You are about to launch a new range of ‘smart’ glasses to consumers. (Smart glasses provide the functionality of a modern laptop from a pair of spectacles). Assess which of the four basic pricing strategies would be most suitable for your new product and briefly outline the implications of your chosen pricing strategy on the other elements of the marketing mix.
Introduction to MarketingDuration:
Please answer TWO questions and write your answers as reports. All questions are worth 50 marks each.
This assignment will be assessed using the USBS generic marking criteria (excluding teamwork) with all criteria equally weighted.
Your tutors will not respond to questions about exam topics during the period the exam is ‘live’.
- The TAP is individual work, carried out upholding the values of academic integrity.
- A TAP (24hr or 48hr) has a notional ‘work time’ of up to 8 hours.
- You may either type your answers into a new document (clearly labelling each answer), or write your answers directly on the exam paper (removing any optional questions that you have not chosen).
- Referencing is required. Reference your work using the Harvard referencing system. Please include a brief bibliography after each of your answers. The bibliography is excluded from the word count.
- You should write approximately 750 – 1,000 words per answer, using multiple headings and subheadings.
- Submit your answers as a Word or pdf file using the appropriate link on Canvas. Please note that for a file to be accepted by Turnitin, your submission must be a single file and must include at least 20 words of typed text. Further guidance about Turnitin submissions can be found here: https://student.sussex.ac.uk/assessment/submission/canvas-turnitin
- To ensure your anonymity in this assessment, please do not write your name anywhere in the final submitted document.
- If you experience any IT problems when uploading your final submission, please contact IT Services and provide a screenshot of the issue you have encountered using their online help system at: https://www.sussex.ac.uk/its/help/
- LATE SUBMISSION IS NOT PERMITTED FOR TAKE-AWAY PAPERS.
COMPLETE TWO QUESTIONS FROM THE FOLLOWING SIX CHOICES:
Question 1:
You are about to launch a new range of ‘smart’ glasses to consumers. (Smart glasses provide the functionality of a modern laptop from a pair of spectacles). Assess which of the four basic pricing strategies would be most suitable for your new product and briefly outline the implications of your chosen pricing strategy on the other elements of the marketing mix.
Question 2:
Your company provides holidays for UK residents. You are launching a new holiday. Please briefly describe the holiday you will provide, outline the way(s) that you will segment your market, the segment(s) you will target and the way that you will position your new holiday to make it as attractive as possible to the selected segment(s).
Question 3:
You work for a communications agency and are pitching for work from Rolex (Rolex.com) in a market of your choice. Please specify the market, explain your proposed communication strategy for Rolex and suggest the promotional tools you believe Rolex should use, giving both your reasons and market-specific examples.
Question 4:
You are responsible for the marketing of Ferrari cars (Ferrari.com). Please assess the usefulness of understanding the anatomy of your products (also known as ‘the product onion’) using the approach outlined by Drs Brassington and Pettitt in the core text.
Question 5:
You are about to be appointed as the new head of marketing for the University of Sussex and can influence the university’s future strategy. Which of Michael Porter’s generic strategies* might you choose and why?
* introduced in: Competitive Advantage: Creating and Sustaining Superior Performance by Michael E. Porter (1985)
Question 6:
You are responsible for marketing a new Xiaomi laptop (https://xiaomi-mi.com/notebooks/) in a market of your choice. Please specify the market then detail the way that you are going to use your marketing tactics (7Ps) giving reasons for the choices you make.
END OF PAPER
Leading Coaching and Mentoring in Education
Task instructions
Approaches/models of coaching and mentoring
Word Count: minimum 2000 maximum 2500 (excluding Bibliography)
Assessment task
- Select a ‘theory’ of coaching and an approach to/model of mentoring that is applicable to the education sector.
- Describe the theory and the approach/model.
- Review and analyse each using contemporary research and literature into leading practice in coaching and mentoring.
- Assess the validity and credibility of each, justifying your position.
Marking Criteria
- Describes selected theory/approach/model with clarity and accuracy (20%)
- Demonstrates understanding of contemporary research and literature in coaching and mentoring (30%)
- Critically analyses and assesses selected theory/approach/model through lens of research and literature and justifies conclusions (40%)
- Applies appropriate academic writing standards (10%)
Advice from assessor
• description 420-500 words – We just need to clearly describe the mentoring model and the coaching model
Yes, but be alert to the word “clearly” as the marking guidelines explicate this (at a HD level) as “Theory and approach are described with absolute clarity. Description demonstrates significant and deep knowledge and understanding.”
• review and analysis of literature 650-720 – We are to review and analyse what the current research and literature says about mentoring and about coaching. If we have chosen a context, do we only review and analyse mentoring in this context, or review and analyse mentoring as a whole. (same for coaching). Am I correct in thinking that we don’t talk about the model and approach we have chosen in this section? We talk about it in section 3. Is this correct?
Again, yes. You are reviewing and analysing what the current research and literature says about your chosen ‘theory of coaching’ and the ‘model/approach’ to mentoring as a whole in this section of the response. You may choose to introduce the context of what will be more fully outlined and in the final question (demonstrating the interconnectedness of your response) but this is not essential as that will become apparent in Section 3. You should not allow the context (if you choose to use one) to distract you from the main intent of this section of your response.
• assessing validity and credibility 830-1,280 – We assess the validity of our model and approach against what the research says, analyse the model and discuss its effectiveness. And if we’ve chosen a context we talk about its application and effectiveness in this context in this section.
And finally, yes again. Your summary captures the intent very well and needs no further clarification.
LAST ADVICE FROM ASSESSOR
- Note that you must write between 2,000 and 2,500 words. There is not on this occasion any 10% flexibility.
- Note the weighting and marking criteria for the three questions you are addressing.
- Approximate word lengths for the weightings (as guidelines only): a) description 420-500 words, b) review and analysis of literature 650-720, and c) assessing validity and credibility 830-1,280. (The recommended upper number is based on someone writing 2,500 words.)
- You will note that you have to use evidence of wider reading for this task. I would recommend at least three research papers/chapters for the theory of coaching and at least three for model of mentoring. The best responses will use several more for each. Do not forget the importance Grant’s research.
- It is fine to use some of the articles and chapters you used for earlier tasks, but just do not use them in the same way and certainly do not plagiarize your earlier work.
- In terms of addressing the question, which theory and model? Choose the most appropriate. A model/theory that mesh has evident value but you may also choose to demonstrate the impact of quite divergent approaches (theory/model/approach).
- It is more than reasonable for you to consider a context for the coaching theory and mentoring model you examine. However, in terms of addressing the first question, critically describe the theory/approach as a whole before focusing on its application to a context you may later explore.
MARKING CRITERIA
References
Please use your references from the following sources
Pre-Intensive Reading
1. Desimone LM, Pak K. Instructional Coaching as High-Quality Professional Development. Theory Into Practice. 2017;56(1):3-12.
2. Connor CM. Commentary on the Special Issue on Instructional Coaching Models: Common Elements of Effective Coaching Models. Theory Into Practice. 2017;56(1):78-83.
3. West A. A Framework for Conceptualizing Models of Mentoring in Educational Settings. International Journal of leadership and Change. 1015;4(1):23-29.
4. Hudson P, Hudson S. Mentoring Beginning Teachers and Goal Setting. Australian Journal of Teacher Education. 2016;41(10):48-62.
5. Kurz A, Reddy LA, Glover TA. A Multidisciplinary Framework of Instructional Coaching. Theory Into Practice. 2017;56(1):66-77.
6. Grant AM, O, apos, Connor SA. Broadening and building solution-focused coaching: feeling good is not enough. Coaching: An International Journal of Theory, Research and Practice. 2018;11(2):165-185.
7. Grant AM, Gerrard B. Comparing problem-focused, solution-focused and combined problem-focused/solution-focused coaching approach: solution-focused coaching questions mitigate the negative impact of dysfunctional attitudes. Coaching: An International Journal of Theory, Research and Practice. 2020;13(1):61-77.
8. McLaughlin P, Barkatsas A, eds. Championing Cutting-Edge 21st Century Mentoring and Learning Models and Approaches . Brill Sense; 2020.
9. Henning JE, Beam PC, Gut DM. Building Mentoring Capacity in Teacher Education: a Guide to Clinically-Based Practice. Routledge; 2018.
Supplementary and Support Reading
10. Smith R and L. Coaching and Mentoring: A review of literature as it relates to teacher professional development. International Journal of Innovation, Creativity and Change www.ijicc.net. (4). https://www.ijicc.net/index.php/ijicc-editions/2014/7-vol-iss-4-2014
11. AITSL. Coaching Toolkit for Teachers Overview. https://www.aitsl.edu.au/docs/default-source/default-document-library/coaching-resources-complete-set.pdf
12. Grant AM. Autonomy support, relationship satisfaction and goal focus in the coach-coachee relationship: which best predicts coaching success? Coaching: An International Journal of Theory, Research and Practice. 2014;7(1):18-38.
13. Reddy LA, Dudek CM, Lekwa A. Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching. Theory Into Practice: Instructional Coaching Practices: Promising Models, Empirical Support, and Considerations for Practice. 2017;56(1):46-55.
14. Hudson P. Mentoring as professional development: “growth for both” mentor and mentee. Professional Development in Education. 2013;39(5):771-783.
15. Hudson P. Strategies for mentoring pedagogical knowledge. Teachers and Teaching. 2013;19(4):363-381.
16. Lowenhaupt R, Mckinney S, Reeves T. Coaching in context: the role of relationships in the work of three literacy coaches. Professional Development in Education. 2014;40(5):740-757.
17. Di Domenico PM, Elish-Piper L, Manderino M, L’Allier SK. Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change. Literacy Research and Instruction. 2018;57(2):81-99. 18. Tschannen-Moran M, Carter CB. Cultivating the emotional intelligence of instructional coaches. International Journal of Mentoring and Coaching in Education. 2016;5(4):287-303.
19. Simon S, Dole S, Farragher Y. Custom-designed and safe-space coaching: Australian beginning principals supported by experienced peers form pipeline of confident future leaders. School Leadership & Management. 2019;39(2):145-174.
20. Grant AM, Hartley M. Developing the leader as coach: insights, strategies and tips for embedding coaching skills in the workplace. Coaching: An International Journal of Theory, Research and Practice. 2013;6(2):102-115.
21. Charteris J, Smardon D. Dialogic peer coaching as teacher leadership for professional inquiry. International Journal of Mentoring and Coaching in Education. 2014;3(2):108-124.
22. Houchens GW, A. Stewart T, Jennings S. Enhancing instructional leadership through collaborative coaching: a multi-case study. International Journal of Mentoring and Coaching in Education. 2017;6(1):34-49.
23. Walkowiak TA. Five Essential Practices for Communication: The Work of Instructional Coaches. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2016;89(1):14-17.
24. Aas M, Vavik M. Group coaching: a new way of constructing leadership identity? School Leadership & Management. 2015;35(3):251-265.
25. T. Taylor R, S. Zugelder B, Bowman P. Literacy coach effectiveness: the need for measurement. International Journal of Mentoring and Coaching in Education. 2013;2(1):34-46.
26. Shank MJ. Mentoring among high school teachers: a dynamic and reciprocal group process. Mentoring & Tutoring: Partnership in Learning. 2005;13(1):73-82.
27. Duncan HE, Stock MJ. Mentoring and Coaching Rural School Leaders: What Do They Need? Mentoring & Tutoring: Partnership in Learning. 2010;18(3):293-311. 28. Bullough Jr RV, Draper RJ. Mentoring and the emotions. Journal of Education for Teaching. 2004;30(3):271-288.
29. Molitor S, Parker L, Vetter D. Mentoring for all: building knowledge and community. Journal of Professional Capital and Community. 2018;3(4):242-255.
30. Salleh H, Tan C. Novice Teachers Learning from Others: Mentoring in Shanghai Schools. Australian Journal of Teacher Education. 2013;38(3):15. http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1012948
31. Aravena F. Mentoring novice school principals in Chile: what do mentors learn? International Journal of Mentoring and Coaching in Education. 2018;7(3):219-230.
32. Sardar H, Galdames S. School leaders’ resilience: does coaching help in supporting headteachers and deputies? Coaching: An International Journal of Theory, Research and Practice. 2018;11(1):46-59.
33. Hasbrouck J. Student-Focused Coaching. Theory Into Practice: Instructional Coaching Practices: Promising Models, Empirical Support, and Considerations for Practice. 2017;56(1):21-28.
34. Silver M, Lochmiller CR, Copland MA, Tripps AM. Supporting new school leaders: findings from a university-based leadership coaching program for new administrators. Mentoring & Tutoring: Partnership in Learning. 2009;17(3):215-232. 35. Yirci R, Özdemir TY, Kartal SE, Kocabaş İ. Teachers’ perceptions regarding school principals’ coaching skills. School Leadership & Management. 2014;34(5):454-469.
36. Sonesh SC, Coultas CW, Lacerenza CN, Marlow SL, Benishek LE, Salas E. The power of coaching: a meta-analytic investigation. Coaching: An International Journal of Theory, Research and Practice. 2015;8(2):73-95.
37. Roberson S, Roberson R. The Role and Practice of the Principal in Developing Novice First-Year Teachers. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2009;82(3):113-118.
38. Grant AM. The third “generation” of workplace coaching: creating a culture of quality conversations. Coaching: An International Journal of Theory, Research and Practice. 2017;10(1):37-53.
39. Hallam PR, Chou PN (Felipe), Hite JM, Hite SJ. Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers. NASSP Bulletin. 2012;96(3):243-278.
40. Sam CH, Caliendo AE. Using activity theory to understand the role of the coach in K–12 curriculum redevelopment. International Journal of Mentoring and Coaching in Education. 2018;7(3):231-247.
41. van Ginkel G, Verloop N, Denessen E. Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and teaching, theory and practice. 2016;22(1):101-116.
42. Clutterbuck D, Bachkirova T, Cox E, eds. The Complete Handbook of Coaching . Second edition. SAGE; 2014.
43. Henning JE, Gut DM, Beam PC. Building Mentoring Capacity in Teacher Education: A Guide to Clinically-Based Practice. 1st ed. Routledge; 2019.
How do sleep problems affect thoughts, memory and emotions?
How do sleep problems affect thoughts, memory and emotions?
sustainability in the ophthalmic sector
Methodology :
Chapter 3: Methodology……………………………………………………………
primary, qual research semi structures interview, semi transcription of the interview
This research project is a primary qualitative research.
Why have I chosen qualitative: for the chosen subject and better dissection of the topic this method was ideal. It allows the ability for the interviewee to elaborate and expand on their thoughts. Plus when needed I as the researcher could ask more questions if necessary to draw out more from a certain point or an area I felt as if I needed more information.
Primary is research done by yourself first hand for your own area of interest which means I will be directly collecting the data I need for my research. 6
qual research
3.1 Research Methods
semi structures interview: pros interviewee can decide the sequence of the questions during the interview, semi structure interviewee enable more comprehensive data to be collected, potential gaps can be predicted and addressed, interviews that are semi structure tend to remain
Pilot study as a practice run and why useful. Basically mock run of the interview done to make sur everything runs smoothly.
3 aims of the interview: i.e gain an understanding of the subject etc
3.2 Research Approach
Online interviews using a communication platform (Microsoft Teams)
Interviews conducted using pre-determined dates and times that were calendarized. All files were prepared, so all documents relating to ensuring effective ethical management were prepared beforehand.
The conversation took place as the interviewee gave me written informed consent.
Tick box anonymity
semi transcription of the interview
Semi transcribed downloadable transcription which I need to edit. Listen back to cross reference the wrong words. Send back to participant for final check. Dependability (Cohen) increases. Anonymised transcription, no names.
reducing variables: time of the day, keep consistent time frame or room. Acknowledge the ones you can’t control.
3.3 Data Collection Instruments: Process and Justification
Semi transcribed downloadable transcription which I need to edit. Listen back to cross reference the wrong words. Send back to participant for final check. Dependability (Cohen) increases. Anonymised transcription, no names.
reducing variables, time of the day, keep consistent time frame or room. Acknowledge the ones you can’t control.
3.4 Sampling Strategy and Data Analysis
Thematic analysis, type of coding; common themes i.e plastic, waste
Sampling:
Purposive sample; specialist within the ophthalmic sector
Pros: may allow a researcher access to participants with knowledge of niche area
Cons: not representative, but is a specialist topic so isn’t too important so isn’t the primary concern given the research approach and topic.
Participants:
2 professional services managers who look after a large geographical area which are involved within the ophthalmic sector
Gary Allum: regional sales manager North East. Been in the industry since 1996
Rayna:
Interviews
Analysis: 3.4 data analysis
Analysis of interviews (qualitative research). Braun and Clarke, thematic analysis, decipher common themes within answers. Highlight themes and then make a point. Compare and contrast themes.
to extract meaning from the data and to interpret this meaning in relation to the key issues identified in the literature review.
How this analysis works step by step process of 7 steps:
Transcription, reading and familiarisation, coding, searching for themes, reviewing themes, defining and naming themes, finalising the analysis
Attempting to improve rigour within the project. Participants check as in transcript checked and making sure it’s a true reflection from Gary who would agree and improving dependability
Aposteriori (coding): the researcher build codes once the data has been collected
Reliability can extended and repeated again from other groups.
Cohen: instead of reliability he believes it’s about rationale. He suggests that dependability is a more accurate term. If you do something rationally, it insinuates there an air of dependability around what you’re doing.
Coles: still think some core examples of reliability should be adhered too
Has the researcher been transparent and how they will take they approach to the research. How were questions created and tested. How were the participants selected and approach. How were the questions administered and analysed. This helps reader evaluate rigour. Reader can evaluate appropriateness of analysis.
Validity:
This study is qualitive in nature, most researcher would argue that measuring perception of sustainability is very difficult. So is very difficult to get an objective measurement.
3.5 Ethical Considerations
Bera reference guide, managing GDPR, anonymising docs, consent form, ethical approval committee, right to withdraw
Bera reference guide, managing GDPR, anonymising docs, consent form, ethical approval committee, right to withdraw
Ethics:
This research project has been granted ethical approval form an ethics committee at the college before any research was conducted. There was a consent form, Withdrawal form and a reference number I made to help make the work ethical.
Procedural guidance was obtained from Bera (reference Bera 2020) for educational research. 7 bullet points
And make sure to follow GDPR laws (reference that)
All transcripts were stored in the researchers share point one drive, so no 3rd parties have access to the content, data destruction is relatively straight forward. Student one drive are private, which has been confirmed by Head of I.T.
ICO
3.6 Limitations
Small numbers, unlikely to be applicable to other places, limited time
limitations: topics maybe inadvertently omitted, limited of what can be asked and how long you can talk to them for,
interviewer flexibility in the sequence of questioning may produce very different responses, so creates difficulty in comparing data sets.
Methodology:
Ethics being apriory or apostorary; using hybrid and discuss pro + cons
Does the pupil premium funding help to close the attainment gap in KS1?
This is the Literature review chapter for my dissertation, which is around 4000 words. I have attached the
document which contains my literature review alongside the feedback that was given. If you could go over the
feedback given and edit this chapter
A Tobacco Control Plan for England
Public Health
Theory & Policy
HS7006
Janice Forbes-Burford
&
Justine Cawley
WELCOME BACK TO WEEK 11
• Recovered from last week?
• TEAM FEEDBACK appointments available next Friday with JFB & JC to
support you to develop an academic L7 ESSAY (details 2 follow)
• Booking essential – consecutive slots, not choice!
• Schedule will be available online – use it or lose it!
• ARE YOU ESSAY READY……..NO? WELL ….THIS IS YOUR LUCKY DAY!!
• DEDICATED SESSION TO GUIDE YOUR ASSESSEMNT PLANNING
• NEXT WEEK – WHAT DO YOU WANT TO DO?
Ok! Lets roll……
FOCUS ON QUALITY
CONTINUOUS SESSION REVIEWS
Highlight any issues you want to review
What did you find the most interesting?
What does this
What did you find most challenging?
What would you change to improve it?
What would you definitely want to keep?
???
WHAT
ABOUT
LAST
WEEK
???
Discuss 4
30 mins &
Post in CHAT
4 me
WHAT ABOUT NEXT WEEK?
Useful resource to Support both
Assessment Components
• https://www.cdc.gov/policy/polaris/policyprocess/index.html
This web site offers much to support your essay too, but be aware that it is an
AMERICAN domain and therefore there are some key differences in the
Structure and Delivery of Public Health in the USA. However, the principles of
professional practice remain the same and so you just need to be mindful of the
transfer to the UK Health System – e.g., the UK doesn’t operate on a Health
Insurance System. Health Care is free at the point of delivery.
Useful websites
• https://www.lancaster.ac.uk/media/lancasteruniversity/content-assets/documents/learningskills/examplesofcriticalwriting.pdf
• https://www.skillsyouneed.com/learn/critical-reading.html
• http://advice.writing.utoronto.ca/researching/criticalreading/
Critical thinking is a complex process of deliberation which
involves a wide range of skills and attitudes. It includes;
• Identifying other peoples positions,
arguments & conclusions
• Evaluating the evidence for
alternative points of view
• Weighing up opposing arguments
and evidence fairly
• Being able to read between the
lines, seeing behind surfaces and
identifying false or unfair
assumptions
• Recognising techniques used to
make certain positions more
appealing than others, such as false
logic and persuasive device
• Reflecting on issues in a structured
way, bringing logic and insight to
bear
• Drawing conclusions about whether
arguments are valid and justifiable
based on good evidence
• Synthesising information: drawing
together your judgements of the
evidence, synthesising these to
form your own new position
• Presenting a point of view in a
structured, clear well reasoned way
that convinces others
THE DIFFERENCE BETWEEN DESCRIPTIVE AND CRITICAL WRITING
DESCRIPTIVE WRITING CRITICAL WRITING
States what happened… Identifies the significant points of what happened.
States what something is like… Evaluates the strengths and weaknesses attributed to something.
Explains the story… Evaluates certain information against other research and theories that are
prevalent within the topic area.
Explains what the theory is about and the
key academics that have developed the
theory.
Discusses the relevance of a theory in relation to the topic. Examines how
different academics have interpreted and developed the theory in various
ways.
States the methods that are used within the
research.
Identifies exactly why the methods are useful for the certain type of
research and aims/questions.
Describes the time at which
research/events occurred.
Why is this time significant? Clearly identify outside effects!
Lists the different interpretations of a theory. Critically compares/contrasts each theory – which one is the most relevant
to your research/essay question?
Offers broad and sweeping conclusions. Draws well-defined and concise conclusions that reflect and summarise the
content of the essay and argument.
Lists the various links between theories. Clearly develops the links between each theory, considering the effect that
this understanding has upon the topic area.
Critically analyse a chosen Public Health
policy (national) using the various
frameworks presented in the module.
This should include a critique of the policy process
HS7006 ASSESSMENT BRIEF
INDIVIDUAL
CRITICAL
ESSAY
COMPONENT
2
The FILES we discuss will be found within the channel
• Learning outcomes – ALL must be achieved to merit a pass
• Marking Grid – AIM HIGH!
• Please read the How to write an essay guidance if you want to
improve your structure and delivery – see FILES
• 60% PLANNING / 40% WRITING
• Time management is key – set yourself SMART objectives
• Final checklist – please use it – you will achieve a better mark if
due diligence is evident
What do you need to hand?
APPROACHING YOUR
ASSIGNMENT
PLAN a proper STRUCTURE
to deliver and showcase your
work!!
Please read the
relevant
supporting
papers related
to essay
planning /
critical reading
& writing
available via
Moodle
• Marking Grid
• Learning
outcomes
• DIAGRAMS
See Below
FAILING TO PLAN
is
PLANNING TO FAIL
3
KNOWLEDGE
Critically analyse the complex & interdependent
factors which influence the outcomes of public
health policy & strategy (IC) (COI) (CID) (EID) (SID)
ESSAY Learning Outcomes
4
Appraise the evidence and values that underpin
policies and demonstrate critical understanding
of related strategies (IC) (COI) (CID) (EID) (SID)
SKILLS FOR LIFE AND WORK (GENERAL SKILLS)
6 Demonstrate a high level of academic skill in
writing and presentation. (IC) (COI) (DP) (PID)
These
are
what
you
need
to
achieve
Submission
17th MAY 2021
THINKING SKILLS
POLICY ANALYSIS FRAMEWORK
POTENTIAL PLANNING STRUCTURE
WHICH
ONE?
YOUR
OWN?
MAXWELL’S
6
8
CRITICAL
POINTS
W.D.H
PRIMARY
MODEL /
FRAMEWORK
SECONDARY
FRAMEWORKS CDC
KINGDON
A.N.OTHER
Will you
select the
CDC
MODEL?
or
the
KINGDON
MULTIPLE
STREAMS
MODEL?
Has something changed NATIONALLY?
FIRST…CHOOSE YOUR POLICY ANALYSIS FRAMEWORK
Was there a previous policy in place?
Does it need updating?
Is there a national push?
What evidence is available?
What statistical / epi data do we have?
What does the population say?
What about our partners?
Who should we involve in this project?
Who is the policy issue relevant to?
What about the Public?
How can we involve them in this project?
PROJECT MANAGEMENT
Critically analyse a chosen
Pubic Health policy
(national) using the various
frameworks presented in
the module.
This should include a critique
of the policy
IS IT SO
DIFFERENT TO
THE LOCAL
ISSUES YOU
CONSIDERED?
See next
slide for
an
example
HOW WILL YOU
STRUCTURE
YOUR PAPER?
WHAT POLICY
EXAMPLES WILL
YOU USE TO
SUPPORT YOUR
DISCUSSION?
POLICY AGENDA
POLICY DESIGN
STAKEHOLDERS
POLICY INTENT
EXPECTED
OUTCOMES
M6
PROPOSED
INTERVENTIONS
• Public health agenda? How does it get there?
• Stakeholders? See the session ppt
• Policy Intent – are there CLEAR aims and objectives?
• Is there a PLAN of ACTION from INTENT to DELIVERY?
• Is there a focus in terms of OUTCOMES/TIMELINE?
APPROACHING YOUR ASSESSMENT
Are there any other issues to consider?
• Leadership? Partnership Working? MECC?
• Will anything antagonise the policy?
• Will anything promote the policy?
POLICY ANALYSIS FRAMEWORK
http://www.esrc.ac.uk/about-us/50-years-of-esrc/50-achievements/the-dahlgren-whitehead-rainbow/
(Useful link!! – have a look!)
Are there any other issues to consider?
• Leadership? Partnership Working? MECC?
• Will anything else antagonise the process?
• Will anything else promote the process?
8 point critical framework
AMENDED PESTEL
SELECTED
PUBLIC
HEALTH
POLICY
DOCUMENT
CHOSEN
PH
SUBJECT
AREA
• Read through your policy document from cover to cover
• Review the research related to the issue it addresses;
• Epidemiology
• Evidence based research data
• Related documents from NICE / NHS England / etc
• WHY IS THIS ISSUE IMPORTANT?
APPROACHING YOUR ASSESSMENT
Plan a proper structure to deliver and showcase your work!!
There will be
some elements
of DESCRIPTION
but these should
be MINIMAL
Offer CRITICAL
ANALYSIS
wherever possible,
but ensure this is
backed up with a
supporting
reference
Remember
your policy
analysis
framework
Select your PRIMARY POLICY ANALYSIS FRAMEWORK & apply to your selected policy
• Consider your discussion points and develop accordingly
Does the policy take into account the relevant aspects of the wider determinants of health in relation
to the issue to be addressed?
• If there are cultural / social class / educational attainment / employment / environmental issues, are
these considered by the policy makers? If so, how? If not, what are the consequences?
• How then does the policy intend to reduce inequalities?
Does it meet quality requirements according to Maxwell’s 6 F/work?
• Was the policy effective / efficient / equitable in terms of delivery / outcomes? How was this
measured?
• Were the proposed interventions acceptable to / accessible by / appropriate to the needs of the
targeted population? Explore; offer critical comment
Examine the policy using the aspects identified in the 8 point critical framework e.g.,
• What are the ethical issues in relation to the policy?
• Are there any cultural / moral / technical / financial / social / political / legal implications? What are
they? Have they been considered adequately? Are there any issues raised as a consequence?
Support with evidence throughout
Critical Policy Analysis
(not the same as evaluation!!)
-2%’21(
NOW – Please use the
checklist before you submit
your final paper
:(//’21(
RMG industry
To what extent has the RMG industry helped in Bangladesh’s sustainable development goals?
The Medicare and Medicaid payment process
How can the Medicare and Medicaid payment process close the gap for unpaid patients’ length of stay at a Major Psychiatric facility in the new York Metropolitian area
Intellectual Property
LEICESTER LAW SCHOOL
Midsummer Exams 2021/22
Summative Assessment
Department: Leicester Law School
Module Code and Title: LW3380 Intellectual Property
Word Limit: 1000 words per question
Number of Questions: 6 – 3 questions in PART (A) and 3 questions in PART (B)
Number of Pages: 6
Submission Deadline: Wednesday 11th May, 10:30am
Instructions to Candidates:
Answer TWO questions – ONE question from PART (A) AND ONE question from PART (B).
Each answer should be no more than 1000 words, including references. If your question has more
than one part, you should split the maximum word count appropriately. Penalties will apply for
exceeding the word limit.
Please use Microsoft Word and NOT Turnitin to check your word count.
You are not required to use OSCOLA referencing or provide a bibliography. You should treat this
assessment as a traditional exam.
Your overall mark will be a calculated average of the required number of answers. Each question will
be marked out of 100.
This is an open book exam, and you are permitted to access appropriate resources to support your
answers.
Although you have 48 hours to submit this assessment, you are not expected to spend more than
one to two hours per question. If you have alternative exam arrangements in place by AccessAbility,
you should follow these and submit your work within the designated time frame.
You will need to submit your work as a Word Document via Turnitin.
There will not be a late submission period. Students who do not submit in time will have the
assessment automatically deferred to the next assessment period. For this reason, you are
encouraged to submit your assessment in good time in case of technical difficulties.
By submitting this assessment, I confirm adherence to the Honour Code.
LEICESTER LAW SCHOOL
PART A
ANSWER ONE QUESTION FROM PART A
- Silki is an award-winning painter whose work explores sensitive and controversial themes.
Her new exhibition comprises a series of photographic images depicting cruel acts being
committed against animals. It is being held at Provocative Art (PA), a leading art gallery in
the centre of London. The exhibition has attracted much interest from animal rights activists,
and a series of protests have been held outside PA. At one such impromptu gathering, Kyle,
an influential activist, delivers a powerful 30-minute speech regarding the responsibility of
the state and corporations to withhold financial support for certain kinds of ‘immoral’ art.
A social commentator, Lenora, is in the crowd when the speech is given. Lacking a recording
device, she makes a near-perfect record of his speech using shorthand. Later that night
Lenora posts her record of Kyle’s speech on her blog with a hyperlink to the webpage of PA,
which features a copy of Silki’s most controversial photograph.
Mihail, a lover of modern art, reads Lenora’s blog and decides to include Lenora’s record of
Kyle’s speech in an anthology he is compiling of modern art controversies. On his personal
webpage he publishes a notice about his forthcoming book, which includes a hyperlink to
Lenora’s blog entry.
Advise the parties of their rights and liabilities under the Copyright, Designs and Patents
Act 1988. - John has owned a pizza delivery service in Leicester for over five years called “PIZZAS2YOU”.
Keen to differentiate his business from a local rival, ME2UPIZZAS, John has created several
features which, he believes, gives his business an edge over other pizza delivery firms in
Leicester. His pizzas are not round but star-shaped and are supplied in a box which is
covered with orange, green and white stripes. This colour scheme is repeated on all his
delivery vans. His pizzas are also made with a special herb topping which gives a distinctive
smell when the lid of the box is opened. Finally, his delivery vans have each been fitted with
a special horn which plays the opening few notes of Rossini’s “William Tell” Overture so that
the driver can alert customers that a delivery is about to be made.
John has contacted you seeking advice on obtaining registered trade mark protection. Please
identify any relevant marks and advise John of his chances of success in registering them
under the Trade Marks Act 1994. Your answer should be supported by legislation, case law
and appropriate legal reasoning
LEICESTER LAW SCHOOL - The list of ‘non-inventions‘ in section 1(2) of the Patents Act 1977, and ‘exceptions to
patentability’ in sections 1(3), 4A, and Schedule A2 seek to prevent the patenting of
unsuitable subject matter.
Critically evaluate the scope and effectiveness of one of the ‘non-invention’ exclusions listed
below in section a) AND one of the ‘exceptions to patentability’ in section b):
a) Non-Inventions:
• Patents Act 1977, s1(2)(a) – ‘discoveries’
OR
• Patents Act 1977, s1(2)(c) – ‘programs for computer’
b) Exceptions to patentability:
• Patents Act 1977, s1(3) – inventions ‘contrary to public policy or morality’
OR
• Patents Act 1977, s4A – ‘methods of treatment or diagnosis’
LEICESTER LAW SCHOOL
PART B
ANSWER ONE QUESTION FROM PART B - RotaMota Ltd is a UK based company that specialises in the design and manufacture of
vehicle wheel rims. On 14 March 2021, RotaMota applied to the UK Intellectual Property
Office (IPO) to register the design of a car wheel rim (see figure 1). A UK Registered Design
Right was granted on 20 September 2021.
Pininfarina, creators of iconic car designs for vehicle manufacturers such as Ferrari, Maserati
and Alfa Romeo, have filed an opposition with the UK IPO challenging the validity of
RotaMota’s design registration. They argue that RotaMota’s wheel design does not satisfy
the requirements of ‘novelty’ and ‘individual character’ set out in section 1B of the
Registered Designs Act 1949 in light of the following activities which they deem to constitute
relevant ‘prior art’:
a) On 7 March 2019, Pininfarina premiered their first all-electric supercar, the
Battista, at the Geneva Motor Show. An image of the vehicle’s wheel rim is
shown in figure 2.
Figure 1 – RotaMota’s registered design
LEICESTER LAW SCHOOL
b) On 3 November 2020, images of the RotaMota wheel rim were posted on
RotaMota’s social media pages on Facebook and Instagram by a RotaMota
employee.
c) The social media posts of November 2020 mention the wheel design being
exhibited by RotaMota at a private motor show held in Munich in September - Only a small number of select ‘high-worth’ car enthusiasts were invited to
the exhibition to see the latest developments in vehicle design and technology.
RotaMota now seek your advice regarding the likelihood of Pininfarina being successful in
invalidating their design registration. Please provide a detailed response supported by
legislation, case law and appropriate legal reasoning. - Under the law of Breach of confidence, the test used to establish whether or not an
obligation of confidence arises is often referred to as the ‘notice of confidentiality’ test.
Explain what this test requires and how it can give rise to liability in a wide range of
situations. - Louisa Smit is a talented Dutch silversmith and designer. She is also a keen motor racing fan.
In 2017, she started to make her own jewellery reproducing famous race tracks from around
the world (the right to reproduce the track designs has been acquired by Louisa). An image
of her ‘Silverstone Pendant’ is shown in Figure One below. At first she only sold her jewellery
at motor racing events in mainland Europe, and in late 2017 she launched a website selling
her jewellery at www.louisa-smit.com. Recognising the potential of social media, in February
2018, she set up a Twitter account which she gave the handle @LouisaJewellery. In 2018,
her jewellery began to attract the attention of the UK press. In July 2018, her Silverstone
pendant was featured in a special ‘Formula One’ edition of Marie Claire UK magazine.
Several TV presenters in the UK also began wearing her jewellery. In January 2019, Louisa
decided to set up a new website targeting the British market with the domain name
www.louisasmit.co.uk. As a result, her UK turnover increased from 5 sales totalling £500 in
2018 to 1000 sales totalling £100,000 in 2019.
Figure 2 – Pininfarina’s
wheel rim on the Battista.
LEICESTER LAW SCHOOL
Laura Hamilton is also a talented jewellery designer based in the UK and in early 2017 she
started making motor racing themed necklaces for close friends and family. She decided to
turn this into a business and to call it “Louisa Jewellery Design”. An image of her ‘F1 Car
Pendant’ is shown in Figure Two below. In February 2019, she launched her website under
the domain names www.louisajewellerydesign.com and www.louisajewellerydesign.co.uk.
She also set up a Twitter account with the handle @Louisanecklace.
Louisa Smit became aware of Laura Hamilton’s activities in late 2020 when she received a
telephone call from a customer who thought they were contacting Laura Hamilton’s
jewellery business.
Louisa Smit now seeks you advice on bringing a successful action in Passing Off against Laura
Hamilton.
Figure One – the Silverstone Pendant
Figure Two – F1 Car Pendant
Poster evidence used for the plan
Level 0 Foundation Year Project
2021/2022.
Foundation Year Project
This Assignment Guide should be used in conjunction with the Assignment
Brief. To succeed, you must address each part of the Assignment Brief and
satisfy all the learning outcomes.
General Notes:
● Individual oral presentation – The student will present the poster in class,
with tutor-led support and a time plan. The tutor should mark the student at
the same time in the day.
● Word counts below are a guide – ensure to stay within the maximum word
count, i.e. 1500 words.
● Direct citations of not more than one sentence are not included in your word
count – use your research wisely.
●
● Information in blue ink is only a guide to demonstrate one way of meeting
the assignment’s criteria and remaining within the word count.
Learning Outcomes:
Module Demonstrate an ability to undertake a project involving plan, executing,
analysing findings, and drawing conclusions for an investigation with specified
aims and objectives identified.
1
- Enable students to manage their time effectively in conducting a project and,
consequently, enhance their academic skills. - Enable students to communicate through written and visual presentation
skills.
DESCRIPTION OF THE TASK – WHAT YOU ARE BEING ASKED TO
DO?
Cover page: include the following
Student ID
Module Name
Academic Year Group
Lecturer Name.
Poster evidence used for the plan – 1500 Words equivalent.
It is essential to use the assignment guide in conjunction with the assignment
brief.
Using the research you have carried out in assignment 1, prepare a poster
informing stakeholders about the challenge of the future of tourism,
incorporating a sustainability plan for your chosen organisation. - Overview
- Goals
- Vision
- Past operations
2 - Present operation
- Future operations
Things to do,
Give a brief overview of your chosen organisation. (200 words)
State at least five goals of your chosen organisation, including short- and
long-term goals (100 words).
State the vision of the organisation and briefly outline the organisational values
that support the vision (200 words).
Outline the organisation’s past operations that help achieve the vision
(300words).
What are the current operational issues that ensure the organisation’s sustainable
growth? Consider the impact of operations on the environment and the CSR
activities of your chosen
organisation. Give relevant examples (300words).
State the organisation’s plans for market development and product development
(400words).
Appendix (optional)-includes all other materials not directly contained in the
poster, but these must be referenced in the poster. For example, see Appendix 1.
“DO NOT USE WIKIPEDIA”
Make sure you have in-text citations in the body of your poster, which can be
found in your full references list.
3
4
