Evaluate selected health surveillance approaches and proffer alternative solutions to maximise positive change for health protection in the real-world context.

 Do gender identities have an impact on A-level subject choices?

 Do gender identities have an impact on A-level subject choices?

This research proposal debates whether gender identities have an impact on general subject choices, particularly focusing on A – Level in the UK. Gender identity is the personal sense of one’s own gender, whether that is man, woman, neither or both. Multiple quantitative and qualitative research done by others have indeed suggested subject choices do vary between genders.

Our research relates to other sociological debates surrounding the impact of gender on general subject choices but builds upon previous research by focussing on A-Level subjects in particular. The quantitative research ‘Gender makes a difference’ by John Bell indicates that “boys preferred to take more practical subjects such as maths, physics, computing”^[1] compared to girls who preferred the humanities at A-Level. This research was taken through a “large-scale questionnaire survey”^[2] answered by over 6,000 students from 60 schools. The research provides useful statistics that help build upon our research, directly relation to our question. Furthermore ‘The Gendered Subject’^[3] is a study that explored the statements concerning gender and ability of school subjects, unlike the Cambridge assessment the findings of this study discovered that the majority of students claimed that sexes have the same ability at all subjects and those who argued otherwise concluded that girls have a greater ability of various subjects. The data was collected in a more qualitative process through semi-structured interviews and observations of classes. Although it provides conflicting results to the Cambridge assessment’s conclusions it is useful to our research as it shows the distinct differences between GCSE and A-Level choices. The literature review by The Improving Gender Balance and equalities programme^[4] is a research-informed programme provides evidence of the sex differences in education as well as looking at the influence gender stereotypes has on subject choices. This distinction causes a self-fulfilling prophecy which may influence students subject choices if they feel like they are not suited to a particular subject.

The most effective methods to use when trying to understand if gender identities have an impact on A-level subject choices are surveys and interviews. Surveys cover a large-scale group in a limited amount of time, giving quantitative data on the general gender differences on the selection of certain subjects. Whilst interviews, allow for a smaller random sample of students to go into descriptive detail about why they selected their A-level options, giving rich qualitative data. This mixed-methods approach allows the research validity to be stronger because there’s data to show numerical differences in subject choices based on gender, and written data revealing what experiences and implications made students pick certain subjects. However, an issue that could arise from interviews is the students choice not to co-operate. The interviews will be one off, preventing students from forming relationships with the researcher, as the students could view the researchers an authoritative figure, preventing them from engaging in an open discussion. When considering this issue, location is a key factor, as Smith recognises ‘a change in setting by some of the students, shared a different research encounter’ (2005,p.235). Implying, when the students are in their own territory, for example in the playground, compared to a classroom, they may feel more comfortable opening up to the researcher.

Our research will be conducted by interviewing current A level students who are 18 or over; We will be interviewing students from two schools located in different areas, one private school and one public school to provide the most accurate and reliable results. Each school will be noticed prior the interview by email regarding if we are allowed to conduct an interview with their students. Indeed, we have given thoughts on only interviewing students from the same school or interviewing students from two public/private schools located in the same area/ different areas. But the results might be too narrow to fully support our argument and research. One downside regarding this interview is that we could only interview students who are 18 or over and most students are only 17 when they complete their A level studies and that only a small portion of students are 18 or over during their studies. It might be an issue because we might not have enough data to support our research. Moreover, some students might refuse to participate in our interview, and they might feel pressured and uncomfortable during the interview.

Beauchamp (1994) notes that there are four principles that should underlie a sociological research process. These are beneficence, that the research should have more benefits than risks to society; non-maleficence, that there is an avoidance of harm; autonomy, that they are complete freedom during the research and justice. However, exploring whether gender identities have an impact on subject choices can raise various ethical issues. One of which is obtaining informed consent. Our study needs to involve a level student, preferably current students, in order to keep our data valid. However, the issue of the standard process of access may make it difficult for us to obtain these results because of the main ethical issue of consent. Consent can be harder to obtain in private locations such as schools because of the gatekeepers such as headteachers. It makes it more difficult because our research group are under the age of 18 so they are seen as more vulnerable and therefore need more caution in order to prevent them from being subjected to harm. Another ethical issue found in our research study are the datasets and how they are represented. Data structures are typically limited to ‘male and ‘female’. Consequently this leaves out part of the population who identify as non-binary which would make our data less representative. This can result in inaccurate data being recorded which questions the reliability of the research. It can also make students involved feel uncomfortable or excluded and alienated from the society and the study which could cause harm to that student, so to prevent this from happening an alternative should be put in place when collecting data on these gender identities and its relation to a level subject choices.

In conclusion, this research proposal demonstrated whether gender identities have an impact on A Level subject choices by reviewing research proposals done by others, showing how we would conduct our own research to backup and support our proposal and finally, pointed out ethical and methodological issues regarding our own research.

^[1] J. Bell, ‘Gender Makes a Difference’, pg 1, Cambridge Assessment

^[2] J. Bell, ‘Gender Makes a Difference’, pg 2, Cambridge Assessment

^[3] B. Francis, 2000, ‘The Gendered Subject: Students’ Subject Preferences and Discussions of Gender and Subject Ability’, Oxford Review of Education

^[4] Education Scotland, 2019, ‘Improving Gender Balance’, Literature review

demonstrate how the social and political conditions in the countries of Europe and North America impacted the lives of their citizens and influenced international relations during World War 1.

Description

Post by Day 4 a 2- to 3-paragraph analysis where you demonstrate how the social and political conditions in the countries of Europe and North America impacted the lives of their citizens and influenced international relations during World War 1

Represent the decimal number +00000747 in Base-10 scientific notation without a decimal point.

1. Represent the decimal number ⁺00000747 in Base-10 scientific notation without a decimal point.

[2]

2. Using 16-bit Normalized Floating-point notation having the format SEEEEEEMMMMMMMMM: [8]
3. Decode to decimal integer and/or fraction): 0 100100 101001000 =
4. Decode to decimal integer and/or fraction): 1 011100 110100000 = Encode: -7/32 =    
5. Encode: +12, 3/8 =
6. Using an ASCII Table, decode: [2]

546869732049732053696d706c6521203B6F29

4. On average, a typical page of text holds roughly 2000 characters. Approximately how many pages of Unicode text can a storage media with 1 Gigabyte of free space hold? Show the process of unit conversions and calculation required. [5]

Note: A calculator should not be used in answering this question; only an approximation is required – each prefix unit increases by roughly 1000 times. Also, the result does not include space used for illustrations and the like or fonts and graphic formatting used for WYSIWYG display, which would require some space. Nonetheless, the result gives a good idea of the incredible capacity.

Use the Web to find out how many countries are currently officially assigned a 3-digit ISO 3166 country codes. Which country has the highest numeric ID code number?

1. Use the Web to find out how many countries are currently officially assigned a 3-digit ISO 3166 country codes. Which country has the highest numeric ID code number? How many bits are necessary to represent all assigned country ID numbers; why? [2]
2. Perform the following calculations and indicate the result accurately in the base indicated. [3]
   1. 35278 + 2258 =
   2. A95E₁₆ + 1D9₁₆ =
   3. 1323₄ + 3310₄ =

Please read carefully. Using minimum required number of bits in 2’s complement notation, perform 17110 – 6810 (subtraction by preserving addition). Show all the significant steps in your work by indicating the starting values, sign conversion and the addition operation aligning all numbers including the carry values in each position using the Courier New font. Indicate the final value in Base-10.

Express number 5956 as a polynomial in base indicated

Assignment #1

Instructions:

1. Software:   Office 365 MS Word™ is recommended to construct a standard Word format document, i.e., *.docx. If you use a non-MS WORD compatible program, e.g., Pages™, etc., the file must be saved as *.PDF format.
2. Both questions and answers should be well formatted and presented – including table data. Poor format/presentation will incur 5-mark deduction from your score.
3. All questions should be taken at face value and answered. If explanations are required, state them clearly and coherently.

Questions: [35 Total Marks]

1. Express number 5956 as a polynomial in base indicated. [1]

Example: Base-10: 5 * 1 0 ³ 9 * 10² + 5 * 10¹ + 6

Base-9:

2. Convert the following numbers to base-10. Show your work.[2]
   1. 3761₈ =
   2. D0BE₁₆ =
3. If the number below is a decimal number what is its binary equivalent? [2]
   1. 447 =
   2. 1023 =
4. If the number below is a binary number what is its hexadecimal equivalent? [2]
   1. 11011100111 =
   2. 10111210010 =

Critically analyse the ways in which the practice assessor / supervisor can facilitate learning and assessment in the clinical environment.

‘Critically analyse the ways in which the practice assessor / supervisor can facilitate learning and assessment in the clinical environment’.

Assessing Learning Outcomes: Knowledge 1 and 2 Skills 3, 4, 5 and 6.

Knowledge

1. An understanding of student learning styles and their impact on the student experience.

2 . An understanding of the factors that can contribute to a supportive learning environment.

Skills

1. A proficiency in the formative and summative assessment of students.
2. An ability to analyse strategies which can be used in giving and receiving feedback to students.
3. An ability to evaluate strategies to promote evidenced-based practice.
4. Leadership when applying practice assessor and supervisor skills in practice.
5. An ability to critically analyse the concept of reflective practice.
6. An ability to critically evaluate the reliability and validity of assessment strategies

Critically discuss what Attachment Theory offers to our understanding of the aetiology of psychological disorders and discuss any treatment implications.

Attachment essay questions

With reference to at least two psychological disorders outline the association between adult attachment patterns and psychological disorders. Evaluate the claim that there is a strong relationship between child attachment patterns and chances of later (adult) psychopathology, and consider the implications. Critically discuss what Attachment Theory offers to our understanding of the aetiology of psychological disorders and discuss any treatment implications.

Mood disorders

• Key areas: link between attachment and mood disorders/specific disorders

• Possible areas to focus:

Association

Specific disorders

Causal, or outcome of disorder?

Risk, protection, cause, or trigger?

Implications – e.g., for understanding disorder or treatments

References to use

Peter Fonagy, Anna Freud Centre Chief Executive: What is Mentalization? interview – YouTube

Discuss the following statement critically. Refer to the play and cite references to support your key points. Do not narrate the plot line. “Brutus is a self-sacrificing patriot with never a thought for his own interests.”

Topic: 1. Discuss the following statement critically. Refer to the play and cite references to support your key points. Do not narrate the plot line. “Brutus is a self-sacrificing patriot with never a thought for his own interests.” Whether you agree with the statement or not, you must argue your case whilst taking into account opinions contrary to your own. In other words, you must be familiar with arguments on both sides of the position taken in the statement

Description

● Write an essay of between 1 100 and 1 200 words on one of the topics. ● The essay must be fully referenced with a minimum of 4 academic references. ● The introduction should contain a thesis statement and a road map, and the conclusion should not be a repetition or restatement of what you have said in the introduction. ● Do not use sub-headings. ● Plan the essay carefully but do not include the plan in the finished essay. ● Your essay must be proofread and edited thoroughly. ● Essays involving plagiarism and duplication of content will earn the parties concerned a zero mark. This is an individual task. ● Observe the conventions of essay writing – formality, paragraphing, and structure. ● Study the rubric BEFORE you begin planning the essay.

To what extent are social justice concerns influencing the UK housing policies?

Background

The provision of a sufficient supply of affordable and appropriate housing has been reflected as a primary challenge encountered by regions such as the UK, especially coupled with the planning policies adopted to curb sprawl and poor living conditions in cities (Addison et al., 2013). Bratt et al. (2013) posited accessibility, availability, and affordability (3As) of housing to be an essential aspect of every person in a society. However, the 3As of housing influence the economic vitality, quality, and sustainability of emergent cities, by prompting where a person can secure housing. The conditions in which an individual grows, works, and lives significantly affect their well-being and health. Such conditions can either be social, economic, or political and are often collectively recognised as the social determinants of health (SDoH), which might infringe the rights of citizens. The main research question guiding this dissertation is “Do social housing policies promote social justice in the UK?”

The critical and fundamental roles played by housing in an individual’s life means that when the government fails to protect, respect, and safeguard this right, it raises vital questions regarding the aptitude of people to live and adequately contribute to societal development. A report by Braveman et al. (2011) revealed that healthy homes enhance good mental and physical wellbeing. For instance, those living in impoverished neighbourhoods with inadequate and poor housing occasionally experience health conditions such as chronic diseases. Overcrowding in substandard housing causes high rates of poverty and little resources for the promotion of health through recreational activities. Therefore, the right to adequate housing should push the government to safeguard its citizens by offering subsidised housing facilities. The Office for National Statistics (2022) revealed that the average prices of houses in the UK have significantly grown by 10% between October and November 2021 (£271,000) from 9.8%. The statistic is higher than that recorded in November of the previous year by £25,000. Such growth has been witnessed in major countries in the UK with Wales experiencing the highest margin of growth. UN-Habitat (2011) pointed out that various governments have started addressing the challenge of affordable housing by the assertion of social housing as a social right.

Rationale

Social justice issues are some of the challenges facing various governments, especially in the UK. However, maintaining social justice in contemporary society has become complex because it is instigated by a range of problems ranging from social, economic, and political factors (Soken-Huberty, 2021; Sloan, 2010; Khechen, 2013), which governments may have some control over through the implementation of sufficient socio-economic policies. Scholars have identified social housing policies as key drivers or inhibitors of social justice in developed and developing countries (Bratt et al., 2013; Hohmann, 2017; Jonkman and Jassen-Jansen, 2018).

Although the UK government has considered various drastic measures toward improving the level of social justice, evidence shows the absence of social justice in this society. According to HM Government (2012), nearly 3.9 million workless households exist in the UK while more than 1.8 million children live in these households. These developments have considerably reduced the government’s effort in providing services such as education and recreational amenities. Additionally, even if the government provides affordable and safe housing to these families they are likely to default rent payment. Shu and Lin (2019) affirm that exclusion of eligible citizens to government facilities and services is a major dynamic driving the ever-growing social injustice. In a similar view, HM Government (2012) demonstrated that children eligible (from impoverished households/neighbourhoods) to get food and subsidised education have a greater probability to get a permanent exclusion from school when compared to those ineligible. The exclusion of these kids from school alone has resulted in a huge gap between the rich and the poor. And this is the reason why it is important to examine the extent to which social housing policy in the UK has promoted social justice in various communities.

Significance of study findings

Given the complexity attributed to the understanding of housing policy and social justice in the UK over the years, single research cannot entirely bring a clear comprehension of the effect of the research problem on the economy of the UK. Therefore, this research study will examine issues of social justice resulting from land and housing policies. Additionally, the outcome of the study will provide crucial information, knowledge, and evidence of the factors promoting the implementation and adoption of UK housing policies that influence social justice concerns affecting major cities in the region. Finally, the findings of the study will be relevant to those who have an interest in issues of social justice and social housing in the UK.

Research questions (RQs)

1. What are the causes of the existing social housing crisis in the UK?

This research question is important because it will inspire the understanding of the issues and factors promoting the prevailing crises within the housing sector. These facets will also provide the understanding to enhance social justice in the UK.

1. Are the existing housing policies in the UK sufficient to address the current housing crises?

This RQ is vital for understanding whether the current policies are effective and suggesting better ways to address the loopholes and gaps in the prevailing policies to reduce accommodation crises.

• To what extent are social justice concerns influencing the UK housing policies?

This RQ is essential to examine whether social inequalities problems inspire the formulation of current and future policies as a means of improving the well-being of citizens from different socio-economic backgrounds.

Aim and Objectives

Aim: To investigate the extent to which the social housing policies enhance social justice

Objectives

1. To define social justice in the background of this study

In the context of this research, social justice was defined as providing assurance to a citizen of all levels of income regarding accessings table, safe, high-quality, and affordable housing facilities (The Praxis Project, 2020).The definition is based on the ability of one to have a reliable and dependable place to live.

2. To highlight how social housing policies can theoretically improve social justice
3. To assess the extent to which social housing policies in the UK contributed to social justice