How China and Russia are using Coronavirus Vaccines to expand their Influence Globally.

7 pages + well-structured + cited references

Description

Write a dissertation that should be between 9,000 and 10,000 words long. This excludes appendices, references and the bibliography, but includes any text relating to tables, graphs, illustrations etc. and all headings/sub-headings. The chosen topic is “How China and Russia are using Coronavirus Vaccines to expand their Influence Globally.” Here are some potential themes you can talk about: 1. Soft power and vaccine diplomacy 2. The Efficacy of Vaccine Diplomacy in International Relations 3. Political and Economic Interests of Russia through the Vaccine Diplomacy 4. Missteps in China’s and Russia’s Experience Vaccine Diplomacy 5. Changes Created through Vaccine Diplomacy Please refer to the “Dissertation Instructions and structure pdf” attachment for a more detailed instruction. I have also attached a plan but that does not need to necessarily be used. Aside from that, I have attached a document with some source I found. Please do add more as I would need an overall of at least 75+ academic sources. Before starting the dissertation please let me know what themes you consider talking about. I think soft power is a essential component which should not be left out. I would also like to know how you are going to do the methodology before starting

Discuss whether there are any real differences between the two groups of teacher within the context of the expectations that L2 learners might have of any second language teacher.

Assignment 2

Answer the following question:

1. Consider the perceived image of the ‘native’ and ‘non-native’ speaker teacher within the field of ELT and the impact this has had for teachers in the industry. Discuss whether there are any real differences between the two groups of teacher within the context of the expectations that L2 learners might have of any second language teacher.

Word Count:                                     4000 words (+/-10%)

• Ability to discuss and evaluate main theory(ies) 40%
• Reference to key issues in SLA 30%
• Evidence of reading relevant literature around the subject 10%
• Focus on the module’s aims and themes 10%
• Evidence of evaluation / justification / critical thought 10%

Critically outline impacts of working with trauma on the self of the counsellor and counsellor’s limits of expertise.

Assessment Details and Instructions

Purpose:

The purpose of this task is to construct 2 trauma informed resources. One resource will cover topic a) and the second resource will cover topic b).

1. a)    Outline assessment tools for trauma related presentations;
2. b)    Critically outline impacts of working with trauma on the self of the counsellor and counsellor’s limits of expertise.

The audience for the practice resources are ACAP student counsellors.

Part A – Development of the trauma informed resource:

– To complete this task, students will collect and collate information for both resources (using materials from this unit and a wider literature search). The students will choose 2 different mediums for their resources, for example a brochure, newsletter, poster, blog, etc (presented using MS Word document). In other words, resource a) might be a brochure and resource b) might be a newsletter. Do not use the same medium for both resources. The word count for each resource will be 750 – Students will critically reflect on their findings and decide on what to include in each resource. – Students will then explore how they will create the finished products (the design component) and how they will develop to the final draft, including layout and editing decisions. – Each resource will contain an APA reference list

Part B – Reflective summary: To complete this task, students will submit an individual summary (150-250 words): – The student will write an individual summary reflecting on the process of developing the resource. It is highly recommended that you keep a journal during the course of the development, to remind you of the steps taken, how decisions were made, any challenges that might have emerged and, more importantly, how you dealt with it. Your critical reflections should focus on your experience of creatively develop the resource, what worked well, what challenges you have encountered, and how you could have improved your individual processes.

Submission:

There are two class space assessment dropboxes (Turnitin) for this task: – Part A: Collaborative Component assessment dropbox this will be the space you are going to upload your individually developed trauma informed resources: – Upload the two resources with a signed cover sheet – Part B: Individual Component assessment dropbox: – Upload the individual summary of own contribution with an individually signed cover sheet

Describe and justify the research methodology and methods used to collect and analyse data, demonstrating an ability to apply innovative approaches, techniques and ethical perspectives using secondary data sources to the solution of the identified problem or exploration of the opportunity.

Summary

Your final assessment task is to write a 4,500-word (plus 10% allowance) project report detailing your research and its findings. Your Project Report should follow the structure provided in the Project Report structure guide.

Overall, your Project Report should:

1. Provide a clear description of the topic being addressed and its context in the organisation/industry of your choice.
2. Demonstrate an understanding of relevant business theories and frameworks in the discipline area of the project, critically examining theories and frameworks. Have you addressed the feedback and comments you have received for your interim assignment?
3. Describe and justify the use of a relevant research methodology and methods used, and secondary data relevant to the topic. Have you addressed the feedback and comments you have received for your interim assignment?
4. Analyse the data and evaluate findings relevant to the topic (using literature, logic and secondary data to support the argument). You should include a section on reflections on your findings with implications for your chosen organisation and industry.
5. Provide recommendations and summarise conclusions.

Requirements

The Introduction section of your Project Report can include elements of your Project Statement but submitting your Project Statement as your Introduction is not sufficient.

If you provide a figure or table, you must contextualize and explain that figure or table. Don’t leave it to the reader to interpret your figure or table. This also implies that you should be focused with the tables and figures that you wish to include.

Please keep quotations to a minimum and paraphrase as much as possible with appropriate references. If you decide to quote you must provide a reference with the applicable page number. Please see the AIB Style Guide for details.

Structure, presentation, and style

Referencing

Reference lists for the projects should contain approximately 6–12 relevant references from different sources. All references must be from credible sources such as books, industry-related journals, magazines, company documents, and recent academic articles. Most web-based resources are not sufficiently supported (e.g. peer-reviewed) to be useful as a reference, except where they provide industry information.

Grading criteria

Your project report will be marked according to the following criteria:

1. Introduction: Introduces background context and identifies the topic (i.e. the problem or opportunity that will be the focus of the investigation). (10%)
2. Review of Theories and Frameworks: Demonstrates an understanding of contemporary business theory and frameworks related to the identified problem or opportunity through the critical examination of the relevant literature. Addresses feedback provided on interim assessment to improve literature review. (10%)
3. Research Methodology: Describes and justifies the research methodology and methods used to collect and analyse data, demonstrating an ability to apply innovative approaches, techniques and ethical perspectives using secondary data sources to the solution of the identified problem or exploration of the opportunity. Addresses feedback provided on interim assessment to improve research methods. (5%)
4. Analysis and Presentation of Findings: Critically evaluates (analyses and reflects on) the issues related to the identified problem or opportunity. (35%)
5. Implications, Recommendations and Conclusions: Summarises key findings in relation to the literature discussed earlier; provides evidence-based recommendations; and effectively concludes report showing its purpose was achieved. (30%)
6. Structure, Presentation, Communication Style and Language: Uses the example structure provided; presentation and English language conventions are applied as outlined in the AIB Style Guide to communicate clearly. (5%)
7. Referencing: Uses referencing conventions as outlined in AIB Style Guide to acknowledge an appropriate number of credible sources of fact and/or theory. (5%)

Produce a 5000-word final year research project dissertation, of academic quality, based on independent empirical research.

Assessment Task

Produce a 5000-word final year research project dissertation, of academic quality, based on independent empirical research. More information is provided in the separate Project Unit Guide.

In the dissertation, students have to demonstrate the following abilities:

(i)        defining a research problem

(ii)       formulating testable hypotheses / research questions

(iii)      choosing appropriate methodologies

(iv)      designing and conducting an empirical project

(v)       following the appropriate ethical guidelines

(vi)      reasoning about the data

(vii)     presenting the findings effectively

(viii)    discussing findings in terms of previous research

(ix)       evaluating methodologies and analyses employed and implications for ethics

(x)        collaborating effectively with colleagues, participants, and outside agencies

Submission Format

The word limit for the dissertation is 5,000 words. The 5,000 word limit includes in-text references. The dissertation word limit excludes the Abstract (which is limited to 120 words), all tables and figures (and captions), the reference list, the appendices, and all other content (e.g., contents page, title page, acknowledgements page, ethics approval e-mail, etc.). More information on structure on word limit, and extensions to the word limit, can be found in the Project Unit Guide (Section 5a).

You are required to submit an electronic copy of the dissertation via Turnitin as a Word file or a PDF file. No hard copy is required. A .zip file containing the content indicated in the Project Unit Guide (Section 5d) must be submitted via Brightspace (or in specific cases, e.g. sensitive data, as a USB data storage device must be handed in to the Psychology Support Office (Room C114), see unit guide section 5d) before the dissertation submission deadline.

Marking Criteria

The following criteria will be used to assess the assignment:

Dissertations will be marked by your supervisor and an independent internal examiner. Marks for all dissertations and a selection of dissertations will also be sent to the external examiners for assessment, and the external examiners will also have access to all dissertations should the need arise for them to assess additional dissertations. Note that all the documents regarding intermediate activities will also be sent to the independent internal examiner and external examiners. The assessment criteria listed below will be used when marking the dissertation, in conjunction with the University’s Generic Marking Guidelines. For each criterion, markers will take account of the quality and structure of the writing.

Introduction

• An overview of previous research on the topic (to provide the context of the study).
• The way in which issues are raised and potential solutions posed.
• The extent and depth to which appropriate literature sources have been used.
• The critical evaluation of the sources and evidence consulted and cited.
• The formulation of the aims and research questions and/or hypotheses.

Method

• The appropriateness of the research design is conveyed clearly, correctly and concisely.
• The degree of difficulty of the research design is conveyed clearly, correctly and concisely.
• A clear, correct and concise description of the study’s participants, procedure, and anything else that makes the study replicable (e.g. materials, apparatus or measures, interview schedules – as an appendix – used).

Results

• A description of the appropriate analyses (statistical or qualitative) for answering the research questions/hypotheses.
• Clear, concise and correct presentation and description of the data.
• For quantitative methodological studies:
  • Clear, concise and correct reporting of the statistical analyses conducted on the data and the results of those analyses;
  • Clear and relevant figures and tables that display statistical data neatly and precisely.
• For qualitative methodological studies:
  • Clear breakdown of all relevant themes/constructions with indication of how these link to participant experiences;
  • The way in which description and interpretation of the results is balanced (as appropriate for the method of analysis used).

Discussion

• Correct evaluation and interpretation of the results, especially with respect to the original research questions/hypotheses.
• The culminating synthesis and evaluation of the study.
• Awareness of the weaknesses/limitations and strengths of the study.
• Suggestions for future research studies (in light of the study’s findings).
• The theoretical and practical/applied implications of the study’s findings.
• Concluding sub-section/paragraph that succinctly summarises the study.

Presentation (inc Abstract) and Engagement

• Presentation is entirely in APA format
• Writing is concise, accurate, and not biased
• Abstract is a clear, succinct summary of the study, including its rationale (limit of 120 words).
• Engagement with the project is good
• All deadlines and milestones were met
• Interactions with people involved (e.g., supervisors, participants) were professional and courteous
• Study was conducted ethically and appropriately (with appropriate number of participants collected)

If the word limit is exceeded (even by a single word), 10 marks will be deducted from the mark awarded.

The work will be entirely of the student’s own words (with no copying and pasting from other sources or minor amendments of other sources), expressed in their own way.

Learning Outcomes

This assignment tests your ability to:

1. Produce a piece of independent empirical research that demonstrates a systematic understanding of the relevant area of psychology, including the acquisition of coherent and detailed knowledge in the area of the final year research project.

2. Produce a final year research project dissertation that is at a level of academic credibility, rigour and quality that is consistent with the award of a BSc Honours degree.

3. Demonstrate that their research project has been planned, conducted and documented appropriately with due attention to ethical issues in research.

4. Demonstrate an understanding of the appropriate research methodological and data analytic statistical techniques that are required to conduct an academically-rigorous research project.

Is Prof. Epstein correct? Explain your answer.

1 COMMENTARY The Employee Free Choice Act Is Unconstitutional By Richard A. Epstein This article appeared in The Wall Street Journal on December 19, 2008 A top priority of the incoming Democratic Congress and Obama administration is the misnamed Employee Free Choice Act. The EFCA, as is well known, introduces a cardcheck procedure that allows a union to gain recognition without an election by secret ballot. Thereafter a government arbitration panel can impose, without judicial review, all the terms of an initial two-year collective “agreement” if the parties cannot negotiate an agreement within 130 days. It is commonly supposed that economic regulation is immune to constitutional challenge since the New Deal. That’s not the case with this labor law. Consider card check and the First Amendment. Under the National Labor Relations Act (NLRA) today, an employer can insist upon a secret ballot after 30% of workers indicate by card checks their interest in a union. The campaign that follows lets the employer air his views about the downsides of unionization before the vote takes place. To be sure, the employer’s free-speech rights are limited under the NLRA. He cannot threaten to move or shut down if workers vote for the union. Nor can he promise higher wages if they don’t. But he can make predictions of what will happen if his firm is unionized, and he can point to the reversal of worker fortunes in other unionized firms. The Supreme Court (unfortunately, in my view) has held that the peculiar labor-law environment justified these abridgements of ordinary speech rights. But it hardly follows that if the government can curtail speech rights, the EFCA can eliminate them. There is simply no legitimate government interest in promoting unionization that 2 justifies a clandestine organizing campaign which denies all speech rights to the unions’ adversaries. The mandatory arbitration provisions of the EFCA are also constitutionally suspect. True, the takings clause of the Fifth Amendment today is quite lax when the state just restricts how an owner can use his property. But it imposes a firm duty to compensate someone whose property is occupied pursuant to a government decree. The Supreme Court also has established that any company subject to rate regulation (such as in telecommunications, transportation, insurance, etc.) may raise a judicial challenge to secure a reasonable rate of return on invested capital. The Employee Free Choice Act should not be passed, and it should be struck down by the Supreme Court if it is. These Fifth Amendment protections apply to labor markets. The NLRA strips employers of basic common law rights, including the right to refuse to deal with the union. It imposes on employers (and unions) a duty to bargain in good faith toward a contract. But this duty does not force agreement. Either side is free to walk away from any deal it does not like. Unions can strike, and firms can lock out workers. Today’s law, accordingly, restricts arbitration to interpreting existing agreements, not to making agreements from whole cloth. The EFCA takes away the employer’s right to walk. Now the successful union, backed by direct government power — i.e., mandatory arbitration — can force itself on the firm. Yet the proposed law does not let any court block the deal or ensure that the mandated terms offer a reasonable return on its invested capital. (Even modern rent control statutes require that much.) The government-chosen panel could well impose terms that might cripple the firm competitively. Consider that the takings clause surely prevents the government from 3 forcing any person to buy real estate for twice its market value from a seller. That same principle applies to this labor law: No government should be able to force a firm to hire labor at $50 per hour when the company is not willing to pay half that much. Worse, the EFCA also permits the government arbitrator to strip the employer of all its standard management prerogatives on everything from subcontracting out to promotion policy. By flatly denying the employer any option to walk away, mandatory arbitration under the EFCA runs smack into the takings clause. Let’s hope that the Democratic Congress will moot this analysis — by refusing to jump head first into a labor-law abyss that promises to wreck labor markets in times of acute national economic distress. The Employee Free Choice Act should not be passed, and it should be struck down by the Supreme Court if it is. Mr. Epstein is a professor of law at the University of Chicago, a senior fellow at the Hoover Institution, an adjunct scholar at the Cato Institute, and a visiting professor at NYU. He has consulted on EFCA with employer groups.

PROMPT: Is Prof. Epstein correct? Explain your answer.

Critically appraise the contribution of creative pedagogical practices to learner motivation across a variety of complex contexts in the education and training sector.

Description

An evaluative report that critiques the impact of a creative resource that has been designed to enhance learner motivation and achievement in own context. The report is based on Does utilising creative resources in blended learning sessions improve the learner’s self-efficacy and motivation in a GCSE Maths classroom? (Over 18 FE) The study was conducted on 5 GCSE students aged 18+ in the form off questionnaires. Task 1 assesses all learning outcomes Knowledge and Understanding 1. Critically evaluate a negotiated, self-managed project into creative teaching and learning, including the creative use of technology, with the aim of improving educational opportunities for all students. A1 2. Critically appraise the contribution of creative pedagogical practices to learner motivation across a variety of complex contexts in the education and training sector. A3 3. Critically evaluate the contribution of creativity theory to the resolution of practice problems in own  context. A4 Cognitive Skills 4. Synthesise a range of theories of creativity and evaluate their contribution to practice. B1 5. Critically engage with contradictory perspectives on creative teaching and learning. B3 Practical and Professional Skills 6. Undertake investigative research into how creative approaches can overcome individual barriers to learning demonstrating intellectual and professional autonomy. C2 Key Transferable Skills 7. Analyse data systematically and apply numerical and statistical skills to complex practitioner-based contexts. D5 8. Select and use relevant software applications for different tasks within the teaching and learning context. D6

Describe the type of activity will you use with your audience to exhibit active listening?

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Identification of Focus for Community Teaching (Topic Selection):

Epidemiological Rationale for Topic (Statistics Related to Topic):

Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Nursing Diagnosis:

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Creativity: How was creativity applied in the teaching methods/strategies?

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Therapeutic Communication

4.2 Communicate therapeutically with patients.

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

Describe their views on how their role affects patient safety and improves the quality of patient care.

Description

Informatics in the Clinical Setting Conduct an interview with someone in an informatics role in a clinical setting. Then, in a Microsoft Word document of 5-6 pages formatted in APA style, discuss each of the following criteria: Role description and education level required for the role. Describe their views on how their role affects patient safety and improves the quality of patient care. Describe the human factors faced in the role and other challenges. Express insights gained from the interview. Research and discuss the impact of the Agency for Healthcare Research and Quality (AHRQ) Patient Safety Indicators and The Joint Commission Patient Safety Goals in your clinical setting. Describe how these governing agencies influence delivery of direct patient care. Research, discuss, and identify the Technology Informatics Guiding Education Reform (TIGER) utilized in your clinical setting. Be sure to get the perspective of your selected informatics professional during your interview.

Write a report on the topic:Wastewater treatment in South Africa – technological approaches to dealing with wastewater in the next decade.

Notes

• Report 2500 words.

Title: Wastewater treatment in South Africa – technological approaches to dealing with wastewater in the next decade.

• The report should consist of an executive summary which provides key information from your main report including your suggestions for the future.
• Three sections of the report.
• An introduction, it should include information on the geography, land mass, water resources including river systems, population with proportions living in urban and rural areas (page and a half maximum), climate – is that have a high rainfall or is it a dry? What water resources does this country have available to them, is it one of the water stress areas of the world, does it have a lot of rivers and good ground water?

Climate and any water resources and pollution issue should be explored, including incidents of waterborne disease. Any specific issues in terms of water pollution – for instance, mining wastewater pollute the rivers, no treatment- it is going directly to the water courses and how much problem is that or the country doesn’t have very much in the way of an established sewage treatment approach, then you know what are the key pollution problems that related to public health for this nation. Any statistical information available to support your report and recommendation should be included.

• Background information
• Information on the range of wastewater treatment currently being employed with additional information on a range of other options for dealing with wastewater.
• You may be looking at different approach for cities and rural areas, diagrams may be useful additions.
• Water treatment plants – are they in good conditions, are they efficient?
• Do they need a better standard of wastewater before releasing to the environment?
• Relatively small city centers and a lot of rural areas on the outskirts and they may need a different approach.
• Growing population in cities, do they need to do something drastic there?
• Your assessment of future needs and recommendations as to the options available – along with your rationale for your recommendations. These should also consider feasibility and costs. This section of the report has higher weighting with regards to marks.
• References – 25 including grey literature, such as companies reports.