What is the true cost of the groundwork’s package on both housing and commercial construction projects in the UK compared to the tenders returned and is it possible to truly cover all risk items effectively when creating budgets?
Form a sociological hypothesis/ research expectation about inequality in health, pensions, health behaviors and well-being and their link to stratification variables such as class, ethnicity, and gender.
1. You should aim to build on your Report plan using data from Lab sessions in weeks 23 and 25, the Understanding Society survey, however, it can be possible that your thinking has evolved, and you instead choose other data – describe in a sentence or two why you needed to use other data.
2. Link the hypothesis(es)/research expectation sand to existing literature (from class and/or additional sociological scholarship)
3. Write a brief Literature review that sums up what previous studies have done, max 300-400 words
4. Posit a potential mediator/moderator int his relationship.You are encouraged to posit a moderator as this is more challenging, and extra points will be given for attempting this. If not, remember that we learned to use mediators in Lab Practical Week 23.
5. Describe the data that you will be using and the variables you are going to focus on, 150-max 200 words. If needed, post a link to the where the data can be found there or from other websites from which it can be downloaded). We usually include such sections in papers because they mean that our analysis can be replicated.
B. Test your hypothesis with data
1. Create a table(s)which describes the distributions of your independent, dependent, and mediator/con founder variables. It is important to demonstrate:
i. appropriate variable choice and coding (return to previous labs for ways to recode. Remember dummy variables?).
ii. Appropriate format of descriptive statistics and/or frequencies (depending on the nature of your variable).
iii. Correct interpretation of table. Look for values in the min, max, and mean and what they say about your variables.
2. Create a table of linear regression results
i. At least two models: (1) simple or multiple regression (extra marks for multiple regression!), (2): 2 + one mediator or moderator main effect.
Remember to make explicit to the reader what your hypothesis was and reinstate, if needed, what effect you will expect from a moderator or mediator.
If multiple regression is chosen, look at Lab practical Week 25.
If a mediator is chosen, look at Lab practical Week 23.
If a moderator is chosen (extra marks!), look at Lab practical Week 25 (pages 7-8). Here you will also have to provide results for a third model that includes for the interaction effects.
ii. Correct interpretation of each model, and changes in coefficients between models (remember to look at your last two lab sessions for correct step-by- step guides to perform and interpret results).
C. Drawing conclusions from your work:
1. Is your hypothesis supported?
2. Can you provide an interpretation of why or why not?
Conduct a thematic analysis of an audio clip from an interview held in the Oral History of British Science archive of the British Library. Then, write an empirical report of three themes you have identified in your analysis of the interview in answer to the research question.
What themes does Dr Mah Hussain-Gambles draw on to talk about the transitional moments in her life?
LINK TO AUDIO –
Full guidance is provided in PDF format in attachments along with source material (no source material for 2 independent peer 2 peer sources, only the course material, 2 more are required)
Assignment task
Comparative Text Analysis: 90% 3800 words Deadline in handbook
Introduction
The main assignment will be a final essay of 3800 words. There is one question but it allows for variation both in the choice of approach you take (what kind of analysis you choose to do) and the kinds of text you choose. This will also allow you to look at texts that come from pedagogic contexts or focus on an area of language use in a particular social context. There is a discussion of the range of such choices later and examples of some previous assignment choices will be available online.
There will be some sample assignments on Moodle. (Note that some of these assignments were specified at 3000 words). There will also be an in-class and online peer workshop which will be designed to enable you to work towards completing the assignment, giving you the opportunity to explore ideas and exchange information about your assignment. Further advice on how to approach the assignment will be given on the moodle site.
We will be working on some comparative text analyses during our classes and for the portfolio after class. For this, students share their responses to the tasks in Brookes Virtual. These are important as they will provide you with some first steps into text analysis. Further suggestions of possible topics for the text analysis and samples of previous assignments will be available on the Moodle site.
Orientation to the assignment
On this module, our main concern is to explore our own understanding of how language is used to do things in the world and how we can describe it ‘in use’. A crucial focus on the module is to describe and understand the link between the description of language structures and our use of language in context and to try to show that these two are not separate areas but two sides of the same coin. The key question is how we use the resources of language to make meanings in specific contexts. To understand this we need to look at language as it is used in the world around us and to understand that there is much variation but that this variation is not random – language is a purposeful and meaningful activity that both reflects the social contexts we use it in, the meanings we wish to make and which in turn helps to construct our social world.
We need as professionals in language teaching to be able to describe and explain the way we use language in our everyday lives to make meaning. The key focus of the assignment is to try to describe this predictable link between language structures and language use in social contexts. It is this predictability that is so useful to teachers.
The assignment is designed to provide as much flexibility as possible to study language in a wide range of contexts by allowing you to choose your own texts to analyse and to allow for a wide range of possible applications of such descriptions.
The Assignment Rubric:
Compare and contrast two related texts (they can be spoken or written) using relevant techniques of description and analysis that we have covered on the module. Identify the key language choices that construe the particular communicative purposes of the texts and the social meanings that they make. How do these choices relate to the context in which the texts are situated and to the broader socio-cultural context? Comment briefly on the implications of your analysis of the texts for a pedagogic related context that you have experience of.
Working individually, you are required to select and investigate a recent ‘iconic’ construction project completed in the last 10 years or currently progressing. The project can be located in any part of the world. Considering your selected iconic project, you should write a 3000-word research oriented report covering the following two tasks:
TASKS
1. Introduce your selected project. The selected project should be named, and a brief background should be provided to introduce/describe the chosen project and to justify its iconic nature. Project key information and start and completion dates should be clearly specified by including relevant tables/figures.
2. Describe and map, by creating two IDEFO diagrams, the main processes in the pre-construction phase (i.e. all the key processes preceding the construction phase) of the selected project. The two IDEF0 diagrams should consist of a single Level 0 diagram (i.e., Context diagram) and a single Level 1 diagram. You should also select four processes, from your Level 1 IDEF0 diagram, and describe the flow of activities within these processes by using four UML Activity diagrams. The RIBA Plan of Work or CIOB Code of Practice for Project Management frameworks must be investigated and used to identify and map the main processes/activities and other relevant information to be included in your own diagrams. The selected framework should be clearly named in the report.
Each diagram should be introduced and discussed in the report by clearly describing the processes/activities depicted in the diagram in the context of the selected project and of the selected project life cycle framework (i.e. RIBA Plan of Work or CIOB Code of Practice for Project Management). The description of the illustrated processes and activities is expected to be effectively supported by references to the selected project life cycle framework and relevant literature. You should also make appropriate assumptions as necessary and state them accordingly. The description of the four UML
Activity diagrams is expected to be more detailed than the description of the IDEF0 diagrams.
Task 1
Read Text 93, a research report about friendship between black children and white children in Zimbabwe in the 1980s, and answer the following questions:
1 Identify the introduction to the report.
111 Which sentence(s) identify the general background to the report?
111 Which sentence(s) indicate why the research is important?
111 Which sentence(s) indicate a gap in our knowledge?
111 Which sentence(s) present the research questions?
111 How many research questions are there?
111 Whose voice is dominant in each stage of the introduction?
111 What are other voices used for?
2 Identify the literature review.
11 What type of voices are used in the literature review?
3 Identify the methods section in the report.
11 In your own words, describe the methods used.
111 Is the methods section descriptive or analytical?
– How do you know?
– Why do you think this is?
111 Whose voice dominates the section?
111 Look at the verbs used to describe the method.
– What is the most common tense?
– Are most of the verbs active or passive? Why?
4 Identify the results section.
111 Summarise the main findings of the study in your own words.
111 How are the results analysed?
111 How many voices do you hear in the results section?
5 Identify the discussion section.
111 Summarise the writers’ conclusions in your own words.
111 Which of the following does the section do:
– identify the findings?
– compare the findings with the findings of others?
– discuss the significance of the findings?
Initial Instructions: Research Report
score reflects a more positive attitude toward learning statistics. Refer to Tremblay, Gardner, and Heipel (2000) for information this scale.
• Read the following articles (both available in the Assessment section of the course homepage)
o Tremblay, Gardner, and Heipel (2000). Look at the scales they have used to measure statistics anxiety and attitude to studying statistics – we have used two of the same scales
o Bell (2003). Think about the argument made for differences between traditional and non–traditional students.
• The overall aim of our study is to explore whether traditional and non–traditional/ male and female/ low previous math experience and high previous math experience students differ in how they feel about studying statistics. We have two measures of how students feel about studying statistics – their attitude towards studying statistics (how positively they feel about it – measured on the ALS scale) their anxiety about statistics (how anxious they feel about statistics – measured on the SA scale). Decide which of these (attitude or anxiety) you wish to focus on.
• Conduct your literature search to explore this issue (you will need to find 10 to 15 peer reviewed articles). Some may be quite general (about study anxiety or attitudes to studying, some will be specific to studying statistics (statistics anxiety, attitude to statistics), some will be about the differences between traditional and non–traditional students / low and high previous math experience, and some will be even more specific (relating to differences in statistics anxiety or attitude to statistics between traditional and non–traditional/ low and high previous math experience).
o Read each article critically and type or write your own notes in a separate document – NEVER NEVER NEVER copy & paste from the articles!
o Keep a record of all references and sources
• Approach your literature search with an open mind asking one of the following questions:
o Do traditional and non–traditional/ low and high previous math experience students differ in statistics anxiety, and if so, how do they differ?
OR
o Do traditional and non–traditional/ low and high previous math experience students differ in attitude to statistics, and if so, how do they differ?
ASSIGNMENT QUESTION
Based on the budget/actual figures, create a set of costs for the company and create a Statement of Profit/Loss (P/L). The line items to include are:
• Sales
• Direct Materials
• Direct Labour
• Variable Overheads
• Fixed Overheads
• Gross Profit
• Administration Costs
• Distribution Costs
• Selling Costs
• Operating Profit
• Finance Costs
• Profit Before Tax (PBT)
• Tax (10% of PBT)
• Profit After Tax
You are also required to produce a budget and actual Statement of Financial Position (SOFP).
You are to create these values, but ensure you include the following line items:
• Land & Buildings, Plant & Machinery, Cash, Receivables, Inventory, Prepayments, Accrued Income, Share Capital, Retained Earnings, Long-term Bank Loan, Payables, Accruals
• The following headings must be used:
• NON-CURRENT ASSETS, CURRENT ASSETS, TOTAL ASSETS, EQUITY, NON- CURRENT LIABILITIES, CURRENT LIABILITIES, TOTAL EQUITY AND LIABILITIES
• Ensure that your SOFP balances (i.e. total assets = total equity and liabilities)
EVERYTHING YOU RESEARCH NEEDS TO BE REFERENCED.
• An introduction to the assignment, what you will be looking at in your report (use assignment brief context).
• What is ethyl ethanoate, what is it used for?
• Risk assessment for all methods and chemicals used.
• Method used step by step making sure to use the words, reflux, distill, purify, use diagrams/pictures of your set up in reflux and distillation, how did you set it up to not cause strain on the components?
• What happens during reflux, what happens during distillation?
• Explain why each step was taken, what should hopped at each stage.
• What steps did you do in your method and testing that were skillful?
• Expected results of boiling points from distillation and SjAcic>pp,f1method.
• How does each test of boiling point work? What are the literature values? How accurate can you be?
• Are boiling point and IR the best way to measure purity?
• IR spectroscopy, how does it work, what peaks are you looking for in your results? Comment on your purity.
• Are your purity tests reliable? • What is yield and how did you try and produce the highest yield? How did you try and get a pure substance?
• How is ethyl ethanoate (ethyl acetate) produced in industry? Describe Scale. Equipment, raw materials, testing for purity.
• How is your method similar and different to the industrial method? How is the equipment similar and different?
• How will the yield be increased in industry? How is this similar to your method?
• How do they test for purity in industry? Are they more reliable than melting point and IR?
Use acronym DERL (democracy, equality, rule of law, liberalism) when discussing elements of democracy. (use rule of law to describe how large contractors often have more political say than the governing bodies themselves as they tie the hands of senators and lawmakers with guaranteed stock or income.)
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