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论文题目：How does the new media technology impact on the political system?
论文语种：英文
您的研究方向：media,culture and society
是否有数据处理要求：否
您的国家：英国
您的学校背景：Northumbria university
要求字数：12000
论文用途：本科毕业论文 Bachelor Degree
是否需要盲审（博士或硕士生有这个需要）：
补充要求和说明：最少需要2：1以上的成绩，不管出多少钱，只要老师认真地写，一个星期给我看一次成果就好。
围绕着internet发展与政治的变化，比如市民对政治舆论方式的改变，再比如投票的方式改变等等。用美国和英国来做例子。case study可以用obama来写，他采用我网上模式取得了很多新任票
Northumbria University
School of Arts and Social Sciences
MODULE HANDBOOK FOR
Politics Dissertation
Introduction
Welcome to your dissertation module. In this Module Handbook my aim is to give you a broad overview of the module. Consequently, I shall outline below some of the important features of the module such as its aims and learning outcomes. Let us begin with some information about the module.
Module Information
This Module is of Level 6, Size 4, and is worth 40 Credit Points.
Synopsis of Module
The module provides an opportunity for students to independently pursue a self-selected research project on a topic related to the concerns of the discipline of politics broadly conceived. Students will: identify, understand, and interpret information about their chosen topic; organise that information in order to arrive at and answer a focused research question; and make appropriate use of theory and methodology. On successful completion of the module, the students will be able to demonstrate the following in relation to a particular topic: an extensive knowledge; awareness and understanding of the range of information; an ability to arrive at a grounded and focused research question; a capacity for structured and analytical argument in a written form; and an aptitude for the use of theory and methodology. Independent learning is supported by a series of introductory workshops in Semester 1, and supervisory tutorials across Semester 1 and Semester 2. The module is assessed by two components – Dissertation Outline (20%, Semester 1), and Final Dissertation (80%, Semester 2).
Aims of Module
The module provides an opportunity for students to independently pursue a self-selected research project on a topic related to the concerns of the discipline of politics broadly conceived. Specifically, the aims of the module are three-fold:
(1) To identify, understand, interpret and elucidate a range of information concerning a particular topic.
(2) To organise information, ideas and interpretations relevant to the particular topic in order to arrive at, and provide a structured and analytical response to, a focused research question.#p#分页标题#e#
(3) To make use of theory and methodology as appropriate to researching a particular topic
Learning Outcomes
On successful completion of the module, the student will be able to demonstrate:
L1. An extensive knowledge of a particular topic related to the concerns of the discipline of politics broadly conceived.
L2. An awareness and understanding of the range of information concerning a particular topic.
L3. An ability to arrive at a grounded and focused research question concerning a particular topic.
L4. A capacity for structured and analytical argument in a written form.
L5. An aptitude for the use of theory and methodology as appropriate to researching a particular topic.
Programme: Outline of the Syllabus
The Politics Dissertation is an independent research project, and the syllabus will be negotiated between student and supervisor bearing in mind the aims and learning outcomes of the module. That said, there will be a series of eight 1.5 hour introductory workshops in Semester 1. The programme for these workshops is as follows:
Week Beginning Workshop
Workshop 2: Information Retrieval
During semesters one and two, students will also meet with their allocated dissertation supervisors http://www.ukassignment.org/ in order that they can be given advice and monitored on the written achievement of their self-selected objectives. The nature of these non-directive supervision sessions, as well as their frequency, are to be governed by the approved criteria and guidelines set down during Workshop 1.
Learning, Teaching & Assessment Strategy
Essential reading will be recommended by way of preparation for each of the introductory workshops. The workshops are designed to provide students with the key skills necessary for the research process of completing a dissertation. The workshops will include a mix of lectures and group exercises and tasks to ensure active participation in the acquisition of key skills. Thereafter, students will meet with their supervisor on a one-to-one basis for tutorials. Tutorials offer the opportunity for formative feedback and for discussing plans for future work.
The assessment strategy for the module corresponds with the module’s learning outcomes and learning and teaching strategy. The module is assessed summatively in Semester 1 (week 11) and in Semester 2 (week 10) through submission of two weighted component pieces of work:
(1) Dissertation Outline (20%, 2000 words). Two copies of the Dissertation Outline should be submitted to the Politics and History Office no later than 12 midday on Monday 8th December 2008.
Your Outline will be available for collection from the Politics and History Office from midday on the 16th January 2009 onwards. Very occasionally it may be necessary to change this date. However, should this be the case you will be notified in advance.#p#分页标题#e#
The Dissertation Outline should cover the following elements: (a) a research question; (b) a summary of objectives aimed at achieving an answer to the research question, including theoretical approach to be taken and methods to be employed; (c) a set of coherently linked provisional chapter outlines. As such, the dissertation outline will reflect work at that stage of the research process, and will help to clarify the remaining programme of work and writing. In these terms, the dissertation outline is formative and it may, in a revised form, become part of the final dissertation. The dissertation outline also explicitly encourages students to begin demonstrate their capacity to meet Learning Outcomes L3, L4 and L5.
(2) Final Dissertation (80%, 12,000). Two copies of the Completed Final Dissertation should be submitted to the Politics Office (126 Lipman Building) no later than 12 noon on Thursday 2nd April 2009.
Your Final Dissertation will be available for collection from the Politics and History Office from midday on the 5th May 2009 onwards. Very occasionally it may be necessary to change this date. However, should this be the case you will be notified in advance.
The Final Dissertation is a sustained piece of written work that, conforming to academic and disciplinary expectations, is a keystone in the final year of Politics programmes. It provides the opportunity for students to demonstrate their capacity to meet all the module’s learning outcomes.
Assessment Criteria
Students are referred to their Programme Handbook for the overall strategies with regard to assessment criteria. The Standard Assessment Criteria outlined in Programme Handbooks is reproduced over the following pages. The criteria set out below will be used in the marking of the Dissertation Outline and Final Dissertation provided by students in the completion of this module. In addition, the Final Dissertation will be marked with particular reference to issues of structure (30%), content (60%), and style and referencing (10%). A copy of the dissertation marking sheet is also included below.
Standard Assessment Criteria
[70-79] Excellent in most respects. Comprehensive knowledge and understanding, impressive both in breadth and depth. Excellent ability to analyze, synthesize and evaluate within a sustained argument. Some evidence of independent thought. Very well written and presented
Excellent in some respects. Thorough knowledge and understanding. Very good ability to analyze, synthesize and evaluate within a sustained argument. Some willingness to challenge received wisdom. Well written and presented.
Proficient knowledge and understanding. Competent ability to analyze, synthesize and evaluate within a sustained argument. Competently written and presentedOutstanding. Excellent in almost all respects. Showing evidence of extensive knowledge and understanding. Outstanding ability to analyze, synthesize and evaluate within a sustained argument. Evidence of extensive reading beyond course content including some sources not on reading list. Excellent presentation and writing. Contains insight and some element of originality#p#分页标题#e#
Excellent in most respects. Comprehensive knowledge and understanding, impressive both in breadth and depth. Excellent ability to analyze, synthesize and evaluate within a sustained argument. Some evidence of independent thought. Very well written and presentedExcellent in some respects.. Thorough knowledge and understanding. Very good ability to analyze, synthesize and evaluate within a sustained argument. Some willingness to challenge received wisdom. Well written and presented.
Exceptional. Excellent in every respect showing extensive knowledge and understanding. Exceptional ability to analyze, synthesize and evaluate within a sustained argument. Evidence of very extensive reading beyond course content and including some sources not on reading list. Exceptionally well presented and stylishly written. High level of insight and strong element of originality
Outstanding. Excellent in almost all respects. Showing evidence of extensive knowledge and understanding. Outstanding ability to analyze, synthesize and evaluate within a sustained argument. Evidence of extensive reading beyond course content including some sources not on reading list. Excellent presentation and writing. Contains insight and some element of originalityxcellent in many respects. Comprehensive knowledge and understanding, impressive both in breadth and depth. Excellent ability to analyze, synthesize and evaluate within a sustained argument. Some evidence of independent thought. Very well written and presented
LEVEL ONE
LEVEL TWO
LEVEL THREE
Upper
Second
(60-69) The knowledge base is judged sound and relevant. The student demonstrates an understanding of concepts and of their inter-relationship; but conclusions are sometimes reached in the basis of insufficient factual information. Material is well presented.
The knowledge-base is judged sound and relevant. The student is judged to be developing an ability to relate theory and practice, concepts and ideas. Content is always relevant and well presented, and generally well focused, but can lack breadth or depth.
The knowledge-base is up-to-date and relevant, but also may be broad or deep. Work reflects a thorough grasp of concepts and of their inter-relationship, and a significant ability to relate theory to practice. The presentation is very good, the material generally well focused, reflecting inter alia a high degree of literacy. Arguments may sometimes be outstanding, even brilliant, and reflective of genuine independent thought, but are not always consistently at that level.
Lower
Second
(50-59) Written work is relevant but (in lower ranges) reflects some conceptual confusion and a reliance on description as a substitute for analysis. Syntax and grammar unsound.
Knowledge is sound but unimpressive. Occasional analysis but generally cannot rise above well-articulated assertion. Alternatively, some analysis but can lack clarity of focus. Occasional grammatical lapses.#p#分页标题#e#
Arguments may be generally relevant but not necessarily comprehensive. The student displays an awareness of what concepts are, but the ability to conceptualize, and/or to relate theory to practice, is palpably limited. Frequent use of assertion rather than argument. Grammar and spelling sound, but perhaps with occasional lapses.
3rd
Class
(40-49)
Basic knowledge-base is evidently incomplete and the grasp of concepts is evidently superficial. Written material lacks focus, and is prone to sweeping unsubstantiated assertion. Evidence of reading, but the student is unable to rise above description. Written work may be well presented, but is always heavily descriptive. Student appears not to grasp the difference between assertion and analysis, or may see nothing wrong in offering unjustified, perhaps polemical assertions. Written work may contain some analysis, but is poorly expressed.
Knowledge is adequate but limited and/or superficial, with a tendency to inaccuracy. Limited awareness of concepts. Limited ability to contextualize, and to relate theory to practice. Frequently, evidence (which may be accurate) is deployed superficially, with lack of focus. Almost always offers description/assertion rather than argument. Grammar may be poor, or the linkage between paragraphs may be weak.
Student appears not to have extended her/his knowledge beyond material provided by her/his teachers. Presentation is poor and content is often irrelevant.
Student is unable to grasp concepts, or to regurgitate facts in a relevant way. Presentation is often inarticulate, and not infrequently incomprehensible.
A short irrelevant paragraph or just a very weak essay plan in note formAnswer not attempted. beyond a few irrelevant sentences
Work may be accurate, but is more often than not irrelevant. Presentation is poor. No evidence of appropriate reading.
Work is neither relevant nor accurate, or is so inarticulate as to negate what relevance there might otherwise be.
A short irrelevant paragraph or just a very weak essay plan in note form
Answer not attempted. beyond a few irrelevant sentences Some accuracy but little relevance; very few relevant assertions. Minimal awareness that concepts exist. Work frequently lacks clarity. Communication frequently inarticulate. Presentation is poor.
Work is totally lacking in relevance. There is little if any accuracy. No grasps of concepts or ofhttp://www.ukassignment.org/daixieEssay/daixieyingguoessay/ awareness of what concepts are. Total failure to apply relevant skills. Work is inarticulate and/or incomprehensible.#p#分页标题#e#
A short irrelevant paragraph or just a very weak essay plan in note form
Answer not attempted. beyond a few irrelevant sentences
Dissertation Marking Sheet
Name of student...............................................……… Course:…………………………………
Title of topic......................................................……………………………………………………..
Name of first marker/second marker (delete as appropriate)
Structure (accounts for 30% of total mark)
Governing criteria: - Is there a structured argument, a clear introduction, a logically developed and substantiated argument and a clear conclusion. Is the dissertation written in a clear and concise fashion?
Comments: -
Content (accounts for 60% of total mark)
Governing criteria: - Is there an accurate exposition/understanding of relevant ideas/data. Is there a competent application of relevant ideas/methodologies? Is there a critical examination of all relevant debates/issues, concepts, and theories? Are there any indications of originality as defined in the levels of achievement document?
Comments: -
Style and referencing (accounts for 10% of total mark)
Governing criteria: - Is the dissertation properly referenced with an adequate bibliography? Is the dissertation well presented in terms of layout, properly word-processed and proof-read (error free)
Comments: -
Overall mark......%
Agreed mark.......%
Core Reading List
There are a range of useful guides available to the completion of a dissertation. It is strongly recommended that students consult the following before they commence writing their dissertation:
• Bell, J. (1993) Doing Your Research Project, Open University Press.
• Denscombe, M (1998) A Good Research Guide for Small-Scale Social Research Projects, Open University Press.
• Dunsmuir, A. & Williams, L. (1991) How to do Social Research, Wye College.
• Howard, K. & Sharp, J. A. (1993) The Management of a Student Research Project, Gower
• Watson, G. (1987) Writing a Thesis: A Guide to Long Essays and Dissertations, Longman
Essential Reading List
In addition to the core reading, there is also some occasional essential reading that relates to particular workshops during the programme in semester 1 (see below). For each of the specified weeks, you should make sure that you read at least two pieces of essential reading.
Week Beginning
6/10/08 Workshop 1: Choosing a Topic#p#分页标题#e#
Aims
Workshop 1 will provide an introduction to the requirements of the dissertation process, the selection of a topic, and the criteria and guidelines on supervision.
Outcomes
After this workshop, students should understand:
• the requirements of the dissertation process
• the need to select a well-defined topic
• the criteria and guidelines framing their relationships to their supervisors
Week Beginning
13/10/08 Workshop 2: Information Retrieval
Aims
Workshop 2 will provide an introduction to informational retrieval facilities and mechanisms available through Northumbria University Library. Workshop 2 will be delivered by the Politics specialist from the Library.
Outcomes
After this workshop, students should understand:
• the full range of facilities and mechanisms available to support their information retrieval in the course of their dissertation.
Week Beginning
20/10/08 Workshop 3: Identifying a Research Question
Essential Reading
• Robson, C (2002) Real World Research, 2nd Edition, Blackwell, especially chapter 3.
• Punch. K.P (2005) Introduction to Social Research, Sage, especially chapter 3.
• David, M and Sutton, C.D (2004) Social Research: The Basics, Sage, especially pp. 3-14.
• Baker, T.L (1999) Doing Social Research, Palgrave, especially pp. 1-5.
• Bell, J. (1993) Doing Your Research Project, Open University Press, especially chapters 2 and 4.
• Silverman, D. (2000) Doing Qualitative Research: A Practical Handbook, Sage, especially chapters 5 and 18.
Aims
Workshop 3 will ask students to reflect upon whether their chosen topic is researchable and how they might go about identifying a research question
Outcomes
After this workshop, students should be able to:
• identity any practical problems that they are likely to encounter in researching their chosen topic
• understand the processes necessary for moving from a general topic to a focused and appropriate research question.
Week Beginning
27/10/08 Workshop 4: Theory and Practice
Essential Reading
• Hay, C (2002) ‘The role for and the nature of theory in political analysis’, in Hay, C., Political Analysis: A Critical Introduction, Palgrave, pp. 37-50.
• Stoker, G. (1995) ‘The role of theory in political science’, in Marsh, D. and Stoker, G. (eds) Theory and Methods in Political Science, 1st Edition, Palgrave, pp. 16-18.
• Robson, C (2002) Real World Research, 2nd Edition, Blackwell, especially pp. 61-5.
• Punch, K.F (2005) ‘Description versus Explanation’, in Punch. K.P Introduction to Social Research, Sage, pp. 14-19.#p#分页标题#e#
• Bryman, A (2001) Social Research Methods, Oxford University Press, especially pp. 5-11.
• Baker, T.L (1999) Doing Social Research, Palgrave, especially pp. 44-72.
• Marsh, D. and Furlong, P. (2002) ‘A Skin not a Sweater: Ontology and Epistemology in Political Science’, in Marsh, D. and Stoker, G. (eds) Theory and Methods in Political Science, 2nd Edition, Palgrave.
• Pryke, M. et al. (eds) (2003) Using Social Theory, Sage, especially part 1.
• Sayer, A. (1992) Method in Social Science: A Realist Approach, 2nd Edition, Routledge, especially pp. 45-84.
Aims
Workshop 4 will guide students in the place of theory within their dissertation, and will encourage them to reflect on the relationship between theory and practice.
Outcomes
After this workshop, students should be able to:
• understand the role that theory will play in their dissertation
• consider the relationship between theory and practice in the context of their dissertation.
Week Beginning
3/11/08 Workshop 5: Methodology
Essential Reading
• Burnham, P et al. (2004) Research Methods in Politics, Palgrave, especially introduction and chapter 1.
• Robson, C (2002) Real World Research, 2nd Edition, Blackwell, especially chap. 2.
• Sarantakos, S. (2005) Social Research, 3rd Edition, Palgrave, pp. 28-52.
• Oakley, A (2000) Experiments in Knowing: Gender and Method in the Social Sciences, especially pp. 3-23.
• Bryman, A (2001) Social Research Methods, Oxford University Press, especially pp. 11-24.
• May, T. (2001) Social Research: Issues, Methods and Process, 3rd Edition, Open University Press.
• Silverman, D. (2000) Doing Qualitative Research: A Practical Handbook, Sage.
Aim
Workshop 5 will guide students in the methodological choices that confront them in the course of their dissertation.
Outcome
After the workshop, students should be able to:
• select the methodology and methods appropriate to their dissertation.
Week Beginning
10/11/08 Workshop 6: Structuring An Argument
Aim
Workshop 6 will guide students in structuring the chapters that comprise their dissertation.
Outcome
After the workshop, students should be able to:
• outline the main chapters that will comprise their dissertation.
Week Beginning
17/11/08 Workshop 7: Writing a Dissertation Outline
Aim
Workshop 8 will guide students in the completion of their Dissertation Outline, the first component of assessed work for the module.
Outcome
After the workshop, students should be able to:
• understand what is required in completing a Dissertation Outline.
Week Beginning
24/11/08 Workshop 8: Format, Referencing and Bibliography#p#分页标题#e#
Aim
Workshop 7 will set out the requirements and standards that a politics dissertation should follow in terms of format, referencing and bibliography.
Outcome
After the workshop, students should be able to:
• understand the requirements and standards of format, referencing and bibliography that they will meet in their dissertation.
Notional Student Workload
This module is delivered to full time students at the City Campus of Northumbria University over a period of 29 weeks. It is delivered through 8 x 1.5 hour workshops and non-directive supervisory sessions. Directed learning accounts for 8 hours (essential reading) whilst independent learning amounts to 370 hours.
Module Summative Assessment
The module summative assessment for is a Dissertation Outline (the weighting of this assessment is 20% and it is submitted during semester 1), and a completed Final Dissertation (the weighting of this assessment is 80% and it is submitted during semester 2).
Good luck with your dissertation.
Dr Paul Langley
September 2008.
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