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, employees would have detected a discrepancy of their efforts and wage ratios with similar others which would lead to dissatisfaction. Also, this would explain that our social comparison of the most similar others would have the greatest impact but in the case of wages there seems to be the other primary factor of income level and what that means to an employee that determines level of satisfaction. During 2006, another research study applying Equity Theory in the workplace was conducted by professors from Cornell's School of Management, Eastern Michigan University's College of Business, and Penn State University's Department of Industrial and Manufacturing Engineering. The cross functional research offered a unique perspective toward best practices in "modeling and understanding line design" Schultz, Schoenherr and Nembhard, 2006 in the work entitled, Equity Theory Effects on Worker Motivation and Speed on an Assembly Line. The study was completed on the basis that equity theory indicates that workers react to and modify their work behavior based upon the speed or rate of the work of the people around them. The hypothesis under evaluation was: "In additive interdependent work situations, workers will adjust their speed toward the speed of their coworkers, creating a correlation among processing times" Schultz, et. al. , 2006, p. 9. Data was examined for three production lines of a major automobile manufacturer. One hundred forty eight workers' task times for a period of six months' work was recorded and reviewed.

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Moderation of assessment is a process in two stages internal and external by which the University assures itself that any work undertaken by students is set and assessed in a consistent and fair manner. The purpose of moderation is to ensure the parity of standards and that the level of student achievement reflects the required academic standards comparable to other programmes at the University and nationally. External moderation is conducted through a representative sample and follows the internal moderating process in line with the University's Assessment Procedures. Identifying the timelines for external moderation at the beginning of each assessment cycle forms part of the annual assessment and examination schedule which is devised by the Programme Convener, supported by the Programme Administrator, in liaison with the External Examiner. External Examiners carry out moderation duties online, through the University's virtual learning environment, Moodle and Turnitin. Access is provided by way of a dedicated Moodle account. The account username and password credentials are created at the start of tenure and are valid for its duration. The passwords are generated automatically and typically consist of up to ten characters including letters, numbers and symbols. Upon receiving their Moodle login details, external examiners are strongly recommended to register on the Password Self Service Portal also known as URPass. Singing up for this service facilitates streamlined access to Moodle at all times. In particular, it allows externals to quickly gain access in case of a lost or forgotten password.

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Some students may welcome the opportunity to work with a specific faculty member or in an area of personal interest. Students may wish to pursue career development in basic or clinical research. A medical student interested in research should first contact a faculty member who is interested in being a faculty mentor to discuss his or her interest in conducting a research project. Alternatively, students can contact the Associate Dean for Research and Faculty Affairs to be matched with a sponsoring faculty member whose research expertise is compatible with the students interest. Students may become involved in research at several levels. First year medical students can participate in the Mentored Professional Educational Experience MPEE program during the summer between their first and second years.

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