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Identify the key digital innovations and controversies which currently dominate this industry.

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Assignment Guide:

By now most of you would have gone through the assignment brief after the class discussion last week.  Here are a few guidelines on how you might want to approach the assignment. Of course, these are guidelines only and you may prefer to choose your own format.

Consider the classroom discussions you have every week. You all discuss topics and express yours views related to the topic. Some of you agree with the key point being discussed whereas some others don’t. Also as a part of these classroom discussions, you highlight relevant theories. You are using the same style for the assignment except you are doing this by yourself.

The Assignment Process.

The assignment places the notion of digitization and controversies within the food sector at the centre of the assignment.

For the first part, you need to consider the food retail industry. Be mindful of the fact that you are looking at a massive industry The easiest way to tackle the assignment is to conduct a thorough search with a view to understand what is happening in this industry.

Based on your reading and understanding:

Identify the key digital innovations and controversies which currently dominate this industry.

Discuss each one of them by using appropriate theories and journal articles. Other examples may be from the media and practitioners’ reports.

In your discussion you can refer to various organisations and sub sectors (such as the ‘fast-food industry or the restaurant business’) within the food retail sector to enhance your points.

This is a straight forward approach which will enable you to go through the assignment smoothly. This will also take away the task of choosing a specific sector within the food industry.

For psychological and demographic variables, you can choose the same innovations and controversies as identified above, you may or may not be applicable in your situation. In this context, You will need to get other existing theoretical views, in addition to the lecture notes. For this, you have to do a journal search to see how other academics have used theories, which would facilitate the discussion. For instance, if you identify Facebook (in the context of the food industry of course) as an innovation you need to indicate if specific demographic or psychological variables have been associated with the adoption and use of Facebook. Your discussion needs to have depth, therefore, you will need to link your discussion to established theories. For instance, in the case of personality variables, you can illustrate what role do Freud’s personality structures play in the context of Facebook adoption and use? Ensure that you have referenced your information sources using the Harvard referencing style.

The whole assignment can be viewed as one big discussion topic and if you prefer you may discuss it as that. For instance, you may use the innovations/controversies from the previous section and further build on them in the second part.  But please make clear that you have included all discussion points listed in the brief, for instance by starting a topic with a new paragraph. Alternatively, you can discuss the topics as they appear in the assignment brief, one at a time. There will be a slight overlap if you do this but make sure it remains small.

As far as the word count is concerned it is recommended that you stick to the overall word limit. A slightly different approach (this is only a suggestion and may be slightly more difficult) if you allocate more for one question but this will mean that other sections will have less word count (to stay within the overall word-count). Please note all discussion questions are equally weighted (25% each) as they all significantly contribute to the assignment.

Moving on the next question which requires you develop a website. You choose a product which is already out in the market within the food sector but still relatively new. You provide a critique on its existing marketing with a view that the website you are going to create will address these limitations.

The word count does not include the information within the website. Both the content and presentation will be crucial in this context, therefore, you need to consider both aspects. With the presentation, you need to pay particular attention to issues such as the ease of navigating and so on. The content aspect should provide pertinent information considering the topic in hand.

There will be several assignment-help sessions through the duration of the module and I would encourage you to bring your queries and clarify any doubts you may have.  Please note it is entirely up to you as to how you use the help sessions. The nature of discussions in these sessions will be determined by you in terms of what queries you bring and how useful these sessions are for you will be determined by what you take with you from them. Therefore how you perform in the module and the success and failure is in your hands and not the tutor.

How or how not does the Bailey graph help explain the way Justices voted in the case?

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Review he readings from last week. In this cumulative post, students are invited to think about whether Justices are motivated by political ideology, legal philosophy, or if these two concepts are interrelated. Read Bush v Gore, then locate each of the justices who voted in the case on the Bailey graph.
How or how not does the Bailey graph help explain the way Justices voted in the case?
What are some other ways to explain how and why the Court voted the way it did in Bush v Gore? (Draw on readings from the other weeks you think explain judicial decision-making.)
What is the most compelling explanation?
If you argue that Justices aren’t ideologically-driven, then make sure you address why there is a high correlation between ideology and votes in the Bailey graph.

What is the structure of the argument? What claims are used to support the main point and what is their order/relationship?

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So there are 11 papers/text which I have attached and for each of the papers/text I want exam based summaries of one page each, so total is 11 pages. For each paper/text all the things which I have listed below must be answered. Some papers are way shorter than others so the writer must use more space/pages for the longer texts, but all the questions must be answered for each text which are listed below.

The basics:
1. Figure out what the main point of the article/chapter is.
2. What is the structure of the argument? What claims are used to support the main point and what is their order/relationship?
3. What kind of evidence is presented in favor of the author’s view?
4. Does the author take into account counterarguments? What are her replies?
Advanced notes involve evaluation on your part:
1. What are the assumptions the author makes? Are those plausible?
2. Is the argument persuasive? Why or why not?
3. Is the author excluding important facts/evidence?
4. Does the author have adequate responses to actual or possible objections?

What are operating current liabilities? How much net operating working capital and total net operating capital does Computron have?

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Chapter 2 Financial Statements, Cash Flow, and Taxes
a. What is Computron’s net operating profit after taxes (NOPAT)? What are operating current assets? What are operating current liabilities? How much net operating working capital and total net operating capital does Computron have?
b. What is Computron’s free cash flow (FCF)? What are Computron’s “net uses” of its FCF?
c. Calculate Computron’s return on invested capital (ROIC). Computron has a 10% cost of capital (WACC). What caused the decline in the ROIC? Was it due to operating profitability or capital utilization? Do you think Computron’s growth added value?
d. Cochran also has asked you to estimate Computron’s EVA. She estimates that the after-tax cost of capital was 10% in both years.
e. What happened to Computron’s Market Value Added (MVA)?
f. Assume that a corporation has $100,000 of taxable income from operations plus $5,000 of interest income and $10,000 of dividend income. What is the company’s federal tax liability?
g. Assume that you are in the 25% marginal tax bracket and that you have $5,000 to invest. You have narrowed your investment choices down to California bonds with a yield of 7% or equally risky ExxonMobil bonds with a yield of 10%. Which one should you choose and why? At what marginal tax rate would you be indifferent to the choice between California and ExxonMobil bonds?

Explore the aims, methods and/or impacts of Stephen Brunt’s video essay about the 2010 Winter Olympic Games.

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English 100: University Writing
Essay 3
Essay 3 (with an annotated Works Cited list and a first draft) is worth 20 percent of your final grade. It should serve as a vehicle for exploring/responding to/arguing about a text (or as of a text) from the in-class material or course reading pack. The essay, which should approximately 1,500 WORDS in length, will require you to demonstrate your ability 1) to ask compelling questions in order to explore/respond to/argue about a topic, not only at the what- level, but also at the how- and why-levels; 2) to express your findings using clear, concise,grammatically accurate writing; 3) to conduct research and summarise, analyse, synthesize, and evaluate (SASE) ideas from at least THREE sources (primary and secondary); 4) to cite the sources both in-text and in a Works Cited list as outlined by the MLA Documentation guidelines; and 4) to implement the various elements and formatting rules of the research-supported,
academic essay. Note that Wikipedia and other unverifiable online sources won’t be accepted as
a reliable source of information.
Topics;
1 Explore the aims, methods and/or impacts of Stephen Brunt’s video essay about the 2010 Winter Olympic Games.
2 Argue for or against the narrator’s assertion that “what mattered was the excuse to wave the flag and sing the anthem and shout it out loud” in Stephen Brunt’s video essay about the 2010 Winter Olympic Games.
3 Explore the relationship(s) between the iconic photographs Tank Man and Falling Man.
4 Explore the function(s) of identity/anonymity in Tank Man and/or Falling Man.
5 Argue for or against Wikileaks’ mission statement and/or methodology.
6 Argue for or against TIME magazine’s naming of Wildleaks founder Julian Assange as runner-up for Person of the Year in 2010.
Explore the role of violence in Shooting an Elephant by George Orwell.
8 Respond critically (SASE) to the narrator’s assertion that imperialism is an “evil thing” in Shooting an Elephant by George Orwell.
9 Respond critically (SASE) to the central message in Unchopping a Tree by W.S. Merwin.
10 Explore the aims, methods and/or impacts of tone in Unchopping a Tree by W.S. Merwin.
11 Explore the evolution/devolution of the protagonist in Bullet in the Brain by Tobias Wolff.
12 Respond critically (SASE) to the central message in Bullet in the Brain by Tobias Wolff.
13 Argue for or against the narrator’s argument in Why Study/Teach English? by Brian Bauld.
14 Argue for or against the narrator’s assertion that “[l]iterature gives us the chance to awaken the humanity in us” in Why Study/Teach English? by Brian Bauld.
15 Respond critically (SASE) to the narrator’s argument in A Modest Proposal by Jonathan Swift.
16 Present your own “modest proposal” outlining a solution to a current societal problem using
A Modest Proposal by Jonathan Swift as an argumentative model. Note that due to the nature
of this topic, you may choose not to refer directly to A Modest Proposal in your essay (in
which case the connection will be implied in the structure).

What do current texts on PM say about the seven sub-topic areas and a ‘project strategy’ in general?  What are the implications arising.

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MSc Project Management, MSc Strategic Project Management

Project Strategy Module

Assignment Brief

2019 -20

Working on the case study Your assignment will be to reflect upon and analyse a case study project (from your organisation, or selected from appropriate research).

You will be expected to assess the seven broad principles outlined during the module:

1.      Problem definition

2.      ‘Business’ or value case

3.      Feasibility modelling

4.      Procurement strategy

5.      Planning strategy

6.      Monitoring and tracking (of benefits)

7.      Learning
1.      Problem definition    (5% of marks) What are the key issues or areas of concern in the case study project
2.      Literature review  (25% of marks) What do current texts on PM say about the seven sub-topic areas and a ‘project strategy’ in general?  What are the implications arising

 
3.      Business (or value) case  (10% of marks)

 

 Illustrate a project business (value) case for your case study project.

To illustrate your project’s ‘value case’ you may wish to include such tools as: a cash-flow table; a risk log identifying strategic risks and project risks.

 
4.      Feasibility modelling   (5% of marks) Using the case study project, illustrate:

What are the consequences of the ‘doing nothing’

What is the obvious solution?

What other options could be considered?

 
5.      Procurement/Contract strategy  (10% of marks) Illustrate which procurement/contract strategy approach you would take for your case study project.

A key consideration will be the removal of risk-to-value outcome.

Illustrate the: ‘Make or Buy’ decision; Selection method; Pricing method; Placement of risk.

 
6.      Planning strategy   (10% of marks) Illustrate what approaches to planning you would take on a project from your case study project

 
7.      Monitoring and tracking (of benefits) (5% of marks) Illustrate what approaches to monitoring you would take on a project from your case study project

 
8.      Learning  (5% of marks)

 

 Considering the literature explored here; illustrate how you and your organisation may learn and develop improved approaches to project and the strategies deployed.

 
9.      Discussion & Conclusions (25% of marks) Draw appropriate evidence based conclusions, justifying them from literature and the case study.  Provide a conclusion to the debate and further areas for exploration.

 

 

Identify, plan and conduct  a research project employing ethical principles and selecting appropriate methodology to undertake the practical research for the project [PO2, PO3, PO7]

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Rationale

Evidence based research is central to the education sector and influences and informs developments in practice.  This module provides an opportunity for students to carry out a self-directed research project in a particular area of interest within the context of Early Years. Students will extend their research skills, and demonstrate achievement at level 6 through critical understanding of their chosen topic.

Aims and distinctive features

This module will provide an opportunity for students to develop the analytical skills to carry out an in depth review of the current literature surrounding their chosen topic, supporting students in their ability to apply critical thinking and analysis; transferable skills required to work at level 6. Students may use their topics to influence practice and make valued judgements on recommendations for future developments.

The module aims to support and extend the students’ understanding of an identified topic area. It enables the students to develop their research ideas, methodology and allows them to evaluate and analyse their findings and reflect on their personal practice. Building on knowledge acquired at level 5 students will apply in the context of their own research study the principles of ethical research as defined by the British Educational Research Association and implicit in the principles of children’s rights described by the UNCRC. They will demonstrate this in their dissertation with documentation including any relevant informed consent forms or procedures ensuring their research preserves the ethical rights of the participants and maintains their best interest. The research enables students to follow their interests and focus on a relevant and pertinent area which may support their chosen career path e.g. literacy in primary teaching.

  1. Module Learning Outcomes

By the end of the module you are expected to be able to –

Module learning outcome description
LO1 Identify, plan and conduct  a research project employing ethical principles and selecting appropriate methodology to undertake the practical research for the project [PO2, PO3, PO7]

 
LO2 Develop skills and understanding of research processes, particularly in the collation, analysis and interpretation of data as well as in the application of ethical research principles [PO3]

 
LO3 Critically review and synthesis research materials and literature for chosen topic area [PO1, PO3]

 
LO4 Discuss and evaluate how carrying out the research has helped to shape and influence professional practice [PO3, PO5]

 

 

 

Student time associated with the module                                           %
Guided independent study including online 60
Placement/Study abroad 30
Scheduled learning and teaching activities 10
Total 100

 

  1. Arrangements for revision and private study

Supervision- this teaching method provides students with 1:1 supervision with an academic who is a specialist in their chosen area of research. Guidance will be provided for the literature search and drafts of work will be reviewed and critiqued to ensure the student is able to reach their full potential. A similar approach is adopted for the methodology chapter. 1:1 supervisions allow for deeper question and answer opportunities to challenge the students thinking and justification of adopted approaches.

  1. Assessment strategy

Ethical Proposal – Research ethics are the principles that we use to make decisions about what is acceptable practice in any research project. Research participants have moral and legal rights and it is important that as researchers we do not violate these rights.

Dissertation- Literature review. This written method of assessment takes the form of an essay. An essay enables students to develop skills in written communication. It enables the student to demonstrate the ability to construct fluent, logical arguments and bring together different strands of thinking and learning.  Methodology. This assessment method allows students to design and plan their own research. It provides an opportunity to justify the chosen approach and methods as well as considering the sample population and the ethical principles that underpin research. Evidence based practitioner research is at the forefront of early years development and it is important to ensure students are competent in designing appropriate research projects which will inform practice.

Poster-Present– An oral presentation will allow students to articulate their data findings with a conclusion and recommendation, using suitable IT software. They will develop their professional presentation skills which are identified as a transferable skills required to secure employment. The presentations will allow students to consider the implications on practice their research has informed

  1. Methods of assessment

Task 1: Ethical Proposal: Students will submit a research proposal which outlines the feasibility of their planned research project considering the ethical principles involved in working with children and young people within early years [1,000 words, 10% weighting].

Task 2: Students will undertake a piece of research from the early years context and critically analyse theoretical concepts and practice drawing key findings from the study [6000 words, 50% weighting].

Task 3: Students will use their IT and presentation skills to design a poster and present the findings, conclusion and recommendations from the findings of the study. They will also be required to discuss how the research has influenced professional practice. This will be presented in a conference event. [10 minutes (3000 words equivalency), 40% weighting].

 

  1. Method of re-assessment (if different to 7)

The method of reassessment is laid down for each module and will normally be the same as the method of first assessment, but there are circumstances where an alternative method is necessary for practical reasons. Where this is the case, details will be provided within the module handbook.

 

The University regulations state that, subject to certain criteria, you have a right to be reassessed in the failed component(s) of a module. This being where you have not achieved a weighted average mark of at least 40% in levels 3, 4, 5, and 6.

 

The mark for any component of assessment in which a student is reassessed shall be capped at 40% for modules at levels 3, 4, 5, and 6.

 

  1. Ethical issues relating to teaching and assessment
  • Students submit a detailed ethical proforma prior to commencing any data collection. All proformas are evaluated in the first instance by the SEND teaching team and if necessary by the department ethics committee. Students will have DBS clearance in order to work with children and gather data in a setting. Any observations or work with children will comply with the settings’ policy and UoH and BERA ethical guidance. Any data collected will be securely stored and only used for assessment purposes.
  1. Module learning outcomes/assessment mapping
Programme outcomes Module outcomes Assessment method 1 Assessment method 2 Assessment method 3
PO2, PO3, PO7 LO1 Ethical Proposal
PO1, PO3, PO2, PO7 LO1,LO3 Dissertation
PO3, PO5 LO2, LO4 Presentation

 

Current research at the forefront of the discipline

Researching the field of study

Conducting a literature review

Methodology

Sampling

Methods of data capture

Analysis and interpretation through thematic approaches

Ethical research principles

Drawing conclusions

Making recommendations

Constructing an abstract

Presentation skills

Effective time management

  1. Course materials/reading
  2. a) Key texts
  • Albon, D. and Mukherji, P. (2014) Research Methods in Early Childhood: An Introductory Guide. London: Sage Publications.
  • Arnold, C. (2012) Improving your Reflective Practice through Stories of Practitioner Research. London, Routledge: Pen Green Books for Early Years Educators.
  • Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education, 7h London: Routledge.
  • Denscombe, M. (2017) The Good Research Guide, 6th Maidenhead: Open University Press.
  • Grbich, C. (2012) Qualitative Data Analysis: An Introduction.. London: Sage.
  • Greig, A., Taylor, J. and MacKay, T. (2012) Doing Research with Children: A Practical Guide, 3rd edition. London: Sage.
  • O’Hara, M., Carter, C., Dewis, P., Kay, J. and Wainwright, J. (2012) Successful Dissertations: The Complete Guide for Education, Childhood and Early Childhood Studies Students. London: Continuum.
  • Roberts-Holmes, G. (2014) Doing your Early Years Research Project: A Step-by-Step Guide. 3rd London: Sage.
  • Strauss, A. and Corbin, J. (1990) Basics of Qualitative Research. Grounded Theory Procedures and Techniques, 2nd Newbury Park: Sage.
  • Derek Swetnam (Author)
  • › Visit Amazon’s Derek Swetnam Page
  • Find all the books, read about the author, and more.
  • See search results for this author
  • Are you an Author? Learn about Author Central

 

  1. b) Recommended reading

Robson, C. (2011 ) Real World Research. 2nd Edition.  Oxford: Blackwell Publishers.

Swetnam, R. and Swetnam, D. (2004) Writing Your Dissertation: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work. Oxford: How to Books Ltd.

  1. c) Additional reading
  • Some useful electronic journals available through the UCD e-library are:
  1. British Journal of Educational Studies.
  2. Child Language Teaching and Therapy.
  3. Global Studies Childhood.
  4. Journal for the Education of the Gifted.
  5. Journal of Early Childhood Literacy.
  6. Journal of Early Childhood Research
  7. Journal of Early Intervention.
  8. Psychology of Learning and Teaching.
  9. British Journal of Special Education.
  10. Gender and Education.
  11. The Journal of Special Education.
  12. Special Children
  13. Journal of Further & Higher Education
  14. British Journal of Educational Psychology
  15. Educational Psychology
  16. Early Education and Development
    • The easiest way to access these is to go to LRC eLibrary in student intranet
    • >> eLibrary
    • There is a search bar called ‘search journal titles’.
    • Type in the name of the journal in there and it should come up. Then you will have to browse the issues and see which articles are relevant. Note that some journals have ‘embargo’ on their latest issue so you may not be able to get the year 2009, but you will still be able to get older issues.
    • Staff at the LRC have developed a series of audio guides to help you familiarise yourself with techniques for searching the resources available, including the web catalogue, the e-library, eBrary. Access these audio guides using the following links:
  1. Learning and teaching schedule
Topic Preparatory Reading
Bootcamp

· What is research and the search for knowledge? –

 

· Proposal Form.

 

· What is research, research questions and literature reviews and the importance of ethics.

 

· Forming a research question and structure of a dissertation

 

· Research Methodologies (case study, survey and action research)

Sampling:

• Target populations.

• Samples

• Sampling Methods and techniques.

  

Parahoo, K. (2014) Nursing Research: Principles, Process and Issues. New York: Palgrave. (Chapter 2).

 

Roberts-Holmes, G. (2014) Doing your Early Years Research Project. London: Sage. (Chapter 2).

 

Denscombe, M. (2017) The Good Research Guide: For Small Scale Social Research Projects, 6th edition. Berkshire: Open University Press. (Chapter 1, 3 and 8).

 

Or

 

Cohen, L., Manion, L. and Morrison, K. (2017) Research Methods in Education, 8th Edition. Oxon: Routledge. (Chapters 13, 14 and 18).

 
Bootcamp

 

Methods of Data Collection:

·         Questionnaires

·         Interviews

·         Observations

·         Participatory Methods

 

Data Analysis

 

 

 

 

 

 

 

 Roberts-Holmes, G. (2014) Doing your Early Years Research Project. London: Sage. (Chapters 5, 6, 7 and 9).

 

Or

 

Denscombe, M. (2017) The Good Research Guide: For Small Scale Social Research Projects, 6th edition. Berkshire: Open University Press. (Chapters 11, 12 and 13).

 

Or

Cohen, L., Manion, L. and Morrison, K. (2017) Research Methods in Education, 8th Edition. Oxon: Routledge. (Chapters 14, 15 and 17).

 

Clark, A. and Moss, P. (2011) Listening to Young Children: the Mosaic Approach, 2nd edition. London: National Children’s Bureau.

 

Denscombe, M. (2017) The Good Research Guide: For Small Scale Social Research Projects, 6th edition. Berkshire: Open University Press. (Chapter 18).

 
VLE Session – Methodologies and Methods of Data Collection. See canvas for activities and materials.
VLE Session – Sampling & Ethics See canvas for activities and materials.
VLE Session – Methods of Data Analysis. See canvas for activities and materials.
ECS615 Task 1 Ethical Proposal Submission 1.10.19
ECS615 Task 2 and 3 Submission 10.3.20
Poster presentation conference 14.3.20

 

  1. Assignment briefs
Assignment Mode Tariff Weighting Learning Outcomes
ECS615 Task 1 Ethical Proposal 1000 words 10% LO1
Submission date Instructions for submission and return of assignment
1.10.19 Complete ethical proposal proforma on Canvas

submit through Turnitin on Canvas
Return date
15.10.19

 

 

Assignment 1 brief:

Ethical Proposal (D1)

After your dissertation bootcamp you must research the literature that supports your focus and plan and prepare your ethical proposal document.

 

Project proposal

It is important that you spend some time planning your project to ensure that you use your time and resources as efficiently as possible. This should be done in conjunction with your tutor and where necessary with colleagues where you work.

It is likely that your proposal will be improved by taking into account the views of colleagues. If you are looking for their active participation and involvement then their co-operation will be vital to your project. If you inform them at an early stage of your plans then they may be much more likely to be involved. If they do not want to be involved then you can alter your plans accordingly without too much difficulty.

You will be provided with a proposal proforma and it is vital that you use this sheet to complete this part of the module. Below are the key points on this proforma.

Project Proposal Proforma – Key Points

 

Student number:

  1. Identify a working title. This may not be the title you end up with in your final version but it is important you have a working title to help your focus.
  2. Indicate the research focus and state the research question. Include detail on the following:
    • the topic to be researched, leading into the specific research question(s) you intend to explore
    • The aims and objectives of the project

 

  1. The literature

Briefly discuss the key ideas, concepts, debates and issues involved in researching this topic. Identify the key publications, theories, current research informing your study. Organise this section in themes.

 

  1. Research ethics

Do you need permission from anyone to conduct your research? Whom do you have to inform? What other ethical issues do you need to consider? Is the research question itself ethical?

  1. The methods of data gathering you will use.

Detail how you might approach these. Which of the following will you use and why have you selected them?

  1. Analyzing your data. What approaches have you considered? (grounded theory, thematic analysis, statistical analysis) Provide details of this.
  2. Time scale

Provide information on how long you expect each of the stages to take and thus the overall piece of work to take. Detail [if possible] why you are doing certain parts of the piece at a certain time in the academic year. This is to provide you with a framework to operate with and to provide some detail of your thinking in this area. In practice, this time scale may turn out to be impossible to meet but remember the time scale for this study and your other course commitments. Do not be too ambitious here. You have a limited time to organize and deliver the project.

  1. Outcomes

Provide an outline of the anticipated outcomes from the project. These could involve recommendations for practice, policy or further research. These could also be plans for practical change in a setting or plans for disseminating the findings of the study.

Guidance for the Dissertation Proforma (See Canvas for the document)

Below are a few pointers when completing the Ethical Proposal form. Remember that you must use the document and not create your own.

  1. Identify a working title. This may not be the title you end up with in your final version but it is important you have a working title to help your focus.
  2. Indicate the research focus and state the research question. Include detail on the following:
  3. the topic to be researched, leading into the specific research question(s) you intend to explore
  4. The aims and objectives of the project
  5. Describe your arrangements for selecting/sampling and briefing potential participants
  6. Describe any possible negative consequences of participation in the research along with the ways in which these consequences will be limited. This should include details of any withholding of information or misleading of participants along with a justification of why this is necessary.
  7. Describe how participants will be made aware of their right to withdraw from the research. This should also include information about participants’ right to withhold information.
  8. Describe the arrangements for obtaining participants’ consent. This should include copies of the information they will receive and written consent forms where appropriate. If children or vulnerable people are to be participants in the study, details of the arrangements for obtaining consent from those acting as loco parentis or as advocates should be provided.

If you intend to undertake research with children or other vulnerable participants does the data collection involve you being alone with the participant(s)? Please provide details.

  1. Describe the arrangements for debriefing the participants. This should include copies of information that participants will receive where appropriate. Describe the arrangements for ensuring participant confidentiality. This should include details of how data will be stored and how results will be presented. Are there any conflicts of interest in you undertaking this research? For example are you undertaking research on work colleagues? Please supply details.

 

 

References:

O’Hara, M., Carter, C., Dewis, P., Kay, J. and Wainwright, J. (2011) Successful Dissertations: The Complete Guide for Education, Childhood and Early Childhood Studies Students. London: Continuum.

Learning outcome:

To successfully complete this assignment, learners will be able to fulfill the requirements of the following learning outcomes:

LO1 Identify, plan and conduct  a research project employing ethical principles and selecting appropriate methodology to undertake the practical research for the project [PO2, PO3, PO7]

 

 

Assignment Mode Tariff Weighting Learning Outcomes
ECS615 Task 2 Dissertation – Literature review, methodology 6000 words 50% LO1 LO3
Submission date Instructions for submission and return of assignment
10.3.20 !.5 line spacing

Aerial

Font 11

Follow the Dissertation Format from Dissertation Handbook

Submit through Canvas
Return date
After exam board

 

 

Assignment 2 brief:

Students will undertake a piece of research from the Early Years context and critically analyse theoretical concepts and practice drawing conclusions and recommendations from the findings (6000 words) [50% weighting].

When allocated a dissertation tutor you are given at total 12 hour supervision throughout the duration of this module, these can be used in a number of ways such as, e-mailing, face to face, Google Hangouts, Skype (if available). However please use these throughout the module and not all at the start or end.

Proposed structure for the dissertation:

Abstract: about, 300 word summary of the aims of the dissertation and key outcomes. (not counted in the overall word count)

Introduction: about 700 words. A brief summary of the aims and objectives of the study and its scope.

Literature review: about 3000 words. Provides background to the research that reveals the issues to be researched and the work which has already been done on the subject. The literature review should lead to a statement of the research problem (a research question). You should aim to review no less than 10 sources. These should include books, academic journal articles and web sources.

Methodology: about 2000 words. In this section you will identify what strategies and methods you plan to use in order to answer the research question which you have posed. This includes methods of data gathering, methods of data analysis. The methodology strongly depends on the research question formulated through the literature review. In this section you have to also show how you have considered the ethics of your research study.

 

(Total 6000 words)

For further guidance please also refer to the Dissertation Handbook

Learning Outcomes

To successfully complete this assignment, learners will be able to fulfill the requirements of the following learning outcomes:

LO1 Identify, plan and conduct  a research project employing ethical principles and selecting appropriate methodology to undertake the practical research for the project [PO2, PO3, PO7]

 
LO3 Critically review and synthesis research materials and literature for chosen topic area [PO1, PO3]

 

 

Assignment Mode Tariff Weighting Learning Outcomes
ECS615 Task 3 Poster and Presentation 3000 words

equivalency

 40% LO2 LO4
Submission date Instructions for submission and return of assignment
10/3/20 Poster designed on PowerPoint

Print this poster off to present 14 March

Submit poster through canvas
Return date
After exam board

 

 

Assignment task 3:

Students will use their IT and presentation skills to design a poster, synthesising your findings, conclusion and recommendations in a poster.  This will be presented within a conference context to professional people from the sector.  You will also be required to discuss how the research has influenced professional practice [10 minutes (3000 words equivalency), 40% weighting].

 

You will present your poster in a conference context to professional people on the 14 March.

 

Proposed Structure

You will design a poster on PowerPoint to clearly represent the findings, conclusion and recommendations from your dissertation research. The poster and presentation is a discussion of what the findings of your research mean in the broader context of your area of interest.

 

You have to identify:

  • What would be the potential benefits to practice emerging from this research?
  • How could your ideas and findings be used in practice?
  • Could they inform policy?
  • Who would be the intended audience for this research and how would you communicate the findings of your research to them?
  • It would be beneficial to include a brief overview of the research as a whole to set the background context to the audience.

 

Learning Outcomes

To successfully complete this assignment, learners will be able to fulfill the requirements of the following learning outcomes:

 

LO2 Develop skills and understanding of research processes, particularly in the collation, analysis and interpretation of data as well as in the application of ethical research principles [PO3]

 
LO4 Discuss and evaluate how carrying out the research has helped to shape and influence professional practice [PO3, PO5]

 

 

 

  1. Assignment information

Regulations

  1. Presentation conventions

Unless specified otherwise, written assignments must be presented on white paper with 2.5 cm margins. All written work should be word processed, left justified, 1.5 spacing, 11 pt Arial font with a footer indicating page numbering and date. Other forms of submitted work should be clear and understandable. Audio and video recordings must be high quality and always labeled.

You should observe the presentation conventions for your discipline (details in your Programme Handbook). Work may be returned to students unmarked if presentation is not of an appropriate standard.

  1. Over length assessments

The University and University Centre Doncaster have in place a standard system of penalties for summatively assessed work deemed to be over length:

(i) Penalties are a percentage of the maximum mark available for the assessment element which is over length

(ii) Over length assessment penalties apply only to word counts and exclude charts, graphs, tables etc

(iii) Unless otherwise specified the published word limit excludes references in footnotes, appendices, references and bibliography lists

(iv) Your coursework assessment rubrics will tell you to declare a word count on the cover sheet where a word limit is specified. If you do not submit a cover sheet or do not include a word count on the cover sheet, you may be awarded a mark of zero

(v) An erroneous word count declaration will be dealt with as suspected use of Academic Misconduct.

(vi) The penalty for over-length work is:

1.10-20% over the specified word or duration (e.g. performance, composition, presentation, etc.), a penalty of 10%

  1. More than 20% over the published word limit, the work will be awarded a mark of zero.

(vii) Other penalties will not be applied.

 

  1. Turnitin

Assignments should be submitted via Turnitin on Canvas, unless otherwise stated in the assignment brief. This will provide a plagiarism report visible to students and tutors. Students therefore acknowledge that they are aware of the nature and consequences of plagiarism as set out in the Undergraduate Handbook. If a paper copy only is required, a Turnitin receipt should be placed at the front of each piece of work as evidence. Failure to submit a Turnitin receipt with your assignment will result in the assignment being regarded as incomplete and a maximum mark of 40 being awarded.

Together with a corresponding copy of the assignment brief your submitted work must also include your student number.

  1. Late submissions

The University of Hull and University Centre Doncaster have in place a standard system of penalties for summatively assessed work which is submitted after the published deadline:

  • Penalties are a percentage of the maximum mark available for the assessment element which has been submitted late;
  • All your coursework assessments must have a published submission deadline which should be no later than 12 noon
  • The late submission penalties which will be applied to coursework submitted after the published deadline are:
  • Up to and including 24 hours after the deadline, a penalty of 10%;
  • More than 24 hours and up to and including 7 days after the deadline; either a penalty of 10% or the mark awarded is reduced to the pass mark, whichever results in the lower mark;
  • More than 7 days after the deadline, a mark of zero is awarded.
  1. Mitigating Circumstances

Students should recognise that there is only one method by which non-submitted or late-submitted work can be considered, i.e. through ‘mitigating circumstances’. The method by which non-submitted or late-submitted work can be considered requires evidence that you have mitigating circumstances according to criteria approved by the University of Hull (details in the undergraduate and postgraduate handbooks).

 

Process for assessments:

You must decide before you attempt an assessment whether you feel capable of undertaking it. If you do not feel capable because of the personal circumstances that you have experienced, then you would at that point decide not to take the assessment and complete a mitigating circumstances form.

MITIGATING CIRCUMSTANCES CANNOT BE APPLIED FOR IF YOU UNDERTAKE THE ASSESSSMENT

If you consider that your studies are being affected by mitigating circumstances, you should discuss these circumstances with your module or programme leader. The earlier University Centre Doncaster is made aware of any impacting circumstances, the earlier support options can be made available. Some of these options may become limited, or not be available at all, if you wait until after an assessment period or until the end of an academic year before disclosing any mitigating circumstances.

 

If you consider that your ability to complete any type of assessment might be, or has been, adversely affected, a mitigating circumstances form should be completed. Forms must be submitted no later than 10 working days after the examination or submission deadline. The Mitigating Circumstances form must include a clear explanation of the circumstances. All mitigating circumstances requests must be supported by appropriate documentary evidence.

Information outlining the criteria for mitigating circumstances can be found on the ‘mitigating circumstance guide’ on the VLE in HE Students 19-20. Students who wish to apply for mitigating circumstances should complete the form found in HE Student 19-20 and submit to mit.circs@don.ac.uk.

Late applications will go to the Student Progress Committee for consideration of the reason given for the lateness. Applications will be considered late if submitted more than 10 working days after the assessment. Rejected applications will result in a mark of zero for the assessment. Approved applications will allow the student’s department to decide if a new first attempt will be given.

Exceptional Circumstances

Many student support needs can be met by reasonable adjustments or can be catered for through either the extensions process or the mitigating circumstances outlined above. There are however, some exceptional circumstances which may need further support measures to be implemented. In such circumstances, students may not be in a position to engage with the above processes either because of a sudden deterioration in a physical or mental health issue or because of a traumatic event/series of events which may make it extremely difficult to engage with the above processes. Further details can be found in the Student Handbook 2019_20.

Coursework Extensions

If you have started the coursework but have experienced problems leading up to the deadline that has affected your ability to submit the assessment on time, then you can submit a coursework extension form. This application must be made no later than 24 hours prior to the published submission deadline, and supported by appropriate documentary evidence. Requests received after the submission deadline will not be considered.

An example when this would be used is if a student experienced a bereavement 3 days before a deadline. This student wants to submit the assessment but will need a few extra days to be able to submit.

Coursework extension forms are available on Canvas in HE Student 19_20 and submit it to

Recommendations:

  • Pay attention to the assessment and grading criteria as you compose and check your work;
  • Check that your work fulfils both the module learning outcomes and the assessment criteria specified for critical essays in the discipline;
  • Make sure that your work accords with the regulations on word limits;
  • Observe the conventions set out in the section on referencing, quotations and presentation of assessment work in the Programme Handbook. Failure to observe these conventions will result in loss of marks.

Review demonstrates critical analysis of the study designs and findings using an appropriate appraisal tool.

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An introduction to the research topic is included. Definitions of important terms included. The research question is developed; aims of the review and rationale are clear —-10%

Search strategy is explained, databases are appropriate and comprehensive, inclusion and exclusion criteria are systematically applied. Critical appraisal tool discussed and rationale for use included—20%
Review demonstrates critical analysis of the study designs and findings using an appropriate appraisal tool. Well supported conclusions (themes) are drawn about the literature included in the review. —- 35%
Review discusses implications of the findings in relation to other literature. Recommendations for future practice, education, management and research discussed. — 25%
Demonstrate logical and coherent development in your work it must be clearly presented.
You will have;
Structured your essay in a logical manner including an introduction and summary or conclusion.
Demonstrated a coherent line of discussion.

Use of accurate and recognised referencing system.
Included an accurate and complete reference list.

Discuss three different ethical positions or theories that you would apply. Also reference any relevant sections of your professional code of ethics; e.g., APA, ACA, etc. Do not present your opinion(s) on the problem or attempt to solve it here.

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This is a master’s Human Services Program

Final Paper:

Find an ethical problem or issue in a profession in which you are interested or that you expect to enter yourself.  — (I would like to see something to the effect of working with the homeless or in social services as a Case Manager)

Part 1

Present a summary explanation and/or analysis of the ethical problem(s) or issue(s), presenting the various sides of the conflict, and, if possible, the differing opinions that have been given about it. State clearly what the ethical problem is that you will be dealing with. This section should be neutral and objective. Shorter is better than longer in this section. Do not try to solve the problem or present your opinion(s) in this section.

Part 2

Discuss three different ethical positions or theories that you would apply. Also reference any relevant sections of your professional code of ethics; e.g., APA, ACA, etc. Do not present your opinion(s) on the problem or attempt to solve it here.

Part 3

In this final section, present what you think would be the best solution to the problem, along with your reasons for your solution and why you think your solution is superior to the others that might be given. This is the section in which you should discuss your problem and present your opinion(s). Longer is better than shorter in this section. Say what ethical theory or theories and professional-code sections you are using to arrive at your solution.

This should be a 2,100- to 2,800-word (or 6- to 8-page) paper, excluding cover page, abstract, and references, using APA formatting.

As a Counselor (CDCA) Case Manager with a medically assisted treatment center. I complete intake assessments on new clients and perform case management duties. Some of my other papers have included ethical dilemmas from where I work, the Professor stated I had created a list of what not to do in the profession.

Class is ORG 6520 Professional Ethics, Standards of Practice & Law – This course is a study of the ethical and legal issues confronting practicing professionals. Topics related to ethics, standards of practice, and professional conduct are explored. Students learn principles of ethical decision making, standards for human and animal use in research, and standards of care specified by state and federal laws. Emphasis is placed on exploration of the emotional impact that major ethical and legal dilemmas have on decision – making. Students also examine the professional code of ethics for their professional discipline. This course must be taken at University of the Rockies and may not be transferred from another institution. Equivalent to EDU 5200/ORG 6217/ORG 6752

Resources that were listed for entire class. – May use a few but must have # 1 American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct

American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct, Including 2010 and 2016 Amendments [Web page]. Retrieved from http://www.apa.org/ethics/code/Anderson, A., Barenberg, L., & Tremblay, P. R. (2006). Professional ethics in interdisciplinary collaboratives: Zeal, paternalism and mandated reporting. Clinical Law Review, 13. 659-718.

Ashley, G. C., & Reiter-Palmon, R. (2012, September). Self-awareness and the evolution of leaders: The need for a better measure of self-awareness. Journal of Behavioral and Applied Management, 14(1), 2-17.Annas, G. J. (2006, September 28). Hunger strikes at Guantanamo —Medical ethics and human rights in a “legal black hole.” New England Journal of Medicine, 355(13), 1377-1382.

Banks, S., Herrington, T., & Carter, K. (2017, June 15). Pathways to co-impact: action research and community organising. Educational Action Research, (25)4, 541-559. doi:10.1080/09650792.2017.1331859

Blanding, M. (2013, December 9). How Cultural Conflict Undermines Workplace Creativity [Web page]. Retrieved from https://www.forbes.com/sites/hbsworkingknowledge/2013/12/09/how-cultural-conflict-undermines-workplace-creativity/#3cce89db214f

Bokhari, M., Saadan, R., Pilus, A. M., Hassan, S. N. S., Jano, Z., Ishak, N. M., & Mahmud, Z. (2014, July 24). Contribution of awareness and understanding in legal and ethics towards the practice of confidentiality amongst counselors [PDF file]. Asian Social Science, 10(16), 144-151. doi:10.5539/ass.v10n16p144. Retrieved from http://www.ccsenet.org/journal/index.php/ass/article/viewFile/38871/21546

Caldwell, C. (2009). Identity, self-awareness, and self-deception: Ethical implications for leaders and organizations. Journal of Business Ethics, 90, 393-406.

Christie, P., Kwon, I., Stoeberl, P., & Baumhart, R. (2003, September). A cross-cultural comparison of ethical attitudes of business managers: India, Korea and the United States. Journal of Business Ethics, 46(3), 263-287.

Eskridge, R. D., French, P. E., & McThomas, M. (2012). The International City/County Management Association Code of Ethics. Public Integrity, 14(2), 127-150.

Gaumnitz, B. R., & Lere, J. C. (2002, January). Contents of codes of ethics of professional business organizations in the United States. Journal of Business Ethics, 35(1), 35-49.

Hunter, S. T. (2012, April). (Un)ethical leadership and identity: What did we learn and where do we go from here? Journal of Business Ethics, 107(1), 79-87.

Johnson, W. B., Barnett, J. E., Elman, N. S., Forrest, L., & Kaslow, N.J. (2012, October). The competent community: Toward a vital reformulation of professional ethics. American Psychologist, 67(7), 557-566.

Joy, P., & McMunigal, K. C. (2017, Winter). When does monitoring defendants and their lawyers cross the line? [PDF file]. Criminal Justice, 31(4), 46-51. Retrieved from https://www.americanbar.org/content/dam/aba/publications/criminal_justice_magazine/v31/CJ_v031n04_McMUNIGAL.authcheckdam.pdf

Jungers, C. M., & Gregoire, J. (2016, July 1). Authenticity in ethical decisionmaking: Reflections for professional counselors. The Journal of Humanistic Counseling, 55(2), 99-110. doi:10.1002/johc.12027

Kass, J. (2013). Helping or Hurting? The Ethics of Voluntourism [Web page]. Retrieved from https://www.brandeis.edu/ethics/ethicalinquiry/2013/May.html

Martin, W. (2013, March). Beyond the Hippocratic Oath: Developing codes of conduct in healthcare organizations. OD Practitioner, 45(2), 26-30.

Ravishankar, L. (2003, February 4). Encouraging Internal Whistleblowing in Organizations [Web page]. Retrieved from https://www.scu.edu/ethics/focus-areas/business-ethics/resources/encouraging-internal-whistleblowing/

University of the Rockies. (2014). Institutional Review Board (IRB) Handbook [PDF file]. Retrieved from http://wac.6fdc.edgecastcdn.net/006FDC/UOR/PDF/IRB_Handbook_2014_2015__BN41814_FINAL.pdf

Velasquez, M., Moberg, D., Meyer, M. J., Shanks, T., McLean, M. R., DeCosse, D., … & Hanson, K. O. (2009, May). A Framework for Ethical Decision Making [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/a-framework-for-ethical-decision-making/

Verges, A. (2010). Integrating contextual issues in ethical decision making. Ethics & Behavior, 20(6), 497-507. doi:10.1080/10508422.2010.521451

Weber, Z. (2004). Working towards culturally sensitive ethical practice in a multicultural society. Journal of Practice Teaching 5(3), 40-54. Retrieved from http://journals.whitingbirch.net/index.php/JPTS/article/download/314/346

Wigand, J. (n.d.) Inside the Tobacco Deal [Web page]. Retrieved from http://www.pbs.org/wgbh/pages/frontline/shows/settlement/timelines/wigand.html

Recommended Resources

Associated Press. (2006, October 20) Mark Hodler; Exposed Scandal in Selection of Olympics’ Host Cities [Web page]. Retrieved from http://www.washingtonpost.com/wp-dyn/content/article/2006/10/19/AR2006101901725.html

BBC News. (2014, January 17). Edward Snowden: Leaks that exposed US spy programme [Web page]. Retrieved from http://www.bbc.com/news/world-us-canada-23123964

Ellsberg, D. (n.d.). Daniel Ellsberg’s Website [Web page]. Retrieved from http://www.ellsberg.net/bio Ethics & Compliance Initiative. (n.d.).  Ethics & Compliance Initiative (ECI) [Web page]. Retrieved from http://www.ethics.org/home

Government Accountability Project. (n.d.). What is a whistleblower? [Web page]. Retrieved from https://www.whistleblower.org/what-whistleblower

Harvard Business School. (n.d.). HBS Working Knowledge: Business Research for Business Leaders [Web page]. Retrieved from http://hbswk.hbs.edu

Markkula Center for Applied Ethics. (2014, August 1).  Calculating Consequences: The Utilitarian Approach to Ethics [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/calculating-consequences-the-utilitarian-approach/

Markkula Center for Applied Ethics. (n.d.) An Approach to Ethical Decision-Making [Web page]. Retrieved from http://www.ee.scu.edu/eefac/healy/approach.html

O’Connor, J. D. (2005, July). “I’m the Guy They Called Deep Throat” [Web page]. Retrieved from https://www.vanityfair.com/news/politics/2005/07/deepthroat200507

Santa Clara University. (n.d.). Markkula Center for Applied Ethics [Web page]. Retrieved from https://www.scu.edu/ethics/Shanks, T. S. J. (1995, January 1).  Everyday Ethics [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/everyday-ethics/

Shanks, T. S. J. (2015, August 19).  How Did I Live Today? [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/how-did-i-live-today/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1987, January 1). Can Ethics Be Taught? [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/can-ethics-be-taught/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1988, December 1).  Conscience and Authority [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/conscience-and-authority/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1988, January 1).  Consistency and Ethics [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/consistency-and-ethics/Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1988, January 1).  Ethics and Virtue [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/ethics-and-virtue/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1991, July 1).  Who Counts? [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/who-counts/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (1992, August 1).  Ethical Relativism [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/ethical-relativism/

Velasquez, M., André, C., Shanks, T. S. J., & Meyer, M. J. (2014, August 1).  Justice and Fairness [Web page]. Retrieved from https://www.scu.edu/ethics/ethics-resources/ethical-decision-making/justice-and-fairness.

Describe a research hypothesis (unrelated to the Food Consumption dataset) that could be assessed using a dependent samples t-test. Be sure to describe your variables.

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PSY 510 SPSS Assignment 4

Before you begin the assignment:

  • Review the video tutorial in the Module Eight resources for an overview of comparing means in SPSS.
  • Download and open the Food Consumption SPSS data set.

 

An overview of the data set:

This data set presents the results of a hypothetical experiment that examined dieting, food consumption, and mood. In the first session of the experiment, a sample of dieters and non-dieters were given a plate of food from a popular restaurant. The amount of food (in ounces) that they consumed was measured. In addition, their mood was measured. One week later, the same participants were tested again. This time, while they were eating their plate of food, they also watched a funny movie. Researchers again measured food consumption and mood, as well as participants’ feelings about their body and self-esteem. Specifically, the following variables are included:

  • Subnum: This is the ID number given to track each participant in the experiment.
  • Dietingstatus: This identifies whether or not the participant self-identified as a dieter. If the participant was not dieting, he or she was coded as a “1”, and if the participant was dieting, he or she was coded as a “2”.
  • Consumption1: The amount of food (in ounces) eaten at time 1.
  • Consumption2: The amount of food (in ounces) eaten at time 2.
  • Mood1: Participants’ mood at time 1. Scale ranged from 1 (negative mood) to 10 (positive mood).
  • Mood2: Participants’ mood at time 2. Scale ranged from 1 (negative mood) to 10 (positive mood).
  • Bodyimage: Participants’ self-reported body satisfaction. Scale ranged from 25 (dissatisfied) to 50 (satisfied).
  • Selfesteem: Participants’ self-esteem rating. Scale ranged from 15 (low self-esteem) to 30 (high self-esteem).

 

Questions:

1a) Use the Compare Means function to examine the means for dieters and non-dieters on the Body Image and Self Esteem variables.

Paste relevant output below:

1b) Describe the differences in means that you see.

 

Type your answer below:

2a) Conduct independent samples t-tests to see if the differences noted above are significant. In other words, conduct two independent samples t-tests, one examining the relationship between Dieting Status and Body Image and one examining the relationship between Dieting Status and Self-Esteem.

Paste your relevant output below (Read carefully: The best way to do this is to select “Copy Special” when copying from the SPSS output. Then select image as a format to copy. When pasting in Word, select Paste Special, choose a picture format, and then resize the image so it fits the screen):

2b) Use the Sig. (2-tailed) column to find the p-values for each test. Based on these p-values, are either of the tests significant? How do you know? Based on the significance of the tests, what would you conclude about the relationship between dieting and body image and the relationship between dieting and self-esteem?

 

Type your answer below:

3a) Use SPSS to calculate the means for Consumption1, Consumption2, Mood1, and Mood2.

 

Paste your relevant output below:

3b) From the means, describe how scores on Consumption and Mood changed from Time 1 to Time 2.

 

Type your answer below:

3b) Conduct dependent samples t-tests on the Consumption variables and the Mood variables. In other words, you need to conduct two separate dependent samples t-tests.

 

Paste your relevant output below (use the same copy/paste technique as in 2a):

3c) Use the Sig. (2-tailed) column to find the p-values for each test. Based on these p-values, are either of the tests significant? How do you know? Based on the significance of the tests, what would you conclude about the changes in consumption and mood?

 

Type your answer below:

4a) Describe a research hypothesis (unrelated to the Food Consumption dataset) that could be assessed using a dependent samples t-test. Be sure to describe your variables.

 

Type your answer below: 

4b) Enter hypothetical data relevant to your research question for at least 10 participants. Then, conduct a dependent samples t-test on the data in SPSS.

 

Paste relevant output below:

4c) Describe whether your research question was supported from the hypothetical data. Be sure to incorporate statistical significance into your answer.