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This assignment has two parts. You will be creating both written educational materials and an oral presentation to educate a simulated patient about a specific medication. The aim is to equip the patient with a clear understanding of what, how, when, and why he/she is taking the prescribed medication, considering absorption and elimination factors, while also addressing safety and storage considerations.

Informatics professionals play a vital role in designing and implementing healthcare technologies that directly impact patient outcomes. Additionally, informatics professionals contribute to improving health literacy by creating tools and systems that empower patients to make informed decisions about their health. This assignment allows you to develop educational material and oral presentations that are clear, concise, and engaging, contributing to the development of user-friendly health information systems.

Instructions

First, choose one medication from Chapters 17-22 of the Colbert, James, and Katrancha textbook. Then, research to gather information about the selected medication. Within both the educational material and oral presentation, you must include at least 3 references (credible websites or scholarly articles published within the last five years) in addition to the course textbook and the Bible. Any references you use should be included in both the educational material and oral presentation.

Educational Material

For the first portion of this assignment, you will develop educational material (e.g., pamphlet, infographic) for the patient, incorporating information on medication purpose, recommended dosage, administration instructions, side effects, interactions, and safety and storage considerations.

Integrate visuals into the educational material, ensuring they enhance understanding without overwhelming the patient. The education material should focus on one medication and be one page. Provide APA citations for any sources you reference. References should be included at the bottom or on a separate sheet in APA format.

Oral Presentation

Develop an oral presentation audio recording for the mock patient with a maximum length of 3 minutes. You will need access to an audio recording device that will generate an mp3 file for submission. You can use an app on your phone or an online tool. As you speak, ensure that the volume and inflections of your voice fluctuate in order to maintain audience interest and to emphasize your main points.

Begin with an introduction, stating the purpose of the medication and its relevance to the patient’s health. Cover key aspects: what the medication is, how it should be taken, when to take it, and why it has been prescribed. Emphasize safety considerations, including potential side effects and adverse reactions. Prioritize critical details while ensuring the patient leaves with a clear understanding of his/her medication regimen. Discuss factors related to absorption and elimination that may impact medication efficacy. In the conclusion, summarize key points and express the importance of medication adherence. Reiterate the availability of medical support for any further questions or concerns.

Be sure to verbally acknowledge the references you pull from within the content of your presentation. These will serve as your citations for the purposes of the oral presentation.

Submit the recorded audio presentation file and the educational material as separate files.

Assignment Multimedia Format Options

You have the option to choose between different multimedia formats to complete your patient education infographic/pamphlet and your oral presentation. Below are the recommended options:

1. Patient Education Infographic/Pamphlet: Utilize PowerPoint or Word to create educational materials. Ensure your design effectively communicates the required content and adheres to the specified guidelines.

2. Audio Recording: You can create an oral presentation using any preferred audio recording resources. Examples include Windows Voice Recorder, QuickTime, Screencastify, ScreenPal, Kaltura, or other recording software of your choice. Refer to the links provided as assignment resources in the assignment page in Canvas for tutorials on how to use many of these recommended recording resources. Ensure your video effectively communicates the required content and follows any specified guidelines.

Whichever format you choose, please ensure that your submission meets all outlined requirements.

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

INFO 310

Analyzing Medication Administration Workflows and Optimization Assignment Instructions

Overview

You are a healthcare informatics consultant assigned to a medium-sized urban hospital with a diverse patient population. The hospital has recently experienced challenges related to medication administration, leading to delays and errors. Your task is to analyze the existing workflows and propose informatics solutions to optimize the medication administration process.

In this assignment, you will delve into the intricacies of healthcare workflows related to medication administration. By critically analyzing a provided case scenario, you will identify challenges and areas for improvement within the existing workflows. The primary focus will be on proposing informatics solutions to enhance efficiency, safety, and overall optimization of medication administration processes.

Instructions

You will analyze the a case scenario using pharmacology and informatics materials to analyze, identify, and propose solutions to optimize the medication administration process. The case you will review can be found within the Analyzing Medication Administration Workflows and Optimization Case Scenario document as found as a resource within the assignment in Canvas.

Identify three challenges and/or areas for improvement. Based on these findings, propose at least three informatics solutions to enhance efficiency, safety, and overall optimization of medication administration processes. Each solution you provide should be supported by relevant literature.

You will write a 2,000-word paper in current APA format on your analysis. The title page and the references do not count towards the 2,000-word count requirement.

The paper must include at least 7 references (scholarly articles published within the last five years) in addition to the course textbook and the Bible. Each reference must have at least one citation in APA format.

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

The goal of this assignment is to thoughtfully engage with James K. A. Smith’s book, You Are What You Love: The Spiritual Power of Habit. All of the assignment questions will require you to draw directly from the text, and many questions will expect you to integrate your own experiences and/or perceptions of Smith’s argument.
Read chapters 1-4 and chapter 7 of James K. A. Smith, You Are What You Love: The Spiritual Power of Habit Download the guided question worksheet Download guided question worksheet and respond to the following questions (in the worksheet): What is the author’s main purpose in writing this book? (minimum 50 words) What is the key question/problem/issue the author is addressing? (50 words) What solution does the author offer in response to this problem? (50 words) Identify at least two quotes that stood out to you in the reading. Include them below and explain in your own words why you found them moving and/or important. (minimum 100 words) How has your perception of the Christian discipleship been expanded, challenged, or affirmed by this text? (minimum 100 words) How has your perception of church been expanded, challenged, or affirmed by this text? (minimum 100 words) Smith identifies how, as humans, we are creatures of habit. What is the role of habit and re-habituation in the Christian life? How did this idea challenge or encourage you? (minimum 100 words) After reading this book, what are your recommendations for how churches can more faithfully form disciples of Jesus? (minimum 150 words) Please keep the following in mind for your response: You should not consult any additional/outside materials in the completion of this worksheet (i.e., book reviews, Google, A.I., etc.). Everything you need to know for the responses below can be found directly in the text.

Create an annotated bibliography related to your clinical practice ( Diabetes Mellitus) and should include:

A brief overview of each article, including the research type, major findings, and conclusions following the current APA style for annotated bibliographies.
A description of the relevance of each article for clinical practice.

Submission Instructions:

The bibliography should be original and logically organized.
The bibliography should follow the current APA format for citing and documenting references.
The bibliography should be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
Incorporate a minimum of 6 current (published within the last five years) references from peer-reviewed journals.
PLEASE USE THE ATTACHED DOCUMENT ( place in APA format)

References for Annotated bibliography

Barrea, L., Verde, L., Colao, A., & Savastano, S. (2025). Medical nutrition therapy for the management of type 2 diabetes mellitus. Nature Reviews Endocrinology, 21, 769–782. https://doi.org/10.1038/s41574-025-01161-5

Bloomgarden, Z. T. (2023). A diabetes update. Journal of Diabetes, 15(7), 542–544. https://doi.org/10.1111/1753-0407.13434

Klisic, A., & Tzeng, I.-S. (2023). New trends in type 2 diabetes diagnosis and management in primary care. Frontiers in Medicine, 10, 1243319. https://doi.org/10.3389/fmed.2023.1243319

Nishida, Y., & Watada, H. (2024). The up-to-date treatment for diabetes and prevention of its complications. Juntendo Medical Journal, 70(6), 400–407. https://doi.org/10.14789/ejmj.JMJ24-0030-R

Rodríguez-Saldaña, J., et al. (2024). A critical review on diabetes mellitus type 1 and type 2 management approaches: From lifestyle modification to current and novel therapeutic targets. Frontiers in Endocrinology, 15, 1440456. https://doi.org/10.3389/fendo.2024.1440456

Umpierrez, G. E., et al. (2023). Effectiveness of continuous glucose monitoring on glycemic control in type 2 diabetes: A systematic review and meta-analysis. The Journal of Clinical Endocrinology & Metabolism. https://doi.org/10.1210/clinem/dgad652

Assignment 1 NUR 650 CL

For this week’s reflection, briefly discuss your understanding of group psychotherapy techniques and the role of the PMHNP as a group facilitator.

Please address the following in a summary format

1. What is the purpose of group psychotherapy?

2. What are 2-3 group techniques that can support client engagement and growth?

3. What is the PMHNP’s role in maintaining group safety, structure, and therapeutic communication?

4. How can you apply these techniques in future clinical practice?

Your reflection should be concise, organized, and professionally written. Use examples from course content or clinical practice when approprate.

Assignment 2

NUR 650

End-of-Course Reflection Assignment Purpose: This assignment is designed to promote self-reflection, critical thinking, and professional growth as a Psychiatric Mental Health Nurse Practitioner (PMHNP) student. Reflection supports the integration of clinical knowledge, evidence-based practice, and therapeutic skills essential for advanced nursing practice.

Instructions: At the end of the course, submit a one-page reflective paper (APA format) addressing the following:

• Knowledge Integration:
 Briefly describe how your understanding of group psychotherapy, group dynamics, and theoretical models has developed throughout this course.

• Clinical Application:
 Explain how you have applied or plan to apply evidence-based practices in group or family mental health settings.

• Professional Growth: 
 Reflect on your development in therapeutic communication, collaboration, and clinical decision-making. Identify one strength and one area for improvement.

• Future Practice:
 Discuss how this course will influence your role as a future PMHNP and identify one professional goal moving forward.

Requirements: • Length: 1 page (excluding title and reference page) • Format: APA 7th edition • References: Include at least 1 scholarly reference • Writing Style: Scholarly, clear, and concise (first person is acceptable)

Evaluation Criteria: • Demonstrates reflection and critical thinking • Integrates course concepts and evidence-based practice • Clear, organized, and professional writing • Relevance to future PMHNP practice

Assignment 3

Jordan is a 16-year-old high school student who presents to the clinic for evaluation due to declining academic performance and difficulty concentrating in school. Jordan reports that their grades have progressively worsened over the past semester, and teachers have noted increased distraction and withdrawal during class. During the clinical interview, Jordan reports experiencing significant stress at home. Jordan recently disclosed to their parents that they identify as gay. Since this disclosure, Jordan reports frequent arguments between their parents regarding their sexual orientation. Jordan describes feeling like “the cause of the conflict” and reports feeling guilty, anxious, and emotionally overwhelmed when the arguments occur.

Jordan states that their parents sometimes drink alcohol in the evenings, and the arguments appear to intensify when alcohol is involved. Jordan believes that their father drinks more heavily but cannot clearly quantify the amount of alcohol consumed by either parent. Jordan also reports experiencing feelings of isolation at school, noting that only a few friends know about their sexual orientation. Jordan denies suicidal ideation but admits feeling sad, stressed, and distracted, which has affected their ability to focus on schoolwork. Jordan has not previously received mental health counseling and reports uncertainty about how to talk to their parents about the impact of their conflict. Jordan expresses interest in finding support but is unsure where to begin.

Your initial post should be at least 500 words, formatted and cited in current APA style.

Discussion Questions Based on the case scenario above, answer the following questions:

1. Assessment Priorities What information would be most critical for the clinician or group therapy leader to collect during the initial assessment with this adolescent? Consider areas such as mental health history, family dynamics, substance use within the household, and potential risk factors. 2. Group Treatment Goals What would be the primary goal of group treatment for this adolescent and their family situation based on best practices in group therapy and LGBTQ+ affirming care? 3. Harm Reduction Strategies Identify harm reduction strategies that could support Jordan’s mental health and well- being while navigating family conflict and stress. 4. Community Support Resources Identify your city and locate three community support groups or organizations that provide services for LGBTQ+ youth or families. For each agency, include: • Name of the organization • Type of support offered (e.g., peer support groups, counseling, family education) • Rationale for why the agency would promote positive mental health outcomes for

this patient 5. Role of the PMHNP Discuss how a Psychiatric Mental Health Nurse Practitioner (PMHNP) can advocate for inclusive, culturally competent care when treating LGBTQ+ adolescents experiencing family conflict and psychosocial stressors.

To Prepare

· Refer to the “Population-Focused Nurse Practitioner Competencies” in the Learning Resources, and consider the quality measures or indicators advanced practice nurses must possess in your specialty.

· Refer to your “Clinical Skills Self-Assessment Form” you submitted in Week 1 and consider your strengths and opportunities for improvement.

· Refer to your Patient Log in Meditrek; consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.

In 450–500 words, address the following:

Learning From Experiences

· Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.

· Reflect on the 3 most challenging patients you encountered during the practicum experience. What was most challenging about each?

· What did you learn from this experience?

· What resources were available?

· What evidence-based practice did you use for the patients?

· What would you do differently?

· How are you managing patient flow and volume? How can you apply your growing skillset to be a social change agent within your community?

Communicating and Feedback

· Reflect on how you might improve your skills and knowledge and how to communicate those efforts to your Preceptor.

· Answer these questions: How am I doing? What is missing?

· Reflect on the formal and informal feedback you received from your Preceptor.

By Day 7

Submit your Journal.

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.

1. To submit your completed assignment, save your Assignment as WK11Assgn_LastName_Firstinitial

2. Then, click on Start Assignment near the top of the page.

3. Next, click on Upload File and select Submit Assignment for review.

Rubric

PRAC_6675_Week11_Assignment_Rubric

ARCH1000 Assignment 1 Brief: Architectural Appreciation

Weighting: 20%
Duration: 3 weeks
Submission Location:  Moodle (Turnitin – Similarity Report available)
Late Penalty: 5 percentage points per day

Assessment Details

You will produce drawings and text articulating a human being’s appreciation of a building. The assignment includes 3 tasks, each comprising text and accompanying sketches.

Purpose

The assignment develops your knowledge of historical design ideas and communication skills corresponding to the course learning outcomes below. It aims to give an appreciation of the implications of past movements, practitioners, and projects for current challenges.

Learning Outcomes Assessed

• CLO1 : Demonstrate foundational architectural enquiry skills through research, interpretation and reflection.
• CLO2 : Analyse the ideas, themes and theories relevant to the history of Western architecture
• CLO3 : Communicate historical architectural concepts, principles, strategies and themes through sketches and text.

Acceptable Use of Artificial Intelligence (AI) in Assessment

You may use standard editing and referencing software, but not generative AI. Examples of software permitted – Microsoft Office suite, Grammarly.

If the use of generative AI such as ChatGPT is detected, it will be regarded as serious academic misconduct and subject to the standard penalties, which may include 0 fail for the assessment.

Assessment Requirements

It is expected that you work on 1 task per week. Each is worth 1/3 of the assignment.

Sketches are to be made free hand.

Word limits: 100 words/task. Annotations on sketches do not contribute to the word count.

Page limits: 2 sheets of A3 paper/task.

Footnotes and a bibliography are not required for this assignment.

Task 1: The Art Gallery of NSW (Vernon, Sydney, 1904-6)

This task is to be shown to your tutor in Week 2.

You could start work on the task before the tutorial in week 1, as then you can ask your tutor questions.

The task concerns The Art Gallery of NSW. The part of the building that you will be studying is made of sandstone. It was designed in the early 20th century by the architect Vernon.

On 2 sheets of A3 paper, produce sketches of the exterior of The Art Gallery of NSW with annotations.

You may address some of the following issues:

a) The overall composition of the old part of the building. Study the relationship of the main west facing front (with the Ionic portico) to the side front, facing to the south. Note how the classical orders are deployed on these two fronts.

b) On the south front, consider the disposition of columns and their connection to the walls. Also note the strong base of the building, and the manner in which its robust character seems to belong to the earth. The refined columns rise from this base.

c) When examining the main front, study the composition from various viewpoints. When approaching the building along the footpath beside the street, note the shifting relationship between the portico and the overall façade. Also stand back in the park to look straight to the portico.

d) Focus on the portico. It can be valued as a welcoming gesture, indeed, a gift to the city. One does not have to enter the building to recognise this statement of civility. It tells people that there is a place to pause in the shade.

e) Study a single classical column of the portico. Make detailed sketches of the base, flutes, capital and entablature. Label these, and additional parts of the order. (It is an Ionic order). Watkin’s chapter on Greece includes an important diagram of the orders, where the different parts are labelled. You need to relate this diagram to the actual portico on the Art Gallery. In your sketches, also attempt to represent the play of daylight on the order.

Reference (essential)

Watkin, A History of Western Architecture (6^th ed.) London: Laurence King, 2015. (Earlier editions can be used, as they include the basic chapter on Greek architecture).

Readings from Watkin book: It is best to read a chapter quickly. If you find this difficult, you may focus on certain pages of Chapter 2. These include: Hellenic Culture 23-26; The Rise of Ionic 3140’ The Second Century BC- Sacred and Secular building 47-49; Town planning 49-52;

This text will assist you in writing comments to complement the sketches for your drawing.

References (not essential)

i. Summerson, The Classical Language of Architecture, London: Thames and Hudson, 1980
ii. Rykwert on the origins of the orders, in his book, The Dancing Column: on Order in Architecture. Cambridge Mass.: MIT Press, 1998

Task 2: Rome – The Arch of Constantine

This task is to be shown to your tutor in Week 2.

On 2 sheets of A3 paper, produce general and detailed sketches of the Arch of Constantine in Rome with annotations. Analyse the relationship of the piers and arches to the attached columns. Consider the interlocking of parts. A brief text is to be added to the drawings. Your comments should be based on reading Watkin’s chapters on both Greek and Roman architecture. You will need to address the ways in which the Roman wall system (which can include the articulation of piers and arches) accommodates the Greek conception of columnar orders.

Reference (essential)

Watkin, A History of Western Architecture (6^th ed.) London: Laurence King, 2015. (Earlier editions can be used, as they include the basic chapter on Roman architecture).

Readings from Watkin book, The Rise of Rome 57-59 – From there on there are single pages with explanation about important temples / public buildings around Rome 60, 63-64, 65, 71; Hadrian’s Villa 74-75; Pantheon 76; Temple of Venus 78-79; Rome Town Planning 83-85; and The Arch of

Constantine 87

Task 3: Alberti’s San Andrea  

This task is to be shown to your tutor in Week 3.

On 2 sheets of A3 paper, combine sketches and texts to analyse the exterior and interior of Alberti’s San Andrea. With regard to the exterior, draw both the Arch of Constantine (which we considered earlier) and the main front of the Alberti building. Explore similarities and differences between the two structures. Also, examine the relationship between the exterior and interior of San Andrea.

Reference (essential)

Watkin, A History of Western Architecture (6^th ed.) London: Laurence King, 2015. Chapter on the Renaissance

References (not essential)

Wittkower, Architectural Principles in the Age of Humanism, first published 1948.

Watkin, A History of Western Architecture (6^th ed.) London: Laurence King, 2015. Chapter of the Renaissance

Wittkower, Architectural Principles in the Age of Humanism, first published 1948.

Rykwert, N. Leach and R. Tavernor, On Alberti and the Art of Building, 1998.

Feedback Strategy

Initial feedback is provided in tutorials. Feedback for the completed assignment will be given within 2 weeks of submission in the form of rubric ratings and written comments, accessed in Moodle.

If you are concerned about progress and unsure about continuing the course, please contact your tutor and ask for early feedback.

The aim of the tutorials is for your tutor to provide general comments each week on drawings for tasks leading to the assignment in class.

Criteria for Success

The assignment is assessed on the following criteria:

• Analysis and Interpretation (70%)
• Visual Communication (30%)

ARCH1000 Assignment 1 Ru

SWK356 Tutor-Marked Assignment

 

Question 1 (30 Marks)

Using only ONE (1) of the three health conditions in case examples below, answer all the questions.

• Amir, 7 years old, recently received a diagnosis of epilepsy after experiencing multiple seizure episodes at home and school. He attends a mainstream primary school and lives with his parents and a 10-month-old sibling in an HDB flat. Both parents are currently working full-time.
• Mdm Lakshmi, 45 years old, employed on a renewable contract role as an administrative assistant, recently received a diagnosis of Stage 3 cervical cancer following routine health screening. She is married with three school-aged children (7, 10, 12 years old) and resides in a 4-room HDB flat. Husband works as a PHV driver. He is unable to work long hours due to health conditions.
• Mr Ong, 78 years old, recently received a diagnosis of early-stage Alzheimer’s disease following specialist assessment. He lives alone in a 2-room rental flat. He has a 55-year-old daughter (widowed) who lives separately. She is not working and is the primary caregiver to her two grandchildren (3 and 5 years old).

(a) Through literature search, describe and illustrate the incidence of the condition that you have chosen and the trajectory of the disease in your local context. (10 marks)

(b) Using the Biopsychosocial-Spiritual (BPS-S) model, appraise the impact of the health condition on the individual and his/her family. (20 marks)

Question 2 (30 Marks)

Mdm Salmah, aged 79, comes from a traditional Malay Muslim background that values family unity, filial responsibility, modesty, and spiritual acceptance. She was recently admitted to the hospital after experiencing recurrent shortness of breath, dizziness, and reduced appetite.

Following clinical assessment and investigations, the medical team diagnosed her with Stage IV chronic kidney disease (CKD), with significantly reduced renal function. They have recommended initiating dialysis as part of a long-term management plan to stabilise her condition and potentially extend her life expectancy.

During a recent care round, however, Mdm Salmah stated clearly that she does not want to undergo dialysis, expressing that she has “lived a full life” and prefers to focus on comfort, prayer, and time at home rather than participate in what she perceives to be burdensome medical procedures.

She specifically requests that the healthcare team not inform her adult children about the full extent of her diagnosis and prognosis, stating: “I do not want them to worry or sacrifice their own lives because of me. Let me carry this quietly. This is my choice.”

Her eldest son, who has been attending appointments with her, becomes increasingly distressed as he notices her physical decline. He insists that the healthcare team fully disclose her medical condition and treatment options, arguing: “As her child, I am responsible for her. You must tell me. We need to know the truth so we can plan and protect her.”

There is no documented Advance Care Planning, Advance Medical Directive, Lasting Power of Attorney, or written record of prior preferences. However, Mdm Salmah communicates clearly, demonstrates consistent reasoning, and appears able to understand information related to her illness and its consequences.

(a) Using relevant Bioethical Principles and/or the SASW Social Work Code of Ethics, identify and discuss two ethical dilemmas that you may face in working with Mdm Salmah and her family. (10 marks)

(b) Apply Reamer’s Ethical Decision-Making Framework to propose a reasoned, defensible course of action that balances patient’s autonomy, cultural sensitivity, therapeutic alliance and the best possible care outcomes. (20 marks)

Question 3 (35 Marks)

Read the case study and answer all the questions.

Mr Tan Boon Huat, 58, a taxi driver, recently survived a mild myocardial infarction (heart attack) and was diagnosed with coronary artery disease (CAD). Although he was medically stabilised, he continues to experience fatigue, occasional chest tightness, and reduced exercise tolerance, especially on long driving shifts. He has been advised to make significant changes to his lifestyle, medication adherence, and follow-up care, including cardiac rehabilitation and regular monitoring.

Mr Tan has a 10-year history of hypertension and high cholesterol, with inconsistent medication adherence due to long work hours, irregular meals, and the pressure of being the family’s sole income earner. He tends to downplay the seriousness of his condition, expressing worry about taking time off work, and often says he “cannot afford to rest” because the family needs his income.

His wife, Mdm Lim, 52, works part-time as a school canteen assistant and earns a modest income. Their two children, aged 13 and 15, are both in secondary school. The younger child (13) has mild Intellectual Disability and requires more guidance with schoolwork, daily routines, and managing tasks independently, which places additional caregiving demands on the family.

The family lives in a 3-room HDB flat with limited extended family support. Since the heart attack, the household has been experiencing increased emotional tension, as family members struggle to adjust to new caregiving responsibilities, fears about relapse, and worries over financial stability.

(a) Using components of Rolland’s Family Systems Illness Framework, analyse patient’s possible responses and needs AND family’s possible responses and needs in relation to the illness. (20 marks)

(b) Using Bronfenbrenner’s Ecological Systems Perspective, develop a holistic multi-level social work intervention plan that integrates relevant healthcare and community resources. Your answer should propose suitable interventions across three (3) different ecological levels. (15 marks)

5 marks are awarded for grammar, organisation and referencing in APA 7 style. (5 marks)

SST102 Group-based Assignment

 

This assignment is worth 16% of the final mark for SST102 Human Factors and Systems Design.

The cut-off date for this assignment is 11 March 2026 (Wednesday), 23 55 hours (mark deduction will start at 12 noon on 12 March 2026).

This GBA covers materials studied from Study Units 2, 3 and 6. You should review these materials in your course textbook, unit notes and tutorial presentation material before beginning the assignment. In addition, you may find it necessary to perform additional research in order to provide better answers to the questions.

Warning on Plagiarism or Collusion

Plagiarism and collusion are forms of cheating and are not acceptable in any form of a student’s work, including this assignment. You can avoid plagiarism by giving appropriate references when you use some other people’s ideas, words or pictures (including diagrams). Refer to the American Psychological Association (APA) Manual if you need reminding about quoting and referencing. You can avoid collusion by ensuring that your submission is based on your own individual effort.

The electronic submission of your assignment will be screened through a plagiarism detecting software, Turnitin.

For more information about plagiarism and cheating, you should refer to the Student Handbook. SUSS takes a tough stance against plagiarism and collusion. Serious cases will normally result in the student being referred to SUSS’s Student Disciplinary Group. For other cases, significant marking penalties or expulsion from the course will be imposed.

Note on using ChatGPT or AI for your assignment

ChatGPT is a powerful tool that can assist you in generating content and exploring ideas. However, we strongly recommend that you do not rely solely on ChatGPT for your assignments for the following reasons.

Assignments are designed to enhance your understanding of your subject. Thinking through your course materials, seeing their relevance in real life applications, and applying them to solve problems will help you develop a deeper understanding and appreciation of the subject. By depending heavily on ChatGPT, you thus lose the opportunity to develop your critical thinking and problem-solving skills.

While ChatGPT can generate responses for you, it cannot understand the specific context of your assignment. This could result in irrelevant answers which will impact your grades negatively. Worse still, it could generate inaccurate responses or errors, which again will result in a lower grade for you. Lastly, you must maintain academic integrity throughout your educational journey. If you must use ChatGPT or other AI systems, be sure to verify the accuracy of the generated content and rephrase in your own words, before integrating it into your own work in a responsible manner. Note that Turnitin can detect both AI generated content and plagiarism, and you will be subject to the same penalties outlined above.

As part of your submission, declare how you have utilized AI tools in preparing your report. The declaration should cover the following points:

Non-Usage Declaration

If you did not use any AI tools, please explicitly state this in your declaration. Example: “I did not use any AI tools in preparing my answers for this exam. The work submitted is entirely my own.”

Usage Declaration

• AI Tools: Specify the AI tools or platforms you have used (e.g., ChatGPT, Grammarly, Copilot).
• Purpose: Describe the purpose for using these tools (e.g., generating ideas, checking grammar, coding assistance).
• Extent of Use: Explain the extent of using AI (e.g., occasional help, significant part of the process).
• Originality: Confirm that the final submission is your own work and that AI tools were used to support, not replace, your own efforts.

Note that Turnitin can detect AI generated content, and you will be subjected to the same penalties outlined under plagiarism.

Assignment Question (Total 100 marks)

Each member of your group is to carry out an assessment of one Singapore-based ride-hailing App for booking a standard car from a standard residential location to a standard destination in the city. Some typical examples you can use are Grab, Gojek, TADA, Ryde, etc.

The task for each App should be carried out and completed on a smartphone. The assessment should cover the design of the App and your entire task flow to meet your intended objective of using the App for your selected booking.

Note: You should start your task assessment after the sign-in stage (if any) and end just before the actual booking confirmation. You are not to include any comparison of prices between the different Apps in your discussion.

While your evaluation should largely be based on usability and human-computer interaction, you can also discuss your points based on cognitive ergonomics and display design principles. You are to identify and describe good design features and shortcomings of the App. Your group should collectively conclude which is the best App design and explain your choice. Show or highlight your points with screenshots or illustrations of the App screens/pages.

Qualifi Level 7 Unit DRM702 Assignment Brief 2026