Explain the key features of qualitative and quantitative research approaches

FZ2061 Research Methods
Assignment Brief
Assignment 1: Research Proposal + Literature Review

This assessment requires you to submit a 2,500-word assignment in the format of a research proposal with an embedded literature review. It should reflect a ‘typical’ research proposal that you would produce if applying for research funding for a specific project or postgraduate study. This assignment will assess your ability to design a research study alongside evaluating relevant academic literature on a topic of your choice. You should reference your work within the text and must include a reference list; format your referencing according to Harvard Cite them Right.

This assessment counts toward 100% of your mark for this module.

This assignment must be submitted through Blackboard using Turnitin.

Learning Outcomes
This assessment will test your ability to meet learning outcomes 1, 2, 3, 4 and 5 as described in your module booklet:

Evaluate relevant academic literature;
Develop appropriate research questions;

3. Explain the key features of qualitative and quantitative research approaches;
4. Identify the advantages and disadvantages of different research methods.
5. Design a research project.

Aims of Assessment
To assess your ability to present findings from published literature;
To assess your ability to critically review material presented in the literature;
To evaluate your professional research study and writing skills;
To ensure that you are able to reference your sources using an accepted referencing system (Harvard Cite them Right);
To assess your knowledge of research methods.
To encourage you to read and understand the published literature, particularly peer-reviewed journal articles;

Assessment criteria
Your submission should demonstrate research of and reference to academic sources (peer reviewed journal articles, books and reports), and an understanding of relevant theories and methods. You will be marked according to the content and communication of the research literature within your project.

Project Proposal Guidance

Project design:
Be extra critical: is there something in your course so far that you have been sceptical about, or which you think needs further study?
Look for gaps in the research and recommendations for further study in the conclusion of papers and reports to identify a potential aim and RQ.
Read about an interesting topic and keep asking the question ‘Why?’: this may identify a research question you could address. While we encourage you to design a research proposal for something that particularly interests you, remember that it needs to be connected to the course content (Policing, Forensics, CSI) you have been exposed to on your undergraduate degree.
Think about feasibility – how possible is it to undertake the research you are proposing? Marks will be awarded according to how researchable a project is.
Length – as your assignment is 2,500 words in total, we recommend you devote 1000 words of this to the project proposal outlining aims, objectives and RQs, methodology and ethical considerations for your chosen project.
There are examples of Project proposals on Blackboard to assist you.
Follow the template provided to structure your research proposal.
Do not write in first person – refer to ‘this analysis indicates’, ‘the proposed aims will address’, ‘the discussion will explore’, ‘the evidence base suggests’ etc.

Literature Review:
A literature review requires you to collate current, relevant information on a given topic. Typically, the purpose of a literature review is to gain an understanding of the existing research and arguments relevant to a particular topic or area of study, and to present that knowledge in the form of a written report.
Conducting a literature review helps you to build your knowledge in your field, as well as succinctly informing your reader. This should not be an exhaustive list describing all of the research completed on the topic; it should identify the major studies and most pertinent issues.

The literature review should start with an introductory paragraph, that includes an overview of the problem/topic and the scope of your review.
You should discuss similar findings together, identifying key findings and limitations and/or criticisms of the work.
Aim to develop a clear argument and identify any gaps in the existing understanding.
The literature review should end with a concluding paragraph that summarises your key points/arguments. Remember, we don’t just want to know what’s been done and what we already know, we want to understand where the gaps in knowledge are and why this is important (practical/theoretical implications).
Length – as your assignment is 2,500 words in total, we recommend you devote 1,500 words of this to the literature review portion of your proposal outlining the research problem with explicit support from the wider literature.

Tips:
Read published literature reviews (found at the beginning of journal articles) for an awareness of the structure, writing style and content.
Discussion sections (found at the end of journal articles) can be useful indicators as to the gaps in understanding and requirements for future work.
Reference lists of published work can be helpful in directing you to additional relevant sources of information.

Presentation of work
Your work must be word processed and presented in accordance with the guidelines laid down in the Assessment Handbook. It is your responsibility to ensure that your work is neatly and accurately presented and you will lose marks for poor spelling, grammar and sentence construction.

Referencing Style
Any piece of written work must be referenced. That means citing the literature to say where you got that piece of information and to enable the reader to go to the original source. All citations and references must be in Harvard format as outlined by ‘Cite them Right’ Referencing (see Blackboard web links and Useful information). If you do not do this you will unnecessarily lose marks.

Word Count
The word limit is 2,500 words +/- 10%. This excludes the reference list.

The rules on submission of coursework and penalties for lateness and plagiarism are contained in the Assessment Handbook.

Plagiarism – a reminder!
Any material submitted for assessment must be produced specifically for the assessment and must be your own work and the result of your own efforts. The use of work produced for another purpose by you, working alone or with others, must be acknowledged.

Copying from the works of another person (including Internet sources) constitutes plagiarism, which is an offence within the University’s regulations. Brief quotations from the published or unpublished works of another person, suitably attributed, are acceptable. You must always use your own words except when using properly referenced quotations.
You are advised when taking notes from books or other sources to make notes in your own words, in a selective and critical way.

Plagiarism is an ‘examination offence’. This means that you would score 0%. No resit will be offered for any assessed work failed because of plagiarism. Hence, you would fail the module. You would also be liable for disciplinary action which could lead to dismissal from the University.
Any case of plagiarism will be mentioned in any reference given to a prospective employer or academic institution.

Discuss Prevention and Management of Violence and Aggression (PMVA) Training

Learning theory to be use for the essay is Social Learning Theory by (Albert Bandura).
Kolb’s learning style inventory.
Please this learning event is a suggestion, should you have one you prefer to use please share with me as I am happy to consider. The learning event can be summarized as the essay is aim at focusing on critically analyzing the learning theory and style
Learning event. Depot injection.
This was an intramuscular injection.
The injection was given into the upper outer quadrant of the gluteal muscle.
The name of the patient was James.
The learning event took place at a depot clinic where I was sent to complete my placement. The clinic had about 24 patients booked for injections. Myself Practice assessor had spoken few times about giving a deport injection as this was one of my learning objectives. Previously on one occasion he had carried out depot injection on a patient whilst I observed. However, as there were not enough patients on his caseload for me to practice on, he suggested that we attend a depot clinic.
On the day of the event while the patients were waiting outside the clinical room, we got into the clinic area, he demonstrated how to draw up the drug, location of the upper outer quadrant and inject. I was initially hoping that I would observe him performing the techniques, but he said to me that when the patient comes in, he will introduce us and ask if the patient would prefer himself or me to give the injection.? Although he was fully aware that I had not given an injection before, and could sense my anxiety, he reassured me that I will feel more confident by getting into it straight away.
The first patient was Mr James, as he walked in was made to feel welcome by offering a seat and started charting. James said he would prefer me to give him his depot. My practice assessor watched as I assembled all the equipment required which includes the drug, medication chart, syringe, alcohol pre pad and new needle, he was there guiding me through the process
I confirm James was who he said he is by asking question about date of birth and name, washed my hands, drew up the medication using the syringe and changed the needle, I showed my practice assessor the upper outer quadrant gluteal area by making a cross sign of the bottom and another cross sign on the upper outer of the bottom where I then clean the inject site with an alcohol pad and allowed dry. I spread the skin with her fingers and inject the needle straight down in the dart like motion all the way and aspirate then inject. The injection needle disposed in the sharp bin, James was asked how he felt which he responded “good”. By the end of my first day I had given 12 deport injection and was confident. I got positive feedback from patient and my practice assessor, I felt pleased with myself though I was worried at the beginning.
Please when discussing the future plan as a registered nurse consider discussing

1. Prevention and Management of Violence and Aggression (PMVA) Training
2. Preceptorship for a newly qualified nurse

What specifically does the Church teach on this topic?

The student will submit one paper. It will be between 1200 and 1600 words. The purpose of each
paper will be to explain a specific point of Catholic doctrine (i.e., a specific teaching), particularly
answering
the questions: What specifically does the Church teach on this topic? and Why does the Church
hold this
teaching? Papers should not be written on strictly moral teachings, that is, the teaching in question
should not directly
and principally concern what is right or wrong behavior (so euthanasia, abortion, contraception,
capital
punishment, or environmental ethics are not suitable topics).
The paper will make use of
● at least one relevant patristic source (i.e., a Christian writing from before 750),
● at least one relevant passage of Scripture,
● at least one relevant magisterial document (i.e., an official Church document containing
authoritative teaching of the Catholic Church other than a catechism, e.g., a document
promulgated by a general council or a document issued by the pope acting as supreme
teacher of the Church
● at least one approved theological “systematic” work covering the paper’s topic (a list of
approved systematic works will be provided to the class, others may be approved on a
case-by-case basis).
● In addition to these sources, the paper is to make reference to the relevant discussion of the
paper’s topic in either the Catechism of the CatholicChurch or in the “Roman Catechism” (1566).
These are minimal requirements to complete the assignment; it is hoped that papers will use more
than
only these five sources.
The purpose of the paper is to explain clearly and accurately what specifically the Church teaches
on your chosen topic and to explain why the Church holds that teaching. The topic should be a
specific topic on which the Church has some definite teaching. Further, the topic should not be a
specifically moral teaching (so not euthanasia, not abortion, not our obligation to protect the
environment)–if in doubt, please ask.
Some examples of general areas (followed by specific teachings that would individually be suitable
paper topics) off the top of my head:
The Trinity, for example:
that there are three divine Persons in the one God
that the Son eternally proceeds from the Father.
Christ, (just a few of very very many possible topics):
That Christ is a divine Person
That Christ had both a divine and human nature
That Christ could suffer and feel pain
That Christ had a human intellect and will
That Christ atoned for our sins by His passion and death
Mary, e.g.:
that she was conceived without original sin,
that she is the Mother of God,
that she was assumed into heaven at the end of her earthly life (This one could be difficult).
Sacraments (again, only a very few out of very many):
That Christ is truly and substantially present in the Eucharist
That the Church has the power to forgive sins
That Baptism cleanses from all prior sin
That the sacraments work ex opere operato (they aren’t magic, but they also aren’t just ordinary
prayers)
That the orders of deacon, priest, and bishop were instituted by Christ.
That the Church does not have the power to ordain women to the priesthood.
The Last Things:
That every individual will be judged immediately after death
That heaven includes the immediate vision of God in Himself
That there is a purgatory
That those who die unrepentant of moral sins immediately descend to hell.
That there is a general resurrection.
This really is only a few. If you look at Ott or Pohle-Preuss (see below) you can find lots of further
ideas.
Again, the purpose of the paper should explain what the Church holds and why it holds it. To break
that down further:
What the Church holds . . .
The topic of the paper (what the prospectus is laying out) should be able to be formulated in the
form, “The Church teaches that . . .”; So it should be a specific proposition that the Church holds,
(e.g., “The Church teaches that Mary is mother of God” or “The Church teaches that Mary was
conceived without original sin”) rather than a general topic (e.g., Mary). You should be careful, as
you write your paper, to be sure it stays on topic.
As part of showing what the Church teaches, the paper should explain any difficult or easily
misunderstood phrases in the teaching. (e.g., if one is explaining that “Mary was conceived without
original sin” it would be helpful to explain briefly the Church’s understanding of original sin).
Here is a good place to bring up Magisterial statements (and, to a lesser degree, also statements
from one or more catechism) that actually show, in the Church’s own words, what the Church
teaches.
Also, the Church’s teaching is often most clear when it is rejecting or condemning theories that it
holds are incompatible with the faith. The Church is often happy to let theologians hold their
theories and tends to only offer definitive teaching when someone advances a theory that the
Church holds is error. So, in clarifying what the Church holds, it is often just as important to look
carefully at what the Church doesn’t hold. So consider any related condemned positions.
Why the Church holds it . . .
Whatever the Church teaches, she teaches because she holds that it is somehow connected to the
deposit of faith. So how can the teaching in question be found in or derived from the deposit of
faith? Where is it in Scripture? Where is it in the fathers? Is the teaching implied by another
teaching?
As you write your paper, be sure to stick to the purpose of the paper: Explaining clearly what the
Church teaches, and why it teaches what it teaches. I have found that students sometimes treat
these papers as opportunities to explore their personal musing on life, the universe, and
everything. Such musing may or may not have much value, but in either case sharing them isn’t
the purpose of the paper. The purpose of the paper is to expalin one specific thing that the Church
teaches: what it means and why the Church holds it.
Also be especially careful to be precise and accurate in describing the Church’s teaching. This is
not the place for sloppy paraphrases that kinda-sorta give the general idea. This the place for
precision of language.
As to sources,
In order to complete the assignment, the paper must actually make use of five sorts of sources:
(1) at least one relevant patristic source
(2) at lease one relevant passage of scripture
(3) at least one relevant magisterial source
(4) any relevant passages from either the Catechism of the Catholic Church or the Roman
Catechism (I expect that you will find at least one)
(5) at least one relevant and approved systematic work of theology.
‘Relevant’ should be taken to mean that the specific passage being used directly relates to the
topic of the paper.
(And to remove ambiguity: The early ecumenical councils will count as magisterial sources rather
than as patristic sources. Likewise early official papal documents are considered magisterial
sources, although not works of theology that happened to be authored by popes–like Gregory the
Great’s Moralia. If you have questions about how a particular early source will be counted please
reach out to me.)
As to (4), you should already have access to the Catechism of the Catholic Church. The Roman
Catechism is widely available, both in print and online, for example, here: http://
www.saintsbooks.net/books/The%20Roman%20Catechism.pdf .
The pre-approved, systematic treatments (5) are:
–Ludwig Ott, Fundamentals of Catholic Dogma (one of the recommended texts for the course,
see the syllabus)–this is a one-volume handbook of Catholic theology. It tends to be very brief in its
treatment of individual points (since it is a handbook), but it usually cuts to the heart of the
argument. This is not out of copyright, but in the past it has nonetheless been available online.
–Pohle and Preuss are author and editor/translator of a series of books on Catholic systematic
theology. (Digitized and available for free via Google books among others). These books are like
Ott, but longer, more in-depth, and somewhat easier to read (in part because it is longer; links to all
twelve volumes are available here: http://iteadthomam.blogspot.com/2017/09/pohle-preussdogmatic-theology-12-vols.html .)
–The old Catholic Encyclopedia (also out of copyright and freely available online from multiple
sources, e.g., here: http://www.newadvent.org/cathen/ ).
–The New Catholic Encyclopedia (available in the reference room in the library.)
In general starting with a couple of good systematic treatments of your topic is usually best. Then
you can look at the sources that the systematic treatment cites.
Aside from the resources already mentioned a couple further sources you might want to be aware
of:
–J.N.D. Kelly, Early Christian Doctrines (also a recommended text) has good, detailed, scholarly
treatment of the early history of the development of key doctrines.
–Jaroslav Pellikan, The Christian Tradition: A History of the Development of Doctrine, Vol. 1: The Emergence of the Catholic Tradition (100-600) is similar to JND Kelly. Very scholarly. Lots and
lots of citations of primary (patristic) sources.
Either of these two should be useful in finding passages that satisfy requirement (1) above.
Further, papers are to conform to the norms set forth in Turabian (see recommended texts).
Citations should be presented in footnotes (what Turabian terms “notes-bibliography style”).
Papers are to be typeset entirely in a single, 12pt serif font (e.g., Times New Roman). The body of
the
paper is to be double spaced, excepting block quotations and heading.
Papers are to have the student’s last name and the page number on the upper right corner of all
pages
except the first.
Papers that are fewer than 1000 words and that have fewer than 3 cited works may omit a
bibliography; otherwise a bibliography is expected. (The term paper should thus have a
bibliography.)
Papers that are at least 1000 words are to have a title page (thus, the term paper should have a
title
page). All papers less than 1000 words in length should have, in lieu of a title page, on the first
page the
following header, single spaced, on the top left corner:
Author’s Name
Class number and name (E.g., THEO3349: Christ and the Moral Life)
Professor’s name
Date Submitted
Below this, after skipping a line, the title of the paper should be produced, single spaced, centered,
and in all capitals.
Below this, again skipping a line, the text of the paper should begin.
Well known and widely available works that have standard divisions of the text (E.g., the Bible, the
Summa Theologiae, the dialogues of Plato, theCatechism of the Catholic Church) can be cited
without providing full
bibliographical information in the footnote, and should be cited by the standard division. Under no
circumstances should you cite the Bible by page number.

Propose, explain and justify, a Digital Marketing Strategy to the senior management of your chosen organisation.

Assessment Information
This module follows the principles of the University’s Assessment and feedback policy
developed in conjunction with the Student Union, to ensure good practice and transparency
in assessment and feedback processes. The Assessment and feedback policy can be
found in your Programme Handbook or on your Programme’s Brookes Virtual site.
On completion of this module, you will be assessed on your achievement of the module
learning outcomes. You will be assessed on your ability to:
1) Engage in current critical debates within the digital and social
marketing domain.
2) Provide innovative solutions to complex digital marketing
challenges.
3) Demonstrate commitment to self-improvement by the undertaking
of academic and practitioner reading and practical activities and
embedding of reading and skills into subsequent work
4) Critically evaluate, adopt and use relevant technology-based
marketing and professional learning tools.
Assessment on this module is comprised of two components:
Assessment Component 1: Assessment Component 2:
An individual assignment focussing on a
contemporary digital marketing challenge.
(60%)
A portfolio of four Masterclass tasks.
(40%)
Learning outcomes assessed: 1 & 3 Learning outcomes assessed: 2 &4
Assessment Component 1: Digital Marketing Strategy

Assessment submission method: via Turnitin on the module Moodle site
You are required to submit an individually prepared report of up to 3000 words which proposes
an exciting new Digital Marketing Strategy to your chosen organisation*, in support of their
business objectives, and recommends their adoption of a digital technology that will transform
their marketing efforts and put them ahead of the competition. This should be based on the
same organisation as the one used in the Masterclasses and your evaluation should be
informed by practical work carried out in the Masterclasses and seminars combined with
academic and practitioner sources arising from classroom teaching and your own research.
The Task
Digital Marketing Strategy: Propose, explain and justify, a Digital Marketing Strategy to the
senior management of your chosen organisation.
Technology Evaluation: Justify your choice of a digital technology based on an evaluation of
its current use in Digital Marketing and critically analyse its disruptive nature, using theory and
market data to support your points.

Create a session for an adult service user aged 78 years old, who is social isolated and has physical and mental health issues including dementia.

Description
Task 10 – Create a session for an adult service user aged 78 years old, who is social isolated and has physical and
mental health issues including dementia. The service user is hoarding and there are repairs to the property
needed and the service user many need a care package put in place.

• What would you need to consider with the case before planning the session?
• What risks would you need to consider?
• How would you practice in an anti-oppressive and anti-discriminative way and what would you need to take
  into account including cultural needs?

How would you define what a “good job” is? What are the main dimensions to take into account for assessing a job as good (or bullshit)?

Description

1. The reading by Hasija et al (2020) on the Gig Economy describes the evolution of this new way of
   employment relations from their conceptualization in 2009 to the current situation. They state their hypothesis
   about why the model has not been successful among knowledge workers so far and propose that this will change
   due to the effects of the pandemic.
   Should the “gig” model as defined by Tina Brown inevitably lead to precarious jobs? Would there be alternatives
   to the traditional employment relationships that could really be a win-win for all the stakeholders involved? Will
   the pandemic actually change the employment relations as the paper holds?
2. Here you have a highly provocative view by David Graeber from London School of Economics on the
   categories that considers as “bullshit jobs”:
   https://www.youtube.com/watch?v=kehnIQ41y2o
   By contrast, Dani Rodrik from Harvard offers a perspective on how to set the basis for a “good jobs” economy:
   https://www.youtube.com/watch?v=2JT6aG4JcNI
   How would you define what a “good job” is? What are the main dimensions to take into account for assessing a
   job as good (or bullshit)?

Write a Method section that describes the Study Procedure, Sample, andMeasures of IVs and DVs

Description
This is a group project. I have been tasked with writing a small portion of the paper (approximately 400 words)
about older adults and the perceived risks of scams…I have attached our introduction as well as our rough
draft/paper proposal with a few resources. Paper Instructions: the research paper should be about 10 pages long
(excluding references and title page). You need to write an exhaustive literature review on a “persuasion/social
influence and any attitude/belief/behavior outcome” topic, pose a set of hypotheses and/or research questions,
and write a Method section. Papers must also be engagingly written, well organized, grammatically and
mechanically correct, and follow the APA (7th edition) style. Specifically, your final paper should accomplish
two tasks: 4.1. Revise your proposal incorporating my comments/edits that you deem fit. Remember, whatever
your hypotheses are, you need to discuss in your paper why they are worth testing. This discussion may include:
1) the importance of the issue; 2) existing literature points to the direction of this hypothesis; 3) no study or few
studies had tested this hypothesis. 4.2. Write a Method section that describes the Study Procedure, Sample, and
Measures of IVs and DVs.

Provide an overview of your research question, explaining why it is of academic and or practical importance

• Provide an overview of your research question, explaining why it is of academic and or practical importance
• Outline the main aim and two or three key objectives of your research
• Write a short literature review, indicating the importance of previous related research or investigated literature and how your own research question might make a useful contribution to the area
• State the main research techniques (interviews, case studies, questionnaires, documentary evidence etc.) you plan use
• Indicate your suggested data collection procedures, indicating sources and any possible difficulties
• Explain any analytical techniques you intend to use (inc software)
• Finally, remember to reference your proposal throughout and provide a short bibliography

To what extend teachers’ working conditions affect their wellbeing/mental health

To what extend teachers’ working conditions affect their wellbeing/mental health.

        Subsidiary questions:

1. what we know about teachers’ working conditions and their mental health.  (Studies preCovid, during Covid and postCovid)
2. Does teacher’s mental health/wellbeing have an impact in the wellbeing and mental health of students. if it does, does it affect students performance.
3. What are other sectors/ companies doing to improve staff wellbeing? What kind of impact it has (if it has) to their customers/clients?
4. What are the areas that affect the most to teachers (any consequences for teachers and schools), how schools are addressing it?

Each student will write a research paper on a special topic in the world of media that they see as a current challenge, problem, or that needs attention in our American society in our modern day

Each student will write a research paper on a special topic in the world of media that they see as a current challenge, problem, or that needs attention in our American society in our modern day