identify the key arguments/relevant concepts in the videos. Summarize what the authors meant, or at least what you think the authors meant, and try to see the world with that theoretical lense.

Description
You should write a response to the documentary “Sexual Stereotypes in the Media” and Kilbourne’s video,
“Killing Us Softly 4.” The paper should reflect a critical reading of the texts and your reaction. If you can find
the “Sexual Stereotypes in the Media” documentary that’s great. In case you can’t, I have attached a document in
additional materials that is the script for the video. Please use it to do this assignment. Here is the Kilbourne
video: https://vimeo.com/ondemand/12253
I was unable to find a free version for the Kilbourne video. It is rentable for $4.99. If you are able to charge me
somehow for this, please let me know.
As always, the paper should reflect a critical reading of the texts and your reaction. Think of the paper as having
two parts:
1) Make sure to identify the key arguments/relevant concepts in the videos. Summarize what the authors meant,
or at least what you think the authors meant, and try to see the world with that theoretical lense.
2) Critique the theory (feminist theory) from an outside perspective, finding its strengths but also its flaws.
Please use proper APA in-text citations and include reference page the end.

Are ethnic inequalities in the UK’s maternity services causing higher morbidity and mortality rates for BAME women – A literature review

DISSERTATION
Are ethnic inequalities in the UK’s maternity services causing higher morbidity and mortality rates for BAME women – A literature review
Please decide the best research question for searching, using PICO if a quantitative approach is considered best.

Choosing papers for inclusion
Once you have completed your searches you are likely to have found a number of papers. So how do you narrow them down to the ones you will ultimately include?
As you have searched on a number of databases, you will have some duplicates of papers. Check and exclude any duplicates first.
Review on title. Scan the titles of the papers and see if they match your search inclusion/exclusion criteria. If they don’t, then exclude them.
Review on abstract. Read the abstracts of the remaining papers and see if they match your search inclusion/exclusion criteria. If they don’t, then exclude them.
Review full paper. The papers you are left with you will need to read in full to determine whether or not they meet your search criteria. This is the point at which you will determine the papers to include.

How many papers do I need for the review?
This largely depends on the quality and content of the papers. There is no hard and fast rule, but on average around 8-12 papers will be enough. You are unlikely to have enough to discuss with less than 6 papers. Similarly, if you have too many (15 or more) you will have too much to cover and not enough words available to do this in your review.

How do I know my papers are suitable?
You need to include original research papers only. This excludes opinion papers or commentaries.
You will often find review papers when searching; these are published literature reviews. These can be useful for background, substantiation etc. However, you are conducting your own review and need to reach your own conclusions about the published literature. Your review question may be different to those in published reviews or you may review different literature, so do not be concerned that your conclusions may be different.

PRISMA flowcharts please use the 3rd one on the list
PRISMA flowcharts are a common and clear method of displaying results from your searches. Here is the link to the PRISMA website with the interactive flow diagram. http://www.prisma-statement.org/PRISMAStatement/FlowDiagram
You can download word examples from the website.

http://www.prisma-statement.org/PRISMAStatement/FlowDiagram
When referencing this new PRISMA flow diagram, please use the following paper: Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ 2021;372:n71. doi: 10.1136/bmj.n71

What is research ethics?

Research ethics are practices to ensure that research conducted on human subjects, or their tissues organs or data, is carried out in a way that protects the safety, dignity, rights, and well-being of research participants.

Why do we need ethics in research?

To protect the public (participants) from harm.

Nuremburg Code 1947 Originally established after the Second World War to protect individuals from harm and prevention of research being completed without consent. This followed allegations of enforced non-consensual research experiments on concentration camp prisoners, leading to harm or death of the individuals concerned. Ten key points were introduced, the main one being that of informed consent. See the link here for the ten principles. (University login required off campus)

Declaration of Helsinki 1964 The World Medical Association established recommendations guiding biomedical research involving human subjects. The Declaration governs international research ethics and defines rules for “research combined with clinical care” and “non-therapeutic research.” This guidance has been subsequently amended and can be found here.

General ethical principles

It is important to consider ethical principles in designing your research study and incorporate these throughout. In order to be successful in gaining ethical approval, the researcher must consider the following general ethical principles.

Beneficence – This is the principle that research should be aimed at ‘doing good’ and be of benefit to participants. Research may not be of obvious benefit to the participants, but could be of benefit to society/health in general or in the future. Participants’ wellbeing should be considered and catered for.

Non-malfeasance – This principle relates to avoiding harm. The researcher should not set out to intentionally cause participants harm. Any risk of harm should be avoided/minimised as far as possible. Researchers must consider risk v benefit of research.

Equity & Justice – Participants should be treated equally and fairly.

Autonomy – Participants should be free from coercion and be able to make their own decision to participate or not, without risk of prejudice to their care.

Informed consent – Participants should be given sufficient information for them to make a decision whether or not to participate. This is usually in the form of a participant information sheet, asking questions of the researcher and receiving clear answers and also be given sufficient time to decide whether they wish to participate are important in the consent process. Generally, written consent is required. Examples of participate information sheet, consent forms and information about them is available on the HRA website.

Confidentiality – This provides for privacy of the participant. Identifying information is not revealed and is known by researchers only. Participants are usually allocated a study number for the duration of the study. Identifying information is kept separately from data.

Anonymity – Again provides protection of privacy for the participant. When reporting data relating to an individual, for example a quote, these are anonymised to protect participant identity.

Research within the NHS

Research with participants from the NHS is closely monitored with ethical approval and adherence to ethical principles essential.

The UK Framework for Health and Social Care Research (HRA 2017) currently provides guidance on the principles of good research governance for healthcare.

The Health Research Authority (HRA) now governs research within the NHS. The main aim of the HRA is to:

Promote and protect the interests of patients in health research.
Their website is a very useful source of information.

Ethics and your dissertation

You need to consider two things:

What are the ethical issues related to your proposal?
Do you need to consider ethical approval?

Ethical issues related to your proposal

Consider issues in relation to recruitment, consent, data collection, confidentiality.

Consider if your topic is sensitive and whether participants may suffer distress. If so, you would need to consider a distress policy; for example suspending interview, access to independent counselling etc.

Consider if it is possible issues related to practice, such as poor practice, bullying in the workplace may be raised. If so, you would need to consider if and how you would manage this; for example, raise with research supervisor, supervisor of midwives etc if necessary.

The ESRC have some helpful information on building ethics into your research design. See their ethics guidebook.

In terms of data management, the Data Protection Act 2018 is also relevant.The ERSC have an overview in their ethics guidebook, or see the Data Protection Act itself.

Do you need ethical approval?

All research proposals involving human participants have to be reviewed and approved by an independent research ethics committee (REC).

University of Manchester ethical approval – Yes, for all studies.

NHS (HRA) approval – check the current guidance (It does change from time to time) on the HRA website. HRA approval is obtained by completing the Integrated Research Application System (IRAS).

If participants are patients in NHS (or accessed through the NHS) then you need HRA (IRAS) approval.

If participants are staff in the NHS, then generally you do not need HRA (IRAS) approval.

Rigour
Addressing rigour in your dissertation

Rigour is embedded throughout research design. As your write your dissertation consider some of the points related to rigour.

Your study design must be appropriate to answer your research question/aim/hypothesis. i.e. is a quantitative or a qualitative approach more appropriate?
Make sure your study methods are appropriate to meet your research aim. This includes:

Sampling – If quantitative, is the sample randomised, is a sample size calculation considered, is there a pilot study planned? If qualitative, is the method suitable, e.g. purposive sampling and is the sample size reasonable for a qualitative study.
Data collection – Is this suitable to answer the question? If quantitative, are the measures appropriate? If qualitative, give justification for your choice of data collection method – are interviews, focus groups, observation etc suited to your methodology?
Analysis – Must be relevant to your methodology. If quantitative, you will be measuring and hence producing statistics. If qualitative, the analysis method needs to be suitable for the methodology; e.g. in a grounded theory study you will be using constant comparative analysis techniques.

Useful papers

The links below relate to papers you may find helpful. If you are off campus, you may need to log in via shibboleth using your university user name and password.

Reliability and validity in quantitative research

Heale R. and Twycross A. (2015). Reliability and validity in quantitative studies. Evidence Based Nursing. 0:0.

Trustworthiness and credibility in qualitative research

Noble H. and Smith J. (2015). Issues of validity and reliability in qualitative research. Evidence Based Nursing, 18(2), 34-5.

Thomas E. and Magilvy J.K. (2011). Qualitative Rigor or Research Validity in Qualitative Research. Journal for Specialists in Pediatric Nursing. 16, 151–155.

Holloway, I. & Wheeler, S. (2010). Chapter 18: Establishing Quality: Trustworthiness or Validity. In Holloway, I & Wheeler, S. Qualitative Research in Nursing and Healthcare. pp. 297-314, Chichester: Wiley-Blackwell.

Identify an area of midwifery practice which interests you and in which you wish to advance your knowledge.

This dissertation is a literature review that appraises the evidence on a midwifery related topic and concludes by making recommendations for clinical practice, policy, or education, and further research. This task is highly relevant to your future practice. You will be required to perform literature reviews once qualified, both as part of your continued professional development and to evaluate and develop services.

This piece of work builds on and applies learning from previous parts of the research pathway, progressing from: ‘Midwifery Knowledge & Research’ (level 4, year 1) and ‘Evidence Based Midwifery Practice’ (level 5, year 2) where you learnt how to pose a research question, and to identify and appraise evidence. Now you are going to apply those skills to identify all of the relevant evidence on a topic, rather than a single study, critically appraise that evidence and then synthesise the findings to make recommendations.

The unit has been designed to be delivered mainly online using a combination of lectures, workshops, drop-in sessions, supervision and independent study. It stretches over semesters 1 and 2. Dissertation study days are timetabled, with learning which will cover different aspects of the dissertation process, opportunities for supervision, formative assessment and feedback, and time for independent study. These dates are intended to help you keep on track. The learning material is available at any time so that you can work in your own time.

3. Course Unit Aims and Outcomes
   Aims:
4. To provide students with the opportunity to review literature relating to an area of their choice.
5. To further develop critical review skills by synthesising evidence and apply it to practice.

On completion of this course unit, successful students will be able to:

Knowledge and Understanding:
A1. Demonstrate a critical awareness of the role of research in clinical practice and of the midwife in its development and dissemination.
A2. Devise and sustain arguments in a structured literature review on a self-selected topic relevant to their area of clinical practice. .
A3. Accurately apply knowledge of research to propose a relevant avenue of further investigation, based on the findings of the literature review.

Intellectual skills:
B1. Demonstrate critical thinking and analysis skills via the production of a research-based dissertation.
B2. Critically interprets and evaluates research evidence and its application to clinical practice as an integral part of the research-based dissertation.

Practical skills:
C1. Apply research evidence in a critical and evaluative way and relate this to clinical practice.

Transferable skills and personal qualities:
D1. Use information technology, such as electronic library databases and bibliographic software systems, information storage and retrieval strategies and demonstrate these in the form of a search strategy in the dissertation.
D2. Learn independently and utilise research and critical appraisal skills through supervision and in clinical practice.
D3. Locate, review and critically evaluate research findings relevant to clinical practice.
D4. Critically evaluate the implementation of evidence-based practice within clinical practice.

Guidelines for your dissertation
The objectives of this assignment are for you to demonstrate that you can:
Identify an area of midwifery practice which interests you and in which you wish to advance your knowledge.
Devise a research question
Plan and undertake a systematic search of the literature.
Describe and summarise the evidence on your topic
Critically appraise the quality of the evidence
Interpret and synthesise the evidence to apply to clinical practice
Make recommendations for further research which arises from your review

investigate the combined effects of diet and temperature on physiology, morphology and behaviour under controlled conditions, that reflect variation between urban and ex-urban spaces

The effects of temperature and diet on the physiology, morphology and behaviour of spiders (Araneae), and how this may be influenced by urbanisation
Abstract
Increased urbanization is resulting in highly modified environments worldwide. Currently, over half of the world’s human population lives in cities. Urbanisation results in challenging environments for many wildlife species, including spiders, typically presenting a loss of natural resources (i.e. habitat and food) and high levels of anthropogenic disturbance. Despite these changes, some species of spiders prosper in urban environments and occur in high numbers. Such taxa are often described as urban ‘adapters’ or ‘exploiters’. Their success under these conditions suggests that some spiders have a combination of physiological, morphological and behavioural adaptations that enable them to withstand the demands of urbanisation. My project will take a behavioural and physiological approach to exploring the effect of such features of urbanized areas as changes in food density, temperature and predation level.

Objectives
The main aim of my project is to determine how temperature and diet influence the physiology, morphology and behaviour of spiders (Araneae), and how this may be influenced by urbanisation. This will be explored through the following research objectives:

To investigate the combined effects of diet and temperature on physiology, morphology and behaviour under controlled conditions, that reflect variation between urban and ex-urban spaces;
To determine how the manipulation of debris stored in the web influences predatory response, escape behaviour, persistence and survival and how this varies between spiders in urban and ex-urban spaces;
To determine the impacts of urban and exurban environments on diet and trophic interactions, through collection of potential prey in habitats and actual prey in webs.

Background
Urbanisation is the modification, often with concomitant degradation, of landscapes to support the increasing human populations in cities and towns around the world (Defries et al. 2010). The substantial disturbances to natural landscapes created by city growth often destroy the habitats of native species. Urbanisation results in homogenised environments, and as a result biodiversity is reduced (McKinney 2006). This occurs as few species are able to meet the relatively narrow requirements for survival in the newly altered environment. As a result, animals from a range of trophic groups, and interactions between these tropic levels are affected (Faeth et al. 2005). Some species, however, seem to prosper in urban environments and occur in high numbers. Such animals are often described as urban ‘adapters’ or ‘exploiters’ (McKinney, 2006).
There has been a bias towards studies of the effects of urbanisation on vertebrates, and comparatively little is known about the effects of urbanisation on invertebrates (McIntyre 2000). Arthropods are particularly important for studying the effects of urbanization for several reasons. They are extremely diverse and thus may provide a snapshot of overall biological diversity in an area. Their relatively short generation times mean that they will respond to anthropogenic changes at a quicker rate than vertebrates. They are reasonably easy to sample, and invertebrate use in scientific research is not as opposed as the use of vertebrates. As a group they represent a spectrum of trophic levels, and lastly, they may be important sociological, agronomical, and economical components of human-altered habitats. Any changes in their environment may disrupt the functions that arthropods play in the ecosystem; as a result arthropods can be used as biological indicators (McIntyre 2000). The human population is rising exponentially and statistics show current world population to be greater than 7 billion. More than 50 % of humanity lives in and around cities (UNPD 2005). It is predicted that this proportion will succeed 60 % by 2025 (Antrop 2000).
Spiders are a good model to understand the effects of urbanisation on biodiversity as several species of spider e.g. Nephila edulis have been identified as urban adapters (Lowe et al. 2014). Furthermore, spiders are an important group of predatory invertebrates in urban horticultural and agricultural systems (Humphreys 1988), and are excellent indicators of habitat modification and disturbance (Wilcove et al. 1998). Spiders are a valuable organism with which to study the effects of urbanisation on predators and their ecology, as they can greatly affect food webs and ecosystem characteristics, such as plant community composition, herbivore abundance and nutrient cycling (Schmitz 2008). The study of spiders and their responses to anthropogenic change will allow for a better understanding of how to preserve trophic interactions and biodiversity in urban communities.
My proposed research will explore questions concerning the behavioural, physiological and personality adaptations of urban spiders, with respect to diet, growth and survival

measure racial/ethnic segregation in the county you have been working with for previous assignments.

For this assignment, you will measure racial/ethnic segregation in the county you have been working with for previous assignments. You will look at segregation in 2000 and 2010 using census tracts as the neighborhood unit and the county overall as the reference area.
Data
Data for year 2000
Select all tracts within your county (Geography -> Tract -> State -> County)
Use DEC Summary File 1 survey
Use Table P008: HISPANIC OR LATINO BY RACE
Tract labels need to be on the rows and counts by race and ethnicity in the columns
Customize Table -> Download (NOT EXCEL!) -> Download
2010
Follow the same steps but use Table P5: HISPANIC OR LATINO ORIGIN BY RACE 
Segregation Analysis
Calculate the dissimilarity index for your county for both of the following pairs of groups:
Non-Hispanic White and Non-Hispanic Black population
Non-Hispanic White and Hispanic population
You will have four total dissimilarity index numbers at the end of this problem set; one for each of these comparisons in 2000 and 2010.
Formula:
D=12∗∑j=1J|xjX−yjY| 
Where xj is the minority population in area j (e.g., tract), yj is the reference group population in area j, X is the total population of the minority group in the region (e.g., county), and Y is the total population of the reference area in the region. Essentially, the formula looks at the degree to which each neighborhood is dissimilar in the representation of the two groups relative to representation in the entire region. If you’re having trouble with figuring out what formulas to put in your spreadsheet, use the example from lecture to help you out (in your case the “neighborhoods” are tracts and the “city” is your chosen county, since that’s the scale of the dissimilarity index you’ll be generating).
What to submit
Show ALL work in your spreadsheets. Combine the two separate CSV files with data into a single Excel file with the tabs labeled by county and year, e.g., MiddlesexCountyNJ2010.
You will submit both a spreadsheet showing your data and calculations and a brief memo in Word presenting AND interpreting your results.
You must also include a table showing the number and percentage of the total population for each group of these three groups in each decade in your memo. I will grade on the formatting of this table, including using an appropriate number of decimals, correctly aligning text and numbers, properly labeling columns, and captioning the table.
Memo requirements:
Include a title that includes your county
Introduce the objective of the activity
Describe the dissimilarity index in plain language – what does it measure?
Discuss your results looking at Black-White and Hispanic-White segregation at two time periods

Identify and focus on a specific area of mental health nursing practice, that is associated with practice and/or patients

Description
What am I required to do in this assignment?
You are required to critically appraise the research evidence (which includes both quantitative and qualitative
methodologies), of mental health nursing knowledge in subject area of your interest, in addition to
demonstrating an understanding of the relevant ethical issues raised within your chosen area of nursing practice.
You will need to:
• Identify and focus on a specific area of mental health nursing practice, that is associated with practice and/or
patients
• Give a concise account of your literature search and findings in relation to that area of mental health nursing
practice
• From your literature search Identify four pieces of primary research which include quantitative and qualitative
approaches.
• Critically appraise the research evidence in relation to your chosen area of mental health nursing practice
• Critique the methodological approaches taken by researchers in respect of your area of nursing practice.
• Include a critical discussion of steps taken to address relevant ethical issues
What do I need to do to pass? (Threshold Expectations from UIF)
• Analyse and evaluate the key research methods used to inform and aspect of healthcare practice.
• Critically evaluate the principal approaches taken to research ethics within the papers considered.
• Systematically and creatively evaluate the current state of the key evidence relating to your topic.
How do I produce high quality work that merits a good grade?
4/25/22, 11:40 PM Writers Hub – Freelance Writing
https://www.writershub.org/writer/orders/859445#instructions 4/5
• You will need to demonstrate critical and innovative thinking and the ability to challenge ideas and concepts.
Your arguments must be logical, and your conclusions must be supported with appropriate evidence.
• You must present a critical analysis and synthesis of the research methodologies and methods used in your
chosen research papers. These will need to include both quantitative and qualitative approaches.
• You must present a critical analysis and synthesis of the ethical principles in relation to research in your chosen
area of nursing.
• You will need to read widely so that you can demonstrate the required understanding of complex concepts and
ideas. You will need to access and appraise good quality literature and apply it effectively to support your
discussion. Referencing must be accurate and follow referencing guidelines.
• Your work will need to be clearly and logically structured and presented using a good academic writing style.
You will need to demonstrate clear verbal communication and appropriate professional written expression.

Submit a paper with the title : Critical examination of the latest Government responses to coercive control and intimate partner violence in a relationship.

Title: Critical examination of the latest Government responses to coercive control and intimate partner violence in a relationship.

Word count:

Chapter One: The Law Prior to Section 76 of the Serious Crime Act 2015
Protection from Harassment Act 1997
Prior to the establishment of section 76 of the serious crime act 2015, the Protection from Harassment Act 1997 had been used in addressing harassment issues. The relevance of this Act in protecting individuals is based on the provision of Section 1, in which an individual is prohibited from pursuing any conduct that would amount to harassment of another. Although the Act does not define coercion and control as the significant foundation of an offence, section 4 recognises putting an individual in fear of violence as a significant foundation of the offence. However, the main concern is the relevance of using the provision in this case in defining coercion and control in the case of intimate partner violence.
Criminal Liability under Harassment Act 1997
Under section 2 of the Protection from Harassment Act 1997, the conduct defined in section 1 about harassment could lead to a criminal penalty. However, in the context of civil remedies and liabilities, the case of harassment can be the subject of a claim linked to civil proceedings when defined under the provision of Section 3 of the Act. Furthermore, civil proceedings would be considered a valid option for the victim in cases where there is not enough evidence to amount to criminal prosecution, but the evidence should be enough to get a civil order. Bliss, in this case, further argues that since the criminal liability is considered when the behaviours in question amounted to both harassment and course of contact, in the case where either of these elements is not available or is missing, no criminal liability would be placed on the defendant. The assessment, in this case, put criminal cases to be a matter that must be proven with enough evidence and beyond reasonable doubt that harassment had occurred.
Protection from Harassment Act 1997 and Stalking
Stalking has been recognised as a significant component of intimate partner violence and may include making unwanted calls or messages by the perpetrators. Stalking has also been described as pursuit-oriented behaviours characterised by intrusive and repeated actions, which include harassing, following and threatening with the intent of causing fear and distress to the victim involved. Although most of the cases of stalking occur post-separation, Bradbury‐Jones and Nikupeteri point out that these behaviours have also been observed in the current relationship when one partner is showing stalking behaviours in an intimate partner relationship. The conduct, in this case, has been regarded as exceedingly frightening for the person subjected to stalking.In the context of this study, however, the most important concern is how the Harassment act 1997 played an important role in preventing stalking, thereby playing a critical part in the case of intimate partner violence in a given relationship.
Another important consideration with regard to stalking is how it relates to coercive control. In essence, through its definition, stalking is characterised by following an individual, spying or watching on such individuals, forcing contact with the victims through different means, including social media. Since such behaviours are meant to curtail the freedom of the victims, the perpetrator would be in a position to control the victims. Therefore, irrespective of how innocents some of the behaviours looks, they are a significant cause of an alarm amounting relating to domestic violence and thus, there is a need to assess the relevance of the available law or the development of legal provisions in addressing these behaviours.
The relevance of Protection from Harassment Act in the case of stalking has provided several insights. Firstly, the law under Protection from Harassment does not provide a strict definition of stalking by outlining the conducts that may amount to stalking to which extent would stalking be regarded as harassment in which the tries to protect. Furthermore, the lack of a coherent description of the stalking behaviours by Protection from Harassment Act has played a significant role in limiting its application when it comes to cases where there is a need to differentiate stalking and harassment. Such insight and the definition thresholds become important in portraying the inadequacy observed in the case of Protection from Harassment in solving stalking in intimate partner violence.
In terms of stalking a case of intimate partner violence or domestic violence, Barratt insists that the focus of the Protection from Harassment Act on harassment provides the foundation on how the law would be important in addressing stalking issues by providing relevant remedies to the victims as well as reducing the incidences. In support of this assertion, a report by the Crown Prosecution Services notes that the amendments through the Protection of Freedoms Act 2012, which inserted new sections (2A and 4A) in the Protection from Harassment Act relating to Stalking provide the relevance of the law in considering stalking as potential charges. Although the strict legal definition of stalking is lacking, section 2A subsection 3 of the Protection from Harassment provides some examples of the actions or conducts and circumstances that are associated with stalking behaviours. Relying on such a perspective of this provision, the Protection from Harassment Act becomes important in addressing intimate partner violence.
In addressing the issues of domestic abuse such as intimate partner violence, the Protection from Harassment Act, 1997 and especially its section 4 has been criticised for inadequacy. The issues, in this case, involve the difficulties in establishing the circumstances through which cases involving people in a relationship would proceed. Such issues have been observed in R v Curtis where the court failed to conclude that the incidents of a volatile relationship in the course of 9 months could be classified as a course of conduct enough to amount to harassment. Therefore, for this legal provision, the definition of the course of conducts of behaviours amounting to harassment seems as significant in jeopardising justice for the victims of intimate partner violence.
Another issue with regard to section 4 of the Protection from Harassment Act 1997 has been defined by the court under R v Widdows. In this case, the court stressed that when charging a person under section 4, the prosecution teams and the court need to understand that the case presented must portray the concepts of harassment considering that harassment is at the core of this Protection from Harassment Act 1997. Therefore, in the case of the intimate partner relationship and other domestic relationship incidents, the prosecution is required to present how the conduct being charged relate to harassment as defined in the Protection from Harassment Act 1997.
Domestic Violence, Crime and Victims Act 2004
In bringing the relevance of the Harassment Act 1997 to the cases of domestic violence, Section 12 of the Domestic Violence, Crime and Victims Act, 2004 played an important role in amending the 1997 Act. In this case, the court would be allowed to issue a restraining, especially in the case where a defendant of harassment had been acquitted for an offence related to harassment. The court would be allowed to do so in order to protect the victim from further harassment from that defendant. In essence, subsection 5 of section 12 of the Domestic Violence, Crime and Victims Act 2004 stresses that even if the person has been acquitted of an offence, the restraining order would be necessary so that the victim will be protected from continuous harassment. The provision, in this case, forms an important basis in the case of domestic violence, especially when the court uses power to restrain one partner from causing further harm to the other partner in a relationship.
The discussion throughout this chapter presents important concerns regarding the available laws in addressing the issues of domestic violence. In this case, it was established that the relevance of the law in the incidents of domestic abuse depends on the guidelines presented by Protection from Harassment legislation. For instance, the criteria provided, such as the definition of the course of conduct, have been important considerations in developing charges that would amount to harassment. However, the legislation has been associated with inadequacy, especially in advanced cases of domestic violence, considering that it lacks a threshold in defining some of the conducts. As such, it creates a gap that needs to be further addressed through legislation.

What role does dopamine play in the emergence and experience of psychosis?

Maintaining good academic practice
Unless stated otherwise, the references for the source(s) of information that you use should be given after the answer to each question (references should be in OU Harvard style – see the Module Guide for further information). References cited at the end of your answers to questions (or as
part of a bibliography) and in-text citations are not included in word counts, where these apply. You are presenting a piece of written work as part of your assessment for a master’s level module. So you are expected to write clearly and accurately, using appropriate evidence where necessary.
Failure to follow good academic practice in using references and accrediting your sources will result in the loss of marks.

Plagiarism
You should be aware of what the term ‘plagiarism’ means, what is deemed to be acceptable and unacceptable academic practice, how to correctly reference different source materials, and how good academic practice, including different learning strategies and study skills, can help you to avoid plagiarism and function as an effective learner. The content and exercises on the DGAP website allow you to test your existing knowledge and to develop this further to meet the requirements for advanced level study. The University considers plagiarism and collusion as ‘academic misconduct’ and takes this very seriously. Plagiarism-detection software (Turnitin and CopyCatch) will be used for all assignments submitted for assessment on SD816. Incidences of suspected plagiarism or collusion will be investigated further by the Academic Conduct Office (see Module Guide). Please ensure that you check your own understanding is in line with the University’s guidance on good academic practices and, if you have any queries, contact your tutor in the first instance.
Learning outcomes
The learning outcomes listed below (see the Module Guide for the full list). You will be assessed according to how well you demonstrate the following learning outcomes.
Knowledge and understanding
KU1 Demonstrate a detailed understanding of the nature of psychosis or dementia from biological, psychological and social science perspectives*
KU2 Demonstrate understanding of the theoretical basis of diagnosis and intervention in psychosis and dementia*
KU3 Recognise the contribution of different disciplines to our understanding of psychosis or dementia*
KU4 Discuss contemporary topics in psychosis or dementia*
Cognitive skills
CS1 Synthesise, summarise and critically evaluate evidence and arguments
CS2 Analyse, evaluate and interpret scientific and clinical data appropriately
CS3 Use evidence to present a balanced view of the biological and psychological principles underlying psychosis or dementia*
CS4 Reflect on the relevance of an interdisciplinary approach to studying issues in mental health science (using psychosis or dementia as examples)
CS5 Recognise different lines of evidence and appreciate the uncertainty, ambiguity and limits of current knowledge in the study of psychosis and dementia*
Key skills
KS1 Use electronic means of communication, information searching and retrieval
KS2 Identify and obtain relevant research articles (both historic and contemporary), to prepare a cogent argument on a particular aspect of psychosis or dementia*
KS3 Communicate scientific information accurately and effectively in a style that suits the purpose and audience
KS4 Articulate an understanding of research in psychosis or dementia*
KS5 Identify research questions or conceptual challenges pertinent to the study of psychosis or dementia*
Practical and/or professional skills

PS1 Communicate critical assessment of primary and secondary literature within the topics of psychosis or dementia

(*) this module focuses on psychosis and dementia as the core topics in mental health science; the domain in which these Learning Outcomes (LOs) will be tested will change according to the assessment (e.g. TMA01 focuses on dementia and TMA02 on psychosis). However, for the end-of-module assessment, you would be expected to achieve LOs in all domains (i.e. across Parts 1 and 2 of the EMA).

Essay

This question carries 30% of the total marks for this assignment, and covers learning outcomes KU1- KU4, CS1, CS3-CS5, KS2, KS3 and PS1. You should restrict your answer to no more than 1200 words. References cited as bibliography and in-text citations are not included in the word count. You are free to consult the core readings, supplementary readings and external peer-reviewed articles (i.e. those published in scientific and medical journals) within your answer. The ‘target audience’ for your essay are fellow students in your tutor group.

Marks will be allocated for the structure of the essay (introduction, organisation, logical progression and conclusion; 6%) as well as for the content (relevant material supporting your argument; 12%), and scholarship and understanding (demonstrable evidence of critical thinking, appropriate depth of analysis, clarity of focus, logical reasoning, understanding of the topic, awareness of issues/strengths and limitations/underlying assumptions, and evidence of wider reading on the topic; 12%).

Write an essay on the following:

What role does dopamine play in the emergence and experience of psychosis?

Construct theoretically informed arguments that are supported by a range of evidence from both practitioner and academic sources

Based on the proposal attached!!!!

You are required to submit an individual essay of 5,000 words (+/- 10%) which should be based on your chosen topic : Air connectivity and intermodality

1 Demonstrate the following knowledge and understanding:
Demonstrate a critical understanding of current developments within the [relevant industry for your pathway] industry and how these are informed by appropriate current academic discourse and debate. Consequently, demonstrate an awareness of how theory and practice are integrated to ensure specific objectives and targeted outcomes are informed by current research and practice.

2 Demonstrate the following skills and abilities:
Critically evaluate current marketing practice and research paying particular attention to gaps and contradictions in the current knowledge base.

The Essay has two parts as follows:

Part 1 (4,000 words including Introduction and Conclusion) is a written essay that requires you to summarise a range of key academic and practitioner information sources, to critically analyse them and to demonstrate how you have synthesised the articles in relation to complex debates within a given essay question.

Part 2 (1,000 words) is a critical reflection of the issues presented in part 1 of the essay in relation to implications for a range of relevant stakeholders within practice, policy and academic research; you may consider additional implications applicable to your context, but in all cases focus on what has been learned from the findings of your research.

The essay must adhere to the word limit.

The format is an essay, but the style must be formal, serious and ‘academic, therefore we suggest that you avoid writing in the first person (“I”); rather the third person is recommended (e.g. it can therefore be suggested that…).
You may include headings and subtitles and a contents page if you feel this will help you to stay focused and create clearer sign-posting for the reader.
The best essays will demonstrate a deep understanding of the key issues of your debate (derived from your research) and ownership of the essay resulting in a critical conclusion.

The following format/structure should be observed for your essay and the sub-points are indicative of the content to include in each section:

1. Introduction
   a. Define the scope of the question (i.e. your interpretation and focus).
   b. Give brief contextual or background information
   c. What key authors/works/academic frameworks will you be drawing on?
   d. Set the direction for your essay
2. Major Themes (Literature Review part 1)
   a. Introduce your major themes
   b. Explain the connection to your research question and how each theme helps address the task
   c. What evidence are you providing to support your arguments?
3. Critical Reflection (Literature Review part 2)
   a. Consider the implications of your findings from your major themes in terms of implications for practice, policy, academic research etc.
   b. Highlight challenging, but relevant outcomes with flair and imagination
   c. Demonstrate learning from the overall task
4. Conclusion
   a. Draw the key points together
   b. Come back to the overall argument
   c. How have you demonstrated your central point?
   d. Answer the question!
5. Bibliography – IMPORTANT
   a. The bibliography should comprise a variety of sources with a minimum of 12-15 academic journal articles forming the core debate of your essay.
   b. ‘Other’ types of references should also be used to make the essay both current and ‘colourful’, so you should aim for about 25-30 in total.
   c. Categorise academic journals separately.

• Construct theoretically informed arguments that are supported by a range of evidence from both practitioner and academic sources
• Identify key quantitative and qualitative data related to the research question and conduct a comprehensive analysis of both as an evidence basis.
• Demonstrate independent analysis and the ability to synthesise evidence from different perspectives.
• Produce critical conclusions and recommendations that have validity and follow logically from the arguments.

• Exceptionally good understanding of the subject. Critical analysis evident throughout. A well thought through discussion of the topic.
• Very clear evidence of thorough academic background reading. Key themes identified and key authors/texts/journals listed. Already a clear direction for the study is evident.
• The work will be well argued and the conclusions will follow naturally from the evidence presented. No doubt will be left in the reader’s mind as to their validity. A conclusion that contradicts perceived wisdom and is well justified will be particularly welcomed.
• A highly developed understanding of the topic leading to challenging, but highly relevant outcomes. Demonstrating flair and imagination.
• Consistent use of references. Perfect referencing throughout using the Harvard System. Excellent grammar, spelling and visual appeal.

evaluate the factors enhancing connectivity and intermodality in the EU

Preparation for Specialist Research Project

Introduction
Background
The objective of transport systems (TSs) is to offer people the opportunity to connect as well as prospect for leisure and work. TSs entail various modes across space, which influence a wide range of geographic areas, states, and users at both local and national levels (Chiambaretto and Decker, 2012). However, inadequate coordination among various actors involved may cause inefficient utilisation of resources. As a result, establishing stakeholder and institutional co-ordination across function, space, and funding is crucial to the development of an incorporated and comprehensive TS.
Currently, self-connectivity has augmented to create alternative avenues for passengers who desire to fly to Europe via the air transportation network (ATN) (Cattaneo et al., 2017). Airports and airlines, especially low-cost carriers (LCCs) have begun tackling the need for such passengers using hybridisation process (Klophaus et al., 2012; Morandi et al., 2015). To alter and improve connectivity in the ATN, intermodal arrangements between operators and airlines are progressively becoming a common feature in TS (Chiambaretto and Decker, 2012; Airports Council International (ACI), 2020). The primary transport hubs offering intermodal connections to tourists and locals may include airports, international train stations, and cruise terminals (Organisation for Economic Co-operation and Development (OECD) 2016).
Rationale
Intermodality is becoming high in the agenda of politicians and the government in Europe and increasing in other segments of the world. Various scholars perceive this development as a solution to most of the problems encountered in the transport sector in contemporary societies (such as emissions of carbon dioxide and rising levels of accidents) (Caris et al., 2008; Santos, 2017). Additionally, it will play a substantial role in permitting better mobility for travellers across the world. Various research shows the demand for intermodal travels to be growing with the beginning of high-speed rail services (Cattaneo et al., 2017). Another factor causing this development is the continued evolution in demand for air transport, which has forced airlines to reconsider how they can capitalise on the efficiency of their networks (PwC UK 2017).
Significance
Given the complexity associated with understanding intermodality within ATN and connectivity, no single investigation can entirely bring a clear understanding of the phenomenon and its influence on the economy and transportation. Therefore, the proposed research will contribute greatly to the understanding of how air connectivity has evolved through intermodality to improve the movement of people within European countries. Moreover, the outcome will provide crucial information to guide policy-makers and transport stakeholders such as ministers, trade organisations, and passenger groups to perceive the value of intermodal agreements between various transport hubs on connectivity.

Aim and objectives
Aim: To explore how EU single market has improved transport connectivity and intermodality
Objectives
To evaluate the factors enhancing connectivity and intermodality in the EU
To assess how government policies and strategic plans have brought tremendous changes in the TS, especially ATN
To determine the influence of connectivity and intermodality on the expansion of TS and ATN.
Research questions (RQ)
What are the impacts of air connectivity and intermodality on the ATN?
To what extent, does interconnectedness of mode of transports affect ATN?
What factors inhibit air connectivity and intermodal transport in the EU?
Scope and limits of the RQs
The specific intent of the RQs is to point out the factors and influences that have encouraged air connectivity and intermodality in the EU and how it has impacted the ATN in this region. The RQs will primarily support the identification of sectoral dynamics influencing the present level of connection of various transport modes in various regions of Europe. Additionally, they will direct the researcher to identify how policy-makers can develop, implement, and support the ATN/TS to be effective in ensuring the seamless movement of people. However, the RQs are limited to the understanding of the development of connectivity development in regards to ATN.