IUMW

MODULE GUIDE

Faculty: FESS

Module Code: BPE 3133

Program: PSYCHOLOGY

Module Name: HEALTH PSYCHOLOGY Module Edition SEPT 2020

Version:

Year / Semester: YEAR 3 / SEMESTER 5 Academic 2020

Year:

Credits: 3 Pre-Requisites: N/A

Academics NURUL RASHIDAH

in-charge & email: rashidah@[Link]

Approved Date: 9 Sept 2022 Approved by: Dr. Mimi Fitriana

Faculty of Education and Social Sciences

International University of Malaya-Wales
MODULE SYNOPSIS

IUMW-ACD 02-02 Rev. 01 (16.03.20)

 MODULE GUIDE
Health Psychology (BPE 3133)

This module aims to introduce students to health psychology and how behaviour contributes to
either health or illness. Furthermore, this module examines how a person’s behaviour, thoughts,
personality, and attitudes influence his or her behaviour. The interplay between a person’s
coping mechanisms and the level of stress in his life will also be explored.

LEARNING OUTCOMES

Upon the successful completion of this module, the student should be able to:
LO1. To explain the role that psychology plays in health and illness.
LO2. To compare and contrast the selected theoretical models in health psychology.
LO3. To analyse the relationships between
a. Stress, stressors, and health behaviours;
b. Non-communicable diseases and health behaviours.
LO4. To apply health psychology knowledge in real-life setting.

OUTLINE DELIVERY

1 Introduction
Description: Definitions and overview

2 Conducting Health Research

Description: How do health psychologists do research?

3 Four Main Behavioural Factors: Smoking Tobacco, and Using Alcohol and Other Drugs
Description: Understanding factors which can impact health and how we can change

4 Four Main Behavioural Factors: Eating and Weight, Exercising

Description: Understanding factors which can impact health and how we can change

5 Seeking Health Care

Description: What drives people to seek health care?

6 Adhering to Medical Advice

Description: How do we encourage people to stick to good health advice?

7 Defining, Measuring, and Managing Stress

Description: What is stress?

8 Understanding Stress & Disease

Description: Looking at how stress can be linked to disease(s)

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 MODULE GUIDE
Health Psychology (BPE 3133)

9 Living with Chronic Illness

Description: Exploring the impact of chronic illnesses

10 Behavioural Factors in CVD

Description: Example of behavioural factors which health psychologists can target for
cardiovascular disease

11 Understanding & Managing Pain

Description: Chronic pain is a growing issue among the community, how do we assist people
who have it?

WEEKLY LESSON OUTLINE

Week Date Lesson Platform

(subject to change)

1 12 Sept Introduction + Assignment Discussion Online

2 19 Sept Conducting Health Research Online

3 26 Sept Seeking Health Care Online

4 3 Oct Adhering to Medical Advice Physical

5 10 Oct Defining, Measuring, and Managing Stress Physical

6 17 Oct Understanding Stress & Disease Online

7 24 Oct Understanding Stress & Disease Online

31 Oct – 6 Nov Semester Break

8 7 Nov Living with Chronic Illness Physical

9 14 Nov Class Activity / Trip Physical

IUMW-ACD 02-02 Rev. 01 (16.03.20)

 MODULE GUIDE
Health Psychology (BPE 3133)
10 21 Nov Behavioural Factors in CVD Physical

11 28 Nov Understanding & Managing Pain Physical

12 5 Dis Project Demo Physical

13 12 Dis Project Demo Physical

14 19 Dis Exam Review Physical

READING LIST & RESOURCES

Reading List Remarks

Sarafino, E. P., & Smith, T. W. (2016). Health psychology:

Biopsychosocial interactions. (9th ed.). John Wiley & Sons.

Brannon, L., Feist, J., & Updegraff, J. (2018). Health

psychology: An introduction to behaviour and health. (9th
ed.). Cengage Learning.

IUMW-ACD 02-02 Rev. 01 (16.03.20)

 MODULE GUIDE
Health Psychology (BPE 3133)
ONLINE ACCESS

You can access this module information via the following channel:

1. Open Learning
Link: [Link]
Course Name: BPE 3133 Health Psychology
Access code: BPE3133

2. Teams meeting (online classes)

Link: [Link]
join/19%3ameeting_NDMxZjA1YTYtYWNmMS00MzI3LTk0N2QtYWM0ZDUxNTk2ZTU5
%40thread.v2/0?context=%7b%22Tid%22%3a%22da462836-3965-457f-9345-
459f72b101bf%22%2c%22Oid%22%3a%221e9d53be-fac9-481e-8fd4-
64c082f7ac58%22%7d

ASSESSMENT

No Assessment Details Value Due Date

(%)
1 Assignment – Students are tasked with conducting 60 Week 11
Changing their own behaviour-modification (both report
Health programme designed to change a and
Behaviour - health-relevant behaviour. presentation)
Report (40%) 2/12/2022
and LO1: To explain the role that Friday
11.59 p.m.
Presentation psychology plays in health and illness.
Video: Open
(20%) Learning
(Individual LO2: To compare and contrast the Report: Turnitin

assignment) selected theoretical models in health

psychology.

LO3: To analyse the relationships

between
[Link], stressors, and health
behaviours;
[Link]-communicable diseases and
health behaviours.

LO4: To apply health psychology

IUMW-ACD 02-02 Rev. 01 (16.03.20)

 MODULE GUIDE
Health Psychology (BPE 3133)
knowledge in real-life setting.

2 Final Exam LO2: To compare and contrast the 40 Finals Week

selected theoretical models in health
psychology.

LO4: To apply health psychology

knowledge in real-life setting.

FEEDBACK

You are entitled to feedback on your performance for all your assessed work. For all
assessment tasks that are not examinations, feedback should be within 20 working days from
the date of submission. This might be extended to 30 days for a Major Project module (please
note that working days excludes from public holiday). The feedback could either be online, in
the classroom or any other platform utilised by the lecturer.

How to view your feedback in Turnitin Grademark

Click on the class that you wish to view and then you will see the assignments for the module
listed. Click the blue view button to open up the document viewer.

The Document Viewer will open and the main feedback on your work is shown in the General
Comments:

IUMW-ACD 02-02 Rev. 01 (16.03.20)

 MODULE GUIDE
Health Psychology (BPE 3133)

ASSIGNMENT BRIEF (please see document entitled Health Psychology Assignment)

IUMW-ACD 02-02 Rev. 01 (16.03.20)

 Module Learning Outcomes
(from module syllabus)

LO1. To explain the role that psychology plays in health and illness.
LO2. To compare and contrast the selected theoretical models in health psychology.
LO3. To analyse the relationships between
a. Stress, stressors, and health behaviours;
b. Non-communicable diseases and health behaviours.
LO4. To apply health psychology knowledge in real-life setting.

Text
TASK DESCRIPTION

This is an individual assignment.

Using relevant research and theoretical literature, conduct your own behaviour-modification programme
designed to change a health-relevant behaviour. The behaviour can include (but is not limited to the
following):

• Healthy eating
• Increasing physical activity
• Reducing or preventing smoking
• Reducing alcohol consumption
• Improving coping strategies to stress.

You will need to engage in this programme for a minimum of six (6) weeks.

In your report:
• Review the background literature you used to develop and support your programme
• Describe the chosen behaviour and the programme you used
• Discuss the degree of effectiveness of the programme for you
• Specify factors which you believe contributed to your programme’s effectiveness/ineffectiveness and
what could be incorporated to make the programme more effective

Some additional guidelines/suggestions:

• Be specific with the behaviour you wish to change
• Describe the context in which the behaviour occurs. Under what conditions are you most and least
likely to engage in the behaviour you wish to change?
• List down situational and personal factors which tend to increase or decrease said behaviour
• Identify barriers and facilitators of behaviour change
• Describe the strategies you used to alter the behaviour
• Use graphs or a recording system to monitor the behaviour

Your report should not be more than 2,500 words and should follow the APA format (where applicable).
Please include relevant appendices and your report should include scholarly references which should not
be older than 10 years.

Your video can be fashioned as a vlog, as a system to keep track of how you are doing throughout your
programme. Feel free to make it interesting and fun. You may use an array of multimedia in your video.
Page 2 of 9
 Both your report and video are due on Week 11. Please find both your report rubric and video rubric
below.

Requirements:
• You are required to submit a soft copy of your report through Turnitin
• Your assignment should not exceed 2500 words
• You are required to have articles as supporting evidence
• Remember to cite and reference (as per APA style) your assignment
• Page numbers should be at the upper right hand corner
• Your total marks will be weighted to 40%.

Submission Date:
• Week 14, December 24, 2022, latest by 11.59p.m.

GUIDANCE FOR STUDENTS IN THE COMPLETION OF

TASKS
NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.

1. Engagement with Literature Skills

Your work must be informed and supported by scholarly material that is relevant to and focused on the
task(s) set; you should make use of scholarly reviews and primary sources, where appropriate (for
example, refereed research articles and/or original materials appropriate to the discipline). You should
provide evidence that you have accessed a wide range of sources, which may be academic, governmental
and industrial; these sources may include academic journal articles, textbooks, current news articles,
organisational documents, and websites. You should consider the credibility of your sources; academic
journals are normally highly credible sources while websites require careful consideration/selection and
should be used sparingly. Any sources you use should be current and up-to-date, mostly published within
the last five years or so, though seminal/important works in the field may be older. You must provide
evidence of your research/own reading throughout your work, using a suitable referencing system,
including in-text citations in the main body of your work and a reference list at the end of your work.

Guidance specific to this assessment:

2. Knowledge and Understanding Skills

At level 6, you should be able to demonstrate coherent and detailed knowledge and a systematic
understanding of the subject area, at least some of which is informed by the latest research and/or
advanced scholarship within the discipline. You should be aware of the uncertainty, ambiguity and limits of
knowledge. Your work must demonstrate the growing extent of your knowledge and systematic
understanding of concepts and underlying principles associated with the subject area. Knowledge relates
to the facts, information and skills you have acquired through your learning. You demonstrate your
understanding by interpreting the meaning of the facts and information (knowledge). This means that you
need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the
task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your
understanding. Your mark/grade will also depend upon the extent to which you demonstrate your
knowledge and understanding; ideally each should be complete and detailed, with comprehensive
coverage.

Guidance specific to this assessment:

3. Cognitive and Intellectual Skills

You should be able to: critically evaluate evidence, arguments, assumptions, abstract concepts and data
some of which are at the forefront of a discipline (and that may be incomplete) to devise and sustain
arguments, to make judgements and/or solve problems; describe and comment upon particular aspects of
Page 3 of 9
current research, or equivalent advanced scholarship, in the discipline Your work must contain evidence of
logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down
into parts, make inferences, compile, compare and contrast information. This means not just describing
what! But also justifying: Why? How? When? Who? Where? At what cost? At all times, you must provide
justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others
within the subject area is crucial to you providing a reasoned and informed debate within your work.
Furthermore, you should provide evidence that you are able to make sound judgements and convincing
arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from
the content of your work. Where relevant, alternative solutions and recommendations may be proposed.

Guidance specific to this assessment:

4. Practical Skills
At level 6, you should be able to apply the methods and techniques that you have learned to review,
consolidate, extend and apply your knowledge and understanding, and to initiate and carry out projects.
You will deploy accurately established techniques of analysis and enquiry relevant to the discipline, and
apply them in complex and unpredictable contexts, to devise and sustain arguments and/or to solve
problems. You should be able to frame appropriate questions to achieve a solution - or identify a range of
solutions. You should be able to demonstrate how the subject-related concepts and ideas relate to real
world situations and/or a particular context. How do they work in practice? You will deploy models,
methods, techniques, and/or theories, in that context or circumstances, to assess current situations,
perhaps to formulate plans or solutions to solve problems, or to create artefacts, some of which may be
innovative and creative. This is likely to involve, for instance, the use of real world artefacts, examples and
cases, the application of a model within an organisation and/or benchmarking one theory or organisation
against others based on stated criteria. You should show awareness of the limitations of concepts and
theories when applied in particular contexts.

Guidance specific to this assessment:

5. Transferable Skills for Life and Professional Practice

Your work must provide evidence of the qualities and transferable skills necessary for graduate-level
employment requiring the exercise of initiative and personal responsibility and decision-making in complex
and unpredictable circumstances. This includes demonstrating: the learning ability for professional
development to advance existing skills and acquire new competences of a professional nature that will
enable you to assume significant responsibility within organisations; that you can initiate and complete
tasks and procedures, whether individually and/or collaboratively; that you can use appropriate media to
effectively communicate information, arguments and analysis in a variety of forms to specialist and non-
specialist audiences; fluency of expression; clarity and effectiveness in presentation and organisation.
Work should be coherent and well-structured in presentation and organisation.

Guidance specific to this assessment:

Page 4 of 9
 STUDENT FEEDBACK FORM
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines
your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to
comment on the achievement of the task(s), including those areas in which you have performed well and areas that
would benefit from development/improvement.

awarded
available

Marks
Marks
Generic Assessment Criteria

1. Engagement with Literature Skills

.

20

2. Knowledge and Understanding Skills

20

3. Cognitive and Intellectual Skills

20

4. Practical Application Skills

20

5. Transferable Skills for Life and Professional Practice

20

Late Submission Penalties (tick if

Assessment Mark (Assessment marks are subject to ratification at the appropriate)
Exam Board. These comments and marks are to give feedback on module work Up to 1 week late (40% Max) %
and are for guidance only until they are confirmed. ) Over 1 week late (0%)

Page 5 of 9
GENERIC ASSESSMENT CRITERIA

Level 6
In accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed knowledge and a
systematic understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline.
They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and
sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically
evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions
to achieve a solution - or identify a range of solutions. They will apply the methods and techniques that they have learned to review, consolidate, extend and
apply their knowledge and understanding, and to initiate and carry out projects. They will have the ability to manage their own learning, and to make use of
scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). They will demonstrate
the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and
unpredictable contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional
with literature evidence of engagement with a limited with an with a wide with an engagement
(including reading and/or with essential range of mostly appropriate range of extensive range with an
reading, reliance on reading. No relevant and range of research- of relevant and extensive range
referencing, inappropriate evidence of credible sources. research- informed credible of relevant and
academic sources. wider reading. Some omissions informed literature, literature, credible
conventions and Views and Reliance on and minor literature, including informed by the literature,
academic findings mostly inappropriate errors. including sources latest research. informed by the
honesty) unsupported and sources, and/or Referencing sources retrieved Consistently latest research.
non- indiscriminate conventions retrieved independently. accurate High-level
authoritative. use of sources. evident though independently. Selection of application of referencing skills
Referencing Heavily reliant not always Some over- relevant and referencing. consistently and
conventions on information applied reliance on texts. credible sources. professionally
used gained through accurately or Referencing may Very good use of applied.
incoherently or class contact. consistently. show minor referencing, with
largely absent. Inconsistent and inaccuracies or no/very few
weak use of inconsistencies. inaccuracies or
referencing. inconsistencies.
Knowledge Major gaps in Gaps in Limited Knowledge is Knowledge is Excellent Exceptionally
and knowledge and knowledge, with knowledge and reasonably reasonably coherent and coherent and
understanding systematic only superficial systematic detailed, extensive detailed detailed
(Coherent and understanding of systematic understanding of accurate with a coherent and knowledge and knowledge and
detailed the subject understanding. the relevant good systematic detailed. systematic systematic
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
knowledge and matter. Some significant concepts and understanding of Exhibits very understanding of understanding of
systematic Substantial inaccuracies principles within the field of study good the principles the principles
understanding of inaccuracies. No and/or irrelevant the subject area and to some understanding of and theories of and theories of
the subject area, awareness of material. No which to some extent, current the breadth and current research the subject, well-
at least some of
which is informed
knowledge of the awareness of limited extent, is research and depth of and scholarship. informed by
by the latest latest research knowledge of the informed by scholarship. established Clear awareness current research
research and/or and/or advanced latest research current research views, and the of challenges to and scholarship.
advanced scholarship and/or advanced and scholarship. work is, at least established A critical,
scholarship within within the scholarship in part, well- views and the sophisticated
the discipline.) discipline. within the informed by limitations of the and nuanced
discipline. current research knowledge base. awareness of
and scholarship. the ambiguities
and limitations of
knowledge.
Cognitive and Wholly or almost Largely Limited attempt Some critical Sound critical Excellent critical Exceptional
intellectual wholly descriptive work, at critical thinking, thinking, thinking, critical thinking,
skills descriptive work. with superficial thinking, analysis, analysis, analysis, analysis,
(Conceptual and Little or no use of critical analysis, synthesis and synthesis and synthesis and synthesis and
critical thinking, analysis, evaluation. synthesis and evaluation. Can evaluation evaluation. evaluation based
analysis, synthesis or Weak evaluation, analyse new demonstrating Ability to on judiciously
synthesis and evaluation. development of tending towards and/or abstract critical thinking. investigate selected
evaluation of Failure to arguments and description. concepts and Ability to devise contradictory or evidence.
research, develop judgements. Some evidence data without and sustain incomplete Ability to
assumptions,
arguments, Information to support guidance. persuasive information and investigate
abstract concepts
and data (that leading to accepted emerging An emerging arguments, and make strong, contradictory or
may be illogical or invalid uncritically, uses arguments and awareness of to review the persuasive, incomplete
incomplete); logic, judgements. generalised judgements but different stances reliability, validity arguments and information and
argument and Unsubstantiated statements these may be and ability to use and significance sophisticated make strong,
judgement.) generalisations, made with scant underdeveloped evidence (that of evidence (that judgements. persuasive,
made without evidence and or with a little may be may be Some evidence arguments and
use of any unsubstantiated inconsistency / incomplete) to incomplete) to of independent sophisticated,
credible opinions. Ideas mis- support the make mostly thought and nuanced,
evidence. sometimes interpretation. argument. appropriate and ability to ‘see judgements.
illogical and Asserts rather Mostly valid valid beyond the Evidence of
contradictory. than argues a arguments and judgements. question’, independent
case. logical suggesting a thought and
judgements. grasp of the ability to ‘see
Some tendency broader field and beyond the
to assert/state wider concepts. question’,
opinion rather suggesting an
than argue on outstanding
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
the basis of grasp of the
reason and broader field and
evidence. wider concepts.
Practical skills Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
(Apply/deploy use of methods, application of awareness and appropriate application of a application of a levels of
accurately materials, tools methods, mostly application of range of range of application and
established tools and/or materials, tools appropriate standard methods, methods, deployment
and techniques; techniques. and/or application of methods, materials, tools materials, tools skills in
initiate and carry Little or no techniques but well-established materials, tools and/or and/or unpredictable,
out projects; appreciation of without methods, and/or techniques. techniques. practical
formulate
the context of consideration materials, tools techniques. Very good The context of contexts,
solutions to solve
problems in the application. and and/or Clear consideration of the application is drawing skilfully
complex and Limited competence. techniques. appreciation of the context of well considered, on the latest
unpredictable understanding of Flawed Basic the context of the application, and insightful. research within
contexts.) the application of appreciation of appreciation of the application. with perceptive Application and the discipline.
theory to the context of the context of Mainly insights. Can deployment Can identify
practice or the application. the application. consistent, identify problems extend beyond complex
making Weak Theoretical accurate and and propose established problems and
appropriate links understanding of knowledge and logical appropriate conventions. propose
between the two. the application of understanding application of solutions in Can identify sophisticated
Very weak theory to applied in theory to complex and complex solutions.
problem-solving practice, with practice, but not practice, making unpredictable problems and Assimilation and
skills in complex only occasional always making appropriate links contexts. propose development of
and evidence of logical links between the two Evidence of excellent cutting edge
unpredictable making between the two. Can identify some innovation solutions. processes and
contexts. appropriate links Can identify problems and and creativity. Innovation and techniques.
between the two. problems and propose mostly creativity
Weak problem- propose basic appropriate evident.
solving skills in solutions in solutions in
complex and complex and complex and
unpredictable unpredictable unpredictable
contexts. contexts without contexts.
fully appreciating
the complexity.
Transferable Communication Communication Can Can Can Can Can
skills for life medium is medium is poorly communicate in communicate communicate communicate communicate
and inappropriate or designed and/or a suitable effectively in a well, confidently professionally with an
professional misapplied. not suitable for medium but with suitable format, and consistently confidently and exceptionally
practice Work is poorly the audience. some room for but may have in a suitable consistently in a high level of
(Exercise of structured, Work is poorly improvement. minor errors. format. suitable format. professionalism.
initiative and disorganised presented in a Mostly ordered Mostly coherent, Work is Work is Work is
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
personal and/or disjointed presentation and organised work, coherent, fluent, coherent, very exceptionally
responsibility; confusingly manner. It is structure in in a suitable well-structured fluent and is coherent, very
professional expressed. Very loosely, and at which relevant structure and is and organised. presented fluent and is
development;
weak use of times ideas / concepts for the most part Can work very professionally. presented
initiate and
complete tasks language and/or incoherently, are reasonably clearly well Can work professionally.
and procedures: very structured, with expressed. Work expressed. Can autonomously autonomously Can work
individually and/or inappropriate information and may lack work effectively and/or as part of with initiative. exceptionally
collaboratively; style. Little or no ideas often coherence in independently a team, with very Where relevant well and
use appropriate evidence of poorly places. Can and/or as part of good can work professionally
media to autonomy (or expressed. work as part of a a team, with contribution to professionally within a team,
communicate collaboration, Weak use of team, but with clear group activities. within a team, showing
effectively; where relevant) language and/or limited contribution to Demonstrates showing advanced
fluency of
in the completion inappropriate involvement in group activities. very good leadership skills leadership skills.
expression; clarity
and effectiveness of tasks. Little or style. Weak group activities. Demonstrates graduate as appropriate, Demonstrates
in presentation no evidence of independent Demonstrates the skills employment managing exceptional
and organisation.) the skills initiative (or the basic skills required in skills, with just conflict and graduate
required in collaboration, if required in graduate occasional minor meeting employment
graduate relevant). graduate employment, weakness. obligations. skills and an
employment. Limited evidence employment, with some areas Demonstrates appetite for
of the skills with some areas of strength and excellent further
required in of minor some of minor graduate development.
graduate weakness. weakness. employment
employment. skills and an
appetite for
further
development.

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