G322 section b mark scheme
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This document outlines the marking scheme for a G322 Section B assignment with four levels of achievement. [Level 1 is the lowest with minimal understanding and use of examples. Level 2 shows basic understanding but limited examples. Level 3 demonstrates proficient analysis with consistent examples. Level 4, the highest level, exhibits excellent understanding through detailed arguments and frequent relevant examples.]
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This document provides guidance for the G322 exam section on institutions and audiences in the videogames industry. It outlines that students will have 45 minutes to answer the question. Answers will be marked out of 50 total marks across three categories: explanation/analysis/argument, use of examples, and use of terminology. Higher marks are awarded for more in-depth understanding and argument supported by relevant examples and accurate terminology. Students should draw from two provided case studies of games and compare the production, distribution, marketing, and audience reception of each.
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This document provides exam preparation information for a critical perspectives in media unit. It outlines the marking criteria for Section A, which focuses on explanation/analysis/argument using examples and terminology. Responses are marked on a level system from 1 to 4. Higher levels require clearer explanations, a broader range of relevant examples, excellent use of terminology, and fluent expression of complex ideas. Grade boundaries for the exam are also provided.
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This document provides guidance for the G322 exam section on institutions and audiences in the videogames industry. It outlines that students will have 45 minutes to answer the question. Answers will be marked out of 50 total marks across three categories: explanation/analysis/argument, use of examples, and use of terminology. Higher marks are awarded for more in-depth understanding and argument supported by relevant examples and accurate terminology. Students should draw from two provided case studies of games and compare the production, distribution, marketing, and audience reception of each.
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This document provides exam preparation information for a critical perspectives in media unit. It outlines the marking criteria for Section A, which focuses on explanation/analysis/argument using examples and terminology. Responses are marked on a level system from 1 to 4. Higher levels require clearer explanations, a broader range of relevant examples, excellent use of terminology, and fluent expression of complex ideas. Grade boundaries for the exam are also provided.
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- The student, Alex Maynard, received a mark of 74% for their coursework on the Pathological Basis of Disease module.
- The assessor praised the student's diagram as being well thought out and encompassing the required depth. However, the figure legend was missing one citation.
- The assessor suggested the student could improve their mark by adding more linking statements in the table to discuss how research fields have changed or remained the same.
- The student acknowledged they have improved their referencing skills through this feedback and will no longer lose marks due to citation errors.
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4) Informally trialling test items on native speakers.
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6) Analyzing trial results and making any necessary changes to faulty items.
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This document provides an overview and marking criteria for an exam on contemporary media issues related to postmodernism (PoMo). It is marked out of 50 and evaluates explanation/analysis/argument, use of examples, and terminology. Level 1 scores 0-17, Level 2 scores 18-27, Level 3 scores 28-37, and Level 4 scores 38-50. Higher levels demonstrate clearer writing and more effective integration of theory, examples, and personal analysis. The document provides advice on including key aspects like postmodern theorists, texts across mediums, postmodern concepts, and relating materials to past, present and future. It provides essay examples and homework assigning students to analyze two media texts in terms of postmodern labels and concepts.
PBoD feedback.pdf
- The student, Alex Maynard, received a mark of 74% for their coursework on the Pathological Basis of Disease module.
- The assessor praised the student's diagram as being well thought out and encompassing the required depth. However, the figure legend was missing one citation.
- The assessor suggested the student could improve their mark by adding more linking statements in the table to discuss how research fields have changed or remained the same.
- The student acknowledged they have improved their referencing skills through this feedback and will no longer lose marks due to citation errors.
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Advantages and limitations of subjective test items
In the world of test creation software and online exam makers, we often hear talk of objective and subjective questions and their differing effects on test takers. Take a look at our presentation for a quick overview.
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The document provides feedback on a timed test and case study notes for a New Media Technology course. It advises to directly apply case study content to exam questions, include proper referencing, and draw clear conclusions. Do audiences truly need new technology, or do institutions introduce minor alterations to sell similar products? Content is the primary reason audiences engage with any provider. The document outlines a formula for essays, suggesting an introduction with opinion and key words, paragraphs tying into the title, a personal view, and a conclusion wrapping up the introduction.
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This document outlines the 10 stages of developing a language proficiency test:
1) Stating the problem and purpose of the test.
2) Writing specifications that outline the test content, structure, timing, techniques and performance criteria.
3) Writing and moderating test items by sampling from the content specifications and having items reviewed by colleagues.
4) Informally trialling test items on native speakers.
5) Trialling the full test on non-native speakers similar to the intended test takers.
6) Analyzing trial results and making any necessary changes to faulty items.
7) Calibrating performance scales.
8) Potentially validating the test further for larger-scale
Writing objective Test Items
The document discusses guidelines for writing different types of objective test items:
1. True-false, matching, and multiple choice items are commonly used selection item types. Suggestions are provided for writing each type to ensure items are unambiguous and test the intended objectives.
2. Supply item types like fill-in-the-blank require students to provide short answers. Guidelines emphasize writing clear, unambiguous items that test recall of important content.
3. Advantages and disadvantages of each item type are outlined. The summary concludes by providing general guidelines for writing test items that validly assess learning objectives without ambiguity or trick questions.
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This document outlines four levels of assessment for analyzing representations in an extract. Level 1 shows minimal understanding, uses limited examples and terminology inaccurately. Level 2 shows basic understanding, some relevant examples and terminology, but some inaccuracies. Level 3 shows proficient understanding, mostly relevant examples and accurate terminology. Level 4 shows excellent understanding, frequent relevant examples, accurate terminology, and clearly addresses the question. Higher levels receive more marks and are expected to have fewer errors.
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This document outlines a marking scheme for two sections. For both sections, there are four levels that assessments can be categorized into (incomplete/minimal, basic, proficient, excellent). Each level provides descriptors for explanation/analysis/argument, use of examples, use of terminology, and writing quality. Higher levels require a deeper understanding of the task, material, and question. They also demand more accurate use of examples, terminology, and writing ability with fewer errors.
Marking criteria for question 1
This document outlines the marking criteria for Question 1(a) which asks candidates to refer to their work from previous portfolio units. It is divided into four levels:
1) The lowest level (0-10 marks) requires a descriptive answer with limited analysis and few relevant examples. Terminology is minimal.
2) Level 2 (11-15 marks) requires a clearer answer with a narrow range of partly relevant examples and basic terminology.
3) Level 3 (16-20 marks) requires some progression, useful skill descriptions, and a clear evaluation with a reasonable range of relevant examples and proficient terminology.
4) The highest level (21-25 marks) requires a clear sense of progression,
G322 videogames intro
This document provides guidance for the G322 exam section on institutions and audiences in the videogames industry. It outlines that students will have 45 minutes to answer the question. Answers will be marked out of 50 total marks across three categories: explanation/analysis/argument, use of examples, and use of terminology. Higher marks are awarded for more in-depth understanding and argument supported by relevant examples and accurate terminology. Students should draw from two provided case studies of games and compare the production, distribution, marketing, and audience reception of each.
Synergy revision 10
- The document discusses a lesson aimed at peer assessing ownership essays and revising synergy. It provides marking criteria for assessing essays at different levels and describes what should be demonstrated at each level.
- It then discusses convergence industries using Sony as an example. It provides a diagram to complete showing how Sony operates across different industries like film, TV, music, and gaming.
- The document discusses what synergy is and provides examples of how Sony uses synergy between its film, music, and gaming divisions for properties like Spiderman and Casino Royale. It highlights advantages like profit sharing but also disadvantages like potential job losses.
Synergy revision
The document discusses a lesson aimed at peer assessing ownership essays and revising synergy. It provides marking criteria for assessing essays at different levels, from level 2 to level 4. It then discusses convergence industries using Sony as an example, defining synergy and highlighting advantages like spreading commercial interests and disadvantages like potential job losses. Finally, it provides an essay question on discussing the importance of cross-media convergence and synergy in a studied industry and asks students to plan the essay, outlining key points for each paragraph and examples/terminology to include.
Contemporary Developments in Business and Management (SIM337) Re.docx
Contemporary Developments in Business and Management (SIM337) Report Brief – January-February 2016
Contemporary Developments in Business and Management (SIM337)
Assessment weighted at 100% assessing all module learning outcomes.
Activity:
Prepare a management report of 3,500 to 4,000 words* on an organization within one of the following industry-sectors**:
· land transport,
· water transport
· air transport
· warehousing
· postal and courier services
[An organization profile must be included in your submission as “Appendix 1”.]
This report should assess the impact of external business environmental factors on the organization and evaluate the organization’s position and responses. In the case of a large organization it is permissible to confine your report to part of the organization. An organization’s activities may range beyond the designated industrial sector in which case the focus of your report must be on the organization’s activities within the designated sector.
* This word limit does not include the executive summary, organization profile, tables, diagrams, appendices or references. (Include a word count on your title page.)
** Sectors: H49, H50, H51, H52 and H53 respectively in the UK standard industrial classification (SIC) system or country equivalent. See <<http://www.ons.gov.uk/ons/guide-method/classifications/current-standard-classifications/standard-industrial-classification/sic2007---explanatory-notes.pdf >>.Task 1
Give a brief overview of the primary external influences to which the organization is subject and briefly explain the particular importance of each to the organization. This first task should contribute no more than one third of your overall report.
Task 2
Choose one of the following themes:
· National and/or international politics
· Legal Environment
· Barriers to globalization
· Migration
In relation to your chosen theme
i. analyse its relevance to your chosen organization and how it influences policies and decision-making within your chosen organization or industry-sector.
ii. critically evaluate the effectiveness of the organization’s response.
iii. (if possible and appropriate) demonstrate some areas for improvement in the response of the organization.
Guidance notes:
Whatever organization you choose and whichever theme you chose, you must clearly demonstrate knowledge and understanding from research and reading wider than that contained in the module pack and core textbook. This is a REPORT and so must be presented in business report format and style. You must also structure your report to cover the tasks including points 2.i to 2.iii above. This is an academic piece of work therefore you are expected to link theory and practice. You should take care to ensure that the work you submit has a high standard of presentation. This is an individual assignment. You must acknowledge your sources of information and evidence using the Harvard referencing system. All assignments are subject to the Universit.
TaskYour lecturer will place several links in Interact to a number.docx
Task
Your lecturer will place several links in Interact to a number of relevant articles and/or case studies. These will be available to you just after your second assignment has been submitted.
Choose one of the media articles or case studies listed by the lecturer in Interact.
Use the title of the article/case study provided in interact as the title of your essay, so that the lecturer knows which article you are analysing.
Undertake further research about your chosen case, to assist you in analysing and discussing it in your essay.
You are required to complete the following:
Step 1.
Construct a diagram
to map the arguments about a moral claim that you have identified in the article/case study:
Include all supporting and objecting claims. These claims should include facts collated from your own research and classical ethical theories that support or object to the claim
You are expected to '
finish off
' the case's arguments, turning it into a valid and properly structured argument.
You should use information from the article/case study, other sources discovered during your research, and your own reasoned arguments. A balanced and impartial argument is the objective.
The main claim/conclusion must be an ethical claim.
Step
2
.
Write an essay,
which maps closely to the diagram that you constructed in Step 1.
The
word limit
for the essay is 1,500 words ± 10%. Headings, citations and references do not count towards the word limit, but quotations do.
All the claims shown on the diagram must appear in the essay, and all claims made in the essay must appear on the diagram. The essay must present all the detailed information that the diagram cannot.
Remember to analyse the article/case study from the perspective of at least two different classical ethical theories and present well reasoned arguments for your assessments and recommendations.
Step 3.
Write an overall conclusion
that justifies your recommendations made in your essay.
Step 4. Reference list
Include a
Reference
list at the end of your work, in the correct APA referencing style, corresponding to in-text citations.
You must include at least five (5)
quality
references from different sources. Please note that these five references are in addition to those provided to you through this subject (for example, you still must reference, Tavani, the Interact subject lecture notes etc
BUT
these references
cannot
be used as one of your five quality references from different sources).
Only use references that have been cited in the body of your assignment and ones that support what you have presented in your assignment.
NOTE: Format your assignment according to the instructions given in the Assessment Information, Presentation section.
Rationale
This assessment extends the skills practiced in Assessment item 1 and 2, to help you to achieve all the learning objectives.
In addition to identifying a contentious situation in ICT and dissecting the argument(s) about it, you must also n.
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docx
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATION
Demonstrates outstanding
or exemplary application
of written, visual, or oral
skills.
Demonstrates outstanding
expression of topic, main
idea, and purpose.
Audience is addressed
appropriately.
Language clearly and
effectively communicates
ideas and content relevant
to the assignment.
Errors in grammar,
spelling, and sentence
structure are minimal.
Organization is clear.
Format is consistently
appropriate to assignment.
Demonstrates sound or
accomplished
application of written,
visual, or oral skills.
Demonstrates sound or
accomplished expression
of topic, main idea, and
purpose.
Audience is usually
addressed appropriately.
Language does not
interfere with the
communication of ideas
and content relevant to
the assignment.
Errors in grammar,
spelling, and sentence
structure are present, ...
Atkinson.docx
The student received a categorical mark of 2:1 for their literature review task. The assessor provided strengths and suggestions for improvement. Key strengths included an introduction that set the background well, a range of primary research was summarized cohesively, and an academic writing style was demonstrated. Suggestions for improvement included adding more of the student's own opinions on the studies' claims, considering other diagnostic techniques, including further subheadings, and minor formatting issues. The student commented they will focus on critical analysis and improving presentation in future work.
MODULE TITLE Research Methods and International Project - part .docx
MODULE TITLE: Research Methods and International Project - part 1 and part 2
Brief introduction to module
This module aims to provide you with the knowledge and skills that are required to undertake independent research on a topic that you will be chosen for your final dissertation where you determine the methodology and approach. In so doing you will take significant strides on the path to becoming an independent learner, and feel able to undertake other research tasks, with the help of your supervisor. The module will provide you with an understanding of research philosophies; introduce you to a range of qualitative and quantitative methodologies and methods of analysis. You will develop your intellectual reasoning ability as well as your ability to write critically. During the lecture and seminar classes you will be given opportunities to discuss and evaluate a range of research methods and approaches.
Overall assessment (part 1 and 2)
Course work
·
Research Project Proposal (35% of module marks)
Word count: 2,000 words++
·
International Business Project (65% of module marks)
Students are not to be penalised for exceeding the word count. They are encouraged to collect and analyse data, as well as discuss the findings and put forward recommendations, which requires a lengthier contribution.
Module learning outcomes:
• Be able to demonstrate knowledge and understanding of research method process, including identifying the research area, topic and question, critical literature review, research philosophy
and design, sampling and sampling techniques, data collection and analysis, synthesis and research dissemination
•
Demonstrate and understand the ethical consideration and issue as well as value of ethical procedures when conducting research in business
•
Be able to work collaboratively within a learning community, time management and self- management as well as the ability to use research skills in a wider context
•
Be able to develop an appropriate and feasible research proposal to a specific context
Research Project Proposal (35% of module marks)
The research methods proposal will enable students to build up a collection of material providing evidence of developing research skills. The core content of the proposal will consist of an exercise in each of the following five areas, corresponding to the Specific Learning Outcomes above (and will include both individual and group work).
Preliminary literature review should include 10+ references to relevant business/academic studies
Research design and its feasibility should be demonstrated
All potential ethical issues/concerns at each stage of the research project addressed
The outline of planned empirical investigation (time frame and resources) spans from the beginning of the project (brainstorming stage) till the thesis submission deadline.
The mandatory structure of the re.
Requirements for Sociology4 chapters of the sociology book wil.docx
Requirements for Sociology
4 chapters of the sociology book will be summarized in individual power point presentations and will answer the following questions. Making a total of 4 presentations to submit this term.
The Power points for each chapter will answer the following question as well as provide a brief summary of the chapter.
1. What stood out most and why?
2. What confused you most and why?
3. What made you angry or bored or not in agreement with and why?
The format for the chapter power point presentations is the 10/20/30 rule
10 slides – 15 maximum
20 minutes maximum for reader/viewer to go through presentation
30 font
The submission will include a 1-2 page max reflection paper on the learning submitted from the chapters and how the learning applies to the world of business. No APA style required for the paper.
1
Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMINISTRATION and ASSOCIATE OF ARTS IN BUSINESS ADMINISTRATION
Expectations: Student work at the undergraduate level is expected to focus on a broad overview of the academic discipline, along with—where appropriate—basic theoretical
frameworks of professional practices and familiarity with discipline-specific tools and their application.
Criteria Exemplary (A)) Accomplished (B) Proficient (C) Partially Proficient (D) Unacceptable (F)
Functional areas include, where
applicable:
BUSINESS PROGRAM CONTENT
Leadership, management,
innovation, and teambuilding
Operations and Marketing
Finance
Economics
Qualitative and quantitative
tools
Technology and Internet
Ethical and legal issues
International issues
Demonstrates
outstanding or
exemplary mastery of
content, appropriate to
the assignment and the
relevant terminal course
objectives and program
learning outcomes.
All requirements of the
assignment are included
in the response.
Demonstrates sound
or accomplished
mastery of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Most requirements of
the assignment are
included in the
response.
Demonstrates adequate
or proficient mastery of
content, appropriate to
the assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Many requirements of
the assignment are
included in the
response.
Demonstrates
inadequate or partially
proficient mastery of
content, appropriate
to the assignment and
the relevant terminal
course objectives and
program learning
outcomes.
Some requirements of
the assignment are
included in the
response.
Demonstrates
unacceptable mastery
of content,
appropriate to the
assignment and the
relevant terminal
course objectives and
program learning
outcomes.
Few or no
requirements of the
assignment are
included in the
response.
Approach and Purpose,
Organization, Style, Grammar,
Mechanics, Format,
Presentation and Delivery
(where applicable)
EFFECTIVE COMMUNICATIO ...
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers
Levels of Achievement
Criteria
Outstanding Performance
Excellent Performance
Competent Performance
Proficient Performance
Room for Improvement
QUALITY OF WORK SUBMITTED -
1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
30 to 30 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
25 to 29 points
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics
20 to 24 points
Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.
16 to 19 points
Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed.
0 to 15 points
Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.
QUALITY OF WORK SUBMITTED: Purpose of the paper is clear (0-5 Points)
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
5 to 5 points
A clear and comprehensive purpose statement is provided which delineates all required criteria.
4 to 4 points
Purpose of the assignment is stated, yet is brief and not descriptive.
1 to 3 points
Purpose of the assignment is vague.
0 to 0 points
No purpose statement was provided.
ASSIMILATION AND SYNTHESIS OF IDEAS
The extent to which the work reflects the student’s ability to-
1. Understand and interpret the assignment’s key concepts (0-10 Points)
10 to 10 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
9 to 9 points
Demonstrates the ability to critically appraise and intellectually explore key concepts.
8 to 8 points
Demonstrates a clear understanding of key concepts.
5 to 7 points
Shows some degree of understanding of key concepts.
0 to 4 points
Shows a lack of understanding of key concepts, deviates from topics.
ASSIMILATION AND SYNTHESIS OF IDEAS 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points)
20 to 20 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
15 to 19 points
Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view.
10 to 14 points
Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view.
3 to 9 points
Minimally includes and integrates specific ...
Assignment Marking Criteria and FeedbackStrengths of this as.docx
Assignment Marking Criteria and Feedback
Strengths of this assignment and how it might be improved:
Your introduction is not terribly relevant. You would do better to keep it simple and signpost the reader.
Your analysis begins with a generic description of the problems associated with intangibility. Remember that this assignment is about the application of theory rather than description. The remainder of your analysis highlights some of the issues in the case study. However, there is no application of theory. You could have used any one of a number of frameworks to frame your analysis and give it greater depth: Servuction model, Flower of Service, Gaps model, etc. Furthermore, I would like to see you explain the reasons for these problems. In this case study, the lack of service culture is a significant issue.
With regard to recommendations, it would again be better if you approach the task in a more systematic way rather than making random suggestions with no indication as to which problems these activities will resolve. For example, are testimonials a priority? Given that the service being offered is poor, there may not be many customers with anything positive to say. Wouldn’t it be better to fix underlying issues first? You recommend personal selling and communications but there is a lack of detail and no explanation as to what problems these activities would address. You recommend that the company needs to act on the feedback it receives (page 6), but you do not say how. Similarly, recommendations like personalised service might be relevant but you do not say what this means in practice.
Overall, there is a lack of application of theory to this response. You need to look back over the lecture slides and use appropriate models to frame your analysis and recommendations. While what you write is sound, it does not directly address the case study. There is insufficient detail.
Very limited reference list (because of the lack of theory in the response). Remember that references should be in alphabetical order.
assessment brief
Module Title:
Marketing Services
Submission Deadline:
Tuesday 12th July 2019
Assessment Component
Coursework (RESIT)
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
13th August 2019
Assessment Instructions
This is an individual case-based assignment that requires you to answer a question in relation to the case study below: ‘Best Car Hire’.
Question: Using services marketing theory, analyse and explain Best’s loss of customersand recommendhow it might improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories, frameworks, and concepts from the first six study units of the module.
· It is your decision as to what theories/frameworks/concepts to use to inform your answer. There is no recommended minimum or maximum number, but generally, quality of application is more important than the quantity.
Faculty of Business and LawaCADEMIC YEAR 201819asse.docx
Faculty of Business and Law
aCADEMIC YEAR 2018/19
assessment brief
Module Code:
UMKD6R-15-3
Module Title:
Marketing Services
Submission Deadline:
Wednesday 13th March 2019
Assessment Component
Coursework
Assessment Weighting:
50 per cent of total module mark
Marking and feedback deadline (20 working days)
10th April 2019
Assessment Instructions
This is an individual case-based assignment that requires you to answer a question in relation to the case study below: ‘Woodchurch Furniture’.
Question: Using services marketing theory, analyse and explain Woodchurch’s loss of customersand recommendhow it might improve the customer experience. (100 marks)
General Guidance
· The coursework requires you to select and apply theories, frameworks, and concepts from the first six study units of the module.
· It is your decision as to what theories/frameworks/concepts to use to inform your answer. There is no recommended minimum or maximum number, but generally, quality of application is more important than the quantity of frameworks applied.
· Remember that the requirement is to apply rather than describe theory.
· You may use subheadings in your answer, but avoid excessive use of bullet points.
· Do not reiterate passages from the case study. Obviously, you will need to refer to the case, but do this as succinctly as you can.
· Evidence of relevant reading beyond the lecture slides, with appropriate application of this reading, will be rewarded. Besides textbooks, you may want to explore relevant articles from Journal of Services Marketing,Journal of Service Research, or Service Industries Journal. Other journals will haverelevant articles, but, as implied by their titles, these three focus on services.
· Include a title page, contents, and references. There is no need for an abstract or executive summary. Please number your pages.
Marking Criteria
Please see the grid below:
Criteria
Grading
Analysis (35%)
Recommendations (35%)
Structure (20%)
Literacy, presentation, referencing (10%)
80-100 PASS
Exceptional
Insightful analysis with originality of thought. Identifies underlying issue(s). Excellent application of theory. Demonstrates excellent integration of relevant literature from outside the module reading list.
Highly appropriate, with originality of thought. Consistent with issues raised in the analysis. Exceptional clarity and detail. Supported wherever possible by theory / literature.
Exceptional organization and flow of material with excellent connections between ideas. Introduction is specific and signposts. Conclusion synthesises and may highlight implications of recommendations.
Exceptional standard of literacy and presentation. Near faultless referencing.
70-79 PASS
Excellent
Insightful analysis. Identifies underlying issue(s). Excellent application of theory. Demonstrates excellent integration of relevant literature from outside the module reading list.
Excellent and appropriate, with some originality of thought. Consist.
CW marking grid Analytical BS - M Ahmad.docx
The student received feedback on their submission for the module on Analytical and Bioanalytical Science. The tutor provided the following key points:
1) The submission focused more on clinical detection methods for pancreatic cancer rather than analytical methods, with no details provided on specific tests.
2) The essay lacked structure and it was unclear what the main point or advancement being discussed was.
3) Areas for improvement included using figures, headings, and paragraph breaks to improve structure, and citing references in the text.
NB viva grid 2022 Ben Walker.docx
The student received feedback on their neurobiology submission. The tutor provided positive feedback, noting the student demonstrated good knowledge, logical presentation of figures, and proper formatting of sources. Areas for improvement included making the figures larger with less text and having more confidence. The student received a grade of 72%.
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
This document outlines the task brief and rubrics for a marketing plan assignment. Students will be assigned an industrial product and must develop a 10-point marketing plan covering areas like the product description, segmentation strategies, and key decision makers. The marketing plan must be 2,000 words following Harvard referencing style. It will be graded on criteria like knowledge of marketing concepts, critical thinking, and communication skills. The assignment is worth 40% of the total grade and is due in week 6.
Applied Biochemistry feedback_M Ahwad 2023.docx
This document provides feedback on a student's applied biochemistry coursework assignment. The feedback commends the student for their good understanding of the research paper and key experiments. Areas identified for improvement include providing expected outcomes for future experiments and paying closer attention to APA referencing guidelines. A grade of 62% is awarded, falling within the 2.2 classification range.
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the
Week 6: Case Study Choice
. Please summarize the case and discuss the questions that are asked with the case study presentation. Although it is not specifically asked, make sure that you are including aspects of immobility from Chapter 25 within the answers to the questions, and drawing ABGs on your patient, relaying the results (note you will need to make up what would be considered appropriate ABG results based on this case), and what those results mean in relation to your case study.
The case study I picked is : Cystic Fibrosis
Discussion Question Rubric
Note:
Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 points
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 points
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 points
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40
Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 points
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a m.
Similar to G322 section b mark scheme (20)
Contemporary Developments in Business and Management (SIM337) Re.docx
Contemporary Developments in Business and Management (SIM337) Re.docx
TaskYour lecturer will place several links in Interact to a number.docx
TaskYour lecturer will place several links in Interact to a number.docx
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docx
1 Undergraduate Program Rubric—BACHELOR OF BUSINESS ADMIN.docx
MODULE TITLE Research Methods and International Project - part .docx
MODULE TITLE Research Methods and International Project - part .docx
Requirements for Sociology4 chapters of the sociology book wil.docx
Requirements for Sociology4 chapters of the sociology book wil.docx
Evaluation Criteria for Applications and Formal Papers Level.docx
Evaluation Criteria for Applications and Formal Papers Level.docx
Assignment Marking Criteria and FeedbackStrengths of this as.docx
Assignment Marking Criteria and FeedbackStrengths of this as.docx
Faculty of Business and LawaCADEMIC YEAR 201819asse.docx
Faculty of Business and LawaCADEMIC YEAR 201819asse.docx
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
COURSE CODE BCO 316 COURSE NAME INDSTRIAL MARKETING Marketing Pla.docx
Choose one of the Case Studies from Chapter 13 using the Week.docx
Choose one of the Case Studies from Chapter 13 using the Week.docx
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Merchant of Venice Analysis
Portia is introduced as a wealthy heiress in Belmont who Bassanio is interested in marrying. However, she has been left her fortune by her father and is unable to choose a husband for herself due to the constraints of the patriarchal society. Over the course of the play, Portia is initially portrayed as a passive and vulnerable character trapped by these societal expectations. However, she eventually emerges as an intelligent and active woman with a plan to take control of her own destiny by disguising herself as a man in order to intervene in Bassanio's affairs. This transition challenges the typical gender stereotypes of the time and presents Portia as a more empowered and complex character than first assumed.
R&j act 1 scene 4 and prologue
The prologue introduces the feuding families of Romeo and Juliet and foreshadows the tragic death of the star-crossed lovers which will end the family feud. It establishes the drama and conflict that will unfold in the play.
Romeo is melancholy and reluctant to attend the Capulet ball, while Mercutio tries to lighten Romeo's mood and get him to have fun. They debate the meaning and reliability of dreams, with Romeo seeing significance and Mercutio being cynical. Romeo fears an ominous outcome from the night's events hinted at in the stars, foreshadowing the tragedy to come.
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Mov screen shots analysis
Screen Shot analysis from the 2004 Michael Radford film adaptation of The Merchant of Venice (Shakespeare).
Themes symbols and motifs in jekyll 2
The document discusses key themes, symbols, and motifs in Robert Louis Stevenson's novella "Jekyll and Hyde". The main themes explored are the duality of man/divided self and the tensions between science and religion in Victorian England. Recurring motifs that build suspense include urban terror in foggy London streets, the sinister laboratory door symbolizing Jekyll's dual nature, and the power of silence when characters refuse to explain troubling events. Secrecy is also a major theme, as secrets about Hyde's identity and Jekyll's experiments drive the narrative and heighten tension throughout the story.
Y12 audiences and institutions 1 2015
The document discusses requirements for a homework assignment on the British film industry. Students are asked to argue whether the British film industry is approaching death. They are instructed to use their case study film "Bwark" and TV show "The Inbetweeners" to discuss: whether the industry is dying or successful, how classifications help or not, and whether critics Doyle or Lord Smith agree the industry is dying. The assignment is due February 13th, 2015 and must be 1000 words.
holocaust and nuremburg mechant of venice
This document discusses how the Holocaust shaped modern interpretations of Shakespeare's The Merchant of Venice and the character of Shylock. It provides historical context on the persecution of Jews in Europe during World War 2, including how the Nazis sought to exterminate the Jewish population. It also notes that Hitler was a fan of The Merchant of Venice and discusses how a 2000 production by Trevor Nunn visually echoed the Nuremberg trials to emphasize the reality of the Holocaust and not allow the play to shrink from it.
Merchant screen shot analysis
This document provides analysis of scenes from different film adaptations of The Merchant of Venice. It discusses the use of symbolism, composition, costumes, and other directorial choices to convey meaning and interpretation. Specifically, it notes how the 2000 Trevor Nunn version references the Nuremberg Trials to draw parallels between the treatment of Shylock and the Holocaust.
Mrs Brown Preliminary Evaluation
This document provides guidance for a student to evaluate a preliminary media production task. It outlines three key stages to evaluate: planning and pre-production, production and shooting, and post-production. For each stage, it lists several questions for the student to consider in their evaluation, such as what planning methods they used, how the shoot went, what software and editing decisions they made. It also prompts the student to reflect on how they documented the process in their blog and how they will present their evaluation.
Radio glossary
This document contains definitions of common radio industry terms related to broadcasting, programming, production, and audience research. It defines terms such as deejay, drive-time, hype, jingle, mix, narrowcasting, playlist, production, psychographics, punch, reach, spots, station identification, talent, talk radio, time spent listening, total survey area, transmit, turnover, voice-over, and volume control. The glossary provides concise explanations of important audio and radio broadcasting concepts.
Print glossary
This document defines various terminology used in print media, including the masthead, cover lines, main artist image, direct/indirect mode of address, main artist credit, centre of visual interest, left third, cover mount, font, colour, barcode, issue, price, date, representation, awards and nominations, brand identity, tagline, age rating, director credit, actor credit, teaser poster, main poster, DVD release poster, price, billboard, banner advertising, and footer.
Spoken language quiz
1. The document provides a quiz about analyzing a speech by Boris Johnson and an interview with him conducted by Jeremy Paxman. It includes 20 multiple choice questions about context, language features, and strategies used by Boris Johnson.
2. The answers are then provided on the next slide, explaining things like what paralinguistic features are, the difference between an interruption and overlap, and how Boris Johnson digresses in the interview to avoid answering questions directly.
3. The quiz and answers are meant to test understanding of analyzing spoken language based on a case study of Boris Johnson's public speaking style.
Spoken language features
The document discusses various features that may be present in hesitant speech. It notes that hesitancy can involve deciding whether remarks are planned or spontaneous. Context is provided about some British political figures including Boris Johnson and David Cameron. Examples of controversial topics are given such as the use of performance enhancing substances in sports and criticism of the UK welfare system. The document also discusses concepts relevant to engaging an audience such as humor, inclusive language, and rapport.
Boris Johnson Transcript 2
Jeremy Paxman interviews Boris Johnson and Ken Livingstone in a debate about proposals for London's transport system. Paxman aggressively questions Boris about cost estimates for a proposed new fleet of Routemaster buses, but Boris avoids giving a direct figure, instead digressing and attempting to turn the conversation to his opponent's proposals. Frustrated by Boris' evasiveness, Paxman interrupts and presses for a clear cost, but Boris continues dodging the question and trying to control the agenda.
Y10 war poetry notes
The poem describes the miserable conditions faced by soldiers in World War I. It depicts them waiting in trenches during a snowstorm, exhausted by the cold and silence. While under constant threat from the elements and enemy fire, the soldiers question the purpose of the war and their circumstances, with death seeming inevitable as they "turn back to their dying." The poem conveys the bleak atmosphere and existential reflections of soldiers trapped in the trenches.
Wikinomics - Mrs Brown
This document provides an overview of key concepts from the book "Wikinomics" by Don Tapscott and Anthony Williams. It outlines three main learning objectives: 1) to consider issues relating to Web 2.0, 2) to understand the concept of "wikinomics", and 3) to examine benefits and difficulties of wikinomics. Key terminology from the book is defined, such as "peering", "prosumers", and concepts related to the democratization of media through user participation and peer production. Examples are given of early peer-produced projects like Linux, Wikipedia, and MySpace that showed the potential of mass collaboration online.
Mrs Brown - History of the Internet
This document provides learning objectives and outcomes for a lesson on online media. It includes key terminology to add to a glossary such as Sir Tim Berners-Lee, ARPAnet, CERN, broadband, and dial-up. It discusses how privacy is impacted by everything that happens online staying online. Students are instructed to spend a weekend without internet access and reflect on modern society's dependence on the internet. They are also given a timeline research task on the early history of the internet from 1969 to 1980 including the development of ARPAnet and Tim Berners-Lee's proposal of hypertext at CERN.
L5A&1
\nMedia institutions attract local and national audiences through targeted marketing strategies while navigating various issues. Technological convergence has impacted production, distribution and consumption patterns. Ownership and partnerships influence a film's national identity and use of technologies in serving audiences globally.
L4A&1
This document discusses various theories about how audiences interact with and make meaning from media, including:
- The hypodermic needle model which sees audiences as passive receivers of media messages.
- Two-step flow theory which proposes people discuss media with opinion leaders before accepting messages.
- Uses and gratifications theory which views audiences as active in choosing media to fulfill needs.
It also covers technological convergence and how this has changed audience consumption habits, making them more interactive in both consuming and creating media content. The effects of representing groups in media and how this relates to ideology are examined.
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