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The ADA requires “reasonable accommodations.” First, in your own words, what does this mean? What must an employer do?

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You must do your own work and use Turnitin. I will not accept any paper that has 25% or more “similarity.” See Syllabus. I will also not accept papers that fail to properly cite to sources.

Like all papers you’ll submit, formatting is: 1” margins all around, double-spaced, Times New Roman, 12-point font. No headers, No name，extra spaces between paragraphs – none of the little tricks that take up space.

This time, you answer 3 of 5 questions. There is a 1 page minimum per answer…which equates to an “average” score. As always, if you want a better score…do more than the minimum work required. I can tell when a student has done the work and when they have waited until the last minute to throw something together. Don’t be in that latter group.

Questions below：

The ADA requires “reasonable accommodations.” First, in your own words, what does this mean? What must an employer do? Then, imagine you are a hospitality manager in a large hotel. You have a number of disabled employees. Identify at least four (4) different disabilities your employees may have and for each disability identify a reasonable accommodation you may provide. Finally, in your own words, when can you refuse to provide a reasonable accommodation to an applicant or employee who requests one?

A hospitality facility may not be required to provide a reasonable accommodation if it would result in an “undue hardship.” Do some research and find a case where a court ruled that a requested accommodation was reasonable and did not result in an “undue hardship.” Tell me why the court ruled in favor of the plaintiff. Then, find a case where a court ruled that an accommodation was not reasonable because it resulted in an “undue hardship.” Again, tell me why the court ruled in favor of the defendant. In  both instances, I want you to share the most important facts that “persuaded” the court.

Legal Research Methods and Project: Demonstrate an awareness of the ethical issues related to your legal research.

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Assignment Brief
As part of the formal assessment for the programme you are required to submit a Legal Research Methods and Project dissertation. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
1. Demonstrate an awareness of the ethical issues related to your legal research.
2. Show a critical understanding of the merits of a range of literature in support of the research.
3. Select, evaluate and apply critical legal thinking to a legal issue.
4. Critically evaluate the techniques and processes used to investigate a legal issue.
5. Demonstrate an awareness of the ethical issues related to your legal research.
6. Synthesise information to arrive at a coherent conclusion
Your assignment should include: a title page containing your student number, the module name, the submission deadline and a word count; the appendices if relevant; and a reference list in OSCOLA format. You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.
Maximum word count: 9000 words
Please note that exceeding the word count by over 10% will result in a reduction in grade by the same percentage that the word count is exceeded.
You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.
Warning:
QLD Regulations require that unfair practice findings are referred to the SRA (Solicitors Regulation Authority) and BSB (Bar Standards Board) and can prevent admission as a barrister or a solicitor. Take your referencing seriously. Do not risk you career.
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Assessment Task
This assessment is worth 100% of the total marks for the module.
This assessment consists of TWO parts, Part A and Part B. You must complete both parts.
Part A is a research proposal plan of the comparative law project that you will complete in Part B. Part A must be completed and agreed by your tutor. Part A carries no marks. You cannot move onto Part B until Part A has been agreed by your tutor. Once Part A has been agreed by your tutor, you can complete Part B, the dissertation. Part B carries 100% of the marks.
You can choose your own research area OR research ONE of the three research areas posted to the assessments tab of the module homepage. You must ONLY research ONE area.
Part A – Research Proposal Plan
You must complete a research proposal plan of your comparative research project and submit to your tutor. Your work will either be supervised by your tutor or by a subject specialist supervisor allocated by your tutor. Your research plan MUST compare the law in England and Wales to at least one other jurisdiction. Once your supervisor has agreed your research proposal plan you can move onto Part B.
Your research proposal plan must EITHER research an area of your own choosing OR research one of the THREE areas posted to the assessments tab on the module homepage. You must ONLY research one area.
If you are choosing your own research area, you MUST contact your tutor by email before you start work on your proposal to discuss the research area with the tutor. Your tutor will consider suitability of the research area and allocate a supervisor. If there is no suitable subject specialist to supervise your work available, then you will need to select a new area to research.
If you are researching one of the three suggested research areas posted to the module homepage, you MUST contact your tutor before you commence work on your proposal so that your tutor can allocate an appropriate supervisor.
If you wish to complete any empirical research, you MUST contact your tutor to discuss. Empirical research requires ethical approval and cannot be commenced until ethical approval has been given. Your tutor will provide you with ethical approval forms. Completion of empirical research without appropriate approval will result in a zero grade and referral to the Ethics Committee.
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For your chosen research area, you are required to design a research proposal plan which includes:
• Working title
• The aim of your research
• Why the research is important
• The comparator country or countries chosen
• Why you have chosen the comparator country
• The comparative legal research methods you will use
• The literature you will to rely on
• The ethical issues related to your legal research
• Your research timeline
Your supervisor will provide support over email and, if you wish, one live session which could be completed using Skype, Adobe Connect, Live Chat or equivalent. The purpose of this support is to ensure that you understand what you need to do and to clarify any problems you may be experiencing.
Your research proposal plan should be no more than 1,000 words.
Submit your research proposal plan to your supervisor by email. Your supervisor will respond within five working days. Response could require further work on the proposal prior to signing off the proposal or signing the proposal off. Remember to leave enough time to complete your dissertation.
Part B – Comparative Law Project
DO NOT ATTEMPT THIS PART UNTIL PART A HAS BEEN SIGNED OFF. IF PART B IS SUBMITTED BEFORE PART A HAS BEEN SIGNED OFF BY YOUR WORK YOU WILL BE GRADED ZERO FOR THIS ASSIGNMENT.
Research, write, reference and submit your comparative law research project, ensuring that the focus of the project reflects the feedback you received from your tutor or supervisor regarding your proposal. Your project has a maximum word count of 9,000 words.
Your project should be written in Arial 12, double spaced, and written in essay format. It should also include a bibliography and be correctly referenced throughout, using OSCOLA referencing).
(100 marks)
(LO 1 – 6)
(9,000 words)
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Formative Feedback
You have the opportunity to submit a draft of the dissertation to receive formative feedback.
The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.
If you are a distance learning student, you should submit your work, by email, to your supervisor, no later than two weeks before the actual submission deadline. If you are a blended learning student, your tutor or supervisor will give you a deadline for formative feedback and further details.
Formative feedback will not be given to work submitted after the above date
Warning:
QLD Regulations require that unfair practice findings are referred to the SRA (Solicitors Regulation Authority) and BSB (Bar Standards Board) and can prevent admission as a barrister or a solicitor. Take your referencing seriously. Do not risk you career.
Student Guidelines
Development of academic skills:
You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the OSCOLA system. The My Study Skills Area contains an OSCOLA Referencing Interactive Tutorial.
You must use the OSCOLA Referencing method in your assignment.
Additional Notes:
Students are required to indicate the exact word count on the title page of the assessment. The word count excludes the title page, executive summary, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count. See ‘Word Count Policy’ on the homepage of this module for more information.
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Submission Guidance:
Assignments submitted late will not be accepted and will be marked as a 0% fail.
Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn.
You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area).
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Assessment Criteria: Level 6
Level 6 study represents the student’s increasing autonomy and independence in relation to their knowledge, understanding and skills. At Level 6, students are expected to demonstrate problem solving skills in both practical and theoretical contexts. This should be supported by an understanding of appropriate theory, creativity in expression and thought based on independent but informed judgments. Students should demonstrate the ability to seek out, invoke, analyse and evaluate competing theories and claims to knowledge and work in a critically constructive manner. Work at this level is articulate, coherent and skilled. Grade Mark Bands Generic Assessment Criteria First (1)
80%+
An exceptional knowledge base exploring and analysing the discipline, its theory and any associated ethical considerations. The work demonstrates extraordinary independence of thought and originality. There is exceptional management of learning resources and a high degree of autonomy is demonstrated which goes above and beyond the brief. The work demonstrates intellectual originality and creativity. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could be considered for internal publication.
70-79%
An excellent information base within which the discipline is explored and analysed. There is considerable originality in the approach and the work demonstrates confidence and autonomy and extends to consider ethical issues. Learning resources have been managed with exceptional confidence and the work exceeds the assessment brief. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, an excellent level of professional skills are demonstrated and the work demonstrates a high level of intellectual and academic skills. Upper second (2:1)
60-69%
A very good knowledge base which explores and analyses the discipline, its theory and any associated ethical issues. There is evidence of some originality and independence of thought. A very good range of learning resources underpin the work and there is clear evidence of self-directed research. The work demonstrates the ability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are good, expression is accurate overall and the work is consistently referenced throughout.
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Lower second (2:2)
50-59%
A satisfactory understanding of the discipline which supports some analysis, evaluation and problem-solving within the discipline. There may be reference to some of the ethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall and the work is planned and structured with some thought. Professional skills are satisfactory (where appropriate). The work may lack originality but academic and intellectual skills are moving into the critical domain. The work is referenced throughout.
Third (3)
40-49%
Basic level of performance in which there are some omissions in the understanding of the subject, its underpinning theory and
ethical considerations. There is little evidence of independent thought and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work. Marginal Fail
30-39%
A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic and intellectual skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.
29% and below
A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.

How could the monopolist increase profits even further? What is the maximum possible profit achievable in this market, and how can it be achieved?

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ECON0002: Economics Term 1, 2019-20
Assignment 7
Please note that this assignment should be submitted using the relevant Turnitin link on Moodle.
Before you do so, you will need to complete the Self-Evaluation Survey.
COMPLETE ALL MCQs IN UNIT 7 OF THE E-BOOK. In preparation for this tutorial, you
should complete ALL the multiple choice question in the free e-book, The Economy. Please note
that each incorrect option has an explanation attached to it which will be shown if you choose
that option. Use this feature to further your understanding. In your tutorial you can ask and
discuss those questions you found particularly difficult.
COURSEWORK COMPONENT TO BE SOLVED BEFORE CLASS AND UPLOADED
VIA TURNITIN: Answer the following 2 questions and submit them through the Turnitin link
(in the Tutorial Assignments Block) on the Moodle page. Please type your answers if at all
possible, and scan in any hand-drawn diagrams etc. Submitting your questions is part of the
coursework component for this course. Failing to do so may affect your eligibility to take the
final exam.
IN THE TUTORIAL: You will be asked to complete at least ONE additional MCQs during the
tutorial. This question will be more representative of the questions you will be asked in the
exams. The e-book MCQs are essential preparation for the tutorial, for the additional MCQs, and
eventually for the exams.
In addition, we will discuss the two questions below, which you will have prepared and
submitted before the tutorial. Your tutor will give you written feedback in Turnitin on one of the
questions and will give verbal group feedback during the tutorial.
ECON0002: Economics Term 1, 2019-20
University College London
Question 1.
1. A monopolist is facing a demand function Q = 20 – P. The monopolist has a cost
function C(Q) = 90 + 2 . Please answer this question graphically and also analytically
whenever possible.
a. If the monopolist charges a uniform price to all its customers, what is the profitmaximizing
price, and quantity? What is the profit and the consumer surplus?
b. Suppose the government does not like the outcome in the previous question. What
is the minimum price it can force the monopolist to charge that is consistent with
the monopolist operating, and why? What would the government need to do to
increase the surplus even further? What are the difficulties in achieving this
objective?
c. How could the monopolist increase profits even further? What is the maximum
possible profit achievable in this market, and how can it be achieved?
ECON0002: Economics Term 1, 2019-20
University College London
Question 2:
In The Economy, answer Exercise 7.3, Unit 7:
Below you can see the average and marginal costs per student for the year 1990-1 that Koshal
and Koshal calculated from their research.
1. How do average costs change as the numbers of students rise?
2. Using the data for average costs, fill in the missing figures in the total cost column.
3. Plot the marginal and average cost curves for undergraduate education on a graph, with costs
on the vertical axis and the number of students on the horizontal axis. On a separate diagram,
plot the equivalent graphs for graduates.
ECON0002: Economics Term 1, 2019-20
University College London
4. What are the shapes of the total cost functions for undergraduates and graduates? (You could
sketch them using what you know about marginal and average costs.) Plot them on a single chart
using the numbers in the Total cost column.
5. What are the main differences between the universities’ cost structures for undergraduates and
graduates?
6. Can you think of any explanations for the shapes of the graphs you have drawn?

Why is earnings management adopted? What are the techniques and consequences of earnings management?

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Why is earnings management adopted? What are the techniques and consequences of earnings management?

What, however, would motivate opposing groups to obey a contract?

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What, however, would motivate opposing groups to obey a contract?

Discuss the results of the genomic DNA comparison?  How many sequence differences did you find between the parents?  How many between the parents and child?

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Writing Your Genetics – Short Report without a Draft

Genetics Section of BIO 375

For the second half of the semester you will be writing a Short Report on your findings from the studies completed in the lab.  This report will not include a draft.

  1. When is the Short Report without a Draft due?

Please see Canvas and/or summary sheet for due date.

  1. What will be included in the Short Report without a Draft?

Results of Ligation and transformations

Colony counts and calculations of ligation efficiency

Results of RFLP analysis (including your own and the overall class results).

Photo of gel of your PCR products and restriction enzyme digests

Graph of bands size and standards curve

Results of genomic and cDNA sequence analysis of parents and child

Diagrams of intron-exon structure of gene indicating position and nature of mutation

Diagrams of cDNA showing BsrB I site

Diagrams of predicted protein showing cleavage site

 

  1. What is the format of the Short Report without a Draft? – A more detailed description is included on the next page

Title Page

Results

Discussion

Figures/Tables on separate page

 

  1. How long should the lab report be?

No more than 1 ½ – 2 double spaced pages

Not including title page and figures and table pages

Use Times New Roman and 12 fonts

  1. Where do I submit the Short Report without a Draft?

You must upload your Short Report without a Draft to CANVAS by the due date to – GeneticsShortReport

Instructions for Writing Your Genetics- Short Report without a Draft

BIO 375-Spring 2017

 

  1. Title Page:

Title: Include short but descriptive title with disease name, organism and major result

Personal Information: Your name, ID (last 4), lab section, date

 

  1. Results: 2/3 page

Four sections for results

  1. Transformation results
  2. RFLP results (including gel image and fragment sizes)
  3. Genomic DNA analysis (include gene diagram showing mutation(s)).
  4. cDNA analysis (include mRNA diagram comparing parents to child).
  5. Protein sequence analysis results

 

  1. Discussion: 2/3 page

– Make a general statement about what you did and what you found.

– Discuss the results of the RFLP analysis.  Did it matter that you analyzed a single clone?  Why was it

important to consider the class results? What does this assay tell you about the relationship

between the disease and the RFLP?  Do you know if the difference is causative?

– Discuss the results of the genomic DNA comparison?  How many sequence differences did you find

between the parents?  How many between the parents and child?

– Discuss the cDNA sequence analysis.  What affect did the genomic mutation have on the cDNA? How

does this affect the protein?  How might this cause the disease?

 

  1. Figures and Tables:

Figures and Tables should be numbered sequentially according to how they are referred to in the text

 

– RFLP gel image

– Graph with standard line and band sizes vs.travel distance plotted

– Figure showing intron-exon structure of gene indicating position and nature of mutation

– Diagram of cDNA showing BsrBI site

– Diagram of predicted proteins showing cleavage site and cleavage sequence

– Transformation results

– Measurement of bands and estimated sizes

 

PLEASE put all the figures and Tables at the end of the report.  Do not embed into the text.

 

Keep your figures and Tables relatively small and grouped.  You can include more than one figure on a page.  You can do this by preparing your figures in PowerPoint first.  Then, after the figure has been labeled, “group” the entire image, copy, and paste into your Word      document.  You should select “tight” for the “position” of the image so you can more easily move it around. You can size the image by the “corners” or using the size function.

 

In what ways does gender affect pupils’ educational experiences and outcomes?

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Assignment 2 (2,500 words)

You should include a range of sources for each key point as this demonstrates that you have considered different perspectives and it strengthens your argument.

Choose one question.

  1. Outline how poverty and deprivation can affect educational outcomes, and, by referring to relevant research and appropriate evidence, critically reflect on the ways in which schools can support pupils from deprived backgrounds to achieve their full potential.
  2. In what ways does gender affect pupils’ educational experiences and outcomes? By referring to research and appropriate evidence, outline how schools can work to ensure equality of opportunity and outcome, with regard to gender.

 

  1. Outline the opportunities that exist for schools to ensure that pupils have access to a curriculum that is culturally diverse in its scope, and promotes tolerance and understanding. Critically reflect on the challenges this may pose in certain curriculum subjects.

Optional books to include in essay:

 

Some suggested sources

Question 1- poverty, deprivation and educational outcomes:

  1. Egan (2013). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849483?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27wales-education-poverty-summary.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T112852Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=c5f9c6e03aaf3da13e0dfb273dbf83ccc8c7884961a5a2d0e96a69dca0fe62e5
  3. Hirsch (2007). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849485?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%272123.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T112922Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=4388cfc1060fa812edc567093eb3f937d9d6c418d984cb953196a9a722d4c978

 

  1. Horgan (2007). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849487?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27120817experienceen.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T113124Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=cc34af64587c78c2c611448aabbe8ba30930d7e9d2b00b64dd9c59a0942e2b4e

 

  1. Machin and Macnally (2006). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849488?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%279781859354773.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T113211Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=31de644939c785f361cbb3727d0466a2133b435b28978d9a0a676b7e7590f595
  2. Social market Foundation (2017). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849489?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Education-Commission-final-web-report.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T113256Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=f2b94bb358e253e6ced8a7aa07a0819603189cdb65998574c0d28ad81578d24b

 

  1. Kiernan et al. (2011) https://www.tandfonline.com/doi/abs/10.1080/01411921003596911

 

  1. Carter-Wall et al. (2012). https://www.nationalnumeracy.org.uk/sites/default/files/education-achievement-poverty-summary.pdf

 

  1. Dickerson et al. (2015). https://rss.onlinelibrary.wiley.com/doi/full/10.1111/rssa.12128

 

  1. St Claire and Benjamin (2013). https://onlinelibrary.wiley.com/doi/abs/10.1080/01411926.2010.481358

 

Question 2- Gender and Pupils educational experiences and outcomes:

  1. IOE et al (n.d). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849560?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Girl_s_Education_Evidence_Brief.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T113611Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=af8e969dd8c2ef7abd5a493735d0039614beb3f01bd40ed23e5cf4f9a1b45718

 

  1. Unterhalter et al (2014) https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849562?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Girls__Education_Literature_Review_2014_Unterhalter.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T113735Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21599&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=3ab28aeaa20dc6914033cbed0bd8ab131e22b387feac70d5dd006ccdf53b32b0

 

  1. DfES (2007). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849567?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27RTP01-07.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T113834Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=890f3c0b0ec622bc7b88399db8f0bf56412e59700e071283889b78291d302350

 

  1. Weaver-Hightower (2003). https://journals.sagepub.com/doi/abs/10.3102/00346543073004471

 

  1. Gilborn and Mirza (2000). https://s3.amazonaws.com/academia.edu.documents/39866412/inequality.pdf?response-content-disposition=inline%3B%20filename%3DMAPPING_RACE_CLASS_AND_GENDER.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIAIWOWYYGZ2Y53UL3A%2F20191118%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20191118T114033Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=58be84d907677dbacc05a4cfd20479b7bf7107485a692c65d023c9f3661f1f14

 

  1. Hutchinson et al (2013). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/853386?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Gendered%2520Horizons%2520Final.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T114135Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=2a05c8d322db9e0e7c74d46392b75427687859c91410a980479eac62b3404d9c

 

Question 3 – a curriculum that is culturally diverse

  1. ACT (2007). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849570?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27A%2520Critical%2520Review%2520of%2520Educational%2520Resources%25281%2529.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T114410Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=a5aab1ebcc3e1e591d266f5569418739dbb9c533755742f6bf20a88672b5b0f7

 

 

  1. Bednall et al (2007). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849572?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27Culturally_Inclusive_Curriculum.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T114505Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=bb1449af5761bd8cf343bf545e82f011d84016a57933a9a6e5b9d0b529b580c4

 

  1. DfES (2007). https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849575?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27DfES_Diversity_%252526_Citizenship_Redacted.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T114539Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21600&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=59f0c77b440280637f606977a0a068b8e6e0c0f5fe29f5eb1926042ff3801cab

 

  1. Maylor et al (2007) https://learn-eu-central-1-prod-fleet01-xythos.s3-eu-central-1.amazonaws.com/5d5bfc0d30f9a/849578?response-content-disposition=inline%3B%20filename%2A%3DUTF-8%27%27RR819%25281%2529.pdf&response-content-type=application%2Fpdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Date=20191118T114613Z&X-Amz-SignedHeaders=host&X-Amz-Expires=21599&X-Amz-Credential=AKIAIZ3QX2YUHH4EOO3A%2F20191118%2Feu-central-1%2Fs3%2Faws4_request&X-Amz-Signature=66234ffdb5bc48ad803ff5accb92298c31395dbc9396967541926a69f2430f7e

 

How does this person’s work differentiate? Are there any particular themes in terms of work produced and how has the work evolved through the designer’s career?

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INTRODUCTION
This unit aims to introduce you to your course and its subject specialism as well as to effective learning
and studentship at undergraduate level. It will orientate you to the practices and knowledge-base
needed to understand your discipline and help you to develop your skills for independent & collaborative
learning, reflection and your own self development. Students come from many diverse educational
backgrounds and a part of this unit will enable to reflect on your own background and how that shapes
the way you approach your course.
This Unit has three core purposes:
 to introduce you to your discipline in the context of study at a Higher Education level.
 to introduce you to learning skills and the requirements of effective studentship at undergraduate
level
 to orientate you within your course, the College and the University
Emphasis is placed on the skills needed to locate, navigate and communicate information and ideas
effectively and appropriately. You will be introduced to resources that support your studies. We will also
discuss studentship, the importance of being an engaged and participatory member of the group and
your own personal and professional development.
ASSESSMENT AND PROJECT BRIEF
This unit will introduce you to the specialist subject of Fashion Pattern Cutting as well as introducing you
to principles of academic writing and research. The unit it divided into two slightly different briefs, but
together they are designed to give you an introduction to skills which you will need both at
undergraduate level and throughout the remainder of your studies.
You will be creating a sketchbook which explores the idea of geometric cutting and you will be writing a
visual report relating to a designer. Both the sketchbook and the written essay are designed to increase
your understanding of the ‘architecture of fashion’.
For the sketchbook, you will be researching the basic principles of three-dimensional design as it relates
to pattern cutting. With the visual report, you will be looking at the work of one of a number of designers
and their particular approach to cut and construction.
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Evidence of visual research sketchbook (min 25 pages)
You are being asked to keep a sketchbook of visual research which examines the concept of geometric cutting. In other words, transferring a flat geometric shape into a 3-dimentional woven fabric garment. Through the exploration of the basic shapes of squares, circles and triangles this unit will allow you to explore creativity through a clear, simple and edited format. Ethnic dress and its construction play an important role in this unit. Ethnic dress is a significant contributor to the 21st century design repertoire. The Sari, Dhoti, Kimono, etc. are all evolved from basic geometric structure, and in many ways still continue to influence contemporary design ideas.
Please in particular look at Cut My Cote (on the reading list) and the work of the following designers to give you some inspiration: Issey Miyake, Isabel Toledo, Pierre Cardin, Yeoh Lee. Research and visuals should be included in the sketchbook, but primarily it should be full of your own exploratory experiments. These should be done on small scale. You can use a small doll or Barbie or similar as the basis to work off of and photograph your experiments. The sketchbook should also include diagrams which help to explain your design ideas.
You will need to scan in your sketchbook and submit this as a digital submission online.
A fully referenced written and visual report relating to a fashion designer (1000 words)
Please do some initial research into the following designers and select one for your report:
 Yohji Yamamoto
 Comme des Garcons
 Clair McCardell
 Cristobal Balenciaga
 Isabele Toledo
 Madeleine Vionnet
 Yuki Torimaru
Once you have done some initial research, please select one designer from the above list. Each of these designers has a unique approach to cut and construction. You are being asked to write a 1000 word academic report which examines a designer’s style of work, design aesthetic and particularly their approach to cut and construction. You should include 6-10 images to support your written analysis.
In order to do a report here are some things you should consider. What is the context of the designer’s work? In other words, look at what other designers were doing in the same period. How does this person’s work differentiate? Are there any particular themes in terms of work produced and how has the work evolved through the designer’s career?
You should conduct both Primary and Secondary research.
Primary research means any information which you gather yourself firsthand. For example, going into a shop or museum and looking at clothes made by your chosen designer and possibly even trying them on. Doing sketches, taking photographs and even experimenting yourself can be considered primary research.
Secondary research is also useful and means research which you have conducted from published sources, whether this be books in the library, academic papers, magazines or the internet. Secondary research can be particularly useful if you are looking at past collections of a designer or reading reviews of historical collection, but you are less likely to find out how garments are actually constructed and finished unless you see them firsthand.
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A piece of reflective writing (500 words)
Using the approach and principles of PPD (Personal and Professional Development) you will write a 500-word reflective piece on your learning and development.
Here you should focus on how you have developed both personally and in relation to your work during your first term of study at Higher Education level. In order to do this, you will need to think back over your performance this term, with a view to identifying principles and strategies that will enable you to improve over the rest of the year. You should highlight your strengths, as well as areas you need to develop.
Working with resources such as the PPD Coach and the Visual Directions website you see in the Reading and Resource List section of this unit handbook may be useful to you in this exercise.
Keeping a weekly journal as you progress through this first term of the course will help you to produce this piece of writing, and we will be discussing ways of doing this by sharing ideas during the taught sessions.
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SCHEME OF WORK
Week
Session Topic and Learning Activity
Self-Directed Study Activities
Week 1
23/09/19
Course Induction and Introduction to Fashion Briefing
 Monday 23/09/19 9.00 am – 10:30 JPS Room – 311
Introduction to Fashion Visual Research
 Wed 25/09/19
2.00 pm -3.00 pm
JPS
RHS 134 Centre
 Read through the brief.
 Start initial research.
 Familiarise yourself with the JPS library.
 Purchase a miniature mannequin (available in the Curtain Road college shop).
Week 2
30/09/19
Lecture: Academic Research Skills
DESIGN
 Discuss brief
 Examples of good practice
 Bring your research
 Start initial research on designers from the list provided
 Begin researching geometric cutting and designers from the sketchbook list
Week 3
07/09/19
Lecture
Drawing Class A/ C
 Start work on sketchbook, showing your research and analysis.
 Select your designer for report
 Book appointments with Study Support (you must do this early)
Week 4
14/10/19
DESIGN – Tutorials
Lecture
Seminar
Drawing Class B/D
Intro to e-resources
 Start working in small scale and document your 3D experiments (5 pages completed)
 Integrate research with your sketches and photos of the miniature experimentations and a pattern diagram.
 Prepare a structure and outline for your essay to show to study support.
 Book appointments with Study Support (you must do this early)
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Week 5
21/10/19
Lecture
Seminar
Drawing Class A/B/C/D
 Continue to work on sketchbook /small scale 3D experiments (10 pages completed)
 Photograph/ document 3D process & outcomes.
 Begin draft for the report
Week 6
28/10/19
ACTIVITIES WEEK
 Begin 500 word reflective statement.
Week 7
04/11/19
Lecture: Creative Colour and Texture
Seminar
Drawing A/B/C/D
 Continue to work on sketchbook /small scale 3D experiments (15 pages should be completed)
 Continue work on report draft
 See Study support with draft in progress
Week 8
11/11/19
Design Review (Formative Assessment)
Lecture: Creative Colour and Texture
Seminar
Drawing Class
 Continue to work on sketchbook /small scale 3D experiments (20 pages completed)
 See Study support with draft in progress
Week 9
18/11/19
Independent Study
You should complete the unit evaluation to give constructive feedback on the content of the unit:
1. Be specific
2. Be realistic
3. Focus on the issue, not the person
4. Suggest solutions
For further guidance on giving constructive and useful feedback please go to: https://myintranet.arts.ac.uk/staffandstudents/student-experience/giving-useful-feedback/
 Finalise sketchbook
 Finalise reflective
 Check report
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Week 10
25/11/19
Design
Sketchbook review
 Complete sketchbook
 Complete reflective writing
 Complete the report
Week 11
02/12/19
Project Submission
 Sketchbook
 Reflective Writing
 Visual Report
Online submission through Turnitin (Feedback Studio) on Moodle
The scheme of work is intended only as an outline of topics to be covered and is not a definitive list of what will be included in individual sessions.
From time to time alterations may be made to the scheme of work to take account of students’ progress and unforeseen events or opportunities. If so, you will be informed in advance where possible, but check Moodle daily.
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ASSESSMENT METHOD
This unit is assessed holistically (100% of the unit). This unit will be pass / fail.
Assessment Description:
● Evidence of visual research sketchbook
● A fully referenced written and visual report relating to a fashion designer (1000 words)
● A piece of reflective writing (500 words)
Your work for this unit will be reviewed relative to the marking criteria. However, as this is a ‘pass/fail’ unit you will not receive grades. You will receive written feedback but no grade will be assigned relative to the criteria.
Please note UAL guidance on components: Non-submission in a mandatory component will result in a Fail for the unit.
LEARNING OUTCOMES (& ASSESSMENT CRITERIA)
Upon successful completion of this unit you will be able to demonstrate:
1. Evidence of a critical, foundational understanding of the practices and knowledge base of your subject and discipline (Knowledge)
2. Evidence of skills needed for effective learning and communication of ideas, arguments and criticism in visual and written forms (Communication)
3. Evidence of understanding of the importance of studentship through engagement and participation with the course and your student colleagues (Enquiry)
4. Evidence of your engagement with the principles of critical reflection and a commitment to personal and professional development (Process)
Assessment will be against the specified assessment criteria.
The assessment website provides an overview of all the key course regulations for your course.
COSTS ASSOCIATED WITH THIS UNIT AND ITS ASSESSMENT
The college provides a broad range of resources to support your studies and to produce work for assessment. However the additional costs you might incur whilst studying this unit, depending on personal choice, could include:
• Miniature mannequin
You can discuss your choices and likely costs with your unit leader prior to starting your work.
Please note that work presented for assessment will be evaluated against unit learning outcomes using UAL’s assessment criteria.
Increased expenditure on materials to realise your assessment will not equate to increased grades in your assessment.
SCHEDULE OF KEY DATES
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You must check your student portal under myAssessments for the Exam Board results.
FAIR ASSESSMENT
The University has robust processes in place to make sure that assessment is fair for all students and you can find out more on the Fair Assessment webpage Fair Assessment.
As part of its approach to fair assessment the University has an Anonymous Marking Policy which means that for some assignments, where this is appropriate, the marker will not know the name of the student whose work they are marking.
This assessment will not be anonymously marked because it contains practical work which will already be familiar to staff ahead of the assessment deadline. However internal moderation and all other elements of the assessment process will remain in place for this assignment to make sure the assessment is fair, accurate and consistent for all students.
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SUMMATIVE ASSESSMENT SUBMISSION DETAILS
Time:
Location: Online submission via Turnitin on your course Moodle page
Accommodated Assessment deadline if your ISA includes additional time for assignments:
Location: Online submission via Turnitin on your course Moodle page
Please note the following:
 Ensure your work clearly states a) your name and student ID number; b) your degree and year of study; c) the title of the unit and the name of the tutor;
 Do not hand your work in anywhere else. You should not hand in work prior to the hand in time unless your Course Leader has previously agreed this;
 You should submit your work personally, in order to be secure that it has been delivered on time and to the right location. Once you have submitted your work, you will not be able to access it again until after the assessment of your work has been completed;
 You must keep an electronic copy of all written and digital work;
 Ensure you obtain a receipt upon submission (email or hard copy) and that you keep this receipt.
 Uncollected work: uncollected work will not be held as there are no storage facilities. All uncollected work will be discarded.
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LEARNING RESOURCES
Burnham, D. (1973) Cut My Cote. Royal Ontario Museum (all chapters).
Cottrell, S. (2013) The Study Skills Handbook. 4th ed. Basingstoke: Palgrave MacMillan.
Gaimster, J. (2011) Visual research methods in fashion. Oxford: Berg (Chapters 1 and 6).
Marolis, E. and Pauwels, L. (eds.) (2011) The SAGE handbook of visual research methods. Los Angeles: SAGE (Parts 1 and 7).
Seivewright, S. and Sorger, R. (2016) Research and design for fashion. 3rd ed., London: Fairchild Books (Chapters 1, 2 and 4).
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IMPORTANT INFORMATION
LCF ACADEMIC SUPPORT
The academic support programme at LCF is designed to meet the needs of all students from all levels and disciplines. Our emphasis is on enhancement of learning to assist students in achieving their full potential, to help improve their self-esteem and employability. Developing skills is a gradual process and does not happen overnight. It is very much an individual process that you build on, as you progress through your course. If you are anxious about starting your first assignment or just want a few tips with reading and note-taking, or with getting started with something, then we can help. In addition to this, our dedicated team can also support you with presentations, time management, referencing, plagiarism and much more. For more information on our drop-ins, or on how to book a session, please go to:
UAL Academic Support Online
Room number: JPS 2
08 (second floor)
REFERENCING
UAL Academic Affairs advises that the Harvard Referencing Style on the Cite Them Right Online website is used for all taught courses.
Cite Them Right Online is a referencing resource. It will help you to cite and reference just about any source and to avoid plagiarism. The site also allows you to create your own references by copying the layout illustrated; you can then email the example to yourself or cut and paste it into a document.
On campus go to Cite Them Right and you will be automatically logged on. To login off campus go to Cite Them Right (off Campus) you will be asked to go via your home institution and then to log in with your University login and password.
ACKNOWLEDGEMENTS
You must acknowledge any support from within UAL, for example, Language Support; UAL Dyslexia / Disability Service; LCF Study Support and LCF Writer in Residence, during your assignment.
You must also acknowledge any external (to the University) support, such as tutoring or proof-reading, that you have received during the research and writing of your assignment. Please note, unacknowledged support, such as proof reading, constitutes academic misconduct.
e.g. In the writing / compiling of this assignment, I have received assistance from…
You should include the following statement:
“I, (insert your name), certify that this is an original piece of work. I have acknowledged all sources and citations. No section of this essay has been plagiarised.”
N.B. Plagiarism forms part of Academic Misconduct.
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What is Academic Misconduct?
Academic Misconduct refers to any form of academic cheating. Please note that if you choose to use any proof reading services outside the UAL Language Support, this may be subject to Academic Misconduct. You are therefore advised to make use of services offered by the UAL only.
UAL guidance on Academic Misconduct can be found on UAL Website.
Self-plagiarism / submitting the same piece of work for more than one assignment
It is important to understand that “Deliberately submitting the same piece of work for assessment for more than one assignment” is classed as Academic Misconduct at UAL as you have already received academic credit for the work. Therefore you must not resubmit work, in whole or in part, for another unit if the work has already been assessed either at UAL, or elsewhere, for academic credit or an award.
What happens if I fail a piece of work or miss the deadline?
The UAL assessment website provides useful information on:
 What happens if you fail a piece of work or miss a deadline;
 What to do if you are ill or have other extenuating circumstances;
 How to avoid plagiarism in your work;
 What to do if you want to appeal an exam board decision
Retrieval
If you fail a unit, or fail to submit work by the agreed deadline, the Exam Board will normally allow you to ‘retrieve’ that failure through a ‘referral’ or ‘deferral’ opportunity.
 Referral is where you will be asked to resubmit work for assessment. This will be capped by the examination board at D- for the unit
 Deferral is when there are extenuating circumstances that have been accepted by the exam board. Any deferral work submitted will be uncapped, and you can receive the full range of marks
Further information on Fail and Retrieval can be found in the UAL Student Guide to Failure and Retrieval.
You must check your student portal under myAssessments for the Exam Board decision and for details of any retrieval work set and deadline information. You could be set a new question or asked to redo the original question.
New Question: you must check your student portal under myAssessments for information and then refer to Moodle for the details of the new piece of work you have been set, the deadline, and the member of staff you are required to contact for a referral tutorial
Original Question: If you are asked to resubmit the original question, please note the original question is found in this unit handbook on pages 1 – 3.
Please note that it is your responsibility to contact your Referral Officer/Course Leader to take up the offer of any referral / deferral tutorial. You should contact your Course Leader if you are unsure of what you are required to do.

What resources or assistance is needed to keep them from returning to trafficking?

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Sex Trafficking: Victims Unique Experiences and Psychosocial Needs Post Trafficking
What resources or assistance is needed to keep them from returning to trafficking?

Does the city with higher level biking usage have less people diagnosed with physical health problems?

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  1. In this question, we will continue to use the data we used in assignment 2. The dataset includes 184 US cities. 21 variables in the dataset, contain information ranging from city sustainability policy actions to population health status, along with local demographic information. The explanation for each variable is on sheet 2.

In the assignment 2, you picked one research question from three below and answered a few questions regarding the properties of dependent variable and independent variable in the question you picked.

Does the city with higher level biking usage have less people diagnosed with physical health problems?

Review your answer in assignment 2 first and answer the following question:(5 points)

For those who picked question I or II, based on the question you selected, please conduct simple regression analysis by Excel and report the results:

  1. Report the value of intercept and regression coefficient
  2. State the regression line equation
  3. Based on the equation, state how the dependent variable is going to be changed if there is one unit change in the independent variable
  4. According to the statistical results, is the relationship significant?
  5. Interpret R2
  6. Think about one additional independent variable from the dataset as the control variable, use one sentence or two to justify why you think the additional variable could jointly explain the dependent variable.
  7. Then, conduct multiple regression analysis and report the findings (regression line equation, state how the dependent variable is going to be changed if there is one unit change in the independent variable, holding constant the impact of another independent variable; are the relationships significant? Interpret R2 and F test)