VALID THRU: 27-Sep-2024

Demonstrate critical understanding of theoretical and methodological perspectives relevant to an investigation of our chosen research topic

The price quoted is for 7000 words compelete assessment, ready for final submission.

Independent Project in Health and in Social Care - ASS118-3

Key assignment details
Unit title & code	Independent Project in Health and in Social Care - ASS118-3
Assignment number and title	Two – Independent Project
Assignment type	PJ-Proj
Weighting of assignment	80%
Size or length of assessment	7000 words
Unit learning outcomes	1. Demonstrate the following knowledge and understanding Demonstrate critical understanding of theoretical and methodological perspectives relevant to an investigation of our chosen research topic 2. Demonstrate the following skills and abilities Synthesise, evaluate and defend the findings of your research and communicate the results in a focused, logically organised, appropriately concluded format and referenced according to the format and standard of the Harvard system

What am I required to do in this assignment?

You are required to write a 7,000 word Independent Project (there is a 10% leeway so you can write between 6,300 words and 7,700 words), using one of the following methods:

Substantive literature review
Desktop research - secondary analysis project that addresses a proposition you wish to analyse in-depth
Content Analysis of policy documents, print media, social media, TV and/or film
A Discourse Analysis

What do I need to do to pass? (Threshold Expectations from UIF)

In order to pass Assessment 2 you will need to:

Produce a 7,000 word Research Project that is focused, logically structured, convincingly conclusive, referenced according to the format and standard of the Harvard system and that applies critical knowledge of relevant theoretical frameworks with evidence of critical appraisal and synthesis.
Produce a comprehensive literature section/paper of the chosen area which displays a critical grasp of the findings and theoretical frameworks of that literature.
Selecting appropriate methods, providing a rationale for their selection, applying these methods, presenting the data obtained in an appropriate format, evaluating the limitations of the chosen methods, addressing and resolving ethical issues and drawing conclusions from the data.
Demonstrate critical understanding of theoretical and methodological perspectives relevant to an investigation of our chosen research topic

How do I produce high quality work that merits a good grade? Independent Project in Health and in Social Care - ASS118-3

Your project must include the following sections:

• Title page (with the title of research/research question, student number and word count)

• Abstract (approx. 200 words)

• Table of contents

• Introduction (research question, aims and objectives, background, a brief introduction of methodology, theory, relevant policy, and a paragraph outlining the project structure).

• A separate section on theory or policy (e.g. history of policy development) after introduction, rather than including them in the Introduction chapter. This section is optional but theory and policy should be properly discussed in relation to your research topic, either in the introduction or in a separate section.

• Research Method – the discussion of the method you chose, your search strategy, ethics.

• Findings – present themes you found through the analysis of the literature (and other types of sources, depending on your research method). This section must provide answers to your question.

• Discussion – link your discussion to theory. Also think about what your findings mean to policy and practice.

• Conclusions (and recommendations/suggestions).

• References (Harvard referencing system must be used)

You must use a minimum of 20 academic sources (i.e. peer-reviewed journal articles and academic books) in order to pass.

Your work must be Word processed, double spaced, Arial 11 Font. You must number the pages and you must also include a word count. Please do not use Internet Explorer to upload your work – occasionally it uploads a blank document if you do not close the file properly before uploading it.

Ensure that you include your in-text references. In all cases, in-text citations must match up with what appears in your reference list. Every in-text citation should correspond to a reference on the list at the end (and vice versa).

You must write in your own words. You are reminded that plagiarism of any type will be penalised and result in a fail

How does this assignment relate to what we are doing in scheduled sessions?

You are expected to work independently for the assessments on this unit and seek advice from your supervisor regarding the direction of your research.

However, the lectures and seminars on the unit will provide you guidance about the key tasks you are expected to address for your independent project, namely, formulating a research question, choosing the right method, applying a theory, literature searches, critical review and analysis, developing themes, writing the discussion section and the conclusions and recommendations. Demonstrate critical understanding of theoretical and methodological perspectives relevant to an investigation of our chosen research topic

How will my assignment be marked? Independent Project in Health and in Social Care - ASS118-3
Your assignment will be marked according to the threshold expectations and the criteria on the following page. You can use them to evaluate your own work and consider your grade before you submit.

How will my assignment be marked? Independent Project in Health and in Social Care - ASS118-3

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

	70%+ (Ist Class)	60-69% (2:1)	50-59% (2:2)	40-49% (3^rd Class) Threshold Standard	35-39% (Fail)	0-34% (Fail)
1 Research question and theory 20%	The student formulated an excellent clear, focused, feasible research question and provides a strong rationale for the proposed research. An appropriate theory has been chosen. Work demonstrates high level of understanding of the link between theory and the research project.	The student formulated a clear, focused, feasible research question and provides some rationale for the proposed research. An appropriate theory has been chosen. Work demonstrates some good understanding of the link between theory and the research project.	The student identified a research question and provides some rationale for the proposed research but the question is descriptive, too broad or needs to be refined. An appropriate theory has been chosen. Work demonstrates some understanding of the link between the theory and the project.	The student identified a research question but the question is poorly constructed, difficult to understand or not suitable for an undergraduate research project. Chosen theory not appropriate and/or work demonstrates limited understanding of the link between the theory and the project.	There is some engagement with the task. There is weak understanding of the learning outcomes and the task. The research question and rationale for the proposed research not clearly stated and addressed	A very limited engagement with the task. The understanding of the task is poor. The research question and rationale for the proposed research is vague. Learning outcomes not met
2 Research Method- 10%	The student chose an appropriate research method among the four methods allowed, demonstrates excellent understanding of what the method entails, and clearly explains the search strategy, methods of analysis and the ethics.	The student chose an appropriate research method among the four methods allowed and clearly explains the search strategy but there is not enough discussion of the methods of analysis and/or the ethics.	The student chose an appropriate research method among the four methods allowed and provides some explanation of the chosen method. However, there is little discussion of, or inaccurate information on, one of the following: search strategy, the methods of analysis and/or the ethics.	One of the four methods allowed is chosen but work demonstrates little understanding of what the method entails. There is a lack of discussion of, or inaccurate information on, two or more of the following: the search strategy, methods of analysis and/or the ethics.	A weak understanding of research method, data analysis and ethics. The link to research aims, objectives and question is unclear. Sufficiently demonstrated	A very poor understanding of research method, data analysis and ethics. The link to research aims, objectives and question is poor. The work shows a lack of understanding of the learning outcomes.
3 Findings and discussion- Total 30%	The student identified key themes that clearly answer the question and presented them in a logical manner using research evidence. There is in-depth discussion of the implications of the findings in relation to theory, policy, practice and/or wider literature. The work contains clear evidence of critical analysis.	The work presents key themes using appropriate research evidence. There is some good understanding of the research topic. Critical analysis has been clearly attempted but evidence of critical analysis is not always visible in writing. The student made a clear effort to link the key findings to theory, policy, practice and/or wider literature.	The work presents key themes using appropriate research evidence but the discussion of the findings is largely descriptive and/or the findings are not logically presented. There is some discussion of the implications of the findings in relation to theory, policy, practice and/or wider literature.	Themes are not identified or themes are not directly related to the research question. Some basic understanding of the topic demonstrated. The work is descriptive and there is little sign of critical analysis. There is little attempt to link the findings to theory, policy and/or wider literature.	There is weak engagement with findings, theories, models and perspectives and application of theory to proposed research.	A very poor understanding of theories, models and perspectives. No link between theory and proposed research – no findings or discussion of findings presented.
4 Written expression and structure 20%	The work is both highly literate and articulate; the student communicates her/his ideas effectively. Sentences are clear, accurate and expressive. There are very few grammatical or spelling errors.	The work is largely written in clear and effective English, however there may be poor choices of words and phrasing and some uncorrected errors.	The student’s writing is generally comprehensible. There are some grammatical and spelling errors and poor choice of words and phrasing.	Expression is often unclear and meanings may not be satisfactorily communicated. There are regular errors of grammar, spelling and punctuation that should have been addressed by this stage.	The written expression does not communicate clear ideas. . There are regular errors of grammar, spelling and punctuation. The structure is weak.	Expression is generally poor, with regular errors of grammar, spelling and punctuation. Poorly structured
5 Referencing and the use of literature- 20%	20 or more relevant academic sources are used and the sources are referenced according to the Harvard style both in the reference list and the text of the work.	20 or more relevant academic sources are used. The student made a good attempt to reference the sources according to the Harvard style but there are occasional referencing mistakes.	17 or more relevant academic sources and other credible sources are used (in total, over 20 sources are used). There are some referencing mistakes, but the sources are referenced according to the Harvard style both in the reference list and the text of the work.	15 or more relevant academic sources are used. There are a number of referencing mistakes, although a clear attempt has been made to reference the sources according to the Harvard style.	Poor understanding of the Harvard system. There are numerous referencing and citation errors.	The referencing and citation is very inadequate for this level. Lack of understanding and engagement with academic sources.

70%+ (Ist Class)

60-69% (2:1)

50-59% (2:2)

40-49% (3^rd Class)

Threshold Standard

35-39% (Fail)

0-34% (Fail)

Research question and theory

20%

The student formulated an excellent clear, focused, feasible research question and provides a strong rationale for the proposed research.

An appropriate theory has been chosen. Work demonstrates high level of understanding of the link between theory and the research project.

The student formulated a clear, focused, feasible research question and provides some rationale for the proposed research.

An appropriate theory has been chosen. Work demonstrates some good understanding of the link between theory and the research project.

The student identified a research question and provides some rationale for the proposed research but the question is descriptive, too broad or needs to be refined. An appropriate theory has been chosen. Work demonstrates some understanding of the link between the theory and the project.

The student identified a research question but the question is poorly constructed, difficult to understand or not suitable for an undergraduate research project.

Chosen theory not appropriate and/or work demonstrates limited understanding of the link between the theory and the project.

There is some engagement with the task. There is weak understanding of the learning outcomes and the task. The research question and rationale for the proposed research not clearly stated and addressed

A very limited engagement with the task. The understanding of the task is poor. The research question and rationale for the proposed research is vague. Learning outcomes not met

Research

Method-

10%

The student chose an appropriate research method among the four methods allowed, demonstrates excellent understanding of what the method entails, and clearly explains the search strategy, methods of analysis and the ethics.

The student chose an appropriate research method among the four methods allowed and clearly explains the search strategy but there is not enough discussion of the methods of analysis and/or the ethics.

The student chose an appropriate research method among the four methods allowed and provides some explanation of the chosen method. However, there is little discussion of, or inaccurate information on, one of the following: search strategy, the methods of analysis and/or the ethics.

One of the four methods allowed is chosen but work demonstrates little understanding of what the method entails. There is a lack of discussion of, or inaccurate information on, two or more of the following: the search strategy, methods of analysis and/or the ethics.

A weak understanding of research method, data analysis and ethics. The link to research aims, objectives and question is unclear. Sufficiently demonstrated

A very poor understanding of research method, data analysis and ethics. The link to research aims, objectives and question is poor. The work shows a lack of understanding of the learning outcomes.

Findings and discussion-

Total 30%

The student identified key themes that clearly answer the question and presented them in a logical manner using research evidence.

There is in-depth discussion of the implications of the findings in relation to theory, policy, practice and/or wider literature. The work contains clear evidence of critical analysis.

The work presents key themes using appropriate research evidence. There is some good understanding of the research topic.

Critical analysis has been clearly attempted but evidence of critical analysis is not always visible in writing.

The student made a clear effort to link the key findings to theory, policy, practice and/or wider literature.

The work presents key themes using appropriate research evidence but the discussion of the findings is largely descriptive and/or the findings are not logically presented.

There is some discussion of the implications of the findings in relation to theory, policy, practice and/or wider literature.

Themes are not identified or themes are not directly related to the research question. Some basic understanding of the topic demonstrated.

The work is descriptive and there is little sign of critical analysis. There is little attempt to link the findings to theory, policy and/or wider literature.

There is weak engagement with findings, theories, models and perspectives and application of theory to proposed research.

A very poor understanding of theories, models and perspectives. No link between theory and proposed research – no findings or discussion of findings presented.

Written expression and structure

20%

The work is both highly literate and articulate; the student communicates her/his ideas effectively. Sentences are clear, accurate and expressive. There are very few grammatical or spelling errors.

The work is largely written in clear and effective English, however there may be poor choices of words and phrasing and some uncorrected errors.

The student’s writing is generally comprehensible. There are some grammatical and spelling errors and poor choice of words and phrasing.

Expression is often unclear and meanings may not be satisfactorily communicated. There are regular errors of grammar, spelling and punctuation that should have been addressed by this stage.

The written expression does not communicate clear ideas. . There are regular errors of grammar, spelling and punctuation. The structure is weak.

Expression is generally poor, with regular errors of grammar, spelling and punctuation. Poorly structured

Referencing and the use of literature-

20%

20 or more relevant academic sources are used and the sources are referenced according to the Harvard style both in the reference list and the text of the work.

20 or more relevant academic sources are used. The student made a good attempt to reference the sources according to the Harvard style but there are occasional referencing mistakes.

17 or more relevant academic sources and other credible sources are used (in total, over 20 sources are used). There are some referencing mistakes, but the sources are referenced according to the Harvard style both in the reference list and the text of the work.

15 or more relevant academic sources are used. There are a number of referencing mistakes, although a clear attempt has been made to reference the sources according to the Harvard style.

Poor understanding of the Harvard system. There are numerous referencing and citation errors.

The referencing and citation is very inadequate for this level. Lack of understanding and engagement with academic sources.

	70%+ (Ist Class)	60-69% (2:1)	50-59% (2:2)	40-49% (3^rd Class) Threshold Standard	35-39% (Fail)	0-34% (Fail)
1 Research question and theory 20%	The student formulated an excellent clear, focused, feasible research question and provides a strong rationale for the proposed research. An appropriate theory has been chosen. Work demonstrates high level of understanding of the link between theory and the research project.	The student formulated a clear, focused, feasible research question and provides some rationale for the proposed research. An appropriate theory has been chosen. Work demonstrates some good understanding of the link between theory and the research project.	The student identified a research question and provides some rationale for the proposed research but the question is descriptive, too broad or needs to be refined. An appropriate theory has been chosen. Work demonstrates some understanding of the link between the theory and the project.	The student identified a research question but the question is poorly constructed, difficult to understand or not suitable for an undergraduate research project. Chosen theory not appropriate and/or work demonstrates limited understanding of the link between the theory and the project.	There is some engagement with the task. There is weak understanding of the learning outcomes and the task. The research question and rationale for the proposed research not clearly stated and addressed	A very limited engagement with the task. The understanding of the task is poor. The research question and rationale for the proposed research is vague. Learning outcomes not met
2 Research Method- 10%	The student chose an appropriate research method among the four methods allowed, demonstrates excellent understanding of what the method entails, and clearly explains the search strategy, methods of analysis and the ethics.	The student chose an appropriate research method among the four methods allowed and clearly explains the search strategy but there is not enough discussion of the methods of analysis and/or the ethics.	The student chose an appropriate research method among the four methods allowed and provides some explanation of the chosen method. However, there is little discussion of, or inaccurate information on, one of the following: search strategy, the methods of analysis and/or the ethics.	One of the four methods allowed is chosen but work demonstrates little understanding of what the method entails. There is a lack of discussion of, or inaccurate information on, two or more of the following: the search strategy, methods of analysis and/or the ethics.	A weak understanding of research method, data analysis and ethics. The link to research aims, objectives and question is unclear. Sufficiently demonstrated	A very poor understanding of research method, data analysis and ethics. The link to research aims, objectives and question is poor. The work shows a lack of understanding of the learning outcomes.
3 Findings and discussion- Total 30%	The student identified key themes that clearly answer the question and presented them in a logical manner using research evidence. There is in-depth discussion of the implications of the findings in relation to theory, policy, practice and/or wider literature. The work contains clear evidence of critical analysis.	The work presents key themes using appropriate research evidence. There is some good understanding of the research topic. Critical analysis has been clearly attempted but evidence of critical analysis is not always visible in writing. The student made a clear effort to link the key findings to theory, policy, practice and/or wider literature.	The work presents key themes using appropriate research evidence but the discussion of the findings is largely descriptive and/or the findings are not logically presented. There is some discussion of the implications of the findings in relation to theory, policy, practice and/or wider literature.	Themes are not identified or themes are not directly related to the research question. Some basic understanding of the topic demonstrated. The work is descriptive and there is little sign of critical analysis. There is little attempt to link the findings to theory, policy and/or wider literature.	There is weak engagement with findings, theories, models and perspectives and application of theory to proposed research.	A very poor understanding of theories, models and perspectives. No link between theory and proposed research – no findings or discussion of findings presented.
4 Written expression and structure 20%	The work is both highly literate and articulate; the student communicates her/his ideas effectively. Sentences are clear, accurate and expressive. There are very few grammatical or spelling errors.	The work is largely written in clear and effective English, however there may be poor choices of words and phrasing and some uncorrected errors.	The student’s writing is generally comprehensible. There are some grammatical and spelling errors and poor choice of words and phrasing.	Expression is often unclear and meanings may not be satisfactorily communicated. There are regular errors of grammar, spelling and punctuation that should have been addressed by this stage.	The written expression does not communicate clear ideas. . There are regular errors of grammar, spelling and punctuation. The structure is weak.	Expression is generally poor, with regular errors of grammar, spelling and punctuation. Poorly structured
5 Referencing and the use of literature- 20%	20 or more relevant academic sources are used and the sources are referenced according to the Harvard style both in the reference list and the text of the work.	20 or more relevant academic sources are used. The student made a good attempt to reference the sources according to the Harvard style but there are occasional referencing mistakes.	17 or more relevant academic sources and other credible sources are used (in total, over 20 sources are used). There are some referencing mistakes, but the sources are referenced according to the Harvard style both in the reference list and the text of the work.	15 or more relevant academic sources are used. There are a number of referencing mistakes, although a clear attempt has been made to reference the sources according to the Harvard style.	Poor understanding of the Harvard system. There are numerous referencing and citation errors.	The referencing and citation is very inadequate for this level. Lack of understanding and engagement with academic sources.