Module Booklet for Concepts in International Events Management
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This document provides information about the module "Concepts in International Events Management" taking place from August 31st to September 7th, 2012. It introduces the module leader and other teaching staff, and provides a schedule of lecture topics, required readings, and assessment details. Students will individually complete a coursework assessing their understanding of concepts in the module by discussing the relevance of sustainability, authenticity, or experience goods in relation to an event. The coursework will be graded based on the student's conceptual understanding, critical analysis, use of sources, and presentation of arguments.
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International events management
Short presentation talking about how the international events environment can impact the planning and management of events.
15017207 MAN4154M
This document contains a student submission and the corresponding grading report from an instructor. The 5027 word report received an overall grade of 80. The instructor provided positive feedback, noting the report was comprehensive and covered the topic accurately with a good critical evaluation. Areas for improvement included making the conclusions sharper and ensuring the report is written in the third person. The attached grading rubric provides details on how the submission met various criteria related to content, structure, analysis and other categories.
ASSESSMENT DETAILSIndividual Portfolio (3000 words)1- Ide.docx
ASSESSMENT DETAILS
Individual Portfolio (3000 words)
1- Identify a multi-national organization. Critically analyse the strategy of the organization utilizing the range of strategy content. Please also identify the competitive advantage of your selected organisation.
2- Identify a significant event, challenge, transformation or merger/acquisition that affected the organization. Please make sure you take into consideration the current pandemic and other contemporary drivers of change.
3- Analyse how the challenge was managed by the organization, with a focus on leadership, culture, and the human relations aspects of the context.
4- Discuss how the organization’s strategy impacted the management of the challenge. Furthermore, critically discuss the impact of the challenge on the organization’s strategy.
Additional information on the assessment:
You are encouraged to search for potential organizations early and ensure that you have access to adequate data sources for completing your report, before you finalize your choice.
This assessment will be graded using the following criteria:
(i) Critical analysis of the strategy of the organization, applying theories and conceptual frameworks covered in the module (30%)
(ii) Critical application of leadership and management of change models/theories to analyze the context in question (30%)
(iii) Discussion and synthesis of the strategy and change aspects of the selected challenge; evidence of wider reading critically applied in your analyses (30%)
(iv) Presentation, structure, grammar and referencing (10%)
The following Learning Outcomes are demonstrated via this assessment Knowledge
1. Discuss the nature and roots of competitive advantage
2. Critically discuss the dilemmas inherent in integrating ethics and social responsibility into organisational strategy
3. Critically evaluate different models/theories and perspectives on leadership and the management of change
4. Discuss the dilemmas inherent in strategy development and change management Thinking skills
5. Appraise the strategic situation of a business or business unit on the basis of complex, incomplete and ambiguous information Subject-based practical skills
6. Determine the appropriate leadership and change management approach for a particular organisational context
7. Appraise strategic proposals and develop contextually appropriate alternatives Skills for life and work (general skills)
8. Communicate effectively on strategy, leadership and change management to both expert and non-expert audiences
Assessment Criteria
GENERIC Command of the Subject DESCRIPTORS
Subject Specific Skills Scholarly and
& Practices Professional Skills &
Attributes
90-100%
Demonstrates a breadth and depth of substantive knowledge that is excellent and informed by the highest level of scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques
Goes beyond the material displayi.
Session 1: Introduction to counselling theory and approaches
This document provides an introduction to a module on counselling theory and approaches. It outlines the session objectives, which are to define the module content, identify the assessment, and establish a working agreement. It then lists the programme for the day, which includes discussing key counselling approaches. The document also includes the module learning outcomes, key concepts, assignment details, criteria for assessment, and recommended reading. It emphasizes establishing a respectful learning environment and the importance of theory for informing counselling practice.
Sebastian Gonzalez viva grid 2022 .docx
The document provides feedback on a student submission for a neurobiology module. The feedback comments that the student's handouts included good figures and diagrams and an appropriate bibliography, but their knowledge was limited and understanding could be improved. Areas for improvement include being able to fully explain the figures and diagrams chosen. A grading rubric is also included, outlining the characteristics and expectations for different grade levels from exceptional first class work to incompetent fails.
Imperialism, Colonialism andRacialisationanonymous marking
Imperialism, Colonialism and
Racialisation
anonymous marking enabled
Submission date: 15-Apr-2020 09:27PM (UTC+0100)
Submission ID: 124210341
File name: Imperialism_colonialism_and_racialisation.docx (24.58K)
Word count: 2100
Character count: 11209
1
2
3
4
5
6
7
good
8
FINAL GRADE
80/100
Imperialism, Colonialism and Racialisation
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
It is clear that a great deal of work has gone into this
essay. It is well researched and exceptionally well-
written. You do a good job of connecting together your
three chosen concepts, and your theorization of 'waste'
places and populations is interesting and imaginative
(there's quite a lot of contemporary work that deals with
the intersection of race and waste - see the article I
have linked to in the text for an example).
A very strong engagement with key module themes.
Well done.
PAGE 1
Comment 1
A nice, clear introduction.
Comment 2
clearly put, and backed up with a quotation. Good.
Comment 3
Good
PAGE 2
Comment 4
Again, a very clearly written summary.
PAGE 3
Comment 5
Good
QM
Good
Comment 6
A useful definition. Good.
Comment 7
Hmm. Well it depends what we're counting as race. Anti-essentialist approaches do not deny the
existence of genetic differences between human beings. What we contest is their extrapolation into
racial categories.
PAGE 4
good
good
Comment 8
Great connection.
There is much more that can be said about the intersection between race and waste. This, for
example.
PAGE 5
PAGE 6
https://onlinelibrary.wiley.com/doi/full/10.1111/anti.12501?casa_token=N6PRZplfVboAAAAA%3Ab1J3u_PwsGea5F54xcnxh4rJ698zu9gktbrQ3tbUqNWY1Ow6RihFvwKfLdQv65O3z5C-0p-nIzIEqA
RUBRIC: SOCIOLOGY ESSAY RUBRIC
IDEAS (20%)
/
(100)
FIRST
(75)
2:1
(65)
2:2
(55)
3RD
(45)
FAIL
(35)
MATERIAL (20%)
/
(100)
FIRST
(75)
2:1
(65)
2:2
(55)
3RD
(45)
FAIL
(35)
ANALYSIS (20%)
/
(100)
FIRST
75 / 100
75 / 100
Engagement with key ideas and concepts
Cannot be improved upon.
Demonstrates excellent critical engagement with and focus on the question, drawing on
relevant ideas and concepts.
Demonstrates good critical engagement with and focus on the question, drawing on
relevant ideas and concepts.
Demonstrates reasonable engagement with and focus on the question, drawing on some
relevant ideas and concepts.
Does not sufficiently engage with or focus on the question or draw on relevant ideas and
concepts.
Insufficient engagement with and focus on the question and with relevant ideas and
concepts.
75 / 100
Use of sociological and theoretical material
Cannot be improved upon.
Uses extensive range of appropriate sociological/theoretical sources and employs these
persuasively to develop and support the points made.
Uses wide range of appropriate sociological/theoretical sources and employs these
persuasively to develop and support the points made.
Uses some appropriate sociological/theoretical sources and employs th ...
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.
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This document discusses the education of a Balinese dalang, or shadow puppet master. A dalang traditionally learns the art form through informal apprenticeship with an older relative who is also a dalang. Students observe performances from a young age and assist with tasks like playing instruments or handling puppets. They gradually take on more responsibilities until they can perform themselves. A dalang's training involves mastering not just puppetry and storytelling, but also other Balinese art forms like music, dance, poetry and philosophy. The document shares the experiences of two students who trained under the same renowned traditional dalang, learning through observation and asking questions rather than a structured curriculum.
Recommended
International events management
Short presentation talking about how the international events environment can impact the planning and management of events.
15017207 MAN4154M
This document contains a student submission and the corresponding grading report from an instructor. The 5027 word report received an overall grade of 80. The instructor provided positive feedback, noting the report was comprehensive and covered the topic accurately with a good critical evaluation. Areas for improvement included making the conclusions sharper and ensuring the report is written in the third person. The attached grading rubric provides details on how the submission met various criteria related to content, structure, analysis and other categories.
ASSESSMENT DETAILSIndividual Portfolio (3000 words)1- Ide.docx
ASSESSMENT DETAILS
Individual Portfolio (3000 words)
1- Identify a multi-national organization. Critically analyse the strategy of the organization utilizing the range of strategy content. Please also identify the competitive advantage of your selected organisation.
2- Identify a significant event, challenge, transformation or merger/acquisition that affected the organization. Please make sure you take into consideration the current pandemic and other contemporary drivers of change.
3- Analyse how the challenge was managed by the organization, with a focus on leadership, culture, and the human relations aspects of the context.
4- Discuss how the organization’s strategy impacted the management of the challenge. Furthermore, critically discuss the impact of the challenge on the organization’s strategy.
Additional information on the assessment:
You are encouraged to search for potential organizations early and ensure that you have access to adequate data sources for completing your report, before you finalize your choice.
This assessment will be graded using the following criteria:
(i) Critical analysis of the strategy of the organization, applying theories and conceptual frameworks covered in the module (30%)
(ii) Critical application of leadership and management of change models/theories to analyze the context in question (30%)
(iii) Discussion and synthesis of the strategy and change aspects of the selected challenge; evidence of wider reading critically applied in your analyses (30%)
(iv) Presentation, structure, grammar and referencing (10%)
The following Learning Outcomes are demonstrated via this assessment Knowledge
1. Discuss the nature and roots of competitive advantage
2. Critically discuss the dilemmas inherent in integrating ethics and social responsibility into organisational strategy
3. Critically evaluate different models/theories and perspectives on leadership and the management of change
4. Discuss the dilemmas inherent in strategy development and change management Thinking skills
5. Appraise the strategic situation of a business or business unit on the basis of complex, incomplete and ambiguous information Subject-based practical skills
6. Determine the appropriate leadership and change management approach for a particular organisational context
7. Appraise strategic proposals and develop contextually appropriate alternatives Skills for life and work (general skills)
8. Communicate effectively on strategy, leadership and change management to both expert and non-expert audiences
Assessment Criteria
GENERIC Command of the Subject DESCRIPTORS
Subject Specific Skills Scholarly and
& Practices Professional Skills &
Attributes
90-100%
Demonstrates a breadth and depth of substantive knowledge that is excellent and informed by the highest level of scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques
Goes beyond the material displayi.
Session 1: Introduction to counselling theory and approaches
This document provides an introduction to a module on counselling theory and approaches. It outlines the session objectives, which are to define the module content, identify the assessment, and establish a working agreement. It then lists the programme for the day, which includes discussing key counselling approaches. The document also includes the module learning outcomes, key concepts, assignment details, criteria for assessment, and recommended reading. It emphasizes establishing a respectful learning environment and the importance of theory for informing counselling practice.
Sebastian Gonzalez viva grid 2022 .docx
The document provides feedback on a student submission for a neurobiology module. The feedback comments that the student's handouts included good figures and diagrams and an appropriate bibliography, but their knowledge was limited and understanding could be improved. Areas for improvement include being able to fully explain the figures and diagrams chosen. A grading rubric is also included, outlining the characteristics and expectations for different grade levels from exceptional first class work to incompetent fails.
Imperialism, Colonialism andRacialisationanonymous marking
Imperialism, Colonialism and
Racialisation
anonymous marking enabled
Submission date: 15-Apr-2020 09:27PM (UTC+0100)
Submission ID: 124210341
File name: Imperialism_colonialism_and_racialisation.docx (24.58K)
Word count: 2100
Character count: 11209
1
2
3
4
5
6
7
good
8
FINAL GRADE
80/100
Imperialism, Colonialism and Racialisation
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
It is clear that a great deal of work has gone into this
essay. It is well researched and exceptionally well-
written. You do a good job of connecting together your
three chosen concepts, and your theorization of 'waste'
places and populations is interesting and imaginative
(there's quite a lot of contemporary work that deals with
the intersection of race and waste - see the article I
have linked to in the text for an example).
A very strong engagement with key module themes.
Well done.
PAGE 1
Comment 1
A nice, clear introduction.
Comment 2
clearly put, and backed up with a quotation. Good.
Comment 3
Good
PAGE 2
Comment 4
Again, a very clearly written summary.
PAGE 3
Comment 5
Good
QM
Good
Comment 6
A useful definition. Good.
Comment 7
Hmm. Well it depends what we're counting as race. Anti-essentialist approaches do not deny the
existence of genetic differences between human beings. What we contest is their extrapolation into
racial categories.
PAGE 4
good
good
Comment 8
Great connection.
There is much more that can be said about the intersection between race and waste. This, for
example.
PAGE 5
PAGE 6
https://onlinelibrary.wiley.com/doi/full/10.1111/anti.12501?casa_token=N6PRZplfVboAAAAA%3Ab1J3u_PwsGea5F54xcnxh4rJ698zu9gktbrQ3tbUqNWY1Ow6RihFvwKfLdQv65O3z5C-0p-nIzIEqA
RUBRIC: SOCIOLOGY ESSAY RUBRIC
IDEAS (20%)
/
(100)
FIRST
(75)
2:1
(65)
2:2
(55)
3RD
(45)
FAIL
(35)
MATERIAL (20%)
/
(100)
FIRST
(75)
2:1
(65)
2:2
(55)
3RD
(45)
FAIL
(35)
ANALYSIS (20%)
/
(100)
FIRST
75 / 100
75 / 100
Engagement with key ideas and concepts
Cannot be improved upon.
Demonstrates excellent critical engagement with and focus on the question, drawing on
relevant ideas and concepts.
Demonstrates good critical engagement with and focus on the question, drawing on
relevant ideas and concepts.
Demonstrates reasonable engagement with and focus on the question, drawing on some
relevant ideas and concepts.
Does not sufficiently engage with or focus on the question or draw on relevant ideas and
concepts.
Insufficient engagement with and focus on the question and with relevant ideas and
concepts.
75 / 100
Use of sociological and theoretical material
Cannot be improved upon.
Uses extensive range of appropriate sociological/theoretical sources and employs these
persuasively to develop and support the points made.
Uses wide range of appropriate sociological/theoretical sources and employs these
persuasively to develop and support the points made.
Uses some appropriate sociological/theoretical sources and employs th ...
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.
Assignment Evidence-Based Capstone Project, Part 6 Disseminating.docx
This document discusses the education of a Balinese dalang, or shadow puppet master. A dalang traditionally learns the art form through informal apprenticeship with an older relative who is also a dalang. Students observe performances from a young age and assist with tasks like playing instruments or handling puppets. They gradually take on more responsibilities until they can perform themselves. A dalang's training involves mastering not just puppetry and storytelling, but also other Balinese art forms like music, dance, poetry and philosophy. The document shares the experiences of two students who trained under the same renowned traditional dalang, learning through observation and asking questions rather than a structured curriculum.
Summative Submission pptx
There is good integration of mostly relevant evidence/research in the essay that shows application of theory to practice.
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%.
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.
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For the group presentation, students will plan and attempt an organizational change, and produce a 15-minute video explaining what happened using course theories. The change can fail but the presentation will be marked on theoretical explanation.
The individual exam will be an online seen exam requiring answers to two of three questions. Answers must demonstrate knowledge, application and critical analysis of course concepts and theories through essay format. The exam aims to assess understanding of organizational change and innovation.
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This document provides instructions for a marketing assignment for an undergraduate course. Students are asked to select an electric car brand with a presence in the UK market and write a 3,000-word report evaluating the brand's marketing challenges, current activities, and trends. The document provides learning outcomes, submission guidelines, assessment criteria, and a sample electric car brand analysis for Renault Zoe to guide students on the requirements and format of the assignment.
PSP3 presentation assessment grid_2122_maynard.pdf
This document contains details of a student's oral presentation assessment. It includes the student's name, module and presentation title, the marker's name, and the overall grade of 74%, equivalent to an upper second class degree. It provides assessment criteria for structure, delivery, visual aids, content, and handling of questions. For each criterion, descriptive feedback is given on what was done well and possibilities for improvement. The marker notes the good slides, clear delivery, well-structured presentation, and description of work experience and skills. They suggest the student could have expanded discussion of future career options. The student is asked to comment on how they will use the feedback to improve future work.
PSP3 presentation assessment grid_2122_maynard.pdf
This document contains details of a student's oral presentation assessment. It includes the student's name, module and presentation title, as well as the overall grade of 74%, placing the work in the upper second classification.
The assessment criteria are divided into five sections - structure, delivery, visual aids, content and handling of questions. For each section, descriptors are provided for performance levels ranging from excellent to highly insufficient.
Feedback on the student's presentation notes their good slides, clear delivery, well-paced structure and description of work experience. A suggestion is made to expand future career discussion. The student is asked to comment on how they will use the feedback.
SociologyExchange.co.uk Shared Resource
This document outlines the assessment criteria for knowledge and understanding, interpretation and application, and evaluation and analysis in sociology. It provides detailed descriptions of the levels of achievement for each criteria from levels 1 to 5. For knowledge and understanding, higher levels demonstrate in-depth sociological knowledge and theory, while lower levels show limited or partial understanding. For interpretation and application, higher levels accurately apply sociological evidence to questions and theories, while lower levels show vague or general application. For evaluation and analysis, higher levels provide sustained critical analysis drawing on multiple theories, while lower levels include minimal or irrelevant evaluation.
7 pages double spacedCritical Essay The questions will require st.docx
7 pages double spaced
Critical Essay: The questions will require students to carry out extensive research for the essay and present the work in a cogent and scientifically sound format.
1. Describe, using appropriate terminology, the major pathophysiological processes, their underlying mechanisms and how they contribute to the features of disease. Course learning outcome;
2. Discuss the body’s response to stressors and the consequences to physiological systems, the role of the immune system: psychoneuroimmunology;
3. Evaluate the features of frequently encountered inflammatory disorders, degenerative conditions, and neoplasms;
4. Interpret the macroscopic and microscopic changes that occur in pathological conditions and explain the uses of common laboratory investigative and imaging procedures in the diagnosis and monitoring of pathophysiological changes;
5. Selectively and critically appraise literature and information from different sources and fields, and propose solutions to problems arising from the analysis. Course learning outcome
Assessment criteria will be that students:
· Demonstrate a critical understanding of pathophysiological processes pertinent to the title;
· Demonstrate the ability to use current, objective material, properly referenced using an appropriate academic writing style.
1. Ageing
Shakespeare refers to old age as “Sans teeth, sans eyes, sans taste, sans everything”. Is ageing inevitably associated with disease? Use in depth examples of at least two diseases to discuss theories of ageing and how it impacts on health.
You might consider these resources as starting points. Remember for a critical essay the quality of your sources is important so do find up to date primary research papers relevant to the question you are answering. You might like to look at these links and papers to start: Note: Please only use references to peer reviewed publications.
Ageing
http://www.ageuk.org.uk/health-wellbeing/conditions-illnesses/
Mather, K. A., Jorm, A. F., Parslow, R. A., & Christensen, H. (2011). Is telomere length a biomarker of aging? A review. The Journals of Gerontology Series A: Biological Sciences and Medical Sciences, 66(2), 202-213.
Available at: http://biomedgerontology.oxfordjournals.org/content/66A/2/202.full
Franceschi, C., & Campisi, J. (2014). Chronic inflammation (inflammaging) and its potential contribution to age-associated diseases. Journals of Gerontology Series A: Biomedical Sciences and Medical Sciences, 69(Suppl_1), S4-S9.
Available at: https://academic.oup.com/biomedgerontology/article/69/Suppl_1/S4/587037#.W3Fppvi00dg.email
Criteria (indicative weighting %)
Fail 0-29%
Fail 30-39%
3rd 40-49%
2.2 50-59%
2.1 60-69%
1st 70-79%
Distinction.
80-100%Introduction (10%)
Defining parameters, providing background and setting the scene for discussion
No introduction, lack of any signposting or direction for the essay given to the reader
Brief introduction, but lacking direction, relevance and.
Lecture 1
Introduction lecture including module overview, assessments, blogging, tweeting, privacy and personal learning networks.
Turnitin software.docx
The document provides information about an assignment to analyze the 2008 Beijing Olympic Games. Students are asked to write a 3,000 word report analyzing the historical development of the Games including planning, funding, economic and social legacy, sports participation, and use as a catalyst for development. Sources must be cited using Harvard referencing style. The assignment criteria, learning outcomes, and grading rubric are also outlined.
PRACTICAL RESEARCH 1.0.pptx
this will be used in practical research as pr4esentation and for class discussion. This is best for lecture and collaborative discussion
Sebastian Gonzalez Project .doc
The document provides feedback on a student project report submitted by Sebastian Gonzalez. The marker, Laura Cole, awarded the project a mark of 74%. Strengths included the professional format and clear presentation of results. Suggestions for improvement were to include images in the introduction to provide context and quote numerical values in the conclusion to validate claims. The student was asked to explain how they will use the feedback to strengthen future work.
How to make your own assessment rubric
This document provides guidance on how to create a rubric for assessing student work. It begins with an example rubric for an essay assignment. The rubric includes criteria for content and range, use of literature/evidence of reading, and knowledge of theory. Performance standards are defined on a scale from Fail to High Distinction. Descriptors are then provided for each criterion at each performance level. The document notes benefits of a rubric such as guiding curriculum design, communicating expectations, providing feedback, and aiding consistency in assessment. It recommends a website for creating rubrics and concludes by asking if there are any questions.
BUSI 750Strategic HRD Research Proposal Grading RubricStudent.docx
BUSI 750
Strategic HRD Research Proposal Grading Rubric
Student:
A to A-
B+ to B-
Failing
Synthesis of Knowledge
(Focus/Thesis)
30%
110–117
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
103–109
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
0–108
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Foundation of Knowledge
20%
74–78
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
69–73
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
0–68
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts but only meets the minimum requirements in this area.
A to A-
B+ to B-
Failing
Application of Knowledge (Critical Thinking Skills)
20%
74–78
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
69–73
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
0–68
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student pr.
College of Undergraduate StudiesB.A. PsychologyProgram Outcome.docx
College of Undergraduate Studies
B.A. Psychology
Program Outcomes
Program Outcome One: Critical Thinking
Competency 1.1
Apply critical and creative thinking, skeptical inquiry, and the scientific approach to solve problems related to behavior and mental processes.
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Program Outcome Five: Knowledge Base of Psychology
Competency 5.1.
Explain major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
Program Outcome Two: Research
Competency 2.1
Apply basic research methods, including research design, data analysis, and interpretation to become informed consumers of research.
Competence 2.2
Access and select appropriate information from a variety of print and electronic sources and apply them responsibly to written and oral presentations.
Program Outcome Three: Oral and Written Communication Skills
Competency 3.1.
Present psychological concepts orally for various purposes using technology when appropriate.
Competency 3.2.
Present psychological information in writing, using technology, style, and professional conventions as appropriate to the audience.
Program Outcome Four: Values
Competency 4.1
Justify the necessity of ethical behavior in the science and practice of psychology.
Competency 4.2
Analyze the complex variations in populations and contexts as related to psychological explanations, and evaluate the importance of diversity in the practice of psychology.
Program Outcome Six: Application of Psychology
Competency 6.1.
Apply psychological principles to examine and analyze personal, social, and organizational issues.
Program Outcome Seven: Interpersonal Effectiveness.
Competency 7.1.
Analyze the importance of effective communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.
Competency 7.2.
Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorr.
Chap 23 the informative speech
The document discusses the objectives and types of informative speeches. The main objectives are to communicate knowledge, raise awareness, and provide additional information to audiences. The main types are speeches about objects, people, events, processes, issues, and complex concepts. The document also provides strategies for organizing informative speeches, such as choosing a speech pattern that matches the type of information being presented and using analogies to build on prior knowledge.
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.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main elements and requirements; does not provide in-depth analy.
Nixon Mythology Syllabus 2019
This document outlines the syllabus for an undergraduate course on Greek and Roman mythology. The course is taught by Dr. Victoria M. Arthur and will examine major myths from Greece and Rome, exploring their influence on Western culture. Students will analyze primary mythological texts alongside modern retellings. They will consider the purposes and functions of myth in different societies. The course aims to develop students' understanding of mythology and its analysis. Students can take the course for either degree credit or professional development. Requirements include participation, response papers, and a final conference presentation or essay for degree-seeking students.
Entrepreneurial Legacies of the Notting Hill Carnival
Programme for a one-day symposium, which includes presentations and panel discussions focused on the business of the Notting Hill Carnival.
Making short films
The document provides guidance for students to make short films that summarize complex learning processes or curriculum elements. It outlines that no fancy equipment is needed, just a camera and movie making software. The process involves choosing a concept, collecting materials, developing a storyline, storyboarding, rehearsing, and recording the performance. Tips include keeping it simple with 2-3 scenes, writing a script, and staying within time limits. Students' task is to make a 3-5 minute film illustrating authenticity/commodification within a 1 hour preparation window.
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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.
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This document provides guidance for assessments in the module "Leading Change and Innovation". It outlines two assessments - a group video presentation worth 20% due May 5th, and an individual exam worth 80% to be completed May 17th-18th.
For the group presentation, students will plan and attempt an organizational change, and produce a 15-minute video explaining what happened using course theories. The change can fail but the presentation will be marked on theoretical explanation.
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21
This document provides instructions for a marketing assignment for an undergraduate course. Students are asked to select an electric car brand with a presence in the UK market and write a 3,000-word report evaluating the brand's marketing challenges, current activities, and trends. The document provides learning outcomes, submission guidelines, assessment criteria, and a sample electric car brand analysis for Renault Zoe to guide students on the requirements and format of the assignment.
PSP3 presentation assessment grid_2122_maynard.pdf
This document contains details of a student's oral presentation assessment. It includes the student's name, module and presentation title, the marker's name, and the overall grade of 74%, equivalent to an upper second class degree. It provides assessment criteria for structure, delivery, visual aids, content, and handling of questions. For each criterion, descriptive feedback is given on what was done well and possibilities for improvement. The marker notes the good slides, clear delivery, well-structured presentation, and description of work experience and skills. They suggest the student could have expanded discussion of future career options. The student is asked to comment on how they will use the feedback to improve future work.
PSP3 presentation assessment grid_2122_maynard.pdf
This document contains details of a student's oral presentation assessment. It includes the student's name, module and presentation title, as well as the overall grade of 74%, placing the work in the upper second classification.
The assessment criteria are divided into five sections - structure, delivery, visual aids, content and handling of questions. For each section, descriptors are provided for performance levels ranging from excellent to highly insufficient.
Feedback on the student's presentation notes their good slides, clear delivery, well-paced structure and description of work experience. A suggestion is made to expand future career discussion. The student is asked to comment on how they will use the feedback.
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7 pages double spaced
Critical Essay: The questions will require students to carry out extensive research for the essay and present the work in a cogent and scientifically sound format.
1. Describe, using appropriate terminology, the major pathophysiological processes, their underlying mechanisms and how they contribute to the features of disease. Course learning outcome;
2. Discuss the body’s response to stressors and the consequences to physiological systems, the role of the immune system: psychoneuroimmunology;
3. Evaluate the features of frequently encountered inflammatory disorders, degenerative conditions, and neoplasms;
4. Interpret the macroscopic and microscopic changes that occur in pathological conditions and explain the uses of common laboratory investigative and imaging procedures in the diagnosis and monitoring of pathophysiological changes;
5. Selectively and critically appraise literature and information from different sources and fields, and propose solutions to problems arising from the analysis. Course learning outcome
Assessment criteria will be that students:
· Demonstrate a critical understanding of pathophysiological processes pertinent to the title;
· Demonstrate the ability to use current, objective material, properly referenced using an appropriate academic writing style.
1. Ageing
Shakespeare refers to old age as “Sans teeth, sans eyes, sans taste, sans everything”. Is ageing inevitably associated with disease? Use in depth examples of at least two diseases to discuss theories of ageing and how it impacts on health.
You might consider these resources as starting points. Remember for a critical essay the quality of your sources is important so do find up to date primary research papers relevant to the question you are answering. You might like to look at these links and papers to start: Note: Please only use references to peer reviewed publications.
Ageing
http://www.ageuk.org.uk/health-wellbeing/conditions-illnesses/
Mather, K. A., Jorm, A. F., Parslow, R. A., & Christensen, H. (2011). Is telomere length a biomarker of aging? A review. The Journals of Gerontology Series A: Biological Sciences and Medical Sciences, 66(2), 202-213.
Available at: http://biomedgerontology.oxfordjournals.org/content/66A/2/202.full
Franceschi, C., & Campisi, J. (2014). Chronic inflammation (inflammaging) and its potential contribution to age-associated diseases. Journals of Gerontology Series A: Biomedical Sciences and Medical Sciences, 69(Suppl_1), S4-S9.
Available at: https://academic.oup.com/biomedgerontology/article/69/Suppl_1/S4/587037#.W3Fppvi00dg.email
Criteria (indicative weighting %)
Fail 0-29%
Fail 30-39%
3rd 40-49%
2.2 50-59%
2.1 60-69%
1st 70-79%
Distinction.
80-100%Introduction (10%)
Defining parameters, providing background and setting the scene for discussion
No introduction, lack of any signposting or direction for the essay given to the reader
Brief introduction, but lacking direction, relevance and.
Lecture 1
Introduction lecture including module overview, assessments, blogging, tweeting, privacy and personal learning networks.
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The document provides information about an assignment to analyze the 2008 Beijing Olympic Games. Students are asked to write a 3,000 word report analyzing the historical development of the Games including planning, funding, economic and social legacy, sports participation, and use as a catalyst for development. Sources must be cited using Harvard referencing style. The assignment criteria, learning outcomes, and grading rubric are also outlined.
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this will be used in practical research as pr4esentation and for class discussion. This is best for lecture and collaborative discussion
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How to make your own assessment rubric
This document provides guidance on how to create a rubric for assessing student work. It begins with an example rubric for an essay assignment. The rubric includes criteria for content and range, use of literature/evidence of reading, and knowledge of theory. Performance standards are defined on a scale from Fail to High Distinction. Descriptors are then provided for each criterion at each performance level. The document notes benefits of a rubric such as guiding curriculum design, communicating expectations, providing feedback, and aiding consistency in assessment. It recommends a website for creating rubrics and concludes by asking if there are any questions.
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BUSI 750
Strategic HRD Research Proposal Grading Rubric
Student:
A to A-
B+ to B-
Failing
Synthesis of Knowledge
(Focus/Thesis)
30%
110–117
Student exhibits a defined and clear understanding of the assignment. Thesis is clearly defined and well constructed to help guide the reader throughout the assignment. Student builds upon the thesis of the assignment with well-documented and exceptional supporting facts, figures, and/or statements.
103–109
Establishes a good comprehension of topic and in the building of the thesis. Student demonstrates an effective presentation of thesis, with most support statements helping to support the key focus of assignment.
0–108
Student exhibits a basic understanding of the intended assignment, but the thesis is not fully supported throughout the assignment. While thesis helps to guide the development of the assignment, the reader may have some difficulty in seeing linkages between thoughts. While student has included a few supporting facts and statements, this has limited the quality of the assignment.
Foundation of Knowledge
20%
74–78
Student demonstrates proficient command of the subject matter in the assignment. Assignment shows an impressive level of depth of student’s ability to relate course content to practical examples and applications. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence.
69–73
Student exhibits above-average usage of subject matter in assignment. Student provides above-average ability in relating course content in examples given. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
0–68
The assignment reveals that the student has a general, fundamental understanding of the course material. Whereas, there are areas of some concerning in the linkages provided between facts and supporting statements. Student generally explains concepts but only meets the minimum requirements in this area.
A to A-
B+ to B-
Failing
Application of Knowledge (Critical Thinking Skills)
20%
74–78
Student demonstrates a higher level of critical thinking necessary for graduate-level work. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions that are not immediately obvious. Student provides well-supported ideas and reflection with a variety of current and/or worldviews in the assignment. Student presents a genuine intellectual development of ideas throughout assignment.
69–73
Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above-average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors.
0–68
Student takes a common, conventional approach in guiding the reader through various linkages and connections presented in assignment. However, student pr.
College of Undergraduate StudiesB.A. PsychologyProgram Outcome.docx
College of Undergraduate Studies
B.A. Psychology
Program Outcomes
Program Outcome One: Critical Thinking
Competency 1.1
Apply critical and creative thinking, skeptical inquiry, and the scientific approach to solve problems related to behavior and mental processes.
Competency 1.2
Seek and evaluate scientific evidence for psychological claims.
Program Outcome Five: Knowledge Base of Psychology
Competency 5.1.
Explain major concepts, theoretical perspectives, empirical findings, and historical trends in psychology.
Program Outcome Two: Research
Competency 2.1
Apply basic research methods, including research design, data analysis, and interpretation to become informed consumers of research.
Competence 2.2
Access and select appropriate information from a variety of print and electronic sources and apply them responsibly to written and oral presentations.
Program Outcome Three: Oral and Written Communication Skills
Competency 3.1.
Present psychological concepts orally for various purposes using technology when appropriate.
Competency 3.2.
Present psychological information in writing, using technology, style, and professional conventions as appropriate to the audience.
Program Outcome Four: Values
Competency 4.1
Justify the necessity of ethical behavior in the science and practice of psychology.
Competency 4.2
Analyze the complex variations in populations and contexts as related to psychological explanations, and evaluate the importance of diversity in the practice of psychology.
Program Outcome Six: Application of Psychology
Competency 6.1.
Apply psychological principles to examine and analyze personal, social, and organizational issues.
Program Outcome Seven: Interpersonal Effectiveness.
Competency 7.1.
Analyze the importance of effective communication skills in developing strong interpersonal and organizational relationships that are culturally sensitive and respectful of diversity.
Competency 7.2.
Solicit and utilize feedback to develop adaptable strategies of facilitating dynamic interpersonal and organizational relationships.
STUDENT SELF APPRIASAL OF LEARNING
Bachelor of Arts in Psychology
College of Undergraduate Studies
Program Outcome One
CRITICAL THINKING
Unsatisfactory
1
Emerging
2
Proficient
3
Exemplary
4
Competency 1.1
Apply critical and creative thinking, skeptical inquiry and the scientific approach to solve problems related to behavior and mental processes.
Demonstrates limited ability to identify the essential elements of a problem, issue, or argument (e.g. ignores or misses important aspects of hypotheses or conclusions, own assumptions or agenda is forced; unable to take into account more than one perspective such as neuropsychological, social, cognitive, etc.).
Recognizes the essential elements of a problem, issue, or argument; however, some aspects of hypotheses or conclusions are confused or incorr.
Chap 23 the informative speech
The document discusses the objectives and types of informative speeches. The main objectives are to communicate knowledge, raise awareness, and provide additional information to audiences. The main types are speeches about objects, people, events, processes, issues, and complex concepts. The document also provides strategies for organizing informative speeches, such as choosing a speech pattern that matches the type of information being presented and using analogies to build on prior knowledge.
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.
Presentation RubricIn a professional career, one may be called.docx
Presentation Rubric
In a professional career, one may be called upon to conduct research and deliver findings in professional settings. No matter how extensive the research or accurate the conclusions, a weak presentation can undermine an argument. A presentation is a tool to assist in making an argument. When creating presentations, students develop skills in researching an issue, synthesizing the information, organizing data logically, and presenting findings in an effective manner.
Principles of an Effective Presentation:
· You may utilize a product such as Microsoft’s PowerPoint or Google Presentation to create your presentation.
· There are various template designs that you can find on the web for your presentation. However, first consider your presentation from the perspective of your audience prior to selecting a specific style. Distracting backgrounds, large blocks of text, all uppercase fonts, elaborate font styles, grammatical errors, and misspellings are distracting. Be consistent with the style of text, bullets, and sub-points in order to support a powerful presentation that allows your content to be the focus.
· Each slide should include your key point(s). Do not place large blocks of text on the visual. Your presentation is not a means of presenting a short paper. In an actual presentation you would not “read” from your slides but rather use them as prompts.
· Any notes or narration you would use in delivering this presentation to a group should be listed in the “notes” section of the slide.
· References should be listed at the bottom of the slide in slightly smaller text.
· Use clip art, AutoShapes, pictures, charts, tables, and diagrams to enhance but not overwhelm your content.
· Be mindful of the intended audience and seek to assess the presentation’s effectiveness by gauging audience comprehension (when possible).
Below are some links that offer helpful tips and examples for developing your presentations:
· Making PowerPoint Slides
· Really Bad PowerPoint and How to Avoid It
Guidelines for Submission: When applicable, discipline-appropriate citations must be used.
Instructor Feedback: Students can find their feedback in the grade book as an attachment.
See the next page for rubrics: Individual Presentation Rubric and Group Presentation Rubric
Individual Presentation Rubric
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Content: Inquiry and Analysis
Includes almost all of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of multiple concepts (23-25)
Includes most of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of some concepts (20-22)
Includes some of the main elements and requirements; provides in-depth analysis that demonstrates complete understanding of minimal concepts (18-19)
Does not include any of the main elements and requirements; does not provide in-depth analy.
Nixon Mythology Syllabus 2019
This document outlines the syllabus for an undergraduate course on Greek and Roman mythology. The course is taught by Dr. Victoria M. Arthur and will examine major myths from Greece and Rome, exploring their influence on Western culture. Students will analyze primary mythological texts alongside modern retellings. They will consider the purposes and functions of myth in different societies. The course aims to develop students' understanding of mythology and its analysis. Students can take the course for either degree credit or professional development. Requirements include participation, response papers, and a final conference presentation or essay for degree-seeking students.
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Module Booklet for Concepts in International Events Management
- 1. MODULE BOOKLET Module Title Concepts in International Events Management Module Code LTP067LE Session AUTUMN Teaching Period August 31 – September 7th 2012 Module Leader Nicole Ferdinand Other Teaching Staff Steffan Fokemma and Theo de Jong
- 2. Module Booklet Contents Welcome to Concepts in International Events Management Details of the Staff teaching team Name of Module Leader Nicole Ferdinand Office Location Stapleton House – SH3-20 Email n.ferdinand@londonmet.ac.uk Telephone +44 (0) 207 133 3827 Office Hours Mondays 16:00-18:00 (GMT) Programme of Lecture Topics – Seminar/Workshop/Practical details Session Details 31/08/12 Introductory Lecture (8:30-9:15) Contemporary Issues in International Events Management – Ambush Marketing: 03/9/12 Innovative or Immoral? (9:30-11:15) 03/09/12 Changing the World One Event at a Time – Life Changing Events (12:00-13:30) 04/09/12 SUP 11 City Tour prologue (4:30-6:00) 04/09/12 SUP City Tour starts (8:30-11:00) 04/09/12 SUP City Tour activity continues (14:00-15:30) 05/09/12 An International Approach to Events Management (09:30-11:15) 05/09/12 International Event Management Case (12:00-15:30) 06/09/12 Events: Product Service or Experience (8:45-10:15) 06/09/12 Student Presentations (10:30-12:00) 06/09/12 Authenticity in Events (15:15-16:45) 07/09/12 Lights, Camera, Authenticity (14:15-16:00) 07/09/12 Cultural Events Marketing (16:00-17:30) Essential Books/on line resources including Weblearn/Blackboard Ferdinand, N. and Kitchin, P. (2012) Events Management: An International Approach. London: Sage Required/Weekly Reading/Practice/on line resources including any Weblearn/Blackboard Brassington, F. & Pettit, S. (2006), Principles of Marketing (4th Edition), Essex, Pearson Education Limited Chapters 7 and 22 or equivalent reading in Kotler Hirschman, E. and Holbrook, M. (1982) Hedonic consumption: emerging concepts, methods and propositions, Journal of Marketing, 46,(3) 92-101 Greenwood, D.J. (1977) Culture by the pound: An anthropological perspective on tourism as cultural commodification, In V.L. Smith (Ed.) Hosts and Guests: The Anthropology of Tourism, Second Edition, Philadelphia: University of Philadelphia Press, 171-186 Chhabra, D., Healy, R., Sills, E. (2003) Staged authenticity and heritage tourism, Annals of Tourism Research, 30 (3) 702-719 Cole, S. (2007). Beyond authenticity and commodification, Annals of Tourism Research, 34 (4), 943-960
- 3. Additional/Weekly Reading/Practice/on line resources including any Weblearn/Blackboard Berridge G. (2007) Events Design & Experience, Oxford: Butterworth Heinemann Bowdin, G, McDonnell, I, Allen, J and O’Toole, W (2010) Events Management, Oxford: Butterworth-Heinemann* Getz D. (2007) Event Studies, Butterworth Heinemann, Oxford* Getz, D. (2005) Event Management and Event Tourism, New York: Cognizant Communication Corporation Kotler, P. et al (2005) Principles of Marketing (4th European Edition), Essex, Pearson Education Limited Morgan, M., Lugosi, P. and Ritchie, J.R.B. (eds.) (2010) The Tourism and Leisure Experience: Consumer and Managerial Perspectives, Bristol: Chanel View Publications Pine, B.J. and Gilmore, J.H. (1999) The experience economy: Work is theatre and every business a stage. Boston, Mass: HBS Press.
- 4. Module Assessment Details There is one component of assessment for LTP067LE: Coursework: Students will individually complete ONE of the following questions: 1. Discuss the relevance of the concept of sustainability to the practice of events management by making reference to an international event with which you are familiar. OR 2. Critically assess the authenticity of an event you have recently attended. OR 3. Using an event that you know well as an example, explore the reasoning behind its classification as an “experience good”. Assessment Criteria GRADE PERCENTAGE INDICATORS OF PERFORMANCE Distinction 90-100% As below, with highly sophisticated level of theorisation and (exceptional) innovative conceptualisation or methodology 80-89% As below, with greater insight/originality and wider/deeper (superior) engagement with the literature 75-79% Authoritative grasp of conceptual context (confident) Insight or originality in way topic is conceptualised or developed Comprehensive integration of relevant literature/debates Advanced scholarly style (of publishable quality) 70-74% Strong grasp of conceptual context (solid) Insight in way topic is conceptualised or developed Good integration of relevant literature/debates Scholarly style (publishable with minor revisions) Merit 60-69% Good conceptual understanding (very good) Critical analysis using an appropriate range of sources Clarity and precision in presenting arguments Pass 55-59% As below, plus stronger on critical analysis (promising) 50-54% Basic grasp of essential concepts/theory/sources (passable) Some analysis/interpretation Reasonably clear and orderly presentation 45-49% Largely descriptive (borderline fail) Limited interpretation Limited range of sources Lack of coherence and clarity 40-44% As above, with greater lack of interpretation Fail (near borderline) 30-39% Descriptive, unfocused work, lacking in interpretative or conceptual (low fail) dimension and use of sources 0-29% Incomplete or inconsistent work (inadequate)