MODULE 1 DISCUSSION 1: DIFFUSION SIMULATION GAME (DSG) Technological innovations have been embraced by society to support daily activities. They reinvent the way people create, find, exchange, and think about information. Melinda Gates stated in her commencement address to Duke University students in 2013 that “Technology is just a tool. It’s a powerful tool, but it’s just a tool.” It is important to consider how you will use this tool in your career and personal life. Equally important is understanding the value of the innovation and how its implementation and adoption can change the workplace environment. Throughout the DSG, you will gain insight into how innovations spread, the value of peer interactions, and the importance of finding a purpose for the innovation that adds value to the workplace environment. To prepare: Read Pang et al. (2020) and Alsawaier et al. (2018) in preparation for the simulation activities and consider your role as a social change agent. Complete your first attempt at playing the DSG developed at Indiana University. Acting as a social change agent, your role will be to participate in the DSG. The goal of the DSG is to facilitate your comprehension of the diffusion of innovations theory proposed by Rogers (2003). Then, you will apply appropriate sequencing of diffusion strategies to influence school personnel to adopt an innovation. Complete your first attempt at playing the DSG and post the following: Describe what prior knowledge you have of the diffusion of innovations process. Analyze your role as a social change agent in the DSG. Include what questions arose while playing the game. Explain what you would do differently if the game had a “restart” button. DSG must be completed: https://diffusion.tedfrick.me
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Play-Based Learning Leadership This is for early years childhood (childcare) For a part of my portfolio (reflecting outcomes on my learning) Each reflection 700 word each. Guidelines: 1. Planning, Organizing
Play-Based Learning Leadership
This is for early years childhood (childcare) For a part of my portfolio (reflecting outcomes on my learning) Each reflection 700 word each. Guidelines: 1. Planning, Organizing, and Evaluating Play Based Observations Learning Outcome: Plan, organize and evaluate play-based observations Develop skills in leading practice, observations and understanding play Reflection Prompts: Planning and Execution: Reflect on your play-based observations. Evaluation: What worked well during the experience? What challenges did you face? How did you address these challenges? Leadership / Observation skills: How did leading/observing play build your confidence? Help you understand play? What skills did you develop in terms of managing a group of children, time, and resources? Next Steps: How will you adjust your approach in future play-based learning experiences and observations? Theory to Practice: identify and integrate theory as part of your reflective analysis. 4. Critiquing Indoor and Outdoor Learning Environments Learning Outcome: Critique the use of indoor and outdoor environments in encouraging creativity, including the use of STEAM (Science, Technology, Engineering, Arts, Maths) and digital learning. Reflection Prompts: Indoor Environment: Reflect on the indoor environment in your setting. How does it support creativity and learning? Did you integrate STEAM or digital learning in indoor activities? What was the impact? Outdoor Environment: How did the outdoor space contribute to creativity and learning? Were there any notable differences in how children engaged with the outdoors compared to indoors? Creative Use of Technology: How have you or your setting incorporated digital tools in ways that enhance learning? What are your thoughts on balancing traditional and digital approaches in early education? Suggestions for Improvement: How would you improve the use of these environments to foster more creative or diverse learning opportunities? Theory to Practice: identify and integrate theory as part of your reflective analysis
902.541 Professional Relationships Portfolio Assignment 2026
902.541 E-Portfolio Assignment
Programme: New Zealand Diploma in Early Childhood Eduaction and Care (Field-Based)(Level5)
Course: Professional Relationships
Course Code: 902.541
This assignment is entirely my own work, and I have not allowed any other student to copy it.
Signed: Nav Student’s name: Nav Ahuja
Scenario 1: (Teaching) Teaching A Māori Flag Colouring Activity (Maori Language Week)
Description of the Scenario: During Māori language week, I introduced a Māori flag colouring activity to support tamariki in engaging with te reo Māori and learning about the cultural significance of the Māori flag. The activity included a brief discussion about the symbolism of the flag- its red, black, and white colours representing the Earth, sky, and night, respectively. I choose these symbols from nature for young children to understand. Tamariki were encouraged to practice pronouncing māori words for colours, such as Whero (red), Mā (white), and mangu (black) while engaging in the task. This activity connected cultural education with creative expression, helping tamariki develop an appreciation for māori culture and language.
Significance: This activity was designed for three-year olds combined hands-on learning with cultural education. Aligned with the principle of Whakamana from Te whāriki, it empowered children to develop their skills and understanding while building confidence and fostering cultural identity (Ministry of Education, 2017). The flag colouring activity served as a meaningful way to bring these values to life.
Reflection: This activity also reflected Piaget’s cognitive development theory, involving concrete tasks that helped tamariki explore abstract ideas like symbolism through hands-on experiences (Piaget, 1972). Additionally, Vygotsky’s Zone of Proximal Development emphasised collaborative learning, as tamariki shared ideas and discussed the importance of flags (Vygotsky’s 1978). Through guided discussions and supported colouring, I scaffolded the learning process, helping them connect prior knowledge with new knowledge about the culture.
Link to Teaching Standard: This teaching scenario aligns with the ‘Teaching’ standard from Our Code Our Standards, which emphasises the need to “provide opportunities and support for learners to engage with, practice and apply learning to different contexts and make connections with prior learning” (Education Council New Zealand, 2017, p. 20).
- Engaging with and Applying Learning in Different Contexts: Through this activity, tamariki learned about the māori flag and its colours. They applied their understanding by colouring the flag and discussing the meaning behind its colours and shapes. This hands-on activity helped them explore māori culture in a fun creative way.
- Connecting to Prior Learning: The activity encouraged tamariki to use their knowledge of colours, shapes, and māori words. By including te reo māori, the task built on their existing familiarity with the language and helped them use it in a meaningful cultural context. This approach reflects a culturally responsive teaching style, allowing learners to connect what they already know with new cultural learning.
- Scaffolding Learning for Meaningful Engagement: I guided tamariki step-by-step, helping them understand the flag’s meaning, and practice māori words, and complete their artwork. This support ensured they stayed engaged and confidently applied what they learned.
Scenario 2: (Professional Relationships) Supporting A Smooth Transition For An Ākonga
Description of the Scenario: In my home centre, I conducted a parent interview to understand the aspirations and developmental goals for an ākonga transitioning from early childhood centre to primary school. The ākonga’s mother expressed that her primary aspiration was a smooth transition, especially since the ākonga would be entering a Samoan bilingual class. She emphasised the importance of developing foundational literacy skills, such as letter recognition and phonics, and gaining confidence in oral communication. Her family considers Samoan heritage extremely important. They also visit the church regularly and believe that these should remain as her identity.
Significance: This scenario highlights the importance of working closely with families to support children’s learning. The principles of Whānau Tangata and Manaakitanga from Te whāriki and Our Code Our Standards stress how partnerships with families contribute to inclusive, responsive learning environments (Ministry of Education, 2017; Education Council New Zealand, 2017). Through collaboration, I aligned the ākonga’s learning activities with her mother’s aspirations while honouring her cultural identity and preparing her for school.
Reflection: Using Vygotsky’s Zone of Proximal Development (1978), I introduced activities that build on her current abilities, like interactive games for letter recognition and phonics, combined with drawing tasks inspired by her interests. Guided by Piaget’s constructivist theory (1972), I designed play-based opportunities where the child could explore and develop her understanding of letters. These methods supported her developmental goals while respecting her individual pace of learning.
Link to Professional Relationships Standards: This scenario demonstrates a clear alignment with the ‘Professional Relationships’ standard, specifically the commitment to
“engage in reciprocal, collaborative learning- focused relationships” (Education Council New Zealand, 2017, p. 18).
- Engaging with Learners, Families, and Whānau: Through the parent interview, I established a reciprocal relationship with the ākonga’s family, ensuring their aspirations and cultural values contributed to the learning process. I fostered a learning-focused partnership that supported the ākonga’s transition. This was done by incorporating their feedback. This reflects the principles of Whanaungatanga, which emphasises building positive and collaborative relationships with families to enhance learning outcomes.
- Collaborating with Teaching Colleagues and Support Staff: To support the developmental goals of the ākonga, I collaborated with the other staff at my centre, to plan activities that aligned with their aspirations. For example, we shared strategies for integrating early literacy skills into everyday play and routines, to ensure consistency across the teaching team, reinforcing a collective approach to meeting the needs of the learner.
- Connecting with Community and Cultural Groups: Understanding the ākonga’s cultural context, I explored ways to integrate Samoan language and cultural practices into the curriculum. I consulted with community leaders and accessed resources that supported bilingual education, ensuring the akonga’s heritage was honoured. This reflects the commitment to engage with community agencies and groups to enrich the learning environment and prepare the ākonga for a Samoan bilingual classroom.
By building these relationships, I upheld the ethical responsibility outlined in Our Code Our Standards to create inclusive, culturally responsive environments that empower learners and their whānau. This approach not only supported the akonga’s transition but also strengthened the partnership between the ECE centre and the wider community.
Assignment Structure
1st Scenario
1. You will begin by describing your scenario.( 100 words)
2. You will then explain why this event was significant and how this has caused you to reflect on and adapt your practice drawing upon appropriate literature to support your discussion. If you are building on a previous scenario, you will explain how this scenario relates to the first one. (100 words )
3. You will clearly explain how this event and your learning links to your chosen standard/s (100 words)
4. You will then briefly describe how your evidence relates to your scenario. (100 words)
5. You will also identify how your scenario and evidence demonstrate how you meet aspects of the Code of Professional Responsibility. (100 words).
(Scenario 1= 500 Words)
Scenario 2
1. You will begin by describing your scenario.( 100 words)
2. You will then explain why this event was significant and how this has caused you to reflect on and adapt your practice drawing upon appropriate literature to support your discussion. If you are building on a previous scenario, you will explain how this scenario relates to the first one. (100 words )
3. You will clearly explain how this event and your learning links to your chosen standard/s (100 words)
4. You will then briefly describe how your evidence relates to your scenario. (100 words)
5. You will also identify how your scenario and evidence demonstrate how you meet aspects of the Code of Professional Responsibility. (100 words).
(Scenario 2 = 500 Words)
Scenario 3
1. You will begin by describing your scenario.( 100 words)
2. You will then explain why this event was significant and how this has caused you to reflect on and adapt your practice drawing upon appropriate literature to support your discussion. If you are building on a previous scenario, you will explain how this scenario relates to the first one. (100 words )
3. You will clearly explain how this event and your learning links to your chosen standard/s (100 words)
4. You will then briefly describe how your evidence relates to your scenario. (100 words)
5. You will also identify how your scenario and evidence demonstrate how you meet aspects of the Code of Professional Responsibility. (100 words).
(Scenario 3 = 500 Words)
(Three scenarios will be total 1500 words Focus on three scenarios only)
902.541 Marking Task
| Marking criteria/Guide | ‘A’ pass | ‘B’ pass | ‘C’ pass | ‘D’ or ‘E’ |
| e-portfolio
20 marks |
Two scenarios and supporting explanation comprehensively demonstrate professional growth and understanding of how it meets the selected Standard. Explanation is supported by an excellent range of relevant literatureSelected evidence is well chosen and of good quality, and supports scenario and explanation very well. | Two scenarios and supporting explanation clearly demonstrates professional growth and understanding of how it meets the selected Standard. Explanation is supported by a good range ofrelevant literature
Selected evidence is well chosen and of good quality, andsupports scenario and explanation well. |
Two scenarios and supporting explanation demonstrates some professional growth and some
understanding of how it meets the selected Standard. Explanation is supported by some relevant literature Selected evidence partially supports scenario and explanation. |
Two scenarios and supporting explanation do not demonstrate professional growth or understanding of how it meets the selected Standard. Explanation is not supported byrelevant literature
Selected evidence is not appropriate or is not provided. |
| Philosophy statement and reflection
10 marks |
Philosophy statement is clearly and thoughtfully written.Supporting reflection comprehensively examines beliefs and values underpinning philosophy and is supported by an excellent range of relevant literature | Philosophy statement is clear and well written. Supporting reflection thoughtfully examines beliefs and values underpinning philosophy and is supported by good range of relevantliterature | Philosophy statement lacks some clarity.Supporting reflection partially examines beliefs and values underpinning philosophy and is supported by some
relevant literature |
Philosophy statement is not clear.Supporting reflection does not effectively examine beliefs and values underpinning philosophy and is not supported by
relevant literature |
| Organisation and grammar
5 marks |
Exceptionally well organised. Creative and relevant. Ideas, artefacts, written text flow clearly. No or few grammar and spelling errors. | Mostly well organised. Ideas, artefacts, written text flow clearly most of the time. Minor grammar and spelling errors. | Adequate structure. Ideas, artefacts, written text flow some of the time. Several minor grammar and spelling errors. | Lacks orderly structure. Ideas, artefacts, written text difficult to follow.Serious grammar and spelling errors. |
| Referencing
5 marks |
Accurately followsAPA (7th ed.) guidelines and provides an extensive range of appropriate
references, including Te Whāriki through-out. |
Follows APA (7th ed.) guidelines with few minor errors and provides a range of appropriate references, including TeWhārikithrough-out. | Follows APA (7th ed.) guidelines with several errors and provides some appropriatereferences, including Te Whāriki through-out. | Does not followAPA (7th ed.) guidelines or provide appropriate references. |
| A Pass: 20-16 | B Pass: 15.5-13 | C Pass: 12.5-10 | D or E: 9.5-0 | |
| Total/Grade:40 divided by 2 = /20 | ||||
CH7100 Project Briefing 2026 Pptx | Kingston University
Project CH7100
Assessment profile
The project is worth 60 credits (1/3 of your MSc)
A major piece of independent research
Can you apply what you have learnt in the taught modules?
Report – 70%
Blind double marked
Presentation – 15%
Double marked / questioned
Mark for performance – 15%
Meetings, engagement and lab book (log book)
Project preparation – timetable
February 20th
Introductory briefing
Monday March 9th
Distribute project titles
One list of titles only
Project details available on Canvas
DEADLINE Monday March 23rd 13:00
You make FIVE choices
MS Forms link for project selection will be on Canvas
No more than ONE choice from any single supervisor or supervisor pairing.
Students who do not comply with these simple instructions will have a random project allocated to them.
Late applications will be allocated any remaining projects.
March 31st
Project allocation
March 17th Deadline for project pack & proposal submission + chemical orders.
The Project Pack
The project pack should be submitted on Canvas by the May 17th
The project pack contains the following sections which you must read and understand
1. Health and Safety Agreement
2. HSSCE Research and Teaching Laboratories H&S Rules:
3. HSSCE Lab Coat Policy
4. Outline of research/project proposal
5. Technician Details
6. General (Physical Hazard) Risk Assessment
7. COSHH Risk Assessment Form
8. Overnight Form
9. How to order Project Materials
10. Order Form
The Project Pack: Lab Based Projects
In addition to the above, students carrying out laboratory based projects must complete the following
7. COSHH Risk Assessment Form
8. Overnight Form
9. How to order Project Materials
Reminder: the completed project pack must be submitted by the 17th May
Project start – timetable
May 19th
AM – Project launch event
PM – SciFinder & Refworks training
May 26th
AM – Lab inductions
May 26th – July 24th
Labs open from 9:00 – 4:30
39 days (293 hours maximum)
Required to do a MINIMUM of 200 hours of practical work (~30 days) Reality Check! July 23rd last day for new work!
Project presentation & finishing lab work
July 27th – July 28th
Emergency days!
Supervisors will have to be in the lab with you!
No technical support!
There will be NO EXTENSIONS past July 28th
Thesis submission
August 21st
Deadline for draft submission direct to supervisor.
No draft = 10% Penalty
September 10th
Deadline for submitting project report
Submission on Canvas for plagiarism checking.
AIM Access to HE Diploma (Health and Social Care/Health) WNI853 Academic Study Techniques Assessment Brief 2026
WNI853 Academic Study Techniques Assignment Brief
| Diploma title: | Access to HE Diploma in Health and Social Care/Health Professionals/Midwifery/Nursing/Education/Social Work/Psychology/Land Based/Public Services |
| Unit Code | WNI853 |
| Unit Title | Academic Study Techniques |
| Module Title | Study skills |
| Unit level | 3 |
| Credit value | 6 |
| Assessment method: | Written work |
Learning Outcomes And Assessment Criteria
| Learning outcomes | Assessment criteria |
| The learner will: | The learner can: |
| 1. Understand personal learning strengths and weaknesses. | 1.1 Evaluate personal learning strengths and weaknesses and outline a strategy for improvement. |
| 2. Understand how to plan and organise study. | 2.1 Discuss factors affecting the planning and organisation of study in relation to personal circumstance.2.2 Develop own personal time management schedule.
2.3 Evaluate own personal time management schedule. |
| 3. Be able to assess the reliability of sources of information.
|
3.1 Assess three secondary sources for their:(a) Authenticity
(b) Currency (c) Credibility (d) Relevance (e) Accuracy (f) Audience/purpose |
| 4. Understand how to use reading strategies. | 4.1 Use and evaluate three reading strategies. |
| 5. Understand note-taking methods. | 5.1 Evaluate three note-taking methods.5.2 Produce effective notes from three different sources. |
| 6. Understand how to plan written work. | 6.1 Use and review planning techniques in written work. |
| 7. Understand how sources are referenced. | 7.1 Explain a variety of ways in which sources are referenced.7.2 Use references correctly following a recognised system.
7.3 Explain why and how plagiarism must be avoided. |
| 8. Be able to write with relevance in responding to an academic task. | 8.1 Demonstrate the ability to select and incorporate relevant information in a written (academic) task. |
Indicative Content
The following content is to be included in the delivery of the unit.
| Learning outcomes | Indicative content |
| 1. Understand personal learning strengths and weakness es. | Personal learning strengths and weaknesses: Organisational skills, time-management, levels of self-confidence, motivation, knowledge of preferred learning style, academic study techniques and having an environment conducive for academic study.
A SWOT analysis (Strengths / Weaknesses / Threats / Opportunities) of personal learning needs to be undertaken. An evaluation of two personal learning strengths and two personal learning weaknesses must include the reasons why and also the impact of these strengths and weaknesses when learning. The strategy for improving personal learning must discuss how it will positively impact learning and becomes a strength. |
| 2. Understand how to plan and organise study. | Factors affecting planning and organisation: Family/childcare commitments, lifestyle, access to IT and learning resources, support mechanisms, work commitments and personal barriers.(This list of factors to reflect on is not exhaustive due to the range of learners’ personal circumstances).
Time management schedules: 7-day week timetable or academic planner. |
| Students must review and evaluate their personal time management schedule identifying two strengths in planning and two weaknesses that need to be improved in the future. Examples must be given for each strength and weakness and must state why they were strengths or weaknesses. | |
| 3. Be able to assess the reliability of sources of information. | Types of secondary sources: Textbooks, journal article, websites, Blog posts, newspaper articles, documentaries, Podcast commentaries.Assessment of source reliability: CRAAP model (Currency / Relevance / Authority / Accuracy / Purpose).
Factors of reliability:
Students must be introduced to a range of secondary sources to then be able to assess three different types of secondary sources in their assessment. |
| 4. Understand how to use reading strategies. | Reading strategies: Skimming, scanning, intensive reading, speed reading, SQ3R (Survey/Question/Read/Recall/Review).Students must be introduced to a range of reading strategies to then be able to evaluate three different reading strategies in the assessment. |
| 5. Understand notetaking methods. | Notetaking strategies: Linear notes, diagrammatic notes, nuclear notes, Cornell notes.Types of sources: Textbooks, journal articles, websites, Blog posts, newspaper articles, documentaries, Podcast commentaries
Students must be introduced to a range of note taking strategies in order to focus on three in the assessment. Three different types of sources are to be utilised. Three different note-taking strategies must be evaluated, explaining which strategies were the most effective, least effective, if they were fit for purpose and stating why. |
| 6. Understand how to plan written work. | Planning techniques for written work: Mind Mapping, bullet points / list, sticky notes, writing frames. |
| Two planning techniques are required to be used for planning written work. An evaluation of how effective each planning technique was for the set task and how they might be used in the future is required. | |
| 7. Understand how sources are referenced. | Ways in which sources are referenced: Paraphrasing / in-text citations, direct quotations, reference list, bibliography.Explain four ways in which sources are referenced using the academic conventions of referencing.
Recognised referencing systems: Harvard, APA, Vancouver. Accurate use of a recognised referencing system must be demonstrated. Two reasons why plagiarism should be avoided and two reasons how plagiarism may be avoided should be explained. |
| 8. Be able to write with relevance in responding to an academic task. | Academic task: essay, report, poster, literature review, article, reflective journal.The ability to select and incorporate at least five pieces of relevant information in a written (academic) task must be demonstrated. |
WNI853 Academic Study Techniques Assignment Brief
Learning Outcomes And Assessment Criteria
| Learning outcomes | Assessment criteria |
| The learner will: | The learner can: |
| 1. Understand personal learning strengths and weaknesses. | 1.1 Evaluate personal learning strengths and weaknesses and outline a strategy for improvement. |
| 2. Understand how to plan and organise study. | 2.1 Discuss factors affecting the planning and organisation of study in relation to personal circumstance.2.2 Develop own personal time management schedule.
2.3 Evaluate own personal time management schedule. |
| 3. Be able to assess the reliability of sources of information.
|
3.1 Assess three secondary sources for their:(a) Authenticity
(b) Currency (c) Credibility (d) Relevance (e) Accuracy (f) Audience/purpose |
| 4. Understand how to use reading strategies. | 4.1 Use and evaluate three reading strategies. |
| 5. Understand note-taking methods. | 5.1 Evaluate three note-taking methods.5.2 Produce effective notes from three different sources. |
| 6. Understand how to plan written work. | 6.1 Use and review planning techniques in written work. |
| 7. Understand how sources are referenced. | 7.1 Explain a variety of ways in which sources are referenced.7.2 Use references correctly following a recognised system.
7.3 Explain why and how plagiarism must be avoided. |
| 8. Be able to write with relevance in responding to an academic task. | 8.1 Demonstrate the ability to select and incorporate relevant information in a written (academic) task. |
Indicative Content
The following content is to be included in the delivery of the unit.
| Learning outcomes | Indicative content |
| 1. Understand personal learning strengths and weakness es. | Personal learning strengths and weaknesses: Organisational skills, time-management, levels of self-confidence, motivation, knowledge of preferred learning style, academic study techniques and having an environment conducive for academic study.
A SWOT analysis (Strengths / Weaknesses / Threats / Opportunities) of personal learning needs to be undertaken. An evaluation of two personal learning strengths and two personal learning weaknesses must include the reasons why and also the impact of these strengths and weaknesses when learning. The strategy for improving personal learning must discuss how it will positively impact learning and becomes a strength. |
| 2. Understand how to plan and organise study. | Factors affecting planning and organisation: Family/childcare commitments, lifestyle, access to IT and learning resources, support mechanisms, work commitments and personal barriers.(This list of factors to reflect on is not exhaustive due to the range of learners’ personal circumstances).
Time management schedules: 7-day week timetable or academic planner. |
| Students must review and evaluate their personal time management schedule identifying two strengths in planning and two weaknesses that need to be improved in the future. Examples must be given for each strength and weakness and must state why they were strengths or weaknesses. | |
| 3. Be able to assess the reliability of sources of information. | Types of secondary sources: Textbooks, journal article, websites, Blog posts, newspaper articles, documentaries, Podcast commentaries.Assessment of source reliability: CRAAP model (Currency / Relevance / Authority / Accuracy / Purpose).
Factors of reliability:
Students must be introduced to a range of secondary sources to then be able to assess three different types of secondary sources in their assessment. |
| 4. Understand how to use reading strategies. | Reading strategies: Skimming, scanning, intensive reading, speed reading, SQ3R (Survey/Question/Read/Recall/Review).Students must be introduced to a range of reading strategies to then be able to evaluate three different reading strategies in the assessment. |
| 5. Understand notetaking methods. | Notetaking strategies: Linear notes, diagrammatic notes, nuclear notes, Cornell notes.Types of sources: Textbooks, journal articles, websites, Blog posts, newspaper articles, documentaries, Podcast commentaries
Students must be introduced to a range of note taking strategies in order to focus on three in the assessment. Three different types of sources are to be utilised. Three different note-taking strategies must be evaluated, explaining which strategies were the most effective, least effective, if they were fit for purpose and stating why. |
| 6. Understand how to plan written work. | Planning techniques for written work: Mind Mapping, bullet points / list, sticky notes, writing frames. |
| Two planning techniques are required to be used for planning written work. An evaluation of how effective each planning technique was for the set task and how they might be used in the future is required. | |
| 7. Understand how sources are referenced. | Ways in which sources are referenced: Paraphrasing / in-text citations, direct quotations, reference list, bibliography.Explain four ways in which sources are referenced using the academic conventions of referencing.
Recognised referencing systems: Harvard, APA, Vancouver. Accurate use of a recognised referencing system must be demonstrated. Two reasons why plagiarism should be avoided and two reasons how plagiarism may be avoided should be explained. |
| 8. Be able to write with relevance in responding to an academic task. | Academic task: essay, report, poster, literature review, article, reflective journal.The ability to select and incorporate at least five pieces of relevant information in a written (academic) task must be demonstrated. |
ANML5002TP Anatomy and Physiology Assessment Brief 2026
ANML5002TP Assessment Brief
TASK 1: In This Task You Are Focusing On ANATOMY Aka Structure.
Task 1A: Identify all relevant structures associated with the cardiac and respiratory systems, and describe how these structures interact with each other. = Name structures involved in BOTH systems and how they interact with each other in each system. (You can mention physiological processes and expand on it in Task B)
Task 1B: Compare the structures of your body systems in dogs and cats, then describe how these structures would differ in a bird or a rabbit. = Compare the structures in both a cat AND a dog then discuss the differences you would see in a rabbit OR bird.
Task 1C: Describe how understanding the normal structures and relationships of organ systems helps veterinary nurses provide effective care.= How having an understanding of anatomy and relationships will help you as a veterinary nurse to provide care for your patients in the hospital.
Task 2: In This Task You Are Focusing On Function And Physiology
Task 2A: Identify the physiological process and explain the normal bodily function. = You must identify 1 process PER system (2 in total) and how this process works. In order to not repeat the information from task 1, this is where you will focus on the PROCESS and what is happening in the body rather than the structures. Eg. if you mentioned gas exchange in Task 1 this is where you will be explaining the mechanism.
Task 2B: Explain how the identified physiological processes work together with the structures in your chosen body system in dogs and cats. Then explain how these functions are different in a bird or a rabbit. =Explain how the 2 processes you have chosen to collaborate in dogs AND cats and then discuss the differences you would see in a rabbit OR bird.
Task 2C: Explain why understanding this physiological process and the species-specific differences relates to veterinary nursing = How having an understanding of physiological process will help you as a veterinary nurse to provide care for your patients in the hospital.
Developing Organizational Policies and Practices Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals
Interprof Org & Sys Leadership-Summer 2026
Module 2: Assignment
Due: Jun 12
Source Calendar Interprof Org & Sys Leadership-Summer 2026
Details
Back to Module at a Glance
Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare:
Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (1-2 pages):
Developing Organizational Policies and Practices
Add a section to the 2-3 page paper you submitted in Module 1. The new section should address the following in 1-2 pages:
Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
Due to the nature of this assignment, your instructor may require more than 7 days to provide you with quality feedback.
By Day 7 of Week 3
Submit your revised paper.
submission information
Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
To submit your completed assignment, save your Assignment as WK3Assgn_LastName_Firstinitial
Then, click on Start Assignment near the top of the page.
Next, click on Upload File and select Submit Assignment for review.
Compare the health care systems from the country that you selected on the Wiki in Module 2 with the US healthcare system. In your comparison, discuss at least one example related to each of the three concepts below:
Discussion Topic
Healthcare Economics
Compare the health care systems from the country that you selected on the Wiki in Module 2 with the US healthcare system. In your comparison, discuss at least one example related to each of the three concepts below:
- costs – for example, do most patients pay for their care out of pocket, through private insurance, or through a government program?
- services provided – is it easy to access care in the country you have selected compared to the US healthcare system? How do the services available compare with those services available in the US?
- outcomes – select an outcome such as life expectancy or infant mortality and compare the outcome in the US with the outcome in your selected country. Were you surprised by the difference in outcomes?
Would you like me to help you draft a structured comparison essay based on this prompt (e.g., choosing a country like Canada, the UK, or Kenya to compare with the US), or would you prefer just a clean transcription for now?
Advancing the Health of the Population (SH5008QA) ASSESSMENT BRIEF For SH5008QA Assignment, you must choose ONE question from the list below: How can the COM-B model be applied in a health promotion campaign
SH5008QA – Advancing the Health of the Population
Advancing the Health of the Population (SH5008QA) ASSESSMENT BRIEF
For SH5008QA Assignment, you must choose ONE question from the list below:
How can the COM-B model be applied in a health promotion campaign approach to tackling rising rates of chlamydia and gonorrhoea infection amongst young people in the UK?
What are the most significant social determinants of health (SDH) that are standing in the way of achieving the NHS Long Term Plan childhood obesity reduction targets, and what should be done to improve on these?
How can a health-in-all-policies (HiAP) approach improve breastfeeding rates among mothers in[chosen country]?
What are the most effective, evidence based public health initiatives (EBPH) to reduce smoking in high-risk populations in [chosen country]?
The SH5008QA essay structure is open and creativity is encouraged. Students will collaboratively develop an essay structure for each question, which they will further develop individually and submit to their tutor, on which they will receive formative feedback. Each question is centred around a key theoretical framework or model in public health and this must be explored and applied in the essay.
Some general suggestions on the development and structure of your SH5008QA essay:
- Introduction
- Provide necessary key definitions
- Provide contextual background information relevant to your topic, using relevant public health datasets and policy
- Provide solutions, answers, and recommendations to your essay questions, applying key theory and literature to explain and justify your thinking
- Conclusion