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Unit3ResearchreportPart1PurposeofaresearchreportTheintendedaudienceofthisreportistheeducationtradeunionsoftheEUcountries.PossiblythosewhowanttoknowmoreaboutthegenderequalityissuesinEUwillalsobeinterestedinthereport.Theauthorspurposeistoinvestigateequalopportunityinteachingprofessionandineducationtradeunionsandtoproviderecommendationtopromoteequaltreatmentatwork.ContentofaresearchreportA2G
3.C
4.D
5.B
6.E
7.FStructureofaresearchreport
1.A
2.E
3.C
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5.DPart21ReportingresearchdataUsingvisualmeanstopresentdata-Overallitcanbeconcludedthatdespiteapredominantlyfemaletradeunionmembershipwomenareunder-representedacrossalllevelsoftradeuniondecision-makingstructures.3MakingrecommendationsItisrecommendedthat...Theunionshouldplayamoreactiverolein...Thereisanurgentneedfor...Theunionscan...Itisadvisable...Part3EvaluatingtheresultssectionofaresearchreportParagraph1StrengthTheparagraphgeneralizesthetrendsofbothundergraduateandgraduateenrollments.WeaknessesThedescriptionoftheundergraduatesectorisalrightbuttheabsolutenumbersusedtodescribethegraduatesectordoesntmakemuchsensebecausethenumbersaretoobigandabstractforthereadertoperceiveitsmeaning.Theparagraphdoesnotsupportthegeneralizationeffectivelybecauseittreatsthetwosectorsseparatelyandfailstorevealthepatternofstudentenrollmentsasawhole.Thefigureisnotnumbered.FurtherimprovementsGeneralizethefindingsasawhole.Usepercentagetodescribethechange.Explainthemeaningofthenumbers.Signpostthecontrastofthetwoparts.Numberthefigureproperly.Paragraph2StrengthAccuratelygeneralizetheresults.Thereportofdataisnotaccurateorcompletebecausetheparagraphonlyreportsthenumberofthegraduatestudentswhotakedistanceeducationcourse.Usingtheexactnumbersisnoteffectivetoreporttheresultsbecausetheyareabstractandmakelittlesensetothereader.Alsothewriterusesthemtoooftenwhichcouldmakethereportdifficulttounderstand.Thefigureisnotnumbered.Furtherimprovements:Usepercentageandexplainthemeaningofthenumbers.Numberthefigureproperly.Paragraph3StrengthAccuratelygeneralizethetrendstheresultssuggest.WeaknessesTheparagraphgeneralizesthedeclineofon-campusstudentsbuthasnodatatosupportit.Theparagraphdoesnotexplaintheresultseffectivelyforitlooksateachcategorybutnotwhattheresultsmeanwhenputtogether.Thefigureisnotnumbered.Furtherimprovements:Treatthedifferentcategoryseparatelyandalsoconsiderthemasawhole.Useexactnumberstogetherwithpercentagetogivethereaderapictureofhowlargethesizeofthedecreasingon-campusstudentsis.Ifpossibleexplaintheresultsbylookingatthecorrelationbetweendifferentsetsofresult.Numberthefigureproperly.2SamplerevisionParagraph1:Fromthechartbelowwecanseeacontinuousdeclineinstudentenrollmentsfrom2012to
2016.Thetotaldecreaserecordedoverthisperiodwasfoundintheundergraduatesectordown
8680404.8%.Asteadylossofapproximately
1.2%undergraduatestudentswasseeneveryyear.Incontrastthegraduatestudentpopulationremainedrelativelysteadythroughout2014andthengrewslightlyby
1.9%or56957studentsoverthenexttwo-yearperiod.Giventhesmallsizeofthissectorhoweverthegrowthdidnotstopthefallofthestudentenrollmentsasawhole.Paragraph2:Thenumberofdistancestudentsatboththeundergraduateandgraduatelevelincreasedsteadilyfrom2012to
2016.In2016Graduateandundergraduatestudentstakingatleastonedistanceeducationcourseincreased
5.6%overthepreviousyearandgrewby
17.2%inthefouryearssince
2012.The
5.6%growthrateexceedsthatobservedbetween2012and
20133.4%2013and
20143.3%andbetween2014and
20153.9%.Paragraph3:Therearenowfewerstudentsstudyingoncampusthanatanypointsince
2012.Thegrowthinthenumberofstudentstakingonlydistancecoursescoupledwiththeoveralldeclineintheoverallnumberofstudentsenrolledmeansthattherearenowoveramillionfewerstudentscomingtocampusin2016thantherewasin
2012.Thisdeclinehasbeenpresentacrossallsectorsofhighereducation.Bothpublicandprivatenot-for-profitinstitutionshadmoderatedeclinesduringthisperioddown
4.5%amongpublicinstitutionsanddown
4.2%fortheprivatenot-for-profits.Theprivatefor-profitinstitutionssuffereda
44.1%decline.Thedeclineinthenumberofon-campusstudentsmeansthatthereare1173805fewerstudentswhoneedtobeinphysicalclassroomsusethecafeteriaorstudyinthecampuslibrary.。