Author: admin

**Description

Earlier this week, you practiced using ANCOVA models with SPSS and, ideally, used the Collaboration Lab to ask, answer, and otherwise address any questions you had. In this Assignment, you apply what you learned to answer a social research question using ANCOVA. Hopefully you are not yet tired of comparing means!

To prepare

Review the datasets provided.
Construct a research question based on one of those datasets.
Pay attention to the assumptions of this test, and ask, “Does it make sense to interpret the mean of this dependent variable?”
By Day 7
The Assignment

Use SPSS to answer the research question you constructed. Write an analysis in APA format, including title page, references, and an appendix, that includes your data output and addresses each of the tasks listed below. The content should be 2–3 pages, including setup of the assignment, results, and interpretation of results. Your SPSS output should be included as an appendix.

What is the null hypothesis for your question?
What research design(s) would align with this question?
What dependent variable was used and how is it measured?
What independent variable is used and how is it measured?
What is your covariate?
What is the answer to your research question?
What are the possible implications of social change?
Early in your Assignment, when you relate which dataset you analyzed, please include the mean of the following variables. If you are using the Afrobarometer Dataset, report the mean of Q1 (Age). If you are using the General Social Survey Dataset, report the mean of Age. If you are using the HS Long Survey Dataset, report the mean of X1SES. See pages 713 and 714 in your Warner textbook for an excellent APA-compliant write-up of an ANCOVA.

REQUIRED READINGS

Warner, R. M. (2013). Applied statistics: From bivariate through multivariate techniques (2nd ed.). Thousand Oaks, CA: SAGE Publications.

Chapter 17, “Analysis of Covariance” (pp. 688–725)

This chapter equips you with the information to needed to assess nonequivalent comparison groups—a phenomenon often encountered in quasi-experimental research (and in Walden capstone studies).

DATASETS

In this course, your instructor will provide you with one dataset (Guided Sample Dataset: Statistics Anxiety) that will be used in several of the tutorial videos. You are encouraged to reproduce the analyses performed in the video using this dataset so you can compare your answers and check your understanding of how to do each analysis in SPSS. You will also be provided with three large datasets for you to use in application of the statistics you’re learning each week. The Statistics Anxiety dataset is not for use in your weekly Assignments. Your instructor may also recommend using a different dataset from the ones we have provided here, which is fine. Your instructor will share these datasets in the Doc Sharing section of the classroom and as an Announcement.

In this course, your instructor will provide you with one dataset (Guided Sample Dataset: Statistics Anxiety) that will be used in several of the tutorial videos. You are encouraged to reproduce the analyses performed in the video using this dataset so you can compare your answers and check your understanding of how to do each analysis in SPSS. You will also be provided with three large datasets for you to use in application of the statistics you’re learning each week. The Statistics Anxiety dataset is not for use in your weekly Assignments. Your instructor may also recommend using a different dataset from the ones we have provided here, which is fine. Your instructor will share these datasets in the Doc Sharing section of the classroom and as an Announcement.

REQUIRED MEDIA

Laureate Education (Producer). (2017h). Introduction to analysis of covariance [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 2 minutes.

Begin each week of the course by viewing the Weekly Introduction video, in which experienced statistics Instructors, Dr. Matt Jones and Dr. Annie Pezalla, provide context for new learning, explain statistical methods in easy-to-understand language, and describe the learning activities you will need to complete. Accessible player

–Downloads–

Laureate Education (Producer). (2017c). ANCOVA [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 7 minutes 15 seconds.

This video provides step-by-step instructions that explain how to perform the statistical test required in Assignment **

Eradication of Smallpox, Polio, and how they may help in Approaching Covid-19

Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

Reference

Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.  American Journal of Medicine, 134(2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

Resources

 

Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.

WEEKLY RESOURCES

Learning Resources

Required Readings

· Friis, R. H., & Sellers, T. A. (2021).  Epidemiology for public health practice (6th ed.). Jones & Bartlett.

· Chapter 12, “Epidemiology of Infectious Diseases

· Center for Global Development. (n.d.).  Case 1: Eradicating smallpox  Download Case 1: Eradicating smallpox. http://www.cgdev.org/doc/millions/MS_case_1.pdf Note: This article provides an overview of the eradication of smallpox.

· Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021).  We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polioLinks to an external site..  BMJ Global Health, (8), e006810 . https://doi.org/10.1136/bmjgh-2021-006810

· World Health Organization. (n.d.). PoliomyelitisLinks to an external site.  (polio). https://www.who.int/health-topics/poliomyelitis#tab=tab_1 Note: This page provides an overview of the eradication of polio, as well as symptoms and treatment.

Required Media

· The Impact of COVID-19 on Epidemiology  Time Estimate: 3 minutes

· Walden University, LLC. (2021). Infectious disease basicsLinks to an external site. [Interactive media]. Walden University Blackboard. https://waldenu.instructure.com

Optional Resources

· Polio Global Eradication Initiative. (n.d.).  GPEI strategy 2022–2026.Links to an external site.  https://polioeradication.org/gpei-strategy-2022-2026/

 

 

To prepare:

· Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

· In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

· Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

· Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

· What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

· What are the benefits of addressing this issue at the population level as opposed to the individual level?

By Day 3 of Week 9

Post a cohesive response that addresses the following:

· Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

· Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

· Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

By Day 6 of Week 9

Read a selection of your colleagues’ responses and respond to  at least two of your colleagues on  two different days and  respond to  at least two colleagues on  two different days in one or more of the following ways:

· Ask a probing question, substantiated with additional background information, evidence, or research.

· Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

· Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

· Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

RESPOND TO THIS DISCUSSION POST

Nadine

Week 9 Initial Discussion Post

Epidemiologic Lessons from Smallpox and Polio Eradication for Addressing COVID-19

Introduction   Epidemiology, a fundamental discipline in public health, plays a vital role in understanding the distribution, determinants, and control of diseases within populations (Friis & Sellers, 2021). By analyzing patterns of disease occurrence and exploring factors influencing health outcomes, epidemiologists identify risk factors, assess interventions, and inform health policy decisions (Friis & Sellers, 2021).

Epidemiologic Differences

COVID-19, smallpox, and polio, while all infectious diseases, exhibit distinct characteristics and epidemiological patterns. The novel coronavirus SARS-CoV-2 causes COVID-19 and spreads primarily through respiratory droplets, exhibiting rapid person-to-person transmission. (Friis & Sellers, 2021).  In contrast, although highly contagious, smallpox, caused by the variola virus, spreads more slowly via respiratory secretions and direct contact (Friis & Sellers, 2021).  Polio, caused by the poliovirus, primarily spreads through the fecal-oral route, and in severe cases, affects the nervous system, leading to paralysis (World Health Organization, n.d.).

Application of Epidemiology to COVID-19

Epidemiological principles are essential in addressing COVID-19, guiding public health interventions such as surveillance, case investigation, contact tracing, and vaccination campaigns (Friis & Sellers, 2021). Contact tracing helps identify and isolate infected individuals to prevent further transmission, while vaccination programs aim to achieve herd immunity and reduce disease spread (Friis & Sellers, 2021). Epidemiological modeling and data analysis enable public health authorities to predict outbreaks, assess the effectiveness of interventions, and inform policy decisions to control the pandemic (Friis & Sellers, 2021).

Lessons Learned from Smallpox and Polio Eradication

The eradication of smallpox and the near-eradication of polio offer valuable lessons for combating COVID-19. The successful smallpox eradication campaign highlighted the importance of global coordination, rapid response, mass vaccination strategies, and robust surveillance systems for containing and eliminating a deadly infectious disease (Center for Global Development, n.d.). Similarly, the polio eradication efforts underscore the need for sustained political commitment, community engagement, and vaccine innovation in achieving disease control and elimination (World Health Organization, n.d.).

Benefits of Addressing Health Problems in a Population vs. Individual Level

Addressing COVID-19 at the population level offers distinct advantages over individual-focused approaches (Friis & Sellers, 2021). Population-level interventions, such as public health campaigns, policy changes, and community-based initiatives, have a broader reach and can simultaneously impact entire communities or regions (Friis & Sellers, 2021). These strategies are crucial for controlling infectious diseases like COVID-19, as individual-level interventions alone may be insufficient to prevent widespread transmission and achieve population immunity (Friis & Sellers, 2021).

Conclusion Epidemiology principles have been pivotal in understanding and combating infectious diseases like COVID-19, smallpox, and polio. Insights from the successful eradication of smallpox and polio can inform strategies for managing the current pandemic, emphasizing the importance of coordinated global efforts, vaccination programs, and surveillance systems. Addressing COVID-19 at the population level through evidence-based interventions is essential for controlling disease spread, protecting public health, and achieving successful epidemic control outcomes.

References

Center for Global Development. (n.d.).  Case 1: Eradicating smallpox. Retrieved from [http://www.cgdev.org/doc/millions/MS_case_1.pdf]

Friis, R. H., & Sellers, T. A. (2021).  Epidemiology for public health practice (6th ed.). Jones & Bartlett.

Wilson, N., Mansoor, O. D., Boyd, M. J., Kvalsvig, A., & Baker, M. G. (2021). We should not dismiss the possibility of eradicating COVID-19: Comparisons with smallpox and polio.  BMJ Global Health, (8), e006810.  https://doi.org/10.1136/bmjgh-2021-006810Links to an external site.

World Health Organization . (n.d.).  Poliomyelitis (polio). Retrieved from https://www.who.int/health-topics/poliomyelitis#tab=tab_1

ERADICATION OF SMALLPOX, POLIO, AND HOW THEY MAY HELP IN APPROACHING COVID-19

Some of the most notable epidemics include the bubonic plague in the 14th century, smallpox in the 18th century, influenza in the 20th century, and SARS-CoV-2 (COVID-19) in the 21st century. It is estimated that the bubonic plague caused 25 million deaths in Europe in the 14th century alone, and up to 200 million total deaths across centuries (Glatter & Finkelman, 2021). The COVID-19 pandemic spread at an unprecedented pace due to globalization and the mobility of society, killing millions worldwide. These are dramatic examples of the kinds of acute outbreaks that make epidemiology such an important field of study.

At the beginning of the 21st century, many epidemiologists and healthcare professionals were concerned about the next potential pandemic or epidemic—and then it arrived in early 2020. Globalization means that when these infectious outbreaks occur, they can spread quickly, but we also have more knowledge and better tools (e.g., vaccine technology) to fight them. For this Discussion, you will compare lessons learned from two successful eradication efforts, that of smallpox and polio, and consider how they may be applied to COVID-19.

Reference

Glatter, K. A., & Finkelman, P. (2021). History of the plague: An ancient pandemic for the age of COVID-19.  American Journal of Medicine, 134 (2), 176–181. https://doi.org/10.1016/j.amjmed.2020.08.019

RESOURCES

 

Be sure to review the Learning Resources before completing this activity.  Click the weekly resources link to access the resources.

WEEKLY RESOURCES

 

TO PREPARE:

· Review the Learning Resources, focusing on the smallpox and polio epidemics and how health organizations applied principles of epidemiology to eradicate (or in the case of polio, nearly eradicate) these diseases.

· In light of these examples, consider the benefits of addressing smallpox and polio at the population level. What were the population health strategies that were used in the efforts to eradicate smallpox and polio?

· Consider similarities and differences from an epidemiologic perspective among the smallpox and polio epidemics and that of COVID-19.

· Think about how principles of epidemiology are being applied—or could be applied—to address COVID-19.

· What lessons from the use of infectious disease epidemiology in the past might be applicable to controlling COVID 19?

· What are the benefits of addressing this issue at the population level as opposed to the individual level?

BY DAY 3 OF WEEK 9

Post a cohesive response that addresses the following:

· Briefly summarize the epidemiologic differences among the three diseases and how principles of epidemiology are being applied—or could be applied—to address COVID-19.

· Are there any lessons learned from the use of epidemiology in the eradication of smallpox and polio that could be applied to COVID-19?

· Evaluate the benefits of addressing this health problem at the population level versus the individual level. Support your Discussion with information from this week’s Learning Resources and articles you have located in the Walden Library.

Final Writing Assignment Spring 2026

 

 

 

Change in Accounting Method Request

Based on a specific set of facts, you will be required to put together the paperwork necessary to file the forms necessary to request a change in accounting method including any correspondence required by Revenue Procedures issued by the IRS covering the change in accounting method.

We will be working on this together as part of our class time.

Taxpayer represents that the facts are as follows:

Taxpayer, Misguided Missile, Inc., a Florida corporation is taxed as an S corporation for Federal income tax purposes and you have copies of the originally filled Form 2553 and SS-4 electing S status, in additional to all filed returns. The Taxpayer files a Form 1120S, on a calendar-year basis and uses an overall accrual method of accounting for Federal income tax purposes.

Your Firm, Dewey, Cheatem and Howe, an outside CPA and tax consulting firm, has been preparing Taxpayer’s Federal Form 1120S and supporting forms and information for income tax return since 2010. There are no open audits or inquiries with the IRS or Florida Department of Revenue.

Following a discussion with your client regarding your client’s methods of depreciation in light of the changes under OBBBA of 2025 and a review of IRS Pub. 538, Rev. Proc. 2015-13 and other materials, you have decided to File Form 3115 to request a change in accounting method.

The change in accounting method deals with the Taxpayer’s depreciation method and class life of certain assets under the automatic change procedures of section 6.01(1) of Rev. Proc. 2015-13 for the change described in section 6.01 Rev. Proc. 2022-14, 2022-7 I.R.B. 502, 515 ( designated automatic accounting method change number (DCN) 7). (You need to check if these Rev Procs have been superseded.) We will assume this problem requires following DCN 7

You have advised your client that your client will need to make a §481(a) adjustment on the Form 1120S for the current to reflect the effects of the change in accounting method.

 

 

Facts for consideration:

In reviewing the return for 2024 you discovered that all of the furniture purchased in 2021 have been depreciated using the MACRS (5 yr, 200% DB, half year convention) instead of the required 7 yr convention. Assume the furniture was purchased as a single block on March 1, 2021 and immediately placed in service. The Cost of the furniture was $400,000.

According to the tax books for the client the total depreciation taken through December 31, 2024 was as follows:

Present method (5-year):

· 2021: 20.00% × 400,000 = 80,000

· 2022: 32.00% × 400,000 = 128,000

· 2023: 19.20% × 400,000 = 76,800

· 2024: 11.52% × 400,000 = 46,080

· Total MACRS Depreciation taken: $ 330,880

As part of this exercise you will need to calculate the correct 7 year depreciation amounts and calculate the §481(a) adjustment. In accordance with Rev Proc 2015-13 you will need determine how to adjust future earnings as a result of the change.

Deliverables:

1. Transmittal Letter

Partial Example of Contents of letter

Re: Automatic accounting method change—depreciation

Taxpayer, an S corporation, requests consent to change its method of accounting for depreciation for the assets identified in the attached schedules. The requested change is made under Rev. Proc. 2025-23, section 6.01 (DCN 7), or section 6.07 (DCN 107), as applicable. The taxpayer’s present method is impermissible because the affected assets were depreciated using an incorrect recovery period, bonus treatment, or other depreciation method. The proposed method is the permissible method under § 168 and the applicable asset classification authorities. The taxpayer has computed the § 481(a) adjustment as the difference between depreciation taken and depreciation allowable for all open and closed years preceding the year of change, consistent with Rev. Proc. 2025-23 section 6.01(5). For disposed property, the taxpayer has also included the required collateral adjustments to current-year depreciation and gain or loss on disposition, consistent with section 6.07.

 

 

2. Form 3115 – You will need to fill out at a minimum (1) Page 1,part , (2) Part IV, (3) Schedule E, (4) A supporting statement discussing the proposed changes (See, in part, Rev Proc 2025-23 Section 6.01

3. Form 3115 Package

A. Form 3115 itself

For automatic changes, attach the original to the timely filed federal return for the year of change and file a signed duplicate with the IRS in Ogden no earlier than the first day of the year of change and no later than the date the original is filed. If the taxpayer is under exam, an additional copy goes to the examining agent, Appeals, or government counsel as applicable.

B. Schedule E attachments required by the form

Form 3115 Schedule E requires, for each item or class of property:

· property description, type, placed-in-service year, and use in the trade or business;

· any federal tax credit or grant and related basis adjustments;

· description of how the property is treated under the present method;

· if moving to depreciable status, facts supporting depreciation treatment;

· for present and proposed methods: Code section, asset class, support for the asset class, method, recovery period, convention, and bonus-depreciation treatment.

C. Additional statements specifically required by Rev. Proc. 2025-23 section 6.01

For DCN 7, attach:

· a detailed description of the present and proposed methods; a vague statement like “MACRS to MACRS” is expressly not enough;

· a statement describing the taxpayer’s business or income-producing activity;

· a statement of the facts and law supporting the proposed method, property classification, and asset class.

D. Depreciation workpapers

Attach or keep ready:

· fixed-asset ledger for each affected asset;

· original cost and basis schedule;

· placed-in-service documentation;

· prior depreciation schedules as filed;

· recomputed depreciation under the proposed method by year;

· a rollforward showing “taken vs. allowable” and the resulting § 481(a). This is not just good practice; it is the cleanest way to substantiate the section 6.01 computation rule.

E . Special disposed-property support for DCN 107

Add:

· sale/retirement documents,

· gain-or-loss recomputation schedule,

· current-year depreciation recomputation,

· collateral-adjustment schedule showing the year-of-change tax effect. That is required because section 6.07 expressly calls for year-of-change collateral adjustments.

4. supporting-document index

Tab 1 — Cover memo

· taxpayer name, EIN, year of change

· requested automatic change number

· summary of present and proposed methods

· requested § 481(a) adjustment

Tab 2 — Eligibility memo

· cites § 446(e), Reg. § 1.446-1(e)(2)(ii)(d)

· cites Rev. Proc. 2025-23 section 6.01 or 6.07

· states asset was on at least two consecutively filed returns if DCN 7 applies

· confirms automatic-change eligibility and whether any 5-year prior-item limitations are inapplicable

Tab 3 — Fixed-asset detail

· asset ID

· description

· cost

· placed-in-service date

· current class life/recovery period/method/convention

· proposed class life/recovery period/method/convention

Tab 4 — Present depreciation schedule

· annual depreciation as actually claimed

Tab 5 — Proposed depreciation schedule

· annual depreciation as allowable

Tab 6 — § 481(a) schedule

· cumulative claimed through beginning of year of change

· cumulative allowable through beginning of year of change

· difference = § 481(a)

· if positive, spread schedule under Rev. Proc. 2015-13

· if disposed property, note full inclusion and show collateral adjustments

Tab 7 — Legal support

· asset-class analysis

· bonus eligibility analysis, if applicable

· any ADS/GDS justification

· any basis-adjustment explanation

Tab 8 — Disposition materials (if DCN 107)

· bill of sale

· Form 4797 tie-out

· recomputed recapture/gain workpaper

Digital Strategy and Innovation Assignment Brief

In this assignment, titled Reflective Report (50% of total mark), you need to submit a single reflective report based on the specification below.

Assignment Description

In this assignment you are conducting a Learning Reflection (1500 words maximum), due in Week 12.

Learning Reflection (1500 words)

Reflection is an important part of making connections between theory and practice. When asked to reflect upon your experience, do not simply describe it – you need to make sure you evaluate your experience based on ideas from class (refer to the Week 1 – Week 11 materials).

You can assess a theory or approach based on your observations and practice, and evaluate your own knowledge and skills within your professional field.

This opportunity to take the time to think about your choices, actions, successes and failures is best done within a specific framework, which allows abstract concepts to become concrete and real to you. This is particularly true when considered within your own experiences – reflection on your experiences allows you to make plans for improvement.¹

Assignment Structure

This assignment is structured as follows: Reflective Report (50%).

Submission Instructions

Please submit electronically as an MS Word document.

Make sure the submissions are submitted to the correct submission area. This will be the submission area for the assignment titled ‘Reflective Report’. DO NOT submit any parts of this particular assignment to any other submission area.

Finally, clearly title and name your assignments correctly so your tutor can identify which part of which assignment is being submitted. For instance, Reflective Report.

Assignment Word Count and Format

• The total word count for this assignment is 1500 words, which includes all content, excluding the reference list.

• Your work must use Calibri font, 12pt with 1.5 line spacing.
• Your work must be presented and referenced using the Harvard Reference System. Carefully read the University guidelines on how to present and submit an assignment. Additional information can also be found on the Student Hub.
• Do not use abbreviations in your assignments.
• If you are going to use acronyms, ensure you provide an initial explanation the first time you use it, for example: PA (people analytics).

Overlength Assignments

Please note: The following penalties will be applied to work that is over the specified limit.

• Up to 10% over the specified limit, no penalty applied.
• 10-20% over the specified limit, a penalty of 10% of the available marks for the assessment or reduction to pass mark, whichever is higher.
• 20-50% over the specified limit, the maximum mark awarded will be the pass mark.
• More than 50% over the specified limit, the work will not be marked and a mark of zero will be recorded.

Additional Assignment Best Practices

• You should not reference course content as it is unpublished. If a point is made in the context of the course content, you should seek an original source for this.
• Limit use of direct quotes – these count towards your word count. They generally just offer a description or definition, whereas you need to present analysis and synthesis.
• Ensure you proofread your work carefully before submission, for clarity and consistency.

Finally, you must ensure you pay close attention to the assignment guidelines. IT IS CRUCIAL you check you have answered what has been asked of you, and have met the learning outcomes for the module.

Criteria For Assessment

Please see the Marking and Assessment page of the Course Hub for more information on marks and outcomes.

For the Learning Reflection

Our marking of the personal reflection will be guided by:

Ash, S. L. and Clayton, P. H., 2004. The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), pp.137-154.

The authors describe the structure of a reflective essay as follows:

Students

1. Describe the experience.
2. Analyse the experience(s) from different categories of perspectives based on the learning objective:
   1. Personal
   2. Academic
   3. Civic / professional
3. Identify learning in each category
4. Articulate learning by developing a well-developed statement of learning, using the four guiding questions that structure articulated learning:
   1. What did I learn?
   2. How, specifically, did I learn it?
   3. Why does this learning matter, or why is it significant?
   4. In what ways will I use this learning?
5. Analyse / revise articulated learning statements by applying standards of critical thinking through:
   1. Student self-assessment
   2. Instructor feedback
6. Finalise the articulated learning statements, aiming to fulfil all learning objectives in each categories and meet standards of critical thinking.
7. Undertake new learning experiences, including when feasible, taking action on articulated learning statements to test the initial conclusions reached.
8. Continue the reflection process, articulating additional complexity of the learning in articulated learning statements, when possible.

Ash and Clayton provide the top level of achievement for the critical thinking rubric they use for assessing articulated learning statements:

Term Paper
Students are required to write a term paper on a disaster /event by focusing on a social issue or a specific vulnerable population in the context of the event. [For example, The impact of Hurricane Katrina on disadvantaged population of New Orleans. The child victims of 1995 Oklahoma Bombings, 2004 Indian Ocean Tsunami and the Tourist population]. Topic should contain the name of the disaster and the group/social issue that is being studied. The topic should be emailed for approval before the due date (See Course Schedule for the due date).

Based on the instructor’s approval of your topic you are required to write a term paper. You will be provided with the grading rubric and further instruction via Blackboard.

The paper should be 10-12 pages double-spaced, 12-point Times New Roman font, 1” margin all around. Be sure to cite at least 6 peer reviewed sources (APA 7th edition format). Note that clarity of writing and paper format will also be considered in grading. Papers will be graded based on the depth in which the issue was covered; the degree to which assigned and other readings, and personal opinions were incorporated into the assignment; and overall presentation (e.g. Level of reflection, clarity, detail, grammar, sentence structure, spelling, citations)

Your paper should include (but not limited to) the following:
• Overview of the event/disaster
• Discussion of the social issue or the vulnerable population that is being studied.
• How the disaster impacted/influenced the vulnerable population? / Discussion of the social issue in relation to the disaster.
• Needs and challenges related to the vulnerable population impacted by the disaster
• Problems experienced by the emergency managers while dealing with the social issue or addressing the needs of the vulnerable population.
• Why is the issue important to resolve? / Why is it important to incorporate the needs of the vulnerable population?
• Finally, how can emergency managers address the issue/ the needs and challenges of the population to enhance disaster resilience (recommendations)?

Unit 9 Team Building in Business Assessment Brief

Unit in Brief

Learners study the dynamics of team building, examine the underpinning theory and participate in team activities.

Unit Introduction

The importance of teams that perform well cannot be underestimated. It is generally accepted  that successful businesses have effective teams in place. An effective team is one that is led and managed well. The team is also motivated, well-briefed, and communicates well.

In this unit you will learn how successful businesses draw on effective teams, for example Formula One^® motor racing relies on excellent teamwork that is modelled by many businesses. A team allows its members to use their collective strength and to share ideas, perspectives and experiences. You will learn that nearly all individuals in a business belong to one or more groups or teams that contribute to the overall corporate strategy of the business. In this unit you will get to work in, and lead a team.

The unit and the team activities will give you the practical tools you need to support and lead  a team. It develops key employability skills and will be useful both in the workplace and in  your studies.

Learning Aims

In this unit you will:

A. Examine the benefits of teams in a business setting

B. Investigate techniques and theories used for the development of an effective business team

C. Develop effective team skills through practical activities.

Summary of Unit

Content

Learning aim A: Examine the benefits of teams in a business setting

A1 The difference between a group and a team

Definitions of a group and a team.

A2 Types and purposes of business teams

Structure: formal, informal. Size: small, large. Type: temporary, permanent, remote/virtual, horizontal or vertical. Purpose: to achieve goals, increase efficiency and productivity, to be innovative.

A3 Characteristics and benefits of an effective team

Characteristics:

– sense of purpose
– prioritisation of team goal
– members have clear roles
– clear lines of authority and decision making
– conflict dealt with openly
– personal traits appreciated and utilised
– group norms set for working together
– success shared and celebrated
– trained and skilled members
– good interpersonal relationships
– all have opportunity to contribute.

Benefits:

– contribution to the productivity and effectiveness of the business
– development of a common purpose
– clarification of roles
– reduction of alienation
– sharing of expertise
– identification and development of talent
– increased motivation
– fostering innovation
– stretching people’s talents.

Learning aim B: Investigate techniques and theories used for the development of an effective business team

B1 Team-building techniques

Team membership and roles: team members have the required technical and role- based skills, leadership is established, clear lines of authority.

Purpose and goal: purpose is communicated and agreed, all team members working towards a common goal, collaborative decision- making, responsibility for tasks.

Communication:

– vision/objectives/targets are shared
– work proceeds more smoothly and efficiently
– cooperation among team members is enhanced
– feedback is encouraged
– openness and trust are promoted
– good work ethics and mutual respect are established
– team is led by example
– members are encouraged to deal with challenges without complaining
– members support and respect each other.

B2 Theories of team development

– Belbin’s nine team roles: identification of people’s behavioural strengths and weaknesses in the workplace to provide a balanced team, contributions and allowable weaknesses of each role.
– Tuckman’s four stages of team development: the link between the relationships in the group and the focus on the task.

B3 Causes of team conflict

– Importance of group/team dynamics.
– Bell and Hart’s eight causes of conflict: conflicting resources, conflicting work styles, conflicting perceptions, conflicting goals, conflicting pressures, conflicting roles, different personal values, unpredictable policies.
– Non- compliance with rules and policies: personal non- compliance or disregard for company policy by colleagues (discriminatory behaviour, unacceptable language, poor attendance and timekeeping).
– Misunderstandings: poor communication leading to misunderstandings.
– Competition/rivalry: competition instead of collaboration, anti- productive behaviour.

Learning aim C: Develop effective team skills through practical activities

C1 Being an effective team member

Skills:

– objective setting, common purpose
– trust and respect for all
– feedback: to be able to give and receive
– interpersonal and communication
– motivation
– responsibility
– clarifying objectives, agreeing tasks, working towards a common purpose.

C2 Being an effective team leader

Skills:

– objective setting, common purpose
– motivation of others
– integrity
– managing aspirations and talent
– resolution of conflict
– leadership style.

Assessment Criteria

Essential information for Assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, B.P4, A.M1, B.M2, A.D1, B.D2)

Learning aim: C (C.P5, C.P6, C.M3, C.D3)

Further Information for Teachers and Assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learners will individually select a team of their choice.

Learning aims A and B

For distinction standard, learners will give examples of the types and purposes of business teams and the challenges in building an effective team. To support the evaluation, learners will use examples from their chosen and from other businesses. They will evaluate the performance and leadership of their chosen team, linking relevant theory and including how the team works together.

For merit standard, learners will demonstrate clear analysis of the range of techniques used to build effective teams. Some of this analysis should be gained from a visit or interview. The report will analyse how the roles in a team support the outcomes of the effective team and this should be referenced to theory.

For pass standard, learners will explain the purpose and characteristics of the chosen team and they will discuss the roles and dynamics of a team in their chosen business, and how teams are used in a variety of ways. This will include reference to different types of teams. Team- building techniques and the theory of team development will be included in the report.

Learning aim C

Learners will participate in substantial team activities. Team activities will be full- day events or carried out in several sessions over a short time. Learners will have an opportunity to both lead a team and be a team member. Detailed peer and assessor observation/feedback sheets and an individual learner logbook will be completed so that information is available for review.

For distinction standard, learners will demonstrate a professional approach throughout the unit; they will have shown self- management together with initiative and creativity in their research and teamwork. An independent approach is one where a learner develops their own ideas or develops ideas in distinctive ways. They will demonstrate a professional approach to teamwork, and an attention to detail and precision throughout their work. A witness statement will be needed to support this.

For merit standard, learners will assess their individual performance both as team members and as team leaders. Learners will need to explain how conflict was managed.

For pass standard, learners will reflect on their skills, both as team members and as team leaders. Learners will explain how they dealt with situations that arose during the activities in which they participated.

Links to other units

This unit links to:

Unit 4 Managing an Event

Unit 6 Principles of Management

Unit 8 Recruitment and Selection Process

Unit 21 Training and Development.

Employer involvement

This unit would benefit from employer involvement in the form of:

– guest speakers
– design/ideas to contribute to unit assignment/case study/project materials
– work experience
– business materials as exemplars
– support from local business staff as mentors.

Unit 8 Recruitment and Selection Process Assessment Brief 2026

Unit 19 Assignment Brief 2026

Vocational Scenario

You’ve been invited to an Angel Investor’s event in London’s Canary Wharf. There are 29 other attendees each with innovative micro business ideas hoping to secure funding. You will need to explain your marketing plan, and justify your conclusions through a high-quality pitch.

Task 1

The verbal pitch presentation video should not exceed 10 minutes in length, including any demonstrations or prototypes, which are optional. The pitch should be submitted as a pre-recorded video accompanied by a minimum of 5 PowerPoint slides, and maximum of 7. All group members must appear and speak in the video. PowerPoint presentation slide decks should be uploaded via Microsoft Teams. The pitch should request a specified start-up funding amount, and respond to the sample question from the class audience.

Task 2

Further developing your existing business plan from assignment 1 ‘Making the Dream a Reality’ you should reflect and explain your marketing plan for your chosen micro business.

The business plan should consider and include the impact of legal and financial aspects. Within the business plan there should be financial analysis of the marketing strategy, with justified conclusions. The work must follow UK spelling, punctuation and grammar with all financial information presented in GBP £ pounds sterling.

Checklist of evidence required

1. PowerPoint presentation slides and accompanying resources used as part of the pitch (e.g. presentation slides including speaker notes, props, handouts)
2. Pitch video recording
3. Individual business plan documentation for the micro-business.
4. Observation record produced by your assessor commenting on your ability to demonstrate individual responsibility and effective self-management in the preparation, delivery and review of the presentation of a high-quality pitch.

Criteria Covered By This Assignment

Tasks

Unit 19 Assignment Brief 2026

Vocational Scenario

You’ve been invited to an Angel Investor’s event in London’s Canary Wharf. There are 29 other attendees each with innovative micro business ideas hoping to secure funding. You will need to explain your marketing plan, and justify your conclusions through a high-quality pitch.

Task 1

The verbal pitch presentation video should not exceed 10 minutes in length, including any demonstrations or prototypes, which are optional. The pitch should be submitted as a pre-recorded video accompanied by a minimum of 5 PowerPoint slides, and maximum of 7. All group members must appear and speak in the video. PowerPoint presentation slide decks should be uploaded via Microsoft Teams. The pitch should request a specified start-up funding amount, and respond to the sample question from the class audience.

Task 2

Further developing your existing business plan from assignment 1 ‘Making the Dream a Reality’ you should reflect and explain your marketing plan for your chosen micro business.

The business plan should consider and include the impact of legal and financial aspects. Within the business plan there should be financial analysis of the marketing strategy, with justified conclusions. The work must follow UK spelling, punctuation and grammar with all financial information presented in GBP £ pounds sterling.

Checklist of evidence required

1. PowerPoint presentation slides and accompanying resources used as part of the pitch (e.g. presentation slides including speaker notes, props, handouts)
2. Pitch video recording
3. Individual business plan documentation for the micro-business.
4. Observation record produced by your assessor commenting on your ability to demonstrate individual responsibility and effective self-management in the preparation, delivery and review of the presentation of a high-quality pitch.

Criteria Covered By This Assignment

Tasks