For this assessment you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study.

The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.

To complete your concept map, you may wish to follow these steps:

1. Select one of the mental health Sentinel U scenarios: REPORT OF SCENARIO ATTACHED
   • Ivy Jackson, 61 YO, Female, African American: My husband of 38 years told me a couple of months ago that he wanted a divorce and that he has had a girlfriend for the last couple of years. He blames me for it. He says that I’m not fun to be around anymore because in the last few years I don’t want to do stuff that we used to do. He left three weeks ago and since then I can’t stop crying. I feel like life is over for me. I wake up at all times of the night, crying, scared, and sometimes shaking. When I was around 40 years old. I felt less energetic and would have crying episodes. It didn’t last long, and I was able to get out of it and move on. However, six years ago after my youngest son left home to go to college, I got very sad and unmotivated. Didn’t want to do much of anything. Diagnosed with Major Depression Disorder
2. Research the pathophysiology, pharmacology, and physical assessment of the chosen mental health diagnosis within the Sentinel-U case study.
3. Complete the case study simulation and download the simulation report showing the patient you selected and showing 100% complete.
4. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
   • You may wish to use the Concept Map Template [DOCX] (ATTACHED), but are also free to create your own.
5. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

Your assessment submission will be assessed on the following criteria.

• Diagnosis: Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.
  • Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.
  • Ensure you have downloaded the completed Sentinel-U simulation report showing the patient you selected.
• Concept Map: Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
  • Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.
• Organization: The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.
  • Also, you should make sure that your map is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.
• Professional Communication: The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.
• APA format and style: The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.
• USE CAPELLA LIBRARY FOR REFERENCES: https://campus.capella.edu/library/home

Instructions Policy Reaction The policy reaction is a critique of current (or past) legislation. Essentially, you are observing the policy from an academic lens to see how it has fared since its enactment. A few examples of public policy can include: -Voter ID laws -Housing laws -Car and emission laws To locate policies, you may begin with the following: To access all Texas legislation (past and present) you may visit https://capitol.texas.gov/. For all current legislation, you may visit- https://www.texastribune.org/ Journal Articles A peer-reviewed source is an article that has been published in an academic journal. To locate journal articles through the Dallas College library, you may follow the steps below: To access journal articles, please visit https://www.dallascollege.edu/libraries/pages/default.aspx Libraries The library provides resources, instruction, and services supporting the college curriculum and enhancing the intellectual, professional, cultural and personal growth of the college community. www.dallascollege.edu -Visit the Dallas College Library website -Choose databases -Choose “Academic Search Complete” -Choose databases that reference government or politics (the humanities are also good options) -When filtering the results, click the ‘scholarly peer-reviewed’ option -Search for subjects that align with your essay topic POLICY REACTION PURPOSE: The purpose of this assignment is to address the importance of policy within government. Specifically, policy serves as the arms and legs of the Texas constitution, giving it the ability to transcend through generations. INSTRUCTIONS: For this assignment, you will analyze a current Texas. policy. Within this analysis, you will answer a series of questions. Each question will serve as a guide to breaking down each area of the policy. The following guidelines must be followed for successful completion of this assignment. GUIDELINES: -12-point -Times New Roman Font -3 pages minimum -Double-Spaced -Must include a header -APA or MLA -Must include 5 references (outlined in a reference/works cited page) -2 Journal articles -3 additional references (newspaper articles, books, documentaries, etc.) FORMAT: Your paper should include answers to the questions below. This is not an argumentative essay; rather, it is a critical one in which you are to analyze the outcome of a current Texas. policy. CRITICAL QUESTIONS: What does the policy say? What is the goal of the policy? -Who is the author? -What were the reasons behind the creation of the (then) bill? What does the policy mean for citizens? What area of government manages this policy? How has the policy fared in society? -Has it been successful? -Has it been a failure? -Has it been repealed? -Has it been amended?

Unit outcomes addressed in this Assignment:

• Explain the legal and ethical issues surrounding Euthanasia.
• Discuss current issues in healthcare.

This Assignment is a research paper and should meet the following requirements:

1. The Assignment should have 2-3 pages of content.
2. The Assignment should utilize APA style, including a title page, reference page, double spacing, and the use of Times New Roman Font Size 12, in PDF.
3. The Assignment should utilize Standard English, grammar, punctuation, and spelling.

Questions to answer:

1. What are the main legal and ethical issues surrounding your chosen topic (Euthanasia)? The response to this question should be the bulk of your paper, about 2 pages long.
2. What is one court case that involved your chosen topic? Summarize the court case, including the outcome. Be sure to include proper citation in APA style.

Will be run through AI software

Create a 6–12 slide PowerPoint on a special population and their care needs. 

The purpose of this assessment is to enhance your understanding of the unique healthcare needs of special population groups and to develop your skills in providing culturally competent nursing care. You will research and present on a specific special population group, exploring their cultural values, healthcare disparities, and strategies for providing culturally sensitive care.

Choose one of the following special population groups for your presentation:

• LGBTQ+.

To complete your presentation, do the following:

• Include the following elements in your PowerPoint presentation:
  • Introduction to the special population group.
  • Cultural values and beliefs relevant to healthcare.
  • Healthcare disparities faced by the special population group.
  • Strategies for providing culturally competent nursing care.
  • Case studies or personal narratives that illustrate the application of culturally competent care.
  • Resources for further learning.
  • Provide an APA formatted reference slide(s) at the end of your PowerPoint.
• Create the script of what you will be saying in the speaker’s notes of your PowerPoint.
• APA Style and Formatting: In-text citations and reference list should be in current APA style. Use any APA approved font for your PowerPoint Slides.
• Number of references: A minimum of 5 scholarly or professional best-practice sources from the last five years. USE THE CAPELLA LIBRARY: https://campus.capella.edu/library/home

The CEO of a healthcare facility has asked you to develop a HIPAA training program on privacy and security for employees of the hospital as it pertains to the legal and ethical implications of health information. At this facility, you serve as the HIM Director along with being the Privacy Officer.

Your audience for this training will be nonclinical staff.

You will create a PowerPoint presentation discussing the rights and obligations of the healthcare workforce regarding access and disclosure of health information and summarizing the issues related to managing the release of information. You will complete the PowerPoint by outlining thoroughly researched responses, based on this module’s reading, to the following questions/topics:

• Who owns the patient’s health record?
• What are the access and disclosure rights of competent and incompetent adults?
• When are minors allowed to authorize access or disclosure of their own health information?
• How is sensitive information related to behavioral health, substance abuse, HIV/AIDS, adoption, STDs, and other communicable diseases and genetics protected from unauthorized access and disclosure?
• What does the legal concept of “duty to warn” refer to and how does it relate to the issue of disclosure of patient information?
• What must a healthcare provider do to ensure proper release of patient information?

Assignment Requirements:

• Your PowerPoint assignment should answer the questions listed above.
• Your PowerPoint presentation should contain a minimum of 6 informational slides (at least one per question) plus title and references slides.
• Your presentation should contain informative and interesting images and feature a font no smaller than 20 point.
• Include a title slide and reference slide. Be sure to use APA citations on the slides, in addition to the reference slide, to attribute each source.
• Your work should display superior content, organization, style, and mechanics.
• Save your presentation as a Microsoft PowerPoint.PPTX file.
• A typed transcript of your video will also be required as part of the assignment.

MOTORS AND MORE INC

You are hired as the HR director for the fictitious Motors and More, Inc. This business-to- business sales company manufactures small motors and accessories for industrial and home products. The industry is highly competitive and the company follows a prospector strategy. A prospector strategy takes advantage of new markets and products. Organizational emphasis is on growth, innovation, and new product development. A prospector wants to be first to the market. To respond to competitive and rapidly changing markets, prospectors have flexible, flat, and decentralized organizational structures. Motors and More is headquartered in a small southern town of 28,000 people, with a low unemployment rate of 3.1%. This means that demand for workers exceeds labor supply. There is a technical school and a community college within 50 miles of Motors and More. Motors and More’s president is a former military and is highly patriotic. He is committed to staying in the community. Recently, other local companies have experienced labor organizing activities. Motors and More employs 116 people. Until you were hired, there was no HR department. Recently, the organization’s employee turnover rate has been higher than normal. The marketing and sales department continues to sell products to an expanding market. Because of this increased product demand, output must be increased by 96 percent. In Motors and More, 88% of the employees are Caucasian. Except for one female supervisor in the customer service department, the president and all other managers are Caucasian men. Promotions have been based on seniority. Local labor market is approximately 48% minority, with a growing Hispanic and Kurdish population not fully accepted into the community. All the employees in manufacturing (including quality control), customer service and operations (responsible for shipping and receiving; distribution of raw materials, components parts and finished goods inventory; and maintenance and cleaning) have at least a high school degree or GED. The organization provides some skills training courses. Please refer to the organizational chart in Figure 1 for more details.

MGT 3302 Case study This case was adapted from McCain, D. (2007). Society for Human Resource Management. 

ASSIGNMENT 1. Describe a typical HR department, not one for Motors and More. Include: a. A chart for the HR department, with each position properly labeled (job title). [20 pts: a clear illustration of the chart (5 pts), positions properly labeled encompassing major HRM functions (10 pts), hierarchical structure (5pts)] b. For each position, show: i. Objective [10 pts]. ii. Expected outcomes [10 pts]. iii. Activities to perform to produce the expected outcomes [10 pts]. iv. Competencies necessary to perform the activities [10 pts]. 2. Given the size of Motors and More, indicate: a. Which positions identified in your typical HR department (#1 above) should be combined or eliminated to reduce the number of HR employees (10 pts). b. Create a new chart, specific for the HR department of Motors and More (10 pts). c. Identify and label each position in Motors and More’s HR Department chart (10 pts). d. For each position, show: i. Objective [10 pts]. ii. Expected outcomes [10 pts]. iii. Activities to perform to produce the expected outcomes [10 pts]. iv. Competencies necessary to perform the activities [10 pts]. 3. Discuss the differences in the organizational charts you showed in numbers 1 and 2 above [50 pts: listing the differences; explain why the positions or structures fit or works best in the organization in comparison with the typical chart; provide rationales based on the situations, characteristics, and goals of the Motors and More, Inc; other ideas or thoughts relating to the case study].

For this assignment, you will write a paper on the pharmacological management of the disease. The paper should include a review of the: Select a disease process that is of interest to you. Pathophysiology of the disease state. Review of the pharmacological agents used for treatment and important information related to advanced practice nurse. Each student will clearly write a title for this topic: For examples, “Pharmacological Effects of Anti-Hypertensive Medications in the Management of Hypertension”. Submission Instructions: The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling. The paper should be formatted per the current APA and 5-7 pages in length, excluding the title, abstract and references page. This assignment will be assessed through Turnitin. Incorporate a minimum of 5 current (published within the last five years) scholarly journal articles within your work.

TSL561 ECA Submission Guidelines

This ECA carries 50% of the course marks and is a compulsory component. It is to be done individually and not collaboratively with other students. You must submit it on time.

Question 1

This ECA is an individual project that requires you to design, in full detail, a grammar lesson of approximately one hour that focuses on one particular grammatical structure and gives attention to both form, meaning, and use. The lesson should be designed for a particular Singaporean teaching context or a teaching context you are familiar with. It should be theoretically sound, effective and contextually appropriate.

Specifically, you need to do the following.

1. To begin, describe the target class for which the lesson would be appropriate. Include in your description such characteristics as the age of the students, their learning goals, their level of proficiency, and the learning context such as a public or private school, an intensive or non-intensive learning context, anESL or an EFL context.
2. Next provide a complete description of the lesson. Be certain to include both a focus on form, either explicit or implicit, and a communicative task that requires students to use the target form in a communicative manner.
   In the lesson, include your learning objectives, the materials needed and a step- by-step description of what would happen in the lesson. The lesson plan should include enough detail that a substitute teacher would have a clear sense of what to do in the lesson.
   You should use the following format (adapted from Purgaon, 2014)

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Background of TSL561:

Context: ESL/EFL setting
Institution: Name of school, institute or programme
Course/level: e.g. Intermediate Reading or Literacy and Citizenship, or ESL 2
Students: Number of students and relevant details such as first language, age, educational level and learning goals
Overall course goals: e.g. Prepare students for university level writing or develop students’ conversational fluency or pass a specific examination

Lesson aim(s): e.g. Students will be introduced to and/or practise wh-questions Previous class work/what students know that prepares them for the lesson: e.g. Students are familiar with the formation and use of yes/no questions 

Procedures:
Give the step-by-step procedures of what will happen in the lesson using the table listed on the next page as your reference guide.

Note: Any textbook excerpt, handouts, or websites and media used in the lesson can be included in the appendix. Sources of such materials must be properly acknowledged with in-text citations and in the list of references.
3) After presenting your lesson, appraise the lesson in terms of its underlying approach. This section should critique the approach(es) exemplified in the lesson by addressing the following questions. Include citations from both the class and outside readings to support your appraisal.

1. What is the overall approach of the lesson? Is it basically a grammar translation lesson, a communicative language teaching lesson, a task- based teaching lesson or some other approach? What specific elements of the lesson exemplify this approach? What elements from other approaches are also included in the lesson?
2. How does the lesson address the issue of grammatical form? Which of the following approach was used: focus on form, focus on meaning or focus on formS? Does it include deductive or inductive noticing or both? Be certain to include specific example from the lesson to justify your appraisal of the lesson.
3. How does the lesson provide students with an understanding of how the target form can be used in a communicative context? Be certain to discuss why the communicative context you have selected provides a realistic situation for using the target form.

4) Evaluate the lessons in terms of its appropriateness for your target class. What specifically in the lesson leads you to conclude that this lesson is effective and contextually appropriate for your class?
Your ECA will be evaluated in terms of the following:

1. Clarity of the lesson plan and design of teaching materials (50 %)
2. Discussion of the approaches behind this lesson and its appropriateness for a particular context (50 %)
   Your ECA will be marked holistically. The weighting of the different parts merely gives an indication of their relative importance.

The word limit for your ECA is 3500 words (Times New Roman font size 12 point, double spaced, 2.54cm margins all round) excluding references and appendices. Please indicate the word count of your ECA at the end. Any text beyond the word limit will not be graded.
The ECA must be uploaded to Turnitin as ONE document. You are reminded that Turnitin can detect not only plagiarism but also texts generated by AI tools (e.g. ChatGPT). Please refer to “Guidance on Responsible Use of Generative AI Tools in Assignments”.

BUS201 Contract & Agency Law Tutor Marked Assignment | SUSS

Tutor-Marked Assignment (TMA)

This assignment is worth 20% of the final mark for BUS201 Contract & Agency Law.  

The cut-off date for this assignment is 09 February 2025, 2355hrs.  

The total length of the report should be no more than 5 pages (excluding the cover page, table of contents, and list of references), using Times New Roman font, size 12, 1.5-line spacing, and a 2.54-cm margin all around. All pages should be numbered.

In this assignment, you are expected to: 

• Analyse and evaluate decisions of reported cases critically to demonstrate an understanding of the legal principles learnt.  
• Apply Singapore case law and legislation to new situations to solve the problem or determine the most appropriate outcome.  
• Show well-developed written proficiency.   

Note to Students:  

Compose your report using Microsoft Office Word, and save it either as .doc or .docx (preferred).   

You are to include the following particulars in your submission: Course Code, Title of the TMA, SUSS PI No., Your Name and Submission Date.

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Question 1  

Chip and Dale are two friends who share a common interest in cycling. They each own an expensive Brompton foldable bicycle, which they use to navigate around Singapore during their cycling expeditions. The portability of the bicycle means that it can be it on public buses or trains without much hassle. 

One day, Chip left his bicycle outside a café as he went inside for a cup of coffee. He thought that he had secured his bicycle properly, but this was not the case. When he returned outside, he found that the bicycle had been stolen. Despite lodging a police report, as well as expending his best efforts in finding the bicycle, he could not locate its whereabouts.   

A few weeks later, Chip decided to buy a second-hand bicycle to replace his stolen bicycle. He searched online and found a discussion forum on a website called “Brompton Bros” for cycling enthusiasts, which also had a “buy and sell” thread. On this discussion thread, there was a seller by the nickname of “Hunter” who was looking to sell his Brompton bicycle. The post by Hunter stated as follows:  

                “One-year-old Brompton bicycle for sale. Model: T Line Urban, titanium construction. Cost was $7,900 but now selling at $4,000. Send

                             a private message to me for a fast deal. Will deliver to your preferred location.”

Chip was delighted to find this post, as the stated selling price of the bicycle in the post was a significant reduction from its usual retail price. Chip did not realise that “Hunter” was the online nickname of Dale, and it was actually Dale who was trying to sell his own Brompton bicycle because he wanted to upgrade to a newer model.  

On the same day that Chip saw the post by Hunter (Dale), which happened to be a Monday, Chip decided to create an online account with the nickname “Chipmunk”. He sent a private message through the website’s messaging function to Hunter (Dale) at 3.00 pm: 

                       “Hi! I am interested in buying the Brompton bicycle mentioned in your post. Can you do a better price, say, $3,500?” 

Hunter (Dale) replied at 4.00 pm (on the same day):  

                              “Hey bro, the listed price is already heavily discounted. I’m only letting it go because I am getting a new one. $4,000 is already the                                              best price. Do you want it?”  

Chip replied further at 5.00 pm (on the same day):  

                        “I am interested, let me think about it. Can you reserve it for me until this Friday?

Hunter (Dale) replied at 6.00 pm (on the same day):

                    “OK, but you must transfer a $100 deposit to my bank account via PayNow by tonight. If you decide not to buy in the end, this deposit is                                     non-refundable. My mobile number is 8766 9300.” 

When Chip received and read Hunter’s (Dale) message at 7.00 pm on the same day, he realised from the given mobile number that the online persona of Hunter is his friend Dale. Chip felt that this would make things easier. He quickly texted Dale through his mobile phone: 

                       “Hey, I am the ‘Chipmunk’ who messaged you on the website Brompton Bros to buy your bicycle. Now that I know it is you selling the bicycle, there is no need for us to talk about a deposit. I will let you know by this Friday whether I’m buying it.”  

Dale did not read this text message, as he was on a vacation in Thailand at that time and was using a different mobile phone. Even though Chip did not receive any further reply from Dale, Chip did not transfer the deposit of $100 as he thought that he does not need to do so since they were friends.  

On Wednesday (of that same week), while Dale was still in Thailand, he received a private message (through the Brompton Bros website) from another person called “Zipper”, who also wanted to buy his bicycle. As Dale thought that there was no reply from Chipmunk (Chip), Dale agreed to sell the bicycle to Zipper.  

When Dale returned to Singapore on Thursday (of that same week), Dale finally saw Chip’s text message on his original mobile phone. As Dale had already agreed to sell the bicycle to Zipper, Dale immediately called Chip to explain that he could no longer sell the bicycle to Chip. However, Chip was not happy about this, as he felt that there was some sort of agreement between them whereby the bicycle was reserved for Chip. 

• Explain whether there is a valid contract between Chip and Dale for the sale of the bicycle. In your answer, you should identify and discuss the four (4) elements of a contract.  (This means that you should also state and define the four elements of a contract, discuss the relevant legal rules associated with them, and apply the legal rules concerning the facts and circumstances described in the scenario.)  
• Identify and discuss one (1) method of alternative dispute resolution (“ADR”) which you would recommend to Chip and Dale to resolve their dispute. In your answer, you should compare and contrast your recommended ADR method with litigation and provide reasons for your recommendation. (You are not required to cite the Rules of Court.

1. Inspiration

Henry Petroski, a lifelong professor of engineering at Duke University, wrote in his book To Engineer is Human – The Role of Failure in Successful Design, “I believe that the concept of failure … is central to understanding engineering, for engineering design has as its first and foremost objective the obviation of failure. Thus, the colossal disasters that do occur are ultimately failures of design, but the lessons learned from those disasters can do more to advance engineering knowledge than all the successful machines and structures in the world. Indeed, failures appear to be inevitable in the wake of prolonged success, which encourages lower margins of safety. Failures in turn lead to greater safety margins and, hence, new periods of success. To understand what engineering is and what engineers do is to understand how failures can happen and how they can contribute more than successes to advance technology.” 

This assignment sets out to take the lessons learned from a failure analysis and apply them to a re-design; detailing the steps involved, from material selection, through design and calculation, material  testing  and  component  monitoring.  By  evaluating  the  mode-of-failure  and the contributing  factors  we,  as  engineers, are  able  to  apply  those  lessons  learned to  subsequent designs;  critically  evaluating  material selection,  design  structures  and  test  protocols  for  an improved design.    As Prof Petroski taught, engineering lessons may be learned from the infamous, industry-shaking disasters of  the past. One only needs  mention  Challenger, Chernobyl, Hyatt  Regency  Hotel or Tacoma Narrows to bring to mind the disastrous failings of those engineering designs. But valuable lessons can also be learned in our present, daily lives, looking closer to home at the objects and systems that we often take for granted. And such lessons are often best learned by understanding their failures…

2. Problem Description 

We encounter component failure in our daily lives. Whether it be in the form of worn-out brake pads, burnt out light bulbs, a buckled bicycle wheel, or simply a rickety table at home, we have all experienced the frustration at having things not work as we expect them to. As engineers our curiosity  drives us  to investigate, and  our solution-focused mindset often leads  us to  creative solutions and an inadvertent growth in our knowledge and understanding of how things work.

In  groups  of  five  (5)  you  are  tasked  with  conducting  a  thorough  failure  analysis  of  a  critical component, related to an encountered failed system identified in your daily life, and then, using those  lessons  learned,  re-design  the  system  or  component,  providing  a  complete  material selection rationale and material testing and component monitoring protocol. 
 
You are to critically evaluate  your  design,  considering  relevant  factors  such  as,  cost  implication,  manufacturing viability, ease-of-use and performance characteristics, to name but a few.   Your investigation must draw on the content covered in your Introduction to Materials Science and Engineering course (whether already covered in class, or requiring you to read ahead), while being supplemented with additional reading and case study analysis and interrogation. The use of AI for this assignment is  prohibited.  It  is your ability to research, interrogate and infer that  is being assessed.  As a group you are to prepare a recorded PowerPoint presentation reporting on all aspects of this investigation. You will then upload this presentation onto YouTube and provide the link in a PDF version of the presentation.

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3.Key Elements 

In approaching this assignment there are four key elements to consider, which may be used as milestones to guide your progression.

Task 1 – Case study specification and comprehensive failure analysis.  Take some time to observe the world around you, your daily patterns and the objects and systems you encounter. Identify systems or components exhibiting failure, and choose one to use as a case study. Document your findings in writing and with photographic evidence. Build a case study around this failure; determining the root cause of the failure by considering both the function and status of the system or identified critical component. Make  use  of  literature,  either  to  confirm  or demonstrate  your  suspicions  through comparative failure analyses.   
  
Task 2 – Re-design with specific material selection.  Evaluate  the  case  study  design  in  detail,  examining  each  associated  part  in  terms  of design, function and material selection. Drawing on the knowledge and techniques of Materials  Science  and  Engineering  suggest  and critically  evaluate  possible  corrective actions. Use this in a re-design, providing motivation and relevant calculation for every decision made.  

Task 3 – Manufacturing and processing techniques. A design is only as good as the means to implement it. Investigate the manufacturing and processing  techniques  required  to  realise  your  design.  Provide  a  motivated  design methodology for the manufacture of your system or component.  Task 4 – Critical evaluation and future recommendations. No design is perfect. Even the Deacon’s masterpiece1 failed (and in a most spectacular way!) and so take a step back, and critically evaluate your design. Identify the weak spots, the components that may have been over-specced, possibly even predict its failure (life and failure mode). Compare your design to the original, discuss the improvements made, and where and how future work may further mitigate failure.

4. Resources 

• Prescribed and recommended course textbooks. A link to the VitalSource page is given here, where you may purchase the Askeland, D.R. & Wright, W.J., Essentials of Materials Science & Engineering (4th Edition in SI units) ebook.
• Lecture notes as found on the Ulwazi course page. 
• Perform  a  literature  review,  obtaining  case  studies  for  analysis,  corroboration  and demonstration  as  well  as  additional  knowledge  regarding  failure  analysis,  material selection and design.
• MS PowerPoint for preparing your assignment deliverable.
• The Engineering Library also has a number of books on the subject of failure analysis and design.
•  The use of AI is prohibited for this assignment.

5. Group Participation

This  assignment is to be  conducted and  presented as  a  group of five  (5)  students,  and yet is assessed with both a group and an individual component (detailed further on in this brief). You are given the opportunity of selecting your own group members for this assignment