Plato, Aristotle, Marcus Aurelius, and St. Augustine are all concerned, in one way or another, with the establishment of order. Based in your interpretation of at least two of the authors from the course, how should we develop political order?

Final Paper Prompts

Answer one of the following questions to the best of your ability. Follow all technical requirements carefully.

 

Technical Requirements:

Times New Roman Font

Double Spaced

1” Margins

Length: 8 or more pages , non-inclusive of citations

 

  1. The majority of the authors in this course give some explanation of what it means to live a/the good life. Explain what it means to live a/the good life from the perspective of at least two of the authors and then give your perspective on the matter. In doing so, it may be helpful to you to consider it from both an individual, person perspective, and a group, political one.

 

  1. Plato, Aristotle, Marcus Aurelius, and St. Augustine are all concerned, in one way or another, with the establishment of order. Based in your interpretation of at least two of the authors from the course, how should we develop political order? In developing your answer to that question, it might help you to consider the sorts of people that would be best suited to developing political order, the sorts of institutions they would build, and questions of who should rule.

 

  1. Develop a research question of your own design, and send a brief, 200 word proposal.

 

Notes:
You must cite course materials no fewer than ten times. Feel free to cite other materials as well.
Use whatever citation method you prefer so long as you are consistent
I will be willing to look over one draft from each student if you email it to me until 48 hours before the deadline.

Describe the key Crime Prevention theories and explain how they might be applied in practice (using examples).
Module Learning Outcomes

(from module syllabus)
Upon successful completion of the module, students should be able to;

 

·       Understand the purpose, powers and organisational structure of the police service.

·       Understand the role of a police officer in uniform, and the concept of policing by public consent.

·       Understand the importance of the code of ethics, decision making and the maintenance of professional standards

·       Understand the responsibility and importance of exercising police powers fairly, with integrity whilst respecting the diverse communities served by the police service.

 

 

 

 

 

TASK DESCRIPTION

 

 

Prepare a 2000 word ‘Report’ answering ONE of the following questions;

 

N.B. – It is crucial to read and understand the guidance for students contained within this document including the assessment criteria upon which assessments are marked.

 

  1. Describe the key Crime Prevention theories and explain how they might be applied in practice (using examples).

 

  1. Critically Assess the application of Evidence Based Policing in a case study of your choice.

 

 

 

Further Information

 

  • Outline the key theories of Crime Prevention.
  • Ensure you expand your reading as widely as possible.
  • Academically source your theories.
  • Remember to use academic sources from a primary source.
  • Use a case study whereby crime prevention has been effective and link this back to the theories contained within EBP

 

determine whether listening to music can have an effect on an individual’s emotions/well-being even when the music does not match the mood experienced by the participants

The purpose of this study is to [1] determine whether listening to music can have an effect on an individual’s emotions/well-being even when the music does not match the mood experienced by the participants, [2] to contribute to the existing evidence regarding the influence of music exposure on cognitive performance and determine whether using an emotional regulation strategy will enhance
the effects of the music compared to the previous experiment where no emotional regulation strategy was used.

The hypothesis is that there will be a significant difference in both mood and cognitive function between people exposed to mood-matching music and those subjected to mismatching music. Additionally, this is expected to be true for both positive and negative valence and there are expected to be more enhanced effects in this replication of the experiment due to the use of the emotional regulation strategy.

 

Here are some references,on top of this ones should use many more around 40 in total.

References not older than 5 -8 years

Gabrielsson, A., and Lindstrom, E. (2010). “The role of structure in the musical expression of emotions. P. N. Juslin and J. A. Sloboda(Eds.), Handbook of music and emotion: theory, research and applications (pp.367-400). New York, NY: Oxford University Press

MacDonald, R., Kreutz, G., Mitchell, L. (2013). Music, Health, and Wellbeing. NY: Oxford University Press.Nosek, B. A., & Banaji, M. R. (2001). The go/no-go association task. Social cognition, 19(6), 625-666

Franco, F., Swaine, J. S., Israni, S., Zaborowska, K. A., Kaloko, F., Kesavarajan, I., Majek, J. A. (2014). Affect-matching music improves cognitive performance in adults and young children for both positive and negative emotions. Psychology of Music, 42; 869-887.

Ward, E. V., Isac, A., Donnelly, M., Puyvelde, M. V., Franco, F. (2021). Memory improvement in aging as a function of exposure tomood-matching music. Acta Psychologica, 212.

Schellenberg, G. E., Krysciak, A. M., & Campbell, J. R. (2000). Perceiving emotion in melody: Interactive effects of pitch and rhythm.Music Perception, 18; 155–171.

Swaine, J. S. (2014). Musical communication, emotion regulation and the capacity for attention control: A theoretical model.Psychology of Music, 42;856-863

Glowinski D., Camurri A. (2012). Music and emotions, in Emotion-Oriented Systems, ed Pelachaud C. (Hoboken NJ: John Wiley and Sons, Inc.), 247–270.1

Baltazar, M., Västfjäll, D., Asutay, E., Koppel, L., & Saarikallio, S. (2019). Is it me or the music? Stress reduction and the role of regulation strategies and music. Music & Science, 2,

Damasio, A. R. (2004). “Emotions and feelings: a neurobiological perspective,” in Feelings and Emotions, eds A. S. R. Manstead, N.Frijda, and A. Fischer (Cambridge: Cambridge University Press), 49–57.

Karreman, A., Laceulle, O. M., Hanser, W. E., & Vingerhoets, A. J. J. M. (2017). Effects of emotion regulation strategies on music-elicited emotions: An experimental study explaining individual differences. Personality and Individual Differences, 114, 36-41. https://doi.org/10.1016/j.paid.2017.03.059

 

Are states really the most important actors in international security?

Essay

 

Write a 1.800 word essay in response to ONE of the questions below

 

  • Are states really the most important actors in international security?
  • Does the ‘responsibility to protect’ have a future?
  • Why is security an ‘essentially contested’ term?

 

Please use Harvard referencing system.

 

Topics and readings covered in the module:

 

What is global security today? Mapping the field

 

 

  • Ole Waever and Barry Buzan. (2013). Chapter: After the Return to Theory: the Past, Present, and Future of Security Studies. Contemporary security studies. Oxford: Oxford University Press, 417–435.

 

Realism: territory, sovereignty and security in the post-9/11 security environment

 

 

  • Mearsheimer, J.J. (1990). Back to the Future: Instability in Europe after the Cold War. International Security, 15 (1). Available from https://doi.org/10.2307/2538981.

 

Liberalism, Governance & Security Institutions

 

 

 

 

 

The changing character of war

 

 

 

Security as Global Social Construction: Securitization and beyond

 

 

 

Security and Global Justice: Between ‘Human security’ and Emancipation.

 

 

  • Dunne, T. and Wheeler, N.J. (2004). ‘We the Peoples’: Contending Discourses of Security in Human Rights Theory and Practice. International Relations, 18 (1), 9–23. Available from https://doi.org/10.1177/0047117804041738.

 

 

Security and the Global Economy: Circulation, Capital and Violence

 

 

 

 

Risk and the Privatisation of security

 

 

  • Abrahamsen, R. and Williams, M.C. (2009). Security Beyond the State: Global Security Assemblages in International Politics. International Political Sociology, 3 (1), 1–17. Available from https://doi.org/10.1111/j.1749-5687.2008.00060.x.

 

 

Security and Topology: The Securitization and Militarisation of Cities

 

 

 

 

Based on your analysis, identify some effective ways to make that change happen.

Change Management Individual Assignment

Question

Select one particular change in business, government or wider society. Describe the change. Analyze the change using one of the theories which we have discussed. Based on your analysis, identify some effective ways to make that change happen. Identify some ways of implementing that change and the risks associated with it.

Word limit 1,000 words.

What am I looking for?

  1. Selects an interesting change process.
  2. Evidence of wider knowledge of that change. It should show you have done some background research on the phenomenon.
  3. The change is clearly described and complexity is captured.
  4. The essay uses a range of appropriate theories which we discussed in the course to analyze the change. It shows both an accurate understanding of these theories as well as an ability to apply those theories. Excellent essays are likely to have gone beyond the assigned readings and lectures and done additional research.
  5. There is likely to be a tradeoff between depth and breadth of theories which you select. You could select one or two topics which we looked at in the course and explore those theories in more depth. Alternatively, you could look at a longer list of theories but not go as much in depth on those theories. The choice is yours to make.
  6. The essay shows an ability to logically connect your analysis with the solutions which you identify. For instance, if you say there are problems with incentives when you would logically suggest some change to the incentive structure.
  7. The essay should show you can think about the practical aspects of actually implementing a change – that means describing some kind of intervention which can actually be done.
  8. You should also consider some of the risks associated with your solutions and potentially how to mitigate those risks.
Write a critical review of an area of business, explicating the implications of that review for a specific research question for further investigation.
Assessment criteria
 

  • The Assessment Criteria are shown the end of this document.  Your tutor will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work. These criteria have been designed for your level of study.

 

  • These criteria will be used to mark your work and will be used to support the electronic feedback you receive on your marked assignment. Before submission, check that you have tried to meet the requirements of the higher-grade bands to the best of your ability. Please note that the marking process involves academic judgement and interpretation within the marking criteria.
  • The Learning Innovation Development Centre can help you to understand and use the assessment criteria. To book an appointment, either visit them on The Street in the Charles Sikes Building or email them
  • Appendix I shows which generic criteria apply to the dissertation. Appendix II give you a more general guide to how your final thesis will be assessed both as an holistic piece of work but also

 

 

Learning Outcomes
 

This section is for information only.

 

The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work.

 

On completion of this module, students will need to demonstrate:

 

Knowledge and Understanding Outcomes

 

On completion of this module students will:

 

1.  Select and justify an appropriate research design for the investigation of their chosen problem(s)

2.  Demonstrate a critical understanding of the relationship between theory, research methodology and interpretation of findings

3.  Discuss and critically evaluate relevant literature within the context of the study.

4.  Conceptualise detailed knowledge and understanding of a particular problem or situation within the general business domain related to the topic of their choosing.

 

         Ability Outcomes

 

On completion of this module students will be able to:

 

5.  Write a critical review of an area of business, explicating the implications of that review for a specific research question for further investigation.

6.  Produce clearly stated analytical framework for the study including aims and objectives.

7.  Systematically develop an empirical investigation, using a research methodology to gather data for analysis and critical interpretation.

8.  Present firm conclusions and recommendations (as appropriate) demonstrating that the objectives set have been achieved.

9.  Write a formal research report to professional standards.

 
Articulate and justify your personal philosophy to early childhood curriculum provision.

Articulate and justify your personal philosophy to early childhood curriculum provision.

Ensure your philosophy statement covers your commitment to:

  • Regulatory, Codes, Frameworks and teaching standards requirements for early childhood in Australia.
  • NQS seven quality areas of 1. Educational program and practice, 2. Children’s health and safety, 3. Physical Environment, 4. Staffing arrangements, 5. Relationships with children, 6. Collaborative partnerships with families and communities 7. Leadership and service management.
  • Theoretical underpinnings
  • Curriculum content

Expectation:

  • Cohesive articulation of a philosophy statement to early childhood curriculum provision.
  • Cohesive justification including regulatory requirements, codes, Frameworks, teaching standards, NQS quality areas, theoretical underpinnings and curriculum content.
  • References should be from 2013-2022
  • Use Australian English i.e realise not realize.
  • Can use first person but not too much.
  • Please use info from my lecture slide and also some references.
  • Please write philosophy based on Reggio-Emilia and connect the theories that may support it such as Vygotsky’s and Piaget.
  • You can also find how philosophy is written online.

Extra help/ideas:

Writing A Personal Philosophy For Childcare – Aussie Childcare Network

Explain key reasons why people choose to leave organisations and the costs associated with dysfunctional employee turnover

The following table sets out the CIPD learning outcomes and associated assessment criteria:

 

Learning outcomes

The learner will:

 Assessment criteria

The learner can:
1.     Understand key contemporary labour market trends and their significance for workforce planning. 1.1      Assess the major contemporary labour market trends in different country contexts.
1.2      Explain how organisations position themselves strategically in competitive labour markets.
1.3      Explain the significance of tight and loose labour market conditions.
1.4      Describe the role of government, employers and trade unions in ensuring future skills needs are met.
2.     Be able to undertake talent planning and recruitment activities. 2.1      Describe the principles of effective workforce planning and the tools used in the process.
2.2      Develop basic succession and career development plans.
2.3      Contribute to plans for downsizing an organisation.
2.4      Contribute to the development of job descriptions, person specifications and competency frameworks.
2.5      Explain the main legal requirements in relation to recruitment and selection.
2.6      Assess the strengths and weaknesses of different methods of recruitment and selection.
3.     Understand how to maximise employee retention. 3.1      Explain why people choose to leave or remain employed by organisations and the costs associated with dysfunctional employee turnover.
3.2      Assess the strengths and weaknesses of different approaches to the retention of talent.
4.     Know how to manage dismissal, redundancy and retirement effectively and lawfully. 4.1      Advise organisations on good practice in the management of dismissals, retirements and redundancies that complies with current legislation.

 

 

Assessment activity 1

 

MicroTech Systems growth plans report

 

Writing this report will allow you to demonstrate assessment criteria 1.1, 1.2, 1.3, 2.4, 2.5 and 2.6. Your word count for the report is 1950 words (+/- 10%). You must submit assessment activity 1 on the document RST assessment activity 1 template.

 

Your report should include a list of cited references along with a bibliography of sources consulted but not specifically mentioned.

 

Your references and bibliography as well as all the grey highlighted words in your template are excluded from your word count.

 

 

Having successfully started up in Anytown, MicroTech Systems want to act quickly and expand into more UK towns and cities over the next 24 months and are even considering international growth within the next 3 years.

 

You will demonstrate how HR can add value to MicroTech System’s expansion plans by outlining some key considerations for the Board of Directors.

 

You will prepare a report for the Board which will include:

 

Context

  • An identification of the different considerations for the expansion plans in the UK and international labour markets (1.1, 1.3)
  • A definition of the concept of being an employer of choice and three ideas of how MicroTech Systems can compete against its labour market competitors (1.2)

 

Key considerations

  • A brief explanation of what you would include in a Standard Operating Procedure (SOP) for the process of defining a vacant post (2.4)
  • A discussion of key legal requirements to be considered throughout the recruitment and selection process (2.5)

 

Recruitment and selection activities

  • Details of how the vacancies for the new offices are to be promoted (to include an evaluation of at least two major recruitment methods) and your suggested selection process (to include at least two selection methods, with justification for your choices and an evaluation of their effectiveness) (2.6)
  • You can base your response around your own organisation or one you know well if you prefer.
  • Please use the ‘RST assessment activity 1 template’ to submit your report. You can adapt the template to include your organisation’s logo/house style etc. but you should keep to the format as this will help ensure you include all the key elements.
  • Remember references to back up your findings are expected so research labour market data and cite resourcing research to underpin your recommendations.
  • There are a lot of elements to include in this assessment, so be sure to check you have provided evidence for all the assessment criteria before you finalise your work.

 

 

 

Assessment activity 2

 

Resource planning report

 

Writing this report will allow you to demonstrate assessment criteria 1.4, 2.1, 2.2, 2.3 and 4.1. Your word count for the report is 2600 words (+/- 10%). You must submit assessment activity 2 on the document RST assessment activity 2 template.

 

Your report should include a list of cited references along with a bibliography of sources consulted but not specifically mentioned.

 

Your references and bibliography as well as all the grey highlighted words in your template are excluded from your word count.

 

 

Following your enlightening report into the HR considerations of the MicroTech Systems expansion plans, the MD, Tim Cross would like some more information. He would like to understand how the business could grow quickly if the new sites prove to be a success. He is particularly concerned by several very experienced older employees that may be considering retirement along with some pockets of poor performance in some locations.

In addition, to be prepared, Tim would also like a contingency plan outlining what the business would need to do if client demand is not at the levels anticipated.

 

Provide a briefing note to Tim, explaining the following:

 

Resource planning methods

  • The principles of effective workforce planning with three examples of what MicroTech Systems could do to identify skills demand (2.1)
  • Considerations for retirement when planning resourcing (4.1)

 

Succession planning

  • Discuss succession planning and ways this can benefit the organisation. Using a simple diagram, map out a succession planning process and explain how it could operate fairly and transparently within the organisation (2.2)

 

Different roles in skills development

  • Identify the roles of government, employers and trade unions in skills development in line with the business needs of MicroTech Systems (1.4)

 

Managing under-performance and misconduct

  • Explain good practice in managing any serious under-performance and misconduct of MicroTech Systems employees (4.1)

 

Downsizing and redundancy

  • Should customer demand for some sites not be as expected, explain how labour costs and headcount can be reduced (2.3, 4.1)

 

 

 

 

 

 

 

  • You can base your response around your own organisation or one you know well if you prefer.
  • Please use the ‘RST assessment activity 2 template’ to submit your report. You can adapt the template to include your organisation’s logo/house style etc. but you should keep to the format as this will help ensure you include all the key elements.
  • Remember references to back up your findings are expected, so draw on research, theories and models to underpin your response.
  • There are a lot of elements to include in this assessment, so be sure to check you have provided evidence for all the assessment criteria before you finalise your work.

 

Assessment activity 3

 

MicroTech Systems employee turnover report

 

Writing this report will allow you to demonstrate assessment criteria 3.1 and 3.2. Your word count for the report is 1300 words (+/- 10%). You must submit assessment activity 3 on the document RST assessment activity 3 template.

 

Your report should include a list of cited references along with a bibliography of sources consulted but not specifically mentioned.

 

Your references and bibliography as well as all the grey highlighted words in your template are excluded from your word count.

 

 

Staff turnover in MicroTech Systems is higher than it could be. You have been asked to set out a business case for investing some resources in reducing staff turnover and to identify and explain which measures aimed at improving employee retention would be most appropriate to adopt and why.

 

Write a summary report in which you:

 

  • Explain key reasons why people choose to leave organisations and the costs associated with dysfunctional employee turnover (3.1)
  • Identify and evaluate at least three approaches MicroTech Systems could take to retain key talent (3.2)

 

  • You can base your response around your own organisation or one you know well if you prefer.
  • Please use the ‘RST assessment activity 3 template’ to submit your report. You can adapt the template to include your organisation’s logo/house style etc. but you should keep to the format as this will help ensure you include all the key elements.
  • Remember to justify your leaver reasons and costs of employee turnover with references (from your own organisation and/or research results).
  • Define what is meant by ‘dysfunctional’ turnover. There is an opportunity here to reference your definition here.
  • You should also underpin your retention ideas with evidence that they will make a difference to your chosen organisation.
The approach of the Australian courts to award damages to compensate for loss encourages the practice of ‘efficient breach’. Discuss in relation to the decision in Tabcorp Holdings Ltd v Bowen Investments [2009]
Assessment Task 3
Short Written Response – 800 words maximum

 

Footnotes and bibliography are not included in final word count and must be used for referencing only. Additional information in footnotes will not be marked.
20%
 
N/A
Task requires students to discuss theory/critical perspective in regard to a legal principle and/or a court decision.

 

Students must:

·       Identify focus and outline claim/respond to issue(s) raised

·       Include appropriate and sufficient evidence to support claim/response and demonstrate understanding of theory and legal principles  

·       State a conclusion which is clear, supported by discussion and responds directly to issue(s) raised

·       Ensure answer is well structured and language, grammar and expression are clear and correct

·       Ensure citations and referencing complete and correct, bibliography included

Prescribed Reading Materials:

Weeks 4 and 5, this includes PERCI and unit materials such as readings, powerpoints and the recordings of the relevant guided learning discussions.

 

Assistance:

There are sample Short Written Response answers in PERCI Week 4 and Week 5. Seek assistance and feedback from the facilitator(s) in the facilitated learning discussions.
 

Assessment Question

 

The approach of the Australian courts to award damages to compensate for loss encourages the practice of ‘efficient breach’.

Discuss in relation to the decision in Tabcorp Holdings Ltd v Bowen Investments [2009] HCA 8; (2009) 236 CLR 272

 

 
Individual Feedback will be provided via Turnitin as per Rubric in Assessment Task Tab.
Focus/Issues – 20%

Identifies issues raised by the question. Responds to question/claim. Focus throughout on developing claim/topic.

Support/Evidence/Argument – 50%

Includes appropriate evidence to support the claim/topic.   Provides explanation of relevant theories and/or legal principle(s) and/or court decision. Uses appropriate evidence to develop and support claim.

Conclusion – 10%

Conclusion consistent with, and clearly drawn from, the discussion and responds to the claim/topic.

Structure, Writing, Grammar – 10%

The paper demonstrates a clear and logical structure, appropriate academic writing style, and is free of grammatical and spelling mistakes.

Citations and referencing – 10%

The citations and referencing style accord with the AGLC 4th ed. Bibliography included and correct.

See Full Rubric in Assessment Task Folder.