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Final Assignment: Developmental Venn Diagram Analysis (Video Presentation)

Purpose

This assignment allows you to apply key concepts from lifespan development to examine how a single social, emotional, or health-related issue presents across two distinct developmental stages. You will demonstrate your understanding of biological, psychological, and social development and the healthcare professional’s role by visually comparing stages using Venn diagrams and explaining your analysis in a video presentation.

Deliverable

3–5 minute video presentation

You must record your own face and voice No AI narration or written papers will be accepted Venn diagrams must be shown clearly on screen during the video

Video Presentation Requirements

Please organize your presentation into the following clearly labeled sections:

Issue and Developmental Stages (Approx. 1 minute) Clearly state the issue you selected (e.g., grief, chronic illness, disability, trauma, substance use) Identify the two developmental stages you are comparing Briefly explain why this issue is important to examine across development

Developmental Comparison: The Issue Across Stages (Approx. 1.5–2 minutes) Using Venn Diagram #1, explain how the issue appears at each developmental stage.

Address the following through a biopsychosocial lens:

Biological Factors

Psychological Factors

Social Factors

Be sure to explain:

What is unique to each developmental stage What is shared between stages (overlap)

Healthcare Professional Role Across Development (Approx. 1–1.5 minutes) Using Venn Diagram #2, compare how the role of a healthcare professional differs by developmental stage.

Discuss:

Assessment priorities Communication style Intervention and education strategies Ethical or boundary considerations Highlight both stage-specific approaches and shared professional responsibilities.

Theoretical Application Integrate at least two developmental theories or theorists from the course, such as:

Erikson Piaget Vygotsky Bandura Bronfenbrenner Explain how your Venn diagram analysis reflects these theories. Be specific in your explanations.

Reflection and Professional Insight Why did you choose this issue? What surprised you when comparing developmental stages? How might this understanding help healthcare or mental health professionals work more effectively across the lifespan?

Submission Requirements

You will submit:

One 3-5 minute video presentation Two Venn diagrams (hand-drawn or digital)

Rubric

Issue & Developmental Stages (clarity and relevance): 10 points Developmental Analysis (biopsychosocial accuracy and depth): 30 points Healthcare Professional Role Analysis: 20 points Theoretical Application: 20 points Reflection, clarity, organization, and time limit: 20 points Total: 100 points

MN4238 Sustainable Development and Management Assessment 1: Individual Essay (25%) . Sustainability has become one of the defining issues shaping the decisions of organisations, governments, and societies. Nevertheless, there remain discussions and debates in scholarship and practice as to the perspectives of sustainability that matter and the implications for management. For the first assessment for MN4238, you are required to write a 1,500-word essay answering this question: “With reference to academic literature, critically discuss two differing sustainability worldviews (such as weak/strong, technocentric, ecocentric, or regenerative perspectives) and explain how they might influence management’s role in addressing contemporary sustainability issues.” Marking Criteria Engagement with academic literature Understanding and critical discussion of two sustainability worldviews Understanding of influence of worldviews on management theory/practice Structure, argumentation and coherence Academic writing, presentation and referencing Quality of argument Use of Generative AI For this assessment, you can use Generative AI to support your reading of relevant literature in accordance with Level 2: AI Assisted Idea Generation and Structuring. A copy of the AI Chart is available on Moodle. You are expected to add an Appendix to the Assessment with the following details: Name and version of the generative AI system used Publisher URL of the AI system Prompts used A short description and reflection on you used the tool. Marking Rubric Assessment Criteria Exceptional (17-20) Very Good (14-16) Good (11-13) Satisfactory (10-8) Pass (7) Fail (0-6) Engagement with academic literature Extensive use of high-quality academic sources; strong integration into argument; demonstrates deep understanding of relevant literature Comprehensive range of relevant sources; mostly analytical; demonstrates strong understanding of key literature. Reasonably good range of relevant sources; mostly analytical; sound understanding of relevant literature Adequate sources but limited depth; tends toward description; basic grasp of relevant literature. Understandable but contains errors; referencing inconsistent. Little or no academic literature; major inaccuracies; no meaningful engagement. Understanding and Critical Discussion of Two Sustainability Worldviews Exceptionally clear, accurate, and theoretically rich explanation of two contrasting worldviews; excellent critical comparison; deep understanding of underlying assumptions; strong illustrative examples. Clear, well-informed explanation of two worldviews; good critical comparison; demonstrates sound understanding of assumptions and tensions. Reasonable understanding of two worldviews; some comparison, though limited in depth or precision. Basic explanation of two worldviews but lacking detail or balance; limited comparison. Incomplete or unclear worldview explanation; weak or incorrect comparison. Only one worldview discussed, or major conceptual errors; no comparison. Understanding of influence of worldviews on management theory/practice Excellent insight into how worldviews shape management theory and practice; strong links between theory and real-world implications. Clear and accurate explanation of how worldviews influence management; links are well-made and relevant. Some good points about influence on management; links present but may be general or uneven. Basic discussion of relevance to management; links may be underdeveloped or generic. Very weak or unclear links between worldview and management; relevance poorly explained. No meaningful discussion of management implications; irrelevant, incorrect, or absent content. Structure, argumentation and coherence Excellent structure; argument is coherent, logical, and highly persuasive; excellent signposting. Well-structured and coherent argument; minor lapses in flow. Generally clear structure but with some issues in flow or logic. Structure is present but somewhat unclear or disjointed. Poorly organised; argument difficult to follow. Structure absent or incoherent; argument missing. Academic writing, presentation and referencing Clear, fluent academic writing; accurate and consistent referencing. Mostly clear writing; referencing generally accurate. Writing understandable but with stylistic or grammatical issues; referencing contains inconsistencies. Writing sometimes unclear; noticeable errors; referencing incomplete or inconsistently applied. Writing unclear in places; frequent errors; referencing weak or incomplete. Writing unclear or inappropriate for academic work; referencing incorrect, inconsistent, or

Make an assignment based on the details belowQuestion: Make a brief introduction of an organisation and sector it operates in, including a summaryof the past 3 years’ revenue, operating profits and general overview of the business’s operationalactivities. Outline of one strategic business issue they are, or have recently, faced; contextualisedwithin the organisational setting, including an overview of relevant strategic decisions that led totheir current position (discussed through relevant literature, tools and techniques). Critically analysewhy the issue has strategic implications and its impact on its stakeholders (discussed throughrelevant literature and supported by other contemporary examples). In selecting the company toanalyse, spend time to identify an international organization which has experienced, or isexperiencing, major issues as a result of current and emerging global trends, and satisfy themselvesthat there are a number of credible resources from which to refer. Well established media (e.g. BBC,Financial Times, New York Times, etc) may be used to develop the context of the discussion, but thematerial used to underpin the research and analysis should be from academic books and/or peerreviewed academic journals.The following topics should be covered in the assignment: The company’s Strategy, StrategyDimensions: Content, Context, Practice, the levels of strategy, Identification of effective strategy,Strategy formulation, Defining Vision and Mission, School of ‘thoughts’: Examining Mintzberg andDrucker views – roles of a manager, Structural options for organisations – Johnson and Scholes(1988):Functional,Multidivisional,Matrix

MN4100 – Contemporary Issues in Management 2025/26 Assessment Guidance Assignment 2: CASE STUDY REPORT (INDIVIDUAL) Length: 3,000 words excluding references Deadline: Monday 13th April (Week 11) Noon Weight: 70% of the module grade

Guidance on the Assignment: You will critically analyse literature from a topic in MN4100, apply this to a real-world organisational context of your choice which is facing a grand challenge, and provide practical recommendations for this organisation informed by your analysis. You will also reflect on how this case study analysis intersects with another topic you have studied during your Management degree*, and how it has prompted you to re-think your prior learning. This assignment will draw on topics covered in Weeks 1-11 of Semester 2. This assignment is designed to integrate your learning from MN4100 and across your Management degree.

• For students who have spent their entire degree at St Andrews, this refers to MN-coded modules. For visiting students or those who have studied abroad, topics taught in these Management modules may also be included. Please contact Dr Neville if you need to discuss further. Please note all assessments on this module should use the appropriate assessment cover sheet (found on Moodle) and be uploaded to MMS in pdf form. This is to allow us to upload your assignment to the marking software Learning Outcomes This assignment relates to all of the Learning Outcomes identified in the Module Guide: Communicate professionally and effectively using a variety of media Reflect on skills and knowledge acquired at University Understand the nature and complexity of contemporary challenges for management in a variety of organisations Critically discuss these challenges and their impact to offer viable organisational solutions Suggested word counts Executive summary: 200 words Introduction to chosen organisation and the grand challenge it faces: 1000 words Literature review of chosen MN4100 topic as applied to the organisation: 1000 words Recommendations for the organisation based on your literature review (written for professional non-academic audience): 400 words Reflection on how this case study analysis intersects with another topic studied during your Management degree, and how it has prompted you to re-think your prior learning: 400 words General Information for Assignment Please try to pick something original for your chosen organisation and avoid the “usual suspects” (Tesla/Apple/Uber etc.). You cannot choose an organisation which you have studied for a previous assignment. For this assessment, the use of Generative AI tools (such as ChatGPT, Gemini, or any similar platforms) is strictly prohibited. You are expected to complete this assessment independently. The assignment should include academic literature referenced using the Harvard reference style (see Honours Handbook on Moodle for more information on Harvard reference style). A reference list should be included. This is not included in the word limit. A ten per cent margin over the specific word count is allowed. You should give your assignment a suitable title. All pages should be numbered. Marking Rubric for Assessment 2 A B C D E Identification of issues and context Clear and coherent identification of issues with concise discussion on context. Identification of issue with appropriate discussion of context. Identification of issue and some discussion of context with some erroneous information. Limited discussion of context which makes issue difficult to understand. No identification of issue. Incoherent discussion of context. Appropriate use of supporting references and evidence All claims are supported by sources which are appropriate and accurately referenced. Appropriate sources have been used to evidence most claims. There are some minor referencing errors. Appropriate sources have been used to evidence some claims. There are frequent referencing errors. Some evidence of engagement with sources. There is minimal attempt to reference. There is no attempt to reference works used. Critical, in depth and balanced analysis Nuanced critical analysis of context from multiple perspectives. Clear attempt to critically analyse context from multiple perspectives. Some critical analysis but moments where analysis needs further depth and/or balance. Some attempt to critically analyse context but superficial and primarily takes one point of view. Superficial, descriptive writing. Structure and clarity of writing Excellent structure with appropriate use of signposting and language for audience. Clear attempt to provide coherent report with some minor flaws in structure and/or tone. Presents a basic structure for report with some moments of incoherence. No consistency in tone. Report lacks clear structure. Inappropriate tone for audience at points. Report structure is confusing and written in inappropriate tone for audience. Insightful identification of consequences for practice Excellent and creative links to consequences for practice. Clear identification of consequences for practice. Some attempt to link consequences for practice but requires further justification. A limited attempt to link consequences for practice. No attempt to identify consequences for practice. Undergraduate Programmes STUDENT ID NUMBER: MODULE NUMBER: MN4100 MODULE TITLE: Contemporary Issues in Management TOPIC/ASSIGMENT TITLE: Assignment 2 – Case Study Report MODULE COORDINATOR: Dr Fergus Neville WORD COUNT: 3000 DEADLINE DATE: 13th April 2026, 12pm In submitting this assignment I hereby confirm that: I have read and understood the University’s policy on academic misconduct I confirm that this assignment is all my own work I confirm that in preparing this piece of work I have not copied any other person’s work, or any other pieces of my own work I confirm that this piece of work has not previously been submitted for assessment on another programme

MBA7103 Assignment 

PROGRAMME – MASTER OF BUSINESS ADMINISTRATION

Chosen Topic : “Impact of Social Media Marketing on Purchase Intention among Millennial”

MODULE – MBA7103 RESEARCH METHODOLOGY

Abstract

Consumer behaviour is one of the most important factors for contemporary businesses. Especially in the era of enhanced social media interaction, companies want to impact the behaviour of the consumer by directly engaging with them through various social media platforms. This study explores the influence of “social media marketing” strategies on the Millennial customers, as they form the largest customer group across the globe. Primary quantitative data is collected by conducting survey among 30 customers. The findings show that the customers are influenced by the social media marketing activities when they notice factors like authenticity and trust in the marketing content. Also, prioritise the quality of the product and price for making purchasing decisions. Therefore, it is important for marketers to focus on product quality along with collaboration with social media influencers who have a positive reputation. This can enhance the purchasing decision of the customers and create loyalty for the brand.

Chapter 1: Introduction

1.1 Context

Consumer behaviour is a very dynamic aspect in the contemporary business world. As the purchasing of consumers depends on their changing behaviour, exploring the influencing factors is crucial so that the companies can develop strategies effectively. The increasing use of social media in contemporary times has provided an opportunity for marketers to target their customers by the use of the platforms of the social media. The report of Petrosyan (2025) depicts that there are a total of 5.66 billion users of social media across the globe. In the country of Malaysia in particular, there are more than 33 million social media users (Siddharta, 2025). On the other hand, it is evident that the millennials constitute a significant portion of the social media population. Therefore, it can be understood that the “social media marketing” activities conducted by the marketers over various platforms like Instagram, Facebook, TikTok and so on, impact the customers and their purchasing decisions. Influence of the “social media marketing” activities on the millennial customers in particular is evaluated in this study.

However, it is evident that the organisations often face problems regarding proper customer targeting and increasing their sales. It can be understood that there may be inadequacies regarding their marketing strategies as they are not able to effectively attract customers. Millennials, being a significant part of the social media population, are also targeted by marketers; however, their reaction to the marketing activities determines the success of the initiatives by the companies because they are the largest portion of the global consumer group. The study of  Struckell et al. (2022), shows that ineffective marketing strategies can be the cause of stagnant growth of the companies, and it is important for the companies to understand consumer behaviour and effectively develop strategies to attract them and ensure the growth.

1.2 Aim

The study has the aim of evaluating the purchase intention of the millennials and how this is impacted by social media marketing to understand the consumer behaviour of the millennials.

1.3 Objectives

• To explore the strategies used for social media and how they impact consumer engagement of millennials.
• To evauate the role of social media in promotional and marketing purposes of products and their impact on millennials’ purchase decisions.
• To explore the trust, attitudes and brand perception of the millennials and the impact of social media on them.
• To develop strategies for marketers to improve the purchasing attraction of the millennials using social media marketing.

1.4 Questions

• What are the key social media strategies, and how are they impacting the consumer engagement of millennials?
• What role do social media platforms play in the marketing and promotional process, and how do they impact the purchase decisions of millennials?
• How are he aspects like brand perception, trust, and attitudes of the millennials impacted by social media marketing?
• What can be the best strategies for developing the purchasing attraction of the millennial customers through social media marketing?

1.5 Rationale

Understanding consumer behaviour is one of the most important requirements for making a business successful. In order to influence consumer behaviour and enhance purchasing intention, companies utilise social media marketing extensively. Millennial customers constitute the largest portion of consumers across the globe, and they are the most influential among consumers (Schulz, 2025). Therefore, it is important to understand the actual impact of “social media marketing” activities on the purchasing decision and overall consumer behaviour of the millennials. Hence, in this study, the behaviour of the millennials as consumers is evaluated along with the impact of “social media marketing” on their consumer behaviour. The outcome of the study would be helpful for the industry stakeholders as they would be able to make effective decisions regarding their investment in social media marketing activities.

1.6 Research Structure

The study is conducted in 5 chapters. The initial chapter is named Introduction and it depicts context of the topic and research problem along with the research aim, objectives and questions. This chapter also presents the rationale of the research.

The second chapter of the study is the Literature review. In this chapter,r the previous research works regarding the related concepts are evaluated properly for developing a thorough understanding of the subject area, and at the same time, developing an understanding about the knowledge gap so that these areas can be focused on in this study.

The third chapter of this study is the “Research framework and methodology”. The research framework, along with the chosen methodological approaches, is presented in this chapter, along with proper justification so that their selection can be evaluated.

The fourth chapter of this study is Analysis of Findings, where the collected primary quantitative data are evaluated along with their presentation in the form of graphs.

The final chapter of this study is the Discussion and Conclusion. In this chapter, the underlying meaning of the findings is discussed properly, and their utilisation for fulfilling the purpose and the objectives in this research.

Chapter 2: Literature Review

2.1 Introduction

This section evaluates the previous findings on the concepts that are related to the topics of this study. This is important not only for developing a better subject area understanding, rather it is also crucial for identifying the gap in the previous research works. Initially, the concept of social media marketing is evaluated along with the consumer behaviour of the millennial customers. After that, the concept of purchasing intention of the customers is evaluated, and the impact of “social media” on the “purchasing intention” is also explored. In the concluding section of this chapter literature gap has been identified.

2.2 Social Media Marketing

Utilisation of “social media platforms” like YouTube, Instagram, Facebook, TikTok and so on for promotional activities of products by sharing information and engaging with the customers is called social media marketing (Islam & Sheikh, 2024). It is different from the traditional marketing activities in the context that there are opportunities for the brands to engage with the customers by not only posting content, but also replying to the comments of the customers and engaging with them in real time (Khanom, 2023). Hence, social media is a powerful marketing tool for marketers. Various methods are utilised by the companies to do social media marketing, like sharing photos and videos, promotion through social media influencers, sharing user-generated content and so on. These strategies are useful not only for targeting the customers directly, but also make them feel a personal attachment to the brands. However, it is evident that the users are annoyed because of the simple repetition of ads, and they often feel overwhelmed because of increased exposure to the contents of the brands. Hence, it is evident that there must be a balance in the social media marketing strategies to mix the promotional content with entertainment.

The use of social media has been useful for marketers as they get a chance to get feedback quickly by seeing various metrics, including view counts, likes, shares, comments, click-through rates and so on (Dwivedi et al., 2021). This is also important in the context that the companies can improve their products and services by understanding the feedback of the customers. On the other hand, they can also understand the change in consumer behaviour quickly to make their strategies flexible.

Therefore, it is evident that there is are combination of constant learning, creative content, direct interaction and measurement in social media marketing. In case effective strategies are utilised, there can be an enhancement of trust and brand loyalty, which can maximise the growth of a company.

2.3 Consumer Behaviour Of The Millennials

Millennials are those who were birth between the time period of 1981 to 1996 (Dimock, 2019). People belonging to this group are a very important group of consumers in contemporary times. As identified above, millennials are the largest group of consumers across the globe (Schulz, 2025). It can be understood that this generation has a different attitude as compared to the previous generations because of their exposure to technologies like the internet, mobile phone, and social media in the phase of their growing up. Unlike the previous generations, their tendency of online is higher. The study of Han (2023) depicts that millennials are more accustomed to digital technologies for shopping and making payments.

Another thing about the millennial customers is that they are more value-driven than others (McKinsey, 2017). They not only want qa uality product at a justified price, rather their expectation is also that the values of the brands are aligned with their personal values. Therefore, their values like social responsibility, transparency, and sustainability are gaining importance in the current business world. The report of Ordun (2015) also depicts the price-sensitive nature of the millennials than the older generations which makes them shop from various retailers rather than just taking products from a single one.

The experience-oriented approach is also evident among the millennials as customers. They evaluate their own feeling during the purchase and the fit of the purchase in their lifestyle. Moreover, there are a lot of influences of “social media” content on the purchasing decisions of the millennial customers. Zhang (2023), shows that “social media marketing” strategies significantly impact the purchasing decisions of customers. They are also comfortable with a digital environment. And the price-sensitive nature makes them switch brands in case they get a better price at a different place.

2.4 Evaluation Of The Concept Of Purchase Intention

Willingness of the customers to purchase services or products of a particular brand in the near future is called purchase intention. It is slightly different from the purchase behaviour, but is helpful in predicting the action of a person regarding their purchasing of a product. In the context of marketing research, the companies utilise purchasing intention for designing their strategies, forecasting the demand and predicting the reaction of the customers to a particular promotional activity and advertisement.

`           The study of Etheridge et al. (2023) shows that there are three main factors, “subjective norms, attitude toward behaviour, and perceived behavioural control”, that impact the intention of a person to “perform a behaviour”. This is the main proposition of the pallend behaviour theory, which is highly relevant to evaluating consumer behaviour. According to Etheridge et al. (2023) these factors are impactful even in the case of online purchase of products.

1: Theory of Planned Behaviour

(Source: Etheridge et al., 2023)

There are various variables that can impact the purchase intention of products in the digital age, including reviews of products in the online media, brand trust, quality of product, influencer marketing, and emotional bond with the product. In particular, the millennials are exposed to social media. Hence, the recommendations for the peers, along with the advertising they see on the social media platforms, are very crucial in their purchasing behaviour. As per the study of Yin et al. (2025), the purchasing intention of the customers can be positively impacted by interactive marketing campaigns on the one hand, and personalised product recommendations on the other.

However, it is evident that there is no guaranteed purchase of a product just because of a high purchase intention. Certain barriers like concerns of delivery, price, lack of trust create problem for positive purchasing decisiosn. Hence, the marketers must focus on how to address these aspects for attracting the customers effectively.

2.5 Purchase Intention Impacted By “Social Media Marketing”

In the context of influencing the thinking, feeling, and decision-making, social media marketing has become one of the most impactful tools. Various social media platforms, including “TikTok, Facebook, Instagram, and YouTube”, have become ways for brands to reach their potential customers and feed them creative content to develop trust and loyalty. This is because these tools provide an opportunity for two-way communication. The interaction between the customers and the companies is important for turning potential customers into customers.

The study of Lawand (2015), shows that the exposure of customers to visually attractive content frequently, which is relevant for them, creates a positive impression about the brand. This positive attitude develops purchasing intention. Millennials are the most active group who use social media and often use social media platforms to form their purchasing decisions. Therefore, in case influencer marketing can be used in a way where authenticity is maintained, it can develop trust among the customers and impact their purchasing intention.

On the other hand, the engagement of the customers through activities like sharing posts, liking, commenting, and so on creates a comfortable environment and provides them with a personal feeling. As per the study of Wang et al. (2021), the purchase intention of people is directly linked with their intention to purchase the product, as there is a feeling of emotional bond with the company. However, it is also evident that there can be a negative impression of a brand because of repetitive promotional advertisements, as it can reduce the trust and interest of the customers and cause fatigue.

Hence, it is clear that the relationship purchase intention of the customers and the “social media marketing” is dependent on the management of interaction quality, emotional value and trust by the brands. In case there is emphasis on creativity and authenticity, along with proper and effective communication with the customers, there are higher chances of pushing the customers from merely being aware to actual customers.

2.6 Summary Of Literature Gap

Based on the evaluation of the previous studies, it is evident that while the aspects like purchasing intention and social media marketing have been carefully evaluated by the previous scholars, there is are lack of adequate focus on the purchasing intention of the millennials. Moreover, the dominant focus in the previous research works was on online advertisement or influencer marketing. However, there was limited focus on the coordination of factors in creating the purchasing decisions. Moreover, the change in behaviour of the consumers in the aftermath of 2020 is not adequately considered by the previous researchers. Hence, this study aims to fill the gap in the previous research works by addressing the behaviours of the millennials while purchasing products and how their purchasing decisions are impacted by social media marketing efforts of the brands.

Chapter 3: Research Framework And Methodology

3.1 Introduction

This chapter of the study focuses on presenting the research framework on the one hand, and the choices of the methodological approach on the other. In the initial section, the research framework is presented. After that, this chapter presented the “research design, population and sampling strategy, data collection method and analysis technique” one by one. Towards the end of this chapter, the ethical consideration for using the primary data is discusse, and the limitations of this study are also acknowledged. The selection of the methodological approaches is also justified with proper academic references.

3.2 Research Framework

In this study, the conceptual framework integrates social media marketing as the main independent variable. On the other hand, the purchase decisions of the millennials are the dependent variable in this study. In the framework, it is assumed that there are various factors impacting the attitudes of the millennials. These factors include credibility, trust, appeal of the advertisement, quality of content, credibility of the influencer, and brand interaction. The confidence of the consumers is increased in case these factors are positive.

3.3 Research Design

Primary quantitative data is used in this study, and the data is collected by conducting an online survey among 30 millennial consumers. The survey research design to collect “quantitative data” from the primary sources has been helpful in this study. The study of Goodfellow (2023) describes that quantitative data helps in analysing any topic by seeing the statistics. On the other hand, primary sources are reliable for collecting first-hand, authentic and reliable information that can be used for generating a credible outcome. In this study, the purchasing behaviour of the millennial customers is evaluated along with the impact of “social media marketing” on their “purchasing intention”. The data regarding their purchasing behaviour and how they feel regarding online social media marketing activities is collected by conducting an online survey. The study of Ponto (2015) shows that a survey helps in reaching a large number of participants in a limited period of time and thereby collects a large amount of data. Therefore, it can be said that the use of a survey as a research design is actually helpful here.

3.4 Population And Sampling

In order to collect the required information regarding the purchasing behaviour of the millennial consumers, 30 millennial consumers who purchase products from the online sites are recruited in this study. The convenience sampling technique is used to select the consumers in this study so that it can be ensured that only the millennials are taking part in the study. Although 30 is not a very large number to understand the consumer behaviour deeply, it can be understood that the major traits and behavioural patterns of the millennial customers can be understood from the responses provided by the 30 consumers. Therefore, it is evident that the selection of 30 millennial customers and supplementing the findings by using relevant secondary information has made the outcome of this study credible. The study of Golzar and Tajik (2022) shows that convenience sampling is very efficient and easy to use and provides the needed result in a time-efficient manner. Therefore, it can be said that the use of convenience sampling has been justified for this research.

3.5 Data Collection Method

For collection of data from the participants, an online survey has been conducted. Initially, the participants were contacted, and after taking their consent, survey links were sent to them, and they were asked to complete the survey. A set of 12 questionnaires was used in this study for conducting the survey. The questionnaire contains demographic questions, along with questions regarding the social media use pattern of the consumers on the one hand, and their online behaviour while seeing any online ads on the other. The study of Ranganathan and Caduff (2023) a structured questionnaire is a very efficient way of collecting required data because it helps in the collection of information systematically and analysing it to generate a credible outcome. On the other hand, the study of Salmons (2024) shows that a survey helps in collecting information from a large population in a limited period of time. In this study, it was required to collect authentic data and analyse them in a particular time period. Hence, the use of a “structured questionnaire” and an online survey is appropriate for this study.

3.6 Data Analysis Technique

The information collected from the online survey process is analysed by using the auto-generated charts and graphs. Hence, the analysis technique in this study is a frequency analysis technique. The study of Al-Ameri et al. (2023) depicts that frequency analysis is helpful for understanding the distribution pattern from the responses that can lead towards meaningful conclusions. The use of this analysis technique helped in understanding the pattern of social media usage by the millennial customers, the platforms that they utilise, and what they feel regarding the social media marketing activities by the companies. On the other hand, this understanding has been crucial in exploring the weaknesses of social media marketing by the marketers and what strategies should be strategies to attract customers effectively and make them buy products. Therefore, this analysis technique is helpful for this study.

3.7 Ethical Considerations

In order to maintain, integrity and credibility of the study, it is important to maintain ethical considerations. In this study, all the participants are more than 18 years of age, and no participants from any vulnerable groups are included. Apart from that, consent from the participants is collected prior to the conduct of the survey. No participants could start the survey if there was no consent from their side. Hence, only those who were interested were recruited for this study. Moreover, no personal information was asked, and the data is stored in a very secured manner in a storage that is protected by secured password. All the university guidelines were followed. And the information will be deleted completely after the completion of the study.

3.8 Limitations

Although the completion of this study using primary quantitative data has been helpful in generating a credible outcome, the exclusion of other data sources, like qualitative data or any sort of secondary data, due to a lack of time, can be considered a limitation of this study. Moreover, due to time constraints, only 30 participants could be recruited in this study. The inclusion of a larger sample size could have enhanced the findings. Hence, this can be considered as one of the limitations.

Chapter 4: Analysis Of Findings

4.1 Introduction

This chapter of the study presents and analyses the primary quantitative data collected through the survey to fulfil the aim and objectives. In order to present the findings in a comprehensive manner, auto-generated graphs and charts are utilised, and frequency analysis is conducted regarding the social media behaviour of the customers and the impact of social media marketing on their purchasing behaviour. Initially, the demographic information is presented, and then the information related to the key variables of the study is also depicted.

4.2 Demographic Profile Of Respondents

2: Age of the participants

3: Gender of the participants

Analysis:

From the responses, it is clear that both male and female participants took part in the survey, which denotes that the insights generated through the survey contain viewpoints of both genders. On the other hand, it is also clear that there are various age groups as participants in the survey. Therefore, it can also be understood that the outcome of this survey includes the views of various age groups, which makes it enriched.

4: Online shopping frequency

Analysis:

Based on the responses, it is evident that the respondents are mainly very heavy online shoppers. It is evident from the fact that both the daily shoppers and weekly shoppers consist of 40% of the respondents, whereas the monthly shoppers consist of 16.7%. Therefore, the views of these participants are very helpful for understanding the overall online consumer behaviour of the millennial online shoppers. On the other hand, their views regarding the social media marketing activities of the companies can also give insightful outcomes that can be used for evaluating the current strategies on the one hand, and developing effective strategies on the other.

4.3 Analysis Of Key Variables

5: Social media use time

Analysis:

40% of the respondents spend 6 hours over social media, whereas 16.7% spend 3 hours, and 10% spend 6.7% spend 3 hours. Hence, it can be understood that the participants of this survey are very highly exposed to social media marketing activities of the brands. Hence, analysing the effectiveness of the social media campaigns for the participants can actually present a larger picture regarding the impact of the social media marketing activities by the companies on the millennial customers. Factors, like their frustration, overwhelmingness, and satisfaction, can actually be used for the generation of new social media strategies.

6: Type of social media used

Analysis:

Instagram, Facebook, and TikTok emerged as the most used social media platforms by the millennial customers. Whereas YouTube and Twitter (now X) are also used heavily by them. Therefore, it is important for marketers to use these platforms according to their popularity, which can enhance their reach.

Blossom’s Lane Early Childhood Centre is a well-established preschool serving children aged 2 to 5 years. The management team consists of the centre manager only, Emma. The centre in the past was known for its nurturing environment, experienced staff, and commitment to quality early childhood education and care.

Blossom’s Lane has recently expanded its capacity due to increased demand. Emma currently faces several challenges related to managing a larger team and maintaining a high-quality centre. Blossom’s Lane is experiencing high staff turnover, struggling to employ and retain experienced educators; negatively impacting quality within the centre. Recent regulatory and education-focused inspection reports highlighted issues around governance and the centre’s curriculum. The centre is also facing financial difficulties based on last year’s financial records.

Emma is determined to address the challenges and improve the service and believes management models and theories may provide a valuable starting point.

Assessment Requirements:

Using the case study address the following areas:

• Introduction (250 words or 1.5 – 2 minute presentation)
• Management Models and Theories (LO1) Explore various international and national management models and theories relevant to contemporary early years managers and assess how these models and theories can support effective management at Blossom’s Lane, exploring their strengths and limitations. (700 words or 4 – 5.5 minutes)
• Quality Assurance and Compliance (LO2) Evaluate the role of management in the provision of a high-quality and compliant early years service at Blossom’s Lane, with reference to regulations, policies, and standards. (600 words or 4 – 5 minute presentation)
• Roles, Responsibilities, and Staff Support (LO3 LO4) Considering the challenges faced by Blossom’s Lane, evaluate the specific roles and responsibilities the early years managers should focus on, providing a clear rationale, to ensure the sustainability of the service, address staff recruitment, retention, and provide professional support? (700 words or 4 – 5.5 minutes)
• Attributes (LO5) Critically reflect on the attributes necessary for Emma, as the early years manager, to lead a high-quality and compliant service. (500 words or 3 – 4 minute presentation)
• Conclusion (250 words or 1.5 – 2 minute presentation)

Word Count: 3000 words or (+/- 10%) or 18-24 minute PowerPoint Presentation

Weighting: 100%

Module learning outcomes achieved:

• LO1. Assess models of management from a national and international lens.
• LO2. Evaluate the importance of management in ensuring quality and compliant early years provision.
• LO3. Analyse the roles and responsibilities of management in the early years sector.
• LO4. Analyse the role of management in relation to staff recruitment, retention and support.
• LO5. Critically reflect on the attributes of the early years manager.
• The Assessment should:
  • Include an introduction and conclusion.
  • Demonstrate a comprehensive understanding and application of module concepts and themes.
  • Demonstrate in depth independent academic research and strong academic writing skills.
  • Meet the specified learning outcomes.
  • Be submitted individually by the specified due date.

  Written piece OR PowerPoint Presentation

  • Essay or Recorded Presentation
  • Times New Roman or Calibri.
  • Size 12, Size 14 for headings (essay style)
  • Intext citation and images (where relevant)

  Layout:

  • Self-Reflection Form
  • Self-Assessed Rubric
  • Cover Page (Optional)
  • Table of Contents
  • Assignment
  • Reference Section

  Presentation

  • A PowerPoint should be presented during the presentation, and you should be visible throughout.
  • Font size and layout should be suitable for a PowerPoint presentation (as per guidelines provided).

  Layout:

  • Self-Report Form and Self-Assessed Rubric can be uploaded in one document.
  • The recorded presentation can be uploaded separately.
  • Assessment methods which enable students to demonstrate the learning outcomes for the module:
    • Weighting: 100%
    • Learning Outcomes demonstrated: 1-5

    Learning Outcomes

    On successful completion of this module the student should be able to:

    • LO1. Assess models of management from a national and international lens.
    • LO2. Evaluate the importance of management in ensuring quality and compliant early years provision.
    • LO3. Analyse the roles and responsibilities of management in the early years sector.
    • LO4. Analyse the role of management in relation to staff recruitment, retention and support.
    • LO5. Critically reflect on the attributes of the early years manager.

y	Assignment	Subject	Education
University	University of Bedfordshire (UOB)	Module Title	MED056-1 Content Creation and Post-Production

Word Count	1500 Words
Assessment Type	coursework – reflective writing
Assessment Title	Assessment one
Academic Year	2026/27

Assignment ONE Brief |UG | AY25-26 MED56-1 CCPP

Key assignment details
Unit title & code	MED056-1 CONTENT CREATION AND POST-PRODUCTION
Assignment number & title	ASSESSMENT ONE
Assignment type	COURSEWORK-REFLECTIVE WRITING
Weighting of assignment	40%
Size or length of assessment	1500 WORDS
Use of generative AI	Permitted for planning/grammar ONLY with declaration. All analysis and examples must be your own; cite any AI-assisted sources. Evidence of Original draft and own writing must be provided to Tutor.
Use of self-plagiarism	Not permitted

What am I required to do in this assignment?

Write a properly referenced reflective essay (1,500 words) that demonstrates your understanding of social‑first content creation (LO1) and applies that knowledge to your own practice and audience strategy (LO2). The essay should connect professional craft to platform behaviour and explain how clarity, pacing and accessibility inform your editorial decisions
How?

Your essay needs an:

Introduction: give some brief background to your work in the semester and aim of your essay.
Main Body: focus on the three tasks you have completed this semester across the 11 weeks of teaching and think deeply about what you learnt about social-first content creation and post-production, clarity, pacing and accessibility. Read about these things to extend your knowledge and write about what you learnt in the essay (use in-text citations) Write about your creative and technical strengths and weaknesses.
Conclusion: Summarise the content into a few paragraphs and write about: What might you do differently next time, and how you plan to improve on your skills.

What do I need to do to pass? How do I achieve a good grade? 

You will be able to take the formative feedback from class and then improve upon your work and submit a correctly referenced Contextual essay, demonstrating an understanding of the principles, technique and craft of creating content for social media and post-production
Show some contextual understanding of the tasks in relation to industry practice, and show honest reflection on the process
You should engage with all lessons and produce work across your 11 weeks of classes.
How do I achieve a good grade? See Rubric below: Specifically:

How will my assignment be marked?

Your assignment will be marked according to the threshold expectations (see the Unit Information Form uploaded on BREO) and the specific marking criteria below (marking rubric). Please read carefully as they will help you prepare and evaluate your own work before you submit. They will also help you understand the grade and feedback received once marked.

	70%+ (1st Class)	60-69% (2:1)	50-59% (2:2)	40-49% (3rd Class) Threshold Standard	30-39% (Fail)	0-29% (Fail)
1	Ambition and Execution Your coursework shows excellent ambition in content and execution.	Ambition and Execution Your coursework shows very good ambition in content and execution.	Ambition and Execution Your coursework shows good ambition in content and execution.	Ambition and Execution Your coursework shows some ambition but is quite basic in places in terms of content and execution.	Ambition and Execution Your coursework shows limited ambition, with little evidence of purposeful content or execution.	Ambition and Execution Your coursework shows no ambition in content or execution and does not meet the task requirements.
2	Awareness of Codes and Conventions Your project shows an excellent awareness of the codes and conventions in your genre of production.	Awareness of Codes and Conventions   Your project shows a very good awareness of the codes and conventions in your genre of production.	Awareness of Codes and Conventions   Your project shows a good awareness of the codes and conventions in your genre of production.	Awareness of Codes and Conventions   Your coursework shows some awareness of image-making and storytelling codes and conventions.	Awareness of Codes and Conventions   Your coursework shows very limited awareness of codes and conventions, with little evidence of applying them.	Awareness of Codes and Conventions   Your coursework shows no awareness or understanding of codes and conventions.
3	Technical Skills Your work demonstrates excellent technical skills and a mastery of the equipment used.	Technical Skills Your work demonstrated very good technical skills.	Technical Skills   Your work demonstrated good technical skills.	Technical Skills   Your work displays a fair amount of technical skill.	Technical Skills   Your work displays limited technical ability, with frequent errors or incomplete use of equipment.	Technical Skills   Your work displays no meaningful technical skill and does not meet the requirements of the task.
4	Engagement with Production Process Your work evidences a full engagement with the production process across the unit.	Engagement with Production Process   Your work shows a very good engagement with the production process across the unit.	Engagement with Production Process   Your work shows a good engagement with the production process across the unit.	Engagement with Production Process   Your work shows some engagement with the production process across the unit.	Engagement with Production Process   Your work shows very limited engagement with the production process, with little evidence of development.	Engagement with Production Process   Your work shows no engagement with the production process.
5	Academic Skills You have consistently applied core academic skills accurately and effectively throughout your written work, demonstrating an excellent understanding of how to engage with reflective writing.	Academic Skills   You have used core academic skills appropriately and competently in referencing, formatting, and use of academic English.	Academic Skills   You have displayed core academic skills in referencing, formatting, and use of academic English.	Academic Skills   You have displayed some academic skills in referencing, formatting, and use of academic English.	Academic Skills   You have displayed very limited academic skills, with frequent errors in referencing, formatting, and use of academic English.	Academic Skills   You have shown no evidence of core academic skills; referencing and academic writing are absent or incorrect.

MED056-1 Content Creation and Post-Production Assessment 2 Brief 2026/27 | Bedfordshire

Module Title MED056-1 Content Creation and Post-Production Assessment Type Practical – multi-platform portfolio Assessment Title Assessment 2 Assignment TWO Brief |UG | AY25-26 MED56-1 CCPP Key assignment details

Unit title & code

MED056-1 CONTENT CREATION AND POST-PRODUCTION

Assignment number & title

ASSESSMENT TWO

Assignment type

Practical – multi-platform portfolio

Weighting of assignment

60%

Size or length of assessment

 

Portfolio of work: Minimum of Three social media shorts (1 –2 min each), a 500-word reflective essay & evidence folder to show planning.

Use of generative AI

Not permitted: however. Planning/grammar assistance permitted with declaration. All footage, edits, captions and mixes must be student‑produced. No AI‑generated video/voice/music.

Use of self-plagiarism

Not permitted

Understanding the assignment brief

Assignment brief to be discussed during an in-class session with students within the first 2 weeks of the unit.

21/1/26

22/1/26

Uploaded screen/podcast explaining the assessment, the rubric and marking criteria.

Link on BREO

What am I required to do in this assignment? Produce a creative and well researched portfolio of content for social media and multiplatform audiences Demonstrate an understanding of the principles, technique and craft of content creation

Detailed deliverables: A. Three Social Media Shorts (minimum of 1min each no more than 2 mins):

Short 1 – ONLINE NEWS STORY: A 300-400 word article on WORDPRESS to report on a timely and relevant news topic. This must contain a 1 minute “Social Media Short” video in 16:9 format embedded into the post. This needs to be a video with text/captions, and music. The story must be clear on mute. Short 2 – TIK TOK style “PROCESS” video” energetic micro‑narrative with purposeful pacing and tasteful SFX/music. For example: “How to …..”  Short 3 – PROMOTE A BRAND: Market a product: A value proposition with a clear marketing narrative . You will be given a clear ‘client brief’ and will create a short 1 minute promotional video to promote ‘Sole-Mates” (Permasox). The brief will be uploaded to BREO in the Assessment Folder. Each short must open with a strong hook in the first 1–3 seconds and include captions or text overlays within safe zones.

B. Production Evidence Folder (ZIP): Example: Shot lists/storyboards, location notes & risk considerations, consent forms, export setting screenshots where applicable. C. Reflection (500 words total): Audience & Platform Fit: Who is it for? Why this platform approach? Craft Choices: Hooks, pacing, captions, sound; what you changed after feedback and why. Legal/Ethical: Consent/releases, location, music licensing, accessibility steps taken. Show some contextual understanding of the task, and honest reflection on the process How? :

Think deeply about the following aspects of your 3 practical pieces. Say why you made certain decisions and reflect on what did and what did not go well, and your own new learning. Read about the theory and show how you linked theory and practice in your work and how you could do this better in future.

Production Evidence Folder (ZIP): Shot lists/storyboards, location notes & risk considerations, consent forms, export setting screenshots.  You should engage with all lessons and produce work across your 11 weeks of classes. Upload all your work as a zip file . We will go over this in class.  Note that the Reflective Essay needs a separate cover page with your student name, student number, Unit name, Assessment Name and Number.

What do I need to do to pass? How do I achieve a good grade?  You must ensure attendance to all classes in this unit, across the 11 weeks. Please don’t be late for classes as the teaching can’t be repeated.  Engage in homework and practice reflective writing. DO all technical/practical tasks asked of you and read and respond to any formative feedback given to help you improve on your work. Do independent research and learning.

What do I need to do to pass? How do I achieve a good grade? Pass threshold (40–49%): Three pieces of practical work in the form of online text and videos submitted meeting duration/format; basic hooks and captions; some evidence of audience/platform understanding; legal/ethical basics demonstrated; reflection present with references. Good (50–69%): Clear hooks, readable shots and captions; coherent pacing; sound mix supports clarity; platform fit evident; thoughtful reflection linking choices to feedback and sources. Excellent (70%+): Highly engaging, purposeful storytelling; precise pacing and audio design; captions polished and accessible; sharp platform reasoning; exemplary legal/ethical practice; concise, insightful reflection referencing high quality sources. How will my assignment be marked? Your assignment will be marked according to the threshold expectations (see the Unit Information Form uploaded on BREO) and the specific marking criteria below (marking rubric). Please read carefully as they will help you prepare and evaluate your own work before you submit. They will also help you understand the grade and feedback received once marked.

 

70%+

(1st Class)

60-69%

(2:1)

50-59%

(2:2)

40-49%

(3rd Class)

Threshold Standard

30-39%

(Fail)

0-29%

(Fail)

1

Ambition and Execution

Your coursework shows excellent effort in producing content, and execution.

Ambition and Execution

Your coursework shows very good effort in producing content, and execution.

Ambition and Execution

Your coursework shows good effort in producing content, and execution.

Ambition and Execution

Your coursework shows some effort in producing content but is quite basic in places in terms of content and execution.

Ambition and Execution

Your coursework shows limited effort in producing content, with little evidence of purposeful content or execution.

Ambition and Execution

Your coursework shows no effort in producing content or execution and does not meet the task requirements.

2

Awareness of Codes and Conventions

Your project shows an excellent awareness of the codes and conventions in your genre of production.

Awareness of Codes and Conventions

 

Your project shows a very good awareness of the codes and conventions in your genre of production.

Awareness of Codes and Conventions

 

Your project shows a

good awareness of the codes and conventions in your genre of production.

Awareness of Codes and Conventions

 

Your coursework shows some awareness of image-making and storytelling codes and conventions.

Awareness of Codes and Conventions

 

Your coursework shows very limited awareness of codes and conventions, with little evidence of applying them.

Awareness of Codes and Conventions

 

Your coursework shows no awareness or understanding of codes and conventions.

3

Technical Skills

Your work demonstrates excellent technical skills and a mastery of the equipment used.

Technical Skills

Your work demonstrated very good technical skills.

Technical Skills

Your work demonstrated good technical skills.

Technical Skills

Your work displays a fair amount of technical skill.

Technical Skills

Your work displays limited technical ability, with frequent errors or incomplete use of equipment.

Technical Skills

Your work displays no meaningful technical skill and does not meet the requirements of the task.

4

Engagement with Production Process

Your work evidences a full engagement with the production process across the unit.

Engagement with Production Process

Your work shows a very good engagement with the production process across the unit.

Engagement with Production Process

Your work shows a good engagement with the production process across the unit.

Engagement with Production Process

Your work shows some engagement with the production process across the unit.

Engagement with Production Process

Your work shows very limited engagement with the production process, with little evidence of development.

Engagement with Production Process

Your work shows no engagement with the production process.

5

Academic Skills

You have consistently applied core academic skills accurately and effectively throughout your written work, demonstrating an excellent understanding of how to engage with reflective writing.

Academic Skills

 

You have used core academic skills appropriately and competently in referencing, formatting, and use of academic English.

Academic Skills

 

You have displayed core academic skills in referencing, formatting, and use of academic English.

Academic Skills

 

You have displayed some academic skills in referencing, formatting, and use of academic English.

Academic Skills

 

You have displayed very limited academic skills, with frequent errors in referencing, formatting, and use of academic English.

Academic Skills

 

You have shown no

evidence of core academic skills; referencing and academic writing are absent or incorrect.

Machine Learning Algorithms and Practice 2026 Assignment 1 The goal in this assignment is to craft a classic machine learning solution for an object recognition task. Each object is a 28×28 pixel image. You will get these images as ‘flattened’ 784-dimensional vectors, each tagged with a label (+1 or -1). Data Sources: You can load the data with np.loadtxt. The training data (with labels) and test data (without labels) are available to you at the URL: https://github.com/foxtrotmike/CS909/tree/master/2026/A1 Training Data (Xtrain): Rows of images for you to train your model. Training Labels (Ytrain): The label of each image. Test Data (Xtest): More rows of images for you to test your model. Submission Guide: You must submit a single Jupyter (IPython) Notebook containing all code, figures, and written answers. Your notebook must include the following and is to be submitted using Tabula.: 1.Your name and student ID at the top. For all experiments involving randomness (e.g. data shuffling or cross-validation), use the numeric part of your student ID as the random seed (e.g. u1234567 to 1234567) and report results using this seed. 2.A declaration at the beginning stating whether you used AI tools (e.g. ChatGPT), and in at most two lines, the purpose for which they were used. The use of such tools is permitted provided it is declared and complies with Warwick’s academic integrity principles. All submitted work must be your own; the use of unacknowledged external work (including AI-generated content) will be treated as a serious breach of academic integrity and will be severely penalised in accordance with University regulations. Submissions showing inconsistencies between code, results, and explanations, or raising concerns about authorship or understanding, may be selected for a short follow-up viva in which the student will be asked to explain and defend their work and final marking will be based on that.. 3.All code, outputs, figures, and explanations required to answer the questions. 4.All cells executed in order, with outputs visible, so that results can be verified. 5.A clear summary table comparing the performance metrics of the models you evaluated. 6.Code restricted to the following libraries: numpy, pandas, scipy, sklearn. If additional libraries are used, installation commands (e.g. !pip install …) must be included and justified. 7.Sufficient inline comments and explanations to make your reasoning clear. 8.In addition, you must submit a separate prediction file for the test data: A single-column CSV file containing the prediction score for each example in Xtest, in the original order. The file must be named using your student ID (e.g. u100011.csv). Marking Criteria a.Correctness and completeness of implementation: 20-30% b.Reasoning, interpretation, and diagnostic analysis: 40-50% c.Falsification, robustness analysis, or insightful extensions: 20%

Question No. 1: (Exploring data) [10% Marks] Start by loading the training and test data. Once you have it ready, let’s explore with these questions: i.Dataset Overview a.How many examples of each class are in the training set And in the test set b.Does this distribution of positive and negative examples signify any potential issues in terms of design of the machine learning solution and its evaluation If so, please explain. ii.Visual Data Exploration a.Pick 10 random objects from each class in the training data and display them using plt.matshow. Reshape the flattened 28×28 arrays for this. What patterns or characteristics do you notice b.Do the same for 10 random objects from the test set. Are there any peculiarities in the data that might challenge your classifier’s ability to generalize iii.Choosing the Right Metric Which performance metric would be best for this task (accuracy, AUC-ROC, AUC-PR, F1, Matthews correlation coefficient, mean squared error etc.) Define each metric and discuss your reasoning for this choice. iv.Benchmarking a Random Classifier Imagine a classifier that produces a random prediction score in the range [-1,+1] for a given input example. What metrics (AUC-ROC, AUC-PR, F1, Matthews correlation coefficient, mean squared error etc.) would you expect it to achieve on both the training and test datasets Show this through a coding experiment. v.Benchmarking a “Positive” Classifier Imagine a classifier that produces a positive label (+1) for any given input example. What metrics (AUC-ROC, AUC-PR, F1, Matthews correlation coefficient, mean squared error etc.) would you expect it to achieve on both the training and test datasets Show this through a coding experiment.

Question No. 2: (Nearest Neighbor Classifier) [10% Marks] Perform 5-fold stratified cross-validation (https://scikit-learn.org/stable/modules/generated/sklearn.model_selection.StratifiedKFold.html) over the training dataset using a k-nearest neighbour (kNN) classifier and answer the following questions: i.Can two images that look very similar to a human be far apart under Euclidean distance Construct or find an example. ii.Start with a k = 5 nearest neighbour classifier. Define and calculate the accuracy, balanced accuracy, AUC-ROC, AUC-PR, F1 and Matthews Correlation Coefficient for each fold using this classifier Show code to demonstrate the results. Calculate the average and standard deviation for each metric across all folds and show these in a single table. As the KNN classifier in sklearn does not support decision_function, be sure to understand and use the predict_proba function for AUC-ROC and AUC-PR calculations or plotting. iii.Plot the ROC and PR curves for one fold. What are your observations about the ROC and PR curves What part of the ROC curve is more important for this problem and why iv.At what value of kkk would kNN become equivalent to a trivial classifier Why v.Identify one training example that is consistently misclassified across folds. What does this tell you about the dataset rather than the model Question No. 3: [20% Marks] Cross-validation of SVM and RFs Use 5-fold stratified cross-validation over training data to choose an optimal classifier between: SVMs (linear, polynomial kernels and Radial Basis Function Kernels) and Random Forest Classifiers. Be sure to tune the hyperparameters of each classifier type (C and kernel type and kernel hyper-parameters for SVMs, the number of trees, depth of trees etc. for the Random Forests etc). Report the cross validation results (mean and standard deviation of accuracy, balanced accuracy, AUC-ROC and AUC-PR across fold) of your best model. You may look into grid search as well as ways of pre-processing data (https://scikit-learn.org/stable/modules/preprocessing.html ) (e.g., mean-standard deviation or standard scaling or min-max scaling). i.Write your strategy for selecting the optimal classifier. Show code to demonstrate the results for each classifier. ii.Show the comparison of these classifiers in a single consolidated table. iii.Plot the ROC curves of all classifiers on the same axes for easy comparison. iv.Plot the PR curves of all classifier on the same axes for comparison. v.Write your observations about the ROC and PR curves. Why might two classifiers have almost identical ROC curves but very different PR curves If you were forced to deploy only one model without retraining, which curve would you trust most and why Question No. 4 [20% Marks] PCA i.Plot the scree graph of PCA and find the number of dimensions that explain 95% variance in the training set. Then reduce the number of dimensions of the training data using PCA to 2 and plot a scatter plot of the training data showing examples of each class in a different color. What are your observations about the data based on these (scree and scatter) plots ii.Reduce the number of dimensions of the training and test data together using PCA to 2 and plot a scatter plot of the training and test data showing examples of each set in a different color (or marker style). What are your observations about the data based on this plot What would it imply if test points project outside the convex hull of training points in PCA space iii.Reduce the number of dimensions of the data using PCA and perform classification. You may want to select different principal components for the classification (not necessarily the first few). What is the (optimal) cross-validation performance of a Kernelized SVM classification with PCA Remember to perform hyperparameter optimization! iv.Plot the first at least 10 PCA basis vectors as 28×28 images using plt.matshow. Which PCA components are easiest for a human to interpret visually Are these the same components that best separate the classes Why or why not v.By applying controlled transformations to the training data and refitting PCA, identify which principal component basis vectors are most affected by (i) uniform brightness increase, (ii) addition of random noise, (iii) randomisation of labels, (iv) horizontal translation, and (v) rotation, and justify your conclusions using visual and quantitative evidence. Question No. 5 Another classification problem [20% Marks] a.Define a binary classification task where each example is labelled by its origin: training set ( 1) or test set (+1). Using 5-fold stratified cross-validation, train a classifier to solve this task and report the mean and standard deviation of the AUC-ROC. b.Interpret the resulting AUC-ROC value as a measure of dataset shift. What does a value close to 0.5, moderately above 0.5, or close to 1.0 imply about the relationship between the training and test sets c.Identify which features or transformations of the data contribute most to separating training and test examples, and provide evidence to support your conclusion. d.Apply data augmentations (random noise and random rotations) to the training data and repeat the experiment. Analyse how and why the AUC-ROC changes, and what this reveals about the nature of the shift. e.Explain how the presence of such a train–test distinction would affect your confidence in the evaluation of classifiers in earlier questions, and describe at least one principled strategy to reduce or eliminate this issue.

Question No. 6 Optimal Pipeline [20% Marks] Using evidence and insights from Questions 1-5, design a complete end-to-end classification pipeline for this task. Your pipeline may include any preprocessing, representation learning, model selection, calibration, and post-processing steps you consider appropriate, but must use only the provided data. You must: a.Clearly describe the structure of your pipeline and justify each design choice in terms of the empirical findings from earlier questions, not generic best practices. b.Identify at least one plausible alternative pipeline that a competent practitioner might choose, explain why it is reasonable, and justify why you did not select it. c.Perform at least one stress test (e.g., perturbations, reduced data, altered preprocessing, or metric sensitivity) and analyse how robust your pipeline is to this change. d.Report and submit the prediction scores produced by your final pipeline on the test set as a single-column file (named using your student ID, e.g., u100011.csv) in the same order as Xtest. e.Explicitly state the main assumption your pipeline relies on, and discuss how violating this assumption would affect your conclusions. Your marks will prioritise coherence, robustness, and defensibility of the pipeline, rather than absolute test-set performance.

MN4238 Sustainable Development and Management Assessment 1: Individual Essay (25%) . Sustainability has become one of the defining issues shaping the decisions of organisations, governments, and societies. Nevertheless, there remain discussions and debates in scholarship and practice as to the perspectives of sustainability that matter and the implications for management. For the first assessment for MN4238, you are required to write a 1,500-word essay answering this question: “With reference to academic literature, critically discuss two differing sustainability worldviews (such as weak/strong, technocentric, ecocentric, or regenerative perspectives) and explain how they might influence management’s role in addressing contemporary sustainability issues.” Marking Criteria Engagement with academic literature Understanding and critical discussion of two sustainability worldviews Understanding of influence of worldviews on management theory/practice Structure, argumentation and coherence Academic writing, presentation and referencing Quality of argument Use of Generative AI For this assessment, you can use Generative AI to support your reading of relevant literature in accordance with Level 2: AI Assisted Idea Generation and Structuring. A copy of the AI Chart is available on Moodle. You are expected to add an Appendix to the Assessment with the following details: Name and version of the generative AI system used Publisher URL of the AI system Prompts used A short description and reflection on you used the tool. Marking Rubric Assessment Criteria Exceptional (17-20) Very Good (14-16) Good (11-13) Satisfactory (10-8) Pass (7) Fail (0-6) Engagement with academic literature Extensive use of high-quality academic sources; strong integration into argument; demonstrates deep understanding of relevant literature Comprehensive range of relevant sources; mostly analytical; demonstrates strong understanding of key literature. Reasonably good range of relevant sources; mostly analytical; sound understanding of relevant literature Adequate sources but limited depth; tends toward description; basic grasp of relevant literature. Understandable but contains errors; referencing inconsistent. Little or no academic literature; major inaccuracies; no meaningful engagement. Understanding and Critical Discussion of Two Sustainability Worldviews Exceptionally clear, accurate, and theoretically rich explanation of two contrasting worldviews; excellent critical comparison; deep understanding of underlying assumptions; strong illustrative examples. Clear, well-informed explanation of two worldviews; good critical comparison; demonstrates sound understanding of assumptions and tensions. Reasonable understanding of two worldviews; some comparison, though limited in depth or precision. Basic explanation of two worldviews but lacking detail or balance; limited comparison. Incomplete or unclear worldview explanation; weak or incorrect comparison. Only one worldview discussed, or major conceptual errors; no comparison. Understanding of influence of worldviews on management theory/practice Excellent insight into how worldviews shape management theory and practice; strong links between theory and real-world implications. Clear and accurate explanation of how worldviews influence management; links are well-made and relevant. Some good points about influence on management; links present but may be general or uneven. Basic discussion of relevance to management; links may be underdeveloped or generic. Very weak or unclear links between worldview and management; relevance poorly explained. No meaningful discussion of management implications; irrelevant, incorrect, or absent content. Structure, argumentation and coherence Excellent structure; argument is coherent, logical, and highly persuasive; excellent signposting. Well-structured and coherent argument; minor lapses in flow. Generally clear structure but with some issues in flow or logic. Structure is present but somewhat unclear or disjointed. Poorly organised; argument difficult to follow. Structure absent or incoherent; argument missing. Academic writing, presentation and referencing Clear, fluent academic writing; accurate and consistent referencing. Mostly clear writing; referencing generally accurate. Writing understandable but with stylistic or grammatical issues; referencing contains inconsistencies. Writing sometimes unclear; noticeable errors; referencing incomplete or inconsistently applied. Writing unclear in places; frequent errors; referencing weak or incomplete. Writing unclear or inappropriate for academic work; referencing incorrect, inconsistent, or