Academic Writing and Analysis

This assignment tasks students with assessing the quality of an academic writing sample. They are instructed to evaluate various aspects including argument clarity and development, the use and relevance of evidence, adherence to academic conventions, and overall effectiveness. The evaluation criteria are detailed and provide specific guidelines for assessing each component of the writing.

Coursework/Portfolio Brief
Learning outcomes assessed:
 Apply numerical skills, concepts and techniques in a variety of
business and academic contexts.
 Demonstrate an ability to calculate and interpret statistical values.
 Be able to interpret and process mathematical problems in personal
and professional contexts.
This coursework is worth 100% of the total marks for this module.

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Coursework Instructions
Please read carefully
• Carefully read the module handbook, the marking criteria and the
grade descriptors.
Academic Misconduct
You are responsible for ensuring you understand the policy and
regulations about academic misconduct. You must:
• Complete this work alone except where required or allowed by this
assignment briefing paper and ensure it has not been written or
composed by or with the assistance of any other person.
• Make sure all sentences or passages quoted from other people’s
work in this assignment (with or without trivial changes) are in
quotation marks, and are specifically acknowledged by reference
to the author, work and page.
This portfolio consists of four sections:
Sections 1, 2 and 3 are assessed in ‘pass/fail’ criteria. Sections 1, 2
and 3 combined are worth 45% of the final mark.
For example, if a student completes and passes 5 out of 9 tasks
outlined in Sections 1, 2 and 3 he/she will be given the following
marks:
5 / 9 x 45 = 25
Sections 1, 2 and 3 each consist of 3 tasks:
Task 1 – Skills Audit
Task 2 – In class Activity
Task 3 – Online Activity - students are expected to complete and pass
(40%) relevant online activity/quiz. The results page will need to be
saved (screenshot) and inserted under a relevant area of the
portfolio.

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Section 4 is worth 55% of the final mark and consists of 10 questions.
Students are required to complete all questions and tasks set
out in this portfolio.
Task 1 Task 2 Task 3 Total
Par
t
1
Section 1 Pass/Fail
(Skills Audit)
Pass/Fail
(In class
activity)
Pass/Fail
(Online
Activity)
45 %
Section 2 Pass/Fail
(Skills Audit)
Pass/Fail
(In class
activity)
Pass/Fail
(Online
Activity)
Section 3 Pass/Fail
(Skills Audit)
Pass/Fail
(In class
activity)
Pass/Fail
(Online
Activity)
Part
2 Section 4
55%
(10
questions)
N/A N/A 55%
100%

MATI3006- Numeracy1 Summer 2017 Coursework Brief

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Blank

MATI3006- Numeracy1 Summer 2017 Coursework Brief
SECTION 1
This section will focus on order of operations (BODMAS); operations on
positive and negative numbers; fractions and ratios.
Task 1: Skills Audit
Tick the appropriate column for each skill in the list below.
Please note that there is no right or wrong answer. Your
answers should show good reflection and awareness of your
strengths and areas for improvement.
I know how to…. I can
do well
I need
practic
e
I’m not
sure
I can’t
do
1. I know what BODMAS stands for. ☐ ☐ ☐ ☐
2. I can apply BODMAS to a variety of
calculations.
☐ ☐ ☐ ☐
3. I can define a fraction, numerator
and denominator.
☐ ☐ ☐ ☐
4. I can define proper fraction,
improper fraction and a mixed
number.
☐ ☐ ☐ ☐
5. I can convert a mixed number to
an improper fraction.
☐ ☐ ☐ ☐
6. I can convert improper fraction to a
mixed number.
☐ ☐ ☐ ☐
7. I can add, subtract, multiply and
divide fractions.
☐ ☐ ☐ ☐
8. I can explain the meaning of a
ratio.
☐ ☐ ☐ ☐
9. I can work with simple ratios. ☐ ☐ ☐ ☐
Task 2: In class Activity
QUESTION 1
Reflection
Write a short reflection (approximately 100-150 words) about your personal
learning experience of the topics covered in this section.
You can use the Skills Audit above to facilitate your answer. You may also
consider the following points:
 Reflect on your learning
 How did you contribute in the class?
 What went well?
 Are there any areas for improvement?

MATI3006- Numeracy1 Summer 2017 Coursework Brief
I have learnt the about how operators can be operated. This can be
done by using BODMAS method. I also understood clearly different
operations on positive and negative numbers. Like addition of positive
number with positive number, addition of positive to negative
number, etc. I also what is the definition of fractions and ratios and
their use in practical life also.
QUESTION 2
Give one example of a ‘real-life’ problem or situation that involves one (or
more) of the following topics:
 Order of operations
 Operations on positive and negative numbers
 Fractions
 Ratios
Also, please find a solution to the problem you described.
Order of operations (BODMAS)
Order of operations can be defined as the methods through which
mathematical calculation are done. BODMAS stands for Brackets, Order,
Division, Multiplication, Addition, Subtraction. Any of the mathematical sum
is solved according to the priorities of the operations that is discussed
below:
 Brackets > Of > Division > Multiplication > Addition > Subtraction
For example, problems like 7 + (5^2 * 6 + 3) is solved as following:
Brackets is solved first as follow:
Brackets is solved first as follow:
 First step: 6 * (5 + 3) = 6 * 8 = 48 (Correct)
 6 * (5 + 3) = 30 + 3 = 33 (wrong)
Then exponents ( power , roots) is solved before multiply, divide, add or subtract.
 Second step: 5 * 2^2= 5 * 4 = 20 (correct)
 5 * 2^2 =10^2 = 100 (wrong)
Then multiplication or division is performed before addition or subtraction
 Third step: 2+ 5 * 3 = 2 + 15 = 17 (correct)
 2 + 5 * 3 = 7 * 3 = 21 (wrong)
Otherwise just going left to right
 Fourth step : 30 / 5 + 3 = 6 * 3 = 18 (correct)
 30 / 5 * 3 = 30 / 15 = 2 (wrong)
Note: Order can be followed as :
B brackets first
O Orders (power and square roots)

MATI3006- Numeracy1 Summer 2017 Coursework Brief
DM Division and Multiplication (Left to right)
AS Addition and Subtraction (left to right)
Operations on positive and negative numbers
There are four operations that are applicable on positive and negative
numbers. This is explained below:
1. Additive rules:
 Addition of two positive numbers results in a positive number. For
example: 3+ 4 = 7.
 Addition of two negative number results in a negative number. For
example : (-6) + (-5) = -11.
 when a negative number is added with a positive number then sign of
greater number is taken and subtraction is performed here. For
example: (-8) + 5 = -3.
2. Subtracting rules:
 Negative - positive = Negative. e.g. (-6) - (-4) = -6 + 4 = -10.
 Positive - Negative = Positive + Positive = Positive. e.g. 5- (-5)
= 5 + 5 = 10.
 Negative - Negative = Negative + Positive = Here sign of larger
number is taken and subtraction is performed. e.g. (-5) - (-7) =
(-5) + 7 = -2; (-4) - (-6) = (-4) + 6 = 2, etc.
3. Multiplying rules:
 Positive * Positive = Positive. e.g. 45* 5= 25.
 Negative * Negative = Negative. e.g. (-6) * (-2) = -12.
 Negative * Positive = Negative. e.g. (-5) * 3 = -15.
 Positive * Negative = Negative. e.g. 3 * (-6) = -18.
4. Dividing rules:
 Positive / Positive = Positive. e.g. 21 / 7 = 3.
 Negative / Negative = Positive. e.g. (-14) / (-2) = 7.
 Negative / Positive = Negative. e.g. (-24) / 8 = -3.
 Positive / Negative = Negative. e.g. 16 / (-4) = -4.
Fractions : A mathematical expression showing the division of two whole
numbers are known as fractions. It is commonly used to indicate a part of
the whole number or a ratio between two numbers. Example of real life:
Suppose Ram has only one guava so he has to share with her sister. Then

MATI3006- Numeracy1 Summer 2017 Coursework Brief
he will cut that guava into two equal parts and give half ( ½) of this to her
sister.
Ratios: In mathematics, ratio shows the relationship between two numerals
denoting how many times the first number contains the other number. Real
life example of ratio: If a bowl of fruits contains four apples and five
mangoes, then the ratio of apple to mangoes will be written as 4 : 5.
Task 3: Online Activity
Evidence (screenshot) of completing and passing relevant online
quiz/activity.
Instruction:
1. Complete your online quiz/activity, (GSM Learn).
2. Take a screenshot.
3. Copy and paste the screenshot here..
SECTION 2
This section will focus on decimals, percentages and index numbers.

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Task 1: Skills Audit
Tick the appropriate column for each skill in the list below.
Please note that there is no right or wrong answer. Your
answers should show good reflection and awareness of your
strengths and areas for improvement.
I know how to…. I can
do well
I need
practic
e
I’m not
sure
I can’t
do
10.I can describe the relationship
between fractions, decimals and
percentages.
☐ ☐ ☐ ☐
11.I can identify the decimal
equivalent of a percent.
☐ ☐ ☐ ☐
12.I can identify the fractional
equivalent of a percent.
☐ ☐ ☐ ☐
13.I can determine which concepts
and procedures are needed to
complete each practice exercise.
☐ ☐ ☐ ☐
14.I can compute answers by applying
appropriate formulas and
procedures.
☐ ☐ ☐ ☐
15.I can construct a simple index. ☐ ☐ ☐ ☐
16.I can interpret indexes to identify
trends in a data set.
☐ ☐ ☐ ☐
Task 2: In class Activity
QUESTION 1

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Reflection
Write a short reflection (approximately 100-150 words) about your personal
learning experience of the topics covered in this section.
You can use the Skills Audit above to facilitate your answer. You may also
consider the following points:
 Reflect on your learning
 How did you contribute in the class?
 What went well?
 Are there any areas for improvement?
QUESTION 2
Give one example of a ‘real-life’ problem or situation that involves one (or
more) of the following topics:
 Decimals
 Percentages
 Index numbers
Also, please find a solution to the problem you described.
Decimals: A decimal is any number in the base ten system of
maths. Decimal point is used to denote isolation of once place from
the tenths place in decimal. Example : 46.89, 47. 35, etc.
Percentage: In maths, percentage is a number or ratio that is stated
as a fraction of 100. Its sign is %. Real life example: If 40 % of the
total number of students in a class is girl. This shows that 40 out of all
100 students are girls.
Index number: This is defined as a number that show how many
times the number is used in multiplication. This is also known as
power. Example: 3^2 * 4 = 9 * 4= 36.
Task 3: Online Activity
Evidence (screenshot) of completing and passing relevant online
quiz/activity
Instruction:
4. Complete your online quiz/activity, (GSM Learn).
5. Take a screenshot.
6. Copy and paste the screenshot here.

MATI3006- Numeracy1 Summer 2017 Coursework Brief
SECTION 3
This section will focus on introduction to statistics (mean, median, mode and
range) and graphical representation of data.
Task 1: Skills Audit
Tick the appropriate column for each skill in the list below.
Please note that there is no right or wrong answer. Your
answers should show good reflection and awareness of your
strengths and areas for improvement.
I know how to…. I can
do well
I need
practic
e
I’m not
sure
I can’t
do
17.I know how to calculate a mean. ☐ ☐ ☐ ☐
18.I know how to calculate a median. ☐ ☐ ☐ ☐
19.I know how to calculate a mode. ☐ ☐ ☐ ☐
20.I know how to calculate range. ☐ ☐ ☐ ☐
21.I understand the statistical
implications of mean, median,
mode and range.
☐ ☐ ☐ ☐
22.I can define a line graph, bar chart
and a pie chart.
☐ ☐ ☐ ☐
23.I can interpret and analyse graphs
presented to determine what
information is given.
☐ ☐ ☐ ☐
24.I can construct a simple line graph
and bar chart.
☐ ☐ ☐ ☐

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Task 2: In class Activity
QUESTION 1
Reflection
Write a short reflection (approximately 100-150 words) about your personal
learning experience of the topics covered in this section.
You can use the Skills Audit above to facilitate your answer. You may also
consider the following points:
 Reflect on your learning
 How did you contribute in the class?
 What went well?
 Are there any areas for improvement?
QUESTION 2
Give one example of a ‘real-life’ problem or situation that involves one (or
more) of the following topics:
 Introduction to statistics (mean, median, mode and range)
 Graphical representation of data
Also, please find a solution to the problem you described.
Introduction to statistics : Statistics is branch of mathematics that is dealing
with grouping, classification, analysis and representation or interpretation of
numerical facts to draw reasoning on the basis of probability. This is divided
into descriptive statistics and inferential statistics.
Mean: It can simply defined as average of the numbers that is calculation of
central value from a group or collection of numbers. This can simply be
calculated as adding the numbers and then dividing that result of sum by
total number of digits. For example: 13, 18, 13, 14, 13, 16, 14 , 21 and 13
can be calculated as follow:
Addition of numbers: 13 + 18 + 13 + 14 + 13 + 16 + 14 + 21 + 13 = 135.
Division of result by how many numbers ( that is we added 9 numbers) : 135
/ 9 = 15. so, the mean is 15.

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Median: Median can defined as the middle value present in a sorted list of
numbers. To calculate median of {5, 6, 9, 4,10) following steps are followed:
Step 1: Keep the numbers in ascending order that is {4, 5, 6, 9, 10}.
Step 2: the middle number is 6.
Note: if there are two middle numbers , then average is calculated.
Mode: It is defined as number that comes most often in a collection of
numbers. For example, in {3, 4, 5, 3,3, 5, 3}. here the mode will be 3 as it
appears most the time (that is 4 times).
Range: It can be simply defined as difference between smallest and
greatest number present in a collection of numbers. For example: in {4, 5,
7, 8, 3}, the smallest number is 3 and the largest one is 8. so, their
difference will be 8 – 3 = 5.
Graphical representation of data: It is another process of analysing
numerical value. A graph is nothing but a short of chart through which
statistical presentation of data is done which is in the form of line or curves.
Graphs assist students in learning the cause and effects of relationship
between two variables. Graph assist in measurement of change done in one
variable which is affecting the other by certain amount. This is very easy to
understand as they are eye catching. There are commonly four types of
graphs namely line graph, bar graph and histograms, pie charts and
Cartesian graph.
Task 3: Online Activity
Evidence (screenshot) of completing and passing relevant online
quiz/activity.
Instruction:
1. Complete your online quiz/activity, (GSM Learn).
2. Take a screenshot.
3. Copy and paste the screenshot here. .

MATI3006- Numeracy1 Summer 2017 Coursework Brief
SECTION 4
QUESTION. 1 [6 marks]
In 2011, 350,800 individuals were awarded a first degree, compared
to 243,246 in 2000 in England and Wales. What was the percentage
change over this decade.
Answer (type your answer and calculations here):
Percentage change occurred = 350,800 – 243,246 = 107554 /
107554 / 350,800 = 0.306596351 * 100 = 30.65963512 or 30.65 %.
QUESTION. 2 [6
marks]
The number of females that achieved a first degree in 1980 was
25,319, in the UK. Over the next ten years this number increased by
33.76%. How many females achieved a first degree in 1990?
Answer (type your answer and calculations here):
Females achieved first degree in 1900 = 33.76 / 100 * 25319 =
8547.7+ 25,319.0 = 33866.7
QUESTION.3 [5
marks]
In 2000 there were 986,267 students admitted to university in
England and Wales. This is 4.7% more than in year 1999. How many
students were admitted in 1999?
Answer (type your answer and calculations here):

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Students admitted in 1999= 4.7 /100 * 986267 = 46354.549 +
986,267= 1032621.549
QUESTION.4 [5
marks]
In 2014, 734,037 students were admitted to specialist programmes of
study across universities in England and Wales. The data gathered
was then used to construct the pie chart:
Using the pie chart above, please answer the following questions:
a) Which subject area has the second highest number of students?
b) Which subject area admitted the lowest number of students?
c) What percentage of the students are reading Law?
d) How many students are undertaking Business & Administrative
studies?
e) How many more students are doing computer science than
biological science?
Answer (type your answer and calculations here):
QUESTION 5 [6 marks]

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Using the data presented in the bar chart above, answer the following
questions:
a) What percentages of people living in England are working part-time?
Answer a: 19 %
b) What percentage of students living in Royal Greenwich, are in
employment full-time?
Answer b: 55 %
c) How many more (percentage) people are in full-time employment
than are self-employed in London?
Answer c:: 40 %

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Please answer questions 6-8 using the information below:
First year students by level and mode of study 2005/06 to 2015/16
Year
Postgradua
te part-
time
Postgraduate
full-time
Undergraduat
e part-time
Undergraduat
e full-time Total
2015/
16 107,120 210945 148,570 525,490 992,125
2014/
15 107,950 209,805 157,835 513,295 988,890
2013/
14 106,260 211,875 175,375 502,230 995,740
2012/
13 102,890 203,155 199,940 466,270 972,255
2011/
12 109,535 207,665 278,530 521,605 1,117,335
2010/
11 127,750 207,595 301,025 509,065 1,145,435
2009/
10 132,790 200,880 334,820 516,770 1,185,260
2008/
09 129,055 177,595 344,775 493,425 1,144,850
2007/
08 116,570 161,015 332,320 458,575 1,068,475
2006/
07 116,220 162,575 341,035 437,775 1,057,610
2005/
06 114,940 155,665 337,240 450,485 1,058,330
QUESTION. 6 [4
marks]
In 2011/12, what percentages of students were undertaking part-time
postgraduate study?
Answer (type your answer and calculations here): 9.8 %
QUESTION.7 [4
marks]
In 2015/16 what was the ratio of postgraduate part-time students to
undergraduate full-time students?

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Answer (type your answer and calculations here): 1: 5
QUESTION.8 [5 marks]
Taking into account data for the years 2005/06 to 2010/11 of part-
time undergraduate students, please calculate the following:
a) Mean
b) Median
c) Range
Answer (type your answer and calculations here):
Mean of postgraduate e-part time =122887.5
Median = 122160
Mode= null
Mean of postgraduate full time = 177554. 1667
Median = 170085
Mode= null
Mean of the undergraduate e- part time=331869.1667
median= 336030
mode= null
Mean of undergraduate e- full time= 477682.5
median= 476000
mode= null

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Please answer questions 9-10 using the information below:
Median hourly earnings: Age by qualification and sex, 2000 to 2010,
UK
Source: Labour Force Survey - Office for National Statistics
Degree N
o
D
e
g
r
e
e
Men Women Men Women
Age 22 £9.10 £8.80 £8.10 £7.40
23 £10.20 £9.80 £8.60 £7.80
24 £11.40 £10.80 £9.00 £8.10
25 £12.50 £11.60 £9.50 £8.40
26 £13.50 £12.50 £9.70 £8.70
27 £14.50 £13.20 £10.10 £9.10
28 £15.50 £14.00 £10.70 £9.30
29 £16.70 £14.80 £11.10 £9.40
30 £17.70 £15.50 £11.50 £9.70
31 £18.40 £15.60 £11.70 £9.90
32 £18.90 £16.20 £12.00 £9.70
33 £19.50 £16.60 £12.20 £9.80
34 £20.40 £16.50 £12.70 £9.80
35 £21.00 £17.00 £12.60 £10.10
36 £20.80 £16.80 £12.90 £9.90
37 £21.20 £16.90 £12.90 £9.80
38 £21.60 £17.00 £13.00 £9.60
39 £22.30 £16.80 £13.10 £9.70
40 £22.00 £16.90 £13.10 £9.60
41 £22.10 £16.60 £13.10 £9.60
42 £22.30 £16.30 £13.20 £9.50
43 £22.50 £16.50 £13.20 £9.60
44 £22.30 £16.70 £13.50 £9.40
45 £22.60 £16.50 £13.40 £9.40
46 £22.70 £16.70 £13.20 £9.20

MATI3006- Numeracy1 Summer 2017 Coursework Brief
47 £22.20 £16.60 £13.20 £9.30
48 £22.30 £16.70 £13.30 £9.30
49 £22.50 £16.80 £13.20 £9.20
50 £22.10 £16.90 £13.00 £9.40
51 £22.80 £17.00 £13.00 £9.20
52 £22.20 £16.60 £12.80 £9.10
53 £22.20 £16.80 £12.50 £9.00
54 £21.90 £16.80 £12.50 £9.00
55 £21.30 £16.90 £12.50 £8.90
56 £21.40 £16.80 £12.10 £8.70
57 £20.60 £16.40 £11.90 £8.80
58 £20.20 £16.50 £11.60 £8.80
59 £20.50 £15.70 £11.70 £8.70
60 £19.70 £16.00 £11.50 £8.90
61 £19.20 £15.40 £10.80 £8.70
62 £19.20 £15.60 £10.50 £8.50
63 £19.70 £15.40 £10.40 £8.60
64 £19.20 £15.60 £10.40 £8.60
QUESTION.9 [4 marks]
What is the percentage difference in earnings between a 34 year old
female with and without a degree?
Answer (type your answer and calculations here):
QUESTION.10 [10
marks]
Using the data above of the hourly earnings of individuals based on
Age, Qualification and Sex from 2000 to 2010, calculate for all four
categories the following:
a) Mean
b) Median
c) Mode
c) Range
Answer (type your answer and calculations here):
The End

MATI3006- Numeracy1 Summer 2017 Coursework Brief
Marking Criteria
Generic Criteria for Assessment at Level 3
Assessment
categories
Knowledge &
Understanding
of Subject
Inadequate
understanding of
and major gaps
in knowledge.
Significant
inaccuracies.
Limited
understanding of
and large gaps in
knowledge
evident.
Some
inaccuracies.
Threshold level.
Basic and broadly
accurate knowledge
and understanding
of the material.
Some elements
missing and flaws
evident.
Satisfactory,
routine knowledge
and understanding
of
the material, main
concepts
Some flaws may
be evident.
Good,
consistent
knowledge and
understanding
of the
material, main
concepts at
this level.
Excellent
knowledge and
understanding
of the main
concepts at
this level.
Excepti
onal
knowle
dge
and
unders
tandin
g of
Material and
concepts at
this level.Cognitive/
Intellectual
Skills
(e.g. analysis
and synthesis;
logic and
argument;
analytical
reflection;
organisation and
communication
of ideas and
evidence)
Inadequate
views based on
personal opinion.
Complete lack of
supporting
evidence.
Inadequate or
complete lack of
conclusions.
Limited logic and
analysis, and
lack of consistent
argument. Points
generally
descriptive and
at times
incoherent.
Conclusions lack
validity.
Threshold level.
Basic awareness
of issues. Some
logical arguments
evident. Lacks
coherence in places.
Some inconsistency
in evidence to
support views. Some
broadly valid
conclusions
included.
Issues identified
satisfactorily
within given areas.
Demonstration of
the ability to use
evidence to
support a coherent
argument.
Some generally
valid conclusions
included.
Good
analytical
ability.
Arguments
generally
logical, largely
balanced,
coherently
expressed and
supported with
evidence.
Sound
conclusions
included.
Excellent
logical analysis
throughout.
Persuasive
points made
within given
areas of the
work..
Arguments
well-
balanced and
logically
developed and
supported with
a range of
Exceptiona
lly logical
analysis
throughout
.
Persuasive
argument
s included
throughou
t the
work
supported
by
appropriat
ely
Use of
Research-
informed
Literature
(including
referencing,
appropriate
academic
conventions and
academic
honesty)
Inadequate
evidence of any
background
reading. Views
are inadequately
supported.
Inadequate / no
use of academic
conventions at
this level.
Evidence of
limited reading
around the topic
of the work.
Sources
inaccurately
utilised.
Limited use of
academic
conventions at
this level.
Threshold level.
Some evidence of
reading around the
topic of the work.
Basic academic
conventions
followed at this
level, but with
errors.
Satisfactory range
of literature used
mainly
descriptively.
Academic skills
generally sound at
this level.
Good range of
relevant
literature
generally used
critically to
inform
argument.
Good use of
academic
conventions at
this level.
Excellent
range of
relevant
literature used
critically to
inform
argument.
Consistently
accurate use of
academic
conventions at
this level.
Exceptio
nal
range of
relevant
literature
used
critically to
inform
argument.
Consistently
accurate
and skilful
use of
academic
conventions
at this level.