Sabia, J. J., & Bass, B. (2017). Do anti-bullying laws work? New evidence on school safety and youth violence. Journal of Population Economics, 30(2), 473-502.

Then answer the following questions:

1. What does the data tell us?
2. If you were a lawmaker or policy maker, what changes would you make on the data?
3. Do you feel the methodology is sound, or do you feel there are questions unanswered?

Instructions:

• For this assignment, you are required to choose an essay topic (only one) by visiting the websites listed under the heading Chapter Options below.
• Write one short essay (two or three paragraphs: minimum 9 sentences) on the article/topic you selected that includes the following:
  • explain why you decided to research that topic
  • how does it relate to the chapter(s) covered in this module
  • discuss whether you consider this site a good tool for learning about American politics.

Chapter Options:

Chapter 9: Congress

1. National Committee for Effective Congress provides a broad range of national and international political information. To learn what are the current predictions on electoral races at the U.S. Senate, visit http://www.ourcampaigns.com/SenateList.html or http://www.ourcampaigns.com/HouseList.html for information on electoral races in the House of Representatives.
2. Earmarks are the language that members of Congress insert into legislation that dedicates funds for specific uses, many whose broad benefits can be questioned. http://www.ascrs.org/legislative-and-regulatory/washington-watch-weekly tracks your representatives and the bills in Congress they introduce, providing estimates of their costs or savings when available.
3. The Library of Congress “Thomas” website is an excellent source of information on current legislation. To find about present bills at the 113th Congress go to http://thomas.loc.gov/home/LegislativeData.php?&n=BillText&c=113

Chapter 10: The Presidency

1. The War Powers Resolution was passed in 1973 to define and limit the president’s power during times of war. Read the full text of the resolution on this website: http://www.loc.gov/law/help/war-powers.php. You could also visit any of the links provided on related topics at the end of the resolution’s text. Watch – Optional Study Video
2. Dave Leip’s Atlas of U.S. Presidential Elections provides Information on upcoming and past presidential elections. By visiting this site you can also experiment with the electoral college calculator to see how your state could affect the electoral outcome: http://www.uselectionatlas.org/
3. The first lady is an important resource for the president in his role as head of state. Read about current and past first ladies by visiting the following web-site: https://www.whitehouse.gov/about/first-ladies
4. Presidential attempts to increase executive power by influencing or diminishing the authority of other branches of government have been a source of political conflict during different administrations. To read about news on Congress, the White House and current political issues visit http://www.politico.com/.

Chapter 11: Bureaucracy

1. Project on Government Oversight is an independent, not-for-profit organization that seeks to make government more accountable by investigating corruption and misconduct. The group examines all types of government bureaucracies. Visit http://www.pogo.org/ to read the articles discussing some of the present issues under investigation.
2. The Department of Homeland Security was created after 9/11 to promote bureaucratic communication and domestic security. See what the department is doing to protect America from foreign threats by visiting: http://www.dhs.gov/topics
3. Suppose that a person was aware of some corruption that was occurring in the government agency in which she or he worked. What should a person in this situation do? Would it be plausible to be a whistle-blower? What are the possible implications for reporting corruption? Is it honest and ethical to engage in whistle-blowing? If this type of corruption was not reported, would ignore the situation to be indicative of honest and ethical behavior on the part of the person who was aware of the situation at hand? Explain. visit: https://www.whistleblowers.gov,

Chapter 12: The Federal Courts

1. The web-site for U.S. Supreme Court Media has a great search engine for finding information on landmark cases like Marbury v. Madison, Miranda v. Arizona, Roe v. Wade; and the most recent cases of Fisher v. The University of Texas, Shelby County v. Holder; and Hollingsworth v. Perry. To find information on any of these cases visit: http://www.oyez.org/
2. The U.S. court system consists of trial, appellate, and supreme courts. The U.S. Courts website provides a look at the different types of courts in the federal judiciary. To learn about the federal court system visit: http://www.uscourts.gov.

• Essays must be submitted through the proper dropbox. Scroll down the page and you will see the instructions and the dropbox.
• Paste your final essay in the dropbox below or attach it as a Word document. Work that is not submitted through the assigned dropbox or that is submitted using other software will receive a grade of zero.
• Note: Written Requirement: All assignments must be written using proper English grammar, punctuation, and spelling. Four (4) points will be deducted for each spelling, grammatical, and/or punctuation error. Work that contains more than five (5) spelling, grammatical, and/or punctuation errors; or work that does not meet the minimum number of sentences required will receive a grade of F (No points).

Essays are automatically submitted to SafeAssign. Work that SafeAssign identifies as having more than a 10% rate of similarity after quoted material and small matches (10 words or less) are excluded will not be read and will receive a grade of F (No points).

The course assessment has two elements: the submission of a Group Business Plan and an
Individual Report.
1. Group Business Plan
This assessment requires you to work in groups and submit a group business plan. The
allocation of students into groups will take place during the early part of Term 1. Students will be
able to choose which other group members they would like to work with but there will be a strong
expectation that, once they have formed their groups, students will not be expected to change
groups. Each student group will have 4-5 members (groups of three will only be considered in
exceptional cases where there is an odd number of students in the tutorial group).
As a preparation for submitting the business plan, your team will have the opportunity to present
your business idea in a ‘Dragons’ Den’ style session at the end of Term 1 (to take place during
normal tutorial times). In groups, you are required to present your business plan, preparing 4-5
slides to assist you in doing this (10 minutes). You are also required to answer questions from
your tutorial leader after the presentation (5 minutes). You should be able to elaborate on the
plan and defend your analysis.
The presentation itself is not marked but aims to provide feedback to assist further development
of your business plan and your individual reflective report. Following your Dragon’s Den
presentation your team must meet and reflect on the presentation and the next steps you need
to take in order to develop your work. You will find a document on Moodle entitled ‘Business Plan
Action Plan’ which you should use in order to do this and a completed version of this document
should be attached as an appendix when you submit your Group Business Plans.
You will also work on your Group Business Plans during workshop sessions organised as a part
of the course. Attendance at these sessions is crucial and will be recorded by your tutorial
leader. Please note that your marks for the group work may be reduced by up to five marks
based on your attendance at these four workshop sessions and the peer assessment form
submitted by team members (Absence for medical appointment is the only permittable reason
for absence at one of these sessions. Any student missing a session for this reason is required
to bring photocopied evidence of this to present to the course tutor during the following week’s
tutorial).
Business plans must be 3,000 words in length (references and appendices are not included in
the word count) and must be submitted by one group member. Further guidance on the format
to be used for your business plan will be provided via lectures and seminars, and on Moodle,
once the course has started.
Submitting the Group Business Plan
Please note: it is important that only one member of each group submits the Group Business
Plan.
Please submit the work according to the date and time as laid out in the table above. The work
should be submitted as one document with the main body of the plan (3000 word maximum)
10 | P a g e
followed by the following appendices.
Appendix 1: Slides from your Dragons’ Den Presentation (Please include these in a 4 slide per
page format. On your first slide please include a list of the student numbers from the members of
the group).
Appendix 2: Business Plan Group Action Plan (Please ensure that you include student numbers,
and not student names, when you outline how tasks were divided up amongst members of the
group)
Appendix 3: All student groups must also complete a Peer Group Assessment Form prior to
handing in the assignment. Please cut and paste this from the document you will find on Moodle
and add it to your work as Appendix 3.
Your business plan will be marked according to the following criteria:-
Criteria Percentage Explanation
Presentation and
structure
10.00% Is the assignment well organised and
logically constructed? Is the work free from
grammatical errors and referenced
appropriately?
Scope 45.00% Does the plan draw from appropriate sources
and literature in a significant manner that
addresses the key components of a business
plan? e.g., competitor/industry analysis,
marketing plan, financial analysis
Depth 45.00% Does the assignment demonstrate a
comprehensive understanding of the topic
areas discussed? Are the decisions made
concerning the proposed business realistic
and backed up by appropriate evidence?
2. Individual Report
Please submit an Individual Report which will consist of your answers to the two questions which
have been outlined below. Question 1 is divided into four different questions which are relatively
short and are based on your experience working in a group on your Group Business Plan.
Question 2 is a much longer question and requires you to write an essay on a title which you will
find below. The overall length of this piece of work is 3000 words.
The list of references that you will include at the end of both Question 1 and Question 2 is not
included in the word count.
Question Ia – Summary of your Group’s Business Idea (250 words)
You should outline, in your own words, the context and features of the business idea that was
developed by your group in the Group Business Plan. Outline what you feel to be the strengths
and weaknesses of the plan (include in this section, and in your bibliography, any academic or
other references to small businesses and the start-up process that you feel are relevant. You
can also include in this section information on any points that you have learnt from existing
entrepreneurs, including visiting speakers to the university)
Question 1b – Team Work (250 words)
11 | P a g e
Please reflect on the roles, specializations, and contributions of team members during your
Group Business Plan work. The team forming process, the efficiency of team work + how the
experience of working in teams can aid your future career development (include in this section,
and in your bibliography, any academic or other references to team working that you feel are
relevant in this section).
Question 1c – Presentation Experience (250 words)
Why is it important to present the business plan instead of just submitting paper documents?
Please provide concrete examples of what you learned, both in terms of presentation
effectiveness and issues concerning your business idea, from presenting the idea during the
Dragons’ Den sessions (include in this section, and in your bibliography, any academic or other
references to pitching a business and delivering effective presentations that you feel are
relevant).
Question 1d – Alternative Scenario (250 words)
You have predicted the growth of your business in the business plan. Looking back, do you think
your prediction was optimistic, pessimistic or just about right? Have you considered alternative
growth trajectories in your business plan? If not, how would the inclusion of alternative scenarios
help to make a better plan?
At the end of Question 1 you need to include a reference list, using the Harvard system, for all of
the references that you have referred to whilst answering the various parts of this question.
Question 2 – Essay Question (2000 words)
Please write an essay with the following title:-
One of the growth strategies a small business might consider is becoming a franchisor. Critically
assess the advantages and disadvantages of franchising as a growth strategy and outline two
tensions that might arise between a franchisor and a franchisee and what strategies could be
used to resolve these tensions?
The answers to Question 2 should be written as an essay with a length of 2000 words. Please
remember that when writing an essay you should include an introduction and conclusion and use
paragraphs, rather than headings, as the way to divide up your work. Please also use relevant
examples when writing your essay which can be from material that we have covered on the
course or from elsewhere.
At the end of Question 2 you need to include a reference list for all references that you have
referred to whilst answering this question. In addition to using online sources you should also
refer to relevant books that have been included in the module handbook, or additional relevant
books that you have found. When using books please reference the page number (or page
numbers) that have been consulted in your in-text referencing. An example of how you should do
this is as follows:- (Barringer and Ireland, 2016 p 236-237).
The Individual Report will be assessed according to the following criteria:
Marking Scheme Criteria Percentage Explanation
12 | P a g e
Scope 45.00% Is the assignment wide
enough in its scope and does
it draw from the literature
appropriately? Is supporting
evidence used to back up the
points being made?
Depth 45.00% Does the assignment
demonstrate a
comprehensive
understanding of the topic
area? Are relevant examples
used to substantiate the
points being made?
Organization and Structure 10.00% Are the answers organised
and structured in a logical
manner with good spelling
and grammar.

I will upload the presentation of the group business plan

MODULE HANDBOOK
2019-20
Small Business Development
BUSI1151/1494
1 | P a g e
1. Contents
1. Welcome to the Module 2
2. Key Contacts 5
3. Key Module Specification Details 5
4. Enquiry-based learning and Research-Led Teaching 6
5. Employability Skills Gained 6
6. Key Dates 7
7. Schedule of Teaching and Learning Activities 7
8. Assessment Tasks 8
9. Re-Sit Assessments 12
10. Reading Lists 12
11. Additional Module Information 13
12. Glossary of Terms 13
13. Other Details 14
2 | P age
2. Welcome to the Module
Dear Students,
Welcome to the course Small Business Development. Small businesses form an important sector of economy, underpinning the ‘enterprise culture’
and responsible for much job creation. This unit examines the genesis and evolution of a wide variety of small businesses, and their distinctive features when compared with large firms. Having completed the course, you will be in a position to consider starting your own business, or will be better equipped to work as an employee in a small business. Case studies will be examined as a part of the course, and these will provide a practical application of the theories and concepts considered. Please read this Course Guide thoroughly so that you are fully aware of the course requirements and are in a position to ask questions if there is anything you do not understand. Please also feel free to contact me (i.clarke@gre.ac.uk) whenever there is anything that you need to ask.
Best of luck with your studies.
Dr Ian Clarke
Course Leader
This handbook provides essential information that you will need during your undertaking of this module. It is not intended to be exhaustive but should help you to see at a glance key information about the module such as the aims and learning outcomes, the proposed schedule of delivery, assessment details, reading list and any additional resources that will be needed by you. Please ensure that you familiarise yourself with its contents.
The university will do all that it reasonably can do to provide educational services to support your learning. Sometimes circumstances may mean that we cannot provide such educational services or that the university has to withdraw or change aspects of this module and/or student services detailed in the information you have been provided with by the university. This might be because of, for example:
• industrial action by university staff or third parties;
• the unanticipated departure or absence of key members of university staff;
• acts of terrorism;
• the acts of any government or local authority;
• academic changes within subject areas; or
• where the numbers expected on a module are so low that it is not possible to deliver an appropriate quality of education for students enrolled on it.
In these circumstances, the university will take all reasonable steps to minimize the resultant disruption to those services and to affected students, for example by making reasonable modifications, but to the full extent that it is possible under the general law, the university excludes liability for any loss and/or damage suffered by any applicant or student as a result of these circumstances.
The modifications we make may be to:
3 | P a g e
• the content and syllabus of modules, including in relation to placements;
• the timetable, location and number of classes;
• the content or method of delivery of your module;
• the examination process; and
• the timing and method of assessment
Many of the changes that we make are in response to feedback from students and are intended to improve the experience of students and student outcomes.
In making any changes, the university will aim to keep significant changes to the minimum necessary and will notify and where reasonably possible also consult with you in advance about any significant changes that are required.
4 | P a g e
This page has been left intentionally blank to allow note-taking.
5 | P age
3. Key Contacts The list below summarises the contact details of key individuals relevant to this module.
Location: Email:
Tel:
Module Leader:
Dr Ian Clarke
(Office Hours: TBC)
QA201 i.clarke@gre.ac.uk 0208 331 7825
Module Tutors:
Dr Jin Chan QA201 j.h.chan@gre.ac.uk 0208 331 7812
Dr Mu Yang QA245 m.yang@gre.ac.uk 0208 331 9123
Dr Meng Meng QA305 m.meng@gre.ac.uk 0208 331 8627
Dr Anlan Chen QA306 a.chen@gre.ac.uk 0208 331 9867
Anusha Pappu a.anusha@gre.ac.uk (visiting lecturer)
Aaron Tan a.tan@gre.co.uk (visiting lecturer)
Leroy Iguma l.iguma@gre.ac.uk (visiting lecturer)
Puisin Tan Puisin1234@hotmail.com (visiting lecturer)
Theenida Buntornwon t.buntornwon@gre.ac.uk (visiting lecturer)
External Examiner: Dr Dimitris Potoglou
4. Key Module Specification Details
Department: Systems Management and Strategy
Number of Credits: 30
Term of delivery: Terms 1+2
Site of delivery: Greenwich Maritime site
Pre-requisites/Co-requisites: None
Aims:
The course is designed to give students an understanding of current practical and academic and approaches to small business, enterprise and entrepreneurship. Students will be able to use and apply this knowledge through the development and presentation of a business idea and through the completion of a written business plan.
Learning Outcomes:
On successful completion of this course students will be able to: 1 Understand the context of small business development 2 Apply the mechanisms of business planning 2 Appreciate the challenges faced by small businesses and be able to access available support structures 3 Understand the routes to growth available to small businesses 4 Engage in debates on contemporary issues affecting small businesses 5 Use and apply knowledge of small businesses to future career development
6 | P a g e
5. Enquiry-Based Learning and Research-Led Teaching
Enquiry-Based Learning (EBL)
Defined as ‘an approach based on self-directed enquiry or investigation in which the student is actively engaged in the process of enquiry facilitated by a teacher. EBL uses real life scenarios (for example, from case studies, company visits, and project work) and students investigate topics of relevance that foster the skills of experimental design, data collection, critical analysis and problem-solving’.
Students are engaged in enquiry-based learning as a part of the group work they do in preparing a business plan. Amongst other enquiry-based tasks students participate in real-life industry and competitor analysis and also investigate the advantages and disadvantages of different locations for a business.
Research-Led Teaching (RLT)
An element of Enquiry Based Learning links to RLT, which involves faculty introducing students to their own research where it is relevant to the curriculum being taught as well as drawing on their own knowledge of research developments in the field, introducing them to the work of other researchers. RLT sees students as active participants in the research process, not just as an audience. This is achieved by discussing such developments in lectures and classes and setting reading lists including recent research publications at the frontier of the field. The definition of a diverse assessment regime at the programme level (incorporating an expectation of familiarity with, and use of, such publications in assignments) and the inclusion of projects at every level of the programme is also fundamental to achieving these objectives.
Research-led teaching is incorporated in the course through reference to research done by the course leader on the effects of clustering and the opportunities it provides to small businesses. In addition, research done by several members of the course team on sustainability issues is incorporated in the course design through, for example, the choice of case studies eg on autonomous vehicles.
ME/ Inclusive curriculum
BAME/ Inclusive curriculum
BAME / Inclusive Curriculum
Learning is designed to ensure that the curriculum is inclusive and that the diversity of the student body is taken into account.

• Input from students and student curriculum consultants have informed the design and content of learning materials.

• Clear language is used in lecture materials and all handouts, presentations and course materials are accessible via Moodle.

• Assessment guidance is provided in good time.
International Aspects
This module is delivered at partner institutions in Asia, Africa and Europe.

• The curriculum is internationalised by use of case studies and by drawing from different backgrounds to enrich the design and content of learning materials.

• The teaching team works collaboratively with and is engaged in research with international colleagues.
6. Employability Skills Gained
Employability is an important part of the Small Business Development course and, having
7 | P age
completed the course, you will be equipped to work as an employee in a small business and also be in a position to consider starting your own business. In addition, the course aims to enable you to develop a number of transferable skills which will be of use in a variety of career settings. The following skills will, in particular, be developed as a part of the course:-
a) Cognitive skills – in your work on developing the business plan you will be evaluating real-life opportunities, assessing real-life markets and costs and making predictions based on actual market conditions.
b) Generic competences – The course contains group work in which you will have the opportunity to develop planning, interpersonal and leadership skills. You will also reflect on this process in the Individual Report.
c) Personal competences – The course allows you to develop your communication skills (both verbal and written) as a part of the Dragons’ Den sessions and also in your written assessments.
d) Practical and professional elements – the Individual Report requires you to specifically reflect on the skills you have developed which will boost your employability.
You can find out more about the Greenwich Employability Passport online
https://www.gre.ac.uk/articles/ils/greenwich-employability-passport-for-students
Information about the Career Centre is also available online
https://www.abintegro.com/public/career-transition-and-job-search
You can log on to the Career Centre with your Portal ID and Password
https://orca.gre.ac.uk/cas/login?service=https://idp.gre.ac.uk/oala/auth.php
7. Key Dates
2019/20 Term Dates
Please note that dates may differ depending on when you start your programme of study, and where you are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-dates for full details, and details of University closure dates.
Welcome Week 16th September 2019 20th September 2019
Term 1 23rd September 2019 13th December 2019
Term 2 13th January 2020 03rd April 2020
8. Schedule of Teaching and Learning Activities
Term One
UniWeek
+W/C
Session Title and Description Reading to complete
2
23.9
Lecture Course Introduction / Explanation of Assessments Chap 1 in Core text S 1 and Core Text 2 eminars Course introduction / Employability + Small businesses
3
30.9
Lecture Entrepreneurship and Small Businesses Core Text 1+2 and Case Study S eminars Case Study – Green and Black’s chocolate
4
7.10
Lecture Guest speaker Case Study
Seminars Case Study – Yvonne’s Cup Cakes
5
14.10
Lecture Identifying Opportunities Core texts 1 + 2 Seminars Business Plan Workshop – Forming Groups + Developing Ideas
6
21.10
Lecture Writing a Business Plan Core Text 1 + Case Study S eminars Case Study – Streetcar
8 | P age
7
28.10
Lecture Industry and Competitor Analysis Core text 1 and S Case Study eminars Case Study – Artbridge
8
4.11
Lecture Marketing for a Small Business Core text 1 + 2 and Case Study S eminars Case Study – Deliveroo
9
11.11
Lecture Finance for a small business Core Text 1+2 and Case Study S eminars Case study – Boogles
10
18.11
Lecture Entrepreneurial Contexts Core texts 1+2 +
Case Study S eminars Case study – Three entrepreneurs profiles
11
25.11
Lecture Developing a Business Model Core text 1 and 2
Seminars Business Plan Workshop – Dragons’ Den Preparation 12
2.12
Lecture No Lecture this week Review Course Materials S eminars Dragons’ Den (Group Presentations)
13
9.12
Lecture No Lecture this week Review Course Materials S eminars Dragons’ Den (Group Presentations)
Term Two
UniWeek
+W/C
Session Title and Description Reading to complete
18
13.1
Lecture Challenges of Growth Core Text 1 and Case Study S eminars Case Study – Cambrdge Satchel Ltd
19
20.1
Lecture Entrepreneurial Teams Core Text 1 + 2
Seminars Business Plan Workshop –Reflection on Dragons’ Den + Action Planning
20
27.1
Lecture Innovation and Small Businesses Core Text 2 and Case Study S eminars Case Study – Five AI
21
3.2
Lecture Strategies for Growth Core Text 1 and Case Study S eminars Case study – Groupon
22
10.2
Lecture Franchising Core Text 1 + 2 and Case Study S eminars Case study – UK franchising examples
23
17.2
Lecture E-Commerce Scarborough (2009) and Case Study S eminars Case Study – Not On The High Street
24
24.2
Lecture Location and Layout Decisions Scarborough (2009) and Case Study S eminars Case Study – Camel City Cafe
25
2.3
Lecture Buying an Existing Business Scarborough (2009) and Case Study S eminars Case Study – Brompton Bicycles
26
9.3
Lecture Assignment hand-in preparation Course Guide
Seminars Business Plan Workshop – Preparation for assignment hand-in
27
16.3
Lecture Course Review Review course
materials S eminars Course Review
28
23.3
Lecture Drop-In Session – Individual Questions Review course
materials S eminars Drop-In Session – Individual Questions
29
30.3
Lecture Drop-In Session – Individual Questions Review course
materials S eminars Drop-In Session – Individual Questions
9. Assessment Tasks
Assessment Schedule
Assessment (including resits)
Length Weight towards Module grade
Learning Outcomes
Due
Date
Anonymous Submission?
Anticipated Return Date
Header sheet number
Group Business
Plan
3000
words
30% [2,3,4] 11.3.20
at 23:30PM
Yes 1.4.20
Individual
Report
3000
words
70% [1,5,6] 11.3.20
at 23:30PM
Yes 1.4.20
9 | P a g e
1. Return of marked work with feedback will normally be given up to 15 working days after the due date indicated. In exceptional circumstances where you experience a delay in receiving this then you will be informed by the tutor.
2. The timetable for examinations will be available closer to the examination period (not applicable for this course).
Assessment Details
The course assessment has two elements: the submission of a Group Business Plan and an Individual Report.
1. Group Business Plan
This assessment requires you to work in groups and submit a group business plan. The allocation of students into groups will take place during the early part of Term 1. Students will be able to choose which other group members they would like to work with but there will be a strong expectation that, once they have formed their groups, students will not be expected to change groups. Each student group will have 4-5 members (groups of three will only be considered in exceptional cases where there is an odd number of students in the tutorial group).
As a preparation for submitting the business plan, your team will have the opportunity to present your business idea in a ‘Dragons’ Den’ style session at the end of Term 1 (to take place during normal tutorial times). In groups, you are required to present your business plan, preparing 4-5 slides to assist you in doing this (10 minutes). You are also required to answer questions from your tutorial leader after the presentation (5 minutes). You should be able to elaborate on the plan and defend your analysis.
The presentation itself is not marked but aims to provide feedback to assist further development of your business plan and your individual reflective report. Following your Dragon’s Den presentation your team must meet and reflect on the presentation and the next steps you need to take in order to develop your work. You will find a document on Moodle entitled ‘Business Plan Action Plan’ which you should use in order to do this and a completed version of this document should be attached as an appendix when you submit your Group Business Plans.
You will also work on your Group Business Plans during workshop sessions organised as a part of the course. Attendance at these sessions is crucial and will be recorded by your tutorial leader. Please note that your marks for the group work may be reduced by up to five marks based on your attendance at these four workshop sessions and the peer assessment form submitted by team members (Absence for medical appointment is the only permittable reason for absence at one of these sessions. Any student missing a session for this reason is required to bring photocopied evidence of this to present to the course tutor during the following week’s tutorial).
Business plans must be 3,000 words in length (references and appendices are not included in the word count) and must be submitted by one group member. Further guidance on the format to be used for your business plan will be provided via lectures and seminars, and on Moodle, once the course has started.
Submitting the Group Business Plan
Please note: it is important that only one member of each group submits the Group Business Plan.
Please submit the work according to the date and time as laid out in the table above. The work should be submitted as one document with the main body of the plan (3000 word maximum)
10 | P a g e
followed by the following appendices.
Appendix 1: Slides from your Dragons’ Den Presentation (Please include these in a 4 slide per page format. On your first slide please include a list of the student numbers from the members of the group).
Appendix 2: Business Plan Group Action Plan (Please ensure that you include student numbers, and not student names, when you outline how tasks were divided up amongst members of the group)
Appendix 3: All student groups must also complete a Peer Group Assessment Form prior to handing in the assignment. Please cut and paste this from the document you will find on Moodle and add it to your work as Appendix 3.
Your business plan will be marked according to the following criteria:-
Criteria
Percentage
Explanation
Presentation and structure
10.00%
Is the assignment well organised and logically constructed? Is the work free from grammatical errors and referenced appropriately?
Scope
45.00%
Does the plan draw from appropriate sources and literature in a significant manner that addresses the key components of a business plan? e.g., competitor/industry analysis, marketing plan, financial analysis
Depth
45.00%
Does the assignment demonstrate a comprehensive understanding of the topic areas discussed? Are the decisions made concerning the proposed business realistic and backed up by appropriate evidence?
2. Individual Report
Please submit an Individual Report which will consist of your answers to the two questions which have been outlined below. Question 1 is divided into four different questions which are relatively short and are based on your experience working in a group on your Group Business Plan. Question 2 is a much longer question and requires you to write an essay on a title which you will find below. The overall length of this piece of work is 3000 words.
The list of references that you will include at the end of both Question 1 and Question 2 is not included in the word count.
Question Ia – Summary of your Group’s Business Idea (250 words)
You should outline, in your own words, the context and features of the business idea that was developed by your group in the Group Business Plan. Outline what you feel to be the strengths and weaknesses of the plan (include in this section, and in your bibliography, any academic or other references to small businesses and the start-up process that you feel are relevant. You can also include in this section information on any points that you have learnt from existing entrepreneurs, including visiting speakers to the university)
Question 1b – Team Work (250 words)
11 | P a g e
Please reflect on the roles, specializations, and contributions of team members during your Group Business Plan work. The team forming process, the efficiency of team work + how the experience of working in teams can aid your future career development (include in this section, and in your bibliography, any academic or other references to team working that you feel are relevant in this section).
Question 1c – Presentation Experience (250 words)
Why is it important to present the business plan instead of just submitting paper documents? Please provide concrete examples of what you learned, both in terms of presentation effectiveness and issues concerning your business idea, from presenting the idea during the Dragons’ Den sessions (include in this section, and in your bibliography, any academic or other references to pitching a business and delivering effective presentations that you feel are relevant).
Question 1d – Alternative Scenario (250 words)
You have predicted the growth of your business in the business plan. Looking back, do you think your prediction was optimistic, pessimistic or just about right? Have you considered alternative growth trajectories in your business plan? If not, how would the inclusion of alternative scenarios help to make a better plan?
At the end of Question 1 you need to include a reference list, using the Harvard system, for all of the references that you have referred to whilst answering the various parts of this question.
Question 2 – Essay Question (2000 words)
Please write an essay with the following title:-
One of the growth strategies a small business might consider is becoming a franchisor. Critically assess the advantages and disadvantages of franchising as a growth strategy and outline two tensions that might arise between a franchisor and a franchisee and what strategies could be used to resolve these tensions?
The answers to Question 2 should be written as an essay with a length of 2000 words. Please remember that when writing an essay you should include an introduction and conclusion and use paragraphs, rather than headings, as the way to divide up your work. Please also use relevant examples when writing your essay which can be from material that we have covered on the course or from elsewhere.
At the end of Question 2 you need to include a reference list for all references that you have referred to whilst answering this question. In addition to using online sources you should also refer to relevant books that have been included in the module handbook, or additional relevant books that you have found. When using books please reference the page number (or page numbers) that have been consulted in your in-text referencing. An example of how you should do this is as follows:- (Barringer and Ireland, 2016 p 236-237).
The Individual Report will be assessed according to the following criteria:
Marking Scheme Criteria
Percentage
Explanation
12 | P age
Scope 45.00% Is the assignment wide enough in its scope and does it draw from the literature appropriately? Is supporting evidence used to back up the points being made? Depth 45.00% Does the assignment demonstrate a comprehensive understanding of the topic area? Are relevant examples used to substantiate the points being made? Organization and Structure 10.00% Are the answers organised and structured in a logical manner with good spelling and grammar.
10. Re-
Sit Assessments
The Progression and Award Board (PAB) will determine whether students who have failed items of coursework or exams will be permitted to complete re-sits. These normally take place in July/August. If your results letter advises you that you have been given a re-sit opportunity you will need to check the portal for details of the assessment element(s) that you will need to complete and for the timings of re-sit examinations.
For non-exam re-sits (e.g. coursework, essay, presentation, group work assessments), please consult the relevant Module’s Moodle page for instructions on what is required of your re-sit assessment. The due date will be Wednesday 10th July 2020.
You should be aware that there is no automatic right to take re-sits; this is at the discretion of the PAB and dependent on the scale of failure and your overall profile. If you are offered a re-sit opportunity which you do not take up, you will be recorded as having a non-submission; you will not keep the original grade for that item if you are told by a PAB that they want you to re-sit.
7. Reading Lists
Core Course Texts
Please note that the library stocks a number of different editions of these books, and it is not essential to only read the latest edition as much of the material remains the same in the different editions.
Author Year Title Publisher
1 Barringer, B.R. and Ireland, R.D.
2016 Entrepreneurship: Successfully Launching New Ventures.
Pearson
2 Stokes, D and Wilson, N
2017 Small Business Management and Entrepreneurship
Cengage Learning
Other Reading:-
13 | P a g e
Burns, P
2016
Entrepreneurship and Small Business (4th Edition)
Palgrave
Bamford, C. E. and Bruton, G.D.(2nd Edition)
2015
Entrepreneurship: A Small Business Approach
McGraw Hill
Parks, S.(2nd Edition)
2013
Start Your Business Week by Week
Pearson
Deakins, D. and Freel, M
2012
Entrepreneurship and Small Firms
McGraw Hill
Scarborough, N.M.(8th Edition)
2011
Effective Small Business Management
Pearson
Stokes, D, Wilson, N and Mador, M
2010
Entrepreneurship
Cengage Learning
Storey, D J and Greene, F J
2010
Small Business and Entrepreneurship
Prentice Hall
Westhead, P., Wright, M. and McElwee, G
2011
Entrepreneurship: Perspectives and Cases
Prentice Hall
Zimmerer, T.W. and Scarborough, N.M.
2008
Essentials of Entrepreneurship and Small Business Management,
Prentice-Hall
There are also a large number of academic journals that cover issues that are relevant for this course, the following being examples:-
Journal of Small Business and Entrepreneurship Journal of Small Business Management Small Business Economics
International Small Business Journal
Journal of Entrepreneurship
Journal of Enterprising Culture
International Journal of Entrepreneurial Behaviour and Research
International Journal of Entrepreneurship
International Journal of Entrepreneurship and Innovation
Journal of Business and Entrepreneurship Journal of Business Venturing
Entrepreneurship Theory and Practice Family Business Journal
Journal of Developmental Entrepreneurship Journal of International Entrepreneurship
Entrepreneurship and Regional Development
8. Additional Module Specific Information and Costs
Non-Applicable
9. Glossary of Terms
Pre-requisites/Co-requisites
This describes the learning you are expected to have completed before starting the module or the learning (or
14 | P a g e
other modules) that you should be undertaking alongside it.
AIms
These define the overall educational purpose of the module
Learning Outcomes
These are subject specific statements that define the learning that will be assessed during this module
Assessment Weight
This refers to the proportion of the overall result for the module that is based on your performance in each of the assessment tasks
10.Other Details
The majority of information relevant to you while you study at the University has been brought together into your programme handbook. Please refer to your programme handbook for any further information you might require including:
• Deadlines and extenuating circumstances,
• Plagiarism and referencing,
• Who to go to for advice or if you are concerned,
• How to provide us with feedback,
• Key administrative procedures.

Can you become addicted to stress?
Introduction:
Overflowing inboxes and endless to-do lists prevent many of us from taking time to stop and smell the flowers. Given the choice, though, would we? Turns out some experts believe we can actually become “addicted” to stress.
This assignment fulfills/Supports:
Module Outcome:
Course Outcome:
General Education Competencies:
The Assignment:
For this Discussion Board, complete the following steps:
Step 1:
Read the article “Can We Become Addicted to Stress?” by Katherine Schreiber. The article can be accessed online by clicking on the following link: http://healthland.time.com/2012/09/06/can-we-become-addicted-to-stress/ (opens in a new window).
Step 2:
In your initial post, thoroughly discuss the following:
Respond to the information in the article. Your response should not be a summary or a mere restating of the information. Your response should demonstrate your ability to analyze the ideas presented and offer your own well-constructed thoughts.
Citing Sources: You must use APA style to reference your source(s) at the end of your submission. For this assignment, you must include reference information for your textbook and the article. Information on how to format reference information (including a reference generator) in APA style can be found on the Purdue Online Writing Lab website at https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html (opens in a new window).
Acceptable Length: 300-500 word initial post; 2-3 sentence responses to at least three classmates.
Formatting Requirements:
Use 12-point Times New Roman or Arial font
Use double line spacing in the document
1-inch margins all around
Grading criteria: For full points you must fully comply with each component of the Discussion Board Rubric
Specifications: Post your initial response to the questions early in the assignment period so that others have time to respond to you. *NOTE*: You must submit your initial post before you will be able to view the posts of other students. This prevents students from simply re-wording the posts of classmates.
To Submit: When you are ready to make your initial post, click on the “Module Eleven Discussion Board” link above. You will not see any other posts. Click on “Create Thread” to type and post your initial post. Once your initial post is submitted, you will be able to read and reply to your classmates’ posts.

Write a 4 to 8-page SINGLE-SPACED paper containing an economic analysis of the causes and policy solutions to a public policy issue. Ensure that you follow the guidelines provided both below and in class.
You will be graded on the aspects below (Note that I have already discussed what I expect from you the aspects that I do not elaborate greatly):
Title page (1 point)
Title (and Sub-title, if you want):
The title page should include a title.
Make sure the title is informative. It should capture the gist of your proposal and, it should be as direct as possible.
For example, if you want to propose that government provides free meals in order to improve student attendance in Indiana’s high schools,
“Education policy in Indiana” is not a good title.
“A policy proposal for improving student attendance in Indiana’s high schools” is a better title.
Better still, you can have a title and sub-title. For example:
“Improving student attendance in Indiana’s high schools: A case for government provision of free meals”
A picture/Image:
The title page should also include a picture/image.
Find an image that best captures the key aspects of your proposal.
The image should speak to me in a way that lets me understand the proposal.
The proposal writer and the person being addressed
Write your name– as the proposal writer– and give yourself a title. The title you give yourself should fit the proposal. In other words, the proposal should reflect the capacity and interests of the office/title you give yourself.
For example, if your title, is “Chairperson of the Democratic Party (USA)”, I don’t expect you to write a proposal that advocates for illegalizing gay marriage.
Also, write the name and the title of the person/office you are addressing. Think about this seriously. For example, if you want to write a proposal that addresses climate change internationally, ensure that you are not directing it to the Mayor of Bloomington (IN) since his office cannot address an international issue.
Summary/Abstract/Executive Summary
The summary should capture the essential aspects of the rest of the paper. It should be written as concisely and precisely are possible.
The summary should contain NO citations.
You should take it as a given that if your summary is not written well, or if it is confusing, the reader will get the impression that the entire proposal is not good.
The issue == (3 points)
Specify the issue and convince the audience that it is worth addressing.
Here, graphical information that illustrates the magnitude of the issue is usually great.
Also, highlighting the secondary issues that arise from this issue is great.
Provide references where necessary.
The cause(s) == (3 points)
Here, describing several causes and specifying one of the them as the main cause is critical.
Remember, the main cause guides the way you write the rest of the proposal.
Ensure to economically model as many relationships between issue and causes as possible.
Ensure to provide some empirical evidence to support those relationship. Ideally, it should also be well cited.
Current policies == (3 points)
Specify the existing policy(ies) for addressing the issue.
Ensure to economically model the ways in which current policies address the issue.
Alternative policies == (3 points)
***Clearly specify all alternative policy options. The more of these, the better.
Ideally, for alternative policy options, you can give examples of geographical contexts where they have worked or failed to work.
Ensure to economically model the ways in which current policies address the issue.
Provide references where necessary.
Writing (1 point)
***You are expected to write concisely and precisely
References & Footnotes (1 point)
Use the APA citation formation
Ensure that you have citations well-placed where they are needed. And, organize the references at the back of the proposal.
You can have footnotes [additional notes to supplement what you are saying in the main text], but don’t put in the footnotes the references for material (in the main text)
Organizing the illustrations
Use the format below to organize your tables and figures. If you do not use this format, I will just assume that you do not have any graphical illustrations (Examples that illustrate this format are available on Canvas/Files/Proposal Material).
1st I create a table (let’s say with two rows and one column.
2nd I insert the picture in one of the rows, and use the other row for the caption.
3rd I select the table, right click the mouse and select “table properties”
4th in the “rows” pane you have to unselect the box that allows the table to break (I think that is the first box) and select the second box.