Presentation dissertation

User Generated

bzna63

Writing

Description

FV3900 presentation brief.docx 


hi robert 

here is the presentation brief

the payment here for the;

- abstract

- future work

- appendix

- presentation 


Unformatted Attachment Preview

UCLAN FIRE www.uclan.ac.uk/fire University of Central Lancashire School of Forensic and Investigative Sciences FV3900 Presentation Assignment Brief Assignment Details To give an oral and visual presentation to a panel of academic staff (at least two minimum) and it may include some of your peers. You are required to explain the research that you have undertaken for your dissertation. The presentation should take no longer than 15 minutes with a further 5 minutes for questions and discussion. You are required to provide PowerPoint handouts of the presentation for each of the academic staff before the start of your presentation. You will need to provide a list of the references consulted, to be set out on no more than one side of A4, using the correct referencing system. These will indicate the scope and validity of the research material you have consulted for your literature review and your ability to lay out references following the accepted conventions. Guidance Notes Ensure that the audience is aware of the research question and the methodology that is being adopted; do not assume that they will have read your research proposal in detail. A high standard of presentation is expected in whatever media you select but as a minimum you are expected to use PowerPoint. Any equipment you need must be booked at least a week in advance through the FV3900 module leader. Prepare slides You are required to prepare PowerPoint slides by using the structure in the dissertation as an outline that reflects the logical sequencing of information. However, substantive information in the entire dissertation should correspond with the slides. In essence, you are reducing your dissertation to a PowerPoint format. The amount of information presented should correspond to the time allocated for the presentation, that is, 15 minutes with a further 5 minutes for questions and/or discussion. Slides should reflect the following: • • • Title of the dissertation, including the student’s name, School, Course and date. Acknowledgment: Include the name of the dissertation supervisor. Statement of the problem: Include a brief statement that draws audience attention to a particular critical situation revealed in the dissertation. Students are encouraged to incorporate several slides that reflect, background, statistics, data and information about the problem. 1 UCLAN FIRE www.uclan.ac.uk/fire • • • • • • • • Significance of the research: Presenters should address the importance of the research to a wide fire community/industry. This part of the presentation focuses on the wider applications of the research to the community at large. Research question(s): List all of the research questions/ objectives exactly as they appear in the text of the dissertation. Literature review: students should provide an overview of salient critical studies. The students should be able to describe the current critical perspective of published literature and justify that the research advances the knowledge through its research objective. Method: Students are to provide an overview of the application of particular methods through which research questions are answered. You are required to include references to critical information that addresses the rationale for the selection of a particular method and addresses issues of validity and reliability. Results and analysis: Slides should reflect graphs, tables or charts that demonstrate critical elements of the research findings or outcomes. Discussion: Students should list and discuss findings and their applicability or usefulness. Limitations of the study: Students are required to state the limitations of the research. Recommendations for future study: Students should suggest areas for further research where they see a logical continuation of their work. This opens the pathway for future students to continue with that line of research. Remember: • • You must demonstrate that you have met the learning outcomes As you construct and present your work, consider the assessment criteria Presentation Instructions It is your responsibility to ensure that your work is neatly and accurately presented. Ensure the quality of the slides, and make certain there is integrity of information, as well as integrity in appearance of the slides. Slides should be readable and professionallooking. Marks may be deducted for failure to follow these instructions. Please look at the Student Guide to Assessment for more information. Referencing Bibliographic references identify the work in question (usually either a book or an article) and give sufficient information on the author, title, publisher and date of publication for this identification to be quite clear and unambiguous. Such references are normally written according to fixed conventions, which it is sensible to follow; one set of these conventions is outlined below. 2 UCLAN FIRE www.uclan.ac.uk/fire For books: author's surname first, followed by the initials of his/her other name(s), then by the full title of the book in italics (these italics will be replaced by underlining in typescript or handwriting). There then follows the place of publication - usually a city - then the name of the publisher, and lastly the date of publication, e.g. Crane, D., Invisible Colleges. Chicago: University of Chicago Press, 1912. Where there is more than one author, the examples are: · · · · Crystal, D. & Dour, D., Advanced Conversational English. Harlow: Longman, 1975. or Crystal, D. and Dour, D. Advanced Conversational English. Harlow: Longman, 1975. Brazil, D., Coulthard, M. & Johns, C., Discourse Intonation and Language Teaching. Harlow: Longman, 1980. or Brazil, D., Coulthard, M. and Johns, C., Discourse Intonation and Language Teaching. Harlow: Longman, 1980. Where the book is a collection (of articles or monographs) rather than a single text, the examples are: · Pride, J.B. ed. Socio-linguistic Aspects of Language Learning and Teaching. Oxford: Oxford University Press, 1979. · Richards, J.C. and Nunan, D. eds. Second Language Teacher Education. Cambridge: Cambridge' University Press, 1990. For articles in a collection: similar to book references, but the author and title of the article come first, e.g. Pennington, M.C., A professional development focus for the language teaching practicum. In Richards, J.C. and Nunan, D. eds., Second Language Teacher Education. Cambridge: Cambridge University Press, 1990. For articles in a journal (serial): much as above, except that information on the journal replaces that on the book (collection), e.g. Stieg, M.F., The information needs of historians. College and Research Libraries, 1981, 42(6), 549-560. The figures '42(6)' mean 'volume 42, no. 6'; the figures `549-560' mean `pages 549 to 560'. Note also that capital letters are not usual in the titles of articles (though in those of books, of course, they are). Bibliographic (or general) references can be placed as footnotes to the text or, far better, listed alphabetically (by author) in a `bibliography' at the end of the text. If a bibliography is used, references in the text need only state the author(s) and the publication date, e.g. Conflict within the marketing channel required its own definitions, and one of the first of these was established by Stern and Gorman (1969). If the bibliography contains two or more publications by the same author(s) in the same year, identify them as 1969a, 1969b, etc. 3 UCLAN FIRE www.uclan.ac.uk/fire If the text does make references to books/articles in this way, then the bibliography should put the publication date after the author's name, rather than at the end, e.g. Crane, D., 1972. Invisible Colleges. Chicago: University of Chicago Press. Finally, minor differences from the above conventions may be found, as between one published bibliography and another, but these are unimportant; what does matter is that consistency in following one set of conventions is ensured. Not only should the information in the bibliography be correct in every detail (author's name and initials, publisher's name, etc.), but complete typographical accuracy - spacing, punctuation, etc. is also very important. Thorough proof-reading is essential here, as in the rest of the text, and is a measure of the care that has been taken; conversely, a text full of `typos' (typographical errors), misspellings, inconsistencies, etc. is not only evidence of carelessness but also very irritating for the audience - the reader - and thus obviously counter-productive. Plagiarism The use of work produced for another purpose by you, working alone or with others, must be acknowledged. Copying from the works of another person (including Internet sources) constitutes plagiarism, which is an offence within the University’s regulations. Brief quotations from the published or unpublished works of another person, suitably attributed, are acceptable. You must always use your own words except when using properly referenced quotations. You are advised when taking notes from books or other sources to make notes in your own words, in a selective and critical way. The presentations will take place during the central examination weeks in Semester two. The presentation is worth 20% of the total module assessment. Learning outcomes This assessment will test your ability to meet the learning outcomes as described in your module booklet, specifically: 1. Identify an area of research and define the objectives of an investigation with the use of appropriate evidence and other supporting information. 4. Demonstrate an in-depth knowledge of subject area. 6. Disseminate research outcomes and communicate arguments logically and clearly. Assessment Criteria For more information please see the marking guide at Appendix 1 4 UCLAN FIRE www.uclan.ac.uk/fire Appendix 1 Presentation Assessment Sheet This sheet is an example of the type of assessment sheet that will be used for the assessment of all assessed student presentations in the School, including both individual and group-based assessments. Where more than one tutor is present at the session, a separate sheet will be completed blind by each member of staff and an agreed mark negotiated at the end of the session. Students will normally receive a copy of the sheet no later than one week following the presentation date. Assessment Criteria - Marking Scheme: Mark (70% A thorough understanding of the theoretical and practical concepts of the upwards) research process. Evidence of a clear understanding of the current position of research on this subject. Exceptional skills in the presentation of information. Mark (60-70%) Mark (50-59%) Mark (40-49%) Exceptional presentation, clearly informing audience of study whilst engaging them with subject material. A firm grasp of the research process, with a clear research question and a reflective understanding of an evolving methodology which is well justified. Evidence of a wide ranging and appropriate review of literature. An ability to present information clearly. Correct use of the Harvard referencing system. Good use of text and images. Enthusiastic and engaging presentation with good vocal performance. A greater depth of understanding and evidence of research, clearer research question and an understanding of the research process.. Some justification of the methodology and evidence of an appropriate review of literature. Evidence of ability to present information. Mainly correct use of the appropriate referencing system. Keeps to time and has a satisfactory quality of visual material. The presentation meets all the requirements of the assignment brief with some relevant information. There is a tendency to provide unsubstantiated statements and the research question is not clearly stated. There is a weak literature review and poorly justified methodology. Tendency to produce unsubstantiated statements. Limited ability to present information. Poor use of the referencing system. Does not keep to time (not within 5 minutes), poor quality of visual material. Significant use of notes and lack of eye contact. Overall performance lacking. Mark Fail (0- The presentation does not meet the requirements of the assignment brief. There 39) is a tendency to provide unsubstantiated statements and the research question is not clearly stated. There a weak literature review and no methodology. Limited ability to present information. Poor use of the appropriate referencing system. Does not keep to time (not within 5 minutes), poor quality of visual material. Significant use of notes and lack of eye contact. Overall performance lacking. 5 UCLAN FIRE www.uclan.ac.uk/fire Overall Comments Grade ……………………………………………………… Tutor’s Signature ………………………………………… Moderator’s Signature ………………………………….. Date ……………………………………………………….. 6 UCLAN FIRE www.uclan.ac.uk/fire Student…………………………………………… Academic Level 6 Classification Grade Outstanding 70 – 100% Relevance Knowledge Analysis Argument & Structure Originality 20% Directly relevant to title. Able to address the implications, assumptions and nuances of the title. 20% Makes effective use of a comprehensive range of theory and practice knowledge. 15% A comprehensive analysis of the material resulting in clear and illuminating conclusions. 20% Coherent and logically structured, making creative use of an appropriate mode of argument and/or theoretical model. 15% Distinctive work showing independent thought and critical engagement with alternative views. 10% A very well written answer with standard spelling and syntax. Good analysis of the material resulting in clear and logical conclusions. Generally coherent and logically constructed. Contains some distinctive or independent thinking. Well written with standard spelling and syntax. Beginning to formulate an independent position Style is lucid utilising an appropriate format and bibliographical apparatus. Sound work which expresses a personal position, often in broad terms and tends towards uncritical conformity to one or more standard views of the topic. Competently written with only minor lapses from standard spelling and syntax. Largely Generally competent writing although intermittent lapses from standard syntax and spelling and pose occasional obstacles for the reader. Relevance to practice is thoroughly and explicitly addressed. Above average 6069% Directly relevant to title. Is able to demonstrate effective practice relevance. Average 5059% Generally addresses the title, sometimes addresses irrelevant issues. Relevance to practice effectively addressed, may be implicit in places. Below Average 4149% Some degree of irrelevance to the title. Superficial consideration of the issues. Relevance to practice tends towards superficiality and is largely implicit. Demonstrates ability in the manipulation and transfer of subject material to demonstrate a solid understanding of the issues in both theory and practice. Makes effective use of good theory and practice knowledge. Manipulates and transfers some material to demonstrate a clear grasp of the themes, questions and issues in theory and practice. Adequate knowledge of a fair range of relevant theoretical and practice related material with evidence of an appreciation of its significance. Uses an appropriate mode of argument or theoretical model. Adequate analytical treatment, with occasional descriptive or narrative passages which lack clear analytical purpose. Conclusions are clear. Adequate knowledge of a limited range of relevant theoretical and practice related material with intermittent evidence of an appreciation of its significance. Evidence of analytical ability. Intermittent passages of descriptive or narrative material which lack clear analytical purpose. Conclusions are not always clear and logical. 7 Adequate attempt to construct a coherent argument, but may suffer loss of focus and consistency. Issues at stake may lack clarity or theoretical models couched in simplistic terms. Some attempt to construct an argument is evident but it lacks sufficient clarity and coherence. Issues at stake are only vaguely stated. derivative. Attempts to present a personal view, but only in broad terms. Is largely uncritical and conforms to one or more standard views. Presentation Style is lucid and resourceful with an appropriate bibliographical apparatus. Style is readable with acceptable format and bibliographical status. Format and bibliography is generally error free and acceptable. UCLAN FIRE www.uclan.ac.uk/fire Bare Pass 40% Some degree of irrelevance to the title is common. Only the most obvious issues are addressed at a superficial level and in unchallenging terms. Basic understanding of a limited range of relevant theoretical and practice related material. Largely descriptive or narrative in style with limited evidence of analytical capability. Conclusions are not always clear or logical . Fail 0-39% Relevance to practice is superficially addressed and rarely made explicit Relevance to the title is intermittent or missing. The topic is reduced to its vaguest and least challenging terms. Relevance to practice is barely considered or not at all. A limited understanding of a narrow range of relevant theoretical and practice related material or a lack of basic knowledge in either or both theory and practice necessary for an understanding of the topic Heavy dependence on description and/or narrative. Paraphrase is common. Evidence of analysis is lacking. Clear and logical conclusions are sparse 8 A basic argument is evident but tends to be supported by assertion and lacks proper development. Coherence and clarity are evident only intermittently Little evidence of coherent argument. There is a lack of development and the work may be repetitive and/or thin. Largely derivative. No personal view is adequately formulated Wholly uncritical and conforming to one or more standard views. Almost wholly derivative. The writer’s contribution rarely goes beyond simplifying paraphrase. No evidence of personal thought. Style of presentation makes reading difficult. Deficiencies in spelling, syntax, format or bibliographical apparatus impact significantly upon clarity. Poorly written with numerous deficiencies in syntax, spelling, expression and presentation. The writer may achieve clarity (if at all) only by using simplistic or repetitious style.
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer


Anonymous
I was struggling with this subject, and this helped me a ton!

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Related Tags