Discuss your personal epistemology and how this has influenced your teaching
- Critically reflect on and evaluate your teaching practice and identify measures to enhance this
expect to you to use about 30% of the words to answer part A about 70% of the words to answer part B roughly
that’s what that means and, in part, A you have to discuss your personal epistemology
and how this has influenced your teaching, practice so for the Professor part discussing your personal
epistemology, and then how its influence your teaching, practice,
And Part B, we want you to critically evaluate your teaching, practice so that means kind of describe how you
teach. and give any strengths and give any limitations or weaknesses or areas you want to improve so find the
strengths and areas for improvement of your own teaching, practice. So that’s kind of evaluating it and then the
second part is important as well, identify measures to enhance this so don’t just say, I would like to be more
student centered, for example but say how you will be more student centered. What is important is that you have
to critique your current practice in Part B. and use literature, to support to why it strong or weak so kind of
describe your practice and then say what you think is strong what you think is not so strong and then use
literature, to support that so you know, to give.
evidence that yes, doing this is good for education or doing this isn’t great you kind of use evidence to back it up.
And for the second part of that be identify measures to enhance this so give some really concrete examples of
what you can do to enhance it so again, for example, if you’re going to say.
You want to be more student centered don’t just say you want to be more student centered say exactly what you
will do in your particular teaching to achieve that, and again if you use literature, to support this and that and
what interventions, you will do so.
Then, that will be even better and basically what we’re looking for and Part B is we’re looking for you to to.
To develop evidence based teaching, practice, and so in all your clinical rules i’m sure you use evidence based.
Find the net volume of cut or fill in BCY for the site using the Cross Section method.
CMGT 704 – Construction Estimating and Bidding
Lab – Excavations
Value: 25 Points
The objective of this assignment is to help you learn the methods for quantifying earthwork in construction estimating. For the attached site plan, calculate the volume of cut or fill needed to bring the entire site to an elevation of 90 ft. Assume any cut material can be used for fill.
Your assignment is to:
- Find the net volume of cut or fill in BCY for the site using the Cross Section method.
- Find the net volume of cut or fill in BCY for the site using the Grid method.
- Find the net volume of cut or fill in BCY for the site using the Quick-and-Dirty method.
- Compare the results of the three methods and indicate which method you think is optimal for this site (you must explain you logic in order to receive credit)
- Find the number of haul loads needed to either bring in fill or remove excess soil from the site if one truck has a capacity of 12 cubic yards.
Assume the soil is common earth for your volume adjustments.
Discuss how terror attacks in the US by people of color are given more attention verses terror attacks by Caucasian
why(an in which historical conjecture)does discrimination representation of south Asians and Arabs be produced and reproduced in the media. Discuss how terror attacks in the US by people of color are given more attention verses terror attacks by Caucasian. Must have 5scholary sources
Analyze and evaluate the role of the nurse in measuring and promoting quality care and prescribing medications
A critical analysis and evaluation of the role of the nurse in measuring and promoting quality care and
prescribing medications. This is a 4000 words essay but you are required to write 2000k words to top up the
essay as its already on 2200.
Discuss how the proposed development of a new village hall/community centre may impact the boundary of the adjacent greenbelt land
SPC have requested that you provide the following:
- a short Report reviewing planning items related to location and sustainability.
- a short Report providing advice on compliance with ‘means of escape’ under the UK Building
Regulations for fire safety and explanation of the Building Control inspection process. - An Info-graphic poster identifying the key considerations for the management of Health and
Safety for the Village Hall project.
Task 1 – Town and Country Planning
Provide a short, structured report, that addresses how approval for the proposed design could be
achieved in the currently proposed location, and how it addresses sustainable development. The
report commentary shall; relate to key elements from the Town and Country Planning Act 1990 and
associated legislation along with the NPPF.
The report shall include the following:
a. Discuss how the proposed development of a new village hall/community centre may
impact the boundary of the adjacent greenbelt land (in relation to Chapter 13 of the
NPPF).
b. Discuss the justification for the proposed development at the current site location, with
possible options for an alternative site location and any consequential impact in
changing the location of the project (in relation to Chapter 13 of the NPPF).
c. With the project at pre-planning stage explain how sustainability could be incorporated
into the final detail plan/design to meeting the requirements of the Mid-Sussex District
(Local) Plan, District Policy 39 (DP39).
(approximately 750 words)
Task 2 – Building Regulations
In advance of the Planning Application being granted, the Parish Council has requested that you
provide an additional short, structured report, that addresses their concerns related to the ‘Full
Plans’ Building Control Application and the Building Control inspection process during construction.
The report shall include the following:
a. A detailed review of the Village Hall proposal in regards to ‘Means of Escape’ and exiting
requirements related to fire safety. This is to ease the client’s concerns over Building
Regulation compliance with fire safety measures and should clarify if an appropriate ‘means
of escape’ is provided or if adjustments are needed. This review should include discussion of
these items from Approved Document B, Volume 2:
i. the number of ‘exits’ likely required and the number of appropriate ‘exits’ provided.
ii. the required maximum distance to those exits in comparison to the actual exiting
distance provided for each.
iii. identification of any potential ‘Dead-End Corridors’ that may require modification in
design.
iv. a basic plan drawing of the ground floor of the building with escape paths / distances
shown from key occupied spaces.
© University College of Estate Management 2021 Page 4 of 10
b. A section devoted to Building Control inspections during construction that includes:
i. an explanation of the difference between Local Authority Building Control and an
Approved Inspector and identify any key items to be aware of depending on the type
of inspector assigned to the work.
c. Give an explanation of what a building control officer will be looking for at one of the
following construction stages: –
i. Excavation of a strip foundation prior to the pouring of the concrete, or
ii. Ground floor, Finished Floor Level (FFL) prior to the installation of the floor screed for
a beam and block floor system, or
iii. Pre-plaster, board fixing (tacking).
(approximately 750 words)
Task 3 – Health and Safety
Once contracts for the construction of the community centre have been awarded, and the principal
contractor is on site, the client wants to ensure that the various potential site hazards and risks to
any visitors to the site are clearly and visibly communicated.
For the client, design a poster reflecting the various hazards and risks for the Village Hall project
during the construction phase. Base your poster’s content on your understanding of the site layout
and proposed building construction, and your knowledge of the related Health and Safety
Regulations.
The poster shall include a combination of images and text. Images that are not your own will need to
be referenced and all text needs to be input directly into the PowerPoint (or equivalent) file. Please
avoid using images or scans that include embedded text, as this may compromise how Turnitin
reads your file.
(600 words equivalent
Develop and record a case presentation for this patient.
Assignment 2: Comprehensive Psychiatric Evaluation and Patient Case Presentation
Comprehensive psychiatric evaluations are a way to reflect on your practicum experiences and connect the experiences to the learning you gain from your weekly Learning Resources. Comprehensive notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.
For this Assignment, you will document information about a patient that you examined during the last 5 weeks, using the Comprehensive Psychiatric Evaluation Template provided. You will then use this note to develop and record a case presentation for this patient.
To Prepare
- Select a patient that you examined during the last 5 weeks. Review prior resources on the disorder this patient has.
- It is recommended that you use the Kaltura Personal Capture tool to record and upload your assignment.
- Review the Kaltura Media Uploader resource in the left-hand navigation of the classroom for help creating your self-recorded Kaltura Personal Capture video. The Personal Capture Quickstart Guide will walk you through creating your video, uploading it to Blackboard and placing it into the assignment area.
- Conduct a Comprehensive Psychiatric Evaluation on this patient using the template provided in the Learning Resources. There is also a completed exemplar document in the Learning Resources so that you can see an example of the types of information a completed evaluation document should contain. All psychiatric evaluations must be signed, and each page must be initialed by your Preceptor. When you submit your document, you should include the complete Comprehensive Psychiatric Evaluation as a Word document, as well as a PDF/images of each page that is initialed and signed by your Preceptor. You must submit your document using SafeAssign. Please Note: Electronic signatures are not accepted. If both files are not received by the due date, Faculty will deduct points per the Walden Late Policies.
- Develop a video case presentation, based on your progress note of this patient, that includes chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis, including differentials that were ruled out.
- Include at least five (5) scholarly resources to support your assessment and diagnostic reasoning.
- Ensure that you have the appropriate lighting and equipment to record the presentation.
Assignment
Record yourself presenting the complex case for your clinical patient. In your presentation:
- Dress professionally and present yourself in a professional manner.
- Display your photo ID at the start of the video when you introduce yourself.
- Ensure that you do not include any information that violates the principles of HIPAA (i.e., don’t use the patient’s name or any other identifying information).
- Present the full case. Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history; most recent mental status exam; and current psychiatric diagnosis, including differentials that were ruled out.
- Report normal diagnostic results as the name of the test and “normal” (rather than specific value). Abnormal results should be reported as a specific value.
Be succinct in your presentation, and do not exceed 8 minutes. Address the following:
- Subjective: What details did the patient provide regarding their personal and medical history? What are their symptoms of concern? How long have they been experiencing them, and what is the severity? How are their symptoms impacting their functioning?
- Objective: What observations did you make during the interview and review of systems?
- Assessment: What were your differential diagnoses? Provide a minimum of three (3) possible diagnoses. List them from highest to lowest priority. What was your primary diagnosis, and why?
- Reflection notes: What would you do differently in a similar patient evaluation?
This is the patient you can use
Pt 1
This is a follow up visit.
Pt is a 37-year-old Hispanic American male who resides in a dorm. He has a past psychiatric history significant for diagnoses of alcohol use disorder (history of complicated withdrawal hallucinations), unspecified mood disorder, anxiety, prior suicide attempts, a history of non-suicidal self-injurious behavior, prior inpatient psychiatric hospitalizations. He has a past medical history significant for prior gastrointestinal bleed, alcoholic cirrhosis, alcoholic hepatitis, cholecystitis, and elevated liver function tests. He reports increasing depression, increasing anxiety, and symptoms of alcohol withdrawal which happened a few days ago but states that he has not alcohol since that happened and plans to stop.
Pt describes several psychosocial stressors including recent death of close friend and recent relapse into drinking due to death of said close friend, and limited support system.
Pt describes worsening mood over the past week and half. He describes symptoms of amotivation and anhedonia. He describes decreased appetite. He also describes disturbances in sleep, and states that he believes that he has insomnia. He describes feelings of hopelessness and worthlessness. Pt describes feelings of burdensomeness to friends and family. In addition to the above mentioned, patient describes worsening anxiety, specifically persistently worrying, having a hard time controlling and stopping the worrying, worrying about bad things happening. He describes auditory and visual hallucinatory experiences; he denies they are command in nature.
He denies delusions or paranoia. He denies symptoms of obsessive-compulsive disorder, or post-traumatic stress disorder. He denies homicidal ideations.
Pt states that he was unable to come to the office to get a prescription for his current meds because he felt better when he was taking them, and that after the meds ran out, he felt it was better and did not need them anymore. He stated that the recent death in his life is bringing back the old things he used to experience which is why he decided to come back for his meds.
Mental Status Exam:
Appearance and attire: appropriate level of hygiene and self-grooming
Attitude and behavior: calm, cooperative, makes fair eye contact
Speech: spontaneous, fluent, normal rate, rhythm and prosody
Affect and mood: dysphoric and restricted “I am just depressed”.
Association and thought processes: no loosening of associations, linear and goal directed in thought processes
Thought content: devoid of delusions and paranoia
Perception: did not appear to be responding to internal stimuli
Sensorium, memory, and orientation: alert and oriented to self, location, year, month, and day of the week
Intellectual functioning: based on grammar and articulation, intellectual functioning is average
Insight and judgment: fair insight; fair judgment.
Diagnosis:
Major depressive disorder, recurrent, severe, with psychotic features
Generalized anxiety disorder
Alcohol use disorder
Medications:
Continue Aripiprazole 5 mg PO daily
Lorazepam 2 mg PO prn
Continue Gabapentin 100 mg PO three times a day
Start Trazodone 100 mg at night
Recommended Resources
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan and Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Wolters Kluwer.
- Chapter 12, “Dissociative Disorders”
- Chapter 13, “Psychosomatic Medicine”
- Chapter 19, “Disruptive, Impulse-Control, and Conduct Disorders”
- Chapter 31, “Child Psychiatry”
- Section 31.13, “Anxiety Disorders of Infancy, Childhood, and Adolescence”
- Section 31.14, “Obsessive-Compulsive Disorder in Childhood and Adolescence”
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: PRAC_6635_Week5_Assignment2_Rubric
| Excellent | Good | Fair | Poor | |||
| Photo ID display and professional attire | 5 (5%) – 5 (5%) Photo ID is displayed. The student is dressed professionally. | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) Photo ID is not displayed. Student must remedy this before grade is posted. The student is not dressed professionally. | ||
| Time | 5 (5%) – 5 (5%) The video does not exceed the 8-minute time limit. | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) The video exceeds the 8-minute time limit. (Note: Information presented after the 8 minutes will not be evaluated for grade inclusion.) | ||
| Description of chief complaint and history of present illness | 5 (5%) – 5 (5%) The student provides an accurate, clear, and complete description of the chief complaint and history of present illness. | 4 (4%) – 4 (4%) The student provides an accurate description of the chief complaint and history of present illness. | 2 (2%) – 3 (3%) The student provides a vague, inaccurate, or incomplete description of the chief complaint and history of present illness, or description is missing. | 0 (0%) – 1 (1%) The student provides a completely inaccurate, or incomplete description of the chief complaint and history of present illness, or the description is missing. | ||
| Description of past psychiatric, substance use, medical, social, and family history | 5 (5%) – 5 (5%) The student provides an accurate, clear, and complete description of past psychiatric, substance use, medical, social, and family history. | 4 (4%) – 4 (4%) The student provides an accurate description of past psychiatric, substance use, medical, social, and family history. | 2 (2%) – 3 (3%) The student provides a vague, inaccurate, or incomplete description of psychiatric, substance use, medical, social, and family history, or description is missing. | 0 (0%) – 1 (1%) The student provides a completely inaccurate, or incomplete description of psychiatric, substance use, medical, social, and family history, or description is missing. | ||
| Discussion of most recent mental status exam and observations made during interview and review of systems | 14 (14%) – 15 (15%) The student provides an accurate, clear, and complete discussion of results from most recent mental status exam and observations made during interview and review of systems. | 12 (12%) – 13 (13%) The student provides an accurate discussion of results from most recent mental status exam and observations made during interview and review of systems. | 11 (11%) – 11 (11%) The student provides a vague, inaccurate, or incomplete discussion of results from most recent mental status exam and observations made during interview and review of systems. | 0 (0%) – 10 (10%) All or most of the discussion is inaccurate or missing. | ||
| Discussion of diagnostics with results | 9 (9%) – 10 (10%) The student provides an accurate, clear, and complete discussion of diagnostics with results. | 8 (8%) – 8 (8%) The student provides an accurate discussion of diagnostics with results. | 7 (7%) – 7 (7%) The student provides a vague, inaccurate, or incomplete discussion of diagnostics with results. | 0 (0%) – 6 (6%) All or most of the discussion is inaccurate or missing. | ||
| Diagnosis with three (3) differentials | 23 (23%) – 25 (25%) The student provides an accurate, clear, and complete diagnosis with three (3) differentials. | 20 (20%) – 22 (22%) The student provides an accurate diagnosis with three (3) differentials. | 18 (18%) – 19 (19%) The student provides a vague, inaccurate, less than 3 or incomplete diagnosis with differentials. | 0 (0%) – 17 (17%) All or most of the discussion is inaccurate or missing. Less than 2 diagnosis. | ||
| Comprehensive Psychiatric Evaluation documentation | 23 (23%) – 25 (25%) The response clearly, accurately, and thoroughly follows the Comprehensive Psychiatric Evaluation format to document the selected patient case. | 20 (20%) – 22 (22%) The response accurately follows the Comprehensive Psychiatric Evaluation format to document the selected patient case. | 18 (18%) – 19 (19%) The response follows the Comprehensive Psychiatric Evaluation format to document the selected patient case, with some vagueness and inaccuracy. | 0 (0%) – 17 (17%) The response incompletely and inaccurately follows the Comprehensive Psychiatric Evaluation format to document the selected patient case. | ||
| Presentation style | 5 (5%) – 5 (5%) Presentation style is exceptionally clear, professional, and focused. | 4 (4%) – 4 (4%) Presentation style is clear, professional, and focused. | 3 (3%) – 3 (3%) Presentation style is mostly clear, professional, and focused | 0 (0%) – 2 (2%) Presentation style is unclear, unprofessional, and/or unfocused. | ||
| Total Points: 100 | ||||||
Discuss clinical implications/best practices based on the best available evidence
Evidence Base Recommendations for Practice Article for publication:
For this option, students will—
a. Choose a topic which is important to advanced Nursing Practice, relevant to the delivery
of healthcare today and which is of interest to them personally.
b. Explore and analyze the problem, conduct an extensive search for the best available
clinical evidence on the topic and write a critical, summative evaluation of the available
literature.
c. Using the knowledge gained, write a professional level article for publication which
contains a critical, summative evaluation of the available literature and discuss clinical
implications/best practices based on the best available evidence
d. Choose a peer-reviewed journal as the publication venue for their article, query the
editor (if appropriate) and write their article using the journal’s author guidelines.
e. Have an article ready for submission by the end of the semester to the chosen journal.
Prepare a report on the legal issues arising as per the article
In the city of Newerpool, in the North of England, there was a gap site close to the
city centre. The site had been fenced off for several years after the previous building was
demolished but eventually, an entrepreneur, Raeburn Hendrie, acquired the site with a
view to building a mixed use development which will combine retail and office space. That
project is now underway.
Raeburn considers this project – when complete – will be well placed to capture the
changed market for workspace rental as the north of England recovers from the
pandemic.
Raeburn engages a well-known architect, Rees Barr, to create the new building. He wants
something that will make people ‘want to come to the property and then to stay there.’
Rees engages a design and project management company, PMHN LLP, to help with the
detailed design (with Raeburn’s agreement).
Raeburn engages Whyte Robinson Boyd PLC (“WRB”) as the main contractor. He does this
under a bespoke contract which is written with the conventional risk allocation of a
standard form.
The contract provides for sectional completion in two phases: the first phase is for the
anchor leisure facility which makes up the ground floor of the structure, and the second
phase is for office and retail facilities which are found on the higher floors. This model
allow the leisure facility to open and start generating income.
The contract contains the following provisions:
• The extension of time, and loss and expense attributable to delay, provisions are
closely modelled on those in the JCT Standard form of contract, except to the
extent to which they are inconsistent with the below.
• The provision for liquidated and ascertained damages (LADs) is that these will be
be paid at the rate of £150,000 per week or part thereof for delays to eachphase.
These are capped at £1,500,000.
• The contract provides that the “caps on liquidated damages will not apply if the
contractor negligently failed to mitigate any delay”.
6 Coursework
• The contract provides that the contract administrator will award a “good faith
assessment” (the words substituting for ‘fair and reasonable assessment’ in the
JCT) of an extension of time for delay
PMHN are the contract administrator.
The works run late. In the first instance, this is because there is a delay in achieving the
local authority permission for the work to start. The contract is silent on who is
responsible for this.
This delay takes the works into a season of poor weather which would not have otherwise
been the case. This further slows progress.
WRB respond by bringing in some plant and machinery to try and deal with the effects of
the weather. They also bring in additional labour. The machinery is not however effective
as the temperatures on site are below the levels at which the machinery will operate
effectively. PMHN tell them that ‘they must try harder’ to catch up, at this point.
WRB claim for extension of time, in accordance with the contractual provisions. In their
assessment, PMHN accept the bases of claim advanced except that they do not consider
the weather to be exceptional. They do not allow any additional time for that. PMHN do
not specifically address responsibility for local authority permission but their assessment
seems to assume that this was a risk for Raeburn.
The overall time awarded is however only a fraction of what was claimed for – even taking
account of the weather event.
As a result, the overall delay following the extension of time for the first section exceeds
20 weeks. It also impacts on phase 2.
Raeburn argues that the failure to deal with the delay means that the cap on liability is
removed and damages continue to run.
WRB’s commercial manager for the project, Sara Loth, comes to you to seek an analysis
of the position. Sarah assures you that they have complied with the contractual
mechanisms for notification of the delay but she is not sure if they have demonstrated
the delay in the best way possible. In particular, she considers that they had some
7 Coursework
particular issues because some of the delay was caused by slow progress rather than
completely halting work.
Sara considers that the application of the contractual assessment by PMHN has strayed
a long way from that which was intended by the parties.
She says that WRB’s view is that they could not have completed within the time allowed –
for reasons outside of their control. She is clear that WRB did as much as they could –
within the contractual framework – to complete the works on time.
Sara wonders whether the operation of the contract by PMHN in these circumstances is
so wrong as to invalidate the process altogether – and what the arguments based on that
might be. She is concerned that Raeburn may also challenge the process on the basis of
the ‘permissions’ point and what the merits of that argument might be.
Sara says that before she raises any formal dispute resolution proceedings, she will need
to provide a report to the WRB in-house lawyer and potentially to the divisional vice
president, for approval. She needs something which is authoritative and comprehensive
in identifying and explaining the relevant legal issues and the potential strong and weak
arguments available – as well as a conclusion on the merits of what needs to happen next.
In the meantime, she is also seeking (from elsewhere) some detailed delay analysis – so
you do not need to worry about that issue, beyond its impact on the legal issues in your
answer.
Prepare this report on the legal issues arising from the scenario set out above, for
Sara. This should address the requirements she outlines and be fully and
appropriately referenced.
Discuss Historical Theme Paper
Assignment: Historical Theme Paper
Parameters: You should compose a minimum 2 full, to maximum 3 full, page paper in two parts. The first part (half) should be a biography of the individual or a history of the event/issue/development drawn from the reading assignment associated with the date due. See the Historical Theme Paper Topics page for how to locate specific topics. (located under MODULES Historical Theme Paper) The second part (half) should be an explanation of how that individual or history of the event/issue/development has impacted the United States in a cross-cultural way, being careful to note your own personal thoughts and reactions (You may use first person on that last part).
Technical Requirements: Use 12 point New Times Roman font and double space your paper. You should place a title, your name and the date on the paper in a one line header set above the text of the paper. (See an example at MODULES) The text of the paper is set at 1 inch. Your title should not take away any lines from your first full page of text. You should use 1 inch margins for your paper. You should have a three source bibliography (or Works Cited) attached at the end of the paper, on a separate page, which does not count in the length of your paper. Your sources must be properly documented. (MLA) Online sources must originate at a .edu, .com or .gov website. (NO EXCEPTIONS) Please do not use any reference sources. Do not plagiarize, but rather give credit where credit is due. Do not use contractions (i.e. they’d, they’re) as this is a formal piece of writing. Use correct grammar, spelling, punctuation, write in the past tense and avoid using the first person (I, me, we, us) unless specifically required/permitted to do so. Do not overuse quotations (maximum 10% of text), write in complete sentences of varying length and complexity, and use the full name of an individual the first time they are mentioned only. (last name only after that)
Discuss the studies’ overall design and methodological approaches
Essay two should have a methodological focus, the purpose being to deepen your understanding of methodological issues in preparation for your dissertation. This essay should be well grounded in the literature, including research-based literature in your main field of study as well as general literature on research methods.
In Essay two you are asked to carry out a critique of the methodology used in two robust and substantial educational research studies published in peer-reviewed journals. These studies would preferably be ones that are related to your own research topic and they may use similar or contrasting methodologies to your own proposed study.
General Focus: Critical evaluation of research methods used for investigation in a research study or studies
For this second assignment, you will submit a 4000-6000 word critical evaluation of two empirical papers that illustrate research methods in an area of particular interest to you. Typically the two papers will offer differing methodological approaches to the chosen research topic. The primary objective of your critique will be to address issues of research methodology. Reference to research methods texts to support the critique is expected. Normally, the papers will be on a topic that is close to your proposed research project and dissertation, and may make use of methodological approaches that could be considered appropriate for your research project (although ultimately you may pursue a different methodology). The process of doing the essay should assist the development of your research project and provide you with the opportunity to consider the various possibilities available to you in your research context.
NB: In order to fulfil Faculty guidelines regarding study and training in research methodologies and methods, you will need to demonstrate awareness of quantitative and qualitative elements in research designs. For example, you cannot critique a paper using a particular methodology/method eg case study, without considering its limitations in relation to other methods i.e. what alternative research designs might have provided. This would mean you would have to mention, for example, a large scale quantitative approach (even if you did not specify it in detail) and consider why the researcher rejected this choice in favour of case study. To do all this effectively in your essay you would also be citing alternative papers using different research approaches.
Choosing the articles
- You will make your own selection of articles, which must be approved by your supervisor.
- The chosen articles should be discussed with your essay supervisor before work on the essay begins.
- The articles should be substantial empirical papers from peer-reviewed journals (e.g., British Educational Research Journal (BERJ), Educational Action Research Journal (EARJ), Research Papers in Education, Teaching and Teacher Education), generally published within the last ten years.
- A copy of the articles should be appended to the essay (see specific submission instructions on the main Masters information moodle site).
Essay 2 should:
- Analyse and evaluate the ways in which the studies you have chosen were conceptualised, including
- relation to other theoretical and empirical work in the field of the study;
- an examination of the research questions or hypotheses, their importance and formulation, together with the operational definitions used or developed of the concepts involved
- Provide an overview of methodological approaches to the particular field of inquiry.
- A summary of the main points of the studies should appear early in the essay so that your essay provides a context for the discussion which follows.
- Discuss the studies’ overall design and methodological approaches, including
- the particular methods adopted for the collection and analysis of evidence,
- sampling,
- their fitness for purpose in answering the research questions, or testing the hypotheses,
- issues of validity and reliability of measures
- consideration of appropriate statistical procedures (if relevant).
- Consider the interpretations of the evidence presented in the articles, including
- attempts to relate the evidence presented to the wider literature;
- discussion of any ethical issues associated with the study/studies.
- Report both the strengths and weaknesses of the studies.
- Suggest ways in which the methodological aspects of the studies could have been strengthened, or perhaps improved upon by the use of different approaches or methods of data collection and analysis, within the scale of the original studies.
- Note briefly any important implications for your personal research project.
The essay should have a clear, explicit structure. It might examine each section of the chosen studies in turn, but should also consider the wider conceptual, methodological and ethical issues as well, which may not have been discussed by the author(s). The extent to which the authors recognise the conceptual and methodological assumptions and decisions that underpin their studies, and the limitations these may place on the conclusions which may be drawn from them, should also be addressed.
Useful Reading for Essay 2
(in addition to your Research Methods Strand texts and consult the reading list associated with research methods strand e.g. if your articles use Case Study as an approach then you would be expected to consult methods texts on Case Study e.g. Stake, Yin, Bassey)
See also the Library Research Methods Guide: Critical Reviews of Specific Research Articles – Education Library: Research Methods – LibGuides at University of Cambridge Subject Libraries
Dunkin, M. J. (1996). Types of Errors in Synthesizing Research in Education. Review of Educational Research, 66(2), 87-98.
Field, A. (2009). Discovering statistics with SPSS (3rd ed.) London: Sage.
Hammersley, M. (1994). Approaches to educational research and its assessment: reading for understanding. In M. Hammersley, R. Gomm and P. Woods (Eds) Educational Research Methods. Milton Keynes: The Open University.
Hammersley, M. (1990). An Evaluation of Two Studies of Gender Imbalance in Primary Classrooms. British Educational Research Journal, 16(2), 145-148.
Poulson, L., & Wallace, M. (2004) Learning to Read Critically in Teaching and Learning. London: Sage.
Salmon, P. (2003). How do we recognise good research? The Psychologist, 16(1), 24-27. How do we recognise good research? | The Psychologist (bps.org.uk)
