main theme, so think about the chapter material that you are going to draw on to demonstrate your knowledge and understanding of the subject area. You should consider which questions will give you the best opportunities to display your understanding.

You will need to choose two questions from the six below. Each question should come from a different section, for example you could answer questions 1 and 4.

Section A – the importance of listening to children (Chapter 9)

  1. According to Parry (2016, Chapter 9, p.12) a ‘listening culture’ is at the heart of any provision for young children that aspires to promote children’s participation. Describe a listening culture and tell me how this can help children be involved in making changes in their setting.
  2. How can using creative tools and approaches help you to listen to young children? For example, role play, photography, drawing, walks.

Section B – the role of the adult in supporting children’s learning and development (Chapter 10)

  1. Describe the practitioner’s role in scaffolding children’s learning while allowing them to follow their own interests.
  2. In the online activity ‘Lunchtime in the Nursery at Pistoia, Italy’ (Activity 10.2 The Open University, 2016) we see lots of examples of apprenticeship learning. Tell me what apprenticeship learning means to you and how you would use it in practice.

Section C – Observation and Planning (Chapters 11 and 12)

  1. Explain how you could use learning stories, in partnership with children, parents and carers, to help you plan for children’s learning?
  2. How could you use observations to gain a holistic picture of a child’s experience in the setting?

Answering your questions

Based on your learning from studying Chapters 9 to 12 in Block 2, how would you want an interviewee to answer your questions, and what essential points would you want them to cover?

Under each question write an explanation/answer that you feel would be a strong response. You could imagine that as an interviewer you are preparing model answers to refer to. Therefore, when you write your answers, you need to make links and include references to the material from the chapters. This will help you demonstrate to your tutor your knowledge and understanding of Chapters 9 to 12 in Block 2.

Additional guidance

You have 1500 words for this assignment, so try to give equal attention to each answer in terms of the length of your answer.

There is no need to write an introduction or conclusion or link the two questions together.

You should use citations and include a reference list to acknowledge the source of material in this TMA. The accuracy of your attempts to cite and reference from the module books (excluding secondary references) will be part of your tutor’s assessment of your key skills.

Please ensure that you have engaged with your tutor’s feedback from your previous TMAs.

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For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.

Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.

This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.

You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

  • Competency 1: Adapt care based on patient-centered and person-focused factors.
  • Design patient-centered health interventions and timelines for a selected health care problem.
  • Competency 2: Collaborate with patients and family to achieve desired outcomes.
  • Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
  • Competency 3: Create a satisfying patient experience.
  • Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document.
  • Competency 4: Defend decisions based on the code of ethics for nursing.
  • Consider ethical decisions in designing patient-centered health interventions.
  • Competency 5: Explain how health care policies affect patient-centered care.
  • Identify relevant health policy implications for the coordination and continuum of care.
  • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Preparation

In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.

To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2020.

Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Note: You are required to complete Assessment 1 before this assessment.

For this assessment:

  • Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.

Document Format and Length

Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA formatted paper, 5–7 pages in length, not including title page and reference list.

Supporting Evidence

Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Design patient-centered health interventions and timelines for a selected health care problem.
  • Address three health care issues.
  • Design an intervention for each health issue.
  • Identify three community resources for each health intervention.
  • Consider ethical decisions in designing patient-centered health interventions.
  • Consider the practical effects of specific decisions.
  • Include the ethical questions that generate uncertainty about the decisions you have made.
  • Identify relevant health policy implications for the coordination and continuum of care.
  • Cite specific health policy provisions.
  • Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
  • Clearly explain the need for changes to the plan.
  • Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document.
  • Use the literature on evaluation as guide to compare learning session content with best practices.
  • Align teaching sessions to the Healthy People 2020 document.
  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

Additional Requirements

Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.

Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

Final Care Coordination Plan Scoring Guide

CRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHED
Design patient-centered health interventions and timelines for a selected health care problem.Does not design patient-centered health interventions and timelines for a selected health care problem.Designs patient-centered health intervention for a selected health care problem.Designs patient-centered health interventions and timelines for a selected health care problem.Designs patient-centered health interventions and timelines for a selected health care problem that includes community resources.
Consider ethical decisions in designing patient-centered health interventions.Does not consider ethical decisions in designing health interventions.Considers ill-defined or ambiguous ethical decisions in designing patient-centered health interventions.Considers ethical decisions in designing patient-centered health interventions.Considers insightful ethical decisions in designing patient-centered health interventions. These decisions are supported by the literature.
Identify relevant health policy implications for the coordination and continuum of care.Does not identify relevant health policy implications for the coordination and continuum of care.Identifies health policy implications that are inconsistent with the goals and objectives for the coordination and continuum of care.Identifies relevant health policy implications for the coordination and continuum of care.Identifies relevant health policy implications for the coordination and continuum of care, based on precise and accurate interpretations of relevant policy provisions. Makes valid, insightful inferences.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.Does not describe priorities that a care coordinator would establish when discussing the plan with a patient and family member.Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member but does not use evidence-based practice to make changes to the plan.Describes priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice. Clearly explains the need for changes to the plan.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document.Does not use the literature on evaluation as a guide to compare learning session content with best practices, and does not include how to align teaching sessions to the Healthy People 2020 document.Discusses evaluation but does not use the literature as a guide to compare learning session content with best practices, or does not include how to align teaching sessions to the Healthy People 2020 document.Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document.Uses the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2020 document. Clearly explains the need for any revisions.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.Does not organize content for ideas. Lacks logical flow and smooth transitions.Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.
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Each student is required to independently design, conduct and analyse an evaluation of an area of personal or organisational practice

MODULE NAME: Reflecting on Business Practice                                      

Assessment Brief

  Assessment title:AS 1: Evaluation Report (6000 words)

Please read this assessment brief in its entirety before starting work on it.

The Assessment Task

Each student is required to independently design, conduct and analyse an evaluation of an area of personal or organisational practice and present a report outlining the key findings. 

This report should include: 

  • a rationale for the work being undertaken with reference to the available literature; 
  • a detailed account of the area being investigated; 
  • a reflection on the appropriateness of the method of investigation undertaken; 
  • an account of the methodologies employed including any specific regulatory requirements required to access the data; findings from the process and recommendations for practice.

Reflection within the report should not only focus on issues specific to the topic being investigated, but should also consider the wider political and contextual issues which may impact on the application of recommendations made.

Learning Outcomes

The learning outcomes that are being assessed in this assessment are:

  1. Critically and reflectively examine the different roles of evaluation and research, determining the rationale for the appropriate use of each within a business or organisational context
  2. Exhibit an understanding of the specific governance requirements underpinning business or organisational work involving evaluation in relation to their setting
  3. Challenge existing paradigms and ways of thinking in the context of current global trends
  4. Critically evaluate a range of potential metrics and tools to conduct an evaluation and make a clearly argued case for selection of the most appropriate
  5. Determine, design, plan and execute the selected approach to evaluation on a specific area of practice including appropriate application of ethics and governance processes required for this work
  6. Develop, prepare and present an evaluation report which offers a range of recommendations which can be applied within a professional context
  7. Disseminate the outcomes of an evaluation project to an appropriate audience.

Your grade will depend on the extent to which you meet these learning outcomes in the way relevant for this assessment. Please see the grading rubric at the end of this assessment brief for further details of the criteria against which you will be assessed. 

Feedback and Grades

These can be accessed through clicking on the Feedback and Grades tab on NILE. Feedback will be provided by a rubric with summary comments. For work submitted to TURNITIN, please also click through for within text comments.

LEARNING OUTCOMEPASSFAIL
Critically and reflectively examine the different roles of evaluation and research, determining the rationale for the appropriate use of each within a business or organisational contextThe report identifies the purpose of an evaluation, and provides some justification for why this project is an evaluation project.The report provides a limited commentary on the distinction between evaluation and research and the justification for why this project is an evaluation is limited in parts.
Exhibit an understanding of the specific governance requirements underpinning business or organisational work involving evaluation in relation to their settingThe report gives a critical reflection on the ways in which own role has shaped the approach to the evaluation.The appraisal of own role and its impact upon how this has informed the approach to the evaluation is limited.
Challenge existing paradigms and ways of thinking in the context of current global trendsThe report identifies, and articulates, a relevant and appropriate area for investigation, that is impacted by external factorsThe report may not fully articulate the rationale for the topic.
Critically evaluate a range of potential metrics and tools to conduct an evaluation and make a clearly argued case for selection of the most appropriateThe report gives a sound justification for the choice of evaluation method, and design.The choice of evaluation method is unclear or poorly articulated.
Determine, design, plan and execute the selected approach to evaluation on a specific area of practice including appropriate application of ethics and governance processes required for this workThe report demonstrates that an area of practice has been evaluated, through a systematic planned process.   The report has fully considered the ethical dimensions of the project, and has sought, and had approved, ethical approval.There is a lack of evidence to suggest that the approach to design, planning and execution of the project has been systematic.   The report has not fully considered the ethical dimensions of the project and may not have been awarded ethical approval. 
Develop, prepare and present an evaluation report which offers a range of recommendations which can be applied within a professional contextThe report includes one or more specific, measurable and implementable recommendations that are appropriate to the professional context.The recommendations that arise from the report may be general, or the relevance to the professional context is not fully articulated or justified.
Disseminate the outcomes of an evaluation project to an appropriate audience.Some evidence of dissemination and/or consultation is provided.There is an absence of evidence that shows that the outcomes have been disseminated.