Blog

Part 1

Open the divorce.sav data file and run the one-way ANOVA to answer the following question:

What are the effects of marital status on life satisfaction?

1. State the independent and dependent variables.

2. State the null and alternate hypotheses.

3. Run the appropriate analysis using SPSS (Hint: Use the General Linear Models and Univariate Procedure. Select Estimates of Effect Size under the Options tab).

4. What are the mean and standard deviation for each of the levels of the IV?

5. Report the appropriate F statistic, degrees of freedom, p value, and eta squared (η2).

6. What is your decision regarding the null hypothesis (i.e., did you reject or fail to reject the null)? Explain your decision (1 sentence)

7. Write up a sample results section using APA style.

Part 2

Use the goggles.sav data to run a two-way ANOVA. Consider the following example and then answer the subsequent questions:

Derived from Field (2005), an anthropologist was interested in the effects of alcohol on mate selection at night-clubs. Her rationale was that after alcohol had been consumed, subjective perception of physical attractiveness would become more inaccurate. She was also interested in whether this effect was different for men and women. She picked 48 students: 24 male and 24 female. She then took groups of eight participants to a night-club and gave them either a non-alcoholic lager, 2 pints of strong lager, or 4 pints of strong lager. At the end of the evening she took a photograph of the person that the participant was chatting up. She then got a pool of independent judges to assess the attractiveness of the person in each photograph (out of 100).

1. State the independent variables and the dependent variable.

2. State the null and alternate hypotheses.

3. Run the appropriate analysis and include the Levene’s (Homogeneity of Variance) test and the test of Between-Subjects Effects (Cut and Paste Levene’s Test Output Below – Explain the meaning of this test).

Tests of Between-Subjects Effects (Include Data from Output in the Figure Provided Below)

Source

Df

Mean Square

F

Sig.

Gender

Alcohol

Gender*alcohol

4. Report the mean and standard deviation for each level of the IV (Cut and Paste Output).

5. What is your decision concerning the null hypothesis (i.e., did you reject or fail to reject the null)? Explain your response.

6. Post the Estimated Marginal Means of Attractiveness of Data.

7. Using APA style, write up a sample results section.

Assignment 5: Evaluation Form

Characteristics Assessed

Excellent

Adequate

Insufficient

Part 1.

One-Way ANOVA

5

4

0-3

Part 2.

Two-Way ANOVA

10

8-9

0-7

Total Points Earned: ____ / 15 Points Possible

Assignment 6: Non-Parametrics

Part 1

Chi-Square Test of Association (Independence)

A school system is concerned about the low graduation rate among their high school students. The superintendent assigned a task force to research possible reasons that could explain the low graduation rate. The task force decided to conduct a preliminary literature review about current graduation rate research. The literature review signaled that among several key factors that are related to completion of high school is the development and execution of a school guidance intervention plan. The task force decided to investigate if such is the case in the high school with the highest dropout rate in their district. The following data was collected:

Valenti High School Data

Guidance Intervention Plan

Students obtaining a high school diploma

No

Yes

No

577

46

Yes

381

492

In order to run the chi-square test of association (aka, chi-square test of independence), open the file named: assign 6 prob 1 data.sav

· Under View > Value labels you can toggle between the variable category label (no, yes) or the dummy codes (numeric representation) for the category label (0 = no, 1 = yes)

· Make sure you review both the “Data view” and “Variable view” so you understand the variable types and other properties – and how the variables were created and entered.

· Go to Analyze > Descriptive statistics > Frequencies, and move the two variables to the “Variables” box, then click “ok”

· This gives you the frequencies and percents of each of the variables

· To run the chi-square of association test, go to Analyze > Descriptive statistics > Crosstabs, then move High School Diploma (HSD) to the “Row” box, and Guidance Intervention Plan (GIP) to the “Column” box

· Select “Statistics” then select the “Chi square” and “Phi and Cramer’s V” boxes

· Click “Continue”

· Select “Cells” then select “Observed” and “Expected” under “Counts” (“Round cell counts” is selected by default)

· Click “Continue” then “ok”

Use the output for Questions 1-3:

You were asked to analyze the data and present the findings in the upcoming school board meeting. Your report must include the following:

1. A short explanation about the following (cut and past the output into your Word document):

a. Chi-Square Test of Association.

b. The Case Processing Summary table .

c. Cross tabulation table .

d. Chi-square Tests table.

e. Clustered Bar Chart.

2. Write down the value of the Pearson chi-square and its associated tail probability (p-value). Is it significant? (complete an APA style write-up)

3. In terms of the experimental hypothesis, what has this test shown?

Part 2

Chi-Square Goodness of Fit Test

Following are the cumulative number of AIDS cases reported for Neptune County through December 31, 2008, broken down by ethnicity:

Ethnicity

Actual Number of AIDS Cases

White

751

Hispanic

225

African-American

100

Asian, Pacific Islander

36

Native American

5

Total = 1117

Ethnicity

Percentage of total county population

Expected cases by population

1 = White

51

570

2 = Hispanic

23

257

3 = African American

4

45

4 = Asian, Pacific Islander

21

235

5 = Native American

1.0

10

Total = 100%

Total = 1117

In order to run the chi-square goodness of fit test, open the file named: assign 6 prob 2 data.sav

· Under View > Value labels you can toggle between the variable category label (White, Hispanic, African American, Asian Pacific Islander, Native American) or the dummy codes (numeric representation) for the category label (1 = White, 2 = Hispanic, 3 = African American, 4 = Asian Pacific Islander, 5 = Native American). For this test, we want to compares the observed (actual) AIDS cases to the expected cases (frequencies, based on county population).

· Go to Analyze > Nonparametric tests > Chi square

· Move the AIDS variable to the “Test variable list” box

· Using the “Expected cases by population” numbers that correspond to each ethnic group in the table above, under “Expected values” select, “Values” then add the 5 population percentages that correspond with the frequency in the sample, using “Add” for each (570 > Add, 257 > Add, 45 > Add, 235 > Add, 10 > Add)

· Select “Descriptive” > Continue under “Options”

· Click “ok”

You will use the output for Questions 1-5:

Determine whether the make-up of AIDS cases follows the ethnicity of the general population of Neptune County. State the following:

1. Null Hypothesis

2. Decision

3. Reason for the Decision (paste the output that includes the statistical significance into Word)

4. Does it appear that the pattern of AIDS cases in Neptune County corresponds to the distribution of ethnic groups in this county? Why or why not?

5. You are asked to report your findings along with recommendations for prioritizing interventions by ethnic group to the County Health Commission. Write a one paragraph handout summarizing the findings and your recommendations. Also include the results, in APA style.

Assignment 6: Evaluation Form

Characteristics Assessed

Excellent

Adequate

Insufficient

Part 1.

Chi-Square Test of Association

5

4

0-3

Part 2.

Chi-Square Goodness of Fit Test

10

8-9

0-7

Total Points Earned: ____ / 15 Points Possible

The post Assignment 5: ANOVA first appeared on Nursing StudyMasters.

12 primary channels based on our lectures and the reading assignments.
INCLUDE ALL BELOW:
1. Channels & Points – Circulatory pathways including all regions and tissues,
number of points,
meeting/crossing points. components are missing, e.g. the organ systems that each meeting point connects with.
2. Pairings, Circulation, & Functions – Channel pairings, naming conventions, 2-hour time periods– include Qi-Chi Body Clock time and paired to what function, functions roles/responsibilities thoroughly

The post 12 primary channels based on our lectures and the reading assignments.
INCLUDE A appeared first on essaynook.com.

Language Related Task – LRT

750-1000 words*

Task: Below is a typical text that you might have upper-intermediate level (CEFR B2) students read in class.  In a text-based language lesson you would clarify language items from the text so they come from a clear context. This CELTA assignment requires you to analyse language. Before analysing the language, it’s a good idea to comprehend the text. Read it carefully before you attempt this assignment.

A Lobster Diver In Cape Cod Says A Humpback Whale Scooped Him Up And Spat Him Out A commercial lobster diver says he escaped relatively unscathed after nearly being swallowed by a humpback whale, in a biblical-sounding encounter that whale experts describe as rare but plausible. Michael Packard, 56, said that he was diving off the coast of Provincetown, Massachusetts, on Friday morning when the whale suddenly scooped him up. “I was in his closed mouth for about 30 to 40 seconds before he rose to the surface and spat me out,” Packard later wrote on Facebook. “I am very bruised but have no broken bones.” The Cape Cod Times reports that Packard was rescued from the water by his crewman and rushed back to shore, where he was transported to Cape Cod Hospital. He walked — albeit with a limp — out of the hospital that afternoon. While he`s still recovering from soft tissue damage, Packard told the newspaper he`ll be back in the water as soon as he heals. “Packard told WBZ-TV that he was about 45 feet down in the water when he suddenly felt “this huge bump and everything went dark.” He initially feared he had been attacked by a shark. “Then I felt around, and I realized there was no teeth and I had felt, really, no great pain,” he said. “And then I realized, `Oh my God, I`m in a whale`s mouth. I`m in a whale`s mouth, and he`s trying to swallow me.` “ Packard was still wearing his scuba gear and breathing apparatus inside the whale`s mouth, which he said was completely dark. Fearing he wouldn`t make it out alive, he thought about his wife and sons.” After about half a minute, the whale rose to the water`s surface and began shaking its head from side to side. “I just got thrown in the air and landed in the water,” Packard recalled. “And I was free, and I just floated there … I couldn`t believe it. I couldn`t believe I got out of that.” …  June 12, 20213:52 PM ET Adapted from: TREISMAN, R (2021) A Lobster Diver Was Nearly Swallowed By Humpback Whale : NPR

Note: When doing this assignment, you do not need to write in prose – bullet points are fine, but make sure you include all the specified information. Use the following form/template for your Language Analysis, responding to all the prompts in the boxes.

Cambridge English Language Assessments specifies that for this assignment successful candidates can demonstrate their learning by:

• analyzing language correctly for teaching purposes
• correctly using terminology relating to form, meaning and pronunciation when analyzing language
• accessing reference materials and referencing information they have learned about language to an appropriate source
• using written language that is clear, accurate and appropriate to the task

Now, look at the items underlined in the text.

Grammar

1) he was diving

2) Packard was rescued

Vocabulary

3) relatively unscathed

4) plausible

Complete the analysis of each item by filling in the table below.

You must analyze the four items specified for your assignment – do not choose different ones

Grammar 1 Language area and use: What is the grammatical structure you intend to teach? Past continuous How is it used?

Target language: find another example of this structure in the text 1.  he was diving off the coast… 2.

Focus on meaning:  You need to: 1) explain the meaning of this grammar structure in the context of the text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include concept questions (CCQs) with answers and draw any images etc.).  Use the context of the whale text. Make sure you analyse the grammar, not the lexical meaning of the word ‘diving’

Anticipated problems and solutions with meaning:  Provide two problems and a solution for each. Remember to focus on the grammatical structure, not the meaning of the word “diving”.

Focus on pronunciation: Include sentence stress and weak forms with phonemic transcript of “he was diving”

Anticipated problems and solutions with pronunciation:  (provide two problems and a solution for each).  Again, make sure these are relevant to the grammar, not just the word ‘diving’.

Focus on form: You need to:  1) identify elements of the structure of the target language and provide a formula that would generate multiple examples of the target language 2) repeat this for the question and negative forms (presenting it as you would to the learners)

Anticipated problems and solutions with form:  Provide two problems and a solution for each. You should consider word order, verb forms, potentially added or omitted parts, etc.

Sources used: (e.g. Michael Swan (2016) ‘Practical English Usage’, OUP, page numbers)

 

 

 

 

 

 

Grammar 2 Language area and use: What is the grammatical structure you intend to teach? Passive voice (past simple)

Target language: find another example of the passive voice in the text 1.  Packard was rescued 2.

Focus on meaning:  You need to: 1) explain the meaning of “Packard was rescued” in the context of the whale text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include all concept questions (CCQs) with answers and draw any images etc. Use the context of the whale text.

Anticipated problems and solutions with meaning:  Provide two problems and a solution for each. Remember to focus on the grammatical structure, not the meaning of the vocabulary used in the examples.

Focus on pronunciation: Include sentence stress with phonemic transcript of “Packard was rescued”

Anticipated problems and solutions with pronunciation: Provide two problems and a solution for each.

Focus on form: You need to:  1) identify elements of the structure of the target language and provide a formula that would generate multiple examples of the target language

Anticipated problems and solutions with form:  Provide two problems and a solution for each. You should consider word order, verb forms, etc.

Sources used:  (e.g. Martin Parrott, 2010,  Grammar for English Language Teachers, Cambridge)

 

Vocabulary 1 Word / phrase:  relatively unscathed	Teaching *Keep to the context of the text
Meaning (Be specific but keep it simple.  Look in a learner dictionary):	I will convey meaning by…
I will check meaning by… (e.g. CCQs with answers)
Anticipated problems and Solution(s) with meaning: P1: S1: P2: S2:
Pronunciation  (Write ‘relatively unscathed’ in phonemes and mark the stress):
Anticipated problems and solution(s) with pronunciation: P1: S1: P2: S2:
Form (Part(s) of speech, collocation, (ir)regularity), etc.
Anticipated problems and solution(s) with form: P1: S1: P2: S2:
Sources used:  (e.g. http://www.macmillandictionary.com)

 

Vocabulary 2 Word / phrase:  plausible	Teaching *Keep to the context of the text
Meaning (Be specific but keep it simple.  Look in a learner dictionary):	I will convey meaning by
I will check meaning by… (e.g. CCQs with answers)
Anticipated problems and Solution(s) with meaning: P1: S1: P2: S2:
Pronunciation  (Write ‘plausible’ in phonemes and mark the stress):
Anticipated problems and solution(s) with pronunciation: P1: S1: P2: S2:
Form (Part(s) of speech, collocation, (ir)regularity), etc.:
Anticipated problems and solution(s) with form: P1: S1: P2: S2:
Sources used:  (e.g. http://www.macmillandictionary.com)

Development Project

Coursework 1: Site Finding

Defer/Refer, 2023/2024

Assessment Brief

Defer/Refer 2024  

The Assessment

The first assessment (Site finding) requires students to assume that you have a client which is a medium sized property company, they have instructed you to find a development for an investment opportunity within a 75-mile radius of the City of London.  This assessment will develop independent and autonomous learning, critical and analytical thinking skills and promote knowledge and understanding of the subject within the constraints of the industry context.   

The coursework requires you to produce a written report (2000 words), It has a weighting of 25% towards your final module mark.   

Key elements of the project will require in-depth research and proposals.   

You will need to locate two suitable sites for a development, e.g. greenfield, brownfield or part of a refurbishment project located within a 75 mile radius of the City of London.   

The minimum size of a site is 1.5 acres, and the maximum size of the site is 5 acres.  

1. Choose two suitable sites.   
2. Once you have selected the sites you will need to consider the type of development for your proposals.  
3. You will be required to familiarise yourself with the site and local environment.  
4. Once you have selected your sites you will need to conduct detailed research to establish detail about it, including:  

• Its location,   
• The total area of the site   
• Orientation of the site  
• The local environmental

Through your research you will need to arrive at detailed, sensible, executable proposals as follow: –  

• Site details, sketch design layouts, advice in relation to towards improving sustainability of the selected sites and proposed development and the rationale behind proposals to develop the site.  
• The report needs to demonstrate that your proposals would work with the site and location, and the benefits they would provide to enhance the local economy  
• The development proposals need to be fully compatible with legislation.  

Your report is to be presented with the following supporting information (as a minimum):-  

1. A title page.   

Do NOT include your name or student number within the file name or anywhere within your submission. The submission will be subject to anonymous marking. Having logged into Turn-it-in on Blackboard, the system will record your details anonymously and tutors will only see your name after the entire submission has been assessed and provisional marks have been released to all students at the same time.”  

1. Contents page.  
2. A clear introduction setting out the constraints brought about by the following:  
   1. the sites and locations  
   2. The type of development that you propose  
3. Proposals and rationale behind your selected site including demonstrating how they are compatible with the local environment.   
4. The report should be professionally presented, organised in a logical manner. It should be easy to follow and to identify the main points.  
5. The graphic material should add value, not confuse or have a neutral effect.  
6. A conclusion, providing a clear summary of your proposals.  
7. The text is to be written with correct spelling, grammar and punctuation.  
8. The content is to be fully cited and referenced using the Harvard system.  

Assessment criteria  

The assessment criteria and weightings show you what is important in the assessment and how marks are shared across each criterion. When you are completing your assessment remember you need to fulfil the brief and the assessment criteria below. At the end of this document, we have provided you a more detailed marking grid, which describes both the expectation for each criterion and how marks would be awarded based upon performance.  

Criterion	Weighting
Well written using plain English, the correct terminology, good spelling and grammar and a logical overall structure	15%
Demonstrate engagement with the course materials and evidence of wider reading and research in relation to locating suitable sites and application of this knowledge to the context of the development process.	40%
Critical thinking in the justification for the site selection and of the  challenges and solutions within the 2000 word report.	35%
Fully reference your work as evidence of independent research, using sources appropriate for an academic essay. References set out in University of Westminster Harvard style.	10%

The Presentation and structure, (15%)   Well written using plain English, the correct terminology, good spelling and grammar and a logical overall structure.	Very poor report structure with illogical sections. Incorrect use of terminology. Report is poorly written with spelling and/or grammatical mistakes and requires proof reading.	Poor report structure, muddled and confused. Some terminology but not used convincingly. Report is poorly written with spelling and/or grammatical mistakes and requires proof reading.	Basic report structure. Writing style is not always clear and overly wordy. Some terminology used correctly. Standard of proofreading needs improving, as report has a number of spelling and grammar errors.	Good presentation and logical structure of the report. Writing is mainly clear and terminology is accurate. Some better linking of sections needed. Good standard of proof reading but with some errors.	Very good presentation and structure of the report. Succinct but informative advice. Confident use of terminology. Fluent academic writing style. Very good standard of proof reading with very few errors.	Excellent presentation and structure of the report. Succinct but informative advice. Confident use of terminology. Fluent academic writing style. Very good standard of proof reading with very few errors.	/15
Evidence of research (40%)   Demonstrate engagement with the course materials and evidence of wider reading and research in relation to finding a site	No evidence of understanding the task and no evidence of engagement with the module’s learning materials. No background reading and research.	Only limited evidence of understanding the task and engagement with the module’s learning materials. No background reading and research evident beyond the lecture material.	Basic understanding of the task and evidence of engagement with the module materials, particularly those from the weekly lectures but some misinterpretation of the materials. No evidence of background reading.	Good understanding of the task and obvious engagement with the module materials, particularly those from the weekly lectures. Reasonable understanding of finding a site	Very good understanding of the task and strong engagement with the module materials, not only the weekly lectures but the recommended reading. Very good interpretation finding a site	Excellent understanding of the task, strong engagement with the all the course materials and beyond.  Excellent and insightful interpretation of finding a site Discussions supported with good quality sources.	/40
Critical thinking (35%)   Critically review the principles of site selection, evaluating the contribution of a range of sites and development proposals.	No critical thinking and no meaningful advice given to the client.	Limited and/or muddled critical thinking about the relationship of sites and development proposals.	Basic critical thinking about the relationship of sites and development proposals.	Good critical thinking about the relationship of sites and development proposals.	Very good critical thinking, written in a flowing report style.  Flowing discussion of the relationship of sites and development proposals.	Excellent critical thinking, written in a flowing report style.  Flowing discussion of   sites and development proposals.	/35

Referencing (10%)   Fully reference your work as evidence of independent research, using sources appropriate for an academic essay. References set out in University of Westminster Harvard style.

No references or very few, with no attempt to use the Harvard system.

Major mistakes in referencing or major references missing.

Minor mistakes or inconsistencies in referencing.

Appropriate referencing, minor mistakes and inconsistencies.

For faster services, inquiry about  new assignments submission or  follow ups on your assignments please text us/call us on +1 (251) 265-5102

Language Related Task – LRT

750-1000 words*

Task: Below is a typical text that you might have upper-intermediate level (CEFR B2) students read in class. In a text-based language lesson you would clarify language items from the text so they come from a clear context. This CELTA assignment requires you to analyse language. Before analysing the language, it’s a good idea to comprehend the text. Read it carefully before you attempt this assignment.

A Lobster Diver In Cape Cod Says A Humpback Whale Scooped Him Up And Spat Him Out

A commercial lobster diver says he escaped relatively unscathed after nearly being swallowed by a humpback whale, in a biblical-sounding encounter that whale experts describe as rare but plausible.

Michael Packard, 56, said that he was diving off the coast of Provincetown, Massachusetts, on Friday morning when the whale suddenly scooped him up.

“I was in his closed mouth for about 30 to 40 seconds before he rose to the surface and spat me out,” Packard later wrote on Facebook. “I am very bruised but have no broken bones.”

The Cape Cod Times reports that Packard was rescued from the water by his crewman and rushed back to shore, where he was transported to Cape Cod Hospital. He walked — albeit with a limp — out of the hospital that afternoon.

While he`s still recovering from soft tissue damage, Packard told the newspaper he`ll be back in the water as soon as he heals.

“Packard told WBZ-TV that he was about 45 feet down in the water when he suddenly felt “this huge bump and everything went dark.” He initially feared he had been attacked by a shark.

“Then I felt around, and I realized there was no teeth and I had felt, really, no great pain,” he said. “And then I realized, `Oh my God, I`m in a whale`s mouth. I`m in a whale`s mouth, and he`s trying to swallow me.` ”

Packard was still wearing his scuba gear and breathing apparatus inside the whale`s mouth, which he said was completely dark. Fearing he wouldn`t make it out alive, he thought about his wife and sons.”

After about half a minute, the whale rose to the water`s surface and began shaking its head from side to side.

“I just got thrown in the air and landed in the water,” Packard recalled. “And I was free, and I just floated there … I couldn`t believe it. I couldn`t believe I got out of that.”

… June 12, 20213:52 PM ET

Adapted from: TREISMAN, R (2021) A Lobster Diver Was Nearly Swallowed By Humpback Whale : NPR

Note: When doing this assignment, you do not need to write in prose – bullet points are fine, but make sure you include all the specified information. Use the following form/template for your Language Analysis, responding to all the prompts in the boxes.

Cambridge English Language Assessments specifies that for this assignment successful candidates can demonstrate their learning by:

analyzing language correctly for teaching purposes
correctly using terminology relating to form, meaning and pronunciation when analyzing language
accessing reference materials and referencing information they have learned about language to an appropriate source
using written language that is clear, accurate and appropriate to the task
Now, look at the items underlined in the text.

Grammar

1) he was diving

2) Packard was rescued

Vocabulary

3) relatively unscathed

4) plausible

Complete the analysis of each item by filling in the table below.

You must analyze the four items specified for your assignment – do not choose different ones

Grammar 1

Language area and use: What is the grammatical structure you intend to teach?

Past continuous

How is it used?

Target language: find another example of this structure in the text

1. he was diving off the coast…

2.

Focus on meaning: You need to: 1) explain the meaning of this grammar structure in the context of the text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include concept questions (CCQs) with answers and draw any images etc.). Use the context of the whale text. Make sure you analyse the grammar, not the lexical meaning of the word ‘diving’

Anticipated problems and solutions with meaning: Provide two problems and a solution for each. Remember to focus on the grammatical structure, not the meaning of the word “diving”.

Focus on pronunciation: Include sentence stress and weak forms with phonemic transcript of “he was diving”

Anticipated problems and solutions with pronunciation: (provide two problems and a solution for each). Again, make sure these are relevant to the grammar, not just the word ‘diving’.

Focus on form: You need to: 1) identify elements of the structure of the target language and provide a formula that would generate multiple examples of the target language 2) repeat this for the question and negative forms (presenting it as you would to the learners)

Anticipated problems and solutions with form: Provide two problems and a solution for each. You should consider word order, verb forms, potentially added or omitted parts, etc.

Sources used: (e.g. Michael Swan (2016) ‘Practical English Usage’, OUP, page numbers)

Grammar 2

Language area and use: What is the grammatical structure you intend to teach?

Passive voice (past simple)

Target language: find another example of the passive voice in the text

1. Packard was rescued

2.

Focus on meaning: You need to: 1) explain the meaning of “Packard was rescued” in the context of the whale text 2) Write how you will CONVEY AND CHECK the meaning of the target language (Please include all concept questions (CCQs) with answers and draw any images etc. Use the context of the whale text.

Anticipated problems and solutions with meaning: Provide two problems and a solution for each. Remember to focus on the grammatical structure, not the meaning of the vocabulary used in the examples.

Focus on pronunciation: Include sentence stress with phonemic transcript of “Packard was rescued”

Anticipated problems and solutions with pronunciation: Provide two problems and a solution for each.

Focus on form: You need to: 1) identify elements of the structure of the target language and provide a formula that would generate multiple examples of the target language

Anticipated problems and solutions with form: Provide two problems and a solution for each. You should consider word order, verb forms, etc.

Sources used: (e.g. Martin Parrott, 2010, Grammar for English Language Teachers, Cambridge)

Vocabulary 1

Word / phrase: relatively unscathed

Teaching

*Keep to the context of the text

Meaning (Be specific but keep it simple. Look in a learner dictionary):

I will convey meaning by…

I will check meaning by… (e.g. CCQs with answers)

Anticipated problems and Solution(s) with meaning:

P1:

S1:

P2:

S2:

Pronunciation (Write ‘relatively unscathed’ in phonemes and mark the stress):

Anticipated problems and solution(s) with pronunciation:

P1:

S1:

P2:

S2:

Form (Part(s) of speech, collocation, (ir)regularity), etc.

Anticipated problems and solution(s) with form:

P1:

S1:

P2:

S2:

Sources used: (e.g. http://www.macmillandictionary.com)

Vocabulary 2

Word / phrase: plausible

Teaching

*Keep to the context of the text

Meaning (Be specific but keep it simple. Look in a learner dictionary):

I will convey meaning by

I will check meaning by… (e.g. CCQs with answers)

Anticipated problems and Solution(s) with meaning:

P1:

S1:

P2:

S2:

Pronunciation (Write ‘plausible’ in phonemes and mark the stress):

Anticipated problems and solution(s) with pronunciation:

P1:

S1:

P2:

S2:

Form (Part(s) of speech, collocation, (ir)regularity), etc.:

Anticipated problems and solution(s) with form:

P1:

S1:

P2:

S2:

Sources used: (e.g. http://www.macmillandictionary.com)

For faster services, inquiry about  new assignments submission or  follow ups on your assignments please text us/call us on +1 (251) 265-5102

For faster services, inquiry about  new assignments submission or  follow ups on your assignments please text us/call us on +1 (251) 265-5102

Task: Portfolio

To include:

1) Myers-Briggs assessment

2) A reflective personal evaluation of self as a leader to manage a team through a change process.

3) Evaluation of leadership theory

You will be using Microsoft Sway to create your online portfolio. The Sway template has been created for you and there is a link to thid under the suggested template section.

Learning outcomes

Rate approaches to change management in Health and Social Care.
Evaluate theories of leadership and management.
Assess yourself as a leader.
Specific Guidance on the Outcomes of the Assignment:

This module explores theories and tools applied to sustain and manage change in Health and Social Care.

You will have a clear case scenario that forms a part of your portfolio.

Leadership theories are introduced. You will learn and evaluate Lewin’s theory of change and Kotter`s 8 step model of change.

This will help you to understand and apply evaluation to interdisciplinary staff relations and team dynamics.

You will complete a Myers-Briggs self-evaluation and then apply the Gibbs model as a framework for critical reflection of personal experiences, which are useful to support leadership in the future.

The curriculum will include:

Contemporary opinions and differences between leadership and management.
Theories and perspectives on leadership.
Coaching theories and evaluation of self as leader.
Theories of change and stakeholder analysis.
Core:

Aveyard H., Sharp, P. (2017) A beginner’s guide to evidence-based practice in Health and Social Care, 3rd Edition (UK Higher Education OUP Humanities & Social Sciences Health & Social Welfare) UK: Open University Press.

Bianchi, M., Bagnasco, A., Bressan, V., Barisone, M., Timmins, F., Rossi, S., Pellegrini, R., Aleo, G. and Sasso, L. (2018), A review of the role of nurse leadership in promoting and sustaining evidence‐based practice. Journal of Nursing Management, 26(8), pp.918-932.

Gibbs, G. (2005), Improving the quality of student learning. University of South Wales [PhD thesis] (United Kingdom).

Nyström, M.E., Karltun, J., Keller, C. and Andersson Gäre, B. (2018), ‘Collaborative and partnership research for improvement of health and social services: researcher’s experiences from 20 projects’, Health Research Policy and Systems, 16(1), pp.1-17.

Recommended:

Lorenzi, N.M. and Riley, R.T. (2000) ‘Managing change: an overview’, Journal of the American Medical Informatics Association, 7(2), pp.116-124.

Taylor, B.J. and Devine, T. (2020) Assessing needs and planning care in social work, Abingdon: Routledge.

Websites:

Free personality test, type descriptions, relationship and career advice | 16Personalities

Myers-Briggs – https://www.myersbriggs.org/

16 MBTI Personality Types Descriptions (myersbriggs.org)

University of Edinburgh. (2023) Reflection toolkit: Gibbs` Reflective Cycle. Available at:

https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle

Suggested Framework to present 3000 words:

Part 1: Carry out a Myers-Briggs assessment or Personality Types | 16Personalities or Personality Types and Leadership Styles | 16Personalities

Part 2: Reflection on conducting the Myers-Briggs assessment

Evaluate how useful a personality assessment is to understanding yourself as a leader

Part 3: Using change management theory to support a staff team through a change proces

Reading before the task: Practice manager | Health Careers. Imagine that you are the practice manager and your company is going through a period of change such as trying out new ways of working, job cuts due to funding or responding to new legislation.

Use change management theories (e.g. Lewin’s Theory of Change and Kotter’s 8 step model of change) to analyse their value to you as a leader when supporting a staff team through a change process

Part 4: Evaluation of leadership theories

Evaluate Leadership theories to explain how you would successfully use leadership skills and abilities to manage a team through a change process

Part 5: Reflection on self as a leader

Use the Gibbs model of reflection to reflect on your learning about yourself as a leader and evaluate your capability to lead and manage a team through a change process

Please see the below link to take you to your online template:

Instructions:

Open the link
Choose the option to EDIT
Press three dots in the right-hand corner
Click ‘duplicate this sway’
Save this with a new name: [student name: module 4]
Go to edit
This should now save in your own sway section on MS 365 – this is available on your 365 online accounts

Assignment Sections

A+/A (70-100%

B+/B (60-69%)

C+/C (50-59%)

D/D+ (40-49%)

Fail (0-39%)

Reflection on Myers-Briggs assessment

5/100

A Myers-Briggs self-evaluation has been competently completed. A clear and concise evaluation of its relevance to understanding self as a leader

A Myers-Briggs self-evaluation has been completed. A good evaluation of its relevance to understanding self as a leader

A Myers-Briggs self-evaluation has been completed. A sound evaluation of its relevance to understanding self as a leader.

A Myers-Briggs self-evaluation has been completed but with errors. A brief evaluation of its relevance to understanding self as a leader.

The sections is missing or the assessment is incomplete. No/minimal evaluation of its relevance to understand self as a leader.

Evaluation of change management theories

30/100

The leadership scenario is clearly and concisely outlined.

Rating the value and relevance of the Lewin’s and Kotter’s theories of change is justified with the use of relevant evidence. The theories have been applied precisely to the scenario. Critical writing should be seen throughout the section.

The scenario is accurately outlined. There is a good outline rating the relevance of Lewin’s and Kotter’s theories of change. The theories have been applied to the scenario but there may be some areas where critical writing is missing.

The scenario is outlined. There is a sound outline rating the relevance of Lewin’s and Kotter’s theories of change. There is adequate application of the theories to the scenario. Entirely descriptive writing is not sufficient for this grade.

The scenario is introduced but with some inaccuracies. Rating the relevance of Lewin’s and Kotter’s theories of change is introduced but with some inaccuracies. The theories are described but they are not always linked fully to the scenario and there may be sections where there are no critical statements

The introduction of the scenario is absent/minimal. There is no/minimal introduction to rating the relevance of Lewin’s and Kotter’s theories of change. There is little or no demonstration of understanding of the theories and their relevance to the scenario

Evaluation of leadership theories

30/100

Knowledge and understanding of theory is exceptionally detailed and sophisticated. Appreciation of the limits of theory demonstrated. Appropriately selected theoretical knowledge is integrated into the reflection of self as a leader.

Shows a systematic and accurate understanding of key theories, which are appropriately applied within the context of the reflection of self as a leader.

Sound descriptive knowledge of the key theories with some appropriate application to the reflection of self as a leader.

The discussion of the theory is satisfactory but application and/or understanding to the relevance of the reflection is limited.

Knowledge of theory inaccurate and/or incomplete. Application to the reflective task is very limited/absent.

Application of the Gibbs Model

15/100

The Gibbs model has been competently applied as a framework for critical reflection. Demonstrated excellent reflective awareness, articulating imaginative thinking about implications for future practice as a leader.

The Gibbs model has been applied as a framework for critical reflection. Demonstrated good reflective awareness, considers implications for future practice as a leader.

The Gibbs model has been applied but critical reflection is limited. Demonstrated sound reflective awareness and considered some implications for future practice as a leader.

The Gibbs model has been applied but is descriptive rather than analytical. Demonstrated limited reflective awareness and briefly considered implications for future practice as a leader.

The stages of the Gibbs model are missing or not expressed correctly. There has been no/minimal reflective awareness and no/minimal consideration of the implications for future practice as a leader

Use of information to analyse and evaluate

20/100

There is an exceptional fluent writing style and organisation and coherence that clearly enhances the argument. All claims are supported with high-quality sources. The relevance of the information is clearly analysed and evaluations are made. References are correctly formatted using the OBU Harvard style as per the guidance.

There is a fluent writing style and strong logical organisation that enhances the argument. Claims are supported with high-quality sources although there may be one or two errors or omissions. The relevance of the information is analysed and evaluations are made. The reference list uses a different referencing style or has a small number of errors. But all references should be included.

In some parts, there is a fluent writing style and some logic to the organisation. There are references to support claims, but these may be lower-quality or there may be some omissions. There is some analysis of the relevance of the information and limited evaluations are made. The reference list may have multiple errors, but it will be complete, and it should be possible to identify the sources used.

Writing has limited fluency and organisation to support arguments. There are minimal references to support claims and they are of a low-quality with omissions. There is limited analysis of the relevance of the information and minimal/no evaluations are made. The reference list may be incomplete or have errors which misses information needed to find sources.

Writing is incoherent and disorganized. There is no analysis of the relevance of the information and no evaluations are made. Referencing may be missing or may not match sources used. The errors are found in nearly all references.

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Unit Template: 7HR01 Strategic Employment Relations

Reed Learning

Assignment code

288P_7HR01_24_01

Learner number (1st 7 digits of CIPD Membership number)

Learner surname

Learner other names

Unit template start date

Unit template end date

Unit template submission date

Re-submission date for centre marking (two re-submissions allowed)

Total wordcount (4000 +/- 10%)

I can confirm that:

this assessment is all my own work.
where I have used materials from other sources, they have been properly acknowledged and referenced.
I have not used Artificial Intelligence tools to generate content for my assessment.
I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action.

Learner name:

Learner signature:

Insert photo or scanned image of handwritten signature

Date:

Declaration by Assessor

I confirm that I am satisfied that to the best of my knowledge, the work produced is solely that of the learner.

Assessor name:

Assessor signature:

Date:

Guidance on completion of the template and wordcount

The Unit template is the key vehicle for your entire submission. This can be used for the complete submission if that is your preferred method. Or if choosing one or more of the other methods it must be used to explain and signpost to your other documents to cover all the LOs.

Refer to the separate ‘Advanced Diploma Specialist Unit Assessment Guidance’ document for advice on how to complete your submission.

Checklist:

In your final submission only include the assessment criteria (AC) which you are submitting for summative assessment: the other assessment criteria can be deleted from this template.
Each learning outcome (LO) should include at least one Assessment Criteria (AC) (max.2).
Word count should be approx. 1000 words +/-10% for each question. Enter your total wordcount for the submission above and for each LO/AC where indicated. Maximum overall word count is strictly 4400 or your submission will be referred.
Include your references list at the end.
Complete the authenticity statement.
Provide any additional evidence documents plus your evidence grid.
Learning Outcome 1: Understand different perspectives on employment relations and how they influence the roles of people professionals and line managers. (X,XXX words)

Assessment Criteria:

1.1 Critically evaluate different perspectives on employment relations.

Indicative Content: Unitarist, pluralist and radical perspectives on employment relations; power, authority and managerial prerogatives in the workplace; influences on people professionals and their work.

1.2 Contrast examples of cooperation and conflict within the employment relationship in different organisational contexts.

Indicative content: Mix of conflict and cooperation; indeterminacy and the contested nature of work; how this varies between workplaces and different issues.

1.3 Critically evaluate employer strategies towards trade unions and whether they are fit for purpose.

Indicative content: Partnership with unions; ‘traditional’ adversarial relationship with unions; sophisticated paternalism without unions; low-cost non-unionism; employee-owned firms

1.4 Review ways in which people professionals can foster positive employment relations at work.

Indicative content: The meaning of good employment relations; working with line managers, employees and their workplace representatives to achieve and sustain this, challenges to good workplace relations.

Learning Outcome 2: Understand how external institutions can shape employment relations at organisational level. (X,XXX words)

Assessment Criteria:

2.1 Critically evaluate the extent to which globalisation and other international influences have shaped and transformed employment relations within organisations.

Indicative content: Globalisation and international developments; the role of the state in regulating employment relations. How these institutions shape employment relations at organisation level.

2.2 Review the practice of employment relations at organisation level, including how it is being shaped by short-term competitive pressures.

Indicative content: Technological change; labour market and product market pressures; political developments; shaping organisation strategy, culture and employment relations.

2.3 Critically appraise the advice that external bodies can provide in order to help people professionals make appropriate decisions for their organisation.

Indicative content: The role of UK bodies such as ACAS, the CBI and TUC (or equivalent bodies in own country); employers’ organisations; sector bodies that provide support for people professionals at organisation level.

2.4 Analyse the changing nature of work in different parts of the economy.

Indicative content: The growth of precarious work across the economy; zero-hours contracts; the hollowing out of high-skilled manual labour and routine administrative roles; the role of robots; the notion of high- and low-quality jobs.

Learning Outcome 3: Understand how people professionals can work with employees and trade unions to sustain mutuality and voice. (X,XXX words)

Assessment Criteria:

3.1 Critically analyse how different forms of indirect voice could contribute to improved levels of organisational performance and employee outcomes.

Indicative content: Works councils, joint consultative committees and partnership agreements; evidence of how forms of indirect voice can contribute to organisational performance and employee outcomes.

3.2 Critically analyse how different forms of informal and direct voice could contribute to improved levels of organisational performance and employee outcomes.

Indicative content: Formal voice such as team briefing, problem-solving groups, employee attitude surveys, employee engagement; informal voice on a daily basis between line managers and their teams; how these contribute to organisational performance and employee outcomes.

3.3 Evaluate the extent to which voice enhances both organisational performance and employee outcomes.

Indicative content: Identifying key measures of performance, such as productivity, team output, quality of ideas, capability; identifying key measures of employee outcomes, such as satisfaction, commitment, wellbeing and engagement.

3.4 Evaluate how organisations drive and assess employee engagement.

Indicative content: Definitions of engagement; drivers of engagement; engagement strategies; benefits of engagement; relationship between engagement and organisational performance; use of data analytics to measure engagement; problems measuring engagement; barriers to employee engagement.

Learning Outcome 4: Understand how people professionals work with employees and trade unions to mitigate organisational risks. (X,XXX words)

Assessment Criteria:

4.1 Critically analyse the role of collective bargaining in determining pay and other contractual issues in organisations.

Indicative content: The role of collective bargaining, purposes and outcomes; the nature and extent of collective bargaining in different sectors; alternative mechanisms for determining wages and resolving differences in non-union firms.

4.2 Assess the impact of negotiations between employers and employee associations/trade unions aimed at problem resolution.

Indicative content: The dynamics of negotiations; the roles of the parties in negotiation; the stages through which negotiations progress; potential outcomes from agreement to industrial action.

4.3 Review the advantages and disadvantages of third-party options in resolving disagreements at work.

Indicative content: Arbitration, conciliation and mediation, alternative dispute resolution (ADR).

The value of seeking external advice to overcome barriers and blockages; independent, impartial, ‘felt fair’, expedient, logic and fact-based, potential to dissipate sensitive emotional barriers to resolution.

Disadvantages of third-party intervention; failure to fully understand context or history, impersonal, perceived as too formal or legalistic, risks escalating antagonism between parties to the disagreement.

4.4 Examine the design and implementation of grievance, disciplinary and other procedures and their fitness for purpose in the organisation.

Indicative content: Grievance, disciplinary and other procedures to resolve differences; the value of agreed procedures in reducing unfairness and consistency; the design, operation, and review of joint procedures.

References List

Use Harvard referencing and list in alphabetical order

Example Answer:
1.1 Critically evaluate different perspectives on employment relations.
Employment relations encompass how employers and employees interact, and there are various perspectives on this dynamic. Understanding these perspectives can help us navigate the complexities of the workplace.

1. The Traditional Perspective

The traditional perspective views employment relations as a straightforward contract between employer and employee. This view is grounded in the notion that work is a transaction where employees provide labour in exchange for wages. This perspective emphasises that as long as the terms of the contract are met, both parties will be satisfied. Critics argue this view is too simplistic, as it overlooks the complexities of worker motivation and job satisfaction.

2. The Human Resource Management (HRM) Perspective

The HRM perspective focuses on managing employees in a way that aligns their interests with the goals of the organisation. It sees employees as valuable assets whose skills and motivations should be developed to benefit both the individual and the organisation. This view promotes practices like training and development, performance management, and employee engagement. While it aims to create a positive work environment, critics argue that it can sometimes prioritise organisational goals over individual needs, potentially leading to a lack of genuine employee support.

3. The Industrial Relations Perspective

The industrial relations perspective considers the role of formal institutions like trade unions and regulatory bodies in managing employment relations. It highlights the importance of collective bargaining and legal frameworks in resolving disputes and ensuring fair treatment. This view is beneficial for protecting workers` rights and ensuring a balanced power dynamic between employers and employees. However, it can be critiqued for sometimes creating rigid structures that may not adapt quickly to changing workplace dynamics.

4. The Critical Perspective

The critical perspective examines power imbalances in employment relations. It argues that the traditional and HRM views often ignore the inherent power disparities between employers and employees. This perspective highlights issues such as exploitation, inequality, and the impact of capitalist systems on worker rights. Critics of this view suggest it can be overly pessimistic and may not fully acknowledge positive developments in worker rights and protections.

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