Developing an inquiry and a rationale for planned learning in the arts | My Assignment Tutor

Developing an inquiry and a rationale for planned learning in the arts | My Assignment Tutor thumbnail

Assignment 2a: Developing an inquiry and a rationale for planned learning in the arts Art is an expression of unnamed feelings and unidentified emotions and a way that artists communicate with the world. Art is the connecting thread between individuality and culture, nature, family, beliefs, and characters. Today’s children are growing up in a different world than us. The way of teaching has changed, and media art is an integral part of that. In formal early childhood education, art has been prioritized as “play-based and arts-based approaches to learning are engaging children in ways that are rich and meaningful for them”. (Dinham & Chalk, 2018, p.54). As a prospective early childhood educator, it is essential to create an enriched and encouraged learning environment that promotes analytical and creative thinking, encourage active student participation, contributes to academic learning through ‘play’ and meets the five outcomes of the Early Learning Framework (EYLF) of Australia where children can “explore ideas, characters and settings in the community through stories in images, sounds and text” (ACAMAM054) (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015, p.1). My art class experience and the ‘Big Idea’ The primary goal of the specialist workshops was to gain “art knowledge and aesthetic understanding” and to use “related languages, symbols, techniques, processes, and skills of” digital media. (ACARA,2013, p.3). One of the features of media art is ‘storytelling’ and animation is an excellent medium to interact with the junior mind. During the specialized art experience, I was wondering ‘how do we explore community through media arts?’ Storytelling through multimodal technology will be an engaging way to involve children in the open-ended art experience where they drive the creation process connecting them to their surroundings. As an educator, I will adopt digital artifacts to support the children to become confident individuals using available technologies, resources, and skills. This experience involves the combination of visual art, audio and drama, which helps “to express themselves, connect with others and extend their learning” (Department of Education, Employment and Workplace Relations [DEEWR], 2009, pp. 40-41).  Rationale: Every early childhood centers and schools are a micro-community and children are part of that along with the bigger community they come from. “By ‘being in tune’ with their surroundings, children enhance their sense of place and their belonging in that environment” (Dinham & Chalk, 2017, p.99). Digital storytelling is such a platform where children can communicate with the world visually with or combination of any of the five types of play identified by Walker (2011) to improve cognitive and social skills. The initial stage of storytelling starts with storyboarding, children initiate ‘art-based play’ by playing as a character or while making props, metaphorically using materials, or can play ‘constructively’ using 2D or 3D elements (Dinham & Chalk, 2018, pp. 49-52). “Students learn to apply key concepts, story principles, and elements of media (symbolic and technical) as they design, produce, distribute and analyze media artworks” (ACARA, 2016, p.27). In animated storytelling activities children become part of the interrelated art-making and art-responding process while they critically analyze their or their peers’ work. While implementing the big idea into in-class activities, I as an educator and the children will engage in interpreting the stories about their world and their community, considering multiple perspectives (ACAMAM057, (ACARA), p.4).  Planning for the Learners  The role of an atelierista or educator in a classroom directs an art experience toward an embedded experience, making it a part of life. He/she develops a relationship between creative art, emotions, intended knowledge through an organized learning plan, documentation, and communication with children and other educators. (Tarr, 2008, p.20). I have chosen two different age groups to initiate the concept of the big idea into their learning plan. Though the pedagogical approach will be the same, involvement level and learning experience will be different for the different age groups. I am intended to use animation as a pedagogical and storytelling tool. Apps like stop-motion, Play-school art maker, PicsArt animator, etc. are famous apps to make short-animated films. The lesson plan should be designed in a way to relate the children to their community. In their everyday life, they come in interaction with different people, community places, and nature. Parents are the primary connector with the children, so they can help the educators to know about their interests and help them to arrange the class environment. The class environments will be co-created with the children that are spacious, safe, and aesthetically simulating with colors, decoration, and lights that encourage their learning and development process. (Dinham & Chalk, 2018, pp. 345-347)  0-2yrs:  My activity for this group of children is- animal and “stories being told in a sequence of images” (Dingam & Chalk, 2018, p. 320) (2-3mins). This educator-guided session will be planned to conduct in a group setting of 2-3 toddlers (2yrs) for 1-2 days. Children will be provided with-   Printed human/animal cut-outs Animal figurineiPad/Tablets papers, scissors, pencils, colorsToys (available in the classroom)Playdough Children will choose 3-4 animals (under-water, forest, domestic) for their groups and they will be seated around small tables. They can pick up necessary items for the ‘creative-corner’. They will actively participate in creating a scenario. Educators will guide them to build up the story dialogues encouraging their effort to communicate (verbal and non-verbal) and taking pictures with the tab/iPad. After taking pictures, children will sequence the images and background audio with the help of educators. The outcome of this activity is to connect with the living creatures effecting fine motor skills, numerical and literacy. The assessment will be done by observing correct identification of animals, creation of/ chosen background scenario based on the habitats of animals, and the quality of the scripted lines. The National Quality Standard mentions the importance of introducing children to animals based on the contemporary theories and Maguzzi’s ideology (Australian Children’s Education & Care Quality Authority [ACECQA], n.d.). The projects will be shown in the class and the children can analyze critically on those short stories. This session is directly linked to EYLF outcome- 1.2: “Children develop their emerging autonomy, inter-dependence, resilience, and sense of agency”1.4: “Children learn to interact in relation to others with care, empathy, and respect”2.1: “Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation”2.4: “Children become socially responsible and show respect for the environment” (DEEWR, 2009). 5-8 yrs:  The Australian Media Art Curriculum aims to connect the children’s opinions, thoughts, and perspectives regarding their community with the audience, enabling them aesthetic and skilled in multimodal technologies (ACARA, 2016). The children of 5-8 yrs can create a story with the critical use of available technologies like voiceover, editing images, understanding the key message and delivering it properly to the audience, etc. (Dinham & Chalk, 2018, p. 330). Children of 5-8 yrs are more independent, confident about ‘being’, active participant of surroundings, compassionate and thoughtful. They understand socially complex relationships, are emotionally controlled, and have a good knowledge of conscience. (McLean, 2020). Co-creating the learning environment with the children, their parents and other educators will provide scope for them to be aesthetically creative. My lesson plan is- creating a scenario with a professional from their everyday life (2mins). Students will be divided into a group of 3-4 people and they will design the storyboarding, plan a list for necessary elements for the props, and the duration of this activity is 1-2 weeks. The provided materials are-  Figurine and Playdough (depending on the profession and scenario students want to create)iPad/ Tablets papers, colors, pen, pencils, scissors toys (available in classroom/bring from home) Children will choose their groupmates and arrange private discussion spaces around the classroom. Each group will decide on one occupation and scenario after discussing it in the group. I may need to help them to combine close-up or focusing shots, edit the lighting, attaching the recorded audio clip or music to the photo clip in the stop-motion app. The students can choose to create the scenario with playdough, papers, or downloaded/in-built app images. They will learn about layout, framing, cropping, point-of-view while taking pictures for the story and involve and engage in different types of text (ACAMAM054, ACAMAM055, ACAMAM056 (ACARA, 2016)). I will observe their in-class activity (storyline, sequence, use of color, clothing of the characters, script, emotion in the voice, image quality, editing quality, etc) and participation in the project with the help of other educators. Children will practice the symbolic codes, i,e; professional uniforms, expressing moods with voice tone or colors. After submission, these projects will be analyzed critically and combined feedback from the audience (students), and the educators will decide the grade. The main idea of this project is to connect the children with their surroundings, their everyday community, and the people. Such active, and practical media art projects can help them to be confident and to understand the social protocols, dependent as well as being respectful at others while interacting verbally with each other. They become aware of social responsibility, acknowledge risks, and share knowledge contributing to the five outcomes of the EYLF (DEEWR, 2009).  The use of scissors, pins or any other sharp objects will be under observation for safety purposes. The children from both the group will be responsible proper use and storage of the materials, digital media-encouraging their active participation.  Bibliography Australian Children’s Education & Care Quality Authority (n,d.). The National Quality Standard: Quality Area 3 | Keeping pets and animals in education and care services. https://www.acecqa.gov.au/sites/default/files/2019-07/QA3_InfoSheetKeepingPetsAndAnimalsInEducationAndCareServices.pdf Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2013). Australian Curriculum: The Arts Foundation to Year 10. https://docs.acara.edu.au/resources/Australian_Curriculum_The_Arts_2_July_2013.pdf Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2015). The Arts: Sequence of content F-10 Sub-strand: Exploring ideas and improvising with ways to represent ideas(Version 8.1). https://docs.acara.edu.au/resources/The_Arts_-_Sequence_of_content.pdf Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). The Arts (Version 8.3). Department of Education, Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia.  https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Dinham, J., & Chalk, B. (2018). It’s Arts Play EBook. Oxford University Press Australia & New Zealand. McLean, S. (2020). Understanding child development: Ages 5–8 years. National Workforce Centre for Child Mental Health. https://d2p3kdr0nr4o3z.cloudfront.net/content/uploads/2020/08/13145409/Understanding-child-development-5-8-factsheet.pdf Tarr, P. (2008). New Visions: Art for Early Childhood a Response to Art: Essential for Early Learning a Position Paper by the Early Childhood Art Educators Issues Group (ECAE). Art Education, 61(4), 19-24. https://doi.org/10.1080/00043125.2008.11652064

NZ obligations based on Te Tiriti o Waitangi | My Assignment Tutor

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Team Report Questions: (Compulsory) If and how does the selected health initiative/solution meet the NZ obligations based on Te Tiriti o Waitangi? How does the solution/initiative respond to the four Articles of the Treaty? What are some recommendations that could enhance the initiatives’/solution’s effectiveness in relation to the Treaty? (500 words +/- 10%)(Compulsory) If and how is the chosen health initiative/solution considered sustainable in the NZ context? Identify and discuss which UNSDGs are relevant to this initiative/solution. What are the barriers and discuss some recommendations that could enhance the sustainability of this initiative/solution for the health focus/issue? (500 words +/- 10%)

Anatomy and Physiology assignment | My Assignment Tutor

Anatomy and Physiology assignment | My Assignment Tutor thumbnail

I really need this assignment done by professional people who are expert in Nursing assignments for my Anatomy and Physiology assignment Assessment Task 2 A Consider the following scenario: Bertha is an Indigenous elder who is recovering from abdominal surgery. She has been reviewed and is permitted to mobilise to the shower for the first time. She gets up and stands at the side of the bed. She immediately tells you that she “feels funny and all dizzy”. She looks pale. You immediately help her to sit on the side of the bed and undertake vital signs assessment. Her heart rate is 110 bpm, and her blood pressure is 100/60 mmHg. She tells you she still feels dizzy, and you help her back to bed. In 500 words, explain why Bertha is showing a low blood pressure (she is normally 130/70) and elevated HR. In your answer you should refer to the factors involved in the generation of blood pressure and how these may have been compromised resulting in Bertha’s presentation. You should discuss what compensatory mechanisms are evident in Bertha’s data and how these are contributing to maintaining her blood pressure. Your writing: Is consistently clear and fluent and has few or no spelling, typographical or grammatical errors. You have always used correct scientific and clinical terminology. Short Answer Questions (Cardiovascular System) 1. Demonstrated detailed and well-developed knowledge of the generation of blood pressure by providing an accurate, succinct, and logically sequenced explanation of the factors altered in the clinical scenario and their effect on blood pressure, with correct reference to the structures involved and the evidence of their involvement drawn from the clinical scenario? 2. Demonstrated detailed and well-developed knowledge of the maintenance of blood pressure by providing an accurate, succinct, and logically sequenced explanation of the compensatory mechanisms engaged in the case scenario, with reference to the structures involved and the evidence of their involvement drawn from the clinical scenario? References: Harvard Style, Sources can only be used with academic writing Journal articles or research, literature review and peer reviewed Only. Due date 19/06/2021 Sharp 5:00pm Sydney Time

Project Descriptions Midterm Exam | My Assignment Tutor

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Project Descriptions Midterm Exam: No Midterm exam required No quizzes are required The Topic selection, Thesis Statement, Outline, and Bibliography (T.O.B) take the place of midterm and quizzes. The research paper using your skills of analysis and critical thinking in political science is a standard UMUC requirement. The research project is divided into three parts: Topic selection 3% course grade, week -2-3 Thesis statement, Outline, Bibliography, (T.O.B) 10% Week 5 Link to UMUC Library scholar Jorunal and article Peer review site of Journals http://www.umuc.edu/library/libhow/scholarlyjournals.cfm Research paper – 25% due end of week 7 GVPT 100- 6382 Spring 2015 Research Paper requirements: Format: 8 pages double-spaced, including reference page and bibliography, 12 point font saved in Microsoft Word APA format, 5 sources, at least two annotated as to their usefulness in the research paper, one a scholarly publication. Proper use of grammar, complete sentences and paper organization. 20% 1. Introduction: Thesis statement, Origins of tensions between Iraq and Kuwait . What you hope to prove or disprove in your paper.10% 1. Country governance: Brief description type of governance in Kuwait and Iraq during the period cited in the mini case study in context of its political, social and economic landscape. 20% III. Type of governance in Iraq and Kuwait 2015. 20% 1. Country Capabilities: Analyze the capability of the Iraq and Kuwait regionally and globally, and the threat each might pose to our world in the 21st century. Include, the use of the Internet and other new media sources by country. 20% 2. Conclusion: As a Political Scientist, what is there a threat, domestic or international, to the United States? 10% Mini Case Study on International Crisis: Iraq-Kuwait relations and stability in the Middle East. In 1990, Iraq invaded Kuwait, claiming that Kuwait was stealing oil from an oil field that straddled the Iraq-Kuwait border and that the territory of Kuwait had historically been a province of Iraq. Iraq quickly overran Kuwait, which was much smaller and militarily weaker than Iraq. Once Iraq had taken over Kuwait, it destroyed property records and other important documents, as if to eradicate the legal vestiges of the Kuwaiti government. Iraq also postured in a way that was widely viewed as threatening Saudi Arabia, home to the most important oil fields in the world. In 1991, the United Nations Security Council authorized military action to evict Iraq, and a multinational force with 34 members soon evicted Iraq from Kuwait and restored the Kuwaiti government. The League of Arab States also approved of military action to reverse the invasion of Kuwait; both Iraq and Kuwait were (and still are) members of the league, and a number of Arab states participated in the military action. Under the terms of the 1991 ceasefire after the restoration of the Kuwaiti government, Iraq pledged to dismantle its weapons of mass destruction (WMD) programs. It was widely believed that Iraq was developing nuclear weapons. Furthermore, it was documented by the UN that Iraq had actually used chemical WMDs against Iranian troops during the Iran-Iraq War of the 1980s and against a minority population in Iraq in 1988. In response to Iraq’s noncompliance with the commitments it made in the 1991 ceasefire, the UN authorized economic sanctions against it. Despite the sanctions, Iraq continued to defy the UN inspectors who were responsible for checking on Iraq’s progress in dismantling its WMD programs, and relations between Iraq and the United States reached a critical level. In part, this may have been a reaction on the part of the United States to the September 11, 2001, terrorist attacks on New York City and the Pentagon. Iraq had nothing to do with the attacks, but the attacks heightened the concerns of US leaders about the dangers of nuclear weaponry in the hands of adversaries. Convinced that Iraq was developing WMDs, the United States raised its concerns at the UN, but did not request Security Council authorization for military action against Iraq to enforce the WMD terms of the 1991 ceasefire. UN authorization may not have been requested because the United States knew that the Security Council would not authorize the action; five members of the Security Council have veto power, which is to say any one of them could have prevented the authorization from being passed. The United States claimed that a UN authorization was not necessary because the 1991 ceasefire agreement provided the necessary authority; this view was not widely shared. In 2003, the United States and several allies (the United Kingdom, Australia, and Poland) invaded Iraq to enforce the WMD provisions of the ceasefire, but even after defeating Iraqi military forces, no WMDs were found. Setting aside your personal views of the Iraq War and its aftermath of violence, compare and contrast the 1991 and 2003 military actions with respect to the roles of the United States, the United Nations, and other states

Accounting for busniss Decisions | My Assignment Tutor

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Student Number: (enter on the line below) Student Name: (enter on the line below) HI5001Accounting for busniss Decisionstutorial AssIGNMENt Trimester 1, 2021 Assessment Weight: 50 total marks Instructions: All questions must be answered by using the answer boxes provided in this paper.Completed answers must be submitted to Blackboard by the published due date and time. Submission instructions and information about the adapted Harvard referencing are at the end of this paper. Purpose:This assessment consists of six (6) questions and is designed to assess your level of knowledge of the key topics covered in this unit Question 1 ( 10 marks) Mac Ltd. provides legal advice to customers for fees. On 30 June 2020, Mac Ltd. completed its first year of operations. Some of the ledger account balances of the business, before any financial year end (30 June) adjustments, are provided below: $Fees Revenue354,000Rent Expense17,568Electricity Expense6,768Wages Expense130,560Advertising Prepaid2,160 No adjusting entries have been made to these accounts at any time during the year. An analysis of the business records reveals the following. The total Fees Revenue recorded includes $1,800 that was prepaid by a client as a deposit for legal advice to be provided in July 2020.The balance in Advertising Prepaid represents the amount paid for an advertising on a legal magazine for 6 months. The agreement with the publisher of the magazine covers the period 1 May 2020 to 31 October 2020.The Electricity Expense ledger balance does not include the amount for June 2020. The account amounted to $1,260 and was received and paid during July.The firm’s lease agreement for the office premises commenced from 1 July 2019. The agreement indicates a rent of $1,220 per month is to be paid on the first day of each month. In addition, an annual amount equal to 0.2% of the entity’s total fees revenue earned each year should be paid. This extra rental is payable within 15 days of the end of the reporting period.The entity hired part-time employees. Wages are paid fortnightly on Fridays (5 working day each week and each pay period covers Monday from preceding week to Friday in the pay week). In 2020, 30 June falls on a Tuesday and the wages for the two-week pay period ended on Friday 3 July 2020 is $9,360. All employees worked the normal office hours during the two–week pay period. Required: Journalise the necessary adjusting entries at the end of the period. (6 marks)Apply the knowledge that you have learned from Lecture 4, using an example to explain the differences between cash basis and accrual basis accounting, and further discuss why adjusting entries are necessary. (4 marks) ANSWER: ** Answer box will enlarge as you type Question 2 (9 marks) You are the bookkeeper of Mel Traders. You undertake a bank reconciliation at the end of every month. Mel Traders received its bank statement for the month ending 31 May 2021. The bank reconciliation at the end of April showed a deposit in transit of $11,700 and two outstanding cheques (no. 663 for $3,060and no. 671 for $6,300). The adjusted cash balance in the entity’s records was $106,305 debit at the end of April. Below are the entity’s May bank statement and the entity’s book records that indicate the deposits made and cheques written during the month of May: AU Bank – Bank Statement For the period 01/05/2021 – 31/05/2021 Mel TradersDrCrBalance $Balance brought forward103,965CR1MayDeposit11,700115,665CR3MayDeposit10,620126,285CRMayCheque # 6824,680121,605CR6MayDeposit6,120127,725CR8May# 6716,300121,425CR9MayDeposit7,560128,985CR12MayDeposit3,780132,765CRMay# 6846,300126,465CR13May# 68315,300111,165CR15MayDeposit14,580125,745CRMay# 68713,320112,425CR20MayDeposit5,040117,465CR22May# 68512,240105,225CR26MayDeposit13,680118,905CR29May# 68611,340107,565CR30May# 6807,74099,825CR31Mayinterest345100,170CR31MayTransaction fees19599,975CR Mel Traders’ Book RecordsDateDeposits madeCheques written$No.$May310620# 679432066120# 680774097560# 6816210123780# 68246801514580# 68315300205040# 68463002613680# 685122402911340# 6866480$ 72,720# 68713320$ 76,590 The cash at bank account balance on 31 May was $102,435. In reviewing cheques, a mistake was discovered: Cheque no. 686, written for insurance expenses of $11,340, was recorded in the general journal as $6,480. Required: As the entity does not use special journals, prepare the necessary general journal entries to bring the cash at bank account up to date as at 31 May 2021. (3 marks)Prepare a bank reconciliation statement for Mel Traders at 31 May 2021. Please ensure you indicate the balance of each amount with either a debit or credit in the bank reconciliation statement. (6 marks) ANSWER: Question 3 (7 marks) The information in the following table relates to the accounts receivable and allowance for doubtful debts of Prime Moving Ltd. The company’s accounting period ends on 30 June each year. The company policy is to provide an allowance for doubtful debts at the rate of 3% of accounts receivable at 30 June each year. The balance of the Allowance for Doubtful Debts account on 1 July 2019 was $14 000. The following information is given for the year ending 30 June 2020 and 30 June 2021, in order to determine the bad debts expense for each year and the balance of allowance for doubtful debts at the end of each year. 20202021Accounts receivable (ending balance at 30 June)$560,000$630,000Bad debts written off during the year8,4000Allowance for doubtful debts at 1 July (Beginning of the period)(a)(d)Bad debts expense for the year(b)(e)Allowance for doubtful debts at 30 June (Ending balance)(c)(f) Required: Determine the missing amounts in the table. (3 marks)Discuss how the following accounts are recognised or disclosed in the entity’s financial statements and their effect on the financial statements. (2 marks)discount alloweddiscount receivedbad debts expensesbad debts recoveredShow the relevant section of the balance sheet prepared at 30 June 2021. (2 marks) ANSWER: Question 4 (8 marks) You are the senior accountant for a shoe wholesaler that uses the periodic inventory method. You have determined the following information from your company’s records, which you assume is correct: Inventory of $296,064 was on hand at the start of the year.Purchases for the year totalled $2,028,000. Of this, $1,694,400 was purchased on account; that is, accounts payable was credited for this amount at the time of the purchase.A year-end inventory count revealed inventory of $389,760 Required: Assume that the company uses periodic inventory system, calculate cost of sales. (2 marks)Assume now that your company uses the perpetual method of inventory control, and that your records show that $1,857,990 of inventory (at cost) was sold during the year. What is the adjustment needed to correct the records, given the inventory count in item 3 above? (2 marks)What might the need for this adjustment indicate about company operations? (1 marks)Assume that during the year, total inventory was sold for $3,360,000 on credit. What would be the entries to record the sales transaction under periodic inventory control system? What would be the entries to record the sales transaction under perpetual inventory control system? (3 marks) ANSWER: Question 5 (10 marks) Adam’s mowing Limited purchased a group of new lawnmowers for $26,000 at 1 July 2020. As the accountant of the business, you have estimated that the mowers are to last five years and to have $650 residual value at that point. The entity’s business plan projects cutting 6,000 lawns over the five years, with per-year projections of 650, 1,300, 1,460, 2,140 and 550 lawns over the five years. Required: Calculate the accumulated depreciation balance at the end of the second year using each of the following depreciation bases. Show your working. (6 marks) straight-linediminishing balance (52 per cent rate)units-of-production. You are asked by the owner of the business which depreciation basis would result in the entity paying less tax at the end of the second year and so you should adopt that method for the mowers as it would save cost for the entity. Provide appropriate response to the owner’s question and request. (3 marks)If the 52 per cent reducing balance method is used, accumulated depreciation will be $25,350 at the end of the fifth year. Suppose that, on the first day of the sixth year, all the lawnmowers are sold as junk for $100 cash in total. Ignoring income taxes, calculate the loss on sale that would be recorded that day. (1 mark) ANSWER: Question 6 (6 marks) The following events occurred during the year ended 30 June 2020 for Electrical Limited. On 1 June 2020, Electrical Ltd. signed a three-month 9% per annum bills payable to purchase a new equipment costing $576,000. Interest and principal are paid at maturity.On 29 June 2020, Electrical Ltd. received deposit in advance of $10,000 from a construction company for completing the electrical work for a new project during the next 6 months.Electricity charges of $50,000 from 24 April to 23 June are payable on 10 July.Electrical’s main product is backed by warranty. Sales of this product for the year totalled $445,000. The opening balance of provision for warranty claims was $15,900. During the year, Electrical’s warranty expense was $47,550 and claims paid to customers totalled $37,800.June sales totalled $252,000. Electrical Ltd. collected GST of 10% on this amount. This is due to be paid to the tax office by the seventh day of the following collection.On 30 June 2020, Electrical Ltd. took out a loan for $150,000 from AUZ Bank. Repayments of principal are scheduled evenly over a five-year period. Interest on the loan is paid in the year it is incurred. Required: For each item, indicate the account name and the amount to be included as a current liability on Electrical’s balance sheet prepared at 30 June 2020. (show your working for your calculation for each amount). ANSWER: END OF TUTORIAL ASSIGNMENT Submission instructions: Save submission with your STUDENT ID NUMBER and UNIT CODE e.g. EMV54897 HI5001Submission must be in MICROSOFT WORD FORMAT ONLYUpload your submission to the appropriate link on BlackboardOnly one submission is accepted. Please ensure your submission is the correct document.All submissions are automatically passed through SafeAssign to assess academic integrity. Adapted Harvard Referencing Holmes has now implemented a revised Harvard approach to referencing. The following guidelines apply: Reference sources in assignments are limited to sources which provide full text access to the source’s content for lecturers and markers.The Reference list should be located on a separate page at the end of the essay and titled: References. It should include the details of all the in-text citations, arranged alphabetically A-Z by author surname.  In addition, it MUSTinclude a hyperlink to the full text of the cited reference source.  For example:P Hawking, B McCarthy, A Stein (2004), Second Wave ERP Education, Journal of Information Systems Education, Fall,  http://jise.org/Volume15/n3/JISEv15n3p327.pdfAll assignments will require additional in-text reference details which will consist of the surname of the author/authors or name of the authoring body, year of publication, page number of content, paragraph where the content can be found.For example:“The company decided to implement an enterprise wide data warehouse business intelligence strategies (Hawking et al, 2004, p3(4)).” Non-Adherence to Referencing Guidelines Where students do not follow the above guidelines: Students who submit assignments which do not comply with the guidelines may be required to resubmit their assignments or incur penalties for inadequate referencing.Late penalties will apply per day after a student or group has been notified of a resubmission requirements. Students whose citations are identified as fictitious will be reported for academic misconduct.

Integrated Research Project | My Assignment Tutor

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TrimesterT3 2020Unit CodeHC3131Unit TitleIntegrated Research ProjectAssessment Type3. Final Report including Research Design and MethodologyAssessment TitleFinal Report Purpose of the assessment (with ULO Mapping)The purpose of this assessment is to ensure each student is able to construct a written report demonstrating their understanding of the business research paradigm, appropriate methodology, and required (preliminary) data collection, analysis and interpretation.  A brief separate presentation in-class is required in week11, 12 or 13. Matches to Unit Learning Outcomes 1, 2, 3, 4, 5, 6, Weight50 % of the total assessmentsTotal Marks50Word limitMin 25 pages (7500 words excluding references) Includes Topic definition and Motivation ( Ass 1), Final Lit Rev (Ass 2), Research Design and initial findingsDue Date      Friday of Week 14 S Submission Guidelines• All work must be submitted on Blackboard by 12 midnight on the due date,along with a completed Assignment Cover Page. [if no cover page your mark will be reduced -20%] • The assignment must be in MS Word format, 1.5 spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate section headings, paragraphing, and page numbers.   • Reference sources must be cited in the text of the report, and listed appropriately at the end in a reference list, all using Harvard referencing style.   Assignment 3 Specifications Purpose: This unit aims to give you an opportunity to combine many skills into the production of a high-quality research report . Assignment 3 –( the Research Design and Methodology, the Final Report) demonstrates an understanding of the business research paradigm, appropriate methodology, data collection, analysis and interpretation. This assessment builds upon your original topic selection and your Literature Review (assessments 1 &2) in that you are now aware of what additional data is needed for you to answer your research question(s) (as defined at the conclusion of your Lit. Rev.). To discover the required data may require you to search for additionalsecondary data in the form of more specific  searches , and will most probably also require the collection of some preliminary primary data, by applying qualitative or quantitative methods. In this assessment you will document the most appropriate way forward by generating a comprehensive Research Design. Your design needs to establish your research strategy and SAMPLING issuespractically. What specific types of organisations are you interested in, in what locations and who are you targeting ( Your level of analysis). If you choose a quantitative approach, you will go ahead and state howyou intend to study your question, what data you need, how it can be collected and analysed. [Note that you are NOT required to actually obtain all the primary data]. Collect some exploratory data and discuss this critically. If you choose a qualitative approach, you will go ahead and decide which method is appropriate and state how you would collect and interpret your data. Again present some initial data e.g .in depth interviews or focus group intrviews. Your tutor will LEAD and FACILITATE you through the process, week by week. The learning will be progressive, so for best results you will need to be in weekly contact with your lecturer in the weekly classes Assignment Structure should be as the following: 1. Introduction (an edited and adjusted version of your topic approval) including a justification for your research question(s).1- 1.5 pages 2. Final Lit Review 15 pages ending in your specific research question 3. A detailed research design, addressing the qualitative-quantitative debate, additional secondary data ( further detailed findings in your specific question), proposed primary data sample size and sampling approach, questionnaire design factors (include some sample questions), data collection method, envisaged analysis and interpretation. 4. A summary of your findings 5. A conclusion (relating back to your original research problem and question(s)) 6. List of references in Harvard style (only for sources mentioned in this submission)  Note: Approval may be requested (Unit Coordinator and Degree Convenor) to undertake this assignment with variation, such as a Business Plan or Business Development Case. If that is approved the Assignment Structure and Marking Criteria may differ accordingly.

Clifton Down Limestone – Great Quarry | My Assignment Tutor

Clifton Down Limestone – Great Quarry | My Assignment Tutor thumbnail

Clifton Down Limestone – Great Quarry. Date – 17 September 2020 Made By – Nick Koor Extremely strong, dark and light grey medium to fine grained LIMESTONE interbedded with very weak dark reddish brown and grey fine grained calcareous fissile mudstone (CLIFTON DOWN LIMESTONE). The limestone has numerous brachiopod fossils on bedding planes. The limestone is discoloured to light grey and the mudstone is discoloured to light grey. The Rock Mass is dissected by 3 major discontinuity sets: D1 bedding plane, and 2 joint sets D2 and D3, producing prismatic equidimensional and rhomboidal rock blocks. D1 Bedding Plane: Spacing is thick to very thick and the plane is  discoloured to light grey and reddish brown – schmidt hammer readings on the plane R Value Readings : 20, 28, 34, 24, 27, 28, 34, 40, 26, 24 .Dip / Dip Direction: 27/135, 24/136, 26/129. Very high persistence, terminates outside of the exposure. Large scale roughness is wavy, medium scale roughness is stepped, small scale roughness is rough. Profile comb over 200mm max amplitude 9mm, 22mm, 16mm. Roughness over 1m maximum amplitude 42mm, 34mm, 19mm, 31mm. Aperture is very wide to open infilled with fissile calcareous mudstone [As it is interbedded we describe how the apertures are infilled with very weak mudstone]. No seepage observed.  D2 Joint Set: Widely to very widely spaced discoloured on surface – Schmidt hammer readings on the plane R Value Readings 45, 22, 30, 45, 29, 30, 38, 26, 32, 34. Dip / Dip Direction 86/035, 82/035, 81/036. High persistence and they terminate within the rock mass against the D1 bedding. D2 is straight undulating rough. Profile comb 200mm max amplitude 12mm, 14mm, 9mm. Roughness over 1m max amplitude 25mm, 29mm, 15mm, 16mm. Aperture is ight to open, infilled with calcite. No seepage observed.  D3 Joint Set: Widely to very widely spaced, discoloured on surface – Schmidt hammer readings on the plane R Value Readings: 44, 52, 48, 39, 28, 38, 48, 50, 42, 48. Dip/Dip Direction: 77/321, 86/152, 70/321. High to very high and persistence terminates in rock mass against bedding D1 and D2. Straight, stepped and smooth: Profile comb 200mm max amplitude 38mm, 32mm, 7mm; Roughness over 1m max amplitude 49mm, 68mm, 82mm. Aperture: Tight, clean, dry Black Rock Quarry – Black Rock Limestone Date – 19 September 2020 Made By – Nick Koor Extremely strong, dark grey, fine grained micritic LIMESTONE with numerous crinoid and shell fragments (BLACK ROCK LIMESTONE). The Rock Mass is dissected by 3 major discontinuity sets: D1 bedding plane, and 2 joint sets D2 and D3, producing very large prismatic equidimensional and rhomboidal rock blocks. Bedding D1 – Very thickly bedded, discoloured and mineralised with calcite – Schmidt hammer readings on the plane R Value Readings:49, 38, 47, 42, 30, 55, 52, 42, 48, 38. Very high persistence, terminates outside outcrop. 27/130, 25/132, 26/134. Straight, planar and stepped, rough to smooth. Profile comb 200mm max amplitude 13mm, 13mm, 6mm.   Roughness over 1m max amplitude 23mm, 34mm, 25mm. Aperture: Very tight to open variably infilled with soil crushed rock or clean. Damp, no seepage.  Joint Set D2 – Very wide to widely spaced, discoloured and mineralised with calcite  – Schmidt hammer readings on the plane R Value Readings:35, 30, 38, 45, 32, 49, 26, 32, 28, 52. Highly persistent, terminates outside outcrop. 89/203, 86/205, 89/025. Straight, undulating and rough.  Profile comb 200mm max amplitude 9mm, 4mm, 7mm. Roughness over 1m max amplitude 35mm, 20mm, 16mm. Aperture: Very tight to moderately wide infilled calcite mineral coating or rock fragments. Dry. No seepage visible.   Joint Set D3 – Very widely spaced, discoloured and mineralised with calcite  – Schmidt hammer readings on the plane R Value Readings:49, 14, 32, 20, 38, 28, 16, 16, 50, 32 – low values on calcite mineralisation. Very high persistence, terminates outside of exposure. Dip Direction / Direction 82/056, 86/054, 89/048. Curved, stepped and rough. Profile comb 200mm max amplitude 5mm, 15mm, 20mm.  Roughness over 1m max amplitude 41mm, 102mm, 30mm. Aperture: Open to moderately wide infilled rock fragments and calcite mineralisation. Or clean. Dry, no seepage. Gully Oolite Quarry Rock Mass Description Black Rock Dolomitised Limestone Date 18 September 2020 Made by Nick Koor Extremely strong, dark to light brown, fine grained dolomitised LIMESTONE. Solution features developed around strike slip faults. Bedding planes are difficult to discern. (BLACK ROCK DOLOMITISED LIMESTONE). The Rock Mass is dissected by 2 major discontinuity sets: D1 bedding plane and a joint set D2 plus a large number of random discontinuities producing medium in-equidimensional rock blocks. D1 Bedding – Bedding extremely widely spaced, discoloured and mineralised with calcite – Schmidt hammer readings on the plane R Value Readings: 29, 23, 46, 47, 54, 54. High persistence, terminating within rock mass. Dip / Dip Direction: 17/073, 17/155, 35/100 Wavy, undulating, smooth. Profile comb 200mm max amplitude 19mm, 19mm, 12mm. Roughness over 1m max amplitude 30mm, 27mm, 35mm. Aperture: Tight to partly open, clean or infilled with calcite. Dry. Joint Set D2  – Medium to widely spaced, discoloured surface. Schmidt hammer readings on the plane R Value Readings:40, 32, 18, 38, 38, 26, 42, 42, 40, 41. Dip / Dip Direction 85/033, 81/022, 89/198. Very high persistence, terminating outside of outcrop. Wavy, stepped and rough. Profile comb 200mm max amplitude 28mm, 8mm, 29mm. Roughness over 1m max amplitude 23mm, 12mm, 29mm. Aperture: Very tight to moderately wide. Clean. Dry.  Fault Dip / Dip Direction 65/287 Slickensides. Trend 025 plunge 6 degrees to South West 3 metre zone of highly dolomitised and disrupted LIMESTONE with solution features up to 200mm across. Evidence of seepage. Fault plane damp with vegetation growth in opening. Kinematic indicators suggest hanging wall movement South West relative to footwall.  Gully Oolite Quarry Rock Mass Description Gully Oolite Limestone Date 18 September 2020 Made by Nick Koor Extremely strong, light brownish grey, fine to medium grained OOLITIC LIMESTONE, (GULLY OOLITE FORMATION). Bedding indistinct and only visible in the Southern face of Gully Oolite Quarry.  D1 Bedding Thickly bedded with a D/DD of 24 / 128. Very high persistence where visible. Roughness: straight, undulating, smooth, tight and clean. Dry. Note access to the bedding plane limited and exposure of the bedding plane not large enough to take roughness or Schmidt hammer measurements.  D2 Joint Medium to thinly spaced, discoloured. Schmidt hammer readings on the plane R Value Readings:43, 43, 24, 50, 50, 46, 37, 56, 48, 40. Very high persistence, terminates outside of exposure: 86/197, 89/026, 89/193. Curved, planar and stepped. Smooth surface discoloured. Profile comb 200mm max amplitude: 9mm, 4mm, 2mm. Roughness over 1m max amplitude: 5mm, 42mm, 15mm. Aperture: Very tight to partly opened. Clean. Dry. No other obvious well-defined joint sets. Many randomly orientated joints which split the rock up into small polyhedral and tabular blocks. 

SOCIAL INNOVATION PROJECT | My Assignment Tutor

SOCIAL INNOVATION PROJECT | My Assignment Tutor thumbnail

…​…​UCM60502U4​…​……​…​SOCIAL INNOVATIONPROJECT​…​… vbProject Management DocumentGroup and Project Name:Group Members:Group 4: Stress and Anxiety from Online Classes NameSpecialization & RolePavithra A/P Raman(School of Media and Communication)Project Leader– Responsible for initiating meetings andmaking sure the aims of the meeting areclarified and for summarising discussions anddecision– Responsible for compiling contributions,identifying gaps or overlaps, and ensuringconsistency in the final submission.Tan Tzyy Shiuan(School of Management & Marketing)Progress Chaser– Responsible for chasing members up andmaking sure that the jobs get done by thetime agreed and sort out problems of delay.Sydney Sim Xin NiScript Writer SDGs: (School of Management & Marketing)– Responsible for preparing questions forinterviews and scripts for presentations.Amelia Redzuan Shahmann(School of Liberal Arts and Sciences)Timekeeper– Responsible for making sure that we discusseverything we need to in the time availablefor the meeting.Ili Najihah binti Ahmad Hizzad(School of Education)Process Watcher– Responsible for monitoring the process andbringing issues to the attention of the team.Shanise Christine Pereira(School of Liberal Arts and Sciences)Note Taker– Responsible for keeping record notes andideas that were taken and discussed duringclasses and meetings.Mas Izzati Hanis(School of Media and Communication)Powerpoint Editor– Responsible for designing and editingPowerPoint slides with the compiledinformation and scripts from group members. 3. Good Health and Well-Being4. Quality EducationUNDERSTANDING THE CHALLENGE | Week1-2​……………………………….What We Know!What do we believe we already know about this challenge?Stress, anxiety and depression have been some of the most common mental health issues among collegestudents. However, these mental health issues are becoming more common among students since Covid-19began. In light of social distancing, transitioning to online learning is required. Given these circumstances,students might feel intimidated and confused because this would be their first online learning experience.Along with the online classes, heavy workloads and working with people that they have never met via onlinefor group assignments could make students feel overwhelmed, stressed and anxious. As a result, it could leadto poor academic performance as the stress could hinder their work effectiveness. This could also worsenone’s state of mind to a degree where they could get diagnosed with depression.Through the course of social innovations, we would work towards finding innovative methods to help copeand battle through anxiety, stress and depression from heavy workloads and online classes to improve thelives and mental wellbeing of these students. We believe that social innovation could help create a solutionfor students who are having a hard time with online classes to be more adaptable and accepting of this newsystem. We also believe that social innovation could highlight the importance of mental health and ensure aproper and accessible arrangement where it’s easier for students to contact their lecturers and counsellorsTHE TARGET AUDIENCE​[Who will you be designing for? Consider the core audience and extended audience]EMPATHY | Week3-5​…………………………………………………………………“Empathy is at the heart of design. Without the understanding of what otherssee, feel, and experience, design is a pointless task.” ​Tim Brown, IDEOWhat would we like to learn more about?for consultation.From this project, we would like to learn more about other causes of anxiety, stress and depression and howwe can help students to improve their mental health throughout the course of their college lives and in thelong term. We would also like to know and raise awareness for the underrepresented and unnoticed factorsthat could affect a student’s mental health. Besides that, we would like to explore and learn about the majordemographic of students who face these sorts of issues more often than the others.Undergraduate Students – Medical StudentsUndergraduate Students – Accounting StudentsUndergraduate Students – Art and Language Major StudentsUndergraduate Students – Introverted StudentsUndergraduate students – Technologically Illiterate StudentsUndergraduate students – International Students Who should we talk to: [Who specifically do we want to talk to and learn from? Create detailed descriptions forat least 3 different users or sources of inspiration. Be sure to cover a variety of gender, experience, ethnicity, etc.]Build a Question Guide: INTERVIEWING[What do we want to learn to better understand the challenge at hand? What are we hoping to understandpeople’s motivations and frustrations? What do we want to learn about their activities? As we are interviewing,capturing what we see and hear during a field visit, capture direct quotes. Separate our observations from ourinterpretations so that we know what we saw and what we thought it meant for that person].1. Persona 1 – Yap Xin Wei, 19, female, Chinese, Accounting and Finance student from Taylor’sUniversity, encountered challenges and difficulties in online classes, but at the same time, in someaspects, online classes made her feel comfortable and convenient.2. Persona 2 – Najah Hanim,19, female, Malay, Medical student from Mansoura University in Egypt.3. Persona 3 – Hamizah, 20, female, Malay, English Language and Literature student from MARAUniversity, facing many difficulties in online classes considering the fact that she is a technophobeand the heavy workload did not make things any better.4. Persona 4 – Izzat, 22, Male, Malay, Graphic Design student from MMU Cyberjaya, faced difficultieswith online classes which then led to anxiety and stress. ​​​​​​START WITH AN OVERVIEW:[What are some questions that can help you start tounderstand this person’s hopes, fears andambitions?]– Can you help me understand how you arefeeling?– How would you describe your current stateof mind?– What activities do you find enjoyable rightnow?– What is the one thing you wish to be aconstant throughout your life?– What are your ambitions for the future?– Do you enjoy spending time with others?– Would you describe yourself as an introvert,extrovert or an ambivert?– What is your biggest fear in life?– Are you more of an open book or amysterious, private person?– How are your energy levels?– How are your studies/ classes going?– Do you find your lessons enjoyable?– Are you sleeping more or less than usual?– How would you describe your appetite?Have your eating habits altered in any way?– Are you able to concentrate on things rightnow?– If not, what are some of the distractionsthat hinder your concentration?DIVE DEEPER:[What are some ways you might be able to digdeeper in the conversation, to find even more of theperspective this person has?]– Have you ever experienced stress?– If yes, how often do you find yourself feelingstressed nowadays?– Have you ever had an anxiety attack or feltanxious?– If yes, how often do you find yourself feelinganxious or experiencing an anxiety attack?– How do you feel about these online classesand how do you cope with your onlineclasses?– How do you handle your stress and/oranxiety when you begin to feeloverwhelmed?– What are the most common struggles anddifficulties you face during your onlineclasses?– Because of these online classes, do youthink your progress in work has been moredifficult and has online classes becomehinder in your work effectiveness?– How do you think your and other students’mental health is affected?– Do you get the same amount of time to havea consultation with your lecturers and tutorsduring online classes?– How do you manage your group projectsBuild a Question Guide: OBSERVING[What are we looking to learn in this observation? Capture themes and questions that we want to make sure weget to in the site visit!] given that students are required to practicesocial distancing?– What do you think about working withothers that you have never met before inperson?– Do you feel anxious or uneasy whilecommunicating with your group mates thatyou have never met before?– Is the group discussion awkward orunpleasant enough to hinder theeffectiveness of the process?– Do you think that your workload hasincreased ever since transitioning to onlinelearning?– Do you find your workload to be moredifficult and harder now that it has to beconducted online?– Do you find it harder to cope with yourstudies now that you are not allowed tomeet your close friends and acquaintancesin person?– Do you think there is a solution or anythingme, others or the school can do to help youin your issue? If yes, what do yourecommend?– What suggestions would you provide to yourschool in order to make online lessons easierand convenient? MAKE SURE TO SEE:[What are some things you want to make sure youobserve while you are visiting this place?]– Their body language– Their tone of voice– The state of their room and surrounding– Their condition and appearance– Their facial expression– Their energy level– Their posture– Eye contactMAKE SURE TO DO:[What are some things you can do to gain inspirationin this place?]– Get interviewees’ consent to record theirinterview.– Greet and engage in small talks with theinterviewees to create a pleasantenvironment.– Take note of unusual cues whileinterviewees are answering our questions.– Start with asking them how they’re feeling– Ask questions in a patient and respectfulmanner to ensure the interviewees arecomfortable.– Give the interviewees the benefit of doubt Assigning Roles for Site Visit:[Assign responsibilities before going to the site.]INTERVIEWS to understand their perspective clearly.– Ask them about their current state of mind,lifestyle and learning environment.– Empathize with interviewees without anyjudgements or bias.– Enquire them about the initiatives that theiruniversities are doing to facilitate them. NameRoleTan Tzyy ShiuanInterviewer for an Accounting student from Taylor’sUniversity.[Persona 1]Sydney Sim Xin NiNote taker and Observer during the interviews withan Accounting student from Taylor’s University.[Persona 1]Ili Najihah binti Ahmad HizzadInterviewer for a Medical student from MansouraUniversity. [Persona 2]Shanise Christine PereiraNote taker and Observer during the interviews with aMedical student from Mansoura University.[Persona 2]Amelia Redzuan ShahmannNote taker and Observer during the interviews with aMedical student from Mansoura University.[Persona 2]Pavithra RamanInterviewer for a Language Major student and anintroverted Arts Major student from MARAUniversity and MMU University respectively.[Persona 3&4]Mas Izzati HanisNote taker and Observer during the interviews with aLanguage Major student and an introverted ArtsMajor student from MARA University and MMUUniversity respectively. [Persona 3&4] ​ ​ What was said?What is interpretedPersona 1: My classes are going quite smoothly and well.Interviewee’s studies/classes are not greatlyaffected by online learning, or she may copewell with online learning. She is able to adapt tonew methods of learning easily. ​​ Persona 1: I find my lessons enjoyable because currently Ido not have to conduct face to face lessons with mylecturers, tutors and classmates. I am not the kind ofextrovert, so I don’t really like to have conversations withthem. Since we are not seeing the lecturers and tutors faceto face, it is easier for me to ask them questions withoutfeeling a sense of awkwardness and uneasiness.Interviewee enjoys online learning more thananyone else, she feels comfortable when shedoes not need to meet and communicate withher lecturers, tutors and classmates in person.Based on the previous questions, she is more ofan introvert. Given that she can limitinteractions with her peers face to face, shefinds it to be easier for her. Therefore, onlinelearning is better suited to her personality.Persona 1: I am eating less because I am on a diet or whenI am stressed out, due to social and academic reasons. I amworried about my results because I am scared that if I amputting all my effort into it and I did not do well, I wouldregret it at the end of the day.Social and academic stress are great enough tomake interviewee lose appetite. She cares somuch about her study and this will eventuallycause her to stress out if she fails to do well inher study.Persona 1: This semester I can focus better as I am able tobe in some sort of routine. Since last semester was the firsttime of online learning, I could not really focus because Iam always distracted by my handphone. I would use socialmedia when the class is really boring or the lecturers andtutors are dragging on and talking about something that isnot related to the course or useless.Interviewee lacks self-control, she is easilyaffected by external factors. Since she has tostudy from home, there are many outsidefactors such as family, household chores andhandphones that might disrupt her productivityand loss focus to concentrate on her studies.Persona 1: I find online classes more convenient for mebecause I can wake up a bit later and eat and drinkwhenever I want.Compared with physical classes, intervieweeprefers online classes. She prefers onlineclasses because she can do things at her ownpace and without any restrictions especiallywhen having face to face classes.Persona 1: I start to feel body ache especially sitting infront of the laptop for hours. My eyes become very dryfrom staring at the monitor. When the lecturer and tutorare talking, especially for a hybrid class, the voice may notbe so clear especially when they are talking to the studentsin the face to face class.These difficulties may affect interviewee’s studyprogress and work effectiveness, and eventuallylead to academic stress.Persona 1: Now has become very different compared tothe past few months as I have become more used to onlinelearning and it has been more normalized. In semester 1,yes, I feel that because of these online classes, my progressin work has been more difficult. Because when I watchpre-recorded lectures, whenever I have questions andcan’t understand what the lecturers say or grasp theconcept, I can’t immediately ask them for help. I need toemail and wait for their reply and sometimes they can’tunderstand what I have emailed them so I need to reply afew more times which then delays the progress andhinders my work effectiveness.The delay in progress may cause interviewee tofeel stress, as she can’t get her problems solvedimmediately. If the questions are left answeredfor too long, it would affect her productivityand push back her ability to complete the taskquicker. ​​​​​​​​​ Persona 1: There are some friends that say online lecturesmake them harder to focus, so during the live lecture, theywould just open it and do other stuff instead of watchingthe lecture. Once the lecture has ended, they would watchthe rewind. In my opinion, online learning has not affectedmy mental health as I enjoy online learning.Those who can’t focus on online classes mayfind it hard and stressful to keep up withlearning. As online learning is new to everyone,many people might get stressed as they can’tcope up with the learning and work assigned asit might become too overwhelming for aperson.Persona 1: In small group projects, we usually wouldconduct an online meeting. However, in huge groups, wewould go to Taylor’s University physically to have themeeting. We would find an empty room on campus, we donot really practice social distancing but we wear a mask.Interviewee can handle her group projects wellunder this new normal.Persona 1: When it comes to online discussion, I feel okay.However, when it comes to a face to face discussion, I startto get the feeling of awkwardness and anxiety.Interviewee feel nervous and anxious easilywhen they have to communicate with otherpeople in person.Persona 1: I don’t really think that my workload hasincreased ever since transitioning to online learning. I havemore extra or free time now because I do not need to goto university for lessons. Even if I have more school work, Ican use that free time to get the work done.Interviewee is fine with heavy workload, as shehas more free time to get the work done.Persona 1: The workload has become harder because ofthe syllabus and not because of the online learning. I findthat for online learning, hubungan etnik (HE) is one of thetougher subjects but the rest of the subjects are okay. ForHE, the videos uploaded are boring and I do not have theurge to watch, I would just complete the task and uploadwithout looking and performing in depth research.Lack of interaction with the lecturer causesinterviewee to have no urge to study, whichmay lead to poor academic performance andacademic stress.Persona 1: Since we have various platforms tocommunicate such as WhatsApp. We can stillcommunicate with each other. So, I don’t find it harder tocope up with my studies even though now, I am notallowed to meet my close friends.Interviewee is comfortable with chatting withpeople online.Persona 1: I would suggest to help students be morefamiliar with online learning and make it more normalizedas it has been a very foreign topic that has never reallybeen done before. In the past semester, I was morestressed financially than this semester, as the school tookthe resource fee without letting the students utilize it. Itcaused me financial stress because Taylor’s University didnot deduct any resource fee even though students are notusing the full capacity of the campus. My hope is thatTaylor’s would deduct the resources fee.Interviewee is financially stressed as she has topay the resources fee without getting thechance to utilize the full capacity of the campus. ​​​​​​​ Persona 1: I would say improve the quality of the internetconnection. In the past semester, one of my teachers, DrRabiah, was facing poor internet connections which madethe learning so inconvenient and disrupted. I also hopethat the communication process between the school andstudents can be improved or facilitated, as students areunable to ask questions immediately, and we have to emailthe lecturers and tutors before we can make a consultationwith them.Poor internet connection causes interviewee toface disruptions when attending classes andthis may lead to academic stress becausestudents may experience delays and are notable to complete the entire lesson at the end ofthe sesion. The inconvenient and longcommunication process between lecturers andstudents needs to be improved to preventineffective communication.Persona 1: I would prefer to study at the universitybecause the study environment is good. When I amstudying at home, sometimes someone in my family wouldneed my help or need me to do something or sometimes ifit rains, I need to collect and bring in the clothes andparcels.Interviewee can focus more on study byattending physical classes at the campus, asthere are many distractions at home, which willaffect her study progress and workeffectiveness, thus resulting in academic stress.Persona 2: Honestly, from my past experience beforegetting into year 1, I wasn’t really, you know, I didn’t reallyknow how to prepare myself as a medical student. I wasjust asking people’s experiences, but I really don’t knowhow to plan it and luckily, I got to explore websites, blogsand other social media and got to see how other medicalstudents approach their studies. So now I’m currentlydoing some research and preparing myself for the newacademic year.Interviewee was unsure how to prepare herselfas a medical student but managed to getinformation from a few sources and how somemedical students approached their studies andwith that she is preparing herself for theacademic year by gathering information anddoing research.Persona 2: I am a very disciplined person. I have my ownjournal where I keep track of everything, I have my ownbook where I list down all my cases and for each case Ikeep my own notes that I need. I also keep track ofeverything I do, so for me not to get exhausted or wornout, I usually have one day off if I complete my scheduleand do whatever I love like get some ice cream and call myparents or friends. The very simple things.Interviewee is organised and knows how to planeverything well so that she does not miss outon her cases. She also keeps track of what shedoes so that she’s not worn out and she givesherself an off day which means she knows howto take care of herself so that she will not betoo stressed out.Persona 2: It’s hard to cope with everything by ourselvesbecause you know in isolation, we don’t really have thetime to meet other people and we can’t really keep up andbecause of that we become exhausted since we don’tknow people’s progress and that’s how we fall behind.Interviewee says that it is hard to cope witheverything on our own as we dont have thetime to meet up with people due to thepandemic and not only that but people wouldbe more exhausted as they do not know otherpeople’s progress and might fall behind.Persona 2: It’s challenging, it’s not more towards thestudying part but it’s more towards the adapting part andsocializing because I don’t get to know my friends thatwell. When I feel like I’m having anxiety, I’ll find a waybecause I’m the type of person that if I want to find a wayto help me with it I’ll ask someone for help and if thatInterviewee says it’s challenging for her toadapt because she does not get the chance toknow her friends that well. Interviewee alsosays that whenever she feels like she’s havinganxiety she would just handle it on her own andfind ways to help her feel better as she feels ​​​​​​ doesn’t help then I just pray. Sometimes you just gotta talkto yourself about things, just think about it.that sometimes you have to talk to yourselfabout things.Persona 2: The timezone is definitely a struggle with mebeing in Malaysia and my university in Egypt. Being in adifferent timezone it’s hard to communicate withlecturers. I always have to explain to my lecturer toconsider the different time zones. Most of the studentsonly speak Arabic and I don’t really know Arabic so wehave that language barrier so I always have to ask myfriend to translate it for me.Interviewee says that the time zone differenceis a struggle for her as she lives in Malaysia andher university is located in Egypt. This makes ithard for her to communicate with her lecturers.Not only that but the language difference is aproblem too as most of them can only speakArabic so she would have to ask her friend totranslate it to her.Persona 2: yes, online classes have impacted our mentalhealth. On a scale of 1-10 I think it’s about a 7 on how itimpacted on our mental health because i’ve seen theirsocial media and its like they can’t really go out and theyusually just blurt out online and most of the things arequite negative, that’s why most of the time when I see thatparticular person really struggling with their mental health,I would have a chat with them and ask them if they’reokay. Sometimes people just open up to me because theydon’t really have a person they can trust everything to andsometimes I think it’s a blessing when you have someoneyou can trust and talk to every single day to just tell themhow they feel and their strugglesInterviewee agrees that online classes haveimpacted everyone’s mental health. On a scaleof 1-10 interviewee has given a 7 on how muchit has affected one’s mental health. Intervieweethen says that if she sees someone reallystruggling with their mental health she wouldgo up to them and talk to them by asking ifthey’re okay. She then says that there arepeople that would just open up to her as theycan trust her. She then points out that it is ablessing to have someone you can trust and talkto everyday about how they feel and theirstruggles.Persona 2: the workload is the same as going for normalface to face classes but I have to push myself to do thingson my own like I have to do this, I have to learn this, I haveto submit this and it’s not submitting to the lecturer itsmore submitting for myself because this is my own futureand if I don’t do these things for myself then i’ll bestruggling throughout my whole education.Interviewee says that her workload is the sameeven if she were to go for physical classes butshe would tell herself that she needs to get thisdone and she has to learn certain things. Shealso believes that if she submits her work she’sactually submitting it for herself more than forher lecturer as this is her future and if she failsto do these things she would struggle.Persona 3: I’m feeling quite happy now that I’m on mysemester break. Online classes were hell and it reallydrained me both mentally and physically so I’m genuinelyhappy to be out of it. I feel stable like mentally because ifmy classes are still going on, I would be stressed andfrustrated. I would not even agree on this interview. I feelcontent and I like that I don’t have to carry my phone withme everywhere now.Since the interviewee is on her semester break,she felt more happier compared to when she isdoing online classes. She feels very stressedwhen there are online classes.Persona 3: I would call myself an ambivert. I like spendingtime with people I love but sometimes I like to cherish mypersonal space by just doing things with myself.The interviewee considered herself as anambivert which means she is neither introvertor extrovert. She doesn’t mind being aroundpeople yet does not mind being alone either. ​​​​​​ Persona 3: I’m more of an open book because I feel betterwhen I express my feelings so I could get proper adviceand guidance. Sharing my problems and struggles topeople would help to solve them.The interviewee did not consider herself as aprivate person but more to an open book. Thisis because she believes that by being openabout her feelings and emotions, she willreceive the right advice and guidance frompeople around her rather than keeping herproblem to herself.Persona 3: I have good energy levels nowadays. I’m veryenergetic and active but it’s a different story if I’m doingonline classes. I would be absolutely exhausted. Therewere days where I spent days in my bed attending classesone by one because I didn’t have any energy to get outfrom my bed.When the interviewee has online classes, shewill have a very low energy level as it gets verydraining to the point she will not get out of herbed and attend classes from her bed.Meanwhile now since she is on her semesterbreak, she feels more happier and has a highenergy level.Persona 3: I’m sleeping quite okay nowadays compared tomy days with online classes where I barely sleep due toassignments, group meetings and preparation. There havebeen days where I don’t sleep at all.When the interview has online classes, shewould barely get enough sleep especiallynearing assignment deadlines where she wouldget zero to no sleep at all.Persona 3: When my classes were on-going, I ate a lot. Istress eat so the stress and pressure from my classes andworkload wasn’t very helpful. I don’t eat good meals likesalad or rice either, I eat junk food and snacks like chipsand biscuits a lot because I tend to work when I eat so I gofor food that doesn’t necessitate too much work. I’m alsoalways dehydrated when my classes are going on. I stillcouldn’t get rid of this improper eating habit but I’mworking towards fixing it.The interviewee finds herself eating a lot duringonline classes. She would stress eat unhealthyfood as it is easy to prepare compared to aproper diet meal.Persona 3: My focus is pretty good when it comes to myacademics. I did not find any issue or distractions thathinder my concentration.The interviewee did not really find herself tohave lower concentration in her online class asshe believed she had to give her full attentionto her academics.Persona 3: Yes, I have felt stress especially during myonline classes. I have also felt anxious too. During onlineclasses, I’m always anxious because I’m not that skilled intechnology and I would describe myself as a technophobe sothe fear of missing out on important academic things likeassignments and tasks were real. I was always anxious aboutmissing an assignment or deadline due to my mediocre ITskills.The interviewee opened up regarding hermediocre IT skills that would make her feelanxious since online classes consist of 100%usage of IT for assignments and class. Shewould feel worried that she might miss anyhomework or assignment deadlines and thiswould lead to stress and anxiety.Persona 3: As I mentioned before, I’m not a fan of onlineclasses and there’s hardly any coping. Sometimes I call myfriends from the IT department to help me, they’re the oneswho set up my zoom account actually. I usually ask for helpfrom my friends and lecturers to cope with online classesDue to her lack of IT skills, the intervieweeusually will get help from her friends regardinganything on IT so she will not be missing out onanything for classes. ​​​​​​​​​ Persona 3: The most common struggles and difficulties that Ihave faced during online classes are internet connectionproblem, lack of consultation sessions with the lecturer, andheavy workload.The interviewee felt that her main struggles foronline classes would be her poor internetconnection, lack consultation sessions and toomuch work.Persona 3: Because of these online classes, it has obviouslymade my work progress more difficult. Physical classes arelike walking into a restaurant, you order, you eat and you getout but online classes are like ordering food online. I have toregister for a software, sign up with information, wait forconfirmation and then only I can start doing my assignments.It takes about an hour of my time and that affects myattention span and the spirit to do my work. Therefore, Ipostpone my work which causes me to do all the work at thelast minute.The interview found out that online classesmake her work progress to be more difficult.Since she faces so many difficulties with onlineclasses, this has resulted in her procrastinatingand postponing her work.Persona 3: It is very hard to manage group projects due to thepractice of social distancing as when we do online classes,there are some members who don’t contribute any ideas andtheir reason being bad connection, broken webcam ormicrophone. This won’t happen if we could meet up in personas they ought to contribute their ideas. Besides that, I find noissues working with people I have never met but there are afew free riders in my group and I wish I have met and knownthese people before taking them in my group.During the group meeting, the interviewerfound that it is very hard since they are notmeeting face to face, there would come outproblems like poor connection, broken webcamor microphone. Besides that, she wishes shehad met her classmate before choosing them inher assignment group to avoid free riders.Persona 3: At times, the group discussion will get awkwardand unpleasant enough to hinder the effectiveness of thegroup work process. I find this is a huge difficulty for me. Inthose meetings, there are people who don’t respond ordiscuss with us, they’ll just hang around and do nothingbecause of them, the meeting is awkward and I’m alwaysanxious to talk or ask questions because I know no one wouldanswer me.The interviewee finds group discussion to bedifficult when there is an awkward orunpleasant moment that hinders theeffectiveness of the work process.Persona 3: Yes, I think my workload has increased ever sincetransitioning to online classes because usually I’m onlysupposed to do my assignments but now with the onlineclasses, I have to do technological stuff like creating a padletaccount, teams account and zoom account as well. I have todo twice the work I did before now.The interviewee feels that online classes arevery complicated because not only do we haveto complete online classes and assignments,but we need to have a decent knowledge oftechnology to complete the work.Persona 3: I have no computer literacy and I’m the kind ofperson who runs the other way when it comes to technology.So I would say that it has become harder and tougher. Lack ofconsultation with my lecturers, requirement of technology,ineffective group discussion and heavy workload has made iteven worse.The interviewee is the kind that is not a big fanof technology. She believes that online classesare becoming harder due to lack ofconsultation, requirement of technology andineffective group discussion. ​​​​​​ Persona 3: I would love people to start campaigns that raiseawareness about how badly students’ mental health is due tothe online classes. I mean think about it, there’s a pandemicgoing on out there and we are supposed to suppress all thatand study. Not to mention the amount of assignments wehave to do while the pandemic is going on. Students like usneed empathy.Besides that, I would want my school to implement 5G wifi ontheir campus and give that to the lecturers as well. Mylecturers’ zoom class lags and freezes a lot so I would like tohave a smooth class with better connectivity.The interviewee would love to start campaignsto raise awareness on student mental healthdue to online classes. She would want herschool to implement a better wifi in order toconduct online class.Persona 4: I am going into my 8th week of lessons whichmeans there is a lot of assignment submission around thecorner, I feel very stressed. I often get anxiety attacksbecause I’m afraid of missing the deadline.The interviewee is going into his mid semesterwhere all the assignment deadlines are at.Therefore, he is under stress and leads to himhaving anxiety attacks.Persona 4: I am not sure how to put it in words one how todescribe my current state of mind but I have so muchgoing on in my mind due to my assignments and mypart-time job. My mind is boggled and I do not want tosound dramatic, but I think this is the busiest anyone couldbe.Working part time while studying full time gotthe interviewee’s mind all over the place andmade him very occupied with work and school.Persona 4: In my free time, I like to play games on mySwitch but lately, I have just been on my laptop a lot to getwork done. It’s hard to name an activity that I enjoybecause I barely do enjoyable activities now.It seems that the interviewee has lost hisinterest in the things that he used to enjoydoing as he is too occupied with online classes.Persona 4: The only thing that I wish to be constantthroughout my life is my child-like optimism, no matter howhard it gets, I always see the “half-full” part of the glassand I want it to remain the same way. Optimism gives mehope and losing it would make my life empty.The interviewee wishes to be optimistic as thatis his motivation to drive himself forward in life.Persona 4: I would say I am an introvert when I first meet aperson but when I am close to a person, I will become anextrovert. I enjoy spending time with others, especially myclose ones and just talking to them makes me very happy. Ireally miss that because it has helped me a lot.The interviewee considers himself an introvertand will only become more open when with hisclose ones. He loves spending time with hisloved ones as it makes him feel happy.Persona 4: My biggest fear in life is failure. The thought ofme failing my grade and disappointing my parents givesme the creeps. That is why I work hard and do my besteven though I don’t feel the best. I never want to let themdown.The interviewee fears failure especially when itcomes to his academic achievement as he doesnot want to let his parents down. ​​​​​​​​​​ Persona 4: It depends on the people honestly but I believe Iam a private person. I like sharing some information aboutmy life but I never get to an emotional level. I keep all mysorrows to myself, I never want to be the bummer.The interviewee considers himself a privateperson as he does not like to share personalstuff such as his sadness and sorrows to othersbecause he does not want to be a nuisance toothers.Persona 4: For now, my energy level is quite low since I justpull an all-nighter as I always do. I have no energy as I’mvery exhausted most of the time in a day. I also have workon the weekends so I’m basically living like a zombie.The interviewee felt exhausted as he stayed upall night to complete his assignments andworking on the weekend can be really energydraining for him.Persona 4: My studies are going fine. I am doing onlinecourses and this semester I have the privilege to do all myfavourite modules. I actually really enjoy this semesterdespite the heavy workload.The interviewee really enjoys this semester ashe gets to learn subjects that are his favoritemodules.Persona 4: On some days I do not sleep at all due toassignments, but overall I have noticed that I sleep lessthan usual. To be quite frank, I never sleep, I only takenaps in the day for an hour or two and then I would getback to my classes, assignments, group meetings andwork.The interviewee finds himself unable to sleepdue to his assignment workloads andoccasionally he would take naps during the daybefore continuing with his assignments andclasses.Persona 4: I noticed that I eat more since I am staying uplate to do my work. I make myself ramen and eat them at 3in the morning and sometimes I would just fry up someprocessed food. It is very unhealthy but I don’t have timefor fresh, healthy meals.As the interviewee stayed up late at night to dowork, he found himself eating more than usualto help him stay awake and mostly he will snackon unhealthy meals as it is the easiest toprepare.Persona 4: I am able to concentrate when it comes toacademic-related things, I could concentrate but anythingrelated to my personal life, I couldn’t. I barely talk to myfriends and family nowadays due to inability toconcentrate and lack of time.The interviewee noticed that he socializes lesswith his own family and friends as he is unableto concentrate on his personal life. His onlyconcentration now is only on his academics.Persona 4: Yes, I have had many anxiety attacks thissemester. Everything is very tough and difficult when it isconducted online. I have anxiety when my deadlines aregetting closer as I’m afraid my work is incomplete ormediocre. My way of handling my anxiety is I will call myfriends and just talk to them. This happens at least twice amonth. I call them and cry for their help. They advise meand help me through it because anxiety is not easy. It is amental illness and it is quite hard to go through by oneself.The interviewee has his anxiety attacks happenat least twice a month and he would reach outto his friends for help where they would adviseand just make him feel better.Persona 4: Honestly, I think online classes are stressfulcompared to face to face classes. The fact that I have tocarry my phone everywhere I go and I live in constant fearof missing out on any important announcements. Onlineassignment submissions are stressful as well, I keep goingback to check if my assignment is actually submitted orThe interviewee believes that online classes aretougher than face to face classes as he has afear of missing out on any importantannouncement, assignments and classes. Hefound it tough as there is lack of lecturer’ssupervision, presence of his friends, unusual ​​​​​​​​​​ not. There is no way to cope, to be honest. You just gowith it and get your work done, that’s all we can do. Onlineclasses are confusing and there is no basic guideline to doit right. Lack of lecturer’s supervision, physical presence ofmy friends and teammates and unusual assignment andtask submission methods have been very hard. It takes mean hour to get through all the technology things before Icould actually get to my actual work. Besides that, It isquite hard to concentrate knowing that I could not see mylecturer especially when they did not show their face andjust have their voice and slides. Sometimes, the video lagsand the lecturer’s mic would sound muffled therefore it isvery hard to focus.assignments and task submission methodswhich would take him hours to get through thetechnology stuff before actually starting on theactual work.Persona 4: I’m shy to text my lecturers one by one to askfor consultation. It is odd, unlike in person. Sometimeswhen I text my lecturers, it gets ignored and they never getback to me about it. Having online consultation isineffective unlike in person. I do not want to ask questionsduring online lectures as I am afraid I might disrupt theflow of the class and sometimes it could go unanswered.The interviewee is an introverted person.Therefore he feels shy to approach his lectureto ask for consultation as he sometimes getsignored and found online consultation to beineffective.Persona 4: My group mates and I will usually do an onlinezoom meeting and have a group chat to discuss. It is toughfor me because I’m more of an offline person, I like to getmy work done over some coffee in person. I think it wouldbe more effective that way. It is quite difficult since I donot know who they are and how they like to work. I don’tknow how to approach or get to them. I’m very shy inperson so I get very anxious when it is my term to talk orprovide an idea that is why I mostly keep to myself. I needto have an ice breaking session with my group mates inperson before working together with them but it isimpossible to do it online. Besides that, it gets awkwardsince everyone would be quiet and sometimes people willtalk over each other therefore, it is hard to listen and talkback. That does make the discussion unpleasant andineffective.The interviewee is the type to do work face toface rather than online as he believes it wouldbe effective that way. Since he is a shy person,he gets nervous working with people he hasnever met and the group discussion may getawkward sometimes since it would quiet orpeople will talk over each other. This will resultin an ineffective discussion.Persona 4 : I find that the workload has increased ever sincetransitioning to online learning as there are online quizzes,tutorial tasks and tons of assignments now that examscannot be conducted online. It takes me an hour to getthrough all the technology things before I could actuallyget to my actual work. It is like I’m doing two subjects now.Now that exams are out of reach, we have manyassignments and projects to do and that puts a lot ofpressure on me.The interviewee noticed that there is morework in online learning since there are noexams, they will be having more assignmentsand he felt very pressured. ​​​​​OBSERVATIONS Persona 4: In my opinion, the school could probably arrangemandatory online therapeutic counselling for students tocheck in on those who are having difficulties during onlineclasses.The interviewee suggested that the schoolcould help the students that are facing majormental health issues due to online classes byarranging a mandatory therapeutic counsellingsession for them. ​ What was seen?What is interpretedPersona 1: Physical Conditions in Her Room● Lighting in her Room is Quite Bright (Goodfor Studying)● The room is neat.Interviewee’s emotions and mental health are ingood condition, as she is able to keep her room tidy.Her working space is bright which would improve herproductivity and ability to focus.Persona 1: Interviewee Body Language● Seems confident.● Sat upright.● Sitting on her bed.She likes to be comfortable as she sits on her bed.Her posture is upright which could signify that sheseems confident and not afraid.Persona 1: Interviewee Appearance● CheerfulInterviewee is in a good mood, she didn’t seem to bestressed at all.Persona 2: Physical Condition● Lighting in her room is brightInterviewee has good lighting in her room whichwould help her when she studies and help herconcentrate morePersona 2: Body Language● Sitting comfortably● Comfortable with interactionInterviewee was sitting comfortably and was able tointeract comfortably as it was not awkward at all.Persona 2: Appearance● Very cheerful● Excited to be doing the interview● Happy to talk about her experiencesInterviewee was cheerful and it was obvious that shewas excited to participate in the interview. She wasalso happy to talk about her experiences and this wasobvious because she had so much to say.Persona 3: Appearance● Tidy and well-put● Well-groomed and well- dressedInterviewee appeared in formal casual apparel withgroomed hair which is quite different from her usualappearance when she was doing her classes whereshe’s always seen in old clothes with droopy eyes.This clearly indicates that the interviewee hasenough time to take care of herself now.Persona 3: Body language● Very energetic and merryInterviewee was very delighted and happy thatsomeone was interviewing her. She was excited toanswer the question as it can be seen the way sherubbed her palms together and clapped after everyquestion. She was genuinely pleased.Persona 3: Tone of voice and Eye contact● Positive tone and consistent eye contactThe interviewee had a fruity tone of voice followedby a light laugh. Her tone of voice indicated that she ​​DEFINING THE INSIGHTS | Week3-5​…………………………………………….. is enjoying the interview and is comfortable withsharing her information with the interviewer.Interviewee maninted her eye contact throughoutthe interview as the questions managed to get herundivided attention.Persona 3: State of their room and surrounding● Clean, tidied up and organizedThe interviewee’s room was organized and clean,contrary to the usual state of her room. When asked,the interviewee answered that she has a lot of freetime in her hands so she picked on this hobby toredecorate her room every week that kept herproductive during dull days.Persona 4: Appearance● Appeared in pajamas with messy hair● Looked tired and exhaustedThe interviewee appeared in pajamas with messyhair and droopy eyes. It indicated that he was tiredyet passionate and excited about this interview. Hesat up straight, leaning forward with a wide smile onhis face.Persona 4: Body language● Content● AttentiveThe Interview answered every question with a slowhead nod while sitting up. The interviewee seemedpassionate about the interview and was verycooperative. It was clear that the interviewee waspleased with the interview.Persona 4: Tone of voice and Eye contact● Positive tone and consistent eye contactThe interviewee spoke in a toneless tone with noindication of emotion other than determination as heseemed quite tired. The interviewee maintainedstrong eye contacts with wide eyes.Persona 4: State of their room and surrounding● Clean, tidied up and organizedThe interviewee’s room was quite messy anddisorganized but according to him, it is usual as hebarely has time to tidy up his room. Activity #1: ​Referring to the interview and observation interpretations, use keywords or a sentence to representeach point on sticky notes. Use only one sticky note per point or thought and paste all of it on the wall. Eliminateduplicates while looking for similar themes, patterns and connections. Cluster similar notes and create newlabels or headings for the clusters. HeadingsElaborationHeavy WorkloadBased on the interview answers, the most commoncause is from independent learning where they haveto balance their own schedule and workload withouthaving any sort of structure. From this, the interviewees experience the incapability to doenjoyable activities that help them to relieve stressand anxiety from online learning. However, due tothe increasing workload, these individuals start toexperience mental health breakdowns, tiredness,lack of sleep as well as developing some bad eatinghabits.Feedback and ConsultationAs lecturers and tutor are also facing the transition toonline, these interviewees stated that there areinsufficient consultation sessions for them to have aprivate consultation to seek feedback and resolvemisunderstandings on lessons. They noticed that thelecturers are very unresponsive to their emails whenthey request for a consultation. Besides that,scheduling to arrange for a designated time has beenvery challenging as the lecturers and tutors are notable to meet that time. In addition, when aconsultation has been agreed upon, these individualsare required to set a meeting on teams or zoom andlogging in also consumes a lot of time.Group ProjectsSince big gatherings are not allowed, managing groupprojects have become very difficult. For a groupmeeting, these individuals would meet theirteammates using video conferencing platforms todiscuss on group projects. However, shyness oranxiety develops especially when working withstrangers and it creates awkward group discussionswhen there is a moment of silence. Sometimes,when group members experience technicaldifficulties it delays the process of completing theproject on time. Lastly, as everyone does not need tomeet face to face, free riders would always be achallenge as these members might disappear orrefrain from working on the assignment.Technological ChallengesAnother problem with online learning would be thetechnology. Some of the individuals have mentionedthat they were not so good at the technology.Sometimes, the classes require the use of padlets,bubbles and other applications for students tocomplete activities so with the unfamiliarity, theyfear that they would miss out on these academicthings. Besides that, it would also cause difficulties inthe submission of assignments and tasks given outby the course.Video ConferencingVideo conferencing platforms have caused stress andanxiety among students. Sometimes, poor orunstable internet connection causes stress and CREATE THE POINT OF VIEW (POV) STATEMENT ​[user + need + interesting learning = POV]From the POV Problem Statement, create a few ‘How might we?’ topics for the Ideation Stage anxiety among these individuals as it causes adisruption from listening to the lessons online.Sometimes this creates an inability to ask questionsonline because their questions might not be heard orleft unanswered by the lecturers and tutors. On theother hand, logging in before a zoom or teamsmeeting requires time as these individuals mightneed to set up their webcams, make sure they have astable internet connection and so forth. This createsa lot of stress for students as it takes up a lot of theirtime from their day.Adopting and SocializingPreviously, many students were familiarized withface to face learning. However, due to the pandemic,these students face a challenge adapting to the newlearning method of fully transitioning online. Besidesthat, these students also face a difficulty to socializeand make new friends online as it is harder to get toknow new people.DistractionsLearning at home can be quite distracting, theinterviewees have mentioned that it has becomeharder to concentrate as there are many distractionsaround them. Who is the user/audience/persona?Undergraduate students who have ongoing onlineclasses.What is the deep, unmet need?Students need a way to help them cope with theironline classes.What is the interesting learning or discovery?While being able to relax more and reduce theirstress.THE POV:Undergraduate students who are going through online classes need a way to help them cope with their onlineclasses, while being able to be more relaxed and reduce their stress. ​1. How might we………..2. How might we………..3. How might we………..4. How might we………..5. How might we……….IDEATION | Week 3-5…………………………………………………………………Defer Judgement, Encourage Wild Ideas, Build on the ideas of others, Stay focused on topic, Oneconversation at a time, Be visual, Go for quantity!For each of the ‘How might we?’ topics, brainstorm for the potential solution and list it down. 1. How might we help students cope withtheir stress and anxiety– Meditation app with white noise sounds,whale sounds and relaxing games.– Chatbot (to comfort students and providethem with emotional support if they are notwilling to go to a counsellor).– An app that consoles you, reminds you tosleep and take rest when you’re down orfeeling stressed or anxious.– Exercising app that teaches studentsexercises that relieve stress.– A hoodie that gives massages, eases tensedmuscles and cools your head when you feelstressed.– An app that reminds students to ‘get up andmove’ after 30 minutes to prevent burnout.– A planner that includes motivational quotesand tips to help students feel better whiledoing work.– A monitoring bracelets which keep track ofheart rate, body temperature, movement todetect if a user is under stress or anxiety.– Meditation enhancing headbands enhancesa user’s mental well being by ensuring one’sbrain is trained and relaxed.– A stress and anxiety alleviating app to keeptrack of user’s mood, daily activities andhealth.2. How might we help students be morefamiliarized with online learning and betterprepared for their upcoming semester– Organise an online workshop for students toprepare them for online learning.– Provide a step by step guide about onlinelearning and how it works.– An app that provides a checklist for studentsto prepare for their upcoming semester.3. How might we help students to organizetheir work and become more productive– An app that organizes weekly timetables,assignments, tests, and homework forstudents.– Follow the pomodoro technique to preventexhaustion.– A video conference app that monitors andrecords every group’s discussion and takes note of each member’s participation, ideas,and opinions.– An app that acts as a workspace where awhole team can work together. You cancreate and divide projects, organize tasksand set deadlines for each group task.– A notebook/ planner that helps studentskeep track of their modules and assignmentdue dates– Students can keep a journal where theyacknowledge their feelings and thoughts sothat they would not feel as stressed out4. How might we help them with their timemanagement– An app that includes a to-do list to managetheir day and week to keep them organizedand stay on track.– holding online workshops/ calls to helpstudents be more skillful at timemanagement5. How might we help students to stay focusduring online classes– Create an app to lock the students’ phoneand block notifications from social mediaapps for a specific period of time toeliminate distractions.– a workshop that could teach students onhow to focus more during online classes– A fidget cube would be perfect for a studentto gain concentration during online lessonsas fidgeting increases concentration,stimulates muscles and aids relaxation.– Since some students have difficulty insleeping which results in them having a hardtime focusing in class, the soundconditioning sleep devices produce apeaceful, gentle white noise that will helpusers to feel calm and help them to rest.– An app that allows students to doodle anddraw simultaneously so group projects canbe uniformed6. How might we help students to enjoyonline classes– A device that gives Internet access for allstudents and lecturers especially the onesfrom impoverished or rural areas.– Virtual Reality lenses that allow students toexperience as if they are actually in class.– students should set goals in their plannerevery week so that they would be motivatedto complete it.– an online based module that allows studentsto fun activities with their peers that helpform bonds among students and lecturers From the list above, conduct a reality check.The Reality Check​.Values for the target audience:What needs are addressed:Challenges faced:Barriers that opposes: 7. How might we facilitate the communicationprocess between the lecturers and students– An app that contacts your lecturer within 2minutes and confirms whether yourassignment has been submitted. It can alsoarrange consultation as it consists of thelecturer’s schedule.– An app that allows students and lecturers todo Q&A forum discussion after every class Mental health issues faced by an average college student who’s going through hours and hours of onlineclasses during a pandemic due to heavy workload, tight deadlines and complicated group projects is no joke.As most of our interviewees have mentioned that they are facing more stress and anxiety in their lives andfrom online classes, the values for our target audience would be helping them to learn how to cope withthese mental health challenges to overcome the obstacles and challenges without getting too worked up. Ourtarget audience will have to unwind and overcome their mental health issues by sharing their struggles to anexpert.The need for a companion that understands mental health issues were addressed. We live in a fast-pacedmodern world that is more connected than ever but yet people, especially students feel more and morealone. Therefore, we addressed the issue of loneliness and the need to have a guideful companion that willhelp students to get through their mental health issues with our chatbot.Besides that, we addressed the need to unwind and relax in the midst of a stressful semester during astressful time such as the pandemic therefore, we made our app with guided meditations and music designedto help them sleep, overcome stress and anxiety and to be ambitious and grateful as well. The mind would bemore relaxed and the individual would be able to overcome their challenges in a positive and less stressfulapproach. Through meditation and sharing their thoughts, problems they are facing, it can alleviate some oftheir worries, fears and stresses in life.Since the transition to online learning, student’s stress and anxiety have been affecting their lives. Some ofthe most common problems faced are difficulties with using technology, overwhelming workload, mentalhealth challenges, difficulty balancing personal and school life and technological distractions.Stress and anxiety has been a never ending issue that everyone including students themselves undergoeveryday in their lives from school, to work, personal life and other factors. However, due to the pandemic,these mental health issues have become more apparent than before because many have not gone throughsuch drastic changes in their lives and it can be quite stressful and overwhelming for a person. Such asworking from home which can cause problems such as creating a work life balance to refrain themselves fromoverworking until burnout and feeling depressed and unhappy. Besides that, as some people are not so skilledDESCRIBE THE IDEA​.Create a concept description for the idea that we would like to prototype and repeat for each ideain technology, this change is required to overcome these technological problems to continue and fulfill theirwork progress.Concept nameVisual references and draft visuals:Calme Space How does it work?Image 1: Prototype Pictures of the App“Calme Space” is an app that assists students who are facing mental health conditions such as stress andanxiety as on-demand personal health service and online therapy providers. We’re infusing artificialintelligence with the empathy and expertise of a therapist to create a robust mental health solution that canreach millions. Our app will be clinically-trained in therapy programs that address many of today’s mentalhealth challenges that college students face on a daily basis such as stress and anxiety about assignmentsubmission, workload and group projects that would soon lead to adolescent depression and substanceabuse. Our app consists of various features which includes:A) Chatbot- to comfort students and provide them with emotional support if they are notwilling to go to a counsellor. This psychologically trained chatbot asks the right questionsto understand and evaluate a user’s emotional state and safely deliver the properintervention to the right person at the right time.B) Meditation – to help students with anxiety to relax. This feature has white noise soundsand whale sounds that help with relaxation and stress relief and assists them to fall asleep*​ONWARD TOPROTOTYPING​……………………………………One-sentence concept description:Who does it involve, both in building and in using it?What do we hope to learn more about through prototyping this idea?as well.C) Goal Setting planner- allows students to set a goal for oneself per day. A goal a day willhelp avoid the feeling of intimidation and overwhelming in students. This could also helpstudents keep in track and will help them get out of bed and get moving when they arefeeling depressed.D) Additional Feature and:● Daily Check-In● Breathing Exercise● Journal – Gratitude Journal & Stress JournalE) Connectable Device: A monitoring bracelet that keeps track ofheart rate, body temperature, movement to detect if a user is under stress or anxiety. If athe user is feeling anxious or stressed, it will bring up the chatbot to assist students through it.Calme Space’s mission is to make every student’s life happier and healthier by offering them a personalizedspace to set achievable goals, talk, heal, sleep, meditate and unwind with aided music that helps them copewith their mental health issues.Building – ​College students who are facing similar mental health issues who are trying to help the otherstudents who are also stressful due to online learning in this pandemic.Using – ​College students who are facing mental health issues as a result of online classes amidst thepandemic.We hope to learn more about the usefulness of this application and how meditation and listening to calmingmusic can change a person’s mindset and help to relax, remain calm and overcome obstacles in their way. Wewould also like to learn more about the effectiveness of AI-controlled chatbot in guiding someone throughserious mental health issues like anxiety and stress. Besides that, from creating the smart watch, it would alsohelp us understand every individual’s stress and anxiety levels and how we can help everyone with differentneeds.CONSULTATIONLOG​..​………………………………………………..W1: PROJECT PROGRESS REPORTConsultation Notes:Next Course of Action:Reflections:​ (to be filled individually)– Brief Explanation about Social Innovation Project and Design Thinking were given– Group-based assignments were mentioned– Group Formation– Studying notes and videos on TimesPavithra A/P Raman: ​We had a minor briefing session this week to explain to us about the module and whatSocial Innovation stands for and its correlation with Design Thinking. I found it quite interesting even though Iwas mildly puzzled. I was quite excited and afraid at the same time because I don’t know the first thing aboutsocial innovation to begin with but after the lecturer mentioned that this would be a group work with 7-8members, I was slightly relieved. I look forward to working more on this module with my team members.Sydney Sim: ​Since it was the first week of the course, I was very skeptical about how the course was going tobe carried out. However, after the briefing sessions were carried out to give more information of the course,Miro and so forth, I was more clear – minded about the course and interested in creating a product that wouldhelp students battling with mental health especially it being a very common among students.Ili Najihah: ​We had to attend a three-hour briefing session, which was very long but informational. Themodule coordinator explained what the course was actually about and how it will be beneficial for usstudents who are going through our degree. I chose this topic because I was experiencing troubles in mymental health first hand, and I think it would be interesting to come up with a product that could be able tohelp me and the people closest to me.Amelia Shahmann: ​We attended a briefing session where they explained how our module would bethroughout the semester and what kind of things we would learn during class. A few coaches talked aboutwhat they do and what are sustainable development goals.Shanise Pereira : ​We had our briefing session for three hours which was very beneficial to me. This is becauseI was clueless about this module but now I have a much better understanding of design thinking.Tan Tzyy Shiuan​: We had a three-hour briefing session in the first week of the course. It was quite long forme, but it does provide a lot of information. The module leader and tutors have explained to us the content ofthe course and the importance of the design thinking in this module. Even though I am still not quite sureabout this module and the selected topic, I still look forward to meeting with my team members andproposing successful innovative solutions to help solve the mental health problems among college studentsand benefit the society.W2: PROJECT PROGRESS REPORTMas Izzati Hanis: ​For the first week, we attended a three hour long briefing session which was organised bythe module coordinator. They brief us about what this whole module is about and how this module is going tobenefit us. I was quite excited knowing that we get to help by coming up with our own product to helpstudents that are going through mental health issues since this is quite a common case among students.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)– In-depth briefing about every significant part of this module were given– Assignment and it’s steps were explained– First step of this project was revealed to be “Identify” along with analysing the challenges andtarget audience.– Ice breaking meeting among group members– Discussion on the topic– The first step, “Identify” to be taken into actionPavithra A/P Raman: ​After the class, I contacted my teammates immediately to book a meeting for us tointroduce ourselves properly and to discuss the project further on. The meeting went really well and we allagreed on the topic of “Stress and Anxiety from Online Classes”. We know that this an appropriate topicconsidering the ongoing pandemic. We feel and relate a lot with this topic as we are currently experiencingmental issues due to online classes. I hope to help others who are going through the same or tougher timewith this pandemic while trying their best to do well in studies through this project.Ili Najihah: ​We were asked to find our own groupmates and thankfully, Sydney contacted me to join her inthis group. We had our first meeting as a group and we introduced ourselves and discussed what our topicshould be. After a few insights, we stuck to this topic, Stress and Anxiety due to Online Classes, as we believedit was the most relatable and understandable topic during this trying time. We realized that there was a lot ofburden on students when online classes started and this eventually had affected most of our mental health.We hope that our research and discussion regarding this topic will allow us to come up with interestingproducts to help reduce stress from joining online classes during the pandemic.Shanise Pereira : We had our first meeting with our tutor and we had our first group discussion with myteammates. After that we came to the conclusion to go with the topic Stress and Anxiety due to onlineclasses. We chose this topic because its relatable as we are going through a pandemic. There is a lot of stresson each and everyone of us due to the fact that all classes are online and its gonna be harder for us studentsto cope.Tan Tzyy Shiuan​: After having the first meeting with our tutor and classmates, we have a small groupdiscussion among group members. During the discussion, all of us have agreed on the topic “Stress andAnxiety from Online Classes”, as we think that this topic is closely related to us and our current situations. Themeeting went really well and all of us have contributed our opinions and ideas. Our impression of each otherW3: PROJECT PROGRESS REPORTis very good.Sydney Sim: ​This week, we had our very first group meeting to meet with our tutor and teammates and lookinto the topic that we would like to work on. After the class, we decided to have a Teams meeting to have adiscussion on what topic would be the best to work on and we came up with “Stress and Anxiety from OnlineClasses”. Since this has been an ongoing problem as everything is being conducted online and students arenot very familiarized with this new learning mode. Working on this project would hopefully help otherstudents and make their online learning easier to cope with.Mas Izzati Hanis: ​For the second week, we have a tutorial session with our lecturer where she brief us morefurther about our project and urges us to form a team. As soon as we found our team, we have our firstmeeting as a team where we introduce ourselves and come up with our topic which is “Stress and Anxietyfrom Online Classes” as this topic can be relate to most students now as we are all forced to do the onlineclasses due to the pandemic.Amelia Shahmann: ​For this week, we had to find people to make a group for our project. Once we hadenough people to form a group, we had a meeting to introduce ourselves and discuss our topic. We finallysettled on our topic after everyone gave a few ideas and we went with “Stress and Anxiety from OnlineClasses” as we thought it it a relevant topic considering our situation now and that it would be a suitable topicfor us to do.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)– Questions prepared for the interview are suitable and good enough.– Information written in ‘make sure to do’ and ‘make sure to see’ sections are fine as well.– Find more information about our topic online.– Discuss interview questions together.– Identify who we are going to interview and contact them.– Assign roles and responsibilities before the interviews. Who is going to ask questions? Who will writedown their answers? Who is going to observe the interviewees and their surroundings?– Have a consultation with Ms. Fadhilah.Tan Tzyy Shiuan: ​After attending this week’s class, I have learned that empathy is about feeling andunderstanding what someone else is going through, which is quite different from sympathy. We were askedto interview college students to understand their mental health status under this new normal and toempathise with them rather than judge them during the interviews. I feel quite excited and nervous at thesame time, as I have never interviewed anyone on the purpose of understanding issues regarding their mentalhealth. When developing interview questions, we encountered some problems and confusion, as we were notsure about what kind of questions should be asked, and what needs to be written in the “dive deeper” and“make sure to do” sections. To overcome these difficulties, we are going to have a consultation session withour tutor, Ms. Fadhilah, to ask her for more information on these issues.Amelia Shahmann: ​This week we learned and understood what empathy truly means. Empathy is generallydefined as the ability to sense other people’s emotions, coupled with the ability to imagine what someoneelse might be thinking or feeling. Ms. Fadhillah asked us to start thinking about what kind of questions weshould be asking during our interview sessions and that we should lean more towards empathizing thanjudging their answers. During this period of time, I felt like this topic is interesting and anyone can relate to itas it is about our current situation with the pandemic going on​. ​As a psychology student, this kind of topic hasbeen brought up a few times due to the fact that it has something to do with mental health and the effects ofit. We have faced a few difficulties but we do discuss our problems and seek consultation to help further ourprogress.Mas Izzati Hanis: ​In this week’s lesson, our topic is empathy. I have learned that empathy is the ability toemotionally understand what other people feel, see things from their point of view, and imagine yourself intheir place. Mainly, it is to put yourself in someone else’s position and feeling what they must be feeling.While people are generally pretty well- attuned to their own feelings and emotions, getting into someoneelse’s head can be a bit more difficult. The ability to feel empathy allows people to be in the victim shoes andpermits people to understand the emotions that others are feeling. I have also finally figured out that thereare actually differences between empathy which is sympathy is just a person feeling sorry for the other partymeanwhile empathy is a person actually understands how the other party feels and that is actually moreimportant. By the end of this lesson, I have learnt that having more empathy during the interview is veryhelpful as it encourages a more effective engagement and helps one to open up. Besides learning aboutempathy, we had a consultation with Ms Fadhilah on clarification of some issues that we face in the midst ofdoing this project.Pavithra A/P Raman: ​Although at first, I had no clue of this subject and the project that we are supposed todo after another short clarification from Ms Fadhilah in this week’s class about our missions andresponsibilities, some of my doubts were cleared. I learned the importance of empathy and it’s contradictionwith sympathy. I have an in-depth understanding of the differences and that empathy is one of the significantvalues when it comes to interviewing as it avoids pre-formed judgements, biases and stereotypes and allowsus to listen to someone from their shoes instead. I also learned that empathetic behaviour allows someone toshare their story with us with any uneasiness. Empathy also produces effective engagement between theinterviewer and interviewee and I learnt that empathy would be a vital advantage for our project. We werealso briefed on our project and selected topic this week by Ms Fadhilah and her comments were helpful.Sydney Sim: ​During the lesson, I have gained a deeper understanding of empathy and how it can be appliedto understand the feelings and emotions of another person. To move forward with this project, interviewingcollege students to learn about their current mental health state and how these students are coping with theunprecedented circumstances that are considered to be a very new learning curve of heavy workload andonline classes for students that never experienced transitioning to a fully online environment. We had tocome up with interview questions so that these students could express their emotions and thoughts aboutmental health and their struggles with it. When we were coming up with the questions, there were questionsthat caused a lot of confusion about what needs to be written and how we can create questions so that thesecollege students can provide detailed answers as well as express their thoughts and emotions. In order toaddress some of these unanswered questions, we have requested to have a consultation with Ms. Fadhilah toseek clarification on questions and issues to create detailed questions and move towards the right direction.Shanise Pereira : ​After this week’s lesson I was able to understand the meaning of empathy more in dept.Empathy is basically the ability to understand and share the feelings of one another and it is important toknow and understand someone’s feelings and emotions. We were asked to interview college students toknow about their mental health and how they have been coping throughout this pandemic. I am actuallyquite interested to hear the answers from the participants of this research because I feel like the questionsW4: PROJECT PROGRESS REPORTthat we had come up with would have interesting responses. As we were coming up with the questions it wasa bit of a struggle as we did not know how how or what should be asked but after giving it some time we wereable to come up with quite a few questions and I think the reason we were able to do so was because wewere able to relate to the situation as well and that made us think deeper when thinking about the questionsto be asked. So far we have managed to complete what has to be done but we are still in slight confusionwhich is why we are going to have a consultation with Ms Fadillah as it would help us clarify the things we areunsure about to move forward and make progress from there.Ili Najihah: ​This week we were introduced to the topic of empathy. I learnt about the basic concept ofempathy and why empathy is important in design thinking. We had to interview college students, so when weinterview them, we need to be empathetic so that we are able to fully understand their struggles andtherefore come up with a product that will help alleviate their concerns regarding the subject. We had tocome up with a series of questions to ask our participants so that we would be able to dig deeper into theirfeelings and emotions so that it would be easier for us to empathize with them. It was a little difficult to comeup with perfect questions that would get us exactly what we want, since everyone has different concerns andchallenges. After a deep discussion with our group members regarding what we actually needed, we wereable to come up with a few questions. They may not be perfect but I hope they do give us at least enough tocover what we have to do. One of the things that made it easier was the ability to relate in this situation, andwhat questions we would want to be asked to us regarding this situation. This gave us a number of ideas tocome up with good enough questions. We are going to have a consultation with Ms Fadhilah soon so I hopewe get to clarify whether the questions we have chosen are good enough, or if we need to work on them alittle more.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)– We are required to group the information gathered from the interviews on ‘Miro’.– After organising the information into a clearer picture, we should come out with ‘POV’ statements.– We need to brainstorm for potential solutions during ‘how might we…’ stage.– Conduct interviews with interviewees as soon as possible.– Interpret what has been said and observed during the interviews.– Have a video call to create a mind map on ‘Miro’ together.– Come out with ‘POV’ statements and potential solutions by this week.Tan Tzyy Shiuan – We have completed interviews with students from different universities this week. For me,this is really a great experience, as I can know what they have experienced under this new normal or whatthey are currently experiencing. I am really glad and thank the interviewees for opening up to us and willingto share their stories/experiences with us. We have also interpreted the information collected from theinterviews and grouped them accordingly using ‘Miro’. This is my first time using ‘Miro’, so it takes some timefor me to get familiar with the functions. We extracted some key points from the collected information andput them into the mind map. This allows us to better understand and have a clearer picture about the issuesthat cause the interviewees to feel stressed and anxious. Thanks to my group mates, we managed tocomplete an extraordinary mind map within 2 days. We instantly come out with a POV statement on the nextday and brainstorm about the potential solutions that can help our target users to solve their issues duringthe ‘How Might We’ stage. During the brainstorming session, we manage to cooperate well with each otherand come out with different ideas and opinions. Even though all the tasks go smoothly, we still face somedifficulties when arranging time for group discussions, as our group is composed of members from differentcourses, thus our timetables are all different. But luckily, we still managed to find a time which is convenientfor everyone.Pavithra A/P Raman – This week has been a long one for us. We were bombarded with many tasks such asthe interview, brainstorming and our assignment on “Miro”. Due to my teammates flexibility and dedication,we were able to complete all the tasks in such a short period. The interview phase was very educational as ittaught me how to break the ice with my interviewees to make them feel comfortable which will then lead tothem being more open with the information they share with us. This strategy is very important to me as ajournalism student. Although, it is our first time using “Miro”, we were able to figure out the site and itsusability, thanks to Ms Fadhilah’s short tutorial. Everything from group discussion, tasks and our assignmentprogress went smoothly according to me.Sydney Sim – During this week, we had a lot to catch up on such as conducting interviews, filling up the POV,Synthesize, Interpret and so forth. However, as every member in the team worked really smoothly, we wereable to complete everything successfully. When we had to conduct interviews of students from differentdegrees, I noticed that the challenges that these students were facing are some of the things that I amexperiencing myself. After interpreting all of the interview answers, we had to start using ‘Miro’ to create amind map for a few activities. When using ‘Miro’, I noticed that it helped me to analyze the information onthe different causes of stress and anxiety from online learning and heavy workload. Using ‘Miro’ helped toalso broaden our perspectives, understand and analyze when we were listed down the POV and “How MightWe”. It helped us to create potential solutions that could be brought forwards towards the prototype phase.However, even though everyone had different schedules, we were still able to gather together to come upand share our ideas, thoughts and views on different topics and categories.Mas Izzati Hanis – ​For this week, we have tons of activities to be completed such as conducting the interviewand come up with a mind map on Miro. All of us were able to successfully conduct the interview for theinterviewee that was assigned to each of us, it was an eye opening experience to listen to people opening upabout their thoughts on online classes. After this interview, I realized how much all of us students could relateto each other and it feels good knowing that we are not in this alone and we will find a way to solve this issue.By using Miro, it helps us to create a mind map where it really helps us to see our information more clearly,especially when we have listed out the POV and How Might We. Having efficient and dedicated teammatesmakes this whole assignment progress go smoothly just like how we have planned.Ili Najihah – ​Since we were a little left behind last week, we had to catch up with our progress. I interviewed astudent who is currently studying in Mansoura Medical School and she has been very helpful in gaininginformation for our project. After the interview, we had to synthesize and interpret everything ourparticipants had said to form our POV for our issue as well as a few “How Might We” questions to come upwith solutions. For the week’s lecture, we were able to present our topic to our lecturer and we were briefedon the next step of Design Thinking, which is ideation. Ideation is basically coming up with solutions based onthe “How Might We” questions that we had come up with over the week. We were very overwhelmed withthe work but I felt motivated after listening to my friend talk about her struggles in studying after thepandemic hit the world.Shanise Pereira – This week was quite challenging for us as we had so many things to do and we were unsureon what to do. We had to conduct interviews and all of us were able to conduct the interviews successfullyand i really enjoyed doing this task as it helped me gain knowledge and experience and it was really nicelistening to other people’s input about this whole situation as it helped me realise that I am not in this alone.W5: PROJECT PROGRESS REPORTAfter doing this interview we had to use Miro to come up with our POV and How Might We and by doing thiswe were able to come up with solutions. Using Miro helped me see information clearly and understand thesituation better. This was a good way for us to organise everything with the mind map that was created. Atthe end everything went smoothly and even though we were overwhelmed with the workload but we stillmanaged to pull through.Amelia Shahmann: ​This week we had a lot of work to cover for this project such as conducting interviews,coming up with POV and How Might We. The interviews that were conducted went smoothly and wemanaged to get the answers we needed and what we were looking for. We used Miro to come up with ourmind map to put in our POV and How Might We to see how it will branch out. Miro helped us in the sense ofmaking us more organised and see our information clearly so that we would understand it for futurereferences.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)– Focus the ‘How Might We’ questions more towards online learning.– Come up sketches and doodles of your ideas to discuss further– Brainstorm more ‘How Might We’ and potential solutions.– Show our sketches together.– Discuss about the proposalTan Tzyy Shiuan: ​We had our first face-to-face video call this week, and this was the first time we saw eachother’s faces. We had so much fun in the process of discussing potential solutions and came up with a lot ofinteresting ideas and thoughts. I was amazed by some of their incredible ideas that I probably never thoughtof. Everyone has prepared their own sketches before the meeting, so we were able to see what innovationseach other plans to make. Besides, we have also discussed the proposal and divided the parts so thateveryone can start working on it. However, we are not sure of what to write for the timeline and cost incurredin the proposal, so we plan to ask Ms Fadhilah about this after the class.Pavithra A/P Raman: ​This week was the most productive week for me, personally because I actually felt like Iunderstand this module and know what I am doing. I felt confident. After Ms Fadhilah’s insightful advice, wehad our first on-camera meeting on Tuesday to share our sketches and ideas and it was delightful. I genuinelyenjoyed the meeting and was impressed by everyone’s ideas and involvement in this project. All the ideas andsketches were inventive and innovative to say the least, I presented “Virtual Reality Classroom”, “BackHoodie” and “Woebot” while my other teammates presented ideas such as “Assignment Planner”,“Meditation App”, “Anxiety Bracelet” and many more fascinating ideas. I was pleased to see our progress andreally look forward to doing more on this project with my teammates.Sydney Sim: ​During this week, we presented our Miro board to the entire class and received feedback fromMs Fadhilah. After receiving the confirmation and some changes that needed to be made, we each started toW6: PROJECT PROGRESS REPORTcome up with our own ideas for a product that would help students battling with mental health. Due to ourdifferent schedules, we manage to incorporate a face-to-face zoom call to share and present our own idea onTuesday. I was really pleased with everyone on the team as everyone had very good ideas that we couldcombine and incorporate into a product. After the discussion, we divided different tasks and assigned it toeach member in the team to complete a section in the proposal. Overall, I am very satisfied and happy withmy team as everyone can cooperate and work together effectively.Shanise Pereira : ​This week we had our first video call meeting and i felt like it was a very fun experiencebecause we all had a really good time getting to know each other better. We also had a really fun timecontributing our ideas as everyone had really creative ideas and it was nice hearing their opinions. Everyonehad really good ideas and we had a hard time deciding on one idea so we decided to just combine all of ourideas. I was impressed by everyone’s drawing because all of them could draw really well. After this discussionwe were able to divide our work equally and we all each had different things to complete. I was really excitedto hear everyone’s ideas because they were really creative. I am really happy with what we came up with atthe end. We have definitely made progress compared to the previous weeks.Ili Najihah: ​For this week we had to come up with ideas after we completed our POV and How Might We forthe defining process of design thinking. Currently we are in our ideation stage. We had a video meeting todiscuss our ideas. At first, I was a bit nervous but then my group mates were very nice and supportive. Afterpitching all our ideas, we then started to try and combine our ideas. Our group members were very creative inthe way they were trying to come up with solutions and it did feel a little overwhelming. Most of us agreedthat an app would be a very interesting and helpful product to help curb this issue. I was a bit skeptical sincefrom my understanding, we had to create the product and none of us knew how to make apps. Our groupmembers were very optimistic and we decided to go with the idea first, and if it is too hard, then we look backat our ideas and try to come up with another solution. I’m very optimistic about the progress that we havemade as a team.Mas Izzati Hanis: ​For week 5, we have to present our Miro Board during our zoom class with Ms Fadhilah.After receiving feedback, we made some changes and proceeded to brainstorm for ideas to help studentsovercome anxiety and stress. During the ideation stage, my group mates and I had a zoom meeting where wepresented our ideas, each of us coming up with 3-4 ideas per person. It is actually a very exciting and funprocess to see each of us present our drawings and ideas. In the end, all of us discussed and voted for thepotential solution. We have all decided to go with the application, since a few of us have come up with anapplication, we decided to combine our ideas into one application.Amelia Shahmann: ​This week we had to present our mind map on Miro during our class to Ms Fadhilah andour classmates. She gave us some feedback on how we could make it better so we made some changesaccording to her instructions. My group mates and I discussed more ideas to add to our mind map and we hada zoom meeting where we talked about it amongst each other. It was fun to see all my group matespresenting their ideas and drawings on what we could be our final product. In the process of figuring outwhich app we should choose to be our final product, we decided to mix all our ideas to make our finalproduct.Consultation Notes:– Come up with few alternatives instead of one– Think of the product’s nameNext Course of Action:Reflections:​ (to be filled individually)– Sketch the layout of product– Finalized the solutions– Create and design proposal slides– Record the presentation and send the link to the Whatsapp group by Thursday midnightTan Tzyy Shiuan: We have encountered few difficulties when recording video for our proposal presentation.For example, when we were trying to record the video using Zoom for the first time, we found that when wewere presenting, part of the slides were blocked by the ‘gallery’ located at the top right corner of the screen.This causes certain words and information to not reach the audience. In results, we have decided to recordthe video using Microsoft Teams, hoping that this issue can be resolved. Even though Teams do not alloweveryone to be seen during the whole presentation, it is still acceptable as our face still can be seen wheneach of us is presenting our own part. Although we have faced some problems when recording the video, I amsatisfied with the end result, as the whole presentation flows quite smoothly and the video looks goodoverall. We have also modified our proposal slides for several times as different people have different tastesand preferences. Some people like to keep it simple, while others like more attractive and eye-catching designstyles. However, in the end, we are able to come up with a slide everyone is satisfied with. Besides, there is alot of information regarding the topic that we wish to convey to the audience. However, due to the time limitof 20 minutes, we have no choice but to choose only a few main points and put them in the proposal. In theprocess of composing proposals, creating slides, and recording video, we were able to cooperate well andtolerate each other. Everyone has devoted a lot of time, effort and ideas to the success of this presentation.Amelia Shahmann: ​During this week, it was a busy and quite stressful week for all of us as we had to find atime where everyone was free to have a discussion before we started our presentation. When we firstmanaged to get together and record our presentation, after we had recorded it on Zoom, we decided to lookback and see if it was good enough to submit. That’s when we realised that our slides were being blocked byour faces as we were using the gallery mode so that all our faces could be seen. We then decided we had toredo our recording the next day but using Microsoft teams to see if it will end up better than the Zoom video.We did go through so technical difficulties with screen sharing the slides and recording but we managed toget a better recording of our presentation on Microsoft teams and we were all happy with the end product.Sydney Sim: ​This week was more stressful compared to other weeks as a lot of us were busy and stressed out.Despite the time challenges, we still manage to find a day and come together to record our proposal to besubmitted on Thursday. However, recording our presentation on Zoom had some difficulties as our slideswere blocked by our faces in gallery mode. But we still overcame the challenge as we switched over toMicrosoft Teams to record our presentation again which went through successfully. At the end of the day, thepresentation went smoothly as we all presented our parts clearly. Even though we were facing technicaldifficulties with the slides and the webinar platforms, overall I am quite satisfied with our presentation.Mas Izzati Hanis: ​In week 6, it is getting quite tough for us since we have quite a number of assignmentsreaching their deadlines. However, we still manage to come together to record our presentation via zoom.The first attempt to record it is a failure as some of our faces are blocked and some of the words are blockedin the gallery mode. The next day, we decided to record again using Teams which is a success because it cameout perfectly fine now. Then, we proceed to submitting it.Pavithra A/P Raman: ​This week was quite complicated for us as we were given an important task to do withthe presentation. The preparation for the slides went well as many of our teammates offered to help andW7: PROJECT PROGRESS REPORTdesign the slides in the creative ways. Due to time construct, we were forced to record a rushed presentationon Zoom a few days before the submission. To our chagrin, the presentation video did not turn out well as wedidn’t test it out before, therefore, we booked another meeting to do a proper presentation and this time, wetested and prepared well and the result turned out to be great. I was more than satisfied with ourpresentation, slides and proposal. It was a progressive week for me.Ili Najihah: ​This week was especially challenging for me, as I had a lot of other upcoming tasks, but I still hadto work hard on this project. This week we had to film our proposal presentation to be submitted to MsFadhilah to be judged by her and our other classmates. It was very nerve wracking because I was afraid ourproposal wouldn’t be accepted since it would be also judged by a design lecturer. We had to record ourproposal two times. The first time wasn’t satisfying enough as our videos covered a part of our slides and thisdisrupted the flow of our video since people wouldnt understand what we were saying and they couldn’trefer to the slides to understand the correlation. Due to that, we had to find another time to record ourproposal for the second time. I was frustrated because it was taking up more time than I initially expected.However, the second filming went a lot better and we were able to present perfectly and our faces didn’tcover the slides. This made me feel a lot better and I became calmer after we submitted our presentation.Shanise Pereira : This week was pretty packed for me as i had alot of work to do but despite that i still had towork hard to complete this project. We had to film our proposal presentation, we had to record ourpresentation as the first one had some technical difficulties and we were not satisfied with the outcome asthe video was covering part of the slides and we were afraid that other people would be unable to see theslide and wouldnt understand what we were saying. Therefore we had to record it the second time on adifferent platform and we tested it out first before recording our presentation to make sure nothing goeswrong this time. We managed to film it once and we were all pleased with the outcome of the video. Thismade me feel relieved as we managed to pull it off despite being so stressed out.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)– Submit proposal slides and presentation video before the class– Evaluate contribution of group members and presentations of other groups– Plan prototype ideas– Learn creative ways to make prototypesTan Tzyy Shiuan: This week, we were asked to evaluate the proposals of other groups. For me, this is indeed anew experience. I really have to focus on what they have said in the video so that I don’t give the wrong scoreor wrong justification. However, there are a total of 5 videos to watch, some of which are quite long, whichmakes it difficult for me to stay focused all the time. In addition, we are also required to evaluate thecontributions and performance of each team member throughout the project. Therefore, I carefully evaluatedthem based on their performance, not just simply giving any scores.Pavithra A/P Raman: We were asked to give our insights and feedback on the proposal of other groups by ourW8: PROJECT PROGRESS REPORTmodule coordinator. I thoroughly enjoyed this week’s task as it made me feel important. I watched throughevery group’s video and was fascinated by their innovation and dedication. Their ideas were quite similar toours but it varies in the purpose of the app. Besides that, we were also asked to evaluate our groupmates’initiative in this project. I rated each and every one of our group members with no bias.Sydney Sim: ​During this week, we were required to evaluate every group’s proposal and presentations. Thisexperience was quite challenging for me as I did not want to give other team’s scores that were not good.Besides that, I felt that my focus on the videos were sometimes lost as some of the videos were very long.Other than evaluating the other teams proposals and presentations, we had to evaluate our own team as wellbased on every group member’s participation throughout these weeks. I found this week to be quite hard forme as well because I do not want to evaluate incorrectly.Ili Najihah: ​For this week, we were able to take our minds off our product and instead look towards othergroups’ proposals. Besides getting the gist of what other groups are up to, we had to evaluate their proposalsas well. I was a bit scared to evaluate others since I myself have not been evaluated but I tried my best tolisten thoroughly to what the other groups have to say regarding the topic they have chosen. While listeningto the other proposals, I also reflected a bit on the proposal that we have submitted and I believe that wehave included all the points that we needed to. I hope that we get good evaluations that can add value to ourfinal product later.Amelia Shahmann: ​This week, we had to evaluate and give feedback on our groups proposal andpresentation and had to give our own evaluations to our own group members based on their performanceand contributions. After seeing other groups proposals and presentations it helped me compare it to our ownproposal and presentation and made me wonder if ours is on the same level as theirs. I found it quite hard toevaluate other groups’ work because I don’t like to judge other people’s work especially when they’ve workedhard on it and I didn’t want to evaluate their work wrongly but I still had to be honest on their evaluation andfeedback.Mas Izzati Hanis: ​In week 7, we are given the opportunity to get an insight of what the other groups havecome up with and give feedback on it. We had to watch all the groups video which is almost 20 minutes long.At times I lose focus but I will try to replay it so that i can give them their comments fairly. Overall, I feel likeall the group did such a good job. Lastly, we have to evaluate our own team member contribution on our ownprojects.Shanise Pereira : ​In this week we had to give feedback to other groups on how they did their presentation.Not only that but we also had to give feedback to our own groupmates as well. Honestly it was quite hard forme to give negative feedback for other groups work as i don’t like to criticize people’s work because at theend of the day they put in their hard work to do and come up with their presentations so it was quite achallenge for me but i know i had to give an my honest opinion. I was also able to reflect on my ownpresentation and compare it with other people’s one to see what we missed out and how we could do better.Overall, I feel like our group did a pretty good job.Consultation Notes:– Lecturer pointed out some group’s shortcomings in their proposal and gave feedback on some ourproduct ideasNext Course of Action:Reflections:​ (to be filled individually)– We learnt that we should put emphasis on POV, as it will guide us throughout the process ofprototyping.– Prototype phase of the mobile application should be in progressTan Tzyy Shiuan​: This week, we were given some feedback on our proposal presentations. Thanks to Ms.Fadhilah and Mike, I have understood the importance of POV in guiding our prototyping process. We have tostick to our POV so that we will not be out of topic. This has given me a better idea of how to prototype amobile app that meets the target audience’s needs. Besides, we were also briefed on our second and thirdassessments, which are going to be submitted in week 13, 14 and 15. This has given us a clearer picture ofwhat actions we should take next.Pavithra A/P Raman: ​After receiving feedback and recommendation on how to prototype for our mobileapplication from our lecturer, we got the idea of the prototype and the importance of this phase. I hadplanned to do our prototype via online as we are unable to meet in person due to CMCO. We were alsobriefed about our upcoming assessments and tasks that need to be done in the coming weeks as well. Thisweek was informative and organized for us.Sydney Sim: ​After we have sent our proposal video to the whatsapp group, Ms. Fadhilah and Mike have givenus some very useful feedback that we need to work on to improve our proposal and include the POV. Giventhat feedback, it is important that we align our future work progress with our POV so that we would not strayaway from our topic. The lecturer has also provided us with a document for our next two assessments andwhat are the steps and important contents that need to be covered and included inside.Ili Najihah: ​Ms Fadhilah gave us a lecture regarding our proposals, and she told us the feedback that a designlecturer had given. I think that we have done the proposal following the structure she had given as close aspossible, so we were able to give a good presentation. She also emphasized on the importance that the POVhad on our project. She reviewed the POV that our group had come up with and commented that we hadfollowed what she asked us to do for the POV. She then showed us examples of prototypes and told us theways we can come up with our prototype. I had already come up with a mock prototype beforehand and I felta bit more confident about this process in design thinking.Amelia Shahmann: ​We were given feedback from Ms Fadillah this week after she evaluated our proposal andshe also gave us some recommendations on how we could possibly make our prototype better. After weheard her feedback we decided to have another discussion on how we could start making our prototype andhow it will help with our target audience. We realised that it’s important that we stick to our POV and that wedon’t get carried away into a different topic by accident. Ms Fadhillah showed us what are the next steps weshould take into furthering our project and make sure we keep on track as to schedule.Mas Izzati Hanis​: In week 8, during our class with Ms Fadhilah, she gave all of us feedback on our innovation.Ms Fadhilah also briefed us on Mr Mike’s thoughts on our products and how we can improve from there.Besides that, Ms Fadhilah also stressed on how important our POV is so that we will not stray away from ourmain topic which is to help students that are doing online school that are facing stress and anxiety. Then, weare briefed on how to make our prototype based on what we have done so far. Ms Fadhilah has shown ussome prototype example videos and given us some ideas on our prototype.W9: PROJECT PROGRESS REPORTShanise Pereira : ​In this week, Ms Fadillah gave us feedback on our proposal and told us on what we couldwork on to make our innovation better. She had also emphasized on how important the POV is and that weshould stick to our POV, she had also shown us examples on different types of prototypes and told us someideas on what we should do to ensure we were on the right track. After that we were also briefed on theupcoming assignment and with that i felt more organized as i was able to plan out my time wisely based onwhen each task needed to be completed.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)– We were asked to take initiative and start our prototyping– Start prototypingPavithra A/P Raman: ​This week, I had a meeting with my groupmates and discussed the method they wouldlike to apply to proceed with the prototyping for our mobile application. We planned to use our layout as aninspiration to create the UI pages of the app. After the meeting, I took a few days to prepare for theprototyping and the division of work among our group mates. Another meeting was held among my groupmembers and the work was equally divided among us with the template of pages I created to be used asinspiration. Each page of the app would be in the same size and theme. We planned to use Adobe Illustratorto create our prototype.Tan Tzyy Shiuan​: This week, we have conducted some research on how to prototype the mobile app andwhat kind of software should we use to do the prototyping. Since we have come up with a basic layout of themobile app during the proposal presentation, we are going to prototype the app by adding more features andfunctions based on the layout. For me, this is really a great experience because I have never used anillustration app to do prototyping. I am so excited and can’t wait to prototype next week!Sydney Sim: ​After this week’s online class, we had to look into what kind of software we should beprototyping to create our mobile app. When we were preparing for our proposal, ili had already created atemplate to provide an example of how the app would work. Based on that, we would work on adding morefeatures and improve the prototype to be tested by our testers. Given this opportunity, it is very new andunfamiliar to me. However, it would be a very exciting experience as I get to learn how to use AdobeIllustrator and learn how to create an application.Ili Najihah: ​For this week, Ms Fadhilah told us to take initiative and start creating our own prototype based onthe previous lectures that she has given. We had to start working on ourselves and only provide weeklyreports and consultations if necessary regarding our prototype. I had already created a layout so we’re justgoing to add on to the previous layout that we made. I hope everything goes well.W10: PROJECT PROGRESS REPORTAmelia Shahmann: ​This week, we started trying to find ways to carry out our prototype ideas and make it areal thing. We tried thinking of different softwares or apps we could use to make our prototype and one ofour group members managed to find one that we could use. In the prototype we designed, it showed how thelayout of the app would look like on your phone and what each button would be used for and how the appshould be used. We decided to split the work amongst each other to design each page of the app and thedesign of it.Mas Izzati Hanis: ​In week 9, we start to do our own research on how to come up with our own prototypesidea before creating the real result. This week, we have no online class and just work on our prototypes whileproviding weekly reports and requests for consultation if we come across any problems while working on theprototype. We have agreed to use Adobe Illustrator to create the prototype where we would create a mockuplayout for our application.Shanise Pereira :​This week we had to come up with prototypes ideas, we had no classes but we had to workon our prototypes so that we could come up with the real thing. We had tried different apps to come up withour prototype , this was all hard for me because I’m not used to using any editing apps and i had no idea onhow to do this but eventually i had to learn so that i would be able to complete my innovation.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)Final product can be different from what we have presented, given that we have received feedback on testingfrom end users. Then we will come up with other prototypes that fulfill the needs and insights of the users.Come up with a complete prototype for our users to test and gain their feedback for improvement.Pavithra A/P Raman: ​This week would be divided into two phases of work as we planned to finish ourprototype and start our user testing immediately. I provided my team members with a template of pages andinspiration that they can use during their prototyping. Adobe Illustrator is a software that I am no stranger to,therefore, I was more than happy to do my work there while helping out my team members with it as well.This week has been a productive week for me and I look forward to next week.Tan Tzyy Shiuan – We are in the process of prototyping this week, and hopefully by this weekend or nextTuesday we can successfully come up with a good prototype and let our target audience try using it. I havefaced some challenges when designing the layout for the app as I am not good at using illustration apps.Besides, I also face difficulty when trying to install Adobe Illustrator, but still this is a good experience for meas I have learned a lot of new things!Sydney Sim: ​This week, we are working on the prototype of our application “Calme Space” by using Illustratorto create the layout and design. Once we have completed our entire layout of our application, we can start toprovide a prototype for our testers to try and give us their feedback on the areas of improvement, what theyW11: PROJECT PROGRESS REPORTlike about the application, what they would like to see in the application and so forth. As I am not very good inthe arts and design, this might be a challenge for me as I might not have the creativity to create a good layoutto be prepared. Even though that may be an obstacle, Pavithra has laid out a good start to our prototypewhich would set out the layout and design for our project.Amelia Shahmann: ​This week we had a meeting to discuss what and how our app would look like and tomake sure that we all have a standard layout and making sure that we have the same themes as we are alldoing different pages for the prototype and we want it to look similar to each other. As we are using AdobeIllustrator which is a software I have never used before and I find it quite hard to figure out which makes thisa very challenging thing for me but I will try my best at it. Hopefully by next week we will have our prototypedone and ready to be tested to our participants.Mas Izzati Hanis: ​In week 10, all of our team members have decided to attend a zoom discussion where wediscuss how our application should look like such as the colour scheme, our logo and so on. Our team leaderhas prepared an example and inspiration that we can take a look at so that we will not be lost and stray awayfrom our main purpose of that certain page. We are expecting to get this done by the end of this week so thatnext week we can let our participants give our product a try .Shanise Pereira : ​In this week, we decided to have a zoom meeting to discuss how our app would look andthe layout of the app. Each of us had to do a task and hopefully by next Tuesday we would complete ourprototype. This week might be the hardest for me as i am not creative nor am i artsy so this would be achallenge for me. Hopefully I will be able to pull through and make the best out of it.Ili Najihah: ​This week we’re expected to complete our prototype and send it out for testing. I wonder if we’llbe able to come up with an app that will satisfy our users. Our group leader divided our work for us so I’mgoing to complete it as soon as I can so that we can complete everything quickly. Since I’m used to Illustrator,designing the new layout won’t be a problem and I’ll be able to help my friends who are not as used to it as Iam.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)Get the prototype done in an appropriate software that could attract users attention and interestTestingPavithra A/P Raman- ​After presenting our idea as a representative of this group to the class, I have gainedmany feedbacks and ideas from my fellow coursemates. One of the profound ideas I got was that I got toknow this website called, “Framer”. The website’s sole purpose is to create prototypes, therefore, I suggestedthe idea of using “Framer” to my group mates and they were on board with it so we went ahead tocollaborate on our prototype on this new website that we so fortunately discovered. We are all workingtogether, teaching one another on how to use the website while learning about it as well. I am happy to seethe progress.Tan Tzyy Shiuan – We have changed the prototype application from Adobe Illustration to a more interactiveapplication, Framer. This is a huge challenge for me because I have never heard of the app before, so I don’teven know its functions. I have to watch the tutorial video provided and explore all the features in a shorttime. However, I am still very happy and excited to be able to use a new collaboration tool. We have finishedprototyping most of the functions of the application and are going to continue with the testing phase. We alsoplan to record a testimonial video when conducting testing with the audience and include them in thepresentation.Sydney Sim: ​After this week’s class, we decide to use a different software to create our prototype to make itmore interactive and give our testers the ability to use it for themselves and give us feedback. As this is myfirst time, ever creating an application and using Framer. I was faced with some difficulties and challenges.However, after watching some videos and slowly learning on my own, I was able to complete my section.Once I was done, I informed Pavithra and she gave me some very useful feedback to improve my currentdesign which made it more interactive and easy to use. We have actually completed the entire prototype andare moving towards the testing phase to allow our users to test our prototype and prepare for thepresentation and the pitching.Shanise Pereira : ​We decided that we were going to create our prototype using a different software whichwas Framer. Honestly I had a hard time using this because I have never done anything like this before so itwas really hard for me but I had my group mates who were very helpful and patient with me and guided methrough this process. I was also able to learn a lot of new things as well, after completing the prototype wewere then able to move on to the testing stage which will allow our users to test and give feedback on ourprototype. After this we would then move on to our pitching video and presentation.Amelia Shahmann: ​Our group decided to change the software we were gonna use to do our prototype to amore friendly user one. Actually none of us had used this software called Framer before but we thought itwould be easier to use than the Adobe Illustration and Framer is more interactive. Personally I had troubleusing this software and had to seek help from my groupmates to teach me how to use it and they even calledme to show me how to use it so I’m very thankful to them for helping me so that I could do my part for theprototype. After completing our prototype, we could start the testing phase and have our interviewees tryout the prototype and give their feedback.Ili Najihah: ​Our group leader asked us to change from using Illustrator, to Framer, which is a website designedmore specifically in creating prototypes. It would be a lot easier for us to complete the prototype, but I’m a bitnervous and stressed as I’ve never used this website before. I did a lot of exploring on my own before I wasable to use the software more comfortably. After understanding how Framer works, I then started to work onthe parts I was assigned to do. Pavithra and Sydney had a lot of comments on how I could make my partbetter, so I worked in accordance with them to ensure that it was cohesive enough and as complete aspossible. After we were done, I had to send the prototype to one of the interviewees from our previousEmpathy stage and ask for her feedback on the prototype, as this is the final stage of design thinking; Testing.Thankfully she was very nice and cooperative, and gave very honest and valuable feedback for us to make theapp better.Mas Izzati Hanis: ​This week, our group has decided to change the platform for us to make our prototype fromAdobe Illustrator to Framer. I believe none of our group members have ever used this website before .Therefore, this is quite a challenge for us. After watching several tutorial videos of it, we manage to learn howto do it step by step. Each of our team members were very helpful and cooperative throughout this processwhich makes the work easier. After the prototype is done, I did a video interview with my interviewee whichhe then gave a few feedbacks on the application. But overall, he gave very good feedback which motivates usW12: PROJECT PROGRESS REPORTto make our application better.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)Start the testing phase with your users and make adjustments on your products if the user detects anyshortcomings.Making improvements and preparing for presentationPavithra A/P Raman: ​This week, we conducted the testing of our prototype with our potential users. Therewere a mix of good and bad reviews but the good reviews overtook the bad ones. Our users loved theinterface of our app and its design. They also found our features to be helpful. They had some suggestions forus to improve on in certain areas like the motivational quotes, stress indicator and a promotional rewardoption. We made the improvements that our users requested as they are our priority. We also divided ourtasks in making the slides.Tan Tzyy Shiuan​: We are going to improve our prototype by making some adjustments on it after gettingfeedback from all the interviewees. I am glad that most of our interviewees were satisfied with our prototypeand gave us a lot of positive comments and useful suggestions. We have also divided the tasks of creatingpresentation slides and recording pitching video to prepare for the assessments in upcoming weeks. Thisweek is going to be a busy but fulfilling and meaningful week.Sydney Sim: ​During this week, we have made the necessary changes after the testing process with our users.It was very heartwarming to know that all of our users were very pleased with our prototype and gave uspositive feedback that our prototype is something that they would definitely use. Since we have completedthe entire testing phase now, we are moving forward with preparing our presentation and pitching video thatwill be uploaded on Facebook for an exhibition. We conducted a meeting to divide the tasks and groups toprepare the presentation slides, presentation and record a pitching video to prepare for the upcomingassessments that are occurring in Week 13 and Week 14.Shanise Pereira : ​We made changes to our prototype to improve it after we had our test run with our users. Itwas really nice to know that we had received good feedback from our users. They had also given us input sofor us to improve our prototype, we then made the necessary changes from their feedback. After doing so wethen moved on to our preparation for our presentation and pitching video , it is going to be a hectic week forsure but I know we will manage to pull through and do our best.Amelia Shahmann: ​This week we made some adjustments to our prototype after getting feedback from ourinterviewees and how we could improve it. After making the changes, we started preparing our pitching videoand presentation slides accordingly as we split up the work for that so that we will be ready to present ourwork to Ms fadillah and our classmates.W13: PROJECT PROGRESS REPORTIli Najihah: We received the feedback given from our Testing participants, and our group members havediligently tried to fulfil all the extra details that our participants gave to make the app better. Afteradjustments were made, we finally got to move on to the next step of our project, which was the finalpresentation and the pitching video. Since I haven’t been as participative in class, I offered to help with thepitching video, as I am familiar with video editing apps. It took me a while to be able to complete everythingbefore the final presentation, as I had trouble with my laptop audio.Mas Izzati Hanis: ​After receiving all the feedback from our participants, we manage to score a few greatfeedback which motivates us even more to make the application better. But, there is still a few feedback onhow we can improve the application which we actually take into consideration. After analyzing all thefeedback and making some changes, we move on to preparing the slides for the presentation and the pitchingvideo to present our prototype. We conducted a zoom meeting to divide the tasks since it is going to be abusy week for each of us as this is the final few weeks of classes.Consultation Notes:Next Course of Action:Reflections:​ (to be filled individually)– Send Ms. Fadhilah pitching video by Sunday morning and post it on FB page.– Self-reflection is due in week 14 or 15, the word document needs to be converted to pdf andposted on TiMeS.Finish up the pitching video as soon as possible and send it to Ms. Fadhilah for checking.Pavithra A/P Raman- ​This week, we conducted our presentation on our prototype in front of our class andreceived many feedbacks from both our lecturer and coursemates. Our representative, Sydney did a greatpresentation and the feedback we received for our app was positive as well. There were some questionsabout our app relevance and functions from our coursemates and I answered them after the presentation andthey have found my answer acceptable. For that, I am glad. Ms. Fadhilah appreciated our work and requestedus to make a pitching video to upload on the Facebook group. Therefore, after the presentation, we started towork on the pitching video.Tan Tzyy Shiuan – This week, we have presented our prototype in the class and received a lot of feedbackfrom the coursemates. I am glad that our presentation went well and all the comments we received werepositive. In addition, we also answered all the questions raised by the tutors and classmates to further resolvetheir doubts. We also provided feedback on prototypes of other groups and asked them questions during theQ&A session. During the presentation, some prototypes left a deep impression on me because they werereally interesting and beyond my expectations. Before the meeting ended, all of us even took a group phototogether, it was indeed an insightful and interesting lesson.Sydney Sim: ​During this week, we had to present for our finalized prototype to the class and receive thefeedback from our peers and lecturers. After the presentation, I was having mixed emotions of both relievedW14: PROJECT PROGRESS REPORTand upset because during the presentation of showing the slides through teams, there were some technicaldifficulties that affected the flow of the presentation which was very unexpected because when I waspracticing with my groupmates, the screen sharing and the flow of the presentation was smooth. However,our peers and lecturer did give us positive feedback on our application and we provided our points to clarifysome of their doubts and questions. Besides that, after watching all of the other teams presentations, ourgroup provided them with feedback, both positive and improvements that could be made. Once thesepresentations were completed, we had to focus our attention towards the final assessments which are theFacebook exhibition and the individual reflective writing.Shanise Pereira : ​This week we presented our prototype to our classmates and lecturer, I think we did a goodjob despite the fact that we had a few technical difficulties beforehand. I was very pleased with the feedbackthat we had received from our fellow classmates. We also received some very insightful questions which wethen had to answer. Not only that but I also really enjoyed looking at what my other classmates had come upwith because they had some really creative ideas and they were really beyond my expectations.Amelia Shahmann: ​We had our presentation this week in front of Ms Fadillah and classmates. We had a fewtechnical difficulties at the start of the presentation and started panicking a bit but we managed to get itsettled and went on with the presentation smoothly. Sydney presented the slides very well considering thedifficulties we faced and she handled the situation well. After we presented, a representative from eachgroup had to give feedback based on our slides and ask some questions and Ms Fadillah as well. All ourfeedback was positive and we managed to answer all their questions. We watched our classmates’presentations as well and it was very interesting to see all the different kinds of apps they created and we gotto give our feedback and ask questions about their work as well.Ili Najihah: ​For this week, we were busy preparing for our presentation. While others were working on thepresentation, I was given the task of completing the video navigating our prototype. After receiving feedbackfrom my group members, I completed my video just in time for the final presentation. We did have a fewsetbacks in the beginning of the presentation, but besides that, everything else was smooth sailing. Wereceived valuable feedback from other group members in making sure that we were able to improve in thefuture, and we also got to see the prototypes that the other groups have made. It was very interesting to seehow different perspectives brought us different ideas in coming up with the products. I also had to createanother video to be included in our exhibition that we had to post on Facebook. I had to add more items intothe video that we had made for the presentation so I completed it over the weekend.Mas Izzati Hanis: ​This is the week that we all have been preparing for which is the presentation week. We hada presentation on Teams with Ms Fadhilah and all of our classmates. I would say Sydney did really well duringthe presentation despite the technical difficulties we had in the beginning. We received a lot of positivefeedback from our peers and Ms Fadhilah which makes us feel happy. After our group presentation, it isactually quite fun and interesting to hear the ideas that the other groups have come up with and arepresentative from our group has to give feedback for them. Once the presentation is done, we need to postour prototype video to be exhibited on the Taylor’s SIP Facebook Page.Consultation Notes:Submit all the relevant documents on Times and the lecturer bid us farewellNext Course of Action:Reflections:​ (to be filled individually)To submit all the relevant documents on TimesPavithra A/P Raman: ​This was the last week of our course, it is quite sad to bid farewell to my group matesand lecturer but we are glad that we worked hard and made a product that we are all very proud of. Wefinished our pitching video and posted it in the Facebook group that Ms. Fadhilah instructed so our peerscould view our work and give feedback. So far, we received one feedback from a fellow coursemateappreciating the app and we look forward to hearing more feedback. We have finalized everything and arecompletely finished with this group work. It was a hard one but the one I would forever cherish as thisassignment had taught me a lot. I am also very proud of my group mates and am very glad to work withthem.Sydney Sim: ​After weeks and months of hard work, this week is the week where we post our finalizedprototypes on the Social Innovation’s Project Facebook page for an Exhibition to be viewed by ourcoursemates, the lecturers, the university and the public. We had to also work on our individual reflectivewriting to be submitted to the lecturer as part of our final assessment.Tan Tzyy Shiuan​: This week is the final week of this module and we are going to complete our reflections andproject management document that will be submitted this week. I am glad to be able to complete this socialinnovation project successfully. Also, I am very grateful for the efforts made by my teammates, becausewithout them, I would not be able to complete all the work perfectly on time.Amelia Shahmann: ​After months of hard work doing this module, it has come to the end where we submitour final prototype on Facebook and start finishing up our reflections. I’m glad my group mates and I wereable to overcome our challenges we faced while doing this project and we can finally have peace of mind.Ili Najihah: After I was finally done with the pitching video, we finally got to post it in the final exhibition. Iwas very relieved to see how our hard work throughout these past 14 weeks mounted up to becomesomething that I was very proud of. Even though at first I was clueless as to what we had to do, I was verygrateful to have supportive group members that helped us a lot in making sure we keep on progressing inachieving the final product.Mas Izzati Hanis: ​For the final week, we are required to complete our project management document thatwill be submitted this week and our self reflection which is due on week 15. I am very glad that all of our hardwork these past few months is worth it and we have built something that we are very proud of as we get tohelp people along the way.Shanise Pereira : ​After a long few weeks, this was the week where we had to post our final prototypes onfacebook and start working on our reflection. I’m very pleased with how far my group mates and I have comeas we were able to learn a lot and adapt to new challenges. I was very clueless and lost in the beginningstages but as I’ve said i had supportive group mates that helped me out and i too managed to learn so muchand apply what i have learned. I must say I am very proud of my group mates as we were all able to pullthrough and make the best out of these last few weeks, i must say i really enjoyed working with each andeveryone of them.

THE NEW HUMANISM | My Assignment Tutor

THE NEW HUMANISM | My Assignment Tutor thumbnail

THE NEW HUMANISM: TECHNOLOGYSHOULD ENHANCE, NOT REPLACE,HUMAN INTERACTIONSHumans need humans. Anyone who has changed a plane ticket with an automated phone teller orplodded through a digital pharmacy order is sympathetic to this fact. If only a human were on theother side of that receiver—how much easier would it be to get that ticket or that prescription? In anincreasingly digital world, this seemingly mundane point about the role of humans in our livesbecomes profound.The scientific literature is clear. Humans are born into a socio-cultural world with (hopefully) sociallysensitive adults who offer information that flows through a socially gated brain. Humans do not evenlearn the building blocks of reading or mathematics in isolation. These skills emerge in the context ofearly adult child interactions that feed communication skills. For example, a child learning to readdoes need decoding skills. Even if they sound out a word perfectly, however, they will notcomprehend it if it’s not in their mental dictionary. Children cannot gather meaning from printed textwithout background knowledge and a rich language base. Thus, a number of scholars urgepractitioners to teach reading by enriching language learning. And language learning is itself rooted inearly social interactions. Social interactions are the currency of our species. As Michael Tomasello ofDuke University argues, we are the ultra-human species.But the ultra-social animal has come face to face with the non-social technology that seems to replaceany need for human interaction. Since the introduction of modern smartphones in 2007 and digitaltablets in 2010, we have dramatically changed our digital footprint. By 2017, children 2- to 8-yearsold were using screen media for almost 3 hours a day, including 1 hour with mobile devices, the oldercrowd of teens are clocking in at about 9 hours per day. With only about 7-10 discretionary wakinghours per day, these numbers represent a staggering entrance of technology into the daily activitiesof children. Our children are plugged-in, leaving little time for face-to-face interactions.The introduction of technology is not the problem. For generations children grew with new inventionslike radios and televisions. And with each new wave of technology, people worried about sacrificesthat might indelibly challenge the way we interpret our humanness. What is uniquely different thistime, however, is that these devices seriously crowd out opportunities for critical social interaction.Two studies on parent-child play with digital and non-digital features make this point. In one by AnnaSosa, of Northern Arizona University, 10- to 16-month-olds played with parents using either e-toys ortraditional toys like a wooden animal puzzle. In the e-toy condition, parents said fewer words andresponded to the child less than in the traditional toy condition. Jennifer Zosh, of Penn StateUniversity, and colleagues, comparing digital and traditional toy sorters, witnessed a similar pattern.For the participating two-year-olds and parents, the digital context thwarted social interactions. Andagain, children heard fewer words in the digital than in the analogue condition. Parental language wasalso more restricted and more behaviourally controlling in the digital condition of an e-book study thatwe ran in our laboratory in the pre-tablet era.This early eclipsing of social input also appears in middle school. In clever research by Yalda Uhls andPatricia Greenfield of UCLA and colleagues, two classes of middle schoolers took tests designed toexamine their social acumen—the Faces test in which children assess emotions of happy, sad, angry,and fearful faces and a test of social perception where children are asked to interpret the emotionalstates of adolescents in a variety of filmed social interactions. Children in both classes had equivalentsocial shrewdness at the beginning of the study. Then one class went on a five-day “nature” retreatwithout digital devices. Upon their return, they looked superior to their classmates on both tests. Thesefindings suggest that human interaction made the critical difference.Further, researchers from the Knowledge Matters Campaign noticed that schools that are defined asknowledge rich share one common characteristic—they have built strong learning communities thatare at base—social.And a study being undertaken within the Department of Education in the Philippines showed thatdigital technology might not make up for the lack of social interaction. This work explores similaritiesacross students’ performance as they collaborate in a digital environment versus face-to-face. Thestudents are charged with completing essentially the same tasks through very different media. Therange of full body behaviours observed in the face-to-face classroom context explodes earlier beliefsthat we can capture the richness of collaborative behaviour through online facilities.The occasional expression or chuckle from students as they engagein online written “chat” is revealed as a very limited sampling of thecognitive and social processes. The online environment providesonly a restricted medium through which students engage in a taskvia click drag and drop actions and communicate with an onlinepartner via typed input with each such behaviour occurring inisolation of the other. In contrast, students working face-to-face aredrawing on a wider range of capabilities through interaction withmultiple partners, while simultaneously engaging in set tasks. Ascan be seen from the photographs, students are focused in bothmedia, but their engagement is qualitatively richer in the real-lifesetting.There is much that we do notyet know about the changing nature of social interactionspurred by the digital revolution. Hints from the psychologicalliterature and the classroom suggest that children might be ourcanaries in the coal mines.We are entering a period where digital technology is crowdingout opportunities for high-quality social interaction. Advancesin technologies that allow us to work on the go, travel safely inunknown territories, and stay socially connected, have coincided with a connectedness to devicesthat paradoxically divide our attention between face-to-face social interactions and screens.Even our educational systems are moving towards individualised and targeted instruction from digitaltutors who augment what teachers provide—but without the teachers. Cries to not let technologycrowd out teaching or replace it, but rather to augment it, are booming. As Dale Johnson fromArizona State University thinks of it, the best results for learning will come from High Touch and HighTech environments where tech helps children remember and understand, leaving the ability totransfer, analyse, evaluate, and create to the high-touch humans. In fact, the former educationminister of South Korea, Ju-Ho Lee, argues that this philosophy has helped catapult South Koreanstudents to the top of the international testing charts. Humans 1, Robots 0.Perhaps it is time to assert balance between our obsession with digital platforms and real face-to-facehuman interaction. In a 21st century world—a world in which working in teams across global divideswill be ever more important, children will need to exercise the social skills that prepare them forlearning, for modern day work, for an unknown future and prepare them to be participating citizens.Digital platforms are a part of our everyday, but they must serve humans rather than compromise ournatural social instincts. As Alex Beard writes in his new book, Natural Born Learners,“And if the robots do take the jobs, it’s our human qualities that will count…The greatest impact oftechnology on learning may paradoxically be to push us towards the human (p. 306).”Source: Brookings. Blog article. By Kathy Hirsh-Pasek, Molly Schlesinger, Roberta Michnick Golinkoff, and Esther Care. Allimages contained within the article.

Equitable, effective and evidence-based health policy | My Assignment Tutor

Equitable, effective and evidence-based health policy | My Assignment Tutor thumbnail

PUBH6002_Assessment_1:_Guided_Policy_Analysis_Module_4 Page 1 of 8ContextEquitable, effective and evidence-based health policy is essential to population based healthmanagement and disease prevention. The ability to review and analyse policy options and commenton their efficacy and feasibility is a key skill within public health. By conducting a policy analysis,student will gain an understanding of the importance of policy development and implementation tominimize health burdens. Policy analysis also introduces skills of critical thinking, literature research,and analysis.TaskAfter critically reviewing the WHO Framework Convention on Tobacco Control and the NationalTobacco strategy, write a 1000 (±10%) guided policy analysis report using the Report templateprovided on Blackboard.Please refer to the Task Instructions for details on how to complete this task. ASSESSMENT 1 BRIEFSubject Code and TitlePUBH6002: Global and Environmental Health IssuesAssessmentAssessment 1 – Report: Guided policy analysisIndividual/GroupIndividualLength1000 words (+/- 10%)Learning OutcomesThe Subject Learning Outcomes demonstrated by successfulcompletion of the task below include:a) Examine environmental factors from the local to the globallevels that influence health and interpret the relevance tothe health of populations.b) Interpret and analyse the impacts of globalisation on thesocial, economic, and political determinants of global andlocal health.c) Critically analyse ethical elements relevant to environmentalhealth protections, policies, and industry practices,including identification of vulnerable groupsd) Investigate the relationships between environmental riskfactors and social, economic, and political determinants ofillness and injury.SubmissionDue by 11:55pm AEST/AEDT Sunday end of Module 4 (Week 4).Weighting25%Total Marks100 marks PUBH6002_Assessment_1:_Guided_Policy_Analysis_Module_4 Page 2 of 8InstructionsThe WHO Framework Convention on Tobacco was developed in response to the global epidemic oftobacco (e.g. tobacco consumption rates) and the increased burden of disease as a result of itsconsumption (e.g. tobacco-related disease). It is an evidence-base treaty aiming to provide the Legaland practical strategies that nations states can apply to regulate key structural factors thatcontribute to tobacco consumption globally, these factors include:– trade liberalization– direct foreign investment– global marketing– transnational tobacco advertising– promotion and sponsorship– international movement of contraband and counterfeit cigarettes (World HealthOrganization [WHO], 2021).Review the following documents:– The WHO Framework Convention on Tobacco Control (World Health Organization.(2003). WHO Framework Convention on Tobacco Control. World Health Organization.https://www.who.int/fctc/text_download/en/)– The National Tobacco Strategy 2012-2018 (Department of Health and Aging. (2012).National Tobacco Strategy 2012-2018. Commonwealth of Australia, Department of Healthand aging. https://www.health.gov.au/sites/default/files/national-tobacco-strategy-2012-2018_1.pdf)Then conduct a policy review of The National Tobacco Strategy implemented in Australia, in relationto the WHO Framework Convention on Tobacco Control Framework Write in 1000 words (±10%) areport guided by the following four questions:Introduction/Background (Approx. 150 words)– In the introduction present the burden of disease and smoking rates in Australia before theimplementation of the National Tobacco Strategy and discuss tobacco control legislationprior to the policy.– Finally, briefly discuss the impact the implementation of the National Tobacco Strategy hashad on the tobacco related burden of disease.Policy analysis (Approx. 600 words)– Discuss how the WHO Framework Convention on Tobacco Control informed thedevelopment and implementation of Australia’s National Tobacco Strategy? Who were thekey stakeholders in this development and what were their role?– Describe the expected intermediate and long-term outcomes and the strengths ofAustralia’s National Tobacco Strategy based on successful achievements?PUBH6002_Assessment_1:_Guided_Policy_Analysis_Module_4 Page 3 of 8– Discuss 2 strategies that have been less successful or unsuccessful at reducing tobaccoconsumption in Australia.Recommendations and conclusions (Approx. 250 words)– How could the National Tobacco Strategy be improved? Provide 3-4 recommendations toimprove the implementation and efficacy of the NTS based on your policy analysis.ReferencingIt is essential that you use appropriate APA style for citing and referencing research. Please see moreinformation on referencing here https://library.torrens.edu.au/academicskills/apa/toolSubmission InstructionsSubmit this task via the Assessment 1 link. Please save your Assessment and submit it as the title ofyour submission using the following naming convention: subj code_Module#_surname_first nameinitial_assessment titleE.g., PUBH6002_M2_Jones_S_ReportAcademic Integrity DeclarationI declare that except where I have referenced, the work I am submitting for this assessment task ismy own work. I have read and am aware of Torrens University Australia Academic Integrity Policyand Procedure viewable online at http://www.torrens.edu.au/policies-and-formsI am aware that I need to keep a copy of all submitted material and their drafts, and I will do soaccordingly.SubjectCode_Assessment_#_Brief_AssesmentType_Module Due# Page 4 of 8Assessment Rubric AssessmentAttributesFail(Yet to achieveminimum standard)0-49%Pass(Functional)50-64%Credit(Proficient)65-74%Distinction(Advanced)75-84%High Distinction(Exceptional)85-100%GradeDescriptionEvidence ofunsatisfactoryachievement of one ormore of the learningobjectives of thesubject, insufficientunderstanding of thesubject content and/orunsatisfactory level ofskill development.Evidence of satisfactoryachievement of subjectlearning objectives, thedevelopment of relevantskills to a competent level,and adequateinterpretation and criticalanalysis skills.Evidence of a good levelof understanding,knowledge and skilldevelopment in relationto the content of thesubject or work of asuperior quality on themajority of the learningobjectives of the subject.Demonstration of a highlevel of interpretationand critical analysis skills.Evidence of a high levelof achievement of thelearning objectives of thesubject demonstrated insuch areas asinterpretation and criticalanalysis, logicalargument, use ofmethodology andcommunication skills.Evidence of anexceptional level ofachievement of learningobjectives across theentire content of thecourse demonstrated insuch areas asinterpretation andcritical analysis, logicalargument, creativity,originality, use ofmethodology andcommunication skills. SubjectCode_Assessment_#_Brief_AssesmentType_Module Due# Page 5 of 8 Knowledge andunderstanding ofpolicy foundationand developingprocess to target theimpact of smokingand tobaccoproductsconsumption in thegiven population.Percentage for thiscriterion = 30%The report does notdiscuss the burden ofdisease associated withtobacco consumptionand does not cover thesituation legislativeenvironment prior theimplementation of thepolicies.The report shows a basicsynthesis of the burden ofdisease associated withtobacco consumption andlegislative environmentprior the implementationof the policies (Both FCTCand the National Tobaccostrategy).The report shows aproficient synthesis ofinformation of theburden of diseaseassociated with tobaccoconsumption andlegislative environmentprior the implementationof the policies (Both FCTCand the National Tobaccostrategy).The report shows anadvance synthesis of theintroduction of the keyinformation of theburden of diseaseassociated with tobaccoconsumption andlegislative environmentprior the implementationof the policies (Both FCTCand the National Tobaccostrategy).The report demonstratesa sophisticatedunderstanding andability to summarise keyinformation of theburden of diseaseassociated with tobaccoconsumption andlegislative environmentprior the implementationof the policies (BothFCTC and the NationalTobacco strategy)..The report does notaddress the bases ofpolicy foundation anddevelopment.Demonstrates a functionalknowledge of the bases ofpolicy foundation anddevelopment, however,indicates only a limitedunderstanding of the topicand develops theminimum aspects of thetask.Demonstrates proficientknowledge the bases ofpolicy foundation,development, and therole of key stakeholders.Demonstrates advancedknowledge of the basesof policy foundation,development, and therole of key stakeholders.Demonstratesexceptional knowledgeof the bases of policyfoundation,development, and therole of key stakeholders. SubjectCode_Assessment_#_Brief_AssesmentType_Module Due# Page 6 of 8 The report showslittle/no evidence ofresearch or enquiry ofthe policy and the keystakeholders.The report shows somebasic knowledge of therole of key stakeholders.Demonstrates proficientunderstanding of thepolicy outcomes and thestrengths and limitationsand their implications. .Demonstrates advanceunderstanding of thepolicy outcomes and thestrengths and limitationsand their implications.Demonstratesexceptionalunderstanding of thepolicy outcomes and thestrengths and limitationsand their implications.Demonstrateanalysis of the policyand itsimplementation inthe specific context.Percentage for thiscriterion = 35%Limited synthesis andanalysis of key conceptsof the objectives,challenges, andoutcomes required tosupport the analysis ofthe policy and itsimplementation in thespecific context.Demonstrated analysis andsynthesis of newknowledge withapplication of key conceptsof the objectives,challenges, and outcomesrequired to support theanalysis of the policy andits implementation in thespecific context.Well-developed analysisand synthesis withapplication ofrecommendations linkedto synthesis of keyconcepts of theobjectives, challenges,and outcomes requiredto support the analysis ofthe policy and itsimplementation in thespecific context.Thoroughly developedand creative analysis andsynthesis of key conceptsof the objectives,challenges, andoutcomes required tosupport the analysis ofthe policy and itsimplementation in thespecific context.Highly sophisticated andcreative analysis,synthesis of key conceptsof the objectives,challenges, andoutcomes required tosupport the analysis ofthe policy and itsimplementation in thespecific context. SubjectCode_Assessment_#_Brief_AssesmentType_Module Due# Page 7 of 8 Critical analysis ofthe challenges andproposesrecommendations forthe improvement ofthe policy.Percentage for thiscriterion = 25%Limitedapplication/recommendations that does notalign with the outcomesof the policy analysis.The report showsacceptablerecommendations thatalign somehow with theoutcomes of the policyanalysis.The report shows preciserecommendations thatalign logically with theoutcomes of the policyanalysis.The report showscoherentrecommendations thatalign logically with theoutcomes of the policyanalysis.The report showsexceptionalrecommendations thatalign logically with theoutcomes of the policyanalysis.The report has limitedor no evidence-basedrational provided forthe recommendations.The report shows someevidence-based rationalprovided for therecommendations.The report showsevidence-based rationalprovided for somerecommendations.The report shows a clearevidence-based rationalprovided for mostrecommendations.The report shows acomprehensiveevidence-based rationalprovided for eachrecommendations. SubjectCode_Assessment_#_Brief_AssesmentType_Module Due# Page 8 of 8 Academic standardsand general criteriaPercentage for thiscriterion = 5%Poorly written witherrors in spelling,grammar.Is written according toacademic genre (e.g., withintroduction, conclusion orsummary) and hasaccurate spelling,grammar, sentence andparagraph construction.Is well-written andadheres to the academicgenre (e.g., withintroduction, conclusionor summary).Is very well-written andadheres to the academicgenre.Expertly written andadheres to the academicgenre.ReferencingPercentage for thiscriterion = 5%There are mistakes inusing the APA style.There are minimalmistakes in using the APAstyle.There are no mistakes inusing the APA style.There are no mistakes inusing the APA style.There are no mistakes inusing the APA Style. The following Subject Learning Outcomes are addressed in this assessmentSLO a)Examine environmental factors from the local to the global levels that influence health and interpret the relevance to thehealth of populations.SLO b)Interpret and analyse the impacts of globalisation on the social, economic, and political determinants of global and localhealth.SLO d)Investigate the relationships between environmental risk factors and social, economic, and political determinants of illnessand injurySLO e)Critical analysis and application of actions to mitigate an environmental health issue.