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Inclusive Practice Assignment Brief Qualification Othm Level 4 Certificate In Equality, Diversity And Inclusion (610/3484/8) Unit Reference Number H/650/6832 Unit Title Inclusive Practice Unit Level 4 Number of Credits 15 Total Qualification Time (TQT) 50 Guided Learning Hours (GLH) 150 Mandatory / Optional Mandatory Sector Subject Area (SSA) 13.1 Teaching and lecturing Unit Grading Type Pass / Fail Unit Aims The aim of this unit is to develop your knowledge and understanding of inclusive practice. You will learn about factors influencing learning, and legislation relating to inclusive practice. You will also cover the roles and responsibilities relating to inclusive practice, how to create and maintain an inclusive environment and how to evaluate your own inclusive practice.

Learning Outcomes, Assessment Criteria And Indicative Content Learning Outcome – The learner will: Assessment Criteria  – The learner can: Indicative Content

1. Understand factors which influence learning. 1.1 Review the impact of personal, social, and cultural factors on learning.

1.2 Review the impact of different cognitive, physical, and sensory abilities on learning.

Impact of personal, social, and cultural factors on learning: Different teaching and learning methods to accommodate different learning preferences and different abilities and/or needs (including one-to-one, paired work, small group teaching, whole group teaching), minimising potential institutional/social/cultural/personal barriers to learning,

Bloom’s Taxonomy of Learning (categorisation of objectives, knowledge, comprehension, application, analysis, synthesis, evaluation), differentiated outcomes, embedding language/literacy/ numeracy

(LLN), different assessment methods, legislation impacting on practice. Impact of different cognitive, physical, and sensory abilities on learning: Learning theory (andragogy, behaviourism, cognitivism, humanism, socially situated learning), motivation theory (e.g., Maslow, Herzberg, McGregor).

2. Understand the impact of policy and regulatory frameworks on inclusive practice. 2.1 Summarise policy and regulatory frameworks relating to inclusive practice.

2.2 Explain how policy and regulatory frameworks influence organisational policies relating to inclusive practice.

 

2.3 Explain how policy and regulatory frameworks influence our own inclusive practice.

Policy and regulatory frameworks: Legislation and codes of practice (health and safety, equal opportunities), own role in promoting equality (teaching materials, translating legislation in practice, diversity and inclusion, impact on teaching and classroom practice, range of differences which might present in a classroom situation), promoting (data protection, consumer legislation and other legislation relating to subject specialism), regulatory requirements (safeguarding, child protection), make a positive contribution, record keeping, codes of practice (Education and Training Foundation, subject specialist codes of practice), boundaries of teaching role. Influence of policy and regulatory frameworks on organisational policies: Legislation and codes of practice (health and safety, equal opportunities), own role in promoting equality (teaching materials, translating legislation in practice, diversity and inclusion, impact on teaching and classroom practice, range of differences which might present in a classroom situation), promoting (data protection, consumer legislation and other legislation relating to subject specialism), regulatory requirements (safeguarding, child protection), make a positive contribution, achieve, and enjoy, achieve economic wellbeing, record keeping, codes of practice (Education and Training Foundation, subject specialist codes of practice), boundaries of teaching role.

3. Understand roles and responsibilities relating to inclusive practice. 3.1 Summarise own role and responsibilities relating to inclusive practice.

3.2 Explain the relationship between own role and the roles of other professionals involved in inclusive practice.

 

3.3 Identify points of referral available to meet individual learning needs.

Summarise role and responsibilities: Teaching and training cycle (identify needs, plan, design, deliver, assess, evaluate), Information, Advice and Guidance (IAG), signposting, liaising with other professionals, meeting organisation requirements, systems, procedures, maintaining standards, quality assurance, keeping records, registers, results, health and safety in the workplace, policies and practice in organisations, own professional requirements. Relationship between role and roles of other professionals: Role of collegiality and collaboration in local and regional areas, role of support agencies, learner referral, signposting, learner support opportunities, learning support opportunities, the different teams with which you interact in your daily work (e.g., external support agencies, external regulatory bodies, internal administrative support, internal quality assurance teams), limits of responsibility.

Points of referral: Identifying support needs of learners, screening, initial assessment, diagnostic assessment, identifying key staff within organisations responsible for referral, identifying sources of learner support and learning support.

4. Understand how to create and maintain an inclusive learning environment. 4.1 Review key features and benefits of an inclusive learning environment

4.2 Analyse ways to promote equality and value diversity.

 

4.3 Analyse ways to promote inclusion.

 

4.4 Review strategies for effective liaison between professionals involved in inclusive practice

Key features and benefits: Organisational policy and practice, classroom management, motivational theory (e.g. Maslow), engagement, participation, achievement, inclusive language, representation of cultural differences, avoiding stereotyping, access.

Equality and diversity: Protected characteristics (e.g., race, gender, disability, age, religion, or belief, sexual orientation, transexuality, maternal status, marital status, civil partnership status), equality act, equal opportunities and equality and diversity policies, inclusion, differentiation, schemes of work, lesson planning, different teaching and learning methods to accommodate different learning preferences and different abilities and/ or needs (including one-to-one, paired work, small group teaching, whole group teaching), minimising potential institutional/ social/cultural/personal barriers to learning, Bloom’s Taxonomy of Learning (categorisation of objectives, knowledge, comprehension, application, analysis, synthesis, evaluation), differentiated outcomes, embedding language/literacy/ numeracy (LLN), different assessment methods, legislation impacting on practice.

Promote inclusion: Learning preferences, different teaching and learning methods (strengths and limitations, classroom management, lesson planning,

extension activities, differentiated outcomes), Blooms’ Taxonomy of Learning (categorisation of objectives – knowledge, comprehension, application, analysis, synthesis, evaluation), SMART objectives (Specific, Measurable, Achievable, Relevant, Timely), selfreflection. Review strategies for effective liaison: Teachers, mentors, learning support specialists,

written/verbal/nonverbal communication, range of media.

5. Understand how to evaluate own inclusive practice. 5.1 Review the effectiveness of own inclusive practice.

5.2 Identify own strengths and areas for improvement in relation to inclusive practice.

 

5.3 Plan opportunities to improve own skills in inclusive practice.

Effectiveness of inclusive practice: Models of reflection (e.g., Schön, Gibbs, Brookfield, Johns, Atkins, and

Murphy), self-reflective practice, models of evaluation (e.g. Kirkpatrick), learner evaluation (qualitative information), programme evaluation (qualitative and quantitative information), identifying assessment outcomes as basis for improvement/target setting.

Identify strengths and areas for improvement: Models of reflection (e.g., Schön, Gibbs, Brookfield, Johns, Atkins and Murphy), self-reflective practice, models of evaluation (e.g. Kirkpatrick), learner evaluation (qualitative information), programme evaluation

(qualitative and quantitative information), identifying assessment outcomes as basis for improvement/target setting.

Plan opportunities to improve skills: Action planning, setting SMART targets (specific, measurable, achievable, realistic, timely), strengths and limitations of own skills and knowledge (e.g., experience, qualifications, currency of skills and knowledge), liaison with other agencies/learning professionals and current research relating to inclusive practice.

Assessment To achieve a ‘pass’ for this unit, learners must provide evidence to demonstrate that they have fulfilled all the learning outcomes and meet the standards specified by all assessment criteria.

Learning Outcomes to be met Assessment Criteria to be covered Assessment type Word count (approx. length) LO1 All AC’s under LO1 Case Study 1000 words LO2 All AC’s under LO2 Report 1000 words LO3 and LO4 All AC’s under LO3 and LO4 Presentation 800 words of speaker notes LO5 All AC’s under LO5 Report 1000 words Indicative Reading List Avis J, Fisher R and Thompson R (eds) – Teaching in Lifelong Learning: A Guide to Theory and Practice, 3rd edition (Open University Press, 2018)

Cohen L, Manion L, and Morrison K – A Guide to Teaching Practice, 5th edition (Routledge, 2011)

Duckworth V, Wood, J, Dickinson J & Bostock J – Successful Teaching Practice in the Lifelong Learning Sector (Learning Matters, 2010)

Gould J – Learning Theory and Classroom Practice in the Lifelong Learning Sector: Achieving Qtls Series (Learning Matters, 2012)

Gravells A – Principles and Practices of Teaching and Training: A guide for teachers and trainers in the FE and skills sector (Further Education and Skills) (Sage 2007)

Gravells A and Simpson S – -The Certificate in Education and Training Learning Matters, 2014)

Grifith A and Burns M – Outstanding Teaching: Engaging Learners (Crown House Publishing, 2012) Hattie J – Visible Learning for Teachers: Maximising Impact on Learners (Routledge, 2012)

Illeris K – Contemporary theories of learning: learning theorists: in their own words (Routeledge, 2018)

Karl A and Riley A – Understanding and Using Educational Theories, 2nd Edition (Sage 2018)

Keeley-Browne L – Training to Teach in the Learning and Skills Sector (Pearson, 2007)

Machin l and Hindmarch D – A Complete Guide to The Level 5 Diploma in Education and Training (Further Education), 3rd Edition (Critical 2020)

Petty G – Teaching Today: A Practical Guide (Oxford University Press, 2014)

Powell S and Tummons J – Inclusive Practice in the Lifelong Learning Sector (Achieving QTLS), 1st Edition (Learning Matters, 2011)

Reece I and Walker S – Teaching, Training and Learning: A Practical Guide (Business Education, 2007) Wallace S – Teaching, Tutoring and Training in the Lifelong Learning Sector (Achieving QTLS), 4th Edition (Learning Matters, 2011)

Logistics and the Business Environment (R/650/1100) Logistics And The Business Environment Assignment Brief Qualification OTHM Level 4 Diploma in Logistics and Supply Chain Management (610/0857/6) Unit Reference Number R/650/1100 Unit Title Logistics and the Business Environment Unit Level 4 Number of Credits 20 Total Qualification Time (TQT) 200 hours Guided Learning Hours (GLH) 100 hours Mandatory / Optional Mandatory Unit Grading Type Pass / Refer Unit Aims The aim of this unit is to provide learners with the underpinning knowledge to recognise the components and construct of the logistics sector and examine the fundamental factors which influence how a logistics business operates within the context of its internal and external business environment.

Learning Outcomes And Assessment Criteria  Learning Outcome – The learner will: Assessment Criterion – The learner can:

1. Understand the business of logistics. 1.1 Explain different categories of business logistics. 1.2 Explain the major elements of logistics.

1.3 Discuss how logistics affect a supply chain.

2. Understand the relationships between different logistic functions. 2.1 Explain the purpose of different functions of a logistics business. 2.2 Explain the relationship between the different functions of a logistics business.

2.3 Compare different ways a logistics business could be structured.

2.4 Discuss how functional relationships impact on how a logistic business is structured.

3. Be able to measure a logistic business’s internal environment. 3.1 Explain what is meant by the term ‘internal environment of a logistics business.’ 3.2 Explain why it is important to measure a logistic business’s internal environment. 3.3 Apply a technique to quantify a logistic business’s internal environment.

3.4 Assess a logistics business’s internal environment.

4. Be able to measure a logistic business’s external environment. 4.1 Explain what is meant by the term ‘external environment of a logistics business.’ 4.2 Explain why it is important to measure a logistics business’s external environment.

4.3 Assess a logistics business’s external environment.

4.4 Apply a technique to quantify a logistics business’s external environment.

Scenario You have recently gained an internship with a logistics specialist business.

As part of your academic and professional development, your mentor wants you to apply the knowledge you have gained on your course to indicate how much you know about logistics and the business environment and to provide an assessment of the business’ operating environment.

Your mentor has instructed you to produce two reports as shown below.

Task 1 Unit Learning Outcomes Assessment Criteria LO 1 Understand the business of logistics 1.1, 1.2, 1.3 LO 2 Understand the relationships between different logistic functions 2.1, 2.2, 2.3, 2.4 Assignment Brief and Guidance To indicate your level of understanding of logistics and the business environment you are to produce a report consisting of two parts, as follows. Part A

● explain different categories of business logistics.

● explain the major elements of logistics.

● discuss how logistics affect a supply chain.

Part B

● explain the purpose of different functions of a logistics business.

● explain the relationship between the different functions of a logistics business.

● compare different ways a logistics business could be structured.

● discuss how functional relationships impact on how a logistic business is structured.

Delivery and Submission The submission is in the form of a report written in Word format. The recommended word limit is 1500 words (700 words for part A and 800 words for part B) excluding diagrams, references, and appendices.

Referencing   You are expected to use relevant academic and reliable sources, and clearly reference these in your work. Citations should be added to the text and placed at the end in a reference list, using the Harvard referencing style.

Task 2 Unit Learning Outcomes Assessment Criteria LO 3 Be able to measure a logistic business’s internal environment 3.1, 3.2, 3.3, 3.4 LO 4 Be able to measure a logistic business’s external environment 4.1, 4.2, 4.3, 4.4 Assignment Brief and Guidance You have now been instructed to conduct an internal and external analysis of the business’ operating environment through a two-part report as follows. Part A

● explain what is meant by the term ‘internal environment of a logistics business.’

● explain why it is important to measure a logistic business’s internal environment.

● produce a SWOT analysis of the business.

● using the SWOT analysis, assess the business’s internal environment. The assessment must be justified.

Part B

● explain what is meant by the term ‘external environment of a logistics business.’

● explain why it is important to measure a logistics business’s external environment.

●  produce a PESTLE analysis based on the business’ operating environment

●  using the PESTLE analysis assess the business’ external environment. The assessment must be justified.

Delivery and Submission The submission is in the form of a report written in Word format. The recommended word limit is 1500 words (750 words for both parts A and B) excluding diagrams, references, and appendices.

Referencing   You are expected to use relevant academic and reliable sources, and clearly reference these in your work. Citations should be added to the text and placed at the end in a reference list, using the Harvard referencing style.

MSN Capstone Project-DAX-DL01 Carmen Lazo

Capstone Part I: PICOT Assignment

CAPSTONE: PART I Due 1/24/2026 by 11:59pm

The PICOT will be a health issue identified at work or in the community. Be creative! There are certain topics that have been saturated in healthcare and have been implemented multiple times in this course. Do not present on the following topics:

Diabetes, CHF, Blood pressure, Infection Control (hand washing, post op infections), Medication compliance programs, Telemedicine/Home programs, Pressure Ulcers, Falls, Nursing Burnout.

 

1. Title Page (use appropriate title for faculty) EX: Dr. Carmen Lazo, DNP, MSN, APRN-BC, APN

2. Introduction to your proposed problem:

– Significance of the Practice Problem: Discuss the identified Practice Problem.

-Introduce the topic of the paper (Abstract, Introduction). Describe the health problem.

-Using data and statistics, support your claim that your selected issue is a problem. What is the cost (national and local) and budget (if any) for your proposal. What is the cost nationally and locally?

– Include your purpose statement and what specifically you will address in your proposed program. Be sure your proposed outcome is realistic and measurable. Align with the semester hours.

3. PICOT- Should be discussed in detail. This section should include your PICOT question but also should provide thorough descriptions of your population, intervention, comparison intervention, outcome, and timing.

The word PICOT is a mnemonic derived from the elements of a clinical research question – patient, intervention, comparison, outcome, and time. The PICOT process begins with a case scenario, and the question is phrased to elicit an answer. Present the PICOT in APA Essay format. do not use bullet points.

P – Patient/Problem I – Intervention C -Comparison O – Outcome T – Timeframe

 

4. Describe the vulnerable population and setting.

-Be specific. Discuss the impact of social determinants on health for your selected population.

-What are the risk factors that make this a vulnerable population? Why is change important for this population? What are the current statistics and cost? Use national and local data on your population’s setting. Where are they exisiting? Ex. Miami-Dade.

-Use evidence to support the risk factors you have identified.

 

5. Research should be from scholarly journals of evidence-based interventions that address the

problem. Do not use websites as subtitutes. At least 5 schorlary articles and if applicable schorlarly websites.

-Peer-reviewed research articles not older than five years (all articles must be used in your paper)

 

6. Proposal

-Propose addressing the selected health problem using an evidence-based intervention in your

literature search to address the problem in the selected population/setting.

-Include a thorough discussion of the specifics of this intervention which include resources necessary, those involved, and feasibility for a nurse in an advanced role.

-Be sure to include a timeline for the intervention proposed.

 

7. Theoretical Framework/Nursing Theory- This section should include the theoretical framework which supports your project. Describe a theory or model to serve as the foundation for your project. How will this theory be incorparated into your Capstone? Discuss in details.

– Overall, you should be able to introduce the problem and why this is significant to the healthcare system. For example: What impact does it have on the patient, community, cost of care, quality of life, readmissions and so forth.

 

-Use appropriate APA 7th Ed. format. Write PICOT in ESSAY format.

-Scholarly, peer-reviewed, and research articles cited should be within the last five years.

-This section should be minimum 5 pages long (not including the title and reference page).

-Use proper in-text citations with a properly formatted reference list.

-All papers must be written in the 3rd person.

Team Assignment 6: Create the 4Ps of Marketing (Marketing Mix) and finalize the International Business Project (IBP)
Group Category
International Business Project (IBP)
Group Name
Group 1
Instructions
Background
In this assignment, you will collaborate with your team to develop your International Business Project assigned in Module 1. Continue working with your team to complete the fourth segment: Develop the 4 Ps of Marketing (Marketing Mix) (Module 4) to complete your IBP Report.
Instructions
Write a 15-page report, International Business Plan, using Microsoft Word ® in which you address the following:
Company Proposal & Background (Module 1)
Write 2-to 3 pages in which you include the following:

1. Research and select a country to do business in outside the United States.
2. Select a service, product, or idea.
3. Create a company name and logo and describe the meaning behind each of the following selections:
   a. Name
   b. Logo
   c. Mission
   d. Structure
   Trade Agreement (Module 2)
   Using two paragraphs, discuss the presence or absence of trade agreements associated with doing business with the country you selected. Make sure to address the following:
4. Specify if there is a trading agreement between the trading countries.
5. Explain the effects of the trade agreement (if this is the case) and how it impacts the service, product, or idea you have selected.
6. If no, explain the advantages or disadvantages of not having a trade agreement.
   Market Entry Strategy (Module 3)
   Select one of the following options to develop your market entry strategy. Explain your chosen strategy and why this approach was optimal for your company.
7. Licensing
8. Franchising
9. Joint Venture
10. Merger and Acquisition
11. Wholly Owned Subsidiary (WOS)
    a. 100% acquiring
    b. Greenfield Investment
    c. Brownfield Investment
    4 Ps of Marketing (Marketing Mix) (Module 4)
    Explain the marketing objectives, strategies, and tactics addressing the following outline:
12. Product Range
    a. What is your total, core, and auxiliary product?
    b. What are the product’s ingredients?
    c. What are the product’s features?
    d. How is the product used?
    e. What are the benefits of your product?
    f. How much do you buy/produce?
    g. Where do you buy/produce?
    h. How do you package and label your product?
13. Advertising and Promotion
    a. How do you package our product?
    b. How do you advertise the product – TV, radio, Internet Web Site, newspaper?
    c. How do you promote the product?
    d. What is the theme and message of your advertisements?
14. Distribution or Place
    a. Where do you start or enter the market?
    b. How and where do you move the product?
    c. What is your delivery time?
    d. What is your delivery cost?
15. Product Price
    a. What is your cost?
    b. What is your pricing objective?
    c. How much do you charge?
    Format your report to include a cover page with the following:
16. Course No/Title
17. Name of the Professor and Course Term/Month
18. Team Number and Designated Team Leader
19. Team member names and NU ID numbers.
    Compile all segments to finalize your 15-page report.
    Cite a minimum of 25 sources using APA format to include a required reference list.
    Grading
    This assignment is worth 200 points and is due on Sunday. For more specifics on how this will be graded, refer to the rubric.

Due on May 23, 2026 11:59 PM

Health Information System Evaluation Tool Creation

Write a 2500-word essay addressing each of the following points. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least four (4) sources in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count toward the minimum word amount. Review the rubric criteria for this assignment.

Place yourself on the healthcare administration team as a DNP leader. As part of the executive team, you are evaluating electronic health record systems for the organization. A tool in the form of a rubric with evaluation criteria and a grading system is needed for each team member to provide input on each electronic health record system that is being considered.

Create an evaluation tool rubric containing at least five criteria.

Follow the rubric with a paper that provides the rationale for each criterion you chose to include.

Your assignment should contain:

1.     the evaluation tool rubric you create,

2.     an introduction to the tool,

3.     the rationale for each component of the rubric,

4.     and a conclusion.

Start by reading and following these instructions:

1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
2. Consider the discussion and the any insights you gained from it.
3. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.
4. Create your assignment submission and be sure to cite your sources, use APA style as required, check your spelling, and review the rubric.

The following specifications are required for this assignment:

• Length:  2500 words
• Structure: Include a title page and reference page in APA style. These do not count toward the minimum word amount for this assignment.
• References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least FOUR (4) scholarly sources to support your claims.

References: 

Use appropriate APA-style in-text citations and references for all resources used to answer the questions. Use scholarly sources to support your claims. PEER REVIEW ARTICLES ONLY. Scholarly articles from  2021 to 2026 only. (Within the last five years) Please review your spelling and the rubric. Please use North American peer-reviewed journals ONLY.DO NOT  use any European  Journal.

Learning Materials

Required  Resources

 

McGonigle, D., & Mastrian, K. (2021). Nursing informatics and the foundation of knowledge (5th ed.). Jones and Bartlett. ISBN:9781284220469. Read chapters 2 &14.

 

Additional resources

 

 

Pendyala, S. K. (2024). Healthcare data analytics: Leveraging predictive analytics for improved patient outcomes.International Journal of Computer Engineering and Technology (Ijcet), 15(6), 548-565. https://doi.org/10.5281/zenodo.14197001

Huarng, K.H, Hui-Kuang Yu, T., & Lee, C. F. (2022). Adoption model of healthcare wearable devices. Technological Forecasting and Social Change, 174. https://www.sciencedirect.com/science/article/abs/pii/S0040162521007204?via%3Dihub

Agency for Healthcare Research and Quality. (2019, August). Health Information Technology Integration. https://www.ahrq.gov/ncepcr/tools/health-it/index.html

Adeniyi, A. O., Arowoogun, J. O., Chidi, R., Okolo, C. A., & Babawarun, O. (2024). The impact of electronic health records on patient care and outcomes: A comprehensive review.World Journal of Advanced Research and Reviews, 21(2), 1446-1455. https://doi.org/10.30574/wjarr.2024.21.2.0592

Assignment Description This assignment builds on the previous assignments in the course, where you identified a social problem and selected a local, state, or federal policy that affects it. In this assignment, you will analyze the local, state, or federal policy you chose to address your social justice issue, including providing background on the development of the policy and evaluating its effectiveness and feasibility. Remember that the feasibility of a policy relates not only to its economic feasibility but also to its political and social impact. You will also identify the policy constraints that inhibit the policy from most effectively reaching your targeted population. Continue to consult the United States Congress website (located in the Assignment Resources (https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2629702320006731?auth=SAML§ion=2631180150006731) reading list), the Government Accountability Office, public policy analysis research and reports, and other peer-reviewed research to support your analysis. Also, use the NASW Code of Ethics web page—located in the Assignment Resources (https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/2629702320006731?auth=SAML§ion=2631180150006731) reading list—to guide your analysis. By successfully completing this assignment, you will demonstrate your proficiency in the following CSWE EPAS competencies and practice behaviors: CSWE EPAS Competency 5: Engage in policy practice. C5.GP.A: Use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies affect the delivery of and access to social services. Related assignment criterion: 1. Analyze the development of the chosen policy. 2. Evaluate the effectiveness of the policy with respect to the target population. 3. Evaluate the feasibility of the policy. 4. Identify the policy constraints that inhibit the policy from fully addressing

Assignment Instructions For this assignment: Analyze the development of your chosen policy. Analyze the historical background that led to the development of the policy. Define the goals of the policy and how these goals are intended to be met, including services and programs intended to achieve the goals. Evaluate the effectiveness of the policy with respect to the target population. Consider how well the policy has met the needs of your target population and to what extent it improves the social justice problem you initially researched. Does the policy seem to ignore, impede, or strengthen the social functioning of the target population? To what extent does the policy meet or improve the social values of the target population? To what extent does the policy adhere to best practice ethics and best practice standards?

If the outcome of your analysis is that best practice ethics and standards are not being adhered to, include that information in your analysis as well. Evaluate the feasibility of the policy. Is the policy politically, economically, and administratively feasible? Provide details and rationale. Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population. Have other constraints arisen since the passage of the policy that have made conditions worse or better for the chosen population? Guidelines Support your claims and recommendation with clear rationale and support from scholarly, peer-reviewed literature. Review the Policy Analysis rubric for information on how your work will be graded. Review the feedback you received for the previous assignments to improve the quality of your submission. Further feedback from this assignment will help you improve your work for the final Policy Analysis and Recommendations assignment. Additional Requirements The assignment you submit is expected to meet the following requirements: Written communication: Written communication is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Cited resources: A minimum of six scholarly sources. Most literature cited should be current, with publication dates within the past five years. Length of paper: 5–7 typed, double-spaced pages. Font and font size: Times New Roman, 12 point. Due date: Assignment must be submitted to your instructor in the courseroom no later than Sunday, 11:59 p.m. CST, this week.

Assignment Instructions For this assignment: Analyze the development of your chosen policy. Analyze the historical background that led to the development of the policy. Define the goals of the policy and how these goals are intended to be met, including services and programs intended to achieve the goals. Evaluate the effectiveness of the policy with respect to the target population. Consider how well the policy has met the needs of your target population and to what extent it improves the social justice problem you initially researched. Does the policy seem to ignore, impede, or strengthen the social functioning of the target population? To what extent does the policy meet or improve the social values of the target population? To what extent does the policy adhere to best practice ethics and best practice standards?

If the outcome of your analysis is that best practice ethics and standards are not being adhered to, include that information in your analysis as well. Evaluate the feasibility of the policy. Is the policy politically, economically, and administratively feasible? Provide details and rationale. Identify the policy constraints that inhibit the policy from fully addressing the problem for the chosen population. Have other constraints arisen since the passage of the policy that have made conditions worse or better for the chosen population? Guidelines Support your claims and recommendation with clear rationale and support from scholarly, peer-reviewed literature. Review the Policy Analysis rubric for information on how your work will be graded. Review the feedback you received for the previous assignments to improve the quality of your submission. Further feedback from this assignment will help you improve your work for the final Policy Analysis and Recommendations assignment. Additional Requirements The assignment you submit is expected to meet the following requirements: Written communication: Written communication is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to current APA style and formatting standards. Cited resources: A minimum of six scholarly sources. Most literature cited should be current, with publication dates within the past five years. Length of paper: 5–7 typed, double-spaced pages. Font and font size: Times New Roman, 12 point. Due date: Assignment must be submitted to your instructor in the courseroom no later than Sunday, 11:59 p.m. CST, this week.

Kaplan Business School Assessment Outline

Assessment 3 Information

Field	Details
Subject Code	DATA6000
Subject Name	Capstone: Industry Case Studies
Assessment Title	Project Report
Assessment Type	Individual Report and Pitch
Assessment Length	2000 Words (+/-10%)
Weighting	35% Report / 15% Pitch
Total Marks	50
Submission	Turnitin and in class
Due Date	In class and Friday Week 12

Your Task

1. Develop and execute an analytics project that must include predictive analytics and/or forecasting.
2. Describe your project work addressing all feedback received in a report.
3. Pitch your work convincingly in 3 minutes.

Assessment Description

To synthesise your learnings from the Business Analytics course into a report, you need to undertake an analytics project and prepare an industry research report.

Objective: Your objective is to develop a solution that must:

• Outline an industry business problem with a question that can be addressed through data analytics.
• Apply descriptive and predictive analytics techniques to the business problem.
• Provide recommendations addressing the business problem using data visualisations and outputs.
• Communicate these recommendations to a diverse audience of analytics and business professionals.

This assessment aims to achieve the following subject learning outcomes:

• LO2: Employ the techniques covered throughout this course as they relate to contemporary client data and technology.
• LO3: Analyse the financial, ethical and environmental considerations related to data analytics and technology.
• LO4: Integrate advanced and innovative data-driven technologies for an industry project.

Tasks

• You are required to develop an analytics model and upload this model to the file dropbox.
• You are required to produce a report and upload it to Turnitin.

In your report, please follow the below structure. The words per section are only a suggestion.

1. Executive Summary (100 words)

• Summary of the business problem and data-driven recommendations.

2. Industry Problem (300 words)

• Provide industry background.
• Outline a contemporary business problem in this industry.
• Justify why solving this problem is important to the industry.
• Formulate a question based on the problem that is solved in this project.
• Justify how data can be used to provide actionable insights and solutions.
• Reflect on how the availability of data affected the business problem you eventually chose to address.

3. Data Processing and Management (400 words)

• Describe the data source and its relevance.
• Outline the applicability of descriptive and predictive analytics techniques to this data in the context of the business problem.
• Briefly describe how the data was cleansed, prepared, and mined (provide one supporting file to demonstrate this process).

4. Data Analytics Methodology (400 words)

• Describe the data analytics methodology and your rationale for choosing it.
• Provide an Appendix with additional detail on the methodology.

5. Visualisation and Evaluation of Results (300 words)

• Visualise descriptive and predictive analytics insights.
• Evaluate the significance of the visuals for addressing the business problem.
• Reflect on the efficacy of the techniques/software used.

6. Recommendations (400 words)

• Provide recommendations to address the business problem with reference to data visualisations and outputs.
• Effectively communicate the data insights to a diverse audience.
• Reflect on the limitations of the data and analytics technique.
• Evaluate the role of data analytics in addressing this business problem.
• Suggest further data analytics techniques, technologies and plans that may address the future business problem.

7. Data Ethics and Security (100 words)

• Outline the privacy, legal, security and ethical considerations relevant to the data analysis.
• Reflect on the accuracy and transparency of your visualisations.
• Recommend how data ethics needs to be considered if using further analytics technologies and data to address this business problem.

8. Elevator Pitch (3 Minutes)

• Prepare a 3-minute presentation pitching your project.
• Approach this task as if you are seeking funding and have just met an investor in the elevator.

Assessment Instructions

1. Your report should be submitted in Word Document or PDF format and be approximately 2,000 words in length, excluding references and appendices.
2. Report Format: Your submission should be a well-structured report that includes:
   • An executive summary.
   • A detailed solution and interpretation.
   • Analysis of the problem-solving approach.
   • Ethical considerations.
3. Visual Aids: Integrate diagrams and flowcharts to illustrate your solution and the data flow within the network.
4. References: Support your analysis with at least ten academic references.
5. Process Documentation: Document your thought process and decision-making journey from the initial design to the final recommendations.
6. Please refer to the assessment marking guide to help you complete all the assessment criteria.
7. Submit your written report via Turnitin as a .docx file.

Important Study Information

Academic Integrity and Conduct Policy https://www.kbs.edu.au/admissions/forms-and-policies

KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.

Please read the policy to learn the answers to these questions:

• What is academic integrity and misconduct?
• What are the penalties for academic misconduct?
• How can I appeal my grade?

Late Submission of Assignments

Number of Days Late	Penalty
1* – 9 days	5% per day for each calendar day late deducted from the total marks available.
10 – 14 days	50% deducted from the total marks available.
After 14 days	Assignments submitted more than 14 calendar days after the due date will not be accepted and the student will receive a mark of zero for the assignment(s) unless special consideration, reasonable adjustment or an alternative factor related to compassionate circumstances is approved and applied.

Assignments submitted at any stage within the first 24 hours after the deadline will be considered to be one day late and therefore subject to the associated penalty.

Length Limits for Assessments Penalties may be applied for assessment submissions that exceed prescribed limits.

Study Assistance Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Further details can be accessed at https://elearning.kbs.edu.au/course/view.php?id=1481

Generative AI Traffic Lights

Traffic Light	Amount of Generative AI Usage	Evidence Required	This Assessment
Level 1 – Prohibited	No GenerativeAI allowed. This assessment showcases your individual knowledge, skills and/or personal experiences in the absence of Generative AI support.	The use of generative AI is prohibited for this assessment and may potentially result in penalties for academic misconduct, including but not limited to a mark of zero for the assessment.
Level 2 – Optional	You may use GenerativeAI for research and content generation that is appropriately referenced. This assessment allows you to engage with Generative AI as a means of expanding your understanding, creativity, and idea generation in the research phase of your assessment and to produce content that enhances your assessment.	The use of GenAI is optional. Your collaboration with GenerativeAI must be clearly referenced. You must include an appendix that documents your GenerativeAI collaboration including all prompts and responses.	✓
Level 3 – Compulsory	You must use GenerativeAI to complete your assessment. This assessment fully integrates Generative AI, allowing you to harness the technology’s full potential in collaboration with your own expertise.	You will be taught how to use generative AI and assessed on its use. Your collaboration must be clearly referenced and an appendix documenting all prompts and responses must be included.

Assessment Marking Guide

Standards for this Task	Points	Feedback
Problem Statement — Clear executive summary; clear description of the industry problem; clear description of data processing and management; well-researched project with accurate and relevant referencing.	/10
Results, Analysis & Recommendations — Extensive coverage of analytics methodology including an appendix. Multiple data sources used effectively. Clear forward-looking outcomes. Extensive discussion of project recommendations. Clear outline of privacy, legal, security and ethical considerations. Analytics model file uploaded to file dropbox (if missing, marks for this section = zero). For a higher grade: original and challenging business problem; multiple, technically sophisticated analytics methods.	/20
Report — Appropriate structure; ten or more relevant references; in-text references related to paragraphs; use of GenerativeAI in accordance with Traffic Lights; report uploaded to Turnitin and analytics model to file Dropbox.	/5
Elevator Pitch — Appropriate arguments to convince audience; understanding of competitive benefit; ability to answer questions; project pitched must match Assessment 2 and Assessment 3 report.	/15
Total

Assessment 2 Description

Assessment 2: Case study

Assessment Description

Weighting: 2,000 words (50%)

For Assessment 2, you are required to analyze the dataset provided here (Telework data for Assessment 2 (S1 2026)-1-1.xlsx Download Telework data for Assessment 2 (S1 2026)-1-1.xlsx; Telework data for Assessment 2 (S1 2026)-1-1.sav Download Telework data for Assessment 2 (S1 2026)-1-1.sav) and write a research report that addresses the following questions embedded in the case study below. The data can be accessed from the course site.

Case study: Does working from home work?

James Smith is the HR director of Atrip, a travel agency with 90 call centre employees. In order to reduce office rental costs, he has recently implemented a HR policy that allows the call center staff to work from home (i.e., telecommuting). However, he is not sure about how allowing employees to work from home would impact employees’ productivity. In view of this uncertainty, James would like to conduct survey-based research among all the home workers to ascertain the impact of a telework-related job characteristic (i.e., work autonomy, organizational support and work flexibility) on employee productivity.

Peter Winterton is a research analyst from a large business consulting firm. He is hired by James to carry out the above-mentioned survey research.

In James’ conversation with Peter, he raised several points.

• “Peter, I am a strong supporter of telecommuting for call centre staff. I must show my boss that this remote work arrangement has made positive impact in terms of improving employees’ productivity. So, can you provide research findings that support this position?”
• “Peter, we are in a hurry. We need your research report completed in two days.”
• “The call center manager is also interested in how his subordinates responded to this survey. Can you share the raw survey data with him?”
• “We are interested in how our competitors will react. Have you ever done research for them?”

Your task is to write a research report based on the survey data that addresses the following:

1. For each of the statements made by James Smith (see the four dot points above);
   1. Identify the ethical issues that Peter needs to consider in his response
   2. Use the ethical principles introduced in the course to explain these issues and why they are important.
2. Conduct a regression analysis to see which variables (including work autonomy, organizational support and work flexibility) can significantly predict employee work motivation. Explain this finding with theory or academic literature.
3. Conduct a regression analysis to detect which variables (including work autonomy, organizational support, work flexibility and employee work motivation) can significantly predict employee productivity. Explain this finding with theory or academic literature.
4. Based on regression results from the previous two questions, calculate the indirect effect of work autonomy (predictor) on employee productivity (outcome) through employee work motivation (mediator). Explain this indirect effect with theory or academic literature. (Tips: Please follow the 4-step procedure here to calculate the indirect effect: How to test indirect effects Download How to test indirect effects)
5. Make research-based recommendations for improving the productivity of these home workers.

Your report should be structured in the following manner:

• Title
• Table of contents
• Executive summary
  • This is normally completed after the body of the report has been written. It is a short overview of the entire report, including the title of the report, the major issues addressed by HR analytics in the current report, a summary of the findings and recommendations
• Introduction
  • Introduce the HR issues that will be discussed in the report.
• Discuss the ethical issues embedded in the four statements made by James Smith
• Analyse the key data, present and interpret your resu
• lts from the data analyses
• Propose recommendations
  • Make appropriate recommendations
  • Provide justifications for recommendations
• Conclusion
• References: You need to use at least EIGHT academic references from reliable sources.
  • Use APA referencing conventions to cite any external sources used.

SRT159 – Construction Projects 1

School of Architecture and Built Environment

Trimester 1 – 2026

SRT159 Assessment Task 3: Individual Building Process Portfolio

Key information

Assessment type	Portfolio, Report and Oral Presentation
Team or individual task	Individual
Due date	• Thursday, May 21 at 8 PM (AEDT), Week 11 of Trimester 1 (through unit site) • Presentation will be during lecture and seminar times in Week 11
Percentage of final grade	40%
Word count	• 1800 Words for report (excluding references and appendices) • 10 Minute Maximum with no more than 10 slides for oral presentation • The portfolio characteristics will be discussed in classes and seminars
Referencing style	Author-Date (APA7) system
Other key requirements	As part of this assessment, you will need to: • Monitor 3 domestic construction sites • Progression report and creative portfolio, including illustrating residential dwelling scenario using visual tools (Digital or sketch) • Present your ppt slides during lecture and seminar times in Week 11
Submission format	• PDF file for Portfolio • PDF file for Report • Oral Presentation
Submission method	Upload your assessment file(s) to the SRT159 CloudDeakin dropbox for AT3
Feedback	Feedback, that may be general or individual, will be given in the seminar sessions and through the unit site in a timely manner. This feedback provides guidance on the strengths and weaknesses in your understanding of the Unit assessments and may be of value for future assessments.

Assessment description

This assessment involves documented observations of house construction, including photographs and hand-drawn sketches.

It involves building a portfolio of work to demonstrate what you have learnt about building and construction regulatory information, gained through seminar activities, site visits, and practical application and presentation.

PURPOSE OF ASSIGNMENT 3

The purpose of this assignment is to enable you to:

• Explain and interpret the compliance requirements and minimum standards for the construction of residential buildings, including the Building Code of Australia, Australian Standards, and other authority regulations.
• Interpret, analyse and use residential construction drawings

Assessment instructions

Students are required to complete the following:

• Identify a minimum of 3 domestic construction sites that they can monitor regularly for the duration of the trimester. Each site should be at a different stage of construction. E.g.: excavation and footings; framing; enclosure; fit out and finish, or the like.
• Make weekly summary notes on the activities undertaken on each site, including the methods of construction, the trades required, and processes undertaken.
• Take photographs of the construction stages/changes and develop sketches showing any key details.

The portfolio can be a mixture of evidence that demonstrates your knowledge and applied learning, capturing work learnt in the unit. The portfolio will be represented in a report structure.

In your presentation and report, you must be able to explain why you have chosen to build your model in a particular way and refer to the regulations and other sources you consulted.

Format of assignment

There are three tasks to this assignment.

Task 1: Portfolio of work (12 Marks) – Submitted as a PDF

Your portfolio includes a variety of work, including:

• Create a self-created, detailed visual illustration of a/part of a residential dwelling, which demonstrates and clarifies the relevant construction details in accordance with the compliance regulations/clauses, and a construction program to represent a profound detail for your work portfolio.
• Your own hand-drawn sketches, graphics and drawing snippets
• Snippets of important notes, specification notes and regulatory information.

Digital option: The digital modelling software you choose will translate your portfolio design intent into a geometric model and architectural details aligned with your site experiences.

Please note, this is a self-management activity utilising Deakin software platforms. Examples are Revit, AutoCAD, SketchUp and Adobe Express.

Sketch option: You can develop your sketch where it is appropriate and improve it digitally.

Task 2: Individual Report (20 Marks) – Submitted as a PDF

The report should be a professional, around 1800-word document that includes two parts:

1-  An overview of your work portfolio, as noted in task 1, including either your digital creation or sketch in accordance with the compliance regulations/clauses, and a construction program with a critical element of the housing project (Model). Highlight the compliance details with the “Timber Framing Manual”/Australian Standards and other applicable regulations. Align it with a representation of your portfolio.

2-  The collective weekly monitor report of a minimum of 3 domestic construction sites for the duration of the trimester. Each site should be at a different stage of construction. The reports on the observed activities at each site include the construction methods, the trades required, and the processes undertaken. Include photographs and sketches representing the key details. Outline the key takeaways.

https://www.deakin.edu.au/students/study-support/study-resources/academicskills/report-writing

Task 3: ORAL PRESENTATION using a virtual application (8 Marks- 5+2-minutes) – to be presented at seminar or lecture

• Develop a narrated PowerPoint presentation of your portfolio.
• 5-minute maximum presentation
• Well-scripted, logical, which may show elements or portions of your portfolio.
• No more than 10 slides.

Follow the cloud unit site for instructions

ADDITIONAL INFORMATION

Please see creating a portfolio here:

https://deakin.libguides.com/creating-portfolios

Detaled instructions for this assignment will be given in classes and at seminars. While the above provides a substantive summary of what is required of students, it remains the student’s responsibility to ensure that assignment submissions meet the requirements spelled out in face-to-face sessions.

The main references used in SRT159 for this subject are:

• Numerous Australian standards used in Residential construction for low-rise buildings, for example, AS 1684 Residential Timber Framed Construction, Part 2: Non-cyclonic Areas
• Span Tables
• NCC Volume 11
• VBA website
• Building Acts and Regulations

Please use the library as a resource in sourcing these and other related materials. Developing a deep knowledge of the codes and practices used by the industry through familiarity with the resources made available by the library to prospective practitioners is recommended.

This assignment, composed of ‘three tasks,’ is to be submitted during Week 11 for the report via CloudDeakin and presentation. The responsibility remains with each student to ensure they are fully familiar with the online submission process. If in doubt, make sure that you give yourself enough time to overcome problems that may prevent you from submitting on time. There are penalties imposed through non-negotiable university policy for late submissions.

ULOs/GLOs covered

This assessment task will help you acquire and demonstrate the following Learning Outcomes:

Unit Learning Outcome (ULO)

Graduate Learning Outcome (GLO)

ULO2: Explain the construction process and the completion of all required permits and approvals for residential construction   ULO3: Identify and explain the roles of players involved in the construction process   ULO 4: Explain and interpret the compliance requirements and minimum standards for the construction of residential buildings, including the Building Code of Australia, Australian Standards and other regulations.   ULO 5: Interpret, analyse and use residential construction drawings

GLO1: assessed through student ability to identify terminology used within the construction industry, and interpret and explain regulatory requirements for residential construction.   GLO2: assessed through student capacity to articulate their analysis of the construction drawings in written report format with necessary appendices.   GLO6: assessed through the continuous documentation of various construction sites over an extended period of time.

Technical Requirements

Notes on a choice of digital modelling software are given in the section under Task 1 above

Guidance for the use of artificial intelligence (AI) in this assessment

Deakin welcomes the opportunity to engage with emerging technologies in education and seeks to build your capability in the ethical and responsible use of current and emergent technology. Deakin also upholds a commitment to academic integrity and to ensuring high-quality educational outcomes that prepare you for an AI-driven future.

GenAI as an assistant

Using genAI as an assistant is appropriate in this assessment task.

To support your learning in this assessment task, it is recommended that you limit genAI use to assist with specific tasks such as editing your work to identify grammatical and spelling errors and getting feedback on your work to improve clarity. You must modify any AI-generated content you use. Your final submission should be your own work and show how you have used your own critical thinking skills and what you have learnt in this unit.

It is important that you take responsibility for your final submission, including:

• Evaluating the accuracy and quality of any genAI generated material.

• Acknowledging how you used genAI tools in this assessment to ensure you are making informed decisions about your learning, demonstrating learning you have gained in the unit, and acting with integrity.

Please use the Acknowledgement statements to guide how you acknowledge the use of genAI in this assessment.

Referencing style

Author-Date (APA7) system

If you need help with your referencing, visit the Deakin Library guide to referencing

How your work will be assessed

Details of the marking criteria for the assignment are attached. If in doubt, students should approach the lecturer. Keep in mind that while specific items are assessed in a ‘yes/no’ fashion, some discretion is reserved to assess the qualitative nature of submissions. Again, students need to take this as an individual task.

Your responses to this assessment task will be assessed against the rubric below.

IMPORTANT: Read the rubric carefully before starting your assignment and self-evaluate your work against the rubric before submitting.

AT3: Individual Building Process Portfolio

Task Breakdown	HD (80-100%)	D (70-79%)	C (60-69%)	P (50-59%)	N (0-49%)	Total (%)
Portfolio
Portfolio Accuracy and Delivery	Display exceptional documentation, graphics, and information that clearly reflect different construction stages.	The portfolio is a fully accurate representation of a component of the house.	The portfolio is well-made, faithful to the design, and robust in the detail of a component of the house.	The portfolio is made well enough to sufficiently represent the details of a component of the house.	The portfolio is not made well enough to sufficiently represent the details of a component of the house.	10
Portfolio Quality Analysis	An exceptionally quality visual, with accurate details of the details of a particular component of the house.	The portfolio is a very well-crafted representation of the building codes in all their details.	The portfolio is well-created, faithful to the codes, regulations and standards.	The portfolio is made well enough to sufficiently represent standard practices and building code requirements for a structural detail of the particular component of a house.	The portfolio is not made well enough to sufficiently represent standard practices and building code requirements for the details of the particular component of a house.	20
Report
Construction process/Scope of work ______________ List of material (estimated and actual) ______________ Construction Schedule Details of task completed	The report includes all required elements as well as additional information. The report is informative, clear, adequately detailed and covered all that is required in the assignment brief plus additional information.	The report includes all required elements. It is informative and clear could have provided more detail and covered all that is required in the assignment brief.	Many items of importance are included. The report is informative and/or clear, required more detail, and/or more data and covered most requirements in the assignment brief.	All but few of the required elements are included. May or not include bibliography and/or references, other additional information such as team charter, minutes of meetings etc. The report needed more depth and detail.	Several required elements are missing or not adequate or appropriate. Almost all items of importance have not been covered and only few items in the assignment brief was covered.	30
Photos and visual graphics (with Commentary)	Professional sketch/visual graphics, photos with commentary that precisely serve to augment issues under consideration as well as additional information.	Professional sketch/visual graphics, photos that precisely serve to augment issues under consideration.	Sketch/visual graphics, photos are used well to draw attention to and illustrate specific issues under consideration.	Sketch/visual graphics, photos are clear and relevant to the points being made.	Lacking adequately presenting photos, visuals and explaining the adopted construction process.	10
Format	The report is formatted to a professional standard, appropriate to information, is well structured-tells a story, Minimal or no spelling or grammatical errors, includes bibliography and is referenced correctly.	The report is well formatted and well structured- tells a story, some spelling or grammatical errors, Format is appropriate for information, includes bibliography and is referenced correctly.	The report is to a high standard and/or is well structured- tells a story, some spelling or grammatical errors, Format may not be appropriate for information, includes bibliography and is referenced correctly.	The report is acceptable with poor structure, some spelling or grammatical errors, Format may not be appropriate for information, May or not include bibliography and/or references.	The report format is not acceptable, and it is poorly structured-too many spelling or grammatical errors. May or not include bibliography and/or references.	10
Presentation
Individual presentation	Professional presentation with a delivery format and message that creates a high impact with the audience.	Compelling and insightful presentation.	Good presentation delivering a considered message.	Competent presentation with a clear and relevant message.	Unprepared and disjointed final presentation.	20
Total Possible Mark						100
Weighting						40%

Any questions about the task?

We encourage you to be proactive and problem-solving to develop your skills in lifelong learning, with the following suggestions:

• Read the Unit Guide and all assignment information before posting a question
• Access the discussion page on the unit site to access answers to questions and information commonly asked about the assessment task.
• Explain in your post what you have already done to try to find the information or solve the problem
• To avoid duplication, read previous posts before posting a new question as it may already have been answered
• Answer other students’ posts when you can!

If you have questions about this assessment task which haven’t been addressed by the above steps, you can email your unit chair directly. You can normally expect a response within 24 hours except at weekends.

Marking and feedback

Feedback will be provided through the unit site within 15 working days of submission.

Available resources and support

Academic skills

Access Study Support: Academic skills to learn more about support services available including Study Planners, Study Skills and Assessment Skills academic skills guides to help you develop your academic and study skills.

Access the Library Resource Guides for key resources to help improve your research, digital literacy and study skills.

Late submissions and extension requests

Access the Study Support: Assessments page if you want to learn more about Penalties for Late Submission, Assessment extensions or how to apply for special consideration.

Access Plan

If you are experiencing a disability, health condition or mental health condition that affects your study or your participation in university life, contact the Disability Resource Centre for assistance and to arrange an Access Plan. An Access Plan is a study support plan prepared to minimise the educational disadvantage you may experience as a result of your disability or condition.

Technical support

Access technical resources and support on the Deakin IT Service Desk page

Academic Integrity

Breaching academic integrity in your assessments is cheating and is not accepted at Deakin. For example, you should not take someone else’s work or ideas and pass them off as your own. If your work contains material copied from a classmate or an external source, your work will be referred to the Faculty Academic Integrity Committee. If you are found guilty of an academic integrity breach, possible penalties include a zero mark for the assessment task, zero marks for the unit, or expulsion from your course.

It is your responsibility to complete your assignments with academic integrity, ensure you have a clear understanding of academic integrity by carefully reading the Study support: Academic integrity do’s and don’ts page.