8 Jul 2023

Atomic Structure and Radiation in Health Care: A Comprehensive Guide UNIT-14 | Readings

Gain a thorough understanding of atomic structure, radiation, and their vital role in health care. Explore topics such as the differences between protons, neutrons, and electrons, the nature and properties of alpha, beta, gamma, and x-rays, safety procedures for radiation use, the applications of ionising radiation in monitoring and treatment, the use of radio isotopes in health care, medical uses of the electromagnetic spectrum, and the utilization of ultrasound in medical imaging and treatment. Expand your knowledge in this comprehensive guide.

 Keywords: atomic structure, protons, neutrons, electrons, mass, charge, alpha radiation, beta radiation, gamma radiation, x-rays, range in air, penetrating powers, safety procedures, ionising radiation, monitoring, treatment, Barium meal, soft body imaging, γ-rays, internal sources of radiation, radio isotopes, technetium-99m, Iodine-131, health care, electromagnetic spectrum, medical uses, ultrasound, medical imaging, treatment


 

Learning Outcomes

LO 1: Understand atomic structure

AC 1.1: Describe the fundamental differences between protons, neutrons and electrons in terms of mass and charge

LO 2: Understand the nature of alpha, beta and gamma radiation, and x-rays

AC 2.1: Explain how the range in air and penetrating powers of alpha, beta, gamma and x-rays are related to their nature and properties

AC 2.2: Explain the safety procedures followed when using alpha, beta and gamma radiation and x-rays

LO 3: Understand the main uses of ionising radiation in monitoring and treatment

AC 3.1: Explain the use of the Barium meal for soft body imaging

AC 3.2: Explain the use of γ-rays in imaging

AC 3.3: Explain the use of internal sources of radiation in treatment procedures

LO 4: Understand how radio isotopes are used in health care

AC 4.1: Explain how technetium-99m is generated

AC 4.2: Explain the use of Iodine-131 in thyroid investigations

LO 5: Understand the health applications of a selected part of electromagnetic spectrum

AC 5.1: Explain medical uses of parts of the electromagnetic spectrum

LO 6: Understand how ultrasound is used in health care

AC 6.1: Explain the use of ultrasonics in medical imaging and treatment


 

https://youtu.be/h6LPAwAmnCQ

https://youtu.be/5oUagoF_viQ

   

3.1: Explain the use of the barium meal for soft body imaging

Lesson 5 of 11

The use of ionising radiation in medicine includes both monitoring and treatment of patients and falls into two broad categories; radiography and radiotherapy. Radiography involves the production of an image to monitor or diagnose medical conditions (‘graph’ = from the Greek ‘to draw’ or ‘describe’), whereas radiotherapy involves some form of treatment of a disorder (‘therapeia’ = Greek for ‘healing’). 

https://youtu.be/EqGqsXF20zA

Radiotherapy

Radiotherapy uses ionising radiation to destroy cancer cells, and around 40% of people diagnosed with cancer will have it as part of their treatment. It can also be used before surgery to shrink a tumour so it’s easier to remove, or after surgery to kill off any cancer cells that survived the operation.

As an external process, high energy x-rays are focussed onto the patient in a very specific target area. The radiation damages cancer cells, causing them to die or stop growing. Healthy cells nearby are also damaged, but these are usually able to repair themselves and recover.

The patient needs to be positioned very carefully on the table of the machine to ensure that only the affected area is treated with the radiation beam.

Radiotherapy may also be delivered to a patient internally, using radioactive liquids and implants to attack cancerous cells more directly. Implants maybe wires and tubes placed in the patient to release radiation near cancer cells, then left in the body for a period of time from a few minutes to maybe days, or sometimes permanently.

  

https://youtu.be/xu_YYOAlZEw


3.2: Explain the use of γ-rays in imaging

Lesson 6 of 11

We learnt earlier in this unit that x-rays are produced by controlled electron bombardment in an appropriately designed machine. Gamma rays are very similar to x-rays but are produced by radioactive decay inside the nucleus of an atom.


If it helps to think of the radioactive nucleus as a tiny x-ray machine, you may start to appreciate how useful this may be. Radioactive nuclei can be attached to substances that can be put into the human body, which then produce detectable radiation from wherever those substances end up. These radioactive ‘tracers’ can be delivered into the body, by injection, ingestion, or inhalation, and by choosing appropriate radionuclides and carrier molecules the tracers can be targeted to specific body systems, specific organs, or even specific types of cell.


 Whereas x-rays are useful is providing us with an image of the body’s anatomy, i.e. what it looks like, gamma ray imaging provides us with a means to visualise what the body is doing. It provides a ‘functional’ image of the processes taking place in particular organs or development of tissues and bones.                  

     https://youtu.be/dxzdPCF1s8Y

 

    https://youtu.be/b5YzpBuV0fs

https://youtu.be/yrTy03O0gWw

 

Radioactive liquids to treat cancer are given either as a drink or by injection. Examples include:

    Radioactive phosphorus – used for blood disorders

    Radioactive radium – used for cancer that has spread to the bones

    Radioactive strontium – used for secondary bone cancers

    Radioactive iodine – used for benign thyroid conditions and thyroid cancer.

 As with the radioactive tracers used in PET scans described earlier, the radioactive part of the liquid may be attached to another substance, which is designed to take the isotope into the tumour.

Radioactive implants

Internal radiotherapy implants are radioactive metal wires, seeds, or tubes put into your body, inside or close to a tumour. In temporary brachytherapy, a highly radioactive material is placed inside a catheter or slender tube for a specific amount of time – often just a few minutes, sometimes a few days – and then withdrawn. The radiation dose is determined by the activity of the radioisotope and the duration of the treatment.


 In some types of cancer, small metal implants, or seeds, are left in the body permanently – this is known as permanent brachytherapy. These implants may be made of radioactive gold or contain radioactive iodine or another appropriate radioisotope. They give a very high dose of radiation to the area of the cancer cells. The radiation dose in this case is determined by the activity of the radioisotope and its half-life (see below).

 4.1: Explain how technetium-99m is generated

Lesson 8 of 11

Sources of radiation that are administered to humans internally have to be chosen carefully. By injection, ingestion or inhalation, a patient is given a low dosage radioisotope that is targeted to reach a specific organ. The radioisotope needs to produce radioactive emissions of sufficient strength to impact the organ to be treated, or to be detected by the sensors. We do not want to cause danger to the patient’s health, however, by prolonging their exposure to the radiation longer than is necessary.

Isotopes

As we discovered earlier, the number of protons in an atom determines what element it is, e.g.


One proton = hydrogen


Two protons = helium


Six protons = carbon


79 protons = gold


 …and so on.

Different number of protons = Different element

If the number of protons in the nucleus changes, it becomes a different element. But if the number of neutrons changes, we have the same element but with a greater or lesser atomic mass, and which is potentially unstable.


An isotope is an atom with the same number of protons, but a different number of neutrons. For example, the most common form of Hydrogen has just one proton and a single orbiting electron. If it had an extra proton it would become Helium, a different element. But if it has an extra neutron or more, it just gains mass and becomes more unstable. If an atom is unstable, it is likely to break down and emit radiation. This is radioactive decay.


https://youtu.be/pnlO_5NLkbg

Barium sulphate, as used in a ‘barium meal’ procedure described earlier, has a half-life of only 10 days. That means that after 10 days half the radioactive atoms have decayed; and after 50 days (five half-lives) 90% of the radioactive atoms have decayed to a stable product. Though in fact most of it will have been removed from the body by ‘natural biological functions’.

By contrast, carbon-14, as used in ‘carbon dating’ processes, has a radioactive half-life of around 5700 years. That means that something excavated from the Bronze Age, circa 3300BC, will contain around half the number of carbon-14 atoms that it had when it was buried.

Technetium-99m is a radioactive tracer that is used in twenty million medical diagnostic procedures per year. It is used for imaging and studying organs such as the brain, heart muscle, thyroid, lungs, liver, gallbladder and kidneys, as well as the skeleton and blood and for the investigation of tumours.

It does not occur naturally, so let’s have a look at its ancestral line of isotopes.

https://youtu.be/CVG-YEhPHtQ\

6.1: Explain the use of ultrasonics in medical imaging and treatment

Lesson 11 of 11

What is a sound wave?

A sound wave is a sequence of vibrations in the air or other medium. They are ‘pulses’ that travel through materials as the particles are compressed together and stretched apart. The vibrations travel through air at a speed of 340 metres per second; in solids the vibrations travel much faster. At higher altitudes, where the air is thinner and the molecules are spaced further apart, sound travels much slower. In a vacuum (like space), sound cannot travel through at all. This is because there are no molecules to transfer the vibrations.

https://youtu.be/qNf9nzvnd1k

Piezoelectric crystals vibrate in response to an alternating voltage, and when placed against a patient’s skin and driven at high frequencies produce ultrasound pulses that travel through the body. As they travel outwards and encounter different layers within the body the ultrasound waves are reflected back towards the source.

The returning signal drives the crystals in reverse and produces an electronic signal that is processed to construct the image.

Here’s a ‘60 seconds of science’ explanation that covers the ultrasound scanner.

https://youtu.be/I1Bdp2tMFsY

Applications of ultrasound imaging

Ultrasound is used to help physicians investigate symptoms such as pain, swelling and infection, and can help to diagnose a variety of conditions in most of the organs of the body including the heart and blood vessels, the liver, kidneys, brain, and eyes. Ultrasound of the heart is commonly called an “echocardiogram” or “echo” for short. It can scan for abnormalities and tumours in the breasts, testicles, and thyroid. It is frequently used to scan the foetus in pregnant patients, and to examine the hips and spine in young infants.


Ultrasound is also used to guide procedures such as needle biopsies, in which needles are used to sample cells from an abnormal area for laboratory testing, and to guide radiotherapy implants such as used to treat prostate cancer.


 A variation on the standard ultrasound scan is ‘Doppler ultrasound’, which can provide important information on blood flow.

 

https://youtu.be/Vsl1P3lotTU

To study the health effects of Hanford's iodine-131, researchers investigated a group of people with a wide range of radiation doses to the thyroid. In this way, researchers could compare groups of people with similar characteristics (such as lifestyle and diet) but different levels of exposure.

Other studies suggest that young children may be the most susceptible to the effects of radiation on the thyroid gland. Therefore, the HTDS selected participants who were young children when Hanford releases of iodine-131 were highest. Scientists also ensured that the HTDS participants included many people who lived in areas around Hanford where the highest thyroid radiation doses occurred.

From a sampling of 5,199 birth records, scientists were able to locate 3,440 people who were both willing to participate and able to provide the necessary data for evaluation of thyroid disease.

Participants underwent complete evaluations for thyroid disease, and provided detailed information about the places they lived and the quantities and sources of the food and milk they consumed.

For each type of thyroid disease, the research team examined how the rates of disease varied in relation to participants' estimated radiation doses from Hanford's iodine-131.

 

Pre-Master’s Programme Science and Technology question paper

Pre-Master’s Programme Science and Technology

Examination August 2021 Duration 2 hours




Section A

Answer ALL the question

Q1. Name the world’s first digital computer 1 MARK
Q2 Name the world’s first business computer 1 MARK
Q3 Name the three  great ships designed and built by Isambard kingdom Brunel
1.
2.
3.
3 MARK
Q4. Name the first major engineering project completed by Isambard Kingdom Brunel and his father Marc Brunel
1 MARK
Q5 Thomas Edison invented the light bulb

True or False [underline one]

1 MARK
Q6 Name three people who influenced Darwin’s thinking on evolution.

1.
2.
3.
3 MARK
Q7 Name three scientists who contributed to the development of the vacuum tube

1.
2.
3.
3 MARK
Q8 Fred Sanger won two Nobel prizes in Chemistry
True or False  [underline one]

1 MARK
Q9 List the three co-inventors of the transistor
1.
2.
3.
3 MARK

Q10 Tim Berners-Lee invented the internet

True or False  [underline one]

1 MARK
Q11 Marc Andreessen created both the Mosaic browser and Netscape Navigator browser True or False  [underline one]
1 MARK
 
Q12 Sir Paul Nurse strongly believes that recent global warming is due to man’s over-utilisation of fossil fuels

True or False  [underline one]

1 MARK

 

 

TOTAL 20 MARKS

 

Section B

Answer ANY four 4 questions only.

Q1 Write a brief essay on the evolutionary and revolutionary development of the world wide web, making reference to H.G.Well, Vannevar Bush, J.C.R.Licklider, Tim Berners-Lee, Marc Andreessen. 
20 MARKS


Q2 Write brief notes on two of the following:

[1] Bletchley Park and the Colossus.

10 MARKS

[2] Fred Sanger

10 MARKS

[3] The invention of the transistor

10 MARKS

[4] Leonardo da Vinci

10 MARKS

20 MARKS
 
Q3 Write a brief essay on the life and works of Thomas Edison.How does Edison’s approach to invention compare to the approach of the modern inventors Kia Silverbrook and Shunpei Yamazaki? 

20 MARKS
Q4.Write a brief essay on  the science behind global warming and tackling climate change. 

20 MARKS
Q5 Write brief notes on the life and works of Charles Darwin. Indicate those natural
philosophers[scientists] and others who influenced Darwin’s thinking prior to the publication of The Origin of Species.

20 MARKS
Q6 Write a brief essay on the life and works of Isambard Kingdom Brunel.

20 MARKS
Q7 The meeting of Tycho Brahe, Johannes Kepler and Holy Roman Emperor Rudolph II was a seminal moment in the history of science. Explain.

20 MARKS

Q8 Write brief notes on the development of the modern computer.

20 MARKS

Q9

1.       Which measure of central tendency should be used with caution when working with numerical data?  Give a reason for your answer and also suggest where this measure is more appropriately used.

[4]

2.       Provide a possible chart type that might be used for presenting data in each the following cases, giving a justification of your choices:
a)       Where there are two pieces of information regarding a person/object.
b)      Where there is a lot of data that can be put into groups.

[4]

3.       Briefly discuss some basic principles you should adhere to when presenting data in chart form. 
Also state which method of presentation you should generally avoid in a scientific context.

[4]

4.       Discuss what is meant by the term ‘skewed’ when referring to a data set, and how this would affect which measure of central tendency and associated measure of spread you would use.

[8]

20 MARKS



How to Improve Quality of Care in a Care Setting | BUS6004 | Assignment Brief ||

BUS6004

 

Quality Management in a Care Setting

 

Essay

 

  Date for Submission: Please refer to the timetable on ilearn

 

(The submission portal on ilearn will close at 14:00 UK time on the date of submission)

 

 

 

Page  of 6

 

 

 

Assignment Brief

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As part of the formal assessment for the programme you are required to submit a Quality Management in a Care Setting essay. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

 

Learning Outcomes:

 

1.         Critically analyse the need for their care setting to achieve the best possible outcomes for the service user.

 

2.         Critically discuss the performance of teams.

 

3.         Critically discuss the management of continuous quality improvement. 

 

4.         Reflect upon strategies that develop, maintain and evaluate systems and structures to promote the rights, responsibilities and diversity of service users in their setting.

 

Graduate attributes: Discipline Expertise 

 

Knowledge and understanding of chosen field. Possess a range of skills to operate within this sector, have a keen awareness of current developments in working practice being well positioned to respond to change. 

 

 

Maximum word count: 4,000 words

 

Please note that exceeding the word count by over 10% will result in a reduction in grade by the same percentage that the word count is exceeded.  

 

 

You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.

 

Assessment Task - Essay

 

This assessment is worth 100% of the total marks for the module.

 

Question 1

 

Using specific examples from own practice to support your discussion, make a case for why care settings must achieve the best possible outcome for users off service in their care.

 

Note: Also consider the advantages of outcome-based care, challenges experienced in implementing it in your practice. Are there success stories or case studies to share?

 

                                                      (40 marks)

(1500 words)

(LO 1)

Question 2

 

With reference to a relevant team development and motivation theory, critically discuss the performance of teams in managing Continuous Quality Improvement (CQI) in care settings.

 

Note: Consider using CQI tools and frameworks to support your critical debate.

 

(40 marks)

(1500 words)

(LO 2 & 3)

 

 

Question 3

 

Using a recognised reflective model or tool, evaluate strategies, systems and structures used in health and social care practices to promote the rights, responsibilities and diversity of service users.

 

Note: Consider the role of critical reflection in evaluating strategies, systems, structures and policies in supporting the principles of support for working in Health and Social Care.

 

 (20 marks)

(1000 words)

(LO 4)

 

 

 

             

Page  of 6

 

 

 

Formative Feedback

 

You have the opportunity to submit a draft assignment to receive formative feedback.

  

The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.  

 

If you are a distance learning student, you should submit your work, by email, to your tutor, no later than 2 weeks before the actual submission deadline. If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.  

 

Formative feedback will not be given to work submitted after the above date or the date specified by your tutor - if a blended learning student. 

 

Student Guidelines

image

 

 

You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system. 

 

The My Study Skills Area on iLearn contains useful resources relating to referencing.

 

You must use the AU Harvard Referencing method in your assignment.

 

Additional notes: 

 

Students are required to indicate the exact word count on the title page of the assessment. 

 

The word count excludes the title page, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count. See ‘Word Count Policy’ on the homepage of this module for more information. 

 

 

 

  

Page 4 of 6

[1515]

 

Submission Guidance

 

Assignments submitted late will not be accepted and will be marked as a 0% fail.

 

Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn. 

 

You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area). 
 

Assessment Criteria (Learning objectives covered - all)

Level 6 study represents the student’s increasing autonomy and independence in relation to their knowledge, understanding and skills. At Level 6, students are expected to demonstrate problem solving skills in both practical and theoretical contexts. This should be supported by an understanding of appropriate theory, creativity in expression and thought based on independent but informed judgments. Students should demonstrate the ability to seek out, invoke, analyse and evaluate competing theories and claims to knowledge and work in a critically constructive manner. Work at this level is articulate, coherent and skilled.

Grade 

Mark Bands

Generic Assessment Criteria

First   (1)

80%+

 

An exceptional knowledge base exploring and analysing the discipline, its theory and any associated ethical considerations. The work demonstrates extraordinary independence of thought and originality. There is exceptional management of learning resources and a high degree of autonomy is demonstrated which goes above and beyond the brief. The work demonstrates intellectual originality and creativity. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could be considered for internal publication.

7079%

 

An excellent information base within which the discipline is explored and analysed. There is considerable originality in the approach and the work demonstrates confidence and autonomy and extends to consider ethical issues. Learning resources have been managed with exceptional confidence and the work exceeds the assessment brief. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, an excellent level of professional skills are demonstrated and the work demonstrates a high level of intellectual and academic skills.

Upper second

(2:1)

6069%

 

A very good knowledge base which explores and analyses the discipline, its theory and any associated ethical issues. There is evidence of some originality and independence of thought. A very good range of learning resources underpin the work and there is clear evidence of self-directed research. The work demonstrates the ability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are good, expression is accurate overall and the work is consistently referenced throughout.

Lower second 

(2:2)

5059%

 

A satisfactory understanding of the discipline which supports some analysis, evaluation and problem-solving within the discipline. There may be reference to some of the ethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall and the work is planned and structured with some thought. Professional skills are satisfactory (where appropriate). The work may lack originality but academic and intellectual skills are moving into the critical domain. The work is referenced throughout.

Third

(3) 

4049%

 

Basic level of performance in which there are some omissions in the understanding of the subject, its underpinning theory and ethical considerations. There is little evidence of independent thought and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work.

Marginal

Fail 

3039%

 

A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic and intellectual skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.

 

29% and below

A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.

 

 

LLBQLD003 LAW4003 Criminal Law Assessment

 

 

 

 

 

 

 

 

 

 

 

LLBQLD003

LAW4003

 

Criminal Law

 

Assessment

 

 

 

 

 

 

 

 

Date for Submission: Please refer to the timetable on ilearn

 

 

 

(The submission portal on ilearn will close at 14:00 UK time

on the date of submission)

 

 

 

 

Assignment Brief

image

 

As part of the formal assessment for the programme, you are required to submit a Criminal Law assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

 

Learning Outcomes:

 

After completing this module you should be able to:

 

1.    Understand the key legal principles underpinning aspects of criminal law, and their wider context.

2.    Analyse and evaluate liability in relation to criminal offences, and the related doctrines, tests and precedents.

3.    Identify and examine defences to liability for criminal offences, particularly the circumstances in which they may be used.

4.    Examine how the criminal law is evolving and the potential impact on determining liability.

 

Your assignment should include: a title page containing your student number, the module name, the submission deadline and a word count; the appendices if relevant; and a reference list in OSCOLA format. You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.

 

Warning: 

QLD Regulations require that unfair practice findings are referred to the SRA (Solicitors Regulation Authority) and BSB (Bar Standards Board) and can prevent admission as a barrister or a solicitor. Take your referencing seriously. Do not risk your career.

 

 

Maximum word count: 3,000 words

Please note that exceeding the word count will result in a reduction in grade proportionate to the number of words used in excess of the permitted limit. 

 

Re-sits:

 

If you are re-sitting this assessment for the first time, you may re-work your original submission if you wish. However, if this is your third attempt at this assessment, you must submit a piece of work which is substantially different from your first two attempts.

 

 

 

 

 

Assignment Task

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This assignment consists of THREE parts. You must answer all parts, parts A, B and C.

 

Scenario  

Arden Music Festival is a weekend long music festival held every year in the lovely

Warwickshire countryside. Visitors to the festival stay in tents in the festival village. 

The Arden Music Festival has been criticised for damaging the environment. At the event this year, there is a protest march which has been organised to raise awareness of the environmental impact of music festivals. Fred and Eliza are taking part in the protest march.   Fred suffers from a medical condition and has not taken his medication that morning, causing him to be disorientated. During the march Fred sees Igor standing near to the main entrance shouting at the protestors. Fred is cross that Igor doesn’t agree with the march. Fred shouts at Igor “I dare you to come here and say that! I’ll show you what I think”. Fred then throws a full can of cola at Igor. The can hits Igor, causing a bruise and graze to his cheek.  

Sally and Cody also decide to attend the Arden Music Festival and stay in a tent in the festival village.  Their tent was located approximately 300 metres from the medical tent. Whilst at the music festival, Cody told Sally that he had purchased some hallucinogenic Class A drugs to help them enjoy the event.  Sally and Cody have taken this particular type of hallucinogenic Class A drug together before; neither have had adverse reactions to the drug. Cody and Sally decide to take the drugs in the tent. Cody gave Sally the drugs.   Cody gave Sally a stronger dose than normal.  Sally took the drugs.  Cody also thought it would be fun if he filmed Sally whilst she took the drugs, this was something he had done before. 

On this occasion, Sally has a negative reaction to the drugs. After taking the drugs, and over a four-hour period, Sally’s health started to deteriorate and she was clearly in pain.  Sally’s pain continued to get worse and she started to scream wildly before collapsing in the tent. 

 

 

Cody panicked, he had already been in trouble with the police earlier in the month and was concerned that if he broke the law again, he would end up in prison. Cody telephoned  his friend Dave.  Dave told Cody to get medical help for Sally.  Cody said that he was worried about getting into trouble with the police and then ended the call with Dave.  Sally’s health continued to deteriorate and she struggled to breathe. Cody did not seek help from the medical tent or attempt to get Sally any medical attention. Cody continued to take photographs and video Sally as she struggled to take breath.  

Sally died. 

 

Part A:

 

Write a letter of advice to Fred. 

 

Write the letter in a professional manner and in a style that could be understood by Fred. In particular focus on:

 

       Identifying the non-fatal offence Fred has been charged with

       Setting out liability for the offence

       Whether not taking his medication can be used as a defence by Fred

 

 

Marks will be awarded for reference to supporting case law and legislation.

(33 marks)

 

Part B:

 

Discuss whether Cody would be liable for any offence in relation to Sally.  Identify:

 

       Which offence Cody would be liable for and why

       Whether Cody meets the actus reus and mens rea for the offence

       You should not address issues around criminal liability for the drug possession/offences. 

 

 

Marks will be awarded for reference to supporting case law and legislation.

(33  Marks)

 

 

Part C

The issue of dishonesty was considered by the Supreme Court in  the case of Ivey v Genting Casinos [2017] UKSC 67. Analyse the impact of Ivey on the dishonesty test in criminal proceedings.  

Use case law and legislation to support your answer.  

(34  Marks)

Formative Feedback 

image

You have the opportunity to submit a detailed plan to receive formative feedback. 

 

The feedback is designed to help you develop your work and reach the next level. Formative feedback aids development in this and future modules. It helps you progress to becoming an independent learner. 

 

If you are a distance learning student, your work must be submitted by email to your tutor by email at least two weeks before the assessment submission date.  if you are a distance learning student.  If you are a blended learning student then your tutor will provide you with the date for formative feedback.  This is to allow time for you to reflect on the feedback and draft your final submission. Formative feedback requests submitted outside the above restrictions may not be fulfilled, and feedback will normally only be provided once.

                                                                                                 

 

Guidelines

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Guidelines for students studying the LLB (Hons) Qualifying Law Degree  

 

You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging case law and ensure this is referenced using the OSCOLA system. The My Study Skills Area contains an OSCOLA Referencing Interactive Tutorial. You must use the OSCOLA referencing method in your assignment. 

 

OSCOLA Quick Reference Guide

 

OSCOLA Full Reference Guide

 

Warning

QLD (LLB) Regulations require that unfair practice findings are referred to the SRA (Solicitors Regulation Authority) and BSB (Bar Standards Board) and can prevent admission as a barrister or a solicitor. Take your referencing seriously. Do not risk you career.

 

Guidelines for students studying the BA Joint Honours programmes 

 

You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system (See “Referencing Guide‟ in the Study Skills Guide in My Resources). You must use the AU Harvard referencing method in your assignment.

 

Guide to Harvard Referencing:

http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Harvard_Quick_Ref_Guide.pdf

 

Guide to Harvard Citation: http://moodle.bl.rdi.co.uk/guides/HarvardRef/AU_Guide_to_Harvard_Citation.pdf

 

 

 

Additional notes:

 

Students are required to indicate the exact word count on the title page of the assessment.  

  

The word count excludes the title page, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count See ‘Word Count Policy’ on the homepage of this module for more information.  

 

Assignments submitted late will not be accepted and will be marked as a 0% fail. 

 

Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn. 

 

You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area).


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Assessment Criteria : Level 4  

 

 

Level 4 is the first stage on the student journey into undergraduate study. At Level 4 students will be developing their knowledge and understanding of the discipline and will be expected to demonstrate some of those skills and competences. Student are expected to express their ideas clearly and to structure and develop academic arguments in their work. Students will begin to apply the theory which underpins the subject and will start to explore how this relates to other areas of their learning and any ethical considerations as appropriate. Students will begin to develop self-awareness of their own academic and professional development. 

 

Grade

Mark Bands

Generic Assessment Criteria

First 

(1)

 80%+

Outstanding performance which demonstrates the ability to analyse the subject area and to confidently apply theory whilst showing awareness of any relevant ethical considerations.

The work shows an excellent level of competence and confidence in managing appropriate sources and materials, initiative and excellent academic writing skills and professional skills (where appropriate). The work shows originality of thought.

70-

79%

Excellent performance which demonstrates the ability to analyse the subject and apply theory whilst showing some awareness of any relevant ethical considerations.

The work shows a high level of competence in managing sources and materials, initiative and very good academic writing skills and professional skills (where appropriate). The work shows originality of thought.

Upper second

(2:1)

60-

69%

Very good performance which demonstrates the ability to analyse the subject and apply some theory. 

The work shows a good level of competence in managing sources and materials and some initiative. Academic writing skills are good and expression remains accurate overall. Good professional skills (where appropriate). The work shows some original thought.

Lower second  (2:2)

50-

59%

A satisfactory to good performance which begins to analyse the subject and apply some underpinning theory. 

The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are satisfactory and expression remains accurate overall although the piece may lack structure. Satisfactory professional skills (where appropriate). The work lacks some original thought.

Third

(3) 

40-

49%

Basic level of performance in which there are some omissions in understanding the subject, its underpinning theory and ethical considerations. 

The work shows a basic use of sources and materials. Academic writing skills are limited and there are some errors in expression and the work may lack structure overall.

There are some difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.

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Marginal

fail 

30-

39%

Limited performance in which there are omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic writing skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.

 

29% and below

A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. 

The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.

 

 

 

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