lse dissertation marking scheme

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Sofia Gerace

February 15th, 2022, writing a dissertation at lse: advice from a master’s student.

Estimated reading time: 10 minutes

As part of your degree at LSE, you’re probably going to write a dissertation. Each department has different requirements and topics vary between the different disciplines taught at LSE. Anyway, after talking with some academics and some of my classmates, I thought that sharing some advice would help different students across different departments!

How to Find a Research Question

If you have no idea where to start doing your research, do not worry. You are not alone. I was feeling the same when started preparing my dissertation and I was afraid to be the only one struggling with coming up with a research question. But I can assure you that many other students do feel the same. Even my academic mentor told me so: “it is difficult for everyone at the beginning, but then, once you start, things will become easier”. The first thing to do is thinking of a topic that might be interesting to you. What do you enjoy reading about? What are the papers you find fascinating? What is an area that you would not get tired of reading about it? This is the key to start. The dissertation is a long project and you’d better work on a topic that you actually enjoy!

Reaching out to Academic Mentor and Other Professors 

If you have some ideas but you are not sure about it, do reach out to your academic mentor and other academics. Professors at LSE are used to deal with research questions and will be able to tell you whether your research idea works or if you need to improve it. Also, at LSE you will probably find professors who are experts in the field that you find interesting! Last week, I was reading about research conducted in a field I am interested in and discovered that the professor teaches at LSE. Long story short: I booked an office hour with him and he was happy to share his advice with me and help me with my research question.

Finally, do not forget to have a look at the events and teaching sessions organised by LSE LIFE ! They have many different services to help you with your academic studies and they are there to help you with the dissertation as well. They organise specific events about coming up with research questions and writing a dissertation’s proposal which you could find helpful!

About the author

I'm Sofia, an italian student at the LSE. Apart from being passionate about my MSc in Political Economy of Europe, I enjoy learning foreign languages, visiting new countries, and writing stories about my life as international student.

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Feedback and Assessment

This section introduces you to:

• Formative and summative assessment
• What makes feedback effective
• Evaluating students and writing reports

The student assessment context at LSE

Students at LSE are expected to do two types of assessment during their studies. Class work or course work is submitted to the class teacher for formative assessment , to help the students develop their skills and understanding. This work may well be graded, to give students a feel for how they are progressing. But much more important will be the feedback you provide, which should help them to improve and develop – this is often termed “feed-forward” as it is future-focussed.  In addition, students are required to produce assessed essays and projects and to take unseen written examinations for summative assessment , designed to evaluate their current level of academic achievement.

Formative course work

Normally, GTAs will only be involved in marking formative assignments, designed to help the students progress in their studies and to provide opportunities for individual feedback.

Below are examples of formative coursework required by two different departments.

Class teachers should keep an accurate record of student grades and performance and include a summary of this information in their class reports.

The Code of Good Practice for Undergraduate Programmes  indicates (paragraphs 3.7 and 4.4) that permission to sit exams may be denied to students who regularly miss class and/or do not provide required course work. You may wish to point this out to students. However, before taking students to task, do check whether there are good reasons for their apparently poor work record (eg. disability-related reasons such as hospital appointments, or particular personal and emotional difficulties). Depending on the situation, this could be done by talking directly with the student or, perhaps preferably, through their academic mentor or the lecturer in charge of the course.

Formative essays provide an opportunity to raise and check student awareness so that they comply with the highest standards of academic conduct. (For more information, see the Regulations for Assessment Offence: Plagiarism in the LSE Calendar.) Students would benefit from having this information in advance of preparing their first assignment; but it can be reiterated and reinforced through written feedback. 

Summative course work

A growing number of courses include summative assessment. This normally takes the form of essays, dissertations, projects, and more practical assignments such as conducting and reporting empirical or data analysis projects. An important point to note is that where students are working on formally assessed essays which count towards the final degree classification, you need to check with your department on the nature and extent of advice you can give the students. For example, many departments allow students to seek tutorial advice prior to getting down to writing, including advice on literature and format specifications, and possibly on the structure of an outline. However, many departments do not allow students to get feedback on draft essays that will be summatively assessed and on dissertations after the end of the Summer term. For disabled students, it is also important to be aware of the advice in the Inclusion Plan .

Assessment mechanisms

As noted above, many courses at LSE include a closed, fixed time examination. These are usually of three hours’ duration, though some are slightly longer – for instance, some courses add a further 15 minutes of “reading” time for long papers – and some are shorter, such as some half units or courses where there are essays as well as exams. Most GTAs are not involved in marking exams, but some departments do involve GTAs in marking summative exams. Where this is the case, it is important that you:

• are clearly briefed to this effect, and agree to it in your contract;
• are paid for marking (usually on a “piece” rate, rather than an hourly rate);
• are properly trained and advised on marking standards, criteria and practice.

Since 2017, there has been a school-wide push to implement assessment diversification. Simply put, it is about adopting a blend of assessment methods that is both formative and summative to achieve a significant positive impact on student learning and performance. Most departments and programmes at the LSE have adopted this approach and consequently there are fewer courses being assessed by a single exam at the end of the course, and more courses that feature an assessment mix. For instance, the LLB programme has moved from assessment exclusively by exam in 2017-18 to a more varied assessment diet in 2018-19 that comprises essays, exams, take-home assessments and portfolio work.

The LSE Assessment Toolkit offers insight into a number of assessment methods and practices to both evaluate as well as support student learning, and should be of practical use to class teachers as well course convenors. 

Quote box: “Diversified assessment is the way forward: it is less stressful, more rewarding, and leaves you with a better and deeper understanding of your subject.” Bhadra Shreejith, Third-year Government and Economics student writing in The Beaver  

Marking students’ course work

Below are some tips, guidance and prompt questions to help you with the marking and feedback process. Anyone wanting more detailed guidance may wish to find and read some of the resources recommended in the Further Reading section at the bottom of the page.

Checking things out

First, there are some important preliminaries you may wish to check out if you are new to marking, or if you are new to the institution. Things to consider include:

• Learning outcomes: these are usually incorporated into course guides but you may need to check with the course convener for the course.
• Assessment regulations and requirements: see the relevant section of the Calendar , plus departmental handbook or relevant course outline.
• Assessment criteria: in most departments there is a set of agreed assessment criteria for work, but again you may need to check with the course convener for the course. The LSE Assessment Toolkit discusses marking criteria more here .
• Inclusion Plan specifications for some disabled students will mean that there is a letter of relevant advice which should be taken into account attached to the exam paper (eg. about the impact of dyslexia on spelling).  For more information on addressing neurodiversity in students, see here .
• Syllabus: see the Calendar course guides plus departmental handbooks and course outlines.
• Previous assignments/essays/exams for these students and for past students on this course. Check if there is a bank of past student work that you can check out.
• Marking/feedback sheets: some examples are offered in the Appendices , but do check to see if the course convener has their own, or if there is a departmental version. (NB: If you produce your own, the LSE Eden Centre would love to see it!)
• Likely grade distribution: it is worth checking around as to how others are grading, how last year’s students did on essays, exams, etc..
• How grades will be used: for example, General Course students will obtain an exam mark and a coursework mark from classes based upon their marked coursework, presentations and their participation in class. Both marks go forward to their course transcript.
• The preferred grading convention for the course. Both percentages and letter grades are used at the School. From the student perspective, an important part of understanding grading conventions is to know how these might relate to grades in exams or other formal assessment. Students also prefer it when faced with one (rather than multiple) set of grading conventions.

Getting down to marking

Marking often creates considerable anxiety amongst new GTAs, and many find it helpful to talk to colleagues, especially when starting out. Several departments now offer practice marking sessions to new GTAs, or do some moderation of class work grading to ensure that class teachers are marking to a similar standard. The course convener for your course may also ask or offer to look at a sample and check on your grading and feedback to students.

If you are concerned about a piece of work (eg. worries over plagiarism ), or realise, for example, that there is a problem with either the framing of the model answer or a problem set question, do seek advice from the course convener for the course.

You may wish to keep your own records on each student. Several class teachers now use feedback templates or cover sheets , and fill them out electronically. This enables them to keep their own copies, which can be helpful in building up feedback to students over time.

Marking for the first time – some pointers

When you are faced with your first set of marking, make sure you give yourself time and space to mark. It requires good concentration even at the best of times, and especially the first few times. Here are some tips:

• Sort work into sets – similar/same topic; similar approaches

• Take the first five scripts, read them quickly, do not attempt to grade them but try to get a feel for the standard and range of approaches

• Mark using marking scheme/student feedback sheets. Take breaks and monitor yourself to make sure you are applying the same standards to each piece of work fairly

• Ask yourself about any biases or preconceptions you might have. If possible, it is best to mark “anonymously”, but this is not a requirement for class work. You may recognise student handwriting or points of view, so you need to be vigilant, and be prepared to reassess a piece of work before returning it to a student

• Record the grades on the online class register

Giving feedback

Feedback plays a vital role in student learning. The School’s Academic Code recognises this and sets out clearly what students can expect from their lecturers, teachers and programme support staff.

In particular, it states:

Feedback on formative tasks will be returned to students within 3 weeks of the submission deadline, where students submit their work on time.

Students have the opportunity to receive individual feedback on all summatively assessed tasks and exams (including resits):

• For assessments set in Michaelmas or Lent Term, feedback within 4 weeks of the date of submission/exam;
• For assessments set in the Summer Term, feedback within 4 weeks of the beginning of the following term for those whose degree programme is continuing;
• Final year graduates and undergraduates who complete dissertations within the final year of their studies, will receive feedback within 4 weeks of the beginning of the following term in which the dissertation was submitted.

The aim of any feedback is to inform the students about the strengths of their work and to identify areas for development in future work.

More specifically, for  feedback to benefit learning , students must know:

• What good performance is (goals, criteria)
• How current performance relates to good performance (compare)
• How to act to close the gap

So, in any kind of feedback format, focus on giving students feedback that will help them in the future and enable them to understand why they got the mark they did. (It is worth giving some thought as to whether the ‘future’ might mean their next course essay, exam preparation or preparing detailed ideas to come through well in a forthcoming interview for getting on to a higher degree.) One type of question students often ask is “How could I upgrade this answer from a 2:2 to a 2:1?”

Make sure that your feedback is timely. There is plenty of research evidence that indicates that the closer the feedback is to the actual doing of a piece of work, the more the student can learn from it. At the LSE feedback on formative assessment needs to be turned around in three weeks and feedback on summative assessments generally within four weeks. In the case of courses using weekly problem sets, class teachers are advised to check what the expectations are, both for students to turn work in, and for it to be marked. The ideal is weekly hand-in and turnaround of marked papers, but this is often not a formal requirement.

Consult the guidance documents on feedback produced by the LSE Eden Centre on a variety of topics such as feedback on quantitative work, collective feedback on exams, feedback on oral presentations, self-assessment and peer feedback. Some of these guidance documents are accompanied by templates and pro-formas which you could use or adapt for use in your class.

Class Teacher reports

Most courses require their class teachers to provide a report on each student’s progress at the end of Michaelmas and Lent Term. For students, these reports are an opportunity to obtain both feedback on the past term as well as guidance for either the next term or their summative assessment (for example, clear pointers as to how to improve and develop their work).

Class reports also play an important role in enabling the School to have an overview of a student’s academic progress, and can thus be available to other people in the School. Chief amongst these are Academic Mentors, but, depending on each student’s situation, there may also be several other people who will need to see them. Reports are used in three main contexts:

• Students are expected to meet with their Academic Mentors throughout their academic career at the LSE. For these meetings, it is important for Mentors to have an understanding of a student’s general level of work and to also be aware of any serious study problems a student may be facing.
• Academic Mentors and Department Tutors are often asked to provide references for students. To do this they will often rely on the insight provided by class teachers in their reports.
• The Committee on Student Progress will decide how the School responds to a student with a failing mark on a course.  To understand such results, the Committee needs clear and accurate information on a student’s attendance and general engagement with the course and its work.

Writing class reports

When writing reports for your students:

• Be clear, be consistent, and be constructive.
• Be positive, but do not ignore academic problems.
• Do not record sensitive or confidential information.

In thinking about what to write for these reports, it may help you to consider the following questions:

• How well-prepared is the student for classes?  (Eg. Do they: complete the weekly assignments/undertake core reading/contribute to class discussions?)
• How has the student progressed over the course so far: are they improving or do they face increasing problems?

Providing accurate answers to these questions can help all those who use these class reports, and not just the students.

You can visit this page for some  example class teacher reports  (staff-protected).

Class grades for General Course students

In addition to providing feedback on coursework and on general progress, you may have to provide   separate class grade for General Course students in your class.

Towards the end of the Michaelmas Term, you will receive an email from Registry with a list of General Course students in your classes. You will also be directed to guidance notes on how to formulate the class grade and how to input this via LSE for You. You will need to submit half unit Michaelmas Term grades by Week 4 of Lent Term and all remaining grades by the end of Week 2 of Summer Term. The class grade is meant to be an overall assessment of the work the General Course student has done in the class over the course of the year. There is no fixed algorithm for this but it needs to take into account their attendance, their overall level of participation, any presentations they may have given, and the problem sets and/or essays they have completed. Given the steep learning curve that General Course students go through in adjusting to LSE and the UK higher education system, you may want to weight your assessment towards the latter half of the course.

This class grade will form part of the LSE transcript the student receives at the end of their year at LSE. It is important that the class grade be a fair and accurate assessment of the student’s overall performance. It is not meant to be your prediction of how they will perform on the exam. Nor should you mark General Course students harshly as a way of incentivising them to perform well on the exam. The table below shows the standard LSE classifications, how these map on to standard percentage grades and the equivalent letter grades for use with General Course students.

The reason this is important is because the class grade, along with the grade they receive for the end of year exam, will play an important role in determining whether the General Course student receives credit for the course at their home institution. In some cases, the class grade and exam grade may be averaged and factored into the student’s GPA at their home university. If you have any queries about grading General Course students please contact the General Course administrative team.

A note on data protection

It is always worth bearing in mind that under the Data Protection Act any individual is entitled to see anything written about them including job references, reports or exam feedback. When writing feedback, references or reports, be frank but fair even when a student has been difficult to work with. Ensure that what you write is what you would be prepared to say to them face-to-face with evidence to back it up. Refer to the School’s Data Protection Policy for more information.

Further Reading

• Brown,G, Bull, J and Pendlebury, M (1997), Assessing student learning in higher education , Routledge, London, pp317, in particular Chapter 5, “Assessing Essays”. LB2367.G7 B87
• Campbell, A, and Norton, L (2007) Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice , Exeter: Learning Matters Ltd, pp 176. LB2331 L43 [MB16]  

Revision Questions: What would you do if …? 

Consider the questions and make notes about how you might approach these scenarios should they arise in your class. Feel free to share your thoughts with a more experienced colleague from your department or the LSE Eden Centre.

• What will you do if a student submits an assignment late?

________________________________________________________________________

• Do oral presentations have to be submitted in advance of the class they are due?
• Should you provide feedback to students on their work individually or prepare general talking points for the whole class?
• What advice or feedback can you offer a student who appears to be unclear about academic conduct expectations on the course?

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Assessment and Feedback

Your guide to assessment and feedback in the department of media and communications, students should contact [email protected] with any queries.

1) Formative assessment and feedback deadlines

Formative assessment develops the knowledge and skills that you acquire from your courses.  Formative  assessment is a compulsory part of every course and may include class/seminar discussions and presentations; essays; problem sets; research proposals, mock examinations or quizzes. Formative   assessment does not count towards your course mark or your overall degree classification. Instead, it is is designed to prepare you for the summative (assessed) work that you will complete later in the course. The feedback you receive from your formative work will help prepare you for your summative work.

We have set formative deadlines for the core courses which all our MSc students take:

For all other formative assignments in the department, you should check the deadline with your course convenor or seminar leader. Feedback on formative tasks will normally be returned to students within three term weeks of the submission deadline, where students submit their work on time.

2) Summative assessment and feedback deadlines

Summative assessment tests whether you have acquired the learning outcomes of each course. Summative assessment is a compulsory part of every course and may include a variety of methods including coursework (such as essays), closed book and take-home assessments, presentations and dissertations.  Summative assessment does count towards your course mark course and your overall degree classification. Individual courses may be assessed by one piece of summative assessment or by a combination of different types of summative assessment.

The below table lists the summative assessment deadlines for master's courses in the department in the academic year 2023/24. Feedback on summative tasks will normally be returned to students within five term weeks of the submission deadline, where students submit their work on time. All feedback deadlines comply with the  LSE Academic Code .

3) Coursework submission instructions

Formative submission instructions.

• Formative coursework must be submitted online via Moodle coursework, refer to your seminar teacher for whether you must also submit a hard copy during your seminar. If so, formative assignment essays should be printed on A4 or American letter paper, using a clearly legible font of at least 12pt, with 3 cm/1inch margins, and 1.5 line spacing.
• Coursework must be typed in a clearly legible font with a font size of at least 12. Line spacing should be set to 1.5 or 2.0; margins should be set to at least 3cm. Tables and figures must be numbered and given a title and a source. All pages must be numbered.
• Upload an electronic copy of your essay to the assessment section of Moodle. You must name the file as follows: MC4XX_Name. For example, MC408_JennyJones.
• A standard submission sheet (Formative Coursework Coversheet, available on Moodle) must be attached as the first page of the formative assessment.

Summative submission instructions

• Summative coursework must be submitted online via Moodle (hard copy submission is not required).
• You must submit to course pages on Moodle by 12.00pm (noon UK time) on submission day. Any work submitted after this deadline without an extension will be recorded as a late submission.
• You must submit your coursework as a single PDF file which includes a coversheet, a Generative AI statement (if used), followed by your essay, a bibliography and any appendices.
• If you have used Generative AI tools in preparing your coursework, you must include a statement confirming this after  your coversheet but  before  the main body of your coursework.   See details in the S ection 8 of the Assessment and Feedback page.
• You must name the file as: MC4XX_CANDIDATE NUMBER. e.g. if your candidate number is 12345, you would name the MC408 electronic file as MC408_12345. Check carefully that you are uploading the correct file, which must be the final version of your essay.
• Your name and student number must not appear on the assignment. Use only your 5-digit candidate number, not your 9-digit student ID number. Incorrectly named files can cause delays in the marking and feedback process.
• Your essay must include the Title/Name of the essay (usually the same as the essay question) and the date of submission.
• You are not permitted to alter your Moodle submission after the deadline of 12.00pm (noon UK time). Any attempt to do so will be counted as a late submission and a penalty will apply.
• Coursework must contain complete and correct referencing and bibliographies - see the 'Plagiarism and academic misconduct' section below for more details.

4) Word count

When writing assignments, students must adhere to the stated word limit. However, the Department of Media and Communications allows a 10% margin of error on word count, meaning students can write 10% over or under the stated word limit, unless specific course assignment guidelines state otherwise. For example, for an assignment of 3000 words, students should aim to submit no more than 3300 words and no fewer than 2700 words.

The word count must be recorded on the coversheet, which you must attach to the first page of your submission. Where the word count of an assignment is considerably over or under the limit (i.e., more than 10%) this will be taken into consideration during the marking process.

For all formative and summative coursework submitted to the Department of Media and Communications, including the dissertation, the word count  will  include :

• the main body of the text 
• titles, headings and subheadings
• directly quoted material
• footnotes and endnotes used to provide additional information to supplement the main body of the text

 The word count will not  include :

• in-text (bracketed) citations, as used in referencing systems such as Harvard,   APA, MLA and the Chicago/Turabian 'author-date' style
• footnote or endnote citations, as used in referencing systems such as Oxford and the Chicago/Turabian 'notes and bibliography' style
• the coversheet
• the Generative AI statement
• letters of notification (only used by students with My Adjustments)
• tables of content
• acknowledgements and dedications
• graphs, figures, tables, images, and captions referring to these
• bibliographies and reference lists

Written coursework submitted to other academic departments may have different word count rules, so please check before submitting work if this applies to you.

5) Late submission penalties for summative work

If you have a summative assessment and you are worried that you will not meet the deadline, you should request either an Extension or a Deferral (see the 'Extensions, Deferrals and Exceptional Circumstances' section at the bottom of this page). If you don’t successfully request either of these, and you submit your work late, the penalties will be as follows:

• Coursework (including essays, projects and dissertations) Five marks will be deducted for coursework submitted within 24 hours after the deadline. A further five marks will be deducted for each subsequent 24 hour period (this includes weekends, public holidays and School closure days) until the coursework is submitted. Coursework more than five days late will only be accepted with the permission of the Chair of the Sub-Board of Examiners.
• 7-Day take-home assessments Within the   first 24 hours after the assessment submission deadline, five marks will be deducted for every half-day (12 hours), or part of a half day the assessment is received late. This will result in a maximum penalty of ten percentage marks for the first 24 hours. For beyond the first 24 hours after assessment submission deadline, ten marks will be deducted for the first 24 hours as above then five percentage marks will be deducted per 24 hour period (not limited to working days) the assessment is late, or 24 hour period, thereafter.

If you do submit an assessment late, then it is important that you submit an Exceptional Circumstances form (see the 'Extensions, Deferrals and Exceptional Circumstances' section at the bottom of this page), which allows the Department to consider any circumstances you were experiencing at the time which may have affected your ability to submit work by the deadline. 

6) How we mark your work

All summative coursework in the Department is marked using a system called ‘moderation’. Moderation is an established and widely used system of marking in UK academia. Moderation aims to assure that assessments have been marked in an academically rigourous manner, fairly, with consistency, and with reference to agreed marking criteria. Initially, the first marker, who is either the teacher responsible for the course or a member of academic staff who has experience in the subject matter to the satisfaction of the Exam Sub-Board Chair, marks the pieces of work and writes notes justifying these marks. All courses are then moderated by a moderator, who is a member of full-time faculty. The role of the moderator is to review and verify marks and to oversee the consistency of marking in line with assessment criteria, the course aims, and the expected learning outcomes. The moderator performs this role through a review of the overall mark distribution and the reading of an appropriate sample of assessments.  In the unusual situation where marks cannot be confirmed, the first marker refers the marking outcome to the Exam Sub-Board Chair who will decide on what action, if any, is required, and whose decision will be final with respect to the internal marking procedure.

In the case of in-class work which is non-textual (e.g. presentations) , an appropriate system of moderation is put in place to enable consistency and rigour in marking. This could be through joint observation of presentations and/or review of presentation reports. 

All dissertations are independently double-blind marked i.e. each marker marks the dissertation without having sight of the other marker’s mark or comments during the process. In the case of dissertations, one of the two markers, normally your supervisor, is assigned the role of ‘first marker’ and is responsible for arranging a meeting between both markers to discuss and agree upon a provisional mark for the dissertation.

The Department’s marking standards and the rigour of its moderation processes are reviewed each year by the Department’s External Examiners who report to the Department’s Exam Sub-Board and to the School. We are confident that our assessment and marking processes are robust, and as such students are not able to call into question the academic judgement of markers. There is no provision, therefore, for summative work to be re-marked.

Students can review the following webpage for advice and guidance on  Challenging Results .

7) Plagiarism and assessment misconduct

• Academic misconduct regulations (including plagiarism) Everything you need to know about the School's regulations and what is expected of you can be found  here .
• Citing and referencing Find resources and tools for citing and referencing correctly from the  LSE Library . 
• Generative artificial intelligence (AI) tools See section below.
• TurnItIn The School uses TurnItIn text-matching software to assist in detecting plagiarism for written assignments. Click  here  for the School's TurnItIn FAQs for students.
• Statement on editorial help Find everything you need to know about editorial help for your written assignments  here .
• Exam procedures for candidates Make sure you know the rules before sitting exams, which can be found  here .
• LSE LIFE Click  here  to find out more about support, resources and events to develop your learning and skills in relation to academic integrity, misconduct and plagiarism.

8) Policy on Generative Artificial Intelligence (AI) Tools

Policy on generative artificial intelligence (ai) tools.

In the Department of Media and Communications, our priority is to ensure the integrity of students’ learning, assessment and achievement. We recognise the use of generative AI ools is widespread, but we both encourage and expect students to be discerning in their use of these tools. They should support, but not replace, students’ own intellectual effort both in class and in assessments.

This policy constitutes the Department-wide policy for AI. Individual courses that you take, within or outside the Department, may have different policies that are more or less open. The course policy takes priority if this is the case, so please ensure you are aware of what your courses permit.

Please note that students' use of generative AI tools is done at their own risk; these tools are not perfect and may produce incorrect or nonsensical results. When using generative AI tools, students should always check the content they deliver against other sources to ensure accuracy and use their own critical thinking to evaluate whether or not the output is actually useful. A high level of reliance on generative AI may negatively impact the mark of a piece of work and / or be treated as academic misconduct (see 'Plagiarism and assessment misconduct' section above).

• Students are not permitted  to copy any text produced by a generative AI tool into a summative assessment. All text submitted for assessments must be the students' own original work.
• Students are permitted to use generative AI tools for the following types of assignment preparation:     -- Searching academic or grey literature     -- Suggesting assignment structures or titles     -- Transcription     -- Text editing and proofreading If a student uses generative AI in the above ways, they must include at the beginning of the assignment a statement that explains how it has been used and what value it offered during assignment preparation, using the following template .
• If a student uses the results of generative AI in an assignment (for example, as a source of information or evidence for a particular argument), they must cite its usage .
• Failing to cite the generative AI source is academic misconduct. In this context, please remember that copying generative AI output into a summative assessment is not permitted, regardless of whether cited or not.

9) Assessment criteria

General information.

The Department of Media and Communications is committed to transparency and clarity in its assessment criteria. The general assessment criteria are intended as broad guides to the kinds of qualities that examiners will be looking for in written work. The Department will apply the same general criteria for the different kinds of written and oral assessment although, in the case of unseen written examinations, the restricted time will also be taken into account.

Our aim is to encourage and support students to develop a sophisticated knowledge of the subject, the capacity for independent and critical judgment, and the ability to express ideas with clarity. Our expectation is that students will go beyond lecture materials and use the reading lists and other library resources as a basis for an exploration of an area, there are no model answers associated with a given mark.

Assessment is not carried out according to a checklist, but in an integrated way that assesses the piece of work as a whole and allows for deficits in one aspect to be compensated for by strengths in another aspect. Since all written and oral presentation examinations are time-limited and coursework essays are restricted in length, you must decide which theories and findings are important for your argument. Thus, an important skill to develop is determining what to omit. Appropriate omissions will depend on the argument that you wish to present.

There are no “model answers” against which your written work will be assessed, which is why we do not provide "model essays" written by former students. There are many different ways of successfully approaching a question and answers employing widely differing arguments may be equally successful. The appropriateness or relevance of your use of material from published and unpublished sources is judged according to its relevance to the argument you are presenting; not relative to a model answer.

The types of essay or presentation topics and examination questions posed require original thinking and/or synthesis across areas of the media and communications. There may be a core of important material but there are usually several acceptable ways of framing that material and of introducing relevant arguments. Students must decide which theories and findings are important for their own argument.

General assessment criteria for coursework and examinations

In the assessment of an essay and the writing of feedback to students, the examiners look for evidence of work that is responsive to the following three criteria:

Written and oral assignments will be assessed based on the above criteria, including presentation structure and presentation style. The same assessment scheme broadly applies to the assessment of unseen examination essays, with appropriate allowances for the limited time available and unavailability of cited work.

Assessment scheme for assignments

Marks are numerical 0-100. All students taking MC courses will receive a provisional letter grade, e.g. Bad Fail (BF), Fail (F), Pass (P), Merit (M), Distinction (D), by the published feedback deadline.

80–100: High Distinction:  This is for  outstanding work  that achieves nearly all that could reasonably be expected of an MSc student, and will feature many if not all of the following characteristics: original argument, creative selection of sources, highly critical appraisal and analysis, excellent integration of theory and evidence, excellent expression, citation and bibliographic norms.

70–79: Distinction:  This is for  excellent work  that achieves most of what could reasonably be expected of an MSc student, and will feature many of the following characteristics: original argument, creative selection of sources, highly critical appraisal and analysis, excellent integration of theory and evidence, excellent expression, citation and bibliographic norms.

60–69: Merit:  This is for  work of good quality with a well-defined focus . Such work will feature many if not all of the following characteristics: thoughtful argument, well-researched selection of sources, good critical appraisal, well integrated theory and evidence, good, clear expression, accurate citation and bibliography.

50–59: Pass:  This is for  work that reaches the overall standard required  of a MSc student and will feature many if not all of the following characteristics: standard argument and range of sources used, mainly fair synthesis of ideas, adequate presentation and flaws or gaps in citation and bibliography norms.

40–49: Fail:  This is for  work that does not reach the overall standard required  of a MSc student. It will feature many if not all of the following characteristics: weak argument, narrow range of sources used, descriptive account, poor presentation, inaccurate citation and gaps in bibliography.

0–39: Bad Fail (for MC courses only):  This is for  work that shows a basic lack of knowledge and ability . Such work will feature many if not all of the following characteristics: very weak argument, little use of even standard sources, descriptive, with large gaps, very poor presentation with flawed expression and extensive flaws in citation and bibliography.

Dissertation assessment criteria

Assessment criteria for the dissertation are broadly the same as for coursework – please see above. You can find details of the specific aspects of dissertation assessment in the Dissertation Guide on the MC499 Moodle page .

10) Feedback

Get the most from your feedback.

The following handbook on  How to Use Feedback Effectively , produced by the Department of Social Policy, gives excellent guidance on how to understand and use the feedback you receive. You can use it to support your engagement with feedback of all kinds, and to develop the ways you use the advice to improve your work.

Formative and summative assessment feedback

Throughout your MSc programme you will receive feedback in diverse forms and on a variety of aspects of the development of your understanding of the field of media and communications and on your performance.

During the year you will receive written feedback on your formative and summative assessment assignments. This written feedback can then be discussed with your academic mentor, supervisor and the course teacher for the assessed course.

After the conclusion of the dissertation marking process, you will receive written feedback on your dissertation. You will receive brief written feedback on your examinations within the department.

Information on the timeframe of feedback can be found in Section 2 of the  LSE Academic Code .

Other kinds of feedback you will receive during the year

You will receive oral feedback during seminars with your seminar teachers as you develop your ideas and participate in seminar activities.

You will work in small groups in your seminars, interacting with your peers, who give you feedback on how your learning is progressing.

You will receive face to face feedback from your academic mentor in Michaelmas Term and from your dissertation supervisor in Lent and Summer Term. This feedback may be about your overall learning and progression, on a specific aspect of your development, or on your performance in a specific assignment.

You will receive oral feedback on the development of your dissertation ideas from your Supervisor during Feedback and Advice hours and during group supervision sessions. Feedback and advice hours of other staff are also good opportunities to receive feedback on the development of your dissertation ideas.

You also will receive oral feedback from academic staff providing any extra-curricular activities you register for during the year, for example, on essay writing, citation practice or language skills. You will receive feedback from mentors if you choose to engage in internship activities facilitated by LSE and by the Department.

11) I am not happy my provisional grade - can my work be re-marked?

Please note that there is no provision for summative work to be re-marked, and students are not permitted negotiate their provisional grade with staff.

The Department’s marking standards and the rigour of its processes are reviewed each year by the Department’s External Examiners who report to the Department’s Exam Sub-Board and to the School. We are confident that our assessment and marking processes are robust, and as such students are not able to call into question the academic judgement of markers.

Students may make an appointment to meet with the marker of their work, the course convenor, their academic mentor, or any other member of staff to discuss provisional grades and feedback, but as mentioned above, students cannot negotiate their grade or ask for work to be re-marked. It may also be useful to speak to LSE LIFE who can help students develop future work using the feedback they have received.

Students are permitted to submit Exceptional Circumstances , which will be considered by the Departmental and School Exam Boards. Individual marks cannot be changed as a result of the submission of Exceptional Circumstances, but the Exam Boards can take your circumstances into account when considering your final degree classification.

Students can review the following webpage for advice and guidance on  Challenging Results  once they have been released formally.

12) Extensions, Deferrals and Exceptional Circumstances

The LSE  Extension Policy  allows you to request more time for a summative assessment if you experience exceptional circumstances which are sudden, unforeseen, outside of your control and proximate to an assessment.

You can request an extension  here .

The Deferral process allows you to postpone an assessment to the next appropriate assessment opportunity. See the  Deferral  webpage for further details on how to request a deferral.

Exceptional Circumstances

If you have submitted an assessment or sat an exam and you feel your performance has been affected by unforeseen circumstances that were outside of your control then you should submit Exceptional Circumstances (ECs). See the  Exceptional Circumstances  webpage for further details on how to submit exceptional circumstances.

13) Progression and results

Please review the below for Information on when results are published, how to interpret them and what to do if you want to challenge your results.

• Publication of Results
• Understanding Results
• Challenging Results

Progression to Year 2 (MSc Global Media and Communications students)

Progression to Year 2 of the MSc Global Media and Communications programme will be subject to the satisfactory achievement of the academic requirements of Year 1 at LSE.

Students will progress to Year 2 unless any of the exceptional circumstances below occur: 

A student has either deferred or not made a serious attempt in assessment for  any  course.

A student has failed courses to the value of more than  one  unit (two half units). 

 A student has indicated that they do not intend to make a serious attempt to submit a dissertation at the end of the first year at LSE and/or has not submitted formative work to their Dissertation Supervisor.

The Department will hold a progression meeting to consider the facts in relation to any of the above circumstances. The meeting will consider any medical and/or exceptional circumstances presented by a student, before deciding whether to recommend that they should progress to the second year or not. Any recommendation to progress in any of the above circumstances will require approval by the partner institution (University of Southern California, Fudan University, or University of Cape Town). 

The Department will inform the student as soon as possible if they are  not  permitted to progress to the second year. 

For MSc in Global Media and Communications (LSE and USC) only: 

In the University of Southern California (USC) system, any failed LSE course would receive zero units and  must  be made up either by resitting the assessment at LSE or by taking a course of equivalent value at USC. Therefore, students who do not pass all LSE courses but who otherwise qualify for their LSE degree will be required under the USC regulations to  either   resit the failed LSE course(s)  or   to pass an additional course(s) of equivalent value at USC in order to satisfy the criteria for the USC award. If a student in this situation resits any LSE course(s), this will not improve or adversely affect their existing LSE degree classification. At USC, taking an extra course can cost more than $5000 USD, so students are advised to take this into consideration when deciding whether to resit an LSE course or take an additional USC course.

Students may resit courses while they are studying in Year 2 at USC.

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In this section

• Intermediate qualifications
• Assessed work
• Submission of assessed work
• Mitigating circumstances for assessed components
• Specific learning difficulties
• External examining for assessed components
• Boards of examiners for assessed components
• Return to the start of the menu
• Regulations
• Senate regulations
• Senate regulation 9

Marking of assessed work excluding the Thesis

Marking shall be undertaken in accordance with agreed written criteria. All marking schemes and practices regardless of format should secure reliability and transparency through the use of assessment criteria, rubrics, or marking grids to which all markers and professional doctorate students shall have access.

Marking outcomes shall be measured against the written criteria and shall not be adjusted against a statistical distribution.

Assessed components which would not contribute to the award of an intermediate qualification may be marked on a pass/fail basis. Otherwise, the pass mark for assessed components shall be 50% except for:

• specified professional competency tests for the degree of DClinPsy where the pass mark shall be 75%
• the probation review at the end of the second year for the degree of EdD where the pass mark shall be 60%

Assessed components which would contribute to the award of an intermediate qualification shall be graded according to the mark achieved. The grading scheme shall be described in the programme specification.

Professional doctorate students cannot carry an assessed component for which they fail to gain a pass mark or which is deemed to have failed for any reason. The markers shall normally recommend to the Board of Examiners that such students should have their registration terminated.

The professional doctorate student shall be deemed to have failed an assessed component owing to non-submission if they do not submit the required assessed component.

The professional doctorate student shall be deemed to have failed an assessed component owing to late submission if they:

• submit the assessed component after the specified deadline without an approved extension, or
• submit the assessed component after the end of an approved extension period

Course results, module results, and assessed component results shall not be released to professional doctorate students who are in debt to the University.

Marking practices

The Board of Examiners shall be responsible for the appropriateness of the marking practices for the assessed components of the degree excluding the thesis. The marking practices for professional doctorate programmes shall be reviewed through the annual and periodic review mechanisms.

With the exception of assessed components that are marked automatically by electronic or other means, assessed components shall be subject to one or more of the following systems of moderation:

• a. mark blind in parallel, or
• b. the second marker reviews the reliability of the first marker’s grading and comments (rather than directly assessing the work itself)
• Sampling – Work is marked by the first marker and a sample of work is seen by the second marker who blind marks; samples can be a random selection, a stratified random sample from different grade boundaries, borderline cases between grade boundaries, or other sampling as appropriate; if it is not possible to reach an agreed mark, a third marker should be involved
• Moderation – Work is marked by the first marker; the second marker receives a full set of marks and a sample of work – the sample selected using one of the means described above – which can be used to test the robustness of the marking; the second marker does not directly assess the work itself
• Blind Marking – Work is provided to the second marker or moderator as original copies without any grade or comments from the first marker 

Any first marking not undertaken by members of the University’s academic staff or a member of staff of the National Health Service holding an honorary position with the University – such as first marking undertaken by an associate tutor – shall be subject to a system of moderation by a member of the University’s academic staff or a member of staff of the National Health Service holding an honorary position with the University.

With the exception of members of staff of the National Health Service holding an honorary position with the University, honorary and emeritus staff shall not be appointed as first or second markers or moderators. Current research students shall not be appointed as first or second markers or moderators.

The markers shall be responsible for:

• confirming that the approved system of moderation has been applied
• approving provisional assessment component results for reporting to the Board of Examiners
• approving re-submission opportunities with respect to the first submission of assessed components which fail to achieve a pass mark or which are deemed to have failed owing to non-submission or late submission
• recommending to the Board of Examiners termination of registration with respect to assessed components which are deemed to have failed owing to plagiarism
• recommending to the Board of Examiners termination of registration with respect to resubmitted assessed components which fail to achieve a pass mark or are deemed to have failed for any reason
• recommending to the Board of Examiners termination of registration or transfer to a lower intermediate qualification with respect to professional doctorates students who do not meet the progression requirements specified in (3)9.34
• agreeing the release of provisional assessment component results to professional doctorate students

The markers shall make decisions on the basis of evidence of the professional doctorate student’s achievement. Scaling or norm referencing of marks shall not be used. Marks which have been approved by the markers may not be adjusted except as specified in (3)9.53.

Return of marked work and feedback

The Programme Director shall be responsible for ensuring that the marking practices are in accordance with the University’s Policy on the Return of Marked Work.

Marked assessed components should be returned to the professional doctorate student with appropriate feedback to enable the student to identify both where they have demonstrated particular strengths and how they can improve their performance in subsequent assessed components.

Professional doctorate students should be provided with a provisional mark and associated feedback on submitted assessed components within twenty-eight days from the date that the assessed component was submitted (DSocSci, EdD, and EngD degree programmes) or within forty-two days from the date that the assessed component was submitted (DClinPsy degree programme).

In exceptional circumstances where marked assessed components cannot be returned within the specified period, the programme team shall notify the relevant professional doctorate students of the expected return date and the reasons for the longer turn-around time. The relevant professional doctorate students shall be provided with interim feedback where possible.

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• Current Students
• Digital Futures for Children

Media@LSE MSc Dissertation Series

This is a selection of the best dissertations authored by students from our MSc programmes.

These MSc dissertations have been selected by the editor and deputy editor of the Media@LSE Working Paper Series and consequently, are not the responsibility of the Working Paper Series Editorial Board.

No 313 The App Keeps the Score: Period-Tracking Apps, Self-Empowerment and the Self as Enterprise , Martina Sardelli

No 312  Envisioning Solidarity: A Critical Discourse Analysis of Chinese NGO Communications on Philanthropic Campaigns , Han Zheng

No 311  Examining the Western Media's Representation of Present-Day China Through the Lense of of Orientalism: A critical discourse analysis on BBC News’ coverage of the 2022 Beijing Winter Olympics , Danrong (Miko) Xiang

No 310  Bodies That Pain: An Emergent Resistance in Neo/Non-Liberal China. Exploring Weibo Hashtag Activism #FacingBirthInjuries From an Affective-Ethical Perspective , Jialu Sun

No 309  'The Algorithm Will Battle Against You': A Qualitative Study on Disabled Content Creators’ Perspectives and Understanding of the Challenges Presented by Algorithmic Systems on Social Media Platforms , Ishana Rhea Ramtohul

No 308  Why They Don't Trust Us: Chilean Mainstream Media, Metajournalistic Discourses and Repairing Journalism , Phillip Duran Pástene

No 307  A ‘Canary in the Coalmine' for Synthethic Media Regulation: The Emerging Threat of Deepfake Image Abuse , Olivia Otts

No 306  Communicating Inside to People from the Outside: How junior international employees in strategic communications companies in London perceive workplace well-being through internal communications , Nam Nghiem

No 305  The Voices That Build America: Theorizing the Labor Union as a Media Technology , Grace Nelson

No 304  "Art on Wheels": A Semiotic and Visual Discourse Analysis of Graffiti on Nairobi’s Matatus , Frank Mutulu

No 303  News Diversity and Morality in the Climate Reparations debate: A Quantitative Content Analysis of British and Irish News Coverage of the COP27 Negotiations about Loss and Damage , Marlene Jacobse

No 302  'We're all going through it': How the Construction of ‘Mental Health’ in One Pandemic HuffPost Series Positions Readers , Clare Lombardo

No 301 F rench Ecocinema and Young Audiences Environmental Mobilistations: An Exploration of the Intersection Between Film and Politics , Lola Messica

No 300  Balancing Digital Selves: Mediated Self-Presentation of Migrant Women in Germany on LinkedIn , Maya Hemant Krishna

No 299  Solidifying Social Immobility: Representation of Sex Workers within Human Trafficking Discourse in the Philippines , Olivia Austria Kemble

No 298  'Give people the power to build community and bring the world closer together': Illusions of A Global village. A Critical Discourse Analysis of Meta Platforms’ Discursive Construction of the Global Citizen , Nelli Jouhki.

No 297  Enabling Empowerment by Establishing Indian Feminity , Sanskriti Bhhatkoti

No 296  The Forces of Development: Communicating Indigenous Identity in Brazil , Alan Gabrielli Azevedo

No 295  Can women really have it all? A Discourse Analysis of Neoliberal Feminist Discourse’s Roles in the Construction of Media Representation of Professional Working Women in Indonesia , Moudy Alfiana

No 294  Framing Utopia In Emerging Technology: A Critical Discourse Analysis of Financial Media Representation of Virtual Reality and Augmented Reality , Chuyue Zhan 

No 293  Understanding Brand-Culture Interaction: A Social Semiotic Analysis of an Emerging Form of Brand Communications on Bilibili , Xinyu Yang 

No 292  ‘We don’t chase clicks, we chase public interest’: Investigative Journalism Between Democratic Ideals and Economic Realities , Lara Wiebecke 

No 291  A Health Risk Community or A Cultural Tourism Destination? A Critical Discourse Analysis of Intertextual Representation of Wanhua District in Taiwanese Mass Media Coverage of 2021 COVID-19 Outbreak in Taipei City and Official Tourism Promotion , Min Tu 

No 290  A Duality of Shifting Values in Journalism: ‘Responsible Capitalism’ and Public Service Mission – An Analysis of the News Trade Press , Hanna Siemaszko 

No 289  Mediated Social Class Identity Articulation and Performance Over Social Media , Shivani Rao 

No 288  Emotions running high – do they catch the reader’s eye? A quantitative content analysis on emotional frames in climate change news – the case of a significant global news publisher’s Cop26 coverage , Sara Nuder 

No 287  Selling Surveillance by Fixing Femininity: Exploring the Representation and Discursive Construction of the Gaze Between Women in Indian Advertisements , Vaishnavi Nair 

No 286  Development as its own Antithesis: Towards a Multi-disciplinary Exploration of the Neoliberalization of Development , Lisar Morina 

No 285  Can creative labor coexist under an industrial capitalist model? A qualitative analysis of worker subjectivity in production work in Vancouver’s film and television industry , Emily Mckenna Arbogast Larman 

No 284  Nothing to Hide – Everyone to Suspect: A case study of Neighbor, Neoliberal Security Governance and Securitization , Julia Kopf 

No 283  Building a Social Contract for the Network Society: A Discursive Study of How Meta Mediates its Relationship to Users and Society Through Public Policy Communications , Hunter Morgan 

No 282  Big Brother Watch’s campaign against COVID Pass and its implications for science communication , Zichen Jess Hu 

No 281  “Everyone Was Talking About It”: A Thematic Analysis of Audience Interpretation of Squid Game on IMDb , Junhan Gina Fu 

No 280  ‘An Existential Threat’: Right-wing Media and the Formation of Racialised Moral Panics , Sarah Campbell

No 279  ‘Stay at Home, Protect the NHS, Save Lives’: A Critical Discourse Analysis of UK Government Covid-19 press conferences , Morwenna Backhouse

No 278  Datafied Gay Men’s Dating: Ordering of Sexual Sociality on Blued , Hao Wu

No 277  Calculating newsworthiness: Investigating the role that probability plays in newsification and journalistic decision-making , Selina Swift 

No 276  Platformisation as Development: Discourse and Justification in the South American Gig Economy , Lucas Stiglich

No 275  Branding for New Futures: Brand Activism’s Mediation of Collective Prospective Remembering , Kelly M. Smith

No 274 ‘It wasn’t meant to be mine, yea?’ – The impacts of automation on the Brazilian Welfare State A case study of the Covid-19 data-driven emergency aid Auxílio Emergencial , Melissa Lima Silva 

No 273  ‘Toward a better future’: A critical discourse analysis of the Environmental, Social, and Governance (ESG) reporting on the corporate websites of three large multinational corporations (MNCs) , Kanhai A. Parasharya 

No 272  Looking through the mirror: Finding Hybridity in Al Jazeera English’s Journalism Metadiscourse , Zoe Maria Pace 

No 271  How many more Emoji do we need? Examining the Unicode Consortium’s Vision of World Standard of Emoji , Yuka Katsumata 

No 270  Hate in the Mainstream: Proposing a ‘Keyness-Driven’ Framework to Surface Toxic Speech in the Public Domain , Pica Johansson

No 269  Mapping Networks of Moral Language on U.S. Presidential Primary Campaigns, 2016-2020, Kobi Hackenburg 

No 268  The Role of Selective Exposure in ‘A New Era of Minimal Effects’: The Mediating Effect of Selective Exposure on the Relationship between Personal Characteristics and Conspiracy Theory Beliefs , Eunbin Ha

No 267  ‘Thick girls get low’: Representations of gender, fatness, blackness and sexuality in music videos by Lizzo , Alexandra Grinfeld

No 266  We are raising our voices: The use of TikTok for the public self-representation of indigenous identity in Latin America , Camila Figueroa-Zepeda 

No 265  The Silenced Sound of Drill The Digital Disadvantage, Neocapitalist Media, and Hyper- Segregation , Alexandra Farje 

No 264  Blockchain Island: A critical discourse analysis of the colonial construction of a Puerto Rican crypto utopia , María De Los Milagros Colón Cruz

No 263 From Artists to Creators, From Music to Audio: A Critical Discourse Analysis of Spotify’s ‘Audio First’ Strategy , Ryan Carraro 

No 262  Imprisoned by Partisanship? A Critical Discourse Analysis of Media Bias of United States Print and Online Media in Reporting of Bipartisan Issues through the First Step Act , Kimberly Burton

No 261  “This Art of Being French” A Critical Discourse Analysis on Nostalgia and National Identity in Emmanuel Macron’s Speeches , Capucine Bourges 

No 260  Freedom for whom? Investigating notions of freedom in European media and communications policy, 1989-2021 , Jakob Angeli

No 259  ‘Inspire Creativity, Enrich Life’? A Critical Discourse Analysis on How Douyin Justifies Its Data Extraction and Shapes Public Values in The Platform Society , Jing An

No 258 Changing Humanitarianism For The Better? Virtual Reality and the Representation of the Suffering ‘Other’ in Humanitarian Communications , Francesca Liberatore Vaselli

No 257 We Are Humans Too: Refugees’ Perceptions of Representations of Migration in European News , Hannah Traussnigg

No 256 The Matter of Online Political Participation: A New Materialist Experiment on Emerging Adult Participatory Practices in the United Kingdom, Ireland and the Netherlands , Hanne M. Stegeman

No 255 Rap Music As Evidence: A Prosecutorial Tactic of Institutionalizing Racism , Claire Ruder 

No 254 Put Students Before Your Public Image: A Critical Discourse Analysis of Strategic Communications in the University of Warwick Rape Chat Scandal , Clara Héroux Rhymes

No 253 Set The Record Straight: The Significance of Counter-Archives in Contemporary Struggles of Justice for Apartheid-Era Crimes , Ra’eesa Pather

No 252 Can Stories Change How We Feel About People: The Effect of Older People’s Online Personal Stories on Mitigating Younger Korean Ageism , Jeongwon Leah Park

No 251 The ‘Silent Majority': A Critical Discourse Analysis of Counter-Movement Key Opinion Leaders’ YouTube Coverage of the 2019 Hong Kong Protests , Limichi Okamoto

No 250 Man Up! A Qualitative Analysis of Representations of the Male Body on Instagram and Body Image Among Young Flemish Men , Femke Konings

No 249 Manufacturing The Mapped Metropolis: A Social Semiotic Analysis of Cartographic Representations of Gentrification and Displacement in New York City , Johanne Lahlum Hortman

No 248 The Police Have Confirmed all 39 Victims Were Chinese The Mis/Recognition of Vietnamese Migrants in Their Mediated Encounters Within UK Newspapers , Linda Hien

No 247 Brother A-Zhong For the Win: A Qualitative Analysis of Chinese Fan Communities’ Nationalist Practice of Cyber Expedition , Yannan Du

No 246 Police Facial Recognition in Progress: The Construction of The Notion of Accuracy in the Live Facial Recognition Technology Used by the MET Police in London , Romina Colman

No 245 Polarflation: The Inflationary Effect of Attention-Optimising Algorithms on Polarisation in the Public Sphere , Samuel Caveen

No 244 Out of Sight, Out of Mind: Examining How Representation and Accessibility Impact Each Other With Relation to Visual Impairment , Rebecca Sophie Brahde

No 243 Narrating Economics and The Social Vision of a $100 Billion Fund: A Critical Discourse Analysis of Financial Media Representation of Softbank’s Venture Capital Investments in Digital Technology , Carl Bakenhus

No 242 Look Back in Rebellion: Radical Transparency As Refusal of Surveillance , Beatrice Bacci

No 241  The Quantified (Female) Self: Examining the Conceptualisation of Female Health, Selfhood and Embodiment in Fitbit Strategic Communication Campaigns , Jourdan Webb

No 240  Transitioning from Analogue to Digital Broadcast: A Case Of Communicative Inequality , Boikhutso Tsikane

No 239  “Won’t somebody please think of the children?” A Critical Discourse Analysis of Representations of the Figure of the Child in Western Media Coverage of the Yemeni Conflict , Nadine Talaat

No 238  Embodying Disability: Problematising Empathy in Immersive Experiences of Non-Normative Bodies , Pablo Agüera Reneses

No 237  Democratising Bridge or Elite Medium: An investigation into political podcast adoption and the relationship with cognitive social capital , Steve Rayson

No 236  Manufacturing Consent: An Investigation of the Press Support Towards the US Administration Prior to US-led Airstrikes in Syria , Malavika Mysore

No 235  Intercultural dialogue, ordinary justice and indigenous justice in Bolivia: Between challenges, possibilities or utopias , Johanna Lechat

No 234  When a Woman Meets a Woman: Comparing the Use of Negativity of Female Candidates in Single and Mixed-Gender Televised Debates , Emil Støvring Lauritsen

No 233  “Let me tell you how I see things”: The place of Brexit and the Entente Cordiale in Macron’s strategic narrative of and for France on the international scene , Maud-Lily Lardenois-Macocco

No 232  The Pleasures of Solitude? A qualitative analysis of young Chinese women’s daily-life vlog viewing practices , Yue Jin

No 231  Hegemonic Femininity: A Laughing Matter? A Critical Discourse Analysis of Contemporary Stand-Up Comedy in the United States on the Issue of Female Reproductive Rights , Isabella Hastings

No 230  Nice People Take Drugs: An investigation into the communicative strategies of drug policy reform organisations in the United Kingdom from a social movement perspective , André Belchior Gomes

No 229  The Branded Muslim Woman: A Qualitative Study into the Symbolic Boundaries Negotiated around the Portrayal of Muslim Women in Brand Cultures , Nuha Fayaz

No 228  The Uncertain Decorum of Online Identification: Study in Qualitative Interviews , Samuel DiBella

No 227  Decentring Eurocentrism in Communication Scholarship: A Discursive Analysis of resistance in influential communication journals , Sara Demas

No 226  From Asthetic Criticism to News Reporting: Rethinking the concept of Ecstatic News through the Lens of French Print Cultural Journalism , Elisa Covo

No 225  Datafication of Music Streaming Services: A qualitative investigation into the technological transformations of music consumption in the age of big data , Jingwen Chen

No 224  Transnational, Gendered, and Popular Music in the Arab World: A Content Analysis of a Decade (2010-2019) , Dana J. Bibi

No 223  We the Ragpickers: A case-study of participatory video and counterhegemony , Suyash Barve

No 222  Audience Engagement with Ten Years and the Imagination of Hong Kong Identity: Between Text, Context and Audience , Zhi-Nan Rebecca Zhang

No 221  Straightening out Same Sex Marriage for ‘all’ Australians: A content analysis study of prejudices in Australia's campaign for marriage equality ,Tate Soller

No 220  In Search for ‘Liveliness’: Experimenting with Co-Ocurrence Analysis Using #GDPR on Twitter , Sameeh Selim

No 219  ¿Dónde está mi gente? A qualitative analysis of the role of Latinos in the context of the Hillary for America 2016 presidential campaign , Andrea P. Terroba Rodríguez

No 218 Red, White and Blue for Who? A critical discourse analysis of mainstream media coverage of Colin Kaepernick and Take a Knee , Kim M Reynolds

No 217   ‘Algorithmic Bias’ through the Media Lens: A Content Analysis of the Framing of Discourse , Rocío Izar Oyarzun Peralta

No 216  Civic State of Mind: A Critical Discourse Analysis of Celebrity Language on Citizenship and Democracy , Hannah Menchhoff

No 215  Encoding the Social: A Critical Discourse Analysis of Mark Zuckerberg's Construction of Mediated Sociality , Sam McGeachy

No 214  White for White: An Exploration of Gay Racism on the World's Most Popular Platform for Gay and Bisexual Men , Aubrey T. A. Maslen

No 213  Agent of Change? Malaysian Millenials' Social Media Consumption and Political Knowledge, Participation and Voting in the 2018 General Election , ZiQing Low

No 212  The Netflix Phenomenon in India: A qualitative enquiry into the urban Indian youth's engagement with Netflix , Richa Sarah George

No 211  Do the ‘Rich’ Get Richer? Exploring the Associations between Social Media Use and Online and Offline Political Participation Activities among Kenyan Youth , Eric Gatobu Ndubi 

No 210  The Weinstein Effect and mediated non-apologies: Evaluating the role of #MeToo public apologies in western rape culture , Eleanor Dierking

No 209  ‘No Script At All’. A Study of Cultural Context and Audience Perceptions of Authenticity in Reality Television , Yun Ting Choo

No 208  “It’s funny ‘cause it’s true”. A critical discourse analysis on new political satire on television in the United States , Darren Chan

No 207  In a Mediated Society, Can Indigenous Knowledge Survive? A Network Ethnography Examining the Influence of Internet Use on Indigenous Herbal Knowledge Circulation in a Remote Yao Community , Anran Wang

No 206  Beauty and the Blogger: The Impact of Instagram Bloggers on Ideals of Beauty and Self-esteem , Sanjana Ahuja

No 205  Memories of Babri: Competing Discourses and contrasting constructions of a media event , Sanaya Chandar

No 204  Habitus, Social Space and Media Representation: The ‘Romantic’ Contemporary Taiwanese ‘Wenyi Qingnian’ Discourse in the Local Lifestyle Magazine ‘One Day’ , Hoi Yee Chau

No 203  Stories Untold? A qualitative analysis uncovering the representation of girls as victims of conflict in the global south , Tessa Venizelos

No 202  What is the Norm? A study of heteronormative representations in Bollywood , Saachi Bhatia

No 201 Live Streaming and its Audiences in China: Making sense of authenticity , Qisi Zhang

No 200  Berniebros and Vagina Voters: Content Analysis of Gendered Facebook Communication in the 2016 U.S. Democratic Presidential Primary , Meredith Epstein

No 199  ‘Othering’ the ‘Left-Behind’? A Critical Discourse Analysis of the representation of Leave voters in British broadsheets’ coverage of the EU referendum , Louise S. Thommessen.

No 198  Social Media as Civic Deliberation Space: A content analysis study of the public discussion about the legalization of surrogacy on Weibo and Zhihu , Liu Yu

No 197  Stories of Dismantling the White Patriarchy: A thematic narrative analysis of the imagined futures in 2015 science fiction films , Kylie Courtney

No 196  Too Small to Succeed? The Case of #NoAlVotoElectrónico and the Limits of Connective Action , Juan Floreal Graña

No 195  How we remember and forget via Facebook: The Mediatization of Memento and Deletion Practices , Jacopo Villanacci

No 194  Mediated Japanophile? Media consumption and Chinese people’s attitudes towards Japan among different generations , Han Xiao

No 193  Digital Mediatization in the Lifestyle Sport Slacklining , Friedrich Enders

No 192  Recipe for Success: A qualitative investigation into the role of social capital in the gendered food blogosphere , Fiona Koch

No 191 Access and Beyond: An Intersectional Approach to Women’s Everyday Experiences with ICTs , Fatma Matin Khan

No 190  Not Manly Enough: A Quantitative Analysis of Gender Stereotypes in Mexican Political Advertising, 2010‐2016 , Enrique López Alonso

No 189  Loudspeaker Broadcasting as Community Radio: A qualitative analysis of loudspeaker broadcasting in contemporary rural China in the framework of alternative media  Shutong Wang

No 188  21st Century Cholos Representations of Peruvian youth in the discourse of El Panfleto  Esteban Bertarelli

No 187  Representations of Calendar Girls and An Ideology of Modernity in 1930s Republican Shanghai  Yifan Song 

No 186  Reality Television as a Neoliberal Technology of Citizenship? A Critical Discourse Analysis of Điều Ước Thứ Bảy  Vu Anh Ngoc Nguyen

No 185  Truth on Trial: Indigenous News Media and the Truth and Reconciliation Commission of Canada  Tomas Borsa

No 184  No Place Like Home: Analysing Discursive Constructions of ‘Home’ in Canadian Mainstream Newspaper Coverage of the Elsipogtog Protest  Brooklyn Tchozewski

No 183  Modiplomacy and Diaspower: The discursive construction of modernity and national identity in Narendra Modi’s communication with the Indian diaspora  Saanya Gulati

No 182  “The centre must hold”: Partisan dealignment and the rise of the minor party at the 2015 general election  Peter Carrol

No 181  ‘Rapefugees Not Welcome’. Ideological Articulations of Media Discourses on Migrants and Refugees in Europe: New Racism and Othering – A Critical Discourse Analysis  Monica Ibrahim

No 180  Constructing Connectivity: A Qualitative Analysis of the Representation of the Connected and Unconnected Others in Facebook’s Internet.org Campaign  Minji Lee

No 179  Space and Place: The Communication of Gentrification to Young People in Hackney  Kimberley Brown

No 178  Adherence to the protest paradigm? An examination of Singapore’s news coverage of Speakers’ Corner protests from 2000 to 2015  Joann Tan

No 177  The system is rigged: A discursive analysis of Donald Trump and Bernie Sanders  Jessica Cullen

No 176   An Examination of American Mainstream Media Discourse of Solidarity and Citizenship in the Reporting of the Black Lives Matter Campaign  Eilis Yazdani

No 175  Are All Lives Valued? Worthy 'Us', Unworthy 'Others'. A Comparative Content Analysis of Global News Agencies’. Pictorial Representation of the Paris Attacks and the Beirut Bombings . Dokyum Kim 

No 174  Imperial remains: A Critical Discourse Analysis of a Televised Retelling of the Portuguese Colonial Period  Beatriz Serra

No 173  Unmasking USAID Pakistan’s Elite Stakeholder Discourses: Towards an Evaluation of the Agency’s Development Interventions  Anum Pasha

No 172  Boundary Work between ‘Us’ and ‘Them’ Global News Agencies’ Double Standard on the Construction of Forced Migrants by Geographical Proximity  Woo-chul Kim

No 171  Why Did Our Watchdog Fail? A Counter Perspective on the Media Coverage of the 2007 Financial Crisis  Tran Thuy-Anh Huynh

No 170  Unmasking ‘Sidekick’ Masculinity: A Qualitative Investigation of How Asian-American Males View Emasculating Stereotypes in U.S. Media  Steffi Lau

No 169  The Silence of the Lamb: Animals in Biopolitics and the Discourse of Ethical Evasion  Sana Ali

No 168  The Tartan Other: A qualitative analysis of the visual framing of Alex Salmond and the Scottish National Party in the British Press  Ross Alexander Longton

No 167  The Unmasking of Burmese Myth in Contemporary Thai Cinema  Pimtong Boonyapataro

No 166  Neoliberal Capitalism, Transnationalism and Networked Individualism: Rethinking Social Class in International Student Mobility  Nguyen Quynh Tram Doan 

No 165  The New Media Elite: How has Participation been Enabled and Limited in Leaders Live Online Political Debates  Matilde Giglio

No 164  Constructing a Sense of Place through New Media: A Case Study of Humans of New York  Mariele O’Reilly

No 163  The failure of cosmopolitanism and the reinforcement of hierarchical news: managing the visibility of suffering throughout the Multimodal Analysis of the Charlie Hebdo versus the Baga terrorist attacks  Maria Paola Pofi

No 162  Imagining (In)security: Towards Developing Critical Knowledges of Security in a Mediated Social World  Kathryn Higgins

No 161  Tweens Logged In: How Social Norms and Media Literacy Relate to Children’s Usage of Social Media  Kalina Asparouhova

No 160  Finding Ferguson: Geographic Scale in the United States’ National Nightly Network News  John Ray 

No 159  Solidarity as Irony: Audience Responses to Celebrity Advocacy  Isabel Kuhn

No 158  Phantasmagoric Nationalism: State power and the diasporic imagination  Felicia Wong 

No 157  Investigating Music Consumption ‘Circuits of Practice’  Eva Tkavc Dubokovic

No 156  A complex history turned into a tale of reconciliation: A critical discourse analysis of Irish newspaper coverage of the Queen’s visit to the Republic of Ireland  Ciara Spencer

No 155  Economic power of e-retailers via price discrimination in e-commerce: price discrimination’s impact on consumers’ choices and preferences and its position in relation to consumer power  Arina Vlasova

No 154  Exploring the Boundaries of Crowd Creation: A study on the value of voice in neoliberal media culture  Ana Ecaterina C. Tan

No 153  “Songs of Guilt”: When Generosity is to Blame - A Content Analysis of the Press and Social Media Reactions to U2’s “Songs of Innocence” Giveaway on iTunes  Alessandro Volonté

No 152  Hybridity within Peer Production: The Power Negotiation of Chinese Fansub Groups  Zongxiao Rong

No 151  Writing On the Wall: Conversations with Beirut's Street Artists  Zeina Najjar

No 150  'Gaining Control with the Power of the Gun and Maintaining Control with the Power of the Pen': A Content Analysis of Framing the Cultural Revolution (1966-1976) in the  People's Daily   Yuanyuan Liu

No 149  Let My Voices be Heard: A Qualitative Study of Migrant Workers' Strategies of Mediation Resistance in Contemporary China  Yijun Chen

No 148  'Popular Politics': A Discourse Theory Analysis of Ecuadorian President Rafael Correa's TV/radio Program Citizen Link  Veronica Leon Burch

No 147  A Comparative Analysis of Chinese, Western and African Media Discourse in the Representation of China's Expansion of Economic Engagements in Africa Tong Wei

No 146  Ideological Trafficking of God and the Other  Sultana Haider

No 145  The Maasai and the Internet: Online Civil Participation and the Formation of a Civic Identity in Rural Kenya  Stine Ringnes Wilhelmsen

No 144  Wood in Water Does Not a Crocodile Make: Migrants Virtual Place-making, Ontological Security and Cosmopolitanism in the Transnational Social Field  Sheetal Kumar

No 143  Droning On: A Critical Analysis of American Policy and News Discourse on Drone Strikes  Sadaf Khan

No 142  The Impact of Mass Media Sentiments on Returns and Volatility in Asset Markets: Evidence from Algorithmic Content Analysis  Panu Kuuluvainen

No 141  Problematising the Self-Representation of Race and Gender in Vines: Who has the Last Laugh?  Shaikha Nurfarah Mattar

No 140  Corporate Public Apologies, or Capitalism in Other Words  Nina M Chung

No 139  Agenda Setting and Framing in the UK Energy Prices Debate  Nicholas Davies

No 138  'It is of Inestimable Benefit': Communicating American Science Policy in the Post-Cold War Era  Mercedes Wilby

No 137  Beyond Twenty Cents: The Impact of the Representation of Violence on the Coverage of the Brazilian Protests of June 2013 by the Mass Media  Margarida Gorecki Telles

No 136  Framing Françafrique: Neo-colonial Framing Practices in  Le Monde 's Coverage of the French Military Interventions in Mali and the Central African Republic  Lucie Gagniarre 

No 135  Representing Persia: A Discourse Analysis of The American Print Media's Coverage of Iran  Kyle Bowen

No 134  From Fat Cats to Cool Cats: CEOs and Micro-celebrity Practices on Twitter  Julia Regina Austmann

No 133  Critically Imagining Ineternet Governance: A Content Analysis of the  Marco Civil da Internet  Public Consultation  João Carlos Magalhães

No 132  The Ambiguous ICT: Investigating How Tablet Users Relate to and Interact with Their Device  Jessica Blank

No 131  Threats, Parasites and Others: The Visual Framing of Roma Migrants in the British Press  Grace Waters

No 130  Fifty Years of Negativity: An Assessment of Negative Compaigning in Swedish Parlimentary Election Campaigns 1956-2006  Gustav Gidenstam

No 129  The Talking Dog: Representations of Self and Others in Japanese Advertising  Eryk Salvaggio

No 128  The Selfie Protest: A Visual Analysis of Activism in the Digital Age  Clare Sheehan

No 127  Negativity and Australian Political Discourse: A Case Study of the Australian Liberal Party's 2013 Election Television Advertising  Clare Creegan

No 126  What are You Laughing at? A Social Semiotic Analysis of Ironic Racial Stereotypes in  Chappelle's Show  Cindy Ma

No 125  Reconsidering Agenda Setting and Intermedia Agenda Setting from a Global Perspective: A Cross-National Comparative Agenda Setting Test  Christoph Rosenthal

No 124  Big Data Exclusions and Disparate Impact: Investigating the Exclusionary Dynamics of Big Data Phenomenon  Charly Gordon

No 123  Tabloidisation of the Norwegian News Media: A Quantitative Analysis of Print and Online Newspaper Platforms  Celine Storstad Gran

No 122  Red, White and Afro Caribbean: A Qualitative Study of Afro-Caribbean American Identity During the Olympic Games  Ashley Gordon

No 121  The City without Gates: Facebook and the Social Surface  Andrew Crosby

No 120  Yes I Do Mind: Constructing Discourses of Resistance against Racial Microaggressions on Tumblr  Abigail Kang

No 119  Tensions in Urban Street Art: a Visual Analysis of the Online Media Coverage of Banksy Slave Labour  Elisabetta Crovara

No 118  The Sticky Case of Sticky Data: An Examination of the Rationale, Legality, and Implementation of a Right to Data Portability Under European Competition Law  Paul T. Moura

No 117  Pinning Pretty: A Qualitative Study of Pinterest Users' Practices and Views Elizabeth White

No 116  Comparing Perceptions of NGOs and CSR: Audience Evaluations and Interpretations of Communications  Gitanjali Co Devan Anderson

No 115  What is Web-Populism doing to Italian Politics? The Discursive Construction of 'Grillini' vis-a-vis the Antagonist Other  Isadora Arredondo

No 114  Yellow Skin-White Prison: A Content Analysis of French Television News Broadcast  Ngo Bossoro

No 113  A Revisionist Turkish Identity: Power, Religion and Ethnicity as Ottoman Identity in the Turkish series Muhteşem Yüzyıl  Esra Doğramacı 

No 112  Behind the Curtain: Women's Representations in Contemporary Hollywood  Reema Dutt

No 111  From  Liberal Conservative  to  Conservative Conservative : David Cameron's Political Branding  Ignacio José Antonio López Escarcena

No 110  'Micropolitics' and Communication: An Exploratory Study on Student Representatives' Communication Repertoires in University Governance  Nora Kroeger

No 109  Ideology No More: A Discourse of Othering in Canadian Mainstream Newspaper Representations of the Idle No More Movement  Christian Ledwell

No 108  Media Representation of Nationalism and Immigration: A Case Study of  Jamie's Great Britain  Xin Liang

No 107  You're Not Alone : Virtual Communities, Online Relationships & Modern Identities in the Military Spouse & Blogging Community  Elizabeth M. Lockwood

No 106  Harperist Discourse: Creating a Canadian 'Common Sense' and Shaping Ideology Through Language  Mashoka Maimona

No 105  The Spiral of Silence and Social Media: Analysing Noelle-Neumann's Phenomenon Application on the Web during the Italian Political Elections of 2013 Cristina Malaspina

No 104  Participatory Culture on YouTube: A Case Study of the Multichannel Network Machinima  Bryan Mueller

No 103  Up the Cascade: Framing of the Concession of the Highway between San Jose and San Ramon  Marie Garnier Ortiz

No 102  Science in the Headlines: The Stakes in the Social Media Age  Sasjkia Otto

No 101  Representing Disease: An Analysis of Breast Cancer Discourse in the South African Press  Lauren Post

No 100  Blob  and Its Audience: Making Sense of Meta-Television  Giulia Previato

No 99  Streaming the Syrian War: A Case Study of the Partnership between Professional and Citizen Journalists in the Syrian Conflict  Madeline Storck

No 98  Immigration Policy Narratives and the Politics of Identity: Causal Issue Frames in the Discursive Construction of America's Social Borders  Felicity P. Tan

No 97  Behind 'gift-giving': The Motivations for Sharing Fan-Generated Digital Content in Online Fan Communities  Mengchu Wang

No 96  Smartphone Location-based Services in the Social, Mobile, and Surveillance Practices of Everyday Life  Carey Wong

No 95  The Impacts of Design on Voluntary Participation: Case Studies of Zimuzu and Baike  Li Zeng

No 94   Mediated Politics and Ideology: Towards a New  Synthesis. A case study from the Greek General Election of May 2012  Angelos Kissas

No 93   E-Arranged Marriages:  How have Muslim matrimonial websites affected traditional Islamic courting methods?  Ayesha Ahmed

No 92   Hospitality in the Modern Mediapolis: Global Mediation of Child Soldiers in central and east Africa  Bridgette Bugay

No 91   Media Framing of the 2009-2010 United States  Health Care Reform Debate: A Content Analysis of U.S. Newspaper Coverage  Christina Brown

No 90   Behind the Laughter: Mediating Hegemony through Humour  Ningkang Wang

No 89   Saving Europe online?  European identity and the European Union’s Facebook communication during the eurozone crisis  Johannes Hillje

No 88   Like it? Ritual Symbolic Exchange Using Facebook’s ‘Like’ Tool  Kenneth J. Gamage

No 87   Understanding representations of low-income  Chinese migrant workers through the lens of photojournalists  Lee Zhuomin

No 86  The Modernization of Irish Political Campaigning: The 2011 General Election  Liam Murphy

No 85   Online Freedom?Film Consumption in the Digital Age  Luane Sandrin Gauer

No 84   Audience Reception of Charity Advertising:  Making Sense, Interpreting and Decoding Advertisements That Focus on Human Suffering  Magdalini Tsoutsoumpi

No 83  Beneath the Anthropomorphic Veil:  Animal Imagery and Ideological Discourses in British Advertising  Manjula Kalliat

No 82   Mobile Discourses:  A Critical Discourse Analysis on  Reports of Intergovernmental Organizations Recommending Mobile Phones for Development   Maria Paola de Salvo

No 81   We the People:  The role of social media in the participatory community of the Tea Party movement  Rachel Weiler

No 80   SOPA Deliberation on Facebook:  Deliberation and Facilitation or Mere  Mobilization?  Ray Wang

No 79   Discerning the Dominant Discourse in the World Summit on the Information Society  Ria Sen

No 78   The impact of online health information on the doctor-patient relationship. Findings from a qualitative study  Susanne Christmann

No 77   The Influence of Weibo Political Participations on the Political Efficacies of Weibo Users  Wenxu Wang

No 76   In what Forms and Patterns does Inequality Exist in  the Weibosphere?  Xiao Han

No 75   Creating Scandal to Avoid Panic:  How the UK Press Framed the News of the World Phonehacking  Scandal   Zuzanna Natalie Blaszkiewicz

No 74  Measuring media pluralism in the convergence era: The case of News Corp’s proposed acquisition of BSkyB  Davide Morisi

No 73  Observers, Witnesses, Victims or Activists? How Inuit Voices are Represented in Mainstream Canadian Newspaper Coverage of Global Warming  Patricia H. Audette-Longo

No 72  Global journalism, local realities: Ugandan journalists' views on reporting homosexuality  Rachael Borlase

No 71  Why pay if it's free? Streaming, downloading, and digital music consumption in the "iTunes era"  Theodore Giletti

No 70  Peacebuilding and Public Service Media: Lessons from Star Radio and media development in Liberia  Elizabeth Goodfriend

No 69  The Discourse of Protest: Using discourse analysis to identify speech acts in UK broadsheet newspapers  Stefan Brambilla Hall

No 68  Life With or Without the Internet: The Domesticated Experiences of Digital Inclusion and Exclusion  Mark Holden

No 67  We are all well (and undisrupted) in the shelter - the 33 of us: Narratives in the rescue of the Chilean Miners as a Live Media Event  César Antonio Jiménez Martínez

No 66  Critical Failure: Class, Taste and the Value of Film Criticism  Moses Lemuel

No 65  The Story of Egypt: Journalistic impressions of a revolution and new media power  Thomas Ledwell

No 64  Political Fandom in the Age of Social Media: Case Study of Barack Obama's 2008 Presidential Campaign  Komal H. Parikh

No 63  Against all odds: Evidence for the 'true' cosmopolitan consumer A cross-disciplinary approach to investigating the Cosmopolitan Condition  Saskia Scheibel

No 62  Relating to 'Ohio' in Political Advertisements: Interpreting Representations of Culture in Narratives, Myths, and Symbols from Democratic Spots in the 2010 Gubernatorial Campaign  Daniel Schwarz

No 61  Youth Understanding of Climate: Towards a theory of social adaptation to climate change in Africa  Hardi Shahadu

No 60  Translating China:A case study of Chinese-English translation in CCTV international broadcasting  Yueru Zhang

No 59  From watchdog to lapdog?The impact of government intimidation on the public watchdog performance of peace media in processes of democratisation  Michael Spiess

No 58  From Hardback to Software: How the Publishing Industry is Coping with Convergence  Lauren Christina Sozio

No 57  Witnessing War: Blogs from Soldiers in Iraq and Afghanistan  Jessica Siegel

No 56  Mediated Cosmopolitanism? The Other’s Mediated Dialogical Space on BBC World’s Hardtalk  Andrew Rogers

No 55  Reconceptualising IT? Policy Learning and Paradigms of Sustainability in the ICT Policy of the European Union  Jussi Nokkala

No 54  ‘Alive with Possibility’: Brand South Africa and the Discursive Construction of South African National Identity  Yasuko Murai

No 53  The Journalistic Identities of Liveblogging A Case Study: Reporting the 2009 Post-Election Protests in Iran  David McDougall,

No 52  Blogging the Gap: A survey of China bloggers  Kerry Arnot

No 51  Young People’s Adoption and Consumption of a Cultural Commodity – iPhone  Hui Jiang

No 50  Preserving the Liberal World Order in an Age of Globalization: Representing the People’s Republic of China in the American Prestige Press  Jasmine Chan

No 49  In the Name of Allah?  Alison Jarrett

No 48  An Investigation into the Meaning of Locally Produced Entertainment Media to Lebanese Women:A Concentration on the Film Sukkar Banat (Caramel)  Carol Haidar

No 47  ‘Discuss This Article!’ Participatory Uses of Comment Sections on SPIEGEL ONLINE: A Content Analysis  Eilika Freund

No 46  Fleeting Racialisation?: Media Representation of African Americans During the California Proposition 8 Campaign  -  App 1  -  App 2  Tiana Epps-Johnson

No 45  The Big Society Will Not Take Place: Reading Postmodernism in Contemporary Conservative Discourse  Matthew Eisner Harle

No 44  Situating the imagination:Turkish soap operas and the lives of women in Qatar  Dima Issa

No 43  guardian.co.uk: online participation, ‘agonism’ and ‘mutualisation’  Mariam Cook

No 42  Freedom or intervention: What is the role of the regulator in achieving competitive pay-TV markets?  Yi Shen Chan

No 41  The united states of unscreened cinema: The political economy of the self-distribution of cinema in the U.S.  Bajir Cannon

No 40  Constructing the virtual body: Self-representation, self-modification and self-perfection in pro-eating disorder websites  Gillian Bolsover

No 39  The Altruistic Blockbuster and the Third-World Filmstar  Olina Banerji

No 38  The Modernisation of Australian Political Campaigns: The Case of Maxine McKew  Evie Watt

No 37  Platform-based Open Innovation Business Models: Bridging the gap between value creation and value capture  Michael Seminer

No 36  Transmit/Disrupt: Why does illegal broadcasting continue to thrive in the age of liberalised spectrum?  Justin Schlosberg

No 35  Domestic Conflict or Global Terror? Framing the Mumbai Terror Attacks in the U.S. Print Press  Kamla Pande

No 34  Information plurality, the financial sector, and the fate of Reuters News agency: Policy and problems surrounding the Thomson Reuters merger  Leila Lemghalef

No 33  The Contested Framing of Canada’s Military Mission in Afghanistan: The News Media, the Government, the Military and the Public  Brooks Decillia

No 32  UK community radio: policy frames and outcomes  Helen Charles

No 31  Bunny Talk: Teenagers Discuss The Girls Next Door  Jennifer Barton

No 30  Psephological Peer Production  Tim Watts

No 29  Domestication of the Cell Phone on a College Campus: A Case Study  Madhuri Shekar

No 28  The Visuals of Violence  Sofie Scheerlinck

No 27  All Work and No Play - Does it Make Jack a Dull Boy?  Ece Inanç

No 26  Perusing Perez: How do Taste Hierarchies, Leisure Preferences and Social Status Interact among visitors to Perez Hilton's Celebrity Gossip Blog?  Ellen Hunter

No 25  Exploring the 'Americanization of Political Campaigns: Croatia's 2003 and 2007 General Elections  Milly A. Doolan

No 24  Acts of Negotiation  Rajana Das

No 23  Banal Environmentalism: Defining and Exploring an Expanded Understanding of Ecological Identity, Awareness, and Action  Ryan Cunningham

No 22  Letting the Other Solitude be Heard: On the Media's Role as a Forum for Multilingual Conversation in Canada  Marc Chalifoux

No 21  Multilateral Institutions and the Recontextualization of Political Marketing: How the World Intellectual Property Organization's Outreach Efforts Reflect Changing Audiences  Sandra Bangasser

No 20  Branding in Election Campaigns: Just a Buzzword or a New Quality of Political Communication?  Manuel Adolphsen

No 19   A Study on Self-regulatory Initiatives in China's Internet Industry  Lijun Cao

No 18   An Exploration of the 2006 Electoral Campaign for the Re-election of Walter Veltroni for Mayor of Rome  Maddalena Vianello

No 17   Creating Global Citizens? The Case of Connecting Classrooms  Mandeep Samra

No 16   Audience Reception of Health Promoting Advertising  Cristian Raftopoulou

No 15   The Game of (Family) Life: Intra-Family Play in the World of Warcraft  Holly Peterson

No 14   Global TV and Local Realities: Constructing Narratives of the Self  Sunandini Pande

No 13   Twitter: Expressions of the Whole Self  Edward Mishaud

No 12   Crowdsourced News: The Collective Intelligence of Amateurs and The Evolution of Journalism  Melissa Metzger

No 11   To Support or Distort: An Analysis of Ontario Referendum Campaign Websites  Anna Mather

No 10   Political Handbags: The representation of women politicians  Eva Markstedt

No 9   Free Speech, Political Correctness and the Public Sphere in a Talk Radio World  Michele Margolis

No 8    Propaganda, Grassroots Power, or Online Public Sphere?  Zheng Liu

No 7   Preventing Drug Abuse in China: Anti-Drug Campaigns in the Eyes of a Drug User  Bo Li

No 6   Taming Technology: Ultra-Orthodox Jewish Families and Their Domestication of the Internet  Josh Hack

No 5   Keeping up Appearances: Candidate Self-Presentation through Web Videos in the 2008 US Presidential Primary Campaign  Nisha Gulati

No 4   The End of the Media's '"War on Terror"? An Analysis of a Declining Frame  Dominik Cziesche

No 3   Fantasizing Reality: Wetware, Social Imaginaries, and Signs of Change  Jennifer Cross

No 2   The Colbert Nation: A Democratic Place to be?  Kristen Boesel

No 1   Media Constructions of Extreme Female Thinness  Nelly Abranavel

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Export as Van de Beeten, Jacob (2024) In the name of the law: a critique of the systemic rationality in EU law. PhD thesis, London School of Economics and Political Science. Agnihotri, Shree (2024) Arendtian constitutional theory: an examination of active citizenship in democratic constitutional orders. PhD thesis, London School of Economics and Political Science. Misra, Tanmay (2023) The invention of corruption: India and the License Raj. PhD thesis, London School of Economics and Political Science. Garcés de Marcilla Musté, Mireia (2023) Designing, fixing and mutilating the vulva: exploring the meanings of vulval cutting. PhD thesis, London School of Economics and Political Science. Nolan, Katherine Anne (2023) The individual in EU data protection law. PhD thesis, London School of Economics and Political Science. Classmann, Stephanie (2023) What we do to each other: criminal law for political realists. PhD thesis, London School of Economics and Political Science. Schonberg, Morris (2022) The notion of selective advantage in EU State aid law – an equality of opportunity approach. PhD thesis, London School of Economics and Political Science. Akbari, Sina (2022) Normative dimensions of the practice of private law. PhD thesis, London School of Economics and Political Science. Stipanovich, Aleksandra (2022) Environmental assessment of trade: origins and critiques of effectiveness. PhD thesis, London School of Economics and Political Science. Pinto, Mattia (2022) Human rights as sources of penality. PhD thesis, London School of Economics and Political Science. Girard, Raphaël (2022) Populism, law and the courts: space and time in an age of "constitutional impatience". PhD thesis, London School of Economics and Political Science. Matabudul, Rachna (2022) Tax treaty dispute resolution: lessons from the law of the sea. PhD thesis, London School of Economics and Political Science. Taggart, John (2022) Examining the role of the intermediary in the criminal justice system. PhD thesis, London School of Economics and Political Science. Goh, Benjamin (2022) The literary unconscious: rereading authorship and copyright with Kant's ‘on the wrongfulness of reprinting’ (1785). PhD thesis, London School of Economics and Political Science. Uberti, Francesca (2022) Vaccine opposition in the information age: a study on online activism and DIY citizenship. PhD thesis, London School of Economics and Political Science. Gafni, Ilan (2022) Rethinking the negligence liability of public authorities in English law. PhD thesis, London School of Economics and Political Science. Claeys, Irene (2021) The construction of a regulatory risk device: an examination of the historical emergence and performative effects of the Basel Committee on Banking Supervision’s market risk framework. PhD thesis, London School of Economics and Political Science. Sonin, Joanne F. (2021) The evolution of the shareholder: legal change, deflection, and constancy. PhD thesis, London School of Economics and Political Science. Damianos, Alexander (2021) Ratifying the Anthropocene: a study of the Anthropocene working group’s ongoing effort to formalize the Anthropocene as a unit of the geologic time scale. PhD thesis, London School of Economics and Political Science. Fisher, Jonathan Simon (2021) Mandatory self-reporting of criminal conduct by a company: corporate rights and engaging the privilege against self-incrimination. PhD thesis, London School of Economics and Political Science. Gupta, Priya S. (2020) Leveraging the city: urban governance in financial capitalism. PhD thesis, London School of Economics and Political Science. Musto, Callum (2020) States’ regulatory powers and the turn to public law in international investment law and arbitration. PhD thesis, London School of Economics and Political Science. Ahdash, Fatima (2020) Examining the interaction between family law and counter-terrorism in the UK in recent years. PhD thesis, London School of Economics and Political Science. Common, MacKenzie F. (2020) Rule of law and human rights issues in social media content moderation. PhD thesis, London School of Economics and Political Science. Clark, Martin (2020) The 'international' and 'domestic' in British legal thought from Gentili to Lauterpacht. PhD thesis, London School of Economics and Political Science. Mukherjee, Sroyon (2019) Context-driven choices: environmental valuation in the courtroom. PhD thesis, London School of Economics and Political Science. Teeder, Wendy Mary (2019) Judicial review and the vanishing trial. MPhil thesis, London School of Economics and Political Science. Ganguly, Geetanjali (2019) Towards a transnational law of climate change: transnational litigation at the boundaries of science and law. PhD thesis, London School of Economics and Political Science. Myslinska, Dagmar Rita (2019) Not quite white: the gap between EU rhetoric and the experience of Poles’ mobility to the UK. PhD thesis, London School of Economics and Political Science. Zlatev, Zlatin Mitkov (2019) Approaches towards the concept of non-pecuniary losses deriving from breach of contract. PhD thesis, London School of Economics and Political Science. Tundawala, Moiz (2018) In the shadow of swaraj: constituent power and the Indian political. PhD thesis, London School of Economics and Political Science. Lima Sakr, Rafael (2018) Law and lawyers in the making of regional trade regimes: the rise and fall of legal doctrines on the international trade law and governance of South-North regionalism. PhD thesis, London School of Economics and Political Science. Stones, Ryan R. (2018) EU competition law and the rule of law: justification and realisation. PhD thesis, London School of Economics and Political Science. Pick, Barbara (2018) Empirical analysis of geographical indications in France and Vietnam: opportunities and constraints. PhD thesis, London School of Economics and Political Science. Trotter, Sarah Jane (2018) On coming to terms: how European human rights law imagines the human condition. PhD thesis, London School of Economics and Political Science. Vitale, David Anthony (2018) Political trust and the enforcement of constitutional social rights. PhD thesis, London School of Economics and Political Science. Wu, Aaron (2018) Sustaining international law: history, nature, and the politics of global ordering. PhD thesis, London School of Economics and Political Science. Sutton, Rebecca (2018) The international humanitarian actor as 'civilian plus': the circulation of the idea of distinction in international law. PhD thesis, London School of Economics and Political Science. Larsen, Signe (2018) The European Union as a federation: a constitutional analysis. PhD thesis, London School of Economics and Political Science. Bronsther, Jacob (2018) Long-term incarceration and the moral limits of punishment. PhD thesis, London School of Economics and Political Science. Krever, Tor (2018) The ideological origins of piracy in international legal thought. PhD thesis, London School of Economics and Political Science. Way, Sally-Anne (2018) Human rights from the Great Depression to the Great Recession: the United States, economic liberalism and the shaping of economic and social rights in international law. PhD thesis, London School of Economics and Political Science. Leader, Kathryn (2017) Fifteen stories: litigants in person in the civil justice sytem. PhD thesis, London School of Economics and Political Science. Oghenevo Ovie Akpomiemie, Michael (2017) The social context of business and the tax system in Nigeria: the persistence of corruption. PhD thesis, London School of Economics and Political Science. Liberman, Dvora (2017) Custodians of continuity in an era of change: an oral history of the everyday lives of Crown Court clerks between 1972 and 2015. PhD thesis, London School of Economics and Political Science. Keenan, Bernard (2017) Interception: law, media, and techniques. PhD thesis, London School of Economics and Political Science. Živković, Velimir (2017) International investment protection and the national rule of law: a normative framework for a new approach. PhD thesis, London School of Economics and Political Science. Zeffert, Henrietta (2017) Home and international law. PhD thesis, London School of Economics and Political Science. Witney, Simon (2017) The corporate governance of private equity-backed companies. PhD thesis, London School of Economics and Political Science. Zhu, Sally Shinan (2017) Law embodied: re-imagining a material legal normativity. PhD thesis, London School of Economics and Political Science. Chauhan, Apurv (2016) Developing a social psychology of poverty: social objects and dialogical representations. PhD thesis, London School of Economics and Political Science. Tschorne Venegas, Samuel (2016) The theoretical turn in British public law scholarship. PhD thesis, London School of Economics and Political Science. Wang, Chieh (2016) Sexuality, gender, justice and law: rethinking normative heterosexuality and sexual justice from the perspectives of queer humanist men and masculinities studies. PhD thesis, London School of Economics and Political Science. O’Loughlin, Ailbhe (2016) Balancing rights? Dangerous offenders with severe personality disorders, the public, and the promise of rehabilitation. PhD thesis, London School of Economics and Political Science. Burton, Marie (2015) Calling for justice: comparing telephone and face-to-face advice in social welfare legal aid. PhD thesis, London School of Economics and Political Science. Burke, Jarleth (2015) A market and government failure critique of services of general economic interest: testing the centrality and strictness of article 106(2) TFEU. PhD thesis, London School of Economics and Political Science. Stern, Orly (2015) The principle of distinction and women in conflicts in Africa. PhD thesis, London School of Economics and Political Science. Chadwick, Anna (2015) Food commodity speculation, hunger, and the global food crisis: whither regulation. PhD thesis, London School of Economics and Political Science. Saab, Anne (2015) A legal inquiry into hunger and climate change: climate-ready seeds in the neoliberal food regime. PhD thesis, London School of Economics and Political Science. Zaccaria, Elena (2015) Proprietary rights in indirectly held securities: legal risks and future challenges. PhD thesis, London School of Economics and Political Science. Willcox, Susannah (2015) Climate change inundation and Atoll Island States: implications for human rights, self-determination and statehood. PhD thesis, London School of Economics and Political Science. King, Saskia (2015) Agreements that restrict competition by object under Article 101(1) TFEU: past, present and future. PhD thesis, London School of Economics and Political Science. Zhang, Zhanwei (2015) Law, state and society in the PRC: a case study of family planning regulations implementation at grassroots level in rural China. PhD thesis, London School of Economics and Political Science. Agnew, Sinéad (2015) What we talk about when we talk about conscience: the meaning and function of conscience in commercial law doctrine. PhD thesis, London School of Economics and Political Science. Yoshida, Keina (2015) The cinematic jurisprudence of gender crimes: the ICTY and film. PhD thesis, London School of Economics and Political Science. Knight, Dean (2014) Vigilance and restraint in the common law of judicial review: scope, grounds, intensity, context. PhD thesis, London School of Economics and Political Science. McGaughey, Ewan (2014) Participation in corporate governance. PhD thesis, London School of Economics and Political Science. Xiao, Yin (2014) Analysing the enforcement dimension of regulatory competition: a cultural institutionalist approach. PhD thesis, London School of Economics and Political Science. Knox, Robert (2014) A Critical Examination of the Concept of Imperialism in Marxist and Third World Approaches to International Law. PhD thesis, London School of Economics and Political Science. Meerovitch, Vladimir (2014) Investor protection and equity markets: an evaluation of private enforcement of related party transactions rules in Russia. PhD thesis, London School of Economics and Political Science. Pearson, Megan Rebecca (2014) Religious objections to equality laws: reconciling religious freedom with gay rights. PhD thesis, London School of Economics and Political Science. Roznai, Yaniv (2014) Unconstitutional constitutional amendments: a study of the nature and limits of constitutional amendment powers. PhD thesis, London School of Economics and Political Science. O'Regan, Karla Maureen (2014) Beyond illusion: a juridical genealogy of consent in criminal and medical law. PhD thesis, London School of Economics and Political Science. Searl, Mark (2014) A normative theory of international law based on new natural law theory. PhD thesis, London School of Economics and Political Science. Coverdale, Helen (2013) Punishing with care: treating offenders as equal persons in criminal punishment. PhD thesis, London School of Economics and Political Science. Lamp, Nicolas (2013) Lawmaking in the multilateral trading system. PhD thesis, London School of Economics and Political Science. Perrone, Nicolas (2013) The international investment regime and foreign investors' rights: another view of a popular story. PhD thesis, London School of Economics and Political Science. Wei Liang Wang, Daniel (2013) Can litigation promote fairness in healthcare? The judicial review of rationing decisions in Brazil and England. PhD thesis, London School of Economics and Political Science. Majinge, Charles Riziki (2013) The United Nations, the African Union and the rule of law in Southern Sudan. PhD thesis, London School of Economics and Political Science. Gallo, Zelia (2013) The penality of politics, penality in contemporary Italy 1970-2000. PhD thesis, London School of Economics and Political Science. Jacques, Johanna (2013) From nomos to Hegung: war captivity and international order. PhD thesis, London School of Economics and Political Science. Manea, Sabina (2013) Instrumentalising property: an analysis of rights in the EU emissions trading system. PhD thesis, London School of Economics and Political Science. Yazdani, Shahid (2012) Emergency safeguard; WTO and the feasibility of emergency safeguard measures under the general agreement on trade in services. PhD thesis, London School of Economics and Political Science. Lucey, Mary Catherine (2012) The interface between competition law and the restraint of trade doctrine for professionals: understanding the evolution of problems and proposing solutions for courts in England and Wales. PhD thesis, London School of Economics and Political Science. Grušić, Uglješa (2012) The international employment contract: ideal, reality and regulatory function of European private international law of employment. PhD thesis, London School of Economics and Political Science. Ali, Perveen (2012) States in crisis: sovereignty, humanitarianism, and refugee protection in the aftermath of the 2003 Iraq War. PhD thesis, London School of Economics and Political Science. Dille, Benjamin B. (2012) Ill fares the land: the legal consequences of land confiscations by the Sandinista government of Nicaragua 1979-1990. PhD thesis, London School of Economics and Political Science. Ho, Chih-Hsing (2012) Socio-legal perspectives on biobanking: the case of Taiwan. PhD thesis, London School of Economics and Political Science. Viterbo, Hedi (2012) The legal construction of childhood in the Israeli-Palestinian conflict. PhD thesis, London School of Economics and Political Science. De Witte, Floris (2012) EU law and the question of justice. PhD thesis, London School of Economics and Political Science. Spangler, Timothy (2012) Overcoming the governance challenge in private investment funds through the enrolment of private monitoring solutions. PhD thesis, London School of Economics and Political Science. Sasso, Lorenzo (2012) Capital structure and corporate governance: the role of hybrid financial instruments. PhD thesis, London School of Economics and Political Science. Boukli, Paraskevi (2012) Imaginary penalities: reconsidering anti-trafficking discourses and technologies. PhD thesis, London School of Economics and Political Science. Gandrud, Christopher (2012) Knowing the unknowns: financial policymaking in uncertainty. PhD thesis, London School of Economics and Political Science. Laidlaw, Emily (2012) Internet gatekeepers, human rights and corporate social responsibilities. PhD thesis, London School of Economics and Political Science. Barroso, Luis (2011) The problems and the controls of the new administrative state of the EU. PhD thesis, London School of Economics and Political Science. Zhu, Chenwei (2011) Authoring collaborative projects: a study of intellectual property and free and open source software (FOSS) licensing schemes from a relational contract perspective. PhD thesis, London School of Economics and Political Science. Nwosu, Udoka (2011) Head of state immunity in international law. PhD thesis, London School of Economics and Political Science. Ronnen, Edite (2011) Mediation in a conflict society: an ethnographic view on mediation processes in Israel. PhD thesis, London School of Economics and Political Science. Meyers, Jeffrey B. (2011) Toward a Negri-inspired theory of c/Constitution: a contemporary Canadian case study. PhD thesis, London School of Economics and Political Science. Kotsakis, Andreas (2011) The biological diversity complex: a history of environmental government. PhD thesis, London School of Economics and Political Science. Stergiou, Vasiliki (2011) The complex relationship of concentrated ownership structures and corporate governance. PhD thesis, London School of Economics and Political Science. Dias Soares, Claudia A. (2011) The design features of environmental taxes. MPhil thesis, London School of Economics and Political Science. Calich, Isabel (2011) The impact of globalisation on the position of developing countries in the international tax system. PhD thesis, London School of Economics and Political Science. Hood, Benjamin David (2011) What model for regulating employee discipline and grievances most effectively supports the policy objective of partnership at work and enhanced competitiveness? PhD thesis, London School of Economics and Political Science. Li, Guoming (2011) The constitutional relationship between China and Hong Kong: a study of the status of Hong Kong in China’s system of government under the principle of ‘one Country, two systems’. PhD thesis, London School of Economics and Political Science. John, Mathew (2011) Rethinking the secular state: perspectives on constitutional law in post-colonial India. PhD thesis, London School of Economics and Political Science. Bernal, Paul Alexander (2011) Do deficiencies in data privacy threaten our autonomy and if so, can informational privacy rights meet this threat? PhD thesis, London School of Economics and Political Science. Pandya, Abhijit P.G. (2011) Interpretations and coherence of the fair and equitable treatment standard in investment treaty arbitration. PhD thesis, London School of Economics and Political Science. Thiratayakinant, Kraijakr Ley (2010) Multilateral supervision of regional trade agreements: Developing countries' perspectives. PhD thesis, London School of Economics and Political Science. Kapotas, Panos (2010) Positive action as a means to achieve full and effective equality in Europe. PhD thesis, London School of Economics and Political Science. Evans, E. Christine (2010) Right to reparations in international law for victims of armed conflict: Convergence of law and practice? PhD thesis, London School of Economics and Political Science. Correia, Miguel G (2010) Taxation of corporate groups under a corporation income tax: An interdisciplinary and comparative tax law analysis. PhD thesis, London School of Economics and Political Science. Pappas, Demetra M (2010) The politics of euthanasia and assisted suicide: A comparative case study of emerging criminal law and the criminal trials of Jack 'Dr. Death' Kevorkian. PhD thesis, London School of Economics and Political Science. Brady, Alan David Patrick (2009) A structural, institutionally sensitive model of proportionality and deference under the Human Rights Act 1998. PhD thesis, London School of Economics and Political Science. Franey, Elizabeth Helen (2009) Immunity, individuals and international law: which individuals are immune from the jurisdiction of national courts under international law? PhD thesis, London School of Economics and Political Science. Al-Ramahi, Aseel (2009) Competing rationalities: The evolution of arbitration in commercial disputes in modern Jordan. PhD thesis, London School of Economics and Political Science. Upton, John Dominic (2009) Constitutional thought of Joseph de Maistre. PhD thesis, London School of Economics and Political Science. Brilman, Marina C (2009) Georges Canguilhem: Norms and knowledge in the life sciences. PhD thesis, London School of Economics and Political Science. Minto, Indianna Deborah (2009) Incumbent response to telecommunications reform: The cases of Jamaica and Ireland, 1982-2007. PhD thesis, London School of Economics and Political Science. Heathcote, Gina (2009) Justifying force: A feminist analysis of the international law on the use of force. PhD thesis, London School of Economics and Political Science. Xu, Ting (2009) Property rights, governance and socio-economic transformation: the revival of private property and its limits in post-Mao China. PhD thesis, London School of Economics and Political Science. Roberts, Stephanie (2009) The decision making process of appeals against conviction in the Court of Appeal (Criminal Division). PhD thesis, London School of Economics and Political Science. Andreicheva, Natalia (2009) The role of legal capital rules in creditor protection: Contrasting the demands of western market economies with Ukraine's transitional economy. MPhil thesis, London School of Economics and Political Science. Mundis, Daryl (2008) The law of naval exclusion zones. PhD thesis, London School of Economics and Political Science. Yong, Benjamin (2008) Becoming national: Contextualising the construction of the New Zealand nation-state. PhD thesis, London School of Economics and Political Science. Reynolds, Michael Paul (2008) Caseflow management: A rudimentary referee process, 1919-1970. PhD thesis, London School of Economics and Political Science. Mettraux, Guenael (2008) Command responsibility in international law---the boundaries of criminal liability for military commanders and civilian leaders. PhD thesis, London School of Economics and Political Science. Shim, Jaejin (2008) Equality or the right to work? Explanation and justification of anti-discrimination rights in employment. PhD thesis, London School of Economics and Political Science. Webb, Charlie Edward James (2008) Property, unjust enrichment and restitution. PhD thesis, London School of Economics and Political Science. Kulovesi, Kati (2008) The WTO dispute settlement system and the challenge of environment and legitimacy. PhD thesis, London School of Economics and Political Science. Dinniss, Heather Harrison (2008) The status and use of computer network attacks in international humanitarian law. PhD thesis, London School of Economics and Political Science. Fasan, Oluseto (2007) Compliance with WTO law in developing countries: A study of South Africa and Nigeria. PhD thesis, London School of Economics and Political Science. Khasawneh, Bisher Hani (2007) An appraisal of the right of return and compensation of Jordanian nationals of Palestinian refugee origin and Jordan's right, under international law, to bring claims relating thereto, on their behalf to and against Israel and to seek compensation as a host state in light of the conclusion of the Jordan-Israel peace treaty of 1994. PhD thesis, London School of Economics and Political Science. Amodu, Tola (2007) The transformation of planning agreements as regulatory instruments in land-use planning in the twentieth century. PhD thesis, London School of Economics and Political Science. Panijpan, Kris (2006) Market dynamics in corporate governance: Lessons from recent developments in English law. PhD thesis, London School of Economics and Political Science. Park, Jungwon (2006) Minority rights constraints on a state's power to regulate citizenship under international law. PhD thesis, London School of Economics and Political Science. Kyprianou, Despina (2006) The role of the Cyprus attorney general's office in prosecutions: Rhetoric, ideology and practice. PhD thesis, London School of Economics and Political Science. Killick, Evan (2005) Living apart: separation and sociality amongst the Ashéninka of Peruvian Amazonia. PhD thesis, London School of Economics and Political Science. Menuchin, Shay Nisan (2005) The dilemma of international tax arbitrage: A comparative analysis using the cases of hybrid financial instruments and cross-border leasing. PhD thesis, London School of Economics and Political Science. Le, Net (2004) Refusal to license: Abuse of dominant position and switching costs. PhD thesis, London School of Economics and Political Science. Sideri, Katerina (2003) The European Commission and the construction of information society: Regulatory law from a processual perspective. PhD thesis, London School of Economics and Political Science. Boelaert-Suominen, Sonja Ann Jozef (1998) International environmental law and naval war: The effect of marine safety and pollution conventions during international armed conflict. PhD thesis, London School of Economics and Political Science. Mohamed, Mohamed Sameh Ahmed (1997) The role of the International Court of Justice as the principal judicial organ of the United Nations. PhD thesis, London School of Economics and Political Science. Jurgielewicz, Lynne (1994) Global environmental change and international law: prospects for progress in the legal order. PhD thesis, London School of Economics and Political Science. Tsai, Ing-Wen (1983) Unfair trade practices and safeguard actions [A digital copy of Ing-wen Tsai's personal copy of the original thesis presented to the Library in 2019.]. PhD thesis, London School of Economics and Political Science. Douzinas, Constantinos (1983) Constitutional law and freedom of expression: a critique of the Constitution of the public sphere in legal discourse and practice with special reference to 20th century American law and jurisprudence. PhD thesis, London School of Economics and Political Science. Lyall, Andrew Bremner (1980) The social origins of property and contract: a study of East Africa before 1918. PhD thesis, London School of Economics and Political Science. Harlow, Carol (1979) Administrative liability: a comparative study of French and English Law. PhD thesis, London School of Economics and Political Science. Reynolds, James Isaac (1974) The slum tenant and the common law: a comparative study. PhD thesis, London School of Economics and Political Science. Edwards, Adolph (1968) The development of criminal law in Jamaica up to 1900. PhD thesis, London School of Economics and Political Science. Lasok, Dominik (1954) The Polish Constitutions of 1947 and 1952: a historical study in constitutional law. PhD thesis, London School of Economics and Political Science. 457 IMAGES Dissertation marking scheme Dissertation Marking Scheme Free Writing Mark Scheme Marking scheme example Dissertation Marking Criteria Details GCSE Mark Schemes and Examiner Reports Explained COMMENTS PDF MSc Marking Criteria 1. MSc Marking Criteria MSc Marking Criteria 1. MSc Marking Criteria . 80-100% (Brilliant Distinction) Work of exceptional quality (publishable in the case of a dissertation), based on a comprehensive knowledge (both historical and conceptual) of the topic producing an analysis of such originality as to potentially change some conventional PDF MC499.1 DISSERTATION Guidelines 2021/22 ontents and appendices is 10,000 words. The maximum length of the dissertation, including footnotes/endnotes, but excluding bibliography, table of. ontents and appendices is 12,000 words.NB: The section word-lengths below are suggestions only. and assume a 10,000 word dissertation. They can be adjusted pro rata for 12,000 word dissertations ... PDF Scheme for The Award of A Taught Master S Degree for Students From the 1.1 The examiners for each course will decide a numerical mark for each student using the following scale: Grade Mark Distinction 70 - 100 Merit 60 - 69 Pass 50 - 59 Fail (x+1) - 49 Bad Fail 0 - x 1.2 Each department will specify the Bad Fail mark to the value of x as either 19, 29 or 39 for all its courses. Marking and moderation Moderated single marking. First marker marks all assessed work. Second marker considers (with sight of first marker's marks/comments) a selection of pieces of work, similar to that sent to an external examiner. A typical sample might include all borderline cases; all work graded 'fail'; all first class work, and 10% of all other pieces. Understanding Results LLB. LLB students are awarded either a First Class Honours (1), an Upper Second Class Honours (2A), a Lower Second Class Honours (2B), a Third Class Honours (3) or a Pass degree depending on individual course results. The LLB classification is based on the marks achieved in all second and third year courses. You will also have an aggregate mark ... Your Master's dissertation with LSE LIFE A research project has many stages and the end product - a dissertation - is a major piece of writing. There's a lot to think about, but LSE LIFE can help you find your way with resources, events, and one-to-one advice at every step of the way! We're open and doing things every weekday, throughout the whole academic year and summer break, until ... Dissertation guidelines General guidance. Your dissertation gives you an opportunity to write a substantial piece of academic work on a topic of interest to you. It is an opportunity to produce a work of scholarship, using the academic skills you have developed. This guidance is designed to help you write your MSc dissertation. Please make sure that you also look at ... Basic Guide to Dissertation Writing Basic Guide to Dissertation Writing. For most courses at LSE, a dissertation is an essential component of the degree programme both in undergraduate and postgraduate levels. Dissertation writing gives students the opportunity to research their areas of interest and come up with innovative contributions and fresh perspectives to issues. Master's research Prize winning MSc dissertations. Master's students undertake a dissertation as part of all our MSc programmes, allowing them to further develop their research in areas of interest. Each year a prize is awarded to the dissertation with distinction that receives the highest mark across each of our MSc programmes. Writing a Dissertation at LSE: Advice From a Master's Student Estimated reading time: 10 minutes. As part of your degree at LSE, you're probably going to write a dissertation. Each department has different requirements and topics vary between the different disciplines taught at LSE. Anyway, after talking with some academics and some of my classmates, I thought that sharing some advice would help ... Dissertations Research Design and Dissertation in International Development. The DV410 dissertation is a major component of the MSc programme and an important part of the learning and development process involved in postgraduate education. The objective of DV410 is to provide students with an overview of the resources available to them to research and write a 10,000 dissertation that is topical, original ... Assessment Information Dissertations (MSc) The DV410 dissertation is a major component of the MSc in Development Management, MSc in Development Studies, MSc in Health and International Development and MSc in International Development and Humanitarian Emergencies programmes, and an important part of the learning and development process involved in postgraduate education. ... Assessment and Feedback Assessment scheme for assignments . ... After the conclusion of the dissertation marking process, you will receive written feedback on your dissertation. ... London School of Economics and Political Science. Houghton Street. London. WC2A 2AE UK . LSE is a private company limited by guarantee, registration number 70527. +44 (0)20 7405 7686. Feedback and Assessment • Mark using marking scheme/student feedback sheets. Take breaks and monitor yourself to make sure you are applying the same standards to each piece of work fairly ... Final year graduates and undergraduates who complete dissertations within the final year of their studies, will receive feedback within 4 weeks of the beginning of the ... Welcome to LSE Theses Online Welcome to LSE Theses Online, the online archive of PhD theses for the London School of Economics and Political Science. LSE Theses Online contains a partial collection of completed and examined PhD theses from doctoral candidates who have studied at LSE. Please note that not all print PhD theses have been digitised. Assessment and Feedback Assessment scheme for assignments . ... After the conclusion of the dissertation marking process, you will receive written feedback on your dissertation. ... London School of Economics and Political Science. Houghton Street. London. WC2A 2AE UK . LSE is a private company limited by guarantee, registration number 70527. +44 (0)20 7405 7686. About LSE Theses Online LSE Theses Online contains full text, final examined versions of theses accepted for the qualification of Doctorate at the London School of Economics and Political Science. LSE Theses Online does not contain Master's dissertations, please contact the relevant department directly if you are seeking to access a Master's dissertation. PDF King'S College London Marking Framework the new Step-Marking Scheme), and marking criteria. Guidance on the marking policy and clear descriptions of the marking models will aid faculties, departments, assessment boards as well as assessment sub-boards in their choice of models. The newly introduced step-marking scheme offers an alternative to the 0-100% marking scale. Marking of assessed work excluding the Thesis With the exception of assessed components that are marked automatically by electronic or other means, assessed components shall be subject to one or more of the following systems of moderation: Double Marking - Two markers work to the same mark scheme; they may either. a. mark blind in parallel, or. b. the second marker reviews the ... Media@LSE MSc Dissertation Series These MSc dissertations have been selected by the editor and deputy editor of the Media@LSE Working Paper Series and consequently, are not the responsibility of the Working Paper Series Editorial Board. 2022-23. No 313 The App Keeps the Score: Period-Tracking Apps, Self-Empowerment and the Self as Enterprise, Martina Sardelli. Browse by Sets PhD thesis, London School of Economics and Political Science. Majinge, Charles Riziki (2013) The United Nations, the African Union and the rule of law in Southern Sudan. PhD thesis, London School of Economics and Political Science. Gallo, Zelia (2013) The penality of politics, penality in contemporary Italy 1970-2000. PDF Dissertation Marking Criteria Level 7 the mark awarded for Analysis would be 27% of the total mark for the work. Dissertation Marking Criteria - Level 7 N.B. These marking criteria are based on the QAA Framework for higher education qualification in England, Wales and Northern Ireland (2008) Structure & organisation Knowledge Application of knowledge & understanding (incl. PDF MSc Dissertation Marking Scheme EXAMINER'S ASSESSMENT EXAMINER'S ASSESSMENT. Please independently fill out parts A, B and C of this sheet. Examiners should then meet to agree the final dissertation mark. Use part D to record the agreed marks and part E for any explanations. Do not use this sheet for group projects. Please note that the final project mark is the credit weighted average of the ... essay homework paper phd project resume review speech study thesis