THE LITTLE MATCH GIRL

The Little Match Girl” by Hans Christian Andersen

Journal:

Write 3 paragraphs to create a literary argument using the TEAL method described in the lecture. (Topic Sentence, Evidence, Analysis, Link)

In each paragraph, include a short example, paraphrase, or quotation from the text to support your answer.

Paragraph 1: Some people have said that the story’s central conflict is man v. man, as the girl is in conflict with her father and cannot go home. Others have claimed that the central conflict is man v. society, as the girl is alone, and society has failed her. Take a position.

Paragraph 2: Some people have said that this story has a sad or pathetic tone. Others have said that the tone is magical, like many of Anderson’s fairytales.Which view do you take? Does this story have a happy ending? Explain.

Paragraph 3: This was originally in a book of stories for children. What do you think is the author’s message to his readers? Explain.

Note:

Remember to use proper MLA formatting for the in-text citation after the quotation. If you need a reminder on how to do MLA formatting, please check the module in the Review Folder.

The format is: (Author’s Last Name Page) Ex. (Andersen 1).

What is The impact of a pandemic on crime and response policing

What is The impact of a pandemic on crime and response policing

Medical Law and covid19 situation in England (NHS)

“The COVID-19 pandemic has been a crucial turning point for healthcare in
England”. Critically analyse this statement in the light of the legal and ethical
issues that have arisen or have been heightened by the virus outbreak. To
support your answer you should use relevant examples that include and go
beyond healthcare rationing issues.

My topic is related to the field of medical law in England .

Question – “The COVID-19 pandemic has been a crucial turning point for healthcare in England”. Critically analyse this statement in the light of the legal and ethical issues that have arisen or have been heightened by the virus outbreak.
To support your answer you should use relevant examples that include and go beyond healthcare rationing issues.

  • Font 12 Arial –
  • Coursework MUST include a
  • OSCOLA citation + footnotes at the bottom of the page
  • Margins must be a minimum of 2.5cm
  • Line spacing must be 1.5.

Resources for this paper

  • Germain S. (2020) “Will COVID-19 Mark the End of an Egalitarian National Health Service?” (2020) 11 European Journal of Risk Regulation, 358; and
  • Germain S. & Yong A. “COVID-19 Highlighting Inequalities in Access to Healthcare in England: A Case Study of Ethnic Minority and Migrant Women” (2020) Feminist Legal Studies, 301.
  • Resource allocation & health care rationing issues are key subjects of this paper

Textbooks to use – One of these is fine , preferably Jackson

  • Emily Jackson chp 2- Texts /cases/materials 5th edition
  • Mason & McCall Smith chp 2 & 11; or
  • Pattinson chp 2;

Additional resources :

Management

You are to write no longer than a 7 page paper in proper APA 7th Edition format. For your paper, you will create a fictional character for a movie. The character should be in a management position. Your paper should utilize appropriate course material (and from your own research). 

Ensure you address the following topics in your paper: Describe the personality of your character (this is to help the reader understand the challenges your leader faces). How did your character develop their management traits? Identify three management traits that the leader possesses, and explain why they are necessary to a successful manager. How you can develop each skill or trait in your own life? Training, education, experience, etc. – but be specific (if you create goals they should be SMART) What are the possible disadvantages of having these traits? How have you seen the selected traits utilized effectively in your own experiences in life?How can you market the traits (for this I would like to see resume bullets for each of the traits)? – Put yourself in your character’s shoes, as if they were writing a resume. How do you relate to your character? Could you be managed by him/her/it? The paper must include (all in proper APA 7th edition format). Cover Page

Body

Reference Page

Two additional resources from APUS online library

Two additional resources from the internet

Wikipedia, or similar sites are NOT acceptable sources for this paper

Job design

Identify, specifically, the strengths of your topic and what some weaknesses are. Drawing on various sources, explain the details of your topic. Assume I know nothing about this topic and share your research on it with me. Why is it important? What have you learned? What are the Pro’s and Con’s? When would this be used? What is the history on this topic?

Requirement: Using the terms, concepts, and theories learned in this course, write a 5 to 7 page (Arial or Times New Roman 12 pitch font with double-spaced lines) essay focusing on one specific Human Resource topic that we have studied over the past 7 weeks. You must also include a title page and reference page. The 5-7 pages do not include the title page/reference page.

Structural vs. Non-Structural Solutions

Select a single natural or man-made hazard and develop a 3–4-page mitigation proposal that utilizes one structural solution and one non-structural solution to address the hazard. Be sure to:

Describe the hazard and its vulnerabilities to a specific community.

Identify the structural solution.

Identify the non-structural solution.

Compare and contrast the two solutions.

Recommend the solution that will have the greatest impact on reducing the selected hazard and explain why.

Recommend implementation with the least challenge to community resiliency.

What type of acid-base disturbance does he have?

Discussion Topic

Directions:
Mr. Sweet, 38 years old, is brought to the Emergency Department unresponsive. He has a history of Type 1 diabetes and has been sick for the last 3 days. On admission his Blood sugar is 532, Potassium is 7.2 and ABG results include pH 7.08, Bicarb 12, and CO2 28. His VS are HR 116, BP 107/64, RR 36 Deep and rapid, and Temp 101.5. Answer the following questions:

What interventions do expect to be ordered for Mr. Sweet? Why?
What type of acid-base disturbance does he have?
What do you think is Mr. Sweet’s Medical Diagnosis?

Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Each initial discussion post should be a minimum of 2 paragraphs with 5 sentences per paragraph
Initial discussion posts are due on Tuesday 2359 of the week they are assigned
2 Responses to your peers’ posts are due on Saturday 2359 of the week they are assigned
Each Response post should be a minimum of 1 paragraph with 5 sentences
Each discussion post (initial and response) should have a minimum of 1 citation and reference

Provide an explanation of what a mission statement requires plus a mission statement for the new furniture line.

Week 2 Discussion
Discussion Instructions
Please refer to the Discussion Grading Rubric for details regarding how your performance will be assessed. NOTE: Please be certain to read the entire discussion assignment since, in some cases, there is more than one question to discuss, respond to, or address. Be sure that you have answered the entire question!
Initial Post
This week’s discussion continues with the Smithfield Custom Furniture case. Your posting should answer the questions posed using this week’s course materials to support your answers. It is important to write concisely and to follow the detailed instructions provided below. Include in-text citations and references in a reference list. For APA citation examples, follow the link to the Library under Resources on the homepage.
Case Discussion
Smithfield Custom Furniture (Part 2)
As a result of its consultants’ wonderful guidance in 1901, Smithfield Custom Furniture has continued to do extremely well financially. It is now 1987, and the company has been headed by the founder’s grandson, Jonas Smithfield III. He has run the company for the past twenty years.
The company now has 247 retail stores. 220 stores are spread throughout the 50 states, and 27 stores are located in England, France, and Germany. Each country has 9 stores. In total, the company employs 13,000 people. Approximately 40% are manufacturing, distribution, quality control, design, delivery, administrative, and back-office work. Approximately 60% of the employees are in retail stores.
It has been Smithfield Custom Furniture’s mission to target the wealthiest segments of the market. The company does all its manufacturing in the United States at six facilities, recently modernized with the latest equipment. They use the finest and most exotic woods to make distinctive furniture for their clientele. Much of their work is limited edition, and they try to ensure demand is slightly higher than supply for each product they make.
For the past 20 years, Jonas Smithfield III has been aware of the financial growth in a large segment of the workforce, primarily due to more women in the workforce holding full-time and professional occupations. He knows too that families are moving more often and may not need or desire the exclusivity of his furniture. His last concern is that his plants may not be working as efficiently as they could. In other words, he realizes his plants could produce less of the high-end furniture if the company developed a line of products that was still upscale—aimed at mid-career professional households.
Your Task for Your Initial Post
In your role as a consultant to Smithfield Custom Furniture, Jonas Smithfield III has requested you, using this week’s assigned reading, to provide to him the following information:
An explanation of what a mission statement requires plus a mission statement for the new furniture line. Use in-text citations and list references from course readings as required.
An explanation of what a vision statement requires plus a vision statement for the new brand. Use in-text citations and list references from course readings as required.
An analysis of how Michael Porter’s competitive advantage (low cost versus exclusivity) or competitive strategy (Five Forces Model) applies to both Smithfield’s exclusive product line and the newly conceived, more reasonably priced product line. Use in-text citations and list references from course readings as required.
A list from this week’s course readings, placed in priority order, of the 3 next steps Jonas Smithfield III should take to enhance his chances for success if he moves ahead with the new product line. Justify the selection of your 3 priority steps by writing a 2-3 sentence rationale for each. Use in-text citations and list references from course readings as required.
Format for Your Initial Post
You must use the following numbers and headings for each part of your response to a particular issue. You will also use, as required, in-text citations and a reference list to support your answers.
1. Explanation of Mission Statement Requirements
2. A Mission Statement for Smithfield Custom Furniture’s New Product Line
3. Explanation of Vision Statement Requirements
4. Vision statement for Smithfield Custom Furniture’s Product Line
5. Application of either of Michael Porter’s two strategies — Competitive Advantage (low cost versus exclusivity) or Competitive Strategy (Five Forces Model)
6. Priority Order/Justification Smithfield’s 3 Next Steps
Two Options for Your Required Replies to Classmates
Option 1 is to find an issue of the classmate to whom you respond with which you disagree. You must state why you believe there is a better manner to address a particular issue that differs from your classmate’s response. You must state the major idea associated with your choice and why that idea applies to the issue more appropriately. You must support your reply with course materials, in-text citations, and references.
Option 2 occurs if you agree with all of a particular classmate’s initial posting responses. In that case, you must expand on one issue that your classmate presented. Your enhancement will provide more depth or other related factors that your classmate should consider. Your reply must be supported with course materials, in-text citations, and references.
You may use either Option 1 or Option 2 for each different classmate to whom you respond.
Initial Post and Classmate Reply Deadlines
Your initial post is due by Saturday at 11:59 PM. Your replies to your classmates are due by Tuesday at 11:59 PM (see below about how to reply). You are required to respond to a minimum of 2 classmates by the Tuesday 11:59 PM EST deadline.
How Many Replies to Classmates?
Read the grading rubric carefully. The rubric points out the major criteria, including response frequency and timeliness, that will be used to grade this assignment. Note that you cannot earn maximum grades for the frequency of posting by responding to only 2 classmates. Two is the minimum number of replies to receive a passing grade. You are required to respond substantively to 4 classmates to maximize your grade in this area. (See the explanation below and the grading rubric regarding the meaning of “respond substantively.”)
How Often Should I Reply to Classmates?
Read the grading rubric carefully. The maximum credit is given for replies to four (4) classmates across three (3) different class weekdays. Less credit is earned for responses on two (2) different days, and the least amount of passing credit for the number of replies is granted for making all responses to classmates on the same day.
Instructions for Responses to Classmates’ Posts
After creating your initial post, look over your classmates’ discussion posts and give at least two responses to different classmates (one per classmate) as outlined in the Discussion Grading Rubric.
A response posting should be a minimum of one short paragraph. Word totals for these posts should be in the 75–150-word range. Your response posts’ goal is to extend discussions already taking place or pose new possibilities or ideas not previously voiced. Your goal should be to motivate the group discussion and present a creative approach to the topic. Do not merely agree or disagree, repeating what a classmate stated or what you have already stated. Explain the ‘why or how’ with supporting evidence and concepts from the course material. Include in-text citations and associated references within a reference list.

Critically review a curriculum programme or scheme with which you are familiar, examining its aims and purposes and analysing the extent to which these are achieved in practice based on your own experience

Curriculum Studies

Rationale

This unit is intended to raise the level of awareness and understanding of a series of issues related to the curriculum – particularly its specification, development, delivery and evaluation.

It is equally applicable to teachers of all age ranges of students and focuses on generic, rather than subject-specific, issues.

An important intention is that students will be made aware of the underpinning educational and socio-political principles which influence the shape of the curriculum and be able to engage critically with debates about how the curriculum should be defined and taught.

Unit aims

• to examine the concept of ‘curriculum’ and different approaches to defining, teaching, assessing and evaluating it;
• to recognise the relationship between the formal and informal aspects of curriculum;
• to consider the curriculum from a number of different stakeholders’ perspectives and appreciate the dynamics involved;
• to gain some insight into how curriculum development takes place and into approaches to curriculum continuity and progression.

Learning outcomes

• present different definitions of ‘curriculum’ and understand how the academic, pastoral and hidden dimensions of curriculum inter-relate;
• explain how the curriculum can be seen from the perspectives of different stakeholders and within different cultural and socio-political settings;
• examine different models for the curriculum from national approaches to the role of non-governmental organisations;
• show an understanding of the role of the teacher in curriculum development and implementation;
• analyse the impact of the curriculum on teaching and learning and ways in which the curriculum can meet the needs of individual learners;
• describe current issues in curriculum development and research.

This unit is part of a set of units designed to meet the requirements of the IB Educator Certificate. Examples for consideration in the sessions will draw on the IB programmes where possible.

Programme

Session 1 What do we mean by ‘curriculum’? Session 2 Knowledge and the Curriculum Session 3 Culture and the Curriculum
Session 4 Contrasting approaches to the curriculum

Session 5 Approaches to developing and evaluating the curriculum

Session 6 Teachers and the Curriculum Session 7 Current issues in curriculum studies Session 8 Case studies and Presentations

Assessment

Assessment of the unit is through a single assignment of 5000 words. The following title should provide all students with a suitable framework within which to discuss issues raised in the unit:

Critically review a curriculum programme or scheme with which you are familiar, examining its aims and purposes and analysing the extent to which these are achieved in practice based on your own experience. As far as you are able you should include the different perspectives of relevant stakeholders in your analysis and identify overall strengths, limitations and possible areas for development.

The assignment is intended to be a reflective piece of writing using literature and other secondary sources. There is no expectation that any additional empirical data collection should be undertaken.

Students completing this unit as part of the IB Educator Certificate scheme will be required to choose one of the three IB programmes (Primary Years Programme, Middle Years Programme or Diploma Programme) as the focus for the assignment.

Core reading
Kelly, A. V. (2009: 6th edition) The Curriculum: Theory and Practice, Paul Chapman https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1p1utho/44BAT_ALMA_DS2134880670002761
(Vic Kelly’s classic covering a range of issues drawing on decades of experience of the curriculum particularly in a UK context.)
Marsh, C. (2009; 4th edition) Key Concepts for Understanding Curriculum, RoutledgeFalmer https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1p1utho/44BAT_ALMA_DS2131495680002761
(Colin Marsh presents a more general perspective on current curriculum issues.)

Moore, A (2015) Understanding the School Curriculum: Theory, Politics and Principles, Routledge https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/qj6pj0/44BAT_ALMA_DS5145800560002761
(Alex Moore’s more recent book presents a good overview of current issues.)

Ross, A. (2000) Curriculum: Construction and Critique, Falmer https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1p1utho/44BAT_ALMA_DS5150659440002761
(Alistair Ross also deals with a range of curriculum issues, but also offers a clear account of the history of the curriculum in England.)
Scott, D. (2008) Critical Essays on Major Curriculum Theorists, Routledge https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1fg2g9q/44BAT_ALMA_DS5150659380002761
(David Scott’s essays cover a wide range of perspectives from the viewpoint of significant curriculum theorists from the past and present.)

Further reading
Apple, M (1990) Ideology and Curriculum, London, Routledge Chapman and Holt https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1p1utho/44BAT_ALMA_DS5155292030002761
Bigge, M, Morris, L & Shermis, S (1992) Learning Theories for Teachers, New York, Harper Collins
Blenkin, G, Edwards, G & Kelly, A V (1992) Change and the Curriculum, London, Chapman Publishing Ltd
Bulman, L & Jenkins, D (1988) The Pastoral Curriculum. Blackwell Education
Burke, J (1995) Outcomes, Learning and the Curriculum, London, Falmer Press https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/10sgk7b/44BAT_ALMA_DS5155278970002761
Campbell, R J (ed) (1993) Breadth and Balance in the Primary Curriculum, London: Falmer Press
Clark, D (1996) Schools as Learning Communities: Transforming Education, London: Cassell
Connelly, F M, et al (eds) (2008) Sage Handbook of Curriculum and Instruction, London, Sage https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1p1utho/44BAT_ALMA_DS5137983190002761
Elliott, J (1998) The Curriculum Experiment, Open University Press Hamblin, D (1986) A Pastoral Programme, Oxford, Blackwell
Hargreaves, A, Baglin, E, Henderson, P & Leeson, P (1988) Personal and Social Education., Oxford, Blackwell
Kelly, A V (1987) Knowledge and Curriculum Planning, London: Paul Chapman Kelly, A V (1994) The National Curriculum: A Critical Review, Paul Chapman
Lawton, D (1973) Social Change, Educational Theory and Curriculum Planning, Routledge and Kegan Paul
Lawton, D (1975) Class, Culture and the Curriculum, Routledge and Kegan Paul https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1mrj9o7/44BAT_ALMA_DS5155314940002761

Lawton, D, et al (1978) Theory and Practice of Curriculum Studies Routledge and Kegan Paul https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1p1utho/44BAT_ALMA_DS5155316070002761
Lawton, D (1981) An Introduction to Teaching and Learning, Hodder and Stoughton
Lawton, D (1986) Curriculum Studies and Educational Planning, London, Hodder and Stoughton
Lawton, D (1989)Education, Culture and the National Curriculum. Hodder and Stoughton
Lawton, D (1992) Education and Politics in the 1990s, London: Falmer Press https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/10sgk7b/44BAT_ALMA_DS5157011000002761
Lawton, D (1996) Beyond the National Curriculum: Teacher Professionalism and Empowerment, London: Hodder and Stoughton
Marsh, C and Willis, G (1995) Curriculum – alternative approaches, Ongoing Issues, Columbus, Ohio: Merrill
Nisbet, J & Shucksmith, J (1986) Learning Strategies. London, Routledge and Kegan Paul
Paraskeva, J (2011) Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies 1st ed., New York: Palgrave Macmillan https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1mrj9o7/44BAT_ALMA_DS5139777240002761
Pinar, and Pinar, William F. (2014) International Handbook of Curriculum Research. 2nd ed. New York: Routledge https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1mrj9o7/44BAT_ALMA_DS5148306160002761
Pinar, W F, Reynolds, W M, Slattery, P and Taubman, P M (1995) Understanding Curriculum, New York: Peter Lang
Phillips G and Pound T (eds) (2003) The Baccalaureate: a model for curriculum reform, London, Kogan Page https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/10sgk7b/44BAT_ALMA_DS2127374670002761
Schubert, W H (2008) Curriculum Inquiry (in Connelly, F M (ed) Sage Handbook of Curriculum and Instruction, Sage, Los Angeles pp399-419) https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1p1utho/44BAT_ALMA_DS5137983190002761
Skilbeck, M (1985) School-based Curriculum Development, London, Harper and Row
Skilbeck, M (ed) (1988) Readings in School-based Curriculum Development. London, Harper and Row
Stenhouse, L (1975) An introduction to curriculum research and development. London, Heinemann
White, J (2004) Rethinking the School Curriculum, RoutledgeFalmer https://bath-ac-primo.hosted.exlibrisgroup.com/permalink/f/1fg2g9q/44BAT_ALMA_DS5145800470002761
Wyse et al., (2015) The SAGE handbook of curriculum, pedagogy and assessment, Los Angeles: SAGE. https://bath-ac- primo.hosted.exlibrisgroup.com/permalink/f/1mrj9o7/44BAT_ALMA_DS5150530120002761

Provide a 4–6 page document in Word describing: the forensics procedures to collect, and process forensic evidence from these devices while following the fourth and fifth amendment guidelines.

A forensic unit within a federal crime lab has been tasked with the investigation of an individual who is suspected of the manufacturing, transportation, and sale of illegal fireworks explosives. Upon responding to a fire at the suspect’s house, firefighters discover 2.5 tons of explosives, and therefore, put out the fire from a distance. When investigators arrive on the scene, several networked computers, PDAs, cell phones, and laptops are found in an upstairs office. As junior investigators, they are unsure of how the fourth and fifth amendments will affect their investigation, search warrants, and the ultimate seizure of these devices. In addition, they are unsure of the standard operating procedures for processing computer evidence within the first and fourth amendments governance, so AB Investigative Services (ABIS) has been contracted to provide guidance in these areas.

Provide a 4–6 page document in Word describing:
the forensics procedures to collect, and process forensic evidence from these devices while following the fourth and fifth amendment guidelines.

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