Critically evaluate the contribution of strategic marketing to the overall strategic management of organisations and the pursuit of sustainable competitive advantage.

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Assignment Brief Template
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Faculty of Business and Law
Assignment Brief Academic Year 2019/20
Module Title: Marketing Strategy Assignment
Number
1
Module Code: 303MKT Assignment Title Strategic Marketing Report
Assignment
Weighting
50%
Release Date: September/October
2019
Module Leader
Submission
Date/Time:
Submission
Time and Place:
Submission through
Turnitin ONLY
Assessment Information
This assignment is designed to assess learning outcomes:
2. Critically evaluate the contribution of strategic marketing to the overall strategic management of
organisations and the pursuit of sustainable competitive advantage.
3. Apply strategic marketing frameworks and concepts to solve marketing problems.
This assignment is an individual assignment.
This assignment requires you to produce a strategic marketing report for Greenfish Design relating to the
Midnight Pebble product.
Greenfish Design Limited: Midnight Pebble
Green Fish Design Ltd was founded by Coventry University Engineering Academic Dr Phil Green. Phil has a
PhD in the area of carbon fibre composites and has held multiple academic roles. His career has spanned
both academia and industry having worked for Jaguar Landrover as a lead engineer. Having experience of
both industry and academia Phil has been able to research and develop new innovative products that have
real world application. Evidence of this can be seen in his role in the development of D30, a flexible, pliable
material that locks together and hardens in the event of collision, this material has found application in
areas such as electronic device protection and body armor for high impact sports. As part of this process
Phil has also been nominated for the Popular Prize at the European Inventors Awards 2019 after spinning
out the d30 business back in 2003 which is now a highly successful on-going business.
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Following the successful development and commercialisation of D30 Phil wanted to develop a new product
around his interest in photoluminescent materials. Photoluminescent is the process whereby luminescence
is created by the absorption of visible light. This light is stored as energy and is released as visible light,
which appears to glow in the dark. This phenomenon has application for areas such as wrist watches, paint
and emergency exit signs. Phil wanted to see if there was an application of this technology to solve a
domestic problem and began to search for a problem to solve. During this process Phil created a number
of ideas and prototypes whilst being careful to consider existing patents. Patents are a legal protection
granted by the government to the inventor to prevent people from making or using an invention without
their permission. The problem Phil identified was that people often take a glass of water to bed, however
at night when they want a drink of water there is a risk of knocking over the glass. This could result in a
smashed glass, but also the risk of spilling water on expensive electronic devices such as smart phones or
tablets. In order to provide a solution to this problem the Midnight Pebble has been developed.
The Midnight Pebble is a drinks coaster which people can use to place beverages on (see appendix 1 for
images). The Midnight Pebble has a circular aluminium alloy ring, with the centre of the coaster being a
photoluminescent clock face. The pebble emits light at night which shines up through the beverage
container (ideally a glass) which sends out a pleasant green light into the room. The type of light emitted
has been researched heavily and identified as a hue that doesn’t disrupt sleep. To make the product
patentable a clock face was added to the product where the photoluminescence also back lights the hands
of an analogue clock. Three different clock face designs were used for the initial production representative
prototypes. The design was developed around rapid assembly and is made up of simple quality components
which provide a high-quality finish. The initial batch of components were sourced from the UK, China and
Hong Kong and were assembled in the UK. The patent for the design of the product is for Great Britain
only, and means that no similar product can be developed and sold within the UK. Having developed the
product Phil has sold 600 units over the last seven years, however due to other commitments he has been
unable to dedicate enough time to really drive the product forward. The main channels through which the
product has been sold through are selling directly to online retailers as well as bricks and mortar gift shops.
Gift shops have shown the most promise, as having a store assistant explains the product has helped
consumers buy into the concept/utility of the product. Additionally, when selling to retailers they tended
to want to purchase from a supplier that supplies multiple products, rather than just one.
The original business model of Greenfish Design Ltd was to license the design/patent to an organisation in
order to earn royalties, rather than becoming a supplier of the product. As mentioned previously Phil has
not had the time to allocate resources to the business, and as a result Green Fish Ltd has stopped trading
as a company, however the patent has been renewed each year and is now in the 9th year out of the twenty
year life of a patent. Currently Phil has a back stock of around 400 units available for immediate sale. The
unit cost to manufacture a product is £4.50 (providing 5000 units are ordered) and unit cost will increase
in situations where smaller orders are made. The recommended retail price of the product is around £20
the trade price being around £7.50. Moving forward Phil would like to create a sustainable business
through a licensing agreement with an existing company or a start-up organisation. The product is
considered as commercially viable as it has a large potential market, barriers to entry due to the patent, as
well as being well designed and highly functional. You are now required to develop a report to help find a
solution for Phil.
The report to be structured as follows;
– Short Introduction (detailing structure)
– Marketing Audit (External and Internal Analysis) and SWOT
– Objectives and Growth Strategies.
– Marketing mix moving forward
Assignment Brief Template
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The owners would like you to seek information from sources such as Mintel for use in the external analysis,
however for the internal analysis only the client brief should be used. The owners want to see in depth
analysis of the situation and an evidence-based argument for any future strategies.
Mark Allocation Per Section
Structure of report 10%
Marketing Audit (including SWOT), Indicative Mark Allocation broken
down as follows: –
External Analysis – 12%
Internal Analysis – 12%
SWOT – 6%
30%
Objectives and Growth Strategies 25%
Marketing Mix 25%
Coherence of the Report (Does the report link together well) 10%
Please use the above guidance for the word count for each section in the report.
Criteria for Assessment (Generic)
Class
Mark range
Guidelines
Class I
90 – 100%
80 – 89%
70 – 79%
In addition to that for 80 – 89% below, an outstanding answer that
could hardly be bettered. High degree of understanding,
critical/analytic skills and original research, where specified.
Outstanding in all respects.
In addition to that for 70 – 79% below, the answer will demonstrate
an excellent level of understanding, presence of clear description,
critical/analytical skills or research, as appropriate.
Answer entirely relevant to the assignment set. Answer will
demonstrate clear understanding of theories, concepts, issues and
methodology, as appropriate. There will be evidence of wide-ranging
reading and/or research, as appropriate, beyond the minimum
recommended. Answers will be written/presented in a clear, wellstructured
way with clarity of expression. At level 3, evidence of
independent, critical thought would normally be expected.
Class II : I
65 – 69%
Answer demonstrating a very good understanding of the
requirements of the assignment. Answer will demonstrate very good
understanding of theories, concepts, issues and methodology, as
appropriate. Answer will be mostly accurate/appropriate, with few
errors. Little, if any, irrelevant material may be present. Reading
Assignment Brief Template
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60 – 64%
beyond the recommended minimum will be present where
appropriate. Well organised and clearly written/presented.
A good understanding, with few errors. Some irrelevant material may
be present. Well organised and clearly written/presented. Some
reading/research beyond recommended in evidence.
Class II : II
55 – 59%
50 – 54%
Answer demonstrating a good understanding of relevant theories,
concepts, issues and methodology. Some reading/research beyond
that recommended may be present. Some errors may be present and
inclusion of irrelevant material. May not be particularly wellstructured,
and/or clearly presented.
Answer demonstrating a reasonable understanding of theories,
concepts, issues and methodology. Answer likely to show some
errors of understanding. May be significant amount of irrelevant
material. May not be well-structured and expression/presentation
may be unclear at times.
Class III
45 – 49%
40 – 44%
An understanding demonstrated, but may be incomplete and with
some errors. Limited use of material with limited reading/research
on the topic. Likely to be poorly structured and not wellexpressed/
presented. Irrelevant material likely to be present.
Basic understanding demonstrated, with some correct description.
Answer likely to be incomplete with substantial errors or
misunderstandings. Little use of material and limited
reading/research on the topic in evidence. May be poorly structured
and poorly expressed/presented. Some material may be irrelevant to
the assignment requirements.
Marginal fail
35 – 39%
Some relevant material will be present. Understanding will be poor
with little evidence of reading/research on the topic. Fundamental
errors and misunderstanding likely to be present. Poor structure and
poor expression/presentation. Much material may not be relevant to
the assignment.
Fail
30 – 34%
20 – 29%
0 – 19%
Inadequate answer with little relevant material and poor
understanding of theories, concepts, issues and methodology, as
appropriate. Fundamental errors and misunderstandings will be
present. Material may be largely irrelevant. Poorly structured and
poorly expressed/presented.
Clear failure to provide answer to the assignment. Little
understanding and only a vague knowledge of the area. Serious and
fundamental errors and lack of understanding. Virtually no evidence
of relevant reading/research. Poorly structured and inadequately
expressed/presented.
Complete failure, virtually no understanding of requirements of the
Assignment Brief Template
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Specific Grading Criteria
External Analysis (12%)
Section/Poi
nts
0 1-2 3-4 5-6 7-8 9-10 11-12
External
Analysis
Missing
altogether
or
completely
wrong e.g.
students
describe
the
framework
s rather
than
applying
them.
Very poor,
framework
s used
incorrectly.
Poor
sources
used and
no
implication
s. Poor
classificatio
n within the
attempt.
Attempts to
use the
framework
s but could
do with
better
application
and
sources.
One
element
missing or
poorly
developed.
(If one of
the
PESTEL of
Porter’s
is missing
then start
on a 5/6
grade).
PESTEL
and
Porter’s
complete
d. Some
of the
implicati
ons are
slightly
lacking
and there
is the
potential
for higher
quality
sources
to be
used.
PESTEL and
Porter’s
completed
fully and with
good analysis.
High quality
sources used.
Implications
are well
explained/an
alysed.
Some sources
could be
stronger
Perhaps could
be a little
more
innovative in
the content.
PESTEL and
Porter’s
completed fully
and with strong
analysis.
Implications are
presented
concisely and
have clear
relevance to the
case.
PESTEL and
Porter’s
completed fully
and with
excellent
analysis. High
quality sources
used such as
MINTEL.
Interesting
issues raised.
Concisely
written and to
the point.
Internal Analysis (12%)
Section/
Points
0 1-2 3-4 5-6 7-8 9-10 11-12
Internal
Analysis
No analysis
section
included.
Very poor,
random
points
made, the
framework
isn’t used.
Students
haven’t
completed
the full
analysis
with
sections
missing,
some
relevant
points
made.
Good use
of the
framewo
rks,
perhaps
one or
two
points
are
incorrectl
y
explained
or
placed.
Good
analysis, all
elements
covered,
perhaps a few
points could
have clearer
implications,
but still
strong.
Strong analysis
given, clear
points made,
perhaps lacking
in refinement,
but overall very
strong.
Superb work, all
elements
covered, and
information is
comprehensive.
Written
concisely and to
the point, very
professionally
presented/argu
ed.
SWOT Analysis (6%)
Section/
Points
0 1 2 3 4 5 6
assignment. Material may be entirely irrelevant. Answer may be
extremely short, and in note form only. Answer may be
fundamentally wrong, or trivial. Not a serious attempt.
Assignment Brief Template
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SWOT Missing or of
very little
relevance/value.
A very
poor
attempt
but
some
merit.
Clear and
comprehensive,
could be more
focused.
Very good,
balanced
and
informative.
Some basic
errors
made.
Very clear
and
professional,
key points
identified
but could be
more
accurate in
places.
Very clear,
concise and
professional,
key points
identified
and
presented.
Could be
more
analytical.
Strong analysis
demonstrated,
concise, analytical
and well
balanced/presented.
Objectives and Growth Strategy (25%)
Section/Points 0 1-4 5-8 9-12 13-16 17-20 21-25
Objectives
and Growth
Strategy
Missing or of
very little
relevance/value.
Completely
lacking in
coherence
and content,
no analysis,
weak.
Lack of
understanding
show, very
poor
objectives,
clearly a poor
piece of work.
Elements
missing.
Poorly worded
objectives, or
not fully
developed/not
SMART Some
attempts to
discuss
strategic
approaches
but lacking in
analysis.
Needs to be
more accurate
and follow the
requirements
of the brief.
Very good
objectives.
Some
relevant
points
made but
lacking
accuracy
in places.
Could do
with some
better
analysis of
the
options.
Well-argued
strategic
options, clear
rationale for
the choice
made. Well
presented.
Strong analysis
demonstrated.
Could improve
clarity and
conciseness
further.
Written in a
suitable tone.
Clear and
wellarticulated
objectives,
excellent
application
of theory,
potential
options
discussed,
clear use of
previous
analysis to
come to a
conclusion
on most
appropriate
strategic
approach
moving
forward.
Coherence
with
previous
points
made.
Marketing Mix (25%)
Section/Points 0 1-4 5-8 9-12 13-16 17-20 21-25
Marketing Mix Missing or of very
little relevance/value.
Marketing mix
is completely
irrelevant, no
real value in
the work.
Marketing mix
is incomplete
or of a poor
quality, no
links with past
sections, no
real practical
relevance.
Some good
points made,
could be
more
accurate,
only small
links with the
previous
section and
the mix is a
little
disjointed.
Very good
marketing mix,
clearly
articulated,
relevant points
made, links
with previous
sections/
strategy could
be stronger.
Very highquality
marketing
mix, clearly
realistic, links
well with the
previous
sections,
perhaps
neglected to
link up all
elements.
Superb
marking mix,
concise and
complete,
links
perfectly
with the
strategic
approach
and
objectives
(no loose
ends).
Structure of the Report (10%)
Section/Points 0-2 3-4 5-6 7-8 9-10
Structure of the
report
Lots of sections
missing, or
Poor
presentation,
Structure isn’t
followed fully
Structure or
presentation has
Professional
presentation and full
Assignment Brief Template
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structure is
completely wrong,
presentation is
very weak.
structure is
muddled or
sections are
missing.
and
presentation
could be better.
some very minor
issues, but
overall is
excellent.
structure is present,
superb overall.
Coherence of the Report (10%)
Section/Points 0-2 3-4 5-6 7-8 9-10
Coherence of the
report.
Report lacks any sort
of coherence, random
structure.
Report is lacks
coherence, however
attempts have been
made to link the audit to
the rest of the report.
Some new information
bought in that doesn’t
link.
Report demonstrates a
good level of coherence.
Excellence level of
coherence, some
elements are perhaps
not fully linked.
Completely flawless
levels of coherence.
Well thought out
and organised to
ensure the plan is
fully integrated.
Word Count
The word count is 2000 words.
There will be a penalty of a deduction of 10% of the mark (after internal moderation) for work exceeding
or below the word limit by 10% or more.
The word limit includes quotations and tables but excludes diagrams and the bibliography.
How to submit your assessment
•
Your
coursework
will
be
given
a
zero
mark
if
you
do
not
submit
a
copy
through
Turnitin.
Please
take
care
to
ensure
that
you
have
fully
submitted
your
work.
•
All
work
submitted
after
the
submission
deadline
without
a
valid
and
approved
reason
(see
below)
will
be
given
a
mark
of
zero.
•
The University wants you to do your best. However we know that sometimes events happen which
mean that you can’t submit your coursework by the deadline –
these events should be beyond your
control and not easy to predict.
If this happens, you can apply for an extension to your deadline for
up to two weeks, or if you need longer, you can apply for
a deferral, which takes you to the next
assessment period (for example, to the resit period following the main Assessment Boards). You must
apply before the deadline.
You will find information a bout the process and what is or is not considered to be an event beyond
your control at https://share.coventry.ac.uk/students/Registry/Pages/Deferrals-and-Extension.aspx
•
Students
MUST
keep
a
copy
and/or
an
electronic
file
of
their
assignment.
•
Checks
will
be
made
on
your
work
using
anti-plagiarism
software
and
approved
plagiarism
checking
websites.
GUIDELINES
AND
BACKGROUND
TO
THIS
ASSIGNMENT
Plagiarism
As
part
of
your
study
you
will
be
involved
in
carrying
out
research
and
using
this
when
writing
up
your
coursework.
It
is
important
that
you
correctly
acknowledge
someone
else’s
writing,
thoughts
or
ideas
Assignment Brief Template
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and that you do not attempt to pass this off as your own work. Doing so is known as plagiarism. It is
not acceptable to copy from another source without acknowledging that it is someone else’s writing
or thinking. This includes using paraphrasing as well as direct quotations. You are expected to correctly
cite and reference the works of others. The Centre for Academic Writing provides documents to help
you get this right. If you are unsure, please visit www.coventry.ac.uk/caw. You can also check your
understanding of academic conduct by completing the Good Academic Practice quiz available on
Moodle.
Self-plagiarism or reuse of work previously submitted
You must not submit work for assessment that you have already submitted (partially or in full), either
for your current course or for another qualification of this and any other university, unless this is
specifically provided for in your assignment brief or specific course or module information. Where
earlier work by you is citable, ie. it has already been published/submitted, you must reference it
clearly. Identical pieces of work submitted concurrently will also be considered to be self-plagiarism.
Self-plagiarism is unacceptable because you cannot gain credit for the same work twice.
Moodle includes a plagiarism detection system and assessors are experienced enough to recognise
plagiarism when it occurs. Copying another student’s work, using previous work of your own or
copying large sections from a book or the internet are examples of plagiarism and carry serious
consequences. Please familiarise yourself with the CU Harvard Reference Style (on Moodle) and use
it correctly to avoid a case of plagiarism or cheating being brought. Again, if you are unsure, please
contact the Centre for Academic Writing, your Progress Coach or a member of the course team.
Return of Marked Work
You can expect to have marked work returned to you within ten working days of submission. If for any
reason there is a delay you will be kept informed. Marks and feedback will be provided online/in class/face
to face. As always, marks will have been internally moderated only, and will therefore be provisional; your
mark will be formally agreed later in the year once the external examiner has completed his / her review.
APPENDIX 1 – Midnight Pebble Images
Midnight Pebble Nautical
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Midnight Pebble Aviator
Midnight Pebble Roman
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Discuss the practical problems of calculating an appropriate cost of capital using the Capital Asset Pricing Model, and the particular problems of estimating a cost of capital for unquoted companies.

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BAF-6-MFI Managerial Finance
Coursework Assignment 2019-20
The deadline for submission of the Group Report part of this coursework
. The Group
Presentations will take place thereafter.
Case Study: Valuation of Loja Limited by Tambaku plc
The Chief Executive Officer (CEO) of Tambaku plc, a large tobacco company, has informed the Board that, given the declining consumption of tobacco products, it is essential for the firm to diversify its operations to reduce the overall risk of the business for its shareholders. The CEO also believes that rapid growth in the overall size of the firm is necessary to be able to compete effectively with bigger rivals. In pursuit of these objectives Tambaku plc has decided to make a bid to acquire Loja Limited, an unquoted company which operates a chain of supermarkets.
Extracts from Loja Limited’s accounts for the year just ended are set out below:
£ millions
Revenue (Turnover)
12,500
Operating Profit
300
Net interest
1
Profit Before Tax
299
Taxation
57
Profit After Tax
242
Dividends
60
Retained Profit
182
Tambaku plc is carrying a large amount of surplus cash – the CEO, who had recently rejected a proposal to return excess cash to shareholders through a share buyback, is confident that injection of the surplus funds into Loja Limited would result in Loja’s earnings increasing by 10% in the first year after takeover. He is also confident that the increased level of earnings could be maintained for the foreseeable future. He has instructed the treasury team to estimate the bid price for Loja Limited on this basis.
Tambaku plc’s Non-Executive Director (NED) has expressed caution and suggested that the company’s treasurer ought to look dispassionately at the proposal and produce more detailed financial projections relating to Loja’s value before the Board gives the go-ahead to the CEO’s plan.
The treasurer has therefore asked her team to make an alternative estimate based on free cash flow projections (rather than a roughly estimated earnings figure). For this purpose the treasury team has gathered the following information/estimates:
© Vijay Lee Page 2
 Loja’s turnover has increased to the current level of £12.5 billion from a figure of just £8.1 billion six years ago.
 Over the next three years, Loja’s sales revenue can be expected to increase at an annual rate equal to the compound average growth rate experienced over the previous six years.
 The latest operating profit ratio will remain unchanged for the next three years.
 The annual capital investment required to maintain current operational levels is equivalent to the annual depreciation (accounting depreciation can be assumed to be equal to tax depreciation).
 However, additional working capital would need to be brought in during each year for the next three years – the additional working capital brought in each year would be roughly equal to 15% of the increase in sales revenue during that year.
 After the next three years, the estimated free cash flow is expected to grow in perpetuity at about 3% per year in real terms. The inflation rate is expected to be about 2% per year.
 91-day UK Treasury Bills are currently trading at a market price of £99.75 per £100 nominal; the yield on such bills is generally calculated on an ACT/365 basis.
 The market risk premium is currently estimated at 5.5% per annum.
 The corporation tax rate is 19%.
Loja Limited has recently cleared its borrowings, and currently has no debt.
For both the earnings valuation required by the CEO, and the free cash flow valuation suggested by the NED, the treasury team intends to use relevant information relating to two comparable quoted companies whose line of activity is similar to Loja Limited – i.e. Wm Morrison Supermarkets plc and J Sainsbury plc.
Required:
A. Perform a simple earnings valuation of Loja Limited as required by the CEO of Tambaku plc, and also perform a discounted cash flow valuation as suggested by the NED. Compare the results obtained, and discuss the reasons why it is unusual for these different techniques to yield closely similar results.
(circa 30 marks)
B. Discuss the weaknesses of earnings valuations and earnings-based management in general, with particular reference to the CEO’s arguments justifying the takeover of Loja Limited.
(circa 10 marks)
C. Discuss the practical problems of calculating an appropriate cost of capital using the Capital Asset Pricing Model, and the particular problems of estimating a cost of capital for unquoted companies.
(circa 10 marks)
D. Explain what are referred to as “managerial” motives for merger and acquisition activity, identifying any of these that might be relevant in the case of Tambaku plc and Loja Limited.
(circa 15 marks)
© Vijay Lee Page 3
In addition to 65 marks for technical content as roughly indicated above, marks will also be awarded under the following heads:
o Demonstration of financial report writing skills – essentially the preparation and presentation of a report to the top management of a company, using standard business software such as Microsoft Word and Excel.
(circa 15 marks)
o Demonstration of planning and organizational skills – evidence of background reading, teamworking, adherence to the requirements of the assignment.
(circa 5 marks)
In all, a total of 85 marks is allocated as above for the group report – with variations in marks between group members arising only due to differential sharing of the mark for the report agreed between group members and indicated in the form “Estimate of Individual Contribution to Group’s Written Report” (which only needs to be submitted IF the group members have agreed to share the mark for the report unequally – in which case it must be individually signed in confirmation by all the group members).
The remaining 15 marks are allocated for the group presentation – where individual marks will depend not only on the overall quality of the team effort, but also the individual presentation skills demonstrated.
Note:
Ideally, your submission should be in the form of a report to the Board of Tambaku plc. The main report must be word-processed and word-counted, and the number of words clearly indicated on the cover sheet. The expected length of the report is 2000 words (there is no limit on what can be put into any appendices to the main report).
The group will also be expected to make a short presentation to the Chairman relating to those parts of their report which they consider to be the most important and relevant. Each presentation will be for no more than 15 minutes and should be punchy and to the point – please avoid long, rambling discourses.
© Vijay Lee Page 4
ESTIMATE OF INDIVIDUAL CONTRIBUTION TO GROUP’S WRITTEN REPORT
[Only to be submitted if group members agree to share the mark unequally]
No.
Name of group
Member
Percentage
contribution to
group report
Signature of
member
1.
2.
3.
4.
5.
TOTAL
100
Note: · If there are 3 members in a group an equal contribution would be 33.33% each.
· If there are 4 members in a group an equal contribution would be 25% each.
· If there are 5 members in a group, an equal contribution would be 20% each.
· Variations from these levels of 33.33%, 25% and 20% are permissible for individual group members up to a maximum limit of ± 4% only for a 3-person group, ± 3% only for a 4-person group, ± 2.4% only for a 5-person group or 2.05% for a 6-person group.
· Here is an example of how it might work for a 4-person group:
A four-member group’s report is awarded a mark of 65%. Therefore the aggregate marks for the four members are 65 x 4 = 260. The group agrees that John takes 3% extra share (maximum), by Ringo surrendering a corresponding share of 3%.
No.
Name of group
Member
Percentage contribution to group effort
Mark awarded for report
1.
John Lennon
28%
73
2.
Paul McCartney
25%
65
3.
George Harrison
25%
65
4.
Ringo Starr
22%
57
TOTAL
100%
260
As can be seen, the maximum variation in contribution of 3% can result in a fairly substantial variation in the marks granted to the individual. [Note that John may also have the extra 3% by (for example) Paul, George and Ringo each surrendering 1% share. It is for the group members to democratically agree between themselves how they would like the marks to be shared].
BAF-6-MFI Managerial Finance – Coursework 2018-19
MANAGERIAL FINANCE : PRESENTATION ASSESSMENT
NAME OF STUDENT 
CRITERION 
Weighting
Verbal Communication Skills:
 Voice (Audibility, Pace of Delivery)
 Manner (Confidence, Enthusiasm)
 Eye Contact
 Effective Use of Time
30%
Use of visual aids:
 Originality, Creativity
 Slides: Clarity, Visibility, Impact
20%
Structure/content/organisation of material – teamwork
30%
General presentation skills:
 Clarity of exposition
 Response to questions, if any
 Overall impression
20%
TOTAL
100%

Are the contemporary Olympics able to effectively promote it’s core values?

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1M191020-0

Outline

Thesis: Although recently many people doubt whether the IOC is still capable of promoting its original mandate, I firmly believe that it is well able to upholdits core values of “A way of life based on the joy of effort, the educational value of good example, social responsibility and respect for universal fundamental ethical principles” since many people dream about becoming an athlete and goal to compete in the Olympics, because the Olympics allow a chance of growth and harmony where it is held, and considering that the majority of athletes who compete at the Olympics desire a fair and clean competition.

Main argument 1: Numerous people start the dream of becoming an athlete by virtue of watching impressive moments at the Olympic games.

  • There are countless numbers of well-known athletes who first started their dream watching the Olympics.
  • Because of the existence of the Olympics, young athletes can set a clear goal; to prove themselves at the Olympic games. (essay article #9) “As we look forward to celebrating the 30th anniversary of the 1984 Olympic Games in Los Angeles this summer, we’re proud that its legacy continues to support the next generation of young athletes,”(LA84 Foundation President, Executive member of the IOC, Anita L.DeFrantz)

Main argument 2: The Olympics allow a valuable chance of growth and harmony where the games are held.

  • People from all over the world stay in one city during the Olympic games. By having such diversity during the games, it is definitely clear that the host country will learn social responsibility and respect for universal fundamental ethical principles along with its citizens and visitors as well.
  • Korea is a great example which certainly benefited economically during the 88 Seoul Olympics.

Main argument 3: While some claim that the Olympics has already lost its purpose referring to the recent drug test results, the majority of athletes who compete at the Olympics desire a fair and clean game.

  • It is absurd to claim that the Olympics can no longer promote its original core values because a small number of participants who cheat. Still the majority of people play clean and prove themselves at the Olympic games.
  • The IOC is relentlessly producing methods that would provide a fair competition for all participants. As time passes by, the number of those who cheat will certainly be curbed. (Essay article #1)

What opportunities will you invest in?How would you asses the success of your investment?

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Research essay guide

For your research essay, develop a hypothetical finance and investment strategy for a country. The country must be a developing (emerging) country.

You may do the project alone or in groups of up to four students. The essay must be double-spaced, in font “times new roman” size 12, and between 12 and 15 pages long, including the front pages and references.

You will deliver:

  • A one-pager research essay proposal by October 10. Post a copy of your research essay proposal on cuLearn and hand in a hard copy in the beginning of the class on October 10. The proposal should include the author(s), the country of choice, the selected option (see below), three paragraphs justifying your selections and your approach to write the strategy, and five references, excluding the references mentioned at the end of this guide. In particular, explain who your target audience is and what you are trying to convey. The one-pager research essay should be single-spaced (10% of your final grade).
  • A PowerPoint presentation of your research essay on either Session 12 or Session 13 (15% of your final grade).
  • Your research essay by December 5, 23:59. You must post it on cuLearn (45% of your final grade).

Select one of the options below. Each option represents a different perspective of financing development:

Opinion 1. Private direct investorDraft an investment strategy for a private direct investor in a developing country. The private investor could for example be a multinational corporation.

Answer the following questions in your investment strategy:

  • What opportunities will you invest in?
  • In which country (or countries) are these opportunities?
  • What obstacles do you anticipate and how will you overcome them?
  • How would you asses the success of your investment?
  • What risks should you consider?

 

How does architecture inform function and how people use the space?

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Institutions are the way through which society organizes the chaos of existence into a manageable order. Institutions are cultural expressions and architecture can provide the frame that shapes our experience of the distinctions that define institutional activity and meaning.

Identify an Institution. select a building that embodies an institution such as religion, educational, government, law, military, nation-state, art – cinema, art collection, etc. You will need to visit this building several times over the course of this assignment. Visit the building and be mindful of your experience as you first approach, enter, and explore the building. Write your observations. Use your notes to write a summary of your first visit. Reflect on your experience paying particular attention to the sequence of spaces from outside to inside, when you have the sensation of arrival and settling into the building, how your eye is directed toward certain building elements or attributes, the sounds you hear, etc. In your summary remarks please begin with a definition of an institution as we have come to understand them in this class. [1 page]

Using photography, record how boundaries are defined and the different spatial types used by the designer to create a difference between the institutional space and the everyday. Describe how space is defined and shaped to achieve the desired impact. Be cognizant of the use of dichotomies to draw differences. Describe the generalized behaviors that are associated with the institution and how the space helps to shape these preferred behaviors of the inhabitants of the institution.

Analyze how architecture expresses the boundaries and the thresholds between the everyday and the institutional. Describe how the boundaries and thresholds in your selected building help to define and express the institution’s distinct use of space and time to give it meaning and identity. Use photographs to illustrate your observations and analysis. [3 pages]

 

For more details about institution, please read the Week 13 – 15.

For more details about spatial types, please see the file “spatial types.pdf”

Observations

Spatial

– Hierarchy
– Public/ Private – Open/Intimate

Material

– Function based on materiality – Leads circulation

Structure

– Columns
– Movable Partitions – Solid

Levels & Ceiling Heights

Approach/Departure

– Welcoming? Fortified? – Thresholds of security?

Spatial types?

– Object to void? Layered? Cellular enclosure?

How to materials change?

– Do materials define circulation, function, private/ public?

– Loud/Quiet, Bright/Dark, Welcoming/Impeding

Examples:

https://gimliheritage.ca/pdfs/Glossary%20of%20Architectural%20Terms.pdf

http://img.uoregon.edu/arh314/terminology/Terminology_all.html

https://www.archdaily.com/904019/national-kaohsiung-center-for-the-arts-mecanoo

PHOTOS!

– at least 3…but more are encourage

– if describing the space to a friend…do your photos support your description?

Writing

– Describe how space is defined (what are the architectural/ spatial moves?) – Dichotomies (mass/void, light/dark, sharp/gentle, etc)

– How do these design decisions designate institutional vs everyday day

– How do people behave within this institution?
– What architectural moves promote this behavior?

– Continue to edit research from Week 13 (writing & diagrams)

– Define institution
-What institution does this building represent? Multiple?

– History & Significance
– Why did YOU choose to study THIS building? – Google aerial with context
– Sketch Diagrams

– Look ahead to Final

– Describe thresholds/boundaries
– compile final document
– formatted, 4-6 pages, in-text photos, citations, diagrams, aerials

 

Goal

How does architecture inform function and how people use the space?

How is solid/void expressed within a particular institution?

What values shape this institution?

 

How could you use operant conditioning to change the less desirable behavior into the desired behavior?

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Critical Reasoning Essay Prompts

Choose any one from the following essay prompts.

1) Neural Pathways
Choose any neural pathway you feel passionate about like the visual pathway, auditory pathway, olfactory pathway, etc., and describe how the pathway travels from the stimuli through the nervous system. Then, explain how the environment (experiences) may have an effect on how stimuli may be perceived. Example: If you were to choose the visual pathway and you were raised around snakes as pets, first describe the visual pathway from stimuli to occipital lobe, and how would a picture of a snake (the stimulus) travel from the occipital lobe to other parts of the brain like the limbic system (specific parts of the limbic system) to the cortex and how might your autonomic nervous system react.

2) Learning Process
Describe how learning is accomplished from stimuli to processing. Here you don’t have to be specific with the neural pathways if you choose not to, but you do have to identify the brain components responsible for learning. What I am looking for is that you understand the different components, modalities, and how to optimize your time to learn material presented during your academic career.

3) Operant Conditioning and Modifying a Behavior
Drawing on personal experience, choose a person whose behavior you want to change. You may select one of your own behaviors for this question. How could you use operant conditioning to change the less desirable behavior into the desired behavior?
In a multi-paragraph essay describe your plans to condition the new behavior. Be sure to mention what type of reinforcer and reinforcement schedule you would use and explain why you made those particular choices. Include information from class materials, readings and research on operant conditioning to support your discussion.

4) Stages of Development: Understanding Yourself
Psychologists, such as Jean Piaget and Erik Erikson, theorize that humans go through stages in their development throughout life, growing from infancy to old age. Piaget outlined stages of thinking, referred to as cognitive development; Erikson described stages of personality, referred to as psychosocial development. How can you use this information to better understand your own life? What stages of cognitive and psychosocial development have you gone through since you were an infant? Which stages will you encounter during adulthood and old age?

In a multi-paragraph essay describe all the different stages of cognitive and psychosocial development throughout your life span. Be sure to provide examples to illustrate the thoughts, emotions and behavior typical of each stage. Include details from class materials, readings and research on human development to support your discussion.

5) Psychological Disorder
Choose any psychological disorder and write how it can be developed from the environment (experiences or biological) or genetics. If it is genetics, what may trigger the gene to synthesize? Then, choose a current media, where someone may be suffering from this disorder and give the main exhibited behaviors that may have led to the diagnoses.

Again, be sure to provide evidence from the person’s or character’s thoughts, emotions and behavior. Include details from class materials, readings and research on personality to support your discussion.

 

Essay Format

 

  1. Proper APA citation of article. This includes author/s (last name/s first), date of publication, article title, name of journal, and pages.
  2. Four paragraphs: Introduction— discussion on what the disorder is and state your hypothesis (e.g. bipolar disorder has a genetic factor); support your hypothesis –using the text and any other scholarly material (at least one reference must be other than the text); identify a fictional character, and provide support using the DSM-5 criteria for your support; provide a treatment plan.

 

 

 

What is being done to reverse the negative effects of these shocks? What lessons have we learnt?

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A 2,500-word research analysis paper.

Summarize the main issues found within the international financial marketplace credit crisis of 2008. Identify the cause of the domino effect and how it rippled through the different international financial markets ultimately causing a decline in investor and consumer confidence, a reduction in available credit and industrial production and a concomitant increased in unemployment, and also the impact on international financial decisions from both the supply and the demand side.

Start with the housing market and CDOs, collateralized debt obligations, and trace the developments through the system to today. What is being done to reverse the negative effects of these shocks? What lessons have we learnt? How did this financial crisis became an economic crisis.

Animal Behavior :How do the pigeons demonstrate discrimination, and how do they demonstrate generalization, in this study?

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Paper Review of:  Herrnstein, Loveland & Cable (1976).

You can find this paper on the Moodle site for this course.

You are welcome to simply insert your answers into this document, as long as your

name is on the final document.  Spelling and sentence structure are important!

Also note that you are sometimes asked to consider specific paragraphs.  That does not suggest that you should consider only those paragraphs as you look for helpful information.

Note:  As this paper progresses, there are a number of statistical procedures pertaining to the Mann-Whitney U test.  I suggest that you don’t worry about understanding this, unless you are curious.  Instead, I suggest that you concentrate on the authors’ interpretations of what the statistics have revealed.

  1. In your own words, what makes this study unique among other laboratory studies of animal discrimination and generalization?  (10 pts)
  2. Suppose someone said, “This study showed that all of the pigeons learned how to distinguish trees from non-trees without any errors.”  What is an accurate response to that     statement? (10 Pts.)
  3. Suppose it is your job to teach someone how to interpret Figure 1 (Not Table 1). What   would you say? (20 Pts.)
  4. How do the pigeons demonstrate discrimination, and how do they demonstrate generalization, in this study?  For context, limit your answer to the “W” experiments. (20       Pts.)  (10 pts.)
  5. I would suggest that subtraction is more difficult to learn than addition is, and division is more difficult to learn than multiplication is. (a) What result in this study relates to that             observation?  (b) Do you think that it is relevant?  Why, or why not? (10 pts)
  6. Consider this sentence on p. 298. “Pigeons respond to clusters of features more

            or less isomorphic with the clusters we respond to ourselves.”  (You may need to do a bit   of reading about isomorphism in psychology, specifically in Gestalt Psychology, or in other areas related to perception.)  Here is the 4-part question:  (a) What is the issue,      here?  (b) What are the competing hypotheses?  (c) What do the authors conclude, and (d)        what do you think?  (20 pts.)

  1. (a) Do you think that this study has demonstrated that pigeons can acquire concepts?       (b) Support your answer with evidence and reasoning.  (20 pts)

Does sensitivity to configure/featural differences in upright faces/houses predict self-reported face recognition ability?

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Correlation Lab Report – data to be run on SPSS using one tailed pearson, scattergraphs for each correlation to be included

Facial recognition; Does sensitivity to configure/featural differences in upright faces/houses predict self-reported face recognition ability?

Main Hypothesis we are testing:

  1. Configural sensitivity towards upright faces predicts self reported face recognition ability
  2. Featural sensitivity towards upright faces predicts self reported face recognition ability
  3. Configural sensitivity towards upright houses predicts self reported face recognition ability
  4. Featural sensitivity towards upright houses predicts self reported face recognition ability

The hypothesis is directional – One tailed as would expect a negative correlation as a high PI20 score corresponds with low self-reported face recognition ability. If not significant then why?

Data that needs to be analysed:

  • PI20 (questionnaire measuring self reported face recognition ability) scores (high scores indicate lower self reported face recognition ability and vice versa)
  • Experimental task -160 trials (data on sensitivity d)

-80 trials for each condition (ie 80 for upright faces, 80 for upright houses) of which:

-20 which differed in configuration but not features

-20 which differed in features but not configuration

-40 pairs which were identical

  • If there are significant correlations then partial correlation to be run to help explore further whether effects are upright face-specific, ie does sensitivity to configural differences in upright faces explain any of the variation of self-reported face recognition ability that sensitivity to configural differences in non face objects does not
    • Correlating d for configural differences in upright faces controlling for d for configural differences in upright houses
    • Correlating d for featural differences in upright faces controlling for d for featural differences in upright houses

Reason behind doing the experiement:

  • Previous research by Yovel & Kanwisher 2004  showed x, y, x but nor clear if a,b,c
  • Failed to look at 1,2,3 hence it was decided to reperform the experiment
  • Ie what hasn’t been answered by the previous resesarch
  • Want to see how reliable the previous research was

Background:

  • Evidence that people can recognize 5000 faces on average (but wide individual differences) – Jenkins et al., 2018
  • Recognition survives well if we haven’t seen someone for a long time, or they’ve changed their appearance (hairstyle etc)
  • People are also generally good at deriving other information from faces such as emotion, but again evidence of individual difference – Hoffman et al., 2010
  • How good we are is surprising as we see a lot of faces and their first order configuration (nose in the middle, eyes above, mouth below) is the same.
  • Individual features (nose, mouth, eye etc)
  • Second order configuration (spacing)
  • Holistic processing (integration of the multiple parts of a face into a single holistic representation)
  • See Maurer et al., 2002 for further discussion.
  • Many psychologists believe faces (particularly upright faces) and non-face objects are processed differently:
  • Range of effects (composite effect, inversion effect etc) found in behavioural experiments with faces are not found (or not to the same extent) with non-face objects – Robbins & McKone, 2007
  • Neuro-imaging studies show differences in activation (notably fusiform face area) – Kanwisher & Yovel, 2006
  • It has been proposed:
  • object processing involves decomposition into parts or features (Biederman, 1987)
  • faces are represented and recognised holistically (Tanaka & Farah, 2003) and in particular relying on second-order configuration (Searcy & Bartlett, 1996)
  • However, it has also been argued featural processing of faces has been underplayed:
  • emphasis on configural processing often relies on assumption that inversion primarily impairs configural processing, but evidence that it also impairs feature processing (Murphy & Cook, 2017)
  • Your experiment asks:
  • Does sensitivity to configure differences in upright faces predict self-reported face recognition ability?
  • Does sensitivity to feature differences in upright faces predict self-reported face recognition ability?
  • Is this pattern the same for upright houses?
  • Why is it relevant?
  • Face processing is important for social interactions & deficits could contribute to isolation etc
  • As well as prognosticator (face blindness) as an extreme form, various groups may have some difficulties with faces – autism (Dawson et al., 2005) and older people (Ortega & Phillips, 2007)
  • Could training help? If so, configure or feature, and would it be limited to faces or include other things?
  • Could configure and feature processing differences be a diagnostic tool?
  • Stimuli were houses and faces which differed either in features or configuration – Yovel & Kanwisher 2004
  • Stimuli were either upright or inverted, giving four conditions. This replicates Y&K but we will only give you, and you should only analyze, upright conditions
  • identical
  • sensitivity (d’) is a measure of accuracy which is independent of response bias
  • It takes into account both cases where you correctly saw there was a difference (“hits”) and where you correctly saw there was no difference (“correct rejections”)
  • Superior measure than just “hits” because it doesn’t matter in theory if you are biased towards or against reporting a difference.

 

What are the implications of these principles and values as you care for patients?

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Professional Development Template

Career Goals and Objectives

  • Short term goals – where would you like to be in 1 – 2 years?
  • Long term goals – where would you like to be in 5 – 10 years?
  • What is the purpose of these goals in relation to your professional development?

Core Values Guiding Your Professional Practice

  • What principles and values support your professional practice?
  • What are the implications of these principles and values as you care for patients?

Commitment to your patients, community and profession

  • Lifelong learning goals
  • Professional organization affiliations
  • Service to your community