Topic: Polio in Pakistan

Assessment Task

·         You are required to write a 4,000 word research proposal that may form the basis for your future dissertation. You must first complete the student dissertation outline idea form and email it to me by May 9th. This form is not an assignment – it is simply for me to help assign an appropriate dissertation supervisor to you.

Learning Outcomes

This assessment meets the following learning outcomes:

Guidelines for this Assessment

• You are required to write a 4,000 word research proposal. The deadline for this is JANUARY 23^rd 2015, 11.59PM

• The proposal may well serve as a platform for your dissertation (although this is optional)

• Your dissertation is a 15,000-20,000 word assignment which full-time students will be submitting on OCTOBER 2nd 2015, 11.59PM.

• Your research proposals will be graded using the “Grading Profile for Public Health Research Methods” so please study it carefully

• I suggest that you each take a look at some of the examples on good research proposals that will be posted on the PHRM unit site

• You should also take a look and strongly consider using one of the research proposal templates which are strongly recommended (but optional) templates and guidance documents for constructing your proposal.

Marking Criteria for this Assessment

The proposal will be assessed using the grading profile for written assessments. Markers will take the following main criteria into account when allocating marks:

• Rationale for study (10% weighting);                 
• Use of literature and referencing (15% weighting);
• Use and application of relevant knowledge and theory (15% weighting);
• Application of the chosen research techniques (20% weighting);
• Ethical considerations (primary research studies only) (10% weighting);
• Analysis of findings (15% weighting);
• Application to subject specific expertise (15% weighting);

Word Allowance for this Assessment 

The word allowance for this assessment is 4,000 words

·           If you exceed the stipulated number of words by a margin of more than 10%, only the first part of the text up to the stipulated assignment limit will be graded. 

·           all words used in the main body of the assignment are included in the word count. This includes words in tables, diagrams, references in the text and direct quotations.

·           the word count does not include the reference list, bibliography or appendices.

·           you should state the word count at the end of the assignment after the conclusion

If an assignment presented for marking falls outside these guidelines, the marking team may downgrade the assessment

Writing Style       

You are encouraged to write essays in an appropriate academic style avoiding overuse of ‘I’.  You may refer to yourself in the third person eg ‘From a literature review the author found …….’ However, this can be confusing for the reader as it may be unclear if you are talking about the author of the literature you have read or about your own work.

Guidelines for Presenting Written Assignments 

The following guidelines should be followed:

·           all written assignments must be word processed / typed

·           the recommended font style is Arial 11 or 12.

·           use line spacing of 1.5 or double spacing throughout.

·           use A4 size white paper 

·           number each page clearly

·           the unit title and Student ID must be included as either a header or footer on every page (except front page)

·           create margins of at least 2.5 cms on all sides of each page. 

·           the title page should contain your name and ID, the name of the University, the name of your course, the unit code / title and the title of the assessment 

·           provide a contents page and use section headings if appropriate.

·           state the number of words written at the end of the assignment after the conclusion.

·           start the reference list on a new page and adhere to Harvard referencing guidelines

·           number any appendices for ease of cross referencing and ensure that they are referred to in the text by the relevant number

·           a high standard of presentation is expected and this include accurate referencing, attention to layout, grammar and spelling.

Extent of Collaboration Allowed  

There is no collaboration allowed for this assessment. All work should be an individual piece of work. However, it is advisable to discuss your ideas with the unit leader within the first couple of weeks.

Expected Standards in Assignments

University study is intended to increase your ability to have independent and critical thought. The rules and conventions of academic writing are designed to achieve this. These rules are much the same as for a first year essay as for an article in a prestigious academic journal.

·            Each piece of course work you produce at University should always be your own work.

·            The work should make use of your own ideas, results and experiences, and your understanding of the ideas of others.

·            Your work must be original for each assignment. Work that has already been assessed in a previous unit cannot be re-submitted for assessment within a later unit. However, it may be appropriate to use an extract from previously produced work accompanied by reflective comments or commentary and referenced appropriately to illustrate development of knowledge, skills and attitudes since the extract was first written.

·            You must always reference the source of copied or paraphrased material, whether from a book, journal, newspaper, or the Internet, and provide full details of the source in a reference list. This is to inform the reader about where it can be found, and to give credit to the author(s). Guidelines on how to reference are produced by Learning Resources and can be access via the University’s intranet

·            On occasion it may be appropriate to use a direct quotation from a published source of material. In such cases this must be indicated using quotation marks and referenced accordingly. However, markers will not expect your work to rely heavily on direct quotations. They need to assess your understanding of what you have read and your ability for independent thought so you should use your own words as much as possible.

APA style with 3 or more references

Research Theory in Homeland Security and Emergency Management

Emergency management, homeland security, and criminal justice are all fields that may be approached academically but certainly have a large practitioner’s base. This means that while some social scientists may be intently studying phenomena and behaviors occurring within professions related to these areas of expertise, many professionals in these lines of work may or may not have academic degrees related specifically to what they do each day. A third group, practitioner scholars, has combined an educational background with professional expertise and serves as a bridge between the two ends of the spectrum. 

In your agency, the deputy uses old-fashioned techniques and does not necessarily embrace the idea that advanced degrees enhance an individual’s capabilities. However, a new chief has recently been appointed, and he believes education is tremendously valuable to crisis responders at any level. He also believes that theory and practice can be closely and successfully linked, even in daily operations.

You are considered a practitioner-scholar in your agency. Because of your remarkable education and demonstrated intellect, your manager has tasked you with drafting an information paper for your colleagues that explains how and why theory has a role in daily operations. You are informed you should also include arguments on the value of social science research and how such science can aid practitioners in performing their missions.

Primary Task Response: Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:

In your own words, why do you think research theory has a daily role in the fields of homeland security and emergency management? Explain.

How valuable do you feel the use of social science research is to homeland security and emergency management practitioners? Explain.

Specifically, how do you think social science research can aid practitioners in performing their missions? Explain.

Why do you think some practitioners are resistant to seeking out higher education? Explain.

Should practitioners be required to obtain certain levels of education? Why or why not?

• What homeland security or emergency management related research, if any, have you recently examined? Summarize.
• Do you feel that the results of the research contain valuable data to the fields? Why or why not?
• If you have not recently examined any homeland security or emergency management related research, what type(s) of research are you most interested in studying throughout this course? Why?

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  Project Criteria	Unacceptable	Minimal	Competent	Effective	Mastery	Subtotals
  (15/75)	0 – 8 points:	9 – 10 points:	11 points:	12 – 13 points:	14 – 15 points:	0
  Produce Meaningful Discussion with Peers	Student neither address the questions nor provides response comments to other students’ pieces of writing; does not make a contribution to the discussion OR makes a very weak contribution.	Student does not contribute to the discussion. Student produces weak response comments to other students’ pieces of writing.	Student makes a contribution to the discussion by producing mostly complete response comments to other students’ pieces of writing.	Student advances the discussion by producing complete response comments to other students’ pieces of writing.	Student makes a highly significant contribution to the discussion by producing ample and complete response comments to other students’ pieces of writing.
  (15/75)	0 – 8 points:	9 – 10 points:	11 points:	12 – 13 points:	14 – 15 points:	0
  Analyze Key Course Concepts	Student shows no evidence of analysis. Demonstration of learning is not apparent OR creates very weak analysis.	Student shows little evidence of analysis. Learning and comprehension are not demonstrated.	Student shows some evidence of analysis. Answers lack significant explanation, relevance, or inclusion of key points.	Student shows evidence of analysis. Answers are mostly complete and encourage further discussion.	Student shows ample evidence of analysis. Answers are thought-provoking and encourage further discussion.
  (15/75)	0 – 8 points:	9 – 10 points:	11 points:	12 – 13 points:	14 – 15 points:	0
  Apply Course Concepts to Student’s Own Experience	There is no evidence of personal reflection; the student does not show how course concepts apply to his/her own experience OR evidence is very weak.	There is sparse evidence of personal reflection; the student does not show how course concepts apply to his/her own experience. More is missing than is present.	There is some evidence of personal reflection; the student partially shows how course concepts apply to his/her own experience. Could be more fully elucidated.	There is evidence of personal reflection; the student shows how course concepts apply to his/her own experience. Additional details could be provided, but basic content is covered.	There is abundant evidence of personal reflection; the student shows how course concepts apply to his/her own experience.
  (9/75)	0 – 5 points:	6 points:	7 points:	8 points:	9 points:	0
  Examine Ideas Using Proper Grammar, Punctuation and Form	Grammar detracts from the organization and focus. Errors in punctuation and form (including style, as required) are so severe they interfere with the response’s meaning.	Grammar detracts from the organization and focus. Errors in punctuation and form (including style, as required) are present.	Grammar is mostly solid in the main post and this largely complements the organization and focus. Very basic mastery of punctuation and form (including style, as required).	Grammar is solid in the main post and this complements the organization and focus. Proper use of punctuation and form (including style, as required) with minimal errors.	Grammar is strong in the main post and this complements the organization and focus. Proper use of punctuation and form (including style, as required). Evidence of good writing.
  (6/75)	0 – 4 points:	4 points:	5 – 4 points:	5 points:	6 points:	0
  Investigate Impact of New Learning Gained from Course Materials, Readings, Problems, Chats, References, and Reflections	Demonstration of course resources is not apparent. The student fails to demonstrate learning on the topic.	Very little use of any class resources; more is missing than is actually utilized. The student demonstrates significantly incomplete learning.	Partially complete use of the class resources. The student demonstrates thoughtful but not introspective learning.	Mostly complete use of the class resources. The student demonstrates somewhat thoughtful and introspective learning, potentially tying in outside resources.	Complete use of the class resources. The student demonstrates thoughtful and introspective learning, potentially tying in outside resources.
  (9/75)	0 points:				9 points:	0
  Timeliness of Submission: Main Discussion Board Posting	The main post was not submitted on time.				The main post was submitted on time.
  (6/75)	0 points:				6 points:	0
  Timeliness of Submission: At Least Two Responses	Both responses were not submitted on time.				Both responses were submitted on time.
  Grading Key	Range				TOTALS
  Mastery	68 – 75				Earned Point Total	0
  Effective	60 – 67
  Competent	53 – 59				Total Possible Points	75
  Minimal	45 – 52
  Unacceptable	44 ?				Letter Grade	F