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Select one of the key concepts within the module (e.g. agency, identity, views of knowledge) that seems of most relevance to your professional context or the setting you are familiar with. Be very clear on how and why this concept is relevant to your workplace. Provide a summary that synthesises the main ideas associated with this key concept as it applies to your own professional context, drawing upon the work of key theorists.

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Agency or Identity and Innovation

Read this carefully and stick with it 100%!
This assignment requires you to synthesise key ideas and theories from the module in terms of your own professional context, and critically evaluate an innovation in your workplace. This assignment is divided into two parts though the assignment is graded as a whole. If it will help you to do so, include each part number as a heading, but you are not obliged to do so. If you are not in employment for any reason, you should draw on your previous experience. You are expected to draw explicitly on your TGF4 discussions. This is the paper you have written for me today.

Part 1 (1000 words)

Select one of the key concepts within the module (e.g. agency, identity, views of knowledge) that seems of most relevance to your professional context or the setting you are familiar with. Be very clear on how and why this concept is relevant to your workplace. Provide a summary that synthesises the main ideas associated with this key concept as it applies to your own professional context, drawing upon the work of key theorists. You should draw explicitly on your contributions to the TGF4 discussions.

A brief anecdote might help contextualise the concept chosen. Get to the point within 100 words and use the remaining 900 words to synthesise the main ideas associated with a concept that is not contested too much. Go for depth and analysis rather than width and summarisation. Show that you are aware that there are differences in opinion. The example and synthesis lead to almost like a conclusion. Balance between being critical and descriptive. You MUST synthesise. Use examples to illustrate, explain, justify the point youre making.

Part 2 (2000 words)

Critically evaluate one particular innovation in your workplace or the setting you are familiar with, which resulted in a change (e.g. in practice, identity, attitudes, teaching, learning outcomes, etc.).

Your evaluation should include the factors that led to the change and the impact of the leadership actions. You should draw as widely as you can on relevant theoretical frameworks and concepts from the module (preferably with more than four sources), particularly from Section 4.

Come up with a strong scenario and critically evaluate. It is advisable to have a specific line of critique that you may elaborate on. Once you have an overall line of critical argument you may begin to plan your writing fully. Possible examples: Was there a mismatch between intentions and outcome? Was the change desires positive but the process of implementation poor? Did those charged with leading chnge fail to take account of all too obvious change enablers and constraints? Use the change kaleidoscope.

Remember where, what when and why. The introduction should offer: a clearly grounded explanation of your context, the change you wish to critically evaluate, an outline of the context for change itself (when and why). Consider the drivers and dimensions of change (scope, time frames, substance and politics surrounding change, preservation, diversity, capability, readiness, power)

 

Review the RTI and MTSS processes and how they support students with and without disabilities who are struggling academically. Describe laws, policies, and procedures regarding referrals, assessments, and placements for students who have, or are suspected as having, a disability. Include which individuals may make such a referral, and distinguish special education identification from a special education referral .

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Multi-Tiered System of Supports (MTSS) processes.

It is vital that special education teachers understand the process for identifying individuals with disabilities and involve general education teachers, special education teachers, administration, parents, and other experts. The most valuable part of this process is collecting and analyzing data through the Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) processes. Teachers will need to understand these processes, know how to follow the processes, and be able to articulate the processes to other stakeholders.

For this assignment, take on the role of a special education teacher at a K-5 elementary school. Your principal has asked you to prepare a presentation to inform new general education teachers about the basics of special education identification and referral, evaluation, and eligibility for individuals with disabilities.

Create a 10 step presentation on the topic of special education referral, evaluation, and placement procedures.

Within your presentation:

* Review the RTI and MTSS processes and how they support students with and without disabilities who are struggling academically.

* Describe laws, policies, and procedures regarding referrals, assessments, and placements for students who have, or are suspected as having, a disability. Include which individuals may make such a referral, and distinguish special education identification from a special education referral .

* Identify rights and responsibilities of students being evaluated for special education services, their parents, teachers, schools, and other professionals within the evaluation process .

* Include a title on each step.

* a minimum of three scholarly resources, referencing all applicable laws and policies.

What is the relevant literature to your topic? How have other scholars answered your research questions? Why is your work contributing new and/or important ideas to this literature? Based on your review of the existing literature, what do you expect to find?

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Research: extent and impact of fake news and misinformation in Kurdistan region of iraq

Paper should include the following sections (Add subheadings and other sections if need be):
Title page
Your title page should include: title of the project, student name. Choose a short title which gives a clear idea of what your project is about.
Abstract
An Abstract is a succinct summary of your research. It should represent why and how you did what you did, and what the results and implications are. This shouldn’t exceed 300 words.
Contents Page
The contents pages will show the structure of the dissertation. Any imbalance in space devoted to different sections of content will become clear. This is a useful way to check if you need to join sections or create new or sub-sections.

Introduction
Introduce your topic. Why is it interesting? How did you arrive at this topic? State your research questions. State your central findings in your thesis statement.

Research Question
State your research question.
Literature review
What is the relevant literature to your topic?
How have other scholars answered your research questions?
Why is your work contributing new and/or important ideas to this literature?
Based on your review of the existing literature, what do you expect to find? These are your hypotheses. Your

Instructions
Methodology
How will you answer your questions?
Depending on your method, this section will take different forms. Are you analyzing documents or data? How are you collecting this data? This section should be very detailed, especially in your first draft. It’s better to include too much explanation of how you’ve conducted your original research, and then cut it later.

Theoretical Framework
Connect your research with a political theory and discuss the framework of the research in accordance to that theory.
Analysis
This should be where you create charts from PSPP or SPSS in regards to the findings from your survey and analyze the data presented.

Argumentation
What did your research reveal? Discussion of your research findings and analysis? How do your findings compare with your expectations? How do your findings answer your research questions? In a theoretical project you should make a concrete argument drawing upon evidence (case studies, data etc.)

Solution
You can merge this section with any other section.. you can decide what is more appropriate Come up with possible solutions to counter fake news in terms of the last question from the survey. Present possible solutions from each aspect of the options (for example how politicians can help, how social media companies can help and the role each play etc..)

Conclusion

Instructions
What contributions does this research make to the research in Public Policy, Security Studies and/or International Relations? Based on your findings, what future research do you think would shed more light on your research questions?

What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? What observations did you make during the psychiatric assessment?

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Assessing and Diagnosing Patients With Schizophrenia, Other Psychotic Disorders, and Medication-Induced Movement Disorders

Note Support your rationale with a minimum of five academic resources You should be utilizing the primary and secondary literature.
Use 2 -3 articles from course resource and another 5 -8 academic resources from outside resource less than 5 yrs. Maintain title and subtitles according to the rubrics/instructionsFor this Assignment, you will analyze a case study related to schizophrenia, another psychotic disorder, or a medication-induced movement disorder.

To Prepare:
• Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing psychotic disorders. Consider whether experiences of psychosis-related symptoms are always indicative of a diagnosis of schizophrenia. Think about alternative diagnoses for psychosis-related symptoms.
• Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
• By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
• Consider what history would be necessary to collect from this patient.
• Consider what interview questions you would need to ask this patient.
• Identify at least three possible differential diagnoses for the patient.

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:

• Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

• Objective: What observations did you make during the psychiatric assessment?

• Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.

• Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

CASE STUDY

Training Title 134
Name: Mrs. Bunny Warren
Gender: female Age: 33 years old
Background: Bunny was brought in by her best friend, Patty, after the police responded to her home the fifth time today. The police was threatening to arrest her for misuse of the 911 system, Bunny called you and you informed the police she needed to go the emergency room. She has been calling 911 saying people are looking in her windows, standing across the street watching her, stated they are watching for her husband to return home so they can hurt him. Today, she has a stomachache. She believes there is a snake inside of her stomach which she would like to have removed. She stopped eating 2 days ago because of this. During the assessment, the patient seemed on edge, anxious, and paranoid. The patient has history of scoliosis. This is her third presentation to this hospital, she had one psychiatric admission 2 years ago. No self-harm behaviors but has been physically aggressive toward others in the past. She is guarded and refuses to answer questions whether there are memory or concentration problems. She denies any recent head injuries. She states that she has been sleeping nightly, one or two hours at a time and waking up throughout the night. Refuses labs, refuses to have her vital signs obtained. She obtains SSDI. She lives in Atlanta, GA. Bunny denies ever using any drugs and drinks occasionally, once a month. She has a sister who is ten years older, both parents deceased in the last two years. She has no children, her husband is out of town, truck driver. Family history includes that her father had two previous inpatient psychiatric hospitalizations after bad drug experiences in the 1970s, for one week each time. Mother had diagnosis and ongoing treatment for depression. Her paternal grandmother was state hospitalized for several years. She denies any past history of traumatic experiences, but her friend does say that losing her parents was hard for her emotionally. No history of military service. No legal issues currently. Has HS diploma. Allergies: haloperidol
Symptom Media. (Producer). (2018). Training title 134 [Video]. https://video-alexanderstreetcom.ezp.waldenulibrary.org/watch/training-title-134

Provide a DSM-V diagnosis, noting the criteria and what you ruled out. Provide a treatment plan reflecting goals, objectives, and activities Conceptualization: Utilizing at least one theoretical basis, provide a conceptualization of the case including etiology and present understanding of the client’s difficulties.

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Case Vignette, Diagnosis and Treatment Plan

The client is a 44 year old Jewish white male who is coming in to therapy due to of his two year relationship with his 32 year old girlfriend. He appears quite distressed, and says he just can’t take the pain, and is crying intermittently throughout the session. He appears younger than his age and is dressed casually in a t shirt and shorts and doc martin boots. He is oriented x 4, is above average in intelligence and the mental status reveals no organic or psychotic process. His mood is depressed and his behavior is agitated. In attempting to respond to the client during the initial interview, the client says he is not done talking and stops the therapist from speaking. He also indicates that he wishes that he had come to therapy a year ago with his girlfriend and that would have saved the relationship. He indicated that his girlfriend wanted someone who was more responsible with his life.

The client’s history reveals that he is a freelance graphic artist and works mostly under table as he has not filed taxes in over ten years. He spends most of his time playing volleyball on the beach, salsa dancing in the evening, and computer games. He lives in a run down studio apartment, his car is 13 years old and in bad need of repair and he makes just enough money to cover his bills. His father holds an inheritance for him from a relative where he can request $500 a month if he wants to, often getting into arguments with his Dad to get more money. His mother passed away when he was 21 years old due to cancer and he has one younger sister who is 42 years old, who lives in another state and they have a conflictual relationship because she believes their parents indulged him and she got the short end of the stick. He attended college but never finished, short 3 classes. His work history reveals that he has held a number of jobs but has difficulty holding on to them as he starts out as their best employee and then eventually gets fired as he doesn’t perform. The client has never been married and most of his relationships last about 6 months. He has been in therapy for brief periods of time but has never sustained after 2 or 3 sessions.

The client requested that be able to tape record the sessions so that in his long drive to therapy that on the way home he could listen to them.
Provide the following information in your papers:

Diagnosis: Provide a DSM-V diagnosis, noting the criteria and what you ruled out.

Treatment Plan: Provide a treatment plan reflecting goals, objectives, and activities Conceptualization: Utilizing at least one theoretical basis, provide a conceptualization of the case including etiology and present understanding of the client’s difficulties.

Treatment: Provide a response how you would work with this patient, different interventions and techniques you would use, difficulties in working with this client, and transference and counter-transference issues

Critically evaluate the uses and limitations of the financial statements in relation to decision making. Demonstrate knowledge and understanding of the nature and purpose of the three major financial statements including accounting conventions that underpin these statements.

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Business Finance and Accounting

AIMS
• To provide understanding of the key roles played by financial managers and accountants in helping corporations make effective investment and financing decisions.
• To provide you with knowledge and understanding of finance and accountancy within the wider context of global corporations and their goals.
• To provide you with a supportive environment which enables you to become highly proficient at solving accounting and finance problems.
• To encourage you to acquire deep analytical skills which you can apply to real world finance decisions.
• To know what financial information is for and how it is controlled by government, the stock exchanges and other institutions.
• To give you an ability to understand current financial issues from a theoretical and an applied perspective.
• To give you the opportunity to understand the specialist skills accountants use that are relevant for the financial manager.

INTRODUCTION
Managers across the world depend upon a team of professionals to provide them with knowledge and specialised information. Key members of this team include the financial manager and the accountant. Understanding the framework of business finance and accounting principles means you develop skills and knowledge essential to becoming a skilled leader in the managerial marketplace. This course gives you the opportunity to explore business finance principles and conventions including understanding risk and return, financial statement analysis and the calculation of key metrics used daily by global corporations. These skills are key to engaging and following the justification for real investment and financial decision making put forward by your colleagues and business partners.

Programme Learning Outcomes
The Business Finance and Accounting course covers the following learning outcomes:
1.1 Understand the principles of investment and financing decisions that are made by financial managers and accountants and be able to apply these principles to practical problems.
1.2 Critically evaluate the uses and limitations of the financial statements in relation to decision making.
1.3 Demonstrate knowledge and understanding of the nature and purpose of the three major financial statements including accounting conventions that underpin these statements.
1.4 Be able to calculate future values and present values and understand the time value of money.
1.5 Demonstrate how to value bonds and stocks using applications.
1.6 Be able to use net present value to analyse key problems that involve competing real investment projects, using the concepts of risk, return and the opportunity cost of capital
1.7 Develop a reflective approach to an understanding of key concepts in finance through using personal development and career experiences to create a narrative.
1.8 Intellectual skills relating to;
a) Location, extraction and analysis of data from multiple sources, including acknowledging and referencing sources;
b) Numeracy, including the processing and analysis of financial and other numerical data and the appreciation of statistical methods;
c) Using contemporary information and communications technology for the acquisition, analysis and communication of information.
1.9 Communication, including the presentation of quantitative and qualitative information in a form appropriate to the intended audience.
1.10 An ability to understand current financial issues from a theoretical and an applied perspective.

STUDY HOURS
This is a 15 credit course which corresponds to 150 hours of guided learning time. Each course is made up of eight weeks of learning. Guided Online Directed Learning Online activities provided in your learning path. 80 Guided Independent Learning Self-directed, independent study which includes 70 research, reading learning materials, communicating
with your tutors and fellow students, and fulfilling assessment requirements.

SUMMATIVE ASSESSMENT
You will carry out two assessments for this course, which will cover the learning materials you study. Along with your summative assessment submissions, you are requested to submit a Turnitin similarity report. This would ensure that the work that you have submitted is your own and that your writing complies with all academic conventions
requested at this level of study. Both assessments should be submitted by Friday 12 midday (UK time) in Week 8 of this course.

LEARNING OUTCOMES COVERED
Submission Requirements:
• A 2,000 word Analytical Report (+/-10%)
• A Turnitin Similarity Report
For the analytical project you are required to select two companies from the same sector that are listed on the FTSE 100. You may select any two companies from a sector of your choice. Your analytical project should outline the real investment goals of your selected companies and offer a summary analysis of their financial position through an examination of the financial statements. Using measures of corporate performance, effectively compare and contrast the two companies. You may also refer to other companies in the same sector when making your comparisons.

Key Specifications and Requirements
You may use any of the materials and tools introduced on the course but must:
• Discuss goals and real investment decisions of a corporation.
• Evaluate financial statements.
• Give evidence of knowledge on methods for measuring corporate performance.
• Include an interpretation of financial ratios.
• Analyse financial ratios and liquidity.
• Include an interpretation of the cost of capital.
• Include an interpretation of market value and book value.
• Present data in a clear and precise manner.
• Set your work out as a report with an abstract and titled sections.
• Ensure that you compare and contrast your findings, and show evidence of evaluation.
• Label any diagrams used (eg. Figure One), give the diagram a title and credit the source.
• Make use of graphs and charts to support your analysis.
• Use Harvard referencing appropriately and accurately.
• Write 2,000 words (+/-10% not including references).

Grading Criteria
Your analytical project assessment should display the following criteria:
• Your ability to source and use a variety of types of material.
• Your ability to analyse key financial information in a concise and clear manner.
• Your ability to compare and contrast and reach objective and impartial conclusions.

Research proposal-2500 words identification and framing of the research issue locating the issue within the existing literature establishing an appropriate research design for the proposed research identifying and planning to effectively address ethical issues relating to the proposed research.

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Literature review

Research problems/potential weaknesses

Research proposal-2500 words identification and framing of the research issue locating the issue within the existing literature establishing an appropriate research design for the proposed research identifying and planning to effectively address ethical issues relating to the proposed research.

Identify and provide support for pupils who have Special Educational Needs and other related needs. Provide a Special Educational Needs Coordinator who will manage the implementation of this policy. Provide advice and support for all staff working with special needs pupils.

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Special educational needs and disabilities

Aims and Context
This policy has been written with reference to the Special Educational Needs and Disability Code of Practice 2014. It has also been written with reference to sections 29, 35 and 63-65 of the Children and Families Act 2014. This school believes that high quality teaching that is differentiated for all, underpins progress for all pupils, including those with SEND. It is our aim to:
• provide a safe and happy environment in which all pupils have the opportunity to develop personally, physically, socially, academically and spiritually
• provide a relevant curriculum with a wide range of learning experiences to meet the differing needs of individual pupils whilst offering equality of opportunity and high standards of teaching

Objectives
1. To identify and provide support for pupils who have Special Educational Needs and other related needs.
2. To work towards the guidance contained in the SEND Code of Practice.
3. To operate a ‘whole child’ approach to the management of SEND.
4. To provide a Special Educational Needs Coordinator who will manage the implementation of this policy.
5. To provide advice and support for all staff working with special needs pupils.
6. To ensure all teaching and support staff are involved in planning and meeting the learning needs of pupils with special educational needs.
7. To ensure that the school liaises effectively with special schools and other outside agencies in order to meet the needs of staff and pupils.
8. To develop and maintain partnerships with parents.
9. To ensure access to the curriculum for all pupils.

Identifying Special Educational Needs
Pupils are identified as having Special Needs initially through liaison with feeder primary schools. Learning Support staff from Turton attend transitional reviews at feeder primaries, interview Year 6 class teachers, attend meetings where they will meet prospective pupils’ parents and work with and observe pupils in their primary classrooms. Continuity of provision is made in this way and through transfer of LA recording documentation and transition documentation. The SEND Code of Practice 2014 states that:

Children have a learning difficulty if they: ‘Have a significantly greater difficulty in learning than the majority of children of the same age’. ‘Have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority’.
Broad areas of Special Need Education provision should be matched to the child’s identified SEN. Students’ SENs are generally thought of in the following four broad areas of need and support:
• Cognition and Learning
• Communication and Interaction
• Social, Mental and Emotional Health
• Physical and/or Sensory needs

Provide a critical analysis of the customer engagement practices currently in operation within your chosen organisation. To do this, you will need to draw on concepts, theories, and models identified throughout the module as well as examples of best practice used within the industry.

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Customer Engagement Audit

Provide a critical analysis of the customer engagement practices currently in operation within your chosen organisation. To do this, you will need to draw on concepts, theories, and models identified throughout the module as well as examples of best practice used within the industry.

Recommendation: Recommend a new engagement strategy to enhance customer engagement within the organisation. The list below provides some examples of new engagement strategies, but you are not limited by this list – feel free to consider other ideas. Justify your choice with reference to relevant theory. You need to ensure that your recommendation follows on from your analysis in the audit.

Review the two video clips below which provide insight into the role and day to day challenges of a police officer in 1968 and 2016. Applying the learning from weeks 1 to 4 of the module, identify and explain the key similarities and differences in the nature and approach to policing which you see highlighted in both extracts.

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Policing Essay

students will be required to prepare for, research and produce a written 850- word essay using the Harvard referencing system to support their work.

Review the two video clips below which provide insight into the role and day to day challenges of a police officer in 1968 and 2016. Applying the learning from weeks 1 to 4 of the module, identify and explain the key similarities and differences in the nature and approach to policing which you see highlighted in both extracts.

Video 1 – Home Office Film “Beat Policing” (1968) –

Video 2 – BBC “Police 24/7” (2016) –