EAS coursepack LA2125 Module 4

Group Project:Student-led Seminar DiscussionMain AimGain practice leading and participatingin seminars 100

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Task: Student-led SeminarIn designated workgroups of 4 - 5, get ready to lead a seminar on the topic below.This will involve preparing to give an informal group seminar presentation on yourresearch findings and highlighting questions raised from your research which willencourage class participation, leading a peer group discussion following yourpresentation and finally, summing up the discussion. Your seminar presentationshould last for approximately 10 minutes, the discussion for 15 minutes andsumming up for 5 minutes.You have read about ethics in engineering. The task requires you to investigate someof these aspects further through focused research, which you will then feedback to thegroup and open up for discussion and debate.Seminar TopicChoose an aspect of engineering you are interested in. Find an example of a well-known engineer or engineering firm who made an unethical decision that haddisastrous consequences. Present the case to your classmates and, using thecharacteristics of ethical engineering* on the next page, describe what was unethicalabout the decisions made, what should have been done differently, andrecommendations for similar decisions in the future. *From: “Engineering Ethics: A Critical Dimension of the Profession” by N. Barakat (2010) 102

Defining characteristics of ethical engineering to the Royal Academy ofEngineering• Accuracy and rigour• Honesty and integrity• Respect for life, law and the public good, and• Responsible leadership: listening and informing *From: “Engineering Ethics: A Critical Dimension of the Profession” by N. Barakat (2010)Seminar Task Part 2: Mock Lab Report 1) Research online to address the following topic. Research Question: Do UK universities incorporate ethics training into their undergraduate or graduate programmes? 2) Do a survey of at least ten UK universities to discover if they include ethics training in their courses. 3) Present your findings in a simple lab report. An example is provided for you. Write one or two sentences in each section. 103

You will present your report after the seminar.The Simple Lab ReportThe simple report is generally only two to five pages long, and usually consists of the following: Aims Method Results Conclusion Discussion ReferencesAims (or objectives)The purpose of the experimentThere may be one aim or several. For instrumentation-based practicals it is customary to mention theapparatus to be used. For example, the aim for a biochemistry practical which uses aspectrophotometer to determine serum protein levels might be written as \"to determine protein levelsin normal serum samples by spectrophotometry\".Method (or materials and methods)How you carried out the experiment (and what reagents you used)Normally, the method is given out as part of the practical notes and very rarely would you be requiredto rewrite it, although you may have to note any alterations. Some lecturers will be happy with areference to the method, e.g. \"see practical notes page xx - alterations noted\" and others may requirea photocopy of the method attached to the report (with any alterations noted). 104

ResultsWhat you foundThis is the raw data and is best presented in the form of tables and graphs. Record your data in tablesand use the tabulated data to do the graphs.Record any data you have determined from the graph in a separate table. For example, if you aretrying to determine protein levels by spectrophotometry, you would record all the spectrophotometryreadings for your standards and samples in the first table, and use the standard readings to constructa graph of protein concentration versus absorbance readings (a standard curve). The concentration ofthe samples can then be worked out from the graph, and recorded in a separate table. If the amountof raw data is excessive, consider presenting it as an appendix.ConclusionAn interpretation or summary (not a discussion) of your resultsThis is normally a brief statement (e.g. \"the concentration of protein in serum sample xyz was found tobe xx g/L, which is within the normal reference range\"), or it may even be a tabulated summary ofresults. It should always reflect the question(s) posed in the Aim(s).Sometimes the conclusion is not separate from the discussion, i.e. you may be asked to give acombined \"conclusion/discussion\".Sometimes the conclusion may be required to go after the discussion, in which case it will not be asummary of the results but will be what you conclude based on your discussion. This type ofconclusion will probably be about a paragraph in length.DiscussionWhat the results mean, whether they were as expected (and if not, why not), any problems with thepractical etc. For example, a result outside the normal reference range could indicate one or moredisease states, which should be mentioned.It is usual to run a positive and negative control with any analysis as a way of making sure that themethod worked. This would be in the form of a normal and an abnormal control of known value for apractical like the serum protein analysis. If these controls give results within their expected ranges youcan generally assume that your sample result is valid. If not, this is a good indication that somethingwent wrong, somewhere!Sometimes the controls are past their expiry date, which means you have no way of knowing if yourresults are valid. If your results are not what you expected (as frequently happens in biochemistrypracticals), don't panic — you can often score excellent marks by being able to explain what wentwrong.ReferencesThis is usually just a list of the sources you consulted for your discussion. 105

A self-evaluation seminar checklistAfter you have given your seminar presentation take a few moments to review and reflectupon your talk. If you like you can even keep a few notes about how you felt it went usingthe seminar checklist. This will help you refine and develop your skills and learn more fromthe experience of presenting.Your preparation Visual aids, handouts etc. were they useful and clear?Your language and Speed, tone, intonation, articulation, volume etc, were they appropriate?speechIntroduction Did you gain interest and make your objectives clear?Audience attention How did your audience participate, ask questions, show their interestand interaction etc?Body Language and Did you have good eye and contact helpful body language (do you haveconfidence any mannerisms or habits which distract?) Did you appear confident and credible?Sources Did you present your references and sources effectively – were they the best sources to use?Summary and Did you give a clear summary of the main points?conclusions Did you draw out the implications, limitations and assumptions? 106

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Constructing Research Projects 5: Sections in detail – Discussion, Conclusion, Abstract & References PageMain AimUnderstand the purpose, structure andlanguage of discussion, conclusion,abstract & reference page sections 108

Constructing Research Papers: Sections in detail – Discussion I. PurposeThe most common purposes of discussion/data commentary (Swales & Feak, 2004:113): • Highlighting the results • Assessing theory, beliefs or general practice in light if the given data • Comparing and evaluating different data sets • Assessing the reliability of the data in terms of the methodology that produced it • Discussing the implications of the dataA discussion normally includes more than one of the above elements.Look at the Results section again and decide what purpose(s) the discussion sectionserves. II. StructureDiscussions are usually organised in the following way: (a) Location element and/or summary statement: refer readers to important information in a table, graph, chart, etc. (b) Highlighting statements: draw attention to the main trends and significant patterns; usually ordered from general to specific where major claims are followed by minor claims. (c) Discussion of implications, problems, exceptions, recommendations, etc.Please note: there will be variations of the above structure depending on the field, topic,data, audience and purpose of the commentary. 109

Look at two discussions from the section quoted above and identify their structure. i. Despite this lack of significance, Figure 5.11 clearly shows that some activities are more prevalent within normative social environments. For example 90% of respondents are prepared to collect glass at their home residences and take it to local collection points whilst shopping. Therefore it is surely plausible that they would use an onsite glass recycling facility, if OrgX were to expand its facilities. Informal discussions with community members also support this claim, with consistent levels of frustration at a lack of awareness and facilities onsite.ii. The provision of a dedicated onsite recycling facility could also reduce individual car trips to community centres; due to the rural location of the area walking to recycling locations is usually not feasible. Figure 5.13 shows that 2% of respondents indicated that they car pool to OrgX from their home residences. Car pooling to OrgX(b) occurs on an ad hoc basis, primarily arranged by individuals within the same department who are attending the same meeting at the sister site.III. LanguageLook at the Results excerpt again and underline all the words and expressions which areused to comment on data. Consider their purpose: are they used to provide a summary(a), to highlight trends and patterns (b) or to discuss implications (c)? List the results inthe columns below:(a) summary (b) highlighting (c) discussion 110

Here’s a list of most common verbs used to provide summaries of figures:Table 1 shows provides gives presents summarises illustrates reveals displays demonstrates indicates contains depictsYou can also use so-called as-Clauses (note the use of prepositions here):As shown in Figure 1…As illustrated by Graph 1…As indicated in Chart 1… 111

Task 1Read the following fragments. 1) Decide which fragments belong to each text (the first one has been done for you):Ethics in engineering: student perceptions Ecological modernisation of Chinese exportand their professional identity development. manufacturing via green logistics management and its regional implications.Stappenbelt, B. (2012). Journal of Technologyand Science Education. 3(1). Pp 3-10 Lai, K. H., Wong, C. W., & Cheng, T. C. E. (2012). Technological Forecasting and Social Change, 79(4), 766-770. Example: a)a) Green logistics aims to deploy processes that produce and distribute goods in a sustainable way, with a view to reducing waste and conserving resources in performing logistics activities.b) In light of the limited data available to assess whether the perceived drop in ethical awareness is valid or fallacious, the present study aimed to present a snapshot capturing the current state of engineering students’ personal and ethical values and their beliefs about others, including practising professional engineers.c) Our study has laid the foundation for future research to explore environmental management issues form a broader perspective that takes into account the logistics life cycle of merchandise as a way of achieving ecological modernisation in developing countries.d) Consistent with Economy and Lieberthal [14], Chinese export manufacturers seek legitimacy and business growth by satisfying customer needs through GLM implementation, while remaining passive in complying with the two extremes of EMFs….e) Although psychologists have long studied the development of moral identity (e.g. Flanagan & Rorty, 1990; Kohlberg, 1984), there has been little investigation into the effect of professional engineering ethics education on students’ moral grown (Self & Ellison, 1998; Sindler, Shuman & Wolfe, 2003). 112

f) This result strongly points to the need to further reinforce the relevant lifelong learning related graduate competencies in engineering curriculum. The most alarming results of the present study were that almost a third of students do not believe current practicing professional engineers act ethically and a similar number believe that is unrealistic to expect this ethical behaviour. This suggests that significantly more work is required in engineering ethics education and in shaping our students’ professional identities.g) Beyond environmental regulations, potential policy initiatives of China can be directed towards enforcing international environmental standards, offering training and technical assistance in terms of pollution control and resource conservation, and providing funding support for the Chinese export manufacturing industry to gain competitiveness with ecological modernisation in the world market.2) Now decide what function(s) the fragments have, choosing from the options below. The first one has been done for you: g)Indicating recommendationsHighlighting how the study differs fromcurrent knowledgeHighlighting major findingsHighlighting major findings andrelating them to the previous studiesHighlighting the significance of thestudyIdentifying areas for further researchIntroducing key terms 113

Task 2Look at the following excerpt from the discussion section of a dissertation entitled TheImpact of Coffee Market Liberalisation on Producer Price Behaviour in Tanzania label thefollowing: 1. summary of the dissertation 2. phrase used to introduce the summary 3. Literature mentioned 4. achievements of the study 5. findings 6. limitations 7. What limitations are mentioned? 114

Lukanima, B. 2009. The Impact of Coffee Market Liberalisation on Producer Price Behaviour in Tanzania. PhD, Hull: University of Hull.Task 3: Now think about your pre-sessional project. a) Are you going to include a Discussion section in your project? Why? Why not? b) What information presented during this session will be useful? 115

Constructing Research Papers: Sections in detail – ConclusionTask 1Look at the two examples of conclusions below and evaluate them. What are their strengthsand weaknesses (e.g. are all the essential features present? Are they sufficientlydeveloped?). Decide if you would change anything in each example and if so, what.Example 1It can be seen that differences do exist between Coca-Cola and Pepsi Cola. This can be seenin the marketing variables which are the basis for segmentation such as age and geographicvariables. In a competitive market, both companies must identify and target differentmarket segments in order to remain at the cutting edge. Differences between thecompanies are evident with respect to product, pricing, place and promotion. Coca-colarelies heavily on value: quality is more than something we see or taste. Pepsi, on the otherhand, relies on its success resulting from superior products and high standards ofperformance.Example 2Organisations in our era are extremely sensitive - as they must be - to demographic,political, technological and economic developments. Environmental changes most affectstrategic perspective. With respect to the marketing mix, quality in the biscuit industry is akey factor. For example, Arnott's uses its Sunshine brand to compete at the budget end ofthe market, but promotes its own brand on the basis of quality at the upper end.Competition with non-biscuit products such a snack food and confectionery is partly on thebasis of packaging. Even though the two companies have different specialities, the price,distribution and promotion are very similar. It can be seen that Arnott's have a strongermarket share than Nabisco due to stronger promotion, more variety of products and brandloyalty.An effective marketing program brings together all of the elements of the marketing mix toachieve the organisation's marketing objectives by delivering to customers what they wantand need. Thus, the most successful companies will be those that can meet these needsmost effectively From Monash University. 2007. Writing in Business in Economics: Writing the Conclusion. Available from: http://www.monash.edu.au/lls/llonline/writing/business-economics/marketing/2.2.3.xml, accessed on 25 June 2012.] You will find many useful phrases typically used in Conclusions at http://www.phrasebank.manchester.ac.uk/writing-conclusions/ 116

Constructing Research Papers: Sections in detail – AbstractTask 1Think about journal articles and reports that you have read in the recent weeks andanswer the following questions: a) What is the purpose of an abstract/summary? b) At what stage in the writing process should you write an abstract (or summary)?Task 2Read the two examples below and answer the questions below: a) Where does each of them come from? b) Can you see any differences between them? c) How effective are they as abstracts/summaries? Would you improve them in any way?Example 1This report provides an analysis and evaluation of the current and prospective profitability,liquidity and financial stability of Outdoor Equipment Ltd. Methods of analysis include trend,horizontal and vertical analyses as well as ratios such as Debt, Current and Quick ratios.Other calculations include rates of return on Shareholders Equity and Total Assets andearnings per share to name a few. Results of data analysed show that all ratios are belowindustry averages. In particular, comparative performance is poor in the areas of profitmargins, liquidity, credit control, and inventory management.The report finds the prospects of the company in its current position are not positive. Themajor areas of weakness require further investigation and remedial action by management.Recommendations discussed include: improving the average collection period for accounts receivable· improving/increasing inventory turnover· reducing prepayments and perhaps increasing inventory levelsThe report also investigates the fact that the analysis conducted has limitations. Some of thelimitations include the lack of forecasting figures, insufficient knowledge about the natureand type of company and about the current economic conditions.Adapted from: Woodward-Kron, R. (1997) Writing in Commerce: a guide to assist Commerce students withassignment writing, (Revised edition), Centre for the Advancement of Teaching and Learning, The University ofNewcastle. 117

Example 2This article explores the extent to which consumers consider ethics in luxury goodsconsumption. In particular, it explores whether there is a significant difference betweenconsumers’ propensity to consider ethics in luxury versus commodity purchase and whetherconsumers are ready to purchase ethical-luxury. Prior research in ethical consumptionfocuses on low value, commoditized product categories such as food, cosmetics and highstreet apparel. It is debatable if consumers follow similar ethical consumption patterns inluxury purchases. Findings indicate that consumers’ propensity to consider ethics issignificantly lower in luxury purchases when compared to commoditized purchases andexplores some of the potential reasons for this reduced propensity to identify or act uponethical issues in luxury consumption. From: Davies, I.A., Lee, Z. and I. Ahonkhai. 2011. Do consumers care about ethical luxury? Journal of Business Ethics, (2012) 106, pp. 37-51.Task 3Now read the example below and compare it to Examples 1 and 2. Is it different/better/worse? Justify your opinion.Example 3Every time a business or consumer purchases products or services they display forms of buyerbehaviour that are influenced by many factors. The following report looks at the fast foodindustry and will analyse four McDonalds’ key products and services. It highlights what typeof consumer buying or business buying behaviours are displayed in the purchase of a productor service and explains why each behaviour may occur. This enables a conclusion to be drawnfrom applying theory to reality. Although a full comprehension of buying behaviour isimpossible, since everyone is an individual, it is useful to reflect on common behaviours andattempt to divide behaviours in types and stages. Even McDonalds, a leader in marketingcannot always predict consumer behaviour. From: University of Wollongong. 2006. The structure of business reports. Available at http://unilearning.uow.edu.au/report/4bi1.html, accessed on 25th May 2018. 118

Constructing Research Papers: Sections in detail – References Page Example 119

Aston Pre-sessional Week 3Theme: Ethics in Engineering continued 120

PresentationsIncreasing the Impact of PresentationsBell, D. 2008. Passport to Academic Presentations. Reading: Garnet Publishing Ltd.,pp.34-36. 121

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From: Powell, Mark, (1997) \"Selected pages\" from Powell, Mark, Presenting in English how to give successfulpresentations pp.11,13,36,37,41,42, Hove: Language Teaching Publications (LTP) 124

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Aston Pre-sessional Week 2Theme: Assessment Preparation 128

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Individual Presentation Preparation 130

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Aston Pre-sessional Week 1Theme: Team Project 138

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TEAM PROJECT Details to be provided on BlackBoard.Main AimApply theories; gain practice working as ateam on a final project; be creative, havefun, and enjoy the end of the Aston pre-sessional! 140

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Listening & responding: Belbin TeamRolesMain AimPractise listening and responding to acomplex presentation through payingattention to main ideas, details andorganisation 142

Introduction to Belbin Team Roles: John England (Mindsystems),http://www.youtube.com/watch?v=mYL3aKON82UTask 1: Preparation for listeningYou are going to listen to a talk about Belbin’s model of roles people assume inteams. In preparation for this listening your tutor asked you to do backgroundresearch into Dr Meredith Belbin and his work. Work in pairs or groups: a) Share the key findings with your group members. What is the most interesting information that you managed to find? b) What sources did you use to find information? In your group make a list of three most reliable and informative sources which you would recommend to the rest of the class.Task 2: ListeningNow listen and answer the following question: a) What is a syndicate? b) What does the speaker say about behaviour as opposed to personality? c) What does the speaker say about the selected aspects of behaviour? d) What do the acronyms IQ and EQ mean? e) What are the benefits of the awareness of the team roles model? f) What is one constant feature of every team role? On the next page, make notes on the characteristics of each role, taking into consideration the speaker’s explanation (not only the slides). 143

Plant Coordinator Shaper Monitor Evaluator Team Worker Implementer Completer Finisher Specialist Resource InvestigatorTask 3: After listening 1. In the summary of his talk, the speaker says that Belbin Team Roles help in: i. recruitment ii. team selection and development iii. managing individualsDo you agree? In what way can the model be helpful in each of these areas? 2. Which role (or roles) do you think you assume when working in teams?The speaker gave a very brief overview of Belbin’s model and its role. Which aspectof the talk would you like to know more about and research further? 144

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Aston Pre-sessionalReflection 146

Reflection on your progress on the course: Self-evaluation of achievementConsider what you have learnt for the past 6, 12, 18, or 30 weeks. Identify threeachievements which particularly please you. Use the table below to analyse yourachievements in more detail. Share your achievements with your classmates. Achievement 1 Achievement 2 Achievement 3What have Iachieved?What haschanged? Whatcan I do now thatcouldn’t dobefore?How do I know Ihave achievedthis?What is theevidence for myachievement?What did I do toachieve this?Did I change myattitudes or habits?Did I practise? DidI ask for support?Did I listen tofeedback andreflect on myperformance?Why is thisachievementimportant?What can I do tobuild on thissuccess? Howcould I applythese skills to anew situation? 147

Adapted from Cottrell, S. 2008. The Study Skills Handbook. 3rd ed. Basingstoke: Palgrave Macmillan, p.332 Aston Pre-sessional Additional Resources 148

Pronunciation WebsitesEnglish clubhttps://www.englishclub.com/pronunciation/BBC Learning English http://www.bbc.co.uk/worldservice/learningenglish/grammar/pron/British Council http://www.teachingenglish.org.uk/article/phonemic-chartEnglish online http://www.english-online.org.uk/pronounce/pronounce21.htmHowjsay http://howjsay.com/Ted Power http://www.tedpower.co.uk/phono.htmlDownloadable Pronunciation AppBritish Council (for iPad) http://learnenglish.britishcouncil.org/en/apps/sounds-rightVocabulary Learning Websiteshttp://uefap.com/ Activities and exercises & academic word listshttp://flax.nzdl.org/greenstone3/flax Collocations & collection of example essays by field withoptions to highlight word typesGoogle News - https://news.google.co.uk/ Check the use and contexts of unfamiliar wordshttp://www.bbc.co.uk/worldservice/learningenglish/language/ Daily vocabulary lessons&“Words in the News”http://www.englishvocabularyexercises.com/ & http://www.englishvocabularyexercises.com/AWL/Academic word lists & exercisesLanguage ResourcesGrammar & Vocabularyhttp://www.bbc.co.uk/learningenglish/http://learnenglish.britishcouncil.org/en/grammar-and-vocabularyhttp://www.ego4u.com/en/cram-up/grammar/http://www.englishgrammarsecrets.com/index.htmlhttp://a4esl.org/q/h/grammar.htmlhttps://www.usingenglish.com/quizzes/http://www.eslcafe.com/http://esl.about.com/?once=true&http://www.englishpage.com/http://www.englishclub.com/grammar/Better speakinghttp://www.bbc.co.uk/worldservice/learningenglish/webcast/tae_betterspeaking_archive.shtmlEnglish learners’ online dictionariesLongman Dictionary http://www.ldoceonline.com/Oxford Advanced Learners’ Dictionary http://www.oxfordlearnersdictionaries.com/Cambridge http://dictionary.cambridge.org/dictionary/british/Macmillan http://www.macmillandictionary.com/ 149