AUTHOR: HOMEWORK HELP
POSTED ONAPRIL 11, 2022
Why effective leadership and management is important to the delivery of high quality health and social care services
One Assignment
A reflective case study: 4500 words
Module Learning Outcomes
Critically examine the personal and professional qualities and attributes that foster resilience and authentic leadership in self and others.
Critically evaluate leadership approaches and the related evidence base that is used to inform and support effective delivery of health and social care services.
Critically analyse factors which influence and impact on leadership within organisational cultures.
Critically evaluate the components of healthcare leadership models and make informed judgements about their potential to support professional leadership approaches practice within health and social care settings.
Assignment Question
The NHS Scotland Leadership Qualities Framework states that having a consistent NHS leadership framework provides clarity about:
Why effective leadership and management is important to the delivery of high quality health and social care services (the ‘why’?)
What is expected of individuals, teams organisations in terms of delivering effective leadership and management (the ‘what’?)
The values, behaviours and attitudes of leaders and managers which underpin effective leadership and management (the ‘how’?)
Write a reflective case study about a direct episode of care or an aspect of your leadership role in practice. The case study should be written in three parts to incorporate the key leadership principles stated above. The module learning outcomes should be evidenced within the assignment.
Suggested Structure:
Introduction and Overview of Episode of Care /Aspect of leadership: 1000 words
Part One: Why Effective Leadership and Management is Important: 1000 words
Part Two: What is Expected to deliver Effective Leadership and Management: 1000 words
Part Three: The values, Behaviours and Attitudes that underpin Effective Leadership: 1000 words
Conclusion: 500 words
Submission Requirements
Assessments must be word processed:
Leave a margin to the left and right of the page
Use 1.5 line spacing
Arial font 11 or 12, or Calibri font 12
Pages should be clearly numbered
Your registration number should be on each page
The title page and subsequent pages must include your student registration number, module number and assessment number and title e.g.
Assessment 1
‘Essay Title’
Your name should not appear on the Assessment or the Cover sheet
Assessments must be submitted with a completed Cover sheet, available on Brightspace
An electronic copy of your assessment must be submitted via ‘Turnitin’/Brightspace
Assessments must be your own, original work and state the number of words
You must retain a copy of all submitted work
Work submitted is not returned
Assessment marks will be available in the My Grades area of the VLE
Patient/client confidentiality must be maintained.
All academic work must be referenced using the University referencing system which can be accessed from the Post graduate Programme handbook on brightspace
POSTED ONAPRIL 11, 2022
Define management accounting and discuss how this is important for planning, control and decision making within an organisation.
Assignment task
The assignment requires a written report that addresses key aspects in relation to Business Finance and Economics taught in the module, such as the economic factors that determine the competitive environment of an organisation, the role and importance of accounting and financial reporting in terms of planning, control and decision-making. In addition, the report requires a numerical element that offers a solution to a set of key financial ratios and demonstrates an understanding of these in terms of organisational performance. The report must include relevant theories, concepts and formulas from which a solution will be offered. This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes:
LO 1 Explain how micro- and macroeconomics impact on the competitive environment of an organisation;
LO 2 Demonstrate knowledge of the role of accounting within the organisation with respect to both reporting and decision-making aspects;
LO 3 Explain the structure and terms used within the main financial statements;
LO 4 Interpret management accounting techniques for planning, control and decision-making within the organisation;
LO 5 Calculate the main accounting ratios and explain their significance in terms of organisational performance.
Business Finance and Economics Task requirements
OVERVIEW
Written assignment, 2,500 words Following the Assignment Brief and Guide, address each of the 5 questions / elements of the assignment and use appropriate theories, concepts and formulas to demonstrate your understanding of the key concepts involved.
DESCRIPTION OF THE TASK ± WHAT YOU ARE BEING ASKED TO DO? Written assignment – 2,500 word document 100% weighting Address the following five questions / elements within the specified word limit: 1) Outline the external and internal determinants of business performance and distinguish whether these are micro- or macroeconomic. (500 words) 2) Explain the role and importance of accounting with respect to decision-making within an organisation. (500 words) 3) Distinguish between the major financial statements and explain the layout and terms used within each Statement. (450 words) 4) Using the information from the statements of financial position (balance sheets) and income statements (profit & loss accounts) below, calculate and interpret the following ratios for XYZ Plc for the years ended March 31 2019 and 2020, respectively: (400 words) a) Operating Profit Margin b) Gross Profit margin c) Current Ratio d) Acid Test Ratio e) EPS (Earnings Per Share) Assignment Brief Academic Year 2021-22 3 Business Finance and Economics XYZ Plc – Statements of financial position (Balance Sheets) as at 31 March 2019 2020 £m £m ASSETS Non-current assets Property, plant & equipment (at cost less depreciation) Land & buildings 386 430 Fixtures & fittings 134 170 520 600 Current assets Inventories 350 410 Trade receivables 240 280 Cash at bank 5 – 595 690 Total assets 1115 1290 EQUITY & LIABILITIES Equity £0.50 ordinary shares 400 400 Retained earnings 275 245 675 645 Non-current liabilities Borrowings – 9% loan notes (secured) 250 350 Current liabilities Trade payables 165 200 Taxation 22 4 Short-term borrowings (all bank overdraft) 3 91 190 295 Total equity & liabilities 1115 1290 Income Statements (Profit & Loss Accounts) for the year ended 31 March 2019 2020 £m £m Revenue 2500 2750 Cost of sales (1850) (2375) Gross profit 650 375 Operating expenses (410) (340) Operating profit 240 35 Interest Payable (18) (20) Profit before taxation 222 15 Taxation (55) (3) Profit for the year 167 12 Assignment Brief Academic Year 2021-22 4 Business Finance and Economics Notes relating to the above Statements: i. The market value of the shares of the business at the end of the reporting period was £3.00 for 2019 and £2.00 for 2020. ii. All sales and purchases are made on credit. iii. At 1 April 2018, the trade receivables stood at £250 million and the trade payables at £210 million. iv. A dividend of £40 million had been paid to the shareholders in respect of each of the years. v. The business employed 14,000 staff at 31 March 2019 and 18,628 at 31 March 2020. vi. The business expanded its capacity during 2020 by setting up a new warehouse and distribution centre. vii. At 1 April 2018, the total of equity stood at £450 million and the total of equity and non-current liabilities stood at £650 million. 5) Define management accounting and discuss how this is important for planning, control and decision making within an organisation. (500 words) You must reference all information used in the written assignment, using the Harvard Referencing Guide.
POSTED ONAPRIL 11, 2022
How do young girls aged 13-17 in international schools in Amsterdam experience the influence of Instagram in regards to body policing?
THESIS PROPOSAL
‘The influence and effects of Instagram in regards to body policing on teenage girls who attend international schools in Amsterdam’
INTRODUCTION
Social media makes it easy for young people to compare themselves to another which in return emphasizes differences and reinforces body policing. An internal Instagram report from March 2020, reveals just how harmful Instagram app is for many teenage girls making body image issues worse for 1 in 3 teen girls. Social media are the domain of peers, and peer comparisons are highly salient to adolescents (Steinberg 2008). A recent survey indicates that the negative associations between participants’ photo browsing, editing behaviors and body esteem were fully mediated by peer appearance comparisons. (Chang, L., et al., 2019). Instagram as a digital platform has gained popularity through image sharing and with images of slim, fit people being displayed on the platform where everyone looks flawless wearing makeup and branded clothes; it emphasizes the objectification of the female body. Self-objectification is a significant social learning factor, the process by which girls and women come to view their bodies as objects to be looked at, much as an observer would (Fredrickson and Roberts, 1997). According to research, especially Western nations struggle with body policing and objectifying of the female body (Jovanovski, 2017). Internalization of “body perfect” ideals and body size stereotypes begin when girls in Western societies are as young as 3 years-old (Dittmar et al., 2006). The direct correlation between perfect images on Instagram and how female teenagers criticize themselves is already extensively researched and it has shown that in the Netherlands there is a direct correlation between perfect images on social media and how females criticize themselves (Van der Deen et al., 2011). However, despite the research and literature regarding this matter and how it has influenced the lives of many teenage girls, still relatively little is known from the perspective of those who are actually using it.
1.1 Problem Field
The objective of this qualitative research is to gain an insight on Gen-Z girls, aged between 13-17, who are engaged in the social media platform Instagram and further delve into how they are experiencing body policing practices as members of the diverse environment present in international schools. There has been extensive research and literature regarding how the prevalence and accessibility of social media has affected the lives of teenage girls, yet relatively little from the perspective of those who are actually using social media. This research will contribute to the existing literature on body policing and the theory of structure and agency. Body policing is a phenomenon that creates a structure where agents, in this case, young teenage girls, operate in. It is of importance for this research to explain the mechanisms of body policing as a social construction consisting of structure and agency to understand how teenage girls are affected by it and how they can react to it. The concept of structure and agency is created by a process called institutionalization (Berger & Luckmann, 1991; Dolfsma & Verburg, 2008; Ybema, 2020). This process consists of four stages: habituation (how I do it), reciprocal typification (how we do it), legitimation (why we do it) and objectification (just the way it is) (Berger & Luckmann, 1991; Ybema, 2020). The way body policing works is through institutionalization and socialization, creating a structure where agents are intertwined. It is a social reality wherein the interaction between agency and structure can be seen as mutually constitutive (Giddens,1984; Dolfsma & Verburg, 2008; Ybema, 2020). A structure of social reality is made through the actions of individuals, though once it has gained enough power, it can start to live a life of its own resulting in unintended consequences such as body policing and objectification of the female’s body (Giddens, 1984; Berger & Luckmann, 1991). This happens because, even if we act with intent, the practices are still situated in a much broader context which enables and constrains human action (Ybema, 2020). And even though it is the work of us humans when the structure is in place, it cannot be torn down or transformed by one agent, therefore it is a recalcitrant instrument (Ybema, 2020). Moreover, even if we feel like we think for ourselves in particular settings, there is still a structure that sets the boundaries for us. However, this does not mean the agent has no power. The power lies in the engagement in the social world. Taking structure and agency theories as a theoretical lens the researcher will try to shed light to how young girls experience events of body policing.
1.2 Research Central Question
The above discussions lead to the central question of this thesis;
‘How do young girls aged 13-17 in international schools in Amsterdam experience the influence of Instagram in regards to body policing?’
Within the concept of body policing, the researcher will particularly focus on the perception of beauty, beauty norms and how these norms lead to peer comparison. The online environment is filled with pictures of peers and opportunities for social comparisons. Negative comparisons can be particularly likely when young girls compare their online pictures with peers, not knowing their peers have digitally altered the photographs (Tiggemann et al. 2014). Internalization of the thinness ideal is one of the many factors that make negative comparisons especially likely. Self-esteem also has been found to play a role in body image effects. Research indicates that low self-esteem is associated with body dissatisfaction in middle-school girls (Mitchell et al. 2012). Young girls who are low in self-esteem or depressed, and for whom thin ideals or appearance-based self-worth is important, are dissatisfied with their bodies (Delinsky 2011). To be able to provide an answer to the central question, semi-structured interviews with participants will be held and if deemed necessary focus groups will be formed out of the interviewees to provide another angle.
In order to answer the research central question, three subsequent questions are formulated going deeper into the relevant sub-topics.
1.2.1 Sub questions
a) How does body policing work in young girls?
The first sub question sheds light on the norms between young girls on how a body should look like in terms of weight, height, hair type, skin tone including other factors and what is perceived as normal or beautiful. Through conversations with the interviewees the influence of body policing and its effects on them will be uncovered empirically and theoretically and they will have the opportunity to let their voices be heard and to explain to what extent it affects their lives.
b) How do teenage girls construct and express their identities through Instagram?
The second sub question will seek to further understand the sociology of identity, and how and to what extent Instagram shapes their social interactions, identities or personas they create in their daily lives. Their stories will open a significant window into the role of Instagram in shaping their self-identities and social identities.
c) In a multicultural environment does use of Instagram hinder the integration of diverse beauties? The third sub question builds upon the second one as the topics are intertwined and provide insight to the cultural differences present in teenagers at international schools and in what ways these differences impact their perception of beauty, which in return shapes their friendship choices and social integration.
LITERATURE REVIEW
2.1 Conceptual framework
In this section, an overview of the most important conceptual framework for this research is presented and further explained. Concepts that are of relevance are body policing, diversity, lookism and Instagram, definition and recognition of beauty in different cultures and Gen-Z. With these concepts clarified, the position of this research within the current literature can be understood.
Body policing
To be able to have a deep understanding of this research, it is significant to understand the meaning of body policing and to clarify what it stands for. Body policing is the informal practice of policing the physical appearance because it does not fit the social norms. The term body policing can for some be known as ‘self-objectification,’ ‘body-consciousness’ or ‘self-policing’ (Fredrickson et al., 1998; McKinley & Hyde, 1996). Body policing shows how the external environment has an effect on the internal self-beliefs of women and how they react upon that (Jovanovski, 2017).
Instagram is completely based on images and the platform has an appearance-focused environment that impacts the behavior of young girls towards each other and the way they perceive themselves or their friends. An internal Instagram presentation from March 2020 seen by the Journal said that when 32% of teenage girls “felt bad about their bodies, Instagram made them feel worse.” Research by Thornton and Maurice (1997) shows that no matter if the confidence level or body shape is close to the body ideal, when confronted with images of the body ideal, self-esteem declined and self-awareness increased together with an increase of fear of judgment. Although this study was conducted in 1997, it gives valuable insights by raising concerns as to what the increased supply of body ideal images on social media do to young girls’ self-esteem. The results of a study made by Sherlock, M., & Wagstaff, D.L. (2019) showed that the frequency of Instagram use is correlated with depressive symptoms, self-esteem, general and physical appearance anxiety, and body dissatisfaction and that the relationship between Instagram use and each of these variables is mediated by social comparison orientation. Participants were then exposed to a range of either beauty, fitness, or travel Instagram images. Beauty and fitness images significantly decreased self-rated attractiveness, and the magnitude of this decrease correlated with anxiety, depressive symptoms, self-esteem, and body dissatisfaction. Therefore, excessive Instagram use may contribute to negative psychological outcomes and poor appearance-related self-perception, in line with prior research. The research has implications for interventions and education about chronic Instagram use. Body policing can focus on many physical parts of the human body, however; in this research the main focus will particularly be on the expected looks and body shape of young girls and how they feel the burden of peer pressure regarding their body image.
Diversity
Diversity, on simple terms is defined as the practice or quality of including or involving people from a range of different social and ethnic backgrounds and of different genders, sexual orientations, and so on. However, when it comes to defining diversity, it is important to note that there is no single, clear standard for what sufficient diversity looks like.
International schools are environments where extended contact between students from various social and cultural backgrounds takes place on a constant basis. Cultural differences offer opportunities for building walls of separation or bridges of understanding between people. Therefore, the more culturally diverse the environment, the higher the likelihood of walls,
bridges, or both. International schools, which are places of learning that by definition contain high levels of cultural diversity, are hugely relevant to this discussion. (By John L. Lyons 02-Nov-18 , Diversity, Equity, and Inclusion). Instagram delivers tools that allow teens to earn approval for their appearance and compare themselves to their peers and this especially becomes more apparent in the diverse environment of international schools where most girls have different skin tones, hair, body shapes, or dressing styles. Young girls fall into the illusion of beauty control by using filters or covering up their pimples, whitening their teeth with hopes of curating their own image to become prettier and thinner.
Lookism and Instagram
‘Lookism’ is essentially discrimination based on looks. In popular literature, it has been called “beauty prejudice” (Etcoff, 1999, p. 1). The influence of lookism on people in different ages and genders has recently become the focus of many researches. For example, Rumens (2012) found out how this new phenomenon of lookism influences individuals in all age groups. People judge others with a certain pre-ideology on the basis of their attractiveness within seconds of meeting them and the instantaneousness of the lookist response could be due to our need to quickly size up others as friend or enemy, threat or opportunity (Tietje and Cresap, 2005).
This chapter of the research, will look into the concept of lookism in connection with Instagram use, through reviewing the literature on the role of Instagram and how it affects the physical and psychological states of teenage girls; their social interactions, perceptions of themselves and others and how attractiveness varies from one culture to another. Lookism is of high importance when it comes to the physical and mental health in beauty and this study will focus on anxiety, fear of non-acceptability and depression in young teenage girls. Many young girls who are engaged in Instagram on a daily basis are becoming increasingly insecure about their looks due to unrealistic beauty ideals imposed on them. Pew Research Center states that 43% of teens feel pressure to only post content that makes them “look good” to their friends. Most of these beauty standards are unattainable and this exposure to images of perfectly sculpted men and women create mental health issues and identity issues in them. New visual media and technologies, in, virtual reality, corporate image-projection, video games, internet voyeurism and many other developments all in their own ways reinforce the importance of appearances in things and attractiveness in persons (Tietje and Cresap, 2005).
Definition and recognition of beauty in different cultures
The notion that beautiful-is-good is ingrained in people very early in life (Rubenstein, Kalakanis and Langlois 1999) This section of the research will provide insight into the existence of cultural differences in the perception of beauty by looking deeper into specific cultural values and psychological processes that has an influence on enhancement pursuits of appearance. Norms of beauty are defined by societies and anyone who wishes to be perceived as beautiful, needs to and strives to adhere to these norms (Davis, Sbrocco, Odoms-Young, and Smith 2010; Kim, Young, and Keun 2014). However, the motivation to adhere to societal norms may also depend on the salient cultural values of an individual (Savani et al. 2015). In the domain of beauty, the motivation to conform to societal norms may lead to heightened self-discrepancy between the ideal beauty standards revered by the society and how beautiful women perceive themselves to be. While Easterners gain their sense of worth and satisfaction from belonging to a larger group and adjusting oneself to promote and ensure group harmony; Westerners, gain their sense of worth from being unique and achieving personal goals (Bond and Smith 1996; Markus and Kitayama 1991). In examining the influence of culture on the evaluation of physical attractiveness, the focus can be on identifying cross-cultural differences in what constitutes ‘beauty’ like in the study which showed that East Asians and White Americans value somewhat different beauty traits. (Cunningham et al., 1995) ‘Beautiful’ varies by culture (Cunningham et al. 1995).
The researcher will further delve into the major differences in multicultural young girls’ relationships with their bodies in this chapter, and their relationships to dominant cultural standards of beauty.
Gen -Z
Unlike previous generations, Gen- Z never really had a meaningful choice about whether to use social media or not. They are highly connected and do not know a world without it. According to Statista one of the most popular social media platforms for Generation Z in the Netherlands 2020
was Instagram by %82. Dutch people aged between 12-24 have the highest use of social media with %96,8 . Looking at the statistics for American Gen-Z users, use of Instagram increased to 67% in 2021 compared to 62% in 2020. It is stated that Gen-Z ers spend 8+ hours a day online. (Global Web Index) This astonishing fact not only influences how they form their opinions and obtain information but also aspects such as emotional and mental well-being. Heavy editing and toxicity of the body standards present on Instagram, increases body awareness in terms of how they are not meeting the preset standards and they struggle with the mental health effects of spending hours in worlds that encourage heavy social comparison. More than %20 believe life was better before social media, according to polling by the Harvard Kennedy School Institute of Politics.
RESEARCH METHODOLOGY
This section of the research shows how the research is structured and conducted. The research design will be explained first, followed by the definition of the data collection and sampling methodology.
3.1 Research design
The descriptive nature of this study requires the research design to follow a qualitative approach. The qualitative approach allows a more thorough depicting and leveraging “the point of view of those being studied and the sensitivity to context” (Bryman et al., 1996, p. 353) Due to the exploratory nature of the research, qualitative research is often subject to change as well (Mason, 2002). An ethnographic fieldwork will be carried out to be able to answer the main research question, which asks about experiences, sensemaking and reasoning of the participants. Ethnographic methodology is defined by Van Maanen (2011) as a process in which the researcher immerses himself/herself in a situation and perform in depth participant observations.
Firstly, the objectives and research questions will be set. Then the effects of Instagram on young teenage girls in international schools of Amsterdam in the perspective of body policing and how their relationships are shaped accordingly will be defined. Secondly, their thoughts, feelings and experiences will be observed within their context. The research will continue by defining the qualitative semi-structured interviews with the focus group and sampling methods. Then, the gathered data will be processed, analyzed, and the findings will be discussed under the light of relevant theories.
3.2 Data gathering and sampling
The scope of this research will be restricted with the female students of international schools in Amsterdam, Netherlands. The target group will be aged between 13-17 and students with different nationalities and cultural backgrounds will particularly be chosen to adhere to the perspective of this study.
Semi-structured interviews will be done and if needed, focus groups will be held consisting of only female students who have a daily use of Instagram. The use of semi-structured interviews gives the interviewees the freedom to explain their point of view and adding new lines of thoughts while giving the interviewer structure. On the other hand, use of a focus group is a way to bring the different participants together and have them discuss each other’s views and respond to them. This way they can learn from each other and maybe form a constructive view of the topic (Bryman, 2012, p. 501). In order to guarantee that everyone is heard during the focus group, the group will be kept small. For this reason, two or more focus groups might be held with four to five participants if deemed necessary by the researcher.
This method is of relevance for this research, for the goal is to gather the experiences of the participants. The focus group will be held in an unstructured setting so that the participants can respond to each other, share and discuss their own experiences and learn from others ‘experiences. (Bryman, 2012, p. 501).
3.3 Data Analysis
For this research, recordings of the semi-structured interviews as well as the focus groups will be made with prior permission and participants will be kept anonymous. Recordings will be made using a password protected, cellular phone and then interviews will be transcribed. After transcribing, the ‘grounded theory’ will be used in order to conceptualize any patterns and areas of interest within the data. Grounded theory is ideal for exploring integral social relationships and the behavior of groups where there has been little exploration of the contextual factors that affect individual’s lives (Crooks,2001).
The researcher will look for general themes that occurred during semi-structured interviews and in the focus groups, compare these with the existing literature on the topic as well as any background knowledge and do coding of the data gathered using the ATLAS-ti program.
Bohm argues that “coding may be described as the deciphering or interpretation of data and includes the naming of concepts and also explaining and discussing them in more detail” (Bohm, 2004). It is significant to do coding as it is a helpful tool to order and structure the data and can be used to write an analysis (Neyland, 2008). By using ATLAS-ti, firstly; open coding will be applied. According to Bryman (2012), this is the lowest level of coding in which labels are attributed to text fragments. This is mostly an inductive process which structures the data into broad categories (Bryman, 2012, p. 569). Secondly, axial coding will be applied which allows for concepts to be developed. Axial coding will be followed by selective coding where categories are grouped into themes which together develop a theory.
3.4 Quality Assurance
As with any intellectual project, the content and views expressed in this thesis may be considered objectionable by some readers, however; the researcher will show utmost care to remain critical while limiting her personal values and norms to influence this research.
3.4.1 Reliability
The participants will be chosen from only young females in international schools in Amsterdam within the age range of 13-17, belonging to different nationalities. They will all be users of the Instagram platform on a weekly basis. An element that might affect conformability is the way of gathering data. The semi-structured interviews conducted by the researcher may therefore only partly be the measurement instrument since the data will to some extent be connected to the researcher’s own values and norms (Schwartz- Shea & Yanow, 2009). By choosing interview as a way to gather data, the researcher relies on the sensemaking of participants, however, as Ybema et al. (2009) describes, sensemaking in an ongoing process which means their meaning-making of their senses can change over time. Meaning is not fixed but depends on time and context. This means that the findings may apply at the moment of research, but may decay over time. Another limitation is time and space as Ybema et al. (2009) mentioned in the book ‘Organizational Ethnography.’ Ethnographic research is a time-intensive trajectory to be able to understand lives and experiences. As there is a timespan of nearly five months granted for this research, the researcher will have to make concessions and limit her research. The researcher must also be careful with making claims for other similar contexts and drawing conclusions (Van der Waal, 2009), however; the role of the researcher will have its effects on the results. Therefore, frequent reflection is significant and the researcher by using thick description and interview skills such as paraphrasing and reflecting will make a conscious attempt to increase the trustworthiness of this research (Bryman, 2012).
3.4.2 Validity
A qualitative research is unlikely to gather data on a sample that is large enough to generalize to population (Bryman, 2016). However, as explained previously, by making semi-structured interviews and employing focus groups in the research design, the researcher aims to get a richness of information. Thus, the gathered data will contain in-depth analysis of students’ perspectives, feelings on the topic of Instagram and its influences on body policing, diversity and peer pressure. This will enhance the validity of the research. Validity in its simplest form refers to how accurately a chosen method measures what it is intended to measure.
This research will be reviewed and approved by the thesis committee members of The Hague Graduate School trained in the discipline.
3.4.3 Ethical concerns and Researcher’s role
This research involves young female teenagers and because it touches sensitive, personal information, the participants may feel reluctant to mention some quality details and tend to hide information regarding private matters, or frame some issues to look as latent. To address this concern, the researcher needs to establish some form of trust during the introduction phase and reassure the participants of the focus group about the confidentiality of the meeting which will result in the participants sharing more valuable information. The use of semi-structured interviews will also make the participants feel more comfortable giving them the luxury to partly steer the topics when they like which in return will ease the gathering of data without casting sensitive questions. By analyzing the answers of the interviews, an in-depth knowledge will be gained in regards to the extent to which respondents are affected by Instagram in terms of body policing.
3.4.4 Limitations
The researcher is fully aware of bias and in order to eliminate it, participants of prior acquaintance will not be involved in the study. Participants that are willing to participate in the interviews and focus groups will initially be verbally explained about the scope of this research and only those willing to take part will join the focus group. As the research takes place during the Covid-19 pandemic, another limitation might be that focus group interviews may not be face to face and have to be done online due to Covid-19 restrictions. Video calling may limit the researcher’s ability to read body language, however, participants will be encouraged to feel comfortable and use their webcams. Research by Bertrand and Bourdeau (2010) confirms that even if interviews are conducted online, trust and connection can be built if both parties use their webcam.
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Jovanovski, N. (2017). Digesting Femininities. SpringerLink. Retrieved February 7, 2022, from https://link.springer.com/book/10.1007/978-3-319-58925-1
Kim, S. Y. (2014). Face consciousness among South Korean women: A culture-specific extension of objectification theory. Yonsei University. Retrieved 2022, from https://yonsei.pure.elsevier.com/en/publications/face-consciousness-among-south-korean-women-a-culture-specific-ex
Longreads. (n.d.). Who Use Social Media The Most? Retrieved February 3, 2022, from https://longreads.cbs.nl/the-netherlands-in-numbers-2020/who-use-social-media-the-most/
Lyons, J. (2018, November 2). DIVERSITY, EQUITY, AND INCLUSION. The International Educator. Retrieved February 5, 2022, from https://www.tieonline.com/article/2456/cultural-diversity-in-international-schools-building-bridges-of-understanding-learning
Maanen, V. J. (2011). Tales of the Field: On Writing Ethnography, Second Edition (Chicago Guides to Writing, Editing, and Publishing) (Second ed.). University of Chicago Press.
Mason, J. (2002). Qualitative Researching (2nd ed.). SAGE Publications Ltd.
Meyer, E. (2021, November 28). Generation Z Is Forging Healthy Social Media Practices for the Benefit of All. TruthOut. Retrieved February 3, 2022, from https://99firms.com/blog/generation-z-statistics/#gref
Neyland, D. (2007). Organizational Ethnography (1st ed.). SAGE Publications Ltd. https://www.worldcat.org/title/organizational-ethnography/oclc/154762856
Perrigo, B. (2021, September 16). Instagram Makes Teen Girls Hate Themselves. Is That a Bug or a Feature? TIME. Retrieved February 5, 2022, from https://time.com/6098771/instagram-body-image-teen-girls/
Profiling Gen Z: The Habits and Outlook of 16–23s – GWI. (n.d.). Global Web Index. Retrieved 2022, from https://www.gwi.com/reports/generation-z
Roberts, N. F. (2019, June 30). Neuroscience Explains Why Instagram Is So Bad For Teen Girls. FORBES. Retrieved February 9, 2022, from https://www.forbes.com/sites/nicolefisher/2019/06/30/neuroscience-explains-why-instagram-is-so-bad-for-teen-girls/?sh=4ada0f396eba
Roisseau, A., & Eggermont, S. (2018, September). Media ideals and early adolescents’ body image: Selective avoidance or selective exposure? Science Direct. https://doi.org/10.1016/j.bodyim.2018.06.001
Rubenstein Et Al. (1999). Judith Langlois – Publications. Academic Tree. Retrieved 2022, from https://academictree.org/psych/publications.php?pid=121905
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Sbrocco, T. (2014, April 22). Attractiveness in African American and Caucasian women: Is beauty in the eyes of the observer? Academia. Retrieved 2022, from https://www.academia.edu/1202368/Attractiveness_in_African_American_and_Caucasian_women_Is_beauty_in_the_eyes_of_the_observer
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POSTED ONAPRIL 11, 2022
What is the relevance of the customisation-standardisation debate in international marketing strategy and how might this influence the market selection approach of both Small and Medium Sized enterprises (SME’s) and large-scale enterprises (LSE’s)?
Assignment Question
What is the relevance of the customisation-standardisation debate in international marketing strategy and how might this influence the market selection approach of both Small and Medium Sized enterprises (SME’s) and large-scale enterprises (LSE’s)?
Use relevant and recent examples such as McDonalds, which is mentioned below and others.
The below points should be included in the assignment:
Understand and appreciate the underlying theories of international marketing
Critically analyse international marketing opportunities
Demonstrate an ability to formulate and assess international marketing strategies
Demonstrate an understanding of both the process and the complexities associated with the implementation of international marketing programmes
Please also read the below and watch the short youtube video on globalisation.
Theories of Internationalisation
In 1984 Theodore Levitt was credited with popularising the phrase ‘globalisation’, but he viewed this as being part of a process that would culminate in the standardisation of products and services with the same thing being done in the same way everywhere.
Whilst Levitt was one of the first to outline what he saw as the benefits of globalisation, a debate grew around how marketing strategy should develop the changes taking place within the global economy: this became characterised as the standardisation-customisation debate. Quite simply, do marketers strive to ensure that they offer the same offering in the same way and in each marketplace or do they try and customise their products and services to meet the specific requirements of the individual market?
The early phase of globalisation was often referred to a ‘coca-colonisation’ and suggested a US bias to the merits of globalised goods and services. Glocalisation has been the recent mantra that suggests that international marketing strategy should reflect the need, in Professor Lynch’s words, ‘global must be made and delivered local.’ A brief look at the various theories of international marketing strategy will be the focus of this second unit.
Watch the following YouTube video by Professor Richard Lynch, a leading academic in the field of international marketing, regarding McDonalds and its global marketing strategy:
The assignment should include a table of contents, headings, and conclusion.
POSTED ONAPRIL 11, 2022
In terms of the financing of the scheme, can you explain how the scheme is financed using publicly available information.
Description
Use the Battersea Power Station Development in London as a case study for a development project and answer the following question: In terms of the financing of the scheme, can you explain how the scheme is financed using publicly available information. If you cannot find information, make assumptions. Please draw also a diagram and explain the major investors, lenders, stakeholders and how they interact with each other. (800 Words + References)
POSTED ONAPRIL 11, 2022
create a behavior management plan designed to create and maintain your ideal learning environment.
Explain your vision of the ideal learning environment for the age and subject you intend to teach in a 3 – 5 page original paper. You must answer the questions below, using a 12 point font and double spaced. Then, complete the behavior management plan that supports your vision using the form provided. 1. How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how it responds to student needs and incorporates student strengths and personal experiences. You must support your selection of these strategies and identify and explain the research. In order to create and maintain a mutually respectful and collaborative class of actively engaged learners, a teacher must create good relationships with students, and create and clearly communicate an ethos that sustains participation and cooperation to reach a common goal. That goal is mastery of the content. Although what exactly constitutes ethos in the classroom is debated (Donnelly 2000; Solvason 2005) it is agreed that developing and maintaining a classroom ethos is important in promoting student learning and achieving quality education (McLaughlin 2005). This foundation supports a teacher to create an environment where all students feel safe, valued, and ready to learn in collaboration with their teacher and their classmates. According to Solvason (2005) ethos is not something you can touch, but rather “the feeling” of the classroom.” The ethos of the classroom is the philosophy that guides the creation of classroom management strategies, classroom organization and expectations for student behavior. Teacher expectations are also a key part of the classroom management strategy that forms an ideal learning environment. A teacher must believe that all his students can achieve mastery of the objectives. Students tend to confirm teacher expectations (Brophy & Good 1974), so believing and modeling to students that mastery of the objectives is within all students’ grasps is essential to overall student success. It is also essential that the teacher have high expectations of themselves as well. “If a teacher does not believe in his job, does not enjoy the learning he is trying to transmit, the student will sense this and derive the entirely rational conclusion that the particular subject is not worth mastering” (Csikszentmihalyi 1997). Clear Communication is also a pillar of a successful classroom. Teachers must be able to translate jargon filled objectives into student-friendly language. In tandem with high expectations, clearly communicated behavioral expectations are essential to classroom management. Effective teachers use classroom management not to control student behavior, but to influence and direct it in a constructive manner to set the stage for instruction (McLeod, Fisher, & Hoover, 2003). Consistent routines also lend to effective student learning and the minimization of distraction. The teacher’s expectation should be that students enter the classroom ready to learn. A good way to implement this is to have daily bell work. Bell work helps to untether the student’s mind from what is going on outside the classroom and settle their thinking on the day’s learning objective. The teacher then transitions to instruction by referencing the contents of the bell work and links it to the lesson. 2. What strategies will you use to build relationships with students? Use research to support your selection of these strategies and identify and explain the research. Building positive relationships with students and parents is a good place to start an effective classroom management strategy. It is important that the teacher get to know each student and that the students get to know the teacher. Teachers may be tempted to go straight into content when the school year starts but taking the time to create relationships and community with students pays dividends later in the year. Authenticity is an essential component of building positive relationships and teachers must come across as genuine and caring to parents and students. This requires the teacher to be passionate, knowledgeable, self-aware, balanced and fair, and consistent. (De Bruyckere and Kirschner 2016). These characteristics should be modeled by the teacher, and this helps to create a foundation of the mutual respect that will make the classroom successful. In a participatory, collaborative classroom, questioning is essential, and students must feel safe to ask questions and give answers that may be incorrect without fear of intimidation. Teachers should encourage and model curiosity about the subject matter, thus stimulating students’ innate curiosity and making it possible for students to generate good questions. The teacher can provide a powerful model by providing examples of ways that students can support one another. Each student brings her own personal experience to the class and this enriches everyone. Teachers must also recognize and praise students’ use of positive collaborative communication (Bridges, 1995). 3. How will you physically organize your classroom to ensure flexibility and accommodate the learning needs of all students including those with disabilities? Consider things such as the three zones of proximity and furniture. The aspects of classroom organization that are utilized are those that focus on the physical environment. A collaborative classroom consists of tables or individual flat-top desks that can be arranged in groups of about four students. The classroom is organized such that students know how to access items like calculators, pencil sharpeners and mini-whiteboards. It may take some time for students to learn how to access all the materials in the classroom, but – in time – consistent classroom organization will lend to the optimization of student learning and reduce distractions. It is almost impossible for students to learn in a chaotic, poorly managed classroom (Wang, Haertel, and Walberg, 1993). Fred Jones (2007) proposes arranging tables such that an interior loop is created. This minimizes the number of green zones that are farther from the teacher, allowing more flexibility in seating students who are more likely to go off task. The most basic factor that governs the likelihood of student misbehavior is their physical distance from the teacher. By utilizing both proximity and movement, teachers can optimize the positive impact that their presence has on students. Simply by moving in the direction of burgeoning misbehavior, a teacher can quickly reduce the likelihood of escalation and redirect student attention to the task at hand. Students with special needs face many challenges when entering the classroom. School furniture is often inadequate for providing the physical support students need to learn. For proper learning to occur, high and low seating options should be made available with some desks in a bar style, higher up off the floor and others at the standard level. Placing high desks in the back of the classroom prevents students who are sitting there from having to look over and around the students sitting closer to the front. Teachers cannot always control the sizes of the classroom or the size of the class. Classrooms should always make space by the door for the entry of wheelchairs and seats closes to the door made available to students who use wheelchairs. 4. Explain how your behavior management plan supports your vision for the ideal learning environment. My ideal learning environment is made up of a mutually respectful and collaborative class of actively engaged learners. Rules 1and 2 help ensure the enviornment is mutually respectful. Entering a class quietly lends to students being in the mindset for work, leaving other things outside. Raising your hand to ask a question promotes respect so students do not talk over one another and do not interrupt the teacher when he is helping someonen else and cannot give his full attention. Rule 3 keeps distractions from snacks and drinks to a minimum. Rule 4 supports the teacher’s seat assignment plan and aids in an efficient check of the attendance record. Expectation 1 fosters the collaborative nature of the classroom. Students should not immediately seek help from the teacher when they find an obstacle. Making students responsible for their missing work promotes responsibility and collaboration. Expectation 3 reuiqres students to learn to manage his workload and is an important lesson students can learn to promote selfreliance. Expectation 3 lends to developing mutual respect in the classroom explicitly. The establishment and maintenance of classroom management strategies, classroom organization and expectations for student behavior all come together to create a safe, orderly environment in which students can feel empowered to learn effectively. They come together to develop trust in the teacher and each other, which in turn, decreases distracting behaviors, increases time spent engaged in learning, establishes and sustains an orderly classroom, facilitates independence and responsibility on the part of the student, and social and emotional growth. Maslow tells us that students need to feel safe in order to attain self-actualization. Only by creating an environment in which students feel safe can learning take place. 5. Using the template below, create a behavior management plan designed to create and maintain your ideal learning environment. Your behavior management plan must include: • 3 – 5 positively worded rules that you can consistently enforce • 3 – 5 expectations that encourage students to take responsibility for their own learning and instill a culture of individual and group accountability • Procedures for at least 3 – 5 common classroom tasks, such as returning graded work, turning in make-up work, handing out materials, going to lunch/being dismissed from class, sharpening pencils, going to the restroom, etc
POSTED ONAPRIL 11, 2022
Write a 2000 word essay looking at a lifecourse approach to understanding health behaviours.
Biopsychosocial development across the lifecourse
2,000-word essay assessment structure guidance document
Overall essay structure
To structure this essay, write a short introduction at the start of the essay and a conclusion at the end of it. In between the three main sections outlined below, try to write a sentence that links the essay together, so it flows as one continuous piece of narrative, rather than separate sections. Try to think about the overall argument you are making about the topic you have chosen. There are marks awarded for presentation, grammar and spelling and logical development of the essay (5%).
Title
(not included in the word count) You can write your own title for this essay.
Introduction
You can introduce what you are going to be covering in your essay. This should just be a brief overview, but it is a good opportunity to tie the three parts of the essay together. For example: ‘This essay will summarise a research article on x, it will discuss y communication skills and identify relevant resources on z’. Include a sentence as to why the topic you are writing about is important for healthcare today.
First part of essay
In the first part of the essay, you should summarise the article using the techniques you have learnt throughout the seminars. This will include a summary of the aim of the study, the methods, the main findings and some of the authors interpretations of the findings. After this, you can begin to discuss the person in the case study. Here, you should demonstrate how the broader evidence about the lifecourse and the health behavior you are writing about can be used to understand and relate to the individual in the case study (40%).
Second part of the essay
In the second part of the essay, you should describe how you would use a strength-based approach to work with the person in the case study. For this part of the essay, take one of the strength-based communication approaches from the seminar series and justify why you would use that approach in the context of the case study you are looking at. Emphasise how you would use this e.g. what does the communication approach involve – to make the link clear between the topic and professional practice. You should also demonstrate some wider reading about strengths-based approaches. (20%)
Third part of the essay
In the third part of the essay, you will discuss the services and resources that could be helpful in working with those in the case study. You should include some suggestions along with what they offer, how these can be accessed or contacted and why they will help those in the case study. (20%)
Conclusion
The Conclusion should be a brief summary of what you have done in your essay – again bringing together the three parts of the essay, if you can, and perhaps providing a sentence about any implications for practice.
Citation practice
Throughout the essay, you should cite good quality literature/evidence to support your work (i.e. academic research articles, professional sources). A minimum of ten sources should be cited (10%).
Reference list
The full Reference list is not included in your word count and should appear at the end of your essay. Make sure you use the correct formatting. Check this link for help with referencing: Cite Them Right webpage (5%)
Word count
The essay should be 2,000 words. You are allowed to write up to 10% more than this – i.e. up to 2,200 words.
Grading and feedback rubric
Use the grading and feedback rubric document to carefully check you have addressed all the criteria – this is what markers use when they are marking your work, so it is important to read it carefully.
POSTED ONAPRIL 11, 2022
Using the information gathered for the OT analysis, develop an EFE matrix using five (5) opportunities and five (5) threats. Discuss how you developed the EFE matrix and the outcome
Project 2: Tool Analysis
Purpose
This project is the second of four projects. It also represents the second part of the external environmental analysis part of a strategic management plan. You will use the tools and apply concepts learned in this and previous business courses to demonstrate an understanding of how organizations develop and manage strategies to establish, safeguard and sustain their competitive position in the 21st century (rapidly evolving/shifting/changing), uncertain hyper-competitive business environment.
Monitoring competitors’ performance is a key aspect of performing an external environment analysis. This project provides you with the opportunity to evaluate the competitive position of your assigned company and integrate that information in a partial SWOT (OT), Porter’s Five Forces, External Factor Evaluation (EFE) matrix, and Competitive Profile Matrices (CPM).
In this project, you are presenting a report document. The expectation is that the report provides details to help the audience grasp the main topics and to understand and complete the External Environmental Analysis.
“Analysis” is the operative word. In analyzing the external environment, you are expected to thoroughly research the company. As part of this effort, you will need to take that research and break it into small parts to understand better what is happening in the external environment of the business. In researching an industry, it is important to understand that every company within an industry is different, so gathering information on one company does not mean that the collected information is relevant to other companies. When researching, parsing the material is critical to an accurate analysis. Avoid presenting just any information as that may lead to using irrelevant information.
You will then write the report in your own words to share the external analysis. You are expected to present information and support the ideas and reasoning using the course material and your research. You will not lift any information from source documents without properly citing and referencing. For the technical analysis aspect of the project, you must create the technique on your own and may not use any source material that you happen to find. No work from a clearinghouse or similar website may be used or cited as a credible source.
Outcomes Met With This Project
Utilize a set of useful analytical skills, tools, and techniques for analyzing a company strategically;
Integrate ideas, concepts, and theories from previously taken functional courses including accounting, finance, market, business, and human resource management;
Analyze and synthesize strengths, weaknesses, opportunities, and threats (SWOT) to generate, prioritize, and implement alternative strategies to revise a current plan or write a new plan and present a strategic plan.
Instructions
Step 1 Specific Company for All Four Projects
The company that your Instructor has assigned to you for Project 1 is the company you will use for this project. The assigned company must be used for this project and in subsequent projects in the course. Students must complete the project using the assigned company. Deviating from the assigned company will result in a zero for the project.
After reading the course material, you will complete the steps below.
Step 2 Course Materials and Research
You must research information about the focal company and the environment for this project. You are accountable for using the course materials to support the ideas, reasoning, and conclusions made. Using course material extends beyond defining terms—the ‘why and how’ of a situation. Using one or two in-text citations from the course materials and then relying on Internet source material will not earn many points on the assignment. A variety of source material is expected, and what is presented must be relevant and applicable to the topic being discussed. Avoid merely making statements but close the loop of the discussion by explaining how something happens or why something happens, which focuses on importance and impact. In closing the loop, you will demonstrate the ability to think clearly and rationally, showing an understanding of the logical connections between the ideas presented from the research, the course material, and the question(s) being asked.
Note: Your report is based on the research results performed and not on any prepared documentation. What this means is that you will research and draw your own conclusions that are supported by the research and the course material rather than the use of any source material that puts together any of the tools or techniques whether from the Internet, for-pay websites, or any pre-prepared document, video or source material. A zero will be earned for not doing your own analysis.
Success: The analysis is based on research and not opinion. You are not making recommendations, and you will not attempt to position the focal company in a better or worse light than other companies within the industry merely because you are completing an analysis on this particular company. The analysis must be based on factual information. Any conclusions drawn have to be based on factual information rather than leaps of faith. To ensure success, as stated above, you are expected to use the course materials and research on the focal company’s global industry and the focal company. An opinion does not earn credit, nor does the use of external sources when course materials can be used. It is necessary to provide explanations (the why and how) rather than making statements. Avoid stringing one citation after another, as doing so does not show detailed explanations.
Library Resources
On the main navigation bar in the classroom, select Resources and then select Library. Select Databases by Title (A – Z). Select M from the alphabet list, and then select Mergent Online. Dun and Bradstreet’s Hoovers Database, among others, is another excellent source for competitors and industry information. You are not to depend on one resource to complete the analysis. Moreover, it is impossible to complete Porter’s Five Forces, a competitive analysis, or an OT using only the course material.
You should not be using obscure articles, GlassDoor, or Chron, or similar types of articles.
Research for Financial Analysis:Financial Research
Research for IndustryAnalysis CSI Market
UMGC library is available for providing resources and services. Seek library support for excellence in your academic pursuit.
Library Support
Extensive library resources and services are available online, 24 hours a day, seven days a week athttps://www.umgc.edu/library/index.cfm to support you in your studies. The UMGC Library provides research assistance in creating search strategies, selecting relevant databases, and evaluating and citing resources in various formats via its “Ask a Librarian” service https://www.umgc.edu/library/libask/index.cfm.
Scholarly Research in OneSearch is allowed.
To search for only scholarly resources, you are expected to place a checkmark in the space for “Scholarly journals only” before clicking search.
Step 3 How to Set Up the Report
The document has to be written in Word or RTF. No other format is acceptable. No pdf files will be graded. Use 12-point font for a double-spaced report. The final product should be 9 – 10 pages. The final project may not exceed 10 pages, including all tables and matrices, but excluding the title and reference pages. Do no use an Appendix.
Create a title page with the title, your name, date, the course number, the instructor’s name.
Create Topic Headings that correspond to exact sections of the project requirements.
Step 4 Industry Analysis
Perform a Porter Five Forces analysis on the organization’s industry and the focal company in particular.
The industry is the global industry. First, use the course materials to identify the five forces and what components make up each force. Then, perform an analysis of each force that clearly discusses the ‘why and how’ and concludes with the effect of the given force on the fortunes of the industry (industry profitability) and/or industry dynamics; that is, whether the effect of the force on the industry is weak/modest/average/moderate or strong/severe and also on the focal company. You may not use a Porter Five Forces analysis that is already completed and available on the Internet. A zero will result if used as the analysis results from your research and your own development.
Step 5 Competitive Analysis
Perform a Competitive Analysis using the focal company’s closest three competitors plus the selected company. Explain why these companies are competitors. Analyze the competition’s products and services, explaining features, value, targets, etc. What are the competition’s strengths and weaknesses, and what is the market outlook for the competition?
Identify and discuss at least eight (8) key success factors (critical success factors). Each industry has different key success factors, so make sure the success factors fit the industry. Review the Competitive Profile Matrix Example under Week 3 Content for clarification.
Develop a Competitor Profile Matrix (CPM). Explain how you developed the matrix. Make sure to support your reasoning.
Step 6 Partial SWOT Analysis
A SWOT analysis is a tool used to assess the strengths and weaknesses (internal environment) and the opportunities and threats (external environment) of an organization. You will complete a partial SWOT analysis only completing an analysis on the OT (Opportunities and Threats). The information presented is not based on your beliefs but fact-based, data-driven information. The items used in the OT are factors that are affecting or might affect the focal company or those companies within the identified industry.
You will:
Develop an OT table using your research to identify at least five (5) opportunities and five (5) threats that influence the industry and the focal company. Make sure to cite the elements within the table.
Perform an OT analysis (separate from the SWOT table).
You may not use a SWOT analysis that is already completed and available on the Internet. The OT is for the focal company and no other company. A zero will result if used as the analysis results from your research and your own development.
NOTE: A matrix is a table. It is not an analysis.
Step 7 External Factor Evaluation (EFE) Analysis
The External Factor Evaluation (EFE) matrix will allow you to use the industry analysis and the competitive analysis to assess whether the focal company can effectively take advantage of existing opportunities while minimizing the identified external threats that will help you formulate new strategies and policies. You will use the opportunities and threats from the OT analysis.
Using the information gathered for the OT analysis, develop an EFE matrix using five (5) opportunities and five (5) threats. Discuss how you developed the EFE matrix and the outcome. Make sure to support your reasoning.
Step 8 Conclusion
Create a conclusion. The Conclusion is intended to emphasize the purpose/significance of the analysis, emphasize the significance/consequence of findings, and indicate the wider applications derived from the main points of the project’s requirements. You will conclude with the findings of the external environment analysis.
Step 9 Review the Paper
Read the paper to ensure all required elements are present.
POSTED ONAPRIL 11, 2022
Assess the impact of taxation on land ownership and occupation
Module Outcomes Assessed:
Assess the impact of taxation on land ownership and occupation;
Appraise the tax aspects of proposals for the management or development of land and estates;
Mitigate the impact of taxation on rural property ownership, occupation and management;
Plan for succession and inheritance on rural land holdings with full regard to clients’ wider objectives.
Task outline:
Please see separate case study relating to the Dawson Park Estate family and assets.
Assess what Susan Collins’ objectives may currently be for the estate, and how they will differ from her father’s objectives, set out when he last took advice in 2010.
Provide Inheritance Tax calculations for Susan Collins, Peter Dawson and Jill Dawson on the assumption that they die today (and that there is no spousal transfer/relief), and identifying what reliefs may be available (with explanatory notes).
Identify the key Inheritance Tax issues (if any) for Susan Collins, Peter Dawson and Jill Dawson and suggest:
Actions that could be taken to mitigate the impact of Inheritance Tax on the estate
(ii) Any drawbacks to those actions (tax or otherwise)
Advise on, and explain, the Capital Gains Tax position (full calculations not required in submission) in the event that land at Vale Farm is sold for development, and suggest how any CGT liability can be minimised.
Identify and comment on other key (not Inheritance or Capital Gains Tax) issues (prioritising a maximum of four) you consider need to be addressed by Susan Collins.
Suggest what further information you require in order to further advise Susan Collins.
Presentation requirements:
Two documents should be uploaded:
Document 1 – A briefing note for the senior partner of your firm. This should comprise no more than four sides of A4, no less than 11-point font with margins no smaller than 2.5 cm, .pdf format.
The document should also include a reference list, which does not fall within the page limit.
Document 2 – Tax calculations carried out on a spreadsheet and copied into a Word document that you then save as a .pdf document to upload. Again, the font used to present these must be at least 11pt and the margins at least 2.5cm. Calculations should be presented in tables with annotation.
References should be used where appropriate within both the briefing note, the annotated calculations and the review of developments.
POSTED ONAPRIL 11, 2022
write a critical essay that reflects on the content of a media article of public health relevance
PHYSICAL ACTIVITY, NUTRITION & HEALTH
Coursework Essay
Overview
For this coursework you will write a critical essay that reflects on the content of a media article of public health relevance, which you will be provided with. The aim is to develop your knowledge in the relevant area and your ability to critically review what has been published in-light of scientific evidence. This meets all four learning outcomes of the module, which are to:
Demonstrate an in-depth knowledge and understanding of the science underpinning nutrition and physical activity, in the context of human health and disease.
Demonstrate a critical awareness of current public health claims and guidance relating to diet and sedentary behaviour.
Discuss the rationale for dietary and/or physical activity interventions in the prevention and treatment of non-communicable diseases.
Search for, and critically and analytically appraise relevant literature in this area.
Details
This assignment is worth 100% of the overall module mark. The word limit is 2500 (± 10%).
The assignment should include the following:
Your essay, which should be appropriately referenced. I would anticipate in the region of 15-25 references being used to support the essay.
For your essay you should:
Read the media article and consider what messages it is communicating.
https://www.independent.co.uk/life-style/food-and-drink/fruit-vegetables-how-many-per-day-nutrition-vitamins-diet-a8943466.html
Identify and access any original source(s) of data that are referred to.
Research the background to the topic area by searching for related, recent, peer-reviewed scientific literature.
Write a critical review of the content of the article in-light of the current scientific evidence. Don’t forget to introduce the essay and provide some background/context, and to provide an appropriate conclusion.
