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Unit 15 Software Testing Frameworks And Methodologies Assignment

Note To Learners

For this assignment, you will be creating test plans for code already provided. A unit testing framework in Python such as UnitTest or PyTest are suggested, or similar. Your tutor will help you set this up if needed.

Assignment Scenario

You have been working as a software tester for a medium-sized software development studio, headquartered in the large municipality of Centrala, that specialises in building commercial software applications for various platforms.

Your studio has recently been approached by Centrala’s University (CU) to help with the development of a tool that can be used by IT literate staff in their Medical school to safely search, download, validate and safely store medical data files in an interactive manner.

niversity’s trusted scientific partner whom they work with on leading medical research projects. The University’s Medical school needs to be able to download critical pharmaceutical trial data from this partner in a way that is both secure and reliable. At the moment this is achieved using a simplistic FTP service but it will be succeeded by a more sophisticated RESTful web-based API in the future.

The development team is aware that all medical data files must be strictly validated (using a set of documented rules) before they are accepted, copied for investigation, and then securely archived in a logical directory hierarchy (or be rejected if found to be “bad”)

Due to the pharmaceutical nature of the data, it is incredibly important that there are no duplicated data sets; this could create bias problems during analysis.

While the main development team assigned to the project are busy coding a solution to find, download and validate actual medical data files, a small sub-team has been hard at work creating a Python script which creates “sample” medical data files for the development team to practice on.

The sub-team has now completed this script, based on the data file specification provided, and it has been passed to your team for testing and sign-off.

It is likely the behaviour of this code can be tested using TDD and BDD principles.

Submitted Python Script

The following Python script has been submitted by the development sub-team:

This code is based on rules provided by the Medical School within the University. It is hoped that this code not only works correctly, but also gives your studio’s main development team suitable medical data files, in the correct CSV format, with which to test their code. Unfortunately, it wasn’t built using TDD principles, so there may be some faults lurking in the code or it may exhibit unexpected behaviour when it runs.

# Makes med data files for Dev team import csv import os import random import time def make_headings(cols:int=10) -> str: headings = [“batch_id”,”timestamp”] + [“reading”+ str(num) for num in range(1,cols+1)] return headings def make_row(cols:int=10) -> list[float]: random.seed() my_row = [round(random.random()*10, 3) for _ in range(10)] my_row.insert(0, random.randrange(1, 200)) my_row.insert(1, time.strftime(“%H:%M:%S”)) return my_row def make_data(rows:int=10) -> list[list[float]]: my_data = [[data for data in make_row()] for _ in range(rows)] return my_data def make_file(pathname:str, headings:list[str], my_data:list[list[float]]) -> bool: if not os.path.exists(pathname): with open(pathname, ‘w’, newline=’’) as newCSV: writer = csv.writer(newCSV, delimiter=”,”, quoting=csv.QUOTE_NONNUMERIC) writer.writerow(headings) writer.writerows(my_data) print(f”CSV data written to {pathname}.”) return True else: print(f”Sorry, a med data file called ‘{pathname}’ already exists, aborting!”) return False def build_me() -> None: print(“Making headings”) headings = make_headings() print(“Making data”) my_data = make_data(10) print(“Creating filename”) pathname = “MED_DATA_”+time.strftime(“%Y%m%d%H%M%S”)+”.csv” print(“Attempting to build the CSV med data file”) result = make_file(pathname, headings, my_data) print(f”Written successfully: {result}”) for counter in range(5): print(f”\nProcessing #{counter:3d}…”) time.sleep(random.randint(1,5)) build_me()

The Following Section Details The Rules Provided By The CU Medical School Regarding The Medical Data Files Structure And Content.

Sample Data — Known Issues

Unfortunately, medical data CSV files have had multiple issues in the past and this has led to communication regarding the variable quality of the data.

Common issues that CU’s School of Medicine have identified include:

Incorrectly formatted filenames.

Duplicated batch_ids in a single file

Missing headers or misspelt/incorrect headers, e.g. “batch” rather than “batch_id”

Missing columns on one or more rows

Invalid entries, e.g., reading values of 10 or greater

Invalid empty “0 byte” files (because there can be no “nil” returns)

Malformed files (causing difficulties when importing into other applications, e.g., spreadsheets, databases, cloud-based machine learning etc.)

Sample Data — Comma Separated Value (CSV) Format

As noted, the University’s partner trial data is exported from proprietary medical devices as CSV files, which should follow rfc4180 guidelines, cf. https://tools.ietf.org/html/rfc4180

For example, a valid trial data CSV file, in raw form:

“batch_id”,”timestamp”,”reading1",”reading2",”reading3",”reading4",”reading5",”rea ding6",”reading7",”reading8",”reading9",”reading10" 55,”14:01:04",9.875,9.138,1.115,8.006,3.84,4.952,9.038,1.046,2.179,8.701 64,”14:01:04",4.168,9.247,1.958,1.65,3.631,9.317,8.182,9.292,5.978,3.06 116,”14:01:04",2.253,9.489,6.534,8.601,7.397,5.096,8.501,0.541,4.263,8.465 74,”14:01:04",0.89,5.942,3.02,9.526,8.478,7.84,1.85,8.81,4.712,6.805 142,”14:01:04",8.872,7.109,1.453,0.005,8.102,1.598,8.25,5.257,6.01,2.153 129,”14:01:04",2.115,7.738,4.946,7.444,6.362,5.735,9.768,6.25,5.32,4.073 113,”14:01:04",2.25,3.428,2.914,6.452,5.189,2.858,5.935,3.574,7.477,1.61 32,”14:01:04",1.956,6.395,7.196,2.823,2.563,1.305,7.938,6.421,0.398,3.024 172,”14:01:04",2.814,4.611,4.866,9.033,2.711,0.765,7.837,5.17,5.802,0.92 192,”14:01:04",0.539,0.103,1.669,7.162,0.912,7.134,2.151,7.439,6.612,6.731

And viewed in Microsoft Excel:

Filename Convention

Filenames from the partner’s trial data exports are meant to be created using the following naming convention:

MED_DATA_YYYYMMDDHHMMSS.csv

For example:

MED_DATA_20230603140104.csv

This would represent a trial data .csv file that was created at 2:01:04 pm on 03/06/2023.

Batches

Each batch of results is identified by a unique batch_id (see 1st field) and this may appear unsorted in any .csv file. However, duplication of the same batch_id within a single file would indicate a faulty .csv file and this file should be both logged and excluded from further study, i.e. not stored by the University’s Medicine School.

In reality, batches within a single file may be exported within the same second or over multiple seconds, depending on throughput of the scientific partner’s proprietary devices, i.e. multiple entries for the same timestamp are not considered unusual.

Data Range

Each and every batch must have 10 readings.

All 10 readings should be represented as floating point numbers, formatted up to three decimal places with no value exceeding 9.9 (as this would be considered invalid data).

Task 1

Before starting the development for the CEA, Luzo Okake, CEO of the studio has asked you to prepare a primer document for the testing framework and methodology you intend to use. Doing so will enable new Testers to gain an insight into the concepts and processes involved when tackling this type of project.

This document should cover:

An identification of the objectives of testing.

A description of how testing is implemented in different SDLCs.

A description of the different objectives of TDD and BDD.

An explanation of why independent tests may prove beneficial to a software project’s success.

Extension Activities:

To achieve a Merit, Luko wants you to compare functional and non-functional testing, including the various types of test performed in each.

Learning Outcomes And Assessment Criteria

LO1 1.1, 1.2, 1.3, 1M1

Task 2

Luzo Okake has recommended the development team adopts a TDD approach to the software development lifecycle, particularly as the validation of each CSV data file can be broken down into a sequence of discrete validation checks.

Therefore, you should add the following content to the primer:

A description of the key aspects of TDD.

An explanation of black box and white box testing — to clear up any confusion.

A description of the different types of functional testing available and their associated objectives, i.e. what is being proven/disproven?

Extension Activities:

To achieve a Merit, Luko wants you to create and execute a TDD plan for the submitted Python script, i.e. document how the sample script should have been created using these principles.

To achieve a Distinction, Luko wants you to evaluate the robustness of the TDD plan you have created and executed. You must be able to identify any error, defects, or failures.

Learning Outcomes And Assessment Criteria

LO2 2.1, 2.2, 2.3, 2M1, 2D1

Task 3

Luzo Okake has recommended that the testing team could implement a BDD process to test the behaviour of the Python script developed by the studio’s sub-team. However, before doing so, he has requested that you should add the following content to the primer:

A description of the key aspects of BDD.

A description of a DSL using suitable examples drawn from the Python script provided, focusing on expected vs. actual behaviours.

Extension Activities:

To achieve a Merit, Luko has suggested that you should now create and execute a BDD plan for the submitted Python script.

To achieve a Distinction, Luko wants you to evaluate the robustness of the BDD plan you have created and executed. You must be able to identify any unexpected behaviours, performance levels and outcomes.

Learning Outcomes And Assessment Criteria

LO3 3.1, 3.2, 3M1, 3D1

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Unit 21 Synoptic Computing Project Assignment: Smart Parking App Design for Urban Mobility Solution

University Awards for Training and Higher Education(ATHE)

Subject Unit 21 Synoptic Computing Project

Project Context

This assignment gives you the opportunity to choose your own suitable project and use the knowledge and skills you have gained when studying your pathway to design and present a suitable solution.

The assessment will be made against your investigation of the problem, the use of appropriate tools to design a solution and plan of how it could be implemented and tested. You will also be expected to demonstrate professional best practice, suggesting how you would approach the project if you were part of a team, how you would communicate yourm solution to an audience and how you would manage any ethical or legislative considerations.

Task 1

Identify and define in writing a problem or opportunity that would benefit from a computing solution. Make sure that you define the scope of the project and outline the key project stakeholders.

Explain the needs of a range of project stakeholders stating how and why the solution meets their needs.

Define a series of appropriate metrics that you will use to measure the success of the project.

Extension Activities:

To achieve a Merit, you will need to provide additional coverage that:

Enables you to justify your choice of the metrics that you will use to measure success.

Learning Outcomes And Assessment Criteria

LO1 AC 1.1, 1.2, 1.3, 1M1

Task 2

Apply your understanding of appropriate design tools by using them to document your proposed solution to the problem or opportunity.

Show your understanding of planning tools by using them to document your implementation plan.

Explain which testing strategies you will use to test the solution.

Extension Activities:

To achieve a Merit, you will need to provide additional coverage that:

Enables you to justify your choice of design tools in the context of this project.

Unit 21 Synoptic Computing Project V1.0 11/07/23

Learning Outcomes And Assessment Criteria

LO2 AC 2.1, 2.2, 2.3, 2M1

Task 3

Think about and explain the skills and behaviours that would be needed in a team context to ensure effective working.

Select and use different communications methods to share your project proposal, design, implementation and testing plan to an audience.

Explain any ethical or legislative considerations that you feel are relevant to the project and your solution.

Extension Activities:

To achieve a Merit, you will need to provide additional coverage that:

Enables you to justify your choice of communications methods, demonstrating an understanding of the target audience.

To achieve a Distinction, you will need to provide additional coverage that:

Evaluates your approach to the project and explains how you demonstrated best practice.

Learning Outcomes And Assessment Criteria

LO3 AC 3.1, 3.2, 3.3, 3M1, 3D

Guidelines For Assessors

The assignments submitted by learners must achieve the learning outcomes at the standards specified by the assessment criteria for the unit. To achieve a merit or distinction grade, the learners must demonstrate that they have achieved all the criteria set for these grades. Where work for the pass standard is marginal, assessors can take into account any extension work completed by the learners. The suggested evidence listed below is how learners can demonstrate that they have met the required standards. The command verbs contained within the AC are highlighted in bold in the suggested evidence boxes.

Assessors must ensure that the suggested project is a suitable activity for the pathway the learner is undertaking and must agree it with the learner before work begins. Remember, in this assessment, learners are only required to design a solution to a problem or opportunity; they are not required to implement their design. It is also the process that is being assessed and not the technical content.

The following egs are possible typical ideas for projects:

Data Analysis: Learners should be encouraged to download openly available datasets for analysis.

Design and plan the analysis of fitness data

Design and plan the analysis of regional population growth statistics

Design and plan the analysis of international debt statistics

Design and plan the analysis of national or local crime statistics

Design and plan the analysis of regional climate change statistics

Software Development:

Design and plan a Python based booking system for a hotel

Design and plan a Python based system for home climate control

Design and plan an e-commerce website

Design and plan an e-learning platform

Design and plan an Android mobile app for finding parking spaces

Design and plan an Android mobile app private messaging

Cyber Security Technologist:

Design and plan a business recovery strategy following a ransomware attack

Design and plan a network implementation or configuration for an organisation

Design and plan an organisations security strategy to reduce the potential threat from insider attacks

Design and plan an organisation’s cyber incident response processes in the event of a malicious attack

Unit 21 Synoptic Computing Project V1.0 11/07/23

Design and plan a briefing pack for local small businesses to help them carry out business security risk assessmen

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Mastering Unit 41: Brand Management — A Comprehensive Assignment Help Guide

In today’s fiercely competitive business world, a brand is more than just a name or logo — it is the essence of a company’s identity. Unit 41: Brand Management is an essential module for students pursuing business-related qualifications, particularly within the HND framework. It focuses on how brands are built, managed, and sustained in a dynamic market. For many students, writing assignments for this unit can be complex due to its strategic nature, theoretical depth, and the requirement for critical analysis.

That’s where HND Assignment Help comes into play! In this blog, we’ll explore what the unit entails, the key learning outcomes, challenges students often face, and how our expert team can help you score top grades.

What is Unit 41: Brand Management?

Unit 41 introduces students to the strategic importance of brand management in driving customer loyalty and business success. It delves into the creation, positioning, development, and evaluation of brands, highlighting how businesses create a strong brand identity and ensure it remains relevant.

The unit also discusses brand equity, customer perceptions, and the long-term value a successful brand can bring to an organisation. Assignments usually require students to analyse real-world brands, develop branding strategies, and critically evaluate branding techniques.

Learning Outcomes of Unit 41

By the end of this unit, learners are expected to:

1. Understand the Importance of Brand Management

Students should be able to explain the role and significance of branding in shaping customer behavior and competitive advantage. You’ll explore concepts like brand equity, brand value, and brand perception.

2. Evaluate How Brands are Built and Sustained

You’ll be asked to identify and evaluate the steps involved in building a brand. This includes understanding brand positioning, target audience analysis, and marketing communication strategies.

3. Analyse the Application of Branding Strategies

This learning outcome involves examining how brands evolve through rebranding, brand extension, or co-branding. You’ll assess how businesses respond to market challenges through strategic branding.

4. Develop a Strategic Brand Plan

You’ll be required to design a comprehensive brand strategy for a business or product, including elements like brand vision, mission, objectives, positioning, and KPIs.

✍️ Common Assignment Types for Unit 41

Students may encounter a variety of assignment formats in this unit, such as:

Case study analysis of global brands

Report on developing a brand strategy for a startup

Presentation on brand equity and market positioning

Comparative analysis between two competing brands

Research essay on rebranding practices in the digital age

These assignments demand a solid understanding of both marketing theory and real-world business practices.

Challenges Students Face

While Brand Management is fascinating, it poses several challenges:

Understanding Strategic Concepts: Students often struggle to grasp advanced topics like brand equity, brand architecture, or positioning models.

Lack of Real-World Context: Applying theory to real-life business scenarios can be tough, especially if you lack industry exposure.

Structuring the Assignment: Many students find it difficult to structure branding strategies or use proper academic references.

Time Constraints: Juggling multiple assignments and deadlines can lead to rushed work and lower grades.

How HND Assignment Help Can Support You

At HND Assignment Help, we provide comprehensive academic support for Unit 41 and other marketing units. Our experienced writers understand the BTEC HND curriculum and deliver content that meets all assessment criteria.

Here’s how we can assist:

1. Customised Solutions

We provide assignments tailored to your course brief. Whether it’s a brand strategy plan or a critical analysis report, we ensure it meets the learning outcomes and grading rubric.

2. Plagiarism-Free Content

Originality is guaranteed! Our experts craft every assignment from scratch, using credible academic sources and real-world brand examples.

3. Timely Delivery

Never miss a deadline again. We ensure your work is delivered on time, giving you ample time to review and request revisions.

4. 24/7 Customer Support

Got a question or last-minute request? Our support team is available round-the-clock to help you out.

5. Unlimited Revisions

Need a few tweaks? No problem. We offer unlimited revisions until you’re 100% satisfied with the final output.

Related Units That Enhance Your Learning

Unit 41 doesn’t exist in isolation. Understanding these related units can enhance your grasp of brand management:

Unit 2: Marketing Essentials — Lays the foundation for marketing principles.

Unit 32: Business Strategy — Helps align brand management with broader business goals.

Unit 40: International Marketing — Explores how branding is adapted across global markets.

Unit 19: Resource & Talent Planning — Useful for understanding how internal resources affect brand identity.

Real-World Applications of Brand Management

The skills learned in Unit 41 go beyond the classroom. They’re crucial for roles such as:

Brand Manager

Marketing Strategist

Product Manager

Communications Consultant

Business Development Executive

From startups to Fortune 500 companies, every organisation needs branding experts to help differentiate their offerings and build loyal customer bases.

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Unit 605 Innovation and Change Assignment Help

CMI 605 Innovation and Change Report Assignment: Organisational Case Study on Leadership and Strategy

University Chartered Management Institute (CMI)

Subject Unit 605 Innovation and Change

Assessment brief

CMI 605 features the following assessment tasks. Further detail is provided against each assessment task within the brief.

Assessment TaskLearning outcomes covered by assessment methodAssessment criteriaGuideline word count1

A written report or reflective account entitled:

‘Innovation and change within an organisational context’

LO1 Understand innovation and change within an organisational context

1.1 Explore the rationale for innovation and change within an organisational contextApprox. 2000 words

1.2 Investigate the leadership and management approaches, behaviours and values required to

drive innovation and change

1.3 Critically appraise approaches to change with reference to traditional and contemporary thinking1.4 Critically appraise approaches to innovation with reference to theoretical concepts2

Learners will complete

A management report entitled:

‘Innovation and change within an organisational context’

LO2 Know how to drive innovation and change

2.1 Research and evaluate an opportunity for innovation and change

Approx. 2000 words2.2 Formulate an implementation strategy and plan to manage the innovation and change process2.3 Recommend approaches to review the impact of innovation and change

Guideline word count

The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 6. The amount and volume of work for this unit should be broadly comparable to a word count of 3500–4000 words within a margin of +/-10%. The excessive use of word count is not grounds for referral, however the CMI reserve the right to return work to the Centre for editing and resubmission by the Learner.

The following are excluded from inclusion in word count, if used and not required by the assessment brief an introduction to a job role, organisation or department, index or contents pages, headings and subheadings, diagrams, charts and graphs, reference list or bibliography, reflective statement drawn from undertaking the assignment and how this has impacted on the learner’s work.

Please see the CMI Assessment Guidance Policy for further guidance

Understanding innovation and change within organisational contexts is an essential requirement for the professional manager and leader. The key to this understanding is having an appreciation of the reasons for innovation and change within different organisational contexts and the types of management approaches, behaviours and values which support its delivery.

Task 1 has been developed to enable learners to evidence their understanding of innovation and change within an organisational context.

Task 1

There are TWO (2) options for completing Task 1. You may write a report OR a reflective account entitled:

‘Innovation and change within an organisational context’

The report or reflective account should focus on well-chosen examples of innovation and change within an organisation you know well or have researched. The report or reflective account must include reference to theories and models. It must be presented in THREE (3) sections.

1a. The rationale for innovation and change

To complete this section, you are required to explore the rationale for innovation and change within an organisation you know well or have researched. (AC1.1)

1b. Management and leadership approaches, behaviours and values required to drive innovation and change

To complete this section, you are required to investigate the management and leadership approaches, behaviours and values required to drive the innovation and change as outlined in 1a. (AC1.2)

Your response must include:

A minimum of THREE (3) management and leadership approaches to drive innovation and change

A minimum of FOUR (4) behaviours and values essential for a manger and leader to drive innovation and change.

1c. Approaches to change and innovation

To complete this section of the report, you are required to critically appraise:

A minimum of THREE (3) approaches to change with reference to traditional and contemporary thinking. (AC1.3)

A minimum of TWO (2) approaches to innovation with reference to theoretical concepts. (AC1.4)

Important note: Your response must include reference to tradition and contemporary models. The models should be contextualised and should not simply describe or replicate.

Guidance for completion of Task 1

The report or reflective account should include subheadings. You may choose to include tables and diagrams (as appropriate) to support your discussion.

Your report or reflective account should be underpinned with relevant theoretical concepts

You may include well-chosen examples from an organisation you know well or have researched.

Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.

THE ABILITY TO DRIVE INNOVATION AND CHANGE

The professional manager and leader must have the capability to research and evaluate opportunities for innovation and change. They must also have the ability to formulate an implementation strategy and plan to manage the innovation and change process.

This task has been designed to enable the learner to evidence their ability to research and evaluate an opportunity for innovation and change, formulate an implementation strategy and plan to manage the innovation and change process and recommend approaches for reviewing its impact.

Task 2

You are required to produce a management report entitled:

‘Innovation and change within an organisational context’

The management report must be based on a programme of innovation and change within an organisation you know well or have researched. It must be presented in THREE (3) sections.

2a. The opportunity for innovation and change

You are required to research and evaluate an opportunity for innovation and change. (AC2.1)

2b. Implementation strategy and plan to manage the innovation and change process

You are required to formulate an implementation strategy and plan to manage the innovation and change process. (AC2.2)

2c. Approaches to review the impact of innovation and change

To complete this section of the report, you are required to recommend a minimum of FOUR (4) approaches to reviewing the impact of innovation and change (AC2.3).

Please Note: It is not sufficient just to describe a model, tool or technique. Some critical reflection on the relevance of a model, tool or technique in an organisational context is required.

Guidance for completion of Task 2

You must outline the context for the management report completed.

The report should include subheadings. You may choose to include tables and diagrams (as appropriate) to support your discussion.

The report should be underpinned with relevant theoretical concepts and models

You may include good practice examples from an organisation you know well or have researched.

Refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.

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Unit 521 Using Data and Information for Decision Making Assignment Help

CMI Level 521 Assignment: DKM&X Case Study for Data-Driven Decision Making

University University Of South Wales (USW)

Subject Unit 521 Using Data and Information for Decision Making

Key Information For Learners

Overview of assessment tasks

Each task in this assessment brief has been developed to enable you to evidence achievement of the learning outcomes and assessment criteria for CMI 521: Using Data and Information for Decision Making. Each of the assessment criteria must gain a pass outcome for you to successfully achieve the unit.

Preparation for the assessment

● Before you begin the assessment brief please read the CMI 521 unit specification thoroughly as only the content related to the achievement of the assessment criteria will be assessed. ● Research the topics being assessed. Suggested reading/web resources are provided on the CMI 521 unit specification. Your tutor may signpost you to relevant resources. Additionally, you may access excellent online resources at ManagementDirect. Please note that if you have a customised site the link will differ, please contact your Centre for clarification. ● If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the Apprenticeship Standard for Operations/Departmental Manager.

Completing the assessment brief

● The assessment brief contains a series of tasks which are clearly referenced to the relevant assessment criteria and indicative content. ● Refer to the Assessment Guidance Table at the end of the assessment brief which outlines the requirements for a Pass or Refer. ● Evidence must be provided in the evidence booklet. Additional work based evidence such as plans or documentation (which has been referred to within the main text) should be included at the end of the booklet marked ‘Work Based Evidence’. Appendices are not a requirement of this assessment brief. If appendices are included these will not be marked or moderated by the CMI. ● Work based evidence must be accompanied by a supporting statement in the learner evidence box, to explain the link to the assessment criteria. Work based evidence (where required by the task) must not exceed SIX (6) pages. Files embedded in the booklet must not exceed 10MB. ● The evidence booklet must be completed in a professional manner (e.g. applying business conventions for writing formal reports) and by using Microsoft Word, Rich Text Format or another compatible software programme and not in a PDF format. ● An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original source(s) of quotations or models can be verified. ● Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted).

Learner support

For information regarding policies and procedures for assessment (e.g. special assessment arrangements, learner support, appeals, complaints, certification, confidentiality, plagiarism) you should contact your tutor or Centre manager and refer to the CMI Level 5 in Management and Leadership syllabus.

» Introducing Assessment Brief CMI 521

The ability to analyse and manage data and information can lead to increased competitiveness, productivity and customer satisfaction and support innovation. With data and information volumes increasing at an unprecedented rate, the ability to interpret, use and harness this can become an organisational and management challenge. Assessment brief CMI 521 has been designed to equip learners with an understanding of the purpose and practices of interpreting, managing and presenting business data and information to inform decision making at different levels within an organisation.

» Assessment Tasks And Word Count

Assessment brief CMI 521 features the following assessment tasks. Further detail is provided against each assessment task within the brief.

Assessment TaskLearning outcomes covered by assessment methodAssessment criteriaGuideline word count1a Write an account on the use of data and information in decision makingLO1 Understand the use of data and information in decision making1.1 Analyse the use of data and information in decision making 1.2 Examine types of data and information used in decision makingApprox. 1000 words1b Write a proposal entitled: The impact of stakeholders, organisational and legal frameworks on the use of data and information 1.3 Analyse the impact of organisational and legal frameworks on the use of data and information in decision making 1.4 Discuss the impact of stakeholder needs on the collection, analysis and interpretation of data and information for decision makingApprox. 1500 words2 Write a good practice guide entitled: Interpreting data and information to meet the decision-making needs of stakeholdersLO2 Be able to interpret data and information to support decision making2.1 Discuss criteria used for selection of data and information 2.2 Evaluate the use of tools and techniques for analysing and interpreting data and information to support decision makingApprox. 1000 words3 Write an account on presenting data and information to meet the decision-making needs of stakeholdersLO3 Know how to present data and information used for decision making3.1 Evaluate methods of presenting data and information used for decision makingApprox. 500 words

Guideline word count

The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 5. The amount and volume of work for this unit should be broadly comparable to a word count of 3500–4000 words within a margin of +/-10%. The excessive use of word count is not grounds for CMI 521 Page 3 of 8 Version 1 referral, however the CMI reserve the right to return work to the Centre for editing and resubmission by the Learner.

The following are excluded from inclusion in word count, if used and not required by the assessment brief an introduction to a job role, organisation or department, index or contents pages, headings and sub headings, diagrams, charts and graphs, reference list or bibliography, reflective statement drawn from undertaking the assignment and how this has impacted on the learner’s work.

Please see the CMI Assessment Guidance Policy for further guidance.

» The Use Of Data And Information In Decision Making

Understanding the use of data and information in decision making across the different levels of an organisation is a fundamental skill. An important element is an understanding of the types, sources and uses of data and information.

A manager, who has an in-depth understanding of how data and information can be used, will be able to actively participate and lead in decision making at a group, team, department, project and business unit level in a variety of organisational settings.

» Task 1a

You are required to write an account on the use of data and information in decision making.

Using examples, the account must: i. Analyse the use of data and information in decision making (AC1.1) ii. Examine THREE (3) types of data and information used in decision making (AC1.2)

Guidance for completion of Task 1a

● Within the account you should include sub-headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● You are encouraged to consider the use of good practice examples from an organisation you know well or have researched. ● In writing your report you might want to clearly define what you mean by data and information in the context of your chosen organisation. ● Your discussion should be underpinned with relevant theoretical principles and models. ● Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.

» Scenario

DKM&X is a large industrial company that manufactures tools and equipment and also offers some consultancy services.

450 staff are based at its UK headquarters. The company has various strategic business units (SBUs) and offices located across the UK, which make use of both internal and external data and information sources for benchmarking, performance management and reporting for internal use, customers, professional services clients and other stakeholders.

You lead a team consisting of full time and part time staff. Some staff are based on site at the UK HQ whilst others are mobile travelling to customer sites for face to face meetings. Within your remit you also liaise with a range of external stakeholders including customers, suppliers and regulatory organisations.

A key aspect of your role is to make decisions based on data and information from internal and external sources. On a monthly basis, you are required to present performance and benchmarking data and information to the senior management team. You are also required to regularly provide compliance data and information to regulatory bodies. On a daily basis, your team access data and information on product usage, production and quality, customers and suppliers in line. Managing data and information lawfully and in accordance with organisational and legal requirements is a key aspect of the team’s role.

» Task 1b

Basing your response on the scenario, your own experience of managing data and information in the workplace or using examples from an organisation you know well or have researched:

You are required to write a proposal on ‘The impact of stakeholders, organisational and legal frameworks on the use of data and information’.

Your proposal must use examples to: i. Analyse the impact of TWO (2) organisational and ONE (1) legal framework on the use of data and information in decision making (AC1.3) ii. Discuss the impact of stakeholder needs on the collection, analysis and interpretation of data and information for decision making (AC1.4)

Guidance for completion of Task 1b

● Within the account you should include sub headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● You are encouraged to consider the use of good practice examples from an organisation you know well or have researched. ● Your discussion should be underpinned with relevant theoretical principles and models. ● Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.

» Interpreting Data And Information To Support Decision Making

How to interpret data and information sources and types for use in different organisational contexts for decision making is an important skill. This also includes assessing data quality (clean data), currency, accuracy and relevance.

» Task 2

You are required to create a good practice guide entitled ‘Interpreting data and information to support decision making’. The good practice guide will be used by other managers in the organisation to enable them to get a better understanding of how to interpret data and information to support decision making.

The good practice guide must: i. Use examples to discuss criteria used for selection of data and information (AC2.1) ii. Evaluate the use of tools and techniques for analysing and interpreting data and information to support decision making (AC2.2)

Guidance for completion of Task 2

● Within the good practice guide you should include sub-headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● You are encouraged to consider the use of good practice examples from an organisation you know well or have researched. ● You are not expected to present data and information as part of your response. ● Your discussion should be underpinned with relevant theoretical principles and models. ● Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.

» Presenting Data And Information Used For Decision Making

Being able to present data and information to support decision making at different levels in an organisation and in different contexts is an important skill. This includes being able to present data and information in different formats to meet stakeholder needs and in different decision action cycles, which could be hourly, daily, monthly or on a yearly basis.

» Task 3

You are required to write an account on methods of presenting data and information to meet the decision-making needs of stakeholders.

Using examples, the report must: i. Evaluate TWO (2) methods of presenting data and information used for decision making (AC3.1)

Guidance for completion of Task 2

● Within the report you should include sub-headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● You are encouraged to consider the use of good practice examples from an organisation you know well or have researched. ● Your discussion should be underpinned with relevant theoretical principles and models. ● Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.

» Assessment Guidance

ReferPass● The submission is incomplete ● Tasks are incomplete ● Not all assessment criteria have been met ● No examples are used or the examples given do not match the requirements of the assessment criteria ● Evidence is ● Unclear ● Technically incorrect or inaccurate ● Biased ● Unprofessional language ● Poorly structured and presented ● Ideas are under-developed ● Lacks sufficient detail to show understanding of the topic ● The application of different perspectives, approaches or schools of thought is unclear or inappropriate ● Little or no evaluation of evidence has taken place ● The ability to make judgments and solve complex problems has not been evidenced ● Evidence is not directly attributable to the learner ● External sources of information are not acknowledged ● Work based evidence or artefacts (e.g. planning documents or presentation slides) do not meet the requirements of the assessment criteria and are not current (within 5 years)● All tasks have been completed ● All assessment criteria have been met ● Examples given are well chosen and match the requirements of the assessment criteria ● Evidence is ● Well written and presented ● Contains a breadth of examples ● Accurate ● Current (e.g. use of up to date legislation) ● Authentic ● Inclusive ● Coherent ● Credible ● Technically correct ● Evidence shows understanding and application of different perspectives, approaches or schools of thought and the reasoning behind them. ● Evidence shows the learners ability to evaluate evidence and solve problems to achieve set outcomes. ● Evidence used from external sources has been correctly referenced ● Evidence is directly attributable to the learner ● Work based evidence or artefacts (e.g. planning documents or presentation slides) match the requirements of the assessment criteria and are current (within 5 years)

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Unit 39: Sales Management — Your Ultimate Assignment Help Guide

Are you struggling with your Unit 39: Sales Management assignment? You’re not alone! Many students face challenges in understanding the dynamic and evolving world of sales management. From creating effective sales strategies to managing sales teams and analyzing performance metrics, this unit covers it all. Fortunately, we’re here to provide the best Sales Management Assignment Help to guide you through every step of your academic journey.

In this blog, we will explore the key aspects of Unit 39, the learning outcomes you need to achieve, common hurdles faced by students, and how our expert assistance at hndassignmenthelp.com can make all the difference.

Understanding Unit 39: Sales Management

Unit 39 of the HND Business course focuses on the principles, processes, and strategies involved in sales management. Sales is the backbone of every business — without it, there’s no revenue, and without revenue, there’s no growth. This unit is designed to help students develop the skills and knowledge required to manage a sales team effectively and to create sales strategies that align with overall business objectives.

Key Topics Covered:

Sales strategies and planning

Recruitment, selection, and training of sales personnel

Sales operations and performance evaluation

Role of sales in marketing and overall business success

Ethical and legal issues in sales

By the end of this unit, you should be able to assess the role of sales management in achieving business goals and implement strategies to improve sales effectiveness.

Learning Outcomes of Unit 39

Here are the primary Learning Outcomes (LOs) students must demonstrate in their assignments:

LO1: Explain the role of sales management in business

Understand the relationship between sales and marketing

Define the structure and objectives of the sales function

Recognize different types of sales roles and how they contribute to organizational success

LO2: Evaluate the principles of successful selling

Identify the key stages of the sales process

Understand how to handle objections and close sales effectively

Appreciate the importance of relationship-building in sales

LO3: Investigate the role and objectives of sales management

Analyze how sales managers lead and motivate their teams

Evaluate sales targets and how they are monitored

Understand how to design effective sales compensation plans

LO4: Analyze the recruitment and selection process for sales staff

Identify key recruitment strategies

Evaluate methods for training and developing sales teams

Understand performance appraisal techniques for sales staff

Common Challenges Faced by Students

Sales Management is both strategic and operational in nature, and this duality often poses difficulties for students. Some common challenges include:

Understanding complex sales theories and models

Applying theoretical concepts to real-life business scenarios

Structuring assignments in a logical and professional format

Meeting strict deadlines alongside other coursework

Producing 100% plagiarism-free content

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Plagiarism Check: Final drafts are passed through plagiarism detection software before delivery.

Sample Assignment Structure for Unit 39

To give you an idea, here’s how a typical Unit 39 assignment might be structured:

Introduction

Brief overview of sales management

Importance of the unit in the business curriculum

Section 1: Role of Sales Management

Connection with marketing functions

Contribution to business objectives

Real-world examples from companies like Amazon, Unilever, etc.

Section 2: Principles of Selling

The sales process stages

Relationship building and customer trust

Sales strategies and negotiation techniques

Section 3: Sales Management Functions

Leadership styles in sales

Target setting and performance analysis

Motivational techniques and incentives

Section 4: Recruitment and Training

Job description and candidate profiling

Training methods (on-the-job, coaching, mentoring)

Appraisal systems and KPIs

Conclusion

Summary of key points

Importance of sales management in today’s competitive business environment

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Final Thoughts

Sales Management is a critical skill that every business student must master. With the right support, you can tackle this unit with confidence and secure top marks in your assignments. Our team at HND Assignment Help is always ready to support you with high-quality, affordable, and plagiarism-free academic assistance.

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SC/4013 Life Science Research Project Assignment Help

University Teesside University (TU) 

Subject SC/4013 Life Science Research Project (LSRP)

This Module Cannot Be Compensated Due To Professional Body Accreditation Requirements.

To pass the module, you must achieve a minimum overall module mark of 50% of the two components. This module cannot be compensated (you need to pass it anyway!). Before a mark is ratified by a University Assessment Board, feedback is given only for purposes of advice and guidance to assist your learning and development in this module and does not represent notification of your marks. References to standards or marks are entirely provisional at this stage and subject to confirmation and/or change following University procedures. You will be notified of your marks after the relevant University Assessment Board meets.

Full details of the Assessment Regulations for Taught Postgraduate Awards.

Assessment Brief

Component 1: Poster (30%)

Students will design, produce and submit an A1 size electronic poster (Microsoft PowerPoint) via Blackboard (Find an editable template on BB Ultra: Poster_template).

Science Research Project SC/4013-N

In addition to the Standard University Level 7 University Marking Criteria (Appendix following criteria will be used to assess your Poster. The poster presentation will provide evidence that the student is capable of planning, undertaking, and evaluating a major, independent, hypothesis-driven project in a life discipline. The presentation will show that students are communicating their findings using appropriate programs for data visualisation, to the professional standards of a conference. The clarity of the explanation will be used to gauge a student’s ability to interpret and explain major aspects of terminology and to demonstrate a comprehensive and detailed knowledge and understanding (Learning outcomes PTSD3–4, RKCS1–4, PSVB4)

Component 2: Dissertation (70%)

You will submit your Life Science Research Project as a Dissertation (8000 words ± 1%) in a Microsoft Word Document on BB Ultra. The dissertation will provide evidence that the student is capable of planning, undertaking, and evaluating a major, independent, hypothesis-driven project in a science discipline and communicating their findings effectively to professional standards. The dissertation will permit students to demonstrate a comprehensive and critical understanding of a scientific discipline as well as the ability to use, interpret and explain major aspects of terminology. The dissertation will permit students to demonstrate their ability to critically appraise appropriate literature and to interpret their findings in the context of this. A laboratory notebook to provide evidence of the student’s ability to plan, design and execute a project using range of techniques appropriate to the specific life science discipline. The notebook will be used to evidence a student’s ability to work autonomously and demonstrate the ability to direct their research and identify solutions to problems. Students will be expected to provide documentary evidence of their ability to gain ethical clearance and conduct risk assessments before engaging in laboratory and/or fieldwork (Learning Outcomes PTSD 1–5, RKCS 1–5 & PSVB 1–4).

Your Dissertation should include the following in order (each starting on a new page):

Find your template on BBUI

Title Page (including the AI use statement)

TOC (Table of contents with page numbers)

Abstract (include a few keywords

Introduction

Methodology

Results

Discussion

Conclusion

Acknowledgements

References

Appendices, if any

Student Guidance for the Presentation of Assessed Written Work Guidelines exists in the file named “SHLS Written Assignment Guidelines, Sep 2024” on BB Ultra (1 will mention the most important parts in my lectures in Week 9).

Assessment Criteria

In addition to the Standard University Level 7 University Marking Criteria (Appendix 1) the following criteria will be used to assess the assessments.

Practical examination — poster presentation [PTSD 1–5, RKCS1–4, PSVB1–3]

Coursework — dissertation [PTSD3–4, RKCS1–4, PSVB4]

AI Permission and Declaration of Generative AI Use This module has an AI Permission of Amber. This means you are allowed to use AI partially in preparation for your two components. You can, if you wish, use Generative AI as a companion

for specific tasks, permitted by the Module Leader and your Supervisor when producing your assessment. There is no obligation in the use of AI, of course.

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Poverty and Social Exclusion in Britain Assignment Help

University University of Bristol (UOB)

Subject Poverty and Social Exclusion in Britain 

Essay

You are required to write an essay that demonstrates your understanding of poverty in the UK. Your essay will need to include an evaluation of each of the following: –

The main theoretical approaches to poverty.

The arguments that attempt to explain why certain groups experience poverty.

Recent policies for tackling poverty in Britain.

GUIDANCE

The essay should be written in paragraphs that flow; it is therefore recommended that you plan your essay before you start to write it.

You must attempt to include some conclusions and recommendations towards the end of your essay. Relevant theory must be referenced where appropriate and a reference list and bibliography provided.

The essay should be a maximum of 1,750 words in length.

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Unit 34: Consumer Behavior and Insight — Assignment Help for Academic Success

Understanding the consumer’s mind is the cornerstone of any successful business strategy. In today’s competitive market, merely offering a good product or service is not enough — understanding why consumers make the choices they do is essential. This is where Unit 34: Consumer Behavior and Insight plays a pivotal role in academic and professional development.

If you’re a student pursuing a business, marketing, or management course, mastering this unit is crucial. However, assignments related to this unit can often be complex and time-consuming. That’s why HND Assignment Help offers specialized support for Unit 34 to ensure you achieve top grades with less stress.

What Is Unit 34: Consumer Behavior and Insight?

Unit 34 of HND Business courses focuses on analyzing the behavior patterns of consumers and the various internal and external factors influencing their decisions. This unit helps students explore how consumer insights can shape business strategies, marketing techniques, and customer relationship management.

Key Areas Covered in Unit 34:

The Consumer Decision-Making Process

Cultural, Social, and Personal Influences on Consumer Behavior

Psychological Factors: Perception, Motivation, Attitudes

Market Research and Customer Insight Tools

Brand Loyalty and Consumer Trust

Buying Behavior in B2B vs. B2C Markets

The unit not only provides a theoretical foundation but also encourages practical application through real-life case studies and marketing campaigns.

Learning Outcomes of Unit 34

By the end of this unit, students are expected to:

Understand the different factors that influence consumer behavior.

Assess how consumer behavior affects marketing decisions.

Evaluate the role of customer insight in shaping business strategies.

Use market research techniques to gather and interpret consumer data.

These outcomes prepare students for roles in marketing, brand management, market research, and consumer psychology.

Common Challenges in Unit 34 Assignments

Although interesting, assignments under this unit can be quite demanding. Here are some common challenges students face:

Complex Theories: Understanding concepts like the Theory of Reasoned Action or Maslow’s Hierarchy of Needs can be overwhelming.

Data Interpretation: Many tasks require analyzing consumer research data, which calls for strong analytical skills.

Case Study Analysis: Students must apply theoretical knowledge to real-life business scenarios — something not everyone finds easy.

Academic Writing Standards: Maintaining a formal tone, referencing properly, and avoiding plagiarism are essential but often tricky.

This is why having expert guidance can make a huge difference.

Why Choose Our Assignment Help for Unit 34?

At HND Assignment Help, we specialize in assisting students with complex units like Consumer Behavior and Insight. Here’s why students trust us:

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100% Plagiarism-Free

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Sample Topics We Cover

If you’re stuck on where to begin, here are some example assignment topics for Unit 34 that we frequently help with:

“The Impact of Social Media Influencers on Youth Consumer Behavior”

“A Comparative Study of Buying Patterns in Online vs. Offline Shopping”

“Analyzing the Consumer Decision-Making Process in Luxury Goods”

“The Role of Cultural Factors in Shaping Consumer Preferences”

“How Emotional Branding Affects Customer Loyalty”

We provide tailored help depending on the specific requirements of your coursework and your institution’s academic guidelines.

How Our Experts Can Help

Our academic experts are well-versed in marketing theories, behavioral models, and customer analysis tools. Here’s how we support you:

Topic Selection: Choosing a relevant and unique topic for your assignment

Research Support: Conducting secondary and primary research

Writing & Editing: Crafting a well-structured, grammatically correct, and impactful assignment

Referencing: Formatting your work as per Harvard, APA, MLA, or other citation styles

Who Can Benefit From This?

Our Unit 34 Assignment Help is ideal for:

HND Business and Marketing Students

BTEC Level 4/5 Learners

Undergraduate Business Students

International Students Facing Language Barriers

Working Professionals Pursuing Business Studies Part-Time

Whether you’re in the UK or studying from overseas, our digital platform ensures seamless support.

How to Get Started

Getting help is easy! Just follow these simple steps:

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Send Your Requirements: Upload your assignment brief and mention the deadline.

Get a Quote: We’ll provide a fair price for the service.

Receive Your Assignment: Sit back and relax while our experts do the hard work!

Final Thoughts

Understanding consumer behavior is an invaluable skill in the world of business. While Unit 34 provides this crucial knowledge, the academic demands can sometimes be overwhelming. That’s where our HND Assignment Help comes in. With our expert support, you’ll not only complete your assignments on time but also gain deeper insights into the subject.

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Supply Chain & Logistics Management

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University Lough borough University (LU)

Subject Supply Chain & Logistics Management

Project Brief

Title:

Managing Cask Inventory with Predictive Analytics — A Study on Scottish Distilleries

1. Introduction & Problem Statement

Scottish distilleries face significant challenges in managing cask inventory due to unpredictable demand, complex production scheduling, and high storage costs. This project proposes leveraging predictive analytics to transform inventory management by accurately forecasting demand, optimizing cask rotation, and reducing costs. By integrating real-time data and advanced visualization tools, the project aims to deliver actionable insights that enhance operational efficiency.

2. Proposed Distillery & Flexibility

While a potential case study location has been explored, I am open to working with a distillery that the advisor believes would be more suitable or supportive for this project. Factors such as accessibility, willingness to share data, and potential for real-time implementation are key considerations.

3. Data Collection (Real-Time Example Data)

The project aims to leverage various data sources, including historical production volumes, cask inventory levels, bottling schedules, and environmental metrics like temperature and humidity that affect maturation.

Sample Data Table:

Date | Production Volume | Cask Inventory | Avg. Aging Time (Years) 2023–01–01 | 10,000 liters | 150 casks | 3.0 2023–02–01 | 12,000 liters | 140 casks | 3.1 2023–03–01 | 11,500 liters | 145 casks | 3.0

4. Predictive Model & Analysis

Using Power BI’s forecasting tools, the project will: – Forecast a 15% increase in demand – Optimize bottling and cask rotation schedules – Achieve potential operational savings of 10–12% in storage costs

5. Power BI Dashboard Features

The dashboards will include: – Demand Forecast Graphs – Cask Maturation Tracker – Inventory Heatmap

6. Outcomes & Numerical Impact

– 15% improvement in forecast accuracy – 20% reduction in excess inventory – 10–12% decrease in operational costs – Real-time decision support for inventory planning

7. Conclusion

This project explores the potential of predictive analytics to improve inventory management in Scottish distilleries. With your guidance, I look forward to identifying the most suitable distillery partner and tailoring the project accordingly to ensure practical value and implementation feasibility.

Prepare your Predictive Analytics of Scottish Distillery Case Study for Cask Inventory Dissertation with the help of UK Assignment Helper. There are specialized professionals for all categories of assignments who offer you plagiarism-free and superior content. You are assured that our HND assignment helpe will make you productive and help you achieve high grades in your academic year. A free list of assignment samples written by PhD experts is also provided here that can help you boost your study power and check the quality of the dissertation. So contact us today and get your top-notch assignment!

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Atomic Structure & Bonding Assignment : Lab-Based Element Analysis and Molecular Case Study

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University University of Nottingham (UON) 

Subject Atomic Structure and Bonding

Scenario One

You are working in a laboratory, and a series of samples is received which you are asked to identify. The samples are provided by an organisation which does not have specialised chemistry knowledge, so your essay should include significant information to enable them to understand how you have identified the samples, as well as an explanation of the basic structure of an atom. Through experimentation you discover that the samples have the following atomic numbers:

9

36

47

56

You must explain the concepts of ‘mass number’ and ‘relative atomic mass’, and explain what the difference is between them.

Finally, you have been asked to calculate the ‘nucleon number’ for each of these samples and explain what this means.

Scenario Two

Consider the same four elements that you identified in scenario one. For each of these, you need to write their electron configurations in terms of s, p, d and f shells, and then explain your reasoning.

Review the periodic table below.

There are 5 elements identified with a black circle. Deduce the electron structure of all five based upon their positions in the periodic table and explain your reasoning.

Scenario Three

Read the following extract:

“Atmospheric ions are electrically charged particles which occur naturally in the atmosphere. They form in the upper atmospheric layers mainly because of the action of ultraviolet radiation from the sun, as well as in lower atmospheric layers as a result of radioactive radiation and cosmic rays. These cause ionisation of neutral molecules or atoms. As a result, ions are formed. These ions almost instantaneously combine to form molecules with ionic bonds.”

The extract mentions ‘ions’. Explain what these are in terms of their electronic structure, and how this is different from an atom.

The extract mentions ‘ionic bonds’. Explain what these are, and how they form in terms of electron structure.

Scenario Four

Read the following extract:

“A polymer is a substance which has a molecular structure comprising of a large number of identical molecules covalently bonded together to form a long chain structure. Many synthetic organic materials are polymers, such as nylon, polythene and Kevlar.”

The extract mentions ‘covalent bonds’. Explain what these are, and the formation of different types that can exist i.e. single, multiple etc.

Do some research and identify 4 simply covalently bonded molecules. Draw dot and cross diagrams of each to show the bond formation of each of your 4 examples.

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Boost Your Career with Unit 24: Employability Skills — Comprehensive Assignment Help

Introduction

In today’s competitive job market, academic qualifications alone are not enough to secure the job of your dreams. Employers are increasingly looking for individuals who not only have subject knowledge but also possess a well-rounded set of employability skills. This is where Unit 24: Employability Skills comes into play. It focuses on developing the essential capabilities required to thrive in the workplace, including communication, teamwork, problem-solving, time management, and adaptability.

At HND Assignment Help, we provide specialized assistance with Unit 24 assignments to help students enhance their practical and academic understanding of these vital skills. Our team of experts ensures that your submissions are not only high in quality but also 100% plagiarism-free and submitted on time.

What is Unit 24: Employability Skills?

Unit 24 in HND courses is designed to help students understand and demonstrate key employability attributes. The unit covers a range of soft skills and professional behaviours that are crucial for success in both academic and professional environments.

Key topics include:

Interpersonal and communication skills

Working as part of a team

Self-management and development

Problem-solving and decision-making

Understanding workplace expectations and ethics

Students are often required to participate in group activities, prepare reflective reports, and engage in real-world tasks that mimic workplace scenarios.

Why This Unit Matters

Employability skills are transferable skills — valuable across industries and job roles. Whether you aim to work in healthcare, business, education, or any other sector, mastering these skills enhances your appeal to employers.

Some key reasons why this unit is crucial:

Career Readiness: It prepares you for real-world expectations beyond textbook knowledge.

Professional Development: Enhances your ability to collaborate, lead, and communicate effectively.

Improved Self-Awareness: Helps in identifying your strengths and areas for growth.

Practical Experience: Often involves simulations, group work, and role-play scenarios that mimic actual workplace conditions.

Common Challenges Faced by Students

While the unit is highly beneficial, it also presents several challenges for students:

Time Management Issues: Balancing group activities, written reports, and reflection logs with other coursework.

Difficulty Reflecting Critically: Writing a meaningful self-assessment and learning diary requires depth of insight and structured thinking.

Lack of Understanding of Soft Skills: Many students struggle to translate theoretical knowledge into real-world application.

Team Dynamics: Working in groups can be tricky, especially if team members don’t share the same commitment level or communication style.

This is why students turn to professional services like HND Assignment Help.

How HND Assignment Help Supports You

We understand that academic pressure can be overwhelming. That’s why we offer dedicated services for Unit 24 assignments with a focus on quality, affordability, and student success.

Our Key Features:

Affordable Pricing: Student-friendly rates without compromising on quality.

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On-Time Delivery: We respect your deadlines and always deliver before time.

Unlimited Revisions: Not satisfied? We offer multiple revisions until you are fully content with the work.

What to Expect in Your Assignment

Assignments under Unit 24 typically include:

1. Reflective Reports

Students are required to critically reflect on their learning experiences, workplace tasks, or group activities. We help craft these reflections with well-articulated insights and alignment to assessment criteria.

2. Personal Development Plan (PDP)

You may need to prepare a PDP outlining your goals, action plans, and strategies for development. We guide you on structuring and presenting this in a professional manner.

3. Group Work Assessment

Demonstrating how effectively you worked as a team member, solved problems, and communicated with others. We assist in framing these responses with real-life examples and theory application.

4. Skills Gap Analysis

Identifying your strengths and weaknesses in key employability areas. Our experts help you analyze and articulate these with clarity and academic integrity.

Learning Outcomes of Unit 24

Upon completing Unit 24, students are expected to:

Demonstrate effective communication in a variety of formats and contexts.

Work effectively as part of a team.

Reflect on personal strengths and areas for improvement.

Develop a personal and professional development plan.

Manage tasks and solve problems efficiently.

Understand and comply with workplace ethics and professional standards.

These outcomes directly align with what employers seek in job candidates today.

Related Units That Complement Unit 24

For students enrolled in HND courses, the following units complement Unit 24 and are often interlinked:

Unit 1: Communication in Health and Social Care Organisations

Unit 2: Principles of Health and Social Care Practice

Unit 4: Personal and Professional Development in Health and Social Care

Unit 22: Developing Counselling Skills for Health and Social Care

You can also request support for these units from our expert panel at HND Assignment Help.

Testimonials from Students

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“My PDP was weak and unorganized until I reached out to this team. They helped me revise and perfect it. Thanks for being so prompt and helpful!”  — Arjun S., Health and Social Care Student

Get in Touch

Need help with Unit 24 or any other HND assignment?

Contact Us: +44 7464 884564  Visit Us: www.hndassignmenthelp.com

We’re here to help you develop your employability skills and excel in your academic journey!

Conclusion

Unit 24: Employability Skills isn’t just another academic requirement — it’s a crucial stepping stone toward a successful career. With the right guidance and support, you can turn this unit into an opportunity to shine both academically and professionally. Whether you need help with reflective writing, personal development planning, or team-based assessments, HND Assignment Help is your trusted partner.

Let us help you unlock your full potential.

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Value of Practice

Reflective Assignment Report: Personal Nursing Values and Their Impact on Future Practice

Request Plagiarism Free Answer

Assessment Guidance

Values In Practice Assessment Guidance

Provide a reflective account of your learning from this module using the four components identified below.

Maximum word length 2000 words +10%

The assignment can be written in the first or third person.

Submission date 17th July by 12.00pm (mid-day)

Assessment structure There are four components to this assessment. Each should be approximately 500 words in length and each carries the same amount of marks.

Describe the values you bring to nursing (a maximum of 3 values). Support your discussion with the academic literature In this section you should provide an account of the values you bring to nursing.

Drawing on academic literature, explain why you feel these are important Here you should explain why your values are important to patient care. This should be supported by reference to relevant academic literature. For example, if you are committed to valuing diversity and compassion, what does the literature tell you about why these things are important?

Describe a situation or experience where one of your values has been challenged or tested and explain how you managed this. Support your discussion with academic literature. There are a number of ways in which you might approach this. For example, you might write about an occasion when you felt unable to act in way which is consistent your chosen value — how did this feel and what did you do? Alternatively you might chose to write about an experience where, as a result of reading or teaching, your understanding or beliefs about a value changed.

Describe the learning you took from that experience and, drawing on relevant academic literature, explain how it will change your future practice or thinking. How did the experience of challenge change your thinking and how will it impact your practice in the future.

Formative assessment You are encouraged to discuss your ideas with your peers and to bring any questions you may have to the drop-in sessions.

We will be holding an assessment focused tutorial on week five in the afternoon session of your weekly class.

You should also take the opportunity to submit a draft of your work via Turnitin which will provide you with an originality report.

Self assessment of your own work Most importantly, assess your own work as you write. You can do this by using the following checklist:

Does what you have written address the assessment guidance? Is each section approximately 500 words?

B. Is there a clear narrative which links the sentences and paragraphs within each section?

Does what you have written accurately represent your ideas?

Have you drawn on relevant academic literature where appropriate?

HND Assignment Help provides excellent assignment help for all learners studying in various UK universities or colleges. Our top academic assignment writers in the industry fulfil all your needs well on time. Never go anywhere else and choose our report writing helpers now.

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Unit 4: Personal and Professional Development in Health and Social Care — A Complete Guide

Aim of Unit 4: Personal and Professional Development in Health and Social Care

The main aim of this particular unit is to encourage learners towards reflexive e practice by applying understandability and skills. This unit provides an opportunity to the learners for self-evaluation. This s is completely dependent upon 200 hours of work evaluation. Learner’s observation and experience has been addressed in this part of the study. This area is supplemented with a wide understanding of learner’s ability. The leaner has to develop a portfolio which will be divided into three different parts which are planning, monitoring and revision. This will help the learners to achieve e personal target. Workplace evidence could be incorporated into the portfolio to make the portfolio attracting.

Learning outcomes

1. Understand how personal values and principles influence individual contributions to work in health and social care settings

2. be able to produce, monitor, revise and evaluate plans for personal progress in developing the skills and abilities required of a health and social care practitioner

3. Understand the application of principles of professional engagement with users of health and social care services

4. Be able to demonstrate development of own skills and understanding in relation to working with others in health and social care practice

LO1 Understand how personal values and principles influence individual contributions to work in health and social care settings

The areas which are addressed in this unit are personal values, cultural experience, values and principles and changes in the personal values. Personal value occurs from personal belief and it is framed from different perspective family, belief, culture and experience mentioned in culture and experience. The values and principles revolve around the areas are equal rights, confidentiality, diversity and protection from abuse. New developments cover the areas of legislation, policies and important n research work. Overcoming from work pressure and tension can bring efficiency in the work and it add-on value in the user service as well.

LO2 Be able to produce, monitor, revises and evaluates plans for personal progress in developing the skills and abilities required of a health and social care practitioner

A learner should have knowledge regarding own styles and values. This helps to understand own learning g styles as well. The areas which are included in this are planning cycle, development of interpersonal skill, evaluation of practical skills, practical application, gaining learning experiences and preferred learning style. Personal development is possible if a learner acquires new skills and put the focus on career development as well. A learner needs specific time for improvement and this is dependent upon the learning ability.

LO3 Understand the application of principles of professional engagement with users of health and social care services

Maintenance of professional relationship is important in an organization that user can deliver maximum s service to the patients. This is possible by developing trust with co-workers. The practical application of medical health versus social model has been addressed in this part of the unit which helps a lot in improving the personal relationship in the workplace. Professional conflict in the workplace is a common issue which cannot be denied but it can be mitigated to some e extend through improving behavior.

LO4 be able to demonstrate the development of own skills and understanding in relation to working with others in health and social care practice

Self contribution towards the organization is very important and it can be done when an employee is fully committed towards the organization. Self contribution revolves around skills, communication, authentic information, responsibilities and reflection models. Learners also need to learn about making an improvement in team performance. Meting objectives along with the formal and informal role help to develop organizational structure.

Learning outcomes and assessment criteria

Learning outcomes

On successful completion of this unit a learner will:

Assessment criteria for pass

The learner can:

LO1 Understand how personal values and principles influence individual contributions to work in health and social care settings

1.1 compare personal values and principles with the principles of support for working in health and social care

1.2 assess how personal culture and experience influence own role in supporting users of services and others in health and social care settings

1.3 discuss how new developments and changes to personal values can impact on work in health and social care

LO2 Be able to produce, monitor, revise and evaluate plans for personal progress in developing the skills and abilities required of a health and social care practitioner

2.1 assess current skills ability and learning style

2.2 produce a holistic development plan with short- medium- and long-term goals

2.3 monitor progress against the plan according to the requirements of a health and social care practitioner, revising the plan as required

2.4 evaluate the effectiveness of the development plan to own development as a health and social care practitioner

LO3 Understand the application of principles of professional engagement with users of health and social care services

3.1 explain the nature of different professional relationships in health and social care contexts

3.2 evaluate personal effectiveness in promoting and supporting the rights of the individual

3.3 discuss ways to resolve issues encountered in professional relationships

LO4 Be able to demonstrate development of own skills and understanding in relation to working with others in health and social care practice.

4.1 evaluate the effectiveness of personal contributions when working with others in health and social care practice

4.2 explain how the limits of own work role impacts on work with others

4.3 analyze own role in minimizing barriers to effective teamwork in health and social care practice

4.4 discuss how to improve personal contributions to the collective effectiveness of a team.

Links

This unit has links with, for example:

· Unit 23: EmployabilitySkills

· Unit 28: Work-basedExperience.

This unit should be completed prior to progressing onto these optional units.

This unit also has links with the National Occupational Standards in Health and Social Care. See

Annexed B for mapping.

This unit also has links with the National Occupational Standards in Leadership and Management for Care Services. See Annexed C for mapping.

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Unit 23: Professional and Personal Development — Assignment Help for Your Academic Success

Professional and personal development is a cornerstone of career success and academic growth. In today’s competitive environment, students are not only expected to gain theoretical knowledge but also build real-world skills that can be applied across various sectors. That’s where Unit 23: Professional and Personal Development comes into play, particularly in HND (Higher National Diploma) courses.

This blog explores the key concepts of Unit 23, the challenges students often face, and how our specialized assignment help services at HND Assignment Help can guide learners toward success.

Understanding Unit 23: Professional and Personal Development

Unit 23 is part of many HND courses such as Business, Health and Social Care, and Management. This unit aims to empower students with the tools and techniques necessary to evaluate their own skills, plan their personal and professional growth, and develop reflective practices that lead to continuous improvement.

Key Learning Objectives of Unit 23:

Understand how self-managed learning can enhance lifelong development.

Take responsibility for your own personal and professional development.

Implement and evaluate a personal development plan.

Demonstrate acquired interpersonal and transferable skills.

Why Is This Unit Important?

Professional and personal development is not just an academic concept — it’s a life skill. Whether you are aiming for a leadership role in a company, or pursuing a career in healthcare, being able to evaluate your strengths and weaknesses, and act on them, is crucial.

This unit equips students with:

Enhanced communication skills

Improved self-awareness

Strategic goal setting techniques

Effective time management

The ability to work collaboratively and independently

Common Challenges Faced by Students

While Unit 23 offers valuable learning, students often struggle with the complexity of reflective writing, setting measurable goals, and linking academic theory to real-life development practices.

Some common difficulties include:

Poor time management: Students find it hard to balance this unit with other modules.

Limited self-awareness: Many learners struggle to critically assess their own skills.

Difficulty in reflective writing: A core aspect of the unit, reflective writing is often unfamiliar to students.

Unclear structure: Assignments may lack coherence due to improper planning.

How HNDAssignmentHelp.com Can Assist You

At HND Assignment Help, we provide comprehensive support for Unit 23 assignments, designed to help students achieve high academic performance without stress.

Our Key Features:

100% Plagiarism-Free Work

Originality is crucial in academic writing. All our assignments are crafted from scratch and checked using advanced plagiarism detection tools to ensure authenticity.

Unlimited Revisions

Your satisfaction is our priority. We offer unlimited revisions to ensure the final draft meets your expectations and your university’s grading criteria.

Affordable Prices

We understand student budgets. Our services are priced competitively, with seasonal offers and discounts for regular users.

On-Time Delivery

We never miss a deadline. Our writers work diligently to deliver your assignments before or on the due date, giving you time for review.

Topics Covered Under Unit 23

When you seek help for this unit, you’re likely to work on tasks that may include:

Self-managed learning techniques such as goal setting and motivation strategies.

Personal SWOT analysis to identify strengths, weaknesses, opportunities, and threats.

Developing a personal development plan (PDP) outlining specific career and academic goals.

Reflection on learning and feedback received from mentors, peers, or employers.

Evaluation of transferable and interpersonal skills such as teamwork, communication, leadership, etc.

We ensure that each assignment we deliver covers these areas in depth, backed by relevant examples and well-structured analysis.

How Our Assignment Help Works

Step 1: Submit Your Requirement

Visit our website www.hndassignmenthelp.com and share the details of your Unit 23 assignment. Mention the word count, deadline, referencing style, and any specific guidelines from your tutor.

Step 2: Get a Quote

We’ll analyze your requirement and offer you a competitive quote. You can also chat with our support team via WhatsApp at +44 7464 884564.

Step 3: Assignment Writing

Our expert writers — many of whom are PhD holders and HND specialists — will begin crafting your paper according to the assignment brief and learning outcomes.

Step 4: Review & Feedback

Once the draft is delivered, you can review it and request changes. We offer unlimited revisions at no extra cost.

Step 5: Final Submission

Download the final version and submit it with confidence!

Why Choose HNDAssignmentHelp.com?

We’re not just another academic writing service — we’re your learning partners. Here’s what sets us apart:

Specialized in HND Courses: We understand the structure and expectations of HND assignments, including Pearson BTEC guidelines.

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Trusted by Thousands: We’ve helped thousands of UK-based students across courses in Management, Healthcare, Engineering, IT, Childcare, and more.

Real Results, Real Feedback

Here’s what some of our happy clients had to say:

“I was struggling with my Unit 23 PDP and had no idea how to start. HNDAssignmentHelp.com not only helped me draft a professional assignment but also taught me the correct way to reflect and evaluate my development!”  — Priya M., HND Business Student

“The team delivered my paper within 3 days, perfectly formatted and with proper Harvard referencing. Highly recommend for UK students!”  — James T., HND Health and Social Care Student

Final Thoughts

If you’re working on Unit 23: Professional and Personal Development and find yourself overwhelmed, you don’t have to do it alone. Let HND Assignment Help be your academic partner in crafting thoughtful, structured, and impactful assignments that impress your tutors and boost your grades.

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Unit 3: Health and Safety in the Health and Social Care Workplace

Aim of Unit 3: Health and Safety in the Health and Social Care Workplace

This study clearly addresses the facts related to important responsibilities in health and safety of social care. Maintenance of health and safety in health and social care practice is required to maintain authenticity. In order to achieve this purpose, there is a requirement for regular monitoring. Furthermore, it is necessary to keep track of the patients and regular monitoring of health and safety policy. The elements which have been used in this unit should be contextualized enough.

Learning outcomes

1 Understand how health and safety legislation is implemented in the health and social care workplace

2 Understand the ways in which health and safety requirements impact on customers and the work of practitioners in the health and social care workplace

3 Understand the monitoring and review of health and safety in the health and social care workplace.

LO1 Understand how health and safety legislation is implemented in the health and social care workplace

This part of the unit is standing on five pillars which are risk concept, responsibilities and management of health and safety, important legislative requirements and implementation of such. An organization always expects to have zero risks in the organization especially when it is a medical and social health care organization. The inclusive factors are a public liability; hazard, first aid, accident prevention; protection from harm. Moreover, possible ways of ensuring the protection of health has been addressed. Important organizational responsibilities are identified in this unit which is included with external agencies and customer care related services. Organizational a management structure has been also addressed in this unit. Regular inspection of the work can be done through conducting regular audit. Important legislation which has been addressed in this part of the unit are Health and Safety at Work Act 1974, Management of Health and Safety Regulations 1999, Food Safety Act 1990, Mental Health Act 2007, Children Act 2004. The only addressing the acts are not enough. The way of implementing such are also required to address. The security control such as ventilation security, temperature control builds are emphasized.

LO2 Understand the ways in which health and safety requirements impact on customers and the work of practitioners in the health and social care workplace

In order to ensure social care, three factors need to evaluate carefully which are care planning, Dilemma and implementation of non-compliance. The factors which are included in this are meeting requirements of the patients, maintenance of safety; ensure security and maximizing wellbeing. An organization can move towards progress if it addresses risk-benefit analysis. The non-compliance factors such as financial and legal factors are also addressed.

LO3 Understand the monitoring and review of health and safety in the health and social care workplace

Regular progress in healthcare should be monitored and to achieve those risk factors must be audited regularly. Incorporation of policies is required. A positive and healthy and safety should be maintained by the organization. Organizational policies are required to be updated on every alternative day which helps to maintain a positive health culture in the organization. In this regards self contribution is also considered and to make that there should be a clear interaction with individuals.

Learning outcomes and assessment criteria

Learning outcomes

On successful completion of this unit a learner will:

Assessment criteria for pass

The learner can:

LO1 Understand how health and safety legislation is implemented in the health and social care workplace

1.1 review systems, policies and procedures for communicating information on health and safety in the health and social care workplace in accordance with legislative requirements

1.2 assess the responsibilities in a specific health and social care workplace for the management of health and safety in relation to organisational structures

1.3 analyze health and safety priorities appropriate for a specific health and social care workplace

LO2 Understand the ways in which health and safety requirements impact on customers and the work of practitioners in the health and social care workplace

2.1 analyze how information from risk assessments informs care planning for individuals and organisational decision making about policies and procedures

2.2 analyze the impact of one aspect of health and safety policy on health and social care practice and its customers

2.3 discuss how dilemmas encountered in relation to implementing systems and policies for health, safety and security may be addressed

2.4 analyze the effect of non-compliance with health and safety legislation in a health and social care workplace

LO3 Understand the monitoring and review of health and safety in the health and social care workplace

3.1 explain how health and safety policies and practices are monitored and reviewed

3.2 analyze the effectiveness of health and safety policies and practices in the workplace in promoting a positive, healthy and safe culture

3.3 evaluate own contributions to placing the health and safety needs of individuals at the centre of practice.

Links

This unit has links with, for example:

· Unit 4: Personal and Professional Development in Health and SocialCare

· Unit 9: Empowering Users of Health and Social CareServices

· Unit 10: Safeguarding in Health and SocialCare.

This unit also has links with the National Occupational Standards in Health and Social Care. See

Annexed B for mapping.

This unit may also have links with the National Occupational Standards in Leadership and Management for Care Services. See Annexed C for mapping.

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Unit 2: Principles of Health and Social Care Practice

Aim of unit 2: Principles of Health and Social Care Practice

This unit covers the areas of values and principles which are applicable in Health and social care sector. Learners will be able to gain insight on the areas on underpinning health and social care practice. The formal and informal mechanism has been also addressed in this study. One of the most important factors which have been addressed in this unit is promotion of good practice by individuals. The strategies are also addressed which helps to address strategies which can be applied for improving performance.

Learning outcomes

1. Understand how principles of support are implemented in health and social care practice

2. Understand the impact of policy, legislation, regulation, codes of practice and standards on organization policy and practice

3. Understand the theories that underpin health and social care practice

4. be able to contribute to the development and implementation of health and social care organisational policy.

LO1 Understand how principles of support are implemented in health and social care practice

This part of the unit emphasizes on principles of support in this industry, confidentiality, person-cent red approach and ensures protection from any harm. It is important to maintain respect individuality and it must be incorporated into organizational practice. There should the presence of dignity and respect among the partnership. It also addresses that diversity must be respected that the value of different culture could be addressed and protected. The risk factors are also included in this part of the unit.

LO2 Understand the impact of policy, legislation, regulation, codes of practice and standards on organization policy and practice

The important policies which are addressed in this part of the unit are child protection act and quality protection act. It helps to emphasize that child protection should be in the priority list. This unit also promotes the welfare of children and the value of people. The current legislation has been followed by the organization is the Care Standards Act, 2000. Apart from this, current applicable regulations are Care Homes Regulations, 2001 and The Care Homes (Wales) Regulations 2002. The relevant code of practice along with ethics for nurses and midwives has been also addressed.

LO3 Understand the theories that underpin health and social care practice

This part of the unit is specifically emphases on theories of human growth and development. The way of managing stress has been also addressed. Important social processes have been clearly projected such as leading to marginalization, health condition of poor, lacking education and demand of health and social care. The nature of health and social care services has been also addressing here which is constructed with different discriminations. Significance of the partnership to maintain an excellent environment in the organization is listed out. Income from maintenance and criminal justice services has been also identified in this.

LO4 be able to contribute to the development and implementation of health and social care organisational policy

This part specifically deals with different considerations which revolve around health and social care. This is included with supervision, quality assurance system, up-gradation of knowledge and skill and maintenance of professional registration. Quality assurance system also addresses along with the ways of upgrading skills and knowledge.

Learning outcomes and assessment criteria

Learning outcomes

On successful completion of this unit a learner will:

Assessment criteria for pass

The learner can:

LO1 Understand how principles of support are implemented in health and social care practice

1.1 explain how principles of support are applied to ensure that individuals are cared for in health and social care practice

1.2 outline the procedure for protecting clients, patients, and colleagues from harm

1.3 analyze the benefit of following a person-centered approach with users of health and social care services

1.4 explain ethical dilemmas and conflict that may arise when providing care, support and protection to users of health and social care services

LO2 Understand the impact of policy, legislation, regulation, codes of practice and standards on organization policy and practice

2.1 explain the implementation of policies, legislation, regulations and codes of practice that are relevant to own work in health and social care

2.2 explain how local policies and procedures can be developed in accordance with national and policy requirements

2.3 evaluate the impact of policy, legislation, regulation, and codes of practice on organisational policy and practice

LO3 Understand the theories that underpin health and social care practice

3.1 explain the theories that underpin health and social care practice

3.2 analyze how social processes impact on users of health and social care services

3.3 evaluate the effectiveness of inter-professional working

LO4 Be able to contribute to the development and implementation of health and social care organisational policy.

4.1 explain own role, responsibilities, accountabilities and duties in the context of working with those within and outside the health and social care workplace

4.2 evaluate own contribution to the development and implementation of health and social care organisational policy

4.3 make recommendations to develop own contributions to meeting good practice requirements.

Links

This unit links with and underpins many of the units directly connected with practice and with managing activities, in particular:

· Unit 1: Communicating in Health and Social CareOrganisations

· Unit 9: Empowering Users of Health and Social CareServices

· Unit 10: Safeguarding in Health and SocialCare

· Unit 16: Understanding Specific Needs in Health and SocialCare

· Unit 17: Community DevelopmentWork

· Unit 21: Supporting Significant LifeEvents

· Unit 22: Developing Counseling Skills for Health and SocialCare

· Unit 28: Work-basedExperience.

This unit also has links with the National Occupational Standards in Health and Social Care. See

Annexed B for mapping.

This unit also has links with the National Occupational Standards in Leadership and Management for Care Services. See Annexed C for mapping