This paper circulates around the core theme of ‘Other’ ‘less developed’ countries are often assumed to have higher levels of gender violence than relatively wealthy states such as Australia. Choosing one or a few examples, consider whether this is the case. (If statistics are difficult to obta together with its essential aspects. It has been reviewed and purchased by the majority of students thus, this paper is rated 4.8 out of 5 points by the students. In addition to this, the price of this paper commences from £ 99. To get this paper written from the scratch, order this assignment now. 100% confidential, 100% plagiarism-free.
Choose one question from the options given below:
- ‘Other’ ‘less developed’ countries are often assumed to have higher levels of gender violence than relatively wealthy states such as Australia. Choosing one or a few examples, consider whether this is the case. (If statistics are difficult to obtain, consider the question more generally.) How well-based are views in the relatively wealthy West of gender relations and gender violence in less wealthy societies and do our views say as much about us as about others?
- Are markets gendered? What would be the implications of this in the increasingly globalised world?
- It is a common assumption that over time, from the past to the present, gender equality has generally increased and that gender inequality is largely a problem of previous eras and not so significant now. Discuss.
- What have been the strengths and weaknesses of leading approaches to gender in the development sector over the past half-century? What might the strengths and weaknesses of current approaches be?
- How successful have the Women Peace and Security Agenda efforts in the international arena been? What have been the major strengths and weaknesses of these approaches and how might they be strengthened? Consider an example or case study.
- Gender, development and culture are all complex, highly nuanced and contentions fields of contemporary experience and activity. What are your own reflections on how these big concepts intersect with each other and what can that tell us about how we might actually engage with questions of gender in development practice?
Assessment Criteria
Essays
Research Question: Has the essay addressed the essay question or the task required?
Knowledge of Relevant Literature: Has the essay engaged with scholarly and other literature relevant to this research question or task? Has it engaged with ideas and arguments presented in the course?
Structure: Is the text well structured? Is there a clear linkage between each section of the text?
Quality of Analysis and Argument: Does the essay construct an argument or present a thesis across the text? Has the argument been clearly explained? Does the essay demonstrate critical analysis? Has it been adequately substantiated, with good use of references and, where relevant, examples and / or case studies?
Written Expression: Is the written expression clear and does it flow well? Is spelling of a high standard? Is the expression grammatical?
Overall presentation & referencing: Is the essay of appropriate length? Is it adequately referenced and does it systematically use the recommended referencing system?
Criteria and Marking:
| Criteria | Pass | Credit | Distinction | High Distinction | |
| Addressing the question or the task: | Demonstrates clear & at least partially satisfactory efforts to answer the question, but lacks comprehensive coverage; | Satisfactory response to question or task, addresses the major relevant issues; | Substantial and well-thought through response to question or task; | Excellent, insightful and creative response to question or task. | 10% |
| Engagement with relevant literature & ideas in course: | Demonstrates adequate levels of engagement with relevant literature and course materials; | Satisfactory levels of engagement with relevant literature and course materials & themes; | Wide range of works consulted, high level of familiarity with & interpretation of key concepts and course themes, | Extensive reading, sophisticated interpretation of texts & understanding of themes demonstrated. | 10% |
| Structure | Basic structure evident, some inconsistencies; | Clear structure, minor inconsistencies; | Clear or flowing structure, maintained consistently; | Clear & sophisticated structure, excellent progression of argument. | 10% |
| Critical analysis, coherence of argument, level of substantiation: | Limited critical analysis, arguments and sources generally taken at face value; | Some critical analysis with evidence of independent assessment; | Good critical analysis, text brings author’s own ideas to the question at hand; | Excellent critical analysis, cogent argument; demonstrated capacity to recognize and manage ambiguity and complexity; demonstrated capacity to make informed judgments on relevant critical issues. | 10% |
| Written expression | Sound writing with relatively few errors of grammar etc.; | Good English expression, few errors; | Well written, clear, with very few errors: | Extremely well written, stimulating, fluent, with very few or no errors. | 5% |
| Presentation & referencing | Basic referencing provided, minor inconsistencies /errors. | All referencing information provided, errors minor, appropriate length. | Accurate and consistent referencing, good range of sources. Appropriate length. | Accurate, consistent referencing. Extensive sources. Appropriate length |
