Canvas Submission Deadline: Thursday, 22nd September 2022 by 2pm
Module Leader: Ashraf Islam
Learning outcomes Knowledge
K1 Explain the nature of the English legal and justice system
K2 Discuss the importance of legal knowledge and its strategic importance for the conduct of business K3 Demonstrate understanding of legal principles, company law, tort law and employment law
K4 Examine the formation of different types of business organizations K5 Suggest appropriate legal solutions to resolve areas of dispute
K6 Explore the history and structure of the legal issues in the tourism and event organization
S1 An ability to understand legal rules arising from legislation and apply this legislation to particular situations. S2 An ability to identify legal issues arising from a particular set of facts
S3 To analyze legal cases and evaluate arguments based upon them
Essay Writing (60%):
You will be assessed based on your ability to write an essay of 1500 words. In order to be able to write your essay, you will be provided with a choice of choosing only ONE question from a total of five. This part of the assessment holds a total of 60% weight.
All students MUST sit for a multiple choice based exam (500 Words). The Multiple Choice Exam forms part of your assessment and will hold a total weight of 40%. The Multiple Choice Exam questions will be based around the topics that you should have covered during your lectures and your face to face workshops.
Therefore, ALL students MUST ensure that they are submitting their written essay via Turnitin Link, and that they are also sitting for their exam in order to be able to meet the assessment criteria.
In week 5 and 6 of the programme, you will be able to submit a formative draft assignment [do not use the learning outcomes as the questions/ question for the assignment]
You will receive formative feedback to guide you in line with your formative assignment. Note that the formative draft assignment is unassessed. Formative feedback for all draft assignment is designed to help prepare you for summative assessment which is assessed and counts towards the course mark and to the degree award.
Range of formative assessment, such as essays, debates, problem sets questions, case studies, reports, quizzes, mock exams and many others will be used. Feedback on draft assignment/s is an essential part of the teaching and learning experience. Class teachers will mark formative draft assignment [unassessed] and return it with feedback to you during the workshop period or before the final submission.
Choose one of the questions below and write an essay of 1500 words with an allowance of +/-10% in length, excluding appendices. (60%)
Students are asked to reflect and familiarize on relevant UK case laws/statutes/legislations suitable for answering assignment questions. For example, for Human Right, BELLINGER V BELLINGER (2003) UKHL 21 / R V SECRETARY OF STATE FOR THE HOME DEPARTMENT, EX PARTE BRIND (1991) .
The submitted essay must be supported w ith law examples. The submitted essay must be supported with case law s, statutes/ legislations. Harvard referencing style or Oscola is accepted.
HINT: How to structure your essay?
The essay structure for this type of essay is quite simple, so it’s easy to follow. Most critical essays will follow this pattern:
The assignment is intended to give you an opportunity to show that you are capable of applying your knowledge of managing innovation and technology transfer, not only in describing the issue faced by the commercial sector, but also in explaining it and justifying your proposed actions for improvement.
Analyse: Break an issue into its constituent parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate to one another.
Critically evaluate: Give your verdict as to what extent a statement or findings within a piece of research are true, or to what extent you agree with them. Provide evidence taken from a wide range of sources which both agree with and contradict an argument. Come to a final conclusion, basing your decision on what you judge to be the most important factors and justify how you have made your choice.
|Demonstrate:||Show how, with examples to illustrate.|
Discuss: Investigate or examine by argument. Examine key points and possible interpretations, sift and debate, giving reasons for and against. Draw a conclusion or point out the advantages and disadvantages of a given context. Remember to arrive at a conclusion.
Explain: Clarify a topic by giving a detailed account as to how and why it occurs, or what is meant by the use of this term in a particular context. Your writing should have clarity so that complex procedures or sequences of events can be understood, defining key terms where appropriate, and be substantiated with relevant research.
Explore: Adopt a questioning approach and consider a variety of different viewpoints. Where possible reconcile opposing views by presenting a final line of argument.
Identify: Determine what are the key points to be addressed and implications thereof.
Illustrate: A similar instruction to ‘explain’ whereby you are asked to show the workings of something, making use of definite examples and statistics if appropriate to add weight to your explanation.
For general assessment criteria see appendix 1.
All Assessments are subject to the University’s Policy on ‘Cheating, Collusion and Plagiarism’. Students found guilty of this are subject to severe penalties. This is an INDIVIDUAL piece of work – If there is evidence that the work is not wholly attributable to you, the University’s policy on ‘Cheating, Collusion and Plagiarism’ will be applied
Link to University Academic Integrity and Misconduct Policy https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155
University Academic Regulations
University Policy on Academic Integrity and Misconduct https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-8155
University Policy on Extenuating Circumstances https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-2995/AQH-F6-Procedures-for- Extenuating-Circumstances.pdf
University Policies on Complaints, Appeals and Student Discipline https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2784
For further information regarding Assessment Regulations, extenuating circumstances or extensions and academic integrity, please refer to your Programme Handbook on the University of Sunderland in London information page on Canvas.
Please access other reading list from the module handbook.
Your submission links will become available approximately 3 weeks prior to your submission deadline. Your submission will be on your module space on Canvas. Please refer to the ‘General Assessment Guidance’ under the Assignment tab, for detailed instructions on how to submit and how to check for your marks and feedback.
You will be marked in accordance to the University of Sunderland assessment criteria attached below. The assessment criteria covers; Relevance, Knowledge, Analysis, Argument and Structure, Critical Evaluation, Presentation, Reference to Literature.
Your mark and feedback will be made available to you electronically once the internal moderation has taken place, which is after 4 weeks from your submission deadline.
Marking Rubric – LFBM104/LFTE104 (August 2022)
|Relevance||Knowledge||Analysis||Argument & Structure||Critical Evaluation||Presentation||Reference to Literature|
|D I S T I N C T I O N / M E R I T||86 – 100%||The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.|
|76-85%||The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the category as cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.|
|70-75%||The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.|
|60-69%||Directly relevant to the requirements of the assessment||A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein||Good analysis, clear and orderly||Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)||May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.||Well written, with standard spelling and grammar, in a readable style with acceptable format||Critical appraisal of up- to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources|
|Relevance||Knowledge||Analysis||Argument and Structure||Critical Evaluation||Presentation||Reference to Literature|
|P A S S||50-59%||Some attempt to address the requirements of the assessment: may drift away from this in less focused passages||Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance||Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose||Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms||Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic||Competently written, with only minor lapses from standard grammar, with acceptable format||Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material.|
|40-49%||Some correlation with the requirements of the assessment but there is a significant degree of irrelevance||Basic understanding of the subject but addressing a limited range of material||Largely descriptive or narrative, with little evidence of analysis||A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence||Some evidence of a view starting to be formed but mainly derivative.||A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader||Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. Weak use of source material.|
|F A I L||35-39%||Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms||A limited understanding of a narrow range of material||Heavy dependence on description, and/or on paraphrase, is common||Little evidence of coherent argument: lacks development and may be repetitive or thin||Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase||Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style||Barely adequate use of literature. Over reliance on material provided by the tutor.|
|Relevance||Knowledge||Analysis||Argument and Structure||Critical Evaluation||Presentation||Reference to Literature|
|F A I L||30-34%||The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.|
|15-29%||The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.|
|0-14%||The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.|
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