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Please read pp. 78-134 in the
American Pageant
. After you have done so, please write a two-page analysis in answer to the following question: What caused the American Revolution? Please consider the page attached to this module in formulating your answer. Two pages don’t worry about reading the pages out of the book. Use three references to answer the question. Also incorporate some of the topics from the file I uploaded
Attachments:
10398415_1_US-History-week-2.pdf

Educational Issues & Ideas
Assignment 4:
A Critical and Reflexive Commentary on an Educational Issue in your Practice
August 2023
This course has introduced you to new intellectual capital, that is, a range of ‘ideas’ in the form of philosophical, psychological and sociological concepts and theories. Assignments 1, 2 and 3 have focused mostly on assessing your understanding and application of those ideas. This assignment now moves you towards an integrated, applied and critical commentary on an educational issue of relevance to your own educational practice. We want to assess your ability to pull together this wide range of concepts and theories to reflect critically on your selected issue.
Submit your assignment in MSWord format via the link on RU Connected before midnight on Monday the 11
th
of September 2023.
1. Select an educational issue of relevance to your own educational practice. It should relate in some way to the attainment of educational quality. Describe your selected issue. Provide a detailed, rich, description, avoiding commentary, judgment or explanation. Also explain why you have chosen this particular issue, and how it is of relevance to educational quality in Namibia. [approx. 500 words]
[Note on selecting your issue: the educational issue that you choose must be something genuine and specific, not a generalised discussion of a topic ‘out there’. The meaning of ‘an educational
issue
’ is broader than ‘a
problem
’. Yes, you can definitely select ‘an educational problem’ but you are also welcome to explore something that is not really a problem but more like a tension, an emerging concern, a complex situation etc. Whatever you choose, it must be something specific that you can describe and reflect on from a multi-disciplinary perspective, using real examples from your classroom, school or community.]
2. Demonstrate your ability to
apply psychological concepts
to understand better how the selected issue relates to your work with learners. [approx. 500 words]
3. Apply
ONE sociological perspective
that you have been introduced to in this course to get beneath the surface of the issue. Demonstrate your ability to apply a sociological perspective to understand the selected issue, as well as its implications at a societal level. [approx. 500 words]
4. Demonstrate your ability to
reflect philosophically
on your selected educational issue, including your ability to apply the characteristics of philosophical engagement as presented in this course so far. [approx. 500 words]
[Tip: To prepare your responses, take a look at all the resources provided so far in the course and consider which ones offer something useful].
5.
Integrated reflection and recommendations
: So far, Questions 2, 3 and 4 have focused on different disciplinary perspectives. Now pull these together to provide an
integrated, holistic reflection
on your selected educational issue. What can you
conclude
about this issue in your context? What
recommendations or ‘ways forward’
can you suggest? How might you approach / respond to your selected issue in future? (Remember that your conclusion and recommendations should still be specific and grounded in your own teaching context; do not generalise). [approx. 250 words].
6. Reflect deeply and critically on how your understanding of this issue has developed through doing this assignment. What do you think are the benefits and the shortcomings of doing a multi-disciplinary analysis? How has it changed you and the way you teach (if at all)? [approx. 250 words].
Assessment:
Your assignment will be assessed by the EII team according to the following criteria:
Criteria
Mark
Philosophical perspectives
1. The student has drawn on carefully selected philosophical perspectives from the course resources (or beyond if necessary) and applied them to the selected issue to gain fresh or critical insights into the issue.
25
2. The student’s own philosophical stance on the selected issue has been presented through a clear, rational, philosophical argument.
25
Sociological perspectives
3. The student is able to applya sociological perspective to the selected education issue to generate critical discussion.
25
4. The student is able to use the insights gained to discuss implications of the educational issue at a societal level.
25
Psychological perspectives
5. Linking: The student is able to identify and describe psychologically appropriate aspects of the case study and indicate how they link with chosen psychological concepts and theories.
25
6. Insight: The student is able to draw appropriately on psychological concepts and theories to generate and justify psychological insight into the case.
25
Professional and reflexive practice
7. The student demonstrates the ability to integrate three disciplinary perspectives to reflect on the issue as a whole, and make recommendations for future practice.
20
8. The student has reflected on own experiences of doing a multidisciplinary analysis, including the strengths, limitations and challenges of doing such analysis, and contemplated implications for own professional practice.
10
9. The student has drawn on a range of academic sources to construct a well-reasoned argument. This is supported by a technically proficient reference list.
10
10. The student has edited and proofread the assignment.
10
200
Converted to %
100
Attachments:
10398490_1_720071-638287691444833565-hons-eii-assign-4.docx

Who is the father of development of sociology? what is the concept of sociology and development and study of the origin ?

Study a situation where rapid urbanization has led to slums and informal settlements. How can participatory urban planning lead to more equitable urban development?

Write an independent research essay of 2,500 words (excluding references) responding to one of the following questions. Reflection on
COVID-19 management and mitigation are encouraged but not mandatory:
???”States have not been hollowed out and the exercise of state authority remains central to most governance strategies.”
(Bell and Hindmoor, 2009 p. 1). Do you agree or disagree? Justify your answer and elaborate with examples.
Critically examine behaviour change interventions as a form of governance. Do you think they are useful or harmful and in what regards? Why? Justify your answer with examples.
What has been the rationale for devolved and/or widened responsibility in public service delivery? What problems can arise? Elaborate with examples.
???Using examples, critically evaluate the impact and risks of private-sector principles and/or participation in
regulation and/or governance.
All essays must include referencing and a bibliography. Students are expected to follow a recognised author-date referencing style, and use it consistently and correctly. Research essays will be graded according to the relevant rubric on the ‘Assessments’ page on LMS, with two added provisos.
1) That essays fall within the required word length (excluding references) with a 10% buffer
either way.

Assessment Task 2: Roleplay
Instructions:
Read the scenario below.
It is 9am on Tuesday 5 December.
You work for a large community services organisation – Finding Solutions (FS).
Beverly, a manager in the Community-based Addiction Interventions Team, has called and asked you to facilitate a debriefing session following an incident that occurred yesterday.
The incident occurred in a different department to your own – Beverly wants you to conduct the debrief because you do not know any of the staff members concerned. It is felt that staff will feel more confident to discuss incidents with people who they do not know.
You have been briefed on the incident by the manager of the area (they did not witness the incident).
The incident occurred on Monday 4 December at approximately 3.30pm.
John and Anna were running a group support meeting for people seeking help with drug addiction. The program is run in the community as part of FS’s community-based addiction treatment services.
One of the clients had a seizure during the session and stopped breathing. Anna performed CPR while John called 000.
Jessica was working in the reception area nearby. She helped move the other clients to another room.
The paramedics worked on the client for some time, but he was pronounced dead on arrival to hospital.
Part A: Plan and prepare for the debriefing session
You are to meet with Beverly to plan and prepare for the debriefing session.
Beverly will ask you a number of questions that you must answer.
You may also ask Beverly questions to find out more about action that has taken by management after the incident, as well as about the roles and responsibilities of those involved.
You will need to read the documents below to guide you in this assessment.
SAMPLE CRITICAL INCIDENT PLANNING POLICY
Rationale and Aims:
Critical Incidents may have a severe emotional and/or physical impact upon people. During a Critical Incident, a coordinated, systematic response is required to restore stability and to create a sense of safety and security for all involved.
The key aim of this Policy is to assist the Organisation in preparing to respond to a Critical Incident. Accordingly, the procedures, flowcharts, checklists and guidelines provided in this Policy and attachments are designed to assist in the planning and implementation of an inclusive response to manage any critical incident effectively and to restore a sense of safety and security to the staff and clients.
Definitions:
A
Critical Incident
is defined as a physical event, a series of events or psychological trauma which has severe immediate impact and likely long-term effects on the individuals involved. These may include, but are not limited to:
§the death, suicide or disappearance of a client or staff member;
§the destruction of part or the whole of the facility;
§major vandalism;
§acts of terrorism;
§extremely damaging media attention;
§a sexual assault;
§a natural or other major disaster in the community such as fire, flood, epidemic;
§enforced closure of the facility.
Critical Incident Team
is the group of personnel established to manage a Critical Incident. This should include those with appropriate expertise as well as others who have personal qualities appropriate to crisis management. One member of the Management Team will lead the Critical Incident Team.
Commitments:
We make the following commitments:
1.to demonstrate a commitment to the principles of best practice with regards to the management of critical incidents across our organisation;
2.to ensure that our duty of care for staff and clients is fulfilled to the best of our ability and in keeping with legislative responsibilities;
3.to provide an environment of support in which stability and a sense of safety can be restored at the earliest possible time following a critical incident;
4.to minimising short and long term disruption to services
5.to care for both the physical and emotional well-being of staff, clients and families.
Major Strategies for Implementation of Aims:
1.Regular, planned professional development of staff in the areas of prevention, preparation and response to critical incidents.
2.Regular liaison with local community services and service providers to develop and monitor strategies for use of alternate facilities/resources if required and the communication of information when required.
3.At the time of a critical incident, implementation of a Critical Incident Plan for:
a)Immediate action
b)Additional action
c)Follow-up – monitoring, support, evaluation
d)Staff and client Education
e)Restoration of Wellbeing
Organisation:
Management Team (CEO or HR Manager) is responsible for:
§overseeing the coordination of any critical incident response
§establishing and leading the
Critical Incident Team
§developing and implementing a
Critical Incident Plan
§liaising with the Media, CEO, Police, Families
Managers
are responsible for:
§professional development of Staff for prevention, preparation and response to critical incidents
§monitoring of staff needs throughout a critical incident response
§determining the level of counselling/other support required from external authorities
§setting up and staffing recovery room
§liaising with relevant external support agencies
Supervisors
are responsible for:
§monitoring of individual staff and clients
§implementation of actions as required by the Critical Incident Team
§referring staff and clients to support services
Resources:
The nature of critical incidents is such that resources cannot always be provided in anticipation of events. For this reason, the Management Team will use its discretion to provide adequate resources – both physical and personnel – to meet the needs of specific situations.
Response to Critical Incident
a)Immediate response
1.The Management team assesses the risk to staff, clients and others and takes action to make them safe from further harm.
2.Where there is a risk of further harm or other life or property the assistance of emergency services must be requested immediately.
3.Arrange medical treatment as soon as possible if necessary, and provide immediate appropriate personal support, and other assistance reasonably required.
4.Identify the full name of those involved in the critical incident, if possible.
5.Contact the CEO who will advise on the need for further action.
6.The Management team is to make notes of key facts of the incident at first available opportunity.
7.This phase is completed when those involved are safe from further harm, in receipt of necessary immediate support and services, and in a stable care environment.
b)Secondary response
1.The Management team is to identify other interested parties who may need to be notified or may be affected by the incident and advise the CEO who will advise on an appropriate communication and support response.
2.Sensitivity to the wishes of those involved in terms of contact and notifying others must receive high priority where it does not conflict with statutory obligations.
3.The Management team is to arrange access to counsellors and/or pastoral care for clients and staff affected, as required
4.The Management team is to establish an information point for clients, family and others who have a legitimate interest in the matter.
5.The CEO in conjunction with the management team, is to make all necessary arrangements depending on the situation (eg extra security, alternate accommodation, funeral arrangements etc.)
6.The CEO will be responsible for all media contact to provide a briefing about the incident if required
7.The CEO and Management team will develop a concise Incident Recovery Plan with objectives, actions, responsibilities and timelines.
8.The Management team will make a full written report of the incident and response.
9.This phase is complete when all affected parties have been notified and support services have been mobilised as required, necessary practical arrangements made, and an Incident Recovery Plan (IRP) developed and implemented.
c)Follow up response
1.Continue implementation of the IRP until any further response is assessed as unnecessary.
2.Review the implications of the incident for ongoing services and determine the need for alternative accommodations and implement a support plan if required.
3.Update critical incident reports regularly until the response period is completed.
4.Review the incident and identify implications for future responses. Develop plans and amend policy if necessary to prevent a recurrence of the incident or any shortcomings in the response.
d)Critical Incident Reporting
1.The Manager managing the critical incident is required to establish the facts and keep detailed records.
2.These records must be kept on the staff/client’s file marked confidential.
3.These records may be used in the case of coronial enquiry, media interest and police.
Evaluation:
This policy shall be evaluated against the aims in the month following a critical incident response or at least every two years by the CEO in consultation with the Management Team and OHS Committee (Reps) if present.
Source:
Sample Critical Incident Planning Policy,
Disability Safe, National Disability Services, www.disabilitysafe.org.au
BEST PRACTICE GUIDELINES
POST ASSAULT
Employers have a duty of care towards employees to ensure that they are not harmed in any way by work activity. If violent incidents occur the effects should be minimised.
Long-term effects may include reduced morale, impaired performance, absenteeism, increased sick leave and the psychological trauma suffered by the people involved in the incident. The employer should have:
§documented procedures for prevention and early intervention strategies, as soon as an assault or the potential for an assault is identified
§procedures in place to be followed for an effective immediate response that controls and diffuses the situation
§access to a debriefing session if required
§a rehabilitation assessment that considers:
–timeframes for interventions
–the responsibilities of those involved
–the methodsfor assessing needs
§A process to ensure that referrals are made to the relevant service providers for the appropriate treatment
Procedures for responding to incidents
§Describe the circumstances in which the procedures should be followed;
§Describe the role of the individual members of staff
§Nominate an individual to co-ordinate response action
§Allocate a safe place to retreat to
§Control media access to those involved
§Provide communication with families and arrange transport home
§Give clear guidance on reporting procedures
§Indicate follow up actions, including staff debriefing and counselling as appropriate
§Consider referral to employee assistance programmes to provide psychological first aid support.
Be aware of different people’s reaction to a stressful situation. These may include: feelings of anger, frustration, anxiety, guilt, embarrassment and of being “out of control”. They may respond inappropriately and have physical symptoms such as vomiting. Longer term, they may suffer with sleeplessness, “reliving the event”, and a fear of returning to work. These reactions should be recognised and managed quickly after the episode to reduce the risk of psychological harm.
Reporting
§Employee details
§Location of incident
§Date, day and time
§Details of the assailant
§What the employee was doing at the time of the incident
§The circumstances of the assault
§Details of the outcome: i.e. injuries received, time off work, property damage
§Information about any remedial action
Medical Treatment
§When a caregiver reports being assaulted and/or injured in the course of his or her work, the employer should assess the injury, provide first aid treatment if required, and facilitate any short- or long-term medical treatment that is necessary.
§Provision needs to be made for employees to be able to summon help quickly
§Plans/arrangements may be necessary with local medical care facilities for urgent consultations in cases of injuries
§A treatment plan or provider network should be established in advance, not only to deal with any physical injuries but also to provide a treatment plan for any psychological or mental health issues that might arise from a workplace incident
Debriefing
§Sharing personal experience with others to diffuse the impact of abuse
§Helping those who have been affected understand and come to terms with the event
§Re-assurance and support
§Getting people to focus on the facts and give information
§Explaining subsequent help available
Counselling
1.Face to face contact – preferably short term of between 5-8 sessions
2.Response to traumatic incidents:
§Defusing and debriefing
-helping staff to come to terms with what has happened
-offering re-assurance and support
-getting people to focus on the facts and give information
-explain the subsequent help an available
§Post Trauma counselling
-For staff who need more intensive support or when symptoms persist over a long period
3.Integration of cognitive strategies into the decision making process
4.Links to outside services. Arrangements need to be made for staff to have access to external advice where the full range of services is not available in-house. Written protocols for these services should cover accessibility
Management support
§Taking control of situation, informing others and dealing with victims and other staff
§Producing organisational and administrative policies aimed at minimising the impact of traumatic events which cover areas such as post incident support, provision of leave, costs, legal issues, etc.
§Provision of information to families and the media, expressions of gratitude to staff and investigatory procedures
§Provide a structured feedback program with workplace staff incorporating better awareness of risk situations for violence, how potentially dangerous situations could be avoided and review strategies in dealing with aggressive patients
Rehabilitation
Best practice rehabilitation policies, procedures and responsibilities include:
§Early intervention
§A strong management commitment to rehabilitation including the provision of safe modified duties during the recovery phase
§The early development of rehabilitation plans in face-to-face interviews with the injured employee
§A supportive and consultative workplace culture for injured employees, including the provision and support for modified work and reduced hours of work in the short term
§Consideration of training and vocational needs
§Workers should be supported during the entire period of rehabilitation, allowed all necessary time to recover but also encouraged to return to work
§The sooner the victim can return to work, the easier it would be for him/her to rejoin the workplace as the worker may have missed out on the current information needed for effective job performance
§Workers should not be subjected to too much stress at first and flexibility in the form of part time work, a different assignment &/or support of a co-worker can allow the person to recover their self-confidence
§It is important that, when they return to work, they feel safe in their environment both from physical and psychological violence
§the feedback into hazard management of issues arising out of the rehabilitation process
References
Arnetz, J & Arnetz, B. (2000) Implementation and evaluation of a practical intervention programme for dealing with violence towards health care workers. Journal of Advanced Nursing. Vol 31, issue 3, pages 668-680
NZ Ministry of Business, Innovation & Employment. Managing the risk of Workplace Violence to Healthcare and Community Service Providers (www.osh.dol.govt.nz)
Richards, J. (2003). Management of workplace violence victims. Available from:
http://www.who.int/violence_injury_prevention/violence/interpersonal/en/WVmanagementvictimspaper.
pdf
International Labour Office/International Council of Nurses & World
Health Organization/Public Services International. (2003). Framework guidelines for addressing workplace violence in the health sector. Available from:
http://www.who.int/violence_injury_prevention/violence/interpersonal/en/WVguidelinesEN.pdf
Source: Best practice Guidelines – Post Assault, Disability Safe, National Disability Services, www.disabilitysafe.org.au
Your assessor will be looking to see that you can:
Plan and prepare debriefing in line with standards and procedures
For example, by scheduling a time; finding out the facts that are available about the incident; finding out who was involved in the incident and their roles and responsibilities
Schedule debriefing at an appropriate time following the incident
Understand the limitations of your role and responsibilities
Maintain and describe professional boundaries.
PART:B
Part B: Conduct the debriefing sessions
For this part of the assessment you need to conduct the debriefing group session with John, Anna and Jessica.
Make sure you prepare yourself for this session.
You may use any notes and resources that you need.
Set up the room so it is a comfortable environment for the participants.
Once you are ready, invite in the three staff members and commence the session.
Your assessor will be looking to see that you can:
Prepare for the debriefing session as per workplace standards and procedures
For example, by arranging the room appropriately; by bringing notes, etc
Conduct the debriefing in a safe environment
For example, by ensuring WHS issues are addressed; it is a private and confidential environment; the area is comfortable and non-threatening, etc.
Use appropriate debriefing techniques to:
§open the meeting and explain the reason for the debriefing
§explain the rules of confidentiality, non-judgment and freedom to talk
§encourage open and honest conversation
§invite staff to each give their account of the incident and clarify as required
§invite group members to put forth their thoughts and ideas (both at the time of the incident and upon reflection)
§focus on the facts
§review staff reactions and stress symptoms
Use appropriate questioning to encourage staff members to explore and acknowledge their concerns
For example, use of open and probing questioning; consideration of body language and cues; active listening, etc
Discuss any issues that arise during the session that are relevant to the incident and attempt to find solutions
For example, was John really incompetent? Anna seems to think he did well; the length of time the ambulance took to arrive was only 10 minutes, but it seemed much longer; the phone and the changes in client behaviour are valid issues.
Provide information and advice to help participants to identify and understand the level of risk to their emotional well-being and to manage their symptoms
Identify staff members who need additional support and refer them to suitable services
For example, EAP counselling services; a GP to obtain time off work, treatment for depression or anxiety; John and Jessica both have feelings of doubt and self-worth. John in particular is demonstrating signs of stress; Jessica thinks she doesn’t want to work here anymore.
Attachments:
10399072_1_Roleplay-Part1-2.docx