Submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:

Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
Objective: What observations did you make during the psychiatric assessment?
Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

IBUS3005 International Business in Emerging Markets Assessment 2 2026 | Newcastle

IBUS3005 Assessment 2: Group Project (30%)

• Each student is required to work in a group, submit a group report (2000 words +/- 10%), and present their group work (10 minutes).
• The group report is due on Sunday of Week 12 by 11:59 pm, and group presentations will be done in Week 10 and Week 11.

Assessment Purpose

The purpose of the assessment task is to gain experience working in teams and facilitate learning on emerging markets in the rapidly evolving international business environment. Students will work in teams to prepare a report detailing the internationalization process and recommendations for the emerging market strategy.

Assessment Structure, Requirements, Guidelines, And Rubric

• Use the learning from the course.
• Use the report format below. The included recommended word count is approximate.

Section 1. Introduce the Selected International Organization (100 words) = Discuss the international organization your team has selected for the assessment, primarily focusing on advising the reader on (a) why it is essential to study the selected international organization, and (b) why study it now, concerning emerging markets?

Section 2. Discuss the Context (300 words) = Provide a brief overview of the organization, such as its size, profits, number of staff, head office, worldwide office locations, key products and services, and general business characteristics of the industry/sector that your selected international organization operates in.

Section 3. Select and Critically Analyse an Emerging Market (500 words) = Utilize the course content covered from Week 1 to Week 10 to select and critically analyse an emerging market that you recommend that the selected international organization should consider for internationalization and/or business expansion.

Section 4. Recommend an Emerging Market Strategy (1000 words) = Incorporating the recent events in the international business environment especially those concerning the home country of the selected international organization and the emerging market that you have chosen (in Section 3) for further consideration, recommend an emerging market strategy to either revise a specific existing emerging market strategy or propose a new one.

Section 5. Summary and Conclusion (100 words) = Provide a summary of your findings to conclude the report.

Section 6. Presentation (10 minutes) = Present your work.

Section 7. References (Note: This section is not counted towards the word limit)

Section 8. Appendices (If any: Note: This section is not counted towards the word limit)

MG5606 Global Business and Investments Assignment/Coursework Brief for 2026 | Brunel University

MG5606 Global Business and Investments Assignment/Coursework Brief for 2026

Assessment Title:	Coursework
Module Leader:	Dr. Hemamali Tennakoon
Distribution Date:	28th January 2026
Submission Deadline:	12:00 noon on 30th April 2026
Feedback by :	20 working days after the submission the deadline
Contribution to overall module assessment:	100%
Indicative student time working on assessment:	42 hours in total equivalent to 5.5 full-time working days
Word or Page Limit (if applicable):	2,500 words, excluding references, cover page, table of contents, and appendices
Assessment Type (individual or group):	Individual

Main Objective of the assessment

This assignment invites you to critically examine the diverse impacts of globalisation on both developed and developing countries. You will explore how globalisation shapes economic, social, and political landscapes, and assess the role of international financial institutions in influencing global trade, investment, and monetary systems.

By completing this assignment, you will:

• Analyse the differential impacts of globalisation on national economies and societies.
• Assess the roles and influence of global institutions such as the IMF, World Bank, and WTO.
• Develop a nuanced understanding of the interplay between global forces and national policy responses.

Description of the Assessment

Write a 2,500 words [excluding references, cover page, table of contents, and appendices] analytical essay that addresses the following:

Part A: Comparative Impact of Globalisation (Approx. 2,000 words)

1.Select two countries: one developed (e.g., Germany, Japan, USA) and one developing (e.g., India, Nigeria, Brazil).

2.Analyse how globalisation has affected each country in terms of:

• Economic transformation (e.g., trade, investment, industrialisation, labour markets)
• Social change (e.g., inequality, migration, cultural exchange)
• Political implications (e.g., policy autonomy, governance, civil society)

3.Compare and contrast the experiences of the two countries, highlighting:

• Key similarities and differences
• Factors that explain divergent outcomes (e.g., institutional capacity, historical context, policy choices)

Part B: Reflection and Policy Implications (Approx. 500 words)

1.  Propose two policy recommendations for national governments or international institutions to mitigate the negative effects of globalisation.

Further Guidelines

The essay should be 2500 words (this word limit does not include title page, executive summary, table of contents, references or appendices but everything Else), word processed: 1.5 space; 12 font; Times Roman; 1 inch square margin. References should be in 11 font and single spaced. All appendix material should also be 11 font and single spaced.

Criteria	Weighting
Critical Analysis: Depth of insight into the economic, social, and political impacts of globalisation.	30%
Comparative Evaluation: Effectiveness in comparing and contrasting the two countries’ experiences.	25%
Use of Evidence: Integration of academic sources, data, and real-world examples.	20%
Policy Insight: Relevance and feasibility of proposed policy recommendations.	15%
Structure and Presentation: Clarity, coherence, academic writing style, and referencing.	10%

PG mark bands and grade point bands [Senate Regulation 3] are:

Indicative Mark Band	Degree class equivalent	Grade Point
90 and above	A*	17
80-89	A+	16
73-79	A	15
70-72	A-	14
68-69	B+	13
63-67	B	12
60-62	B-	11
58-59	C+	10
53-57	C	9
50-52	C-	8
48-49	D+	7
43-47	D	6
40-42	D-	5
38-39	E+	4
33-37	E	3
30-32	E-	2
29 and below	F	1

Submission Instructions

Coursework must be submitted electronically via WISEflow. The required file format for this report is Adobe PDF. Your student ID number must be used as the file name (e.g. 0123456.pdf). You must ensure that you upload your file in the correct format and complete the coversheet before submitting your assignment.
Please note that submissions of ‘.pages / .docx etc’ documents will not be accepted and must be converted to approved format.

BUS7B48 HRM In Context Assessment Brief 2 2026 | Wrexham

BUS7B48 HRM In Context Assessment Brief 2

Module Outcomes Assessed

• Discuss, evaluate, and critically reflect on the national and/or international market and competitive environments of organisations, and explain how organisational leaders interact with and respond to HR practitioners at operational and strategic levels.
• Critically evaluate how organisational and HR strategies are shaped and developed in response to internal and external environmental (STEEPLED/global and competitive) factors
• Analyse the future trends that will change the way organisations operate, and critically discuss how these trends will impact strategically on the business environment within which HR professionals work.

Assessment Task Details

Select an organisation of your choice and write a report addressing the following:

a) Provide a brief introduction of the organisation and evaluate the national and/or international market and competitive environment in which the organisation operates.

b) Critically evaluate how organisational and HR strategies are shaped and developed in response to internal and external environmental factors, using a STEEPLED (Social, Technological, Economic, Environmental, Political, Legal, Ethical, Demographic)

c) Identify and analyse future trends (e.g., AI, automation, remote work, ESG, demographic shifts, globalisation, DEI priorities, etc.) likely to change how organisations operate.

d) Critically discuss the strategic implications of these trends for the business environment in which HR professionals work.

Submission instructions – What should be the format of the submission? / Where should it be submitted?

The assignment should be submitted in the form of a written essay, in Microsoft Word or equivalent format, via Turnitin on Moodle.

Hints and Tips

Assessment Template

• This is an individual assignment.
• The written assignment should be in essay format, and structured in paragraphs, with an opening paragraph, paragraphs to aid discussion, and finally a closing paragraph.
• Paragraph headings should be relevant to the context of the assignment.
• References – all published sources cited in the report must be referenced in alphabetical order, in line with Harvard referencing.  These should be in alphabetical order.
• Appendices – this is where you should include all supporting information that you have used to support your analysis and discussion.  They could include tables, graphs, questionnaires, surveys or transcripts.  Please remember to refer to any appendices in your report.

Additional Guidance:

All submitted work is expected to observe academic standards in terms of referencing, academic writing, use of language, etc. Failure to adhere to these instructions may result in your work being awarded a lower grade than it would otherwise deserve.

LD7209 Financial Technologies for Market Modelling and Analysis Assessment Brief 2026 | Northumbria University Newcastle

LD7209 Financial Technologies for Market Modelling and Analysis Assessment Brief

Submission of Assessment

Electronic Management of Assessment (EMA): Please note that if your assignment is submitted electronically, it will be submitted online via Turnitin by the given deadline. You will find a Turnitin link on the module’s eLP site.

It is your responsibility to ensure that your assignment arrives before the submission deadline stated above. See the University policy on late submission of work.

Please note that assignments are subject to anonymous marking.

Instructions on Assessment:

This module is assessed by an individual assignment (3000 words) weighted at 100%.

You have been asked to critically investigate a financial sector materially transformed by technology. Your analysis should be in the form of a recommendation to the Chief Executive Officer (CEO) of a financial firm.

The purpose of the evaluation and recommendation is to convey your opinion on the business and Technology Strategy within a particular financial sector of your choice.

You are free to choose a financial sector of your own choice from the following (Choose one of them and provide a brief introduction supported with accredited sources).

• Lending
• Payments
• Asset management
• Insurance
• Risk management
• Or Capital markets

Your analysis must include Market analysis, Characteristics of the organisation, Opportunities, and Risks within the financial sector, supported with relevant data from accredited academic sources.

Please write a report to demonstrate critical analysis and an understanding of Fintech developments within your chosen financial sector. Include a critical discussion on how technology, data analytics, and customer access may be providing opportunities and products you made a recommendation to the CEO of the financial firm.

Provide relevant recommendations based on the analysis.

You will provide evidence of developed artefacts in the appendices.

Mapping to Programme Goals and Objectives

Knowledge & Understanding:

1. Demonstrate a comprehensive understanding of the FinTech landscape and critical awareness of the changes that influence the functioning of the financial industry and banking regulatory requirements, particularly with the emergence of FinTech companies.

2. Critically review, consolidate, and extend a systematic and coherent knowledge of existing banking regulations, theoretical discourses, methodologies or practices at the forefront of FinTech innovation and transformation within the financial services industry.

3. Develop critical thinking perspectives on the FinTech revolution with a focus on the role played by digital platforms.

Professional Skills & Abilities:

4. Autonomously implement and evaluate appropriate advanced business models in FinTech, drawing on and recognising differentiator factors.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):

5. Apply new and novel methods to undertake a critical analysis and evaluation of concepts relating to transformations, best practices in digital industries and how firms in financial services are embracing the new rules of competition.

Assessment Regulations

You are advised to read the guidance for students regarding assessment policies. They are available online here.

Academic Misconduct

The Assessment Regulations for Taught Awards (ARTA) contain the Regulations and procedures applying to cheating, plagiarism, the use of Artificial Intelligence (AI) Systems, and other forms of academic misconduct.

The full policy is available here

You are reminded that plagiarism, collusion, the use of Artificial Intelligence (AI) Systems, and other forms of academic misconduct, as referred to in the Academic Misconduct procedure of the assessment regulations, are taken very seriously. Assignments in which evidence of plagiarism or other forms of academic misconduct is found may receive a mark of zero.

Late submission of work

Where coursework is submitted without approval, after the published hand-in deadline, the following penalties will apply. For coursework submitted up to 1 working day (24 hours) after the published hand-in deadline without approval, 10% of the total marks available for the assessment (i.e.100%) shall be deducted from the assessment mark.

For clarity: a late piece of work that would have scored 65%, 55% or 45% had it been handed in on time will be awarded 55%, 45% or 35% respectively, as 10% of the total available marks will have been deducted.

The Penalty does not apply to Pass/Fail Modules, i.e. there will be no penalty for late submission if assessments on Pass/Fail are submitted up to 1 working day (24 hours) after the published hand-in deadline.

Coursework submitted more than 1 day (24 hours) after the published hand-in deadline without approval will be marked as zero but will be eligible for referral. The reassessment should where appropriate, and as determined by the Module Leader, be the same method (e.g. essay) but maybe with a different task (e.g. different essay title) or with the same task (e.g. the same essay title) as indicated in the Module handbook.

In modules where there is more than one assessment component, Students are not required to complete all assessment components if an overall Pass Mark (40% UG, 50% PGT) has been achieved.

The only permitted exception will be in cases where the University is prevented from doing so by a PSRB requirement. In the case of PSRB requirements, a variation order will be required from the regulations.

In modules, where there is more than one assessment component and an overall pass mark has not been achieved, Students will be eligible for a referral* in the individual failed module and/or not attempted component(s) of assessment.

These provisions apply to all assessments, including those assessed on a Pass/Fail basis.

The full policy can be found here

Word limits

The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include:

****PLEASE CONFIRM WHAT THE WORD COUNT DOES NOT INCLUDE**** e.g. appendices, glossary, footnotes, tables

Please note in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011, p.123)] are INCLUDED in the word count.

If this word count is falsified, students are reminded that under ARTA, this will be regarded as academic misconduct.

For those assessments where students are required to keep to the word limit, it is proposed that they should be informed that the marker will stop reading at the point when they judge that the word limit exceeds the recommended word count by more than 10%. The marker will indicate the point at which they stop reading the text.

Students must retain an electronic copy of this assignment (including ALL appendices), and it must be made available within 24hours of them requesting it to be submitted.

The full Word Limit Policy is available here

********Time limits and penalties for presentations DELETE IF NO PRESENTATION

The time allocated for the presentation must be adhered to. At the end of this time, the presentation will be stopped and will be marked based on what has been delivered within the time limit.

As funeral homes go, Van Patton’s was the finest.  It was four, proud generations of funeral heritage and had a reputation of “service to all, no matter what your means.”  It was rumored that the Van Patton family were descendants of Johannes Vermeer and that two of his paintings hung rather sublimely in the entrance foyer.  Ditmar Van Patton, IV, volunteered and sat on the board of the town’s privately-owned children’s nursing center, Petits Angus, a long-term and terminal care center specifically for children with fundamental, developmental disabilities.  Van Patton’s took care of almost every child who died within the facility, regardless of payment.

Van Patton’s was called for the death of a 25-year-old female named Lydia.  She suffered from many severe congenital anomalies – among them was Gardener’s Syndrome including supernumerary (hyperdontia) teeth.  Due to her fragility and other conditions, she never had the ability to fully close her mouth.  Van Patton’s embalmer, Jack Hystek, was highly experienced but never dealt with a peculiarity like this.  Visitations at the funeral home, that involved patients from Petits Angus, were always huge with the entire staff coming to the service.  This was a night call and he was off the next morning.  Rather than chance, his work backing up, he decided to embalm right away.  To close this young lady’s mouth and to set her features properly, Jack would need to remove two upper and lower teeth on each side of the jaw.  This would necessitate pliers and a screwdriver and over an hour’s extra time.  Once complete, although having a pronounced prognathism, the line of the jaw aligned symmetrically and the lips closed perfectly.  Once dressed, cosmetized, and hair complete – she looked wonderful.

Lydia’s father, mother, and younger sister had seen her with her mouth open her entire life.  They never asked about preparation procedures and presumed that when they returned to the funeral home for the visitation and funeral service, her mouth would just be open.  On the other hand, when Ditmar made arrangements, he was unaware of the young lady’s condition, and by the time the family arrived for arrangements, she had already been embalmed.

The family arrived 30 minutes before the visitation for some private time.  They thanked Ditmar for the donation of the funeral.  The family did not have the means to pay and much of Lydia’s care came from public assistance.  Upon entering the chapel, their initial reaction was one of relief – she looked wonderful.  The family asked the visitation attendant to set up some photo boards and asked where the lounge and restrooms were located.  After an hour, the mother was curious and asked to speak with Ditmar.  She was curious as to how they managed to close Lydia’s mouth because she was aware that medically, it was impossible.  “Certainly, you wouldn’t do anything to our little girl, would you?”  inquired the mother as her eyes welled up with tears.  Ditmar, uncertain about any of this, needed to speak with Jack and said he would return with an explanation.  “Perhaps the jaw relaxed in death which allowed it to properly align.”  The family retreated to the chapel, but Ditmar could hear the family saying that “they wanted an autopsy.”  Visitors at the wake instinctively knew something was wrong and found it curious that Lydia’s mouth was closed.  The rumor-mill was an embarrassment to the entire family.

Nervously, Ditmar inquired with Jack and found out about the procedure.  The teeth that were removed had been disposed.  Ditmar had the unenviable task of reporting to the family that Lydia’s teeth had been surgically removed in order to accommodate the closing of her mouth.  As much as he tried to sugar coat it and avoided any mention of the procedure, he maintained that the jaw relaxed after death allowing a more natural closure.  The family wasn’t buying it and was mortified at the prospect of having her teeth “knocked out.”

After about an hour, the family, distraught by all of the talk, left during the visitation.  The burial was postponed and the family retained an attorney.  An independent autopsy revealed the extent of the procedure.  There were teeth and bone fragments in the throat of the deceased as well as lacerations on her tongue, buccal tissue, and gums, as well as chipped teeth.

The family is outraged and is suing the funeral home for mutilation of a dead human body, negligent embalming, unauthorized removal of tissues, unauthorized procedures performed on a dead human body, wrongful withholding of a dead human body, unnecessary destruction of remains, and invasion of rights including invasion of confidentiality.  Among their claims are mental anguish and extreme emotional distress.

Ditmar argues that the funeral was free and that the procedures were necessary because the family elected to have a visitation with a public viewing.  It would be patently wrong to have a visitation where the public would be subjected to a gaping corpse.  After all, Van Patton’s has a reputation of uphold.

ISSUE

The issue is “does the removal of teeth from a deceased, by an embalmer, without permission, act as mutilation of a dead human body?”

QUESTIONS

1.     What is the likely outcome of each count of the complaint?

2.     Did the plaintiff’s attorney miss any other counts?

3.     Since there was no charge for the service, is the funeral home in the clear?

4.     If the opportunity should present itself for Van Patton’s Funeral Home, should it attempt to settle the case?

Task

Investigate attacks on anonymising networks 

This assessment aims to assess the understanding of anonymising networks using The Onion Router (TOR) and analyse the network traffic using available tools. This assessment task will also assess the following learning outcome of this subject as well as measure progress towards all the learning outcomes:

• be able to investigate the usage of anonymising networks in the dark web using publicly available tools

Description:                                                                                                                                  

You are required to prepare an anonymising network analysis report using the Tor browser based on the following scenario:

As a security specialist for a company, you’re responsible for detecting potential dangers and vulnerabilities early on, such as data breaches and other cyber incidents that could harm your company’s brand. You work as a security expert with an agency, ensuring that the organisation’s data is safe from cyber-attacks. You receive an unexpected alert from your web server at work, indicating that unusual or suspicious behaviour is occurring. As part of your organisation’s security procedures and policies, you gather network traffic logs utilising accessible anonymising network technologies to examine the source of the suspicious behaviour.

You will examine the network traffic logs from both the conventional network and the Tor Network using available analysis tools, as well as all other security compliance procedures, to determine the source of an entry that appeared to be suspicious or malicious.

Your task:

1. You will access your network traffic logs (please make sure that you are not breaching your privacy if it is your workplace logs)
2. Your task is to surf the web safely and anonymously using the Tor network through the Tor browser. The best way to keep yourself private is to combine Tor with a VPN. You will be required to describe how you maintained your safety while exploring the web.
3. Navigate the web to discover if there is any suspicious activity.
4. Analyse the captured traffic and identify any abnormal/suspicious activity.
5. In your report, you must include the following –
   • describe the navigated web traffic logs for your traffic analysis;
   • provide some screenshots as evidence of your log analysis ;
   • and explain the differences between normal routing traffic from Tor routing traffic;
   • explain how Tor maintains anonymity during web browsing;
   • describe the potential challenges of the Tor network concerning traffic analysis.

This assessment also provides an opportunity for you to :

– demonstrate factual knowledge, understanding and application of state-of-art of anonymising network;

– demonstrate the ability to investigate the usage of anonymising networks in the dark web

– apply understanding and knowledge to a practical situation.

Note. 

Exploration of the dark web conditions: you may stumble upon the content you do not want to see, as part of the safety practices when exploring the Dark Web, it is expected that you stick to the purpose of this assessment task and look solely for sites relevant to the threat intelligence. In line with CSU’s duty of care, you will be required to capture how you used the safety protocols in your final report.

Rationale

x

This assessment task will assess the following learning outcome/s:

• be able to analyse the malicious and cybercriminal activities inside the dark web.
• be able to analyse dark web content and create web logs.
• be able to investigate the usage of anonymising networks in the dark web using publically available tools.

Presentation

x

Presentation

• Your answers to the questions should be precise but complete and informative.
• Your submission must be in a form readable by Microsoft Word or PDF/Acrobat format and submit it via EASTS.
• The report should be precise but complete and informative and the number of words within 800-1000 words.
• Your submission must be no more than 8 pages long (including diagrams), must have margins no less than 2cm, and a font size no less than 12 points.
• Any text adapted from any source must be clearly labelled and referenced.  Please refer to the CSU referencing guide http://student.csu.edu.au/study/referencing-at-csu.

Marking criteria and standards

x

The following standards will be used to mark this assessment :

 

 

Assessable Components	HD	DI	CR	PS
Access and collection of network traffic, summarize the report with potential challenges of traffic analysis, including steps to safeguard yourself while exploring the Dark Web.   Maximum marks: 20	Comprehensive summary of the report is provided which is consistent with the task. Report provides logical statements that explicitly illustrates how access and collection of dark web traffic was achieved. The potential challenges to traffic analysis was explained in full. Safety protocols captured in report. Report language is appropriate to the assessment with accurate referencing using APA 7th edition.	Detailed report summary that is consistent with the task. Provides a accurate and detailed overview of the results, threats and vulnerabilities including a explicit reference to challenges faced in analysing network traffic. Safety protocols captured in report. Report language is appropriate to assessment with accurate referencing using APA 7th edition.	Good summary of results reflecting the assessment purpose. Provides a general overview of the results, threats and vulnerabilities, including an outline of challenges faced in analysing network traffic. Safety protocols captured in the report. Report language appropriate to assessment with proper referencing.	Satisfies the minimum requirements. Provided basic description of access and collection of dark web traffic and summarised the challenges faced in analysing net work traffic. Safety protocols captured in the report. Summary report contains referencing.

 

Requirements

x

For this assessment, you are required to use APA referencing to acknowledge the sources that you have used in preparing your assessment. Please refer to the CSU referencing guide http://student.csu.edu.au/study/referencing-at-csu. In addition, a very useful tool for you to use that demonstrates how to correctly use in-text referencing and the correct way to cite the reference in your reference list can be found at https://apps.csu.edu.au/reftool/apa-7

7CS512 Business Analytics Coursework 2 Assessment Brief 2026 | University of Derby

7CS512 Business Analytics CW2 Assessment Brief

Description of the Assessment

This coursework is an individual assessment that requires you to design and implement a complete business analytics solution using a real-world dataset.

You will carry out all data preparation and analytics using Python, followed by the creation of a dashboard using either Power BI or Tableau. The aim is to demonstrate your ability to generate analytical insights using different tools and to communicate those insights effectively.

The assessment reflects the full analytics lifecycle covered in the module, from data acquisition and preparation to analysis, visualisation, and interpretation of results.

Assessment Content

You are required to design and implement a business analytics solution for a real-world dataset.

Dataset Selection

You must select a real-world dataset that is suitable for business analytics.

Your chosen dataset must be approved by the module leader before you begin your analysis.

Project Deliverables and Required Structure

The following sections outline the expected components of your submission and guide how your work should be structured.

1. Problem Context and Objectives

• Description of the business context
• Definition of the problem or question being addressed
• Clear analytical objectives

2. Data Acquisition and Preparation (Python)

• Description of the dataset and data source
• Data quality issues and preparation steps
• Data cleaning, transformation, and structuring using Python

3. Analytics Techniques and Modelling (Python)

• Application of appropriate statistical and machine learning techniques
• Justification for the chosen methods
• Explanation of how the techniques address the analytical objectives

4. Visualisation and Dashboard Development

• Visualisation of results generated through statistical and machine learning analysis in Python
• Development of a dashboard using Power BI or Tableau
• Clear presentation of analytical findings

5. Critical Reflection

• Evaluation of the quality and limitations of the analytics solution
• Discussion of assumptions, constraints, and potential improvements
• Ethical, legal, or governance considerations where relevant

Technical Tool Requirements

All data preparation, analysis, and modelling must be carried out using Python.

The analysis must be implemented and presented in a Jupyter Notebook, which is the required format for this assessment.

In addition, you must create a dashboard using either Power BI or Tableau based on the results generated in Python.

The notebook must be:

• Clearly structured
• Well commented where appropriate
• Reproducible
• Easy to follow for a third party

Demonstration Requirements

You are required to provide a demonstration of your analytics solution.

The demonstration schedule will be finalised during Weeks 10 and 11.
The demonstration will take place after the final submission.

BA40101E Analysis of Real World Issues Summative Assessment 2026-27 | UWL

BA40101E Analysis of Real World Issues Summative Assessment

Module Overview

Welcome to Analysis of Real World Issues.

This module aims to enable students to critically evaluate the challenges faced by organisations in today’s perplexing business environment nationally and internationally. Furthermore, this module shall enable students to critically examine the type, nature and gravity of those challenges and create an organisation that is flexible and fluid to adapt to those challenges. This enables engagement with core business theory.

Indicative Content

• Economic Outlook of Business Environment
• National and International Business Undertakings
• Challenges of Global expansion and marketing
• Economics and Political Factors in Business
• Everyday Business Analysis

Intended Learning Outcomes:

• LO1 Review non-traditional environmental factors at the national and international level, which can potentially pose threats to an organisation.
• LO2 Identify and examine comparable business performances and develop an in-depth understanding of the elements that impact an organisation’s business performance.
• LO3 List a range of factors that lead organisations to make difficult decisions in a complex business environment.
• LO4 Review the organisational issues arising from and in relation to globalisation.
• LO5: Define the challenges and pre-empt the potential future issues and their impact on the organisation.

Please also refer to your Course Handbook for a detailed outline of how this module forms part of your course

Expectations

Specific expectations students can have of tutors:

Guidance and support – Your tutor will provide you with academic guidance and will join you in reflecting on your learning journey so that you get the most out of your studies. Your tutor and student support team will also provide advice in the broader network of specialist student support services at the University to help you have the best possible experience during your studies.

Confidentiality – Some information may be sensitive. Although it may be necessary to consult colleagues, University staff will treat such information as confidential and limit disclosures to the minimum.

Assessment marks and summative feedback – Assessment marks and summative feedback will be given within 15 working days from the assessment submission deadline.

Specific expectations tutors will have of students:

Full Attendance & Engagement – Learning is an active, engaged process. Therefore, you are expected to participate actively and engage in in-class activities. You will get the most out of your learning journey by working sincerely and collaboratively with your peers, your tutors and the student support team. You are expected to attend lectures and seminars and be punctual. Latecomers to the seminars are responsible for minimising their disruption to ongoing activities. Students who need to miss a class must email Student Attendance. Mobile phones are not to be used during seminars.

Professional conduct – You are expected to approach your learning professionally both in classes and elsewhere. Positivity should be the total of your impact on other students’ learning. You are expected to read any preparation material/attempt any practice questions before class as per the instructions given. You are also expected to communicate openly and professionally with your tutors and peer and student support team to make sure your educational needs are met as fully as possible.

Attempt all assessments – You are expected to attempt all assessments by the submission deadline unless there are extenuating circumstances (in which case, please get in touch with the mitigation team before the assessment deadline). Using AI as a

tool: Only use AI as a tool to facilitate ideas generation and concept clarification in line with amber use of AI as defined the university’s Centre for the Enhancement of Learning and Teaching (CELT).

Preparing for your Assessment

A key part of your learning will be preparation for your summative assessment. You will be provided feedback on your formative assessments, and this will help you to better understand what is required of you when you submit your summative assessment. Please see below guidance on your formative assessment and how to access your feedback.

This module requires students to support their in-class learning through written reflections based on independent study, sustained reading and constructive dialogue. Weekly sessions will include collaborative exercises that facilitate peer feedback and prompt tutor support. Students will benefit from early and ongoing feedback on their reflective entries that will lead to a stronger grasp of key concepts. This will help students with preparation and demonstration of learning in formally graded (summative) assessments. See below for further details.

Assessment Support – Formative Learning Activities

AssessmentTeaching Weeks in which Assessment Support Takes PlaceOutline of Type and Form of Assessment Support to be ProvidedStudent Preparation Required Prior to or After the Support SessionHow will the Support Session to be Delivered

A1: Written Assessment (Individual Coursework- Worksheet – Part 1)	Weekly via seminar	General Revision for Assessment1- Objectives of Course Work and relevant concepts to cover.	Reading, Independent Study and template completion	During the weekly seminar
	Week 7	Formative Feedback to be provided on draft	Assessment 1 draft for review and revision	During seminar for peer & tutor review via verbal comments.
A2: Written Assessment (Individual Coursework- Worksheet – Part 2)	Weekly via seminar	General Revision on the relevant learning outcomes and format for the report	Reading, Independent Study and template completion	During the weekly seminar
	Week 12	Formative Feedback to be provided on draft	Assessment 2 draft for review and revision	During seminar for peer & tutor review via verbal comments.

Summative Assessments

Summative Assessment 1

Assessment titleIndividual Coursework – Worksheet – Part 1

Submission date and time	Week 8 – Monday, 6th April, 2026 at noon
Word Count (or equivalent)	1000 +/- 10%
Where to submit	via Turnitin
Feedback date	Written feedback in 15 working days
Assessment Weighting	40%

Submitting feedback & grades online using Blackboard

Main objectives of the Assessment

This assessment requires students to demonstrate conceptual understanding of the PESTLE Framework for helping businesses analyse and navigate real-world issues. Students will complete Part 1 of the Assessment Worksheet provided on Blackboard. Part 1 relates to themes covered in Weeks 3, 4 & 5). Instructions are provided on the Worksheet. Students should use formative feedback from in-class study sessions to support their completion of this assessment (See above for formative feedback schedule). Completion of this assessment is important for the completion of Assessment 2.

All assessments will be peer-assessed in class in Week 7. Students will have an opportunity to revise their submissions before uploading them onto Turnitin by the first day of week 8 (Monday noon)

No.	Learning Outcome	Marking Criteria
	LO1. LO2 LO3, LO4, LO5	See below

Marking Criteria:

Worksheet ContentAllocated Mark

Knowledge: Written Communication (15%) Descriptive Understanding of PESTLE framework (15%) Conceptual Grasp of Thematic Descriptors (10%) – Weeks 3-5	40%
Critical Analysis Quality of Research (20%) Reflective Analysis of Critical PESTLE framework (20%) Critical Engagement with Text (20%)	60%

Marking scheme

%Descriptor

86 – 100	The standard achieved is exceptional, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an exceptional standard.
76 – 85	The standard achieved is outstanding, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an outstanding standard.
70 – 75	The standard achieved is excellent, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an excellent standard.
65 – 69	The standard achieved is very good, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a very good standard
60 – 64	The standard achieved is good, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a good standard
55 – 59	The standard achieved is satisfactory, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a satisfactory standard
50 – 54	The standard achieved is acceptable, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard
45 – 49	The standard achieved is acceptable, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved, though quite a few are only achieved at a basic standard
40 – 44	The standard achieved is basic, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard
35 – 39	The standard achieved is weak, and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved
30 – 34	The standard achieved is very weak, and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none are achieved, but there is evidence that many of the learning outcomes may be almost achieved.

Summative Assessment 2

Assessment titleIndividual Coursework – Worksheet – Part 2

Submission date and time	Week 13 – Monday, 11th May, 2026 at noon
Word Count (or equivalent)	1500 +/- 10%
Where to submit	via Turnitin
Feedback date	Written feedback within 15 working days
Assessment Weighting	60%

Submitting feedback & grades online using Blackboard

Main objectives of the Assessment

This assessment requires students to build on learning from Assessment 1 to further demonstrate critical understanding of the usefulness of the PESTLE Framework for helping businesses analyse and navigate real-world issues. Students will complete Part 2 of the Assessment Worksheet provided on Blackboard. Part 2 relates to themes covered in the second half of the module (weeks 6, 8 & 9). Students are also required to devise evaluative questions for business in Part 2.

Instructions are provided on the Worksheet. Students should use formative feedback from in-class study sessions to support their completion of this assessment (See above for formative feedback schedule).

All assessments will be peer reviewed in class in Week 12. This means students should bring a completed printed draft of their submission to class. Students will have an opportunity to revise their submissions before uploading them onto Turnitin by noon on the first day of week 13 (Monday).

No.	Learning Outcome	Marking Criteria
	LO1. LO2 LO3, LO4, LO5	See below

Marking Criteria:

Worksheet ContentAllocated Mark

Knowledge: Written Communication (10%) Quality of Research (15%) Conceptual Grasp of Thematic Descriptors (15%) – Weeks 6-9	40%
Critical Analysis: Critical Analysis of PESTLE framework (10%) Engagement with Text (20%) Evaluative Questions for Business (30%)	60%

Marking Scheme

%Descriptor

86 – 100	The standard achieved is exceptional and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an exceptional standard.
76 – 85	The standard achieved is outstanding and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to thelevel of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an outstanding standard.
70 – 75	The standard achieved is excellent and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the levelof study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an excellent standard.
65 – 69	The standard achieved is very good and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to thelevel of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a very good standard
60 – 64	The standard achieved is good and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level ofstudy. There is evidence showing that all the learning outcomes appropriateto that level are achieved with many at a good standard
55 – 59	The standard achieved is satisfactory and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the levelof study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a satisfactory standard
50 – 54	The standard achieved is acceptable and the work provides evidence that theknowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard
45 – 49	The standard achieved is acceptable and the work provides evidence that theknowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved though quite a few are only achieved at a basic standard
40 – 44	The standard achieved is basic and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard
35 – 39	The standard achieved is weak and the work provides evidence of insufficientknowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved
30 – 34	The standard achieved is very weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none is achieved but there is evidence thatmany of the learning outcomes may be almost achieved.

Employability Skills

This assessment covers the following employability skills, which you could demonstrate on your CV and at job interviews if you successfully pass the assessment:

Communication

• Writing
• Speaking
• Listening
• Presenting
• Non-Verbal

Problem solving
Take initiative and self-motivating
Critical thinking
Team working
Ability to learn and adapt
Industry/commercial aware
Reflective lifelong learners
Intellectual curiosity
Global/cultural awareness
Integrity and accountability

Learning materials

You can find the reading list for this module:

• On Blackboard in the module area.
• Online at UWLReadingLists by searching for the module code or title.

Remember to log into Blackboard daily to receive all the latest news and support available at your module information sites!

Subject guides are also available to help you find relevant information for assignments, with contact details of the Subject Librarian for your School.

Maintaining Academic Honesty and Integrity

Academic Integrity means avoiding plagiarism and cheating and owning your own work, the unauthorised use of essay mills and AI content is also considered academic misconduct. This is when you submit a piece of work which is not completely your own, but which you are presenting as your own without acknowledging the author or properly referencing the original source. All your work must demonstrate Academic Integrity; it must be an honest and fair submission, complying with all the requirements of the assessment. Failure to meet these standards of behaviour and practice is academic misconduct, which can result in penalties being applied under the Academic Offences Regulations.

RES7019 Becoming an Impactful Researcher Assessment Brief 2026 | Birmingham

RES7019 Assessment Brief

RES7019 Becoming an Impactful Researcher

Assessment Overview

Category	Type	Word Count	Weighting	Submission Date and Time
Coursework	Portfolio	3000 words	100%	18th May 2026 12:00

Assessment Title: Research impact and me

Assessment Tasks:

This assessment is composed of two tasks:

Task 1: Create an impact plan for a possible research project you might undertake (1000 words)

The impact plan could be for your proposed MRes thesis project but does not have to be. It could be any research project in your specialist area that you could feasibly conduct. The impact plan must also be realistic and plausible for where you are currently as a researcher and the access, skills and pathways to impact available to you at present.

There is no set template for the impact plan, and you can present it however you feel is most effective. You will be encouraged to develop a personal template throughout the module, which you may wish to draw on, or you could use a pre-existing template you find valuable. Tables, figures and diagrams are welcomed but everything counts towards the 1000-word limit.

The content of your impact plan is up to you but possible topics you could consider include:

• An overview of the project
• Your overall impact goal and how your research might contribute to it
• Potential stakeholders and beneficiaries
• Impact plans throughout the research lifecycle
• Indicators and evidence of impact
• Challenges and facilitators of impact
• Development and support needs

You will not have space to detail and consider everything. You will need to be judicious and decide what is most critical to include. If useful, you can include plans or drafts of particular impact activities or outputs featured in the plan as an appendix. This is not required however and does not contribute to the word count.

Task 2: Critically discuss what research impact means to you now and justify your impact plan created in Task 1 (2000 words)

This is an essay task that requires you to discuss research impact in both conceptual and applied manners to explore what ‘impact’ means to you and providing a rationale for how you have planned to enact impact in Task 1. You must engage relevant theory, literature and evidence in these critical discussions to inform and support the ideas raised.

Submission Details

• This assessment will be submitted through Moodle by Monday 18th May 2026 at 12:00.
• Ensure you do not leave your submission as a ‘draft’ but fully submit and tick the Turnitin declaration.
• A Word file is preferred but you can also submit as PDF file if better for your work.
• BCU Harvard referencing style must be used. More information on referencing is available here: https://www.bcu.ac.uk/library/services-and-support/referencing/harvard/.
• You must complete a coversheet (available on Moodle) for this assessment and upload it with your submission.
• There are no formatting requirements but please make sure it is legible and easy to read.

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Assessment Support

The module is very applied, discursive and reflective. As such, there are multiple opportunities throughout the module to develop draft impact analyses, plans, outputs and activities. You will receive informal feedback on these from both peers and lecturers.

Use of Artificial Intelligence: PROBHIBITED

You MUST NOT use any generative Artificial Intelligence in this assessment. You MAY use non-generative tools such as a spell-check, basic grammar check (non-generative), calculator or similar. If you have any doubts about using an AI tool, please consult the Student AI Guidelines https://www.bcu.ac.uk/library/services-and-support/artificial-intelligence.

Key Information

Learning Outcomes

This assessment addresses all the module’s learning outcomes: 1. Critically analyse and evaluate contemporary debates, theories, and contexts surrounding research impact in modern academia. 2. Identify and analyse potential audiences and stakeholders related to your research area. 3. Design and evaluate strategies for meaningfully engaging diverse audiences in research using a variety of tools, techniques and modes of communication. 4. Create and justify a personalised impact strategy for a project in your research area.

Conditions of Progression	You must achieve a grade of 50% to successfully pass the module. If you fail at first attempt, there will be one more opportunity to pass the module during the resubmission period, due by 12:00 on 13th July 2026.
Late or Non-Submission/ Attendance	Failure to submit by the published deadline will result in penalties which are set out in the Late Submissions Policy.
Word Count	The word count for this module assessment is shown under the assessment task. A +10% margin of tolerance is applied, beyond which nothing further will be marked. Marks cannot be awarded for any learning outcomes addressed outside the word count. The word count refers to everything in the main body of the text (including headings, tables, citations, quotes, lists etc.). Everything before (i.e. abstract, acknowledgements, contents, executive summaries etc.) and after the main text (i.e. references, appendices) are not included in the word count limit.
Academic Integrity Guidance	Academic integrity means completing and submitting your own original work while properly acknowledging sources that have informed the ideas presented through referencing and citing as explicitly as possible the paraphrases and quotes used in your work. If you include ideas or quotations which have not been appropriately acknowledged, this may be seen as plagiarism which is a form of academic misconduct. If you require support around referencing, please contact Centre for Academic Success.
Use of Artificial Intelligence	Whilst AI tools can be helpful in assisting learning, when it comes to assessment, the Academic Misconduct Procedure is clear that this should be a student’s own original work and not the work of other people or AI tools. The Use of AI Tools – Student Guidelines follows the same guidelines your lecturers use.
Academic Misconduct	Academic misconduct is conduct that has or may have the effect of providing you with an unfair advantage by relying on dishonest means to gain advantage and which therefore compromises your academic integrity. The Academic Misconduct Procedure sets out the process we will follow, and the penalties we may apply, in cases where we believe you may have compromised your academic integrity by committing academic misconduct.
Resit Period	Our aim is for all students to pass the module at first attempt. However, there are occasions where students fail a module are required to resit their assessment. The resit is due on 13th July 2026 at 12:00. It is important that you are available during this period, should you be required to resit the assessment.

Marking Criteria: Postgraduate

Level 7 Descriptor

This level descriptor describes what is required for a student to pass at the minimum threshold of this academic level.

Students will have a deep level of knowledge which demonstrates breadth of understanding and is an authoritative and accurate representation of established, and emerging themes/principles/ideas. They will be able to effectively communicate complex concepts, theories philosophies and arguments, and interconnect ideas coherently, accurately, and persuasively to enhance their own and others learning. Students will be able to apply critical thinking to complex contexts that demonstrates active engagement with the established and emerging themes/principles/ideas, and through independent thought, students will develop, create, and articulate connections between information, to synthesise new understanding. They will also be able to independently search systematically for, and effectively use an advanced array of information sources, using this literature to communicate a deep level of understanding through application of that knowledge within the immediate and broader field of study.

Marking Criteria	Marking Rubric
Criterion 1	0-19% Fail	20-39% Fail	40-49% Fail	50-59%	60-69%	70-79%	80-100%
	Does not address the assignment brief.			Addresses the Assignment Brief.
Structure, Organisation, and Communication of Ideas.	Very poor structure, organisation, and communication of ideas.	Poor structure, organisation, and communication of ideas.	Unsatisfactory structure, organisation, and communication of ideas.	Good structure, organisation, and communication of ideas.	Very good structure, organisation, and communication of ideas.	Excellent structure, organisation, and communication of ideas.	Outstanding structure, organisation, and communication of ideas.
	For example:	For example:		For example:	For example:	For example:	For example:
			For example:
	No introduction.	No appropriate		Has an introduction.	Introduction connects	Introduction provides	Introduction clearly
		introduction.	Introduction is		to the points in the	context to the points in	states the main
	Discussions and topics		superficial.	Discussions and topics	main body.	the main body.	argument and provides
	are not relevant or are	Discussions and topics		are complete, relevant,			context to the points in
	incomplete.	are incomplete, and	Discussion and topics	and points are clear to	Discussions and topics	Discussions and topics	the main body.
		most of the points are	are complete and	follow.	are complete, relevant	are complete, relevant
	No conclusion.	difficult to follow.	mostly relevant, but		and points have some	and have a logical	Discussions and topics
		No appropriate conclusion.	points are not always clear to follow. Some paragraphs may include conclusions but do not connect to the next paragraph.	Some paragraphs conclude, with some attempt at connections made between paragraphs. Connections are made to the taught elements of the module and beyond with	logical order. All paragraphs conclude with some connections made between paragraphs. Connections are made to the taught elements of the module and	order. All paragraphs conclude with connections made between all paragraphs. Connections are made to the taught elements	are complete, relevant and have a logical order which aligns to the main argument. All paragraphs flow from one to the next and have conclusions that connect to the main argument.

Marking Criteria	Marking Rubric
Criterion 2	0-19% Fail	20-39% Fail	40-49% Fail	50-59%	60-69%	70-79%	80-100%
	Does not address the assignment brief.			Addresses the Assignment Brief.
Knowledge  and Understanding.	Very poor demonstration of knowledge and understanding. For example: Does not demonstrate an any understanding of the subject area.	Poor demonstration of knowledge and understanding. For example: Demonstrates inaccurate knowledge base, with no appreciation of the provisional nature of knowledge. Work is lacking in knowledge and understanding of key concepts and ideas. Work contains misunderstandings and factual errors.	Unsatisfactory demonstration of knowledge and understanding. For example: Demonstrates minimal depth of a theoretically informed knowledge base, with little appreciation of the provisional nature of knowledge. Work shows an inadequate knowledge and understanding of key concepts and ideas. Work contains some misunderstandings and few factual errors.	Good demonstration of knowledge and understanding. For example: Demonstrates depth of a theoretically informed knowledge base, with at times appreciation of the provisional nature of knowledge. Demonstrates an adequate understanding of key theories and philosophies relevant to the subject field and beyond that of the subject field. *Demonstrates minimal accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.	Very good demonstration of knowledge and understanding. For example: Demonstrates a breadth and depth of a theoretically informed knowledge base, at times shows appreciation of the provisional nature of knowledge. Demonstrates significant understanding of key theories/ philosophies relevant to the subject field and beyond that of the subject field. *Demonstrates some accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.	Excellent demonstration of knowledge and understanding. For example: Demonstrates a breadth and depth of a theoretically informed knowledge base, with some appreciation of the provisional nature of knowledge. Demonstrates a commanding understanding of key theories/ philosophies relevant to the subject field and beyond that of the subject field. *Demonstrates accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.	Outstanding demonstration of knowledge and understanding. For example: Demonstrates extensive breadth and depth of a theoretically informed knowledge base, with a full appreciation of the provisional nature of knowledge. Demonstrates mastery of understanding key theories/ philosophies relevant to the subject field and beyond that of the subject field. *Demonstrates accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.

Marking Criteria	Marking Rubric
Criterion 3	0-19% Fail	20-39% Fail	40-49% Fail	50-59%	60-69%	70-79%	80-100%
	Does not address the assignment brief.			Addresses the Assignment Brief.
Application of Critical Thinking.	Very Poor application of critical thinking. For example: Presents ideas as bullet points. No evidence of reading. Content is reduced to student viewpoints and opinions only. No attempt at identifying strengths and weaknesses. No attempt to draw conclusions.	Poor application of critical thinking. For example: Very descriptive. Inadequate evidence of reading. Content is reduced to mainly student viewpoints and opinions only. Inadequate attempt at analysis. Inadequate attempt to draw conclusions.	Unsatisfactory application of critical thinking. For example: Little critical thinking evident. Evidence of reading. Content of sources are described, but no attempt to explain. An attempt at analysis that is reduced to strengths and weaknesses. An attempt to draw conclusions.	Good application of critical thinking. For example: Consistent critical thinking. The literature utilised is interpreted, analysed, and evaluated to develop weak arguments. Viewpoints of authors are interconnected and explored with appropriate conclusions drawn.	Very good application of critical thinking. For example: Consistent critical thinking. The literature utilised is interpreted, analysed, and evaluated to develop persuasive, arguments. Viewpoints of authors are interconnected and explored with informed conclusions drawn.	Excellent application of critical thinking. For example: Constant critical thinking. The literature utilised is interpreted, analysed, and evaluated with authority to develop persuasive, arguments. Viewpoints of authors are interconnected and explored with robust informed conclusions drawn.	Outstanding application of critical thinking. For example: Constant critical thinking. The literature utilised is interpreted, analysed, and evaluated with agency to develop persuasive, authoritative arguments. Viewpoints of authors are interconnected and interrogated with significant informed conclusions drawn.

Marking Criteria	Marking Rubric
Criterion 4	0-19% Fail	20-39% Fail	40-49% Fail	50-59%	60-69%	70-79%	80-100%
Referencing and Citing of Sources to Support Work.	Very Poor referencing and citing of sources to support work. For example: No sources are cited. No reference list provided.	Poor referencing and citing of sources to support work. For example: A limited reference list provided. Quotations used out of context. No paraphrasing. No key authors cited or referenced. No engagement with module reading list. Use of inappropriate sources – all websites. Many sources are missing a citation or a reference list item. Inaccurate use of the BCU Harvard referencing system.	Unsatisfactory referencing and citing of sources to support work. For example: Sources are cited. Reference list provided. Work relies heavily on using quotations superficially. Attempts at paraphrasing. Few key authors cited or referenced. Little engagement with module reading list. Moderate use of inappropriate sources. Little variety in sources used. Some sources are missing a citation or a reference list item. Few inaccuracies when using the BCU Harvard referencing system.	Good referencing and citing of sources to support work. For example: Sources are cited. Reference list provided. Paraphrasing demonstrates understanding of reading. Quotations used appropriately. Key authors cited and referenced. Engages with module reading list. Some variety in sources used. Majority sources have a citation and a reference list item. Few inaccuracies when using the BCU Harvard referencing system.