Outline the basic types of the ideology of liberalism today. In your view, state which of these fits best with capitalism and democracy (and why).
Capitalism and Democracy
1/ Outline the basic types of the ideology of liberalism today. In your view, state which of these fits best with capitalism and democracy (and why).
2/ Outline the features of a socialist command economy (like that of the Soviet Union). In your view, is such an economy superior to capitalism? Why or why not?
3/ Outline the basic features of parliamentary and presidential systems. In your view, state which of these is better for a liberal-democracy (and why).
4/ Outline the features of totalitarian and authoritarian states and give examples of each. In your view, does capitalism work better with dictatorships? Why or why not?
5/ Outline the features of globalization and give some of its pros and cons. In your view, is globalization eroding the idea of democracy? Why or why not?
How can efforts to improve women’s health avoid alienating and discouraging women?
Some people believe that social media has been detrimental to the women’s movement because it has added another layer of pressure to conform to an “ideal” body shape or size.
1) How valid is this argument?
2) How can efforts to improve women’s health avoid alienating and discouraging women?
Identify the relevant WHS information that will need to be explained to personnel in the workplace.
The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.
Your assessor will take down dot points as a minimum if you choose to answer them verbally.
Answer the following questions either verbally with your assessor or in writing.
1. Identify the relevant WHS information that will need to be explained to personnel in the workplace.
2. All current WHS information must be made readily available to who?
3. Identify and discuss three actions that can be used to help monitor adherence to organisational WHS procedures and ongoing compliance with safe work practices.
4. Briefly outline the procedure that should be followed to address an employee’s non-compliance with procedures or safe work practices.
5. Identify three benefits of ongoing monitoring and reviewing the day-to-day effectiveness of WHS practices in the workplace.
6. What are the consultative processes discussed that can be used to give staff the opportunity to contribute their views on current and future WHS management practices, and to pass on concerns and ideas about workplace health and safety?
7. What are four benefits of establishing participative arrangements in the workplace?
8. How might workers provide feedback on WHS management practices to the designated person? Identify at least three ways.
9. What should you do for any issues raised through workplace consultation?
10. Identify 5 codes of practice that provide advice on how to meet regulations.
11. What is a dangerous occurrence?
12. Identify ways you can identify hazards
13. What should you do if a hazard is reported to you?
14. What is the 3 step method that assists managing health and safety in the workplace?
15. Identify 4 methods used to evaluate control methods.
16. When is health and safety training required?
17. Identify at least 6 areas of education that health and safety training covers.
18. What should be monitored when determining the effectiveness of training?
19. Why must records and reports relating to health and safety in the workplace be retained by the organisation?
20. What is data?
21. Identify 2 ways to minimise use of printed materials and maximise electronic transmission.
22. When are changes to the workplace implemented?
23. Who should use hazard identification reporting documents?
24. Where would you find risk assessment template documentation?
write a research about the Egyptian financial market
write a research about the Egyptian financial market include the following points:
– Detailed Description about the Egyptian banking sector
– Detailed Description about the Egyptian none-banking sector
– Identifying laws that organize the Egyptian financial markets
– Good discussion and referencing is needed
What challenges does the president face in passing the 13th Amendment?
James Wilson addresses various aspects of the US Constitution: the bicameral legislature, the president as chief executive, the 2 ways of passing amendments, separation of powers, checks and balances, and federalism. How are these various concepts portrayed in the movie Lincoln (2012)? What challenges does the president face in passing the 13th Amendment?
Critically reflect on the impact of personal and professional values in practice.
Assignment title – CASE ANALYSIS – Summative assessment
This is an extended piece of work of 4,000 words that provides the student with the opportunity to demonstrate their abilities to critically evaluate and analyse their practice and to demonstrate the transfer of knowledge, skills and values into that practice.
The student should select an example of practice from their placement. This can be with an individual service user, family or group with whom the student has worked or is still working.
From their work on placement, the student should provide a brief overview of a case demonstrating the interpretation and application of relevant legislation. They should critically evaluate the use of social work theories, models, methods and skills in their practice. The assignment should critically
reflect on the impact of personal and professional values with particular attention to the frameworks of power and oppression. Finally, the conclusion should critically reflect on the effectiveness of the interventions.
Learning Outcomes
2. Critically reflect on the impact of personal and professional values in practice.
3. Critically evaluate the use of social work theory, models, methods and skills in practice.
5. Demonstrate the ability to apply and interpret legislation relevant to social work and social care provision for vulnerable adults and children.
Discuss clinical reasoning and decision-making processes in arriving at a working diagnosis for your chosen patient.
CASE STUDY:
32-year-old female Initial Triage Category: P2 • C: None externally evident • A: Patent • B: RR 20 / SpO2 92% • C: Pallor / BP 74/42 / HR 138 • D: GCS 15 (4:5:6); I = bruising to right abdomen; P = severe pain (10/10) right abdomen/pelvis/lower back; P = unable to ascertain due to scene noise; A: No abnormalities detected • E: What other examination considerations do you have?
Demonstrate an ability to apply the underlying concepts and principles of risk assessment, safety and management of a high-risk environment or accident scene (LO5).
Critically evaluate the aspects of communication and collaborative working required on the scene of a traumatic incident and recognise the interprofessional boundaries and roles at the scene of an incident (LO4)
The student will also be provided details of three trauma patients involved in the case study major incident.
The student will select ONE of these patients to demonstrate achievement of the following learning outcomes.
Demonstrate knowledge and understanding of a range of established techniques for the history, assessment and examination of a patient involved in a traumatic incident (LO1).
Demonstrate knowledge and critical understanding of the relevant anatomy, physiology and pathophysiology relating to the trauma patient, to include mechanism of injury and the laws governing physical or movement forces (LO2).
Critically evaluate the evidence-based management strategies advocated for a range of traumatic conditions including head, chest, abdomen, pelvic, spine, extremity and thermal injuries and demonstrate an ability to select the appropriate treatment plan (LO3).
Expectations
Ensure presentation of work is in line with University of Cumbria standards.
1.5 line spacing; Arial or Calibri Font; Font size 11 or 12
There is NO requirement to include an assignment cover sheet as you are submitting your work electronically.
Anonymous marking is in place, therefore do not put your name on your assignment. Use your student number only.
Refer to the University of Cumbria Academic Regulations Appendix 3c – The Conduct of Assessment for further information on word count limits, content and format.
The Table-Top Exercise will focus on the module learning outcomes outlined below, using an interactive major incident scenario.
You will work in your peer groups to evaluate the scene and establish early scene control and management, incorporating current inter-agency collaborative principles, risk assessment and major incident procedures and protocols. You will also undertake a table-top triage exercise.
Learning Outcome 4
Critically evaluate the aspects of communication and collaborative working required on the scene of a traumatic incident and recognise the interprofessional boundaries and roles at the scene of an incident.
.
Learning Outcome 5
Demonstrate an ability to apply the underlying concepts and principles of risk assessment, safety and management of a high risk environment or accident scene.
For your chosen patient.
LO1. Demonstrate knowledge and understanding of a range of established techniques for the history, assessment and examination of a patient involved in a traumatic incident.
• Discuss data/info gathering techniques for the trauma patient.
• Discuss specific assessment techniques and why/how they are performed.
• Discuss diagnostic tests (inc specific questions) pertinent to the patient presentation
Discuss clinical reasoning and decision-making processes in arriving at a working diagnosis. For your chosen patient.
LO2. Demonstrate knowledge and critical understanding of the relevant anatomy, physiology and pathophysiology relating to the trauma patient to include mechanism of injury and the laws governing physical or movement forces
• Critically analyse the mechanism of injury and forces the patient has been subjected to.
• Include thorough explanation of the underlying pathophysiological processes occurring to explain the working diagnosis.
• Include detailed explanation and understanding of the underlying pathophysiological processes occurring to produce the signs and symptoms the patient presents
LO3. Critically evaluate the evidence-based management strategies advocated for a range of traumatic conditions and demonstrate an ability to select the appropriate treatment plan. • Critically evaluate the evidence-base of treatment options and management strategies for the patient and working diagnosis. • Also consider a critical discussion on cervical spine and shock in trauma management strategies. • Discuss the decision-making process in choosing a management plan appropriate for the patient
What is the difference between the recent SCOTUS regarding the NCAA and the restrictions on student-athletes and the NIL decisions?
Prepare a discussion that discusses the following:
1. What is the difference between the recent SCOTUS regarding the NCAA and the restrictions on student-athletes and the NIL decisions?
2. What is your opinion of the recent SCOTUS decision?
3. What is your opinion of the NIL decision?
Respond to at least two of your classmates. Make sure your responses to your classmates are thoughtful. You are being graded on your responses to your classmates.
As you prepare your Discussion post, please make sure to address:
In a 3-5 (each paragraph should 3 sentences) paragraph written journal response, address the following points:
What is the article about?
Who does this topic or issue impact in the sports or entertainment industry?
Are there any future ramifications to the industry based on this article? If so, please give your insight.
Personally reflect on how you can benefit from the information in the article
Provide a quick synopsis of the readings and provide your opinion about the effects COVID 19 had on these industries. Do you think that sports or entertainment should have continued, been canceled, etc.? Support your opinion
Covid 19 has had a huge impact on life as we know it. It was particularly noticeable with
entertainment and sports. People could no longer go to the movies, movie-making ceased, sports were viewed from monitors, NCAA college teams canceled their seasons, and many other things.
Read the website links for this section. Provide a quick synopsis of the readings and provide your opinion about the effects COVID 19 had on these industries. Do you think that sports or entertainment should have continued, been canceled, etc.? Support your opinion.
Respond to at least two of your classmates. Make sure your responses to your classmates are thoughtful. You are being graded on your responses to your classmates.
As you prepare your Discussion post, please make sure to address:
In a 3-5 (each paragraph should 3 sentences) paragraph written journal response, address the following points:
What is the article about?
Who does this topic or issue impact in the sports or entertainment industry?
Are there any future ramifications to the industry based on this article? If so, please give your insight.
Personally reflect on how you can benefit from the information in the article.
https://www.forbes.com/sites/bradadgate/2021/04/13/the‑impact‑covid‑19‑had‑on‑the‑entertainment‑industry‑
in‑2020/?sh=27dcecd3250f
https://www.weforum.org/agenda/2020/04/sports‑covid19‑coronavirus‑excersise‑specators‑media‑coverage/
https://www.forbes.com/sites/jamesreade/2021/02/17/sport‑and‑covid‑19what‑do‑we‑know/?sh=726d7ae6a944
Set out in detail, using case law examples, the right and its scope that applies to cruel, inhuman and degrading treatment under the European Convention on Human Rights (ECHR).
Jane Smith in the UK asserts that she has been subjected to cruel, inhuman and degrading treatment by a public authority. Although she is angry about this, she is unsure of what action she might be able to take or what rights she may have. She has heard of judicial review but doesn’t want to be a nuisance for the courts. Jane’s friend is not affected by the alleged rights violation but feels an injustice is occurring that needs to be addressed. She therefore wants to bring a judicial review claim to highlight the injustice and get remedy for Jane.
Question 1:
Set out in detail, using case law examples, the right and its scope that applies to cruel, inhuman and degrading treatment under the European Convention on Human Rights (ECHR).
Question 2:
Set out the process and conditions for bringing a judicial review claim, looking at both standing and merits.
Question 3:
Can Jane’s friend successfully bring a claim to highlight Jane’s situation and seek remedy? Explain your answer.
Question 4:
Would the position in Q3 be different if Jane was not willing to pursue judicial review based on her having a well-founded fear of persecution by the UK state? Could Jane’s friend, or any person or body other than Jane, now successfully bring a claim? Explain your answer.
