The purpose of this assignment is to assess your ability to conduct a systematic and comprehensive head-to-toe physical assessment. This will help reinforce critical thinking, clinical reasoning, and documentation skills essential for nursing practice. By completing this assignment, you will demonstrate proficiency in assessing various body systems, identifying normal and abnormal findings, and effectively documenting your observations.

Instructions: Conduct a thorough physical assessment on a volunteer patient (e.g., friend, family member, or standardized patient). Ensure privacy, safety, and professionalism throughout the assessment. Use the following template to record your assessment findings: Head-to-Toe Physical Assessment Write-Up Template Ensure your documentation is clear, concise, and professional, using appropriate medical terminology. Include both normal and abnormal findings. If no abnormalities are present, state “within normal limits (WNL).”

Assignment Instructions

To complete this assignment, select a local, state, or federal policy that targets the form of oppression and discrimination you described in Week 2 (Executive Order 14096: Revitalizing Our Nation’s Commitment to Environmental Justice for All)

Then, complete the following:

Describe the purpose of a currently enacted policy that addresses the social justice problem for a chosen population, using scholarly literature for support.

Remember, this policy must be enacted—in other words, it must be passed legislation.

Describe the programs and services provided through the policy, using scholarly literature for support.

What are examples of the programs and services that are being offered as a result of your chosen policy?

Who is the target population for these programs and services?

Describe how the policy connects to the chosen social justice problem, using scholarly literature for support.

Connect the policy to the social justice problem you selected by giving a brief description of the problem. Is it a new problem, something that has recently arisen, or an old problem that has never been resolved?

Describe the historical issues and context that led to the creation of the social problem and policy development.

Include information about the voting outcomes for the policy and the legislative leaders who influenced the policy historically and in the present.

Include the impact these historical features have had on the policy’s implementation.

Guidelines

Use scholarly, peer-reviewed literature to support your claims.

Review the Policy Selection and Background rubric for information on how your work will be graded.

Remember that your instructor will be providing feedback on your assignments. Use that feedback to improve the content of your final assignment submission in Week 9, Policy Analysis and Recommendations.

Additional Requirements

The assignment you submit is expected to meet the following requirements:

 

Written communication: Written communication is free of errors that detract from the overall message.

APA formatting: Resources and citations are formatted according to current APA style and formatting standards.

Cited resources: A minimum of five scholarly sources. Most literature cited should be current, with publication dates within the past five years.

Length of paper: 4–6 typed, double-spaced pages.

Font and font size: Times New Roman, 12 point.

Review the following patient scenario and develop a teaching plan for the patient. This plan can be created in any format (ie. Video recording, Power Point, Patient handout, etc). The plan should be patient-focused and promote patient learning. The educational plan should address all prompts.

· Robert Cleeve is a 48-year-old male patient.

· He smokes 1PPD for the last 25 years.

· He has a BMI of 32.

· His father died of an MI at age 52.

· Robert is resistant to smoking cessation and encouragement to lose weight through improved diet and exercise. He tells the nurse practitioner that “I know heart attacks run in families. Losing weight and stopping smoking will not do me any good. My dad died when he was 52, you can’t change your genes.”

In your plan for education be sure to include:

· The difference between modifiable and non-modifiable risk factors. (Consider this “in general” related to disease and not just focused on cardiovascular.)

· Discuss the role of risk factor reduction as it relates to patients with a strong family history of chronic disease.

· Address all prompts: Rather than focusing on length, focus on adequately addressing each prompt. Use current literature and clinical knowledge where appropriate.

· Cite sources: You are expected to use reliable sources such as clinical guidelines, textbooks, or peer-reviewed articles. When using external references or evidence, please include citations in APA format.

· Professional tone: Your responses should be written in a professional and clinical tone, appropriate for advanced nursing care.

Assignment 2: Article Critique (Multiple Regression) Many weeks in this course follow a similar pattern. You begin the week by studying a statistical test. Next, you complete Assignment 1, applying that test using datasets that are provided in the context of a research question that you pose. As you master the skills related to the test, including how to run the test in SPSS, you engage with your peers in the Collaboration Lab. The final activity in most weeks, including this week, is an Article Critique, in which you search the Walden Library for research that applies the test you studied that week. The practice of quantitative research not only involves statistical calculations and formulas but also involves the understanding of statistical techniques related to real-world applications. You might not become a quantitative researcher nor use statistical methods in your profession but as a consumer, citizen, and scholar-practitioner, it will be important for you to become a critical consumer of research, which will empower you to read, interpret, and evaluate the strength of claims made in scholarly material and daily news. To prepare for this Assignment Review this week’s Learning Resources and media program related to multiple regression. BY DAY 7 For this Assignment, you will critically evaluate a scholarly article related to multiple regression. You will note that the journal article critique assignment is similar to those you did in the Quantitative Reasoning and Analysis course in weeks 9 and 10. You should not turn in the paper you submitted in the earlier course. Please note that SafeAssign will match your assignment to your submission(s) from the earlier course and it is not permissible to reuse work from previous courses without specific permission from your instructor. For this assignment you need to choose an article where the authors used multiple regression that you have not used before in a journal article critique assignment. Use proper APA format, citations, and referencing for your analysis, research question, and display of output.

Assignment 2: Article Critique

The practice of quantitative research not only involves statistical calculations and formulas but also involves the understanding of statistical techniques related to real-world applications. You might not become a quantitative researcher nor use statistical methods in your profession but as a consumer, citizen, and scholar-practitioner, it will be important for you to become a critical consumer of research, which will empower you to read, interpret, and evaluate the strength of claims made in scholarly material and daily news.

For this Assignment, you will critically evaluate a scholarly article related to ANCOVA.

To prepare

• Review the Article Critique Assignment Guide in the Walden Library, listed in the Week 2 Learning Resources.
• Search the Walden Library for a quantitative article that applies ANCOVA.

By Day 7

The Assignment

Write a 2- to 3-page critique of the research you found in the Walden Library that includes responses to the following prompts:

• Why did the authors select ANCOVA in the research?
• Do you think this test was the most appropriate choice? Why or why not?
• Did the authors display the results in a figure or table?
• Does the results table stand alone? In other words, are you able to interpret the study from it? Why or why not?

For your Final Project, you will complete a violent offender analysis related to a real-life criminal case of your choosing. You will choose a case from one of the following violent crime categories:

Sex Crime

Criminal Paraphilia

Intimate Partner Violence

Domestic Homicide

Mass Shooting

In addition to an Introduction section, Outcomes section, and a References section, your Final Project will consist of two content sections, “Offender Factors” and “Offender Psychological Characteristics,” which will be developed and submitted for grading and Instructor feedback throughout the course. Based on the feedback you receive, you will revise each of these sections and submit them as part of your 8- to 12-page Final Project assignment.

Select one of the following violent crime categories on which to focus for your Final Project:

Sex Crime

Criminal Paraphilia

Intimate Partner Violence

Domestic Homicide

Mass Shooting

Identify a real-life, recent (within the past 5 years) violent crime case in the category you selected that was committed by a single offender.

Conduct your own research online and/or in the Walden Library to identify 10 or more credible sources of information/evidence (e.g., court documents, documentaries, journal articles, news reports, etc.) about the case you selected.

Use the APA Course Paper Template (APA 7) found in the Learning Resources to complete your Final Project.

Assignment: 8–12 pages (not including title and references pages)

Address the following in your paper:

Introduction (1–2 pages)

Identify the category of violent crime and specific case you selected.

Provide a summary of the case, including a description of the violent crime committed by the offender, as well as the following:

Describe any red flags that may have been overlooked or ignored before the crime took place.

Describe if the crime was intentional or not.

Describe the perpetrator’s motivations for committing the crime.

Describe what may have triggered the criminal act (i.e., an impulsive reaction in the moment, a premeditated act of violence).

Provide statistical measurement data about similar crimes, including the typical characteristics of offenders of such a crime (e.g., race, age, gender, location of their crime, etc.).

Explain how the offender in the case you selected does and/or does not align with the statistically measured offender characteristics you provided.

Offender Factors (3–4 pages)

Note: This section of your Final Project corresponds to the Offender Factors (Final Project section) Assignment you submitted in Week 3. Your work here should reflect consideration of, and revision based on, the feedback you received from your Instructor.

Describe the behaviors related to biological factors that the offender displayed that may have contributed to their criminal behavior.

Describe the behaviors related to environmental factors that the offender displayed that may have contributed to their criminal behavior.

Describe the behaviors related to social factors that the offender displayed that may have contributed to their criminal behavior.

Offender Psychological Characteristics (3–4 pages)

Note: This section of your Final Project corresponds to the Offender Psychological Characteristics (Final Project section) Assignment you submitted in Week 5. Your work here should reflect consideration of, and revision based on, the feedback you received from your Instructor.

Describe which characteristics of psychopathy do and do not align with the offender and explain why.

Describe which characteristics of sociopathy do and do not align with the offender and explain why.

Describe which personality disorder(s) most closely align with the offender and explain why.

Note: More than one personality disorder may align with the offender.

Outcomes (1–2 pages)

Summarize the outcomes of the violent crime case you selected. Be sure to address:

The outcomes related to the victim(s) of the violent crime

The outcomes related to the offender of the violent crime (e.g., suicide, criminal sentence, reoffending, treatment, etc.)

References

Using proper APA format and style, cite 10 or more credible sources of information/evidence (e.g., court documents, documentaries, journal articles, news reports, etc.) about the case you selected that you utilized in developing your Final Project paper.

Use the course Learning Resources, as well as the 10 or more credible sources of information/evidence (e.g., court documents, documentaries, journal articles, news reports, etc.) about the case you selected to support your Final Project. Use proper APA format and style for all references and citations.

Welcome to Analysis of Real World Issues.

This module aims to enable students to critically evaluate the challenges faced by organisations in today’s perplexing business environment nationally and internationally. Furthermore, this module shall enable students to critically examine the type, nature and gravity of those challenges and create an organisation that is flexible and fluid to adapt to those challenges. This enables engagement with core business theory.

Indicative Content

• Economic Outlook of Business Environment
• National and International Business Undertakings
• Challenges of Global expansion and marketing
• Economics and Political Factors in Business
• Everyday Business Analysis

Intended Learning Outcomes:

• LO1 Review non-traditional environmental factors at the national and international level, which can potentially pose threats to an organisation.
• LO2 Identify and examine comparable business performances and develop an in-depth understanding of the elements that impact an organisation’s business performance.
• LO3 List a range of factors that lead organisations to make difficult decisions in a complex business environment.
• LO4 Review the organisational issues arising from and in relation to globalisation.
• LO5: Define the challenges and pre-empt the potential future issues and their impact on the organisation.

Please also refer to your Course Handbook for a detailed outline of how this module forms part of your course

Expectations

Specific expectations students can have of tutors:

Guidance and support – Your tutor will provide you with academic guidance and will join you in reflecting on your learning journey so that you get the most out of your studies. Your tutor and student support team will also provide advice in the broader network of specialist student support services at the University to help you have the best possible experience during your studies.

Confidentiality – Some information may be sensitive. Although it may be necessary to consult colleagues, University staff will treat such information as confidential and limit disclosures to the minimum.

Assessment marks and summative feedback – Assessment marks and summative feedback will be given within 15 working days from the assessment submission deadline.

Specific expectations tutors will have of students:

Full Attendance & Engagement – Learning is an active, engaged process. Therefore, you are expected to participate actively and engage in in-class activities. You will get the most out of your learning journey by working sincerely and collaboratively with your peers, your tutors and the student support team. You are expected to attend lectures and seminars and be punctual. Latecomers to the seminars are responsible for minimising their disruption to ongoing activities. Students who need to miss a class must email Student Attendance. Mobile phones are not to be used during seminars.

Professional conduct – You are expected to approach your learning professionally both in classes and elsewhere. Positivity should be the total of your impact on other students’ learning. You are expected to read any preparation material/attempt any practice questions before class as per the instructions given. You are also expected to communicate openly and professionally with your tutors and peer and student support team to make sure your educational needs are met as fully as possible.

Attempt all assessments – You are expected to attempt all assessments by the submission deadline unless there are extenuating circumstances (in which case, please get in touch with the mitigation team before the assessment deadline). Using AI as a

tool: Only use AI as a tool to facilitate ideas generation and concept clarification in line with amber use of AI as defined the university’s Centre for the Enhancement of Learning and Teaching (CELT).

Preparing for your Assessment

A key part of your learning will be preparation for your summative assessment. You will be provided feedback on your formative assessments, and this will help you to better understand what is required of you when you submit your summative assessment. Please see below guidance on your formative assessment and how to access your feedback.

This module requires students to support their in-class learning through written reflections based on independent study, sustained reading and constructive dialogue. Weekly sessions will include collaborative exercises that facilitate peer feedback and prompt tutor support. Students will benefit from early and ongoing feedback on their reflective entries that will lead to a stronger grasp of key concepts. This will help students with preparation and demonstration of learning in formally graded (summative) assessments. See below for further details.

Assessment Support – Formative Learning Activities

AssessmentTeaching Weeks in which Assessment Support Takes PlaceOutline of Type and Form of Assessment Support to be ProvidedStudent Preparation Required Prior to or After the Support SessionHow will the Support Session to be Delivered

A1: Written Assessment (Individual Coursework- Worksheet – Part 1)	Weekly via seminar	General Revision for Assessment1- Objectives of Course Work and relevant concepts to cover.	Reading, Independent Study and template completion	During the weekly seminar
	Week 7	Formative Feedback to be provided on draft	Assessment 1 draft for review and revision	During seminar for peer & tutor review via verbal comments.
A2: Written Assessment (Individual Coursework- Worksheet – Part 2)	Weekly via seminar	General Revision on the relevant learning outcomes and format for the report	Reading, Independent Study and template completion	During the weekly seminar
	Week 12	Formative Feedback to be provided on draft	Assessment 2 draft for review and revision	During seminar for peer & tutor review via verbal comments.

Summative Assessments

Summative Assessment 1

Assessment titleIndividual Coursework – Worksheet – Part 1

Submission date and time	Week 8 – Monday, 6th April, 2026 at noon
Word Count (or equivalent)	1000 +/- 10%
Where to submit	via Turnitin
Feedback date	Written feedback in 15 working days
Assessment Weighting	40%

Submitting feedback & grades online using Blackboard

Main objectives of the Assessment

This assessment requires students to demonstrate conceptual understanding of the PESTLE Framework for helping businesses analyse and navigate real-world issues. Students will complete Part 1 of the Assessment Worksheet provided on Blackboard. Part 1 relates to themes covered in Weeks 3, 4 & 5). Instructions are provided on the Worksheet. Students should use formative feedback from in-class study sessions to support their completion of this assessment (See above for formative feedback schedule). Completion of this assessment is important for the completion of Assessment 2.

All assessments will be peer-assessed in class in Week 7. Students will have an opportunity to revise their submissions before uploading them onto Turnitin by the first day of week 8 (Monday noon)

No.	Learning Outcome	Marking Criteria
	LO1. LO2 LO3, LO4, LO5	See below

Marking Criteria:

Worksheet ContentAllocated Mark

Knowledge: Written Communication (15%) Descriptive Understanding of PESTLE framework (15%) Conceptual Grasp of Thematic Descriptors (10%) – Weeks 3-5	40%
Critical Analysis Quality of Research (20%) Reflective Analysis of Critical PESTLE framework (20%) Critical Engagement with Text (20%)	60%

Marking scheme

%Descriptor

86 – 100	The standard achieved is exceptional, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an exceptional standard.
76 – 85	The standard achieved is outstanding, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an outstanding standard.
70 – 75	The standard achieved is excellent, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at an excellent standard.
65 – 69	The standard achieved is very good, and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a very good standard
60 – 64	The standard achieved is good, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a good standard
55 – 59	The standard achieved is satisfactory, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved by many at a satisfactory standard
50 – 54	The standard achieved is acceptable, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard
45 – 49	The standard achieved is acceptable, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved, though quite a few are only achieved at a basic standard
40 – 44	The standard achieved is basic, and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard
35 – 39	The standard achieved is weak, and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved
30 – 34	The standard achieved is very weak, and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none are achieved, but there is evidence that many of the learning outcomes may be almost achieved.

Summative Assessment 2

Assessment titleIndividual Coursework – Worksheet – Part 2

Submission date and time	Week 13 – Monday, 11th May, 2026 at noon
Word Count (or equivalent)	1500 +/- 10%
Where to submit	via Turnitin
Feedback date	Written feedback within 15 working days
Assessment Weighting	60%

Submitting feedback & grades online using Blackboard

Main objectives of the Assessment

This assessment requires students to build on learning from Assessment 1 to further demonstrate critical understanding of the usefulness of the PESTLE Framework for helping businesses analyse and navigate real-world issues. Students will complete Part 2 of the Assessment Worksheet provided on Blackboard. Part 2 relates to themes covered in the second half of the module (weeks 6, 8 & 9). Students are also required to devise evaluative questions for business in Part 2.

Instructions are provided on the Worksheet. Students should use formative feedback from in-class study sessions to support their completion of this assessment (See above for formative feedback schedule).

All assessments will be peer reviewed in class in Week 12. This means students should bring a completed printed draft of their submission to class. Students will have an opportunity to revise their submissions before uploading them onto Turnitin by noon on the first day of week 13 (Monday).

No.	Learning Outcome	Marking Criteria
	LO1. LO2 LO3, LO4, LO5	See below

Marking Criteria:

Worksheet ContentAllocated Mark

Knowledge: Written Communication (10%) Quality of Research (15%) Conceptual Grasp of Thematic Descriptors (15%) – Weeks 6-9	40%
Critical Analysis: Critical Analysis of PESTLE framework (10%) Engagement with Text (20%) Evaluative Questions for Business (30%)	60%

Marking Scheme

%Descriptor

86 – 100	The standard achieved is exceptional and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an exceptional standard.
76 – 85	The standard achieved is outstanding and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to thelevel of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an outstanding standard.
70 – 75	The standard achieved is excellent and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to the levelof study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at an excellent standard.
65 – 69	The standard achieved is very good and the work provides clear evidence that the knowledge, understanding and skills are at a level appropriate to thelevel of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a very good standard
60 – 64	The standard achieved is good and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level ofstudy. There is evidence showing that all the learning outcomes appropriateto that level are achieved with many at a good standard
55 – 59	The standard achieved is satisfactory and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the levelof study. There is evidence showing that all the learning outcomes appropriate to that level are achieved with many at a satisfactory standard
50 – 54	The standard achieved is acceptable and the work provides evidence that theknowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at an acceptable standard
45 – 49	The standard achieved is acceptable and the work provides evidence that theknowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved though quite a few are only achieved at a basic standard
40 – 44	The standard achieved is basic and the work provides evidence that the knowledge, understanding and skills are at a level appropriate to the level of study. There is evidence showing that all the learning outcomes appropriate to that level are achieved mostly at a basic standard
35 – 39	The standard achieved is weak and the work provides evidence of insufficientknowledge, understanding and/or skills appropriate to the level of study, although some of the learning outcomes appropriate to that level are achieved
30 – 34	The standard achieved is very weak and the work provides evidence of insufficient knowledge, understanding and/or skills appropriate to the level of study. The evidence shows that some of the learning outcomes appropriate to that level are achieved OR that none is achieved but there is evidence thatmany of the learning outcomes may be almost achieved.

Employability Skills

This assessment covers the following employability skills, which you could demonstrate on your CV and at job interviews if you successfully pass the assessment:

Communication

• Writing
• Speaking
• Listening
• Presenting
• Non-Verbal

Problem solving
Take initiative and self-motivating
Critical thinking
Team working
Ability to learn and adapt
Industry/commercial aware
Reflective lifelong learners
Intellectual curiosity
Global/cultural awareness
Integrity and accountability

Learning materials

You can find the reading list for this module:

• On Blackboard in the module area.
• Online at UWLReadingLists by searching for the module code or title.

Remember to log into Blackboard daily to receive all the latest news and support available at your module information sites!

Subject guides are also available to help you find relevant information for assignments, with contact details of the Subject Librarian for your School.

Maintaining Academic Honesty and Integrity

Academic Integrity means avoiding plagiarism and cheating and owning your own work, the unauthorised use of essay mills and AI content is also considered academic misconduct. This is when you submit a piece of work which is not completely your own, but which you are presenting as your own without acknowledging the author or properly referencing the original source. All your work must demonstrate Academic Integrity; it must be an honest and fair submission, complying with all the requirements of the assessment. Failure to meet these standards of behaviour and practice is academic misconduct, which can result in penalties being applied under the Academic Offences Regulations.

BUS3005 Assessment 2: Group Project (30%)

• Each student is required to work in a group, submit a group report (2000 words +/- 10%), and present their group work (10 minutes).
• The group report is due on Sunday of Week 12 by 11:59 pm, and group presentations will be done in Week 10 and Week 11.

Assessment Purpose

The purpose of the assessment task is to gain experience working in teams and facilitate learning on emerging markets in the rapidly evolving international business environment. Students will work in teams to prepare a report detailing the internationalization process and recommendations for the emerging market strategy.

Assessment Structure, Requirements, Guidelines, And Rubric

• Use the learning from the course.
• Use the report format below. The included recommended word count is approximate.

Section 1. Introduce the Selected International Organization (100 words) = Discuss the international organization your team has selected for the assessment, primarily focusing on advising the reader on (a) why it is essential to study the selected international organization, and (b) why study it now, concerning emerging markets?

Section 2. Discuss the Context (300 words) = Provide a brief overview of the organization, such as its size, profits, number of staff, head office, worldwide office locations, key products and services, and general business characteristics of the industry/sector that your selected international organization operates in.

Section 3. Select and Critically Analyse an Emerging Market (500 words) = Utilize the course content covered from Week 1 to Week 10 to select and critically analyse an emerging market that you recommend that the selected international organization should consider for internationalization and/or business expansion.

Section 4. Recommend an Emerging Market Strategy (1000 words) = Incorporating the recent events in the international business environment especially those concerning the home country of the selected international organization and the emerging market that you have chosen (in Section 3) for further consideration, recommend an emerging market strategy to either revise a specific existing emerging market strategy or propose a new one.

Section 5. Summary and Conclusion (100 words) = Provide a summary of your findings to conclude the report.

Section 6. Presentation (10 minutes) = Present your work.

Section 7. References (Note: This section is not counted towards the word limit)

Section 8. Appendices (If any: Note: This section is not counted towards the word limit)

IBUS3005 A2 Marking Rubric

Criteria	Fail	Pass	Credit	Distinction	High Distinction
Introduce the Selected International Organization and Discuss the ContextSection 1 & 2: (2 marks)	Missing or extremely inadequate.	The report is not introduced correctly. There may be some details missing. There may be errors evident.	Describes details of the report to the reader in order and in structure with minimal errors.	Describes details of the report in order and in structure and overviews the company very well.	Introduces all the details of the report and company very engagingly and comprehensively overviewing the concepts discussed in the course in a concise manner.
Select and Critically Analyse an Emerging MarketSection 3: (10 marks)	Missing or extremely inadequate analysis.	The analysis is limited in scope with limited references to support the arguments. There may be some details missing. There may be errors evident.	The analysis is acceptable in scope, however it mainly descriptive with limited references to support the arguments.	The analysis is acceptable in scope with sufficient details, however, with limited references to support the arguments.	Very comprehensive analysis supported by concepts discussed in the course and substantiated by references.
Recommend an Emerging Market StrategySection 4: (6 marks)	Missing or extremely inadequate rationale to support the recommended strategy.	The recommended strategy is limited in scope with limited references to support the arguments. There may be some details missing. There may be errors evident.	The recommended strategy is acceptable in scope, however it mainly descriptive with limited references to support the arguments.	The recommended strategy is acceptable in scope with sufficient details, however, with limited references to support the arguments.	Very comprehensive recommended strategy supported by concepts discussed in the course and substantiated by references.
Summary and ConclusionSection 5: (2 marks)	Missing or extremely inadequate analysis.	The report is not summarized correctly. There may be some details missing. There may be errors evident.	Summarises and concludes the report in order and in structure with minimal errors.	Summarises and concludes the report in order and in structure and overviews the company very well.	Summarises and concludes the report and company very engagingly and comprehensively overviewing the concepts discussed in the course in a concise manner.
PresentationSection 6: (10 marks)	Missing or extremely inadequate presentation.	The report is not presented correctly. There may be some details missing. There may be errors evident.	Presents the report in order and in structure with minimal errors.	Presents the report in order and in structure and overviews the company very well.	Presents the report and company very engagingly and comprehensively overviewing the concepts discussed in the course in a concise manner

BUS102 Group-Based Assignment

Glide Mobility Pte. Ltd.

Company Background And History

Glide Mobility Pte. Ltd. (“Glide”) is a Singapore-based start-up founded five years ago by three former engineers, Ivan Koh, Meera Singh, and Daryl Yeo, who were passionate about solving last-mile transportation challenges in Southeast Asia. Their company focuses on offering short-distance electric mobility solutions, including e-scooters, dockless bikes, and micro-mobility subscription services. Glide’s mission is to create smart, green, and inclusive mobility options for urban commuters.

The company initially found success working with town councils and universities to provide mobility options within campuses and estates. Glide’s mobile app, which allows users to unlock and pay for devices, grew in popularity during the pandemic as people sought contactless and outdoor travel alternatives. However, post-pandemic changes in regulations and increased competition from foreign players have placed pressure on Glide to evolve quickly.

Management And Operational Challenges

Ivan, the CEO, focuses primarily on external partnerships and investor relations. He has a high tolerance for risk and prefers visionary, long-term planning. Meera, the COO, handles daily operations, staff management, and ensures that each deployment hub runs efficiently. She believes in data-driven control systems and accountability. Daryl, the CTO, leads the Product Development team, which recently launched a new e-scooter model embedded with AI-based safety monitoring.

Despite Glide’s early success, its rapid expansion across Singapore and Malaysia has led to operational inconsistencies. Local hub managers were given wide autonomy to run promotions, plan deployments, and manage maintenance. However, several incidents of poor service reliability, customer complaints, and asset mismanagement have emerged. The management team must now address these growing pains without sacrificing innovation or speed.

The Compliance Breach

Last month, a whistleblower in the Malaysian office reported that the hub manager in Johor Bahru had been falsifying usage data to meet monthly KPIs. When Meera investigated, she found discrepancies in both device usage logs and repair records. The manager admitted to inflating numbers, claiming pressure to “match” metrics set by other more successful hubs. He also stated that such reporting “was normal” and even implied that other hub managers might be doing the same.

The founders were divided in their response. Meera wanted to immediately audit all hub records and overhaul the control system. Ivan cautioned against reacting too strongly and jeopardising team morale. Daryl, while shocked, noted that no technical anomalies had been flagged by the app, raising questions about whether Glide’s internal systems were sufficient to detect such breaches.

Digitalisation And Structural Review

At the same time, Glide was preparing for its largest digital transformation to date, integrating its fleet management system with government transport infrastructure via a new public-private data sharing agreement. This would allow Glide’s platform to connect with city-wide traffic systems, but would require significant upgrades, standardisation of processes, and adherence to stricter compliance frameworks.

To lead this transformation, Ivan proposed creating a “Smart Systems Taskforce” that would draw staff from operations, engineering, and compliance to coordinate the project. Meera expressed concern about role duplication and reporting confusion, while Daryl insisted on flexible workflows. Glide now faces key questions about how to manage digital transformation, design controls to ensure compliance, and maintain trust without stifling innovation.

Question 1

Identify and illustrate the three (3) main managerial attitudes toward global business as described by Robbins and Coulter. Based on the case, explain which attitude best describes Glide’s current international mindset. Discuss two (2) strengths and two (2) limitations of this attitude for Glide’s regional expansion. Support your discussion with relevant examples.

(Word limit: 450 words)
(25 marks)

Question 2

List and define three (3) factors that shape ethical or unethical behaviour. For each factor, demonstrate its relevance to the case by citing one (1) specific example from the case details. Based on these factors, apply relevant theory to analyse two (2) organisational conditions that likely contributed to Glide’s compliance breach. Propose two (2) recommendations to foster a more ethical organisational climate at Glide.

(Word limit: 750 words)
(45 marks)

Question 3

Organisational design choices influence how work is coordinated, how responsive teams are, and how control is managed.

(a) Discuss the key features of mechanistic and organic organisational structures. Provide one real-world example (not from the case) for each structure.

(b) Which structure does Glide currently exhibit? Support your answer with examples from the case.

(c) Evaluate two (2) implications of Glide’s current structure on its ability to implement the digital transformation project described in the case.

(Word limit: 500 words)
(30 marks)

2167 Applied Masters Project Assignment 2026 | UCB

2167 Applied Master’s Project Assignment

1. BIO537 Plant Biosecurity: Detection and Diagnostics (S1, 2026)
   2. Assignments
   3. Assignment Two – Triage Diagnosis

Assignment Two-Triage Diagnosis

The purpose of this assignment is to give you an appreciation of the complexity of triage diagnostics. Experience in this field comes from obtaining skills through observation and asking questions; it can take many years to become a good triage diagnostician. The insight you gain from your assessment of the problems presented will enable you to understand the limitations of these types of diagnoses and the need for experienced diagnosticians in plant biosecurity.

Objectives

• Introduction to triage diagnostics,
• Familiarity with the difficulties and limitations of triage diagnostics.

Outcomes

• Experience in preliminary assessment of possible pest problems,
• Training in the collection of relevant crop/environment information,
• Interpretation of information and images to make triage diagnoses.

Expectations

In this assignment, you are expected to conduct the following activities:

• View some images of potential pest problems,
• Ask questions regarding each of the problems,
• Collect relevant information to assist in your triage diagnosis,
• Write up the results in the form of a short report.

1. Potential Pest Problems

Problem 1 – Spotty Apples. 

Submitted by a member of the general public, observed on a tree in their garden. The tree is fertilised twice yearly, and watered twice weekly (due to water restrictions).

Problem 2 – Chickpea Lesions

Submitted to you by a concerned grower with the following information: “The variety is Genesis 090. I noted about 2 weeks ago the development of some stem lesions, but they didn’t seem to be having an impact. I chose at that stage to allow the plant’s immunity to do the work. I inspected the paddock again today and noted that the lesions were getting worse. I contacted Elders to ask what fungicide would be most suitable. They suggested that I send through some photos and plant samples to get a positive ID. Can you please have a look at the photos and let me know what you think? The paddock has never, to my knowledge, had chickpeas grown on it, and the nearest crop in recent history is about 500m to the south”. Observation under a microscope indicates the stem discolouration is superficial on the epidermal layer, and internal stems appear healthy.  There is tip death and distortion of small stems and leaflets, and the dying back of some of these small stems.

Problem 3 – Unknown insects on vegetable crops.

This problem has been reported by a market gardener. He is concerned that they may affect his export lettuce crop.

Problem 4 – Roses with leaf scorch.  

Your neighbour knows you work in plant biosecurity and has asked you to take a look at her standard  Iceberg rose that she thinks may have an exotic disease.  Can you help her?

2. Ask Questions

Using the online discussion forum, you should ask questions regarding each of the above problems. You may ask any questions that you feel might be relevant. Discuss amongst yourselves the likely causes of the problems, as this is what diagnosticians would do in the ‘real world’ – compare notes and share experiences.

Please be polite in your responses to other students – any inappropriate comments will be removed.

3. Collect Information

You may use as many sources as you feel are necessary to assist you in diagnosing the potential pest problems. All published (including web-based) sources must be correctly referenced at the end of your report. Any information from the “grower” may be referred to as a ‘personal communication’. For example, the citrus trees receive 20L of water per day (grower X, pers. comm.).

4. Write up your report

You will need to submit each diagnosis in the form of a one-page report that you would present to a diagnostician to confirm your preliminary diagnosis. The report should be short and succinct, no more than 250 words. You should do this for each potential pest problem. Each report should contain your preliminary diagnosis and the reasons for this diagnosis, including all relevant information that you used (e.g., information you collected from the grower, access to published material, etc). Please use the .doc format.

Make sure that you include all references used, as the diagnostician may need to refer back to them. You can select the referencing scheme, but please be consistent. Please DO NOT just use Google and cite websites; you must learn how to use the library database to find your references.

You will be assessed on 1) the basis of your questioning, 2) the information you chose to assist you, 3) the reasons why you made your diagnoses and 4) the format and clarity of your reports. Marks will not be deducted for incorrect diagnoses.

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Grading Criteria

Questions Asked
Maximum score
5

Diagnostic Information
Maximum score
5

Reasoning
Maximum score
5

Format/Clarity of Report
Maximum score
5

Referencing
Maximum score
5