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What is a discussion paper?

Guidelines for Discussion Paper Writing
Nate Charlow
September 14, 2019
What is a discussion paper?
• A discussion paper presents a lean and rigorous reconstruction of an author’s argument
in a text, which is responsive to a discussion prompt for that text.
• The emphasis is on “lean and rigorous”. Try to approximate the care and detail I use when
I lay out arguments in class. Any detail that is not essential to understanding the author’s
argument and addressing the prompt should be omitted. Filler material is assessed harshly.
Grading. Each discussion paper is worth 100 points. Here is how those points will be assigned.
• Mastery of the text (40). Excellent papers demonstrate a subtle and sophisticated understanding
of the relevant philosophical text, the sort of understanding achieved through
careful reading and study. Unsatisfactory papers demonstrate a superficial understanding (or
lack of understanding) of the relevant text, and suggest a cursory reading of the text.
• Clarity, rigor, compellingness of presentation (40). Excellent papers present the author’s
argument using care and attention to detail; extraneous detail is omitted; the simplest
and most compelling version of the author’s argument is distilled. Unsatisfactory papers
present the author’s argument carelessly; important details are omitted, and extraneous details
are included; a compelling version of the author’s argument is not distilled for the reader.
• Writing and organization (20 points). Excellent papers use transparent philosophical
prose; they are concise, precise, and contain few or no grammatical or stylistic infelicities.
Unsatisfactory papers use unclear and difficult-to-understand prose; the writing is bloated,
imprecise, and may contain grammatical errors, errors of usage, and so on.
Grading Table
Mastery of the text (40 possible) 40 36 32 28 24 20 16
Clarity, rigor, compellingness (40 possible) 40 36 32 28 24 20 16
Writing and organization (20 possible) 20 18 16 14 12 10 8
An example of an excellent discussion paper is appended to this document.
1
Précis 1- Cohen
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1!|!1003!Words!
Contextualist solutions to epistemological problems: Scepticism, Gettier, and
the lottery
In his article Contextualist solutions to epistemological problems, Stewart Cohen seeks to
show that while the contextualist approach can offer a solution to both scepticism and the lottery
case, it cannot deal with Gettier cases. Cohen shows that the very thing that allows a contextualist
approach to deal with scepticism and the lottery, namely, the speaker-sensitivity of the Rule of
Resemblance, is what prevents it from being able to properly handle Gettier cases.
The contextualist approach to dealing with these epistemological problems relies on the
notion of context-sensitivity, which allows for certain possibilities to be properly ignored based on
the context. The rules of relevance determine what possibilities can, and cannot, be properly ignored
when trying to determine the truth of a knowledge ascription. The two main rules of relevance are as
follows: The Rule of Actuality states that the possibility that actually obtains is never properly
ignored and the Rule of Resemblance states that if one possibility saliently resembles the other, then
if one of them may not be properly ignored, neither may the other. Cohen introduces a further
qualification for the rules of relevance they must either be speaker-sensitive or subject-sensitive. The
operation of speaker-sensitive rules depends on facts about the speakers and hearers on a given
context, whereas subject-sensitive rules depend on the on facts about the subject. The Rule of
Relevance’s saliency requirement renders it a speaker-sensitive rule, as it depends one what it salient
to the speakers of a given context, whereas the Rule of Actuality depends only on what actually
obtains, regardless of what is salient to the speakers, and is therefore subject-sensitive.
Cohen maintains that while appealing to the context-sensitivity, and thus to the rules of
relevance, one can combat scepticism by finding a sort of middle ground between those who claim
Précis 1- Cohen
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2!|!1003!Words!
we have knowledge and the sceptic. In everyday contexts, where sceptical possibilities are not
salient, and therefore, not relevant, the standard for what possibilities need to be eliminated for us to
claim knowledge is lower; there is no need to rule our sceptical possibilities. In everyday contexts
then, we can truly claim knowledge without having to entertain sceptical possibilities. However,
when dealing with the sceptic, the context changes, the standard is much higher, the sceptical
possibilities become both salient and relevant, and thus, we fail to know. In this way, the
contextualist can deal with scepticism by showing that it is only in contexts where sceptical
possibilities are salient that we fail to know, while still allowing us to maintain the intuition that in
certain, everyday, contexts, we do have knowledge.
Cohen then exemplifies the use of the Rule of Resemblance to deal with what he calls the
“Poor Bill” version of the lottery. This is a case in which we pity bill for wasting all his money on the
lottery, knowing that he will never be rich. In such a case, it seems that we know that poor Bill will
never get rich, but we do not know he loses the lottery, even though knowing Bill will never get rich
entails Bill losing the lottery. By appealing to context-sensitivity we can explain our intuitions about
such a case. In contexts where the resemblance of the lottery (the resemblance between any given
ticket and the winning ticket) are not salient to us, like for example, when we are busy pitying poor
Bill, we can properly ignore the possibility that Bill’s ticket wins, and so, we can know that Bill will
never get rich and that he will never win the lottery. But in cases where the resemblance between
Bill’s ticket and the winning ticket are salient to us, we cannot properly ignore the possibility Bill
wins, and so, we cannot know that Bill will never be rich, or that he will lose the lottery.
If we appeal to the speaker-sensitivity of the Rule of Resemblance, it allows us, in certain
circumstances, to ascribe knowledge to someone who is in a Gettier scenario. Cohen provides an
example of a person, S, who is in a Gettier situation, and a person A, who is beside S, but is unaware
Précis 1- Cohen
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3!|!1003!Words!
that S is in a Gettier situation. Because the fact that S is in a Gettier situation is not salient to A, it,
according to the Rule of Resemblance, can be properly ignored. This would allow A to truly ascribe
knowledge to S. Cohen thinks this is a mistake; he maintains that one of the (rather intuitive)
conditions for knowledge, that is fixed across all contexts, is that the subject cannot be in a Gettier
situation of any kind. The speaker-sensitivity of the Rule of Resemblance, however, allows one to
ascribe knowledge to someone in just such a case.
In order for the Rule of Resemblance to deal with Gettier cases, it must become a speakerinsensitive
rule, thus eliminating its saliency requirement. This, however, raises two key issues.
Taking away the Rule of Relevance’s speaker-sensitivity renders it unable to deal with scepticism,
because it would render all possibilities, even far-fetched sceptical ones, relevant in every context.
The elimination of the Rule of Relevance’s speaker-sensitivity would also make it unable to deal
with poor Bill versions of the lottery case, as it would render us unable to know anything that would
entail Bill loses the lottery, even while we maintain we do, at least in some contexts, know things that
entail Bill’s loss (i.e. we want to say we know that Bill will never be rich).
In his paper, Contextualist solutions to epistemological problems, Cohen argues that while
the speaker-sensitive Rule of Resemblance can deal will scepticism, and the lottery, in order to deal
with Gettier cases it would have to become speaker-insensitive. Eliminating the speaker-sensitivity of
the Rule of Resemblance however, would render it unable to deal with scepticism, or the lottery.
Cohen maintains that we should appeal to context-sensitivity in the cases of scepticism and the
lottery, but that Gettier cases cannot be solved this way.

Evaluate the effectiveness of semestrisation for CCCU students and staff.

Assignment 1: Research

Proposal*

1600 40% Each student posts  proposal to Turnitin

 

Individual

Via Turnitin

Research Proposal

Equivalent to 1600 words

A market research proposal document explains the intent and purpose of a research proposal while describing the techniques and methods of conducting research. It usually requires an executive summary, background context, problem definition, methodology, secondary data analysis, timeline, budget and appendices.

Each student will prepare a formal proposal for their chosen research project.

Workshops and tutorials provide opportunities to develop trial and edit proposal content.

No further primary research is required, other than piloting scripts and question papers, interview, focus groups etc. Students are expected to pilot their drafts with other students in seminars.  Feedback is to be included as a part of reflective learning in the final proposal.

Further guidelines can be found in the assessment folder in the module Blackboard.

Feedback: Each member of the group receives their own electronic copy of the feedback and grade via Turnitin.

Group marks apply unless the situation warrants grades on an individual basis.

*Referencing: For the purposes of producing as professional a proposal as possible, students are advised that in-text referencing may be limited to images, charts etc.

Please pick one

  1. To evaluate the effectiveness of semestrisation for CCCU students and staff.
  2. To evaluate the quality of Canterbury Night- life through the perspective of CCCU students.
  3. To evaluate the effectiveness/efficiency of student support in CCCU.
  4. To evaluate the effectiveness of Graduate Scheme in CCCU
  5. To evaluate the impact of Stoptober campaign on CCCU students and/or staff.
  6. Student own topic – to be agreed with the tutor by next week
Percentage Review of Literature Relationship of theoretical perspectives to practical circumstances Organisation of documentation or such other media as may be used (Appendices, referencing, bibliography, etc.) Focus of Assignment Clarity of Reasoning
0-39 Fail Some reading but weak selection and uncritically presented. Some awareness of relationship between theoretical perspectives and practical circumstances but insufficiently articulated to illuminate either the theory or the practice. Organisation is weak and study route is unclear. Supporting material is only partially available and referencing is weak. Some sense of focus but not articulated in key questions. No reflection on relationship of key questions to study and little awareness of issues involved. No sense of direction and no conclusions. Embryonic sense of argument but poorly expressed lines of thought. Some connections between succeeding sections.
40-49 Fail Adequate reading. Limited critical presentation. Little recognition of issues apparent in reading. Some awareness of relationship between theoretical perspectives and practical circumstances with some articulation. A recognition that light might be cast over each by the other. Organisation is sufficient to support the study. Most supporting material is represented in appendices and referencing is adequate. Bibliography is limited.  

Some sense of focus and partial articulation in key questions. Little reflection on relationship between questions and study and limited awareness of issues involved. No relationship between key questions and conclusions.

Sense of argument but conclusions do not always follow from premises. Lines of thought discernible but weak. Some sense of connection between sections and sub- sections.
50-59 Pass Adequate reading. Some critical presentations and a recognition of the issues implicit in the literature. An adequate awareness of the relationship of theoretical perspectives to practical circumstances and a clear articulation of this relationship. Some indication of an awareness of the way in which each illuminates the other. Organisation is sufficient to support the study. All supporting material is presented and the referencing is sound. Bibliography is adequate. Key questions acknowledged and reflection on relationship between questions and study. Some awareness of the issues involved and discernible relationship between objectives of the study, i.e. questions to be answered and conclusions. Argument reasonably expressed. Most conclusions following from premises. Lines of thought clearly discernible and reasonable connection between sections and sub- sections.
60-69 Merit Good reading – well selected from key texts. Critical analysis of literature and good recognition of issues implicit in literature. A sound understanding of the relationship between the theoretical perspectives and the practical circumstances and a clear articulation of this relationship. Analysis of the light that each casts over the other. Organisation fully supports the study. All supporting materials are well presented and ordered. The referencing is accurate to a high degree. Bibliography is good. Key questions clearly stated and sound reflection on relationship of questions to process of study. Issues well covered and conclusions informatively related to objectives of assignment. Arguments reasonably expressed. Conclusions follow from premises. Lines of thought clearly discernible and well reasoned connection between sections and sub- sections.
70 and over Distinction Excellent range of well selected reading. Good critical analysis of text including original observations. Issues implicit to literature made explicit and argued through. An excellent understanding of the relationship between theoretical perspectives and the practical circumstances and a clear articulation of this relationship. A clear analysis of the illumination offered by each to the other and an awareness of any general issues that might derive from this particular instance. Organisation is excellent and supports and complements the study. All supporting materials are well presented and in good order. The referencing is accurate to a high degree and the bibliography is impressive. Good questioning with clear expression of relationship between questions and process of study. Good range of issues identified and distinctive approach to dealing with them. Conclusions clearly related to objectives of the assignment and expressing a degree of originality. Well argued throughout. Clear and logically expressed.
Reader is comfortably taken through the work easily apprehending the general line of the argument.

 

Are there any possible disadvantages or risks in taking part?

PARTICIPANT INFORMATION

STUDENT RESEARCH PROJECT ETHICS REVIEW

Division of Psychiatry & Applied Psychology

Project Title:  Change in perception in mental health workers towards aggression during the working years with a patient with learning disabilities/challenging behaviour

Researcher/Student:   Olivera Pasic

Supervisor/Chief Investigator: Nigel Hunt

 

Ethics Reference Number: 346

We would like to invite you to take part in a research study about a change in perception in mental health workers towards aggression comparing working years with the patients with challenging behavior and perception of the aggression. Before you begin, we would like you to understand why the research is being done and what it involves for you.

What is the purpose of this study?

The study is undertaken in partial fulfilment of MSc Work and Organisational Psychology degree at the University of Nottingham and tries to examine change in perception in mental health workers towards aggression comparing working years with the patients with challenging behaviour and perception of the aggression.

Why have I been invited? 

You have been invited because you are working in the division of the mental health workers/support workers and your responses are beneficial to our understanding of how aggression is perceived by mental health workers over time.

Therefore, considering the implications at the individual level, the perception by professionals can be beneficial to understand the impact of the working years and experience in this profession.

Do I have to take part?

It is up to you to decide whether or not to take part. If you do decide to take part you will be given this information sheet to keep and be asked to complete and submit a questionnaires. By completing the questionnaires and submit them you indicate that you are happy to take part. You may change your mind about being involved at any time, or decline to answer a particular question. Your participation is voluntary and you are free to withdraw at any time. Non-participation or withdrawal from the study will not have an effects on your employment or relationship with the line manager. However, once you have completed and submitted an anonymous questionnaires it is not possible to withdraw the data because we won’t know who you are.

What will I be asked to do? 

If you choose to take part, you will be asked to complete two questionnaires by Online Survey. We will send you an email inviting you to complete the questionnaires, which can be completed and returned online using the link which will be included in the email. Questionnaires are short and can be finished in 10-15 minutes of your free time. All questionnaires as anonymous. By completing the questionnaires you indicate that you are happy to take part.

Will the research be of any personal benefit to me?

We cannot promise the study will help you, but the information we get from this study may help us to understand more about the perception of the aggression at work place in a mental care institutions, and how the age of the experience can influence. We hope that you will enjoy doing the questionnaires. Your contribution will help others to understand the risk of this profession. The study, therefore, has the potential to improve the education and training of workers in care and the quality of care provided to people using health and social care services

Are there any possible disadvantages or risks in taking part?

There are no risks to taking part of this research. Participants will be asked to consider aggression in the work place and may wish to discuss their thoughts afterwards with some professionals. They can contact the researcher and supervisor on this matter or any other issues if they have about research and participation.

What will happen to the information I provide? 

Online questionnaires will be distributed by using free Online Surveys through the organisation’s email system. IP addresses of participants will be separated from questionnaire scores to protect anonymity. All data will be accessed, stored and destroyed strictly under data protection regulations. The participant information sheet will be attached to ensure participants to be fully informed in this respect, while participant consent form will be attached to ask participants to confirm their understanding and agreement. Your participation is voluntary and you are free to withdraw at any time. However, once you have completed and submitted an anonymous questionnaire it is not possible to withdraw the data because we won’t know who you are. Procedures for handling, processing, storage and destruction of study data meet the requirements of the Data Protection Act 1998.

When the study is completed, we will disseminate the summary of the research to the organisation.

We will follow ethical and legal practice and all information will be handled in confidence.

Under UK Data Protection laws the University is the Data Controller (legally responsible for the data security) and the Chief Investigator of this study (named above) is the Data Custodian (manages access to the data). This means we are responsible for looking after your information and using it properly. Your rights to access, change or move your information are limited as we need to manage your information in specific ways to comply with certain laws and for the research to be reliable and accurate. To safeguard your rights, we will use the minimum personally – identifiable information possible.

You can find out more about how we use your information and to read our privacy notice at:

https://www.nottingham.ac.uk/utilities/privacy.aspx.

The data collected for the study will be looked at and stored by authorised persons from the University of Nottingham who are organising the research. They may also be looked at by authorised people from regulatory organisations to check that the study is being carried out correctly. All will have a duty of confidentiality to you as a research participant and we will do our best to meet this duty.

At the end of the project, all raw data will be kept securely by the University under the terms of its data protection policy after which it will be disposed of securely. The data will not be kept elsewhere.

If you have any questions or concerns, please don’t hesitate to ask. We can be contacted before and after your participation at the email addresses above.

What if there is a problem? 

If you have any queries or complaints, please contact the student’s supervisor/chief investigator in the first instance. If this does not resolve your query, please write to the Administrator to the Division of Psychiatry & Applied Psychology’s Research Ethics Sub-Committee adrian.pantry1@nottingam.ac.uk who will pass your query to the Chair of the Committee.

We believe there are no known risks associated with this research study; however, as with any online activity the risk of a breach is always possible.  We will do everything possible to ensure your answers in this study will remain anonymous.

Discuss the external and internal influences for the purchases

4 Readings: https://courses.lumenlearning.com/boundless-marketing/chapter/the-consumer-decision-process/

https://courses.lumenlearning.com/boundless-marketing/chapter/influences-of-personality-on-the-consumer-decision-process/

https://courses.lumenlearning.com/boundless-marketing/chapter/social-influences-on-the-consumer-decision-process/

https://courses.lumenlearning.com/boundless-marketing/chapter/consumer-experience/

Instructions

  • From the readings, reflect on a recent purchase you made.
  • Provide examples of a high involvement and low involvement purchases
  • Discuss the external and internal influences for the purchases.  Use at least three terms from the reading with bold and underline.

Low-Involvement purchases tend to be made by habitual decisions (e.g., dish washing liquid, toothbrush). These require minimal information processing.

High-Involvement purchases tend to be made by lengthy or more involved decisions (e.g., a car or a house). These are usually considered highly important to consumers and require extensive information processing.

The Nature of Consumer Behavior

External Influences:

  • Culture • Demographics and social stratification • Ethnic, religious, and regional subcultures • Families and households • Groups •Marketing Activities

Internal Influences:

  • Perception • Learning • Memory • Motives • Personality • Emotions • Attitudes

Key Terms from the 4 Readings (pick 3)

  • Buyer Decision Processes: The Buyer Decision Processes are the decision-making processes undertaken by consumers in regard to a potential market transaction before, during, and after the purchase of a product or service.
  • Abraham Harold Maslow: He was an American psychologist who was best known for creating Maslow’s hierarchy of needs, a theory of self-actualization.
  • need recognition: the first step in the buying decision process, where the problem or need is understood
  • John Dewey: He was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy of pragmatism and one of the founders of functional psychology.
  • Consumer Decision Process: Also known as the Buying Decision Process, the process describes the fundamental stages that a customer goes through when deciding to buy a product. Many scholars have given their version of the buying decision model.
  • Information Search: The second of five stages that comprise the Consumer Decision Process. It can be categorized as internal or external research.
  • External Research: When a person has no prior knowledge about a product, which then leads them to seek information from personal or public sources.
  • Evoked Set: The number of alternatives that are considered by consumers during the problem-solving process.
  • Evaluation of Alternatives: This is the third stage in the Consumer Decision Process. During this stage, consumers compare the brands and products that are in their evoked set.
  • Purchase Decision: The fourth stage in the consumer decision process and when the purchase actually takes place.
  • cognitive dissonance: This term is used in modern psychology to describe the state of simultaneously holding two or more conflicting ideas, beliefs, values, or emotional reactions.
  • Consumer Behavior: The study of individuals, groups, or organizations and the processes they use to select, secure, and dispose of products, services, experiences, or ideas to satisfy needs; and the impacts that these processes have on the consumer and society.
  • Purchase Decision Process: The decision-making processes undertaken by consumers in regard to a potential market transaction before, during, and after the purchase of a product or service.
  • Perception: The organization, identification and interpretation of sensory information in order to represent and understand the environment.
  • External, or extrinsic Motivation: The performance of an activity in order to attain an outcome, which then contradicts intrinsic motivation.
  • Intrinsic Motivation: The incentive to undertake an activity based on the expected enjoyment of the activity itself, rather than external benefits that might result.
  • motivation: The psychological feature that arouses an organism to action toward a desired goal and elicits, controls, and sustains certain goal directed behaviors.
  • Learning: The process of acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences. This process may involve synthesizing different types of information.
  • Purchase Decision Process: The decision-making processes undertaken by consumers in regard to a potential market transaction before, during, and after the purchase of a product or service.
  • Carl Jung: (26 July 1875 – 6 June 1961) was a Swiss psychologist and psychiatrist who founded analytical psychology. Jung proposed and developed the concepts of the extraverted and the introverted personality, archetypes, and the collective unconscious. His work has been influential in psychiatry and in the study of religion, literature, and related fields.
  • attitude: an expression of favor or disfavor toward a person, place, thing, or event (the attitude object). Prominent psychologist Gordon Allport once described attitudes “the most distinctive and indispensable concept in contemporary social psychology. “
  • Buyer Decision Process: the decision making processes undertaken by consumers in regard to a potential market transaction before, during, and after the purchase of a product or service.
  • Black Box Model: shows the interaction of stimuli, consumer characteristics, decision process and consumer responses.
  • Social Marketing: the systematic application of marketing, along with other concepts and techniques, to achieve specific behavioral goals for a social good.
  • public policy: the set of policies (laws, plans, actions, behaviors) of a government; plans and methods of action that govern that society; a system of laws, courses of action, and priorities directing a government action.
  • persona: A social role.
  • prosumer: A serious, enthusiastic consumer: not professional (earning money), but of similar interest and skills to a (generally lower level) professional, or aspiring to such. The target market of prosumer equipment.
  • influencer: A person who or a thing which influences.

life cycle: The useful life of a product or system; the developmental history of an individual or group in society.

  • target market: A group of people whose needs and preferences match the product range of a company and to whom those products are marketed.
  • opinion leader: The agent who is an active media user and who interprets the meaning of media messages or content for lower-end media users.
  • reference group: A reference group refers to a group to which an individual or another group is compared.
  • clout: Influence or effectiveness, especially political
  • disposable income: The amount of a person’s or group’s monetary income which is available to be saved or spent (on either essential or non-essential items), after deducting all taxes and other governmental fees.
  • social class: A class of people, based on social power, wealth or another criterion.
  • socio-economic: Of or pertaining to a combination of social and economic factors.
  • credit card fraud: A wide-ranging term for theft and fraud committed using a credit card or any similar payment mechanism as a fraudulent source of funds in a transaction. The purpose may be to obtain goods without paying, or to obtain unauthorized funds from an account.
  • Black Friday: The day following Thanksgiving Day in the United States, traditionally the beginning of the Christmas shopping season.
  • Perception: The organization, identification and interpretation of sensory information in order to represent and understand the environment.
  • culture: The arts, customs, and habits that characterize a particular society or nation. The beliefs, values, behavior and material objects that constitute a people’s way of life.
  • reference group: A concept referring to a group to which an individual or another group is compared. It is the group to which the individual relates or aspires to relate himself or herself psychologically.
  • consumer involvement: The level of interaction and regard that a consumer has with a given product.

Expectations, Grading, and Feedback:

  • In grading the discussions, I am looking for the quality of your own post. 
  • I am looking for a response that clearly expresses an understanding of the corresponding consumer behavior topics and terms as explained in the text.

 

 

 

What is the proposed inclusion and exclusion criteria and proposed search terms to be used?

OMED 1345 Proposal Template: Students must use this template to design and write their 750 word proposal.      

1.       Background of the Topic/Review:

What is the latest evidence about it? Why does it deserve attention? Are their relevant policy and practice issues/challenges? What is the proposed theoretical framework to encompass the literature reviewed (only one)? Are there any conceptual or definitional clarifications around terms and ideas to be used? (200 words)

2.       Question and Operational Definitions:

What is the question that guides your literature review? Are there any operational definitions to be clarified? For example, if you are looking at older people, what do you mean by older people? If you are looking at eating disorders, what types are you going to include? (100 words)

3.       Aims and Objectives:

What is the one aim of the literature review and what are the two to three objectives to achieve the aim? (150 words)

4.       Methodology:

What is the proposed inclusion and exclusion criteria and proposed search terms to be used?  In addition, briefly report how you will search for and select databases and literature; and what, if any, limitations apply to the methodology? (200 words)

5.       Ethics and the Literature Review: Issues and Challenges:

Briefly, what are the main ethical issues/challenges involved and how might you address them? (100 words)

NOTES

What are Jenny’s obligations in relation to the easement enjoyed by Thelma?

Question 3 Easements and profits

Introduction to easements and profits

Easements and profits are proprietary interests in land. Easements are rights over the land of another. Examples of these include, right to light and rights of way. Profits are rights to enter on the land of another and take the profits of it.

  • By the end of this lesson, you should be able to:
    define an easement and describe the main characteristics under Re Ellenborough Park [1956] Ch 131
  • understand the various ways that an easement can be granted, including the implied grant of an easement
  • explain how easements can be acquired under the rules of prescription
  • discuss the reform of easements introduced under the Land Registration Act 2002 have an understanding of profits a prendre.

An easement is a right in the land of another which enables the landowner to restrict, in some way, the use of adjoining land by another party. Easements and profits are two kinds of rights which can be acquired over land belonging to another.

Consider the following example. Pippa lives in Bramble Wood Cottage, next door to Rebecca in Bramble Wood Lodge. Pippa likes to walk her two dogs on the common which adjoins Rebecca’s garden. She has no access to the common and has to walk to the village and then take the main footpath. This takes about 20 minutes. If she could cross Rebecca’s land, she could get to the common in about four minutes. If Rebecca decides to grant a right to Pippa which would be the right to use her land as a right of way, this would be known as an easement.

Listen to the podcast below which introduces the nature of an easement.

Podcast Transcript

Characteristics of easements

The four essential characteristics of an easement are from the judgment of Evershed MR in Re Ellenborough Park [1956] EWCA Civ 4.

The land around Ellenborough Park was sold for building. Each property owner was granted a right to use the park, subject to covenanting to pay a contribution towards its upkeep. In due course the park was sold, and the new owners wanted to build on it. The Court of Appeal held that the right to use the park was an easement, and was binding on the new owners. There are four essential elements required for an easement:

There must be a dominant and a servient tenement.

An easement must accommodate the dominant tenement.

The dominant and servient owners must be different persons.

The right over land claimed as an easement must be capable of being the subject matter of a grant.

Let’s look at each of these characteristics in turn.

There must be a dominant and servient tenement

The easement must benefit land and there must be two pieces of land.

The dominant and servient owners must be different persons

The dominant tenement and the servient tenement must be owned or occupied by different persons.

Thelma lives at 1 Coppice Close and uses a shortcut through her neighbour Jenny’s garden. Thelma has the dominant tenement and Jenny has the servient tenement. The right of way constitutes an easement. What are Jenny’s obligations in relation to the easement enjoyed by Thelma? If Thelma finds the route muddy and uneven, does Jenny have an obligation to improve the quality of the road?

Jenny is under no obligation to expend money, keeping the route in repair as this would impose a burden on her as the servient owner as per Regis Property Co. Ltd v Redman [1956] 2 QB 612.

Car parking

Whether there can be an easement of the right to park a car has not been definitively settled, although there have been many cases. To understand further about this, watch the PowerPoint presentation below. Record your findings using the note function on the module homepage.

https://vimeo.com/213874557/62ef91c553 Transcript

 

The grant of easements

Easements can be granted in a number of different ways: express grant or reservation
implied grant or reservation
prescription.

Express Grant

An express grant is made when one landowner creates an easement over his land in favour of his neighbour. As an example, if Rosie lives next door to Suki, and Rosie wants to use Suki’s garden as a shortcut to get to the woods at the back of it, Rosie must formally grant Suki an easement. This must be created by a deed, as the right of way is an interest in land. If the documents used were not in the form of a deed then only an equitable easement would be created

Express Reservation

An express reservation arises when a landowner transfers part of his land to another, but he keeps or reserves himself a right to use part of the land he has sold. As an example, Uthman has a huge garden and he decides to build a house in part of the garden, which he then sells to Jasmine. When the house is sold to Jasmine, Uthman must expressly agree with her that she can continue to use a shortcut which runs from Uthman’s house through Jasmine’s new garden. For this agreement to be legal, it needs to have been executed by way of a deed.

 

 

 

 

Implied Grant

 

Sometimes the grant of an easement will be implied in favour of a purchaser of land. These grants take effect as legal easements. Easements by implied grant can arise in the following ways:

Necessity – this is one without which the property retained cannot be used at all, and not one merely necessary to the reasonable enjoyment of the property. Courts will always imply an easement in these circumstances. An example of such a situation would be where the land retained is genuinely landlocked.

Through common intention of the parties – an easement may be implied in favour of a transferee in order to give effect to a common intention of the parties. In Wong v Beaumont Property Trust (1965), the claimant took a lease to start a Chinese restaurant. He had to comply with the public health regulations which stipulated that he should not cause a nuisance and eliminate all smells. The only way this could be done was by installing a new ventilation system through the landlord’s property. The landlord refused access. The Court of Appeal granted the tenant the right on the grounds of common intention that the property was to be used as a restaurant and the tenant should have the rights required to comply with this. The courts also established that this right was granted through necessity as well.

The rule in Wheeldon v Burrows

1879 12 Ch D 31 – On a grant of land, the grantee will acquire, by implication, as easements all quasi easements over the land retained which:

  • were continuous and apparent; or
  • were necessary to the reasonable enjoyment of the property granted; and
  • had been and were at the time of the grant used by the grantor for the benefit of the part granted.
  • 62 Law of Property Act 1925 – A conveyance of the land shall be deemed to convey and shall operate to convey with the land all privileges, easements, rights appertaining or reputed to appertain to the land at the time of conveyance. This provision is not controversial in itself, but it provides that on a conveyance of land certain rights that it has are automatically also conveyed. What is controversial is the use which has been made of it to create easements where none seemed to exist before.

 

 

 

In Wright v. McAdam

1949 2 KB 744, the defendant let a flat to the claimant and gave her permission (i.e. a licence) to store coal in a nearby shed on his land. He later granted her a new tenancy. It was held that the grant of the tenancy was a conveyance under S.62(1), and as a right to store coal was a right capable of being granted by law, the grant of the new tenancy had the effect of converting what was a licence into an easement.

Implied Reservation

It is important to appreciate that a reservation will be implied only in relation to an easement of necessity or a common intention.

 

Find the practical guide https://www.gov.uk/government/publications/easements-claimed-by- prescription and make a short note of 300 words of the creation of easements. Add your short note to the lesson discussion forum, found on the module homepage on ilearn and conduct a discussion about each other’s notes.

 

The Law Commission through its report “Rights to Light” (Law Comm No 356) sought to investigate whether the law by which rights to light are acquired and enforced provides an appropriate balance between the important interests of landowners and the need to facilitate the appropriate development of land. It considered how the law might be clarified and examined whether the remedies available to the courts are reasonable, sufficient and proportionate.

Find the Law Commission report “Rights to Light” (Law Comm No 356) and list down the key recommendations.

In the report, the following can be stated as a summary of the key recommendations made:

  • a statutory notice procedure which would allow landowners to require their neighbours to tell them within a specified time if they intend to seek an injunction to protect their right to light, or to lose the potential for that remedy to be granted;
  • a statutory test to clarify when courts may order damages to be paid rather than halting development or ordering demolition;
  • an updated version of the procedure that allows landowners to prevent their neighbours from acquiring rights to light by prescription;
  • amendment of the law governing where an unused right to light is treated as abandoned; and
  • a power for the Lands Chamber of the Upper Tribunal to discharge or modify obsolete or unused rights to light.

The Law Commission’s report on Rights to Light awaits a response from the Government. However, the Law Commission’s Report on Easements Covenants and Profits a prendre (Law Comm No 327) has made recommendations to modernise and simplify the law in these areas. In the Queen’s Speech on 18 May 2016, the government announced its intention to respond to the Law Commission report 327 in a draft Law of Property Bill. That draft Bill is awaited.

Profits

As mentioned at the beginning of this lesson, a profit is a right to take something from the land of another.

Note the following rules on profits and how they differ from those on easements:

  • There’s no requirement of a dominant tenement.
  • Profits can be acquired by:
  • statute
  • express grant
  • implied grant where the rule in Wheeldon v Burrows (1879) Ch D 31 does not apply to the creation of profits but S.62(1) LPA 1925 does
  • prescription at common law, lost modern grant and through Section 1 Prescription Act 1832 where the periods are 30 and 60 years.

Easements, profits and third parties

In registered land, legal easements and profits created expressly (i.e. by deed) are registrable dispositions. Express legal easements and profits, and equitable easements, which were overriding before 13 October 2003, remain overriding. New equitable easements and profits are now minor interests.

 

 

 

The only new legal easements and profits that can be overriding are those created:

– by implied reservation

– by implied grant (rule in Wheeldon v. Burrow 1879) Ch D 31 s or S.62(1), LPA 1925)

– by prescription (Sch. 3, para. 3, LRA 2002).

In unregistered land, legal easements are binding on all third parties. Equitable easements must be registered as land charges if created on or after 1 January 1926. Those created before this date will bind purchasers who have notice of them and will bind donees automatically.

Further reading

In addition to the reading recommended within the lesson: Essential reading

Martin Dixon, Modern Land Law (10th Edition, Routledge 2016) Chapter 7 which can be found in your e-library.

References

Roger Smith, Property Law Cases and Materials (Longman Law Series) (6th Edition, Pearson 2015)

John Duddington, Land Law (Law Express) (1st Edition, Longman 2006)

Judith Bray, Unlocking Land Law (5th Edition, Routledge 2016)

Nicola Jackson, John Stevens, Robert Pearce, Land Law (5th Edition, Sweet & Maxwell 2013)

Charles Harpum, Martin Dixon, Stuart Bridge, Megarry & Wade: The Law of real property, (8th Edition, Sweet & Maxwell 2012)

https://www.lawcom.gov.uk/project/easements-covenants-and-profits-a-prendre/ Accessed 20/06/2018

https://www.lawcom.gov.uk/project/rights-to-light/ Accessed 20/06/2018

 

Describe federal legislation that limits exposure in order to control environmental health issues.

Session Summary Rubric (12 Points) Name________________________
You will write a 1-page (min. 1 page; max. 1.5 pages) double-spaced paper (10 pt font) (excluding title page, photos, tables or figures).
Below is the rubric that will be used to grade your paper.
Background: This summary is designed to help you reflect and internalize the material you read in the book and on the PowerPoint slides.
Your Paper:
(1) Describe the historical context that led public health practitioners to realize there was a problem related to this topic.
(2) Describe how you could apply epidemiological approaches to evaluate an environmental problem related to the topics covered in the
chapter/module; think about potential solutions. Your example could be out of the news.
(3) Consider issues of equity and population susceptibility as it relates to this topic and how population characteristics and cultural attributes as
well as susceptibility could impact any proposed solutions.
(4) Describe federal legislation that limits exposure in order to control environmental health issues.
(5) Conclude how this topic relates to your life and may impact your community.
This is the Grading Rubric. Do not fill out. Write the required paper using the format
described in the syllabus.
Points
1
(2 pts)
• Identify 3 topics or concepts that you found new, informative or just intriguing. Describe them and why
they are important.
• Select one that intrigues you most. Then complete the daily summary to that one topic.
2
(2 pts)
Describe the historical context that leads public health practitioners to identify a problem related to this topic.
3
(3 pts)
Describe how you could apply epidemiological approaches to evaluate an environmental problem related to the
topics covered in the chapter/module and/or describe how you can address issues of equity and population
susceptibility as it relates to this topic. Consider how population characteristics and cultural attributes impact
exposures and approaches to reduce exposure
4
(1 pt)
Describe federal legislation that limits exposure in order to control environmental health issues.
5
(2 pts)
Conclude how this topic relates to your life and may impact your community.
6
(2 pts) Format: Title page, paragraphing, font, presentation.
Total Points /12
FROM THE SYLLABUS:
Session Summaries and Papers are original works and should be formatted with 1-inch margins, doublespaced
and submitted using a 10-point Arial font. Session Summaries are normally one to 1.5 pages, and
Papers are normally 3.5 to four pages in length.
• Each submission should have a title page with your name, the session number, the title of the
session’s material and the date.
• Support material (title page, references, photos, diagrams tables etc.) do not count in the page
limit.
• All papers must be submitted as MS Word documents! Do not submit PDFs.
• Follow ICMJE or JAMA guidelines for citations and references.
o See the Content tab for instructions and examples of ICMJE/JAMA/AMA format, and see
Purdue University’s Online Writing Lab (OWL) instructions at
https://owl.purdue.edu/owl/research_and_citation/ama_style/index.html
o If you need help with writing or with ICMJE/JAMA format, you may wish to contact one
of the writing support groups at UA, such as https://thinktank.arizona.edu/writing-center .
o Failure to use the proper format for citations and reference lists will result in lost points.
o Failure to properly cite your sources is Plagiarism and will result in a 0 and possibly
further sanctions, including expulsion from the course and possibly from the college and
university. (See the syllabus for more information.)

What is the relationship between meeting human needs and evangelism?

Topic: What is the relationship between meeting human needs and evangelism? Considering the example of the incarnation of Christ, how should proclamation of the gospel and meeting human needs be integrated?

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READ the following to answer the topic:
Locate> Library>Perspectives on the World Christian Movement(BOOK NAME)

Chapters that need to be read: Winter & Hawthorne:
Chapter 77 by Love, pp. 477–481
“Google-Proof Transparency” by L. Mak (within ch. 77), p. 478
“As Unknown, Yet Well-Known: Commending Ourselves as Servents” by B. Blincoe (within ch. 77), p. 479
Chapter 78 by P. Parshall, pp. 482–485
“Different Views Concerning Relationships and Money” by J. Cumming (within ch. 78), p. 483
“The Role of the Righteous Rich” by J. Bonk (within ch. 78), p. 484
Chapter 83 by The Lausanne Committee for World Evangelization, pp. 506–530
Chapter 95 by S. Voorhies, pp. 601–606
Chapter 96 by B. Myers, pp. 607–610
Chapter 99 by K. Warren, pp. 620–621
“The Church-The Greatest Force on Earth” by R. Warren (within ch. 99), p. 621
Chapter 134 by R. Peterson, pp. 752–756

How I should compute the weighting or percentage of debt and equity?

Individual Assignment Further Instructions

What is the planning or the forecast period?

This is the next five years taking into account the last year of the published accounts used. Example 2019-2023.

How to compute growth rate in sales?

You need to use the sales (turnover) figure for let say the past five years and then compute the growth rate based on these figures either manually or using the nth root formula.

Example:

Manually: [Sales (2015) – Sales (2014)] / Sales (2014) x 100% = g1

[Sales (2016) – Sales (2015)] / Sales (2015) x 100% = g2

[Sales (2017) – Sales (2016)] / Sales (2016) x 100% = g3

[Sales (2018) – Sales (2017)] / Sales (2017) x 100% = g4

Average growth rate is = g1 + g2 + g3 + g4 / 4

Using nth root formula:

Average growth rate =  – 1

How to compute operating profit margin?

Operating profit margin = operating profit / sales

You do need to compute the average operating profit margin for let say the past five years which is the operating profit margin for each year divided by five.

How to compute incremental fixed investment percentage?

You first need to know your total fixed assets or non-current assets which can be found in the balance sheet or statement of financial position of your chosen company.

Then use the figures to compute the percentage change in the fixed assets (FA) or non-current assets (NCA) values as shown below:

Manually: [FA (2015) – FA (2014)] / FA (2014) X 100% = r1

[FA (2016) – FA (2015)] / FA (2015) X 100% = r2

[FA (2017) – FA (2016)] / FA (2016) X 100% = r3

[FA (2018) – FA (2017)] / FA (2017) X 100% = r4

Average growth rate is = r1 + r2 + r3 + r4 / 4

Using nth root formula:

Incremental fixed investment percentage rate =  – 1

How to compute working capital investment percentage rate?

First you need to compute the working capital which is total current assets less total current liabilities. If working capital figures are given for your chosen company then do use them as given.

Then use the figures to compute the percentage change in the working capital (WC) values as shown below:

Manually: [WC (2015) – WC (2014)] / WC (2014) X 100% = r1

[WC (2016) – WC (2015)] / WC (2015) X 100% = r2

[WC (2017) – WC (2016)] / WC (2016) X 100% = r3

[WC (2018) – WC (2017)] / WC (2017) X 100% = r4

Average growth rate is = r1 + r2 + r3 + r4 / 4

Using nth root formula:

Incremental working capital investment percentage rate =  – 1

How I compute tax rate?

Tax rate = Tax / Profit before tax.

Values for tax and profit before tax to be obtained from the income statement or profit and loss account.

Use the average tax rate for the last five years which equals to tax rate for each year of the last five years divided by five.

How I should compute the weighting or percentage of debt and equity?

First obtain the figures for total non-current liabilities (debt) and shareholders equity (equity). This can be obtained from the balance sheet or statement of financial position of your chosen company.

Total capital = debt + equity

% debt = debt / total capital

% equity = equity / total capital

What is the value of debt?

This is the total value of non-current liabilities which can be found in the balance sheet or statement of financial position of your chosen company.

Where do I find the beta of my company?

Do use Bloomberg, Thomson Reuters, yahoo finance, google finance, datastream, FAME and sometimes the annual reports of the company to find the recent beta of your chosen company.

What do I need to do in question 1?

You need to create the SVA model, covering all the steps, for your chosen company and explain each step of the model. Refer to lecture / workshop and seminar of week 4 in which SVA model is fully explained and applied to hypothetical mini case study.

Please remember that you do need to know all the key values before starting the SVA model. Refer to the table given in the mini case study of seminar 4 for guidance.

What do I need to do in question 2?

You need to comment and analyse the value drivers used for your chosen company and how these affect shareholder value? Refer to the current financial and investment status of the company and key factors driving its shareholder value (e.g. increase in sales, decrease in costs, high debt, raise in investments etc).

 

Good luck.

 

When is equilibrium likely to hold?

Competition in markets
• Compared to last week, now there are many
firms, each of which has little size.
Key Concepts
• Market supply.
• Equilibrium.
• Total surplus = Consumer + producer surplus.
• Efficiency and deadweight loss.
• Shocks to supply and demand.
• Taxation and other interventions in markets.
Firms in competitive market – supply
• You face a Price from competitors, you cannot change.
• Remember profit maximization.
• What is for you now f’(Q)?
• Hence C’(Q) = ?
Firms in competitive market – supply
• Hence C’(Q) = P, so by just changing P we get all the Q’s
• That is the supply curve for a firm, but for negative profits.
Equilibrium
• A Price. Quantity pair where supply = demand.
• Equilibration – prices where supply and demand do
not match, will lead to changes. You SAW!
• But let us think: good is identical, all have the
information.
• Then, just one Price should hold – sellers would want
no lower and buyers would not accept it – Law of one
Price.
• This can only be Price where supply = demand.
• Why?
Equilibrium and market price
• Q = 40 – 2P – Demand
• Q = 4P – 8 – Supply
• Equilibrium ?
When is equilibrium likely to hold?
• Main assumption – individual are Price-takers.
• Many buyers, many sellers, and good information.
Price Transactions
0 1
1 2
2 2
3 3
4 12
5 11
5.5 14
6 2
7 1
7,5 1
8 5
9 3
10 0
Average price 2015 = 5.2 Average price 2014 = 5.33
Standard dev. 2015 = 0.75 Standard dev. 2014 = 0.53
Below, V. Smith’s experiments
The analytics of equilibrium
• In general which will have just one
solution if supply is increasing and demand decreasing.
• With linear demand and supply:
• Where a, b, c, and d are all positive constants.
• a > c, when that not true, equilibrium is Q = 0. Why?
• Equilibrium
• Hence
Efficiency and surplus
• Consumer surplus: sum of WTP – sum of prices paid.
• Producer surplus: sum of prices paid – sum of MgC
• Producer surplus relationship to profits?
• Total surplus: sum of WTP – sum of MgC
• CS = ; PS =
Efficiency and surplus
• Maximized at competitive equilibrium.
• Price is such that WTP ≥ MgC for all units sold. None
can be excluded. For units excluded WTP < MgC
producing them would lower surplus.
Remember the evil monopolist
• Approx DWL:
• Could you ever justify this loss of welfare?
Shocks to supply and demand: Linear case
• In linear case we have:
• Thus a shock to demand, change in “a” leads to, P and
Q change in same direction:
• A shock to supply:
• A change in c has same effect on P as a change in –a.
• This is because Price only depends on (a – c).
• This can also be done for the non-linear case (similar).
The same outcomes graphically
Market entry
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
0 2,000 4,000 6,000 8,000 10,000
Price, €
Quantity: number of loaves
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
0 40 80 120 160 200 Price, Cost, €
Quantity: number of loaves
New
supply
(MC)
Original
supply
(MC)
Demand
A
Marginal cost
curve
Isoprofit
curve: €200
Isoprofit
curve: €80
Zero economic
profit (AC curve)
B
C
A
B
C
Longrun
supply
(MC)
Intervention in markets: taxes on producers
Tax and surplus división/loss
Tax, elasticity and deadweight loss
Tax incidence and elasticity
Unit 7 vs. Unit 8