Blog

Assignment Brief

As part of the formal assessment for the programme you are required to submit a Introduction to Web Authoring assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

Learning Outcomes:

After completing the module, you should be able to:

1. Identify design, usability and accessibility issues involved in delivering websites.

2. Demonstrate knowledge and understanding of the website planning and design processes

3. Understand web technologies, development environments and implementation methods.

4. Design, implement, test and document a website solution for a defined scenario.

Assignment Task

Scenario:

You are working as a junior developer at Tech Brains Ltd. You are part of a team of junior developers that have recently joined the organisation. Tech Brains provide services to a range of clients in the UK and abroad.

Task 1

The company has been approached by an organisation who would like to create a website for visitors. This will be a website that comprises of ‘mini sites’ that is focused on travel and tourism to various destinations across the world .

You have been asked to pitch an idea for one of these mini sites by producing a website specification for any tourist destination. The destination, content and features of this mini site is up to you.

The specification should include the following sections:

• Website Objective/Goals
• Key audience(s)
• Provisional site structure (to contain at least 5 content pages and a form)
• Functional specification
• Website Comparison: Review 3 other websites to compare their design, usability and accessibility features. Also include URL (web address) for each website.

Task 2

Having proposed an idea for a mini website, you have been asked to create your proposal.

Requirements

The site should:

• Contain at least 5 pages of content (text, images etc)
•  Contain a form that collects input (e.g. feedback form, query form)
• Use HTML and CSS to structure and format the pages

Task 3

Provide evidence that you have evaluated your website in terms of usability and accessibility. Requirements

• Include evidence that you have considered how your site will look across 3
  different browsers and 3 screen layouts (e.g Tablets, Smart phones, PC monitor etc).
•  You will also need to check that your site validates correctly in terms of HTML and CSS and the extent to which your site content is readable.
•  You should document any changes that you have made as a result of testing
  e.g., before and after reports of your HTML validation (Please include screenshots).
• Produce a report or single web page which presents this evidence, in the form of text and relevant screenshots.
• Create this evidence as either a single HTML page or a report format (docx or
  PDF) with the following file name:
  [yourstudentnumber]_testing.html/docx/pdf e.g., STU96645_testing.html or STU96645_testing.docx, or STU96645_testing.pdf

The post COM4007 – Identify design, usability and accessibility issues involved in delivering websites: Introduction to Web Authoring Assignment, AU, UK appeared first on Students Assignment Help UK.

Task 1 – Purposeful questions

For this assignment, you will pick a topic of interest that you would like to find out more about. This should be related to your course of study, e.g. artificial intelligence, robotics, social media, advertising, film. Ask your tutor for further guidance if required.

In the box below, write down at least five questions that could help to develop your knowledge and understanding of your chosen topic.

OCN London Sourcing and Reading Information course on how to frame a purposeful question: https://tinyurl.com/ocnlondon-sri-question

Task 2 – Locating and referencing resources

Next, find a range of sources that are likely to contain answers to your questions.  List the sources that you have found in the box below in the Harvard style as you would in a bibliography.

To meet the assessment criteria, you must include at least three different types of resources e.g. books, textbooks, journal articles, newspaper articles, magazine articles, scripts, e-books, websites, podcasts/audio materials and videos (such as a documentary, recorded lecture or teaching video).

OCN London Sourcing and Reading Information course on different resource types: https://tinyurl.com/ocnlondon-sri-resource

OCN London Sourcing and Reading Information course on referencing: https://tinyurl.com/ocnlondon-sri-referencing

Task 3 – Source evaluation

Select three of the sources and record in the source grids the information that you have found in response to your questions.

• To meet the AC, the three sources you use mustbe different source types.
• Your sources may not answer all your questions. You should set out the questions and the answer you have found in Section A.
• In Section B of the grid, evaluate the quality of each source in relation to your purposeful questions. Evaluation of sources is an important academic skill to develop, as it will help you to ensure that your work is supported by credible information and you are able to spend the right amount of time finding and making notes from sources.

The following questions will help you to evaluate:

• Did the resource enable you to answer all of your questions? Which questions do you need to focus on in the next resource?
• Did it prompt any further questions? Will you need to find out this information in order to respond to the task set within its defined parameters (for example, word limit, deadline)?
• Do you have concerns about the reliability of the resource used (e.g. how current it is, any bias the resource might have, its intended audience) so that the information needs to be verified using another source?
• Do the requirements of the task mean that you need to find information from a different perspective or side of an argument?

OCN London Sourcing and Reading Information course on reviewing, summarising and evaluating sources: https://tinyurl.com/ocnlondon-sri-evaluating 

Source 1

Task 4 – Source annotation

For two of your written sources, photocopy or print out a section where you found information for your assignment (up to four pages) (AC2.1). Annotate the photocopies to demonstrate your thinking processes as you read the section, for example:

• identify words or phrases that you were scanning for to answer your question
• highlight areas that were relevant to your questions (make sure it is clear what the highlighted sections mean with annotations or by including a key)
• identify sections that you skimmed
• annotate areas that prompted further questions
• annotate areas that helped you to determine the usefulness of the source

The two written sources can be the same as the sources you wrote about in section 3 or other sources. You should include the source reference at the top of the page.

If you are completing the workbook digitally, then you can copy the two sources into the workbook or submit them as separate files.

OCN London Sourcing and Reading Information course on reading techniques: https://tinyurl.com/ocnlondon-sri-reading

Write around 150-200 words reflecting on the processes that you followed to find relevant information for your assignment. You may want to cover:

• What were your main sources of information for the assignment?
• Were these sources that you had identified originally? If not, how did you find them?
• How useful were your purposeful questions in guiding your research?
• How useful were the different reading techniques in finding relevant information?
• What have you learnt about how to find and use sources for future assignments?

Task 5 – The purpose and features of different written texts 

Write a commentary where you compare and contrast the purpose of two written texts on the same theme, using examples of features from each of the texts. (Total word limit: 500 words)

Texts:

The tutor must provide the learners with links to the texts here or copies of the texts on the following pages.

Article 1: The National AI Strategy

https://assets.publishing.service.gov.uk/media/614db4d1e90e077a2cbdf3c4/National_AI_Strategy_-_PDF_version.pdf

Article 2: The Guardian

https://www.theguardian.com/commentisfree/article/2024/jul/22/artificial-intelligence-panic-time-change

Guidance:

Start your commentary with a summary of what you think the purpose of each of the texts is. Once you have set out the purpose, you will be able to compare and contrast how you are able to identify this purpose using features of the texts.

Features of the text that can be used to identify the purpose:

• The main ideas set out in the text
• Where the text has been published – who is it intended for?
• The format chosen by the writer (e.g. article, report, blog, essay)
• The tone, formality and complexity of the writing style
• Stylistic features (e.g. sentence structure for emphasis, imagery, assumption, suggestion, irony, sarcasm, allusion, metaphor, simile, inference, symbolic representation, statistical representation)
• In-text features (e.g. headings, images, changes in font, paragraphing structures, use of quotations, openings and endings of sections, referencing)

You should include examples or short quotes from the texts to support your points.

OCN London Sourcing and Reading Information course on the purpose of texts: https://tinyurl.com/ocnlondon-sri-purpose

The post Access to HE Diploma Assessment Materials Sourcing and Reading Information (2024-25) : Computing, Assignment, OCN, UK appeared first on Students Assignment Help UK.

This unit will develop your knowledge of the importance of leadership and management theories and styles.  You will look at how coaching and mentoring can complement your leadership style and ways to adapt your leadership and management for different situations

ANALYSE – to study or examine something in detail (looking at all the component parts of the whole) to discover more about it, i.e., what works well, what does not, how is it beneficial.

A conclusion could follow – what possible changes can be made as an improvement.

EVALUATE – to judge or calculate the quality, importance, or value of something: i.e., why this is used, what purpose or value does it have, does it fulfil its purpose.

A conclusion could follow – to continue with the item, discontinue it, or suggest possible changes

 QUESTIONS

1.1  Explain the differences between leadership and management and why managers need

1.2 both skills

1.3 Explain 3 key theories of leadership and management and how you can use these in

1.4 your own leadership (see below guidance)

1.5 Analyse the range of different leadership styles

1.6 Analyse how coaching and mentoring can be used to compliment your leadership style

2.1 Analyse the impact of 3 internal and external drivers on leadership and management in adult social care services (see below guidance)

2.2 Explain the role of leadership and management skills in adult social care services

2.3 Explain how you adapt your own leadership and management style for:

a)Different situations

b)Different teams (see below guidance)

2.4 Evaluate the interaction between the values and culture of an adult social care organisation and own leadership behaviours

Guidance

Key theories of leadership and management may include:

• John Adair Action-Centred Leadership Model
• Peter Drucker Management by Objectives
• Bill Reddin 3-D Leadership Model
• Management by Walking About (MBWA)
• Tannenbaum and Schmidt 7 Levels of Delegation and Freedom

The post Level 5 This unit will develop your knowledge of the importance of leadership and management theories and styles: The Principles of Leadership and Management in Adult Social Care, Assignment, UK appeared first on Students Assignment Help UK.

QUESTIONS

1.1    Define the terms:

• Personal wellbeing
• Self-care
• Resilience

Guidance

Wellbeing, in this context, refers to that of the learner. Wellbeing is a broad concept referring to a person’s quality of life taking into account health, happiness, and comfort.  .

Self-care refers to us taking an active role in the practice of protecting, preserving, or improving were possible our mental wellbeing and physical health

Resilience means the emotional ability to respond to stressful or difficult situations both in personal life and work life.

1.2  Identify factors that positively and negatively influence your wellbeing

1.4  identify indicators of your wellbeing and wellbeing deterioration.  

Guidance

Factors include environmental, physical, social and psychological factors inside and outside the workplace.

Indicators include physical, emotional, and psychological

1.3  Explain how our physical health can impact our wellbeing and vice versa

2.1 and 2.2 Explain how your wellbeing impacts on

• Role
• Behaviour
• Others

3.1  Identify factors that influence own resilience

3.2  and explain why increasing resilience can benefit own health and wellbeing.

3. 3    Describe strategies you can use to increase your resilience.

4.1     Describe strategies to maintain and improve own wellbeing.

Guidance

Strategies should include those that enable you to maintain your wellbeing as well as strategies to implement if indicators of deterioration are recognised

4.2  Identify a range of internal and external support offers for own wellbeing

4.3  and give examples of when and how to access these offers of support.

Guidance

Internal and external support offers should include offers available inside and outside of your workplace.  Think about offers you use as well as those you currently choose not to, for example:

• Internal: supervision, employee assistance scheme, mentor, or buddying systems
• External: self-help tools, apps and websites, local groups and networks

4.4  Describe how to access professional help for your own wellbeing.

5.1   Define the terms ‘stress’ and ‘anxiety’.

5.2  Describe the indicators of your own stress and anxiety.

Guidance

Indicators include physical, emotional, and psychological

5.3  Explain factors that can trigger your own stress and anxiety.

Guidance

Factors include environmental, physical, social and psychological factors inside and outside the workplace.

5.4  Explain how stress and anxiety may affect your own reactions and behaviours toward others.

5.5  Summarise strategies to manage own stress and anxiety.

Guidance

Strategies should include those that enable you to maintain your wellbeing as well as strategies to implement if indicators of deterioration are recognised, self-care is one example of a strategy that could be explored in more detail.

The post Unit 4 – Identify indicators of your wellbeing and wellbeing deterioration: Promoting Personal Wellbeing, Assignment, UK appeared first on Students Assignment Help UK.

Learning aim(s)/objective(s)

Learning aim A : Examine the benefits of work experience in engineering for own learning and development

Learning aim B : Develop a work experience plan to support own learning and development

Vocational Scenario (or Vocational Context)

Preparing for a Work Experience Placement

You are an apprentice within an engineering organisation and during your first year you have been working in a number of different areas to gain an understanding of how each operates. Your supervisor has been monitoring your progress throughout the year and thinks that you should now be considering the different engineering sectors and job roles that could appeal to you as a career. She has asked you to investigate the different career options open to you and to then complete a placement working within your chosen engineering sector. Before the placement you will need to prepare yourself and generate a work experience plan.

Task 1: 

You are to produce a portfolio of work which demonstrates the benefits to you of carrying out a work experience placement within an engineering organisation. Your portfolio of work should include: a) a reflection of your own skills and abilities; and b) information that considers the importance of preparation before starting your placement. This will form part of your work experience plan.

To do this:
Firstly, reflect on and record your own skills and attributes, providing information on how they will be beneficial when you are working in an engineering workplace. You could consider the range of skills that you have gained, your ability to apply the theory that you have learnt, as well as your personal skills, for example, how well you work in a team. From this, you should identify those areas where you have strengths, and those areas where you need to develop professionally.

You should then consider the importance of work experience as a method of developing your skills and attributes. Your portfolio of work should include information about:

• the role of work experience in supporting the development of your professional skills and personal attributes for work in engineering
• how work experience can inform your career choices and help to prepare you for employment in engineering
• how work experience can provide you with a realistic understanding of the engineering sector in which you intend to carry out your placement

This should be supported by appropriate research to provide judgements about the validity of possible work experience placements.

You should then use a range of relevant research to extend your understanding about an engineering work experience placement and to help you to develop a work experience plan, which must include information about:

• the expectations, responsibilities and limitations for yourself on a specific engineering work experience placement
• a reflection on your own strengths and areas for improvement
• your own specific personal and professional development goals and how to meet them during your engineering work experience placement
• how your own plan is relevant and supports your own learning and development

Criteria reference

A.P1 Explain how work experience can support the development of own professional skills and personal attributes for work in engineering.

A.P2 Discuss ways in which work experience can inform own career choices and help prepare for employment in engineering.

A.M1 Analyse how work experience can provide support in gaining a realistic understanding of the engineering sector.

AB.D1 Justify the benefits of preparation in supporting own understanding of the expectations of work experience.

B.P3 Explain own responsibilities and limitations on work experience in engineering.

B.P4 Explain how to meet own specific personal and professional development goals while on work placement.

B.M2 Assess the importance of own work experience plan to support own learning and development.

The post Pearson BTEC Level 3 Unit 9: Work Experience in the Engineering Sector : Engineering, Assignment UK appeared first on Students Assignment Help UK.

Assessment 1

Assessment Title:  An exploration of the care and management of a patient with complex health needs.

Assessment Task:

Choose either Traumatic Brain Injury (TBI) or Colorectal Cancer (CRC) to create an evidence informed discussion, underpinned with appropriate bioscientific knowledge that critically examines the following key areas in delivering high quality care:

• Critically explore the epidemiology and explore its significance for an individual and wider society.
• Select an evidence-based aspect of nursing care; evaluate how you would assess, manage and deliver high quality care within an interdisciplinary context.

.

Assessment Support

The module includes the following formative opportunities to support you with your assignment submission:

• Tutorial support throughout the module – e-learning and in class.
• Self-directed study (pre and post session work), including activities to develop your critical analysis and academic writing skills.
• Reading list which includes up-to-date, relevant clinical guidelines as well as useful resources for critically appraising literature.
• Group work discussions.
• Peer feedback is also encouraged within a supportive framework of the module.
• FAQ’s for assignment related questions on Moodle.
• An assignment planner to help with organising and developing your work ahead of submission.
• Session on ‘Critical Analysis/EBP’ which is scheduled during the run of the module.
• Where you have received individual or group feedback from previous academic work, we would encourage you to consider this and feed this into your future work.

The post Level 6 NUR6065 : An exploration of the care and management of a patient with complex health needs- Nursing care: adult, Assignment, BCU, UK appeared first on Students Assignment Help UK.

Assignment Brief

As part of the formal assessment for the programme you are required to submit a Introduction to Databases assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

Learning Outcomes:

After completing the module, you should be able to:

1. Demonstrate a knowledge and understanding of databases and data management systems.

2. Understand key principles of relational database design techniques.

3. Apply knowledge and understanding of database design and development to design, implement, and test a relational database solution for a given scenario.

4. Graduate Attribute: Discipline Expertise: Knowledge and understanding of chosen field. Possess a range of skills to operate within this sector, have a keen awareness of current developments in working practice being well positioned to respond to change.

Assignment Task

Scenario:

ReadIT is a small library in Woodley which is ran by the local community to encourage reading. Due to its success, they are now requiring a database to store and track book loans. They are also planning to start a coffee shop so that any profits can help cover the expenses of the library.

You have been assigned as a database developer to undertake the following:

• Task 1: Propose the design of a relational database for the coffee shop
• Task 2: Implement the database for the community library.
• Task 3: Test the implementation of the community library database

Part 1: Database Design and Development

Task 1: Coffee Shop Relational Database Design

The coffee shop will make fresh coffee on the premises based on customer orders. Initially, they are planning to offer 5 different varieties of coffee which can be ordered in 3 different sizes. The coffee prices will vary based on the coffee variety and the size of the selected cup. In addition, they will also sell items such as biscuits and cakes. They will need to have online catalogue for this menu along with prices.

They will also need to record the orders and print invoices.

They are hoping to increase the coffee varieties and offer other foods in the future so it is important that the database design is scalable.

a. Design the relational database for the coffee shop covering the areas listed below:

i. Logical Model For the coffee shop scenario, create a logical model for the database using a crow’s foot style Entity-Relationship diagram(e.g. Barker/UML, do NOT use the Chen diagramming style).

Make sure to normalise the data to 3NF, adding keys and identifier columns as appropriate. Annotations for the normalisation process is required. Make sure to note any assumptions made along with their reasons.

ii. Physical Model

Using your logical model as a basis, create a physical model Entity-Relationship diagram using crow’s foot notation for the relational database provided by the Arden University. Make sure to use appropriate naming conventions and to identify data types, keys, and constraints. Note any assumptions made or further changes to the structure beyond those in the logical model.

Task 2: Create the Library Relational Database

The library lends books to the local community’s registered members. Until now all information related to book stock, members and library transactions has been stored manually using a ledger. However, there have been times when the data has been inconsistent or lost and there are concerns around this manual way of processing the data so it has recommended that a database should be developed to manage all data related to the library.

a. Based on Figure 1. Library physical model entity-relationship diagram, create the database using appropriate SQL in the relational database provided by the Arden University.

b. Insert 12 meaningful books in the Books table, 8 members in the members table and 10 library transactions for the last month. The given number of records are the minimum requirements for the database, you are allowed to add more data as required.

c. Display all the tables with the inserted data.

Provide evidence of the database creation and data insertion with appropriate execution screenshots with your database schema to verify that it is your code.

Part 2: Test the Library Relational Database

Task 3

Using the Library database from Task 2, provide solutions to the following four problem cases in the form of SQL code and a brief explanation of your reasoning. Include screenshots of SQL queries execution and its results along with your schema, evidencing this in each of the cases mentioned below. Ensure your schema or username is included in every screenshot to verify it is your code.

Case 1:

Search To demonstrate the efficiency of searching to the librarian, create searches based on the below mentioned criteria. a. Find out the specific library transaction details based on a Book Issue date. b. Find out a member based on their contact number. c. Find out the book details based on a Book title.

Case 2: Data manipulation

a. A specific book has been damaged, so it needs to be removed from the stock. Delete the book from the relevant tables.

b. A member has changed their contact number, please update the relevant records for the member.

Case 3: Appreciation System

a. The library is eager to start a new initiative to encourage members to take good care of the books and return them on time. Add the new columns Comments and Appreciation Points in the Transaction table. Ensure it can only accept the comments and points listed below.

b. Members will receive a £10 voucher based on their total appreciation points for their library transactions at the end of each year. Calculate the total Appreciation_Points for all the members; display it in the order of the highest appreciation points at the top of the results along with their member_ids.

Case 4: Statistics

a. Count and display the total number of members who used the library from a selected month’s library transaction data. Use meaningful display names.

The post COM4008: Demonstrate a knowledge and understanding of databases and data management systems- Introduction to Databases, Assignment , AU, UK appeared first on Students Assignment Help UK.

This unit introduces the fundamentals of people practice, ranging from the employee lifecycle to policies, regulation, and law. It further explores a diverse array of specialist subjects such as recruitment, talent management, reward and learning and development, essential to a career in people practice. Importantly, this unit enables practitioners to apply their knowledge and skills, building their confidence and ability to practice progressively.

Case study

Inter Luxe Hotel Group is a multi-national hotel chain with 800 properties in 25 countries. The hotels are based in coastal resorts and cities. In coastal resorts, customers are mainly those on holiday. In cities, the customer base is more diverse and includes sightseers and business customers. Both groups of customers have high expectations. You work as a People Advisor in the People Function of a cluster of eight hotels. Inter Luxe Hotel Group employs graduate trainees who spend time in different functions to enable them to develop knowledge and understanding of the whole business. A graduate trainee will soon be starting their placement in your function, and you are responsible for their learning during this placement.

Task one – Written advice (recruitment and selection)

• You feel a good starting place is to learn about the employee lifecycle. You decide to explain the stages of the employee lifecycle and how a people practitioner could contribute to each stage. (AC 1.1)

Employee turnover is high for Food and Beverage Assistants, and you are about to recruit and select new employees for this role. You decide to advise the graduate trainee on how to recruit and select Food and Beverage Assistants.

• Explain the purpose and key content of a job description and person specification. Explain how job analysis can be used to decide on the content of these documents. (AC 1.2)
• Explain two different recruitment methods that Inter Luxe Hotel Group could use for the Food and Beverage Assistant vacancies and why the two methods are appropriate for the role. (AC 1.3)
• Explain factors to consider when deciding on the content of copy used in the recruitment methods you have explained above. You could consider factors such as budget, balance between providing an accurate and positive image, space available, corporate image. (AC 1.4)
• Explain two different selection methods that Inter Luxe Hotel Group could use for the Food and Beverage Assistant vacancies and why the two methods are appropriate for the role. (AC 2.1)
• Explain what selection records Inter Luxe Hotel Group should retain and why they should retain these records. (AC 2.4).
• Write letters of appointment and non-appointment for the Food and Beverage Assistant role. (AC 2.5)

Task two – Simulated interview

• Devise selection criteria for the post of Food and Beverage Assistant using the job description already written (Appendix A). Use the selection shortlisting matrix (Appendix B) to shortlist applications against the selection criteria to determine candidates to be interviewed. Your assessor will provide you with completed, sample application forms. (AC 2.2)
• Interview one applicant and decide whether they meet the criteria for the post. The interview could be a panel or one-to-one interview (as determined by your centre). The interview could be conducted face-to-face or by web conferencing. (AC 2.3)

[If working as a panel, it is essential that each member of the team actively takes part in devising the criteria, shortlisting, interviewing and decision-making.

A copy of CIPD STARR Model Interview Questions (Appendix C) has been included, that can be used when developing interview questions.]

Task three – Guidance document (legislation and employment relations)

After meeting the graduate trainee, you realise that their knowledge of employment legislation and employment relations is limited. As part of their development, you develop a guidance document.

The guidance document must include:

• an explanation of the importance of achieving work-life balance within the employment relationship with an overview of the legislation relevant to working time. (AC 3.1)
• an explanation of what is meant by, and the importance of, wellbeing in the workplace. (AC 3.2)
• a summary of the main points of discrimination legislation. (AC 3.3)
• an explanation of what diversity and inclusion mean and why they are important. (AC 3.4)
• an explanation of the difference between fair and unfair dismissal. (AC 3.5)

Task four – Guidance document (performance management and reward)

The second part of the guidance document contains essential knowledge and understanding of performance management and reward. You need to ensure that your explanation includes:

• the purpose and typical components of performance management. (AC 4.1)
• twofactors that need to be considered when managing performance. (AC 4.2)
• different methods of performance review. (AC 4.3)
• key components (financial and non-financial) that are required to achieve an effective total reward system. (AC 5.1)
• how reward can motivate employees to perform. (AC 5.2)
• at least two reasons for treating employees fairly in relation to pay. (AC 5.3)

Task five – Written answers (learning and development)

Your manager is keen that being responsible for the development of the graduate trainee is also a development opportunity for you. Your manager asks you to:

• explain why learning and development activities are of benefit to the graduate trainee andInter Luxe Hotel Group. (AC 6.1)
• describe different types of learning needs and reasons why they arise for the graduate trainee andInter Luxe Hotel Group. (AC 6.2)
• summarise different face-to-face and blended learning and development approaches, including facilitation; training; coaching; and mentoring that you could use when developing the graduate trainee. (AC 6.3)
• explain how, in the design and delivery of learning and development initiatives, individual requirements and preferences of the graduate trainee must be accommodated. (AC 6.4)
• discuss at least twomethods of evaluating the graduate trainee’s learning and development and its impact. (AC 6.5)

Assessment Criteria

Task 1 – Written advice

1.1 Explain each stage of the employee life cycle and the role of the people professional in it.

1.2 Explain different ways in which you can prepare information for specified roles.

1.3 Explain different recruitment methods and when it is appropriate to use them.

1.4 Explain factors to consider when deciding on content of copy used in recruitment methods.

2.1 Explain different selection methods and when it is appropriate to use them.

2.4 Explain the selection records that need to be retained.

2.5 Write letters of appointment and non-appointment for an identified role.

Task 2 – Simulated interview

Assessment criteria

2.2 Develop selection criteria and shortlist candidate applications for interview for an identified role.

2.3 Participate effectively in a selection interview and the decision-making process for an identified role.

Task 3 – Guidance document

Assessment criteria

3.1 Explain the importance of work-life balance within the employment relationship and how it can be influenced by legislation.

3.2 Explain the concept of wellbeing in the workplace and why it is important. 3.3 Summarise the main points of discrimination legislation.

3.4 Explain what diversity and inclusion mean and why they are important.

3.5 Explain the difference between fair and unfair dismissal.

Task 4 – Guidance document

Assessment criteria

4.1 Explain the purpose and components of performance management.

4.2 Explain factors that need to be considered when managing performance.

4.3 Explain different methods of performance review.

5.1 Explain the key components of an effective total reward system

. 5.2 Explain the relationship between reward and performance.

5.3 Explain the reasons for treating employees fairly in relation to pay.

Task 5 – Written answers

Assessment criteria

6.1 Explain why learning and development activities are of benefit to individuals and organisations.

6.2 Describe different types of learning needs and reasons why they arise for individuals and organisations.

6.3 Summarise different face-to-face and blended learning and development approaches including:

• facilitation
• training
• coaching
• mentoring.

6.4 Explain how individual requirements and preferences must be accommodated in the design and delivery of learning and development.

6.5 Discuss how learning and development can be evaluated.

The post 3CO04 Level 3 CIPD Assignment : June 2024 – Essentials of people practice appeared first on Students Assignment Help UK.

This unit looks at how people professionals make both straightforward and complex choices as they perform their roles. It focuses on how utilising a diverse range of analytics and evidence is essential to the rationalisation and enhancement of working practices and situational decision making to create value.

Preparation for the Tasks: 

• At the start of your assessment, you are encouraged to plan your work with your assessor and where appropriate agree milestones so that they can help you monitor your progress.
• Refer to the indicative content in the unit to guide and support your evidence.
• Pay attention to how your evidence is presented.
• Ensure that the evidence generated for this assessment remains your own work.

You will also benefit from:

• Completing and acting on formative feedback from your assessor.
• Reflecting on your own experiences of learning opportunities and continuous professional development.

Task – Information sheet

Your manager has asked you to prepare an information sheet to give to an intake of new practitioners to the people practice team as part of their induction. The aim is to showcase how evidence-based practice and analytics are used by the people function to inform and assure sound decision-making.

She has asked for the information sheet to have two sections.

Section One

In section one she has asked you to:

• Explain what evidence-based practice is and how it might be applied within an organisation. (AC 1.1)
• Explain the importance of using data in organisations and why it is necessary to ensure that data is accurate when determining problems and issues. (AC 1.2)
• Explain the different types of data measurements used by people professionals. (AC 1.3)
• Explain how the application of agreed policies and procedures informs decisions. (AC 1.6)
• Explain how people professionals create value for people, organisations and wider stakeholders. (AC 2.1)
• Summarise the ways in which you can be customer-focused, and standards-driven in your own context. (AC 2.2)

Section Two

In section two, your manager has asked you to provide practical working examples of how the people practice team examines, interprets and presents the findings of data in different diagrammatical formats so it can be easily understood. She has asked you to use the information in Table 1 below, about turnover rates, as an example. The table shows the number of employees leaving different departments over a three-year period.

Table 1 – Review of turnover rates 2020 – 23 – (please double click on the icon to open the table)

To make the data more easily understood:

• show as a percentage the number of employees leaving each department, each year
• present the overall total leaving rate for the whole organisation as a percentage, for each year.  (AC 1.4)

Present your findings using at least two appropriate diagrammatic forms so it can be easily understood by end users.

Having analysed your findings, comment on any issues that the data has revealed and propose potential solutions. (AC 1.5)

Assessment Criteria

You may find the following checklist helpful to make sure that you have included the required evidence to meet the task. This is not a mandatory requirement as long as it is clear in your submission where the assessment criteria have been met.

Task: Information sheet – section one

1.1 Explain what evidenced-based practice is and how it is applied within an organisation.

1.2 Explain the importance of using data in organisations.

1.3 Explain different types of data measurements that people professionals use.

1.6 Explain how the application of agreed policies and procedures informs decisions.

2.1 Explain how people professionals create value for people, organisations and wider stakeholders.

2.2 Summarise ways in which you can be customer-focused, and standards-driven in your own context.

Task: Information sheet– section two

1.4 Conduct common calculations to interpret data.

1.5 Present findings in different formats to enable informed decision making.

The post 3CO02 Level 3 CIPD Assignment : June 2024 – Principles of analytics appeared first on Students Assignment Help UK.

Assignment Task

By using 1-D simulation software “GT POWER v 2023”, the aim of this coursework is to study the engine performance characteristics by changing design parameters. A written report addressing the results from the following tasks:

Task 1. 10% of the assignment mark

Simulate a GT-POWER engine model “v2023_TASK1_5013FTE1cylSI” provided in AULA to produce baseline results. Plot and discuss relevant engine performance indicators of your choice such as Volumetric Efficiency, BMEP, BSFC and discuss links between them. The engine must be simulated from 1000rpm through to 8000rpm. Discussion of the results including links between the various engine performance indicators should be also included in the report.

Task 2. 20% of the assignment mark

Modify the engine intake runner length to 400mm and exhaust runner length to 100mm. Name the model as “v2023_TASK2_5013FTE1cylSI”. You must keep the rest of components of the model as standard this includes the runner diameter and other parameters. Then run simulation from 1000rpm through to 8000rpm and compare performance with baseline in Task1. Discuss the relation between the modification applied and overall engine performance characteristic changes.

Task 3. 20% of the Assignment 1 coursework mark

In the model “v2023_TASK2_5013FTE1cylSI”, alter combustion duration (def=10 to 90%) to 20deg and Anchor angle (def = 50% burn) to 6deg. Name the model as v2023_TASK3_5013FTE1cylSI”. You must keep the rest of components of the model same as the TASK2 model. Then run simulation from 1000rpm through to 8000rpm and compare with TASK2. Discuss the performance changes using relevant engine performance indicators (additional performance indicators may be required to suitably discuss the changes).

Task 4. 20% of the Assignment 1 coursework mark

Change the TASK3 model to Direct Injection fuelling system. Name the model as “v2023_TASK4_5013FTE1cylSI”. You must keep the rest of components of the model same as the TASK3 model. Then run simulation from 1000rpm through to 8000rpm and compare with TASK3. Discuss the performance changes using relevant engine performance indicators (additional performance indicators may be required to suitably discuss the changes).

Task 5. 30% of the Assignment 1 coursework mark

Tasks 1-4 rely on simulation to predict engine performance. In the real world simulation predictions are also tested with single cylinder engines on an engine dynamometer (test bed) to give empirical validation to the results. As a powertrain development engineer you would be required to inform the applications group how and what you specifically want to test and what data you require. Analyse and discuss what modifications to the base hardware and software would be required to create these empirical dyno tests and what would be required to measure the performance indicators you have discussed above to validate your simulations. This should include a description of all the required sensors and actuators (including type and some reasoning why) and a discussion of which aspects of engine control strategy should be modified for each task above

Assessed Module Learning Outcomes

The Learning Outcomes for this module align to the marking criteria which can be found at the end of this brief. Ensure you understand the marking criteria to ensure successful achievement of the assessment task. The following module learning outcomes are assessed in this task:

1. Develop and apply knowledge and understanding of scientific principles and methodology necessary to underpin their education in vehicle systems and related engineering disciplines, to enable appreciation of its scientific and engineering context and to support their understanding of future developments and technologies.

2. Apply a systems approach to vehicle engineering problems.

3. Apply knowledge of characteristics of particular equipment, processes or products and the use of technical literature and other information sources.

4. Demonstrate engineering workshop and laboratory skills.

The post 5013FTE Internal Combustion Engine Simulation Report: Vehicle Systems and Development, Assignment, CU, UK appeared first on Students Assignment Help UK.