2. Review ot Signiticant
Literature, Drawing of Varied
Sources
There is a variety of material
cited, some excellent references
located. Just make sure you don t
have too many MDPI references.
A few is fine.
3. Structure and Framing of
Argument
This one definitely needs some
work. Just think about how you
want the narrative to flow overall
rather than having so many short
subsections. It then almost feels
like repetition or confusing when
you return to topics in greater
depth later.
4.Writing Style
I tend to be stingy with the
subheaders, but I think you would
benefit from cutting a lot of
yours. If it's one or two short
paragraphs per section, it feels
more superficial. Additionally,
some of the writing, especially
opening lines, are a little clunky.
5. Formatting and Referencing
Over all very good. Watch out for
et al.s in the bibliography.

There are a few things I think
would benefit from further
thought once your proposal is
submitted.
I think you need to take a step
back from this and rejig the
structure a little to present your
work in the best possible light.
Currently you have a lot of broken
up small points that make the
review look much more
superficial than it actually is. I
think you just need to take some
time to sort consolidate all those
'bits' into a bigger story.
1. Critical Analysis and Depth of
Relevant Literature and
Identification of Core
Concepts
Concepts are clearly identified,
but I think they require greater
depth of enquiry and discussion.
Criticality is all shoved into
section 1.1.10 in a very odd way
that feels a bit arbitrary.
2. Review of Significant
Literature, Drawing of Varied
Sources
There is a variety of material
nitan eama nuanllant enfaranone

Learning Outcomes
Discipline-specific:
• Assess organisation-wide marketing challenges
that may be broached by significant research
projects.
• Propose qualitative and quantitative methods OR
action research methods for further
understanding considerable marketing
challenges.
• Apply critical thinking when analysing academic
papers and evaluating methodologies
• Consider the ethical implications of the project
• Demonstrate skills in academic writing and
referencing
Al-specific:
• Develop skills in using Al tools for planning and
organising research
• Critically evaluate Al-generated suggestions for
research planning
• Document and reflect on Al use in the research
process
Assessment Description
You will complete a 5,000 – 6,000 word project
proposal outlining the project you intend to undertake
in Semester 2 and 3. This assessment follows AIAS
Level 2 – Al Planning, which means you may use Al
tools for planning and organisation, but not for
content generation or writing.
What is expected?
Outline Structure of the proposal document
Criteria
Title Page
Indicative Word
count
Not included in your
word count
Note (Pointers)
Table of Contents
List of Tables/Figures
Not included in your
word count
Not included in your
word count
Title of project
Name; Student Number
Module
Submitted to – Lecturer name
List of all sections – page
numbers
List of any tables or figures you
have in the main body of your

Summary
The aim of this module is to facilitate the development of
your research ideas to form a proposal which will provide
the foundation for you to continue with your research
project (January – August 2026). The more you put into
this stage of research strategy development the easier it
will be for you to continue to complete your project in the
next phase of your study. It will help to focus your
thoughts and give you a template to follow for the final
hurdle!
Al Engagement Terms
• Al Planning: Using Al tools to help organise
research, create outlines, and structure your
approach-without generating the actual
content
• Drafting: The process of writing your own content
based on your understanding of the literature. Al
tools should not be used for this process.
• Researching: The process of identifying,
accessing, and reading relevant literature. Al
can help identify potential sources but cannot
replace your critical reading and evaluation.
• Critically Engaging with Al: Evaluating Al
suggestions for relevance, accuracy, and
appropriateness before incorporating them into
your planning.
Al Usage Documentation Requirements
For each stage of your literature review process
where you use Al tools for planning:
1. Document the specific Al tool used (e.g.,
ChatGPT, Claude, Bard)
2. Describe the prompt or query you provided to
the Al
3. Explain how you used the Al output in your
planning process
4. Reflect on the strengths and limitations of the Al

Advanced practice nursing requires specific education, credentials, and competencies. Write a 1- 2 page paper discussing the following: In line with her professional responsibilities, Althea must first rule out pregnancy before she considers prescribing medication for Jasmine's nausea. Discuss the delicate balance between respecting patient autonomy and Althea's responsibility to ensure Jasmine's well-being. Is it ethical for Althea to be insistent about ruling out pregnancy, even if the patient is resistant? Althea is new in her role of nurse practioner. Discuss the competencies registered nurses will develop as they becomes a nurse practitioners. Which of these competencies does Althea demonstrate in this scenario?
rubic Critically reviews personal and professional knowledge, values, and ethics and articulates new perspectives as a result of reviewing the scenario Demonstrates superior connection between the scenario and the course objectives; applies several course concepts and literature Articulates transformation of their perspective, as a future advanced practice nurse, about the issues in the scenario

BTM0BEA Business & Tourism Management BlueWave Adventures – Navigating Tourism Ethics

To use relevant industry documentation to demonstrate an understanding of the ethics and professional principles that govern the tourism industry

To produce actionable strategies that demonstrate the commitment to ensuring compliance with industry standards

To reflect and identify personal development goals and apply these to the tourism industry

You have been hired as an Ethics and Compliance Coordinator to reflect on a case in business ethics and professional conduct in the tourism workplace. Use the case scenario to prepare your assignment.

Based on this scenario, identify two skills, knowledge and experience you will need to address the ethical situation in the case scenario

Case: BlueWave Adventures is a UK-based travel company specialising in adventure and eco-tourism packages. It markets itself as an “ethical choice for travellers,” emphasising responsible travel, community benefit, and environmental stewardship. The company is a member of: World Tourism Organisation (UNWTO) and ABTA. 

Recently, BlueWave has launched a new product: the “Rainforest Discovery Tour” in Costa Rica. This 10-day package includes guided rainforest treks, wildlife viewing, cultural visits to indigenous villages, and homestays with local families.

Your Role:

You have been hired as Ethics and Compliance Coordinator at BlueWave Adventures. Your task is to review these issues, reflect on how professional principles and industry standards apply, and propose practical strategies to ensure compliance and maintain the company’s ethical reputation

1. Describe the ethical and professional challenges in the “Rainforest Discovery Tour” case.
2. Analyse these ethical and professional challenges in relation to tourism industry standards (e.g., UNWTO Code of Ethics, ABTA Code of Conduct, relevant employment and environmental guidelines).
3. Propose actionable strategies that would ensure compliance with industry standards and demonstrate BlueWave’s commitment to responsible tourism.
4. Reflect on how your personal values and understanding of ethical tourism shapes your approach to addressing these challenges. Include ONE reflective theory and at least two skills that you would need to address the ethical situation in the case scenario.

To cover all the required aspects of the reflective writing assignment thoroughly, the assignment is divided into sections with the word limit for each section. This can be found in the assignment guide document.

Imagine, you are a civil servant working for a large criminal justice organisation.
You have been tasked by your manager to create a contemporary report that critically
evaluates and analyses the current issues with one of the following transnational
criminal justice issues:Modern slavery and human trafficking
2. Police misconduct in the international arena
3. The criminal justice response to transnational cybercrime
4. The problems with ‘sex tourism’ and the CJS responseYou have been told that you must include the following in your report:
a) The scope of the problem
b) Statistical information related to the issue
c) CJS responses – internationally and domestically
d) The effectiveness of these responses
e) Recommendations for the futureThere is no further information, but the report needs to be of an appropriate quality so
your manager can present it to the senior leaders of the organisation.

Imagine, you are a civil servant working for a large criminal justice organisation.
You have been tasked by your manager to create a contemporary report that critically
evaluates and analyses the current issues with one of the following transnational
criminal justice issues:Modern slavery and human trafficking
2. Police misconduct in the international arena
3. The criminal justice response to transnational cybercrime
4. The problems with ‘sex tourism’ and the CJS responseYou have been told that you must include the following in your report:
a) The scope of the problem
b) Statistical information related to the issue
c) CJS responses – internationally and domestically
d) The effectiveness of these responses
e) Recommendations for the futureThere is no further information, but the report needs to be of an appropriate quality so
your manager can present it to the senior leaders of the organisation.

As you have seen this week, pedophilia and child molestation are two different things. An adult who has sexual contact with an underage minor is a child molester and has committed a crime. A pedophile, on the other hand, is a person with a psychiatric disorder in which they are involuntarily attracted to prepubescent children. Only if they act upon the attraction has a crime been committed. Many individuals with pedophilia actually hate their uncontrollable urges and desires. Many resist acting upon their urges and desires for moral reasons—because they know it would be wrong. In contrast, molesting or sexually assaulting a child is a sex crime and morally wrong no matter the reason.

For this Assignment, you will examine a real-life case involving a pedophile who is also a child molester. You will evaluate the influences and motivations that may have led this pedophile to act on their urges and become a child molester.

Review the Learning Resources for this Assignment.

Consider the trait profiles of and the similarities and differences between pedophiles and child molesters.

Identify a real-life case involving a pedophile who was also a child molester on which to focus for this Assignment.

Conduct your own research online and/or in the Walden Library to identify three or more credible sources of information/evidence (e.g., court documents, documentaries, journal articles, news reports, etc.) about the case you selected.

Consider the influences and motivations that led the perpetrator in the case to engage in the behavior.

Use the APA Course Paper Template (APA 7) found in this week’s Learning Resources to complete your Assignment.

Assignment (3–4 pages, not including title and references pages)

Address the following in your paper:

Evaluate the trait profiles of pedophiles and child molesters.

Describe the ways in which the two trait profiles are similar.

Describe the ways in which the two trait profiles are different.

Describe the factors (i.e., psychological, environmental, or sociological) that may lead to the specific traits associated with each profile.

Identify the real-life case you selected involving a pedophile who was also a child molester.

Evaluate the influences and motivations that may have led the perpetrator to engage in the behavior.

Describe any triggers in their life that may have impelled them toward the behavior.

Describe which traits (from the trait profiles you addressed earlier) are most applicable to the perpetrator.

Describe which traits you believe may have impelled them to become a child molester and actually commit a criminal offense(s) against a minor(s)

EDPROFST 762 Assignment 2

Scenario-based interactive oral on meso-level coaching approaches

Word limit: 15 minutes
Weighting: 30%
Due date: 12-17 January 2026

After you have read this information, go to the Assignment 2 Q&A discussion board to ask any questions and see what your peers are saying about this assignment.

Assignment Purpose

Educational leaders play a crucial role in selecting and refining coaching approaches to achieve their coaching purposes within their specific context. In this task, you must explain and apply scholarly theory and research to advise a colleague on how to select and refine meso-level coaching | mentoring approaches for particular purposes in your context. This assignment supports course learning outcomes 1, 2, 5 and 7.

Assignment Details

What Is An Interactive Oral?

An interactive oral is an authentic, educationally aligned conversation in which you draw on knowledge from the course to demonstrate your understanding of the material. It is not a question-and-answer oral exam. Your interactive oral will be conducted with one of the course lecturers, who will take on the role of your peer in an authentic, scenario-based conversation that mimics a real-world professional situation. During this conversation, you will present and discuss how you might adapt and select coaching | mentoring approaches to develop professional capacity for a particular purpose in your setting.

The Authentic Context

You and a peer are the leaders responsible for designing a coaching | mentoring programme in your educational organisation. It is early days – leaders and teachers have agreed that a coaching and mentoring programme would support the development of professional capacity in your organisation. Still, as yet, there is not agreement on specific coaching | mentoring purposes. Your peer will come from the same sector setting as you. For example, if you are in early childhood, they will assume the role (as much as possible) of an early childhood educator.

The Authentic Scenario

At your last meeting, you and your colleague found yourself talking at cross-purposes due to different opinions on the nature and quality of effective meso-level coaching and mentoring approaches. When you mentioned that the models and concepts that you’d recently learnt at a coaching | mentoring course could help the two of you reach a shared understanding of meso-level approaches, your colleague was enthusiastic to know more. The focus of this meeting is to develop a mutual understanding of how meso-level coaching approaches can be selected and adapted to suit different purposes in your context. The focus is not to identify a particular purpose or meso-level approach, but to explore how the models and concepts you’ve learnt from the course can inform choices about meso-level approaches for different purposes and conditions in your context. For example, what coaching and mentoring purposes might a dialogic approach be suited to, compared to a facilitative approach? What attributes of a meso-level approach are necessary to promote adaptive expertise? Which meso-level approaches require high levels of expertise for either the coach or the coachee?

A reciprocal, interactive conversation is necessary to build mutual understanding because each of you brings different knowledge and experience to the conversation:

You bring knowledge of models and concepts that can be applied to inform the selection and adaptation of meso-level approaches to suit specific purposes and contexts.

Your colleague, who has just attended a meeting with your organisation’s senior leaders, brings some potential ideas about purposes and barriers/enablers to coaching | mentoring in your context.

Meeting Format

You have 15 minutes with your colleague.

In the first 5 minutes, you will provide a presentation to your colleague, to introduce them to key ideas related to the following:

Adaptive expertise, and why it is critical for leading or teaching in your organisation.

The key implications of adaptive expertise for meso-level approaches.

A meso-level coaching model and how it can be used to support you in selecting and refining coaching and mentoring for your organisation.

In the next 10 minutes, you will engage in an authentic conversation with your peer to grow mutual understanding. Your peer will aim to listen carefully and probe to deepen their understanding of theories, concepts, and their implications. During the conversation (based on their meeting with senior leaders), your peer will also offer up particular purposes and barriers/enablers, so that you may debate how the course concepts and ideas can be applied depending on specific purposes and barriers/enablers.