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Professional Development Plan

Reflect upon your experience in the RN-BSN Program and how you have met each program learning outcome as well as the general education outcomes. Summarize the findings in a 7-9 page paper in APA format which address the 5 RN-BSN Program Learning Outcomes and four general education outcomes as defined in the Grid below.

• Graduates of the BSN program will be able to: • Effectively lead and collaborate within diverse, interdisciplinary healthcare teams to enhance patient outcomes and operational efficiency. • Integrate research, scholarship, and evidenced-based innovation to enhance professional nursing practice. • Design and implement comprehensive health promotion and disease prevention strategies tailored to individuals, families, and communities with varying healthcare needs. • Integrate the highest standards of professional ethics, integrity, and accountability, leadership in clinical decision-making and patient advocacy. • Demonstrate the global citizen’s role by examining contemporary health and illness problems

Compose your findings in a 7-9 page paper in APA format. Include a minimum of five scholarly references. The title page and reference list are not included in the 7-9 page range.

Biblical text and contemporary project
management strategies

For Part 1, write a one- to two-page summary (no more than two pages, please) of your critical analysis and exploration of the connections between the supportive Christian community depicted in the book of Acts and the collaborative dynamics of Agile project management. Draw upon personal experiences while recognizing themes of community, collaboration, and adaptability in both contexts.

Your ideas should be supported by biblical principles (and Scripture) as well as articles you find from industry sources on the internet.

Your paper should explore the following themes:

Supportive Community:

Discuss how Paul’s reliance on the early Christian community parallels the roles and collaborative efforts within an Agile team. Reflect on specific examples from Acts 9:23–31 that highlight these dynamics.

How do the roles in Agile (such as the Scrum Master and Product Owner) echo the mentoring and supportive relationships found in the book of Acts? Include specific examples of how these roles help achieve project goals.

Adaptability:

Analyze how Paul’s need to adapt his mission to different challenges and contexts reflects the Agile principle of adaptability. Provide instances from Acts 9:23–31 where adaptation plays a crucial role in Paul’s journey.

In what ways do Agile methodologies emphasize the importance of adaptability in project management? Share how this principle might mirror the experiences of individuals or teams facing challenges within faith-based or community settings.

Trust and Shared Responsibility:

Examine the collaborative atmosphere of the early church as a means of fostering trust and shared responsibility. What actions or behaviors from Acts 9:23–31 exemplify this sense of community?

Compare this to how Agile teams cultivate a similar environment. Discuss specific Agile practices that build trust and encourage shared responsibility among team members.

Personal Reflection:

Identify a personal experience in which you have participated in a supportive community (faith-based or otherwise) or within an Agile project team. Describe how the principles of community, collaboration, and adaptability were present in that experience.

Reflect on how these principles helped you or your team overcome challenges and achieve success. What insights can you draw from this experience in relation to the themes discussed in Acts and Agile methodologies?

Reflection Questions to Consider:

How do the concepts of faith and teamwork intertwine in your experiences?

In what ways can lessons from community dynamics in the book of Acts apply to modern-day teamwork strategies?

The purpose of this project is to help students apply microbiology concepts to real-world nursing practice, focusing on pathogens, transmission, infection prevention, and patient safety.

Students will demonstrate understanding of how microorganisms cause disease and how nurses play a critical role in infection control, prevention, and patient education.

Project Description

Students will select ONE clinically relevant microorganismand analyze it from a nursing perspective, including transmission, pathogenesis, clinical manifestations, treatment, and prevention.

Microorganism: HIV

Project Format

• 5–7 pages (excluding title and references)• APA 7th edition

Components

1. Introduction

• Overview of the selected microorganism• Why it is clinically important in nursing• Purpose of the project

2. Classification & Characteristics

• Type of microorganism (bacteria, virus, fungus, parasite)• Structure and basic characteristics• Growth requirements (if applicable)

3. Transmission & Epidemiology

• Mode(s) of transmission• Populations at risk• Healthcare-associated vs community-acquired relevance

4. Pathogenesis & Clinical Manifestations

• How the microorganism causes disease• Common signs and symptoms• Potential complications

5. Diagnosis & Treatment

• Diagnostic tests used• Medical treatment (antibiotics, antivirals, antifungals, etc.)• Antibiotic resistance concerns (if applicable)

6. Nursing Implications & Infection Control

• Nursing assessments• Isolation precautions (standard, contact, droplet, airborne)• Role of hand hygiene and PPE• Prevention of transmission in healthcare settings

7. Patient & Family Education

• Teaching points for patients and families• Prevention strategies• Medication adherence and safety

8. Reflection (Brief)

• What the student learned• How this knowledge will influence nursing practice

9. Evidence-Based Sources

• Minimum 3 scholarly sources• APA 7th edition• In-text citations required

Academic Integrity

• All work must be original• No plagiarism• Patient identifiers must not be included

Research Plan Overview Assignment Instructions

Overview

As you progress through this course, you will be developing a Research Plan Overview in outline format.  The Research Plan Overview will be submitted in three stages throughout the course, with each stage revising and building upon the previous stage.  The requirements for each stage of submission are described below, and the Research Plan Overview Template and Research Plan Overview Grading Rubrics for this assignment are available through Assignment Instructions.

Instructions

In addition to using the Research Plan Overview Template, you must include both a title and reference page (done in current APA format). Additionally, you must keep the headings (all text provided in black font) the same but replace the red text with your topic’s information typed in black font.  All headings and subheadings must be included in your outline.  Supply all of the pertinent information that the outline requests and include the uncompleted portions of the template (Methods, Appendices, etc.) in the document you submit—just leave the uncompleted portion in “red” text/font.

 

• Please utilize current APA Professional standards

 

NOTE: The Research Plan Overview Template (loosely) follows the Liberty’s Department of Community Care and Counseling’s Qualitative Dissertation Template (format); however, be aware that the format can change once you, the doctoral student, become a candidate (by finishing all coursework and successfully passing the comprehensive exam) and begin working with your dissertation committee.

 

Stage 1

For Stage 1, you must supply the information required for the Introduction (Section I) and the Review of Related Literature (Section II).  You will continue to build the Review of Related Literature section throughout each stage of development, so be sure to supply what the red text requires.

 

Stage 2

Review Stage 1 of your research plan and make revisions or edits as necessary.  Then, supply the information required for the Methods (Section III) subheadings A, B, C, D, and E along with Appendices A and B as applicable to your design ONLY.

 

NOTE:  Subheadings F, G and H of the Methods (Section III) AND Appendices C and D are to be completed in Stage 3—NOT in Stage 2. Also, continue to build the Review of Related Literature (Section II).

 

Stage 3

This stage contributes the final section of the Research Plan Overview, giving you a complete outline.   Review Stage 2 of your research plan and make revisions or edits as necessary.  Supply the information required for the Methods section (III), subheadings F, G, and H.  Also, supply the requested information for Appendices C and D.  Finally, polish the Review of Related Literature section (II), adding any final elements you think are necessary.

 

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Case study Calmere House provides respite and residential care for adults with care needs. Established in 1974 by David and Anna Calmere, Calmere House’s ethos is centred around high quality care with a personal touch. David and Anna’s daughter, Kirsten, took over the business in 2002 when David and Anna retired.

Kirsten’s consultative management style is similar to that of her parents. She values employee input into management decisions as employees have qualifications, skills, and experience in their specialist fields of work. Kirsten holds regular staff meetings as well as one to one check-ins. The purpose of these meetings is to communicate information about the progress of Calmere House against its business goals and to gain the views of employees on the best way to achieve these goals. The nursing staff hold handover meetings at the end of each shift and work well as a team. Employee retention is high, and employees feel strong engagement and commitment to the residents, their co-workers and to Kirsten. When an employee leaves, co-workers participate in the selection process, with behaviours viewed as being as important as qualifications and experience. Onboarding includes details of the history of Calmere House, with Kirsten telling stories about how her parents founded the Company and sold their own home to raise the money needed. Policies and procedures are limited, with informal ad-hoc approaches in place. Calmere House has a flat organisational structure with all 42 employees reporting directly to Kirsten.

After more than two decades of running the care home, Kirsten has now decided that she would like to pursue her own, rather than her parents’ interests. In addition, Kirsten is worried about continuing increases in utility and staff costs and feel these may compromise residents’ care. Kirsten decides to sell the business and use the money raised to start her own new business, a spa and wellness centre.

After great deliberation, Kirsten decides to sell Calmere House to Chaffinch Group, a large care home company. Kirsten feels that Chaffinch Group have the resources to invest in much needed refurbishment of residents’ rooms and facilities and will provide her employees with greater job security.

The sale goes ahead. Kirsten advises the employees of the sale and explains why it was necessary. Employees are shocked and find it hard to believe that the sale will go ahead as Kirsten had managed the business with passion and Calmere House was the focus of her life. Chaffinch Group appoints a manager, Kath, who has worked for Chaffinch Group for five years, and the Company starts to refurbish rooms. Chaffinch Group change the organisational structure to a hierarchical, bureaucratic structure. The workforce reports to Kath, Kath reports to one of eight area managers, who reports to one of two general managers, who reports to an operations director. Kath’s management style is autocratic, she gives instructions and expects them to be followed without discussion. When challenged by employees she responds, “I know what Chaffinch wants, and they need to see a return on their investment”. Chaffinch Group introduces the same policies and procedures in Calmere House that are in place throughout the rest of the Group, advising employees of these by email. The People team at Chaffinch Group consists of a people manager, a recruitment advisor, an employment relations case advisor, and an administrator.

Residents are also becoming disgruntled. Initially, they welcomed the idea of room refurbishments but have found that the rooms now lack individual character, and all look the same. Previously, permanent residents could choose the colour schemes and decor of their rooms and great care was taken to ensure the residents preferences were actioned.

As time goes on, employees start to leave as they do not like the new culture; they are often replaced with agency workers. Kath notifies the Agency of the requirement for the roles, the agency workers’ qualifications and experience are checked by the Agency and an agency worker is offered the work. Chaffinch Group does not undertake any further assessment of their suitability. In addition to employee turnover increasing, sickness absence has also risen. Existing employees are starting to feel hopeless and are becoming more dissatisfied as they find that: their workloads have increased as they cover absences; they miss the support of co-workers who have left; they work longer hours to reduce the impact on residents; they feel their views and opinions are no longer sought or valued; and they no longer know what the business is planning or how plans will affect them. Overall, employees feel that the change in ownership is not positive and was not managed well.

Chaffinch Group is also unhappy. Calmere House is not generating the income anticipated due to long-term residents choosing to move to alternative care homes and difficulties in attracting new permanent residents and new respite care residents. Chaffinch Group are wondering why a previously stable workforce now has high employee turnover and why Calmere House has changed from the care home that had a waiting list of potential residents to one with empty rooms. Chaffinch Group have set a goal to fill 100% of resident rooms within six months.

Questions

Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1)

Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2)

Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3)

Q4. Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4)

Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1)

Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2)

Q7. Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3)

Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4)

Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5)

Q10. Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1)

Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2)

Q12. Discuss how Kath could consult and engage with employees to understand why employee turnover at Calmere House has increased. (AC 3.3)

Your evidence must consist of:

Written answers to the assessment questions, approximately 4550 words (+/- 10%), refer to CIPD word count policy.

Answer Checklist You may find the following checklist helpful to make sure that you have answered all the questions. You don’t have to use it if you don’t want to. Questions Answered Y/N Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1) Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2) Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3) Q4 Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4) Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1) Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2) Q7. Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3) Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4) Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5) Q10. Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1) Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2) Q12. Discuss how Kath could consult and engage with employees to understand why employee turnover at Calmere House has increased. (AC 3.3) Declaration of Authentication Declaration by learner I can confirm that:

1. this assessment is all my own work.
2. where I have used materials from other sources, they have been properly acknowledged and referenced.
3. I have not used Artificial Intelligence tools to generate content for my assessment. I understand the consequences of malpractice and accept that any violation of this agreement may result in disciplinary action. Learner name: Learner signature: (This must be a true signature, so a handwritten signature, or a photo or scan of a handwritten signature, or an e-signature. A typed signature is not acceptable.) Date of submission* Date of first re-submission (if applicable) * Date of second re-submission (if applicable) * *This should be the date on which you submit your assessment for marking

5CO01 Organisational performance and culture in practice Marking Guidance for Assessors

You should mark in line with the marking descriptors set out on page 12 of this brief. You must provide a mark from one to four for each question set. You must provide constructive, developmental feedback against each question where you award a mark of one, so refer/fail and rich summary feedback at the end of the feedback form, following the instructions provided there. To pass the unit assessment learners must achieve a mark of two (Low Pass) or above for each of the questions. You must refer/fail them if you award a mark of one for any of the questions. Please ensure that you use the correct terminology. Learners have three attempts at the assessment. They only ‘fail’ the assessment if they do not achieve a mark of two for any of the questions at their third attempt. Until then they are ‘referred’. When you have marked each question, you should total the marks awarded and determine the unit outcome. The table below shows the marking bands for each outcome for this unit. Overall mark Unit result 0 to 23 Refer/Fail 24 to 30 Low Pass 31 to 39 Pass 40 to 48 High Pass

Please note that the unit outcome is provided: • to help learners understand where they are performing well and where they may need to develop • to help inform your teaching practice • for moderation purposes

The qualification is not graded and unit outcomes do not appear on learners’ certificates.

Marking Descriptors

Mark Range Descriptor 1 Refer/Fail The response DOES NOT • demonstrate the knowledge, understanding or skill required to meet the AC • include any, or appropriate examples, where these are required to support the answer • include evidence of the use of reading and research to inform the answer • include at least one appropriate reference for each assessment criteria (where this is required) * • refer to the case study • respond clearly to the question/task and is not well expressed • have an appropriate format or structure which meets the requirements set out in the brief. 2 Low Pass The response DOES • demonstrate the minimum level of knowledge, understanding or skill required to meet the AC. • include an appropriate example where this is required to support the answer. • include evidence of some reading and research to inform the answer. • include a reference for each assessment criteria (where this is required) * • refer to the case study • respond to the question or task although it could be clearer and/or better expressed • have an appropriate format or structure which meets the requirements set out in the brief 3 Pass The response • demonstrates a good level of the knowledge, understanding or skill required to meet the AC • includes use of a good example or examples where these are required to support the answer • includes evidence of a good level of reading and research to inform the answer • includes good use of at least one reference for each assessment criteria (where this is required). * • makes good reference to the case study • directly addresses the question/task and is well expressed • has a good format or structure which meets the requirements set out in the brief 4 High Pass The response • demonstrates an excellent level of the knowledge, understanding or skill required to meet the AC • includes use of an excellent example or examples where these are required to support the answer • includes evidence of extensive reading and research to inform the answer. • includes excellent use of at least one reference for each assessment criteria (where this is required) * • makes excellent reference to the case study • responds very clearly to the question/task and is particularly well expressed has an excellent format or structure which meets the requirements set out in the brief *Not all ACs in each unit need a reference. If they don’t, the brief will say so. All ACs in Unit 5CO01 require a reference. References should be presented using a recognised form of referencing. For example, if using Harvard referencing, this would include in-text citations and a list of references or bibliography at the end of the assessment.

Marking grid and feedback for learner Unit 5CO01: Assessor Feedback to Learner

Centre number 1169 Centre name e-Careers Learner number (1st 7 digits of CIPD Membership number) Learner surname Learner other names (e.g. first name and middle name(s))

Note to Assessor – Please enter a mark for each AC. You need only provide feedback where you have awarded a mark of 1. This feedback should be developmental.

TASK Question Number Question Mark 1-4 Q1. Evaluate the extent to which the flat non-hierarchical structure was appropriate under Kirsten’s ownership and the extent to which the hierarchical bureaucratic structure is suitable under Chaffinch Group’s ownership. (AC 1.1) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q2. Analyse how Chaffinch Group could use a rational approach to strategy formulation to ensure that services provided meet customer needs. (AC 1.2) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q3. Analyse one external factor that is currently having a negative impact on the residential care industry and one external factor that is currently having a positive impact on the residential care industry. (AC 1.3) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q4. Under Kirsten’s ownership of Calmere House, there was little investment in technology. Chaffinch Group want to change this approach and have decided to implement technology to deliver better patient care and employee experience. Assess how technology could be used by Chaffinch Group and how this would impact work at Calmere House. (AC 1.4) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q5. Using theories and models which examine organisational and human behaviour, explain why problems have arisen following the takeover of Calmere House by Chaffinch Group. (AC 2.1) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q6. Assess how changes to selection and employee voice have impacted organisational culture and behaviours at Chaffinch Group. (AC 2.2) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q7. Explain how Chaffinch Group could have better managed the change from a small owner-managed care home to Calmere House being part of a large organisation. (AC 2.3) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q8. Explain the experience of change for the employees at Calmere House and examine how this is reflected through the stages of one model. (AC 2.4) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q9. Assess two factors that could impact employee wellbeing at Calmere House including why it is important that these factors are addressed. (AC 2.5) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q10. Discuss how the people manager, recruitment advisor and employment relations case advisor could support the retention stage of the employee lifecycle. (AC 3.1) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q11. Analyse how people practices could help Chaffinch Group to fill 100% of resident rooms within six months. (AC 3.2) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Q12. Discuss how Kath could consult and engage with employees to understand why employee turnover at Calmere House has increased. (AC 3.3) Assessor feedback first submission (if applicable)

Assessor feedback resubmission 1 (if applicable)

Assessor feedback resubmission 2 (if applicable)

Total marks for TASK

Total marks for TASK (resubmission 1 if applicable)

Total marks for TASK (resubmission 2 if applicable)

eam 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.

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	/50

ssessment 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.