How to write a business report (This handbook has bee.docxpooleavelina
How to write a business report
(This handbook has been written in collaboration with
the School of Marketing and International Business, and
Student Learning,
Victoria University of Wellington)
April 2017
i
Contents
Introduction ........................................................................................... 1
1 Planning your business report .......................................................... 2
1.1 What is the purpose of this report? ................................................................... 2
1.2 Who are the readers of this report? .................................................................. 2
1.3 What are the report’s main messages?............................................................. 3
1.4 How will the messages be structured? .............................................................. 3
2 Structuring your business report ..................................................... 4
2.1 Covering letter/memorandum ............................................................................ 4
2.2 Title Page .......................................................................................................... 5
2.3 Executive Summary .......................................................................................... 5
2.4 Table of Contents .............................................................................................. 5
2.5 Introduction ....................................................................................................... 6
2.6 Conclusions/recommendations ......................................................................... 6
2.7 Findings and discussion .................................................................................... 8
2.8 References ........................................................................................................ 8
2.9 Appendices ....................................................................................................... 8
3 Writing your business report .......................................................... 10
3.1 Use effective headings and subheadings ........................................................ 10
3.2 Structure your paragraphs well ....................................................................... 11
3.3 Write clear sentences with plain language ...................................................... 12
3.4 Keep your writing professional ........................................................................ 13
3.5 Use white space and well-chosen fonts .......................................................... 14
3.6 Number your pages......................................................................................... 15
3.7 Use footnotes, tables, figures, and appendices appropriately ......................... 15
ii
4 Concluding remarks .................................................................. ...
A Report On The Content Analysis Of Vision And Mission Statements & Environme...Navitha Pereira
Content analysis is done of the vision and mission statements of the Indian IT companies as it is a very effective tool; here certain set of themes or keywords are identified in the vision and mission statements and then their occurrence is taken into account and is recorded in terms of simple frequency.
Environmental analysis technique is where factors such as the international factors, demography, political/legal factors, technological factors and socio-cultural factors are firstly recorded and stated separately for internal environment & for the external environment and then they are totally integrated and put up into the SWOT table which is a summarizing conclusion of the analysis performed.
How to write a business report (This handbook has bee.docxpooleavelina
How to write a business report
(This handbook has been written in collaboration with
the School of Marketing and International Business, and
Student Learning,
Victoria University of Wellington)
April 2017
i
Contents
Introduction ........................................................................................... 1
1 Planning your business report .......................................................... 2
1.1 What is the purpose of this report? ................................................................... 2
1.2 Who are the readers of this report? .................................................................. 2
1.3 What are the report’s main messages?............................................................. 3
1.4 How will the messages be structured? .............................................................. 3
2 Structuring your business report ..................................................... 4
2.1 Covering letter/memorandum ............................................................................ 4
2.2 Title Page .......................................................................................................... 5
2.3 Executive Summary .......................................................................................... 5
2.4 Table of Contents .............................................................................................. 5
2.5 Introduction ....................................................................................................... 6
2.6 Conclusions/recommendations ......................................................................... 6
2.7 Findings and discussion .................................................................................... 8
2.8 References ........................................................................................................ 8
2.9 Appendices ....................................................................................................... 8
3 Writing your business report .......................................................... 10
3.1 Use effective headings and subheadings ........................................................ 10
3.2 Structure your paragraphs well ....................................................................... 11
3.3 Write clear sentences with plain language ...................................................... 12
3.4 Keep your writing professional ........................................................................ 13
3.5 Use white space and well-chosen fonts .......................................................... 14
3.6 Number your pages......................................................................................... 15
3.7 Use footnotes, tables, figures, and appendices appropriately ......................... 15
ii
4 Concluding remarks .................................................................. ...
A Report On The Content Analysis Of Vision And Mission Statements & Environme...Navitha Pereira
Content analysis is done of the vision and mission statements of the Indian IT companies as it is a very effective tool; here certain set of themes or keywords are identified in the vision and mission statements and then their occurrence is taken into account and is recorded in terms of simple frequency.
Environmental analysis technique is where factors such as the international factors, demography, political/legal factors, technological factors and socio-cultural factors are firstly recorded and stated separately for internal environment & for the external environment and then they are totally integrated and put up into the SWOT table which is a summarizing conclusion of the analysis performed.
Business Analyst - Roles & ResponsibilitiesEngineerBabu
Business analysts can benefit business multifold by successfully performing their roles and responsibilities. One of their important jobs is to make the project better understandable for both, the team as well as the client. Read more: https://engineerbabu.com/blog/business-analyst-role-and-responsibilities/
MGTS4547Management in PracticeAssessment 2 Report TemplateAsDioneWang844
MGTS4547Management in PracticeAssessment 2 Report Template
Assignment 1: Individual Report – Developing an evidence base for your recommendations.
Weight: 30%
Length: Maximum of 2500 words (+/- 10%)
Executive Summary (200-250 words)
You need to provide a summary of the following information in PARAGRAPH format:
· Purpose of the report (e.g., market analysis for a particular energy product being developed at the REIDS – SPORE demonstration site)
· Identify 3-4 theoretical frameworks you will use to undertake this market analysis. Provide a brief justification/rationale of what advantages these frameworks offer.
· Touch on product uptake implications for one or two of the following for client organisations: ethics, CSR, HRM matters, Leadership.
· Say -- in your own words – the benefits / risks of this product for Singapore and the wider ASEAN region.
Introduction (200-250 words)
An introduction is the overall ‘roadmap’ for the report document. In this section, you are meant to provide the context for the report’s topic. You are also meant to outline the topics that will be covered in each subsequent section of the report. Finally, you will articulate the main AIM of the report (what are you trying to accomplish here). In other words, restate the problem as a research question which this report will answer
Part 1 Literature review of management journal articles on energy / sustainability challenges within the business sector you chose - (800-900 words)
Topics to cover here include but are not limited to:
· Overview of the energy needs of the sector (e.g., as described in white papers issued by energy institutions, by industry peak bodies, etc.)
· Overview of the sustainability challenge in the Singapore and ASEAN region in meeting those energy needs with a reducing carbon footprint (e.g., to meet the Paris COP 2015 targets)
· Examples of what has been tried (whether successful or not), what is being planned for – this may come from industry journals (e.g.,
· Remember to ground your analysis of the literature in this section with management theory – feel free to use anything from the reading list or the library holdings.
Part 2 - Identify and select models and theory that will help you understand the implications of the REIDS-SPORE product adoption on businesses within the sector (800-900 words)
Topics to cover here include but are not limited to:
· Touch on product uptake implications for client organisations by discussing two of the following: ethics, CSR, HRM matters, Leadership. Indicative questions you may consider answering are:
· What kind of leadership and subsequent cultures need to be formed when making the change to use this product? Why and How?
· Are there environmental, social, political, or financial ethical aspects to consider regarding internal and external stakeholders? Why and How?
· How are CSR (and especially Social License) aspects going to be addressed
· How could HRM be used, internally, to manage employ ...
Jeddah Fit I have eight points to make and adjust accordingly.docxchristiandean12115
Jeddah Fit
I have eight points to make and adjust accordingly:
1) follow this Table of Contents as you can & You can see the attachment - sample plan - :
I. Table of Contents
I. Table of Contents
II. Executive Summary
III. General Company Description
IV. Products and Services
V. Marketing Plan
VI. Operational Plan
VII. Management and Organization
VIII. Personal Financial Statement
IX. Startup Expenses and Capitalization
X. Financial Plan
XI. Appendices
XII. Refining the Plan
2) Change the number of loan like this :
The total cost of starting up the business is SAR 1,640,552 where the owner,
Mr. Ahmed will provide SAR 1,235,161 . The remaining amount, which is will be funded SAR 405,391 by loan form bank.
3) Change name of owner from Mr. Ahmed TO Ms. Dania Ahmed.
4) Description and talk Repeater, please require explanation and more non-recurring details.
5) Mentioned numbers such as pricing for subscriptions on average and so on.
6) The situation is two to three years continuous and when the profit is.
7) Use Use the excel files in the attached financial numbers and add them in the plan.
The table is ready in the four attached Excel files. Just add the base numbers and calculate the rest of the table directly. Use realistic numbers not exaggerated.
8) What is the point ? (External groups are expected to raise about 25% of the total revenue of the establishment) I think it is inappropriate or incomprehensible and slightly overpriced!
Page 1 of 29
Business Plan for a Startup Business
The business plan consists of a narrative and several financial worksheets. The narrative
template is the body of the business plan. It contains more than 150 questions divided into
several sections. Work through the sections in any order that you want, except for the Executive
Summary, which should be done last. Skip any questions that do not apply to your type of
business. When you are finished writing your first draft, you’ll have a collection of small essays
on the various topics of the business plan. Then you’ll want to edit them into a smooth-flowing
narrative.
The real value of creating a business plan is not in having the finished product in hand; rather,
the value lies in the process of researching and thinking about your business in a systematic
way. The act of planning helps you to think things through thoroughly, study and research if you
are not sure of the facts, and look at your ideas critically. It takes time now, but avoids costly,
perhaps disastrous, mistakes later.
This business plan is a generic model suitable for all types of businesses. However, you should
modify it to suit your particular circumstances. Before you begin, review the section titled Refining
the Plan, found at the end. It suggests emphasizing certain areas depending upon your type of
business (manufacturing, retail, service, etc.). It also has tips for fine-tuning your plan to make
an effective pre.
A1 Experiential Learning Project Apply the Design Thinking App.docxdaniahendric
A1: Experiential Learning Project:
Apply the Design Thinking Approach to the creation of a new service and prepare a presentation of the entire process.
The presentation should include all the following major steps of Design Thinking Approach:
a) Understand. Referring to available sources (own experience, outside experts …) research the status quo on
the concept you would like to develop
b) Observe: conduct an ethnographic research by firsthand observation of potential users
c) Ideate: create as many ideas as possible (use techniques as brainstorming). Select the most promising idea
d) Prototype: translate the idea into a simple representation of the app
e) Test: the model with target users. Interact with them. Observe their reactions and behavior and collect
feed-backs to refine the concept
f) The work should also include the marketing plan of the new service.
Outcome requirements:
The slide/visual presentation (format can be selected by the team) will contain the steps in the agenda
mentioned above and it will present the service concept. A visual representation of the service is mandatory.
The Experiential Learning Project will be scored across four (4) attributes based on:
a) Applying the Design Thinking Model. For this first score, the instructor will assess the extent to which
students are able to apply the model into a simulated-real life situation
b) Transforming observations and data into usable information. For this second score, the instructor will
evaluate the extent to which students were able to organize information collected on field analysis in a
presentable fashion (i.e., table, figures, videos …)
c) Creativity: For the third score, the instructor will assess the extent to which students are able to apply
creativity in a new service development and into the presentation itself
d) Original Results: For the fourth score, the instructor will assess the extent to which students are able to
apply the innovation drivers to their project
**********EXAMPLE************
This class was maybe the most troublesome of some other class I have taken at TUI. Be that as it may, I can say I have left with a superior comprehension of Principles of Accounting. The inside and out readings of how to comprehend organizations money related wellbeing was exceptionally enlightening, yet for the present minute isn't important to what I do.
An idea that was precious to me was opportunity costs. They comprise of decisions that make substitute occasions inside people. For myself being a dad of three, officer, and understudy, I in some cases feel that I am out of luck, yet l still figure out how to get past this voyage called life. Deciding to plan something that is going for require penances is a lot of merited, and can have an advantageous effect whenever finished.
The SLP for Module 3 was intriguing on the grounds that as customers, we investigate the "four P's" constantly while shopping. Being from a little Pacific island, regardless we use ...
Learning PlanOverviewThe Learning Plan is part of the academ.docxsmile790243
Learning Plan
Overview
The Learning Plan is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you have goals and objectives planned for what you want to achieve from your Co-operative Education Placement and to provide you with a solid foundation for the rest of the academic programme.
Please note that throughout your Learning Plan you must:
apply concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
use authoritative sources
provide in-text references in APA (6th ed.)
include a Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:Be self-directed, reflective learners
Learning Goal 2: Be knowledgeable in their major field(s) of study
Learning Goal 3:Be critical enquirers and creative problem solvers
Learning Goal 4: Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:Be able to work effectively with others
Learning Goal 6:Be effective communicators
Learning Goal 7: Be connected to business
The Learning Plan is the first stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on a topic which will form the basis of your Co-operative Education Final Report.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in the one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Co-operative Education Learning Plan Checklist
Completed each section.
APA referencing and in-text citations.
Job description attached.
Research topic is focused towards the use of authoritative secondary resources.
Theories, concepts, frameworks introduced throughout.
Two personal goals included.
Personality test completed.
Personal SWOT completed.
Spellchecked and proof read document.
------------------------------------------------------------------------------------------------------------------------------------
A.Your Co-operative Education Role: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
To introduce the reader to your placement organisation as well as the specific role you will have
To examine how the role and tasks you will be doing might draw on theory ...
Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docxWilheminaRossi174
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
More Related Content
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Business Analyst - Roles & ResponsibilitiesEngineerBabu
Business analysts can benefit business multifold by successfully performing their roles and responsibilities. One of their important jobs is to make the project better understandable for both, the team as well as the client. Read more: https://engineerbabu.com/blog/business-analyst-role-and-responsibilities/
MGTS4547Management in PracticeAssessment 2 Report TemplateAsDioneWang844
MGTS4547Management in PracticeAssessment 2 Report Template
Assignment 1: Individual Report – Developing an evidence base for your recommendations.
Weight: 30%
Length: Maximum of 2500 words (+/- 10%)
Executive Summary (200-250 words)
You need to provide a summary of the following information in PARAGRAPH format:
· Purpose of the report (e.g., market analysis for a particular energy product being developed at the REIDS – SPORE demonstration site)
· Identify 3-4 theoretical frameworks you will use to undertake this market analysis. Provide a brief justification/rationale of what advantages these frameworks offer.
· Touch on product uptake implications for one or two of the following for client organisations: ethics, CSR, HRM matters, Leadership.
· Say -- in your own words – the benefits / risks of this product for Singapore and the wider ASEAN region.
Introduction (200-250 words)
An introduction is the overall ‘roadmap’ for the report document. In this section, you are meant to provide the context for the report’s topic. You are also meant to outline the topics that will be covered in each subsequent section of the report. Finally, you will articulate the main AIM of the report (what are you trying to accomplish here). In other words, restate the problem as a research question which this report will answer
Part 1 Literature review of management journal articles on energy / sustainability challenges within the business sector you chose - (800-900 words)
Topics to cover here include but are not limited to:
· Overview of the energy needs of the sector (e.g., as described in white papers issued by energy institutions, by industry peak bodies, etc.)
· Overview of the sustainability challenge in the Singapore and ASEAN region in meeting those energy needs with a reducing carbon footprint (e.g., to meet the Paris COP 2015 targets)
· Examples of what has been tried (whether successful or not), what is being planned for – this may come from industry journals (e.g.,
· Remember to ground your analysis of the literature in this section with management theory – feel free to use anything from the reading list or the library holdings.
Part 2 - Identify and select models and theory that will help you understand the implications of the REIDS-SPORE product adoption on businesses within the sector (800-900 words)
Topics to cover here include but are not limited to:
· Touch on product uptake implications for client organisations by discussing two of the following: ethics, CSR, HRM matters, Leadership. Indicative questions you may consider answering are:
· What kind of leadership and subsequent cultures need to be formed when making the change to use this product? Why and How?
· Are there environmental, social, political, or financial ethical aspects to consider regarding internal and external stakeholders? Why and How?
· How are CSR (and especially Social License) aspects going to be addressed
· How could HRM be used, internally, to manage employ ...
Jeddah Fit I have eight points to make and adjust accordingly.docxchristiandean12115
Jeddah Fit
I have eight points to make and adjust accordingly:
1) follow this Table of Contents as you can & You can see the attachment - sample plan - :
I. Table of Contents
I. Table of Contents
II. Executive Summary
III. General Company Description
IV. Products and Services
V. Marketing Plan
VI. Operational Plan
VII. Management and Organization
VIII. Personal Financial Statement
IX. Startup Expenses and Capitalization
X. Financial Plan
XI. Appendices
XII. Refining the Plan
2) Change the number of loan like this :
The total cost of starting up the business is SAR 1,640,552 where the owner,
Mr. Ahmed will provide SAR 1,235,161 . The remaining amount, which is will be funded SAR 405,391 by loan form bank.
3) Change name of owner from Mr. Ahmed TO Ms. Dania Ahmed.
4) Description and talk Repeater, please require explanation and more non-recurring details.
5) Mentioned numbers such as pricing for subscriptions on average and so on.
6) The situation is two to three years continuous and when the profit is.
7) Use Use the excel files in the attached financial numbers and add them in the plan.
The table is ready in the four attached Excel files. Just add the base numbers and calculate the rest of the table directly. Use realistic numbers not exaggerated.
8) What is the point ? (External groups are expected to raise about 25% of the total revenue of the establishment) I think it is inappropriate or incomprehensible and slightly overpriced!
Page 1 of 29
Business Plan for a Startup Business
The business plan consists of a narrative and several financial worksheets. The narrative
template is the body of the business plan. It contains more than 150 questions divided into
several sections. Work through the sections in any order that you want, except for the Executive
Summary, which should be done last. Skip any questions that do not apply to your type of
business. When you are finished writing your first draft, you’ll have a collection of small essays
on the various topics of the business plan. Then you’ll want to edit them into a smooth-flowing
narrative.
The real value of creating a business plan is not in having the finished product in hand; rather,
the value lies in the process of researching and thinking about your business in a systematic
way. The act of planning helps you to think things through thoroughly, study and research if you
are not sure of the facts, and look at your ideas critically. It takes time now, but avoids costly,
perhaps disastrous, mistakes later.
This business plan is a generic model suitable for all types of businesses. However, you should
modify it to suit your particular circumstances. Before you begin, review the section titled Refining
the Plan, found at the end. It suggests emphasizing certain areas depending upon your type of
business (manufacturing, retail, service, etc.). It also has tips for fine-tuning your plan to make
an effective pre.
A1 Experiential Learning Project Apply the Design Thinking App.docxdaniahendric
A1: Experiential Learning Project:
Apply the Design Thinking Approach to the creation of a new service and prepare a presentation of the entire process.
The presentation should include all the following major steps of Design Thinking Approach:
a) Understand. Referring to available sources (own experience, outside experts …) research the status quo on
the concept you would like to develop
b) Observe: conduct an ethnographic research by firsthand observation of potential users
c) Ideate: create as many ideas as possible (use techniques as brainstorming). Select the most promising idea
d) Prototype: translate the idea into a simple representation of the app
e) Test: the model with target users. Interact with them. Observe their reactions and behavior and collect
feed-backs to refine the concept
f) The work should also include the marketing plan of the new service.
Outcome requirements:
The slide/visual presentation (format can be selected by the team) will contain the steps in the agenda
mentioned above and it will present the service concept. A visual representation of the service is mandatory.
The Experiential Learning Project will be scored across four (4) attributes based on:
a) Applying the Design Thinking Model. For this first score, the instructor will assess the extent to which
students are able to apply the model into a simulated-real life situation
b) Transforming observations and data into usable information. For this second score, the instructor will
evaluate the extent to which students were able to organize information collected on field analysis in a
presentable fashion (i.e., table, figures, videos …)
c) Creativity: For the third score, the instructor will assess the extent to which students are able to apply
creativity in a new service development and into the presentation itself
d) Original Results: For the fourth score, the instructor will assess the extent to which students are able to
apply the innovation drivers to their project
**********EXAMPLE************
This class was maybe the most troublesome of some other class I have taken at TUI. Be that as it may, I can say I have left with a superior comprehension of Principles of Accounting. The inside and out readings of how to comprehend organizations money related wellbeing was exceptionally enlightening, yet for the present minute isn't important to what I do.
An idea that was precious to me was opportunity costs. They comprise of decisions that make substitute occasions inside people. For myself being a dad of three, officer, and understudy, I in some cases feel that I am out of luck, yet l still figure out how to get past this voyage called life. Deciding to plan something that is going for require penances is a lot of merited, and can have an advantageous effect whenever finished.
The SLP for Module 3 was intriguing on the grounds that as customers, we investigate the "four P's" constantly while shopping. Being from a little Pacific island, regardless we use ...
Learning PlanOverviewThe Learning Plan is part of the academ.docxsmile790243
Learning Plan
Overview
The Learning Plan is part of the academic programme of work you are required to complete for Co-operative Education.
It is designed to ensure that you have goals and objectives planned for what you want to achieve from your Co-operative Education Placement and to provide you with a solid foundation for the rest of the academic programme.
Please note that throughout your Learning Plan you must:
apply concepts, models, frameworks, theories and/or technical competencies from your major, and other areas of study
use authoritative sources
provide in-text references in APA (6th ed.)
include a Reference List with the full reference (APA 6th ed.)
Throughout Co-operative Education you will be focusing on how you are achieving the BBus Learning Goals set out below:
Learning Goal 1:Be self-directed, reflective learners
Learning Goal 2: Be knowledgeable in their major field(s) of study
Learning Goal 3:Be critical enquirers and creative problem solvers
Learning Goal 4: Be able to make business decisions that take into account social, ethical, environmental and global dimensions
Learning Goal 5:Be able to work effectively with others
Learning Goal 6:Be effective communicators
Learning Goal 7: Be connected to business
The Learning Plan is the first stage of the assessment programme that culminates in an Oral Brief and Final Report. In the Co-operative Education assessments you will critically reflect on, analyse and evaluate your development throughout the Co-operative Education Placement and work on a topic which will form the basis of your Co-operative Education Final Report.
Instructions for completing this document
You are required to address all of the points in each of the sections. You may either answer each point individually or you may choose to respond to all points in the one discussion using paragraphs with appropriate headings and sub-headings.
Note: Do not delete any of the information or instructions from the template
Co-operative Education Learning Plan Checklist
Completed each section.
APA referencing and in-text citations.
Job description attached.
Research topic is focused towards the use of authoritative secondary resources.
Theories, concepts, frameworks introduced throughout.
Two personal goals included.
Personality test completed.
Personal SWOT completed.
Spellchecked and proof read document.
------------------------------------------------------------------------------------------------------------------------------------
A.Your Co-operative Education Role: being knowledgeable in your major field(s) of study by demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement
The aim of Section A is as follows:
To introduce the reader to your placement organisation as well as the specific role you will have
To examine how the role and tasks you will be doing might draw on theory ...
Senior Seminar in Business Administration BUS 499Coope.docxWilheminaRossi174
Senior Seminar in Business Administration
BUS 499
Cooperative Strategy
Hitt, M.A., Ireland, R.D., & Hoskisson, R.E. (2009). BUS499: Strategic management: Competitiveness and globalization, concepts and cases: 2009 custom edition (8th ed.). Mason, OH: South-Western Cengage Learning.
Welcome to Senior Seminar in Business Administration.
In this lesson we will discuss Cooperative Strategy.
Please go to the next slide.
ObjectivesUpon completion of this lesson, you will be able to:Identify various levels and types of strategy in a firm
Upon completion of this lesson, you will be able to:
Identify various levels and types of strategy in a firm.
Please go to the next slide.
Supporting TopicsStrategic alliancesCooperative strategiesCompetitive risks
In order to achieve this objective, the following supporting topics will be covered:
Strategic alliances;
Cooperative strategies; and
Competitive risks.
Please go to the next slide.
Strategic AlliancesCooperative strategyStrategic allianceCombination of resources and capabilitiesExchange and sharing of resourcesFirms leverage existing resourcesCornerstone of many firms’ competitive strategy
Recognized as a viable engine of firm growth, cooperative strategy is a strategy in which firms work together to achieve a shared objective. Thus, cooperating with other firms is another strategy firms use to create value for a customer that exceeds the cost of providing that value and to establish a favorable position relative to competition.
A strategic alliance is a cooperative strategy in which firms combine some of their resources and capabilities to create a competitive advantage. Thus, strategic alliances involve firms with some degree of exchange and sharing of resources and capabilities to co-develop, sell, and service goods or services. Strategic alliances allow firms to leverage their existing resources and capabilities while working with partners to develop additional resources and capabilities as the foundation for new competitive advantages. To be certain, the reality today is that strategic alliances have become a cornerstone of many firms’ competitive strategy.
Please go to the next slide.
Strategic Alliances, continuedJoint ventureEquity strategic allianceNonequity strategic alliance
The three major types of strategic alliances include joint venture, equity strategic alliance, and nonequity strategic alliance.
A joint venture is a strategic alliance in which two or more firms create a legally independent company to share some of their resources and capabilities to develop a competitive advantage. Joint ventures, which are often formed to improve firms’ abilities to compete in uncertain competitive environments, are effective in establishing long-term relationships and in transferring tacit knowledge. Because it can’t be codified, tacit, or implied, knowledge is learned through experiences such as those taking place when people from partner firms work together in a join.
Select two countries that have been or currently are in confli.docxWilheminaRossi174
Select two countries that have been or currently are in conflict.
Compare the two countries using the cultural dimensions interactive index.
Briefly describe the two countries that you selected and the conflict in which they are engaged. Explain why you selected them.
Compare the two countries on the following dimensions: collectivism-individualism, masculinity-femininity, power distance, long-term orientation, and uncertainty avoidance.
Explain what insights you had or conclusions that you might now draw about the countries and/or the conflict between them based on your comparison.
Explain the role that culture plays in this conflict and how dimensions of culture might influence the resolution of the conflict.
"Hofstede's Cultural Dimensions: Understanding Workplace Values Around the World." Notice the differences between each dimension of culture.
.
Serial KillersFor this assignment you will review a serial kille.docxWilheminaRossi174
Serial Killers
For this assignment you will review a serial killer's case in depth. The killer you choose to review will also be the subject of your Week 5 final assignment, so keep your research material handy.
First, choose
one
of the following serial killers:
David Berkowitz ("Son of Sam") taunted police over a year and shot 15 people (6 died) in New York City. The movie "Summer of Sam" was about this time.
Gary Ridgway (the "Green River Killer") holds the American record for most victims. He confessed to killing 48 over a 16-year period but is suspected of having killed many more!
Wayne B. Williams is believed to be the killer of 24 children and young men in Atlanta, though there is still some doubt.
John Allen Muhammad and Lee Boyd Malvo were the "DC snipers" who shot 13 people (ten died) over three weeks in the Washington DC area in 2002.
Ted Bundy: Confessed to almost 30 murders (there may have been more). He was known for being smart and good-looking, and acted as his own lawyer.
Jeffrey Dahmer: His case captured worldwide attention after his capture, mostly due to his habit of keeping parts of his victims long after their deaths, as well as cannibalism and necrophilia.
Kristen Gilbert: An example of a female serial killer, she was a nurse who killed hospital patients in her care.
For this assignment, create a report in Microsoft Word that covers the following points:
Summarize the case: time period, location, number of victims, etc.
Describe the killer's background, methods, and area of operation.
How did the killer select his or her victims? Was there anything that the victims did to provoke the killer?
By analyzing all of the above information, you should now be able to propose a
three-part typology
and explain your analysis. Your typology should describe the killer's
motivation, location, and organized or disorganized factors. For instance, John Wayne Gacy might be described as a
Power/Control, local, organized killer.
.
SESSION 1Michael Delarosa, Department ManagerWhat sugg.docxWilheminaRossi174
SESSION 1
Michael Delarosa, Department Manager
What suggestions do you have for improvement in regards to training new supervisors?
Make sure there are opportunities for hands on problem solving. Too much of our training is theory
and supervisors need to be focused on the real-world problems that come up.
What challenges do supervisors in our plants encounter that training would help them resolve?
I'd say that a lot of the challenges we see relate to the diversity on the line. There are a lot of different
types of people working at CapraTek and they don't always play well together.
What are the most important abilities for supervisors in our plants?
Well… the first thing that comes to mind is the ability to find information. Whether it's technical
information or answers for the people who report to you. Another key ability though is the ability to
acquire technical expertise. No one comes in knowing it all, but the ability to gain necessary
knowledge is very important.
What knowledge does a new supervisor need?
A solid understanding of the job itself. Supervisors provide a lot of training to new employees, so they
need to know our systems and processes inside and out.
Should training be conducted face to face, online, or a combination of both?
I'd say a combination. There are some topics that don't really need a classroom experience, but
others where the face-to-face interaction provides as much as the actual training materials. If it had to
be one or the other, I'd definitely say face to face.
Leland Butler, Shift Supervisor
What suggestions do you have for improvement in regards to training new supervisors?
Don't think you can cover this stuff once and be done with it. I went through supervisor training when I
was promoted, but I've gotta admit, I don't remember much of it. That kind of stuff doesn't always
stick unless you're doing it. Having an opportunity to be in the job and then get training on what you're
actually dealing with is better than sitting in a training room listening to someone talk about theories
and policies.
What challenges do supervisors in our plants encounter that training would help them resolve?
Well… like I said, being able to apply the leadership and supervisory ideas in realistic situations. I'm a
hands-on kind of person and it's always better if I can do something, so maybe like getting training on
performance reviews or some of the paperwork we're all dealing with. That would be helpful.
What are the most important abilities for supervisors in our plants?
Communication and flexibility. Hands down. You need to be able to shift gears decisively and
communicate with your team.
What knowledge does a new supervisor need?
He or she needs to know what the role of their team is to the division. How it all fits together. A good
supervisor needs to be able to communicate to the people who report to him what's going on and why
things are the way they are. So, he's got to be in .
Selecting & Implementing Interventions – Assignment #4
image1.png
image2.png
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Behavioral Interventions
Behav. Intervent. 19: 205–228 (2004)
Published online in Wiley InterScience (www.interscience.wiley.com). DOI: 10.1002/bin.161
MODIFICATIONS TOBASIC FUNCTIONAL
ANALYSIS PROCEDURES IN SCHOOL
SETTINGS: A SELECTIVE REVIEW
Janet Ellis* and Sandy Magee
University of North Texas, Denton, TX, USA
This review describes applied behavioral research involving functional analyses conducted in public
school settings. Functional analyses in public school settings often require added conditions. The
modified conditions described herein include changes to experimental designs, antecedent changes that
include task variation, tasks included, idiosyncratic variables, physiological conditions, and modified
escape conditions. Finally, consequent modifications cover peer attention, tangibles, varied attention,
and altered escape. Copyright # 2004 John Wiley & Sons, Ltd.
INTRODUCTION
The primary body of functional analysis (FA) literature has historically focused on
persons with developmental disabilities in institutional/residential settings who
engaged in severe self-injurious behavior (SIB). Mace and Lalli (1991) noted that
interventions based on FAs conducted in experimental settings under highly
controlled analog conditions may be effective only to the extent that those analog
conditions match the subject’s natural environment. Johnston (1993) recommended
that, once a procedure has been experimentally developed, its value and applicability
should be assessed under practical/natural conditions. Further, passage of Public Law
105-17, Individuals with Disabilities Education Act (IDEA), in 1997 mandated that a
‘functional behavioral assessment’ be conducted on students who exhibit significant
behavior and adjustment problems. For at least these reasons, FA research has moved
beyond the tightly controlled laboratory setting and into more natural environments
involving more diverse populations. Development of behavioral assessments of
problem behavior in school settings had empirical roots—for example, 36 years ago
Thomas, Becker, and Armstrong (1968) noted that classroom teacher’s disapproval
increased rates of student’s disruptive behavior. These assessments allowed effective
Copyright # 2004 John Wiley & Sons, Ltd.
*Correspondence to: Janet Ellis, Department of Behavior Analysis, University of North Texas, P.O. Box 310919,
Denton, TX 76203-0919, USA. E-mail: [email protected]
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behavior change procedures to be implemented in t.
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A Case Study of Global Leadership Development
Best Practice
Article · April 2016
CITATIONS
0
READS
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4 authors, including:
Some of the authors of this publication are also working on these related projects:
Refreshing leadership development for the 21st century View project
Sebastian Salicru
University of Technology Sydney
13 PUBLICATIONS 4 CITATIONS
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A Case Study of Global
Leadership Development
Best Practice
“GLD is a challenging task that has become more imp.
Shared Reading FrameworkFollow this framework when viewing the v.docxWilheminaRossi174
Shared Reading Framework
Follow this framework when viewing the video lessons for Days 1,2, & 3 from Ms. Chan’s class. Compare and contrast Ms. Chan’s teaching to what is listed on this page.
(Whole)
Read aloud a shared or big book to the students. Label each step and clearly state how you will accomplish this.
·
Introduce the book: Explain what you will say to the students to introduce the book to them, if you choose to point out concepts of book, concepts of print, predicting, etc.
·
Picture Walk: Explain what you will do to provide a Picture Walk for the students, telling all that you will say to the students.
·
Read the book aloud: Explain how you will read the book aloud to the students, will you stop, on what pages, what will you say.
·
Students’ Responses: Develop a set of both literal and higher-order thinking questions to elicit student responses, use Bloom’s or Webb’s as a guide to questions.
(PART)
Direct Instruction (Name the reading skill and explain what it means)
· Explain:
(I do) Explain to the students what they will be learning and why they should learn it. Explain the skill they will be learning and explain “how it works” Summarize the skill in your own words. Teacher tells students everything you want them to learn
(objectives).
· Demonstrate
: (I do) Show the students what you would like them to do. Demonstrate to them what they will be doing to help them learn the skill. You must explain what you will do to demonstrate the skill you will be teaching. PROVIDE EXAMPLES and link to your explain step.
· Guide:
(We do, more teacher responsibility, some student responsibility) Guide the students to discuss and/or attempt the skill you just demonstrated. Explain how you will guide the students to allow them opportunities to try to apply the skill. Give support and feedback. Teacher brings students into discussion about objective and gives guidance and feedback
. (Feedback must be accurate, positive and encouraging, but also firm.)
· Practice:
(We do, more student responsibility) Explain specifically how you will guide the students to practice applying the skill by allowing them to work together with less teacher support but still feedback.
(WHOLE)
· Application:
(You do) (Read the book again and this time ask the students to apply what they learned about the reading skill to the book you are rereading.) Explain what you will have the students do to apply the skill to the text. The students should demonstrate that they can meet objective in this step.
· Students Reflect:
(You do) Develop a set of 6 – 8 questions you would ask the students to reflect on what they learned about the reading skill and what they learned from the book you read to them. This is a good time to ask questions that would meet.
Self-disclosureDepth of reflectionResponse demonstrates an in.docxWilheminaRossi174
Self-disclosure/Depth of reflection
Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable. Demonstrates an open, non-defensive ability to self-appraise, discussing both growth and frustrations as they related to learning in class, as well as implications for future learning.
Analysis/Connection to reading and outside experiences
In-depth synthesis of thoughtfully selected aspects of experiences related to the course topics. Makes clear connections between what is learned from readings, outside experiences and the topics. The reflection is an in-depth analysis of the learning experience, the value of the derived learning to self or others, and the enhancement of the student’s appreciation for the discipline. Demonstrate further analysis and insight resulting from what you have learned from readings, includes reference to at least two readings other than those assigned for class.
Connection to course objectives and BSN outcomes
Synthesize, analyze and evaluate thoughtfully selected aspects of ideas or issues from the class discussion as they relate to the course learning outcomes and the BSN program outcome. (Review your syllabus and students handbook to help make connections)
Structure, organization and grammar
Writing is clear, concise, and well organized with excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no more than three spelling, grammar, or syntax errors per page of writing.
APA format, page limitations and spelling
Follows APA professional writing style of using 12 point Times New Roman
font, 1inch margins all around, correct
APA headings, and correct format of title page.
.
Seemingly riding on the coattails of SARS-CoV-2, the alarming sp.docxWilheminaRossi174
Seemingly riding on the coattails of SARS-CoV-2, the alarming spread of monkeypox across western Europe and the United States has filled the news cycle through the summer of 2022. Monkeypox is an orthopoxvirus, similar in presentation to smallpox and chickenpox (Varicella zoster). In contrast to the related poxviruses, monkeypox has been reported to spread by sexual contact and direct skin-to-skin contact, as well as through the traditional respiratory droplet route. While there is currently no effective treatment for infected individuals, two vaccines with good efficacy are available to help stem the spread of the disease. Likewise, individuals that have been vaccinated against smallpox with vaccinia virus have some protection against contracting monkeypox. While changes in sexual behavior among vulnerable populations has so far limited the outbreak, the disease is still spreading throughout the country and has caused a handful of deaths.
What is the life cycle of monkeypox, and how exactly is it spread? What does the fact that vaccination against smallpox provides some protection against monkeypox indicate about this virus? Also, what does the spread of monkeypox reveal about the susceptibility of the population to smallpox, a disease that has been considered eradicated worldwide since the late 1980s?
In addition to your original response, you will need to respond to at least two other students’ original posts. Responses should be substantive in nature instead of just reiterating what the original poster stated, or a “good job explaining” or “me too” type of post.
Please note that in your response, plagiarism is not allowed. Please do NOT simply cut and paste information from books, journals, websites, or other sources. In addition, direct quotation of sources, regardless of whether or not the source is cited, is not allowed. Please summarize the material and what you have learned in your own words.
.
See the attachment of 1 Article belowPlease answer all the que.docxWilheminaRossi174
See the attachment of 1 Article below
Please answer all the questions below in 1-2 pages (in MLA)
1) the important concepts and terms of the readings
2) the most important arguments of the readings
3) the parts of the readings they found confusing or unclear
4) how this reading relates to previous class readings, lectures, and discussions
You do not need to have a work cited page unless you have outside materials. Please let me know if you have questions.
.
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSIONNameI.docxWilheminaRossi174
SHAPING SCHOOL CULTURE BY LIVING THE VISION AND MISSION
Name
Institution
Date
School
Hello everyone and welcome to today’s presentation. The school in focus is Highland High School which has 9 to 12th grade.
2
Name
Highland High School
Grade levels
9 to 12
Mission
The mssion of the school is to “Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”. The vision of the school is Students will “Own Their learning”
3
Mission statement
“Empower students to use knowledge, skills, and strategies to become productive members of society who use higher level thinking”
Vision statement
Students will “Own Their learning”
Strategies that embed the mission and vision
It is possible for a school to convey its ethos, mission, goals, and values to its students, staff, and parents in a variety of different methods. A school's prospectus or handbook should present information in a way that is clear and easy to comprehend, taking into account the diverse ethnic group in the area and maybe translating the text into many languages. The website of the school is the spot that makes the most sense to transmit any sort of information regarding the institution as a whole, including its ethos and so on. The internet is the first place that people search for information in this day and age since it can be accessed from anywhere in the world and every school now has its own personal website. Again, in order to experience the true environment of the school, it is necessary to combine this mode of communication with a trip to the location itself.
4
Strategy 1
Communication
Repetitive communication of the mission and vision ensures it is embedded (Jensen et al., 2018)
Communications will target all stakeholders
Technology tools will be used to facilitate communication to all stakeholders
Strategies that embed the mission and vision cont…
A well-defined statement that provides an explanation of the line of work that an individual plans to pursue over the entirety of his career is an example of a career objective. It is essential for each and every student to articulate their aspirations for their future careers. They are able to devise more efficient action plans as a result of this.
5
Strategy 2
Helping students establish career goals
Students will be encouraged to work hard to actualize the goals
Successful careers enable students to become productive members of the society (Şenol & Lesinger, 2018)
Strategies that embed the mission and vision cont…
Finding and employing the appropriate faculty members is possibly the single most significant factor that will determine the institution's long-term success. Even though conducting interviews and making hires is seen by many as an art form, there are tried-and-true strategies that the school may employ to boost its chances of finding the proper people to work there. These approaches are suppo.
Select a healthcare legislature of interest. Discuss the historica.docxWilheminaRossi174
Select a healthcare legislature of interest. Discuss the historical background of the legislation. For example, the person(s) who presented the bill. The committees the bill went through, and revision of the bill until it was passed into law. For example, health insurance is a problem within the USA. The ACA bill was created and pass into law.
.
See discussions, stats, and author profiles for this publicati.docxWilheminaRossi174
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/13998136
Self-management within a token economy for students with
learning disabilities
Article in Research in Developmental Disabilities · May 1997
DOI: 10.1016/S0891-4222(96)00045-5 · Source: PubMed
CITATIONS
17
READS
1,084
3 authors, including:
Some of the authors of this publication are also working on these related projects:
Self-regulation View project
Animal Assisted Physical Activity View project
Al Cavalier
University of Delaware
29 PUBLICATIONS 491 CITATIONS
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Ralph P Ferretti
University of Delaware
46 PUBLICATIONS 1,276 CITATIONS
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Segmented Assimilation Theory and theLife Model An Integrat.docxWilheminaRossi174
Segmented Assimilation Theory and the
Life Model: An Integrated Approach to
Understanding Immigrants and Their Children
Lissette M. Piedra and David W Engstrom
The life model offers social workers a promising framework to use in assisting immigrant
families. However, the complexities of adaptation to a new country may make it difficult
for social workers to operate from a purely ecological approach. The authors use segmented
assimilation theory to better account for the specificities of the immigrant experience. They
argue that by adding concepts from segmented assimilation theory to the life model, social
workers can better understand the environmental Stressors that increase the vulnerabilities
of immigrants to the potentially harsh experience of adapting to a new country. With these
concepts, social workers who work with immigrant families will be better positioned to
achieve their central goal: enhancing person and environment fit.
KEY WORDS: acculturation; assimilation; immigrants; life model; second generation
Nearly a century ago,Jane Addams (1910)
observed that immigrants needed help
integrating their European and American
experiences to give them meaning and a sense of
relation:
Power to see life as a whole is more needed in
the immigrant quarter of the city than anywhere
else Why should the chasm between fathers
and sons, yawning at the feet of each generation,
be made so unnecessarily cruel and impassable
to these bewildered immigrants? (p. 172)
The inability of some immigrant families to
integrate the cultural capital from the world left
behind with the demands of the new society creates
a gulf of experience between immigrants and their
children that can undermine the parental relation-
ship. Today, the issue of family cohesion in the face
of acculturative Stressors remains central to the im-
migrant experience and creates a sense of urgency
because it is so linked with the success of the second
generation. The size of the immigrant population
and the role their children \vill play in future labor
markets (Morales & Bonilla, 1993; Sullivan, 2006)
moves the problem from the realm of the person
to the status of a larger public concern.
Immigrant families are rapidly becoming the
"typical" American family. More than one in seven
families in the United States is headed by a foreign-
born adult. Children of immigrant parents are the
fastest growing segment of the nation's child popula-
tion (Capps, Fix, Ost, Reardon-Anderson, & Passel,
2004).The U.S. Census Bureau (2003) reported that
slightly more than 14 million children (approxi-
mately one in five) live in immigrant families; the
percentage is even higher (22 percent) for children
under the age of six (U.S. Census Bureau, 2001).
At a structural level, these changing demographics
create large-scale and long-range effects that bear
on many social services and many issues of social
pohcy (Sullivan, 2006). Specifically, the population
growth of native-born children in nonwhite.
Select a local, state, or national public policy that is relev.docxWilheminaRossi174
Select a local, state, or national public policy that is relevant today in the local, regional, or national news
Examples:
Local: community or urban growth (examples: results of rezoning, reuse of public structures, closed down school/public buildings that will convert to private business enterprise).
State: Private land converted to public spaces (examples: airports, road, or highway usage).
Federal: Gun policy, drug policy, immigration (examples: effects on jobs, background checks, cultural changes in communities).
Identify how the policy was formulated from a historical standpoint and identify which stakeholders were involved in the process.
Appraise the position whether the policy creates a benefit for one group (or stakeholder) while other groups experience disadvantages or negative challenges because of public policy implementation.
.
School of Community and Environmental HealthMPH Program .docxWilheminaRossi174
School of Community and Environmental Health
MPH Program
Epidemiology: MPH 746
(
Second
Assignment
)
(
Type in you name here as
First Name , Last Name
)
Read the Paper below and answer the following questions. Your answer should be typed in below; and the submitted document should be in Microsoft Word document. The answer for any question should not exceed one paragraph (5-6 lines). The deadline for submission is 11:59 pm EST Nov. 9th, 2022.
(
Ellison LF, Morrison HI:
Low serum cholesterol concentration and risk of suicide
.
Epidemiology
2001,
12
(2):168-172.
)
Question1 (Max. 0.5 point)
What is the purpose of the study?
Question2 (Max. 0.5 point)
What is the study design? What is the exposure? What is the outcome?
Question3 (Max. 2 points)
How the exposure was measured? How the outcome was measured?
Question4 (Max. 1.5 points)
From Table II, calculate the Crude Rate Ratio for serum total cholesterol <4.27 mmol/l compared to >5.77 mmol/l. (must show the details of calculation)
Question5 (Max. 1.5 points)
What is the meaning of this crude Rate Ratio?
Question6 (Max. 1.5 points)
In Table 3, what is the meaning of age and sex adjusted RR of serum total cholesterol <4.27 mmol/l compared to serum total cholesterol >5.77 mmol/l. Was there confounding by age and sex, why or why not? Is the RR statistically significant? What is the meaning of the 95%CI for the RR?
Question7 (Max. 0.5 points)
Was the ascertainment of the outcome as complete as possible? Was there a follow chart?
Question8 (Max. 0.5 points)
The authors stated in the discussion “The possibility of under-ascertainment of suicide deaths is always a concern, although it is probably unlikely that ascertainment varied by serum total cholesterol level”
Explain what the authors meant by their statement.
Question9 (Max. 0.5 points)
Were those who measured the outcome blinded from the exposure status?
Question10 (Max. 0.5 points)
Have the exposures been well measured, or is there any random or systematic misclassification?
Question11 (Max. 5 points)
Do the “exposed” differ from the “unexposed” with respect to other factors? Have these differences taken into account in the design or analysis? i.e. How the authors dealt with confounding?
1
image1.png
Students will synthesize the information they have gathered during the course to formulate a presentation advocating for a practice change in relation to an area of interest to NP practice.
Creating a Professional PowerPoint PresentationDownload Creating a Professional PowerPoint Presentation
In a PowerPoint Presentation, address the following.
1.
Title Slide
2.
Introduction (1 slide): Slide should identify concepts to be addressed and sections of the presentation. Include speaker’s notes that explain, in more detail, what will be covered.
.
School Effects on Psychological Outcomes During Adolescence.docxWilheminaRossi174
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Search the gene belonging to the accession id you selected in week 2.docxWilheminaRossi174
Search the gene belonging to the accession id you selected in week 2. Use both Ensembl
https://useast.ensembl.org/index.html
and UCSC
https://genome.ucsc.edu/cgi-bin/hgGateway
genomic browsers to get these genomic/sequence features.
For transcript information including UTRs. provide:
Chromosome
Gene location
Coordinates (exons and introns) these are positions in the sequence
Total exon count -> state if this was the same as what you retrieved from NCBI. Note it could be different because it is a different organism.
ORF Strand: some tools present with signs such as -/+, others will state positive/negative or forward/reverse
promoter region
Coding Region
Coordinates (start and end sequence positions)
coding exon count (this may differ from the total count).
positions for coding exons
Compare and contrast the level of information provided by the two genomic browsers against each other and against the information you were able to get from NCBI resources
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
CMGT578 v12Long-range IT Plan Focusing on InnovationCMGT578
1. CMGT/578 v12
Long-range IT Plan Focusing on Innovation
CMGT/578 v11
Page 2 of 2Long-range IT Plan Focusing on Innovation
For this assignment, you’re a senior IT manager at Reynolds
Tool & Die. You have been asked to write a 3-page plan
detailing how you will create a culture of innovation in IT
operations and integrate IT innovation into long-range strategic
planning. Your proposal should include recommendations for
specific technology innovations and explain how you expect
these innovations to drive business success over time.
This assignment requires you to analyze the company’s goals;
analyze how IT innovation can contribute to those goals and
how the current environment might be able to support
innovation. After you have completed your analyses, you will
synthesize all of this information into a long-range IT plan
focusing on innovation. Specifically, your plan needs to address
two things:
1. What IS innovations can you propose that align with the
strategic long-range plans of both IT and the organization?
2. How can you create a culture of innovation within your IT
organization?
Headings should be as follows:
I. Long-range, Innovative
Solution
2. s Planning
Consider this a wish list. What innovative technologies will you
propose to help Reynolds accomplish its long-range goals? For
example, does artificial intelligence have a place in the
organization? Big Data? What about next generation cloud
technologies? How will mobility (related to mobile devices) fit
into your planning?
II. Creating a Culture of Innovation in the IT Organization
In order to implement creative solutions, you need an
innovative team. Going forward, you’ll want to hire the right
people and train them the right way. You already have staff who
have been doing things a specific way, and you need to create a
culture of innovation throughout the organization. How will you
do that? Some areas to address are:
i. IT Staffing and Training
Does your current staff have the right skill sets? What skill sets
will they need to add in order to be innovative? What are the
potential budget considerations for ongoing training?
ii. R&D
Can you make the case for research and development (R&D)
4. i
Contents
Introduction
........................................................................................... 1
1 Planning your business report
.......................................................... 2
1.1 What is the purpose of this report?
................................................................... 2
1.2 Who are the readers of this report?
.................................................................. 2
1.3 What are the report’s main
messages?............................................................. 3
5. 1.4 How will the messages be structured?
.............................................................. 3
2 Structuring your business report
..................................................... 4
2.1 Covering letter/memorandum
............................................................................ 4
2.2 Title Page
...............................................................................................
........... 5
2.3 Executive Summary
.......................................................................................... 5
2.4 Table of Contents
..............................................................................................
5
2.5 Introduction
...............................................................................................
........ 6
2.6 Conclusions/recommendations
6. ......................................................................... 6
2.7 Findings and discussion
.................................................................................... 8
2.8 References
...............................................................................................
......... 8
2.9 Appendices
...............................................................................................
........ 8
3 Writing your business report
.......................................................... 10
3.1 Use effective headings and subheadings
........................................................ 10
3.2 Structure your paragraphs well
....................................................................... 11
3.3 Write clear sentences with plain language
...................................................... 12
7. 3.4 Keep your writing professional
........................................................................ 13
3.5 Use white space and well-chosen fonts
.......................................................... 14
3.6 Number your
pages............................................. .........................................
... 15
3.7 Use footnotes, tables, figures, and appendices appropriately
......................... 15
ii
4 Concluding remarks
........................................................................ 17
References
...........................................................................................
18
Appendix A: Checklist of a business report
8. ..................................... 19
Appendix B: Linking ideas within sentences and paragraphs
........ 20
Appendix C: Specific report requirements
....................................... 21
Appendix D: An example of a finished report
.................................. 23
1
Introduction
Writing an effective business report is a necessary skil l for
communicating
ideas in the business environment. Reports usually address a
specific issue or
problem, and are often commissioned when a decision needs to
be made.
9. They present the author’s findings in relation to the issue or
problem and then
recommend a course of action for the organisation to take. The
key to a good
report is in-depth analysis. Good writers will show their reader
how they have
interpreted their findings. The reader will understand the basis
on which the
conclusions are drawn as well as the rationale for the
recommendations.
Report writing uses some of the writing skills you have already
acquired. You
will structure your paragraphs and reference your ideas just as
you have been
doing in your essays and other assignments within your
Commerce degree.
10. You might want to refer to the Victoria Business School Writing
Skills
Workbook you received in the first year. Report writing
sometimes differs in
structure and style. This handbook will help you plan, structure,
and write a
basic report. Remember, though, that reports will vary
according to their
purpose and the needs of their reader/s. Throughout your
university career,
different courses and/or different lecturers may have slightly
different
requirements for reports. Please always check the requirements
for each
assignment.
11. Acknowledgement
We acknowledge Write Limited, New Zealand’s plain English
specialists.
Many of their principles for good business writing are reflected
in this
handbook. A reference to their style guide is found in the
reference list on p
17.
2
1 Planning your business report
As in all writing, planning is vitally important. The key
questions to ask yourself
when planning a business report are:
12. purpose of this report
1.1 What is the purpose of this report?
Keep in mind that the purpose of a business report is generally
to assist in
decision making. Be sure you are clear on what decision is to be
made and
the role the report plays in this decision. It might be useful to
consider the
purpose in this way: As a result of this report, my reader/s will
…
For example:
13. As a result of this report, my reader/s will know:
- how well our recycling programme is doing
- how to increase participation in it.
1.2 Who are the readers of this report?
Consider the main reader/s, but also secondary readers. The
main reader for
the recycling report alluded to above is the director of the
recycling
programme. Secondary readers might be the facilities
management team on
campus, the finance team, etc.
Try to understand what the readers already know, what they
need to know,
and how they will use this report. You will need to give enough
14. information to
satisfy all these potential readers. You will need to use headings
carefully so
that different readers can use the report in different ways.
3
1.3 What are the report’s main messages?
about the
main message/s you need to convey, and therefore what
information is
required. Ask yourself: What are the required pieces of
information I
need to include?
15. include?
1.4 How will the messages be structured?
The modern business approach is direct (or deductive, to use a
more
sophisticated term). This approach presents the conclusions or
recommendations near the beginning of the report, and the
report provides
justification for these recommendations. This approach will be
used for the
remainder of this handbook and for report writing in general in
the Victoria
Business School (Commerce Faculty).
It should be noted, however, that there is sometimes a place for
the indirect
16. (inductive) approach. This approach leads the reader through
the discussion
first and reveals the conclusions and recommendations at the
end of the
report. This approach might be used if the recommendations are
likely to be
controversial or unpopular (Emerson, 1995).
The next step is to construct an outline, or structure, for your
report. Check
for a logical flow, and check your outline against your purpose,
your reader/s,
and the report’s relevant information requirements.
4
17. 2 Structuring your business report
A business report may contain:
ntents
18. 2.1 Covering letter/memorandum
Often a letter is attached to a report to officially introduce the
report to the
recipient. If the recipient is outside the organisation, a letter
format is
appropriate; if the recipient is inside the organisation, a
memorandum/memo
is appropriate.
The covering letter or memorandum should:
the report
19. 5
2.2 Title Page
The title page should be brief but descriptive of the project. It
should also
include the date of completion/submission of the report, the
author/s, and their
association/organisation.
2.3 Executive Summary
The executive summary follows the title page, and should make
sense on its
own. The executive summary helps the reader quickly grasp the
report’s
20. purpose, conclusions, and key recommendations. You may think
of this as
something the busy executive might read to get a feel for your
report and its
final conclusions. The executive summary should be no longer
than one page.
The executive summary differs from an abstract in that it
provides the key
recommendations and conclusions, rather than a summary of the
document.
2.4 Table of Contents
The table of contents follows the executive summary on a new
page. It states
the pages for various sections. The reader receives a clear
orientation to the
21. report as the table of contents lists all the headings and sub-
headings in the
report. These headings and sub-headings should be descriptive
of the content
they relate to (see section 3 of this handbook).
6
2.5 Introduction
The introduction sets the stage for the reader. It gives the
context for the
report and generates the reader’s interest. It orients the reader
to the purpose
of the report and gives them a clear indication of what they can
expect.
22. The introduction should:
report (extent of investigation)
assumptions made.
(Adapted from Emerson, 1995, p. 35)
2.6 Conclusions/recommendations
A business report usually needs both conclusions and
recommendations. The
23. difference between conclusions and recommendations in a
report lies in the
orientation to time. Conclusions typically relate to the present
or past
situation.
When writing conclusions:
the findings; say what they mean
new material
aggerating or manipulating the data.
(Guffey, Rhodes & Rogin, 2001, p. 391)
24. 7
Recommendations are oriented to the future: what changes are
recommended, or what actions are recommended for the future?
They are
specific, action-oriented suggestions to solve the report
problem.
When writing recommendations:
problem
25. you were
requested to do this)
most
important to least important.
(Guffey, et al. 2001, p. 392)
Although the conclusions and recommendations are presented
before the
discussion, they need to logically flow from the discussion.
Taking a deductive
approach allows the reader insight into your
conclusions/recommendations
early on. When your reader reads the discussion afterwards,
they will follow it
more easily. Here are some examples of conclusions and
26. recommendations:
Conclusions Recommendations
Home and family responsibilities directly
affect job attendance and performance.
Provide managers with training in working
with personal and family matters.
Time is the crucial issue to balancing
work and family income.
Institute a flexitime policy that allows
employees to adapt their work schedule
to home responsibilities.
A manager supportive of family and
27. personal concerns is central to a good
work environment.
Publish a quarterly employee newsletter
devoted to family and child-care issues.
(Adapted from Guffey, et al. 2001, p. 391-392)
8
2.7 Findings and discussion
The discussion is the main part of your report and should
present and discuss
your findings. It should give enough information, analysis, and
evidence to
support your conclusions, and it should provide justification for
your
28. recommendations. Its organisation will depend on your purpose,
scope, and
requirements, but it should follow a logical and systematic
organisation. The
discussion should be subdivided into logical sections, each with
informative,
descriptive headings and a number.
Where your report’s purpose is to recommend the best solution
to a problem,
you should show clear analysis of all options. You should
explain any
analytical framework you used, such as SWOT or cost benefit
analysis. This
analysis of options can often be presented effectively in tables.
2.8 References
29. Whenever you use information from other sources, references
must be
provided in-text and in a list of references. The style of
referencing may be
dictated by your faculty or organisation. The Faculty of
Commerce at Victoria
uses APA. See the Victoria Business School Writing Skills
Workbook (that you
were given in first year in the FCOM 111 course) for
information on APA
referencing or see the APA manual (APA, 2010). You can
download a copy of
the Writing Skills Workbook from the VBS website.
2.9 Appendices
If material is important to your discussion and is directly
referred to, then it
30. should be included in your discussion proper. However, you
might want to use
appendices to include supplementary material that enhances
understanding
for the reader. You might use appendices to provide details on
the process or
analysis you underwent (or which was required by your
supervisor or lecturer).
http://www.victoria.ac.nz/vbs/teaching/resources/VBSWritingB
ooklet.pdf
9
When you choose to include information in appendices, you
should refer to it
clearly in your text (refer Appendix A). A single appendix
31. should be titled
APPENDIX. Multiple appendices are titled APPENDIX A,
APPENDIX B, etc.
Appendices appear in the order that they are mentioned in the
text of the
report.
Appendices should:
specific readers
d
—not just ‘tacked on’.
32. (Adapted from Emerson, 1995, p. 41)
A checklist of elements of a good business report is provi ded in
Appendix A.
10
3 Writing your business report
Now that you have organised your thoughts, you need to put
them into writing.
Ensure your writing demonstrates clarity and logic. You should
think
constantly about your readers and make your report easy for
them to read. To
33. achieve good readability, you should:
e and well-chosen fonts
3.1 Use effective headings and subheadings
Headings and subheadings are useful tools in business writing.
Ensure they
are descriptive of the content to follow. In other words, rather
than labelling a
34. section Section 2.5, it would be better to describe it as 2.5
Justification for
the high risk scenario. It is also essential that the hierarchy of
headings and
subheadings is clear. Use formatting (font size, bold, etc.) to
show headings
versus subheadings. Headings/subheadings at the same level
should use
parallel form (the same grammatical construction). The
following examples
illustrate this principle.
Ineffective headings with non-
parallel construction
Effective headings with parallel
construction
35. Establishing formal sales
organisation
Establish formal sales organisation
Production department
responsibilities
Define responsibilities within the
production department
Improve cost-accounting Improve cost accounting
(Adapted from Munter, 1997, p. 53)
11
Use sentence case for headings. This means that your first word
should
36. have a capital letter, but subsequent words have small letters,
unless, of
course, they are proper nouns (Write Limited, 2013). Remember
to
ensure that all material placed underneath a heading serves that
heading.
It is easy to go off on a tangent that does not relate to a
heading.
Remember also that all content must relate to your purpose.
Every time
you write a new section of your report, check that it fulfils the
purpose of
the report.
3.2 Structure your paragraphs well
Your headings will help create logical flow for your reader, but
37. under each
heading, you should create a series of paragraphs that are also
logically
ordered and structured. Paragraphs should be ordered in a
logical sequence
beginning with the most important material first. Within your
paragraphs you
should also use a structure that helps your reader. Each
paragraph should
begin with a topic sentence that states the main idea or topic of
the
paragraph. Typically a paragraph will have between 100 and
200 words and
will have the following structure.
ea of paragraph)
38. sentence)
sentence
and include statistics, examples, and citations)
e that answers the
question
‘so what?’; this is your opportunity to show your critical
thinking ability)
Remember to link your paragraphs well. The first sentence
(usually the topic
sentence) is a good place to make a link between paragraphs.
One of the
most common ways to link paragraphs is to use the principle,
‘something old,
something new’. This means you will include a word or phrase
39. that contrasts
12
the topic of the previous paragraph with the topic of your new
paragraph. Take
a look at the topic sentence at the beginning of this section 3.2.
You will see
that this topic sentence links to the material before it. For an
example showing
how to link ideas in a paragraph using the ‘something old,
something new’
principle, see Appendix B.
3.3 Write clear sentences with plain language
Academic and business writing should be clear. You want to
40. clearly
communicate your understanding of the topic and the strength
of your
argument. In order to do this, keep your sentences short and use
plain
language where you can (Write Limited, 2013). Sentences that
are too long
and complicated are difficult to understand. A good average
length is 15–20
words (roughly 1.5 lines). Try not to go over 2 lines. Sometimes
students try to
use big words in order to sound academic. This is not always a
good idea. If
you need a big (sometimes technical) word, fine. However, if a
shorter one
does the job, use it. For example, use is better than utilise, and
change is
41. better than modification.
Look at the following example.
Phase one of the project included the collection of a range of
data and
research material completed during 2011, which was utilised in
the creation of
a range of soon to be finalised analyst ‘personas’, and input into
the planning
of a new enhanced information architecture for the business’s
online channel,
particularly resources for current analysts.
Now look at a plainer version.
In 2011, the team undertook phase one of the project. They
collected a range
42. of data and research material. Using this collected material,
they created
analyst ‘personas’. They also began to plan an enhanced
information
architecture for the business’s online channel. Current analysts
can use some
of the resources the team have created.
13
You will notice some of the sophisticated words have changed
to plainer ones.
You will also notice that the sentences are shorter and easier to
understand.
Another change relates to ‘active voice’. You will notice that
the first example
43. uses some ‘passive voice’: which was utilised. Passive voice
enables writers
to omit the people (or doers) from their sentences. However,
readers often
appreciate knowing ‘who’ does something. You will notice in
the second
example, the writer adds a doer: team. This means the writer
can now use the
active voice: In 2011, the team completed…All of these
techniques—short
sentences, plainer language, and active voice—will help your
reader
understand your message in one reading. This is especially
important in
business writing where readers have busy working days.
3.4 Keep your writing professional
44. Ensure you use an appropriate tone for your readers. Where
possible, use
personal pronouns we and you: We recommend you check the
building’s
foundations. Personal pronouns create a friendly tone that is
appropriate for
New Zealand business and government. They also help the
writer avoid the
passive voice. And, as stated above, readers like to know ‘who’
will do
something. However, sometimes you might want a more formal
tone where
personal pronouns are not appropriate. In these cases, you can
use words
like research or report as your sentence subject: This report
discusses…, This
45. research has found that… . Another way of ensuring
appropriate tone is to
avoid terms that may be interpreted as offensive to ethnic or
other groups. Be
careful to use gender-neutral terms. For example, use plural
pronouns (they
when referring to clients) rather than gender-specific pronouns
(he or he/she).
Another aspect of tone relates to the use of contractions.
Contractions are
words like we’ve or it’s. They are informal. For many business
reports and for
all academic reports, you will need to avoid them and write we
have or it is.
Other important characteristics of professional writing are
editing and
proofreading. You should leave 24 hours between writing your
46. draft and
editing it. You should also leave another 24 hours between
editing and
proofreading. Leaving time between these stages of the writing
process allows
14
you to detach yourself from your writing and put yourself in
your reader’s
shoes. When editing, check for:
ssary content
47. When proofreading, check for:
Remember to leave enough time for these last two stages.
Thorough editing
and proofreading will make a big difference to the readability of
your report (as
well as to your marks!), and it is a courtesy to the reader.
3.5 Use white space and well-chosen fonts
48. White space refers to the empty space on the page. Business
reports which
have a more balanced use of white space and text are easier to
read and
more effectively communicate main points and subordinate
ideas. Create
white space by:
–3cm)
possible
15
49. 3.6 Number your pages
Your title page has no number. Use Roman numerals for the
executive
summary and table of contents (i, ii, iii), and Arabic numbers
for the remainder
of the report (1, 2, 3 …).
3.7 Use footnotes, tables, figures, and appendices appropriately
Footnotes should be used sparingly. Points that are important
can usually be
integrated into the text. Footnotes or endnotes should not be
used for
referencing (see References above).
In business reports, tables and figures are often used to
represent data,
50. processes, etc. Tables and figures should be inserted in the text
of the
document, close to the discussion of the table/figure. If the
information is
something which the reader could refer to rather than should
refer to, then it
may go in the appendices. Tables and figures have different
purposes. A table
contains an array of numbers or text (such as a SWOT table). A
figure is
something that contains graphical content, such as graphs
created in Excel,
organisational charts, or flow charts.
Insert each table/figure one-and-a-half or two lines below the
text. The
table/figure should be identified with a label and title which
describes the
51. content, for example, Table 1. GDP of New Zealand, 1988–
2002.
If a table, figure, or appendix is included in a document, then
there must be
text that refers to it! The text should refer to it by name (As
Table 1
shows ….). The text should explain the highlights of the table
or figure, not
every detail. Do not leave it to the reader to try to figure out
why you included
the table or figure in your document. At the same time, ensure
that your
tables/figures supplement and clarify the text but do not
completely duplicate
it. Also ensure that there is sufficient information in the table or
figure so that
52. the reader can understand it without having to consult the text.
16
Footnotes immediately underneath the table or figure should be
used to
explain all abbreviations and symbols used. Do not forget to add
the source of
your material.
17
53. 4 Concluding remarks
Now that you have the tools to develop your report, your
communication
should be more efficient and effective. Individual schools may
have specific
requirements for your report, so check with your course
coordinators in case
they have specific requirements. For example, the School of
Marketing and
International Business provides the guide attached in Appendix
C. A sample
report for general business writing is provided in Appendix D.
Don’t forget to make use of the resources at Student Learning
should you
require more guidance. Happy writing!
54. 18
References
APA. (2010). Publication manual of the American
Psychological Association
(6th ed.). Washington, DC: American Psychological
Association.
Emerson, L. (Ed.) (1995). Writing guidelines for business
students.
Palmerston North: The Dunmore Press.
Guffey, M. E., Rhodes, K., & Rogin, P. (2001). Business
communication:
55. Process and product (3rd Canadian ed.). Scarborough, Ontario:
Nelson
Thomson Learning.
Munter, M. (1997). Guide to managerial communication:
Effective business
writing and speaking (4th ed.). Upper Saddle River, NJ:
Prentice Hall.
Write Limited, (2013). The Write Style Guide for New
Zealanders: A manual
for business editing. Wellington, New Zealand: Write Limited.
19
56. Appendix A: Checklist of a business report
summary, table
of contents …)
headings
and subheadings
as logical
flow
paragraph structure
58. which are essential to the discussion are included within the
text
20
Appendix B: Linking ideas within sentences and paragraphs
occur as closely
together as possible. For example, The PLC is important, not
The PLC,
which has been around a long time, and has seen wide use, in
many
contexts, continents, industries, product categories, and so
forth, is
59. important.
position in the
sentence. In a short sentence, the stress position is usually at
the end of
the sentence. You want to emphasize new material. For
example,
assuming you have already introduced the PLC, and the point
you want to
make next is that it is important, you would write, The PLC is
important,
rather than, An important concept is the PLC.
the sentence,
The PLC is important, you have accomplished two things. First,
you have
60. made the point that the purpose of the paragraph is to argue that
the PLC
is important. Second, the notion that it is important is no longer
new
information. Subsequent sentences should provide new
information that
supports that point.
It is important because it explains why firms must develop new
products;
or:
It is important for three reasons. The first reason is .....; or:
It is important for many reasons. One important reason is .....
Note that the stressed part of the previous sentence is no longer
new and
61. has been moved to the front of the current sentence. The new
information
in the current sentence is a reason why the PLC is important.
The reason
is placed in the stress position.
he PLC
is
important. It is important because it explains why firms must
develop new
products. New products must be developed because competitors
enter the
firm’s markets, offerings become more homogeneous, prices
decrease,
and margins are reduced.
21
62. [Title of your report/project]
[Name/Code of your course]
Lecturer: [Lecturer’s Name]
Submitted by:
[Your name]
[Your student number]
Tutor: [Tutor’s Name]
Tutorial Number: [#]
Submitted: [Date of submission]
Word Count: [ ]
63. Appendix C: Specific report requirements
For all reports, be sure that you adhere to the requirements of
your particular
organisation. In New Zealand business and government, these
requirements
will usually be stated in your organisation’s style guide. A style
guide is a
handbook telling writers which conventions of grammar,
punctuation, and tone
to follow. It also tells writers how to format their documents. At
Victoria, you
should adhere to your particular course and/or school
requirements.
Specific requirements for most reports submitted in the School
for
64. Marketing & International Business (SMIB)
1. Answer the question
The most important requirement is to answer the question! Be
sure to read
your assignment question very carefully.
2. Structure your report effectively
Use this handbook to guide your structure.
The key parts of your reports will be:
65. ces
22
3. Give careful consideration to your page layout and
presentation
Use:
-point font
throughout
the report, including in tables and figures
entimetre (one inch) margins at the top, bottom, and
both sides of
66. the document
first line of
each paragraph.
4. Reference in APA
Ensure you reference consistently in APA style. You should use
in-text
referencing for each citation (material that you have taken from
other
sources). This material will be either quotes or paraphrases.
Include a
reference list at the end of your report, again paying careful
attention to APA
67. style for different types of references. Your reference list will
include the
sources that showed up in your in-text referencing. It is not a
list of everything
you read, just of the material you actually included in your
report.
23
Appendix D: An example of a finished report
This example report has been adapted from a model report in
Guffey, M.E.,
Rhodes, K., Rogin, P. (2001). Business communication: Process
and Product,
68. 3rd Canadian Edition. Scarborough: Nelson Thomson Learning.
Pp. 461-473.
While the content follows Guffey et al (2001), the formatting
has been changed to
match the style described in the VBS report writing guide,
including APA
referencing rather than MLA. Formatting has also been updated
in line with
current usage, and section numbering added. The commentary
provided in side
annotations are in the main taken from Guffey et al (2001), and
further
annotations can be found in the original.
24
69. Memorandum
DATE: 19 January, 2010
TO: Cheryl Bryant, Director
Recycling Programme
Office of Associated Students
FROM: Alan Christopher, OAS Business Senator
SUBJECT: Increasing participation in West Coast College’s
recycling programme
Here is the report you requested on 11 December 2009. It
relates to the
status of West Coast College’s recycling programme. This
report gives
recommendations for increasing awareness and use of the
recycling
70. programme. It incorporates both primary and secondary
research. The
primary research focused on a survey of members of the West
Coast
College campus community.
Although the campus recycling programme is progressing well,
the
information gathered shows that with more effort we should be
able to
increase participation and achieve our goal of setting an
excellent example
for both students and the local community. Recommendations
for increasing
campus participation in the programme include educating
potential users
about the programme and making recycling on campus easy.
I am grateful to my business communication class for helping
me develop a
questionnaire, for pilot testing it, and for distributing it to the
campus
community. Their enthusiasm and support contributed greatly
to the success
of this OAS research project.
71. Please telephone me if you would like additional information. I
would be
happy to implement some of the recommendations in this report
by
developing promotional materials for the recycling campaign.
74. Campus Recycling Program
Presented to
Cheryl Bryant
Recycling Director
Office of Associated Students
West Coast College
Prepared by
Alan Christopher
Business Senator
Office of Associated Students
75. 19 January, 2010
Cover Page
Include all
relevant details.
Check
requirements.
No page
number
26
Executive summary
Purpose and method of this report
76. West Coast’s recycling programme was created to fulfil the
College’s social
responsibility as an educational institution as well as to meet
the demand of
legislation requiring individuals and organisations to recycle.
The purposes of this
report are to:
programme
We conducted a questionnaire survey to learn about the campus
community’s
recycling habits and to assess participation in the current
recycling programme. A
total of 220 individuals responded to the survey. Since West
Coast College’s
recycling programme includes only aluminium, glass, paper, and
plastic, these were
the only materials considered in this study.
77. Findings and conclusions
Most survey respondents recognised the importance of recycling
and stated that they
recycle aluminium, glass, paper, and plastic on a regular basis
either at home or
work. However, most respondents displayed a low level of
awareness of the on-
campus programme. Many of the respondents were unfamiliar
with the location of the
bins around campus and, therefore, had not participated in the
recycling programme.
Other responses indicated that the bins were not conveniently
located.
The results of this study show that more effort is needed to
increase participation in
the campus recycling programme.
Recommendations for increasing recycling participation
Recommendations for increasing participation in the programme
include:
78. individuals and on-campus student groups
-campus presentations
explaining
the need for recycling and the benefits of using the recycling
programme
i
79. Tell purpose of the
report and briefly
describe the research
81. Table of Contents
1 Introduction ................................................... 1
1.1 West Coast’s Recycling Programme ..................................
2
1.2 Purpose of study
................................................................. 2
1.3 Scope of the study
............................................................. 2
1.4 Sources and methods .........................................................
3
2 Conclusions ................................................. 4
3 Recommendations ........................................ 5
4 Findings and discussion .............................. 6
4.1 Recycling habits of respondents .......................................
82. 6
4.2 Participation in recycling on campus ................................
7
4.2.1 Student awareness and the use of bins
........................................... 8
4.2.2 Reasons for not participating
................................................. 9
4.2.3 Location of recycling bins
...................................................... 9
References ................................................................ 10
Appendix
West Coast Recycling Programme Survey
............................................ 11
ii
83. Use leaders to
guide eye from
heading to page
number
28
1 Introduction
North American society is often criticised as being a “throw
away” society,
84. and perhaps that criticism is accurate (Cahan, 2008). We discard
11 to 14
billion tons of waste each year, according to the US
Environmental
Protection Agency. Of this sum, 180 million tons comes from
households
and businesses, areas where recycling efforts could make a
difference
(Hollusha, 2010). According to a survey conducted by Decima
Research, 73
percent of North American companies have waste reduction
programmes
(Schneider, 2008). Although some progress has been made,
there is still a
problem. For example, the annual volume of discarded plastic
packaging in
North America is eight billion tons—enough to produce 118
million plastic
park benches yearly (Joldine, 2009). Despite many recycling
programmes
and initiatives, most of our rubbish finds its way to landfill
sites. With an ever-
increasing volume of waste, estimates show that 80 percent of
North
America’s landfills will be full by the year 2015 (de Blanc,
85. 2009).
To combat the growing waste disposal problem, some states and
provinces
are trying to pass legislation aimed at increasing recycling.
Many North
American communities have enacted regulations requiring
residents to
separate bottles, cans, and newspapers so that they may be
recycled
(Schneider, 1999). Other means considered to reduce waste
include tax
incentives, packaging mandates, and outright product bans
(Hollusha, 2010).
All levels of government are trying both voluntary and
mandatory means of
reducing rubbish sent to landfills.
1
87. 29
1.1 West Coast Recycling Programme
In order to do its part in reducing rubbish and to meet the
requirements of
legislation, West Coast College began operating a recycling
programme one
year ago. Aluminium cans, glass, office and computer paper,
and plastic
containers are currently being recycled through the programme.
Recycling
bins are located at various sites around campus, outside
buildings, and in
department and administrative offices to facilitate the collection
of materials.
The Office of Associated Students (OAS) oversees the operation
of the
programme. The programme relies on promotions,
advertisements, and
word of mouth to encourage its use by the campus community.
88. 1.2 Purpose of this study
The OAS had projected higher levels of participation in the
recycling programme
than those achieved to date. Experts say that recycling
programmes generally
must operate at least a year before results become apparent (de
Blanc, 2009).
The OAS programme has been in operation one year, yet gains
are disappointing.
Therefore, the OAS authorised this study to determine the
campus community’s
awareness and use of the programme. Recommendations for
increasing
participation in the campus recycling programme will be made
to the OAS based
on the results of this study.
1.3 Scope of this study
This study investigates:
89. l participants’ attitudes towards recycling in
general
programme
Only aluminium, glass, paper, and plastic are
considered in this study
as they are the only materials being recycled on
campus at this time.
The costs involved in the programme were not considered in
this study as we did
not consider them relevant. Steelman, Desmond, and Johnson
(2008) state that a
recycling programme generally does not begin to pay for itself
during the first year.
After the first year, the financial benefit is usually realised in
reduced disposal
costs (Steelman, Desmond, and Johnson 2008).
91. Describe the
issue to be
reported on
State the
specific
questions the
report answers
Discuss the
92. scope (or
extent) of the
investigation
30
1.4 Sources and methods
We consulted current business periodicals and newspapers for
background
information and to learn how other organisations are
encouraging use of in-house
recycling programmes. We used these findings to formulate a
questionnaire on
recycling habits. This questionnaire (shown in the appendix)
was then used to
survey administrators, faculty, staff, and students at West
Coast College campus.
In all, a sample of 220 individuals responded to the self-
93. administered
questionnaire. The composition of the sample closely resembled
the makeup of
the campus population. Figure 1 shows the percentage of
students, faculty, staff,
and administrators who participated in the survey.
3
Discuss how the
study was
94. conducted
Note:
If you use figures or tables, be sure to introduce them in the
text. Although it is not always
possible, try to place them close to the spot where they are first
mentioned.
Faculty, 23%
Staff, 10%
Administrators, 7%
Students, 60%
Figure 1. Composition of survey sample
31
95. 2 Conclusions
Based on the findings of the recycling survey of members of the
West Coast
College campus community, we draw the following conclusions.
1. Most members of the campus community are already
recycling at home or at work.
2. Over half of the respondents recycle aluminium and paper on
a regular basis; most recycle glass and plastic to some
degree.
3. Most of the surveyed individuals expressed a willingness to
96. participate in a recycling programme. Many, however, seem
unwilling to travel very far to participate; 42 percent would like
more recycling bins to be located inside the cafeteria.
4. Awareness and use of the current campus recycling
programme are low. Only a little over a third of the
respondents knew of any recycling bin locations on campus,
and only a fifth had actually used them.
5. Respondents considered the locations of the campus bins
inconvenient. This perceived inconvenience was given as the
principal reason for not participating in the campus recycling
programme.
4
97. 32
3 Recommendations
After considering the findings and conclusions of this study, we
offer the
following recommendations in an effort to improve the
operations and
success of the West Coast recycling programme.
1. Increase on-campus awareness and visibility by designing an
eye-catching logo for use in promotions.
2. Enhance comprehension of recycling procedures by teaching
users how to recycle. Use posters to explain the recycling
programme and to inform users of recycling bin locations.
Label each bin clearly as to what materials may be deposited.
98. 3. Add bins in several new locations, and particularly more in
the
food service and vending machine areas.
4. Recruit student leaders to promote participation in the
recycling programme. These students should give educational
talks to classes and other campus groups.
5. Develop an incentive programme for student organisations.
Offer incentives for meeting OAS recycling goals. On-campus
groups could compete in recycling drives designed to raise
money for the group, the college, or a charity. Money from the
proceeds of the recycling programme could be used to fund
the incentive programme.
99. 5
Note:
Report recommendations are most helpful to readers when they
not only make
suggestions to solve the original research problem but also
describe specific
actions to be taken. Notice that this report goes beyond merely
listing ideas.
Instead, it makes practical suggestions for ways to implement
the
recommendations.
100. 33
4 Findings and discussion
The findings of the study will be presented in two categories.
programme
101. 4.1 Recycling habits of respondents
A major finding of the survey reveals that most respondents are
willing to recycle
even when not required to do so. Data tabulation shows that 72
percent of the
respondents live in an area where neither the city nor the region
requires
separation of rubbish. Yet 80 percent of these individuals
indicated that they
recycle aluminium on a regular basis. Although the percentages
are somewhat
smaller, many of the respondents also regularly recycle glass
(46 percent) and
plastic (45 percent). These results, summarised in Figure 2,
clearly show that
campus respondents are accustomed to recycling the four major
materials
targeted in the West Coast recycling programme.
Figure 2. Respondents who regularly recycle at home or at work
102. Material Percentages
Aluminium 80%
Paper 55%
Glass 46%
Plastic 45%
Respondents were asked to rank the importance of recycling the
materials
collected in the West Coast programme. Figure 3 shows that
respondents felt
aluminium was most important, although most also ranked the
other materials
(glass, paper, and plastic) as either “extremely important” or
“somewhat important”
to recycle. Respondents were also asked what materials they
actually recycled
most frequently, and aluminium again ranked first.
106. Extremely unimportant
When asked how likely they would be to go out of their way to
deposit an
item in a recycling bin, 29 percent of the respondents said “very
likely”, and
55 percent said “somewhat likely”. Thus, respondents showed
willingness—
at least on paper—to recycle even if it means making a special
effort to
locate a recycling bin.
4.2 Participation in recycling on campus
De Blanc (2009) gives factors important to any recycling
programme. She
states that:
ipants must be aware of these locations
107. We incorporated de Blanc’s factors in our survey and included
questions
assessing awareness and use of the current bins. The survey also
investigated reasons for not participating in the programme as
well as
reasons for the perceived convenience of current bin locations.
7
110. Two of the most significant questions in the survey asked
whether
respondents were aware of the OAS recycling bins on campus
and
whether they had used the bins. Responses to both questions
were
disappointing, as Figure 4 illustrates.
Figure 4. Awareness and use of recycling bins on campus
Location
Awareness of
bins at this
location
Use of bins at
location
Cafeteria 38% 21%
Bookstore 29% 12%
111. Administration building 28% 12%
Computer Labs 16% 11%
Library 15% 7%
Student union 9% 5%
Classrooms 8% 6%
Department and
Administrative offices
6% 3%
Athletic centre 5% 3%
Unaware of any bins;
have not used any bins
20% 7%
Figure 4 shows that only 38 percent of the respondents were
112. aware of the
bins located outside the cafeteria. Even fewer were aware of the
bins
outside the bookstore (29 percent) and outside the
administration building
(28 percent). Equally dissatisfying, only 21 percent of the
respondents had
used the most visible recycling bins outside the cafeteria.
Other recycling bin locations were even less familiar to the
survey
respondents and, of course, were little used. These responses
plainly show
that the majority of the respondents in the West Coast campus
community
have a low awareness of the recycling programme and an even
lower
record of participation.
8
115. 4.2.2 Reasons for not participating
Respondents offered several reasons for not participating in the
campus
recycling programme. Forty-five percent said that the bins were
not
convenient to use. Thirty percent said that they did not know
where the bins
were located. Another 25 percent said that they were not in the
habit of
recycling. Although many reasons for not participating were
listed, the
primary reason appears to be inconvenience of bin locations.
4.2.3 Location of recycling bins
When asked specifically how they would rate the location of the
bins
currently in use, only 13 percent of the respondents felt that the
116. bins were
extremely convenient. Another 36 percent rated the bins as
somewhat
convenient. Over half the respondents felt that the locations of
the bins were
either somewhat inconvenient or extremely inconvenient.
Recycling bins are
currently located outside nearly all the major campus rooms or
buildings, but
respondents clearly considered these locations inconvenient or
inadequate.
In indicating where they would like recycling bins placed (see
Figure 5), 42
percent of the respondents felt that the most convenient
locations would be
inside the cafeteria. Placing more recycling bins near the
student union
seemed most convenient to another 33 percent of those
questioned, while
15 percent stated that they would like to see the bins placed
near the
vending machines. Ten percent of the individuals responding to
the survey
did not seem to think that the locations of bins would matter to
117. them.
Figure 5. Preference for placement of recycling bins
Inside the cafeteria 42%
More in the student union 33%
Near vending machines 15%
Does not matter 10%
9
37
118. 5 References
Cahan, V. (2008, July 17). Waste not, want not? Not
necessarily.
Business Week, p.116.
de Blanc, S. (2009, December). Paper recycling: How to make it
effective. The Office, 32-33.
Hollusha, J. (2010, July 26). Mixed benefits from recycling.
The New
York Times, D2. Retrieved October 26, 2010 from
http://www.nytimes.com
Joldine, L. (2009). The environment and Canada’s future. In J.
Davis
(Ed.), Spirit of the world (pp.42-49). Waterloo, Ontario:
Turnaround
Decade Ecological Communications.
119. Schneider, K. (2008, January 20). As recycling becomes a
growth
industry, its paradoxes also multiply. The New York Times, p.
A5.
Steelman, J.W., Desmond, S., and Johnson, L. (2008). Facing
Global
Limitations. New York, NY: Rockford Press.
121. printed newspaper
book
38
Appendix
West Coast College recycling programme survey
West Coast College recently implemented a recycling
programme on campus.
Please take a few minutes to answer the following questions so
that we can make
122. this programme as convenient as possible for you to use.
1. Please indicate which items you recycle on a regular basis at
home or
at work. (Tick all that apply.)
2. Do you live in an area where the city / municipality requires
separation
of waste?
3. How important is it to you to recycle each of the following:
4. How likely would it be for you to go out of your way to put
something in
123. a recycling bin?
Very Likely Somewhat Likely Somewhat
Unlikely
Very Unlikely
5. Which of the following items do you recycle most often?
(Choose one
item only.)
6. Listed below are locations of the recycling bins on campus.
(Check all those of which you are aware.)
126. How to write a business report
(This handbook has been written in collaboration with
the School of Marketing and International Business, and
Student Learning,
Victoria University of Wellington)
April 2017
i
Contents
Introduction
........................................................................................... 1
127. 1 Planning your business report
.......................................................... 2
1.1 What is the purpose of this report?
................................................................... 2
1.2 Who are the readers of this report?
.................................................................. 2
1.3 What are the report’s main
messages?............................................................. 3
1.4 How will the messages be structured?
.............................................................. 3
2 Structuring your business report
..................................................... 4
2.1 Covering letter/memorandum
............................................................................ 4
2.2 Title Page
...............................................................................................
........... 5
129. 3 Writing your business report
.......................................................... 10
3.1 Use effective headings and subheadings
........................................................ 10
3.2 Structure your paragraphs well
....................................................................... 11
3.3 Write clear sentences with plain language
...................................................... 12
3.4 Keep your writing professional
........................................................................ 13
3.5 Use white space and well-chosen fonts
.......................................................... 14
3.6 Number your
pages......................................................................................
... 15
3.7 Use footnotes, tables, figures, and appendices appropriately
......................... 15
130. ii
4 Concluding remarks
........................................................................ 17
References
...........................................................................................
18
Appendix A: Checklist of a business report
..................................... 19
Appendix B: Linking ideas within sentences and paragraphs
........ 20
Appendix C: Specific report requirements
....................................... 21
Appendix D: An example of a finished report
.................................. 23
131. 1
Introduction
Writing an effective business report is a necessary skill for
communicating
ideas in the business environment. Reports usually address a
specific issue or
problem, and are often commissioned when a decision needs to
be made.
They present the author’s findings in relation to the issue or
problem and then
recommend a course of action for the organisation to take. The
key to a good
report is in-depth analysis. Good writers will show their reader
how they have
interpreted their findings. The reader will understand the basis
on which the
132. conclusions are drawn as well as the rationale for the
recommendations.
Report writing uses some of the writing skills you have already
acquired. You
will structure your paragraphs and reference your ideas just as
you have been
doing in your essays and other assignments within your
Commerce degree.
You might want to refer to the Victoria Business School Writing
Skills
Workbook you received in the first year. Report writing
sometimes differs in
structure and style. This handbook will help you plan, structure,
and write a
basic report. Remember, though, that reports will vary
according to their
133. purpose and the needs of their reader/s. Throughout your
university career,
different courses and/or different lecturers may have slightly
different
requirements for reports. Please always check the requirements
for each
assignment.
Acknowledgement
We acknowledge Write Limited, New Zealand’s plain English
specialists.
Many of their principles for good business writing are reflected
in this
handbook. A reference to their style guide is found in the
reference list on p
17.
134. 2
1 Planning your business report
As in all writing, planning is vitally important. The key
questions to ask yourself
when planning a business report are:
t is the purpose of this report
1.1 What is the purpose of this report?
Keep in mind that the purpose of a business report is generally
135. to assist in
decision making. Be sure you are clear on what decision is to be
made and
the role the report plays in this decision. It might be useful to
consider the
purpose in this way: As a result of this report, my reader/s will
…
For example:
As a result of this report, my reader/s will know:
- how well our recycling programme is doing
- how to increase participation in it.
1.2 Who are the readers of this report?
Consider the main reader/s, but also secondary readers. The
main reader for
136. the recycling report alluded to above is the director of the
recycling
programme. Secondary readers might be the facilities
management team on
campus, the finance team, etc.
Try to understand what the readers already know, what they
need to know,
and how they will use this report. You will need to give enough
information to
satisfy all these potential readers. You will need to use headings
carefully so
that different readers can use the report in different ways.
3
137. 1.3 What are the report’s main messages?
about the
main message/s you need to convey, and therefore what
information is
required. Ask yourself: What are the required pieces of
information I
need to include?
include?
1.4 How will the messages be structured?
The modern business approach is direct (or deductive, to use a
more
sophisticated term). This approach presents the conclusions or
recommendations near the beginning of the report, and the
138. report provides
justification for these recommendations. This approach will be
used for the
remainder of this handbook and for report writing in general in
the Victoria
Business School (Commerce Faculty).
It should be noted, however, that there is sometimes a place for
the indirect
(inductive) approach. This approach leads the reader through
the discussion
first and reveals the conclusions and recommendations at the
end of the
report. This approach might be used if the recommendations are
likely to be
controversial or unpopular (Emerson, 1995).
The next step is to construct an outline, or structure, for your
139. report. Check
for a logical flow, and check your outline against your purpose,
your reader/s,
and the report’s relevant information requirements.
4
2 Structuring your business report
A business report may contain:
ble of contents
140. 2.1 Covering letter/memorandum
Often a letter is attached to a report to officially introduce the
report to the
recipient. If the recipient is outside the organisation, a letter
format is
appropriate; if the recipient is inside the organisation, a
memorandum/memo
is appropriate.
141. The covering letter or memorandum should:
quest for the report
5
2.2 Title Page
The title page should be brief but descriptive of the project. It
should also
include the date of completion/submission of the report, the
142. author/s, and their
association/organisation.
2.3 Executive Summary
The executive summary follows the title page, and should make
sense on its
own. The executive summary helps the reader quickly grasp the
report’s
purpose, conclusions, and key recommendations. You may think
of this as
something the busy executive might read to get a feel for your
report and its
final conclusions. The executive summary should be no longer
than one page.
The executive summary differs from an abstract in that it
provides the key
143. recommendations and conclusions, rather than a summary of the
document.
2.4 Table of Contents
The table of contents follows the executive summary on a new
page. It states
the pages for various sections. The reader receives a clear
orientation to the
report as the table of contents lists all the headings and sub-
headings in the
report. These headings and sub-headings should be descriptive
of the content
they relate to (see section 3 of this handbook).
6
144. 2.5 Introduction
The introduction sets the stage for the reader. It gives the
context for the
report and generates the reader’s interest. It orients the reader
to the purpose
of the report and gives them a clear indication of what they can
expect.
The introduction should:
e of the report (extent of investigation)
145. assumptions made.
(Adapted from Emerson, 1995, p. 35)
2.6 Conclusions/recommendations
A business report usually needs both conclusions and
recommendations. The
difference between conclusions and recommendations in a
report lies in the
orientation to time. Conclusions typically relate to the present
or past
situation.
When writing conclusions:
ummarise the findings; say what they mean
146. new material
avoid exaggerating or manipulating the data.
(Guffey, Rhodes & Rogin, 2001, p. 391)
7
Recommendations are oriented to the future: what changes are
recommended, or what actions are recommended for the future?
They are
specific, action-oriented suggestions to solve the report
problem.
147. When writing recommendations:
problem
verb
you were
requested to do this)
most
important to least important.
(Guffey, et al. 2001, p. 392)
Although the conclusions and recommendations are presented
148. before the
discussion, they need to logically flow from the discussion.
Taking a deductive
approach allows the reader insight into your
conclusions/recommendations
early on. When your reader reads the discussion afterwards,
they will follow it
more easily. Here are some examples of conclusions and
recommendations:
Conclusions Recommendations
Home and family responsibilities directly
affect job attendance and performance.
Provide managers with training in working
with personal and family matters.
Time is the crucial issue to balancing
149. work and family income.
Institute a flexitime policy that allows
employees to adapt their work schedule
to home responsibilities.
A manager supportive of family and
personal concerns is central to a good
work environment.
Publish a quarterly employee newsletter
devoted to family and child-care issues.
(Adapted from Guffey, et al. 2001, p. 391-392)
8
150. 2.7 Findings and discussion
The discussion is the main part of your report and should
present and discuss
your findings. It should give enough information, analysis, and
evidence to
support your conclusions, and it should provide justification for
your
recommendations. Its organisation will depend on your purpose,
scope, and
requirements, but it should follow a logical and systematic
organisation. The
discussion should be subdivided into logical sections, each with
informative,
descriptive headings and a number.
Where your report’s purpose is to recommend the best solution
to a problem,
151. you should show clear analysis of all options. You should
explain any
analytical framework you used, such as SWOT or cost benefit
analysis. This
analysis of options can often be presented effectively in tables.
2.8 References
Whenever you use information from other sources, references
must be
provided in-text and in a list of references. The style of
referencing may be
dictated by your faculty or organisation. The Faculty of
Commerce at Victoria
uses APA. See the Victoria Business School Writing Skills
Workbook (that you
were given in first year in the FCOM 111 course) for
152. information on APA
referencing or see the APA manual (APA, 2010). You can
download a copy of
the Writing Skills Workbook from the VBS website.
2.9 Appendices
If material is important to your discussion and is directly
referred to, then it
should be included in your discussion proper. However, you
might want to use
appendices to include supplementary material that enhances
understanding
for the reader. You might use appendices to provide details on
the process or
analysis you underwent (or which was required by your
supervisor or lecturer).
153. http://www.victoria.ac.nz/vbs/teaching/resources/VBSWritingB
ooklet.pdf
9
When you choose to include information in appendices, you
should refer to it
clearly in your text (refer Appendix A). A single appendix
should be titled
APPENDIX. Multiple appendices are titled APPENDIX A,
APPENDIX B, etc.
Appendices appear in the order that they are mentioned in the
text of the
report.
Appendices should:
154. specific readers
d/lettered
—not just ‘tacked on’.
(Adapted from Emerson, 1995, p. 41)
A checklist of elements of a good business report is provided in
Appendix A.
155. 10
3 Writing your business report
Now that you have organised your thoughts, you need to put
them into writing.
Ensure your writing demonstrates clarity and logic. You should
think
constantly about your readers and make your report easy for
them to read. To
achieve good readability, you should:
hite space and well-chosen fonts
156. 3.1 Use effective headings and subheadings
Headings and subheadings are useful tools in business writing.
Ensure they
are descriptive of the content to follow. In other words, rather
than labelling a
section Section 2.5, it would be better to describe it as 2.5
Justification for
the high risk scenario. It is also essential that the hierarchy of
headings and
subheadings is clear. Use formatting (font size, bold, etc.) to
show headings
versus subheadings. Headings/subheadings at the same level
should use
parallel form (the same grammatical construction). The
157. following examples
illustrate this principle.
Ineffective headings with non-
parallel construction
Effective headings with parallel
construction
Establishing formal sales
organisation
Establish formal sales organisation
Production department
responsibilities
Define responsibilities within the
production department
158. Improve cost-accounting Improve cost accounting
(Adapted from Munter, 1997, p. 53)
11
Use sentence case for headings. This means that your first word
should
have a capital letter, but subsequent words have small letters,
unless, of
course, they are proper nouns (Write Limited, 2013). Remember
to
ensure that all material placed underneath a heading serves that
heading.
It is easy to go off on a tangent that does not relate to a
heading.
Remember also that all content must relate to your purpose.
159. Every time
you write a new section of your report, check that it fulfils the
purpose of
the report.
3.2 Structure your paragraphs well
Your headings will help create logical flow for your reader, but
under each
heading, you should create a series of paragraphs that are also
logically
ordered and structured. Paragraphs should be ordered in a
logical sequence
beginning with the most important material first. Within your
paragraphs you
should also use a structure that helps your reader. Each
paragraph should
160. begin with a topic sentence that states the main idea or topic of
the
paragraph. Typically a paragraph will have between 100 and
200 words and
will have the following structure.
s main idea of paragraph)
sentence)
sentence
and include statistics, examples, and citations)
l sentence that answers the
question
‘so what?’; this is your opportunity to show your critical
thinking ability)
161. Remember to link your paragraphs well. The first sentence
(usually the topic
sentence) is a good place to make a link between paragraphs.
One of the
most common ways to link paragraphs is to use the principle,
‘something old,
something new’. This means you will include a word or phrase
that contrasts
12
the topic of the previous paragraph with the topic of your new
paragraph. Take
a look at the topic sentence at the beginning of this section 3.2.
You will see
that this topic sentence links to the material before it. For an
162. example showing
how to link ideas in a paragraph using the ‘something old,
something new’
principle, see Appendix B.
3.3 Write clear sentences with plain language
Academic and business writing should be clear. You want to
clearly
communicate your understanding of the topic and the strength
of your
argument. In order to do this, keep your sentences short and use
plain
language where you can (Write Limited, 2013). Sentences that
are too long
and complicated are difficult to understand. A good average
length is 15–20
163. words (roughly 1.5 lines). Try not to go over 2 lines. Sometimes
students try to
use big words in order to sound academic. This is not always a
good idea. If
you need a big (sometimes technical) word, fine. However, if a
shorter one
does the job, use it. For example, use is better than utilise, and
change is
better than modification.
Look at the following example.
Phase one of the project included the collection of a range of
data and
research material completed during 2011, which was utilised in
the creation of
a range of soon to be finalised analyst ‘personas’, and input into
164. the planning
of a new enhanced information architecture for the business’s
online channel,
particularly resources for current analysts.
Now look at a plainer version.
In 2011, the team undertook phase one of the project. They
collected a range
of data and research material. Using this collected material,
they created
analyst ‘personas’. They also began to plan an enhanced
information
architecture for the business’s online channel. Current analysts
can use some
of the resources the team have created.
165. 13
You will notice some of the sophisticated words have changed
to plainer ones.
You will also notice that the sentences are shorter and easier to
understand.
Another change relates to ‘active voice’. You will notice that
the first example
uses some ‘passive voice’: which was utilised. Passive voice
enables writers
to omit the people (or doers) from their sentences. However,
readers often
appreciate knowing ‘who’ does something. You will notice in
the second
example, the writer adds a doer: team. This means the writer
can now use the
active voice: In 2011, the team completed…All of these
166. techniques—short
sentences, plainer language, and active voice—will help your
reader
understand your message in one reading. This is especially
important in
business writing where readers have busy working days.
3.4 Keep your writing professional
Ensure you use an appropriate tone for your readers. Where
possible, use
personal pronouns we and you: We recommend you check the
building’s
foundations. Personal pronouns create a friendly tone that is
appropriate for
New Zealand business and government. They also help the
writer avoid the
167. passive voice. And, as stated above, readers like to know ‘who’
will do
something. However, sometimes you might want a more formal
tone where
personal pronouns are not appropriate. In these cases, you can
use words
like research or report as your sentence subject: This report
discusses…, This
research has found that… . Another way of ensuring
appropriate tone is to
avoid terms that may be interpreted as offensive to ethnic or
other groups. Be
careful to use gender-neutral terms. For example, use plural
pronouns (they
when referring to clients) rather than gender-specific pronouns
(he or he/she).
Another aspect of tone relates to the use of contractions.
168. Contractions are
words like we’ve or it’s. They are informal. For many business
reports and for
all academic reports, you will need to avoid them and write we
have or it is.
Other important characteristics of professional writing are
editing and
proofreading. You should leave 24 hours between writing your
draft and
editing it. You should also leave another 24 hours between
editing and
proofreading. Leaving time between these stages of the writing
process allows
14
you to detach yourself from your writing and put yourself in
170. Remember to leave enough time for these last two stages.
Thorough editing
and proofreading will make a big difference to the readability of
your report (as
well as to your marks!), and it is a courtesy to the reader.
3.5 Use white space and well-chosen fonts
White space refers to the empty space on the page. Business
reports which
have a more balanced use of white space and text are easier to
read and
more effectively communicate main points and subordinate
ideas. Create
white space by:
171. y 2.5–3cm)
possible
15
3.6 Number your pages
Your title page has no number. Use Roman numerals for the
executive
summary and table of contents (i, ii, iii), and Arabic numbers
for the remainder
of the report (1, 2, 3 …).
3.7 Use footnotes, tables, figures, and appendices appropriately
172. Footnotes should be used sparingly. Points that are important
can usually be
integrated into the text. Footnotes or endnotes should not be
used for
referencing (see References above).
In business reports, tables and figures are often used to
represent data,
processes, etc. Tables and figures should be inserted in the text
of the
document, close to the discussion of the table/figure. If the
information is
something which the reader could refer to rather than should
refer to, then it
may go in the appendices. Tables and figures have different
purposes. A table
contains an array of numbers or text (such as a SWOT table). A
173. figure is
something that contains graphical content, such as graphs
created in Excel,
organisational charts, or flow charts.
Insert each table/figure one-and-a-half or two lines below the
text. The
table/figure should be identified with a label and title which
describes the
content, for example, Table 1. GDP of New Zealand, 1988–
2002.
If a table, figure, or appendix is included in a document, then
there must be
text that refers to it! The text should refer to it by name (As
Table 1
shows ….). The text should explain the highlights of the table
or figure, not
174. every detail. Do not leave it to the reader to try to figure out
why you included
the table or figure in your document. At the same time, ensure
that your
tables/figures supplement and clarify the text but do not
completely duplicate
it. Also ensure that there is sufficient information in the table or
figure so that
the reader can understand it without having to consult the text.
16
Footnotes immediately underneath the table or figure should be
used to
explain all abbreviations and symbols used. Do not forget to add
the source of
your material.
175. 17
4 Concluding remarks
Now that you have the tools to develop your report, your
communication
should be more efficient and effective. Individual schools may
have specific
requirements for your report, so check with your course
coordinators in case
they have specific requirements. For example, the School of
176. Marketing and
International Business provides the guide attached in Appendix
C. A sample
report for general business writing is provided in Appendix D.
Don’t forget to make use of the resources at Student Learning
should you
require more guidance. Happy writing!
18
References
APA. (2010). Publication manual of the American
Psychological Association
177. (6th ed.). Washington, DC: American Psychological
Association.
Emerson, L. (Ed.) (1995). Writing guidelines for business
students.
Palmerston North: The Dunmore Press.
Guffey, M. E., Rhodes, K., & Rogin, P. (2001). Business
communication:
Process and product (3rd Canadian ed.). Scarborough, Ontario:
Nelson
Thomson Learning.
Munter, M. (1997). Guide to managerial communication:
Effective business
writing and speaking (4th ed.). Upper Saddle River, NJ:
Prentice Hall.
Write Limited, (2013). The Write Style Guide for New
Zealanders: A manual
178. for business editing. Wellington, New Zealand: Write Limited.
19
Appendix A: Checklist of a business report
summary, table
of contents …)
180. paraphrased from other sources are
referenced
figures
which are essential to the discussion are included within the
text
20
Appendix B: Linking ideas within sentences and paragraphs
181. occur as closely
together as possible. For example, The PLC is important, not
The PLC,
which has been around a long time, and has seen wide use, in
many
contexts, continents, industries, product categories, and so
forth, is
important.
position in the
sentence. In a short sentence, the stress position is usually at
the end of
the sentence. You want to emphasize new material. For
example,
assuming you have already introduced the PLC, and the point
you want to
182. make next is that it is important, you would write, The PLC is
important,
rather than, An important concept is the PLC.
the sentence,
The PLC is important, you have accomplished two things. First,
you have
made the point that the purpose of the paragraph is to argue that
the PLC
is important. Second, the notion that it is important is no longer
new
information. Subsequent sentences should provide new
information that
supports that point.
183. It is important because it explains why firms must develop new
products;
or:
It is important for three reasons. The first reason is .....; or:
It is important for many reasons. One important reason is .....
Note that the stressed part of the previous sentence is no longer
new and
has been moved to the front of the current sentence. The new
information
in the current sentence is a reason why the PLC is important.
The reason
is placed in the stress position.
tences: The PLC
is
important. It is important because it explains why firms must
develop new
184. products. New products must be developed because competitors
enter the
firm’s markets, offerings become more homogeneous, prices
decrease,
and margins are reduced.
21
[Title of your report/project]
[Name/Code of your course]
Lecturer: [Lecturer’s Name]
Submitted by:
185. [Your name]
[Your student number]
Tutor: [Tutor’s Name]
Tutorial Number: [#]
Submitted: [Date of submission]
Word Count: [ ]
Appendix C: Specific report requirements
For all reports, be sure that you adhere to the requirements of
your particular
organisation. In New Zealand business and government, these
requirements
will usually be stated in your organisation’s style guide. A style
guide is a
186. handbook telling writers which conventions of grammar,
punctuation, and tone
to follow. It also tells writers how to format their documents. At
Victoria, you
should adhere to your particular course and/or school
requirements.
Specific requirements for most reports submitted in the School
for
Marketing & International Business (SMIB)
1. Answer the question
The most important requirement is to answer the question! Be
sure to read
your assignment question very carefully.
2. Structure your report effectively
187. Use this handbook to guide your structure.
The key parts of your reports will be:
22
3. Give careful consideration to your page layout and
presentation
189. Ensure you reference consistently in APA style. You should use
in-text
referencing for each citation (material that you have taken from
other
sources). This material will be either quotes or paraphrases.
Include a
reference list at the end of your report, again paying careful
attention to APA
style for different types of references. Your reference list will
include the
sources that showed up in your in-text referencing. It is not a
list of everything
you read, just of the material you actually included in your
report.
190. 23
Appendix D: An example of a finished report
This example report has been adapted from a model report in
Guffey, M.E.,
Rhodes, K., Rogin, P. (2001). Business communication: Process
and Product,
3rd Canadian Edition. Scarborough: Nelson Thomson Learning.
Pp. 461-473.
While the content follows Guffey et al (2001), the formatting
has been changed to
match the style described in the VBS report writing guide,
including APA
referencing rather than MLA. Formatting has also been updated
in line with
191. current usage, and section numbering added. The commentary
provided in side
annotations are in the main taken from Guffey et al (2001), and
further
annotations can be found in the original.
24
Memorandum
DATE: 19 January, 2010
TO: Cheryl Bryant, Director
Recycling Programme
Office of Associated Students
FROM: Alan Christopher, OAS Business Senator
192. SUBJECT: Increasing participation in West Coast College’s
recycling programme
Here is the report you requested on 11 December 2009. It
relates to the
status of West Coast College’s recycling programme. This
report gives
recommendations for increasing awareness and use of the
recycling
programme. It incorporates both primary and secondary
research. The
primary research focused on a survey of members of the West
Coast
College campus community.
Although the campus recycling programme is progressing well,
the
information gathered shows that with more effort we should be
able to
increase participation and achieve our goal of setting an
excellent example
for both students and the local community. Recommendations
193. for increasing
campus participation in the programme include educating
potential users
about the programme and making recycling on campus easy.
I am grateful to my business communication class for helping
me develop a
questionnaire, for pilot testing it, and for distributing it to the
campus
community. Their enthusiasm and support contributed greatly
to the success
of this OAS research project.
Please telephone me if you would like additional information. I
would be
happy to implement some of the recommendations in this report
by
developing promotional materials for the recycling campaign.
196. 25
Analysis of the West Coast College
Campus Recycling Program
Presented to
Cheryl Bryant
Recycling Director
Office of Associated Students
West Coast College
Prepared by
198. 26
Executive summary
Purpose and method of this report
West Coast’s recycling programme was created to fulfil the
College’s social
responsibility as an educational institution as well as to meet
the demand of
legislation requiring individuals and organisations to recycle.
The purposes of this
report are to:
programme
We conducted a questionnaire survey to learn about the campus
199. community’s
recycling habits and to assess participation in the current
recycling programme. A
total of 220 individuals responded to the survey. Since West
Coast College’s
recycling programme includes only aluminium, glass, paper, and
plastic, these were
the only materials considered in this study.
Findings and conclusions
Most survey respondents recognised the importance of recycling
and stated that they
recycle aluminium, glass, paper, and plastic on a regular basis
either at home or
work. However, most respondents displayed a low level of
awareness of the on-
campus programme. Many of the respondents were unfamiliar
with the location of the
bins around campus and, therefore, had not participated in the
recycling programme.
Other responses indicated that the bins were not conveniently
located.
200. The results of this study show that more effort is needed to
increase participation in
the campus recycling programme.
Recommendations for increasing recycling participation
Recommendations for increasing participation in the programme
include:
individuals and on-campus student groups
-campus presentations
explaining
the need for recycling and the benefits of using the recycling
programme
203. 27
Table of Contents
1 Introduction ................................................... 1
1.1 West Coast’s Recycling Programme ..................................
2
1.2 Purpose of study
................................................................. 2
1.3 Scope of the study
............................................................. 2
204. 1.4 Sources and methods .........................................................
3
2 Conclusions ................................................. 4
3 Recommendations ........................................ 5
4 Findings and discussion .............................. 6
4.1 Recycling habits of respondents .......................................
6
4.2 Participation in recycling on campus ................................
7
4.2.1 Student awareness and the use of bins
........................................... 8
4.2.2 Reasons for not participating
................................................. 9
4.2.3 Location of recycling bins
...................................................... 9
References ................................................................ 10
Appendix
205. West Coast Recycling Programme Survey
............................................ 11
ii
Use leaders to
guide eye from
heading to page
number
206. 28
1 Introduction
North American society is often criticised as being a “throw
away” society,
and perhaps that criticism is accurate (Cahan, 2008). We discard
11 to 14
billion tons of waste each year, according to the US
Environmental
Protection Agency. Of this sum, 180 million tons comes from
households
and businesses, areas where recycling efforts could make a
difference
(Hollusha, 2010). According to a survey conducted by Decima
Research, 73
percent of North American companies have waste reduction
programmes
(Schneider, 2008). Although some progress has been made,
there is still a
207. problem. For example, the annual volume of discarded plastic
packaging in
North America is eight billion tons—enough to produce 118
million plastic
park benches yearly (Joldine, 2009). Despite many recycling
programmes
and initiatives, most of our rubbish finds its way to landfill
sites. With an ever-
increasing volume of waste, estimates show that 80 percent of
North
America’s landfills will be full by the year 2015 (de Blanc,
2009).
To combat the growing waste disposal problem, some states and
provinces
are trying to pass legislation aimed at increasing recycling.
Many North
American communities have enacted regulations requiring
residents to
separate bottles, cans, and newspapers so that they may be
recycled
(Schneider, 1999). Other means considered to reduce waste
include tax
incentives, packaging mandates, and outright product bans
(Hollusha, 2010).
208. All levels of government are trying both voluntary and
mandatory means of
reducing rubbish sent to landfills.
1
209. Give context
and general
subject matter
Use APA
referencing style
29
1.1 West Coast Recycling Programme
In order to do its part in reducing rubbish and to meet the
requirements of
legislation, West Coast College began operating a recycling
programme one
year ago. Aluminium cans, glass, office and computer paper,
and plastic
210. containers are currently being recycled through the programme.
Recycling
bins are located at various sites around campus, outside
buildings, and in
department and administrative offices to facilitate the collection
of materials.
The Office of Associated Students (OAS) oversees the operation
of the
programme. The programme relies on promotions,
advertisements, and
word of mouth to encourage its use by the campus community.
1.2 Purpose of this study
The OAS had projected higher levels of participation in the
recycling programme
than those achieved to date. Experts say that recycling
programmes generally
must operate at least a year before results become apparent (de
Blanc, 2009).
The OAS programme has been in operation one year, yet gains
are disappointing.
Therefore, the OAS authorised this study to determine the
campus community’s
211. awareness and use of the programme. Recommendations for
increasing
participation in the campus recycling programme will be made
to the OAS based
on the results of this study.
1.3 Scope of this study
This study investigates:
potential participants’ attitudes towards recycling in
general
programme
Only aluminium, glass, paper, and plastic are
considered in this study
as they are the only materials being recycled on
212. campus at this time.
The costs involved in the programme were not considered in
this study as we did
not consider them relevant. Steelman, Desmond, and Johnson
(2008) state that a
recycling programme generally does not begin to pay for itself
during the first year.
After the first year, the financial benefit is usually realised in
reduced disposal
costs (Steelman, Desmond, and Johnson 2008).
2
214. Discuss the
scope (or
extent) of the
investigation
30
1.4 Sources and methods
We consulted current business periodicals and newspapers for
215. background
information and to learn how other organisations are
encouraging use of in-house
recycling programmes. We used these findings to formulate a
questionnaire on
recycling habits. This questionnaire (shown in the appendix)
was then used to
survey administrators, faculty, staff, and students at West
Coast College campus.
In all, a sample of 220 individuals responded to the self-
administered
questionnaire. The composition of the sample closely resembled
the makeup of
the campus population. Figure 1 shows the percentage of
students, faculty, staff,
and administrators who participated in the survey.
3
216. Discuss how the
study was
conducted
Note:
If you use figures or tables, be sure to introduce them in the
text. Although it is not always
possible, try to place them close to the spot where they are first
mentioned.
Faculty, 23%
Staff, 10%
Administrators, 7%
217. Students, 60%
Figure 1. Composition of survey sample
31
2 Conclusions
Based on the findings of the recycling survey of members of the
West Coast
College campus community, we draw the following conclusions.
1. Most members of the campus community are already
recycling at home or at work.
218. 2. Over half of the respondents recycle aluminium and paper on
a regular basis; most recycle glass and plastic to some
degree.
3. Most of the surveyed individuals expressed a willingness to
participate in a recycling programme. Many, however, seem
unwilling to travel very far to participate; 42 percent would like
more recycling bins to be located inside the cafeteria.
4. Awareness and use of the current campus recycling
programme are low. Only a little over a third of the
respondents knew of any recycling bin locations on campus,
and only a fifth had actually used them.
5. Respondents considered the locations of the campus bins
inconvenient. This perceived inconvenience was given as the
219. principal reason for not participating in the campus recycling
programme.
4
32
3 Recommendations
After considering the findings and conclusions of this study, we
offer the
following recommendations in an effort to improve the
operations and
success of the West Coast recycling programme.
220. 1. Increase on-campus awareness and visibility by designing an
eye-catching logo for use in promotions.
2. Enhance comprehension of recycling procedures by teaching
users how to recycle. Use posters to explain the recycling
programme and to inform users of recycling bin locations.
Label each bin clearly as to what materials may be deposited.
3. Add bins in several new locations, and particularly more in
the
food service and vending machine areas.
4. Recruit student leaders to promote participation in the
recycling programme. These students should give educational
talks to classes and other campus groups.
5. Develop an incentive programme for student organisations.
221. Offer incentives for meeting OAS recycling goals. On-campus
groups could compete in recycling drives designed to raise
money for the group, the college, or a charity. Money from the
proceeds of the recycling programme could be used to fund
the incentive programme.
5
222. Note:
Report recommendations are most helpful to readers when they
not only make
suggestions to solve the original research problem but also
describe specific
actions to be taken. Notice that this report goes beyond merely
listing ideas.
Instead, it makes practical suggestions for ways to implement
the
recommendations.
33
4 Findings and discussion
223. The findings of the study will be presented in two categories.
programme
4.1 Recycling habits of respondents
A major finding of the survey reveals that most respondents are
willing to recycle
even when not required to do so. Data tabulation shows that 72
percent of the
respondents live in an area where neither the city nor the region
requires
separation of rubbish. Yet 80 percent of these individuals
indicated that they
recycle aluminium on a regular basis. Although the percentages
are somewhat
smaller, many of the respondents also regularly recycle glass
224. (46 percent) and
plastic (45 percent). These results, summarised in Figure 2,
clearly show that
campus respondents are accustomed to recycling the four major
materials
targeted in the West Coast recycling programme.
Figure 2. Respondents who regularly recycle at home or at work
Material Percentages
Aluminium 80%
Paper 55%
Glass 46%
Plastic 45%
Respondents were asked to rank the importance of recycling the
materials
collected in the West Coast programme. Figure 3 shows that
respondents felt
225. aluminium was most important, although most also ranked the
other materials
(glass, paper, and plastic) as either “extremely important” or
“somewhat important”
to recycle. Respondents were also asked what materials they
actually recycled
most frequently, and aluminium again ranked first.
6
In this section
you will present,
interpret,
discuss, and
analyse
findings.
228. 70%
Aluminium Paper Glass Plastic
Extremely important
Somew hat important
Somew hat unimportant
Extremely unimportant
When asked how likely they would be to go out of their way to
deposit an
item in a recycling bin, 29 percent of the respondents said “very
likely”, and
55 percent said “somewhat likely”. Thus, respondents showed
willingness—
at least on paper—to recycle even if it means making a special
effort to
locate a recycling bin.
4.2 Participation in recycling on campus