Overview
The purpose of this unit is to further develop understanding and application of the concept of reconciliation in various context, including workplaces and communities. The unit examines discourses and case studies about reconciliation. Experiential learning will be used to explore competing views on reconciliation and its continuing relevance to society. The unit is mandatory for students enrolled in the Bachelor of Social Work course
Details
Pre-requisites or Co-requisites
SOWK11015 Professional Communication in Human Services OR (SOWK11012 Introduction to Social Work A AND SOWK11013 Introduction to Social Work B).
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Personal email received.
Thank you so much for this course.I thoroughly enjoyed your input throughout the course and how we were able to look at things holistically. I felt your participation and passion the whole way through.
Continue to enhance students learning, understanding and engagement.
Feedback from The big red button evaluation survey.
The course offered a great deal of valuable information. The lecturer does not have a problem with explaining things to students and is very helpful when feeling unsure with the tasks.
Continue to engage with students by communicating with them when they need further clarity or support with assignments.
- Explain the concept of reconciliation in the context of the Australian community and workplace.
- Discuss the issues associated with reconciliation in the Australian context including how current debate affects workplace relations.
- Apply reconciliation principles to policies in the workplace and community.
- Develop skills and knowledge as to how to engage with people from different cultures in the workplace and community with a view to promoting reconciliation.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Group Discussion - 25% | ||||
| 2 - Portfolio - 35% | ||||
| 3 - Written Assessment - 40% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Group Discussion - 25% | ||||||||||
| 2 - Portfolio - 35% | ||||||||||
| 3 - Written Assessment - 40% | ||||||||||
Textbooks
Our Voices : Aboriginal and Torres Strait Islander social work
Edition: 1 (2013)
Authors: Bennett, B., Green, S., Gilbert,S., Bessarab, D.
Palgrave Macmillan
South Yarra South Yarra , VIC , Australia
ISBN: 9781420256734
Binding: Paperback
Additional Textbook Information
Our Voices Aboriginal and Torres Strait Islander Social Work
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Microsoft Word
- ZOOM
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
k.moore@cqu.edu.au
Module/Topic
Module 1: What is Reconciliation?
Introduction to the unit and Moodle site. Understand the unit learning outcomes; assessment items and criteria; and participation in group discussions in the moodle blog site.
Chapter
Events and Submissions/Topic
Read, learn and understand the Appropriate Terminology and Welcome and Acknowledgement of Country protocol documents.
Read, learn and understand the Appropriate Terminology and Welcome and Acknowledgement of Country protocol documents.
Module/Topic
Module 2: What is reconciliation and why have it?
Chapter
Events and Submissions/Topic
ONLINE FORUM 1 - DUE
Module/Topic
Module 3: From protection to reconciliation and workplace legislation.
Chapter
Events and Submissions/Topic
ONLINE FORUM 2 - DUE
Module/Topic
Module 4: Diversity of Aboriginal and Torres Strait Island cultures and communities.
Chapter
Events and Submissions/Topic
ONLINE FORUM 3 - DUE
Module/Topic
Module 5: Confronting stereotypes at home, at play and at the workplace.
Chapter
Events and Submissions/Topic
ONLINE FORM 4 - DUE
Module/Topic
Chapter
Events and Submissions/Topic
NO FURTHER ONLINE FORUMS
Module/Topic
Module 6: Reconciliation in government, governance and policy.
Chapter
Events and Submissions/Topic
Module/Topic
Module 7: Reconciliation in community and organisations.
Chapter
Events and Submissions/Topic
Module/Topic
Module 8: Reconciliation in the family.
Chapter
Events and Submissions/Topic
Module/Topic
Module 9: Social Policy: case study
Chapter
Events and Submissions/Topic
Module/Topic
Module 10: Community and organisations: case study
Chapter
Events and Submissions/Topic
Module/Topic
Module 11: Family: case study
Chapter
Events and Submissions/Topic
Module/Topic
Module 12: Reconciliation, a global comparison: Australian, New Zealand, South Africa and East Timor approaches.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
There is no residential attached to this unit. All learning in this unit is via the moodle site.
1 Group Discussion
Discussing Reconciliation - online forum & final summary
FOCUS STATEMENT
Join discussion threads in Moodle to discuss topics relevant to Reconciliation. Each week an issue or question for discussion will be posted on the unit's Moodle site. Your task is to participate each week in each of the discussions that are generated in week’s two to five (weeks 2- 5) inclusive. These comments should demonstrate your understanding of the weekly question, together with the research that you have undertaken in response to it. You must also show evidence that you have engaged with the debate by responding to the postings of other students.
YOUR ROLE:
Weeks two to five (2 to 5) Forum Discussions (250 min - 350 words max)
Students are to provide a comment at 250 - 350 words in length. Your comments must cover these four (4) aspects :
- be focused on developing and contributing to an exploration, understanding and critique of the weekly topic or question,
- include your personal opinion as an informal approach,
- include an academic standard with quote correctly referenced and,
- ensure that you are actively using your professional communication skills and knowledge, and AASW Code of Ethics and Practice Standards; in that you are respectful of people's worldview, belief and value system, and also able to engage in advocacy of a respectful nature should you feel that an expressed opinion is of a judgmental, discriminatory, and/or disrespectful manner. The Unit Coordinator reserves the right to remove any posts that are deemed inappropriate or/and not in line with the values and beliefs of the AASW.
Final Summary (600 words)
Students are to submit a final summary at the end of week 10. The final summary must be a piece of reflective writing that will inform practice for the future (reflexive practice) of 600 words. Students are encouraged to use the material posted on the forums, but make ensure this is cited (ie. the date you posted this information/response on the forum and the forum you posted this on).
Students are to respond to:
"As a result of collaborating and discussion with peers on the varied topics regarding Reconciliation my practice framework has transformed by..."
Please note: students are encouraged to write in first person for both products. Please be mindful to present personal belief with the use of "I believe".
Week 10 Friday (22 Sept 2017) 11:45 pm AEST
A weekly discussion from weeks 2-5 Students must participate in every discussion to be marked/graded on this assessment. Final Summary due at end of Week 10.
Week 12 Friday (6 Oct 2017)
Providing they have been submitted by the due date, assignments will be returned within approximately three weeks.
| Criteria | High Distinction | Distinction | Credit | Pass | Fail |
| Presentation and Development; of main points and arguments/approach was relevant to the topic. The use of appropriate terminology. Four (4) by entries of 150 - 250 words in length (within 10% of word limit). | Excellent presentation & development of main points. | Very good presentation & development of main points | Good presentation & development of main points. | Adequate presentation & development of main points. | Inadequate development of main points. |
| Use of key concepts: comments should demonstrate your understanding of the weekly discussions from the unit relevant to the topics. | Excellent level of understanding consistently demonstrated across topics 2 - 5. | Very good level of understanding demonstrated across the majority of topics 2-5. | Good level of understanding demonstrated across the majority of topics 2-5 | Adequate level of understanding demonstrated across the majority of topics 2-5. | Inadequate level of understanding demonstrated across the majority of topics 2-5 |
| Introduction: states aims, purpose, structure and background of the topic. (Macquarie) | Excellent level of writing ability demonstrated. | Very good level of writing ability demonstrated. | Good level of writing ability demonstrated. | Adequate level of writing ability demonstrated. | Inadequate level of writing ability demonstrated. |
| Breadth of reading: a minimum of SIX (6) books, journals, (credible) websites (Harvard) used over the topics 2 - 5, and included in the final summary (task 2) | Excellent level of research and referencing. (6 + sources, no errors made in referencing) | Very good level of research and referencing. (6 + resources and no errors in referencing) | Good level of research and referencing. (6-8 resources, and limited errors in referencing) | Adequate level of research and referencing. (6 resources, and some errors in referencing) | Inadequate level of research and referencing. (5 or less, and ongoing errors with referencing) |
| Task 1 and 2: Analysis of major findings: use of appropriate examples and supporting evidence points or arguments presented in weekly online postings and in final summary. | Excellent level of analysis is evident, and examples/evidence. | Very good level of analysis is evident and examples/evidence.. | Good level of analysis is evident, and examples/evidence. | Adequate level of analysis is evident, examples/evidence was adequate. | Analysis was inadequate, and not supported by evidence or examples. |
| Task 2: Final Summary: coming to a final position on the topic with overview and final summary of main points/arguments of topics. | High level understanding of 'Reconciliation' demonstrated in final summary. | Very good understanding of 'Reconciliation' demonstrated in final summary. | Good level of understanding re: 'Reconciliation' demonstrated in final summary. | Adequate level of understanding re: 'Reconciliation' demonstrated in final summary. | Inadequate level of understanding in re: to Reconciliation was presented in final summary. |
| Task 2: Final Summary - Presentation: attention to grammar and spelling; including paragraph structure and clarity of expression. Legibility and format: line spacing, font, margins, style etc. | Excellent presentation and accuracy in written expression (no errors). | Very good presentation and accuracy in written expression (minimal errors) | Good presentation and accuracy in written expression (some errors) | Adequate presentation and accuracy in written expression (some errors) | Inadequate presentation and accuracy in written expression (many errors cited). |
- Explain the concept of reconciliation in the context of the Australian community and workplace.
- Discuss the issues associated with reconciliation in the Australian context including how current debate affects workplace relations.
- Apply reconciliation principles to policies in the workplace and community.
- Communication
- Information Literacy
2 Portfolio
Reconciliation Week Workforce Training Day Plan/Program - Peer Partnership (pairs)
Focus statement:
In this assessment you and a peer (i.e. in pairs) are required to plan a workplace training day for a human service agency. The main focus of this activity is to encourage the workgroup outlined in the scenario to participate in the process of reconciliation through reflective and reflexive practice. The product will need to demonstrate a clear understanding of the ideas behind the concept of reconciliation.
Your role:
You are both social work students undertaking field placement in a human service agency, called "Teens Time Out". The agency provides support for young people aged 13 years old to 18 years old with 'drop in' sessions, advocacy and information, and individual support work. The team is made up of Team Leader (Social Work qualified), social workers and youth workers.
Your social worker supervisor and the team leader have asked you and the other student (your peer) to team up and undertake a task as part of a field education learning experience. The task is to create a one day training/workshop for staff in the agency with the aim/purpose to recognise the importance of the National Reconciliation Week and provide a space for the team to reflect on reconciliation in the workplace; the current issues, the impact on service delivery, reflections on practice (individual and team) and reflexive practice (individual and team).
Product/Performance:
You and your peer are to create a one day training day/workshop for the work group. The team leader has assigned a budget of five thousand dollars ($5000) to the training event to spend on what you both believe would benefit the overall experience for the workers, the agency and service delivery. Please provide and prepare a very brief budget.
The training day/workshop must be interactive, engaging and meaningful for all participants, and create a safe and supportive space to deliver up to date information, share information, provide reflective activities that encourage and engage individual workers to consider on how reconciliation impacts on their practice framework, including their values and beliefs (incorporating key areas of the AASW Code of Ethics and Practice Standards) and group work activities in order for the team to consider how reconciliation impacts on service delivery, reflect on this, and create reflexive approaches.
The word count is maximum 1000 words. You will not lose marks for a word count under 1000 words. There are proforma on the moodle site to assist.
PLEASE NOTE: You are not required and nor should you deliver this training for the purpose of this assessment.
Please chose a training partner by the end of week 1, if a partner for the project has not be chosen by this time the unit coordinator reserves the right to pair you with a peer.
Week 6 Friday (25 Aug 2017) 11:45 pm AEST
Please ensure you use proformas available on the moodle site, and upload assessment to moodle.
Week 8 Friday (8 Sept 2017)
Feedback will be given via moodle
Both members of the partnership will receive an identical/same grade.
| Criteria............................................................... | High Distinction | Distinction | Credit | Pass | Fail |
| Presentation and activities in the training plan; outline of the topic, appropriate terminology used, engagement of audience in interactive and information sessions. There is a level of fluidity in the training day program; start, middle, and ending.Use of budget to create a training program and environment. | Excellent training program created Creative and engaging using the budget available. |
Very good training program created. Budget was used very well to create a opportunities to enhance learning. |
Good training program created. Budget was used well. | Adequate training program created. Budget used. | Inadequate training program created.Budget not used/spent or spent on inappropriate/irrelevant resources/materials/items. |
| Key concepts: the training program/plan is relevant to the topic; Reconciliation in the Workplace - current issues, impact on service delivery, and workplace culture. | Highly relevant topics threaded into activities/sessions in program. | Very good topics chosen to thread into activities/sessions in program. | Good topics chosen to thread into activities/sessions in program. | Adequate topics chosen to thread into activities/sessions in program. | Inadequate topics chosen and no clear links to activities chosen. |
| Training Program; states aims, purpose, activities to achieve the overall key concepts of Reconciliation in the Workplace. | Highly developed structure; aims, purpose outlined. | Very good structure; aims, purpose outlined. | Good structure; aims, purpose outlined. | Adequate structure; aims and purpose outlined. | No clear purpose, aims outlined, with poor structure to the overall program. |
| Academic writing: Accuracy of grammar, spelling, and punctuation. | Excellent level of writing. (no errors) | Very good level of writing (limited errors) | Good level of writing (some errors) | Adequate writing (numerous errors) | Inadequate writing (numerous errors making the paper difficult to understand and read) |
| Referencing and research: Adherence to Author-Date referencing system. Concepts are researched and supported by relevant literature. Activities are based on research conducted in relation to group work, training sessions and/or organisational training. | No referencing errors. Excellent level of research. | No referencing errors. Very good level of research. | Limited referencing errors. Good level of research. | Referencing errors. Adequate level of research. | Poor/limited referencing and research. |
| Reflective and Reflexive practice; is clearly understood by the demonstration of relevant activities and/or sessions (individual and team) included in the days training program. Links are made to key documentation by AASW; Code of Ethics and Practice Standards. | Excellent use of reflective and reflexive activities/sessions. Activities underpinned by AASW documentation. | Very good use of reflective and reflexive activities/sessions. Activities underpinned/clearly linked to AASW documentation. | Good use of reflective and reflexive activities/sessions.Activities underpinned/clearly linked to aspects of AASW documentation. | Some use of reflective and reflexive activities/sessions. | Nil to poor use of reflective and reflexive activities/sessions. |
- Explain the concept of reconciliation in the context of the Australian community and workplace.
- Discuss the issues associated with reconciliation in the Australian context including how current debate affects workplace relations.
- Develop skills and knowledge as to how to engage with people from different cultures in the workplace and community with a view to promoting reconciliation.
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
3 Written Assessment
Major Essay
Product:
Critical Essay - The essay is to between 1800 to 2000 words; wordage may vary by 10% (above wordage maximum or below), references and appendices are not included in the word count.
Topics: (please chose one)
With reference to the unit material and independent reading and research, write a critical essay addressing ONE of the following topics:
- Critically discuss the establishment of the ‘Council for Aboriginal Reconciliation’ in 1991 and its impact on improving Aboriginal and/or Torres Strait Islander participation in Australia’s social and political life.
- Analyse the arguments for and against a treaty with Aboriginal Australia.
- Discuss the implications of the Government’s response to the judicial judgments in Australia for Indigenous people.
- Examine the life, political activity and contribution of two people (one Aboriginal, one non- Aboriginal) involved in the political struggle for Aboriginal reconciliation.
- Critically examine the notion of ‘self-determination’ for Aboriginal people.
- Discuss the context and significance for reconciliation in the workplace of one of the following events: The Pilbara Strike, Wave Hill Strike, the Tent Embassy, Bridge-walk 2000, National Sorry Day, and the Australian Government’s Apology to Australia’s Indigenous Peoples on 13 February, 2008.
- ‘Aboriginal children are pawns in the politics of guilt and pity.’ Critically consider this statement with respect to the role of both foster care and adoption in Australian child welfare policies.
- Compare and contrast Australia’s ‘Reconciliation Movement’ with the ‘Truth & Reconciliation’ process in South Africa.
- To what extent is the reconciliation process a spiritual process?
- There can be no authentic reconciliation without forgiveness. Critically discuss.
Assessment Presentation:
Please ensure you have:
• Justified your paragraphs (Ctrl+J)
• 1.15-1.5 spaced lines
• Size 12 font.
• Font: Calbri, Times New Roman or Arial
• There is a clear introduction and conclusion.
• Paragraphs are easily identifiable.
Cover sheet requirements:
• Name, student number
• Subject title and number.
Week 12 Friday (6 Oct 2017) 11:45 pm AEST
UPLOAD TO MOODLE. please see report presentation requirements in Assessment outline.
Exam Week Friday (20 Oct 2017)
Feedback will be given via moodle
| Criteria................................................................... | High Distinction | Distinction | Credit | Pass | Fail |
| Development; of main points and arguments/approach was relevant to the topic. The use of appropriate terminology. | Excellent development of main points. | Very good development of main points | Good development of main points. | Adequate development of main points. | Inadequate development of main points. |
| Use of key concepts: comments should demonstrate your understanding of the weekly discussions from the unit relevant to the topics. | Excellent level of understanding consistently demonstrated across topics 2 - 10. | Very good level of understanding demonstrated across the majority of topics 2-10. | Good level of understanding demonstrated across the majority of topics 2-10 | Adequate level of understanding demonstrated across the majority of topics 2-10. | Inadequate level of understanding demonstrated across the majority of topics 2-10 |
| Introduction: states aims, purpose, structure and background of the topic. (Macquarie) | Excellent level of writing ability demonstrated. | Very good level of writing ability demonstrated. | Good level of writing ability demonstrated. | Adequate level of writing ability demonstrated. | Inadequate level of writing ability demonstrated. |
| Breadth of reading: a minimum of SIX (6) books, journals, (credible) websites (Harvard) used over the topics 2 - 10, and included in the final summary (task 2) | Excellent level of research and referencing. (6 + sources, no errors made in referencing) | Very good level of research and referencing. (6 + resources and no errors in referencing) | Good level of research and referencing. (6-8 resources, and limited errors in referencing) | Adequate level of research and referencing. (6 resources, and some errors in referencing) | Inadequate level of research and referencing. (5 or less, and ongoing errors with referencing) |
| Analysis of major findings: use of appropriate examples and supporting evidence points or arguments presented in weekly online postings and in final summary. | Excellent level of analysis is evident, and examples/evidence. | Very good level of analysis is evident and examples/evidence.. | Good level of analysis is evident, and examples/evidence. | Adequate level of analysis is evident, examples/evidence was adequate. | Analysis was inadequate, and not supported by evidence or examples. |
| Conclusion: coming to a final position on the topic with overview and final summary of main points/arguments of topics. | High level understanding of 'Reconciliation' demonstrated in final summary. | Very good understanding of 'Reconciliation' demonstrated in final summary. | Good level of understanding re: 'Reconciliation' demonstrated in final summary. | Adequate level of understanding re: 'Reconciliation' demonstrated in final summary. | Inadequate level of understanding in re: to Reconciliation was presented in final summary. |
| Attention to grammar and spelling; including paragraph structure and clarity of expression. Legibility and format: line spacing, font, margins, style etc. Word length. Minimal use Personal Pronouns | Excellent presentation and accuracy in written expression (no errors). | Very good presentation and accuracy in written expression (minimal errors) | Good presentation and accuracy in written expression (some errors) | Adequate presentation and accuracy in written expression (some errors) | Inadequate presentation and accuracy in written expression (many errors cited). |
- Explain the concept of reconciliation in the context of the Australian community and workplace.
- Discuss the issues associated with reconciliation in the Australian context including how current debate affects workplace relations.
- Apply reconciliation principles to policies in the workplace and community.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
