**Commercial situation (management problem and research goal)**

Due to the corona crisis, the Louvre museum in Paris is closed. The museum authorities want to use this closure to completely revamp the museum in order to improve the customer journey of the visitors. In other words, when tourists visit the Louvre museum after the revamp, they should have the best museum experience on the planet!

The customer journey of a visitor starts when she or he arrives at the glass pyramid (which is the entrance to the museum) and lasts until the moment she or he leaves the museum. This includes:

*Arriving at the glass pyramid.
*Buying the tickets at the counter.
*Finding and using the cloakroom and bathrooms.
*Going through the security check.
*Visiting the different sections and exhibition rooms in the museum.
*Using the bars & restaurants.
*Going through the museum shop.
*Picking up their stuff at the cloakroom.
*Finding the exit.

After the revamp, the Louvre museum wants all of these steps in the customer journey to be as easy as possible, by minimizing frustrations, difficulties, stress, etc. and maximizing a pleasant experience and positive emotions.

From a business point of view, they want to maximize the chance that people will recommend the museum to their family and friends and that people will visit again in the future. In other words they want to create high customer loyalty and a high customer lifetime value.

**Specific research question**

Specifically, the museum authorities want to know:

1. Throughout the entire customer journey, do tourists easily find their way around the museum? (goal after the research: make everything easy to find, e.g. bathrooms, cloakroom, restaurants, different sections of the museum)

2. Which parts of the museum or of the customer journey are particularly stressful? (goal after the research: reduce any possible stressors at the museum)

3. Which parts of the museum lead to the most positive emotional experience? Which sections, exhibition rooms and individual pieces of art do people like most? In other words, what are the main assets of the museum? (goal after the research: use these assets more in communication, e.g. in advertising to convince people to visit the museum)

**Structure of the Written Assignment**

1. Introduction: Briefly introduce the Louvre museum and the business challenge.

2. Why Neuromarketing: Explain why neuromarketing methods are better suited than traditional research (e.g. survey research, focus groups, individual interviews) to solve this business case. Give convincing arguments and clearly explain the arguments in terms of the current case.

3. Neuromarketing Toolbox: For each of the three specific research questions above:
*Which would be the best neuromarketing method to use to study this question?  Why?
*Explain clearly and in detail how you would use this method to study this specific question.
*Could it be interesting to compare the results from the neuromarketing method that you have chosen with the outcome of a more traditional method (survey or interview)? Why (not)?

4. Brain: For each of the three specific research questions above, name at least one brain region that is involved / would be active for this research question. Explain why you think this brain region would be involved.

5. Conclusion: Briefly summarize your conclusion of this business case.

Answer all three questions.
1. Give a brief description of SEBD.

2. What are effective strategies to support primary and/or
secondary aged pupils with social, emotional and behavioural
(SEBD) difficulties in mainstream classrooms?

3. Children who suffer from SEBD struggle to overcome trust issues
which makes forming relationships with peers and adults
incredibly hard. Lack of positive attachments with an adult is seen
as particularly detrimental to some children. What is your view on
the above statement.
(It is important to mention the developmental Bowlby’s theory )
Write at least 4 References and Quotes

Evaluation of Test Materials and Procedures
In Unit 2, you selected one standardized test that has relevancy to your academic and professional goal and focused on the first four elements of the Code for selecting a test. In Unit 5, you focused on the fifth element of the Code, which involved analyzing the evidence for technical quality of your selected test.
In Chapters 7 and 8 of your Psychological Testing and Assessment text, you have been learning about test utility, test development, item analysis, and using tests in a variety of settings and with a variety of test takers. In this assignment, you will apply those concepts to your selected test for the Code’s sixth, seventh, and eighth elements. The Code (2004) states that test users, “(6) evaluate representative samples of test questions or practice tests, directions, answer sheets, manuals, and score reports before selecting a test; (7) evaluate procedures and materials used by the test developers, as well as the resulting test, to ensure that potentially offensive content or language is avoided; and (8) select tests with appropriately modified forms or administration procedures for test takes with disabilities who need special accommodations.”
For this assignment, locate a minimum of five resources (a minimum three peer-reviewed journal articles) pertaining to your test’s construction, item development, procedures utilized in construction to minimize offensive content, and provisions of modifications and accommodations for test takers. You will not be required or need to have a copy of your test to complete this assignment. You may use many different types of references and sources to obtain this information about your test. These references may include journal articles, literature reviews, MMY reviews, and publisher websites.
Information gathering and evaluation of these elements may require a keyword search within each relevant review and research article. It may be helpful to do keyword searches within those documents with the following words: format, fair, fairness, bias, appropriate, accommodations, modifications, and computer or computer assisted. Subsequently, this particular assignment requires a deeper search and provides a broader range of sources to fulfill the minimum references. In almost all cases, you will be able to locate some level of information on these elements.
For some newer test editions, literature may be scarce. Refer back to the Lists of Tests by Type document to see which tests are approved for supplementation with articles that address earlier editions of the tests. If the “Combined Review Allowed” column is marked “Yes,” you can supplement your review with articles addressing the designated prior version of the test.
Note: In future courses, you may use the Capella library’s Interlibrary Loan service to obtain articles outside of the collection, but you should not have to use the service for this course. In the event that you cannot find articles covering a newer test edition, please refer to the List of Tests by Type document in the resources. Note which tests have been designated as acceptable for searching prior test editions.
If you are struggling with locating sufficient information about a particular test in regard to an element in this assignment, then you will need to cite the references or reviews involved in your search and identify this element as problematic for your selected test as it lacks sufficient documentation in the literature for this code or standard.
Instructions for the content of the paper are in the template located in the Resources. Write your assignment using the u07a1 Assignment Template [DOCX].
Additional Requirements
Your paper should meet the following requirements:
    References: A minimum of five references (a minimum of three peer-reviewed journal articles among the five).
    Length of paper: At least five pages (not including title page, abstract, or references).
Note: Your instructor may use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.
Reference
Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Retrieved from http://www.apa.org/science/programs/testing/fair-testing.pdf