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Ethical issues in ICT

This assignment assesses the following learning outcomes:

  1. demonstrate an understanding of and explain key concepts taken from the syllabus.
  2. work effectively on an individual basis towards the achievement of objectives.
  3. effectively communicate concepts, theories and evidence relevant to the outline syllabus in writing.
  4. critically evaluate concepts and evidence relating to the outline module syllabus.

Coursework Requirement:
An individual written assignment for one of the two following questions:

Question 1

Karkoulian, Strour and Sinan (2016 p1) state that:

“balancing work and family demands is a struggle that almost all employees deal with on a daily basis, consequently incurring high levels of job related stress … As more women join the workforce and dual-income families become more common, both men and women face the need to balance between family and work life.”

In view of the above statement critically evaluate the relationship between work and non- work, using relevant evidence to support your answer. (To be submitted Monday 21st November 2016. Work submitted to deadline will be returned
12 th December).

Question 2

“Gender inequality in work and management is persistent. In an era of positive action, and despite four decades of legislation enacted to reduce workplace inequality in Britain, the gender pay gap remains stubbornly wide. The Fawcett Society (2013) recently indicated that women earn 14.9 per cent less on average than men for the same job, warning that pay inequalities are likely to become more pronounced. In addition, an elaborate structure of glass
walls, ceilings and cliffs continue to disadvantage working women. If there ever was a ‘gender revolution’ in employment (England, 2010) it certainly stalled before sufficient progress was achieved.”

Critically evaluate the above statement considering the current roles of men and women at work and likely future work roles of men and women in the UK. Use appropriate evidence and examples to support your answer.

The essay will be assessed in relation to relevance, evidence and structure/presentation. Your answer should be in essay format.

Tutor referral will apply to this assessment component. Tutor – referred work must be resubmitted on the date advised in your feedback.

The essay is assessed on the following three areas:

Relevance- the discussion must be relevant to the question set based on the key topics covered in lessons. Description should be avoided, instead critically evaluating the material content. The answer should relate back to the question and the quote.

Evidence – independent research should be undertaken to support the work. A wide variety of academic materials is recommended including textbooks, journal articles and reliable websites all of which should be accurately referenced. Recommended reading lists are available in the handbook but original, relevant research will be recognised.

Structure and Presentation- An appropriate essay format should be used. References must use the APA 6 th referencing system. Consideration will also be given to how clearly the discussion is structured. Please make an appointment with the Academic Skills Tutors for any additional help needed with essay writing and referencing.

Pay close attention to the Assessment and Grading Criteria at the end of this document. These criteria will be used to provide feedback on your marked assignment.

Referencing your work:

The University standard referencing system is APA 6 th style. The link below is to the library guidance on referencing and it is recommended you use these resources to ensure your references are in the correct format.

It is essential that you reference all material that you use within your essay whether it is a direct quote or you have used the source to support your discussion. Referencing correctly will avoid plagiarism which has serious penalties
and it also demonstrates that you have read widely to support your work. This essay should be based on researched academic material which requires referencing.

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