Area: Global Health-Politics: Why did states pursue different response to the COVID19- outbreak? Japan and The UK, who has provided the most efficient response? You must look at the documents I’ve attached. You should compare the two countries in terms of different ways in which states have combatted the COVID19 pandemic. Literature: Global health security, state compliance in IR, international law and international organisations
Methods: Pick two contrasting case studies, Japan and the UK and then look at different levels of policy and decision making per chapter Global, National, Regional/local and rationales behind decisions from expert evidence, speeches, policy decisions, policy timelines. Bear in mind that the population of Japan is twice more than the population of the UK, so you have to be really good at statistics.
Abstract:
200-250 words, conveying the significLiterature: Global health security, state compliance in IR, international law and international organisations since of the findings typically consists of one paragraph
encompassing the fundamental aspects of the report; if structured as a few paragraphs they must
have subheadings reflecting the structure of the report (Introduction, Methods, )
Introduction 800 words
Start with what is covid and where it comes from, no more than one sentence. Then talk about its consequences on a global level and then talk about it consequences in the UK and Japan. Tell that different countries had different approaches and strategies to combat the covid pandemic. You can talk about lockdowns-what does it mean, what are the levels of severity etc.
Put your research in the context: if talking about Japan and UK dont speak about other countries, keep the timeline, dont jump from present to past and from past to future, everything should flow organic and in a chronologic manner,
Focus on your area: is lockdown an effective way to combat the pandemic? What alternatives way did Japan use to combat covid? What strategy did they use? Give insights for the discussion but dont discuss it too much. Just an idea.
Justification and importance of the value: why this topic for dissertation is important and how it will help in future governments, people, researchers etc.
Aims and objective: to compare different strategies that two different countries used to combat the Covid 19 pandemic on global, national, regional, and local level and rationales behind decisions from expert evidence, speeches, policy decisions, policy timelines. Who has provided the most efficient response?
typically, without subheadings (e.g., in laboratory type projects)
the introduction may blend into the results and discussions within literature review type
reports, and it will require relevant subheading to assist the reader
clear aim and objectives (2-4) included at the end of the introduction
Methodology 250 words
if present it may have subheadings corresponding to the main groups of methods
it informs the experimental design
Talk about how many articles were used for this dissertation and what databases were used. How did you search for these articles? What keywords did you use? How many articles appeared and how many you selected for the literature. Talk about Exclusion and inclusion criteria: language, demographics, ages, anything that is relevant for this dissertation. What research strategies did you use? What type of dissertation it is? your chosen research methods, including whether you are using qualitative or quantitative methods, or a mixture of both, and why.
Literature for this dissertation must include Global health security, state compliance in IR, international Law, and international organizations. There should be 8 Primary sources (not reviews) 4 about the UK and 4 about Japan.
Results: 250 words
Make a table for the results section. It should include the name of the author, year, name of the article, and if it was included or not in the dissertation. So for example there were 50 papers that matched the keywords but after reading the text in full, only 25 matched inclusion and exclusion criteria. This table should be pasted as an image so it does not cut down your word count, if you dont have enough time for it, it’s fine, I will do it, just attach a list of literature that you did with APA 7 referencing and I will do the table, but please dont put it as a text because it will affect my word count.) See the example in the documents I attached.
Use the citation of the review, not the reviews.
Use primary studies 8 at least.
25 references
Table, figures with the statistics that you did yourself comparing Japan and UK, for example, populations, cases of covid, deaths, and conclusion of it, what it represents, do your own statistics!
it may have subheadings outlining the main thematic sections of the findings
in literature review reports Results may blend with the Discussion section
Discussion 2000 words
Literature
This section has four purposes, it should: Interpret and explain your results, answer your research question, justify your approach, critically evaluate your study. Again, dont jump from one country to another or from one timeline to another. It should flow chronologically and mainly speak about UK and Japan, it should be really really focused on these countries.
The discussion section, therefore, needs to review your findings in the context of the literature and the existing knowledge about the subject. You also need to demonstrate that you understand the limitations of your research and the implications of your findings for policy and practice. There should be less descriptive writing and more critical writing (ratio:75% critical- 25% descriptive). It can be tempting to string together quotes to support an argument, feeling that the more quotes you include, the stronger your argument. It is important, however, to remember that you also need to interpret the quotes to the reader and to explain their relevance, discuss their validity, and show how they relate to other evidence. There are several ways in which you can use the paragraph to enhance your critical writing. You can use paragraphs to make a clear and visual separation between descriptive writing and critical analysis, by switching to a new paragraph when you move from description to critical writing, and vice versa. This can help in: emphasizing to the reader that you are including both description and critical analysis, by providing a visual representation of their separation; and pushing you to produce the necessary critical writing, especially if you find that your description paragraphs are always longer, or more frequent than your critical analysis paragraphs. A paragraph break can provide a brief pause for your readers within a longer argument; giving them the opportunity to make sure they are keeping up with your reasoning. Paragraphs that are overly long can require readers to hold too much in their mind at once, resulting in their having to re-read the material until they can identify the point you are making. You can also use paragraphs to push yourself to include critical writing alongside descriptive writing or referencing, by considering each paragraph almost as an essay in miniature. Within each paragraph you would: introduce the point you want to make; make the point, with supporting evidence; reflect critically on the point. So, a sentence or two might describe and reference the evidence, but this is not enough in itself. The next few sentences need to explain what this evidence contributes to the argument you are making. This may feel like duplication at first, or that you are explaining something that is obvious, but it is your responsibility to ensure that the relevance of the evidence is explained to the reader; you should not simply assume that the reader will be following the same logic as you, or will just work out the relevance of the quote or data you have described. The other key element in critical writing is the overall structure of your piece of writing. For maximum effectiveness, your writing needs to have a line, or lines of argument running through it from the Introduction to the Conclusion. Just as you have used paragraphs on a micro-scale to present your critical writing, so you need to consider the ordering of those paragraphs within the overall structure. The aim is to lead your readers carefully through the thread of your argument, to a well-supported conclusion.
Example of effective critical writing:
The text below is an example of good critical writing and is based on essay material supplied by the University of Leicesters School of Psychology. The author refers to the available evidence, but also evaluates the validity of that evidence, and assesses what contribution it can realistically make to the debate. There are a number of inherent methodological difficulties in evaluating treatment efficacy in this area, and this has contributed to controversy within the research literature surrounding treatment outcomes for this group of offenders (Marshall, 1997). Firstly, while there is no doubt that the primary criterion of treatment success is a reduction in the rate of re-offending (Marshall et al., 1999), reconviction data does not, in isolation, provide a realistic representation of actual levels of re-offending by this group. It is well established that there is a discrepancy between re-offending and reconviction rates: the latter underestimating the number of offences committed (Grubin, 1999). Indeed, a significant proportion of offences committed by offenders are either unreported or do not result in the offender being convicted (Abel et al., 1987). You can see how the author is considering the available evidence, but also the limitations on that evidence, and will be taking all of this into account in drawing conclusions.
Checklist for an overall review of your writing:
It is always worth taking a critical look at your own writing before submitting it for assessment. The kinds of questions that might be useful to ask at that stage are: What is the balance between descriptive and critical writing? While a certain amount of description is necessary to set the context for your analysis, the main characteristic of academic writing is its critical element. A useful way to check this balance in your own writing is to use two coloured pens and to mark in the margin whether the lines are descriptive or critical. The balance will change at different points, but you need to make sure there is enough of the colour that represents critical writing. Why should the reader be convinced by what Ive just written? Remember that, just as you are asking Why should I believe what Ive just read?, the readers of your work will be asking the same question of your writing. A critical read of your own writing may reveal gaps in your logic, which you can rectify before you submit it for the critique of others. Is my conclusion trailed and supported sufficiently well by my preceding analysis and argument? Check out the conclusions that you have drawn, then locate and check the supporting evidence you provide earlier on. This is a good way of making sure you havent forgotten to include a crucial piece of evidence. It is also a way of checking that, when your reader comes to the end of your writing, the conclusions make sense, rather than being a surprise, or an unconvincing leap of logic. Have I included any unsubstantiated statements? Sometimes a generalised, sweeping statement can slip through: the kind of statement that might be acceptable in conversation, but not in academic writing. There are three main ways of dealing with such statements: present the evidence to support the statement re-phrase the statement to sound more cautious e.g.: it could be argued or this suggests that remove the statement
Academic voice :
healthy scepticism but not cynicism;
confidence but not cockiness or arrogance;
the judgement which is critical but not dismissive;
opinions without being opinionated;
careful evaluation of published work not serial shooting at random targets;
being fair: assessing fairly the strengths and weaknesses of other peoples ideas and writing without prejudice; and
making judgements on the basis of considerable thought and all the available evidence as opposed to assertions without reason.
this section may blend with the Introduction and Results in literature review reports. In those
cases it is typically distributed in thematic subheadings each of which may include
subheadings.
It may also blend with Results in laboratory data projects
Questions related to the discussion of the dissertation:
What methods did UK use to combat the covid19 pandemic? What methods did Japan use? Was it effective? What are the effects of these strategies and what impact they had on the population? What impact it had on the mental health of the population? What impact it had on the economy of the countries? What impact it had on the social aspect? Was it positive overall or negative? Was Lockdown worth it? Same for the compared second country.
About the strategies, the countries use: What approach did they use? How did they mobilize the healthcare system? How did they mobilize the private sector in healthcare during the pandemic? Similarities and differences. How did they spread awareness about covid? Possible difference in cultures that had an impact on the results. What responses they had on a global, national, regional, local level? Was it efficient? Why?
Conclusion 200 words
References:
APA 7th Edition
As a guide no less than 20 references
Graphics:
Introduction, methods, results and discussion sections may contain graphics (tables, figures,
diagrams, flow charts, pictures, )
No more than 8 figures or tables distributed amongst all sections additional display items
maybe included within a Supplemental information section of no more than 8 figures
distributed In no more than 2 pages
figures and tables will be used to inform the data, results or discussion of the report, i.e.,
they must be and should be made relevant to the report
all figures and tables must have a legend labelled as Figure 1, Table 1, and referenced
within the text (no figure or table must be presented if not referenced in the text)
Supplementary figures are labelled as Figure S1, …
abbreviations within a Table are indicated within the Table legend
Tables and graphs must be in black and white
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