What factors affect teacher mobility, attrition, and retention in U.S. public schools?

Research Questions
The researcher identified one specific and three general research questions.
Central question:
1. What factors affect teacher mobility, attrition, and retention in U.S. public schools?
Sub-questions:
1. What, if any, is the correlation between education/salary with teacher mobility?
2. What, if any, is the correlation between education/salary with teacher attrition?
3. What, if any, is the correlation between education/salary with teacher retention?
Objectives
The researcher aimed to achieve the following objectives:
1. Examine teacher mobility and attrition in the U.S. public schooling sector.
2. Investigate the impacts of teacher mobility and attrition levels in the U.S. public schooling sector.
3. Assess teacher retention practices in the U.S. public schooling sector.
The systematic approach to the research will be based on a literature review on the topic to assess the existence of gaps and niches for the study topic, followed by the methodology where the inquiry process will be described. After the methodology, the results will be highlighted, and discussion will be made regarding the study with correlation with the literature review findings. Subsequently, the research’s conclusion and recommendation will be made, and inferable outcomes deciphered in a practical setting. Thus, the dissertation is comprised of five chapters. The first chapter is an introduction to the investigation. In the first segment, the structure introduces the study and explains teacher attrition cases, retention practices, and mobility rates, globally and in the United States. The research also explains the problem that led to this investigation, and the objective of the research has been provided. The paper has enumerated the research questions and suppositions and the purpose and significance of the examination. A special section that guides the reader in comprehending this investigation’s scope and its discussions is included. The segment culminates with a description of the various elements of the introduction. In the second segment, the discoveries and conclusions of previous studies on the topic are made. The review is categorized into theoretical, empirical, and conceptual reviews to ensure the orderly evaluation of teacher mobility, retention and attrition concepts, empirical findings of previous researchers on teacher mobility, retention and attrition, theories, retention strategies, mobility rates, and attrition cases. The quantitative and qualitative data are presented, analyzed, and discussed separately. The paper concludes this section by sharing the crucial findings of the investigation. Lastly, chapter five contains a description of the conclusion and inferable outcomes of the findings and provides recommendations for future research work, policy, and practice.
Conceptual/Theoretical Focus
Using the Social Identity Theoretical Framework, various aspects of teacher retention, mobility, and attrition will be explored from collaboration and management. It will form the literature review groundwork where the social and economic factors underpinning teacher retention, mobility, and attrition will be achieved (Guan & So, 2016). The Social Identity Theory explores the self-concept and human agency from a collective and dynamic group sense that determines how individuals (s) relate to others and how they derive a sense of belonging or repulsion to people and their actions. From a pedagogical stance, Self-Identity Theory underpins how social systems in a teaching setting optimizes or minimizes the comfort and motivation to teach depending on how favorable the environment may be (Hogg, 2016). Hence, a Social Identity model of investigation is useful in assessing teacher mobility, retention, and attrition in public-sector education in the United States (Guan & So, 2016). The unfortunate ramifications of teacher attrition and mobility are detrimental to the future of public education, teacher labor supply, and teacher demand.
Further, assessing the increasing teacher attrition and mobility rates in schools around the United States and poor retention practices is feasible. The study has offered to identify practical solutions to the problems faced by both teachers and educational institutions. Profound motivation lies in examining the retention practices and attrition and mobility rates because of the increasing number of challenges caused by high attrition and low retention in most states. Increasing mobility and attrition robbed the teaching profession of its labor force, which is needed to achieve the millennium development goals. This study explores the challenges of teacher mobility, attrition, and retention faced in the United States and the implications of teachers’ attrition and mobility on the policy that governs the institutions, the imminent of education in the U.S, and the impacts of attrition and mobility on the interventions to eliminate or reduce attrition and mobility. Understanding the root causes of the teachers’ shortages from a Social Identity theoretical model will help implement resources that will reduce deficits. Previous researchers’ findings illuminate attrition, retention, and mobility in the teaching profession are inherently explored in Social Identity Theory. They are implicated in influencing the teaching and learning process from the teachers’ perspectives and thus bear relevance to the study topic (DeFeo, & Tran, 2019). The study’s narrative gaps that are identified through the literature review should also be correlated with Social Identity theoretical concepts. In the third section, the investigation procedure is illustrated in the context of teachers’ attrition and mobility rates. This section underpins the design, philosophy, strategy, approach, instruments, recording and analysis techniques, data gathering, and ethical aspects of the examination concerning answering the research questions and study objectives. In the fourth section, where the discussion of the data collected from the participants ensues, the social aspect of the problem is explored under a Social Identity theoretical lens.
Fundamentally, the assessment of the dependent variables, which are the socioeconomic factors influencing retention, attrition, mobility, and teacher perception, are implicated in the identification of aspects of teaching and learning that are affected. Teachers’ welfare, including remuneration, appraisal, and promotion, have important social and financial implications that influence retention, attrition, and mobility. As such, welfare should be explored in a positive light in the interest of teachers. Social Identity theoretical models implicated in teachers’ social cohesion in formal and informal contexts should be underpinned (Coleman, 2017). Thus, how teachers identify and categorize themselves and their teaching agency’s scope should be tailored to their professional workspace so that roles and responsibilities are well defined. Optimal participation, collaboration, and feedback are achieved. Social comparisons and collaborations also characterize teachers’ group dynamics and status and form the basis for professional engagement so that optimal teaching and learning is achieved (Hogg, 2016). These variables will be measured using comparisons and assessment tools based on evidence and practical application in teaching and learning frameworks and models and human agency social determinants such as relationships and finance. The intergroup competition and intragroup dynamics that create social categorization and avenues for social comparisons and collaborations will be achieved. A sense of positive distinctiveness between and among members of the teaching profession will thus be achieved, so that insight on what brings them together and represents their interests is overtly underpinned (Guan & So, 2016). Such an achievement will result in the delineation of how retention, attrition, and mobility occurs and how solving it can be achieved.
Definitions
There are various theoretical and operational definitions relevant to the Social Identity Theory. Theoretical definitions include:
I. Social categorization: social categorization refers to how similar or different people are from each other, determining how the group and identify themselves concerning each other (Hogg, 2016).
II. Social comparison: social comparison refers to how an individual or group identifies with itself and differentiates itself from other individuals or groups based on similar or different characteristics (Hogg, 2016).
III. Social identification: refers to how a person or group identifies and defines itself based on the people’s self-concept and how similar or different they are (Hogg, 2016).
 
Operational definitions include:
I. Intergroup competition: refers to the processes between groups that establish how different they are from each other and hence the attitudes and actions toward different groups in what is termed discrimination and prejudice, respectively (Guan & So, 2016).
II. Self-concept: refers to how individuals perceive themselves and form the basis for self-identity and social identification (Hogg, 2016).
III. Positive distinctiveness: refers to the processes of bringing out or refining the aspects of qualities of a group(s) to make it more distinct and desirable, so it is uniquely recognizable with other groups (Hogg, 2016).
IV. Teacher attrition: teacher attrition is the yearly rate at which instructors leave their careers. This rate can be calculated by computing the variance between the number of teachers each year to the total number of teachers from the previous year and then adding numbers to the new teachers’ (Oke et al., 2016).
V. Teacher mobility: teacher mobility is when instructors move from one teaching position, school, or specialty to another. Oke et al. (2016) calculated the mobility rate by completing new teacher admissions and pulling out during the year divided by the whole number at opening day official staffing.
VI. Teacher retention: teacher retention is a practice used by education stakeholders, such as a school administration, to maintain teachers. According to Oke et al. (2016), instructor retention motivates teachers to continue working at a specific school.
Significance
This investigation’s discoveries may be relevant to different stakeholders in the education sector, such as school administrators, state and federal governments, policymakers, teachers, and research fraternities. Investigating teacher attrition and mobility rates is crucial because doing so illuminates the problem across different states. Once a problem and its root causes are recognized, real and effective change can make it better. Education policymakers and government stakeholders can consider these results when discussing and deciding measures to reduce the looming crisis of acute teacher shortages (Chambers et al., 2019). This investigation can help teachers comprehend the dynamics of teacher attrition, mobility, and retention. As uncovered, most teachers who leave their jobs later rejoin the profession after five years, revealing a sophisticated issue. Teachers can look inward and assess their motivations for leaving or staying in their profession, helping them make informed decisions. School administrators may also appreciate this study’s findings as they illuminate the factors that cause teacher mobility and attrition. The school administrators will then find strategies that can be used to improve instructors’ working conditions and, thus, retention rates (Coleman, 2017). This study homes in on different aspects of teacher retention, mobility, and attrition, providing crucial information for stakeholders across the education sector.
There are various gaps that the study intends to fill by identifying potential niches for exploration. The study is centered on three subjects: teacher attrition, teacher retention practices, and teacher mobility rates, all within the United States. The investigation on attrition would be done by reviewing global and U.S. attrition statistics. The study focused on understanding factors that lead to attrition, preventive interventions, and their effects on teacher supply and demand dynamics in the teaching profession (Craig, 2017). The discourse on teacher attrition reviews researchers’ findings, concepts of attrition, and related shortcomings. This study also includes discussion on the U.S. mobility rates, focusing on contributing factors and their impacts. This study investigates retention practices, including current retention policies and strategies and implementing said policies for retaining teachers at high attrition–risk schools. The findings also have policy, research, and practice implications, extending the study’s impact. The study will underline the inherent gaps in the literature intended to be filled, including the nature of teacher mobility and attrition in the U.S. public schooling sector, by examining relevant data and information on the subject (Darling-Hammond et al., 2019). Investigation of the impacts of teacher mobility and attrition levels in the U.S. public schooling sector will also be underpinned and teacher retention practices in the U.S. public schooling sector. When these aspects of the study topic are underscored, the information inferred from the study outcome will be applied in pedagogical models and frameworks to optimize and enhance the teaching and learning experience of students, scholars, learners, and teachers.
Summary
Various aspects of the study’s introduction have been explored, including the nature of teaching in the context of attrition and retention rates and how it may be affecting teaching and learning. The significance of teaching in creating and nurturing human capital, a practice in which teachers are considered essential building blocks of the education sector, has been explored. Teachers’ initial position in primary education, their attrition, retention, and mobility, has been underpinned by showing their fundamental nature in terms of a students’ performance (Meyer et al., 2019). Hence, the teachers’ movement and how it affects equitable education has been underpinned. The challenges that emerge when measures are not taken to restore the workforce by recruiting new teachers have been suggested due to mobility and attrition with reduced retention and set the stage for subsequent aspects of the introduction. The problem statement has also been discussed and has been based on the increasing rate and incidence of attrition and the proliferation of teacher shortages that have increased across different states (Dee and Goldhaber, 2017). Although some teachers leave for other professions, some change their teaching specialty or school, thus leaving schools with inadequate teachers. Mobility rates have also increased due to teachers’ relocation, mainly from one school to another, hence showing that optimal teaching is becoming compromised with the need for urgent intervention. As such, the basis for the research question and study objectives was established.
The theoretical and conceptual focus of the research was also underpinned under the Social Identity Theory, which explores self-concept and human agency from a collective and dynamic group sense that determines how an individual(s) relates to others and how they derive a sense of belonging or repulsion to people and their actions. How the Social Identity Theory underpins social systems from a pedagogical stance in a teaching setting has been described, showing that it optimizes or minimizes the comfort and motivation to teach depending on how favorable the environment may be (Hogg, 2016). Thus, the theory’s usefulness in the investigation of the study problem by assessing teacher mobility, retention, and attrition in public-sector education in the United States is thus underpinned (Guan & So, 2016). Various theoretical and functional definitions of the study topic have also been described and the significance of the research. Hence, a basis for exploring the study problem concerning teacher attrition, teacher retention, and teacher mobility has been set for exploration in the literature review.

Risk Management Process and Practice

Explain why information and communication are key components of Enterprise Risk Management.

Provide at least two scholarly, peer-reviewed citations, published within the past 5 years.

Provide Abstract

How do you characterize your supervisor’s approach to management?

Think of the organization that has provided you with valuable work experience and the manager to whom you reported, or the manager who influenced you (or talk to someone who has had extensive work experience). Then, answer these questions:
1. Of what department is he or she a member? What level of management is he or she?
2. How do you characterize your supervisor’s approach to management? For example, which particular management tasks and roles does the person perform the most? What type of skills does this manager have?
3. How did your supervisor’s approach to management affect your attitudes and behavior? For example, did you perform as a subordinate and how motivated were you?
4. What area(s) of improvement would you recommend for this manager?
Journals should be between 400 and 500 words. Your response should be written in APA format. That means cover page, running head, page numbers, etc. Your Journal also should include an introduction (i.e. who are you writing about? Where is it located? For how long did you work there?), four (4) supporting paragraphs (one paragraph for each question), and a conclusion. In your conclusion, reflect upon what you have learned as it relates to this week’s material (i.e. did you learn anything new about yourself? What type of management style do you prefer?).

How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?

Case Study: End of Life Decisions
George is a successful attorney in his mid-fifties. He is also a legal scholar, holding a teaching post at the local university law school in Oregon. George is also actively involved in his teenage son’s basketball league, coaching regularly for their team. Recently, George has experienced muscle weakness and unresponsive muscle coordination. He was forced to seek medical attention after he fell and injured his hip. After an examination at the local hospital following his fall, the attending physician suspected that George may be showing early symptoms for amyotrophic lateral sclerosis (ALS), a degenerative disease affecting the nerve cells in the brain and spinal cord. The week following the initial examination, further testing revealed a positive diagnosis of ALS.
ALS is progressive and gradually causes motor neuron deterioration and muscle atrophy to the point of complete muscle control loss. There is currently no cure for ALS, and the median life expectancy is between 3 and 4 years, though it is not uncommon for some to live 10 or more years. The progressive muscle atrophy and deterioration of motor neurons leads to the loss of the ability to speak, move, eat, and breathe. However, sight, touch, hearing, taste, and smell are not affected. Patients will be wheelchair bound and eventually need permanent ventilator support to assist with breathing.
George and his family are devastated by the diagnosis. George knows that treatment options only attempt to slow down the degeneration, but the symptoms will eventually come. He will eventually be wheelchair bound and be unable to move, eat, speak, or even breathe on his own.
In contemplating his future life with ALS, George begins to dread the prospect of losing his mobility and even speech. He imagines his life in complete dependence upon others for basic everyday functions and perceives the possibility of eventually degenerating to the point at which he is a prisoner in his own body. Would he be willing to undergo such torture, such loss of his own dignity and power? George thus begins inquiring about the possibility of voluntary euthanasia.

Assessment Description

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.
Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic Resources you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.
Provide a 1,500-2,000-word ethical analysis while answering the following questions:
1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
5. Given the above, what options would be morally justified in the Christian worldview for George and why?
6. Based on your worldview, what decision would you make if you were in George’s situation?
Remember to support your responses with the topic Resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

critically evaluate the importance of the ‘unbroken chain’ of evidence in a forensic accounting investigation and the related responsibilities of the forensic accountant.

INSTRUCTIONS TO CANDIDATES:

1. This is an open book examination.

2. Non-programmable calculators are allowed.

3. There are three questions in this paper. You must answer any two of these questions.

Answer any two of the following three questions.

QUESTION 1

Using examples to support your answer, critically evaluate the importance of the ‘unbroken chain’ of evidence in a forensic accounting investigation and the related responsibilities of the forensic accountant.
(50 marks)

QUESTION 2

Using examples to support your answer, critically evaluate the role of collusion in frauds committed against organisations by non-managerial employees. Critically evaluate the effectiveness of at least one related method of detection used by forensic accountants when investigating such collusions.
(50 marks)

QUESTION 3

Using examples to support your answer, critically evaluate the usefulness of computerized data analysis to forensic accountants when investigating potential fraud.

What are the adverse effects of stigmatisation on individuals with mental illness?

The literature review will critically evaluate and examine relevant literature on the impact of stigmatisation on individuals with mental illness. In achieving this, the study will use appropriate keywords and well-designed inclusion and exclusion criteria to identify literature focusing on the stigmatisation of mental health patients. Similarly, the selected articles will be critically appraised and synthesised their evidence using a critical appraisal tool. The literature review will evaluate professional practice based on the synthesised evidence and summarise the implications for practice.
1.1 Background
Mental illness is a public health issue, and its burden faces continuous growth with considerable effects on health and significant economic, human rights and social consequences globally (World Health Organisations, 2019). In the UK, one in every four people will experience a mental health issue yearly, while one in every six people will experience a common mental health problem weekly (McManus et al., 2016). Apart from the consequences of mental illness, such individuals often struggle with a double problem. They have to cope with the symptoms of the disease, often involving hallucinations, anxiety, delusions or mood swings (Hatzenbuehler et al., 2013). These symptoms could make it challenging for mental health patients to work, live independently or attain a satisfactory quality of life. Similarly, societal misunderstanding about different mental disorders leads to stigma (Connell et al., 2012).
Stigma is a profoundly discrediting attribute that limits an individual from a usual and whole individual to a discounted and tainted one (Ahmedani, 2011). This prompted Pescosolido (2013) to define stigma as a stereotype or negative perception attributed to an individual or groups of individuals when their characteristics or behaviours are considered inferior or alien to societal norms. Jones (1984) highlighted six stigma dimensions: peril, aesthetics, origin, concealability, disruptiveness and course. While they collectively impact mental health stigmas, Ahmedani (2011) contended that they fuel three types of stigma: self-stigma, social stigma and professional stigma. While stigma has undesirable consequences for patients with mental disorders, the understanding of mental health stigmatisation underpins the labelling theory. The theory postulated that the term used to classify or describe individuals might determine or influence their behaviour or self-identify (Sjöström, 2017; Walklate, 2020). While it is associated with stereotyping, it is rooted in the symbolic interactionist perspective (Blumer, 1969). The symbolic interactionist perspective is premised on the socially-constructed meanings of social objects, highlighting that social interaction’s responses are based on assigned meanings. Mental health stigmatisation has galvanised a vast body of literature exploring the impact of stigmatisation on individuals with mental health. Understanding such impacts would enable health professionals, especially the nursing team, to fashion out different strategies to curtail mental health stigma.
1.2 Aim and Objectives
The Nursing and Midwifery Council (NMC, 2018) mandated nurses to synthesis evidence and adopts current evidence in clinical practice. While several studies explore the impacts of mental health stigmatisation, the literature review aims to critically appraise literature exploring mental health stigma. This literature review will achieve this with the following objectives:
• Synthesises evidence relating to mental health stigmatisation.
• Explores impacts of stigmatisation on individuals with mental illness.
• Identifies strategies to curb mental health stigmatisation.
1.3 Research Questions
The critical appraisal of articles and synthesis of their evidence are critical elements of systematic literature reviews (Gray and Grove, 2016). However, Crowe and Sheppard (2011) highlighted identifying related articles requires crafting a search strategy, with the research question considered its foundation. A well-formulated research question must be focused on the research theme (Gray and Grove, 2016). Although various frameworks formulate a research question, the PEO (Population, Exposure and Outcomes) framework is commonly adopted. While the literature review focuses on mental health stigmatisation, Table 1 provides the PEO framework.
Table 1: PEO Framework
PEO Framework Remarks
Population Individuals with mental illness
Exposure Stigma
Outcomes Adverse effects of stigmatisation

Thus, the research question is: What are the adverse effects of stigmatisation on individuals with mental illness?
1.4 Parameters
Keywords are extracted from a well-formulated research question. These keywords are the basic concepts related to the research theme in the research question (Schneider et al., 2016). Three keywords – adverse effects, stigmatisation, and individuals with mental illness – are identified from the research questions. However, Gray and Grove (2016) asserted that incorporating these keywords with their synonyms will ensure a comprehensive search of related research articles. Such combination yielded a holistic list of keywords, as shown in Appendix 1. These keywords are combined in the search using two Boolean operators, AND and OR. Similarly, the search is enriched using a truncation symbol * to search for keywords with multiple endings. Thus, the use of Boolean operators and the truncation symbol will lead to the following search:
(“Adverse Effect*” OR “Effect* OR “Impact*” OR “Cosequence*”) AND (“Stigmatisation” OR “Stigma” OR “Discrimination”) AND (“Individuals with mental illness” OR “People with mental disorder* OR “Mental health patient*”).
The use of inclusion and exclusion criteria enhances the search, as it provides information on the expectation of the search process (Krainovich-Miller, 2017). Appendix 2 presents the inclusion and exclusion criteria used for the search. Although technology advances have propelled various scientific databases, the articles were searched in CINAHL. It is chosen because it hosts a vast collection of nursing and general health-related articles (Bramer et al., 2017). The preliminary search generates 1167 articles. However, using inclusion criteria on CINAHL databases reduced the articles to 21 articles. Such massive reduction allows for thorough evaluation using the PRISMA guidelines, as shown in Appendix 3. Reviewing the reference sections of the 21 articles leads to identifying additional three articles. Although the abstracts of eight articles showed that they investigate mental health stigmatisation, they did not explore the impact of stigmatisation on individuals with mental health. The removal of these articles leaves 16 articles for assessment. Similarly, four articles were systematic reviews, and two other articles were correspondences to journal editors. However, they were removed for not meeting the inclusion criteria. This leaves ten articles for synthesis. While the ten articles comprise six quantitative and four qualitative articles, they are summarised in Appendix 4.

Reference
Ahmedani, B. K. (2011). Mental health stigma: society, individuals, and the profession. Journal of social work values and ethics, 8(2), 4-1.
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Berkeley.
Bramer, W. M., Rethlefsen, M. L., Kleijnen, J., & Franco, O. H. (2017). Optimal database combinations for literature searches in systematic reviews: a prospective exploratory study. Systematic reviews, 6(1), 1-12.
Connell, J., Brazier, J., O’Cathain, A., Lloyd-Jones, M., & Paisley, S. (2012). Quality of life of people with mental health problems: a synthesis of qualitative research. Health and quality of life outcomes, 10(1), 1-16.
Crowe, M., & Sheppard, L. (2011). A general critical appraisal tool: an evaluation of construct validity. International journal of nursing studies, 48(12), 1505-1516.
Fox, A. B., Smith, B. N., & Vogt, D. (2018). How and when does mental illness stigma impact treatment seeking? Longitudinal examination of relationships between anticipated and internalized stigma, symptom severity, and mental health service use. Psychiatry Research, 268, 15-20.
Gray, J. R., & Grove, S. K. (2016). Critical appraisal of nursing studies. Burns and Grove’s The Practice of Nursing Research-E-Book: Appraisal, Synthesis, and Generation of Evidence, 431.
Hanafiah, A. N., & Van Bortel, T. (2015). A qualitative exploration of the perspectives of mental health professionals on stigma and discrimination of mental illness in Malaysia. International journal of mental health systems, 9(1), 1-12.
Hatzenbuehler, M. L., Phelan, J. C., & Link, B. G. (2013). Stigma as a fundamental cause of population health inequalities. American journal of public health, 103(5), 813-821.
Huggett, C., Birtel, M. D., Awenat, Y. F., Fleming, P., Wilkes, S., Williams, S., & Haddock, G. (2018). A qualitative study: experiences of stigma by people with mental health problems. Psychology and Psychotherapy: Theory, Research and Practice, 91(3), 380-397.
Ihalainen‐Tamlander, N., Vähäniemi, A., Löyttyniemi, E., Suominen, T., & Välimäki, M. (2016). Stigmatizing attitudes in nurses towards people with mental illness: A cross‐sectional study in primary settings in Finland. Journal of Psychiatric and Mental Health Nursing, 23(6-7), 427-437.
Jones, E. E. (1984). Social stigma: The psychology of marked relationships. WH Freeman.
Jones, N., Keeling, M., Thandi, G., & Greenberg, N. (2015). Stigmatisation, perceived barriers to care, help seeking and the mental health of British Military personnel. Social psychiatry and psychiatric epidemiology, 50(12), 1873-1883.
Knifton, L. (2012). Understanding and addressing the stigma of mental illness with ethnic minority communities. Health Sociology Review, 21(3), 287-298.
Krainovich-Miller, B. (2017). Gathering and appraising the literature. Nursing research: methods and critical appraisal for evidence-based practice, 9th edn. Elsevier, Mosby, St. Louis, MO, 45-65.
McManus, S., Bebbington, P. E., Jenkins, R., & Brugha, T. (2016). Mental health and wellbeing in england: The adult psychiatric morbidity survey 2014. NHS digital.
Nursing and Midwifery Council. (2018). The NMC Code: Professional Standards of Practice and Behaviour for Nurses and Midwives. Available at: https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code-poster.pdf (Accessed December 19, 2021)
Oleniuk, A., Duncan, C. R., & Tempier, R. (2013). The impact of stigma of mental illness in a Canadian community: a survey of patients experiences. Community mental health journal, 49(1), 127-132.
Pescosolido, B. A. (2013). The public stigma of mental illness: What do we think; what do we know; what can we prove?. Journal of Health and Social behavior, 54(1), 1-21.
Schneider, Z., Whitehead, D., LoBiondo-Wood, G., Faan, P. R., Haber, J., & Faan, P. R. (2016). Nursing and midwifery research: Methods and appraisal for evidence based practice. Elsevier.
Schomerus, G., Stolzenburg, S., Freitag, S., Speerforck, S., Janowitz, D., Evans-Lacko, S., … & Schmidt, S. (2019). Stigma as a barrier to recognizing personal mental illness and seeking help: a prospective study among untreated persons with mental illness. European Archives of Psychiatry and Clinical Neuroscience, 269(4), 469-479.
Sickel, A. E., Seacat, J. D., & Nabors, N. A. (2019). Mental health stigma: Impact on mental health treatment attitudes and physical health. Journal of health psychology, 24(5), 586-599.
Sjöström, S. (2017). Labelling theory. In Routledge International Handbook of Critical Mental Health (pp. 15-23). Routledge.
Subu, M. A., Wati, D. F., Netrida, N., Priscilla, V., Dias, J. M., Abraham, M. S., … & Al-Yateem, N. (2021). Types of stigma experienced by patients with mental illness and mental health nurses in Indonesia: a qualitative content analysis. International Journal of Mental Health Systems, 15(1), 1-12.
Walklate, S. (2020). Labelling Theory. SAGE Publications Limited.
World Health Organisations. (2019). Mental disorders. Available at: https://www.who.int/news-room/fact-sheets/detail/mental-disorders (Accessed November 26, 2021).

‘Assess the advantages and disadvantages of using the World Systems Theory to study politics and international relations.’

In this paper, you will need to:

1. Address metatheory

2. Engage with key thinkers who have developed the approach.

3. Describe the broad ideas and key concepts of the approach.

4. Give examples of the application of the approach by established academics.

5. Contrast the World Systems Theory with one other theoretical approach

6. Assess the advantages and disadvantages of using the World Systems theory to study politics and international relations.

This paper will be focused on the World Systems theory, try to be descriptive as well as explanatory…

I will add a guidance word doc which will give more details

I will also add background info for Marxism/World-Systems theory. Please do not copy this as it is pulled from the lecture slides/ but it will help you get a gist of what needs to be said for some of the points in which you need to explore.

Give an introduction that is to the point/ please use topic sentences in each paragraph in the main body and then conclude. Add a bibliography at the end.

I have attached some secondary sources that will help you when writing this essay. I would suggest for neo-realism, Kenneth Waltz – when you compare and contrast with World Systems you pull a secondary source in.

Please feel free to message me if you have any problems… I hope I have explained this well if not I can give more details.

Discuss with specific reference to official positions of individuals who commit international crimes and the criminal liability of subordinate official

You can pick whichever one you prefer out of the three BUT ONLY ANSWER ONE OF THE QUESTIONS please please 🙂 : Answer ONLY ONE question from the questions below. All questions carry equal mark.
Question 1
‘[T]he outstanding accomplishment of the trial which never could have been achieved by any more executive action, is that it has crystallized the concept that there is inherent in the international community a machinery both for the expression of international criminal law and for its enforcement’.
– Judge Charles Wyzanski
Critically evaluate this statement in light of the evolution of International Criminal Law.
Question 2
‘…In placing the protection of individuals at the heart of the international legal regime, the old statecentric model of international law was changed forever’. – Mansell and Openshaw (2013) p.126
Discuss with specific reference to official positions of individuals who commit international crimes and the criminal liability of subordinate officials
Question 3
In 1971, the state of Zigi discovered the Island of Pain and planted a palm tree on the Island. After some years in 1975, Robert Stone the President of the state of Kakawa claimed that Pain belonged to Kakawa by an act of discovery and conquest which they embarked on in 1890, by which they colonised several countries including the Island of Pain. A dispute went on for years between the two countries Zigi and Kakawa. In 1995, a rebel group known as ‘Janjaweed’ from the State of Zigi attacked the civilian population of Kakawa, carried out ethnic cleansing and killed all the males in Kuku, the Capital City of the State of Kakawa. The ethnic cleansing was targeted at the ‘Jar’ group to
stop them from getting stronger and bigger. The Janjaweed group carried women and children captive and raided the entire Kuku City. About 6 members of Janjaweed, namely, Tuku, Jala, Fiti, Kumbele, Jenson and Tala were arrested by officers of the State of JUMAI a neighbouring country between
Kakawa and Zigi. The President of Kakawa Robert Stone has written to President Jim of JUMAI to release the 6 suspects to the International Criminal Court for trial, but President Jim has refused to comply. In the meantime, the inhabitants of the Island of Pain are seeking for self-determination to become an independent state.
Identify and discuss the issues raised

Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale.

Case Study: Healing and Autonomy
Mike and Joanne are the parents of James and Samuel, identical twins born 8 years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’s condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.
The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet, Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.
Two days later the family returned and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James’s kidneys had deteriorated such that his dialysis was now not a temporary matter and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.
James’s nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’s brother Samuel.
Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? Mike reasons, “This time around it is a matter of life and death. What could require greater faith than that?”

Assessment Description In addition to the topic Resources, use the chart you completed and questions you answered in the Topic 3 about “Case Study: Healing and Autonomy” as the basis for your responses in this assignment. Answer the following questions about a patient’s spiritual needs in light of the Christian worldview. 1. In 200-250 words, respond to the following: Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James, or would that mean a disrespect of a patient’s autonomy? Explain your rationale. 2. In 400-500 words, respond to the following: How ought the Christian think about sickness and health? How should a Christian think about medical intervention? What should Mike as a Christian do? How should he reason about trusting God and treating James in relation to what is truly honoring the principles of beneficence and nonmaleficence in James’s care? 3. In 200-250 words, respond to the following: How would a spiritual needs assessment help the physician assist Mike determine appropriate interventions for James and for his family or others involved in his care? Remember to support your responses with the topic Resources. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies: BS in Health Sciences 1.2; BS Nursing (RN to BSN ) 5.2 Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

Critically discuss an awareness of ethical and governance issues related to research.

MODULE AIMS
This module aims to facilitate the student in consolidating knowledge gained in previous study and provides an opportunity for them to utilise this, along with new knowledge, to explore areas of health and social care that would benefit from development. This will be a literature-based project and the student will work independently, supported by a supervisor, to devise strategies to address a specific issue in their area of practice. The student’s learning is extended to addressing health and social care issues related to practice. It will allow the student to demonstrate their ability to undertake a review of their literature and defend their methodology in undertaking a literature review.

MODULE CONTENT
The content of the module will be directed/identified during exploration of the nature of the project. The syllabus will evolve according to individual student need and be driven by the nature of the identified students studies
It could include:

• Problem solving strategies
• Literature reviews, evidence based practice, research methods
• Understanding evidence-based practice
• Managing tasks and solving problems
• Self-awareness and self-management; presentation skills
• Data collection and analysis
• Dissemination strategies
• Ethics and Governance
• Scheduled Project Workshops

INTENDED LEARNING OUTCOMES

On successful completion of this module a student will be able to:
1. Design a substantial and complex piece of work independently.
2. Critically discuss an awareness of ethical and governance issues related to research.

3. Critically appraise relevant literature and research related to the organisation and delivery of modern health and social care.
4. Engage in critical inquiry and problem solving.

5. Present written and oral evidence defending the methodology of the student’s literature review and findings.