Create a baseline analysis report focusing on a particular topic that you have identified through the analysis of a range of data sources.

Description
Your first assignment is a baseline analysis report focusing on a particular topic that you have identified
through the analysis of a range of data sources. This will include producing MS Excel based data analysis,
presentation and statistical analysis, ArcGIS PRO choropleth mapping, overlaying other data layers on your
base map (i.e. Using the overlay technique in ArcGIS PRO) and undertaking spatial analysis (e.g. buffering).
Your baseline assessement you typically focus one of the following topics:
The analysis should be undertaken at what is called the OA level for the Parish of Wilmslow. Your analysis
should be put into context and examine how this compares to the whole of the Cheshire East Council area. A
full assessment briefing will be issued in week 5.
WORD COUNT: 2000 WORDS
Building on assignment Part I, you will produce a report which identifies a number of proposals to tackle the
various issues you have identified in your previous analysis. The report should highlight/summarise the key
issues you have identified and then focus on your various solutions and proposal for your chosen topic. The
report should be illustrated with a series of maps, plans, diagrams, illustrations etc. to show how you intend
to address the matter. You proposals report should include:Provide a written explanation to support and
justify your proposals.
Provide a written explanation to support and justify your proposals.
Include a summary or conclusion at the end.
A list of references for data sources, ideas etc.
Provide a written explanation to support and justify your proposals.
WORD COUNT 1000 WORDS
LINKS/ RESOURCES
https://mapmaker.cdrc.ac.uk/#/dwelling-age?lon=-2.2313&lat=53.3277&zoom=13
https://ec.europa.eu/statistical-atlas/viewer/?
mids=BKGCNT,BKGNT22016,C01M01,CNTOVL&o=1,1,1,0.7&ch=PEO,C01&center=50.00754,19.98211,3&
http://european-crt.org/map.html
http://infuse.ukdataservice.ac.uk/
https://www.nomisweb.co.uk/
https://www.nomisweb.co.uk/reports/localarea?compare=1170221279
http://www.commute-flow.net/
http://www.environment-agency.gov.uk/holding-pages/uwcms.aspx
https://magic.defra.gov.uk/
http://maps.cheshire.gov.uk/ce/interactivemapping/
https://www.gov.uk/check-long-term-flood-risk
https://www.ppgis.manchester.ac.uk/skills/
https://www.gov.uk/government/organisations/department-for-environment-food-rural-affairs/about/statistics
https://datashine.org.uk/
http://www.plumplot.co.uk/

What role does feminist theory play in shaping gender-based activism?

1
Gender and Power PPLM7015B
Assessment Brief
Summative Assessment
There is ONE form of assessment for this module:
5000-word essay: critical analysis of relevant case study (100% summative)
Title and task:
What role does feminist theory play in shaping gender-based activism?
The assignment will adopt the format of a traditional academic essay and answer the
question above.
You will select a particular piece of gender based activism and a relevant theoretical focus.
You will answer the question via a critical analysis of your case study, in which you make
explicit connections between your campaign material and your theoretical lens.
Task description
You will select and research a particular campaign/movement/example of gender-based
activism, including its development, actions, impact and materials.
It can be any kind of gender-based activism from a formal campaign like ‘He for She’, a
grassroots movement such as BLM, or some kind of microactivism such as a twitter hashtag
(e.g.#SayHerName). It can be local (e.g.something running by the SU), national or
international. The definition is deliberately vague in order for you to select something you are
interested in/care about.
Throughout the module, you will collect materials from and information about your chosen
campaign, which you will use as a case study to reflect upon the relationship between
feminist theory and activism. These materials will act as your data for analysis.
The materials and information can be (for example):
booklets or pdfs produced by the activist organisation, social media (by or in response to the
campaign), campaign videos, news articles, blogs, public interviews with key personnel
(secondary data)*, comments-sections of online content, etc.
What you collect will depend on the activism you choose. As you come to write the essay,
you may need to narrow down the material you choose to analyse (you do not need to
include absolutely everything produced by the campaign).Where relevant, you can include
screen-shots of your chosen case-study data in appendices (for instance, for online material
that cannot be referenced with a website address).
You will also identify a specific feminist theory or theories which inform, challenge or ground
your campaign. This will be the theoretical ‘lens’ you bring to your analysis.
You will critically analyse your case-study campaign material in order for you to reflect on the
ways in which activism is informed, shaped or challenged by specific kinds of feminist
theory. You are encouraged evaluate the strengths and weaknesses, and comment on the
inclusivity/exclusivity, of the case campaign.
2
*you are not permitted to conduct any primary empirical research with human subjects for
this module.
Please see the Weekly Schedule for information on deadlines.
Assessment Criteria
You will be assessed on:
 Your understanding of relevant feminist theory
 Your ability to critically reflect on academic literature
 Your ability to critically analyse relevant data
 Your ability to make connections between theory and concrete examples (from your
case study), and to reflect on those connections
 Your written communication
 For the highest marks, you will demonstrate an understanding of the epistemology
and ontology underlying both your chosen campaign and the theory/theories with
which you analyse your case study. (More will be said in seminars).
Formative Work
You will have the opportunity to submit formative work.
There are two formative assessments.
Written formative work
A plan of your essay (no longer than 1000 words).
This does not have to be long and can be as brief or as detailed as you like, within the word
limit. The plan can be in prose or bullet points. It is a good idea to include, ideally:
 Your chosen campaign
 At least some of the material you think you might like to analyse
 An indication of your chosen theory/theories
You might also (but do not have to) include:
 A break down of sections / sub-headings
 Resources and academic literature you might draw on
 Questions about your project which you’re unsure about / specific issues you’d like
feedback on
The essay plan is due in week 5 (reading week).You will receive written feedback and we
will discuss general feedback in seminars.
In-class formative presentation
This is a short presentation of your work in progress, to take place in seminars in week 9,
followed by a brief class discussion of the presentation. You’ll receive oral feedback in class.

Explain the two Data Control Language (DCL) statements, Grant, and Revoke with the correct syntax and appropriate examples of each statement.

Description
screen shots of working solution and sample output as evidence.
Task 1: Structure Query Language (SQL) [20%]
1. Explain the two Data Control Language (DCL) statements, Grant, and Revoke with the correct syntax and
appropriate examples of each statement.
2. Explain the term ACID in the relational database with appropriate examples
Task 2: Data Manipulation [50%]
Consider the above ERD diagram and write the following SQL statements.
(Each SQL statement has 5 marks)
Note: First you need to create the above database/tables
(See the SQL script in appendix to create the above database / tables and to insert the data).
1. Write an SQL statement to list all employees who are working in the Sales department for which the hire
date is between 1995 – 2008
2. Write an SQL statement to show all titles of employees who are getting more than £20000 salary and for
which the hire date was after 1985
3. Write an SQL statement to show the full names, salaries and gender of those in the HR department.
4. Write an SQL statement to show all employees’ names, department names and their departments’
managers.
5. Write an SQL statement to show a list of employees who were hired between 1980 and 1995 and whose
first name starts with A or S
6. Write an SQL statement to change the employee’s title who works in the finance department and whose
first name starts with ‘S’.
7. Write an SQL statement to increase the salaries of all employees up to 10 % for those who have been
working since 1997 and work in the Marketing department.
8. Write an SQL statement to delete employees’ record in the sales department and whose last name starts
with A or S
9. Create a database view to list the full names of all employees, salaries, their departments, and departments
manager
10. Create a database view to list all employees, departments and their departments’ managers of those who
were hired between 1990 and 2000.
Task 3: Database Testing [25%]

1. What is Database Testing and how Jet Airline’s database can be tested?
2. Develop the Jet Airline’s database testing template and provide screen shots of the testing process of the
following database constraints.
• Field size validation
• Null values
• Referential integrity (Primary/Foreign Key)
Task 4: Referencing and Bibliography [5%]
You are required to follow the Harvard referencing system when citing others’ work. An accompanying list
of references must also be provided as part of your report.

Is African Witchcraft relevant today?

Dissertation

Is African Witchcraft relevant today? 8,000 words

Introduction:

Subtopic 1: Trace history of African Witchcraft

• Henrietta Moore – African Witchcraft

Subtopic 2: Specificic case of African witchcraft – body and the Thames (African boy)

Subtopic 3: Newspaper articles on witchcraft

Key Writers:

• Adam Ashfort
• Henriatta moore – African witchcraft
• Max marick – witchcraft and sorcery
• Jean and john comorof

Define quality management, then using suitable quality management framework for Health and Social Care services, identify and evaluate factors effecting the quality of healthcare for patients

Download CQC inspection report PDF 199.27 KB (opens in a new tab)
All reports
We did not inspect any other services as this was a focused inspection in relation
to children’s and young people’s services. We did not enter any areas designated
as high risk due to COVID – 19. We continue to monitor the trust closely to identify
new and emergency risks and track the trust’s progress against their
improvement plan.
Using the children’s and young people’s framework, we inspected elements of
the key lines of enquiry of safe, effective, responsive and well-led. Our rating of
this location went down. We have rated the service as inadequate and have taken
enforcement action as a result of this inspection to promote patient safety.
We also used our urgent enforcement powers and placed conditions on the
trust’s registration in relation to: inadequate safeguarding systems that exposed
children and young people to the risk of abuse and harm; inadequate assessment
and management of risks relating to children and young people’s mental health,
those with learning disabilities and those with behaviours that challenged which
placed children and young people at risk of avoidable harm; and inadequate staff
training which meant children and young people with mental health and learning
disability needs were not being cared for by staff who had the skills to keep them
safe.
We also served a warning notice telling the provider they must make
improvements to ensure all care plans are individualised and meaningful for each
child and young person.
During our inspection we visited the children’s ward and two adult wards where
young people between 16 and 18 years of age had been admitted. These two
wards were the Acute Medical Assessment Unit (AMU) and an escalation ward
which was a temporary medical ward.
We reviewed the records of five children and young people who were receiving
care in hospital at the time of our inspection. We also reviewed the records of two
children and young people who had been detained under Section 2 of the Mental
Health Act 1983 at the trust during November 2020. Detention under Section 2 of
the Act means that a person has been legally detained for assessment of their
mental health; this can last for up to 28 days.
Exam Questions:
Please ensure that you read the full CQC report when preparing for your exam.
Question One
Define quality management, then using suitable quality management framework
for Health and Social Care services, identify and evaluate factors effecting the
quality of healthcare for patients at The Princess Royal Hospital. (30 Marks) 700
words
ASSESSMENT CRITERIA FOR Q1
Knowledge and understanding of the issues currently being experienced by The
Princess Royal Hospital.
Ability to conduct valid and relevant research
Ability to extract relevant information and draw balanced conclusions

Write an essay on international negotiation (Iran nuclear deal) applying analytical theories.

Description
Write an essay on international negotiation (Iran nuclear deal) applying analytical theories. Your task is to
identify, research and analyse aspects of the process, substance and strategies of the negotiation and critically
evaluate them drawing on the respective literature.

Critically assess the claim that evolutionary and comparative psychology are important for understanding human behaviour.

Essay Question 2: Critically assess the claim that evolutionary and comparative psychology are important for understanding human behaviour.

ASSESSMENT DETAILS

Essay question 2: Critically assess the claim that evolutionary and comparative psychology are important for understanding human behaviour.

Notes: You may discuss this question generally or you may focus on a specific behaviour to contextualise your answer e.g. reproductive or competitive behaviour. You can contrast evolutionary and non-evolutionary theory to help answer this question. You must draw on non-human research.

LEARNING OUTCOMES ASSESSED:

This assessment assesses the following module learning outcomes:

K1 The ability to explain and discuss key theories and evidence from the study of evolutionary psychology and animal behaviour

K2 The ability to discuss implications of research on animal behaviour for our understanding of human and non-human animals

Note that to pass the assessment, all learning outcomes must be met.

To what extent is Climate Change a result of human activities?

Assignment Research Workbook

Task 1 Choose Title

• Show your understanding of the essay title/question by identifying the topic and focus, and the task/instructions.
• Provide definitions of key terms/vocabulary

Task 2 References

Search online for 10 relevant and trustworthy academic sources and list them below using the Harvard Referencing System. Be sure to include links for all online sources.  (Harvard style)

Task 3 Source Evaluation

Conduct the CRAAP Test on one of your listed sources. Complete notes on the results in the following template:

(50 words)

Task 5 Note taking and Making

Make notes on at least three sources and record them below. Try to use varied note taking techniques and ensure that notes are summaries in your own words and not direct copies from original sources.

 (150-200 words)

1. Cornell Notes:

Task 6 Planning

Write an essay plan, this is only a plan and you may change it over time. Include a thesis statement highlighting the main argument. Include arguments for and against the thesis statement. Include citations to support the points you make.

(280-300 words)

How is physical education more than just physical activity or sports?

Description
Please read Task 1 Teaching health and physical education
Word-count: 1250 words, +/- 10%
THE TASK
Thinking of the ‘team, game, season and practice’ unit structure, respond to the following questions
incorporating reference to both your experiences from the PE workshop sessions (class discussions) Please
refer to the classroom observations in this document, The HPE Games and Dance booklet and the PE
Assessment 1 by friend (This has been submitted, please do not copy) and your academic reading:
1. How does this unit design and implementation address curriculum (content descriptors) in HPE?
2. How does this unit structure address a pedagogical issue in HPE (select one)?
3. How is physical education more than just physical activity or sports?
Please also read the other files I upload to have a better understanding of this unit and please use them as
references. Please make sure there is a table of the curriculum in the paper (no word count)
Marking schema
1. How does this unit design and implementation address the curriculum in HPE? Identifies and evaluates
specific connections between this unit design and the curriculum content descriptors in HPE (30%
weighting)
2. How does this unit design address a pedagogical issue in HPE (select one)? Identifies one specific
pedagogical issue in HPE and explains how this unit design may be used to address this issue (40%
weighting)
3. How is physical education more than just physical activity or sports? Identifies and explains differences
between physical education, physical activity and sports (not sport education) (15% weighting)
4. Incorporate reference to both experience and theory. Synthesizes experiences in workshop sessions with
students and at least six academic references in a clear and coherent writing style referenced using APA
(15% weighting)
Criteria
Curriculum in PE
How does this unit design address curriculum in HPE? Identifies and evaluates specific connections between
this unit design and curriculum in HPE (30% weighting)
Pedagogical issues in PE
How does this unit design address pedagogical issues in HPE? Identifies one specific pedagogical issue in
HPE and explains how this unit design may be used to address this issue (40% weighting)
Differences between PA,PE and Sport
How is physical education more than just physical activity or sports? Identifies and explains differences

What are the Effects of Psychological Capital

Topic:
What are the Effects of Psychological Capital

10 pages + well-structured + cited references
Description
The relationship between student engagement and positive psychology
Research about psychological capital and student engagement in higher education.
What exactly is psychological capital and what makes people engaged
What does engagement look like
Factors that effect engagement