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How do you think these models could be used by nurse leaders to improve the transition experience?

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The assignment title:

Critically discuss the role of the nurse in leading a team, managing change and maintaining quality of care drawing upon your practice experience.

You need to include;

  • Critical consideration of professional transition, leadership and change management.
  • Demonstrate how leadership and team working abilities enhance patient care.
  • Critically consider issues of quality relevant to nursing care delivery.
  • Discuss how nursing care delivery is informed by research and evidence.
  • Reflection upon your own transition to autonomous nursing practice.
  1. What does the assignment title mean?
  2. Break it down into smaller elements:

What is the role of the nurse in leading a team?

Consider leadership styles, essential skills of a good leader, draw on examples of good leadership/poor leadership you may have experienced in practice.

Consider what effective team work is, what skills are needed, team culture. Draw on any examples of good/poor teamwork or team cultures you may have experienced.

Consider the impact on patient care of leadership and team working.

What is the role of the nurse in managing change?

Consider why the nurse has to manage change, how can change be managed effectively – consider change models, the human impact of, and response to change and how this can be managed. Draw on any experiences of change in your practice experience.

What is the role of the nurse in maintaining quality of care?

Think about the individual nurse and accountability

Consider what quality care is, how do we know it has taken place and how is it measured. What systems, processes govern quality of care – clinical governance, research evidence and dissemination.

You are additionally asked to consider professional role transition and reflect on your own transition to autonomous practice

Explore role transition theories and apply them to your movement from student to staff nurse.

How will you use this knowledge to prepare you for being a registered nurse and to manage your transition?

How do you think these models could be used by nurse leaders to improve the transition experience?

Critical discussion

With all of these elements you need to take a critical approach. Do not just describe the various theories and models you refer to, be critical about them. Maybe some models aren’t applicable to healthcare for example, or you may find critiques of the models in the literature.

Apply the models and theories to you practice experience. You might consider how they could have been useful in situations you have observed or it may be that you now realize that a particular leadership approach was being used for example. Was this appropriate, inappropriate?

Remember, when you consider opposing views, draw some conclusion from them.

Also, be critical about the literature you use.

General academic writing:

You assignment should start with an introductory paragraph which sets out the aims of the essay. What is this assignment going to discuss, what is its purpose?

Structure your work in paragraphs which have a clear focus. The first sentence of a paragraph should be a statement of a key point which is then discussed and evidenced during the paragraph. Then move on to the next key point in a new paragraph.

Ensure there is a logical flow in the order of your key points so it leads the reader through the discussion towards some conclusions.

Complete your essay with a concluding paragraph which shows what you have demonstrated in your essay. Do not just list your key points. Summarize and draw some conclusions from your discussion.

What is the central thesis of the source?What methodology does the source use to argue its central thesis?

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This should be a proposal for a research paper , the teacher wants in this paper a theses statement and a bibliography ( it doesn’t matter on which character u will talk about , but he should relevant to the topic),
also he want e cite all our work using the Chicago method of referencing using either footnotes or endnotes.Primary Sources•These are documents from the time of the event eg, newspapers, photographs, paintings, autobiographies, official or government documents, diaries, church records, speeches, oral histories, interviews etc.•You are still expected to identify what the source is, when it was prepared, who prepared it and why it will be important for your research.•Footnotes or Endnotes in Chicago Format https://www.trentu.ca/academicskills/documentation-guide/chicago-style-footnotes-and-endnotes•Be wary of internet sources. Do not cite anything from Wikipedia but you can certainly use it to map your research.Secondary Sources•These are historians’ interpretations of primary sources that are peer reviewed.•In the library•JStor / Ebsco / Academic Source Premiere•You are expected to use a wide range of sources, not just books.
Do this only for the proposal.•A bibliography is a list of references for all the sources you have cited in your research.•In this case you use the normal Chicago Format for your bibliography but under each source give a brief description of each one.•For your 5 sources, consider these questions:•What is the central thesis of the source?•What methodology does the source use to argue its central thesis?•Why is this source important to your research i.e. What does it have that other sources do not? And how is this therefore critical to your research•Do not number it. Do not use bullet points

What are the advantages and disadvantages of these different expatriate compensation methods?

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Instructions
To read the case study below, please click the link and log into the CSU Online Library.
Bodolica, V., & Waxi, M. (2007). Chicago food and beverage company: The challenges of managing international assignments. Journal of the International Academy for Case Studies, 13(3), 31-42. Retrieved from http://link.galegroup.com.libraryresources.columbiasouthern.edu/apps/doc/A166823446/ITOF?u=oran95108&sid=ITOF&xid=598691f1
Answer the following questions after reading the case study:
Which staffing framework do you recognize in this case study? Explain its characteristics and the advantages to using this type of framework?
Would this type of staffing framework affect Paul’s ability to get things done? Why, or why not?
Explain if any of the other staffing frameworks would be any better? What can you recommend to the company’s headquarters in this sense?
Why does Paul want this job? Is Paul a good candidate for this expatriate position?
What comments can you make on expatriate management in general? And what comments can you make on the expatriate recruitment policy in particular?
What are the different expatriate compensation methods you recognized in the text? What are the advantages and disadvantages of these different expatriate compensation methods?
What do you suggest to the U.S. headquarters’ human resources manager in order to improve the expatriate satisfaction/compensation?
Your submission should be a minimum of three pages in length in APA style; however, a title page, a running head, and an abstract are not required. Be sure to cite and reference all quoted or paraphrased material appropriately in APA style.

Demonstrate understanding of the progression of a disease from the initial injury to the defect in the tissue, organ and system functioning.

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This assignment is a culmination of the assignments created in Weeks 2 and 5. Students are expected to incorporate the faculty feedback received on the Week 2 and Week 5 assignments to create the final presentation. The Week 7 presentation is an audio/video recording that is developed using Kaltura. The final presentation will include the student’s voice (audio) along with face clearly visible (video). Students have the opportunity to demonstrate professional presentation/communication and deep knowledge regarding pathophysiology, diagnosis and treatment about a selected disease process.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

  1. Demonstrate professional presentation/communication skills.
  2. Demonstrate understanding of the risk factors for disease development. (CO 3)
  3. Demonstrate understanding of the progression of a disease from the initial injury to the defect in the tissue, organ and system functioning. (CO 1, 2)
  4. Link development of presenting signs and symptoms of disease to changes to tissue, organ and system functioning. (CO 3)
  5. Describe how the disease is diagnosed (CO 1, 2)
  6. Describe pharmacological and non-pharmacological interventions for disease management (CO 4)
  7. Describe the role of the health care provider in the prevention of the disease (CO 4)

Requirements:

Content Criteria: 

  1. Introduce the disease with a brief definition and description.
  2. Discuss the Risk Factors and the connection to the Etiology of the initial injury to the cell/tissue/organ.
  3. Discuss health care provider implications for prevention of the disease.
  4. Show the progression from the initial injury to the defect in the tissue, organ and system functioning.
  5. Link changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease.
  6. Provide a brief description of how the disease is diagnosed.
  7. Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease.
  8. Summarizes the disease on final slide with concluding remarks; includes implication for nurse practitioner practice.
  9. Utilizes at least two current (within 5 years), peer-reviewed scholarly sources to support presentation content.
  10. Reference slide and in-text citations depict references correctly cited according to APA.

Format Criteria: 

  1. The presentation should include an audio/video PowerPoint presentation created using Kaltura. The student’s voice must be clearly heard (audio) and the student’s face clearly seen on the video.
  2. There is no slide length requirements. However, the presentation should be no more than 15-20 minutes in recorded length.
  3. The presentation should contain appropriate evidence to support the information presented in APA format.
  4. The presentation slides should be used as cues to topics and key concepts without lengthy sentences and paragraphs- reading information from slides is not professional and therefore not acceptable.
  5. Students should demonstrate understanding and mastery of content via discussion style presentation.

Technology Requirements

The instructions for using Kaltura are located under Resources.

PowerPoint Tips to ensure a professional and organized presentation: 

  1. All font types, size, and color should be the same throughout the presentation
  2. The Title slide should contain: student name, course, professor and title of the presentation
  3. Avoid putting too much information in the slides. Use bullets to highlight main points and then use speaker notes to provide more specifics related to the slide content
  4. The use of pictures and figures are encouraged, however, avoid overcrowding the slides with pictures and figures
  5. Follow the rubric requirements in chronological order to ensure an organized flow of content
  6. Use proper background color so there is good contrast between font color and background.
ASSIGNMENT CONTENT
Category Points % Description
Application of Course Knowledge 70 70% 1.      Introduces the disease with brief definition and description.

2.      Links risk factors to disease etiology.

3.      Shows progression from the initial injury to the defect in the tissue, organ, and system functioning.

4.      Links changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease.

5.      Provides a brief description of how the disease is diagnosed

6.      Provides a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease.

7.      Discusses role of nurse practitioners in disease prevention, diagnosis and management.  
Support from Evidence-Based Practice 60 60% 1.      Assignment content is supported with appropriate, scholarly sources; AND

2.      Sources are published within the last 5 years (unless it is the most current clinical practice guideline (CPG); AND

3.      Reference list is provided on reference slide(s) at the end of the presentation match; AND

4.      In-text citations are included on slides where appropriate
Summary of Main Points Highlighted in the Presentation 50 50% 1.      Provides a summary slide at the end of the presentation

2.      States the name of the assigned disease

3.      Main points are highlighted that clearly reflects coverage of all assignment criteria related to the assigned disease

4.      Highlights the role of the nurse practitioner in prevention, diagnosis and management of the assigned disease
Professionalism/ Organization 10 10% 1.      Presentation format flows in a logical, smooth manner

2.      Voice is clearly audible

3.      Face is clearly seen on the video

4.      Slides are developed using main headings that reflect the assignment topics

5.      Slides contain clear bullet points

6.      Slides are used as cues to topics and key concepts without lengthy sentences and paragraphs

7.      Presentation adheres to 15-20 minute time limit
190 95% Total CONTENT Points= 190 pts
ASSIGNMENT FORMAT
Category Points % Description
Grammar, Syntax, APA 10 5% APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.
200 100% Total FORMAT Points= 10 pts
ASSIGNMENT TOTAL=200 points

 

 

 

Criteria Ratings Pts
This criterion is linked to a Learning Outcome Application of Course Knowledge

1. Introduces the disease with brief definition and description.
2. Links risk factors to disease etiology.
3. Shows progression from the initial injury to the defect in the tissue, organ, and system functioning.
4. Links changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease.
5. Provides a brief description of how the disease is diagnosed
6. Provides a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease.
7. Discusses role of nurse practitioners in disease prevention, diagnosis and management.
70.0 pts

Excellent

The presentation includes all required elements

 64.0 pts

V. Good

1 required element is missing

 58.0 pts

Satisfactory

2-3 required elements are missing

 35.0 pts

Needs Improvement

4-6 required elements are missing

 0.0 pts

Unsatisfactory

All 7 required elements are missing
70.0 pts
This criterion is linked to a Learning Outcome Support from Evidence-Based Practice

1. Assignment content is supported with appropriate, scholarly sources; AND
2. Sources are published within the last 5 years (unless it is the most current clinical practice guideline (CPG); AND
3. Reference list is provided on reference slide(s) at the end of the presentation match; AND
4. In-text citations are included on slides where appropriate
60.0 pts

Excellent

The presentation includes all required elements

 55.0 pts

V. Good

1 required element is missing

 50.0 pts

Satisfactory

2 required elements are missing

 30.0 pts

Needs Improvement

3 required elements are missing

 0.0 pts

Unsatisfactory

All 4 required elements are missing
60.0 pts
This criterion is linked to a Learning Outcome Summary of Main Points Highlighted in the Presentation

1. Provides a summary slide at the end of the presentation
2. States the name of the assigned disease
3. Main points are highlighted that clearly reflects coverage of all assignment criteria related to the assigned disease
4. Highlights the role of the nurse practitioner in prevention, diagnosis and management of the assigned disease
50.0 pts

Excellent

The presentation includes all required elements

 46.0 pts

V. Good

1 required element is missing

 42.0 pts

Satisfactory

2 required elements are missing

 25.0 pts

Needs Improvement

3 required elements are missing

 0.0 pts

Unsatisfactory

All 4 required elements are missing
50.0 pts
This criterion is linked to a Learning Outcome Professionalism/ Organization

1. Presentation format flows in a logical, smooth manner, adhering to the 15-20 minute time limit
2. Slides are developed using main headings that reflect the assignment topics
3. Slides contain clear bullet points
4. Slides are used as cues to topics and key concepts without lengthy sentences and paragraphs
10.0 pts

Excellent

The presentation includes all required elements

 9.0 pts

V. Good

1 required element is missing

 8.0 pts

Satisfactory

2 required elements are missing

 5.0 pts

Needs Improvement

3 required elements are missing

 0.0 pts

Unsatisfactory

All 4 required elements are missing
10.0 pts
This criterion is linked to a Learning Outcome Grammar, Spelling, Syntax, APA
10.0 pts

Excellent

Grammar, syntax, spelling, and punctuation are accurate, or with zero to one error.

 9.0 pts

V. Good

2-4 errors in grammar, syntax, spelling and punctuation noted

 8.0 pts

Satisfactory

5-7 errors in grammar, syntax, spelling and punctuation noted

 5.0 pts

Needs Improvement

8-9 errors in grammar, syntax, spelling and punctuation noted

 0.0 pts

Unsatisfactory

Presentation contains 10 or greater errors in grammar, syntax, spelling and punctuation noted or repeatedly makes the same errors after faculty feedback
10.0 pts
This criterion is linked to a Learning Outcome Late penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.
0.0 pts

Manual Deductions

 0.0 pts

Manual Deductions
0.0 pts
Total Points: 200.0

Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.

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Research Critique Guidelines – Part II

Quantitative Studies

Background

  1. Summary of studies. Include problem, significance to nursing, purpose, objective, and research question.

How do these two articles support the nurse practice issue you chose?

  1. Discuss how these two articles will be used to answer your PICOT question.
  2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.

Method of Study:

  1. State the methods of the two articles you are comparing and describe how they are different.
  2. Consider the methods you identified in your chosen articles and state one benefit and one limitation of each method.

Results of Study

  1. Summarize the key findings of each study in one or two comprehensive paragraphs.
  2. What are the implications of the two studies you chose in nursing practice?

Outcomes Comparison

  1. What are the anticipated outcomes for your PICOT question?
  2. How do the outcomes of your chosen articles compare to your anticipated outcomes?

 

 

Develop a spiritual improvement plan using theoretical framework.Explain how each step in the plan’s process can improve spiritual development.

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Assignment

Instructions

Create a transpersonal plan which integrates theory and action for spiritual development. Choose one of the theories listed in the Reading this week, and then provide 10 steps that could be followed in a spiritual development plan (like a recipe). Explain the importance that each step has toward spiritual health. You can create your step-by-step plan for a specific population or for the general public. Be sure to include at least one outside source along with a references section per APA guidelines at the end of your paper to support your sentiments.

Requirements

  • Develop a spiritual improvement plan using theoretical framework.
  • Explain how each step in the plan’s process can improve spiritual development.
  • The plan can be developed for a specific population or for the general public.

Develop and test widely applicable novel methodological tools enabling both deep and broad insights into the drivers and barriers in unfolding multi-sectoral transition processes towards sustainability.

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The core for this research proposal in bold:

“The whole system change”, not just focusing on innovation itself, to make a transition of the whole system (product, business model, governance, social) to enable a sustainable transition.  And to investigate multi actor groups cooperation, collaborations and influences during the transition. With focus in China or the USA.

And below is the official guidance and introduction:

The PhD topic: Governing sustainable energy-mobility transitions in 1) UK with Scotland, 2) USA with California or 3) China with Guangdong

The EMPOCI PhD students will be enrolled for a PhD in Science and Technology Policy Studies and are expected to produce a cumulative PhD thesis (based on three peer-reviewed journal articles). The PhD topic will contribute to answering the overarching research question of the EMPOCI project on how to accelerate the low-carbon transition in the increasingly interconnected energy and mobility systems on a regional and national level. For this, the PhD students will be involved in all work packages of the EMPOCI project (except WP5), with each student focussing on a different country (UK, US or China) including a pioneering region within that country (Scotland, California or Guangdong).

Conceptually, each PhD will seek to enrich the interdisciplinary field of socio-technical innovation/transition studies (Koehler et al., 2019; Zolfagharian et al., 2019) with theories, concepts, and approaches from the field of policy studies to enable a better understanding of the governance of politically contested and complex multi-sectoral sustainability transitions (Kern and Rogge, 2018; Kern et al., 2019). For this, the PhD could, for example, draw on the advocacy coalition framework (Weible et al., 2011), discourse analysis (Hajer and Versteeg, 2005) or governance network theory (Klijn and Koppenjan, 2012), but other suggestions are also very welcome (Sabatier and Weible, 2014).

The proposed interdisciplinary framework shall foreground the causal interplay between actors (business, policy, academia, society), multi-level policy mixes and low-carbon innovations (technological, organisational, business model, social, institutional and/or policy innovation), and the role of transformative capacity and exogenous conditions for the unfolding co-evolutionary transition processes (Wolfram, 2016; Edmondson et al., 2019). By adopting a socio-political transitions perspective the PhD will recognize the existence of barriers arising from lock-in, vested interests and resistance to change, and will pay dedicated attention to the politics and power involved in transition processes (Geels, 2014; Stirling, 2014; Smink et al., 2015). This implies that acceleration not only calls for the coordination of efforts on different governance levels (e.g. national vs regional) and policy fields (climate vs industrial policy), but also for implementing policy mixes for creative destruction (Kivimaa and Kern, 2016; Rogge and Reichardt, 2016).

Empirically, each PhD student will focus on conducting one country/region case study, combining qualitative and quantitative analysis. Interested candidates should indicate whether they intend to study 1) the UK with Scotland, 2) the USA with California or 3) China with Guangdong.

The PhD topics shall follow EMPOCI in acknowledging that deep decarbonization requires simultaneous low-carbon transitions in multiple sectors (Geels et al., 2017; Schot and Kanger, 2018), such as across the electricity-mobility-ICT systems, reflecting trends in electrification, digitization and decentralisation (Canzler et al., 2017; Di Silvestre et al., 2018). PhD proposals can assume a broad perspective on energy-mobility transitions, but are also welcome to suggest (a) key area(s) for in-depth investigation, such as electricity storage/grid innovation or novel ICT/digitalization solutions at the interface of energy-mobility systems. In addition, PhD topics can give an equal weight on studying business, policy, academia and society as relevant actor groups, but may also suggest conducting in-depth investigations on (a) particular actor group(s), such as media, trade unions or NGOs.

Data will be collected through desktop analysis, expert interviews, multi-actor case studies and surveys, much of which will be undertaken in the country/region in question (incl. one year in the field). In particular, the qualitative case studies shall seek to investigate which role actors and their networks play for the interplay between policy mixes and low-carbon inno­vations, and how this is influenced by transformative capacity and exogenous conditions. In contrast, the quantitative survey analysis shall aim at investigating to what extent multi-level policy mixes explain the innovation activities of actors involved in multi-sectoral transition processes, and vice versa, and what is the role of transformative capacity for this interplay. The PhD topics may also propose to draw on big data analytics (e.g. social media analysis) and other novel methods (particularly from the field of policy studies) – thereby enhancing our understanding of the interplay between policy mixes and socio-technical change.

 

EMPOCI Project

In its 1.5°C report the IPCC stressed that global efforts to promote low-carbon transitions need to be accelerated to meet the Paris Agreement. This raises a number of questions for the emerging field of policy mixes for sustainability transitions, such as on the role of actors and multi-level governance in interconnected and politically contested socio-technical transition processes. The EMPOCI project, funded by the ERC, aims at addressing these knowledge gaps through its three objectives:

  1. To provide a novel conceptual and empirical understanding of the global interplay between multi-level policy mixes and low-carbon innovations in socio-technical transitions which foregrounds the role of actors and transformative capacity.
  • By bridging the innovation/transition and policy studies literatures and comparatively analyzing the increasingly interconnected electricity-mobility-ICT systems in four key countries (Germany, UK, China, USA), EMPOCI will advance the research frontier on transformative policy mixes for low-carbon transitions.
  1. To develop and test widely applicable novel methodological tools enabling both deep and broad insights into the drivers and barriers in unfolding multi-sectoral transition processes towards sustainability.
  • Drawing on a multi-method research design EMPOCI will provide novel standards for assessing policy, agency and innovation dynamics in politically contested low-carbon transition processes (e.g. surveys, big data, foresight).
  1. 3. To co-design practically relevant multi-actor strategies for accelerating sustainable energy-mobility transitions, thereby supporting the Paris Agreement in combating climate change.
  • Based on EMPOCI’s findings a transformative foresight process is organized with stakeholders from business, policy, academia and society to jointly derive implications for transformative policy mixes.

EMPOCI is a 5-year project that starts on June 1, 2020 and is led by Prof Karoline Rogge. Her project team will be composed of one research fellow (for 5 years) and two PhD students (for 3.5 years). The successful PhD candidates will be expected to start on June 15, 2020 or on September 15, 2020. For more information please see: http://www.sussex.ac.uk/spru/research/projects/empoci

Further Information on the School / Department

was formed in 2009 and comprises the Department of Accounting and Finance, the Department of Strategy and Marketing, the Department of Management, the Department of Economics and the Science Policy Research Unit (SPRU). With a new home in the Jubilee Building, a state-of-the-art academic building at the heart of the campus, the Business School is a vibrant, ambitious and dynamic School with a strong research focus.

SPRU (Science Policy Research Unit)

Founded in 1966 by Christopher Freeman,  was one of the first interdisciplinary research centres in the field of science and technology policy and management. Today, with over 60 faculty members, SPRU remains at the forefront of new ideas, problem-orientated research, inspiring teaching, and creative, high impact engagement with decision makers across government, business and civil society. Our research addresses pressing global policy agendas, including innovation challenges posed by the digital economy, the future of industrial policy, inclusive economic growth, the politics of scientific expertise, energy policy, security issues, entrepreneurship, and pathways to a more sustainable future.

SPRU researchers are driven by a desire to tackle real-world questions, whilst also contributing to a deeper theoretical understanding of how science, technology and innovation is shaping today’s world. A 2012 study published in the journal ‘Research Policy’ ranked SPRU second only to Harvard University in terms of its research impact in innovation studies.

With a community of over 140 MSc and doctoral students from all over the world, SPRU is also well known for its high quality, research-led teaching programmes.

The Sussex Energy Group (SEG)

The Sussex Energy Group (SEG) aims to understand and foster transitions towards sustainable, low carbon energy systems. Drawing from SPRU’s tradition, researchers in the Sussex Energy Group undertake academically rigorous, interdisciplinary and world-leading research that is relevant to contemporary policy challenges. SEG also educates the next generation of energy policy professionals through our MSc and PhD programmes.

SEG’s research interests are in the prospects for a more sustainable energy future. The group’s expertise covers a wide range of areas, including energy innovation and transitions, economics and finance, energy justice, energy demand and behaviour, smart infrastructure, and energy supply technologies.

Brighton, January 6, 2020

References

Canzler, W., Engels, F., Rogge, J.-C., Simon, D., Wentland, A., 2017. From “living lab” to strategic action field: Bringing together energy, mobility, and Information Technology in Germany. Energy Research & Social Science 27, 25–35. 10.1016/j.erss.2017.02.003.

Di Silvestre, M.L., Favuzza, S., Riva Sanseverino, E., Zizzo, G., 2018. How Decarbonization, Digitalization and Decentralization are changing key power infrastructures. Renewable and Sustainable Energy Reviews 93 (June), 483–498. 10.1016/j.rser.2018.05.068.

Edmondson, D.L., Kern, F., Rogge, K.S., 2019. The co-evolution of policy mixes and socio-technical systems: Towards a conceptual framework of policy mix feedback in sustainability transitions. Research Policy, 103555. 10.1016/j.respol.2018.03.010.

Geels, F.W., 2014. Regime Resistance against Low-Carbon Transitions: Introducing Politics and Power into the Multi-Level Perspective. Theory, Culture & Society 31 (5), 21–40. 10.1177/0263276414531627.

Geels, F.W., Sovacool, B.K., Schwanen, T., Sorrell, S., 2017. Sociotechnical transitions for deep decarbonization. Science (New York, N.Y.) 357 (6357), 1242–1244. 10.1126/science.aao3760.

Hajer, M., Versteeg, W., 2005. A decade of discourse analysis of environmental politics: Achievements, challenges, perspectives. Journal of Environmental Policy & Planning 7 (3), 175–184. 10.1080/15239080500339646.

Kern, F., Rogge, K.S., 2018. Harnessing theories of the policy process for analysing the politics of sustainability transitions: A critical survey. Environmental Innovation and Societal Transitions 27, 102–117. 10.1016/j.eist.2017.11.001.

Kern, F., Rogge, K.S., Howlett, M., 2019. Policy mixes for sustainability transitions: New approaches and insights through bridging innovation and policy studies. Research Policy, 103832. 10.1016/j.respol.2019.103832.

Kivimaa, P., Kern, F., 2016. Creative destruction or mere niche support?: Innovation policy mixes for sustainability transitions. Research Policy 45 (1), 205–217. 10.1016/j.respol.2015.09.008.

Klijn, E.-H., Koppenjan, J., 2012. Governance network theory: Past, present and future. Policy & Politics 40 (4), 587–606. 10.1332/030557312X655431.

Köhler, J., Geels, F.W., Kern, F., Markard, J., Wieczorek, A., Alkemade, F., Avelino, F., Bergek, A., Boons, F., Fünfschilling, L., Hess, D., Holtz, G., Hyysalo, S., Jenkins, K., Kivimaa, P., Martiskainen, M., McMeekin, A., Mühlemeier, M.S., Nykvist, B., Onsongo, E., Pel, B., Raven, R., Rohracher, H., Sandén, B., Schot, J., Sovacool, B., Turnheim, B., Welch, D., Wells, P., 2019. An agenda for sustainability transitions research: State of the art and future directions. Environmental Innovation and Societal Transitions 31, 1–32. 10.1016/j.eist.2019.01.004.

Rogge, K.S., Reichardt, K., 2016. Policy mixes for sustainability transitions: An extended concept and framework for analysis. Research Policy 45 (8), 1620–1635. 10.1016/j.respol.2016.04.004.

Sabatier, P.A., Weible, C.M., 2014. Theories of the policy process, 3rd ed. Westview Press, Boulder, CO.

Schot, J., Kanger, L., 2018. Deep transitions: Emergence, acceleration, stabilization and directionality. Research Policy 47 (6), 1045–1059. 10.1016/j.respol.2018.03.009.

Smink, M.M., Hekkert, M.P., Negro, S.O., 2015. Keeping sustainable innovation on a leash? Exploring incumbents’ institutional strategies. Bus. Strat. Env. 24 (2), 86–101. 10.1002/bse.1808.

Stirling, A., 2014. Transforming power: Social science and the politics of energy choices. Energy Research & Social Science 1, 83–95. 10.1016/j.erss.2014.02.001.

Weible, C.M., Sabatier, P.A., Jenkins-Smith, H.C., Nohrstedt, D., Henry, A.D., deLeon, P., 2011. A quarter century of the advocacy coalition framework: An introduction to the special issue. Policy Studies Journal 39 (3), 349–360. 10.1111/j.1541-0072.2011.00412.x.

Wolfram, M., 2016. Conceptualizing urban transformative capacity: A framework for research and policy. Cities 51, 121–130. 10.1016/j.cities.2015.11.011.

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Which would be more likely to attempt to foster individualism: socialism or capitalism? Why?

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lass, the Problem Based Learning Assignments will be individual PBLs. Instead of having one PBL that you will work on throughout the entire course you will complete a short PBL each week. In each PBL you will analyze a real-world example of how economic change, politics, and people can impact markets.

Topic: Capitalism vs. Socialism
This week you will compare and contrast the different economic strategies of Capitalism and Socialism. Complete each of the items below in your submission this week.
Summarize the economic and social systems of socialism and capitalism.
What are the main objectives of each economic and social system?
Which would be more likely to attempt to foster individualism: socialism or capitalism? Why?
What is the difference between socialism in theory and socialism in practice?
Contrast and compare the Keynesian & Austrian economic schools of thought. Which school of thought is more in line with Capitalism and Socialism?
Review where the United States stands in terms of freedom using the link below. Based on your research what type of economic strategy do you think the United States employs?
http://www.heritage.org/Index
Write a 2-page paper that answers each of the items above.

What do we already know in the immediate area concerned? What are the characteristics of the key concepts or the main factors or variables?

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Assignment 1 – Interim Research Paper

Contents

This element of assessment comprises the submission of a Interim Research Paper that provides an introduction to the research methodology, the theoretical framework and the literature review for the study area.

What is an Interim Research Paper?

Full details of the contents of the Interim Research paper are shown in Appendix 5 of this document. The main constituents of the paper are an interim literature review and preliminary research methodology which reflects the extent of the work undertaken by you at this stage of the dissertation.

The Interim Research Paper should be seen as a complete submission and not as an introduction to the main Dissertation submission. The research question should be clearly identified, as well as the aims and objectives. The typical components of the Interim Research Paper, as shown in Appendix 5 are:

  • Abstract
  • Keywords
  • Introduction (background to the topic)
  • Lit Review
  • Research Methodology
  • Findings and Discussion (from the analysis of the lit review)
  • Conclusion and Further
  • Research

Always remember that this is a “stand alone” exercise and, even though you should be able to transfer most of the contents to your final submission, no reference to this should be made on the paper.

Interim Literature Review

The literature review should demonstrate that you have a comprehensive knowledge of the research, theoretical and empirical, that relates to your proposed area of research.

A literature review is NOT merely a summary of other people’s work. It is a critical look at the existing research in a particular area/topic. Of course this will mean that you do summarise some of the relevant research in your chosen topic. However, you must EVALUATE this research. This will include detailing how the research is related and its relevance to your dissertation. You must not simply provide a description of individual research. To maximise your grade you must select the important aspects of the research (e.g. the methodology) and clearly indicate how it relates to the other relevant studies (e.g. What other methodologies have been used? How are they similar? How are they different?). A good review must provide the theoretical context for your research.

How to write a good review

By undertaking a review of your chosen topic you will of course enlarge your knowledge. You should also improve and demonstrate your skills in information seeking and critically appraising the relevant research.

The idea of the literature review is not to provide a summary of all the published work that relates to your research, but a survey of the most relevant and significant work. A good review must:

  • Be organized to demonstrate how the research is related to your dissertation. and the research question you are developing.
  • Synthesize results into a summary of what is and is not known.
  • Identify areas of controversy in the literature.
  • Formulate questions that need further research.

In general, students should make sure that the following questions are answered:

  • What do we already know in the immediate area concerned?
  • What are the characteristics of the key concepts or the main factors or variables?
  • What are the relationships between these key concepts, factors or variables?
  • What are the existing theories?
  • Where are the inconsistencies or other shortcomings in our knowledge and understanding?
  • What views need to be (further) tested?
  • What evidence is lacking, inconclusive, contradictory or too limited?
  • Why study (further) the research problem?

In a theoretical framework you would include an outline of existing theories which are closely related to your research topic. You should make clear how your research relates to existing theories. How are ‘research questions’ in the field framed? How does your own research relate to such framings? You should make your own theoretical assumptions and allegiances as explicit as possible.

Interim/Preliminary Research Methodology

Start by explaining the paradigm and approach on which the paper is based, and then identify your research methodology.

Your discussion of methodology should be linked to this theoretical framework. At this stage you do not have to describe the methodology to be used in great detail, but you should justify its use over other methodologies. For example, you could explain the reasons for using:

  • a certain paradigm or theory
  • an inductive or deductive approach
  • qualitative or quantitative research
  • a case study of a specific kind
  • surveys, correlational experiments, field studies, etc.
  • certain dependent or independent or moderating variables • a particular sampling frame and the size of a sample

You could also explain how you are proposing to:

  • have access to the data
  • analyze the data

Always be aware that for this exercise you are not required to obtain primary data.

Submission

Please note. For both submissions the hard copy and the electronic copy via Turnitin should be submitted by the deadline to avoid penalties. The hard copy will be used to establish the penalty points.

The Interim Research Paper (Interim Submission) is a formal submission, which will be assessed in accordance with the criteria outlined in the Module Outline. The mark allocated for this submission will have a weighting of 25% of the overall module mark. Provided your Interim Research Paper is of adequate standard, it will be perfectly acceptable to include most of the content in your final submission.

The Interim Submission will be expected to be around 4,000 words in length (10% tolerance accepted) and should incorporate the following elements:

  • A clear title for your research area
  • A rationale for the selection of the topic
  • Your research goals, expressed in terms of:
  • Aim
  • Objectives
  • Either proposition(s) or key question(s)
  • A literature review (i.e. a first draft of the literature review which you expect to include in your final submission)
  • An introduction to the theoretical framework, research approach and proposed methodology for the study
  • A comprehensive list of references

The 3 compulsory tutorials to be held prior to the submission of the Interim Research Paper will not be assessed but, as they are essential to ensure the smooth progression of the work, attendance will be recorded, and non-attendance will be penalized.

Appendix 3 contains the attendance record sheet that should be signed by the Supervisor after each compulsory tutorial and attached to the Interim Submission.

The compulsory tutorials are informal, and the arrangements should be initiated by the student.

Full paper template for interim research paper:

Your paper title here

Monty Sutisna1 and Lee Ruddock1

1School of the Built Environment, University of Salford, Salford, M5 4WT, United Kingdom

Email: M.Sutrisna@xxxxxxxxxx; L.Ruddock@xxxxxxxxx

Abstract:

The abstract of your paper should be written in a single paragraph within 300 words limit. A good abstract should give a brief overview of the paper including the background and/or rationale, the research methodology, and the findings from the research at its current stage. It is also a good practice to explain how the findings from the research can help or at least useful in solving problems or minimizing gaps in the specific area/field/communities/industry.

Keywords:

Up to 5 keywords should be provided in alphabetical order separated by commas (should be the same as your Topic Approval Form)

Introduction

The introduction section should provide an overview of the paper as well as its background and context. Starting from general to provide the ‘big picture’ moving down to specifics, this section should provide a rationale that justifies the research, i.e. why there is a necessity to conduct a research on this particular subject. This can be done by providing evidences of problems that needs solution and/or identified knowledge gap in a specific domain, level, geographical location, society, sector, industry, and so on supported by key references. As the response, a clear research agenda can be described specifying research aim and objectives in order to clarify the purpose of conducting the investigation.

Following this, the author needs to describe in general how the research can be or had been done to satisfy the aim and objectives, i.e. a brief discussion on the research methodology. This should highlight the research design, data collection methods and data analysis conducted or to be conducted in the research. Research limitations, scopes and boundaries should be explained as well to manage the expectations of the readers/audience.

The findings of the research at this stage have to be outlined here emphasizing on the originality and general contributions of the investigation and preferably specific contributions of this paper. It is also a good practice to clarify who exactly will or expected to benefit from such investigation. This should be closely linked to the research rationale, aim and objectives.

Literature Review

Similar to the background and context discussed in the introduction section, the literature review should flow from general to specific. There is no strict set of rules that prescribes the numbers of references that should be presented. However, as a rule of thumbs, every claims or important statement in the paper should be supported by at least one reference (can be academic or more industry related articles). References should be reasonably recent, key references and seminal works relevant to the field of study should be included.

The referencing system used should be the Harvard system. There are several variances in styles that can be adopted, however for consistency, the following style should be applied in writing the interim research paper: (Sutrisna and Ruddock, 2009), (Ruddock et al., 2008; Sutrisna et al., 2008).

Even though it is called the literature review section, the actual title of the section 2 does not have to be “Literature Review”. It can be other titles that might better represent the content of this section.

Nesting Sub-sections

Starting from section 2 onwards (except for section 6 References), nesting subsections can be added whenever necessary by selecting Heading 2 or heading 3 as appropriate. In order to format the numbering, right-click on the subsection title, choose Bullets and Numbering, select customize and choose the appropriate level and start at as appropriate.

The Level of Sub-section Nesting

Authors are not advised to use more than three levels of subsections’ nesting. The use of too many nesting levels will reduce clarity and may be confusing for the readers of the article.

Research Methodology

The research methodology should clearly discuss the framework, approach and/or the research design, data collection, and data analysis to be adopted in the research. One of the most important issues to be discussed here is the appropriateness of the selected methodology, i.e. the justification of why this particular methodology (consists of research approaches, tools, and so on), is the most appropriate choice compared to other alternatives. This is the opportunity for the authors to demonstrate their awareness and understanding (appropriate for the level of study) of the research tools commonly used in their field and how this knowledge is used to inform them in constructing a robust methodology to tackle the research problems/questions.

Some papers present very early stages of the research. This should not prevent the author to discuss potential research methodology that can be adapted based on the nature of the research problems/questions identified or type of data expected at this stage. Research is iterative in nature and researchers continuously modify their research methodology in light of new information and changes in circumstances.

Findings and Discussion

In this section, authors should discuss all the findings emerging from conducting the investigation so far. Even for early stages of research (e.g. the paper may only aim to report an initial literature study), what have been synthesized from the literature should be discussed. This may be done by highlighting the similarities and/or differences from a variety of literature sources on the issues being investigated and the contextual nature of the similarities/differences (such as geographical locations, culture or many other factors that may influence the discussion in those different literature sources).

Conclusion and Further Research

In this section, the author should summarize the whole discussion presented in this paper. This can be done by briefly reminding the reader about the origin of the investigation and how the research has been designed and conducted, followed by the findings so far and who can benefit from the results. However, repetition (cut and paste) from previous sections of this paper should be avoided. Thus this section should provide a holistic view that summarizes those items rather than repetitively describing them as before. New materials should not be introduced in this section, except for the further research as explained below.

The summary should then followed by flagging potential of further research emerging from the investigation. For ongoing research this may include the next stages of the research that will be conducted by the researcher to complete the research.

Ideally, this section should demonstrate the contribution of the research and also this paper (as summarised) as well as inspiring other researchers to further develop the body of knowledge in the relevant field.

Acknowledgement

In some cases, it is necessary for the author to acknowledge that this paper is a part of a larger research project. If no acknowledgement is necessary, this section should be deleted from the paper.

References

https://www.savills.co.uk/insight-and-opinion/research-consultancy/residential-market-forecasts.aspx

https://www.jll.co.uk/en/trends-and-insights

https://www.ft.com/content/1c6e4c38-ef57-11e9-bfa4-b25f11f42901

https://www.ft.com/content/7fa4fadc-e67d-11e9-b112-9624ec9edc59

https://www.propertyinvestortoday.co.uk/breaking-news/2019/11/new-york-new-york–what-does-the-big-apples-property-market-currently-look-like?source=newsticker

https://www.ft.com/content/a2c3e1b4-5933-11e8-b8b2-d6ceb45fa9d0

https://robbreport.com/shelter/new-construction/a-pin-in-the-bubble-how-the-real-estate-market-may-burst-in-the-2020s-2887703/

Evaluate a variety of management skills and select those appropriate to marketing payroll services.

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Understanding customers and clients

Construct a marketing plan for the payroll function within your organization. The plan should consider aspects such as, benefits service expertise, communication method, human resource implications and service standards together with the personal skills necessary to implement such plan.

Learning outcomes:

  1. Evaluate a variety of management skills and select those appropriate to
    marketing payroll services.
  2. Construct strategies that will help meet customer needs and aspirations more
    effectively.
  3. Propose appropriate marketing of payroll services.
  4. Identify and manage the human resource considerations when marketing
    payroll/pension services.

Workplace: A small team of payroll administrators in a busy payroll bureau in the UK. (Company name: DTE)

Structure of the assignment:
Service marketing

  • Setting marketing mix
  • Marketing communications
  • Marketing concepts
  • Augmented product

Understanding Customer needs

  • The payroll customer
  • Customer requirements
  • Service enhancements

Skills and considerations

  • Personal skill set
  • Influencing others
  • Mobilizing the payroll workforce
  • Management skills

References

Your assignment should be in the form of a written report and examples of any promotional/communication material should be in the appendices.