Comparison Of Judaism And Christianity :: essays research papers

There are many substantial and vital distinctions between Judaism and Christianity. Of course there are many similarities, primarily because Christianity emerged from Judaism. However, the emergence was not a direct line. Christianity broke from Judaism, forming a new religion, so it is misleading, however comfortable the thought might be, to believe that the two religions are essentially the same, or to see Christianity as the natural continuation of Judaism. Judaism's central belief is that the people of all religions are children of God, and therefore equal before God. All people have God's love, mercy, and help. In particular, Judaism does not require that a person convert to Judaism in order to achieve salvation. The only requirement for that, as understood by Jewish people, is to be ethical. While Judaism accepts the worth of all people regardless of religion, it also allows people who are not Jewish but who voluntarily wish to join the Jewish people to do so. GodJudaism insists on a notion of monotheism, the idea that there is one God. As Judaism understands this idea, God cannot be made up of parts, even if those parts are mysteriously united. The Christian notion of trinitarianism is that God is made up of God the Father, God the Son, and God the Holy Spirit. Such a view, even if called monotheistic because the three parts are, by divine mystery, only one God, is incompatible with the Jewish view that such a division is not possible. The Jewish revolutionary idea is that God is one. This idea allows for God's unity and uniqueness as a creative force. Thus, for Jewish people, God is the creator of all that we like and all that we don't. There is no evil force with an ability to create equal to God's. Judaism sees Christianity's trinitarianism as a weakening of the idea of God's oneness. Jewish people don't have a set group of beliefs about the nature of God; therefore, there is considerable, and approved, debate within Judaism about God. However, all mainstream Jewish groups reject the idea of God's having three parts. Indeed, many Jewish people see an attempt to divide God as a partial throwback, or compromise with, the pagan conception of many gods. The Jewish View of JesusTo Christians, the central tenet of their religion is the belief that Jesus is the Son of God, part of the trinity, the savior of souls who is the messiah.

The Secret of Ella and Micha Chapter 18

Ella Micha won't text me back and it's eating away at my mind. I need to find out where he is, but Caroline's making it difficult. She's a photographer and wants to take pictures of the different views of our town. I take her to the lake first because it's the sunnier side of town, and pull over in a few different turnouts that give her various views. When we reach the bridge, she gets really enthusiastic and wants pictures of it too. â€Å"It has so much history to it,† she says. â€Å"And it probably carries a lot of memories for people.† I wonder if Caroline is a mind reader on top of a photographer. A thin cloud of dust surrounds us as I tap the brakes and park the car just at the brink of the bridge and she hops out with her camera bag on her shoulder. Lila and I trek after her, taking our sweet time, but I halt at the line that splits the road from the bridge. â€Å"So is this the bridge?† Lila asks, watching me through her sunglasses. I stare at the spot on the ground where Micha and I stood kissing in the rain. â€Å"Yeah, this is the bridge.† With a quiver in my heart, I step onto the concrete and walk up to the railing. Gripping the bar, I gaze out at the lake, glistening in the sunlight, so much brighter than that rainy night. Caroline clicks her camera, getting the lake at every angle while Lila roams to the other side. The wind blows through my hair and I shut my eyes, going back to that night. I'd been cleaning out my mom's medicine cabinet earlier that morning and had come across the bottle of pills she'd taken to keep her delusions under control. I'd wondered if they'd worked for her and how they made her mind see life. So I took one to see for myself and then headed off with Micha to a party. As soon as I'd climbed in his car, he'd sensed something was off with me. â€Å"You look out of it,† he said. â€Å"Maybe we should just stay in tonight.† I shook my head and motioned for him to drive. Frowning, he drove us to the party, but he kept a close eye on me almost the entire night, following me like a puppy. Usually, I didn't mind, but I grew restless with the desire to figure out what the hell my mother was thinking. So when Micha got preoccupied by a girl, I cornered Grantford and asked him to drive me to the bridge. He had happily obliged, thinking he was going to get some. When we arrived at the bridge it was raining buckets of water. I thanked him politely and told him he could go. He was pissed and started yammering something about why the hell did he drive me out here. I shrugged and slammed the door shut, stepping out into the rain. He spun away from the bridge, the tires of his pickup kicking up gravel and mud all over my boots. I walked over to the railing and stepped up onto the curb, observing the water through the veil of rain. But it wasn't close enough, so I stepped up onto the beam just like I remembered her doing. It still didn't make sense why she did it – why she thought she could fly and I don't think it ever will. I jerk away from my reminiscing and concentrate on Caroline, who's still snapping pictures, with the long lens of her camera close to my face. â€Å"You're a deep thinker,† she remarks and clicks her camera again. â€Å"And you photograph well.† I shake my head. â€Å"No, I'm not. Not really.† She snaps another picture and moves the camera away. â€Å"As a photographer I get to see through a totally different eye. I think it makes me see people differently – more clearly.† â€Å"Like a mirror?† â€Å"Yeah, kind of.† She turns the lens toward the lake and starts snapping pictures of it. I recline against the railing and scroll through my messages. I only have one, Micha's voicemail from a few weeks ago. I decide maybe it's time. I press dial and put it up to my ear. â€Å"Hey Ella, it's Micha,† he says nervously, unlike himself, and sighs â€Å"Well, that was a stupid opening line, so pretend you didn't hear that.† A smile tugs at the corners of my lips. That sounds more like him. â€Å"Anyway, I'm kind of irritated that you just took off and haven't called.† He pauses and I can hear Ethan in the background. â€Å"Actually, I'm fucking pissed off. I don't even know what to say. You just bail after everything we've been through. Do you know how crazy I've been wondering where you were or if you were even alive? My heart compresses in my chest. I've never heard him so upset. â€Å"You just bailed out on everyone and people need you, even if you don't think so. Grady's sick – he has cancer and†¦Ã¢â‚¬  He inhales a shaky breath. â€Å"I still love you†¦ I don't know what else to say and there's probably not even a point of saying anymore†¦ you won't call me back.† It clicks and the message ends. It's not what I was imagining. I'd never once looked at it from his side – how worried he must have been. I send him another text, but again, he doesn't respond. *** One week passes and I still don't hear from Micha. He won't call me or answer my texts, and his phone is going straight to voicemail. His mom has no idea where he is either and she's starting to get really worried. Ever since I returned from the bridge, little images of what happened when Micha picked me up that night have been flickering through my head. Something infinite happened that night, not with Micha, but with me. I arrive at the conclusion, while I'm sitting out on my porch, staring at his vacant driveway, that it's time to get to the bottom of what's going on with Micha. There is only one person I could think of who might know where he is. Ethan. And I need backup. â€Å"What are we trying to get out of him?† Lila asks as I drive up to the shop Ethan works at. â€Å"Where Micha is.† I tell her, putting the shifter into park. â€Å"And I think Ethan might know.† Her forehead scrunches as she eyes the open garage door. Ethan is behind a car being worked on, tossing a screwdriver and catching it like a baseball. â€Å"But why am I here?† â€Å"Because you're my backup.† â€Å"And what exactly is it you want me to do?† â€Å"I'm not sure yet.† I bite my nail, assessing the situation. Ethan is dressed in a nice pair of jeans and plaid button-down shirt, not his work clothes, which means he can leave if he wants to and he probably will, making this as difficult as possible. Especially if Micha told him not to tell me. He tips his head back and laughs at something his dad said. Then his eyes find my dad's Firebird and his expression drops. I open the door and he throws down the tool and runs through the shop. I jog across the gravel and swing open the front door, leaving Lila behind. Sitting behind the counter is Mrs. Gregory, Ethan's mother who has the same dark hair and brown eyes as Ethan. She looks up quickly from a magazine and her eyes brighten. â€Å"Ella, is that you?† She gets up from the stool and rounds the counter to give me a hug. â€Å"I didn't know you were back, honey.† â€Å"For the summer, I am.† My eyes skim the room and the shop. â€Å"Is Ethan in there?† She points over her shoulder. â€Å"He just ran back into the storage room. You want me to go get him?† â€Å"Would you mind if I did?† I ask politely. â€Å"Sure, hun.† She steps aside and lets me behind the counter. The storage room is lined with rows and rows of shelves holding parts for cars. It's quiet, dark, and the sink has a drip. â€Å"Ethan,† I say, shutting the door quietly behind me. â€Å"I know you're in here.† â€Å"I hear a shuffle from the back corner diagonal from me. I hurry down the tire aisle, peeking through the shelf, and catch him running up the other side. I skitter backwards, hoping to cut him off at the end by the door. â€Å"Ethan will you please talk to me?† My voice echoes back at me. Looking left then right, I exit the aisle. â€Å"Look, I know he told you where he went, so will you please just tell me†¦ or at least tell me if he's okay.† He suddenly reveals himself from an aisle a few rows down. â€Å"He told me not to tell you where he was.† I press my lips together at the sting in my heart. â€Å"I need to know. I'm worried about him.† He props his elbow on the edge of a shelf. â€Å"Well, now you know how he's felt for the last eight months.† The painful feeling of reality sinks in. â€Å"Please, please, will you just tell me where he is. It's killing me not knowing.† He eyes me over, like he's hunting for my sincerity. â€Å"He went to see his dad.† My jaw almost hits the floor. â€Å"When did he find out where his dad was?† Ethan sighs and leans against the shelf. â€Å"He started calling the house a few weeks ago, asking to talk to Micha. Micha wouldn't talk to him, but then a few days ago, he finally decided it was time to go see him.† â€Å"Is he still with his dad?† I ask. He hesitates. â€Å"No†¦ Let's just say the visit didn't go very well.† I force the lump in my throat down. â€Å"Is he okay?† â€Å"I'm not sure†¦.He was staying with some of our old friends over at Farrows Park the last time I talked to him.† â€Å"Is he coming back?† â€Å"Again, I'm not sure.† I sink to the cold concrete floor and let my head fall into my hands. â€Å"Why didn't he tell me?† Ethan puffs out a loud breath and sits down beside me. â€Å"Because he didn't want you dealing with his problems on top of your own. He worries about you all the time. It's kind of annoying.† I raise my head and scowl at him. He chuckles and nudges me with his elbow. â€Å"What? I'm the one who's had to listen to him talk about you for the last eight months. At one point, I almost stabbed my ears out just so I didn't have to hear it.† I give a gentle pat to his knee. â€Å"Pretend all you want. You're not as bad of a guy as you want people to think.† He comprehends the deeper meaning to my words. â€Å"Yeah, yeah, say what you want, but deep down, I'm just your average douche bag, like every other guy out there.† Laughing, we get up and go out to the lobby, where there's a guy waiting at the front counter. He walks me to the door and stares out at Lila sitting out on the hood of my car examining her watch. â€Å"So what are you going to do?† he asks as I push open the door. â€Å"I'm not sure yet,† I say. â€Å"I doubt you're going to tell me where the house is that he's staying at.† â€Å"I don't think it'd be a good idea for you to go there. He needs to clear his head.† He backs up toward the register with his hands stuffed into his pockets. â€Å"I got customers to take care of.† I meet Lila at the car and she slides off the hood. â€Å"Did he tell you anything?† We climb in the car and I quickly explain to her the vague details of what happened. â€Å"So where are we going?† she asks, buckling her seatbelt. The sunlight sparkles through the windshield and into my eyes. â€Å"We're going home.† *** A couple more days drag by and I still don't hear anything from Micha. It baffles me how much I miss him, but I do my best to keep busy, not wanting to get sucked up in the loneliness and worry. Dean and Caroline went home about a week ago. Caroline told me they'd come back to visit before the summer was over or she would at least see me again at the wedding, which is in October. Lila is out for the day with Ethan, not on a date, something they both insisted when I brought it up. My dad is locked in his room. He had a rough night and got into a fight. I received a call from Denny at two o'clock in the morning telling me to come pick him up. Deciding I need a break from my house, I peek in on my dad who is fast asleep, and then drive over to Grady's house. Amy's car is parked in front of the trailer and the front door is wide open, swaying in the wind a little. I hop out of the car as she walks outside with a bag over her shoulder and a box of Grady's stuff in her arms. I fear the worst has happened. â€Å"Is everything okay?† She sighs, transferring the box to the side of her hip to free her hand so she can get the car door open. â€Å"He caught a bad case of pneumonia and he's been taken to the hospital over in Monroe.† I brace my hand on the trunk of the car for support. â€Å"Is he okay?† Shaking her head, she sets the box on the seat and slams the door shut with her hip. â€Å"His body's already fightin' cancer. This just makes things worse.† â€Å"I need to go see him,† I mumble and turn for my car. â€Å"He can't have visitors right now, Ella,† she says empathetically. â€Å"His immune system's too low.† I frown. â€Å"Will you let me know when he can?† She gives me a small smile, but there's something in her eyes I don't like. â€Å"Yeah, hun. I will.† As I back down the driveway, watching her lock up, I feel helpless and out-of-control. I want to run away, back to Vegas, or somewhere else equally as far away, so I won't have to feel it. But I don't. *** I try not to stress too much about Grady, but my thoughts keep drifting to him. Whether he's in a hospital bed with sterilized walls? Or did Amy take a box of his stuff to fix it up for him? â€Å"What song is this?† Lila is lying on her stomach in my bed, flipping through the pages of a magazine. â€Å"‘Black Sun' by Jo Mango,† I say, sharpening one of my charcoal pencils over the garbage in my bedroom. â€Å"It's sad.† She frowns, resting her chin in her hand. â€Å"It makes me want to cry.† â€Å"It's a good song to draw to.† I return to my drawing on the floor. The dark lines of it form pieces of a shattered mirror and I start sketching a picture of a guitar inside one of them. When I'm done, each piece will hold something about my life, but it might take me a while to finish it. Lila raises her head away from her hand and glances at the window. â€Å"Did you hear that?† There's shouting coming from outside, loud enough to be heard over the music. I shade one of the corners with my pinky. â€Å"It's probably just the neighbors.† The yelling gets louder and Lila sits up nervously and draws back the curtain. â€Å"Ella, there's a man and a woman fighting out in front of the driveway.† I set my pencil down on the floor and go over to the window. There's a short, fat man and a tall, slender woman yelling at each other just outside the boundaries of my front yard. â€Å"That's the Anderson's,† I explain. â€Å"They always do that.† â€Å"We should stop it,† she says worriedly. â€Å"He might hurt her.† â€Å"I'll take care of it,† I tell her. â€Å"You stay here.† I pad down the stairs, barefoot and in my boxer shorts and tank top, and poke my head out the door, but the Anderson's have vanished from the street. The lyrics and music of â€Å"Behind Blue Eyes† by The Who is blasting from the stereo in Micha's room next door. It's his sad mood song, the one he lets play over and over again when he's depressed. The lights aren't on in the house, but the one in the garage shines brightly into the night. Sticking out of the open door is the back end of his Chevelle. There's a large dent in the bumper that wasn't there when he left and a scratch on the corner of the fender. Walking down the steps the concrete is ice-cold against my bare feet. I spot him through the window of the garage, searching the shelf for something with a cigarette in his mouth. I watch him move, my pulse instantly speeding up, and I have to work to keep breathing. As he pulls away from the shelf with a box in his hand, he turns his head toward the window, like he senses me out here. Our eyes lock and collide. He sets the box down and disappears out of my view. A few seconds later he walks out of the garage. His jeans ride low on his hips and the porch light hits his chest, highlighting his well-defined muscles and the cursive font of the tattoo on his rib. â€Å"When did you start smoking again?† I inquire from my driveway. He takes the cigarette out of his mouth with his eyes on me. â€Å"I slipped up a few days ago†¦ There's just too much going on, I guess.† I take a few small steps across the driveway and my heart thuds in my chest. â€Å"Is it because of your dad?† Micha reaches the grass, just before the fence divides our houses. â€Å"How do you know about that?† I stop just short of the fence and wrap my arms around myself to keep warm. â€Å"Ethan told me.† He shakes his head, annoyed. â€Å"He's worse than a girl.† â€Å"Hey.† I feign offense, attempting to lighten his mood. â€Å"Not all girls are bad. I've always been an excellent secret keeper. You know that.† He places his hands on the fence and clutches at the links. â€Å"I don't know if that's true anymore.† He gestures his hand at me. â€Å"Maybe this was who you always were. Maybe this place was just getting in the way of you.† He's upset and I need to get to the bottom of why. â€Å"You could have told me about your dad.† â€Å"Could I of?† The front of his thighs push against the fence. â€Å"I don't think you can handle it right now – you can barely handle your own problems.† I reduce the small gap left between the fence and myself. â€Å"Try me.† His eyes examine my face, looking for something deep within me. Then his head falls down, defeated, and he lets out a slow breath. â€Å"It was almost as painful as that day you ran off. I mean, he has a whole other fucking family†¦.† His voice cracks and he clears his throat. â€Å"Like we weren't good enough or something.† The ache in his voice nearly kills me. I close my eyes and tell myself I can do this – that I'm the strong one at the moment. My eyes open and I put my finger under his chin, forcing him to look at me. His eyes are glassy, like he's about to cry, and he tries to look away. I place an unsteady hand on his cheek and maintain his gaze. â€Å"I know it hurts right now,† I say, grappling my voice even. â€Å"But it will get better. It'll just take some time and I'll be here for you this time. I promise.† He looks unconvinced. Not knowing what else to say, I stand on my tiptoes, lean over the fence, and lightly graze my lips across his. Heat caresses my mouth and skin. â€Å"I need you right now,† Micha murmurs against my lips with so much desire in his eyes that my knees buckle. â€Å"I need this right now.† His hand cups around the back of my neck, much gentler than the intensity in his voice, and he crashes my body against his. He tempts me with a soft brush of his lips and every ounce of sexual tension between us explodes. I can't help myself – I fall into him. My lips part willingly, lost in the mind-numbing moment as he slips his tongue deep inside my mouth, devouring me thoroughly. He tastes like cigarettes mingled with mint and the scent of his cologne is intoxicating. My hands trace up the front of his bare chest, and I loop my arms around his neck. The links of the fence dig into my skin as we crush it between our bodies, trying to bury ourselves into one another. Micha pulls away for a second and my lips falter in protest, but he lifts me up over the fence and encourages my legs around his waist. My inner thighs burn as they graze his hips. Every part of him touches me and it makes my body flame. I arch into him, moaning as his lips return to mine even more ravenously. â€Å"Oh my God, this feels so good.† He groans, before heading toward his house. â€Å"What are you doing?† I whisper against his lips, knowing where he's going, but I'm not sure I'm ready for it yet. â€Å"Shh†¦Ã¢â‚¬  His warm tongue slips deep inside my mouth and I forget about arguing. His hands hold me up by the ass as he kicks the back door open and stumbles into his kitchen. He knocks over a lamp and bumps into the wall as he carries me blindly down the hall and into his room. Then we collapse on the bed, tangled together. The music is loud and he reaches over to the stereo and turns it down so it filters through the room softly. â€Å"Ow,† I squeal, squirming. â€Å"Something just poked me.† â€Å"I'm pretty sure that's supposed to happen,† Micha jokes with feral eyes. I swat his chest and reach underneath me, retrieving a drumstick. He snatches it from my hand, laughing softly as he chucks it over his shoulder and it lands somewhere in the dark. His face turns serious as he smoothes my hair back, looking into my eyes so passionately, my nerves crack through. â€Å"Do you know I realized I loved you when we were like sixteen? But I didn't want to tell you because I was afraid you'd run away.† I prop up on my elbows, making our faces inches away. Strands of his hair hang in my face. â€Å"But I was normal back then. Or at least partly normal.† He lets his forehead rest against mine. â€Å"Yeah, but I thought that's how things were supposed to happen when people were in love.† I realize how bad I must have hurt him when I ran off after he tried to tell me he loved me. â€Å"Micha, I'm sorry.† His jaw spasms and he tips his head back up. When he kisses me again, it feels different somehow – more intimate. My apprehension starts to emerge, but I choke it down and let my head fall back against the pillow. His lips follow mine and he kisses all the fear out of me. My chest presses into his as my neck arches against his trail of kisses along my skin, sucking and nipping at it all the way down. â€Å"Fuck,† he groans when his mouth reaches the curve of my breast. The fabric of my tank top is thin and I don't have a bra on. Hesitantly, his tongue lightly slides between my breasts. Instantly, my nipples harden and an irrepressible moan escapes from my lips as desire takes over my body. I sit up, stunning him, and he moves back. â€Å"What's wrong?† he asks. Sucking in a deep breath of air, I shut my eyes and wiggle my shirt off. My chest heaves, bare and exposed, as my lungs strain for air. I've never been this far with a guy before – never wanted to. Getting close to someone meant getting attached and getting attached has only brought me hurt in the past. But Micha's different. He always has been. I just didn't realize it until now. He takes me in deliberately and then covers his body with mine, colliding our bare chest together as we collapse back onto the mattress. My fingers tangle in his soft hair as his hands travel down my shoulders to my breasts. My back bows up, seeking to feed a starvation inside my body, but unsure how to do it. Pausing, I curve my hips and rub up against him. A shot of ecstasy swells through my body and a gasp fumbles from my lips. Hearing the unrestrained noise sends me into a state of anxiety and I fall back to reality. I'm not sure if my mind is ready to go where my body obviously wants to – whether I can allow myself to completely let go. â€Å"Micha wait,† I say in a strained voice. He jerks back quickly, his hand still cupping my breast. â€Å"What is it?† â€Å"I'm sorry. I just can't†¦ I don't think I'm ready yet.† He kisses my forehead tenderly and boosts up on his elbows, his body still hovering over me. With his fingertip, he sketches a line from my temple to my jaw and my eyelids flutter. â€Å"Will you let me try one more thing?† I open my eyes, dazed from his touch. â€Å"I'm not sure if I can go any farther tonight.† â€Å"Just trust me, okay?† he says. â€Å"And if it gets to be too much, just say and I promise I'll stop.† I bite at my lip, knowing where he's going with this. â€Å"Okay.† Unhurriedly, with his eyes fastened on mine, he moves his mouth and kisses the hollow of my neck, sending shivers over my skin. His lips move downward and linger just above my breast. My eyes shut as his mouth touches my nipple and his tongue slips out over it. He sucks on it hard and I swear to God I can't breathe. My legs vice-grip around him and the longer he devours me, the fiercer his mouth gets. With each movement of his tongue, my thighs burn hotter. I need†¦ something. â€Å"Micha, I†¦Ã¢â‚¬  â€Å"Shh†¦Ã¢â‚¬  he whispers and trails rapturous kisses up my neck. â€Å"I'll take care of it.† His fingers slide down my bare stomach and to the bottom of my shorts, leaving a path of heat along my skin. As his lips find mine again, his finger slips deep inside me. The lyrics of the music fade away as my panic bursts into a thousand blissful pieces. Micha When Ella screams out my name, with her head tipped back, her eyes lost, it's unlike anything I've ever experienced before. She trusted me enough to do things to her that no one else has and it makes me feel alive again. Of course, my dick is so hard it actually hurts. â€Å"Behind Blue Eyes† by The Who is stuck on repeat and fills up the moment. It's the song I turn on when I feel down, but I don't think it's going to be that anymore – not after tonight. I brush her hair away from her forehead. â€Å"Are you okay?† Her green eyes are glazed over as she nods her head up and down. There's a look on her face that brings a smile to my lips. â€Å"I'm better than fine.† She leans up and kisses me. I draw her in, intensifying the kiss, then let her go, needing to cool down. â€Å"You should stay here tonight.† I expect her to protest, but she nods as she tugs her shirt back over her head. â€Å"Okay, but I'll have to use your phone to text Lila. I didn't bring mine with me.† I kiss her forehead, then her temple, breathing her in. â€Å"I'm gonna go take a shower. I'll be right back.† Confining a laugh, she reaches for my phone on my nightstand. â€Å"A cold one?† I grab some clothes out of my dresser and back out the doorway. â€Å"You better watch it, Ella May. Or I may decide against it and you'll just have to deal with me for the rest of the night.† She flops back on the bed as she sends a text. â€Å"Maybe that's what I'm hoping for.† Shaking my head, I throw my clothes on the floor and jump onto the bed, putting a knee on each side of her. She laughs as I playfully trap her arms above her head. I move my lips next to her ear and gently take a nip at her. I breathe on her neck, letting my warm breath cause her to shudder, teasing her and driving both our bodies crazy. She lets out a moan and I feel her legs start to move around me. Sighing, I pull away before I get even more wound up. â€Å"Okay, I have to go take a shower.† I climb off the bed, watching her all the way to the door. Once I'm out of the room, all of the pain I've been feeling about my dad smothers me again, but all I can do is keep breathing.

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Capstone - Free Essay Example

Sample details Pages: 30 Words: 9113 Downloads: 2 Date added: 2017/06/26 Category Statistics Essay Did you like this example? FOREWORD overview of the Dissertation Capstone Module In definitional terms, a dissertation is a capstone is commonly defined as A crowning achievement; a culmination (Wordnet). A capstone module (which is often described variously as a dissertation / thesis / research project / final project etc.) is found across most subject areas in most Universities in most EU Member States, as an integral part of first-cycle (Bachelor degree) and second-cycle (Master degree) qualifications, e.g. Silbergh has noted that, More or less regardless of the educational system, at an advanced level of your studies you will be faced with the prospect of writing a dissertation for the first time (Silbergh, 2001).. Don’t waste time! Our writers will create an original "Capstone" essay for you Create order The capstone module acts as an integrative and culminating module and is central to the student being able to demonstrate the high-level skills and knowledge required to earn a degree-level qualification. INTRODUCTION overview of this booklet Given the context for the Dissertation Capstone Module Project noted above, its main aim is undertake an in-depth investigation of a substantial issue or problem associated with International Business. To do this candidates will be required to draw on appropriate theories and methods in order to complete this largely self-managed project leading to an extensive piece of written work. A general note on doing your dissertation Dissertations take time, they are hard work, and they form a key element of programme assessment, moreover, your capstone project will be challenging and rewarding but will require you to work in a way that is both self-disciplined and intellectually demanding. Most dissertations will be based upon the taught modules from your programme of study and draw on the academic knowledge and past experiences of others in your chosen field. As you develop your dissertation you will need to conduct a review of the literature in your chosen field and then choose to investigate in detail some of its specific themes, before collecting appropriate information and data and seeking to analyse and apply this to your chosen problem, having regard to the literature and to your own project aims. This process will not only require you to work in a way that is rigorous, but will also require you to be creative, to solve problems (both practical and intellectual) and develop your own approach to the management of your dissertation. Whatever types of problem you address in your capstone dissertation, the process of investigation is not likely to be easy. Doing a dissertation will be challenging for you; however you will learn a tremendous amount while working on it. Completed dissertation capstone projects do not just materialise and, as it will represent a key element of your final degree award, do not underestimate its importance as well as representing an advanced opportunity to demonstrate what you have learned throughout your studies the capstone module can also provide evidence to potential employers of your areas of competence and can form a basis for the potential development of future specialisms and expertise, whether in the workplace or through further study. Overview of this booklet Following on from this introduction, this booklet is structured as follows: An overview of the general aims that are common to all dissertations and capstone modules; A review of key issues associated with the supervision of dissertations; An outline of the key criteria that will be used to assess your dissertation; Some thoughts on how your dissertation relates to employability in a globalising world economy; References and appendices. International Business Dissertation: a General Context International Business Research Methods and Your Topic The International Research Methods module running over both Semester A and Semester B have been designed to encourage development of an appropriate topic for research. However, it is natural that his will be subject to refinement as you take the project forward with your supervisor. The topic you choose must: include issues and problems that are relevant to your programme of study; relate to a theoretical base that you have knowledge of; be restricted in scope to allow you to develop depth in your work; be manageable in the timescale available to you. As noted above, the chosen topic area must allow you to develop an analysis in depth. If you are finding it difficult to develop your thinking, the following are a few examples of how to identify a suitable problem to address in your dissertation: draw on themes and topics that you have explored in your studies so far; consult the literature and read widely; review past research for new areas to examine; ask lecturers and/or people in outside bodies for advice; brainstorm with classmates, listing as many ideas as possible. THE SPECIFIC FRAMEWORK FOR YOUR Disseration Specific issues that you must have regard to in relation to the specifics of undertaking your dissertation are as listed below. MODULE AIM Following from initial comment about the core purpose of the International Business dissertation: ÂÂ · It provides the opportunity to deal analytically and creatively with complex issues through the application of appropriate techniques allowing an investigation into business and management issues. ÂÂ · This requires a detailed awareness of a range of organisational data, research sources and appropriate methodologies. The execution and presentation of the dissertation will demonstrate self-direction, problem solving and high-level written communication skills. MODULE LEARNING OUTCOMES Learning outcomes reflect the academic rationale for a module and the intended achievement by students successful in the module in terms of knowledge, understanding and skills. Students successfully completing this module should be able to: Investigate an appropriate research problem, having regard to existing scholarship; Demonstrate a systematic understanding of Knowledge about a critical awareness of competing perspectives on International Business; Evaluate and apply appropriate research methods to meet the specified aim of the dissertation; Demonstrate advanced skills in undertaking data analysis in relation to their international problem; Present intellectually robust and evidence-based conclusions and recommendations. TOPIC CHOICE AND APPROVAL You are required to select a subject area and draw from it a dissertation title, aims and objectives. This is one of the most difficult phases of your research and one, which needs great consideration. The dissertation supervisor will be of assistance and the research proposal you developed earlier in the International Business Research Methods module (Sem A B) will also help to clarify your thoughts. The topic area you finally pursue must: J include issues and problems that are specific to International Business J relate to themes draw from the programmes modules J be restricted in scope to allow you to develop depth, and carry out primary research J be manageable in the time scale available to you. In addition the issues you choose to base a dissertation on MUST: have a solid basis in the academic and research literature involve the collection and analysis of primary data Normally, your dissertation will examine the issues outlined in the proposal developed for the International Business Research Methods module. This proposal will subsequently be refined by the student taking into account feedback provided on the marked proposal and the supervisors expertise in the topic of investigation. The supervisor is responsible for the approval of the refined proposal, which will form the basis for the intended dissertation. CONFIDENTIALITY You may need to explain to potential contributors that all data gathered will be treated confidentially. If any dissertation collaborating organisation has provided confidential information, the dissertation may remain confidential. Check out the necessary procedures with your Academic supervisor. GCU retain the right to require modifications to be made by the student and to require further bound copies to be submitted. RESEARCH ETHICS ON HUMAN PARTICIPANTS When planning any type of research involving human participants, it is the policy of Glasgow Caledonian University that staff and students should take account of ethical issues. Ethical scrutiny ensures that the individual rights of all research participants are given full consideration and that these rights are taken into account in a consistent manner according to agreed principles. Further, it acts as a safeguard for researchers who may occasionally face complaints from research participants. Finally, formal ethical scrutiny is a useful learning experience, which helps students engage in ethically sound practice whilst conducting research. Students are cautioned that any investigation that involves human participants (such as employees of the case subject organisation) regardless of the data collection tools used, requires a serious consideration of the ethical domain. Such consideration should be reflected in the design and execution of the selected data collection tools and in the treatment of the data collected. Some issues that require attention include: the level of stress or anxiety that may be experienced by participants, the level of detail provided by the researcher concerning the study and the implications for the respective participants, the use of a consent form and the option for participants to decline involvement in the study, the opportunity for participants to withdraw at a later stage in the study, adherence to the Data Protection Acts, confidentiality and anonymity. Students are further cautioned that when the intended investigation warrants a much deeper and more formal consideration of the ethical domain, the matter must be brought to the attention of the respective supervisor. Depending on the nature and scope of the study, in certain instances either internal (Glasgow Caledonian University Ethics Committee) or both internal and external ethical approval may be required prior to the commencement of the intended study. Please see APPENDIX 4 for further details. FUNDING Please note that all expenses incurred in researching, producing, printing and binding your dissertation are your own responsibility. INTERNATIONAL BUSINESS DISSERTATION: SUPERVISION OUTPUTS This section focuses on both the supervision process for and the output requirements from the dissertation. Supervision involves providing academic guidance and support to students as they progress through the various stages of their project, with supervisors acting as a sounding board for ideas and commenting upon them. Supervision, the most advanced level of teaching in the education system (Connell, cited in Morrison et al 2007), is a fundamental component of a students learning journey in such dissertation capstone projects. Supervision occurs in a relational context between supervisor and the student, with the supervisor supporting the largely autonomous learning of the student. Thus, supervision constitutes a partnership between the supervisor and the student, based on the professionalism, integrity and respect that is vital for effective learning, governed by an implicit or explicit contract, which operates throughout the supervision process (as represented in Figure 1 below). Student supervisor contract A precursor to the contract, which as noted above can either be implicit or written, is for there to be a clear proposal in existence that explains the scope of the intended work, summarising the topic and focus of the dissertation project, the intended aim (or hypothesis), the approach / methods to be adopted and the value of intended output(s) from the project. The topic proposal, however generated, must come first as it will form the basis upon which the student supervisor contract is discussed, refined and agreed. When finalising the student supervisor contract particular attention will be paid to clarifying: the expectations of both parties as regards the supervision relationship; their respective roles and responsibilities; project details and work schedules; specific institutional / programme policies for the management of dissertations (e.g. the management of relationships with any external organisations); output criteria and requirements. Expectation refinement Expectation refinement is a process involving all relevant parties. In the case of a proposal by a student or an academic, discussion takes place between the student and academic supervisor. The contract may be formal or informal, depending on local requirements but, regardless of its nature, it will normally address issues of topic definition and interpretation, the scope of the planned work, progress requirements and milestones and further details as appropriate including the management of supervisory processes, individual tasks and responsibilities, support for the student and availability of supervision, availability of resources, action plans, expected outputs and deadlines. Roles and responsibilities Given that autonomous learning is a key feature of the International Business Disseratation, the responsibility for learning is borne largely by the student, with the supervisor in a supportive role. Output criteria The output from the International Business Dissertation will be formal submission of 12,000 15,000 words. In addition, within the written thesis there are again diverse options: theory-supported empirical research; secondary source, review-based studies; and, conceptual or theory-based research. Project conduct progress The agreed contract will help guide the dissertation project to successful completion through: awareness of individual responsibilities; detailed understanding of the project remit and challenges; regular evidence-based discussions of student work; timely submission of required material by the student; and, timely feedback by the supervisor. In addition, supervisors are responsible for helping the student to comply with the applicable institutional regulations. Project output finalisation The finalisation of the output is a critical stage in the overall process and requires a high level of commitment and timely effort from all parties. The supervisor is required to review the penultimate draft, provide relevant feedback and caution the student if any element of the stipulated output requirements has not been addressed. The student is responsible for taking on board the final feedback received and amending the work accordingly for final submission. It is NOT permitted for the student to submit a final dissertation that has not previously been reviewed by the supervisor. There must be evidence of the student developing the text following the supervisors directions. Assessment preparation Given the multitude of potential dissertation outputs, varied arrangements may be required for assessments, which may include viva voce and student presentation to a team of internal and external assessors. Advance notification of such requirement to the relevant parties should be provided by the supervisor in reasonable time. Assessment and feedback The staff concerned should ensure a fair and just assessment of the student. All submitted materials should be available for scrutiny and be assessed. Once any defence of the work is complete, the relevant parties (e.g. supervisor and mentor) should discuss with the student the performance on the output(s) and their defence of it. The aim of this feedback is to assist the student to draw lessons from and reflect on the learning gained through the process of the dissertation and link such insight into future learning and development needs (feed-forward). The end of the contract The student-supervisor contract concludes upon the successful completion of the dissertation, following the assessment, feedback and feed-forward stages. THE SPECIFIC FRAMEWORK FOR YOUR DISSERTATION MODULE Specific issues that you must have regard to in relation to the specifics of undertaking your capstone project in your institution are as listed below. CONTACTS For academic guidance on your dissertation please in the first instance contact your supervisor or the dissertation coordinator, Mr John Penlington. GENERAL MODULE DETAILS EXPECTATIONS REGARDING YOUR RESPONSIBILITIES The responsibility for learning in this module is borne largely by the student. Successful completion of the module requires significant initiative and effort on the part of the student to be proactive and: q Plan and organise proposed work q Engage in extensive and relevant wider reading q Initiate meetings and discussions with the appointed supervisor q Engage in considerable contemplation, evaluation, synthesis and organisation of the information and /or evidence gathered q Demonstrate maturity of thought, originality of ideas and contextual sensitivity q Manage time effectively DISSERTATION ORGANISATION AND MANAGEMENT Managing your task to maximise the quality of the analysis, while staying within your available time and resources, is an important part of the research. Practical analysis is about professional realism, rather than idealistic perfection. You will find that tasks can be divided into two types, the predictable and the unpredictable. The basic idea is to plan your work around the predictable tasks but leave a degree of slack to cope with that unpredictable mishap, or new development. Often we find it difficult to cope with huge amounts of information, or massive all-in-one tasks. An effective way of dealing with any task is to break the task into component parts and achieve each part separately to a specific target. These sub, or lesser tasks can be scheduled and rescheduled, worked on independently or simultaneously. Other important elements to consider in managing and organising research dissertations are: (i) Support systems While doing research can be a lonely life it is essential that you establish who is responsible for various elements of your data collection and analysis process. These people are not going to do the dissertation for you but they will assist you. Find out who your subject librarian is, who your supervisor is, where computer facilities are available and who to seek assistance from in terms of equipment, software, printing materials etc. It is essential you build informal links with other researchers to share problems and even bounce ideas off each other. While your dissertation will be unique, you should try to interact with various elements of the support systems to present your idea in a logical and professional manner. (ii) Technology As you may expect, technology plays a key role in the gathering, processing, and presenting of research data. In terms of data collection the technology you have at your disposal is essentially Refworks, on line searches, CD-ROM ABI inform, FAME, newspaper archives, etc., and the telephone. Many of these services are available in the library see GCU home page and library sources. Contact the Library for tips on industry/company analysis. To process information, computers are a must. Remember, there are many computer facilities in the University. A useful tip here is to decide on a computer software package and stick with it all the way through the dissertation. This allows you to write up as you go along and prevents compatibility problems in later research stages. In a similar manner, it is advisable to use software packages that allow easy printing. You will have access to University printers where available. It is your responsibility to produce, print, copy, and bind the dissertation. Remember this takes time; do not leave it to the last minute. (iii) Time management It is highly advisable to produce a time target schedule in agreement with your supervisor, stating what is to be achieved and by when. Plan well ahead, build in some slack, but avoid duplicating or irrelevant tasks. (iv) Filing systems Create a filing system. In this system record everything meetings, ideas, dissertation developments, data, models used etc. Organisation is the key, avoid time wasting. An effective and efficient filing system will allow you to identify how your dissertation has developed and expose key elements of your learning process. (v) Abstracting If you read an article, abstract it. This will save time in the later stages of your research when you have to find where quotes or references came from. In effect it saves you having to re-read articles unnecessarily. Why make extra work for yourself! DATA COLLECTION Data collection is of key importance to your research dissertation, its findings, and the resulting discussion. Weak or poor forms of data make results worthless no matter how well presented or analysed. Ideally, you must seek to balance your data sources to obtain the most relevant, reliable, accessible, and rigorous sources. The basic sources of information available are as follows: (i) Library: (Books, journals, CD-ROM, reports, etc.) These are obvious sources of materials, but it is important not to lose yourself in a vast library search. Libraries are very seductive places, and all too often people pop into the library, and emerge several hours later with a glazed expression and a two-month reading list. BE SELECTIVE in your reading, use your subject librarian to the full, and remember there is a plethora of libraries in Edinburgh and Glasgow you can use. See GCU Home Page. (ii) Company Documents: You are unlikely to get a hold of company documents through public sources unless the company is a PLC, in which case company accounts and reports will be available. If you are working in collaboration with a company on your dissertation they are likely to supply you with information which may be classified. REMEMBER all company information should be treated with great care as it is highly confidential. ALWAYS consult your supervisor as to the nature of such information. (iii) Primary Research Questionnaires, Interviews, Discussions: The most common source of primary research data is the interview or questionnaire. If you plan to undertake formal surveys either by interview or questionnaire, remember that they raise many problems of design, sampling and analysis, as well as taking a considerable amount of time to do justice to. Read the literature on research methods and take advice before you begin. Also think how you will handle the data i.e. what statistics software package will you use? If you do this at the start it will save a lot of heartache later! DISSERTATION PRESENTATION The dissertation should include a signed declaration by the student confirming the originality of the work on a separate page following the title page as detailed below This dissertation is my own original work and has not been submitted elsewhere in fulfilment of the requirements of this or any other award Signature Students are advised to retain all the data and materials relating to their dissertation until after they have graduated. It is pointless spending hours gathering, and analysing data if it is not presented in a logical and understandable manner. The main body of the research should be approximately 15,000 words in length. You may wish to structure the dissertation as follows: (remember this is only a suggestion. Structure your work in the way that best develops your analysis) Title Page (SEE APPENDIX 2) University department in which work was conducted title of dissertation full name of author qualification/ programme title year of submission Table of Contents List of Tables, graphs, figures etc. Acknowledgements Abstract (Maximum 1 page) Body of Text Introduction Chapters and sub sections (including aims, objectives and methods etc.) Conclusions References Appendices Your dissertation will involve a significant element of primary data and the body of text may be structured as follows (please remember this is only indicative) 1) Introduction Defining the research problem (10% of words or space) This section will establish what the research problem is i.e. what it is you are researching. The section should set the scene and provide an academic rationale for the study. All key assumptions should be established and the section concluded with a clear view of what is being examined and why. The result should be an articulation of the aims and objectives of the research. 2) Literature review (25% of words or space) This section will explore the relevant literature in the field. The emphasis of the section should be upon building a discussion of the available literature and comparing and contrasting the findings of previous work. From the literature review the researcher should draw out the key points from each author identifying points of agreement and disagreement and gaps in knowledge. It is important to demonstrate that the hypothesis or lines of inquiry that are to be pursued throughout the reminder of the dissertation are derived from the academic literature. 3) Research design and methods (10% of words or space) This section should remind the reader of the aims and objectives of the research and highlight the research questions to be investigated. The section also provides the researcher with an opportunity to explain their overall research design and choice of research methods. 4) Implementation of the research (20% of words or space) This section explains how the primary data for the study has been collected. Topics for discussion might include the sampling frame and research instruments e.g. the design of the questionnaire or interview schedule. 5) Presentation and analysis of data (20% of words or space) This section has two core elements, presentation of the findings where data is presented and the analysis of the data. The latter will allow deeper discussion of key issues and concepts relative to the researchers identified research problem, e.g. what does the data suggest about the hypothesis being investigated or the research questions around which the study is organized. Data analysis lies at the heart of a strong dissertation. 6) Conclusion (15% of words or space) This section should tie together the overall purpose of the research i.e. aims and objectives, with your findings. You must ensure that conclusions are valid and fully reflect the research data. Finally, the core points made in the dissertation can be reiterated and reflection or critique of the research approach and design can be undertaken. References References should be provided using the Harvard system and presented in alphabetical order. As an alternative to a reference section at the end of the document, the researcher may include references at the end of each chapter. Appendices Appendices are the collection of supplementary materials not presented in the core text. Remember this is a guide, discuss with your supervisor to see what structure they recommend. In terms of hard presentation of the dissertation It is your responsibility to print, copy and bind the dissertation. One electronic and two hard copies of the research are required, both may be spiral bound. The font choice is yours but it must be at least size 12 pt and double-spaced. Only print on one side of the paper. Leave a 40mm margin on the left-hand side to allow you to bind the research, with all other margins at least 20mm wide. Number all pages consecutively with page numbers 10mm from the bottom edge of the page. All figures and graphs should be numbered consecutively using the style 1.1, 1.2, 1.3 etc. relative to the chapter number, in this case chapter 1. (See Appendix 3) All tables should be numbered with roman numerals I, II, III, IV etc. (Appx 3) The Harvard style of referencing should be used. Please get a copy of the Citation Guide from the University library or library website. The work must be FULLY referenced. If you are unsure as to the style or format of presentation please seek assistance from your supervisor. FEEDBACK FROM SUPERVISOR STOP! Think have you achieved the aims and objectives you stated with? If not, what was the point of wasting the last few months? This is feedback! Often, you become so attached to your dissertation that it is difficult to take a critical view. Keep in touch with your supervisor. The research should be such that an educated reader can understand the methods, approach, and depending upon the extent of technical language; the findings and discussion. SUMMARY OF RESEARCH PROCESS (see Appendix 5 for more information) The research process can therefore be summarised as: ÂÂ · Select a topic area ÂÂ ¸ Formulate your aims and objectives, i.e. research questions ÂÂ ¹ Determine how you will achieve these aims and objectives evaluate research methods ÂÂ » Identify key sources of information ÂÂ ¼ Collect and collate all the data ÂÂ ½ Analyse results ÂÂ ¾ Discuss the relevant findings ÂÂ ¿ Pick out the key points that achieve the aims and objectives ÃÆ'â‚ ¬ Identify areas of further study ÃÆ'? Acknowledge the limitations of the study Remember this is intended as a general guide if in doubt ask your supervisor. SUPERVISION: MORE SPECIFIC COMMENT ON ROLES RESPONSIBILITIES GCU GUIDELINES The discussion in this section is based on the relevant Glasgow Caledonian Universitys guidelines. The purpose of supervision is to provide academic guidance and support, and to act as a sounding board for, students as they progress through the various stages of this module. The Student-Supervisor relationship is based on professionalism, integrity and respect, and is vital for effective learning and successful completion of this module. The supervisor is there to assist and direct you in terms of research approach, suggested reading, alternative ideas, and general advice. The dissertation is the students responsibility and is a means of demonstrating personal ability to complete independently a major piece of work with minimum supervision. It is the responsibility of the student to maintain regular contact with the supervisor and thus be in a position to benefit fully from his/her experience and knowledge. It is important that the supervisor and the student have a shared understanding of the evolving dissertation, its strengths and weaknesses, areas that require further work and issues that remain outstanding. Achieving a shared sense of the dissertations progress is no easy matter. To help bring this about the supervisor and student will jointly record meetings and their outcomes in the Supervision Meeting Summary Form. It is the students responsibility to ensure that the form is completed and signed by both the student and the supervisor at the end of each meeting. SEE APPENDIX 1. Supervisors are very busy people make sure you agree a schedule of structured meeting and ensure you attend these meetings. If you have prepared a piece of work to be discussed at the meeting submit it to the supervisor a few days before the scheduled meetings to allow them to read the work and provide more thought out and constructive comments. Always keep your supervisor informed of all research developments and do not contact external institutions without the supervisors knowledge. Supervisors are expected to warn students where there is a possibility of the student failing the dissertation, or of not realising their full potential. However, acceptance of the dissertation by the supervisor does not necessarily imply that the work has achieved a standard warranting a pass. Additionally, supervisors must avoid raising a students expectation of a particular classification and students should not be given any indication of the mark the dissertation is likely to be awarded. Students should be aware that the final mark awarded to a piece of submitted work is subject to both internal and external moderation; external examiners are entitled to either raise or lower marks awarded by internal assessors. Students can only be allocated a supervisor for their dissertation following the submission of their Dissertation Proposal. Students are expected to make initial contact with their respective supervisors following allocation. The purpose of which is to agree a schedule of work for completing the dissertation by the submission deadline. Normally, the dissertations scope, rationale and review of literature will be addressed during the preparation of the proposal and the collection and analysis of primary date is guided by the dissertation supervisor. It is important that your supervisor is made aware of any problems you may be having with the dissertation and, in particular, anything which may lead to a late submission. Extensions to dissertations can not be granted without the approval of the Acting Programme Leader, John Penlington, and will only be considered if the student produces the required evidence even then the request for an extension may not be granted. The evidence required takes two key forms. Firstly, a medical certificate covering the period when the dissertation was being undertaken, and secondly written support from your supervisor and evidence of significant progress made. If you need further advice on this issue please speak to the programme leader, John Penlington. What supervisors expect of their students: q student to be independent q student to seek advice and comment on their work from others q to have regular meetings with supervisor q student to be honest when reporting on progress q student to follow advice which has been specifically requested by the student q student to be interested in the work q student to take ultimate responsibility for the direction and content of the project What students should expect of their supervisors: q to read the students work and be familiar with it q to be available when necessary, and within reason q to be friendly, open, supportive q to give students serious attention during meetings q to be constructively critical q to have a good knowledge of the research area and to exchange ideas freely q to be aware of future pitfalls in the research topic GRIEVANCE PROCEDURES Where a student believes that the service provided by his/her supervisor falls short of that required by the university, the relevant procedures are outlined below. In normal circumstances, the supervisor would be the first point of contact to discuss issues pertaining to this module. However, should you experience problems that the supervisor is unable to assist with, or that you do not want to raise with the supervisor, you should contact at the earliest opportune moment either John Penlington dissertation coordinator (and Acting Programme Leader) Students are advised to contact the Dissertation Coordinator via e-mail to arrange a mutually convenient meeting to discuss any issues concerning this module. Grievances should be brought to the attention of the Dissertation Coordinator, John Penlington, as soon as possible. Where the students grievance relates to the standard of supervision, no appeal against the mark awarded for the dissertation/project will be entertained unless the student has initiated the grievance procedure prior to submission of the dissertation/project. Please note that students intending to initiate formal grievance procedures on the grounds of perceived inadequate supervisory support must produce a written statement in support of their grievance using GCUs Complaint Form. Please refer to Glasgow Caledonian Universitys guidelines for further detail and documentation (accessible via website). INTERNATIONAL BUSINESS DISSERATATION: ASSESSMENT GUIDANCE Assessment is a vital, indeed the vital part of the dissertation, and it is crucial that in this area students are properly informed of the criteria against which their work will be judged, the processes that will be used for assessment and the timelines concerned, with clear stipulation of the dates and times for all key stages of the process from the delivery of the capstone product(s) by the student to examination, marking, feedback and feed-forward. Basic standards and considerations 1. The consequences of exceeding submission deadlines for dissertations must be clearly understood by the student. Unauthorised late submission of work equals an unfair advantage over other students. 2. Plagiarism is the most serious of academic offences and is defined here as: Deliberate and substantial unacknowledged incorporation into student work of material derived from the work (published or unpublished) of another. Plagiarism is considered a very serious offence and may also involve violation of legal regulations. The consequences of findings of plagiarism will be severe. 3. Copyright as with plagiarism, it is essential that students have regard to copyright legislation when preparing their work for submission, especially as regards the reproduction of diagrams, charts etc. Students also need to be clear in respect of institutional arrangements as regards where the copyright in their own work is vested is it held by them personally? by the institution? by an external collaborating organisation? or, is there some joint arrangement in place? The manner in which assessor(s) are selected and deployed must be clear to the student, regardless of whether it is an internal or external assessment that is to take place and, within the specified regulations and requirements to obtain a degree, there must exist clear criteria that are shared with students and which enable the assessor(s) to differentiate between grades awarded to capstone projects. Students must receive a grade and credit after the assessment of their dissertation. Assessment criteria general Key criteria are listed below, and remember there will also be local criteria to meet. In general, the assessment of the International Business Dissertation will include evaluation of: 1. The extent to which the student is able to provide an account of knowledge acquired within the subject area that their dissertation addresses. This will involve the assessor evaluating the students work as[1]: ÂÂ § demonstrating an adequate and relevant knowledge of literature and of methods appropriate to the subject of investigation; ÂÂ § demonstrating a wide and detailed knowledge of literature and of methods appropriate to the subject of investigation; ÂÂ § demonstrating a systematic and comparative knowledge of literature and of methods appropriate to the subject of investigation. 2. The extent to which the student is able to evaluate the knowledge acquired in completing their disseration project. This will involve the assessor considering the students work as having achieved: ÂÂ § a discussion of the strengths and weaknesses of individual theories and methods / approaches, using a literal, systematic technique; ÂÂ § a critical, comparative discussion of the strengths and weaknesses of a range of appropriate theories and methods / approaches, using a systematic technique; ÂÂ § a critical, comparative discussion of the strengths and weaknesses of a range of appropriate theories and methods / approaches, leading to evidence of an overall synthesis of understanding. 3. The extent to which the student has been able to adopt knowledge and ideas (e.g. from academic and non-academic literature, from pre-existing evidence etc.) in shaping the design of their capstone project and in making sense of findings / analysing options. This will involve the assessor considering the students work as: ÂÂ § embedding knowledge of a single approach in their project design to address issues and questions related to the subject matter of investigation; ÂÂ § demonstrating wider and more detailed knowledge of multiple approaches when developing their project design to address issues and questions related to the subject matter of investigation; ÂÂ § demonstrating a systematic and comparative knowledge of multiple approaches when developing their project design to address issues and questions related to the subject matter of investigation; ÂÂ § critically analysing the strengths and weaknesses of different approaches when developing their project design to address issues and questions related to the subject matter of investigation and proposing feasible solutions to these issues and questions; ÂÂ § critically analysing the strengths and weaknesses of different approaches when developing their project design, to address issues and questions related to the subject matter of investigation, building to the development of independent arguments in which the design is justified with clear reference to concepts / models / hypotheses and subsequently evaluated following the advancement of feasible solutions in a reflective fashion. 4. The extent to which the student has been able to move from an explanation of findings / proposals to valid conclusions. This will involve the assessor considering the students work as: ÂÂ § giving an account of their conclusions in an easily understandable way; ÂÂ § providing conclusions with reference to the existing knowledge and evidence base in a well-structured and efficient way; ÂÂ § providing conclusions with a clear explanatory (rather than descriptive) direction, building on the existing knowledge and evidence base; ÂÂ § providing conclusions which have the scope to require adaptation of the existing knowledge and evidence base and which may lead to the formulation of new concepts / models / theories. Assessment of the International Business Dissertation A Master degree can be awarded to a student who has, through their final submission: demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the Bachelors level in a manner that provides a basis or opportunity for originality in developing and/or applying ideas, typically within an academic research context; been able to apply this knowledge and understanding and their problem-solving abilities in new or unfamiliar environments and within broader (often multi-disciplinary) contexts related to their field of study; shown advanced knowledge of methodological issues, research approaches and methods; shown advanced capabilities as regards integrating knowledge, handling complexity and formulating judgements with incomplete or limited information, include reflecting upon the social and ethical responsibilities that flow from the application of their knowledge and judgements; communicated their conclusions, and the evidence base and rationale underpinning these, in a manner whereby specialist and non-specialist audiences can clearly and unambiguously comprehend them; developed the learning skills to have allowed them to continue to study in a sustained manner that is largely self-directed and autonomous. Post-assessment Following-on from the conclusion of the disseration, it is important not only that students receive feedback from their supervisor but that they have an opportunity to provide feedback to the institution on their capstone project experience. This requires there to be mechanisms in place to secure feedback from the student, especially as regards: quality of supervisory support; relevance of learning to the programme of study; facilitation processes and access to / clarity of supporting guidelines; areas of strength and of weakness; and, key challenges experienced. The actual mechanisms used to gather such information will vary from institution to institution, but when collated and analysed such data can help inform the continuous improvement of the capstone module. Students are kindly requested to take full advantage of any opportunities to provide feedback for the benefit of future candidates. KEY DATES ASSOCIATED ISSUES To secure the qualification your research must be completed, typed, bound and handed to the programme administrator, by Thursday 27, August 2009. Please note that if you do not submit at this time this will be regarded as a failed first attempt. You and your supervisor will therefore want to agree an outline timetable at an early stage. When thinking this over you may decide to work to the following indicative calendar. Your supervisor will continue to support you and you should submit draft chapters to him/her until the due date of 27 August, 2009. Keep in regular contact with your supervisor! Also, it is vital that provide the Programme Administrator with your current address details. Again! Please remember that, Your supervisor must have witnessed your work in progress. Failure to comply with this requirement may lead to a dissertation not being accepted. It is advisable to retain drafts and other working documents. A student who is allowed to preserve his/her first attempt will be required to submit at the second diet of the dissertation module. The submission date for the second diet is 14/01/10. A student who fails the first attempt will have one final opportunity to submit a satisfactory thesis. Students who fail at the second diet will not be permitted a further opportunity to submit a dissertation and will not receive the MSc. As noted above the submission date for the second and final dissertation diet is 14/01/10. Please remember to make the most of the time available to you. Students should not attempt to use the same substantive piece of work to meet the assessment requirements of another item of coursework, dissertation or project. Prior to submission: ÃÆ'Â ¾ Ensure copyright has not been broken and there is no plagiarism ÃÆ'Â ¾ Respect any confidentiality requirements and ensure you complete the ethics form Following the Assessment Board, students can collect the second copy from the CBS Postgraduate Programmes Office. NUMBER OF ATTEMPTS Students are allowed two attempts at the dissertation. Students failing to reach the minimum standard of 50% for the dissertation on the first attempt will be required to conduct further work and resubmit their dissertation for the next Assessment Board. The submission date for the second diet is 14/01/10. Students failing the module after the second submission of their project would be deemed to have exhausted all attempts and would be required to graduate with a Postgraduate Diploma. NON-SUBMISSION OF THE DISSERTATION Failure to submit the dissertation on the stipulated due date, will result in a mark of 0% being awarded and the non-submission being treated as a first attempt. Students with extenuating circumstances, such as illness, which contributed to their failure to meet the submission deadline, may apply to the Assessment Board for their resubmission to be treated as a first rather than a second attempt. Such an application will require the submission of both of the following documentation: 1 A Formal Glasgow Caledonian University Consideration of Special Factors Form, supported by appropriate documentation such as a Medical Certificate. 2 A statement from the students dissertation supervisor supporting the application; confirming that regular contact with the student has been maintained and adequate progress on the project has been made. The application will only be considered if both of the above are submitted in time for consideration by the Assessment Board. Please note that supervisors can decline to provide supporting documentation if s(he) has reservations concerning the students commitment to the dissertation (evidenced by limited contact and progress). MARKING To ensure equity and consistency, dissertations are doubled marked internally. Samples are forwarded to external examiners. The marking scheme will evaluate: ÂÂ · suitability and focus of the topic . is the topic of relevance to the programme of study, what does it contribute to an understanding of the subject area, are aims and research questions spelt out ÂÂ · coherence, logic and clarity .are the arguments presented coherent and underpinned by theoretical debate and research evidence, does the discussion build in a progressive manner and is the dissertation professionally presented ÂÂ · methods and research approach . are the methods valid and reliable, what steps have been taken to reduce bias, are the approaches appropriate and well justified ÂÂ · academic rigour, knowledge of the literature and referencing . do you build a discussion founded on accepted theory, discuss and counter accepted wisdom, build a balanced debate with focus on core concepts and theoretical constructs, is the dissertation fully referenced ÂÂ · the investigation and appraisal of theory and data analysis . is there rigorous analysis of data, are findings supported, are other plausible hypotheses identified and discussed and, are the researchs limitations identified ÂÂ · recommendations, discussion, and conclusions . are there clear detailed conclusions and recommendations founded on evidence and valid discussion, are there attempts to develop and apply the findings to a wider base or discuss the dangers of attempting to do such a thing, is there reflection and critique of the research design and methods UNDERSTANDING THE MARK AWARDED FOR THE DISSERTATION High Pass 70% and over Excellent analysis and synthesis of themes, issues and problems. Comprehensive knowledge of the area. Evidence of wide reading and use of appropriate examples to support exposition. Excellent presentation. Displayed comprehensive and critical analysis of the relevant theories, concepts and methods. Skilful applications. Conclusion covers all aspects of the content of the work and the strengths/weaknesses of the research design and its implementation. Pass 60%-69% Competence in analysis and synthesis of themes, issues and problems. Some incomplete knowledge, but generally good. Evidence of wide reading and use of appropriate examples. Good presentation. Displayed good grasp of theories, concepts and methods and has applied them appropriately. Conclusion covers analysis of objectives of the work in a solid manner and attention is given to the strengths/weaknesses of the research design and its implementation. Pass 50%-59% Permissible gaps in analysis and synthesis of themes, issues and problems. Incomplete knowledge in some areas. Has read around the area. Knowledge of broad generalisations but limited appreciation of depth and nuance. Incomplete grasp of theories, concepts and methods. Conclusion, not comprehensive either in terms of content or research design. Fail Below 50% Scant analysis and synthesis of themes, issues and problems. Little knowledge with little evidence of background reading. Reasoning poor. Little grasp of theories, concepts and methods, Conclusion offers an unsatisfactory evaluation of the studys aims and objectives, research design and findings. ENHANCING YOUR MARKS The marking bands are intended to reflect the degree to which the candidate demonstrates the following: ÂÂ · Knowledge of the literature ÂÂ · Independent thinking ÂÂ · Critical analysis ÂÂ · Ability to conceptualise ÂÂ · Ability to synthesise ÂÂ · Contextual awareness PLAGIARISM for further details consult University Regulations Plagiarism is considered by Glasgow Caledonian University to be a very serious offence, which can result in severe penalties. The regulations concerning this area are complex and students are strongly advised to study the definitions and interpretations that are contained in Appendix 8 of the University Assessment Regulations. It is vital that all students, particularly those submitting dissertations, have read and understood this section of the Universitys Assessment Regulations. Plagiarism is defined in the Assessment Regulations as the deliberate and substantial unacknowledged incorporation in students work of material derived from the work (published or unpublished) of another. Essentially, to plagiarise means to steal from the writing or ideas of another. Whilst the writings and ideas of others form an important part of academic work, in particular the dissertation, the work of others however must be clearly identifiable and distinguished from the students own writings and ideas. Failure to acknowledge properly the work of others is plagiarism, whether or not you intended to represent the work as your own. Examples of plagiarism include: ÂÂ § The use of anothers material or ideas without due acknowledgment of the source. ÂÂ § Copying the work of another student with or without that students knowledge or consent. ÂÂ § Deliberate use of commissioned material or data collected by another and passing it off as the students own. To avoid any possible allegation of plagiarism being made it is important to represent the writings of another person properly: q In the case of a short section of text that is taken unchanged from anothers work, the text must appear within quotation marks with an acknowledgement to the original work using the surname, year, page number convention [Example: (Hammer, 2004, p4)]. q If a large section of text is taken unchanged, the selected text must be indented from both sides and appear within quotation marks with an acknowledgement given to the original work using the surname, year, page number convention [Example: (Hammer and Champy, 1993, p40-41)]. q Where an idea, argument or work of another is paraphrased, the paraphrased version should be sufficiently removed from the original text version so that obvious copying, with only minor changes being made to the text, does not occur. An acknowledgement must also be given to the original idea, argument or work using the surname year convention [Example: (Doswell, 1995)]. q Acknowledgement should be disclosed by the inclusion of a complete and comprehensive listing of all sources cited in the text. q The Harvard Referencing System is the recommended style for citation in the text and reference listing. References Blaxter, L, Hughes, C and Tight, M (2006) How to Research 3rd ed., Buckingham, Open University Press. European Commission Directorate-General for Education and Culture (2004) European Credit Transfer and Accumulation System (ECTS): Key Features. Available HTTP: European Council (Education) (2002) Detailed Work Programme on the Follow-up of the Objectives of Education and Training Systems in Europe. Available HTTP: European Ministers of Education (1999) The Bologna Declaration. Available HTTP: European Union (2008) Recommendation of the European Parliament and of the Council on the Establishment of the European Qualifications Framework for Lifelong Learning. Available HTTP: Morrison, J, Oladunjoye, G and Onyefulu, C (2007) An Assessment of Research Supervision: A Leadership Model Enhancing Current Practices in Business and Management in Journal of Education for Business, March/April, pp 212-219. Silbergh, D (2001) Doing Dissertations in Politics: A Student Guide, London, Routledge. Tuning Project (2007) Tuning Educational Structures in Europe. Available HTTP: APPENDICES Dissertation Supervision Meeting Summary Progress Form Sample Dissertation Title Page Presentation of Figures Tables Ethics Form Further Reading Contributors to Handbook Appendix 5 INDICATIVE READING General Texts: Blaxter, L. Hughes,C. and Tight (2006) How to Research 3rd Edn. Buckingham: Open University Brewerton P and Millward L (2001); Organizational Research Mathods; London; Sage Publications Easterby-Smith M, Thorpe R and Lowe A (2002); Management Research: An Introduction; London; Sage Publications Quinton S and Smallbone T (2006); Postgraduate Research in Business: A Critical Guide; London; Sage Publications Riley M, Wood R C, Clark A M, Wilkie E and Szivas E (2000); Research and Writing Dissertations in Business and Management; London; Thomson Learning Rudestam, K.E. and Newton R.R. (2000), Surviving Your Dissertation: A Comprehensive Guide to Content and Process 2nd ed., Newbury Park, Sage. Silbergh, D.M. (2001), Doing Dissertation in Politics: A Student Guide, London, Routledge Other Texts Journal Articles: Becker H S (1998); Tricks of the Trade; University of Chicago Press. Berry R (1994); The Research Project: How to Write It; 3rd Edition; Routledge. Booth W C (1995); The Craft of Research; University of Chicago Press. Bryman A (1988) (Ed); Doing Research In Organisations; Routledge; London. Burgess R G (1982); Field Research: A Source Book And Field Manual; Allen Unwin; London. Denzin N K (1989); The Research Act; 3rd Edition; Prentice Hall; Englewood Cliffs, NJ. Downey H K and Ireland R D (1979); Quantitative Versus Qualitative: The Case Of Environmental Assessment In Organizational Studies; Administrative Science Quarterly; Dec, v24, n4, p630-637. Eisenhardt K (1989); Building Theory For Case Study Research; Academy Of Management Review; v14, n4, p532-550. Gable G G (1994); Integrating Case Study And Survey Research Methods: An Example In Information Systems; European Journal Of Information Systems; v3, n2, p112-126. Giddens A (1978); Positivism And Its Criticisms; In A History Of Sociological Analysis; Bottomore T and Nisbet R (eds); Heinemann; London. Gill J and Johnson P (2002); Research Methods For Managers; 2nd Edition; Sage Publications Ltd, England. Gummesson E (1988); Qualitative Methods in Management Research: Case Study Research, Participant Observation, Action Research-Action Science, and Other Qualitative Methods Used in Academic Research and Management Consultancy; Chartwell-Bratt; Bromley, England. Hughes J (1980); Aspects Of Modern Sociology: The Philosophy Of Social Research; Longman Group Ltd; Essex, Great Britain. Hussey J and Hussey R (1997); Business Research; Macmillan. Jankowicz A D (2000); Business Research Projects for Students; Thomson. Jick T D (1979); Mixing Qualitative And Quantitative Methods: Triangulation In Action; Administrative Science Quarterly; Dec, v24, n4; p602-611. Marshall C and Rossman G B (1995); Designing Qualitative Research; Sage Publications Inc; California. Mason J (1996); Qualitative Researching; Sage; London. May T (1993); Social Research: Issues, Methods and Process; Oxford University Press. McKenzie G, Powell J and Usher R (1997) (Eds); Understanding Social Research: Perspectives On Methodology And Practice; Falmer Press; London, Great Britain. Mintzberg H (1979); An Emerging Strategy Of Direct Research; Administrative Science Quarterly; Dec, v24, n4; p582-589. Morgan G and Smircich L (1980); The Case For Qualitative Research; The Academy Of Management Review; Oct, v5, n4; p491-500. ODochartaigh N (2003); The Internet Research Handbook; Sage; London Orna E and Stevens G (1995); Managing Information for Research, Oxford University Press. Patton M Q (1990); Qualitative Evaluation And Research Methods; (Second Edition); Sage; Newbury Park CA. Van Maanen (1979); Reclaiming Qualitative Methods For Organizational Research: A Preface; Administrative Science Quarterly; Dec, v24, n4; p520-526. Yin R K (1981); The Case Study Crisis: Some Answers; Administrative Science Quarterly; March, v26, p58-65. Yin R K (1994); Case Study Research: Design And Methods; 2nd Edition; Sage Publications Inc; California. Research Topic Specific Journals: Research at the Masters Level requires significant attention to information published in quality journals. Some examples of Quality Journals are listed below: Academy of Management Journal Academy of Management Review Administrative Science Quarterly British Journal of Management California Management Review Employee Relations European Management Journal Harvard Business Review International Journal of Human Resource Management International Journal of Public Sector Management Journal of Knowledge Management Journal of International Business Studies Journal of Management Journal of Management Studies Knowledge and Process Management: The Journal of Corporate Transformation Long Range Planning Management Review MIS Quarterly Organisational Dynamics Organizational Studies NOTE: Many topic specific journals can also be accessed electronically via Glasgow Caledonian Universitys library page https://www.learningservices.gcal.ac.uk/library/resources/database.html USEFUL WEBSITES Glasgow Caledonian University Citing Referencing Guide: https://www.gcal.ac.uk/student/coursework/referencing/index.html Glasgow Caledonian Universitys Effective Learning Services Guide on Plagiarism: https://www.gcal.ac.uk/student/coursework/writing/plagiarism.html Please note that the required referencing system is the Harvard System. Appendix 6 Contributors to the development of this module handbook: This module handbook contains text prepared by D. Silbergh, S. Sockalingham, Lynn Black and John Moxen. However, they are not responsible for any errors that it might contain.

Introduction. I Have Been Asked To Write This Recommendation

Introduction I have been asked to write this recommendation for Robert who is looking to invest his money of $20,000 into either Spark NZ Ltd or Ryman Healthcare Ltd. Robert is interested in his money being invested as he is focused on the potential growth which could occur over a period of time. Formed in 1987 Spark NZ Ltd (SPK) is a telecommunication company who provide a range of services not only specializing in mobile networks but broadband, and smartphones. Listed on the stock exchange firstly in 1991 as Telecom (TEL), in 2011 Chorus was split from this company creating one retail provider (Telecom) and one service provider (Chorus). In 2014 they announced a change in name to what we now know as Spark (SPK) creating a new and†¦show more content†¦Also steadily increasing is the ROE ratio, this high ratio indicates a good conversion of the owner’s contributions to profit. Ryman HealthCare’s probability graph has a trend of increasing at a fast rate (See Figure 2), this is shown predominantly by total revenue which has the largest growing slope, followed by EBITDA and NPAT. The broker Deutsche Bank have said to hold the shares in Ryman HealthCare while Forsyth Barr has said to buy the shares in this business. (RYMAN HEALTHCARE LIMITED - RYM (ORDINA RY SHARES), 2017) Through the analysis of Spark NZ Ltd and Ryman HealthCare Ltd, Ryman HealthCare has an increasing trend of both ratios, unlike Spark which has both positive and negative aspects to the ratios. Due to Ryman HealthCare having continued growth in profitability and an upward trend in the graph, with the broker’s recommendation of buying shares, Ryman HealthCare has favorable profitability. Liqudity1 Are liquid assets available to these businesses? 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