Category: Essays

Plagiarism has to be checked and quotes need to be done. No plagiarism!!!

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Hilberg, Raul: The Destruction of the European Jews. 3 vols. New York, London: Holmes & Meier, 1985. [1961] Hilberg, Raul: Perpetrators, Victims, Bystanders: The Jewish Catastrophe 1933-1945. New York: HarperCollins, 1992. Kershaw, Ian: Hitler, the Germans, and the Final Solution. New Haven; London: Yale UP, 2008. Levi, Neil / Michael Rothberg (eds.): The Holocaust: Theoretical Readings. Edinburgh: Edinburgh UP, 2003. Levi, Primo: The Drowned and the Saved. Trans. Raymond Rosenthal. London: Abacus, 1989. Novick, Peter: The Holocaust in American Life. Boston: Houghton Mifflin, 2000 [1999]. Sicher, Efraim: The Holocaust Novel. New York; London: Routledge, 2005. Suleiman, Susan Rubin: Crises of Memory and the Second World War. Cambridge, MA; London: Harvard UP, 2006. Stone, Dan (ed.): The Historiography of the Holocaust. Basingstoke; New York: Palgrave Macmillan, 2004. Waxman, Zoe Vania: Writing the Holocaust: Identity, Testimony, Representation. Oxford: OUP, 2006. Felman, Shoshana / Dori Laub (eds.): Testimony. Crises of Witnessing in Literature, Psychoanalysis, and History. New York; London: Routledge, 1992 Finkelstein, Norman: The Holocaust Industry: Reflections on the Exploitation of Jewish Suffering. London, New York: Verso, 2000. Fulbrook, Mary: German National Identity after the Holocaust. Cambridge: Polity, 1999. Gilbert, Martin: The Holocaust: The Jewish Tragedy. London: HarperCollins, 1986. The Roots of Evil: The Origins of Genocide and Other Group Violence Ervin Staub Publisher Cambridge University Press, 1992

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COURSE WORK ONE Course work one requires student to produce two, one thousand word reflective assignments. Each assignment must address at least one of the areas identified by the NMC e.g. communication, compassion etc. The word limit suggests one area per essay would be best. It may be reasonable to address the same topic in both essays as a comparative study but this must be approved by a lecturer before commencing the work and must demonstrate extensive development of the theme. Each of these assignments should investigate an area of nursing outside of the domain for which the student is training. Adult nurses may select from mental health nursing, childrens nursing, maternity care, care of the elderly or learning disabilities. Mental health nurses clearly must choose anything other than mental health. Learning disabilities is an option available for mental health students. A reflective model should be demonstrated and be used to structure the work. Accordingly, these assignments should emphasise the first person singular (‘I’ statements) rather than the detached third person analytical expressions usually associated with academic work in Nursing. Since both assignments will be submitted as one unit of work it is unnecessary to replicate the chosen reflective model in both essays,- indeed marks may be lost for unnecessary repetition. A tip is to offer the reflective model as a precursor to both reflective accounts. Each reflective analysis account thus becomes a derivative of the common descriptive stem (the reflective model). The reflections, regardless of the model used, should account for the Affective, Cognitive and Behavioural elements of the experience being analysed. Emphasis is on analysis rather than description of the event and the marks will be awarded accordingly. This assignment though is a ‘Pass or Fail’ exercise. Examples of previous assignments include;- • Communicating with a learning disabled client relating to their diet, • Expressing compassion to relatives of a dying child • Explaining a pre-operative checklist to a non-English speaking patient. • Administering an injection for the first time • Undertaking a wound dressing for the first time • Bathing a member of the opposite gender. • Communicating with distressed and angry relatives • Delivering a patient summary at staff shift handover. THINGS NOT TO DO:- a) BROADENING PERSPECTIVE EXPERIENCES DON’T; • Put yourself into a dangerous situation;- avoid war zones and areas of civil unrest / conflict. Also consult with local supervising personnel about safety issues. • Depend on the University for expenses or other financial support • Work in isolation or unsupervised • Engage with vulnerable service users • Try to cover all of the NMC requirements in all of the essays / reflections. One subject per assignment will suffice. DO; • Respect the needs of all patients, clients, service users and service providers. • Investigate the organisation NOT the clients • Provide details of your proposed experience to lecturers BEFORE embarking upon it. • Produce your posters to demonstrate and validate your activities • Record your experiences in your portfolio b) COURSE WORK 1 DON’T; • Identify individuals or organisations either directly or by implication unless they either agree to it or they are a public body… and even then discuss this with lecturers before writing. • Try to accommodate all of the areas of nursing in all of the assignments. One per assignment will suffice. • Offer only superficial description;- you must investigate and analyse deeply in order to pass these essays. • Be late with your submission DO; • Analyse and criticise • Discuss the work with lecturers as required First 1000 words essay Use Gibbs reflective module to reflect how communication is been implemented in maternity service. I have selected the use of an interpreter as a mode of communication with a woman with limited English. Please use Harvard style referencing and UK research Second 1000 words essay Use Gibbs reflective module to reflect on how safeguarding is been implement in maternity service. I have selected a woman undergoing domestic abuse. Please adapt every part of it to the uk. FACULTY OF SOCIETY AND HEALTH GENERIC ASSESSMENT CRITERIA Society & Health: LEVEL 7 A (85-100%) (70%-84%) B (60-69%) C (50-59%) D (40-49%) E (34-39%) F (33% – 0%) Level 7 Criteria >8.5 7-8.4 6-6.9 5-5.9 4-4.9 3.4-3.9 <3.4 1. Presentation 10 All work should be presented to a high level. Work must be appropriately structured and demonstrate fluent articulation and clarity of expression. Spelling and grammar must be correct Within the word limit Word count declared All work should be presented to a high level. Work must be appropriately structured and demonstrate fluent articulation and clarity of expression. Spelling and grammar must be correct Within the word limit Word count declared Demonstrates exceptional academic writing style for this level of work Work is clearly presented and grammatically correct with no spelling errors Demonstrates fluent articulation and clarity of expression Within the word limit Word count declared Work is clearly presented, fluent and grammatically correct Thoughts and ideas are clearly expressed Within the word limit Word count declared Work is clearly presented. Minimal errors in grammar and spelling Thoughts and ideas are clearly expressed Within the word limit Word count declared Some inconsistencies in the standard of presentation. Minimal errors in grammar and spelling. Meaning apparent but not always clearly expressed Within the word limit Word count declared Work is poorly presented and/or marred by errors affecting comprehensibility Inadequate proof reading. Length not within required limits Word count declared >12.7 12.6-10.5 9-10.4 7.5-8.9 6-7.4 5.1-5.9 <5.1 2. References 15 The Harvard system must be used consistently and accurately throughout the work. It is expected that students will demonstrate a range of reading appropriate to the topic and the academic level. Although difficult to prescribe, it is anticipated that students will draw on a range of literature, and other forms of evidence, using this to extend perspectives and elaborate on current thinking. The Harvard system must be used consistently and accurately throughout the work. It is expected that students will demonstrate a range of reading appropriate to the topic and the academic level. Although difficult to prescribe, it is anticipated that students will draw on a range of literature, and other forms of evidence, using this to extend perspectives and elaborate on current thinking. Able to extrapolate from a diverse range of evidence. Harvard System used consistently and accurately. Wide range of reading evident and utilised appropriately throughout the work. Harvard System used consistently and accurately. Wide range of reading evident and utilised appropriately for the majority of the work. Harvard System used consistently and accurately in the majority of the work. Some evidence of wide reading within the work. Harvard System used with minimal errors in referencing evident. Some evidence of wide reading to support parts of the discussion. Harvard System used but referencing incomplete and multiple errors evident. References not always utilised appropriately to support the work. Limited evidence of wide reading to support discussion. Using Gibbs: Example of reflective writing in a healthcare assignment • Description In a placement during my second year when I was working on a surgical ward, I was working under the supervision of my mentor, caring for a seventy-two year old gentleman, Mr Khan (pseudonym), who had undergone abdominal surgery. I had been asked to remove his wound dressing so that the doctor could assess it on the ward round. I removed the dressing under my mentor's supervision, using a non-touch procedure, and cleaned the wound, as requested by the doctor. My mentor was called to another patient at this point, so at her request I stayed with Mr Khan while we waited for the doctor to come to see him. The doctor had been with another patient, examining their wound, and I noticed that she came straight to Mr Khan to examine his wound, without either washing her hands or using alcohol gel first. I also noticed that she was wearing a long-sleeved shirt, and I was concerned that the cuffs could be contaminated. I thought for a moment about what to do or say, but by the time I had summoned enough courage to say something, I thought it was too late as she was already examining Mr Khan. Feelings I was alarmed by this, as I had expected the doctor to wash her hands or use alcohol gel before examining Mr Khan. However, I felt intimidated because I felt that the doctor was more experienced than me as a second year nursing student; and I didn't want to embarrass her. Also, I didn't want to make Mr Khan concerned by confronting the doctor in front of him. Later, I spoke to my mentor about the incident. She suggested that we speak to the doctor together about it. My mentor took the doctor aside, and asked her whether she had washed her hands before examining Mr Khan. She looked quite shocked. She said that she had been very busy and hadn't thought about it. My mentor discussed the importance of hand hygiene with her, and the doctor assured her that she would wash her hands before examining every patient in the future. Evaluation The incident was extremely challenging for me. I regret that I did not act to challenge the doctor's practice before she examined Mr Khan. However, I am pleased that the doctor responded so positively to the feedback of my mentor, and I have observed that she has now changed her practice as a result of this incident. I too have learned from the incident, as it has taught me the importance of acting assertively with colleagues, in a sensitive manner, in order to safeguard patients' well-being. Analysis The Royal College of Nursing (2005) states that hand hygiene is the single most important activity for reducing cross-infection, and points out that many health care professionals do not decontaminate their hands as often as they should. Recent guidance published by the Department of Health (2007) highlights the possibility of staff transmitting infections via uniforms, and the need to review policies on staff dress. The Nursing and Midwifery Council Code of Professional Conduct (2004, section 8) states that as a nurse 'you must act to identify and minimise the risk to patients and clients'. As the student nurse caring for Mr Khan under my mentor's supervision, this also applies to my own practice as a student nurse. Conclusion Looking back on this incident, I can see that I should have acted sooner, and that I should have ensured that the doctor washed her hands before examining Mr Khan. I can now see that my inaction in this incident put Mr Khan's well-being at risk. After discussion with my mentor, I recognise that I need to develop the confidence to challenge the practice of colleagues, putting the well-being of clients at the forefront of my mind. I realise that I need to be supportive to colleagues, understanding the pressures that they may be under, but ensuring that their practice does not put clients at risk. Action Plan In future, I will aim to develop my assertive skills when working with colleagues, in order to ensure that the well-being of clients is maintained. In my next placement, I will make this a goal for my learning, and will discuss this with my mentor to work out strategies for how I can achieve this. Please follow the link below to see how you can incorporate gibbs in this assignment. https://www.kcl.ac.uk/campuslife/services/disability/service/Using-Gibbs-Reflective-Cycle-in-Coursework.pdf

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1. Computing/Information systems carry all the hallmarks of a strictly differentiated profession and should be treated and recognised alongside other professions. Critically Discuss 2. Managers and controllers of information systems have a duty to ensure that users abide by legal, ethical and professional codes and regulations in the way in which information is stored and processed. Critically Discuss 3. Ethics often fills the gap between current legislation and the needs of the computer/information systems industry particularly when considering the global nature of such systems e.g. the use of the Internet, websites etc. Critically Discuss Assessment Criteria The report with be assessed on the following components: 1. An abstract summarising the purpose and content of the report (10%). 2. An introduction or background to the issue (10%). 3. A critical analysis of the available literature (50%) 4. Findings and conclusions (20%). 5. Appendices – references/ bibliography (10%). The abstract should be completed after the research and report is completed so that it encompasses all aspects of the report including the findings. I have chosen topic number 2 I will attach the whole assignment for you to see.

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Introduction: This chapter of the research would introduce the topic in detailed yet precise manner, including the background of the study, the statement of purpose as well as the significance of the study. Moreover, the research question as well as the purpose of study and objectives must also be presented in order to make sure that the overall idea behind the research is not eluded. These are the research questions for the dissertation: • Can identities be shaped and reinforced through participation in football? • What is the perception of Muslim women participating in football? • What barriers and opportunities are presented in the representation of Muslim women in football? • Can the role of Muslim women participating in football be seen as ‘kicking against tradition?’ • How important to changing attitudes is the influence of football on Muslim society, but particularly to women? • How beneficial is football to Muslim women and can they compete in real-time events without compromising their identity? This chapter (Introduction) must explain proposed topic, well written and researched explanation. This chapter must be 1000 words. The next chapter is the Literature Review: This must provide a review of academic supports of the literature, including an overview of the various concepts discussed in the research. At the same time, the research must also seek to focus on the different studies conducted on the same topic, in order to further support the results and assist in relating the results of the current study with that of the previous research done. This must indicate why does this research need to be completed and the academic justification relating to this topic. This chapter should in 1500 words. Reference: Ahmad, A., (2011) British Football: Where are the Muslim female footballers? Exploring the connections between gender, ethnicity and Islam, Soccer & Society, Vol. 12, No. 3, pp. 443 – 456 Bryman, A., and Bell, E., (2011) Business Research Methods, Oxford University Press Dashper, K., Fletcher, T., and McCullough, N., (2014) Sports Events, Society and Culture, Routledge Dunn, C. (2015). Globalising Women’s Football: Europe, Migration and Professionalization.Sport in History, pp.1-2. Easterby-Smith, M., Thorpe, R., and Jackson, P., (2012) Management Research, Sage Owen, W., (2005) Kicking Against Tradition: A Career in Woman’s Football, History Press Ltd Ratna, A., (2011) ‘Who wants to make aloo gobi when you can bend it like Beckham?’ British Asian females and their racialised experiences of gender and identity in women’s football, Soccer and Society, Vol. 12, No. 3, pp. 382 – 401 Kindly make use of 2013-2015 journals, books and articles. I am uploading the research proposal for the writer’s.

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Outline the key elements of the theory of Path Dependency and explore the implications that follow from it for the conduct of social scientific research. Use relevant case study material to illustrate your answer. The following are the references provided from the coursework instruction. We are “strongly” recommended to use these: 1. David, P. A, 1986, ‘Understanding the Economics of QWERTY: The Necessity of History’, in Parker, W. N. ed, Economic History and the Modern Economist, Oxford Blackwell. 2. Schreyögg, G, Sydow, J and Holtmann, P, 2011. ‘How history matters in organisations: The case of path dependence’, Management and Organizational History, Vol 6(1): 81–100. 3. Lambert, NJ. 2014. ‘Resource Longevity and the ‘Pull’ of Existing Organizational Paths: Strategic Adjustment and Response by UK Producers to a New International Division of Labour in the Ceramic Tableware Sector’, Competition and Change, Vol 18, no2, pp 131-49. I will also attach a pdf file following the completion of my order.

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Please provide brief paragraph answering the following question that will be used as a discussion post. Why is variety important to a healthy diet?

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Label each answer and explain the importance of variation to health-care organizations and answer the following questions. 1. What might be the key processes for health-care organizations? 2. What are the potential common causes of variation that would have an impact on the key processes of health-care organizations? 3. What special causes might be more important than the others? 4. How might health-care organizations’ business environment be dynamic and change over time?

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Summary You are required to write up to 500 words in response to each of the following questions (no more than 1000 words in total). You will need to draw on the knowledge acquired in the second week. Copyright is not optimised to foster musical creativity. Discuss this statement with reference to examples. Copyright is increasingly more concerned with preserving business models than prevention of piracy. Discuss this statement with reference to examples. Marking Criteria: – Demonstrated understanding of the question – Demonstrated knowledge of lecture and reading materials – Application of materials to set question

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RRA Human Subject Information For: Developing a Guide for Non-Minority Teachers Who Teach Racialized Students This is an RRA for a proposed qualitative research study. The purpose of this study is to conduct an action research study to best determine how teachers from a predominately White racial background can better develop specific skills that will assist them in understanding black minority students that are present in their classrooms. Beyond conducting a thorough literature review for this study, it is also important to gain the personal perspective of teachers currently serving in the field of education, in relation to the key questions that form the foundation for this particular project. As such, the researcher is seeking institutional approval to use human subjects within the study design, for the sole purpose of conducting personal interviews. Research Questions The following two questions will form the basis for this qualitative action research study: Research Questions 1. What skills will prove to be most effective in the quest to assist classroom teachers in best understanding the black minority student population in their classroom? 2.What factors are unique to the black minority student population in terms of creating an unequal educational environment, and how can these best is overcome in today’s classroom please add as many as reference .

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