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What are the general ethical duty and statutory requirements for counselors when it comes to reporting child abuse or neglect?

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Objective 2: Explain the statutory requirements for reporting suspected child abuse or neglect.
Every state has a statute that requires many professionals to report suspected child abuse and neglect and the counseling profession is one of them. In fact, counselors often report and engage in these cases, often collaborating with other government professionals, to ensure the best case scenario for children involved. However, these mutual efforts can put confidentiality, a key component to the counseling relationship, at risk. Here you will gain an awareness of what counselors can do in these cases and how often the need to protect children is much more important than ensured confidentiality, something anyone who desires to protect children can relate to. You will relate to the challenges of making such reports and potential counseling relationship stressors as well.
Learning Activity #3: Reporting Paper
 Review Chapter 9 of your Remley and Herlihy textbook.
 Write a two to three page paper explaining the general statutory requirements for reporting suspected child abuse or neglect.
 To achieve maximum points for content and analysis, the following elements need to be thoroughly addressed:
 What are the general ethical duty and statutory requirements for counselors when it comes to reporting child abuse or neglect?
 What is Ohio’s statutory for reporting child abuse or neglect? You will need to seek an outside reference here. You can search the internet for this one and/or obtain an article/book of your choice from the library (be sure to cite and reference it).
 As you know, school violence is on the rise. What are steps counselors can take to ethically report threats as well as prevent bullying and harassment of children? What might be some complications in this area?
 What if a counselor in any setting (school, private practice, agency, etc.) suspects a child is not telling the truth about being abused? What steps can the counselor take to ensure the child in question is still safe?
 Summarize your overall impressions of mandatory reporting for child abuse and neglect.
 Please use the OCU Template to ensure APA formatting is applied correctly.

 Ensure that you have cited and referenced at least two scholarly sources.
has to be 6th edition APA format
APA template

[The body of your paper uses a half-inch first line indent and is double-spaced. Use a citation for sources you use in the text of your paper. If the citation does not follow a quote you do not need a page number. If the citation is referring to a direct quote you need to include a page number for a book and journal article. If the reference is a web document you need a paragraph number for the quote] (Last Name, Year).

References

Last Name, F. M. (Year). Article title. Journal Title, Volume(Issue), Pages From – To.

Last Name, F. M. (Year). Book title. City Name, ST: Publisher Name.

What is the influence of government on your company or market? Is there a heavy tax burden? Are there subsidies or price controls?

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For this final project, you will write a 6- to 10-page paper in which you research and analyze the market for a product or service produced by the company you work for, or by some other company that you know well. The paper will need to be in APA format. Throughout the paper, you will need to provide careful economic analysis of your chosen market using the economics concepts from the course. As a starting point, you should expect your audience to be familiar with these concepts, so there is no need to define basic concepts. Instead, demonstrate your understanding of the concepts by applying them competently. Your goal should be to teach us about this company or industry. the emphasis must be on the economic analysis and readers should be able to learn something not easily discovered. Please make sure to answer every question within each section listed below:

What is the general market structure for your industry? Is it best thought of as a monopoly, oligopoly, or monopolistic competition? What characteristics suggest this is one market or another? Is the price high enough to cover costs and do there appear to be above-normal profits? Is the market structure changing over time or expected to? What are the important barriers to entry?

What is the relevant cost structure for the industry and for your firm? How does your company avoid the sunk-cost fallacy and hidden-cost fallacy? What labor market skill sets are needed for your company and are there readily available workers to hire? What does the market for important inputs look like? Does your company have many or few options from which to source important inputs? Is the hold-up problem a concern? Are there economies of scale? Are there economies of scope or diseconomies of scope? Are there large fixed costs? How do the variable costs compare to the fixed costs in terms of relative size?

Is your firm able to practice price discrimination? What form of price discrimination is most relevant in this industry and are there other opportunities that your firm has not yet taken, and why? Remember, there is a difference between price differences caused by cost differences! If price discrimination is possible, how is your firm able to accomplish this effectively? Are there opportunities to enhance your firm’s ability to practice price discrimination?

What is the influence of government on your company or market? Is there a heavy tax burden? Are there subsidies or price controls? Are there are other regulations that are relevant to the functioning of the market? This could include environmental regulations, taxes, tariffs, minimum wages, and so on. Describe the specific features of the regulation and their impact on your company or industry. Provide estimates of the impact on the market (e.g., prices, costs, or employment). Has this left room for businesses to exploit the inefficiency to create wealth?

The paper should be 6 to 10 pages and use APA format, standard font and font size, 1-inch margins, and double spacing. The cover page, reference page, and appendix do not count toward the page count.

Classroom text book is Managerial Economics fifth edition please use this as one of the reference.

How do original song writers communicate the original and authenticity in their music?

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Literature review (Media and Communication studies field)

Case study of ‘SmallWorld SmallBand’ in producing original and authentic song.

Research questions:
1. How do original song writers communicate the original and authenticity in their music?
2. In what way does the song writer perform cultural revitalization and national identity of Cambodia?
3. How do audiences perceive their music through social media platform?

– This is a literature review only. The review situates around concept/idea of national identity, youth, pop music/music, originality, cultural revival, cultural citizenship.
– Start with the review.
– No need cover page, introduction and history background of the band or Cambodia music.
– Citation include page number.

Literatures include (some are attached):
– Music as social life by Turino Thomas
– Refashioning pop music in Asia by Allen Chun, Ned Rossiter and Brian Shoesmith
– Historiography and Complexities- Why is music ‘National’? by Hans Weisethaunet
– The sound of longing for home by Bart Barendregt
– DIY Style: Fashion, Music and Global Digital Cultures by Luvaas, Brent
– Dangdut Stories: A Social and Musical History of Indonesia’s Most Popular Music by Weintraub, Andrew N
– Music, Performance, Meaning by by Nicholas Cook
– Musical Style and Social Meaning by Derek B.Scott
– Globalization and Modernity in Asia by Chris Hudson and Bart Barendregt
– Popular Music, Critical Concepts in Media and Cultural Studies by Simon Frith
– This Safer Space: Janelle Monáe’s “Cold War” by Shana L. Redmond
– Music, Sound and Space: Transformations of Public and Private Experience by Georgina Born
– The Oxford Handbook of Music Revival by Caroline Bithell, Juniper Hill
– Imagined Communities by Benedict Anderson
– The other classical music: fifteen great traditions by Michael Church

Multiple sclerosis progression and the eye. What can OCT studies tell us about disease progression?

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Dissertation

Title: Multiple sclerosis progression and the eye. What can OCT studies tell us about disease progression?

The use of OCT is ever increasing in daily optometric practice, but can these instruments be used to inform the clinician about neurological conditions? This study will review the literature to examine how OCT imaging of the retinal nerve fibre layer can provide clinical information about progression of the systemic disease.

Literature review in a CET style article. 5,000 words and 500 words for the overview statement.

Maximum 20 references- mostly peer reviewed journal articles- using APA referencing style.

Structure:

  • Abstract (250 words max)
  • Introduction
  • Main body- includes: data analysis, statistical approach using tables, graphs and figures
  • Discussion
  • Conclusion
  • Overview statement (500 words max that’s not included in the 5,000 words)- includes: why the topic was chosen, how the search on the topic was conducted, summary of the principal findings and how its implicated and relevant in high street optometry practice.

Briefly summarize the controversial issue Kim Andersen discovers about the sponsors of industries such as the American Heart Association, the American Cancer Society, the Susan G. Komen Foundation, and the American Diabetes Association. 

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Assignment 2

I would like you to watch the documentary titled, “What The Health” and answer the following questions. You can watch the full documentary either on Netflix or Youtube. 

  1. The beginning of the film brings up some findings from the World Health Organization that links processed meat to an increase in cancer. According o these findings, just one serving of deli meats daily can increase a person’s risk of colorectal cancer by?
  2. The World Health Organization classifies processed meat as a Group 1 Carcinogen, the same group as?… asbestos, and plutonium.
  3. When, the filmmaker (Kim Andersen) calls the American Heart Association, what question is he trying to get answered?
  4. Briefly summarize the controversial issue Kim Andersen discovers about the sponsors of industries such as the American Heart Association, the American Cancer Society, the Susan G. Komen Foundation, and the American Diabetes Association.
  5. Please share any other thoughts you had while watching the film.

 

Demonstrate an advanced knowledge and understanding of an issue area of particular interest within international development.

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Learning Outcomes

On successful completion of this module, students will be able to: Brookes Attribute developed Other GAs developed, if applicable
1. Analyse the changing nature of competing theories of development and their relationship to practice Academic literacy  
2. Assess key issues in the contemporary international politics of development Academic literacy  
3. Evaluate the complex relationship between political economy and development Academic literacy  
4. Assess the relationship between theory and practice in development in the contemporary era of global change Academic literacy  
5. Read critically the literature on international development Research literacy  
6. Demonstrate an advanced knowledge and understanding of an issue area of particular interest within international development Research literacy  
7. Manage workloads effectively and set personal goals Critical self-awareness and personal literacy  
8. Demonstrate the skills of reflective independent learning Critical self-awareness and personal literacy  
9. Communicate arguments orally, via online discussion forums and on paper Critical self-awareness and personal literacy Digital and information literacy
10. Develop research skills with information technology Digital and information literacy Research literacy
11. Demonstrate a critical understanding of how International Relations as a discipline is often built on dominant cultural understandings of the world Active citizenship Academic literacy

 

Annotated bibliography: in very brief

  • Here’s what you can do in 100 – 150 words.
The full reference
(not included in word count)
Summary
What it is about?		 §  The author’s purpose, aim or question

§  Main argument, central idea, findings or conclusions

§  What sort of text is it? General? Specific?
Evaluation
What do I think about it?		 §  Who is it written for?

§  Particular strengths, from your point of view

§  Any weaknesses or limitations?
Reflection
How might I use it?		 §  Has the text helped you understanding something better? How useful is it? Will you use it? How?

 

The general criteria used to assess your coursework are described below:

  Relevance Knowledge and Understanding Analysis Presentation Use of Sources
High Distinction

 

80%+

 

 

 

 All the material introduced is valid and is well-blended into the overall structure of the work. The question is consistently addressed throughout. The limits of the knowledge base and the main issues of debate within the literature are acknowledged. Theoretical and empirical aspects are understood in their complexity and nuance. Key texts are used effectively. A clear, authoritative, and significantly original answer, reflecting on a comprehensive range of positions relevant to the question. Demonstrates a high level of independent thought and critical analysis. Borderline publishable. Excellently written with a structure that enhances the development of the central arguments of the answer. Quotations and references are correctly used and a substantial variety of relevant sources have been consulted.
Distinction

 

70%+

 All the material introduced is valid and is well-blended into the overall structure of the work. The question is consistently addressed throughout. The limits of the knowledge base and the main issues of debate within the literature are acknowledged. Theoretical and empirical aspects are understood in their complexity and nuance. Key texts are used effectively. A clear and authoritative answer reflecting on a comprehensive range of positions relevant to the question. Demonstrates a high level of independent thought and critical analysis. Very well written with a structure that enhances the development of the central arguments of the answer. Quotations and references are correctly used and a substantial variety of relevant sources have been consulted.
Merit

 

60%-69%

 The material introduced is valid.  The structure enables the question to be addressed directly. Substantial knowledge of the debates within the literature is demonstrated. Theoretical and empirical aspects are well understood and appropriately applied. Key texts are recognised. Shows an ability to incorporate a range of positions relevant to the question. Demonstrates a good level of independent thought and critical analysis. Well written with some minor deficiencies in clarity. Has a structure that supports the development of the central arguments of the answer. Quotations and references are correctly used and a good variety of relevant sources have been consulted.
Pass

 

50%-59%

 Most of the material introduced is valid. The question is addressed but there is a lack of focus in places. Knowledge of the debates within the literature is demonstrated. Theoretical and empirical aspects are included, but not without some difficulties in understanding. Some key texts are recognised. A limited range of positions are covered but not without problems in incorporating these into the answer. Some evidence of independent thought and analysis. Competently written with some deficiencies in clarity. Has a structure that generally allows the development of the central arguments. Quotations and references are correctly used with only minor problems. A variety of relevant sources have been consulted.
Marginal Fail

 

40%-49%

 The material introduced bears some relevance to the question. However, there is a lack of focus and the question is only addressed in a superficial way. A limited knowledge of the debates within the literature is demonstrated. There are problems with the understanding of theoretical and empirical aspects. A limited number of key texts are recognised. A small number of positions are covered although these are not integrated into the answer. There is a lack of independent analysis and the answer is almost exclusively descriptive. Written with significant deficiencies in clarity. Has a structure that allows, but does not support, the development of the central arguments of the answer. Significant problems with the use of quotations and references. A limited number of sources have been consulted and some are not appropriate or relevant.
Fail

 

0%-39%

 The material introduced bears little or no relevance to the question. The question is not directly addressed. There is little engagement with the debates in the literature and very few key texts are recognised. The answer rarely goes beyond simple paraphrasing of the opinions of others. No independent analysis at all. Poorly written with major deficiencies in clarity. Lacks a clear structure and any central arguments. Major problems with the use of quotations and references. Very few sources have been consulted and most are not appropriate or relevant.

 

Assignment(Annotated Bibliography)1500 words

Your annotated bibliography should consist of five readings from the detailed reading list(Essential/Supplementary) for weeks 2-6. You must do only five, and must do one from each week. You should try and give equal space to each piece (approx 300 words each).

If reviewing monographs you must refer to at least one chapter. Alternatively you may review a single chapter from an edited volume or a journal article.

 

You should try and give equal space to each piece (approx 300 words each).

Week 2: Modernization Theory and Structuralism

This week we focus on the two main theoretical approaches that dominated the debate on international development in the post-war era. First, modernization theory, which interpreted development as the move from the ‘traditional’ to the ‘modern’, will be discussed. We will also look at dependency and world-systems analysis, which offered a direct challenge to modernization theory in the 1960s and 1970s by viewing the world capitalist economy as an unequal system.

Week 2 Essential Reading

Questions for online discussion: 1. Are obstacles to development in the Global South domestic or structural? 2. What was modernization theory and why did it become the first orthodoxy in post-war development thinking? 3. What are the key aspects of the structuralist critique of modernization theory? 4. How could we criticise the main elements of dependency theory? 5. Do modernization theory and/or structuralism have any relevance to the contemporary international development situation?

Understanding Development

  • Book
  • by Paul Hopper
  • 2018
  • Essential

Chapter 1, pp. 18-27. Available as print and e-book

Modernization and Dependency: Alternative Perspectives in the Study of Latin American Underdevelopment in Comparative Politics

  • Article
  • by J. Samuel Valenzuela; Arturo Valenzuela
  • 1978
  • Essential

The End of Peripheries? On the Enduring Relevance of Structuralism for Understanding Contemporary Global Development in Development and Change

  • Article
  • by Andrew M. Fischer
  • Essential

Week 2 Supplementary: Modernisation Theory

Modernization Theory and the Sociological Study of Development. in Journal of Development Studies

  • Article
  • by Henry Bernstein
  • 1971

Neo-Modernization? IR and the Inner Life of Modernization Theory in European Journal of International Relations

  • Article
  • by David L. Blaney; Naeem Inayatullah
  • 2002

Week 3: The Neo-Liberal Turn

During the early 1980s a major shift in the development debate took place. The popularity of neo-classical economic thinking in key Northern countries resulted in the spread of neo-liberal ideology. This had a huge impact on the politics of international development. The free-market was now seen as the key factor in development policy-making. This week we critically consider the elements of neo-liberalism and how it informed the activities of key institutions.

Week 3 Essential Reading

Questions for online discussion: 1. What are the key elements of the neo-liberal approach to development? 2. Why did neo-liberalism become popular among elites in the 1980s? 3. How does neo-liberal economic theory inform the policy of the World Bank and IMF? 4. What criticisms have been made of the ‘Washington Consensus’?

Week 3 Supplementary

Paradigm and nexus: neoclassical economics and the growth imperative in the World Bank, 1948–2000 in Review of International Political Economy

  • Article
  • by Bentley B. Allan
  • 2019

‘Knowledge management’: a case study of the World Bank’s research department in Development in Practice

  • Article
  • by Robin Broad
  • 2007

Reclaiming Development from the Washington Consensus in Journal of Post Keynesian Economics

  • Article
  • by Ha-Joon Chang; Ilene Grabel
  • 2004

Neoliberalism and Patterns of Economic Performance, 1980-2000 in The Annals of the American Academy of Political and Social Science

  • Article
  • by Joseph Nathan Cohen; Miguel Angel Centeno
  • 2006

Spreading the Wealth in Foreign Affairs

  • Article
  • by David Dollar; Aart Kraay
  • 2002

Development as Zombieconomics in the Age of Neoliberalism in Third World Quarterly

  • Article
  • by Ben Fine
  • 2009

Neo-Liberalism in Capital & Class

  • Article
  • by Andrew Gamble
  • 2001

Week 4: The Developmental State Debate

The development success story of the East-Asian Newly-Industrialising Countries (NICs) during the 1980s contrasted strongly with the experience of most of the developing world. A debate ensued as to how their success could be explained. The World Bank published a volume entitled The East Asian Miracle in 1993, which concluded that the explanation of the success lay in a market-friendly approach. Other adherents of the neo-liberal view argued that East-Asian NICs had been so successful because by relying on the private sector and free trade, they had been able to minimise government failure so common in other developing countries. An alternative view, often called the ‘developmental state’ approach, has suggested that the core of East-Asian success lies in enlightened policy activism of national governments. This week we consider this debate and the role of the state in development strategy.

Week 4 Essential Reading

Questions for online discussion: 1. How does the role of the state in neo-liberal development thinking contrast with the experience of the East-Asian NICs? 2. Can we generalise about the experience of the East-Asian NICs? 3. Could the East-Asian model of the developmental state be emulated by other developing countries today?

Developmental States in Africa? A Review of Ongoing Debates and Buzzwords in Development Policy Review

  • Article
  • by Laura Routley
  • 2014
  • Essential

Twenty-first century developmental states? Argentina under the Kirchners in Third World Quarterly

  • Article
  • by Christopher Wylde
  • 2018
  • Essential

Week 4 Supplementary

The Lessons of East Asian Development: An Overview in Economic Development & Cultural Change

  • Article
  • by Bela Balassa
  • 1988

Postwar Development in the Asian NICs: Does the Neoliberal Model Fit Reality? in Economic Geography

Article

  • by John Brohman
  • 1996

The East Asian development experience: the miracle, the crisis and the future

  • Book
  • by Ha-Joon Chang
  • 2006

Chapter 1

‘Big Deal’ or big disappointment? The continuing evolution of the South Korean developmental state in The Pacific Review

  • Article
  • by Judith Cherry
  • 2005

The Ethiopian developmental state in Third World Quarterly

  • Article
  • by Christopher Clapham
  • 2018

Week 5: Post-Washington Consensus / Beijing Consensus

The dominance of neo-liberal thinking, or the ‘Washington Consensus’ as it became known came under increasing attack during the 1990s. This led to claims of a shift in thinking, most notably within the World Bank itself. This week we will consider the ‘Post-Washington Consensus’ and its claim to present ‘globalisation with a human face’. We will also consider the rise of China in recent years and the emerging debate in the literature about the possibility of an alternative to free-market capitalism or ‘Beijing Consensus’.

Week 5 Essential Reading

Questions for online discussion: 1. What are the main differences between the ‘Washington Consensus’ (WC) and the ‘Post-Washington Consensus’ (PWC)? 2. Does the PWC represent an improvement on the WC? 3. How unique is the model of development currently being pursued by China? 4. Is the so-called ‘Beijing Consensus’ applicable to other countries in the developing world?

Rethinking the Emerging Post-Washington Consensus in Development and Change

  • Article
  • by Ziya Onis; Fikret Senses
  • 2005
  • Essential

The ‘China model’ and the global crisis: from Friedrich List to a Chinese mode of governance? in International Affairs

  • Article
  • by Shaun Breslin
  • 2011
  • Essential

Dissecting China’s Rise: Controversies over the China Model in China Perspectives

  • Article
  • by Xiaoshuo Hou
  • 2014
  • Essential

Week 5 Supplementary: Post-Washington Consensus

The Death of the Washington Consensus? in World Policy Journal

  • Article
  • by Robin Broad; John Cavanagh
  • 1999

Neither the Washington nor the post-Washington consensus: An introduction in Development policy in the twenty-first century: beyond the post-Washington consensus

  • Chapter
  • by Ben Fine
  • 2001

Poverty Reduction Strategy Papers: Now Who Calls the Shots? in Review of African Political Economy

  • Article
  • by Alastair Fraser
  • 2005

Good Governance, R.I.P.: A Critique and an Alternative in Governance

  • Article
  • by Merilee S. Grindle
  • 2017

Whither the post-Washington Consensus? International financial institutions and development policy before and after the crisis in Review of International Political Economy

  • Article
  • by Ali Burak Güven
  • 2018

Week 6: Critical theory / Post-Development theory

In response to the rise of neo-liberal theory and policy, came a backlash from critical scholars. However, they remained very much on the margins of the academic debate. This week we will consider what appears to be a growing resurgence in critical approaches. We will also consider post-development theory, which offers a critique of the discourse of ‘development’ itself.

Week 6 Essential Reading

Questions for online discussion: 1. What insights do contemporary critical theorists offer us in understanding processes of development and underdevelopment? 2. Are you convinced by Robinson’s call for a reconceptualisation of ‘development’ in light of globalisation? 3. How useful is the post-development emphasis on particular circumstances and contexts rather than generalization? 4. What are the key criticisms levelled against post-development arguments?

Understanding Development

  • Book
  • by Paul Hopper
  • 2018
  • Essential

Chapter 2, pp. 46-52. Available as print and e-book

Remapping development in light of globalisation: From a territorial to a social cartography in Third World Quarterly

  • Article
  • by William I Robinson
  • 2002
  • Essential

Post-Development: Premature Burials and Haunting Ghosts in Development and Change

  • Article
  • by Aram Ziai
  • 2015
  • Essential

The Last Refuge of the Noble Savage? A Critical Assessment of Post-Development Theory. in European Journal of Development Research

  • Article
  • by Ray Kiely
  • 1999
  • Essential

Week 6 Supplementary: Critical theory

Economism and critical silences in development studies: A theoretical critique of neoliberalism in Third World Quarterly

  • Article
  • by John Brohman
  • 1995

Neo-Liberalism: The World Bank, and the New Politics of Development in Development theory and practice: critical perspectives

  • Chapter
  • by Paul Cammack
  • 2002

Development Alternatives to Neoliberal Globalization: Or Are There No Alternatives? in Review of Radical Political Economics

  • Article
  • by Dennis C. Canterbury
  • 2004

Bringing Development Back into Development Studies in Development and Change

  • Article
  • by Andrew M. Fischer
  • 2019

Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.

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Module guide

Module Title:  International and Comparative Education

Code EDU7373

Credit Value: 20 Credits

Level: 7

Module Overview
 

This module will enhance your awareness of education systems, traditions and issues in a number of countries, helping you to understand the relationships between education and other social phenomena by introducing the concepts and skills needed for systematic comparison.  This programme will help you to gain a rigorous multidisciplinary grounding in the comparative analysis of education and society, deepening their understanding of contemporary issues in education in many parts of the world.

This module will introduce you to the study of education in other countries, looking at how educational contexts, curricula, structures and policy vary throughout the world.  It begins by introducing methods of comparison and looks at education in other European and Asian countries.  There is a special focus on the pedagogy and practices and the module examines thematic issues relating to this including teaching, teacher training, school and classroom environments, curricular arrangements and structures of different education systems.  It also introduces you to subjects such as globalisation and education, ideology and education and historical, social and cultural influences on education.

The module aligns with the programme learning, teaching and assessment strategy through its use of technology enhanced learning and the delivery model relies on an understanding of pedagogy and practice, national and international policy contexts and historical, social and cultural influences.

 

Module Learning outcomes: There can only be a maximum of 4 learning outcomes, each of which must be assessed summatively once only. All outcomes are weighted equally.
1.Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.
2. Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system.
3. Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system.
4. Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.

Session 1:  An introduction to the field of comparative education.

Read:

Phillips, D; Schweisfurth, M. (2014) Comparative and International Education: and introduction to theory, method and practice. [online]. London: Bloomsbury Academic. Available from:<http://www.myilibrary.com?ID=603984> (£11.22)

Adamson, B. (2012) International comparative studies in teaching and teacher education, Teaching and Teacher Education Vol.28, pp.641-648

Bray, M. and Thomas, R. M. (1995) Levels of comparison in educational studies: Different insights from different literatures and the value of multilevel analyses, Harvard Educational Review, Vol. 65, Issue. 3, pp.472-490.

 

During the session:

An introduction to the field of comparative education identifying current issues relating to international and comparative education in different countries.

Group discussion to compare experiences of education systems around the world.

Post session: Post on the forum.

  • What are your initial thoughts on the meaning of the term “International and Comparative Education”
  • Reflect on the education system of a county other than England – what do you notice?

Session 2: The Development of the English Education System.

Be ready to be flexible with the timings of this session – Clair to give further details nearer to the time.

During the session:

Presentation and discussion on the development of the English education system past and present and current issues relating to the evolution of a school-led, self-improving school system in England

Discussion will be largely focussed on experiences of the group as a learner within an education system.

Take an aspect such as Inclusion, special needs, early years, creativity or maths and identify how this aspect has developed in the English education system over time – what were the possible influences of the development e.g. social, historical, cultural.

Then compare this aspect and how it has developed in a contrasting education system.

Post session:

Consider assessment criteria 1 of your forthcoming assignment – Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system.

Session 3: An exploration of the issues relating to pedagogy and practice.

Please be ready to be flexible with the timings of this session – Clair to give further details nearer to the time.

During the session:

Exploration of issues relating to pedagogy and practices, teaching, teacher training, school and classroom environments, curricular arrangements and structures of different education systems. Using the short youtube clip, discuss, in terms of Inclusion, special needs, early years, creativity or maths:

https://www.youtube.com/watch?v=Csa5rDq4pyM

  • Pastoral care and wellbeing
  • Effective teaching practices
  • Classroom resources

Post session: Consider assessment criteria 2 of your forthcoming assignment – Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;

During the session:

Exploration of globalisation and education, ideology and education and historical, social and cultural influences on education.

What can the English Education System learn from the practice of other countries?

  • Finland?
  • Singapore Maths and Mastery?
  • Your chosen country?

Post session:

Reflect on the meaning of globalisation. http://www.bbc.co.uk/schools/gcsebitesize/geography/globalisation/globalisation_rev1.shtml BBC Bitesize

Consider assessment criteria 3 – Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;

Session 5: Critical reflection.

Watch:

During this session, explore you-tube clips on International and Comparative education that we have shared and discussed together as well as other clips that you can find that are relevant to your comparative country. Reflect critically on what you are watching and use the opportunity to gather resources and content to support your writing.

 

Read:

Explore articles and journal on the reading list that could be useful to support your ability to critically reflect against the assessment criteria of your forthcoming assignment.

 

During the session:

This session will give you the opportunity to explore and develop your understanding of Critical reflection on school visits and video sources relating them to the themes being discussed. There will be some independent working during this session, giving you time to read, discuss with your peers, reflect on your learning and to familiarise yourself with the grading criteria.

Critical Reflection:

http://acen.edu.au/2012conference/wp-content/uploads/2012/11/92_Critical-reflection.pdf

http://www.nottingham.ac.uk/nmp/sonet/rlos/placs/critical_reflection/intro3.html

Post session:

Consider assessment criteria 2 of your forthcoming assignment – Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;

Record some of the ideas you have had the opportunity to share and discuss, in order to help you prepare for this aspect of your written work.

Reading and preparation for assessment

Session 6: There is no face to face taught session today as schools are on half term – the University is open if you choose to work on site, otherwise please work at home at a time that is convenient for you:

Use this time to:

Consider the 4 assessment criteria elements that need to be met in order to pass your written assignment.

Look at the marking criteria and start to plan your work. Use your on-going notes that you have been making as well as reflecting back on how your understanding of leadership and management has developed over the course of the module.

Use this session to prepare for your assignment

You might also consider preparation for next week – comparison of a different education system to the one England uses is part of this assignment so please be ready to share something you have learnt next week, with the rest of the group.

Session 7: Developing a comparison of the English education system against another country’s education system.

Be ready during this session to prepare a 10 minute presentation about an education system that is used in a different country to England. During this session, by sharing ideas, we will learn a lot about education systems across the world.

Session 8: Symposia and Assessment

Preparation for session 8.

Reading and work on your written assignment.

During the session:

The session will be a symposia of presentations – you will be asked to present your assignment at this session. Consider your audience and how you wish to present your ideas so far – a poster, a PPT presentation, a selection of your on line journal comments on the forum and how your ideas have developed as a result of forum discussions etc.

Assessment (Reviewed Annually)

Assessment method

 

 Written assignment
Rationale for method

Explanation of why this assessment method has been chosen and how it supports achievement of the learning outcomes and alignment with the programme LT&A strategy

 Assessment will be carried out in accordance with the QAA expectations at Level 7.  As such it is expected that you will be able to produce a challenging and critically reflective report for the benefit of a professional audience.  In doing so you will need to show that you can:

· Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system;

· Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;

· Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;

· Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.

 
Assessment outline

Guidance on what the assessment should include, level of criticality, articulation, expectations of referencing, the impact of formative activity, etc.

 Analyse and evaluate differences in policy and practice of another country’s education system identifying historical, cultural and social influences to inform a comparison the English education system.  The specific focus of your report will be negotiated with your tutor.
Assessment Scope

Explanation of the scope and range of the assessment.

 3000 words
Feedback Scope

Expectations of feedback in terms of timing, format, feedforward, etc.

 Formative feedback will be available from your tutor in a range of different formats including periodic tutorials, and from your peers through face to face and on-line conversations.

 

You will receive summative written feedback on your submission within 20 working days of it being received.  The feedback will outline the key strengths and areas for development in your submission, and suggest strategies you might apply to future assignments in the context of your studies.  You will also receive a clear indication of your achievement against each of the learning outcomes.

 
Plagiarism

 

 You are reminded of the University’s Disciplinary Procedures that refer to plagiarism. A copy of the Disciplinary Procedure is available from iCity.

Except where the assessment of an assignment is group based, the final piece of work that is submitted must be your own work. Close similarity between assignments is likely to lead to an investigation for cheating.

You must also ensure that you acknowledge all sources you have used.

Submissions that are considered to be the result of collusion or plagiarism will be dealt with under the University’s Disciplinary Procedures, and the penalty may involve the loss of academic credits.

If you have any doubts about the extent to which you are allowed to collaborate with your colleagues, or the conventions for acknowledging the sources you have used, you should first of all consult module documentation and, if still unclear, your tutor.

 

 

 

 

 
Essential (Books/Journals/Specific chapters/Journal Articles)
Alexander, R.J. (2001) Culture and Pedagogy: international comparisons in primary education, Oxford, Blackwell.

 

Ball, S. (2012) Global Education Inc. New Policy Networks and the Neoliberal Imaginary, London: Routledge.

 

Cortazzi, M., and Jin, L. (2013) Researching Cultures of Learning, Basingstoke: Palgrave McMillian. Available from: <http://lib.myilibrary.com/Open.aspx?id=471874&src=0>

 

Hayden, M. and Thompson, J. (2001) International Education: Principles and Practice, London: Kogan Page.

 

Hayden, M., Levy, J. and Thompson, J.  (2015) The SAGE Handbook of Research in International Education, (2nd Ed), London: SAGE Publications Ltd;

 

Hayden, M. (2006). Introduction to international education: international schools and their communities. London: Sage.

 

Meyer, H.-D. and A. Benavot (2013). PISA, power, and policy: the emergence of global educational governance. Didcot, Oxford, United Kingdom: Symposium Books.

 
Recommended
Darder, A., Mayo, P. and Paraskeva, J. (2016) International Critical Pedagogy Reader, London: Routledge

 

Sakurai, Y., A. Parpala, K. Pyhältö and S. Lindblom-Ylänne (2016). Engagement in learning: a comparison between Asian and European international university students; Compare: A Journal of Comparative and International Education 46(1): 24-47.

 
Background
University of Sussex (2013. Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries, [online]

Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/305154/Pedagogy-curriculum-teaching-practices-education.pdf 

 

OECD (2013) Innovative Learning Environments, Educational Research and Innovation, OECD Publishing [online] Available from:  http://www.keepeek.com/Digital-Asset-Management/oecd/education/innovative-learning-environments_9789264203488-en#page1

 

Marking Criteria Postgraduate bands

  0 – 39%

Fail

 40 – 49%

Fail

 50 – 59%

Pass

 60 – 69%

Strong Pass

(merit)

 70 – 79%

Very Strong Pass

(distinction)

 80 – 100%

Exceptionally Strong Pass

(distinction)
Criterion 1

Mark:

 Identify historical, cultural and social influences affecting the development of another country’s education system in comparison to the English education system
Little or no attempt to critically evaluate issues, concepts and models, and/or relevant statutory and non-statutory frameworks related to business and social enterprise creation. Limited attempt to critically evaluate issues, concepts and models, and/or relevant statutory and non-statutory frameworks related to business and social enterprise creation. Some attempt to critically evaluate issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. Clear critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. Comprehensive critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation. Outstanding critical evaluation of issues, concepts and models, and relevant statutory and non-statutory frameworks related to business and social enterprise creation.
Criterion 2

Mark:

 Critically review a range of appropriate literature and data in relation to chosen aspects of another country’ education system in comparison to the English education system;
Little or no collection, understanding and/or discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Limited collection, understanding and/or discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Sound collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Clear collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Comprehensive collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise Outstanding collection, understanding and discussion off primary and secondary data to support the development of a business plan for a business or social enterprise
Criterion 3

Mark:

 Analyse and evaluate differences in policy and practice of another country’s education system in comparison to the English education system;
Little or no articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Limited articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Some relevant articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Clear articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context. Comprehensive articulation of how one might apply theories and approaches to developing business and social enterprises a specific context. Outstanding articulation of how one might apply knowledge and understanding of approaches to developing business and social enterprises a specific context.
Criterion 4

Mark:

 Demonstrate the ability to reflect on aspects of international and comparative education for a professional audience in a logically structured, well-presented report format, accurately using the Harvard referencing system.
Significant errors in basic skills leading to a muddled and difficult to read piece of work. Very limited use of sources and little attempt to reference accurately. Many minor spelling, punctuation or grammatical errors are evident. Some reference to key documentation and sources is included but not always usefully. An attempt to use the Harvard System is evident but often inaccurately handled. Good basic skills and organisation are evident. Key documentation and sources are referred to through a generally accurate use of Harvard System. A well-presented assignment. A range of documentation and sources are carefully used and referred to through an accurate use of Harvard System. A carefully constructed and presented assignment. Fully appropriate and wide range of documentation and extant sources used. The Harvard System is accurately used. A comprehensively constructed and expertly presented assignment supported by an extensive range of documentation and extant sources expertly used. The Harvard System is accurately used throughout.

 

Explain a solution you think might work to fix the problem. How would you implement your solution?

/in /by

Identify and explain how you’d fix a problem in the U.S. correctional system. The problem should be related to correctional psychology.

It can be one of the topics we’ve covered in this class or something we haven’t covered. However, you should be using sources to explain why it’s a problem. For instance, if you argue that the problem you are fixing is “prisons are too crowded” you would need to cite a source suggesting that prisons are crowded. The more you can integrate the learning materials into all aspects of the prompt (particularly #1, #2, and #4), the stronger your paper will be.

Five parts:

  1. What is the problem you’re addressing? Explain it.
  2. How is the problem relevant to correctional psychology? Go back to the definition provided earlier in the course and explicitly tie the problem to the definition so it’s clear how this is a correctional psychological-related problem.
  3. Find some source from the “real world” about the problem (e.g., a newspaper story, a documentary, a podcast, popular culture coverage, a legal case, a movie). Evaluate the source – do you think it does a good job of covering the problem? How so?
  4. Explain a solution you think might work to fix the problem. How would you implement your solution?
  5. Describe any problems you foresee with implementing your solution. How might it fail?

*PLEASE REVIEW THE RUBRIC SO YOU UNDERSTAND OUR EXPECTATIONS*

Rubric

Applied Assignment #2 Rubric

Applied Assignment #2 Rubric
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Identify and explain a problem to be addressed
3.0 pts

Proficient

Problem clearly identified and well-explained, student provides citation to demonstrate where this information is drawn from.

 2.0 pts

Competent

Problem identified but not explained very well, citation provided.

 1.0 pts

Novice

Problem identified, but not explained, citation not provided.

 0.0 pts

Not Addressed

No problem identified
3.0 pts
This criterion is linked to a Learning Outcome Explain how this is a “correctional psychological” problem – explanation tied to the definition covered unit 1.
2.0 pts

Proficient

Thorough explanation tied clearly to the definition provided

 1.0 pts

Competent

Explanation provided and tied to definition, but not well done

 0.5 pts

Novice

Very weak explanation or not tied to the definition provided

 0.0 pts

Not Addressed

Not addressed
2.0 pts
This criterion is linked to a Learning Outcome Source from the “real world” about the problem identified (e.g., a newspaper story, a documentary, a podcast, popular culture coverage, a legal case, a movie).
1.0 pts

Proficient

Source identified. The source is engaging and interesting to read, watch or listen to, and is related to the topic.

 0.5 pts

Competent

Source is identified, but is inappropriate in length (too long or too short), and is only partially related to the topic.

 0.0 pts

No sources cited
1.0 pts
This criterion is linked to a Learning Outcome Evaluation of the “real world” source (i.e., does it do a good job of covering the problem? how so?)
3.0 pts

Proficient

Well-articulated evaluation

 2.0 pts

Competent

Evaluation provided, but not very well

 1.0 pts

Novice

Very poor evaluation

 0.0 pts

Not Addressed

No evaluation
3.0 pts
This criterion is linked to a Learning Outcome Potential solution to the problem explained, and implementation strategies explained
3.0 pts

Proficient

Solution and implementation strategies articulated and well-explained, sources are cited and learning materials are applied where relevant.

 2.0 pts

Competent

Both solution and implementation explained (but not thoroughly), OR only the solution explained well without implementation strategy explained, sources are cited and learning materials are applied.

 1.0 pts

Novice

Solution identified but not explained, no implementation strategy explained, sources/learning materials are not cited.

 0.0 pts

Not Addressed

No solution identified
3.0 pts
This criterion is linked to a Learning Outcome Describe potential problems with implementing the solution(s) identified. How might it/they fail?
2.0 pts

Proficient

Challenge(s) identified and explained well

 1.0 pts

Competent

Challenge(s) identified, but not explained

 0.0 pts

Not Addressed

No challenges identified

 0.0 pts

Novice
2.0 pts
This criterion is linked to a Learning Outcome APA formating

Are APA citations used?
1.0 pts

Proficient

APA citations are use where appropriate, and correctly formatted.

 0.5 pts

Competent

Citations are use, but not using correct APA formatting.

 0.0 pts

No Marks

No citations are used.
1.0 pts
Total Points: 15.0

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Develop and execute strategies for sourcing new business opportunities for precision machine tools trading and gain first-hand experience in sales and marketing in both China and European markets.

/in /by

Assisting in the management of the company’s existing accounts such as Netflix, Tinder and HSBC, which involves organizing promotional events and content management. In addition, personally managing an account such as Linklaters. Main activities including:

  • Constant engagement with clients in order to increase clients’ market awareness as well as pitch idea to improve the account product/brand name.
  • Management and creation of contents for clients’ website.

 Quantitative Analyst

MegaHub Limited                                                                                       July 2017 – March 2019

Hong Kong

Conducted financial analysis on Hong Kong financial market as well as responsible for the research and development of various financial models to assist in making the financial judgments (using MATLAB, Python, and R). Main activities including:

  • Identified significant relationships between the performance of Hong Kong stock and factors such as Market Capital and various indicator.
  • Created a model that used the volatility of brokers as a base to predict the upward movement of stocks using machines learning.
  • Assisting the application patents of the company’s formula for their original indicator.

Business Development Officer

Develop and execute strategies for sourcing new business opportunities for precision machine tools trading and gain first-hand experience in sales and marketing in both China and European markets. Main activities including:

  • Frequent communication with clients, suppliers and customers alike.
  • Overseeing distribution of products.
  • Organizing and Participating in events and exhibitions.

Junior Researcher

Supercritical Fluid Research & Dense Gas Technology                      June 2013 – July 2013

Research Center in the University of New South, Australia

As an Intern at the Research Center where I assisted in the research of various post-graduates as well as conducting personal research, to grasp a better understanding on the analytical skill required in the STEM Field. Main activities including:

  • Researched on the Impact of different factors of anti-solvents that affected the growth of crystals during the crystallization between solvent and anti-solvents.

 Junior Researcher

Nanomaterial Technology Ltd.                                                                                   August 2010

Singapore

As an Intern, I was to investigate in the application of nanotechnology within the petrochemical industry. Main activities including:

  • Explore the existing market demand for such application.
  • Evaluate the current level of development for such application and provide possible future application.

SKILLS / COMPETENCIES

Language:                                                           English, Chinese and French (Beginner)

Computer:                                                          Microsoft Office, Sitecore CMS

Programming:                                                   MATLAB, Python, R Studio

Certificate in Data Science & Machine Learning.

Certificate in Python Fundamentals.

References are available upon request      

How does the changing behaviour of consumers impact the hospitality industry and what ethical factors.

/in /by

1. Why do marketers study consumer behaviour?
2. What external influences have led to changes in the way consumers behave? (PESTLE)
3. How do these influences impact the buyer decision making process?
4. How do consumers make purchasing decisions in the current day?
5. How does the changing behaviour of consumers impact the hospitality industry and what ethical factors.
need to be considered as a result?
THE ANSWERS WILL BE ASSESSED BASED ON:
a) Research & reflection on past consumer behaviour in comparison to present day consumer behaviour.
b) Consideration of external factors influencing consumer behaviour.
c) Critical analysis of ethical considerations when studying/using data on consumer behaviour.
d) Relevant and compelling argument, and examples.
e) Ability to link theory and practical application.

Your Essay should include:
 Your essay must be written as an academic essay in the third person, and contain an Introduction, Body, Conclusion and a Reference list
 You must use at least [4] in-text references to support your discussion, including your prescribed text and journal articles
 You must reference using the UniSA Harvard Referencing style

 Please format using:
o left alignment
o double space between paragraphs and;
o use at least 1.5 line spacing to increase the ease of online reading and marking