How can early years leaders in Saudi Arabia increase their leadership effectiveness
Topic:
How can early years leaders in Saudi Arabia increase their leadership effectiveness
Description
The writer should be knowledgeable in this project as we’ve worked together before they should find the
files needed in my previous order which is ID the 1005854217 you’ll find most the info about the project
there. I’ll also include some files now for completing the dissertation. In this order I’ll ask for 9,000 word but
I expect the finished work would be 15,000 word because the writer has already done the literature review
and part of the methodology (6,000 word).
Define and discuss the condition the patient is presenting with, including the relevant related pathophysiology.
NURS 2021 Responding to Altered Health Care Needs – CHILD – FOP case scenario
You are expected to provide a 3000-word written response to the below case scenario. Please ensure you use the correct referencing technique and adhere to the usual academic writing guidelines for this assignment.
Evidence from literature/clinical guidelines should be used to underpin/support your answers.
Case scenario:
Sara is a 3-month-old baby admitted to the ward with possible bronchiolitis. She was born at 31 weeks gestation and spent four weeks in the neonatal unit. Sara has chronic lung disease of prematurity. Since discharge from the neonatal unit Sara has requires supplementary oxygen of 0.5L/min via nasal prongs at home to maintain oxygen saturations above 97%, and is regularly reviewed by the respiratory team. Sara’s mum is with her on the ward, but has had to leave her other child Josh, who is 16 months old, at home with his dad. On admission to the ward Sara is dehydrated, has a respiratory rate of 56 and oxygen saturations of 87% (with the supplementary oxygen). Her temperature is 38.2 C and there is an audible wheeze.
In relation to the above scenario:
1. Define and discuss the condition the patient is presenting with, including the relevant related pathophysiology. (500 words)
2. Using a systematic approach, discuss the assessment and the priorities of nursing care related to the scenario demonstrate an understanding of the biopsychosocial factors that may influence the patient’s care. (1500 words)
3. Critically discuss the impact of acute illness on the patient and family. (1000 words)
Specific guidance:
Please familiarise yourself with the learning outcomes below, as these will be used to assess your written assignment.
- Be sure to use the clinical definition in relation to your scenario and please research the diagnostic criteria/manuals and consider relevant guidelines e.g. NICE guidelines. Ensure you fully explain the definition and pathophysiology of the condition as well as identify risk factors and commonly used prediction tools with up to date clinical/academic sources to support your writing.
- You need to demonstrate a systemic assessment approach using the Resuscitation Council’s (2015) ABCDE assessment method and explain the nursing priorities for the scenario demonstrating an understanding of biopsychosocial factors.
- Critically discuss how the acute illness impacts upon the patient, family, carers etc. with an understanding of how the nurses’ role can influence this.
Learning Outcomes:
| 1. Utilise and develop existing knowledge and fundamental nursing skills when responding to individual’s altered health needs in your chosen field of practice | 1, 2, 4, 5 |
| 2. Demonstrate the ability to exercise effective decision making in the early detection, assessment and management of individual’s altered health care needs | 1, 2, 4, 5 |
| 3. Demonstrate, under supervision, the ability to proficiently assess, plan, implement and critically evaluate evidence-based care for individuals with unexpected altered health needs in your chosen field of practice | 7 |
| 4. Demonstrate the importance of transferring knowledge and skills to a variety of settings in order to respond to the altered needs of individuals | 9, 10, 12, 13 |
| 5. Identify and analyse the impact of working in partnership with others on care provision in your chosen field of practice | 9, 10, 12, 13 |
| 6. Articulate how effective communication and interpersonal skills positively contribute to the co-ordination and care delivery of individuals with altered health needs. | 15, 16,17 |
Why are you looking to linguistically compare those two texts and what is your pedagogic rationale?
Assignment task
Comparative Text Analysis: 90% 3800 words Deadline in handbook
Introduction
The main assignment will be a final essay of 3800 words. There is one question but it allows for variation both in the choice of approach you take (what kind of analysis you choose to do) and the kinds of text you choose. This will also allow you to look at texts that come from pedagogic contexts or focus on an area of language use in a particular social context. There is a discussion of the range of such choices later and examples of some previous assignment choices will be available online.
There will be some sample assignments on Moodle. (Please note that some of these assignments were specified at 3000 words). There will also be an in-class and online peer workshop which will be designed to enable you to work towards completing the assignment, giving you the opportunity to explore ideas and exchange information about your assignment. Further advice on how to approach the assignment will be given on the moodle site.
We will be working on some comparative text analyses during our classes and for the portfolio after class. For this, students share their responses to the tasks in Brookes Virtual. These are important as they will provide you with some first steps into text analysis. Further suggestions of possible topics for the text analysis and samples of previous assignments will be available on the Moodle site.
Orientation to the assignment
On this module, our main concern is to explore our own understanding of how language is used to do things in the world and how we can describe it ‘in use’. A crucial focus on the module is to describe and understand the link between the description of language structures and our use of language in context and to try to show that these two are not separate areas but two sides of the same coin. The key question is how we use the resources of language to make meanings in specific contexts. To understand this we need to look at language as it is used in the world around us and to understand that there is much variation but that this variation is not random – language is a purposeful and meaningful activity that both reflects the social contexts we use it in, the meanings we wish to make and which in turn helps to construct our social world.
We need as professionals in language teaching to be able to describe and explain the way we use language in our everyday lives to make meaning. The key focus of the assignment is to try to describe this predictable link between language structures and language use in social contexts. It is this predictability that is so useful to teachers.
The assignment is designed to provide as much flexibility as possible to study language in a wide range of contexts by allowing you to choose your own texts to analyse and to allow for a wide range of possible applications of such descriptions.
The Assignment Rubric:
Compare and contrast two related texts (they can be spoken or written) using relevant techniques of description and analysis that we have covered on the module. Identify the
key language choices that construe the particular communicative purposes of the texts and the social meanings that they make. How do these choices relate to the context in which the texts are situated and to the broader socio-cultural context? Comment briefly on the implications of your analysis of the texts for a pedagogic related context that you have experience of.
You must consult and gain the agreement of your tutor over the choice of texts and the methods that you will employ in your analysis. The main focus of the analysis should be on the text analysis, the methods of analysis and the theories of language in use that underpin such an approach. The implications may be very specific to your teaching context or more broadly applicable to applied linguistics but with a particular pedagogic oriented use in mind (e.g. text book writing, materials design, testing, teacher training etc.).
Appendices: you should include the two complete texts used in the analysis and label them so that you can refer to them in your assignment (i.e. add line numbers). Please consult with your tutor over further appendices that are required – such as coding schemes or substantial data sets.
Assessment criteria
A good assignment will show:
- · a succinct rationale for the texts chosen to compare and contrast
- · a relevant choice and exposition of analytical method/s to investigate the texts chosen for
the assignment
- · an understanding of the theoretical basis of the analytical methods chosen
- · accurate description of the language choices in the texts relevant to the comparison.
- · A reasoned interpretation of the link between the language analysed and the context in
which the texts are situated.
- · contrastive analysis of the language of the texts using relevant analytical frameworks
associated with this module
- · an informed and critical awareness of how such a linguistic analysis might inform
syllabus/ materials development in a specific TESOL/ELT context.
The assignment includes the criteria listed above and in addition, the general assignment criteria from the MA ED handbook will apply – see appendix A..
Ideas for the comparative analysis assignment
The crucial element is to agree the texts and the choice of analysis with your tutor – explain your rationale. Why are you looking to linguistically compare those two texts and what is your pedagogic rationale?
Below I will discuss some examples of texts but the basic principle here is a ‘motivated comparison’. Let me give a brief example of what I mean by a motivated comparison: in my office I could compare the chair that I am sitting on with the printer on my desk. I could carefully describe the attributes of both (size, materials, shape, purpose etc.) and put the descriptions side by side and compare them … but for what purpose, what would it tell me? Very little indeed – the rationale for the comparison is not clear at all. However, if I were to make a similar descriptive comparison of the two printers in my office, the Inkjet printer with the Laser printer then I can say something interesting and useful about printers just by a careful description and comparison of the two. This would then have clear potential implications that I could draw out – which is cheaper to buy, to run, which will deal better with the kind of printing tasks that I use my office printer for. In this case of a motivated comparison, the comparison itself tells me something more about both objects than a simple description of each by itself. The comparison of the chair and the printer would just be confusing.
· Think carefully about why you setting up a comparison or contrast between two texts. Try to control or be aware of what contextual variables you are wanting to foreground with the comparison. The think through what kind of implications you might be able to draw from this for a teaching context. So here are some ideas from previous students or from the research literature:
o Distinct Modes i.e. identify features of written versus spoken English. There are clear and regular differences in grammatical, lexical, pragmatic and text structure between the modes that we need to be aware of in TESOL.
§ A lecture versus a text book on the same topic. Identify different features of academic language (see Law texts task week 3
§ spoken news versus a newspaper on the same story
- § An interview with say a sports person and the reporting of that interview in
the paper (also a genre chain)
- § A spoken discussion versus an online discussion. Do students have more
time to consider their language. Is one more ‘complex’ / accurate / intricate in its turn taking than the other (implications for online learning)
o Distinct genres: this is a very important aspect according to Feez (and other writers) for students to understand – it brings together the language resources with social meanings/ conventions to allow us to operate in society successfully.
§ say an academic journal article versus a more popular science magazine. To do that randomly would be rather strange – but a comparison on the same or similar topic would be very interesting. (e.g. compare an academic research paper with a newspaper report of that paper)
o Distinct goals/ purposes
- § a comparison of an ‘authentic’ text with a pedagogic text e.g. a dialogue in
an EFL textbook compared to an authentic one (e.g. booking a hotel on the
telephone, greetings etc).
- § an original novel/ story with a graded EFL reader – what changes /
simplification has occurred (grammatical, lexical, text structure) and why? Do the changes affect the meanings created?
o Distinct audiences or authors–
- § Comparison of an IELTS short essay answer written by a NNS and a
‘model’ answer.
- § comparison of two newspaper articles on the same story from two different
newspapers – with their differing political persuasions and readerships. Possibly different countries e.g. UK Times versus Japan Times (Eng. lang. newspaper in Japan)
- § comparison of advertisements in Men’s’ and Women’s’ magazines (e.g. Cosmopolitan .v. GQ) (gendered language). Is there a distinct set of language choices and if so in what ways does this construct gendered identities.
o Distinct contexts of ‘culture’:
- § comparison of research articles (perhaps select abstracts or introductions to
keep it workable) in different disciplines. Do texts in the hard sciences use
a different set of language choices than say a text in the humanities. Why?
- § Comparisons of similar genres in different cultures / varieties of English.
Are service encounters the same in say UK, America and Malaysia – even if they are all in English. What linguistic/ generic differences are there and what might be the cultural, social reasons for any similarity / difference?
Don’t chose texts which are too long – on the other hand of course, 10 word texts won’t leave much room for analysis! You may sample sections of texts as long as it is a motivated sampling and makes sense in terms of the comparison. Put the texts you use in appendices – it may be useful to have the original texts with layout/ images etc and a simplified copy of the text with line numbers on that you refer to in your essay.
Some further reading in specialist areas of text types / Registers that student have previously looked at:
Overviews
Coffin, C., & O’Halloran, K. (2010). Describing English. In J. Maybin & J. Swann (Eds.), The Routledge Companion to English Language Studies (pp. 11-42). London: Routledge. ebook Chp 1 (see also Chp 2)
Flowerdew, J. (2013) Discourse in English Language Education. London: Routledge. Ebook Paltridge, B. (2012) Discourse Analysis: An Introduction. 2nd Ed London: Continuum. ebook
see Chp 1
Register and Genre (SFL oriented)
Martin, J. R. (2010). Language, Register and Genre. In C. Coffin, Lillis T & K. O’Halloran (Eds.), Applied Linguistics Methods: A reader. (pp. 12-32). London Routledge. Scanned Moodle text Week 8
Eggins, S. and Martin, J. (1997). Genres and registers of discourse. In T. van Dijk (ed.), Discourse as Structure and Process. London: Sage. pp.230-56. e-book
The language of specific Registers:
Delin, J. (2000) The language of everyday life: an introduction. London: Sage ebook
A good range of registers described: News Reporting; Advertising; Sports Commentary; Magazine Features; Instructions (see idea about recipes).
Discuss and analyse the ways in which the chosen client group may be assessed, in terms of their health needs and identified risks.
A workbook designed to:
- Demonstrate students have developed knowledge of the theories, concepts, and empirical research findings which inform nursing interventions when working with specialist groups.
- Demonstrate students have developed knowledge and understanding of specific evidence-based assessment tools utilised when working with specialist groups.
Word requirements: 1500
You are strongly advised to seek supervision for this piece of work.
Part 1
Client group profile and Context of care (recommended word count: 400-500 words)
The student should discuss a broad overview of their chosen client group, and pathways into services. The student should go on to discuss the environment within which care for their chosen client group is provided. The discussion should also include the challenges presented in providing care in the chosen environment.
Part 2.
Assessment of needs and risks in relation to the chosen client group (recommended word count: 900-1100 words)
Discuss and analyse the ways in which the chosen client group may be assessed, in terms of their health needs and identified risks. This discussion should include reference to a model of care/systematic framework of care and specific assessment tools (which should be subject to some form of brief critical analysis).
Design and critically evaluate a teaching session that is relevant to your role as a healthcare educator.
Topic:
Design and critically evaluate a teaching session that is relevant to your role as a healthcare educator.
Description
Design and critically evaluate a teaching session that is relevant to your role as a healthcare educator.
Please make sure that the submission includes:
• A brief description of the session plan and the educational setting
• The rationale for the chosen learning activities.
• The main benefits and challenges of using these selected teaching methods
• A reflection and a critical analysis of the role of the educator in supporting learning
NB: Penalties will be applied if the variation in total word count (including any lesson plans) for this
assignment is more than +/= 10%
How have the studies advanced our understanding of this aspect of neuroscience?
Neuropharmacology Exam Guidance
Basics
This is a SEEN exam question. The topics, the question and the instructions (as they will
appear on the exam paper) are on the next page.
The basic premise of the exam is to read and analyse 2 scientific papers on one of the topics
we have covered in Neuropharmacology. You will then write an essay, including the
background to the topic, an analysis of the papers and a discussion of how they have
contributed to the topic.
You can prepare all of this in advance of the actual exam date.
Here’s what you need to do:
1) Pick your topic (see next page)
2) Pick your first paper from the selection provided by the member of staff who taught
that topic. You will find these papers in the folder with all the other teaching
materials for that topic. They will be under ‘Papers for Exam’.
3) Find your second paper. This should relate in some way to your first paper, but the
choice is yours. You could pick two papers which support each other’s observations.
You could pick two papers which contradict each other. You could pick two papers
which investigate different aspects of the same topic. Pick your papers so that you
can write a coherent essay on the topic, discussing both papers in depth. If they are
on unrelated aspects of the topic, this will be difficult – so think carefully about your
selection.
NB: This paper MUST be published in the last 10 years.
4) Read both your papers and try to make sense of them. What was the purpose of the
studies? What did they want to find out? How did they go about it? What did they
discover? Are their conclusions sound?
5) Plan how to write a coherent essay based on these papers. Remember it must
address the points a, b and c below (next page).
6) Attend the online the support session in Week 42, having selected and read your
papers, and discuss them with the relevant member of the module team. We will
help you with your analysis.
Marks:
- 50% Background (lectures, wider reading)
- 25% Paper 1 analysis
- 25% paper 2 analysis
For a first-class answer, you MUST include the relevance of one other topic to your chosen
topic (i.e. display an appreciation of the connections between different aspects of
Neuropharmacology).
There is a word limit of 2,000 words. There is no 10% leeway. In-text citations do not
count in the word limit.
Topics – please indicate this number in the ‘notes’ section of your submission:
General Topics
- Glutamate excitotoxicity
- Neurotransmitter release and disease
- Synaptic plasticity + memory
- Blood-brain barrier and CNS drug delivery
Therapeutic/Non-therapeutic Application Topics - Cellular Models of Disease
- Neurodegenerative diseases & animal models
- Neuroinflammation
- Endocannabinoids
- Drug addiction
Seen Exam Question:
For your selected topic (see above for reminder) critically evaluate the contribution of your
TWO research papers to the field. Things to consider in your answer:
• What is the endogenous neuropharmacology and/or underlying neuroscience? This
will form the basis of your background
- How does the system in question normally work? What is the evidence for
this? How does it link with other aspects of Neuroscience?
• In your paper analysis, what were they trying to find out? Why did they do this
study? What model systems did they use? How did they do the study? What were
their findings? - It is fine for you to paste the figures from the papers into your answer when
you are discussing their results
• How have these studies contributed to the field in general? - How have the studies advanced our understanding of this aspect of
neuroscience? Have they demonstrated an effective treatment for a
condition? Have they answered a fundamental question? How good is the
study, is it well controlled, are its conclusions valid?
• How do the two studies compare? - If you have picked two studies that contradict each other, which of the two
do you think is right (and why)? If they back each other up, or one extends
the findings of the other, explain why this is and how this strengthens the
findings presented.
It is expected that the essay will cover both relevant background knowledge from lectures
and associated wider reading [50% of the essay marks] and relevant critical review and
contextualisation of chosen papers [50% of the essay marks].
You must either submit the two papers you have used in your analysis, or provide
links/citations for them so that the person marking your submission can find them easily.
Would it be better for all children around the world to start their formal education aged 7 years old?
Topic:
PGCE – Would it be better for all children around the world to start their formal education aged 7 years old?
& Is the 11 Plus a true reflection of who should go to grammar school?
Description
This is for a PGCE 2nd assignment, I need it rewritten and edited into a formal style and any fragmented
sentences sorted. And the Harvard style referencing added across the board. Attached in the assignment are
the adaptations needed
Demonstrate principles of accountability in professional practice. Recognising the limitations of practice both in the role of ASP/SFA with extended skills and own scope of professional practice. (T)
| Advanced Scrub Practitioner also known as the Surgical First Assistant Part 2 – Section 1 |
B1.1 Professional Issues
Demonstrate principles of accountability in professional practice. Recognising the limitations of practice both in the role of ASP/SFA with extended skills and own scope of professional practice. (T)
Students comments:
| B1.1 | ||
| Practice Supervisor / Clinical Supervisor Signature | ||
| Date | ||
| Competent or Not achieved | ||
| Practice Assessor / Clinical Supervisor Assessment & Comments |
B1.2 Communication
Demonstrate appropriate interaction with patients to ensure patient comfort and safety. Assessing a patients anxiety level and offers appropriate reassurance recognising the possible consequences of patient pre-operative anxiety. (T&C)
Students comments:
| B1.2 | ||
| Practice Supervisor / Clinical Supervisor Signature | ||
| Date | ||
| Competent or Not achieved | ||
| Practice Assessor / Clinical Supervisor Assessment & Comments |
B 1.3 Communication
Demonstrate different communication methods with members of the multidisciplinary team and patients. (T&C)
Students comments:
| B1.3 | ||
| Practice Supervisor / Clinical Supervisor Signature | ||
| Date | ||
| Competent or Not achieved | ||
| Practice Assessor / Clinical Supervisor Assessment & Comments |
select and investigate a recent ‘iconic’ construction project completed in the last 10 years or currently progressing.
Assessment task details
and instructions
Working individually, you are required to select and investigate a
recent ‘iconic’ construction project completed in the last 10 years or
currently progressing. The project can be located in any part of the
world. Considering your selected iconic project, you should write a
3000-word research oriented report covering the following two
tasks:
TASKS
- Introduce your selected project. The selected project should
be named, and a brief background should be provided to
introduce/describe the chosen project and to justify its iconic
nature. Project key information and start and completion
dates should be clearly specified by including relevant
tables/figures. - Describe and map, by creating two IDEFO diagrams, the main
processes in the pre-construction phase (i.e. all the key
processes preceding the construction phase) of the selected
project. The two IDEF0 diagrams should consist of a single
Level 0 diagram (i.e., Context diagram) and a single Level 1
diagram. You should also select four processes, from your
Level 1 IDEF0 diagram, and describe the flow of activities
within these processes by using four UML Activity diagrams.
The RIBA Plan of Work or CIOB Code of Practice for Project
Management frameworks must be investigated and used to
identify and map the main processes/activities and other
relevant information to be included in your own diagrams.
The selected framework should be clearly named in the
report.
Each diagram should be introduced and discussed in the
report by clearly describing the processes/activities depicted
in the diagram in the context of the selected project and of
the selected project life cycle framework (i.e. RIBA Plan of
Work or CIOB Code of Practice for Project Management). The
description of the illustrated processes and activities is
expected to be effectively supported by references to the
selected project life cycle framework and relevant literature.
You should also make appropriate assumptions as necessary
and state them accordingly. The description of the four UML
Can Drug Courts Help to Reduce Prison and Jail Populations?
Drug courts have been widely praised as an important
tool for reducing prison and jail populations by diverting drug-involved offenders into treatment rather than
incarceration. Yet only a small share of offenders presenting with drug abuse or dependence are processed
in drug courts. This study uses inmate self-report surveys from 2002 and 2004 to examine characteristics of
the prison and jail populations in the United States and
assess why so many drug-involved offenders are incarcerated. Our analysis shows that four factors have prevented drug courts from substantially lowering the flow
into prisons and jails. In descending order of importance, these are: drug courts’ tight eligibility requirements, specific sentencing requirements, legal
consequences of program noncompliance, and constraints in drug court capacity and funding. Drug courts
will only be able to help lower prison and jail populations if substantial changes are made in eligibility and
sentencing rules.
Keywords: drug courts; eligibility criteria; prison and
jail populations; alternatives to incarceration
The U.S. “war on drugs” has markedly
increased incarceration rates since the
1980s, as a greater number of drug-using
offenders were sent to prison and jail for
increasingly long periods of time (Blumstein
and Beck 1999; Caulkins and Chandler 2006).
The repercussions of this buildup remain with
us today in the form of historically large incarcerated populations. What is more, a majority
of offenders incarcerated for both drug and
nondrug crimes either abused or were
addicted to illegal drugs (Karberg and James
2005; Mumola and Karberg 2006), and there
is reasonable evidence that substance use—
especially frequent and heavy use—is associated with greater criminality (Bennett,
Holloway, and Farrington 2008).
Against this backdrop, interest has grown in
programs that combine community-based drug
treatment with justice system oversight as an
alternative to incarceration. Drug courts, in
476258ANNXXX10.1177/0002716213476258The
Annals of the American AcademyCan drug courts
help to reduce prison and jail populations?
2013
DOI: 10.1177/0002716213476258
Can Drug
Courts Help to
Reduce Prison
and Jail
Populations?
