APPENDIX GA36c<\/p>\n
LEVEL 6 ASSESSMENT SPECIFICATION<\/p>\n
Student name:
\nStudent ID number:
\nProgramme:\tBSc Health and Social Care
\nModule:\tLiving with Care: The Older Person
\nModule code:\tBMHP6009\tContribution to Overall Module Assessment (%):\t50%
\nLecturer:\tJoanne Davies
\nInternal Verifier:\tChloe Harries
\nAssignment Title:\tComponent 1 \u2013 Debate Presentation and supporting paper
\nWord count (or equivalent):\t10-minute debate presentation (+\/- 10%) 2,000 words equivalent.
\nSubmission deadline:\tFriday 20th October 2023 via Turnitin on Moodle at 14:00 GMT.
\nPresentations will be scheduled in session time for the w\/c 23rd October 2023.\tReturn date of provisional marks & written feedback:\tFriday 17th November 2023.
\nSubmission method:\tAll written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students\u2019 submissions.)
\nAlternative submission method (if applicable): N\/A
\nLate submission of the assessment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, 0%. Only the Extenuating Circumstances Panel may approve a change to submission dates.
\nAcademic honesty \/ referencing:\tAcademic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment.<\/p>\n
Module Learning Outcomes
\n(from module syllabus)<\/p>\n
LO 1: Critically evaluate and compare local, national and global provision of services for the older person in line with current initiatives and policy.<\/p>\n
LO 2: Examine the prospective future of the care of the older person, including the application of technology information and the use of AI within the health and care provision.<\/p>\n
TASK DESCRIPTION<\/p>\n
Debate Presentation \u2013 50%<\/p>\n
Students will be split into teams of 2 or 4 and will need to participate in a debate presentation in which students will present the for or against arguments on the practice of euthanasia in the UK, specifically focusing on older people.<\/p>\n
Within the presentation students should define euthanasia\/assisted suicide, look at the development in modern society, and critically examine the arguments for and against this practice.<\/p>\n
The following areas should be considered when completing this assessment:<\/p>\n
\u2022\tDefinition of Euthanasia and Assisted Suicide.
\n\u2022\tWhat are the laws governing euthanasia and assisted suicide in the UK (perhaps in comparison with other countries).
\n\u2022\tEnd of life and palliative care as well as how and where this is delivered.
\n\u2022\tThe gap between need and availability of end-of-life care.
\n\u2022\tLegislation, policy and theories of ageing, which are relevant to older people approaching the end of their lives particularly with regard
\n\u2022\tPlanning for end of life (living wills, DNR\u2019s etc)<\/p>\n
Include THEORY- POLICY- PRACTICE throughout.<\/p>\n
Students will speak for 10 approximately minutes per person. E.g., if there are 2 members in a group, students will speak for 20 minutes in total.<\/p>\n
Students are required to submit their supporting presentation as part of the supporting paper component and a reference list of the information which they have used to support their debate discussion to Turnitin via the Moodle Virtual Learning Environment (VLE) at the date and time stated above.<\/p>\n
Please refer to the \u2018guidance for students in the completion of tasks\u2019 and the \u2018student feedback form\u2019 which outlines specific requirements for successful completion of this assessment. Further instruction will also be provided in scheduled session time and on the Moodle VLE.<\/p>\n
GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS<\/p>\n
NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.<\/p>\n
1.\tEngagement with Literature Skills
\nYour work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set; you should make use of scholarly reviews and primary sources, where appropriate (for example, refereed research articles and\/or original materials appropriate to the discipline). You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration\/selection and should be used sparingly. Any sources you use should be current and up-to-date, mostly published within the last five years or so, though seminal\/important works in the field may be older. You must provide evidence of your research\/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list at the end of your work.<\/p>\n
Guidance specific to this assessment:<\/p>\n
\u2022\tDuring students verbal argument for or against, students must cite literature, legislation, and case studies and be able to provide a full reference if requested to do so.
\n\u2022\tWithin the discussion you must include a minimum of 20 references in the reference list, to include literature, legislation, or case studies, these should be credible and reliable and cited correctly using the Write My Essay For Me | Essay Writing Service For Your Papers – Harvard referencing system.
\n\u2022\tMake use of the University\u2019s guidance for Write My Essay For Me | Essay Writing Service For Your Papers – Harvard referencing to help you ensure the correct formats are used.
\n\u2022\tYour sources should include books, peer reviewed journals and appropriate websites (such as government websites , ONS, AgeUK etc.)<\/p>\n
2.\tKnowledge and Understanding Skills
\nAt level 6, you should be able to demonstrate coherent and detailed knowledge and a systematic understanding of the subject area, at least some of which is informed by the latest research and\/or advanced scholarship within the discipline. You should be aware of the uncertainty, ambiguity and limits of knowledge. Your work must demonstrate the growing extent of your knowledge and systematic understanding of concepts and underlying principles associated with the subject area. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark\/grade will also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each should be complete and detailed, with comprehensive coverage.<\/p>\n
Guidance specific to this assessment:<\/p>\n
\u2022\tEnsure that your work addresses the criteria set out in the task – description
\n\u2022\tDemonstrate knowledge and understanding of issues experienced by older people approaching the end of life,- particularly those with H+SC needs
\n\u2022\tConsider current service provision and how it has changed over the decades
\n\u2022\tExplore theory and policy in this area<\/p>\n
3.\tCognitive and Intellectual Skills
\nYou should be able to: critically evaluate evidence, arguments, assumptions, abstract concepts and data some of which are at the forefront of a discipline (and that may be incomplete) to devise and sustain arguments, to make judgements and\/or solve problems; describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? At all times, you must provide justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. Where relevant, alternative solutions and recommendations may be proposed.<\/p>\n
Guidance specific to this assessment:<\/p>\n
\u2022\tYou should aim to compare findings and evaluate the effectiveness of current policy and interventions
\n\u2022\tLook at new technology available in the area and evaluate
\n\u2022\tRecommendations for improvement may be included. (If things aren\u2019t working, what can be done?)
\n.
\n4.\tPractical Skills
\nAt level 6, you should be able to apply the methods and techniques that you have learned to review, consolidate, extend and apply your knowledge and understanding, and to initiate and carry out projects. You will deploy accurately established techniques of analysis and enquiry relevant to the discipline, and apply them in complex and unpredictable contexts, to devise and sustain arguments and\/or to solve problems. You should be able to frame appropriate questions to achieve a solution – or identify a range of solutions. You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations and\/or a particular context. How do they work in practice? You will deploy models, methods, techniques, and\/or theories, in that context or circumstances, to assess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts, some of which may be innovative and creative. This is likely to involve, for instance, the use of real world artefacts, examples and cases, the application of a model within an organisation and\/or benchmarking one theory or organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.<\/p>\n
Guidance specific to this assessment:<\/p>\n
\u2022\tClearly establish the context of your assignment and link concepts, ideas etc discussed to this.
\n\u2022\tIdentify and establish your context and relate\/link concepts ideas etc.
\n\u2022\tExplore reasons for changes in legislation
\n\u2022\tLook at and critically examine what seems to work effectively and why this may be (real life examples can be used)
\n\u2022\tIdentify barriers to the successful implementation of any recommendations made and propose possible solutions to these.<\/p>\n
5.\tTransferable Skills for Life and Professional Practice
\nYour work must provide evidence of the qualities and transferable skills necessary for graduate-level employment requiring the exercise of initiative and personal responsibility and decision-making in complex and unpredictable circumstances. This includes demonstrating: the learning ability for professional development to advance existing skills and acquire new competences of a professional nature that will enable you to assume significant responsibility within organisations; that you can initiate and complete tasks and procedures, whether individually and\/or collaboratively; that you can use appropriate media to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences; fluency of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation and organisation.<\/p>\n
Guidance specific to this assessment:<\/p>\n
\u2022\tEnsure that your slides clear, informative and well-structured and follow a logical progression.
\n\u2022\tAn understanding of the importance of the need for change and recommendations for improvement should be illustrated.
\n\u2022\tThis assignment should be written\/presented in an academic style appropriate for level six.
\n\u2022\tEnsure that a full reference list is provided at the end of your leaflet.
\n\u2022\tFollow the assignment brief and guidance given.<\/p>\n
STUDENT FEEDBACK FORM<\/p>\n
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development\/improvement.<\/p>\n
Generic Assessment Paper Writing \tMarks available\tMarks
\nawarded
\n1. Engagement with Literature Skills
\n.<\/p>\n
\u2022\tDuring students verbal argument for or against, students must cite literature, legislation, and case studies and be able to provide a full reference if requested to do so.
\n\u2022\tWithin the discussion you must include a minimum of 20 references in the reference list, to include literature, legislation, or case studies, these should be credible and reliable and cited correctly using the Write My Essay For Me | Essay Writing Service For Your Papers – Harvard referencing system.
\n\u2022\tMake use of the University\u2019s guidance for Write My Essay For Me | Essay Writing Service For Your Papers – Harvard referencing to help you ensure the correct formats are used.
\n\u2022\tYour sources should include books, peer reviewed journals and appropriate websites (such as government websites , ONS, AgeUK etc.)<\/p>\n
20
\n2. Knowledge and Understanding Skills<\/p>\n
\u2022\tEnsure that your work addresses the criteria set out in the task – description
\n\u2022\tDemonstrate knowledge and understanding of issues experienced by older people approaching the end of life,- particularly those with H+SC needs
\n\u2022\tConsider current service provision and how it has changed over the decades
\n\u2022\tExplore theory and policy in this area
\n20
\n3. Cognitive and Intellectual Skills<\/p>\n
\u2022\tYou should aim to compare findings and evaluate the effectiveness of current policy and interventions
\n\u2022\tLook at new technology available in the area and evaluate
\n\u2022\tRecommendations for improvement may be included. (If things aren\u2019t working, what can be done?)<\/p>\n
20
\n4. Practical Application Skills<\/p>\n
\u2022\tClearly establish the context of your assignment and link concepts, ideas etc discussed to this.
\n\u2022\tIdentify and establish your context and relate\/link concepts ideas etc.
\n\u2022\tExplore reasons for changes in legislation
\n\u2022\tLook at and critically examine what seems to work effectively and why this may be (real life examples can be used)
\n\u2022\tIdentify barriers to the successful implementation of any recommendations made and propose possible solutions to these.<\/p>\n
20
\n5. Transferable Skills for Life and Professional Practice<\/p>\n
\u2022\tEnsure that your slides clear, informative and well-structured and follow a logical progression.
\n\u2022\tAn understanding of the importance of the need for change and recommendations for improvement should be illustrated.
\n\u2022\tThis assignment should be written\/presented in an academic style appropriate for level six.
\n\u2022\tEnsure that a full reference list is provided at the end of your leaflet.
\nFollow the assignment brief and guidance given
\n20<\/p>\n
Assessment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )\tLate Submission Penalties (tick if appropriate)\t100%
\nUp to 1 week late (40% Max)
\nOver 1 week late (0%)<\/p>\n
GENERIC ASSESSMENT CRITERIA<\/p>\n
Level 6
\nIn accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed knowledge and a systematic understanding of their subject area, at least some of which is informed by the latest research and\/or advanced scholarship within the discipline. They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and sustain arguments and\/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution – or identify a range of solutions. They will apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects. They will have the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and\/or original materials appropriate to the discipline). They will demonstrate the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature.<\/p>\n
Level 6\tFAIL\tMARGINAL FAIL\tSATISFACTORY
\n(3rd \/ Pass)\tGOOD
\n(2.2 \/ Pass)\tVERY GOOD
\n(2.1 \/ Merit)\tEXCELLENT
\n(1st \/ Distinction)\tEXCEPTIONAL
\n(1st \/ Distinction)
\nCategory\t0-29%\t30-39%\t40-49%\t50-59%\t60-69%\t70-84%\t85-100%
\nEngagement with literature (including reading, referencing,
\nacademic conventions and
\nacademic honesty) \tLittle or no evidence of reading and\/or reliance on inappropriate sources.
\nViews and findings mostly unsupported and non-authoritative.
\nReferencing conventions used incoherently or largely absent.\tPoor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and\/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing.\tEngagement with a limited range of mostly relevant and credible sources. Some omissions and minor errors.
\nReferencing conventions evident though not always applied accurately or consistently.\tEngagement with an appropriate range of research-informed literature, including sources retrieved independently. Some over-reliance on texts. Referencing may show minor inaccuracies or inconsistencies.\tEngagement with a wide range of research-informed literature, including sources retrieved independently.
\nSelection of relevant and credible sources. Very good use of referencing, with no\/very few inaccuracies or inconsistencies.\tEngagement with an extensive range of relevant and credible literature, informed by the latest research. Consistently accurate application of referencing. \tExceptional engagement with an extensive range of relevant and credible literature, informed by the latest research. High-level referencing skills consistently and professionally applied.
\nKnowledge and understanding (Coherent and detailed knowledge and systematic understanding of the subject area, at least some of which is informed by the latest research and\/or advanced scholarship within the discipline.)
\nMajor gaps in knowledge and systematic understanding of the subject matter. Substantial inaccuracies. No awareness of knowledge of the latest research and\/or advanced scholarship within the discipline.
\nGaps in knowledge, with only superficial systematic understanding. Some significant inaccuracies and\/or irrelevant material. No awareness of knowledge of the latest research and\/or advanced scholarship within the discipline.\tLimited knowledge and systematic understanding of the relevant concepts and principles within the subject area which to some limited extent, is informed by current research and scholarship. \tKnowledge is reasonably detailed, accurate with a good systematic understanding of the field of study and to some extent, current research and scholarship.\tKnowledge is reasonably extensive coherent and detailed. Exhibits very good understanding of the breadth and depth of established views, and the work is, at least in part, well-informed by current research and scholarship. \tExcellent coherent and detailed knowledge and systematic understanding of the principles and theories of current research and scholarship. Clear awareness of challenges to established views and the limitations of the knowledge base.\tExceptionally coherent and detailed knowledge and systematic understanding of the principles and theories of the subject, well-informed by current research and scholarship. A critical, sophisticated and Study bay academic papers grad writers research prospectd awareness of the ambiguities and limitations of knowledge.
\nCognitive and intellectual skills
\n(Conceptual and critical thinking, analysis, synthesis and evaluation of research, assumptions, abstract concepts and data (that may be incomplete); logic, argument and judgement.) \tWholly or almost wholly descriptive work. Little or no analysis, synthesis or evaluation.
\nFailure to develop arguments, leading to illogical or invalid judgements. Unsubstantiated generalisations, made without use of any credible evidence.
\nLargely descriptive work, with superficial use of critical evaluation. Weak development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory.\tLimited attempt at critical thinking, analysis, synthesis and evaluation, tending towards – description.
\nSome evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency \/ mis-interpretation.
\nAsserts rather than argues a case.
\nSome critical thinking, analysis, synthesis and evaluation. Can analyse new and\/or abstract concepts and data without guidance.
\nAn emerging awareness of different stances and ability to use evidence (that may be incomplete) to support the argument.
\nMostly valid arguments and logical judgements. Some tendency to assert\/state opinion rather than argue on the basis of reason and evidence.\tSound critical thinking, analysis, synthesis and evaluation demonstrating critical thinking. Ability to devise and sustain persuasive arguments, and to review the reliability, validity and significance of evidence (that may be incomplete) to make mostly appropriate and valid judgements.
\nExcellent critical thinking, analysis, synthesis and evaluation. Ability to investigate contradictory or incomplete information and make strong, persuasive, arguments and sophisticated judgements. Some evidence of independent thought and ability to \u2018see beyond the question\u2019, suggesting a grasp of the broader field and wider concepts.
\nExceptional critical thinking, analysis, synthesis and evaluation based on judiciously selected evidence.
\nAbility to investigate contradictory or incomplete information and make strong, persuasive, arguments and sophisticated, Study bay academic papers grad writers research prospectd, judgements. Evidence of independent thought and ability to \u2018see beyond the question\u2019, suggesting an outstanding grasp of the broader field and wider concepts.
\nPractical skills
\n(Apply\/deploy accurately established tools and techniques; initiate and carry out projects; formulate solutions to solve problems in complex and unpredictable contexts.)\tLimited or no use of methods, materials, tools and\/or techniques.
\nLittle or no appreciation of the context of the application.
\nLimited understanding of the application of theory to practice or making appropriate links between the two.
\nVery weak problem-solving skills in complex and unpredictable contexts. \tRudimentary application of methods, materials, tools and\/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
\nWeak understanding of the application of theory to practice, with only occasional evidence of making appropriate links between the two. Weak problem-solving skills in complex and unpredictable contexts.<\/p>\n
An adequate awareness and mostly appropriate application of well-established methods, materials, tools and\/or techniques.
\nBasic appreciation of the context of the application. Theoretical knowledge and understanding applied in practice, but not always making logical links between the two.
\nCan identify problems and propose basic solutions in complex and unpredictable contexts without fully appreciating the complexity. \tA good and appropriate application of standard methods, materials, tools and\/or techniques.
\nClear appreciation of the context of the application. Mainly consistent, accurate and logical application of theory to practice, making appropriate links between the two
\nCan identify problems and propose mostly appropriate solutions in complex and unpredictable contexts.\tA very good application of a range of methods, materials, tools and\/or techniques.
\nVery good consideration of the context of the application, with perceptive insights. Can identify problems and propose appropriate solutions in complex and unpredictable contexts.
\nEvidence of some innovation and creativity. \tAn advanced application of a range of methods, materials, tools and\/or techniques.
\nThe context of the application is well considered, and insightful.
\nApplication and deployment extend beyond established conventions. Can identify complex problems and propose excellent solutions. Innovation and creativity evident.\tExceptional levels of application and deployment skills in unpredictable, practical contexts, drawing skilfully on the latest research within the discipline. Can identify complex problems and propose sophisticated solutions. Assimilation and development of cutting edge processes and techniques.
\nTransferable skills for life and professional practice
\n(Exercise of initiative and personal responsibility; professional development; initiate and complete tasks and procedures: individually and\/or collaboratively; use appropriate media to communicate effectively; fluency of expression; clarity and effectiveness in presentation and organisation.)\tCommunication medium is inappropriate or misapplied.
\nWork is poorly structured, disorganised and\/or confusingly expressed. Very weak use of language and\/or very inappropriate style. Little or no evidence of autonomy (or collaboration, where relevant) in the completion of tasks. Little or no evidence of the skills required in graduate employment.<\/p>\n
Communication medium is poorly designed and\/or not suitable for the audience.
\nWork is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and\/or inappropriate style. Weak independent initiative (or collaboration, if relevant). Limited evidence of the skills required in graduate employment.\tCan communicate in a suitable medium but with some room for improvement.
\nMostly ordered presentation and structure in which relevant ideas \/ concepts are reasonably expressed. Work may lack coherence in places. Can work as part of a team, but with limited involvement in group activities.
\nDemonstrates the basic skills required in graduate employment, with some areas of minor weakness.\tCan communicate effectively in a suitable format, but may have minor errors.
\nMostly coherent, organised work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and\/or as part of a team, with clear contribution to group activities.
\nDemonstrates the skills required in graduate employment, with some areas of strength and some of minor weakness.\tCan communicate well, confidently and consistently in a suitable format.
\nWork is coherent, fluent, well-structured and organised. Can work very well autonomously and\/or as part of a team, with very good contribution to group activities.
\nDemonstrates very good graduate employment skills, with just occasional minor weakness.\tCan communicate professionally confidently and consistently in a suitable format.
\nWork is coherent, very fluent and is presented professionally. Can work autonomously with initiative. Where relevant can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations. Demonstrates excellent graduate employment skills and an appetite for further development.\tCan communicate with an exceptionally high level of professionalism.
\nWork is exceptionally coherent, very fluent and is presented professionally. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Demonstrates exceptional graduate employment skills and an appetite for further development.<\/p>\n
THIS DOCUMENT IS ALSO AVAILABLE IN WELSH<\/p>\n","protected":false},"excerpt":{"rendered":"
APPENDIX GA36c LEVEL 6 ASSESSMENT SPECIFICATION Student name: Student ID number: Programme: BSc Health and Social Care Module: Living with Care: The Older Person Module\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[5407,5409,5412,5416,5414,5406,5413,5408,5410,5411,5415,5417,5405],"tags":[4975,4969,4974,4967,4973,5048,5050,5049,4868,4970,3285,4968,4976,2436,3325],"class_list":["post-12822","post","type-post","status-publish","format-standard","hentry","category-1-dissertation-help-service-uk","category-bachelor-thesis-writing-service","category-best-dissertation-writers-uk","category-best-dissertation-writing-services-uk","category-british-dissertation-writers","category-cheap-dissertation-help-online","category-dissertation-help-online","category-dissertation-writing-help","category-dissertation-writing-help-uk","category-dissertation-writing-services-uk","category-help-with-dissertation-writing","category-uk-dissertation-help","category-university-dissertation-writing-service","tag-custom-essay","tag-dissertation-ideas","tag-dissertation-topic","tag-essay-topics","tag-free-essays","tag-help-in-assignment","tag-help-with-class","tag-i-need-help","tag-page-paper","tag-research-paper-samples","tag-term-paper","tag-thesis-examples","tag-thesis-writers","tag-write","tag-write-a-paper"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/12822","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/comments?post=12822"}],"version-history":[{"count":0,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/posts\/12822\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/media?parent=12822"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/categories?post=12822"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/uk\/wp-json\/wp\/v2\/tags?post=12822"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}