Research Project in Public Health

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PUBH6012_Assessment_1_Week_10 Page 1 of 9

ASSESSMENT BRIEF
Subject Code and Title PUBH6012: Capstone B: Applied Research Project in Public
Health
Assessment Assessment 1: Report
Individual/Group Individual or Group
Length 5,000 words
Learning Outcomes This assessment addresses the following learning outcomes:
1. Integrate and apply their knowledge and skills in
public health
2. Apply research skills to a public health issue
3. Analyse the results of data collected from research,
taking into consideration prior evidence and theory
4. Understand the ethical implications for conducting a
piece of public health research
6. Create a final research report
Submission By 11:55pm AEST/AEDT Sunday of Week 10
Weighting 80%
Total Marks 100 marks

AssignmentTutorOnline

Context:
This assessment advanced skills in reporting the justification, methods, results, and conclusions
of a research project. Key understanding contained includes how to justify a research project
using literature, how to implement a research proposal to collect and analyse data, how to
report the results of the analysis of data, how to contextualise one’s own research in the
context of the wider body of literature, and how to draw conclusions about future research and
recommendations based on research. This prepares students for the conduct and reporting of
research, which is an important skill set for public health practitioners.
Instructions:
Part 1: Due Sunday end of Module 1 Week 1
Based on the feedback from your Capstone A Research Proposal, revise your research plan and
GANTT chart.
Submit these to your Capstone A facilitator by Sunday end of Module 1 Week 1. You may not
proceed with your data collection until this has been approved by your supervising facilitator.
Part 2:
PUBH6012_Assessment_1_Week_10 Page 2 of 9
The final assignment for this subject will be the write-up of the findings of your research into a final
report. This will be comprised of the following parts:
1) Abstract
a. Summary of your report (as you would find in a published research article)
2) Introduction
a. Introduction to and justification of the topic area, drawing upon your literature review (from
Capstone A), and including the knowledge gap your project addresses
b. Your research question
3) Research design and methods
a. Summarise your research design/methods (from Capstone A) – what type of project did you do?
b. How did you collect the data (ie search strategy and process/ policy consultation process)? If a
policy consultation, explain how any organizations/individuals that you consulted with were
approached
c. How did you analyse the data (ie thematic analysis, systematic review process, consultation
synthesis)?
d. Briefly explain the ethical issues that should be considered
4) Results
a. Report the results of your findings, e.g. key themes if a qualitative study, results in table
format if a quantitative study
b. Clearly explain key figures, tables and graphs
5) Discussion: Interpretation and contextualisation of your results
a. Place your results in the context of your literature review
b. Contextualise the results within the academic literature
c. Describe any limitations of your study
6) Conclusion
a. Conclusions from this study
b. Recommendations for future research or policy change based on feasible solutions
7) Supplementary material
a. Reference List
b. Any appendices
This research report format has been based on the standard format for a journal article, and thus
may be submitted to a journal in the future if the student is interested.
NOTE: due to the time constraints around submission and peer review, a submitted article will not
be required as part of this subject. If you wish to develop a journal article, you may seek advice on
how to do this at the end of the Capstone.
PUBH6012_Assessment_1_Week_10 Page 3 of 9
Assessment Criteria:
• Revised and approved project plan and GANTT chart (5%)
• Clear executive summary/abstract which condenses the findings of the report (10%)
• Clear justification and outline of the significance of the topic (5%)
• Justification of the research design and methods, including ethical considerations (10%)
• Clear presentation of results, with transparency of findings (20%)
• Comprehensive discussion of the results within the context of previous studies/theory,
and identification of the limitations of the study, with recommendations for future
research (30%)
• Conclusion with logical recommendations related to the findings and wider literature (10%)
• General assessment criteria (10%):
• Provides a lucid introduction
• Shows a sophisticated understanding of the key issues
• Shows ability to interpret relevant information and literature in relation to
chosen topic
• Demonstrates a capacity to explain and apply relevant concepts
• Shows evidence of reading beyond the required readings
• Justifies any conclusions reached with well-formed arguments and not merely
assertions
• Provides a conclusion or summary
• Correctly uses academic writing, presentation and grammar:
• Complies with academic standards of legibility, referencing and bibliographical
details (including reference list)
• Writes clearly, with accurate spelling and grammar as well as proper sentence
and paragraph construction
• Uses appropriate APA style for citing and referencing research
PUBH6012_Assessment_Brief_1_Week_10 Page 4 of 9
Marking Rubric:

Assessment
Attributes		 Fail (Unacceptable) Pass (Functional) Credit
(Proficient)		 Distinction
(Advanced)		 Distinction
(Exceptional)
Grade Description (Grading Scheme) Evidence of
unsatisfactory
achievement of one or
more of the learning
objectives of the
subject, insufficient
understanding of the
subject content and/or
unsatisfactory
level of skill
development.		 Evidence of
satisfactory
achievement of
subject learning
objectives, the
development of
relevant skills to a
competent level, and
adequate
interpretation and
critical analysis skills.		 Evidence of a good
level of
understanding,
knowledge and skill
development in
relation to the
content of the
subject or work of a
superior quality on
the majority of the
learning
objectives of the
subject.
Demonstration of a
high level of
interpretation and
critical analysis
skills.		 Evidence of a high
level of achievement
of the learning
objectives of the
subject
demonstrated in
such areas as
interpretation and
critical analysis,
logical argument,
use of methodology
and communication
skills.		 Evidence of an
exceptional level of
achievement of
learning objectives
across the entire
content of the course
demonstrated in such
areas as interpretation
and critical analysis,
logical argument,
creativity, originality,
use of methodology
and communication
skills.

PUBH6012_Assessment_Brief_1_Week_10 Page 5 of 9

Revised and approved project plan and
GANTT chart
5%		 No or insufficient GANTT
chart provided.
GANTT chart lists
assessment brief items
only.
Times are unrealistic.		 GANTT chart provided.
Some understanding of
its purpose
demonstrated through
actions listed.
Times may not be
realistic.		 GANTT chart
provided.
Clear understanding
of the purpose and
process
demonstrated
through good
consideration of
actions required as
listed.
Times are realistic.		 GANTT chart
provided.
Good understanding
of the purpose and
process
demonstrated
through thorough
consideration of
actions required as
listed.
Times are realistic.		 GANTT chart provided.
Excellent understanding
of the purpose and
process demonstrated
through thorough and
insightful consideration
of actions required as
listed.
Times are realistic.

 

Clear executive summary/abstract
which condenses the findings of the
report
10%		 There is no abstract, or
the abstract does not
contain the required
elements for an
academic abstract.		 The abstract contains
the elements
required for an
academic abstract.		 The abstract
describes the
elements required
for an academic
abstract clearly.		 The abstract
describes the
elements required
for an academic
abstract clearly and
succinctly.		 The abstract describes
the elements required
for an academic
abstract in clear,
concise, and succinct
language

PUBH6012_Assessment_Brief_1_Week_10 Page 6 of 9

Clear justification and outline of the
significance of the topic
5%		 Specific position
(perspective or
argument) fails to take
into account the
complexities of the
issue(s) or scope of the
assignment.
Makes assertions that
are not justified.		 Specific position
(perspective or
argument) begins to
take into account the
issue(s) or scope of
the assignment.
Justifies any
conclusions reached
with arguments not
merely assertion.		 Specific position
(perspective or
argument) takes
into account the
complexities of the
issue(s) or scope of
the assignment.
Others’ points of
view are
acknowledged.
Justifies any
conclusions
reached with well
formed arguments
not merely
assertion.		 Specific position
(perspective or
argument) is
expertly presented
and accurately
takes into account
the complexities of
the issue(s) and
scope of the
assignment.
Justifies any
conclusions
reached with well
developed
arguments.		 Specific position
(perspective or
argument) is
presented expertly,
authoritatively and
imaginatively,
accurately taking into
account the
complexities of the
issue(s) and scope of
the assignment. Limits
of position are
acknowledged.
Justifies any
conclusions reached
with sophisticated
arguments.

 

Justification of research design and
methods, including ethical
considerations
10%		 Limited synthesis and
analysis. Limited
application/
recommendations based
upon analysis. No
consideration of ethical
issues.		 Demonstrated analysis
and synthesis of new
knowledge with
application.
Limited consideration
of ethical issues.		 Well-developed
analysis and synthesis
with application of
recommendations
linked to
analysis/synthesis.
Good consideration
of ethical issues.		 Thoroughly
developed and
creative analysis and
synthesis with
application of
pretested models
and / or
independently
developed models
linked to analysis/
synthesis. Excellent
consideration of		 Highly sophisticated and
creative analysis,
synthesis of new with
existing knowledge.
Strong application by way
of pretested models and /
or independently
developed models.
Applying knowledge to
new situations/other

PUBH6012_Assessment_Brief_1_Week_10 Page 7 of 9

ethical issues. cases. Outstanding
consideration of ethical
issues.
Clear presentation of results, with
transparency of findings
20%		 Limited synthesis
and analysis.
Explanation is unclear, or
missing..		 Demonstrated
analysis and
synthesis of new
knowledge with
application.
Shows some ability to
interpret data.		 Well-developed
analysis and synthesis
with application.
Shows good ability to
interpret data.		 Thoroughly
developed and
creative analysis and
synthesis with
application of
pretested models
and / or
independently
developed models.
Shows excellent
ability to interpret
data.		 Highly sophisticated and
creative analysis,
synthesis of new with
existing knowledge.
Strong application by
way of pretested models
and / or independently
developed models.
Shows outstanding ability
to interpret data.
Comprehensive discussion of the
results within the context of previous
studies/theory, and identification of
the limitations of the study, with
recommendations for future research		 Limited synthesis
and analysis.
Limited
application/recommenda
tions based upon
analysis.
Limited
understanding of
required concepts
and knowledge
Key components of the
assignment are not		 Demonstrated
analysis and
synthesis of new
knowledge with
application.
Shows the ability to
interpret relevant
information.
Resembles a recall or
summary of key
ideas.
Often conflates/		 Well-developed
analysis and
synthesis with
application of
recommendations
linked to
analysis/synthesis.
Supports personal
opinion and
information
substantiated by
evidence from the
research/course		 Thoroughly
developed and
creative analysis
and synthesis with
application of
pretested models
and / or
independently
developed models
and justified
recommendations
linked to
analysis/synthesis.
Discriminates		 Highly sophisticated and
creative analysis,
synthesis of new with
existing knowledge.
Strong application by
way of pretested
models and / or
independently
developed models.
Recommendations
are clearly justified
based on the
analysis/synthesis.
Applying knowledge

PUBH6012_Assessment_Brief_1_Week_10 Page 8 of 9

30% addressed. confuses assertion of
personal opinion with
information
substantiated by
evidence from the
research/course
materials.		 materials.
Demonstrates a
capacity to explain
and apply relevant
concepts.		 between assertion
of personal opinion
and information
substantiated by
robust evidence
from the
research/course
materials and
extended reading.
Well
demonstrated
capacity to explain
and apply relevant
concepts.		 to new situations/other
cases.
Systematically and
critically iscriminates
between assertion of
personal opinion and
information
substantiated by robust
evidence from the
research/course
materials and extended
reading.
Mastery of concepts
and application to new
situations/further
learning.

PUBH6012_Assessment_Brief_1_Week_10 Page 9 of 9

Conclusion with logical
recommendations related to your
findings and the wider literature
10%		 Specific position
(perspective
or argument) fails to
take into account the
complexities of
the issue(s) or
scope of the
assignment.
Makes assertions that
are not
justified.		 Specific position
(perspective or
argument) begins
to
take into account
the issue(s) or scope
of
the assignment.
Justifies any
conclusions reached
with arguments not
merely assertion.		 Specific position
(perspective or
argument) takes
into
account the
complexities of the
issue(s) or scope
of the assignment.
Others’ points of
view
are acknowledged.
Justifies any
conclusions
reached with well
formed arguments
not merely assertion		 Specific position
(perspective or
argument) is
expertly presented
and accurately
takes into account
the complexities of
the issue(s) and
scope of the
assignment.
Justifies any
conclusions reached
with well- developed
arguments		 Specific position
(perspective or
argument) is
presented expertly,
authoritatively and
imaginatively,
accurately taking into
account the
complexities of the
issue(s) and scope of
the assignment.
Limits of position are
Acknowledged. Justifies
any conclusions reached
with sophisticated
arguments..

PUBH6012_Assessment_Brief_1_Week_10 Page 10 of 9

General Assessment Criteria
10%		 Poorly written with errors
in spelling.
Demonstrates inconsistent
use of good quality,
credible and relevant
research sources to
support and develop ideas.
There are mistakes in
using the APA style.,
grammar.		 Is written
according to
academic genre
e.g. with
introduction,
conclusion or
summary) and
has accurate
spelling,
grammar,
sentence and
paragraph
construction.
Demonstrates
consistent use of
credible and
relevant research
sources to support
and develop ideas,
but these are not
always explicit or
well developed.
There are no
mistakes in using
the APA style.		 Is well-written and
adheres to the
academic
genre (e.g. with
introduction,
conclusion or
summary).
Demonstrates
consistent use of high
quality, credible and
relevant research
sources to support and
develop ideas.
There are no mistakes
in using the APA style.		 Is very well-written
and adheres to the
academic genre.
Consistently
demonstrates
expert use of
good quality,
credible and
relevant research
sources to
support and
develop
appropriate
arguments and
statements.
Shows evidence
of reading
beyond the key
reading
There are no
mistakes in using
the APA style		 Expertly written and
adheres to the
academic genre.
Demonstrates
expert use of high
quality, credible
and relevant
research sources to
support and
develop arguments
and position
statements. Shows
extensive evidence
of reading beyond
the key reading
There are no
mistakes in using
the APA Style.

 

 
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Self-Care Practices – My Blog

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SCP103_Assessment Brief 1_Journal_Module 2 Page 1 of 5

ASSESSMENT 1 BRIEF
Subject Code and Title SCP103 Self-Care Practices
Assessment Journal: Personal Reflection
Individual/Group Individual
Length 1,000 words (+/- 10%)
Learning Outcomes This assessment addresses the Subject Learning Outcomes
outlined at the bottom of this document.
Submission By 11.55pm AEST/AEDT Sunday of Module 2 (Week 4).
Weighting 30%
Total Marks 100 marks

AssignmentTutorOnline

Context
The reflective journal aims to develop your knowledge and understanding of self-care practices and
your ability to document and reflect on personal experiences, thoughts and emotions. During your
professional career, the ability to write and document concisely is an important skill, as is your ability
to reflect on your own practice and learning.
This reflective journal will assist you to recognise and develop resilience to stressors both
professionally and personally. You will be:
reviewing, reflecting upon and analysing your current self-care practices and priorities,
measuring these against contemporary practices, definitions, and theories and
building strategies around maintenance and/or improvements of self-care practices.
Understanding the importance of caring for yourself is vital not only to maintain good health and
wellbeing, but also to care and educate others to care for themselves, an essential skill in nursing.
Instructions
In this assessment task, you should:
Consider and respond the following four (4) questions thoroughly in a reflective writing style:
1. Identify self-care practices you could relate to from the videos/podcasts in the learning
resources for module 1, which could help you address the areas of concern or development.
2. Identify your areas of concern or development after completing your personal wellness wheel
in module 2.
a. Please add a screen shot of your completed personal wellness wheel as reference in
your entry.
3. Based on requisites 4 and 5 from Orem’s Universal theory in module 2, activity vs rest, and
solitude vs. social interaction explain:
a. Why it is important to balance these areas; and
b. How you will balance these areas in your own life.
SCP103_Assessment Brief 1_Journal_Module 2 Page 2 of 5
4. Develop your own self-care strategy resource drawing from those reviewed in the learning
resources and activities in module 2. Explain:
a. What does it involve?
b. How did you develop this resource?
c. How do you see this resource assisting you in the future?
Draft your responses as four (4) entries in your personal reflective journal in Blackboard. These
entries are confidential, only your learning facilitator will review them to check your work
progression.
Compile your final responses from the reflective journal entries into one (1) Word document for
your assessment submission.
Reflective writing
Reflective writing ordinarily occurs in the first person and works best when you think deeply about a
topic and look at both the positives as well as opportunities to improve in a situation.
Please visit the Academic Skills Blackboard page for an overview of reflective writing in higher
education: https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id
=_2498857_1&mode=reset
Submission Instructions
Use suitable headings and subheadings for the information presented, and page numbers should
appear on each page of the document- ideally in either the header of the footer.
All work must be word-processed, spell-checked, grammatically acceptable, and professional in
appearance.
The assessment should include a correctly constructed Reference List and accompanying in-text
citations, when needed, as per University guidelines (APA 6th ed. referencing style). Please refer
to the Academic Skills page on Blackboard for information on referencing in APA 6th ed. style:
https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content
_id=_2498847_1&mode=reset
Submit your final Reflective Journal in a Word document via the Assessment link in the main
navigation menu in SCP103 Self-Care Practices. The learning facilitator will provide feedback via the
Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
The Learning Rubric below is your guide to how your assessment task will be marked. Please be
sure to check this rubric very carefully before submission.
SCP103_Assessment Brief 1_Journal_Module 2 Page 3 of 5
Assessment rubric

Assessment
Attributes		 Fail (Unacceptable)
0-49%		 Pass
(Functional)
50-64%		 Credit
(Proficient)
65-74%		 Distinction
(Advanced)
75 -84%		 High Distinction
(Exceptional)
85-100%
Content reflection
Reflects critically on
key self-care practices
concepts and learning
resources.
30%		 Reflection lacks critical
thinking.
Connections with key
self-care practices and
learning resources are
superficial or missing.		 Reflection demonstrates
limited critical thinking in
applying and analysing
key self-care practices.
Minimal connections
with key self-care
practices and learning
resources made through
explanations, inferences,
and/or examples.		 Reflection demonstrates
some degree of critical
thinking in applying and
analysing key self-care
practices.
Connections with key self
care practices and learning
resources made through
explanations, inferences,
and/or examples.		 Reflection demonstrates
critical thinking in
applying and analysing
key self-care practices.
Relevant connections
with key self-care
practices and learning
resources made through
explanations, inferences
and examples.		 Reflection demonstrates
a high degree of critical
thinking in applying and
analysing key self-care
practices.
Relevant and insightful
connections with key
self-care practices and
learning resources made
through contextual
explanations, inferences
and examples.
Personal growth
Analysis of own self
care practice,
personal growth and
future implications to
improve own health
and wellbeing.
40%		 Conveys inadequate
evidence of reflection
on own self-care
practice in response to
the assessment
questions. Personal
growth and awareness
are not evident and/or
demonstrates a neutral
experience with
negligible personal
impact. Lacks enough
inferences, examples,
personal insights and		 Conveys limited evidence
of reflection on own self
care practice in response
to the assessment
questions. Demonstrates
less than adequate
personal growth and
awareness through few
or simplistic inferences
made, examples,
insights, and/or
challenges that are not
well developed. Minimal
thought of the future		 Conveys evidence of
reflection on own self-care
practice in response to the
assessment questions.
Demonstrates satisfactory
personal growth and
awareness through some
inferences made,
examples, insights, and
challenges. Some thought
of the future implications
of current experiences.
Provides relevant
reflection of self-care		 Conveys strong evidence
of reflection on own self
care practice in response
to the assessment
questions. Demonstrates
significant personal
growth and awareness
through inferences
made, examples, well
developed insights, and
challenges. Synthesizes
current experience into
future implications to		 Conveys strong evidence
of reflection on own self
care practice with a
critical personal
response to the
assessment questions.
Demonstrates significant
personal growth and
awareness of deeper
meaning through
inferences made,
examples, well
developed insights, and
substantial depth in

SCP103_Assessment Brief 1_Journal_Module 2 Page 4 of 5

challenges, and/or
future implications are
overlooked.		 implications of current
experience.		 practice. This
demonstrates critical
analysis of the application
and effects of self-care
practice on health and
wellbeing.		 improve health and
wellbeing.		 perceptions and
challenges. Synthesizes
current experience into
future implications to
improve health and
wellbeing.
Effective
Communication
Appropriate writing
style and clearly
organised structure.
20%		 Poor writing style
lacking in standard
English, clarity,
language used, and/or
frequent errors in
grammar, punctuation,
usage, and spelling.
Needs substantial work.		 Average and/or casual
writing style that is
sometimes unclear
and/or with some errors
in grammar, punctuation,
usage, and spelling.
Needs work.		 Adequate writing style and
logically organised using
standard English with
some errors in grammar,
punctuation, usage, and
spelling.		 Above average writing
style and logically
organised using standard
English with minor errors
in grammar, punctuation,
usage, and spelling.		 Well written and clearly
organised using standard
English, characterised by
elements of a strong
writing style and
basically free from
grammar, punctuation,
usage, and spelling
errors.
Correct citation of
key resources
10%		 Does not include
correct references or in
text citations; does not
use APA 6th ed. style.		 Attempts to include
references or in-text
citations; however, these
are sometimes
insufficient or incorrect;
uses APA 6th ed. style,
however may contain
some citation or
referencing errors.		 Includes in-text citations
and references from
suitable sources; uses APA
6th ed. style, however may
contain minor citation or
referencing errors.		 Includes in-text citations
and references from
suitable sources; uses
APA 6th ed. style,
containing minimal and
or no errors.		 Includes in-text citations
and references from
suitable sources; uses
APA 6th ed. style,
containing no errors.

Assessment rubric adapted from Kreiger, D. (2014). Journal Reflection Rubric. Rutgers University. Retrieved from
https://comminfo.rutgers.edu/sites/default/files/journal_reflection_rubric_generic.docx
SCP103_Assessment Brief 1_Journal_Module 2 Page 5 of 5

The following Subject Learning Outcomes are addressed in this assessment
SLO a) Understand the importance of effective relationship building to positive wellbeing.
SLO c) Explore common, contemporary, healthy activities of daily living such as nutrition, activity, hygiene, mindfulness and use of
complementary medicines.
SLO e) Describe the potential physical, psychological, social and professional outcomes of acute and/or sustained stress.
SLO f) Explore the concept of professional boundaries for health professionals and outline strategies to maintain appropriate
personal/professional boundaries and self/patient/cultural safety.
SLO g) Undertake personal self-evaluation of health care and stress management approaches and identify areas for development, to increase
well-being and resilience.

 

 
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3 questions and answers discussion CREATIVE ORGINAL WORK ONLY NO PLAGIARISM!!! No quotes 100-150 words Use provided sources only More details later

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A country initially has a population of four million people and is increasing at a rate of 5% per year. If the country’s annual food supply is initially adequate for eight million people and is increa

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A country initially has a population of four million people and is increasing at a rate of5% per year. If the country’s annual food supply is initially adequate for eight millionpeople and is increasing at a constant rate adequate for an additional 0.25 millionpeople per year.a. Based on these assumptions, in approximately what year will this country firstexperience shortages of food?b. If the country doubled its initial food supply and maintained a constant rate ofincrease in the supply adequate for an additional 0.25 million people per year, wouldshortages still occur? In approximately which year?c. If the country doubled the rate at which its food supply increases, in addition todoubling its initial food supply, would shortages still occur?

 
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Product and Materials Manual – My Blog

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DIDE351 – PRODUCTS AND MATERIALS: COMMERCIAL
Assignment 4: Product and Materials Manual
due on Day 2 of Unit 10 no later than 11:30 p.m. ET
worth 30% of final grade
CIDA Standards
4a: Students are aware that building technology, materials, and construction vary
according to geographic location
4b: Student work demonstrates understanding of how social, economic, and cultural
contexts inform interior design
4c: Student work demonstrates understanding of how environmental responsibility
informs the practice of interior design
4d: The interior design program provides exposure to the current and relevant
events that are shaping contemporary society and the world
4e: The interior design program provides exposure to a variety of cultural norms
6c: Students have awareness of the breadth and depth of interior design’s impact
and value.
7a: Student work demonstrates understanding of the impact of the built
environment on human experience, behavior, and performance
9c: effectively express ideas through written communication
12f: understand colour in relation to materials, textures, light, and form
13: Products and Materials
14: Environmental Systems and Comfort
15a: Students have awareness of the environmental impact of construction
16a: understand sustainable environment guidelines
16h: apply industry-specific regulations and guidelines related to products and
materials
Objectives
To synthesize course content reviewed and absorbed into a single analytical tool
that can be applied during the design of an interior project.
To develop a commercial products and materials reference tool for future use.
To advance the student’s research, development, and organizational skills.
To organize products and materials for commercial interiors according to industry
standards.
To understand commercial materials and their properties and how they are
applied/installed.
To familiarize the students with looking at spaces incorporating the appropriate use
of products and materials in commercial context.
Description
In this assignment, students will create a detailed Finishes, Products, and Materials
Manual for the commercial project they documented in Assignment 2 and developed in
Assignment 3, using the finishes plan(s) and finishes schedule created in Assignment 3.
This Finish Manual can be used as a reference for products and materials for commercial
buildings in the future.
In this assignment, students should be considering how they can achieve better
sustainable features within the existing commercial space by rationalizing and justifying
their proposed selections to replace what currently exists.
Materials Required
Floor plan(s) from Assignment 2
Finishes plan(s) and finishes schedule from Assignment 3
Master Format Numbers and Titles handout
Instructions
You will use the commercial project you examined in Assignment 2 and the finish plan(s)
and finishes schedule created in Assignment 3 to actually select the appropriate
products and materials that enhance the sustainable environment of this space.
When identifying materials/finishes, you need to assess existing conditions and how to
incorporate better products through creating a professional finishes manual that will
include proposed suggestions for improvement and product specs and properties.
1. For each material, include the properties and a brief description of why each has
been selected to replace the existing finish/material/product.
2. Create a template for the overall Finishes Manual in PowerPoint.
a. Be consistent and conscientious in choice of graphic.
b. Suggestion: keep it simple but effective.
3. A single page for each material listed below will include the following information:
o Finish code and name of material.
o Master Format number.
o Manufacturer name and website address.
o Product specification – a description that includes:
the material composition,
thickness,
dimensions,
product name/line,
and product pattern/color.
o Digital image of the selected product.
o Recycled content.
o Location of manufacturing plant.
o Cost.
o Installation notes.
o Maintenance.
o Green certifications and Green Features
Notes
For each material/product, locate and select a product manufacturer and create a
page for the Finish Manual. Product specifications and images can be found on
manufacturers’ websites.
Be sure to use the same letter-number system used in Assignment 3 for each
material and finish.
Include an image for each of the selected finishes, and tag them in accordance
with the schedule number they were given in the finishes plan(s) and table
created in Assignment 3. For example, if you refer to “CT1” in your finish
schedule, we should then see a corresponding image of that same finish in the
visual diagram, and labeled as “CT1.”
4. Configure the report using PowerPoint to be professional and compressive to print
at 8 ½″ X 11″ size.
5. The report has to be organized as follows:
o Title Page.
o Client name and location
o Course No. and title, term, your names, the name of your professor, and Interior
Design Program: The School name, and date.
o Table of Contents.
o Finishes, Products, and Materials manual; one page for each finish.
o References: Include any resources that you have used to prepare this report
using APA format. This includes: books, articles, specifications, and websites.
Support your report with the required documentations: notes, sketches, tables, images,
cut-sheets, MSDS, specifications, and calculations.
Submission
6. Save your completed PowerPoint as PDF file then merge with your rationale before
uploading.
7. Save your completed assignment using the following filename convention:
DIDE351_Assignment_4_yourlastname_yourfirstname.pdf
Evaluation:
Assignment 4 will be graded in its entirety out of 100. The following rubric indicates the
criteria students are to adhere to, and their relative weights to the assignment overall.

ACTIVITIES/COMPETENCIES DEMONSTRATED WEIGHT
Finishes Manual 50%
Each product identified on a single page
Each product recognizes all areas noted in the instructions
Symbols and notes are used in accordance with industry standards
The letter-number system is used for each material and finish
Analysis 30%
Products are selected and appropriate for a commercial environment
The appropriate Master Format number has been applied to each material
Green certifications are for each product are included
Visual Quality and Overall Presentation 20%
Effective and innovative presentation
Use of imagination and creativity for graphic presentation quality
TOTAL /100
VALUE 30%

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A critical reflection is descriptive, analytical and critical. This reflection is about you as a future teacher. It is not a summary of your reading; it is a synthesis of your reading, your experiences and your goals as you critically reflect on what you see as important for children in the classroom.
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FONT: 11pt Arial or Times New Roman. LINE SPACING: 1.5. FORMAT: Word document (.doc or .docx). REFERENCING STYLE: APA 7th edition format for both in-text and end text referencing. WORD LIMIT: 2000 words +/- 10%. This includes headings, in-text citations, captions and direct quotes. It excludes the Reference List.

 
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The quiz forms completed by Tim are here: Tim Pedagogies Quiz 1 and 2 forms completed by Tim.pdf Tim Pedagogies Quiz 1 and 2 forms completed by Tim.pdf – Alternative Formats

Use this link to access the 21 minute video of Tim working on Quiz 3: https://echo360.net.au/media/9ef98690-c447-464b-a938-b317cfc2deed/public
A transcriptof the Quiz 3 video is here: Transcript of Quiz 3 with Tim.docx Transcript of Quiz 3 with Tim.docx – Alternative Formats
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A1 Marking rubric_ Mathematics Pedagogies and Integrated Curriculum.docx A1 Marking rubric_ Mathematics Pedagogies and Integrated Curriculum.docx – Alternative Formats

 
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