Category: Essays

This case study is the central individual project for each student within the course. This study serves to help synthesize the material covered in the course. It should bring the essence of the lectures and readings of the course. It should demonstrate the student’s thorough understanding of at least six of the “metaphors of organization” studied within the course (see below) and a capacity to apply these in depth to a chosen case study.

The following are general instructions for completing the project. You will find a rubric for the grading of the paper in Blackboard, under Assignments, “Practical Case Study”.

GUIDELINES FOR THE PRACTICAL CASE STUDY

In this course, you will examine a number of different ways of viewing organizations. Each way provides a lens that highlights different aspects of organization. These ways of viewing, or metaphors, should be explored in depth within the analysis.

The purpose of this case study is to create an opportunity to apply the ideas and concepts discussed in class and the readings in the analysis of a real organizational situation. The situation may be drawn from your own experience or from some public event on which information is readily available in newspapers, reports, etc. Your choice of organization and situation will be an important one, and will call for considerable judgment and discretion on your part in deciding whether it is feasible to use it for the purposes of the case study.

PRACTICAL CASE STUDY, continued

Be sure to maintain a professional stance in relation to matters which are sensitive and confidential, and disguise the source of your project (unless it is drawn from public records)
through use of appropriate pseudonyms. Confidentiality and the general conduct of the project are entirely your responsibility, so proceed with caution and ethical care.

If you have no other way to identify an organization, you may choose a complex, real life organizational problem/situation as described in a detailed case study or written about in at least multiple sources in the press (for example in Fortune, the Economist, Sloane Management Review, Wall Street Journal, or through a case clearing house such as the Harvard Business School Press. It should not be a case that you have studied in another course, and must be a unique submission with minimal similarity (less than 15%) to other cases or papers submitted via the Blackboard “Turnitin” system. (You will find a Turnitin link under Assignments in Blackboard for your case study.)

In essence, the case study invites you to do the following:

1) Identify an organizational situation that appears to be amenable to the kind of analysis and exploration used in this course: the situation must be sufficiently complex to generate enough material for the writing of a case that meets the specifications described below.
2) Find relevant information and data about the organization and situation.
3.) Consider the metaphors, images, concepts and general ideas discussed in class. Choose at least six of the metaphors to apply to your organization to help to make sense of the situation being described.
4) Write up the case study in a way that relates evidence to theory to provide an appropriate analysis and explanation of the situation described.

Successful organizational analysis rests in an ability to examine any given organizational situation so that its fundamental characteristics are made clear. It is not simply a question of spotting problems and applying appropriate solutions. Rather, it hinges on questions such as:

• What is going on in the situation that you are analyzing?
• How can you account for its characteristics and the way these may be changing?
• How can you make sense of the situation and arrive at an interpretation that allows you to say something concrete about it?

Elements of the Case Study

(a) Brief Summary: Introduction to Your Organization A brief account of the situation being investigated, providing sufficient information for the reader to understand the nature of the organization and its context. This section should include relevant background information as well as a clear statement of the focus of your case study. For example, it is appropriate to provide information on the age, size, and history of the organization, the product or services it provides, and the general nature of its environment. The purpose of this is to orient the reader, so that he or she can acquire an understanding of the industry or sector with which you are dealing, and the general trends it is facing. Following a general introduction, you should focus in on the specific situation of the organization that demands—or did demand– attention.

PRACTICAL CASE STUDY, continued
(b) Analyze the organization using at least six metaphors from the course. Here explain and demonstrate your thorough understanding of the metaphors. Present the organization in terms of the six metaphors, applying these to bring out the critical issues and challenges of the situation. Demonstrate your understanding of the metaphors and their relevance to the case (if you find that they do not appear relevant, choose other metaphors. If you cannot find six that are relevant you should choose a different focal organization!).

The different metaphors that we discuss in class fit different situations. Which metaphors or combination of metaphors best accounts for your situation, and helps you understand and produce the analysis or “storyline” by which you can best gain insight (For more details on this method, see Chapter 11 of Images of Organization). This will call upon your ability to use your information and judge its significance.

For example, you may find that your case is best understood as a situation of organizational politics, one of classic bureaucracy, or one that is best understood in terms of the inability of the organization to adapt to its environment. You cannot make this judgment too early in the course—you will have to wait until you have finished the preliminary analysis. If you are successful in this final stage of the project, you will find that you have a much deeper understanding of the situation studied than you did at the beginning of the course. Your task in writing the final report is to communicate this understanding to the reader.

(c) Offer substantial and clear recommendations for the organization, and show how these emerge from your analysis. Here you can synthesize but go beyond the metaphors.

The report should be approximately ten to twelve double-spaced pages (approximately 4000-5000 words).

CRITERIA FOR EVALUATING THE REPORTS

The following criteria will be used to evaluate the case study
• Demonstrated understanding of the metaphors, and the theories and concepts related to these, which can be used to explain the case situation; a discussion of alternative ways of viewing the case will be particularly valuable when relevant.
• The comprehensiveness and care with which the case situation being analyzed is
described
• The complexity of the case (cases that are very simple and offer little challenge will not necessarily earn a high grade)
• The quality of discussion linking theory to data: the rigor and soundness of your
analysis and general conclusions
• The professionalism with which the report is presented.

Your report should tell a story (but in the 3rd person) so it should have a central theme or message that it is trying to sell. It should have a beginning, a middle and an end (with signposts at the end of each chapter to navigate the reader to the next) and every single sentence in the thesis should be directly relevant to the main theme or message.

The structure of your final submission should be:

Title Page (relatively brief and specific)

Abstract/Executive Summary (‘overview’ – maximum 100 words)
Write in past tense
Less than one side of A4 (approximately 100 words)
A CONCISE summary of the following (one or two sentences on each):
Rationale and aim of programme of study
Methodology
Findings of Analysis
Interpretation of those findings
Conclusions and recommendations
Written in clear paragraphs, no bullet points

List of Figures and Tables (both are included within the text and each type has its own independent consecutive numbering throughout)

Contents Page (list of chapters/page numbers)

Introduction (the background/ overall aim and specific objectives)
The purpose/structure of the introduction is:
To provide a general introduction to the area of research and the theoretical background
Introduce the organisational context/background
Define key terms.
To provide a clear rationale for why the research was required (this should draw from both theoretical/research limitations in the literature and from the organisational context)
The length of the introduction is typically around 1 side of A4. The introduction should finish off with the Aim of the research and the explicit objectives. These should flow clearly from the rationale you have provided in the introduction. You do not need research questions but you can use them if they help you.

Literature Review (definitions of main topic, identification of ‘key’ authors, themes, previous research, etc.)

Purpose: To provide a systematic critical evaluation of the research and literature that is DIRECTLY RELEVANT TO YOUR OBJECTIVES. It is NOT an essay that describes every thing you have ever read about the vague subject you are looking at.
Structure may vary depending on what you are looking at and whether one of your objectives will be met within the review
Start with a paragraph or two that introduces the reader to the area of research
Quickly move onto discussing key theoretical frameworks relevant to your topic area. Describe them concisely AND THEN EVALUATE each.
This discussion should provide a clear rationale for the specific framework(s) YOU are using.
You should make it clear why you have chosen particular frameworks by discussing their strengths and relevance. But you must also demonstrate you are aware of weaknesses AND be clear about how you have dealt with those/why they are not too important
A key component of a literature review is to critically review RESEARCH and literature that is directly relevant to each of your objectives in turn. You need to describe and evaluate what has been done by other people so as to provide a context for your study and findings (in the discussion section you will go on to talk about what you have found in relation to these other studies).
There is a temptation to describe what has been written in text books. DO NOT!
DO place more emphasis on RESEARCH (what did they do, what did they find, what did they conclude, what were the limitations of that research?)
The key is to evaluate throughout. Question what others have written and be sure to point out the limitations of the research you discuss.
You can assume that the markers have a certain level of knowledge so you don’t have to go into basics. However, you must not make statements or present points WITHOUT evidence. ALWAYS provide evidence (in the form of research findings along with a correct citation)

Research Design/Methodology (Research strategy/design; Participants; Methods). The purpose of the methodology section is to provide readers with a clear, concise description of what you did so that the study can be replicated by someone else. You also need to provide a sound rationale for WHY the study was designed and conducted the way it was, whilst being clear how you built in as much reliability and validity to the design and methods as possible.
The purpose of the methodology section is NOT to describe every research method known to man or to witter on about research onions. Focus on what YOU did and why. Remember to write in the 3rd person AND in the past tense

The structure of the methodology section is a series of subsections in the following order:
Research Philosophy – One or two paragraphs outlining:
whether you took a positivist, realist or a phenomenological approach and WHY you decided on that approach
DO NOT waffle on and on about all the options available. Simply state what philosophy was adopted and why (sometimes it is appropriate to point out you did not choose another option because …..)

Research Design/Strategy – Briefly state the overall research design e.g. Case study / experiment/ quasi-experiment / survey etc
Cross-sectional/longitudinal
Exploratory/explanatory
And remember to explain WHY the study was designed in that way
Again, do not waste your time going on at length about all the other options available (you should NOT put in figures pertaining to the research onion!). Briefly state what YOU did and why you did that as opposed to something else. Remember this all has to be written in the 3rd person

Methods (data collection) – Written in past tense and third person
What data collection methods did you use and why?
Make sure you concisely state how data to answer each objective was collected if different objectives required different data collection methods
You must be clear about how each variable was assessed since constructs like psychological contract, well being and commitment would all require different scales – which scales were selected and why?
Append Interview transcripts and questionnaires and refer to them in the text (e.g. See Appendix 1)
Questionnaires:
Be sure to state where your questionnaire was derived from and why you used that particular scale. Or, how it was constructed – where have all the items come from? Why did you use those items and not some from another questionnaire? What reliability and validity figures does it have? Did you pilot it and what did you find? Provide examples of the questions asked and describe the response scales.
Interview schedules:
State whether it was structured/semi-structured/unstructured (and why)
How it was constructed (e.g. based on focus group/other research etc)

Participants – Who? (and why?)
How many?
Gender breakdowns?
Age breakdowns?
Job breakdowns?
How sampled (and why)?

Procedure (might include pilot studies you conducted) If your study was complicated or included waves of data collection then it is useful to briefly describe the order in which things were done. This sub-section is most commonly seen in experiment write ups but sometimes necessary in other research

Ethical considerations – What did you do to ensure that ethical considerations were met? (e.g. consent letters, briefing letters etc)

Analysis / Results – Begin with a paragraph that details what kind of data was collected and what you then did to it (e.g. quantitative data was collected and inputted to SPSS). Then structure the rest of this section BY OBJECTIVE. Look at each objective in turn and then have a concluding paragraph that sums up how each objective has been answered.

Presenting Findings for an Objective – Quantitative data
State the objective and what analyses you have conducted in order to answer it i.e. state what the remaining sub section is going to include
Describe what the raw data looked like (e.g. likert scale data 1 to 5)
Describe what you did to the data (e.g. transformations such as summing items, what the scores could range from, what low/high scores meant etc)
Discuss the results of the descriptive statistics (mean/mode/median; SD; kurtosis and skewness if relevant; frequencies) and produce graphs and tables to illustrate WHAT YOU WRITE in the text.
State what inferential tests you ran. Describe the variables used within the analyses
State what the results of the test were using the proper scientific notation and stating clearly what the test found. Use descriptive data to help illustrate.
e.g. an independent samples t-test was run to compare male and female IQ scores. The test showed that mean male IQ was 116 (SD= 1.67) and mean female IQ was 123 (SD = 2.12) and that this difference was not significant t (357) = 1.023, p >.05.
Then be clear to state HOW this analysis actually answers your objective e.g. To answer the objective then it appears that there are no differences between males and females in IQ suggesting that differences in performance between the groups is in fact due to some other measure.
Graphs and Tables –
Must have a Table number or Figure number (for graphs and diagrams). Usually a chapter number followed by a full stop followed by the number that table comes in that chapter e.g. 3.4.
Must also have a title
Must be clearly referred to in the text where you succinctly state what the table or graph shows
ARE NOT AN ANALYSIS IN THEMSELVES
Pie charts suck.
Use the same table layout for every table you use in the whole dissertation

Presenting Findings forQualitativeAnalysis
More or less the same but sometimes analysis for qualitative data is presented by theme. If you take this approach YOU must be able to write in such a way that you link it all back to objectives.
Easier to:
State the objective
State what form the data was, where it came from, how it was gathered and what particular form of qualitative analysis has been conducted (AND WHY).
Describe how the analyses will be presented.
Present the analyses, making sure that you have ample evidence for the themes you claim to have found
Make sure you sum up with a paragraph that clearly states how your analysis actually answers the objective.

SUMMARY for results:
Unless you are highly skilled at writing and are therefore presenting by themes, the key thing you must do is analyse by objective and make sure that you have a clear statement at the end of each analysis that ANSWERS THE OBJECTIVE
Under no circumstances should you analyse your data by item (from the questionnaire) or by question (from the interview). This does not answer the objective and is very difficult to follow.
STRUCTURE BY OBJECTIVE (or by theme if you are doing qualitative analysis and have the skills to link your analysis back to the objectives at the end)

Discussion (discussion of data analysis and possible applications)
With pure quantitative data this is traditionally done in a separate chapter to the analysis/results
With qualitative data this is traditionally done in the same chapter.
Either way it should be structured either by objective or by the sequence your questions were asked (eg Q1, q1, q3 …..)
With a General Discussion at the end

So what do you discuss?
How did the findings answer the objective? Can you explain why you found what you found? (using theory, organisational context or using quirks of your research design?)
How do your findings relate to the theoretical framework(s) in place? (do they support or negate the theory?)
How do your findings compare to other research studies which have looked at similar things? (same? Different? If so why?). How do they add to the literature?
What do your findings mean within the organisational context?
What might your findings mean in the grander scheme of things?

The General Discussion might cover:

Pulling together all your findings into a coherent whole with some sort of explanation that is grounded in theory or how you designed your research.
Linking to other theories/across subject matter
Implications for theory, research, organisational context
Discussing limitations and where future research might go.
Practical applications

Conclusions and Recommendations (must be based on previous analysis and reflect literature and original objectives)
Summing up of what was found and why
Restatement of aim of research and how that has been met
Restatement of answers to each objective
What do you conclude and recommend
(Don’t bring in new material at this point)
Should lead to what you are going to recommend in the next section

Session Aims & Objectives
Aim: to ensure students know what is required to produce an outstanding dissertation
Objectives: by the end of the session students will understand:
expectations of dissertation writing
report structure
essential elements of each section
Process (formative) evaluation
Who are stakeholders? What stage or phase is the intervention in?
What element of process is significant?
Are there power issues?
How can the process be improved?
Outcome (summative) evaluation
What are objectives? What baseline data is there?
Are there viable comparison groups?
Has the intervention delivered against its goals?
Theories of action & logic models
Intervention may deliver impact but not via the logic intended
Any unintended outcomes?
Realist evaluation
What are the significant contextual factors?
What is the history of this situation?
What mechanisms affect the outcomes?
Title Page  Abstract/Executive Summary (maximum 1 page)
Acknowledgements
List of Figures and Tables
Contents Page
Chapter 1 Introduction (roughly 2,000 words)
Chapter 2 Literature Review (roughly 5,000 words)
Chapter 3 Methodology / Research Design (roughly 2,500 words)
Chapter 4 Analysis / Results (roughly 4,000 words)
Chapter 5 Conclusions and Recommendations (roughly 2,500 words)
Chapter 6 Personal Reflection (roughly 1,250 words)
References

Practical skills in Biochemistry A
Cloning Workshop
Aim
To design and verify plasmid DNA constructs for the expression of the fluorescent Light-Oxygen-Voltage (LOV) domain from the Arabidopsis thaliana phototropin 2 protein in a standard E. coli protein expression vector and a vector modified for Golden Gate cloning.
Before attending this workshop we recommend you acquaint your self with the Polymerase Chain Reaction (PCR) and restriction endonucleases. Chapter 7 of Molecular Cell Biology by Lodish et al, has a good overview of molecular cloning techniques:
http://www.ncbi.nlm.nih.gov/books/NBK21712/
Learning outcomes
At the end of this workshop you should be able to:
⦁ Search DNA sequence databases for genomic DNA sequences encoding protein targets.
⦁ Translate nucleotide sequences for open reading frames into protein sequences using online tools.
⦁ Determine domain boundaries in a polypeptide chain.
⦁ Design protein expression constructs based on predicted domain boundaries
⦁ Select suitable expression vectors for protein targets.
⦁ Identify restriction endonuclease sites for insertion into multiple cloning sites of common expression vectors.
⦁ Understand the difference between Type II and Type IIs restriction endonucleases and how they recognise and cut DNA.
⦁ Design primers to amplify genomic/synthetic DNA with appropriate restriction sites and overhangs for classical restriction/ligation and Golden Gate cloning strategies.
⦁ Design a protocol for cloning targets of interest using both classical and Golden Gate strategies.
⦁ Analyse Sanger sequencing data to determine successful insertion of cloned fragments into expression vectors.
Introduction
Before the advent of mass genome sequencing projects, proteins of biochemical interest had to be purified from their source organism or tissue in a series of time consuming and usually messy/cold experiments. Now, we have genome sequences for more than 10,000 bacterial species and thousands of eukaryotes. We can download and analyse the DNA sequences of almost any gene we could conceive of and design protein expression constructs for these in silico. Native genomic DNA, or cDNA, is available from a number of sources, and can often be bought online with a credit card. It is also possible to take native protein encoding DNA and optimise the codon usage for specific organisms and purchase synthetic DNA, or even entire constructs. The Edinburgh Genome Foundry, run by Professor Rosser and Dr Cai will eventually make it possible to design and produce complete synthetic eukaryotic chromosomes.
In this workshop we are going to design protein expression constructs for the fluorescent LOV domain from the Arabidopsis thaliana phototropin 2 protein. This protein is a useful alternative fluorescent marker to Green Fluorescent Protein (GFP) as it uses a flavin mononucleotide cofactor, rather than the protein-derived cofactor of GFP, and unlike GFP it is fluorescent in anaerobic conditions. We wish to produce this protein for biochemical and biophysical characterisation. To do this we must first generate the plasmids to clone and produce the protein fragments for our study, as is common practice in structural and biochemical studies of proteins.
We will explore the design rationale for protein expression constructs using both a standard restriction/ligation and a Golden Gate cloning method (Engler, Kandzia, & Marillonnet, 2008).
Important notes:
Save intermediate DNA/mRNA/protein sequence files as plain text fasta (https://en.wikipedia.org/wiki/FASTA_format) files using notepad/wordpad.
Keep tabs for each different webserver you use open. You’ll need to switch between them a few times.
Part 1
DNA sequence databases
The Kyoto Encyclopedia of Genes and Genomes: www.kegg.jp
NCBI gene and genome database: www.ncbi.nlm.nih.gov
Department of Energy genome database: http://img.jgi.doe.gov/
Multiple sequence alignment:
Clustal omega: http://www.ebi.ac.uk/Tools/msa/clustalo/
Task:
⦁ Find the mRNA sequence of A. thaliana PHOT2 and save the sequence as a fasta file on your computer.
What is the NCBI reference sequence accession number for this mRNA?
NM_180880.1/ http://www.ncbi.nlm.nih.gov/nuccore/5391441
How does a Eukaryotic mRNA differ from the genomic DNA sequence?
Presence of introns in genomic DNA, 5’ UTR, 3’ poly A.
What are the important features of a fasta file?

Starts with ‘>’ and single line descriptor of file
Then sequence on next line.
Can append multiple sequences in one file as long as each one starts with a ‘>’
Saved as plain text, usually ‘.fas’ or ‘.fasta’ extension.

Part 2
We are primarily interested in the protein-coding region of this mRNA, so we need to translate this from nucleotide sequence amino acid sequence and determine the correct reading frame for translation.
Task:
⦁ Translate the nucleotide sequence into amino acids using the Expasy translation server.
⦁ http://web.expasy.org/translate/
⦁ Paste the mRNA sequence into the box and select ‘includes nucleotide sequence’ from the Output format drop down list.
⦁ Click ‘translate sequence’

Which reading frame gives the correct sequence?
5’ frame 1
⦁ If you click on this reading frame you will see the translated sequence for this reading frame. It has a few possible start/stop sites. Select the longest open reading frame by clicking on the initiating methionine.
Paste the full protein sequence in Fasta format here:
>LOV
MERPRAPPSP LNDAESLSER RSLEIFNPSS GKETHGSTSS SSKPPLDGNN KGSSSKWMEF QDSAKITERT AEWGLSAVKP DSGDDGISFK LSSEVERSKN MSRRSSEEST SSESGAFPRV SQELKTALST LQQTFVVSDA TQPHCPIVYA SSGFFTMTGY SSKEIVGRNC RFLQGPDTDK NEVAKIRDCV KNGKSYCGRL LNYKKDGTPF WNLLTVTPIK DDQGNTIKFI GMQVEVSKYT EGVNDKALRP NGLSKSLIRY DARQKEKALD SITEVVQTIR HRKSQVQESV SNDTMVKPDS STTPTPGRQT RQSDEASKSF RTPGRVSTPT GSKLKSSNNR HEDLLRMEPE ELMLSTEVIG QRDSWDLSDR ERDIRQGIDL ATTLERIEKN FVISDPRLPD NPIIFASDSF LELTEYSREE ILGRNCRFLQ GPETDQATVQ KIRDAIRDQR EITVQLINYT KSGKKFWNLF HLQPMRDQKG ELQYFIGVQL DGSDHVEPLQ NRLSERTEMQ SSKLVKATAT NVDEAVRELP DANTRPEDLW AAHSKPVYPL PHNKESTSWK AIKKIQASGE TVGLHHFKPI KPLGSGDTGS VHLVELKGTG ELYAMKAMEK TMMLNRNKAH RACIEREIIS LLDHPFLPTL YASFQTSTHV CLITDFCPGG ELFALLDRQP MKILTEDSAR FYAAEVVIGL EYLHCLGIVY RDLKPENILL KKDGHIVLAD FDLSFMTTCT PQLIIPAAPS KRRRSKSQPL PTFVAEPSTQ SNSFVGTEEY IAPEIITGAG HTSAIDWWAL GILLYEMLYG RTPFRGKNRQ KTFANILHKD LTFPSSIPVS LVGRQLINTL LNRDPSSRLG SKGGANEIKQ HAFFRGINWP LIRGMSPPPL DAPLSIIEKD PNAKDIKWED DGVLVNSTDLDIDLF
Part 3
We want to clone the LOV domain from this protein, so we need to determine what domains the protein sequence encodes and the domain boundaries.
Task:
⦁ Paste your protein sequence into the ‘protein sequence’ box on the SMART page (⦁ http://smart.embl-heidelberg.de) and check the boxes for ‘outlier homologues’, ‘PFAM domains’, signal peptides’ and ‘internal repeats’.
The server will return a graphical view of the different domains in your protein sequence.

Complete the table below with details of the predicted domains
Name Start End
Low complexity 102 114
PAS 122 191
PAC 197 239
PAS 378 447
PAC 453 495
S_TKc 577 864
⦁ Look at the box with outlier homologues and homologues of known structure. This displays known structures with sequence homology to the predicted domains in the protein.
⦁ Click on the names of the domains to get further information.

Which of the domains are related to LOV proteins of known structure?
PAS1 – 2z6d
PAS2 – 2z6d
The domain boundary predictions given by SMART cover only highly conserved regions of predicted domains. To design robust expression constructs you usually need to include a few amino acids either side of the predicted domain to ensure you have the full protein domain, or you may wish to use structural homologues to guide the design of your construct.

Part 4
Construct design
We wish to clone the protein sequence corresponding to the first LOV domain in the protein.
Task:
⦁ Using the homologues as a reference, identify the first LOV domain and click on the link in the homologue view to see the domain in the protein that matches this. Look at the table and identify the start and end residues for this domain and locate these in your translated nucleotide sequence

You should have, by now, determined the exact sequence of the polynucleotide inserts that you transformed into the vectors in Week 10. Hint: Determine the exact sequence of PCR products from the templates and primers used in Week 6; then determine which nucleotides were removed from these by the restriction enzyme digests performed in Week 8 and Week 9. The table in the file Summary of Results summarises the quality of the reads for each sequencing reaction; the key explaining the columns is at the bottom of the table. Find your data to determine if you have any quality sequencing results. Each pair has four entries in the table, one for each sequencing reaction you set up in Week 10. Pair 10 have eight entries, four labelled 101 and four labelled 102 – this numbering should make sense to you. A quick look by me and I think Pairs 1, 5 and 17 do not have any reads to analyse – please use the data from a pair working in the same bay – state which pair in your write-up. Each of the folders below contains one file for each reaction (72 files in each folder): Results Sequencing Chromatograms open in Finchtv (on PC s in lab in Peter Wilson building) Nucleotide Sequences Open and analyse each of the pdf files of your Results; these contain a summary of the results for that sequencing reaction with the following sections General Information – the running of sequencing experiment Quality Graph – shows extent of the quality of the data through the read Sequence – shows what sequence has been identified by the read Chromatogram Trace – is what is says
You should now know which of your sequencing reactions has generated a quality read of a nucleotide sequence. Validate these sequence results using the same protocol you followed in Week 5, Part 10. You can use any sequences identified by copying from the summary in the Results folder, using the fasta sequence from the Nucleotide Sequences folder, or extracting the sequence from the chromatogram as you did in Week 5.
For your write-up, you need to consider the following: Did you get complete reads, covering 100 % of your target sequence, from beginning to end, in either direction forward or reverse, with just one primer? If not, what is the coverage (report as % of the total number of expected nucleotides)? If you have reads with both primers for one construct, do you get 100 % coverage and, if not, what is the coverage? Are there any errors (mismatches, gaps, insertions) when you check the alignment against the expected sequences? If yes, check the chromatogram to see if the software has misinterpreted the result or if it is a genuine error in the sequence. You will need to use Finchtv to view the chromatogram, on the PCs in the PC lab in the Peter Wilson building.

Artists name: Ankush ‘Anx’ Shukla

Bio: Born and brought up in North West london, Ankush Shukla, stage name- ANX, from an Indian heritage. A singer and songwriter, whose lyrics and smooth sounding vocals boast the traditional RnB and Soul sound. ANX’s music seems to have embedded itself with classical RnB and Soul, blended with hints of reggae and traditional indian music. Comparing himself to “water”, ANX can adapt to any musical genre, style and lyrical technique. His personality, style, work ethic and thirst to learn has gained him access to working with some top producers and artists most notably K-oss and the Niko Prange.
His passionate and dedicated personality can be reflected on to his work ethic, style and thirst to learn more about himself and the world around him.

He has engaged and worked with top producers and artists such as K-oss, Nimesh K-oss Dave and Niko Prange.

His genre of music would be interesting to present to an audience, as his style and lyrical technique is very adaptable and unique, especially with his fusion creations.

(don’t copy this bio or cite it)

CITATIONS AND REFERENCES ARE NOT REQUIRED FOR THE PAPER

For further information please email music.anxious@gmail.com, or alternatively contact the Axcent PR team on 02071939136

This assignment needs to be 500-650 words long or more if you can.

It needs to be written in the style of a feature, introducing the ‘upcoming artist’ from London.

THE ARTICLE MUST HAVE THE FOLLOWING:

⦁ MUST QUOTE FROM THIS VIMEO VIDEO for a few quotations: https://vimeo.com/142532494
⦁ Also can refer to the mtv links for his new accomplishments:
http://www.mtv.co.uk/the-wrap-up/blog/anx-returns-with-the-artistic-visuals-for-his-latest-track-carried-away
⦁ Write about his style being ‘rnb/soul/indian classical’ genre
⦁ Needs to be written in a feature style based on him and the idea of fusion music (mix of the above genres and how that makes him unique)
⦁ Must have a lead and a nutgraph
⦁ Give an interesting title nothing boring but needs to be catchy
⦁ MUST BE SENT BACK BY 07:15am Sunday 6 December 05 latest
Facts about artist:

Born in London, UK
Ankush Shukla
Stage name: Anx
Born: 8 Feb 990 (so definitely worth mentioning his age)
Indian heritage
Initially studied Economics in Kent, but dropped out to become a singer.
Later joined university again in Hertfordshire and studied Music & Entertainment Industry Management to help him develop his career https://uk.linkedin.com/in/ankush-shukla-41101431

You can also frefer to linkedin facts but don’t focus entire paper on it.

You can use this as a style model but make sure it has a LEAD & NUTGRAPH

Rising Artist Elle Varner Talks About Her Debut RCA Album, Perfectly Imperfect

REFER TO THE VIMEO VIDEOTOO AND MAKE SURE TO GIVE QUOTATIONS TOO

He also produces some of his music with his well-known singer/cousin Nimesh K-OSS Dave who is famous in Jamaica

Also produces with Creo Collective (his group) who he collaborates with but he also produces his own singles such as NO Cry and his latest one most notably: Carried Away: https://www.youtube.com/watch?v=LGt4UOudOvc

http://www.creocollective.net/

Final Research Paper: Intro to Lit
“In this paper you will engage yourself in the discussions surrounding a certain poetic text; thus, you will be required to incorporate at least 2 secondary sources…this includes 1) an overall interpretation of the text’s meaning or significant, 2) an analysis of formal devices used (aka. elements of poetry), and 3) a discussion of how it is situated within its literary movement or genre (Black Arts Movement)… articulate clearly and cogently how your text works and why; what it’s doing, what it’s responding to, and its overall significance…
Criteria:
– Discuss one poem (Coal) and one movement (Black Arts Movement).
– how poem is situated in its literary genre through form and content
– use paraphrase and direct quotation”

In class we focus on the six elements of poetry (explained by Mary Kinzie): line, syntax, rhythm (all three represent form)- and diction, trope, rhetoric/theme (all represent content).
For the thesis she wants how Audre Lorde in her poem Coal uses two or three of these elements of poetry in a unique way that impacts the rhetoric, aka the overall theme.
This poem is in the Black Arts Movement so she wants a paragraph on how this poem fits into that with its message/time period/qualities. Here is some details she gave us on BAM
– sought to create politically engaged work that explored the black culture and historical experience
– militant artistic form

I am a good student, and I really hope this isn’t a scam.
🙁 I’m a senior chemistry student and literature is difficult for me.

This assignment is a minimum of 3 ½ pages in a word document, DO NOT base it off of word count. Do not include any headers or extra spaces and should be left aligned. No plagiarized information, IT WILL BE CHECKED USING TURNITIN!!!

 

PLEASE MAKE SURE YOU READ THE ASSIGNMENT IN FULL BEFORE SENDING A HANDSHAKE!!!

 

 

Criminal Process: Post-Trial

 

For this assignment, prepare a 3 1/2 page paper (excluding the APA title and references pages) in which you detail the process after a criminal trial. In your paper, explain what happens with the defendant and the case after an acquittal. Detail the sentencing process after conviction, and evaluate the defendant’s right of allocution. Discuss victims’ rights at sentencing. Explain when an appeal is available for either the defense or prosecution, and provide a “road map” for a court to reach the U.S. Supreme Court from a trial court.

 

 

Your paper must

 

• Use at least three scholarly sources
• Document all sources in APA style
• Include a separate references page that is formatted according to APA style

Level Five

2015/16

SE5107 Principles & Practice in Teaching & Coaching

Component no.: One

Title: Coaching & Teaching Similarities & Differences

Format: Essay

Word count:2400 words

Weighting:40%

Submission date: Tuesday 15th December 2015 by 23:59.

Turnitin:This assignment must be submitted online through Turnitin via Moodle. If you fail to submit this component to Turnitin, in accordance with the guidance provided on Moodle, a mark of 0 will be awarded for the component.

This assignment is intended to assess the following learning outcomes:

1. Understand the key principles of different theories of learning

2. Analyse the key stages and issues within the process of child development

5. Present information effectively and clearly in written and verbal format

Details of the Task

Task

Compare and contrast the roles of P.E. teachers and coaches in relation to working with young people. You should draw on academic theories of child development, learning theories and professional philosophies to draw out similarities and differences.

Guidance

Your discussion should seek to draw out similarities and differences between the two roles in relation to such things as key objectives, approach to learning, etc. and how these may vary depending on context.
To achieve an average grade you should be making good use of an absolute minimum of 14 academic referenced sources (text books and journals NOT web-sites).
See the Grading Criteria sheet below for more guidance on areas you should focus on in your work.

Presentation and submission:

Please follow the guidelines in the section entitled School of Health, Sport and Bioscience Guide to Assessment in your School Handbook (A Students Guide to Success in the School of Health, Sport and Bioscience) unless specifically directed otherwise by your module leader.

Module Specific Guidelines on Presentation/Format

All work submitted should be;

Double-line spaced
In a minimum of 12-point font
With a 2.5 centimetre border left around the page
Correctly referenced (Harvard Style see Cite Them Right)
With all pages numbered
Inclusive of a word count (excluding references, appendices and quotations)
With your Student number placed on every page in a header/footer without your name appearing anywhere.

Word counts:
This assignment has a word count and so the following rules apply:

All words within the text are to be included in the word count. Any work which does not keep within 10% of the set word count will receive a penalty, which will be a deduction of 10% of the marks originally awarded, except in cases where this would take you below the threshold mark for the component. The word count does not include the list of references at the end of the work.