Emu Bay Shale

Each of the four documents will be approximately two pages with additional room
available for figures and references. Each document should focus on one important
product or process from the the relevant geological time period. This could include major
events (e.g., mass extinctions, first land animals, etc), prevailing environmental conditions
and any changes to them (e.g., oxygen levels in the atmosphere), dominant fossil fauna
and flora of the time, any significant fossil locations, and the continental arrangement and
palaeogeography of the time

Humanistic Nursing Theory

Instructions: Using the same theory as the previous assignments “HUMANISTIC NURSING THEORY” complete an evaluation using the questions below as subheadings. Use narrative writing, follow APA writing guidelines, and include acknowledgement of sources. You must have a title page and reference page. You must determine after each question if the answer was a strength or weakness of the theory. The evaluation outline is adapted from the Synthesized Method for Theory Evaluation, McEwen & Wills (2014), p.108. You may not change the template, except to enlarge the space for your responses. Do not answer with “yes” or “no” responses.

Part III: Theory Evaluation

● Is the theory congruent with current nursing standards?

● Is the theory congruent with current nursing interventions or therapeutics?

● Has the theory been tested empirically? Is it supported by research? Does it appear to be accurate/valid? Explain.

● Is there evidence that the theory has been used by nursing educators, nursing researchers, or nursing administrators? Provide examples.

● Is the theory relevant socially and cross-culturally? Explain.

● Does the theory contribute to the discipline of nursing? In what way/s?

● Summary: What is your “take away” from this review? Evaluation

Cannabinoids: The Bio-Synthetic Pathway

BIOL*1090 Scientific Literature Writing Assignment Instructions
Assignment Topic: Cannabinoids: The Bio-Synthetic Pathway
Submission Deadline: Monday Oct. 29th by 4:30 pm
Submission Location: Assignment Dropbox (Black) in front of SSC 3515
Note: (FYI this is a physical drop box for hard copy submission, electronic submissions will not be permitted)
All science involves long/short term projects, whether it is repetitive work in the laboratory in order to
achieve a research objective, writing a scientific paper for publication, grant writing with a tight deadline,
managing a lab full of students/employees or teaching an undergraduate course, scientists are always
required to manage their time and efforts efficiently and effectively to achieve an overall goal.
As an undergraduate student you may not see the similarities of your day to day academic requirements to
those of a working scientist, but essentially you are going through the same fundamental process called,
Project Management.
What is Project Management?
The term “Project management” was generated more than 50 years ago to manage industrial
manufacturing projects of great complexity. Even today, most of you probably think of project
management as a series of complicated graphs, charts and protocols often applied through a software
package.
Thankfully, project management has evolved over the years. Today’s project management is less of a
technical discipline and more of a set of principles intended to provide a structured approach to
completing a large task, project or achieve a long term goal.
This type of planning and preparation to approach a task, goal or project will be essential to any future
academic or career endeavors.
We will use a project management approach to complete the: Scientific Literature Writing Assignment
by breaking down the assignment objectives into smaller more manageable and focused tasks.
BIOL*1090 Scientific Literature Writing Assignment Instructions
Assignment Objectives:
Week 1: Data Gathering- Sept. 24th – Oct. 1st
The objectives of this week are to find good quality journal articles as sources for this assignment, to
improve your ability to use literature databases (Such as PRIMO via the U of G library, PubMed, Google
Scholar etc.) to search for journal articles, and to improve your ability to discriminate between different
types of sources.
Step 1: Access the Information Management workshop on CourseLink to learn about the
different types of sources and strategies for searching the available literature.
Step 2: Complete the quiz at the end of the workshop (worth 1% of grade)
Step 3: Search for journal articles related to Cannabinoids: The-Bio-Synthetic Pathway Select and
download at least two articles for submission. The full PDF of the articles must be available for you to
download.
You must use a minimum of TWO articles to write your assignment, your articles must include:
 At least one primary scholarly journal article
 At least one secondary scholarly journal article.
Week 2-3: Writing rough draft- Oct. 1st – 12th
Excellent written communication skills are essential to scientists. Several requirements must be met for
writing to be effective. For example, the writing must be free of errors in grammar, spelling and sentence
structure. The content must be accurate and delivered in a clear, concise manner. It is also essential the
author knows who the target audience will be. An article written for the general public will differ greatly
in style and in the level of detail compared to an article targeted to a group of experts on the topic.
The objective of this week is to improve your ability to clearly communicate an aspect of biological
science by completing the rough draft of your writing assignment. Your target audience is first year biology
students. You may choose to write about any topic related to the cannabinoid bio synthetic pathway that
is relevant to the material covered in BIOL*1090 using the sources you found last week. Keep in mind
a challenge of this assignment is choosing a focused topic for your paper yourself! (I.e. you may discuss
the topic more generally or focus specifically on a single aspect). Some more specific topic examples
include; the cannabinoid bio-synthetic pathway in the cannabis plant, the genes/genetic control of this
pathway in cannabis or the endocannabinoid biosynthetic pathway in humans.
Step 1: Access the Written Communication workshop on CourseLink to learn about how to refine
your writing skills in the sciences and how to properly reference and cite your sources from last week.
Step 2: Complete the quiz at the end of the workshop (worth 1% of grade)
Step 3: Complete a rough draft of your paper using the guidelines below
BIOL*1090 Scientific Literature Writing Assignment Instructions
Assignment Guidelines:
Your assignment must include the following components in the order listed:
The supplied cover page containing all the requested information.
The content portion of your assignment must be formatted as follows:
1½-2 pages in length, double-spaced. (Do not include figures or diagrams.)
Font: 12 point Times New Roman, black ink
Indentation: 10 spaces
Margins: 1 inch margins on all sides (top, bottom, left side, right side)
Alignment: Left justify
 The first page(s) of downloaded PDF of each of your journal articles used as references
A separate page containing your list of references. At least 2 references must be used. Please use the written
communication workshop to learn how to cite references using the accepted format.
A copy of the marking rubric from this handout with bolded information already filled out.
Week 4: Peer Evaluation – Oct 15th-18th
Peer assessment or peer evaluation can mean many different things—peer grading of homework,
presentations, as an aid to improving team performance or determining individual effort.
For the purposes of this assignment, peer evaluation is a process in which students will use the provided
rubric to assess/evaluate the written assignment of another student during seminar 5 providing
constructive feedback. The evaluator will sign or initial the rubric of the person that they evaluated and
the signed rubric must be attached to the final assignment upon submission. Students will have the
opportunity to use this feedback to refine their paper before the submission deadline.
Please note that peer assessment or peer evaluation is not the same as peer grading, and this will not affect
your assignment grade.
Step 1: Bring a physical copy of your rough written assignment as well as a copy of the rubric to your
regularly scheduled seminar 5. Note this exercise is worth 1% of your grade and students who do not
bring an assignment and who do not participate in the peer evaluation exercise will not receive this
grade.
Step 2: Your TA will announce when it is time to for the exercise to begin, find another student and swap
assignments and rubrics with them. Remember to have your evaluator sign or initial your rubric once they
are finished.
Step 3: Review the constructive feedback that you received in seminar as well as the information in the
rubric carefully.
BIOL*1090 Scientific Literature Writing Assignment Instructions
Week 5: Final Draft – Due Oct. 29th 4:30 pm.
Following the Peer Evaluation Exercise students will have over one week to incorporate the pertinent
feedback provided from your peer reviewer and refine your final copy before submission. Be sure to go
over the rubric meticulously to ensure you aren’t missing anything. Once you have made final edits it is
good practice to review your final document yourself at least twice through, and then ask a trusted peer to
read through it to catch any typos or small errors that may have been missed.
Once you are happy with your paper print out a hard copy and attach (staple!) the appropriate documents
outlined in the assignment guidelines. Submit this copy into the black drop box in front of SSC 3515.
NOTE: Plagiarism is a form of academic misconduct and will be dealt with very seriously. Cases of
suspected plagiarism will be reported to the chair of the department for further investigation. To ensure
this does not happen to you, take the time to read the “Avoiding Plagiarism” section of the Written
Communication workshop on CourseLink.
This is not a group effort. You must work on the assignment independently. If your assignment closely
resembles the efforts of another student, both assignments will be investigated and appropriate action will
be taken.
There are NO extensions. Plan ahead. A late penalty of 4 marks out of a possible 16 marks (25%) will be
deducted, beginning at 1 minute past the deadline, for each 24 hour period you are late. If you have grounds
for academic consideration, the weight of the assignment will be transferred to your final exam. To avoid
last minute emergencies, submit early.
BIOL*1090 Scientific Literature Writing Assignment Instructions
BIOL*1090 Scientific Literature Writing Assignment Cover Page
Student Name:
Last 3 Digits of Student ID#:
Seminar Day:
Seminar Time:
Seminar Room:
Assignment Title: THIS MUST BE YOUR OWN TITLE REPRESENTING THE CONTENT OF YOUR PAPER
BIOL*1090 Scientific Literature Writing Assignment Instructions
BIOL*1090 Scientific Literature Writing Assignment Rubric
Student Name: ________________________________ ID#: ________________________
TA
Marks
Peer
Marks Level 3 (2 marks) Level 2 (1 mark) Level 1 (0 marks)
Content Accuracy
The content is accurate and a
high degree of understanding
of BIOL*1090 material is
demonstrated.
2 or fewer errors in
content. An adequate
degree of understanding
of BIOL*1090 material
demonstrated.
Many errors in content. A
weak understanding of
BIOL*1090 material
demonstrated.
Flow of Information
Logical flow of information.
Coherent, very readable,
unified paper. Sentences are
information rich.
Paper has some problems
with the flow of
information, some
repetition.
Paper lacks a logical flow
of information and includes
much repetition.
Appropriate Level
Assignment written at the
level of the target audience
(1st year biology student).
BIOL*1090 perspective is
clearly represented.
Some parts of assignment
written below target
audience (1st year biology
student). BIOL*1090
perspective is adequately
represented.
Assignment written below
target audience (1st year
biology student).
BIOL*1090 perspective is
poorly represented.
Spelling/Grammar
Free of spelling and grammar
errors. Excellent sentence
structure.
2 or fewer spelling and
grammar errors. Flow of
sentence structure is good.
Numerous spelling and
grammar errors affect
sentence structure.
Difficult to understand
what is being
communicated.
Format
All formatting guide lines are
followed.
2 or fewer errors made
following formatting
guidelines.
Formatting guidelines not
followed.
In-Text Citations
Citations are error-free. 2 or fewer errors in the
citations.
3 or more errors in the
citations.
References
Reference list is error-free
and has primary and
secondary sources with 1st
pages of reference pdfs
attached.
2 or fewer errors in the
reference list and/or 1st
pages of reference pdfs
missing.
3 or more errors in the
reference list and 1st pages
of reference pdfs missing.
Appropriate Length
Assignment is 1½-2 pages in
length.
Assignment is between 1
and 1 ½ pages or between
2 and 2½ pages in length.
Assignment is less than 1
page or greater than 2½
pages in length.
Total Marks
(out of a maximum
of 16)

Assignment is worth
10% of final grade.
Student Peer Evaluator
initials:
TA Primary Grader
initials:
TA Secondary Grader
initials:

PTRL5006 Take-home Assignment #2

PTRL5006 Take-home Assignment #2 S2 2018
Instructions
This assignment should be submitted to Turnitin as a single word document, with references
included. In your own words, answer each of the following questions. Use references but avoid just
quoting or paraphrasing a single source, but rather use several sources to explain your response. Do
not rely on a single source or paraphrase a single source but study the questions from several
sources.
General Information
For referencing, I advise the use of Zotero (available free from Zotero.org) which has both web
browser plugins and Microsoft word plugins so that you can, with a click, save a reference from
scholar.google.com for example to your Zotero database and then from work simply add citation
from the new Zotero tab in work and (after choosing a journal style format) type the title or author
and add the citation. At the end, use create bibliography to add all the references to the end of your
answers. There is plenty of help about Zotero available from the web. However, any referencing
program will work.
Hints:
• Use your own or referenced and relevant figures to explain concepts.
• Check your references follow a consistent style (author-date or numeric)
• Link between paragraphs of the text
• Structure your text for ease of reading
Question 1 – Mixed Carbonate-Siliclastic Systems (30 marks) – 500 words
Find a recent paper dealing with a “mixed carbonate-siliclastic system”. Choose 1 of the facies within
that paper (e.g. carbonate intertidal flats or intertidal restricted lagoons).
1. Describe the facies in terms of its composition of grains and structures from the paper and
explain all geological terms with references. For example, if your facies is described as
“bioturbated dolomicrobialite fining-upwards mudstone with wavy cross-laminated
sandstone”. You would need to explain the terms bioturbated, dolomicrobialite, finingupwards,
mudstone, wavy cross-lamination and sandstone”.
2. Include a picture of the facies from the paper.
3. Using figures from the paper (or draw your own), show on a cross-section or 3D perspective
view whereabouts this facies was deposited in the sedimentary system.
4. Is this facies deposited in a highstand, lowstand or transgressive systems tract? Explain why
this is important for the development of the system.
Question 2 – Low Permeability Reservoirs (30 marks) – 500 words
First choose either a) sandstone or b) carbonate low-permeability reservoirs for this question and
then answer the following three questions:
a. Find three examples of this low-permeability reservoir rock from different papers and
explain why these reservoirs have low permeability and what are the factors controlling
permeability (e.g. diagenesis, burial/compaction, sorting) in each case?
b. Choose one of these factors and explain, with reference to other papers, what this process is
and how it occurs.
c. Describe the mechanisms of migration in low permeability reservoirs.
Question 3 – Risk Management (40 marks) – 800 words
Choose one of Option A, B or C
Option A
With reference to at least three papers, explain under what conditions salt diapirs make good
hydrocarbon traps. What risks are there in estimating reserves around salt diapirs?
Option B
With reference to at least three papers, explain how seal capacity and what mechanisms can lead to
seal failure. How can risk of seal failure be assessed for reservoir potential?
Option C
With reference to at least three papers, explain how the depositional environment of the source
rock affects the quality of the source rock (HI etc.). How can understanding the source rock quality
be used to reduce risk on estimating the reservoir value?

The Mediating and Moderating Roles of Interdependent Self-Construal and Anger Suppression on Depression in an American Adult Sample

This is a research report of 3,000 words. However, the first part of the paper (i.e. lit review and method – approx. 1,500 words) has already been completed (see the attached word doc titled “Lab Report”). Though, there are some parts that need to be revised. I have highlighted these parts and written down my tutor’s feedback, which will need to be incorporated and addressed.

The other half of the paper that remains to be completed includes running the analyses in the SPSS program, reporting of results of these analyses, discussion of findings in light of the reviewed literature, and conclusion.
In-text citations are included in the word-count. The title page, reference list, tables and figures (including table /figure titles and footnotes/legends) are not included in the word count.
I have attached the additional information regarding the criteria for marking (what needs to be included for each section of report).

I have also attempted to upload the required SPSS dataset file, without any success. It appears that the format is not supported, therefore, the SPSS data file will have to be downloaded from the original source: https://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/29282. The data was collected as a part of the MIDUS longitudinal study in America, a national survey of more than 7,000 Americans (aged 25 to 74).

Note that there are over 2,500 variables. Only three variables will be used for this lab report; these variables are: Self-Construal – Relational-Interdependent (B4QRISC), Spielberger Anger Expression – Inward (B4QAE_AI), and CESD: Center for Epidemiologic Studies Depression Scale (B4QCESD).
Since the dataset is so large, to make the analyses easier, it will be imperative to create a reduced

Conflict of Law (European Regime)

The sixth chapter of the textbook and the journal articles prescribed for this week’s reading explain the development, scope, and application of the conflict of laws system known as the European regime. Read and analyse these sources and answer the question below.

a) Bratwurst, a company in Germany, has a nuclear installation in France. Through the negligence of one of the employees of Bratwurst, there was a nuclear accident. Dylan, a farmer in Wales, claims that contamination from the accident polluted the atmosphere and ultimately resulted in the death of all the sheep on his farm.

Dylan wishes to sue Bratwurst in tort for negligence. Advise him as to the country/countries in which he may institute proceedings.

(b) Before the nuclear accident, Dylan had entered into a contract with O’Donnell, a butcher in the Republic of Ireland, to sell the latter a certain quantity of meat. The delivery of the meat was to O’Donnell’s place of business in Belgium. As a result of the death of his sheep, Dylan is unable to honour this contract. A clause in the contract states: ‘in the event of a dispute, the courts in Denmark should have non-exclusive jurisdiction’.

O’Donnell wishes to sue Dylan for breach of contract. Advise him as to the country/countries in which he may institute proceedings.

Give reasons and cite Brussels I Regulation articles, case law, and journal articles to support your answer.

There are self-assessment questions at the end of each section to test students’ understanding of the section’s content. Try to recall the answers to these questions unaided. Write down answers from memory before going back to review the relevant material in the section

Unit Outline: BESC3091 – Project 2 1
Last updated: Trimester 2 2018
Unit Outline
BESC3091: Project 2
Unit description
In Project 2, students will identify a topic of interest they would like to explore further,
with the aim of identifying an opportunity for program development. This unit builds on
the skills developed in Project 1. Students will undertake a literature review on their
chosen topic to identify potential needs. With these needs in mind, students will develop
a project plan to meet the needs of the target community. Students are required to
present their project ideas to their peers at the conclusion of the unit.
Course(s) Bachelor of Applied Social Science (BAppSocSci)
Bachelor of Counselling (BCouns)
Bachelor of Counselling (Coaching) (BCounsCo)
Core / Elective Core
Pre-requisite/s BESC3081 Project 1
Workload (hours per week) 9
Credit points 6
Unit learning outcomes
On completion of this unit, students will be able to:
a) source and systematically organise information from the literature relevant to the
target community and program of choice;
b) demonstrate the development of a systematic, organised and structured plan
relating to the development of a program or initiative to meet the needs of a
specific target community;
c) critically evaluate the data required to effectively inform project design and
implementation;
d) develop evaluation criteria for assessing the quality of the project outcomes;
e) demonstrate a high level of communication skills to communicate the project
objectives, rationale, potential outcomes and overall value of the program.
Unit Outline: BESC3091 – Project 2 2
Last updated: Trimester 2 2018
Textbook
There is no set textbook for this unit.
Recommended readings
The twelve sections of unit curriculum direct students to readings in the online classroom
for this unit. These readings are selected from journals and books that provide additional
information or a different perspective on topics covered in each section. They are from a
range of authorities and expand the content of this unit.
Studying for this unit
The content of this unit has been designed to maximise the learning and the integration
of the subject matter. Much of the unit material is specific to the Australian context.
Students are encouraged to access additional information relevant to their local context,
which will assist in applying the learning and ensuring its relevance. This may include
specific legislation, government and professional association resources, and journals. It is
important that students’ reading is broad.
In general students are expected to:
read each section of the unit carefully and make notes on new content, and points
that are unclear, or in conflict with previous learning or experience
complete readings of the text and other readings and resources, making notes on
important insights or facts, especially those relevant to assignments
There may be periodic suggestions or issues on which students are asked to deliberate
and reflect. Sometimes these are dilemmas or difficult issues associated with the study
topic which have no right or wrong answers, but are used to trigger critical thinking.
Face to Face hours by delivery mode:
On Campus – OC: Units studied on campus are designed with 12 three hour classes,
totaling 36 contact hours.
Online – OL: Teachers will offer a minimum of two Zoom sessions throughout the
term. Students are encouraged to participate in interactive activities and engage in the
Zoom sessions as these further develop skills and knowledge.
Weekend Classes: Units offered as weekend classes must meet the required 36 contact
hours. This is made up of 5 classes (9am-5pm) scheduled as per the unit timetable for the
enrolled Trimester.
Unit Outline: BESC3091 – Project 2 3
Last updated: Trimester 2 2018
Attendance requirements
Attendance at classes ensures that students studying this unit On Campus have the
opportunity to fully engage in the learning appropriate to this delivery mode.
On Campus recommendation (for students studying this unit on campus)
In this unit provided by the Discipline of Counselling, it is recommended that oncampus
students maintain at least 60% attendance.
Online recommendation (for students studying this unit online)
There are no attendance requirements for this unit. Students are encouraged to
participate in the online discussion forum for this unit, and must submit all assessments
to meet the requirements of this unit.
Learning activities
Learning activities are set in each section of the unit to give opportunities for further
learning. They are designed to help students think through and practice the specific skills
and general concepts presented in this unit. They do not need to be sent to the academic
teacher for marking. However, valuable learning opportunities will be missed by not
completing the activities.
In studying this unit, students should maintain a learning journal for completing the
activities. To structure the learning journal, set aside space for:
completing a glossary of new terminology and concepts introduced in this unit
notes on unit content and readings
answers to learning activities
draft assessments.
Students can also keep the learning journal electronically.
Unit Outline: BESC3091 – Project 2 4
Last updated: Trimester 2 2018
Self-assessment
There are self-assessment questions at the end of each section to test students’
understanding of the section’s content. Try to recall the answers to these questions
unaided. Write down answers from memory before going back to review the relevant
material in the section. Some of the questions require more than simple recall. Some
will require synthesising separate issues or different pieces of information. Real learning
is not just remembering the reading. It involves owning this knowledge by:
• reflecting
• questioning
• relating theory to personal experiences
• integrating a number of readings on a particular topic or concept
• paraphrasing.
Assignments
The assignments for this unit are carefully set so they develop from and support the key
concepts and skills of the unit, and are aligned with the learning outcomes for this unit.
Unit Outline: BESC3091 – Project 2 5
Last updated: Trimester 2 2018
Contents
Section 1: Aims and Overview of the Unit
Section 2: Examples of Community Projects
Section 3: Researching your Topic
Section 4: Active Ingredients: Theories of Change
Section 5: Adapting Existing Programs
Section 6: Ethics in Action
Section 7: Writing a Project Proposal: Program Design and Resources
Section 8: Writing a Project Proposal: Budgeting and Funding
Section 9: Writing a Project Proposal: Program Evaluation
Section 10: Presenting your Project Effectively
Section 11: Networking
Section 12: Celebrating Achievements
Unit Outline: BESC3091 – Project 2 6
Last updated: Trimester 2 2018
Assignment summary
Please ensure you keep copies of all assignments submitted for this unit.
Assignment
type
Weight Word
count
Due Date Alignment with learning
outcomes
Assignment 1:
Literature
Review
40% 2000
words
Week 6 a) source and systematically
organise information from the
literature relevant to the target
community and program of
choice
Assignment 2:
Project proposal
40% 2000
words
Week 10 b) demonstrate the
development of a systematic,
organised and structured plan
relating to the development of
a program or initiative to meet
the needs of a specific target
community
c) critically evaluate of the data
required to effectively inform
project design and
implementation
d) develop evaluation criteria
for assessing the quality of the
project outcomes
Assignment 3:
Project
presentation
20% 10
minutes
Week 11
(submission)
Weeks 11 &
12
presentation
and online
facilitation
e) demonstrate a high level of
communication skills to
communicate the project
objectives, rationale, potential
outcomes and overall value of
the program
Unit Outline: BESC3091 – Project 2 7
Last updated: Trimester 2 2018
Assignment 1: Literature Review
Assignment Type Weighting Word Count Due Date
Literature Review 40% 2000 words Week 6
Purpose:
Students will choose to follow an area of their own personal interest in this assignment
by choosing a specific issue that affects a specific target population (for example: postpartum
depression amongst women living in rural and remote Australia). Students will
research their topic using academic literature (journal articles, book chapters) and ‘grey’
literature (websites, professional reports, online consumer forums). Students will write a
brief literature review that identifies the needs of the target population in relation to the
chosen issue. Students are to consider evidence-based methods that could potentially
address a need of the target group. This assignment will form the basis for the design of
a project (Assignment 2).
Process:
Students will identify an area of interest to them, relating to a specific issue and target
population. In choosing a topic, students may benefit by considering the dimensions
below:
Geography:
 urban, rural or remote populations
 online populations
Population:
 CALD (cultural and linguistically diverse) populations (pick a specific
community)
 GBLTI (gay, bisexual, lesbian, transgender, intersex) populations
 Children / adolescents / adults / older adults
Social / psychological impact:
 depression and / or anxiety
 grief and loss
 substance misuse
 risk taking behaviours
 conflict in the workplace
 student welfare
Program types (method of intervention):
 Support groups
 Psychoeducational groups
Unit Outline: BESC3091 – Project 2 8
Last updated: Trimester 2 2018
 Therapeutic groups
 Building community vegetable gardens
 Mentor programs
Students are encouraged to think beyond this list and be creative.
Students will construct a clear thesis statement that will inform the topic and direction of
the literature review. Students will locate peer reviewed journal articles of relevance to the
topic using library databases. In their literature review, students are expected to have also
researched ‘grey’ literature on their topic (websites, consumer forums, reports, newspaper
articles, fact sheets, budgets, annual reports and / or advertising/marketing material – as
appropriate).
As students critically read through the material on their chosen issue and target
community they will identify the problems, needs and requirements of the chosen group.
Students are expected to demonstrate clear relationships between broader themes and
patterns that are present in the literature relevant to the topic, and weave analysis and
critique throughout the review.
Students will need to critically evaluate the type of program/s that works best with the
target population and the nature of the issue identified. For example, what kinds of
interventions work for postnatal depression? How might these evidence-based
interventions be adapted to work well with women living in remote communities? If
there is little literature on the efficacy of an intervention program, critically reflect on
what variables may come into play to ensure an intervention is effective?
Your literature review must contain the following elements:
 An introduction that clearly outlines your chosen topic and aims of the literature
review. It will include a thesis statement and a clear indication of what direction
the literature review will take
 A brief definition of your topic and it’s parameters
 A brief description of the databases searched and the keywords used in the
literature review
 A critical analysis of what the literature (academic and grey literature) reveals with
respect to social and / or psychological impacts of the issue, and the needs
emanating from the impact of the issue for your chosen target population
 A critical evaluation of the methods used in intervention programs that seek to
address the issue
 A recommended intervention program to address the target group’s needs, based
on the findings of your literature review
 A conclusion that summarises the aims of the literature review, the needs of the
target group and critical evaluation of the methods used in intervention programs
Unit Outline: BESC3091 – Project 2 9
Last updated: Trimester 2 2018
Marking Criteria: Literature Review
Not Satisfactory
Satisfactory
Good
Very good
Outstanding
Content
1. An introduction that includes a thesis statement and a
clear indication of what direction the literature review will
take
2. A brief definition of your topic and it’s parameters
3. A brief description of the databases searched and the
keywords used in the literature review
4. A critical analysis of what the literature (academic and grey
literature) reveals with respect to social and / or
psychological impacts of the issue, and the needs
emanating from the impact of the issue for the chosen
target population
5. A critical evaluation of the methods used in intervention
programs that seek to address the issue
6. A recommended intervention program to address the
target group’s needs, based on the findings of your
literature review
7. A conclusion that summarises the aims of the literature
review, the needs of the target group and critical
evaluation of the methods used in intervention programs
Structure, Presentation and Referencing
1. Main ideas clearly and logically presented
2. Relevant research and scholarship literature used
appropriately to support claims
3. Presentation guidelines followed as specified in the
learning support website (https://sls.navitasprofessional.edu.au/presentation-guidelines-apa-style)
and
third person writing style is applied where required
4. Academic writing style is used, including correct spelling,
grammar and punctuation
5. In-text referencing and reference list follows APA
referencing style (6th ed.) as set out in the APA website:
http://www.apastyle.org/
6. Word count is within + or – 10% of requirement No Yes
Total mark:
Weighted scale:

Unit Outline: BESC3091 – Project 2 11
Last updated: Trimester 2 2018
Assignment 2: Project Proposal
Assignment Type Weighting Word Count Due Date
Project Proposal 40% 2000 words Week 10
Purpose:
Students will write a project proposal (professional report) that outlines the development
of a program to meet the needs of the target group identified in Assignment 1.
Process:
Students will write a plan for your project in the form of a professional report.
The Student Learning Support website has useful information on Project assignments,
this will aid the writing of a professional report.
Headings for your project plan might include the following:
Introduction
Background literature (Reference to the main points in your literature review
highlighting target group need/s, and critical evaluation of response to this need to
date).
Program objectives and rationale (what are your program’s key objective? Why
is a program like this needed? This will also include a proposed method of program
intervention (for example: a closed password protected online support group, along
with a rationale as to why you have chosen this particular method of intervention)
Program content (this may include topics covered in psychoeducational groups /
parameters of online support groups). In your report, reference the literature as to
why you are considering this content / these parameters. Brief details of program
content may be put into an appendix (Appendices are not included in the word
count).
Program resources (what resources are required to make this program run?)
Budgeting and funding (Provide a table in your report that costs out the
resources you need to run the program. How might you fund such a program?
Consider community grants / price points for participants / crowd funding and
provide a rationale for this type of fund raising)
Program evaluation (How will you know if your program is a success? What
criteria is success judged by? How will you evaluate your program? Provide a
rationale for this type of evaluation)
Conclusion
Reference List
Unit Outline: BESC3091 – Project 2 12
Last updated: Trimester 2 2018
Marking Criteria: Project Proposal
Not Satisfactory
Satisfactory
Good
Very good
Outstanding
Content
1. Quality of introduction
2. Appropriate links to literature and theory
3. Program overview, objectives and rationale clearly
articulated, and linked appropriately to the target group
identified
4. Content and relevant parameters of program outlined and
justified according to the relevant literature
5. Program method clearly rationalised and articulated
6. Program resources and funding requirements accurately
identified by use of a simple budget
7. The evaluation of the program is analysed with reference
to relevant literature
8. Appropriate conclusion
Structure, Presentation and Referencing
1. Main ideas clearly and logically presented
2. Relevant research and scholarship literature used
appropriately to support claims
3. Presentation guidelines followed as specified in the
learning support website (https://sls.navitasprofessional.edu.au/presentation-guidelines-apa-style)
and
third person writing style is applied where required
4. Academic writing style is used, including correct spelling,
grammar and punctuation
5. In-text referencing and reference list follows APA
referencing style (6th ed.) as set out in the APA website:
http://www.apastyle.org/
6. Word count is within + or – 10% of requirement No Yes
Total mark:
Weighted scale:
Grade:
/100
/40
Unit Outline: BESC3091 – Project 2 13
Last updated: Trimester 2 2018
Comments:
Unit Outline: BESC3091 – Project 2 14
Last updated: Trimester 2 2018
Assignment 3: Project Presentation
Assignment Type Weighting Word Count Due Date
Project
Presentation
20% 10 minutes for
presentations
(On campus)
Online facilitation
of discussion
(Online students)
Submission for
marking uploaded
in Week 11
Presentations /
online facilitation
Weeks 11 and 12.
Purpose:
Students will demonstrate a high level of communication skills to communicate the aims,
objectives, rationale, potential outcomes and overall value of the program to their
classroom audience.
Process:
Students will present their project proposal (on-campus or online) using a format
appropriate to their project. Examples of project presentations formats might be:
Short PowerPoint slide show
Online poster presentation
Brief podcast (online students only)
On campus students will orally present a brief overview of their proposed project,
including the aims, objectives, rationale, potential outcomes and overall value of the
program. This will be accompanied by an online poster presentation or a short
PowerPoint slide for visual impact. Submissions for marking are uploaded into the portal
by Week 11. Presentations will occur during Weeks 11 and 12.
Online students will upload either a PowerPoint, online poster or brief podcast of their
project in the forum space provided in Week 11. Submissions for marking are also
uploaded into the portal by Week 11.
Online students will facilitate and participate in online discussions during Weeks 11 and
12. Online students need to comment on and ask questions for at least another two
presentations. Students are to answer and facilitate discussion around questions asked
of their presentation.
Unit Outline: BESC3091 – Project 2 15
Last updated: Trimester 2 2018
Marking Criteria: Project Presentation (Colloquium)
Not Satisfactory
Satisfactory
Good
Very good
Outstanding
Content
1. High level of presentation skills demonstrated
2. Effective communication of the objectives, rationale,
potential outcomes and overall value of the program
3. Format of presentation contextually appropriate
4. Quality of student’s presentation, including time keeping
elements (On campus students only)
5. Quality of student’s responses to online discussion relating
to their own projects and ask question of at least two other
projects (On line students only)
Total mark:
Weighted scale:
Grade:
/100
/20
Comments:
Unit Outline: BESC3091 – Project 2 16
Last updated: Trimester 2 2018
Assignment support and information
Important and valuable information about completing your assignments can be found in
the following places:
How to guides – to search press Ctrl F on the page and type what you are looking
for:
o https://my.navitas-professional.edu.au/howto/
Student learning support:
o http://sls.navitas-professional.edu.au/college/acap
Assessment information:
o http://www.acap.edu.au/current-students/managing-mycourse/assessment-information/
Student Administration:
o http://www.acap.edu.au/current-students/student-services/studentadministration/
All assignments are to be submitted online through the online classroom for this unit.
You can find more information on the assignment process on the ‘Assessment
Information’ section of the ‘Current Students’ part of the ACAP website.
AccessAbility is a service for students who have a disability or long term health
problems., further details can be found at the following link:
http://www.acap.edu.au/current-students/student-services/accessability-disabilityservice/
An assignment review service called Smarthinking is available to students in many
Diploma, Bachelor and Post Graduate units. Check your class space for the link or go to
the SLS website for more information: http://sls.navitasprofessional.edu.au/smarthinking-0
How to apply for an extension:
Extensions may be granted to students who have unforeseen circumstances. The policy
and process for student extensions can be found here:
https://www.acap.edu.au/assets/Uploads/Assessment-Policy-and-Procedure-NPI-00-
91-11P.pdf
Students can request a one week extension from their academic teacher in the case of
unforeseen circumstances. Longer extensions may be requested via the program delivery
team in your state.

My client EV is an eight-year-old boy from Guatemala.

My client EV is an eight-year-old boy from Guatemala. He was referred to me due to his lack of the English language and his low academic skills which causes him a lot of frustration in the classroom. I am social worker and turn in public school 130 in Brooklyn New York. Working with EV I have learned that both EV and his mother are victims of domestic violence. EV has expressed his fear of the mother’s boyfriend, which causes him not to get a good nights rest.

EV- “he hit me!”

SW- “who hit you?”

EV- “M”

SW- “who is M?”

EV- “ my mom boyfriend!”

1. The first part of your assignment is to provide a brief summary/ vignette of a client (individual or family) you have recently met with in your field placement (i.e. who is your client or clients…age, race/ethnicity, gender, etc). Please include in this section the presenting problem/concern and reason for referral to your agency (with name of agency). PLEASE REMEMBER TO USE ONLY PSUEDONYMS and to disguise personal information as needed to protect clients’ confidentiality. (1 page).

2. In the second part of your assignment, please detail how you prepared for your first session, and any impressions you might have had before your meeting. Following that, please share a small piece of verbatim process from your first session with this client (1 page).

3. For the final part of this assignment, I would like you to analyze your skills in engaging and assessing the client. Were there any assessment tools you used to learn about your client? If you did not use any assessment tools, what might you use if given the opportunity? Please discuss the areas you feel you did well in as well as those that are of concern to you. Please summarize at least two of the assigned readings related to ATTENDING OR TUNING IN (i.e. Chpt 2 of Kirst Ashman or Chp 3 of Shulman) and discuss how it relates to your personal reflection. (2 pages)

REQUIRED BOOKS:

Kirst-Ashman, K. & Hull, G. H. (2018). Chapter 2: Practice skills for working with
​individuals (pp. 59-101). Understanding generalist practice (8th ed.).
Stamford, CT: CENGAGE Learning.

Shulman, L. (2016). Chapter 3: The Preliminary phase of work (pp. 74-107). The skills of
helping individuals, families, groups, and communities (8thed.). Boston, MA:

My client EV is an eight-year-old boy from Guatemala. He was referred to me due to his lack of the English language and his low academic skills which causes him a lot of frustration in the classroom.

My client EV is an eight-year-old boy from Guatemala. He was referred to me due to his lack of the English language and his low academic skills which causes him a lot of frustration in the classroom. I am social worker and turn in public school 130 in Brooklyn New York. Working with EV I have learned that both EV and his mother are victims of domestic violence. EV has expressed his fear of the mother’s boyfriend, which causes him not to get a good nights rest.

EV- “he hit me!”

SW- “who hit you?”

EV- “M”

SW- “who is M?”

EV- “ my mom boyfriend!”

1. The first part of your assignment is to provide a brief summary/ vignette of a client (individual or family) you have recently met with in your field placement (i.e. who is your client or clients…age, race/ethnicity, gender, etc). Please include in this section the presenting problem/concern and reason for referral to your agency (with name of agency). PLEASE REMEMBER TO USE ONLY PSUEDONYMS and to disguise personal information as needed to protect clients’ confidentiality. (1 page).

2. In the second part of your assignment, please detail how you prepared for your first session, and any impressions you might have had before your meeting. Following that, please share a small piece of verbatim process from your first session with this client (1 page).

3. For the final part of this assignment, I would like you to analyze your skills in engaging and assessing the client. Were there any assessment tools you used to learn about your client? If you did not use any assessment tools, what might you use if given the opportunity? Please discuss the areas you feel you did well in as well as those that are of concern to you. Please summarize at least two of the assigned readings related to ATTENDING OR TUNING IN (i.e. Chpt 2 of Kirst Ashman or Chp 3 of Shulman) and discuss how it relates to your personal reflection. (2 pages)

REQUIRED BOOKS:

Kirst-Ashman, K. & Hull, G. H. (2018). Chapter 2: Practice skills for working with
​individuals (pp. 59-101). Understanding generalist practice (8th ed.).
Stamford, CT: CENGAGE Learning.

Shulman, L. (2016). Chapter 3: The Preliminary phase of work (pp. 74-107). The skills of
helping individuals, families, groups, and communities (8thed.). Boston, MA:

Discrete Optimisation

Topic: Discrete Optimization

The well-known capacitated vehicle routing problem (CVRP) and its numerous variations have been widely studied by the OR community for decades. The variants, including but not limited to the incorporations of time windows, multiple depots, a mix of pickups and deliveries, and different or multiple objective functions, also take a substantial part in the “Rich Vehicle Routing Problem” family.

Recently, the branch-price-cut (or branch-cut-price) method has been proposed to efficiently solve several variations of CVRPs. Your task is to conduct a literature review of the branch-price-cut method proposed in the existing literature for solving CVRPs. Limit your scope to only two CVRP variants of your choice. In your report, you are to:
1. For each selected problem, identify and describe the model formulation (master and pricing), the pricing algorithm, and other key components (such as cuts, cut generation, and branching) of the branch-price-cut method. (35%)
2. Between the two branch-price-cut methods, analyze and discuss the similarities and differences of the models, algorithms, and the components of the methods. (15%)
3. For each selected problem, show your understandings of the solution method by providing sufficient numerical examples to illustrate how the method and algorithm are applied in each step/component as described in (1). (50%)

The aim of the report is primarily to achieve the following objectives:
• producing an independent, systematic, and clear treatment of a given topic
• Independently analyze specific issues
• conducting a ​literature search on a chosen topic
• Independently acquire and use study of relevant literature, including the ability to evaluate and summarize central elements found in a larger context.