Critically explore the power dynamic between researcher(s) and research participant(s) in qualitative investigations involving children and young people.
Critically explore the power dynamic between researcher(s) and research participant(s) in qualitative investigations involving children and young people. In particular, examine the impact different methods or methodological approaches can have upon this dynamic relationship.
In your answer refer to a minimum of three research sources including either Pincock and Jones (2020) or Horgan (2017).
Main sources
The main sources of material for this assignment are:
Block 2, Units 7–12 (including relevant audio-visual materials)
Module Reader Chapter 6 ‘Research design’ by Martyn Hammersley – cite as (Hammersley, 2014) in your assignment
Module Reader Chapter 7 ‘Participant observation’ by Heather Montgomery – cite as (Montgomery, 2014) in your assignment
Module Reader Chapter 8 ‘Interviews’ by Rosie Flewitt – cite as (Flewitt, 2014) in your assignment
Module Reader Chapter 9 ‘Working with texts, images and artefacts’ by Helen Hearn and Pat Thomson – cite as (Hearn and Thomson, 2014) in your assignment
Module Reader Chapter 10 ‘Methodological ideas’ by Martyn Hammersley – cite as (Hammersley, 2014) in your assignment
The articles included in the Research Articles Collection for Block 2.
show how the country addresses the different Social Determinants of Health or fails to address them.
write an individual 2500-word Essay
Please see the university guidelines regarding word limit. The country will differ from the country you have presented on. The essay will focus on that country’s Health System. You will have to show how the country addresses the different Social Determinants of Health or fails to address them. Pick one specific non-communicable and one communicable disease, show how they are influenced by the SDH and how the government addresses them. Despite that some of you have the same country, it is not allowed to work together on this essay.
The essay should consist of:
• A short introduction of the country. Explain where the country is, it’s demographic and it’s GDP. (200 words)
• An explanation of the healthcare system. Features like ‘out-of-pocket spending’, inequalities, privatization or nationalization and its leadership etc. (800 words)
• A brief explanation of the non-communicable disease you choose. (200 words)
• In this section you explain how the country addresses this disease or fails to address them; the influence of the SDH and via the policies and laws addressing the different underlying SDH. (500 words)
• A brief explanation of the communicable disease you choose. (200 words)
• In this section you explain how the country addresses this disease or fails to address them; the influence of the SDH and via the policies and laws addressing the different underlying SDH. (500 words)
• Conclusion: a brief and concise conclusion based on your assessment on what you have written (100 words) Make sure to be critical, read different academic sources and governmental papers. Write concisely.
Evaluate the effectiveness of integrated care for service users affected by common physical and/or mental health conditions
What is an E-portfolio?
A collection of digital files (artefacts) that are shared electronically for the purpose of reflection, comment and evaluation.
It’s quite simply a website that enables you to collate digital evidence of your learning.
Your e-Portfolios can contain a wide range of digital files, including but not limited to, text or PDF documents, videos, sound files, images that are evidenced based.
Rationale for assessment design: This approach to assessment has been chosen for a range of reasons:
You are already familiar with identifying the patient pathway, so this extends your knowledge and skills further.
The Nursing Associate curriculum framework highlights the importance of Nursing Associates to be digitally literate. Using an e-portfolio helps to develop and demonstrate those skills.
The Nursing Associate must be able to work across all clinical settings. By having a clear, evidence based understanding of the integrated approach to care and the different services patients use, this develops your transferable skills.
The e-portfolio will be created in My showcase.
You can be creative with the structure of your portfolio in My showcase, but details of what to include in your portfolio can be seen in this example: This is an academic E-portfolio and must be supported by evidence .
The portfolio should be the equivalent of 5000 words. Level 5 academic study. Level 5 written CRG.pdf
Links to module learning outcomes:
1: Demonstrate an understanding of the research/audit/evaluation/service improvement processes and their relevance to the delivery of high quality care.
2: Evaluate the effectiveness of integrated care for service users affected by common physical and/or mental health conditions.
3: Demonstrate an understanding of the evidence in relation to nursing and bio-psychosocial frameworks and tools that underpin effective, inclusive, and person-centred assessment, planning and evaluation of care.
4: Discuss the pathophysiology related to changes in an individual’s health.
Discuss and evaluate theories, approaches and strategies of effectively managing and leading teams and individuals, including leading multiple and virtual teams, to achieve success.
Introduction
The Development of Self module introduces students how to be the best leaders and managers they can be, in an increasingly turbulent world. You must focus on what drives you and your values and reflection around this in relation to becoming an ethical, values driven leader and manager. The
ability to focus on both the theoretical and practical approaches to developing, leading, and managing teams and how to respond to the challenges of modern-day workplaces, (for example, leading multiple and remote teams), is an essential element to you being successful as a business and people leader.
Assessment Task
Using your knowledge and skills built from throughout the module, the task for this assessment is to prepare an individual essay (with appendices) which will:
Discuss and evaluate theories, approaches and strategies of effectively managing and leading teams and individuals, including leading multiple and virtual teams, to achieve success.
Review tools and techniques for assessing and developing current and future team capabilities, requirements and balance of skills and experience and highlight best practices in both areas.
Finally reflect on how you will/have shaped your own core values as ethical and values based leader and manager of the future. You will be able to illustrate application
theories and techniques to achieving a balance of skills and experience in teams
Illustrate evaluation of techniques for leading individuals and teams to achieve success
You will have undertaken analysis of your own ‘Self-Management’ skills and how this will drive
your development as an ethical, values driven manager.
With reference to the appendices, this can include how you have built knowledge and application
to enable you to be an ethical and values-based leader and manager of the future. This can include
evidence of personal development tests from various tools used.
Students will be required to investigate and research additional information to that covered in
lectures and seminars to undertake a critical review, whilst also demonstrating the application of
relevant concepts, theories, tools, techniques and processes, supported by a wide range of credible
academic sources.
Formative assessment opportunities will be provided during the seminars through the completion of case study exercises, presentations, draft online submissions etc.
This must be your own work i.e. you cannot submit work that is the same as other students or those that you may be working with for other assessments. If you do so, then any such work will be subject to our academic misconduct guidelines & procedures.
3
Please note that there is only 1 assessment for this unit, which you will need to pass otherwise risk not proceeding onto Level 6 or gaining your Honours degree. You will have been supported through formative/summative assessment checkpoints. Activities are interwoven throughout the
module, so it is vital to engage in all activities and ask questions.
What are the ways victims of domestic violence are given shelter at Hope House?
Purpose Statement
Hope House shelter program has operated as a short-term shelter program providing shelter for the women for a short period of time and has effectively performed its duties into ensuring that women in the shelter program not only receive security but also treatments of various mental and physical conditions that accrue as a result of domestic violence.
As a short-term shelter program, Hope House may not effectively serve the community, especially the victims of domestic violence. The women sheltered in the program may become homeless. The women may suffer more injuries when they return to their homes and sometimes live their entire lives in poverty due to lack of financial support and adequate resources to keep their family and themselves from moving on with quality life. Therefore, the Hope House shelter program in Kansa city, Mo, may need to become a long-term shelter program to assist these women. By becoming a long-term shelter, they can provide services to women who are victims of domestic violence adequately until they are financially stable. Hope House as a long-term shelter program will benefit the women and eradicate the cases of domestic violence in Kansas City, Mo. Which would help stakeholders find jobs for the women to become financially stable and help them afford homes. Also, by offering long-term shelter for the women, Hope House will help them get guidance on their legal rights without worrying about where they have to go next. Thus empowering the women and giving them freedom of expression and claim what is rightfully theirs. In addition, the victims of domestic violence shall receive mental, physical, and emotional treatment that would help their recovery from the previous symptoms such as PTSD.
The purpose of the research that is being undertaken is to engage in an need assessment of how Hope House, a shelter home for victims of domestic violence in Kansas City, Mo, can turn into a long-term shelter for victims of domestic violence. Providing them with the help, care and assistance that they need in order to emerge as an essential shelter base for such victims, now as well as in the future.
The purpose of this Qualitative study is to propose a professional administrative study for the Firehouse Ministries of Birmingham by studying employee retention during the pandemic. This qualitative study is to research important ways in which the Firehouse Ministries can implement new policies and strategies to ensure the safety of staff and volunteers. Also, this research study is to learn the appropriate elements that should be included in a volunteer safety plan as well as create a draft plan for the Firehouse Ministries.
Research Questions
Some of the key research questions that are to be addressed in this study are as follows –
RQ 1 – What are the ways victims of domestic violence are given shelter at Hope House?
RQ 2 – How effective is Hope House in providing shelter and protection for victims of domestic violence?
RQ 3 – What are the administrative steps that need to be taken by Hope House in order to become a long-term shelter for victims of domestic violence?
(1) What long term safety measure(s)/policies can be created for Firehouse Ministries that may be implemented to safeguard the health of staff and volunteers during the COVID-19 pandemic as well as future health-related challenges?
(2) What has been the impact of the COVID-19 pandemic on Firehouse Ministries?
prepare and write a ‘literature review’ in legal studies, of a kind suitable for incorporation into LLM essays
1. This third task is concerned with how you prepare and write a ‘literature review’ in legal studies, of a kind suitable for incorporation into LLM essays (and later your LLM dissertation). The skills required will bring together work we’ve done under several different headings already:
➢ searching for, browsing, and seeing the significance of materials including legal authorities and research articles to be found in the library and online
➢ summarising the essential legal elements of reported cases and other materials including: highlighting what is significant, leaving out what is unnecessary or extraneous; and joining up such mini-summaries coherently with material that precedes them and comes next in an essay (i.e. work we did on case notes)
➢ providing correct and sufficient references for material you mention (i.e. work we did on the OSCOLA referencing system, which is the system you must follow in this coursework – don’t just paste in references in different formats)
2. What you have to do is to write a short literature review, building on the template and guidance we provide below.
3. This task is primarily concerned with the scope, structure, coherence and accurate presentation of a “literature review” in legal studies – concerned with whatever legal topic they are about. You can only review a relevant body of legal materials once you’ve decided what the literature is relevant to. So your literature review must be about a given topic. You are free, in this task, to choose your topic (which must however be explicitly delineated in the title of the piece of work you submit). Choose between the two following general headings:
3.1 You can write a literature review that could be used to support investigation of any topic you’ve addressed in an LLM module this term (so long as you do not repeat material you’ve used in any piece of submitted assessed work). You must ensure that the topic you’re providing the literature review of is clearly stated in the title of the piece of work you submit.
Or
3.2 You can write a literature review that supports early investigation of a topic you wish to research as your LLM dissertation. Such a literature review would serve as a sort of ‘scoping exercise’. Again, however, you must ensure that you state the topic you’re providing a literature review of in the title of the piece of work you submit.
4. Here are some key elements you should keep in mind in writing your literature review. There are of course other ways of writing a literature review, and where a piece of work is submitted that goes beyond the essential elements we outline below that may be reflected in a higher grade. But the guidance that follows should ensure you are able to incorporate legal authorities and scholarship appropriately into essays assessed throughout your LLM programme, and that is our aim.
4.1 In legal studies, you need to keep in mind both the distinction and also the connection between (i) professional sources and (ii) academic literature. These two kinds of material have different statuses and play different roles. But they work closely together in legal-academic writing. This is part of what makes writing a ‘literature review’ in the academic study of law different from writing a ‘literature review’ in social science or natural sciences. (In some of those other fields, a literature review is a highly standardised, separate section in a written report, essay or thesis; it usually isn’t in law.)
4.2 In practical terms, a literature review embedded in a law essay must do the following:
• it should refer to the main legal sources (hence why the literature review stage of this module follows on from work we did on case notes , case commentary and case summary);
• it should mention, where appropriate, other kinds of institutional and public document (such as policy or committee reports, including preparatory documents discussing law reform or leading towards legislation);
• it should offer a descriptive overview of relevant academic books and journal articles (How many? This will vary but will be more than 2-3 but not so many that you don’t have space to discuss any of them – the literature review is not a list.)
4.3 Typically, in a law essay or dissertation the literature review is not titled as such and presented separately. It doesn’t usually stand alone as an essay section, as it would in a sociology or natural sciences essay. Rather, a literature review in law is likely to be woven into an essay: as (i) part of the introduction and description of context; or (ii) within a section dealing with defining the problem to be addressed, etc. For instructional purposes only, for this task we’ve separated out the literature review, in order to look more closely at its purpose and main features. That’s slightly artificial, but pedagogically essential.
4.4 A literature review serves a purpose and contributes to an overall argument. It is not just a list or summary. It has to show development if it is to achieve that purpose. The overall aim is to situate a project that an author is developing in his or her essay or dissertation within the larger context of existing legal scholarship.
4.5 To this end, a ‘review of the literature’ is needed as part of the process of defining a topical research issue/question. That’s why you’re not asked in this task to write a freestanding ‘literature review’ of a given topic: simply ‘the death penalty’, ‘breach of confidence’, ‘exemplary damages’, or ‘vertical and horizontal effect’. Each of these would require a neutral report or reference-material approach, or a whole textbook (or many textbooks). By contrast, as you will see from the guidelines above, you’re being asked to write a literature review that would support a particular essay topic containing an interpretive, critical or evaluative dimension: i.e. by serving as a contribution to an essay in which you develop an argument or point of view based in part on the account you offer of the currently available materials.
4.6 Your literature review is likely to begin with a short general statement of how the issue/question you’re writing about is commonly perceived or approached: this is your ‘way in’. You identify some unresolved dimension or aspect that makes your chosen topic worth writing about. This introductory overview is usually placed in a (necessarily simplified) historical context (time, jurisdiction, social climate of opinion, etc.). But it must be historicised in this way: a literature review is the published story of how people have engaged with, investigated, and constantly redefined a topic.
4.7 The main body of the literature review introduces key sources and works, briefly highlighting not only their scope and content but also their type (are they legally authoritative sources, academic reference works, partisan or even polemical arguments?). Where significant, you should indicate how particular documents or publications have been received by other professionals, scholars and/or the wider public, including what influence they may have had (distinguishing for instance between a widely acknowledged study in the field and a relatively unknown article you may have discovered almost by chance).
Describe and evaluate the business financial context, including business structures, financial stakeholders and information, and the accounting profession and financial governance.
Aims of this Unit
Managers are responsible for the performance of their business units within their organisations and financial performance forms part of that responsibility. This unit aims to provide students with the foundations of Financial Management so as to equip them to be able to more effectively meet their responsibility for financial performance. This includes being able to understand and evaluate the financial impact of decisions and activities within
their organisations, and also be able to use financial information more effectively when making decisions.
Students will be introduced to terminology, principles, frameworks and models that underpin Accounting and Finance. These include the structure and content of financial reports, techniques and principles of budget development and control, costing principles and models, techniques for making capital investment decisions, and funding structures and decisions within organisations.
In this unit, theoretical frameworks and models are provided as the foundation for learning, and from there theory is embedded within practical applications – both within students’
organisations and in other practical case studies.
One of the aims of the unit is for students to understand how financial principles and information can be used to better inform their operational and strategic decisions, and to understand how applying these principles ethically underpins responsible financial management and helps build sustainable enterprises.
Knowledge and Understanding
This unit is designed to provide students with an understanding of:
• The business context and its impact and relationship to financial information and practice
• General Purpose Financial Statements (GPFS); including key accounting concepts, terminology and disclosure practices
• Financial analysis techniques and their application to interpreting financial
information on GPFS
• Approaches for analysing costs and examining cost behaviour, and how this applies to effective cost management, including budgeting
• Principles and techniques for adopting a structured approach to making capital expenditure (investment) decisions
• Principles of business financing and its organisational impact
Manging Financial Resources: Unit Guide
Following completion of this course, participants should:
1. Describe and evaluate the business financial context, including business structures, financial stakeholders and information, and the accounting profession and financial governance.
2. Interpret and critically analyse the information contained on financial statements.
3. Demonstrate the use of costing concepts and principles to improve decision making.
4. Develop and manage budgets and associated financial resources to support business objectives.
5. Demonstrate appropriate financial methodologies to evaluate and make decisions in relation to Investment options.
6. Understand the impact and cost of financing decisions and identify sources of financing.
7. Critically consider the potential impact of contemporary business context on financial information.
8. Demonstrate a high order of skill in analysis, critical thinking, communication and professional application.
9. Demonstrate creativity and flexibility in the application of knowledge and skills to new situations, to resolve problems and to think rigorously and independently.
Explain the key lessons learned during each project management phase of your proposed project: initiation, planning, implementation and control, and evaluation and closure.
Complete the “Healthcare Improvement Project Evaluation and Closure” section of your healthcare improvement project (HIP) paper by doing the following:
Evaluation of the Process
A. Evaluate the development of your HIP proposal by doing the following:
1. Explain the key lessons learned during each project management phase of your proposed project: initiation, planning, implementation and control, and evaluation and closure.
2. Discuss ways you would analyze the final data from the proposed project, and identify the titles of the appropriate experts who you could enlist in reviewing the data.
3. Explain any considerations you would make if you had the opportunity to implement your proposed project, using specific examples from your proposed project.
4. Discuss the possible implications of not meeting one or more key performance indicators (KPIs).
a. Explain how you would use evidence-based data to create a plan to improve the metrics measuring the structure, process, and outcomes of the project.
Reflection
B. Reflect on the successes and challenges for all phases of the entire HIP proposal, using examples that would reflect realistic implementation and evaluation phases.
1. Explain how the professional experience of the project team would have contributed to the successes and challenges of the project proposal.
2. Discuss the methods you would have used to respond to scope creep issues such as deviations from the proposed timeline or not meeting the budget.
3. Discuss the importance of tracking KPIs throughout the project.
Project Closure
C. Discuss how you would celebrate once your proposed HIP is implemented and the processes you would use to close your project.
D. Describe the wrap-up session you would have held with the project team, including details of your team’s recommendations, lessons learned, and the next steps for the project.
Conclusion
E. Write a conclusion that reiterates the rationale and purpose of your project, including how your improvement project addresses a need for a quality change, innovation, or improvement.
Note: Your conclusion should not present new information; rather, it should provide new insight and offer creative approaches to guide future work in this area.
1. Discuss how this improvement project is significant to the role of a nurse leader.
F. Submit your entire HIP paper, which should include the following sections:
• Introduction
• Review of Relevant Scholarly Sources
• Healthcare Improvement Project Initiation
• Healthcare Improvement Project Planning
• Healthcare Improvement Project Implementation Plan
• Healthcare Improvement Project Evaluation Plan
• Healthcare Improvement Project Implementation and Control
• Healthcare Improvement Project Evaluation and Closure
• Conclusion
Note: You are required to submit the entire HIP paper for this task, but only the “Healthcare Improvement Project Evaluation and Closure” section will be evaluated at this time.
G. Incorporate the following components of APA style and formatting in your paper:
• bias-free language
• APA-specific rules regarding verb tense, voice, and perspective
• a title page and headers
• in-text citations and references
• APA-specific formatting rules for margins, spacing, numbering, and indentation for the title page and main body of your paper, including headers, bulleted and numbered lists, and tables and figures
H. Demonstrate professional communication in the content and presentation of your submission.
Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
Admission Essay
1.Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?
3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?
4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?
5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.
6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
7. Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.
Explain the use of Critical Path Analysis (CPA) in managing a project and consider its use in your project planning
You work as a design engineer for a small manufacturing company and have been asked to meet with a potential customer. The company mass-produces exterior rear view mirror assemblies (wing mirrors), in factories across Asia, the Far East and South America. Currently the mirrors are being sampled and inspected by hand, but errors and damage have occurred on some production lines. They require an adjustable jig that can be used in all the manufacturing facilities, on each of the production lines, and can hold a variety of different exterior rear view mirror assemblies. The jig is to be portable and be attached to a workbench, it should rotate and swivel to allow inspection of the exterior rear view mirror assembly from any angle and both sides. In addition, the final jig design must have a significant focus on safety, as it is intended that the jigs will be in use in a high risk environment, being used by inexperienced operators. The manufacturer anticipates a maximum cost of around £200
for each unit It is intended that all project elements will be monitored at formative feedback points throughout the project duration. -With reference to the customer brief above you should produce a design specification, using a standard template, which meets all the customer requirements. In addition, you should present a project schedule / project plan for the design of the product. You should consider the importance, sequence and timing of each activity within your plan and provide illustrations of these. To determine whether your specification is appropriate you should compare and contrast it with the supplied industry standard specification. To complete this part, the following elements should also be undertaken:
• Research the characteristics of exterior rear view mirrors
considering safety, sizes, profiles and existing inspection jigs/fixtures/techniques
• Study the customers/stakeholder’s design brief requirements, explaining how these influence the preparation of the design specification
• Explain the use of Critical Path Analysis (CPA) in managing a project and consider its use in your project planning
• Explore and evaluate the potential alternative planning techniques available and justify the preferred method. – A design specification and project plan (which can be included as an annex when completing the final report). A written evaluation of around 600 words, to include three potential projects/design solutions with evidence of the use of software in
simulation/modelling/prototyping/feasibility in developing a suggested solution and a justification of a proposed final design solution (this will be incorporated into your final report). -Plan a design solution and prepare an engineering design specification in response to a stakeholder’s design brief and requirements; -Produce a design specification from a given design brief; -Explain the influence of the stakeholder’s design brief and requirements in the preparation of the design specification; -Produce a design project schedule with a graphical illustration of the planned activities; -Evaluate potential
planning techniques, presenting a case for the method chosen; -Demonstrate critical path analysis techniques in design project scheduling/planning and explain its use Some examples are in the attach on what to cover for Project Plan and Specifications; Design specifications should be 3 sketches and
selecting 1 with presenting the evidences why is the best one
