Inhalant and Process Addictions

Homework Help / By Expert Tutor Ron

Include the following in your reply: At least 2 peer-reviewed scholarly articles . At least 2 multimedia sources from the internet from reputable sources (properly credited and referenced) Use of at least 2 Bloom’s Taxonomy skills included, and at least 1 use HOTS. Graduate level writing style (i.e., formal tone, proper grammar, sentence structure, paragraph style and length, and current APA writing format) Current APA format (i.e., citations, references, headings, person tense, writing style, etc.)[supanova_question]

Inhalant and Process Addictions

Any topic (writer’s choice)

Writing Assignment Help ” Therefore, the options from which you’ll choose your paper topic all relate to how various forms of communication shape our culture’s ideas and the resultant effects on individuals and/or the larger society.Choose one of the following topics. You will then write a paper in which you incorporate your own analysis with information and analysis derived from research:Write a paper in which you analyze the messages sent through popular culture (tv, film, music, advertising, trends, etc) about one particular gender. Discuss the effects of these messages on the social behavior and psychological development of younger people of this gender.Write a paper in which you analyze how popular culture influences ideas about beauty among either women, men, or both. Discuss the effects of these messages on the social behavior and psychological well-being of those addressed.ResearchYou are required to use at least 3 quality research sources, cited properly via MLA Format. You are highly encouraged to avoid partisan or clearly biased sources. Instead, seek sources that provide thorough, probing, and intellectually honest analysis.You are highly encouraged to seek out high-quality books or articles from the Academic Databases, as these will provide the best level of information. Make sure that all of your online sources (from the general internet via Google searches, etc) meet the requirements as indicated in the lesson on “Determining the Legitimacy of Online Sources.”If you do not engage in a sufficient amount of quality research, your paper will lack the intellectual depth to achieve the level of composition and critical thinking necessary for this assignment. Thus it is important to not only seek out excellent sources, but also to give yourself the time necessary to find them, read them, and decide on how to respond to these sources. Quality writing and thinking always begins with a quality research process.You must include proper MLA in-text citations and a Works Cited Page in both the 1st draft and final draft of this assignment.Paper RequirementsThis paper must be typed, double spaced, font= Times New Roman 12.Essay word count: 750- 1000 words in length. This generally equals at least 3 1/2- to 4 complete pages. This page count does NOT include the title page or Works Cited page. Do not exceed 10 pages. If you do not meet the minimum length requirement, you will not earn a passing grade on the paper.Any plagiarism on this paper or any of the steps in the writing process will lead to immediate failure of this course, so please do not make that mistake.You must utilize proper MLA Format, including MLA Format in-text citations AND a proper Works Cited Page. Without these, you cannot earn a passing grade in the course, no matter what your other assignment grades have been.Required Steps:1. Submit a 1st Draft of Paper #3 in the Assignments section of the course. This should be a completed draft, including proper MLA Format citations and a Works Cited Page.2. Submit the Final Draft of Paper #3 in the Assignments section of the course.On step one above, you will receive feedback and a grade that indicates credit for submitting the assignment. However, the grade is ultimately of less importance. Instead, the FEEDBACK provided by your instructor is of ultimate importance. Utilize this feedback to proceed in the writing process in order to develop a quality final draft that will earn a successful grade. How is this paper graded?Your paper will graded based on the following elements:Proper essay structure, including a detailed, quality thesis statement.Proper grammar, spelling, syntax, and sentence mechanics.Proper academic tone.A clear, thoughtful, sophisticated, and intelligent analysis.The use of quality research sources.Proper incorporation and MLA citation of research.See the rubric that follows to review in detail how your essay will be assessed.NO LATE PAPERS will be accepted. [supanova_question]

Research Project Design Task information Task detail There are three components to

Research Project Design

Task information

Task detail

There are three components to this assessment:

Master Research Proposal (70%)

Ethical Considerations or Mock Ethics Application (15%)

Contribution to Collaborative Annotated Bibliography (15%)

Section 1: Master Research Proposal

You will apply advanced information retrieval, critical analysis and synthesis of a relevant body of literature, building arguments to justify the need for the study, and presenting this through scholarly academic writing to produce a feasible and justifiable research proposal describing the research project you intend to pursue

To give you time to develop your research idea and to focus on improving your writing, this assignment involves a draft due around mid-semester for which you will be provided feedback.

Your proposal should have a well-thought out title and use the following suggested main headings:

Title

Introduction

What is the important problem you are addressing?

What is the small part of that problem that you are addressing in this project?

What is the context for addressing this problem?

What is your research question / hypothesis?

Background (current knowledge)

Background information that summarises and critiques the current knowledge found in the literature relating to the area of study (what is known?).

Justification for study – a statement of justification explaining why the topic is significant (Why you need to do the study?)

Conclude this section with a clearly expressed statement of the knowledge gap (what is unknown?) that you used to formulate your research questions or hypothesis.

Significance and outcomes

This section contains statements of how the anticipated results fit into the bigger picture and how this project will contribute to the overall advancement of the discipline.

Aims (and objectives)

Based on your background knowledge, formulate a concise set of aims that indicates what the proposed research will achieve. This should be more refined and more detailed than the statement of the overall goal in the introductory statement.

Methodology

A logical outline of how the aims will be achieved which will be derived from the hypothesis and research question statements. This is an important part of the outline as it will reflect the feasibility of the project in relation to the available resources.

Aspects to address:

Research Approach / Research Design Framework

o Theoretical or Conceptual Framework, if relevant o Setting

Participants (Inclusion and Exclusion Criteria) o Recruitment and Consent

Intervention and/or Control, if applicable o Primary and secondary outcomes of Interest o Data Collection o Data Analysis

Conclusion

Reference list

Budget

A table with anticipated expenditure that relates to the method section. The easiest way is to go step by step through the proposed method and assess how much each step will cost. The budget need not be an itemised list of expenditures, but rather categories of items (consumables, travel, blood tests, teaching manuals, etc.).

Timetable

The timing of the project can be conveniently summarised in a Gantt Chart, that is, table where the tasks that must be completed to achieve the Aims are listed in the left-hand column and periods of time (e.g. months) are listed across the column headings. An ‘x’ can be used to indicate a month in which an activity will be done.

Appendices, as relevant

Section 2: Ethical Considerations*

You will need to make relevant reference to the NHMRC National Statement on Ethical Conduct in Human Research (The National Statement), updated 2018. Choose (a) or (b).

If your project requires Ethical Approval: For this component of the assessment you will include a section in your research proposal about ethical considerations and then complete a mock ethics application using the Ethics application template provided.

If your project does not require Ethical Approval: For this component of the assessment you will write a 250-500 word

essay about ethical considerations when conducting research and justify why your project does not require ethics. You should also be able to provide evidence (e.g. official letter or email) from a relevant authority that your project does not require ethical approval, if relevant.

Formatting Style

Title page including course code, course name, semester and year, proposal title, student name, student number, word count (if applicable)

Margins – 2.5 cm on all sides

Line spacing – double spaced

Font – Times New Roman, size 12 font

Headings – can be used to logically structure paper

Referencing – APA 7 style as above or as relevant for research students

Feb 2021-01

Marking Criteria Guide

CRITERIA

Exceeds expectations

Above expectations

Meets expectations

Approaching expectations

Does not meet expectations

Marks

Section 1. Research Proposal (Related to Course Objective 1), 70%

20-17

16.5-15

14.5-13

12.5-10

9.5-0

INTRODUCTION,

BACKGROUND,

LITERATURE

REVIEW

Introduction clearly and concisely prepares the reader for what to expect in the paper.

The background clearly explains the research problem and context.

Provides a thorough critique and synthesis of relevant, high quality literature.

An argument is formed

that clearly exposes literature gap and justifies the research.

Introduction clearly and concisely prepares the reader for what to expect in the paper.

The background

explains the research problem and context with only minor lapses in clarity.

Provides a mostly detailed critique and accurate synthesis available, relevant, high quality literature.

An argument is formed that mostly justifies the research.

•

Introduction clearly prepares the reader for what to expect in the paper but could be more concise.

The background provides an explanation of the research problem and context with some areas needing further development.

Relevant literature is reviewed, critiqued, and synthesised. An argument is formed that justifies the research but in some places this needs further explanation

•

Introduction prepares the reader for what to expect in the paper.

The background only partially explains the research problem and context.

Literature review is relevant; mostly descriptive with some critique and synthesis of available literature provided.

A beginning attempt is made to justify the research but this needs further development

•

Introduction missing or contains very little information to prepare reader for the paper. Background does not explain the research problem and/or context.

Literature review is descriptive only with no critique provided. Justification for the research is unclear or not attempted.

10-8.5

8-7.5

7-6.5

6-5

4.5-0

SIGNIFICANCE

• Significance of research is clearly and persuasively demonstrated.

• Significance of the research is clearly and persuasively demonstrated with just some lapses in one or both areas

•

There is some persuasiveness in the demonstration of the significance of the research but in places, this needs to be clearer

•

Significance of research partially demonstrated but this needs further explanation.

•

There is little or no demonstration of the significance of the research

CRITERIA

Exceeds expectations

Above expectations

Meets expectations

Approaching expectations

Does not meet expectations

Marks

20-17

16.5-15

14.5-13

12.5-10

9.5-0

METHODOLOGY

•

Methodology is consistent with the problem/question and demonstrates a highly accurate and thorough understanding of the theoretical underpinnings of the methodology. Methods are clearly identified, explained and justified.

Includes accurate detailed explanation of all of the key elements of the methods.

•

Methodology is consistent with the problem/question and demonstrates an accurate and mostly thorough

understanding of the theoretical underpinnings of the methodology.

Methods are clearly identified, explained and justified Includes detailed explanation of most of the key elements of the methods.

•

Methodology is generally consistent with the problem/question with some lapses.

Understanding of the

theoretical or conceptual underpinnings of the methodology is demonstrated with some issues with accuracy and thoroughness. Methods are identified, explained and justified with some lapses in clarity. Includes some explanation of many of the key elements of the methods.

•

Methodology is partially consistent with the problem/question and demonstrates a basic understanding of the theoretical underpinnings of the methodology. There is a beginning attempt made at identifying, explaining and justifying the methods. Some of the key elements of the methods are missing or need further clarification.

•

Methodology is not consistent with the problem/question and does not demonstrate an understanding of the

theoretical or conceptual underpinnings of the

methodology There is little or no identification, explanation of justification of the methods.

Little to no explanation of most of the key elements of the methods.

1-0

CRITERIA

Exceeds expectations

Above expectations

Meets expectations

Approaching expectations

Does not meet expectations

Marks

BUDGET

Budget is accurate, realistic, and inclusive of expenses that would be expected in a project of this type.

Insightful with potential areas of budget risk discussed.

There is clear and reasonable justification for the items in the budget.

Budget is mostly

accurate and realistic and inclusive of most expenses that would be expected in a project of this type.

Identifies potential areas of budget risk.

Inclusion of most items in the budget are justified with sound rationale.

Budget is generally realistic and includes many of the expenses that would be expected in a project of this type.

Identifies some areas of potential budget risk.

Some justification for the items in the budget but lacks clarity in some areas.

Budget is attempted and includes some of the key expenses that would be expected in a project of this type.

There are some concerns with over estimating or under estimating some expenses.

There are some

aspects of the budget that are unrealistic.

Budget is not included or

Budget is inaccurate or unrealistic and/or

Budget does not

contain justification.

1-0

TIMELINE AND

FEASIBILITY

Timeline is realistic and inclusive of all stages within the research.

Feasibility is clearly demonstrated through all aspects of the design.

Timeline is generally realistic and includes most stages of the research.

Feasibility is clearly demonstrated through most aspects of the design.

Timeline is ambitious but achievable; includes most stages of the research.

Feasibility is demonstrated through most aspects of the design.

Timeline provided but time for some stages of the research may be underestimated.

Feasibility of the research is mostly demonstrated although not consistently articulated well.

No timeline provided.

Feasibility of the research is not addressed or demonstrated.

10-8.5

8-7.5

7-6.5

6-5

4.5-0

ACADEMIC WRITING:

STRUCTURE,

EXPRESSIONS/

GRAMMAR, APA

REFERENCING,

WORD LIMIT

Structure

• Presentation of assignment consistently meets academic standards. Logical and succinct flow of content throughout.

Structure

• Presentation of assignment meets academic standards. Logical and succinct flow of content is usually evident.

Structure

• Presentation of assignment reflects organisation and coherence. Logical flow of content is mostly evident.

Structure

• Presentation of assignment is organised and coherent with clear introduction, body and conclusion.

Structure

• Presentation of assignment lacks organisation and coherence. Logical flow of ideas is not evident

CRITERIA

Exceeds expectations

Above expectations

Meets expectations

Approaching expectations

Does not meet expectations

Marks

Expressions/ grammar

Writing style is analytical and ideas are always expressed clearly, concisely and fluently. Correct spelling, grammar and punctuation. Always used appropriate professional language.

APA reference

Consistently and accurately applied APA referencing in-text and

in reference list

Rarely/did not use direct quotes.

Word limit

Kept well to word limit ± 10%

Expressions/ grammar

Writing style is analytical and coherent. Few minor

errors in spelling, grammar or punctuation. Used appropriate professional language

and clinical terminology.

APA reference

Consistent in APA referencing with minimal errors (in-text and reference list).

Rarely/did not use direct quotes.

Word limit

Kept well to word limit ± 10%

Expressions/ grammar

An analytical writing style is attempted and ideas are mostly clear in expression. Contains some spelling, grammatical or punctuation errors. Used appropriate professional language

and clinical terminology, with minor errors.

APA reference

Consistent in APA referencing with minimal errors (in-text and in reference list).

Rarely used direct quotes

Word limit

Does not exceed and within 10% of word count.

Expressions/ grammar

Writing style is clear, concise and analytical approach attempted. Application of English conventions of grammar and spelling with few errors. Attempted use of language of the discipline. Use of nondiscriminatory and culturally safe language.

APA reference

Mostly consistent in meeting APA referencing standards (in-text and reference list) but with some systematic errors

Direct quotes used sparingly

Word limit

Does not exceed and within 10% of word count.

Expressions/ grammar

Writing style lacks clarity or an analytical approach. Application of English grammar has many errors distracting the content. Language of the discipline not utilised. Uses language that is discriminatory and/or culturally inappropriate.

APA reference

Many errors in APA

referencing (in-text and reference list).

Over reliance on direct quotes instead of paraphrasing

Word limit

Did not adhere to word limit.

Section 2. Ethical Considerations (Related to Course Objective 2), 15%

15-12.5

12-9.5

9-6.5

6-3.5

3-0

ETHICAL

CONSIDERATIONS

Data Management

• Provides thorough detail as to how data is being collected and stored in a manner that is

Data Management

• Provides clear and

sufficient detail as to how data is being collected and stored in

Data Management

• Provides sufficient detail as to how data is being collected and

Data Management

• Provides information as to how data is being collected and stored

Data Management

• Data collection and /or storage may be at risk of being accessed or

CRITERIA

Exceeds expectations

Above expectations

Meets expectations

Approaching expectations

Does not meet expectations

Marks

protective of the participant.

Participant autonomy

The participant is unquestionably respected and allowed autonomy within the research.

Informed consent

Discusses consent is given to participate in the research that is free from coercion and the participant is clearly informed of their involvement in the research.

a manner that is protective of the participant.

Participant autonomy

The participant is respected and allowed autonomy within the research.

Informed consent

Discusses consent is given to participate in the research that is free from coercion and the participant is well informed of the involvement in the research.

stored to protect the participants.

Participant autonomy

The participant is respected and allowed autonomy, however,

this could be articulated more clearly.

Informed consent

Discusses consent is given to participate in the research that is free from coercion and the participant is informed of their requirements of being a participant in the research.

but more detail needed.

Participant autonomy

The participant is respected and allowed autonomy, however,

this could be articulated more clearly.

Informed consent

Discusses consent is given to participate in the research, however,

further detail is needed to ensure consent is free from coercion and appropriate.

compromised by people outside of the research team.

Participant autonomy

From description, seems the participant may not be given respect and/ or autonomy.

Informed consent

Does not demonstrate understanding of informed consent. The participant’s involvement in the research is unclear.

Section 3. Collaborative Annotated Bibliography (Related to Course Objective 1), 15%

15-12.5

12-9.5

9-6.5

6-3.5

3-0

COLLABORATIVE

ANNOTATED

BIBLIOGRAPHY

CONTRIBUTION

Contribution of a credible resource to each of the annotated bibliography headings is evident.

Annotations of the resources contributed demonstrate an accurate summary, are succinct, and includes insightful critique of the resource.

Comments are provided

to two or more entries

Contribution of a credible resource to each of the annotated bibliography headings is evident.

Annotations of the resources contributed demonstrate an accurate summary, are succinct and includes some critique of the resource.

Contribution of a credible resource to at least 75% of the annotated bibliography headings is evident.

Annotations of the resources contributed are generally accurate, and provide some critique of strengths and weaknesses of the resource.

Contribution of a

Resource to at least 50% of the annotated bibliography sections.

Most of the

Annotations of the resources contributed are accurate, and provide sufficient description but limited critique of the resource.

Less than 5

contributions to the collaborative annotated bibliography

Annotations of the resources contributed are superficial and lack critique.

Less than 5 comments are posted on resources other

CRITERIA

Exceeds expectations

Above expectations

Meets expectations

Approaching expectations

Does not meet expectations

Marks

other than their own to each of the annotated bibliography headings;

and are clear, appropriate, and insightful.

•

Comments are provided to two or more entries other than their own to each of the annotated bibliography headings; and are clear and appropriate.

•

Comments are provided to two or more entries other than their own to each of the annotated bibliography headings; and are appropriate.

• At least one comment

Is posted to another student’s contribution in each section.

Than their own across the collaborative the annotated bibliography.

Comments

Marker:

Date:

TOTAL MARKS

MARKS LOST FOR LATE PENALTY

(IF RELEVANT – 5% of the total marks available for the assessment item per working day deducted from total mark gained)

FINAL MARKS

1[supanova_question]

University of Liverpool: School of Psychology 2020/21 Assessment and Feedback in PSYC230

University of Liverpool: School of Psychology 2020/21

Assessment and Feedback in PSYC230

Assessment percentages

Coursework assessment in this module

2.1 Submission and mark return deadlines

2.2 Marking Rubric(s) (if applicable)

2.3 General guidance

2.4 Turnitin submission

Examinations

3.1 Exam format

3.2 Practice exam questions (if applicable)

3.3 General guidance for exams (not module specific)

4. Receiving feedback

4.1 Coursework

4.2 Examinations

5. Appendix (basic marking criteria)

1. Module assessment percentages

Assessment type

% of final mark

Essay

Practical report

Exam (end term)

2. Coursework assessment in this module

2.1 Submission and mark return deadlines

Coursework type

Word counts / Mins (presentation) / Number (ongoing assessments)

Date set

Deadline

Mark and feedback release

Essay

Click here to enter text.

Click here to enter a date.

Full qualitative report

2000 words

Week 1

15/03/2021

19/04/2021

Presentation

Click here to enter text.

Click here to enter a date.

Ongoing assessment

Click here to enter text.

Note: All submission deadlines are 4pm unless otherwise stated below.

2.2 Marking Rubric for PSYC230 Grounded Theory assessment only.

Assessment criteria

Fail

(Unsatisfactory)

3rd class (Satisfactory)

Lower 2nd class

(Good)

Upper 2nd class

(Very good)

First class

(Excellent)

Method

Respondents

Does the method correctly describe all relevant respondent and sampling information?

Does not give any participant or sampling information.

Participant and sampling information is poorly described with many elements omitted.

Participant and sampling information is described with some elements omitted.

Participant and sampling information is well described but is poorly structured or lacking full detail.

Participant and sampling information is well described, well-structured and fully detailed.

Method

Data collection

Does the report correctly describe method of data collection? (e.g. semi-structured interview).

Does not given any information about the data collection method.

The data collection method is poorly described with many elements omitted.

The interview is described with some elements omitted.

The interview is well described, but poorly structured or lacking full detail.

The interview is well described, well-structured and fully detailed.

Method

Method of analysis

Method of analysis: Does the report correctly identify the method of analysis and provide a rationale for using this method?

Does not describe the method of analysis and/or rationale is missing.

Method of analysis and/or rationale is poorly described with many elements omitted.

Method of analysis and/or rationale is described with some elements omitted.

Method of analysis and rationale is well described, but poorly structured or lacking full detail.

Method of analysis and rationale are well described, well-structured and fully detailed.

Method

Method of analysis

Method of analysis: Does the report correctly describe the coding process?

Does not describe the coding process.

Coding process is poorly described with many elements omitted.

Coding process is described with some elements omitted.

Coding process is well described, but poorly structured or lacking full detail.

Coding process is well described, well-structured and fully detailed.

Results

Does the report identify themes that have emerged from the coding process and describe them thoroughly?

Does not describe themes and/or these are not grounded in the coding process.

Themes are poorly described and/or loosely grounded in the coding process.

Themes are described and/or grounded in the coding process.

Themes are well described and well- grounded in the coding process, but poorly structured or lacking full detail.

Themes are well described, well structured, fully detailed and fully grounded in the coding process.

Results

Does the report present a coherent theory based on solid inter-relationships between themes?

Presents a completely incoherent theory with no inter-relationships between themes.

Presents an incoherent theory with few inter-relationships between themes.

Presents a reasonably coherent theory with some inter-relationships between themes.

Presents a largely coherent theory with most inter-relationships between themes.

Presents a fully coherent theory with solid inter-relationships between themes.

Results

Does the report include quotes that support the themes?

Quotes do not support the themes.

Quotes loosely support the themes.

Quotes support the themes.

Quotes support the themes well.

Quotes are succinct and support the themes well.

Literature review

Does the report provide sufficient quantity of evidence for and against the theory?

Does not provide evidence.

Little evidence is provided.

An adequate quantity of evidence is provided.

A good quantity of evidence is provided, but one-sided (i.e. for or against).

Excellent use of evidence for and against the theory.

Literature review

Does the report provide evidence that is well related to the theory?

Evidence is completely unrelated to the theory.

Evidence is unrelated to the theory.

Evidence relates to the theory in general but some superfluous material.

Evidence is well related to the theory, with minimal superfluous material.

Evidence is fully related to the theory with no superfluous material.

Conclusion

Does the report clearly and thoroughly summarise the findings?

Does not include a conclusion.

Poorly summarised with many elements missing.

Adequately summarised with some elements omitted.

Well summarised, with minimal superfluous details.

Well summarised and well-structured with no superfluous details.

Appendix

Does the report correctly and comprehensively present open, axial and selective coding?

Most stages are missing and/or mostly incorrect coding.

Missing stages and/or poorly coded.

Most stages are included and coded.

All stages are included and coded well, and presented very well.

All stages are included, comprehensively coded and excellently presented.

Argument

Does the report have a narrative flow, logical progression and good links between topics/paragraphs?

Does not have a narrative flow of ideas and the transitions between paragraphs are not smooth.

Has a satisfactory narrative flow and the transitions between paragraphs are abrupt or illogical.

Has a good narrative flow is evident but inconsistent, problems with progression of ideas; Transitions may be slightly awkward, but the reader is able to follow the essay.

Has a very good narrative flow; Transitions between paragraphs are quite smooth.

Has an excellent narrative flow throughout;

Transitions between paragraphs are smooth and effective and easy to read.

References

Reference section

Are references cited correctly in the reference section?

Many continuous referencing errors. Most of the reference components (names, dates, etc.) are missing or are in the wrong place.

There are numerous formatting errors in the reference section, some components missing or in wrong place.

Generally well formatted references with some errors and/or minor omissions.

Well formatted with only minor errors in the reference section and no omissions.

Correctly cited in full accordance with APA referencing style and no errors or omissions.

References

Are all sources referenced correctly in text and all studies cited referenced?

Many errors continuously made in the main text.

Many references in text not cited in the reference section.

Numerous errors made in text.

Some references in text not cited in reference section or vice versa.

A few incorrect references are noted in the text.

One or two studies in text missing from the reference section or vice versa.

One or two minor referencing errors in main body of text.

All studies in text cited in reference section and vice versa.

All references are correctly cited in text.

All studies in text cited in the reference section and vice versa.

Sources

Is the evidence used from reliable, relevant and primary sources?

Uses evidence from unreliable, irrelevant sources.

Uses evidence from a few reliable, relevant sources but most are unreliable and irrelevant.

Uses evidence from reliable, relevant sources but many of these are not primary sources.

Uses evidence from reliable, relevant sources and most of these are primary sources.

Uses highly relevant, reliable and primary sources used throughout

Style

Is a clear, academic writing style used?

Does not use a clear, academic writing style (Informal language, a mix of past and present tenses, first person etc).

Does not use a clear, academic writing style for the most part.

Uses a clear, academic writing style on the whole.

Uses a clear, academic writing style throughout.

Uses an excellent academic writing style, with a high level of clarity that would be seen in a publication.

Style

Are the spelling, punctuation, and grammar of an appropriate standard?

Unsatisfactory level of spelling, punctuation, and grammar, making the work difficult to comprehend.

Satisfactory level of spelling, punctuation, and grammar.

Good spelling, punctuation, and grammar.

Very good spelling, punctuation, and grammar.

Excellent spelling, punctuation, and grammar.

Presentation

Is the presentation/layout of the report correct for this type of assessment?

The presentation/layout is unsatisfactory and the assessment guidelines have not been followed.

The presentation/layout is satisfactory but many of the assessment guidelines have not been followed.

The presentation/layout is good but some of the assessment guidelines have not been followed.

The presentation/layout is very good and most of assessment guidelines have been followed.

The presentation/layout is excellent and all of the assessment guidelines have been followed.

2.2.1 Conversion of rubric to grades

All marks are rounded up to the nearest categorical mark (see table below) e.g. 73 becomes 75, 49 becomes 48

2.3 General guidance

The aim of your assessment is to explore the psychosocial impact on caregivers of cardiac arrest survivors with no coronary heart disease. Your task is to analyse the data in Nivo and report the grounded theory that emerges from the transcripts of four semi-structured interviews, and to write a qualitative report on your findings. The interviewees are familial carers who are talking about their experiences of caring for a cardiac arrest survivor with no coronary heart disease. The aim of the study is to explore the psychosocial effects of CA without CHD on family members of the CA survivor. A secondary aim is to discover how family members experienced the initial CA through to the transition of care to hospital and home settings.

The layout of this report is different from quantitative practical reports. For example, the Introduction is replaced with a Literature review, and this is situated after the Results rather than at the beginning of the report.

Please use the following sections:

Title page

Method

Respondents

The interview

Method of analysis

Results

Literature review (including Conclusion)

References

Appendix

Deadline for submission is 15th March 2021 at 4pm.

You will receive the introduction of the report in Week 1 of the seminar series which will give you some background literature, the rationale, and the aims of the study. You will receive the NVivo file with interview transcripts in Week 2 of the seminar series and practice the Grounded Theory analysis in Nvivo on a subset of the data in Research Methods Practical Week 2 and Week 3.

See VITAL PSYC230 ASSESSMENT/COURSEWORK for additional guidance and resources

2.4 Turnitin submission

It is up to students to ensure that they have submitted correctly (on the correct module and correct coursework submission portal in that module) as evidenced by a turnitin receipt. If work does (a) not appear on VITAL in the correct submission area and (b) no receipt can be produced this is classed as a non-submission of work and a mark of 0 will be awarded.

If your work is missing on VITAL but you have a turnitin receipt, or you realise after submission that you have submitted your work to the wrong place, immediately contact the module coordinator or the SEO to resolve the issue.

3. Examinations

3.1 Exam format

End of term

All exams will be online 2020/21

Examination details

% of exam mark

Essay: 2 out of 6 questions

100

PSYC230

Essay-based exams x 2

Students will have 5 days to submit from release of paper

Students will only be able to submit once

Each question has a 1000 word limit

Treat as an exam – no referencing lists needed at the end

3.2 Practice exam questions (if applicable)

You will choose 2 out of 6 questions to answer, each one worth 50% of the exam mark.

Here are two example questions:

What is the role of context in understanding older adult mental disorder?

When considering perinatal mental health, why is it important to distinguish between depression and anxiety?

Additional practice questions and exam guidance will be made available on VITAL PSYC230 module space prior to the exam.

3.3 General Guidance for exams

Essays:

There is a lot of similarity between exam and coursework essays. Indeed, the only real difference is the added pressure of reduced time to write and no reading material being immediately available to you during the exam.

One of the biggest mistakes is to try and start writing an essay immediately without a clear plan; inevitably this leads to an unfocussed, badly structured essay that risks answering the question you want to answer not the actual one on the exam.

The planning stage is important, use a page to devote time to planning your essay. Firstly, read all the question carefully to ensure you know what the essay requires. Look at the key words, are you; Summarising? Describing? Contrasting? Critiquing? This will inform the way you need to write your essay. You will never see an essay that asks you to write everything you know about a given subject, but often people mistakenly write exam essays like this.

When writing a plan do not forget to include a brief introduction, where you will define key words and/or processes. Next, plan your paragraph structures, within each paragraph consider levels of detail and what evidence you need to support your argument (including citations you will need to give). As you are writing your essay be aware that things will come to mind that you did not think of during the planning stage, for example you might remember a key study. When this happens make a note on your plan so you can include these items later. Do not forget to put a conclusion at the end of the essay.

Timing is critical; if you have multiple essays to write try to divide your time between essays so you do not spend your time writing the perfect essay for one question but leaving no time for another. This does not mean you need an exact split in time between essays, but remember if you have a two-essay exam and your strategy is write one perfect essay and one 15 min rush essay you will probably only achieve a 2.2. Please see rubric on next page for essay based exams

Assessment criteria

Fail

(Unsatisfactory)

3rd class (Satisfactory)

Lower 2nd class

(Good)

Upper 2nd class

(Very good)

First class

(Excellent)

Introduction

Does the introduction identify the problem, issue or topic in an excellent manner and does it provide a concise outline of the essay.

Does not identify the relevant problem, issue or topic at all OR no introduction.

Identifies some of the relevant problem, issue or topic.

Identifies the relevant problem, issue or topic but in a basic way.

Identifies the problem, issue or topic well and provides an outline of the essay

Identifies the problem, issue or topic in an excellent manner and provides a concise outline of the essay.

Relevance

Does the essay provide an answer that is directly relevant to the question set?

Provides an answer that does not address the question set.

Provides an answer that has some relevance to the question set but has a great deal of redundant information.

Provides an answer that is generally relevant to the question set with some redundant information.

Provides an answer that is generally relevant to the question set with no redundant information.

Provides an answer that is directly relevant to the question set.

Accuracy

Does the essay present information with a high level of accuracy?

Presents information that is inaccurate throughout most of the answer.

Presents information that is inaccurate.

Presents information that is inaccurate in only a few places.

Presents information that has a very good level of accuracy.

Presents information that has a high level of accuracy.

Knowledge and Understanding

Does the essay identify and discuss the most important issues in appropriate detail, demonstrating a comprehensive understanding?

No key points identified.

Identifies some key points but there are several omissions, demonstrating some limited understanding.

Identifies and summarises some key points, showing good understanding

Identifies and summarises the most important issues, demonstrating a sound understanding.

Identifies and discusses the most important issues in appropriate detail, demonstrating a comprehensive understanding.

Sources and referencing

Does the essay use evidence from a broad range of sources to support the current argument?

Does not use any relevant evidence to support the current argument.

Uses limited evidence to support the current argument, demonstrating a lack of reading around the topic and self-directed learning.

Uses evidence from a limited range of sources (largely based on teaching inputs) to support the current argument.

Uses evidence from a range of other sources to support the current argument.

Uses evidence from a broad range of sources to support the current argument.

Argument

Does the essay present a clear and logical argument?

Does not present an argument

Presents an argument that is very unclear.

Presents an argument that is not clear.

Presents a good argument that has some clarity and logic.

Presents a very good argument that is clear and logical.

Presents an excellent argument that is clear and logical.

Critical analysis

Does the essay provide detailed and/or original critical analysis?

Provides no critical analysis.

Provides very little or no critical analysis.

Provides a competent critical analysis

Provides detailed and/or original critical analysis.

Conclusion

Does the conclusion summarise key elements of the essay and come to clear, logical and original conclusions?

Does not summarise the key elements and does not come to clear or logical conclusions OR no conclusion.

Summarises some key elements but does not come to clear or logical conclusions.

Summarises some key elements and comes to conclusions that are somewhat clear and logical.

Summarises key elements and comes to clear and logical conclusions.

Summarises key elements and comes to clear, logical and original conclusions without introducing new theories or research.

4. Receiving feedback

It is very important that you use your feedback to improve your work; a surprising number of students simply look at their mark and not comments given alongside it. There is a considerable amount of research that has demonstrated that focusing on marks, while ignoring narrative feedback, increases fear of failure, reduces motivation, and ultimately leads to declining performance (see, for example, Butler 1988).

Although there is an understandable anxiety about reading “negative” comments about your work, these comments are there to assist you and help you to improve your future work. If you take your feedback into account now you can avoid receiving “negative” comments in the future. In addition, your feedback will contain comments on what was done well, not just problems with your work. Attending university is an opportunity to strengthen writing and reporting skills, and being open to receiving constructive feedback is a critical component of performing well in employment also.

Remember that you are also welcome to discuss feedback on coursework and exam performance in a one-to-one session with the marker. This will need to be scheduled on an individual basis through the module coordinator.

4.1 Coursework

All feedback is given through VITAL via turnitin, occasionally there may be some differences in how feedback appears across modules, but the turnitin interface remains is consistent.

The following example is for a rubric based piece of Coursework:

When you access your marked coursework you will see:

Your grade

This section relates to similarity

Similarity %

Matching Sources

Filters

Excluded Sources

For detailed information on the academic integrity code of practice click here

This section relates to similarity

Similarity %

Matching Sources

Filters

Excluded Sources

For detailed information on the academic integrity code of practice click here

This section relates to feedback

Quickmarks (ignore!)

General comments

Rubric

This section relates to feedback

Quickmarks (ignore!)

General comments

Rubric

Selecting text comment feedback

The general comments will give you key pointers

This will suggest at least three key improvements that you can make.

It will also tell you what was done well.

Read through these comments the things highlighted are often those that cost you a lot of marks.

Even if you have got a very good grade this section will contain valuable info on how to improve even further.

*Note- Some markers will use this area sparingly giving detailed feedback on the rubric boxes instead (see next two pages), this is acceptable

The general comments will give you key pointers

This will suggest at least three key improvements that you can make.

It will also tell you what was done well.

Read through these comments the things highlighted are often those that cost you a lot of marks.

Even if you have got a very good grade this section will contain valuable info on how to improve even further.

*Note- Some markers will use this area sparingly giving detailed feedback on the rubric boxes instead (see next two pages), this is acceptable

Some markers may leave voice feedback, this will contain the same information as the text comment (described below)

Rubric-based feedback

Your mark for this section

This shows you the amount of marks, and mark scaling, for a selected section

Comments: Where marks are lost comments will be given explaining exactly why marks are lost

If no marks are lost no comments, or just a general comment, will be presented in the section

Comments: Where marks are lost comments will be given explaining exactly why marks are lost

If no marks are lost no comments, or just a general comment, will be presented in the section

This indicates that three comments in text are related to this section: If you “left click” here it will list the comments, clicking on an individual comment will take you to it in the text

This is the raw rubric mark- note this does not translate directly into the final grade (see previous converting raw marks to grade table 2.2.1)

Non-rubric based feedback on the report

Selecting a comment will show what the marker has written, if associated with the rubric it will tell you what section, in this case “descriptives B”

Selecting a comment will show what the marker has written, if associated with the rubric it will tell you what section, in this case “descriptives B”In text comments

This is a comment not attached to a specific aspect of the rubric

Markers may highlight things that can be improved or reworded. Sometimes markers may delete text if deemed not relevant to the report, this would appear as:

These may indicate small errors for example this table contains three incorrect descriptive stats that have been corrected by the marker. The symbol indicates this comment is associated with part of the rubric (as described on the previous page)

boihdc

Non-rubric directed feedback

Some modules do not have specific marking rubrics. For example, the small group practical in year two and the project in year three. However feedback will be broken down into separate sections so you can review what areas you are particularly doing well and where some improvement is needed:

This is a practical report so it is broken down into abstract, introduction, method, results, discussion, references and appendix

The grade for each section is given along with feedback on how to improve plus what was good is in each section.

This is a practical report so it is broken down into abstract, introduction, method, results, discussion, references and appendix

The grade for each section is given along with feedback on how to improve plus what was good is in each section.

4.2 Examinations

Exam feedback will be given in the form of normative feedback across the module. Specifically you will be informed how the cohort has performed on the exam as a whole and on specific essays/questions (for example one essay may have had better responses than another).

Exam feedback will guide you regarding what should be contained within an ideal answer and what common mistakes were made. This will appear online on VITAL following the release of marks.

It is important to note that you can request one-to-one feedback on your examination. To get this feedback please contact the module coordinator.

4. Appendix

The basic marking criteria detailed on the next page are relevant for all essay-based assessments of the undergraduate programmes. In determining the assessment mark, the weighting of each of the five areas (Understanding, Knowledge, Critical analysis, Structure and Writing style) may vary across assessments and years of study. For example, greater emphasis is placed in Year 3 on Understanding and Critical analysis, whereas in Year 1 the emphasis is on Knowledge, Structure and Writing style.

Understanding

Knowledge

Critical analysis

Structure

Writing style

First class

Exceptional

High

Mid

Low

Comprehensive and accurate understanding.

Excellent integration of a range of materials. Arguments well developed and supported. Answer has clear focus without any redundant elements.

Extensive and in depth knowledge of the literature. Evidence of reading beyond material covered in lectures. Information mainly from primary sources.

Accurate and informed evaluation of findings and theories. Theories and empirical evidence contrasted and discrepancies discussed.

Material is organised into distinct thematic sections with no intrusions. Sections are ordered in a logical manner. There is smooth transition from one section to the next.

Originality of exposition or treatment. Clarity and precision of argument and expression. Excellent use of the English Language.

No grammatical or syntactical errors.

Upper 2nd class

High

Mid

Low

Generally accurate and well informed with clear focus. Good integration of material from different sources.

Reasonably comprehensive coverage with evidence of general reading. Material largely from primary sources.

Material is evaluated although the evaluation may be derivative.

Well-structured and organised. Thematic transition is satisfactory.

Good writing style. Expression is precise with good use of the English language and minimal grammatical or syntactical errors.

Lower 2nd class

High

Mid

Low

Generally accurate, with some omissions and errors. Provides adequate answer to the topic. Presentation but limited development of arguments. Irrelevant information present.

Evidence of reading largely limited to lecture material and required reading. Insufficient detail provided. Some gaps in coverage may be present.

Main findings and theories presented but there is little evidence of informed critical evaluation.

The work follows a clear structure although some intrusions are present and transition between sections is not always satisfactory.

The writing style is adequate but the expression is not always precise or concise. Grammatical and syntactical errors present.

3rd Class

High

Mid

Low

Some knowledge of the topic demonstrated but the answer is not directly relevant to the question. Contains assertions not supported by evidence.

Knowledge is limited or sparse with large gaps in coverage of topic. Important information is missed.

No evidence of informed critical evaluation

The structure is loose with many intrusions present. Appears fragmented with little or no justification of transitions between thematic sections.

Lack of precision and poor choice of terminology. Poor general expression. Contains many grammatical and syntactical errors

Fail

Borderline

Compensatable

A small amount of information directly relevant to the topic AND/OR a moderate amount of information not relevant to the topic but relevant to a related area of psychology AND/OR a moderate amount of information relevant to the topic but displaying a fundamental misunderstanding of the material AND/OR absence of coherent organisation and structure.

Clear

Very small amount of information directly relevant to the topic AND/OR a small number of points not relevant to the topic but relevant to a related topic in psychology AND/OR a small number of points relevant to the topic but displaying a fundamental misunderstanding of the material AND/OR a moderate or large number of points with some psychological content but unrelated to the question or anything similar.

Bad

Many points not relevant to the topic but relevant to a related topic in psychology AND/OR many points relevant to the topic but displaying a fundamental misunderstanding of the material AND/OR a small number of points with some psychological content but unrelated to the question or anything similar.

No marks

Answers present nothing of psychological content that relates to the topic area or anything similar.[supanova_question]

Inhalant and Process Addictions

Homework Help / By Expert Tutor Ron

Any topic (writer’s choice)

” Therefore, the options from which you’ll choose your paper topic all relate to how various forms of communication shape our culture’s ideas and the resultant effects on individuals and/or the larger society.Choose one of the following topics. You will then write a paper in which you incorporate your own analysis with information and analysis derived from research:Write a paper in which you analyze the messages sent through popular culture (tv, film, music, advertising, trends, etc) about one particular gender. Discuss the effects of these messages on the social behavior and psychological development of younger people of this gender.Write a paper in which you analyze how popular culture influences ideas about beauty among either women, men, or both. Discuss the effects of these messages on the social behavior and psychological well-being of those addressed.ResearchYou are required to use at least 3 quality research sources, cited properly via MLA Format. You are highly encouraged to avoid partisan or clearly biased sources. Instead, seek sources that provide thorough, probing, and intellectually honest analysis.You are highly encouraged to seek out high-quality books or articles from the Academic Databases, as these will provide the best level of information. Make sure that all of your online sources (from the general internet via Google searches, etc) meet the requirements as indicated in the lesson on “Determining the Legitimacy of Online Sources.”If you do not engage in a sufficient amount of quality research, your paper will lack the intellectual depth to achieve the level of composition and critical thinking necessary for this assignment. Thus it is important to not only seek out excellent sources, but also to give yourself the time necessary to find them, read them, and decide on how to respond to these sources. Quality writing and thinking always begins with a quality research process.You must include proper MLA in-text citations and a Works Cited Page in both the 1st draft and final draft of this assignment.Paper RequirementsThis paper must be typed, double spaced, font= Times New Roman 12.Essay word count: 750- 1000 words in length. This generally equals at least 3 1/2- to 4 complete pages. This page count does NOT include the title page or Works Cited page. Do not exceed 10 pages. If you do not meet the minimum length requirement, you will not earn a passing grade on the paper.Any plagiarism on this paper or any of the steps in the writing process will lead to immediate failure of this course, so please do not make that mistake.You must utilize proper MLA Format, including MLA Format in-text citations AND a proper Works Cited Page. Without these, you cannot earn a passing grade in the course, no matter what your other assignment grades have been.Required Steps:1. Submit a 1st Draft of Paper #3 in the Assignments section of the course. This should be a completed draft, including proper MLA Format citations and a Works Cited Page.2. Submit the Final Draft of Paper #3 in the Assignments section of the course.On step one above, you will receive feedback and a grade that indicates credit for submitting the assignment. However, the grade is ultimately of less importance. Instead, the FEEDBACK provided by your instructor is of ultimate importance. Utilize this feedback to proceed in the writing process in order to develop a quality final draft that will earn a successful grade. How is this paper graded?Your paper will graded based on the following elements:Proper essay structure, including a detailed, quality thesis statement.Proper grammar, spelling, syntax, and sentence mechanics.Proper academic tone.A clear, thoughtful, sophisticated, and intelligent analysis.The use of quality research sources.Proper incorporation and MLA citation of research.See the rubric that follows to review in detail how your essay will be assessed.NO LATE PAPERS will be accepted.[supanova_question]