List the parts of a comprehensive mental status examination (MSE) for mental health patients. Give examples of each and describe the significance to the advanced practice nurse.
Submission Instructions
The assignment is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
The assignment should be formatted per current APA and 2-4 pages in length, excluding the title, abstract, and references page.
Incorporate a minimum of 5 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
Conducting a survey within any organization is an essential examination and analysis process that provides insight into target markets, specific techniques and or data to make business decisions (Hiyari, 2021). Defining the population for a study involves two separate decisions: what unit to study, and the boundaries of the population (Displayr, n.d.). Commonly used units utilized within the population portion of this survey include, users, households, consumers, businesses, etc.. (Berkowitz, 2016). In this case the population assessment would be best made on family practitioners that are qualified during the current year within the region the survey is taking place.
A sampling frame is a database and/or list that can be used to identify quantitative and/or qualitative measures, which provide market research for a specific project, source and/or clientele (Sample Unit, n.d.). A data list and/or record of family practitioners that are associated to a national association in accordance with their geographic locations would be an appropriate suggestion within this case. A sampling unit within marketing research can refer to any type of person and/or thing that is being researched (Berkowitz, 2016). This sampling unit is more of a singular value within a database provided through research conducted (Sample Unit, n.d.). The specific geographic locations in this research example, would be appropriate for a sampling unit, as it offers sizes for grouping methods (Displayr, n.d.).
Peer 2
A sample is designed by collecting data from the target population which in this scenario would be the family practitioners who did not choose to specialize in pediatrics after graduation. The population is defined as “the entire group that you want to draw conclusions about” (Bhandari, 2020). The population for the practitioners that did not choose pediatrics as their specialty includes the family practitioners who were qualified to specialize in pediatrics nationwide but did not choose that specialty after graduating from American Academy of Pediatrics.
Sampling frames is a way to put all possible sampling units together and “the specific group of individuals that you will collect data from” (McCombes, 2022). In this scenario, there is no list of the family practitioners that did not specialize in pediatrics, but samples could be collected from the graduates of many medical colleges in a specific area and gather those samples as one to get a sampling frame. The sampling frame can also be done by accessing the practitioners that are a part of a national association such as American Academy of Pediatrics and determine those who did not choose pediatrics as their specialty in a certain geographical area.
The sampling unit is either an individual or a company sample, which in this case is newly graduated family practitioners who did not specialize in pediatrics after graduation. A sampling frame that can be used would be cluster sampling which “is a probability sampling method in which you divide a population into clusters, such as district of schools, and then randomly select some of these clusters as your sample” (Thomas, 2022)
Xu and Lee argue that with demographic changes in Asian and Hispanic populations in the U.S., a multidimensional racial triangulation theory is a more useful analysis of Asians in the U.S. than the more traditional black–white binary model. Do you agree that a multidimensional study of race relations is more effective to understand the demographic makeup of the U.S. currently and in the future? Support your answer with specific details from the article.
******Please see attachment for the article*******
Bonilla-Silva identifies four frames of color-blind racism; briefly explain these four frames. What is your opinion on the usefulness of these four frames to understand issues of racism that persist today?
*******The link of the article 2******** CHAPTER 3
ASSIGNMENT: Select one of the following writing prompts and draft a 3-5 page (approximately 800-1300 words) informative essay. As a part of your completed draft, complete the color coding activity described below. In addition, answer the “Think About Your Writing” questions on a separate sheet of paper and include it with your draft submission.
Note: Touchstone 3 will be a revision of the draft that you submit for Touchstone 2.2.
Choose one of the following prompts for your informative essay.
PROMPT A: IMAGE ANALYSIS: Although we look at print advertisements every day, we often do not consider the ways in which they affect us. Visual images in ads can influence and persuade us, so it is important to evaluate them critically to understand their meanings. Good image analysis involves examination of the components of an image to gain an understanding of the whole.
Select an advertisement to analyze. The advertisement you choose should be directed towards a specific audience. To identify the intended audience, think about the members of the potential audience for the advertisement that you have chosen. Who are they? Ads for a beauty product, for example, may be aimed at young girls; ads for a deodorant might target men; a diaper commercial is likely intended for new parents; ads for cruise trips might be aimed at retirees. You can use any academically-appropriate advertisement to complete this assignment, as long as its intended audience is clearly identified.
Your thesis must inform the reader of your topic and purpose. Because you are writing in the informative mode, use objective language and a neutral point of view.
Draft an analytical essay that examines the audience, context, and purpose of the advertising image you’ve chosen. Read the article by Jenna Pack titled “Breaking Down an Image” found in the “Model Informative Essays” tutorial for ideas about how to write an image analysis. Your analysis should lead to a conclusion about the ad’s effectiveness, based on examination of its components. Include the image with your draft.
PROMPT B: EXTENDED DEFINITION: Define or redefine one of the following words:
Family
Success
Courage
Art
Beauty
In your draft, briefly explain how society, or the dictionary, defines the word you’ve selected, and then explain your unique or extended definition of the word. Provide examples and explanations to support your definition. Your thesis must inform your readers of your new definition and, because you are writing in the informative mode, you must use objective language.
Draft an extended definition essay that defines or redefines a word or concept. Read the article by Dan Richards titled “Digital Ethics” found in the “Model Informative Essays” tutorial for ideas about how to write an extended definition essay.
B. Think About Your Writing
As a part of your completed draft, complete the color coding activity and include answers to all of the questions below your draft.
PART 1: Color Coding Activity
Using the color codes provided, evaluate your draft as follows:
Use red text to indicate your thesis statement.
Use green text to indicate the topic sentence of each body paragraph.
PART 2: Questions
1. What is the significance of your essay? Why should readers care about what you have written? (2-3 sentences) Sophia says: Think about why you decided to analyze this particular image, or why you picked the word you chose to define. Your interest in in your subject matter should be clear to readers.
2. Which areas of your draft do you think will benefit most from revision? (2-3 sentences) Sophia says: Consider the organization, style, focus, development, and conventions of your draft. Which areas did you struggle to complete?
3. Consider the strengths and weaknesses of your writing. How can you capitalize on your strengths and improve on your weaknesses in future essays? (3-4 sentences) Sophia says: Think about what was easy about writing the draft, and what was more difficult. For example, if you write paragraphs with strong topic sentences, but repeatedly use the same type of sentence to provide supporting details, you can improve your paragraphs by varying sentence structure.
C. Informative Draft Guidelines
DIRECTIONS: Refer to the checklist below throughout the writing process. Do not submit your Touchstone until your draft meets all of the guidelines.
Essay Prompt: Image Analysis
❒ If you chose the image analysis prompt, have you analyzed and interpreted – and not just described – the ad’s design? ❒ Have you made conclusions about the audience and effectiveness of the ad? ❒ Did you include the image in your draft? ❒ Did you complete the color-coding activity? ❒ Is your draft 800-1300 words long?
Essay Prompt: Extended Definition
❒ If you chose the extended definition prompt, did you indicate how society defines the word you selected, and then explain your definition (or an extended definition) of it? ❒ Have you included examples and explanations to support your definition? ❒ Did you complete the color-coding activity? ❒ Is your draft 800-1300 words long?
Working Thesis
❒ Have you included a clear, focused, and detailed thesis statement? ❒ Does your thesis state the topic and purpose of your essay? ❒ Is your thesis a single sentence, and is it located in the introductory paragraph?
Focus and Organization
❒ Is there an adequate number of body paragraphs, each with a clear topic sentence? ❒ Is there a conclusion paragraph that makes a concluding statement? ❒ Are your draft paragraphs sequenced properly? ❒ Have you used transitions to connect ideas between sentences and paragraphs? ❒ Can your draft be described as having a good flow? ❒ Does your draft have a clear focus? ❒ Are all supporting details relevant?
Style and Tone
❒ Is the tone of your draft unbiased and informative? ❒ Is it clear that the purpose of your essay is to inform readers about your topic? ❒ Have you carefully considered your word choices?
Conventions
❒ Have you checked your draft for grammatical errors? ❒ Have you used Spell-Check or another method to check spelling? ❒ Have you punctuated your draft correctly?
Before You Submit
❒ Have you included your name, date, and course at the top left of the page? ❒ Have you completed the “Think About Your Writing” questions and color coding activity? ❒ Is your draft between three and five pages long (approximately 800-1300 words)
D. Scoring
Your draft will be scored according to the Touchstone 2.2 Rubric, which considers required elements for either the analysis essay or the definition essay, the thesis statement, organization, style and tone, focus, conventions, completion of the color-coding activity and answers to the “Think About your Writing” questions above.
E. Rubric
Advanced (100%)
Proficient (85%)
Acceptable (75%)
Needs Improvement (50%)
Non-Performance (0%)
Image Analysis / Extended Definition Prompt A: Analyze an advertisement using parts to draw conclusions. Prompt B: Define a meaningful word or concept in a unique or compelling way.
Prompt A: Consistently goes beyond description to analyze the design choices made in the advertisement, including layout, color schemes, text, and/or other design components; effectively draws conclusions about the intended audience, and the likely impact and effectiveness of the advertisement. Prompt B: Defines a meaningful and nuanced word or concept in a coherent and compelling way, consistently using critical thinking and thoughtful discussion to explore the definition; consistently goes beyond traditional definitions to define or redefine the word in a new and unique way.
Prompt A: Primarily goes beyond description to analyze the design choices made in the advertisement, including layout, color schemes, text, and/or other design components; draws conclusions about the intended audience, and the likely impact and effectiveness of the advertisement. Prompt B: Defines a meaningful and nuanced word or concept in a coherent way, primarily using critical thinking and thoughtful discussion to explore the definition; primarily goes beyond traditional definitions to define or redefine the word in a new and unique way.
Prompt A: Includes some analysis of the design choices made in the advertisement (e.g., layout, color schemes, text, and/or other design components), but focuses primarily on description; somewhat effectively draws conclusions about the intended audience, and the likely impact and effectiveness of the advertisement. Prompt B: Defines a meaningful and nuanced word or concept adequately, but only sometimes uses critical thinking and thoughtful discussion to explore the definition; only sometimes goes beyond traditional definitions to define or redefine the word in a new and unique way.
Prompt A: Focuses heavily on description; analysis of the design choices made in the advertisement is limited or absent; conclusions about the intended audience, and the likely impact and effectiveness of the advertisement are very limited. Prompt B: Defines a word or concept, although critical thinking and thoughtful examination are largely absent; often relies too much on the traditional or dictionary definition and does not sufficiently explore a new or unique definition.
Prompt A: Does not describe or analyze the advertisement; does not draw conclusions about the advertisement. Prompt B: Does not define a word or concept from the list provided and/or does not explore the definition in a thoughtful or critical manner; relies almost entirely on the traditional or dictionary definition.
Working Thesis State the focused central claim of the essay.
Has a clear, focused, and detailed working thesis that is expressed in a single sentence that states the central claim of the essay.
Has a clear and focused working thesis that is expressed in a single sentence that states the central claim of the essay.
Has an acceptable working thesis that states a claim, but it may be unclear or unfocused, or consist of more than one sentence.
Has a working thesis, but it is not clear and/or focused and/or it does not state a claim.
Does not have an identifiable working thesis and/or the thesis is extremely unclear or unfocused.
Organization Exhibit competent organization, flow, and writing techniques.
Includes all of the required components of an essay, including an introduction with a strong thesis; an adequate number of body paragraphs (3-6), each with an effective topic sentence; and a conclusion with an effective concluding statement; the sequence of sentences and paragraphs is logical and flows well.
Includes all of the required components of an essay, including an introduction with a thesis; an adequate number of body paragraphs (3-6), each with a topic sentence; and a conclusion with a concluding statement; the sequence of sentences and paragraphs is predominantly logical and flows well.
Includes all of the required components of an essay, including an introduction with a thesis; an adequate number of body paragraphs (3-6), each with a topic sentence; and a conclusion with a concluding statement; however, some components may be ineffective; the sequence of sentences and paragraphs is somewhat logical, and may lack good flow.
Is missing one of the required components of an essay or most of the components are ineffective; the sequence of sentences and/or paragraphs is frequently illogical and lacks flow.
Is missing multiple required components of an essay or all of the components are ineffective; the sequence of sentences and/or paragraphs is consistently illogical and there is no flow.
Style and Tone Establish a consistent, informative tone and make thoughtful choices.
Demonstrates thoughtful and effective word choices and uses a wide variety of sentence structures; establishes a consistently unbiased and impersonal tone that is appropriate for an informative essay.
Demonstrates effective word choices and uses a variety of sentence structures; establishes an unbiased and impersonal tone that is appropriate for an informative essay, with occasional minor exceptions.
Demonstrates generally effective style choices, but may include poor word choice, and/or repetitive sentence structures; primarily establishes an unbiased and impersonal tone that is appropriate for an informative essay; but some sections express bias or include personal observations.
Frequently includes poor word choices, and/or repetitive sentence structures; primarily establishes a tone that is biased, and personal observations and opinions are expressed frequently.
Consistently demonstrates poor word choices and/or repetitive sentence structures; tone is consistently biased and the essay is dominated by personal observations and opinions.
Focus Include relevant details and draw effective connections.
Details are relevant and support the purpose of the essay; the writer consistently makes effective connections between the supporting details and the working thesis.
Details are relevant and support the purpose of the essay; the writer makes some effective connections between the supporting details and the working thesis.
Details are predominantly relevant and generally support the purpose of the essay, though some details may be irrelevant and/or distracting.
Details are often irrelevant and frequently distract from the purpose of the essay.
Details are irrelevant and distract from the purpose of the essay.
Conventions Demonstrate command of standard English grammar, punctuation, spelling, capitalization, and usage.
There may be a few negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
There are occasional minor errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
There are some significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
There are frequent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
There are consistent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
Think About Your Writing Answer reflection questions thoroughly and thoughtfully.
Demonstrates thoughtful reflection; consistently includes insights, observations, and/or examples in all responses; answers all reflection questions effectively, following or exceeding response length guidelines.
Demonstrates thoughtful reflection; includes multiple insights, observations, and/or examples; answers all reflection questions effectively, following response length guidelines.
Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; answers all reflection questions, primarily following response length guidelines.
Shows limited reflection; the majority of responses are lacking in detail or insight; answers reflection questions inadequately: may not answer all of the questions and/or may not follow response length guidelines.
Does not answer the majority of reflection questions or the majority of answers do not follow response length guidelines.
F. Requirements
Your draft must be 800 to 1300 words in length (approximately 3-5 pages).
Informative Draft Guidelines and Topic Selection Guidelines must be followed or your submission will not be graded.
Double-space your draft and use one-inch margins.
Use an easily-readable 12-point font.
All writing must be appropriate for an academic context.
Your draft must be original and written for this assignment.
Plagiarism of any kind is strictly prohibited.
Your submission must include your name, the name of the course, the date, and the title of your draft.
Your submission must include both your color-coded informative draft and your answers to the “Think About Your Writing” questions.
Submit a only single file that contains all of the assignment components.
Define / Explain the philosophical subject: ‘Metaphysics’/ ‘Ontology’ (5 points)
True / False (1.5 points each = 21 points)
TRUE or FALSE: Thales sought to explain things in terms of his own reasoning and observations.
TRUE or FALSE: Thales was a ‘pluralist’ and an ‘idealist.’
TRUE or FALSE: Pythagoras was “the first (western) philosopher.”
TRUE or FALSE: ‘Monism’ claims that ultimate reality is ultimately ‘one.’
TRUE or FALSE: ‘Pluralism’ claims that ultimate reality is ultimatelymore-than-one / ‘many.’
TRUE or FALSE: ‘Stasis’ claims that ultimate reality is “always changing.”
TRUE or FALSE: The principal claim of ‘Idealism’ claims that ultimate reality is ‘unchanging.”
TRUE or FALSE: ‘Dynamism’ claims that ultimate reality is non-physical and consists of Mind, or “minds-and-ideas.”
TRUE or FALSE: ‘Physicalism’ claims that ultimate reality is ultimately material or physical in nature: “matter-in-motion.”
TRUE or FALSE: A ‘worldview’ is “a way of interpreting” reality and will influence what is believable and valuable and ‘do-able’for individual persons or for a group of people.
TRUE or FALSE: Worldviews are accounts (only) of reality held by individuals only – groups of people cannot share a worldview.
TRUE or FALSE: One’s worldview is ‘a way of interpreting reality.’
TRUE or FALSE: One’s worldview is ‘a way of responding to reality.’
TRUE or FALSE: One’s worldview is ‘a way of valuing reality.’
1301 Examination #2C Fall 2020
I. True / False (2 points each = 12 points)
TRUE or FALSE: In the experience/process of ‘deliberation’ we seem to be making choices that are “up to us” and not “fixed by the past” – we seem to be deciding what we will do.
TRUE or FALSE: If Universal Causal Determinism is true, we do not truly deliberate or make “genuine decisions between genuinealternatives” – as our desires and choices (and actions) are “fixed by the past.”
TRUE or FALSE: If Universal Causal Determinism is correct, then nothing that happens and nothing that we do “could have beenotherwise’”
TRUE or FALSE: One’s view regarding free will vs. determinism has no implications for one’s view of ‘moral responsibility.’
TRUE or FALSE: One’s view regarding free will vs. determinism has no impact for one’s understanding of ‘rationality and truth.’
TRUE or FALSE: One’s view regarding free will vs. determinism has no implications for one’s understanding of ‘human dignity.’
I. Multiple Choice (3 points each = 12 points)
1. ‘Universal Causal Determinism’ is the view that:
Everything that happens, happens because God wills it – and what God wills “must” happen
Everything that happens, happens in spite of what people do – like Oedipus killing his father and marrying his mother
‘Physical’ events that happen “must” happen and could not ‘not-happen’ – because of prior physical causes
‘Mental’ events that happen “must” happen – could not ‘not-happen’ – because of prior physical causes
All human thoughts and actions “must” happen – could not ‘not-happen’
I. Multiple Choice (3 points each = 12 points)
1. ‘Universal Causal Determinism’ is the view that:
Everything that happens, happens because God wills it – and what God wills “must” happen
Everything that happens, happens in spite of what people do – like Oedipus killing his father and marrying his mother
‘Physical’ events that happen “must” happen and could not ‘not-happen’ – because of prior physical causes
‘Mental’ events that happen “must” happen – could not ‘not-happen’ – because of prior physical causes
All human thoughts and actions “must” happen – could not ‘not-happen’
C and D and E
A and B and E
2. Hard Determinism:
affirms, without qualification, ‘universal causal determinism’
Rejects universal causal determinism
Affirms a significant sense of ‘freewill’
denies any sense of ‘free will’
denies moral responsibility
A and D and E
A and C
3. Compatibilism:
affirms, without qualification, ‘universal causal determinism’
Rejects universal causal determinism
Affirms determinism and agent-freedom are ‘compatible’
affirms agent-freedom of “genuine choices among real possibilities”
affirms agent-freedom of ‘free action’ rather than ‘free will’
B and D and E
A and C and E
4. Libertarianism / Libertarian Free Will:\
rejects any form of causal determinism
Rejects universal causal determinism
affirms agent-freedom of “genuine choices between real possibilities”
affirms moral responsibility
affirms that in a free action “one could have done otherwise”
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals Philosophy 1301 Examination #2B Fall 2020
This is the assignment page for your second written submission – the Forensic Procedures Report. This assignment will be worth 25% of your final grade and will test your knowledge of forensic protocol.Your submission should be submitted through Canvas and must be 1250 words (+/- 10%). Read the below assignment briefing and instructions carefully before beginning your assignment. You will find readings for the assignment throughout Module 2 – The Forensic Science. About the Assignment You are asked to examine one of the evidence types recovered from the scene (Crime Scene Examination – PGRD). Ensure you read through The Incident Update below before starting your assignment. You must submit a report detailing the procedures you would follow in examining one of your chosen pieces of evidence from your Module 1 Assignment submission (the Crime Scene Examination). Your report should follow a logical structure and include: An introduction detailing the evidence you are choosing to examine in the laboratory and a framework of your procedure A discussion section detailing the procedures you would follow in examining your chosen evidence, including justification for your chosen methodology (citing relevant academic or best-practice protocol), steps you would take to avoid contamination and bias, and the methodology you would use to report the findings of your examination. A conclusion which sums up your chosen protocol You must submit your assignment by 12th February 2020 at 23:59. Remember that to begin Module 3 you must have submitted this assignment, so make sure you are completing this assignment well in advance of the end of the course. RMIT Electronic Submission of work for assessment I declare that in submitting all work for this assessment I have read, understood and agree to the content and expectations of the assessment declaration. Feedback and grades Feedback on your assignment and your grade will be released via the Grades item on the left menu approximately 14 days after you submit it. Referencing You will be expected to use the Harvard style of referencing for all of the reports in Forensic Studies, including in-text citations and a reference list at the end of your reports. In-text citations will count toward your word count, whilst the reference list will not. Guidance on referencing can be found here The Incident Update It is one week after the incident on the evening of 30th October at 123 Fake Street. The neighbour of the owners (Mr. A. Lias) gave a second statement to police several days after the incident, saying he remembered seeing a second person at the property shortly before the incident, and two people carrying a long black bag later in the night. The owner and resident of the property, one Jobias McGee was arrested and taken into custody by police after a search was put out for their vehicle, a black pickup truck, in Victoria. Police are now appealing for information and searching for the whereabouts of one E. Shermer, the former girlfriend of Mr. McGee. Forensic professionals investigating the scene managed to recover evidence of two different types. The officer in charge of investigating has instructed you (in your new role as Forensic Laboratory Manager) to examine the evidence recovered from the scene As usual, time, money and resources are tight, so you’ll need to choose only one of the evidence types to examine back at the lab
An examination of the social issue and the effects of the social issue on the population group using anti-oppressive language
Week Due
Part A: Report (Week 12) Part B: “Pitch It” Presentation (Week 12 in class)
Assessment Type
Part A: Report 35% Part B: Presentation 5%
Weighting
40%
Aligned Learning Outcomes
a. Describe
the historical development of the welfare state and the role of human
service workers play both within and outside the state.b. Identify
key theories and debates as well as key legislative judgements and
analyse their impact on service provision, service users and human
service workers.c. Describe
the nature of disadvantage and how this discourse marginalises certain
social and cultural groups, such as women, young people, refugees,
people with disabilities, the unemployed, the homeless, elderly, remote
communities and Indigenous Australians and their responses to this
marginalisation.d. Describe
how Government policies and practices and legal requirements are
developed and delivered to address disadvantage.e. Articulate
an analysis of how effective practice and policy responses are and the
challenges posed by the push towards globalisation, privatisation and
neo-liberalism.f. Articulate
contemporary practice strategies for working in the human services that
work towards the broader goal of social justice and human rights, and
individual and community advocacy and empowerment.
Length
3000 words
Assessment Task Details and Instructions
Purpose
The
purpose of the report is to consider how critical social work theory
can be applied to social work practice. The purpose of the “Pitch it!”
presentation is to increase social workers’ skills in presenting
innovative solutions to potential audiences.
Assessment Details
There are two components to this assessment.
1.
Write a report that examines a social issue and presents an innovative,
disruptive and critical social work response to bring about social
change and social justice outcomes.( Domestic Violence amongst Women
and Children)
2.
Pitch your innovative critical social work solution to your class
audience in week 12. ‘Pitch It’ will be a simulated rapid fire
presentation for a philanthropic funding grant. The intention of the
presentation will be to secure a $1 million grant towards implementing
your proposed approach.
Both
components of the assessment should utilise a critical and innovative
social work response to working with a population group which is
experiencing a social issue. Population groups experiencing social
issues can include; refugee and asylum seekers, older adults, people
with mental health issues, people with a disability, people who are
unemployed, people who are homeless, people experiencing domestic
violence, Aboriginal and Torres Strait Islander people.
Assessment Process/ Assessment criteria – Report
The report should include the following information:
1. An
examination of the social issue and the effects of the social issue on
the population group using anti-oppressive language
2. A
historical context of the social issue including past strategies,
programs and/ or policies that have been raised for addressing the issue
3. Structural and critical policy analysis
4. Power analysis and stakeholder identification demonstrating critical thinking
5. Strategic and innovative critical social work practice response
6. A clear demonstration of the use of critical social work theory in responding to the social issue.
Academic writing criteria for the Report:
1. It
is expected that students follow a report style format (introduction,
use of sub-headings, body, conclusion, with in-text citations and a
reference list)
