Practical Assignment - SQA

National Course Assessment

Hospitality Event SupervisionHigherC02M 12

Practical Assignment

1st Edition: July 2001

Publication code: A1217

Published by the Scottish Qualifications AuthorityHanover House, 24 Douglas Street, Glasgow, G2 7NQ, and Ironmills Road, Dalkeith, Midlothian, EH22 1LE

The information in this publication may be reproduced to support SQA qualifications. If it isreproduced, SQA should be clearly acknowledged as the source. If it is to be used for anyother purposes, then written permission may be obtained from the Support Materials Officerat SQA. It must not be reproduced for trade or commercial purposes.

© Scottish Qualifications Authority 2001

Practical Assignment: Hospitality Event Supervision at Higher


Contents

1. Practical Assignment overview

2. Recommended entry

3. Practical Assignment briefs

4. Outcome coverage

5. Subject/occupationally-related knowledge and skills

6. Candidate evidence requirements and allocation of marks

7. Marking and grading for Practical Assignments with visiting assessment

8. Ensuring evidence is authentic

9. Materials and resources

10. Investigating tools

11. Core Skills

Appendix A: additional tutor guidelines

Practical Assignment: Hospitality Event Supervision at Higher 1

1. Practical Assignment overview

This national project specification provides details of the assessment tasks and the evidencewhich candidates are expected to produce. It contains a degree of choice in terms of the waythe Practical Assignment is taken forward by centres so that it fits available resources andcandidates’ interests and personal strengths.

The Practical Assignment is not concerned exclusively with practical activity, but is designed toemphasise skills relating to the application of practical skills, and related knowledge andunderstanding to a situation that involves task management.

Candidates are provided with a brief and are expected to demonstrate attainment relating to:

• interpreting the brief• gathering information to clarify the brief• deciding on a product, or activity/event, or performance to develop• selecting and managing materials/resources• producing the product, or organising the activity/event or delivering the performance• evaluating the product or activity/event or performance (through feedback)

Evidence requirements are as follows:

• a plan of action• evidence of a product or an organised activity/event or a performance• evidence which documents the processes underpinning the practical hands-on activity• evidence showing an extended evaluation of the Practical Assignment

Copies of Units are available from the Scottish Qualifications Authority Sales Section,telephone 0141-242 2168; fax 0141-242 2244; e-mail [email protected]

The Scottish Qualifications Authority Helpdesk is available on 0141-242 2214.

Note:

Please note that individual project specifications should be read in conjunction with the relevantArrangements for Project-based National Courses. The Arrangements document provides anoverview of the project-based National Courses for the given SGA. The guidance document,Project-based National Courses: procedural guide for centres, which gives full details ofoperational procedures, must also be used.

This specification forms part of Section F of the Arrangements document. It can be used untilsuch a time that SQA advises centres that a new or revised version is available and should beused in its place.

mailto:[email protected]


2. Recommended entry

We strongly advise that candidates should have completed the Units in the National Courseprior to embarking on the Practical Assignment. However, there may well be candidates who,for whatever reason, choose to undertake the Practical Assignment on a stand-alone basis. Anysuch candidates who have not completed or embarked upon the Units of the National Courseprior to undertaking the Practical Assignment should have demonstrated attainment in (and/orattained) the following qualifications:

• SVQ level 3 Food and Drink Service (G633 23) (for National Unit: IntegratedRestaurant Service, D0N6 12)

• SVQ level 3 Bar Service (age 18 or over) (G63G 23) (for National Unit: Bar Service,D0T4 12)

• SVQ level 3 Restaurant Supervision (G4W1 23) ( for National Unit: Supervising People,D930 12)

or

• The candidate must provide evidence that demonstrates he/she has relevant industrialexperience, of three months minimum, at a supervisory level in a restaurant or licensedpremises offering a high standard/level of service.

or

• At the discretion of the centre.

Candidates who achieve the National Course assessment will not be certificated for the Courseuntil they have successfully completed the component Units.


3. Practical Assignment briefs

The assignment briefs from which candidates may choose are:

Brief 1

Organising a formal occasion (group activity).

Examples of a formal occasion include:

• wedding party• anniversary• graduation• VIP guests

Brief 2

Organising an occasion to celebrate a calendar event (group activity).

Examples of a calendar event include:

• St Valentine’s Day• Easter• Halloween• Guy Fawkes• Christmas

Brief 3

Organising an occasion to celebrate specialist food/drink (group activity).

Examples of specialist food/drink include:

• healthy eating• Taste of Scotland• European/ethnic

For all briefs:

Working as part of a team of supervisors, the candidate is required to organise and participate inthe service of either:

• food for a formal four course meal

or

• drink for a formal four course meal


The choice of food or drink service will be determined by the hospitality option chosen by thecandidate for this National Course.

The practical activity must include:

• the supervision of the preparation of the environment (heating, lighting, ventilation,music etc)

• the supervision of the preparation of area(s) of responsibility prior to service• the supervision and participation during service• the supervision of close of service (clear down; cashing up)• the supervision of the debriefing for area(s) of responsibility• the supervision of the evaluation of performance in area(s) of responsibility

Further details are given in Section 6 of this specification and in Appendix A.


4. Outcome coverage

Course Structure

Unit title Credit value Unit number

Event Organisation 2.0 D0NA 12 (97611)

Supervising People 1.0 D930 12

and either

Bar Service 1.0 D0T4 12 (5130136)

or

Integrated Restaurant Service 1.0 D0N6 12 (93204)

All Practical Assignments for project-based National Courses cover a minimum of two thirds ofthe Outcomes from the component Units. For this project these are:

Unit: Event Organisation1. Outline the considerations involved in organising a specific event.2. Establish an event implementation plan.3. Co-operate with others in the funning and evaluation of a specific

event.

Unit: Supervising People1. Organise the work of teams and individuals to meet objectives.2. Provide feedback on the work performance of teams and

individuals.3. Develop effective working relationships with team members. (pcs a, b, c only)4. Conduct effective team meetings. (pcs b, c, d only)

and either

Unit: Integrated Restaurant Service1. Control the customer relationship in a variety of situations.2. Display a high level of waiting skills under pressure while

working as a member of a team.

or

Unit: Bar Service1. Outline current legislation relevant to the service of alcoholic

beverages.2. Prepare and maintain bar and cellar areas. (pcs c, d, e only)3. Pour, serve, mix and present alcoholic and non-alcoholic drinks.4. Create and maintain customer good will, and anticipate customer

needs.

It is strongly advised that candidates should have completed the assessments for the individualcomponent Units before undertaking the National Course assessment.


5. Subject/occupationally-related knowledge and skills

The Practical Assignment allows candidates to develop and apply skills in:

• planning• organising• supervising• decision making• communication — oral and written• non-verbal communication• delegating• listening• team-work• time management• working with customers• interpersonal skills• meeting skills• practical service skills• problem solving• evaluating• research• interpreting• anticipating customer requirements• accepting responsibility• dealing with a variety of situations• presenting information

and develop and apply related knowledge of:

• health and safety/COSHH• food safety• licensing• food and drink menus• planning• organising• supervising• decision making• communicating — orally, in writing and non-verbally• delegating• listening• team-working• managing time• interacting with customers• interpersonal skills• meeting skills• practical service techniques• problem solving• evaluating• researching• interpreting


• anticipating customer requirements• accepting responsibility• dealing with a variety of situations• presenting information


6. Candidate evidence requirements and allocation ofmarks

General information

The three stages of the Practical Assignment for all project-based National Courses at Higherare:

• planning• developing• evaluating

Here we describe evidence requirements which apply to each of the three stages of the PracticalAssignment for all project-based National Courses at Higher. Where there are any specificevidence requirements relating to this Course, these are given later in this section.

Planning

Candidates must produce a 500 word (or equivalent) plan of action. The plan should include anintroduction and a main body. Centres should ensure that candidates either already have, or aretaught, the necessary skills to devise their own plan before they start the project.

For the introduction of the plan, candidates should:

• provide a rationale for selecting a particular brief• interpret the brief• gather information to clarify the brief• define the aims and objectives of the Practical Assignment

For the main body of the plan candidates should:

• identify information sources• identify materials and resources• establish timescales for completion of stages of the Practical Assignment

The plan of action should be produced in a supervised environment although candidates maycarry out the preparation beforehand. Candidates may communicate with each other whenproducing their plans of action but each plan must be tailored to the candidate’s own projectand the action points should relate to the work to be carried out by the individual candidate.

The work produced must always be the candidate’s own. However, teachers/lecturers areexpected to provide candidates with advice, guidance and constructive criticism as necessarywhen they are devising their plans. It is important to note that, as the plan underpins the rest ofthe project, centres should ensure that no candidate proceeds to the development stage until thecandidate has devised a plan that is potentially workable. The level of support that candidatesneed to devise a viable plan of action will of course vary from candidate to candidate. Centresshould indicate the level of support given to each candidate on the flyleaf for the projectprovided by the SQA. This should not inhibit centres from providing constructive comment,nor the candidate from acting on their own initiative and taking on board the advice. In somecases, however, if the level of support and intervention given is more than that which wouldnormally be seen as reasonable, the authenticity of the candidate’s work may be called intoquestion. If the level of input needed from the teacher/lecturer is above normal (for example,


the quality of the plan is such that it would mean that the project would be unworkable if theplan was not revised) then candidates cannot score more than 20 of the 40 marks allowed forthe planning stage.

Developing

Candidates must provide evidence that:

• testifies to the quality of the hands-on practical activity• documents the processes underpinning the activity

Specific evidence requirements for this Course are given later in this section.

All of the evidence should be produced in a supervised environment. Candidates maycommunicate with each other, but should produce work which can be clearly attributed to thecandidate as being his or her own.

Evaluating

Candidates must produce an extended evaluation report which should:

• provide a brief summary of what the assignment was about• review and update the action plan in the light of experience• assess the effectiveness of the action plan• summarise any unforeseen events and how they were handled• identify knowledge and skills which have been gained and/or developed• assess the strengths, weaknesses and quality of any hands-on activity• assess the effectiveness of the research methods used• determine to what extent the assignment met the original brief

The extended evaluation report should be 1,000 words (or equivalent) at Higher. Candidatesmay carry out the preparation for the report beforehand.

Candidates at Higher should be allowed up to three hours to complete an extended evaluation(including the summary). This is a generous time allowance, and some candidates may requireconsiderably less time — two hours should generally be sufficient.

Candidates should be allowed to take one side of an A4 page of notes (maximum 200 words orequivalent) which they have prepared, into the room with them. They must not be allowed totake a draft of the evaluation report into the room with them. The centre has the responsibilityfor ensuring that the notes brought in are the candidate’s own work.

For this activity the accommodation should be arranged to reflect centre-invigilated conditionsand candidates should not be allowed to communicate with each other in any way.


Specific additional information and requirements

Please read this in conjunction with Appendix A, Additional tutor guidelines.

Hospitality Event Supervision: planning stage

The candidate should provide:

Introduction to plan

Allocation ofmarks

• a rationale for selecting the formal four-course meal 5• aims and objectives of the Practical Assignment 5• minutes from meeting 1 (interpretation and clarification of brief) 15

Main body of plan

• minutes from meeting 2 (materials and resources) 15

Total marks: 40

For the plan of action the candidate must:

• identify and justify the occasion• identify and justify the menu – food or drink• identify and justify the service style• identify one specialist technique• identify responsibilities• produce documentation appropriate to role(s) (checklists)

Hospitality Event Supervision: developing stage

Each supervisor will have specific duties to carry out. He/she will also supervise a station andparticipate in the service of the meal.

This will be assessed by observation, using a checklist and the candidate’s portfolio ofevidence.

Allocation ofmarks

Practical checklists designed by the candidate 20

Practical activity:• pre-service 20• during service 60• completion of service and debriefing 20

Total marks: 120


Hospitality Event Supervision: evaluating stage

The evaluation report should include sections on:

Allocation ofmarks

• the planning meetings 7• the strengths and weaknesses of the plan 7• the checklists produced and used 7• the knowledge and skills gained and/or developed 7• the debriefing after the activity 7• the extent to which the assignment met the original brief 5

Total marks: 40


Specific evidence requirements and assessment arrangements for thePractical Assignment for Hospitality Event Supervision at Higher

This Practical Assignment is subject to type 1 visiting assessment.

Planning

Evidence: Plan of action.500 words or equivalent(40 marks)

Conditions of National Course assessment: Supervised

Who assesses it? Centre and SQA — plan for sample ofcandidates to be sent to SQA for marking*

Developing

Evidence: For hands-on activity:

Project tutor checklists – practical activity,debriefing

For processes underpinning the activity:

Portfolio

(120 marks in total for this stage)

Conditions of National Course assessment: Supervised

Who assesses it? Portfolio and evidence for hands-on activitywill be subject to type 1 visiting assessment

Evaluating

Evidence: Extended evaluation report – includingsummary1,000 words or equivalent(40 marks)

Conditions of National Course assessment: Centre-invigilated

Who assesses it? Centre and SQA — reports for sample ofcandidates to be sent to SQA for marking*

It is important that candidates know that they will be penalised for submitting evidence thatsignificantly exceeds the stated word count.

* Centres should refer to Project-based National Courses: procedural guide for centres forfull procedural details of type 1 visiting assessment.


7. Marking and grading for Practical Assignments withvisiting assessmentThe assessment evidence for this Practical Assignment is subject to visiting assessment bySQA. Centres are strongly advised to read Project-based National Courses: procedural guidefor centres for further information about the processes and procedures for visiting assessment.

Visiting assessors will be trained by SQA to apply national standards. As candidate evidencebecomes available, exemplars will be issued to centres as guidance.

Centres must mark all three stages of the Practical Assignment for each individual candidateand decide on the mark, band and grade they think should be given to that candidate. SQA willprovide detailed marking instructions for centres. The SQA visiting assessor will mark all threestages for a sample of candidates.

As the Practical Assignment will be marked by centres, centres do not need to provideestimates for Practical Assignments with visiting assessment. Nor should there normally beany need for appeals, as the SQA visiting assessor and the centre should have negotiated andresolved any differences of opinion during the visiting assessment process.

The internal assessor uses the same processes for deciding on marks, grades and bands as anySQA visiting assessor. The final assessment decision must be based on accurate assessment ofall the available candidate evidence. No candidate will be certificated for these PracticalAssignments until the assessment decision is in line with national standards.

The total mark for the Practical Assignment is 200 (this makes it easier to discriminateeffectively between performances of candidates across the three stages of the assessment).These marks will be allocated as follows in Table A.

Table APractical Assignment Stage Assessment Evidence Mark Allocation

Planning Plan of action 40

Developing Evidence arising from the hands-on practical activity and fromdocumenting the underpinningprocesses involved

120

Evaluating Extended evaluation report 40

SQA will provide detailed marking instructions in addition to the information given earlier inthis specification. SQA will also provide a form (Attendance Register, Form Ex 6) forsubmission of marks.

The internal assessors must:

• Mark each stage of the project using the marking instructions provided by the SQA.

• Maintain a detailed record of the marks given for each of the three stages (for internalmoderation purposes and for SQA visiting assessor).

• Add the marks for each stage for the candidate to give a total mark out of 200.

• Divide that total mark by 2 to give a percentage.

• Convert the overall % mark for each candidate into a grade and band using Table B.


Table B% Mark range Grade Band

85–100 A (upper) 170–84 A (lower) 265–69 B (upper) 360–64 B (lower) 455–59 C (upper) 550–54 C (lower) 645–49 Fail (near miss) 740–44 Fail 8

Less than 40 Fail 9

• Check the grade given to candidate against the grade descriptions given in Table C, usingthe grade descriptions as a touchstone. The final grade should reflect the gradedescriptions.

• Provide marks, bands and grades for each candidate

Although it is possible for a candidate to be given a band 7, 8 or 9 which would be classified as‘fail’, this would not appear on the certificate. If a band 7 is given the centre should ensure thatit gives feedback to the candidate for remediation purposes.


Grade Descriptions for a Practical Assignment at HigherTable C

A B C

Content and scope appropriate for Higher

Looking at the evidence as awhole:



A Practical Assignment atGrade A:

• produces high quality,clearly inter-related,documented and product orprocess-related evidence forthe three essential phases ofthe Practical Assignment

• is an exercise to whichcandidates have brought anaccurate and insightfulinterpretation of thePractical Assignment brief

• is tightly structured,relevant to the content ofthe Units and displays ahigh level ofsubject/occupationalexpertise

• effectively appliesintegrated and consolidatedknowledge, understandingand skills from the CourseUnits to complex situationsand/or design specifications

A Practical Assignment atGrade B:

• produces good quality, inter-related, documented andproduct or process-relatedevidence for the threeessential phases of thePractical Assignment

• is an exercise to whichcandidates have brought anaccurate interpretation of thePractical Assignment brief

• is well structured anddisplays a good level ofsubject/occupationalexpertise

• satisfactorily appliesintegrated and consolidatedknowledge, understandingand skills from the CourseUnits to situations and/ordesign specifications whichinclude a degree ofcomplexity

A Practical Assignment atGrade C:

• produces adequate, fairlywell inter-related,documented and product orprocess-related evidence,for the three essentialphases of PracticalAssignment

• is an exercise to whichcandidates have brought anacceptable interpretation ofthe Practical Assignmentbrief

• is reasonably wellstructured and displays anadequate level ofsubject/occupationalexpertise

• applies integrated andconsolidated knowledge,understanding and skillsfrom the Course Units withsome lack of continuityand consistency


Internal moderationThe internal moderator should:

• Oversee the internal moderation process to ensure consistency of judgement or reliabilityof assessment. This process will vary according to the nature of the evidence and thenumber of assessors and sites. It is likely to involve agreement trials and/or Markerstandardisation. The internal moderator should normally be a specialist in the subject.(It may be helpful in the first few years of these project-based National Courses to do across-subject moderation of samples of like parts, such as the plans of action andevaluation reports. Such additional cross-subject internal moderation is, however, notmandatory).

• Ensure that all candidates have been fairly treated. For example, some candidates mayhave produced more fully integrated projects than others, but have similar overallmarks/bands; this may lead to a reconsideration of marking of the individual componentsfor some candidates.

• Oversee the finalisation of marks, bands and grades and submission of candidateevidence for sample candidates.

See Guide to Assessment and Quality Assurance for Colleges of Further Education orGuide to Assessment and Quality Assurance for Secondary Schools, SQA June 1999 forfurther information relating to internal moderation. A guide to good practice for internalmoderation is also under development.

Submitting candidate evidence to SQA

Specific information on this part of the process is available to centres in Project-based NationalCourses: procedural guide for centres. Where materials have to be sent to SQA for markingyou will be provided with any necessary packaging material.

The following must be sent to SQA for the Practical Assignment for a sample of candidates:

• plan of action• extended evaluation report

Note: In addition, centres will be expected to submit all notes used by candidates during write-up sessions.


8. Ensuring evidence is authentic

The following methods should be used to ensure that the evidence produced by a givencandidate is all their own work. These methods are for use outwith any situation where thecandidate’s work will be produced under supervised or invigilated conditions already stipulatedby the SQA (eg the plan of action and the evaluation).

Planning and evaluation stagesSee details given in Section 6


9. Investigating tools

Candidates are expected to make use of the following information sources during the PracticalAssignment:

Information sources

• books• videos• trade and professional journals, eg Caterer and Hotelkeeper, HCIMA• Internet• exhibitions• trade shows• tutors/course notes• industrial visits• relevant industrial placement experience• relevant employment experience• industry related promotional material• regular patrons

Accessing information

Personal visits• libraries• industrial establishments• hospitality industry providers

Communication with individuals by means of:• meetings• written correspondence• telephone• customer comment cards• IT


References supplied by candidates

Please note that it is legitimate for candidates to quote from information sources such as articles(in print or stored electronically) or books. Such quotations must be placed within quotationmarks followed by the reference, including the chapter and/or section and page number. Textsreferred to should be included in the bibliography.

The following format for references should be used:

BooksAuthor’s surname, followed by forename or initials, title of book (in italics or underlined),place of publication, name of publisher, year of publication.

For example:Barton, T, Fieldwork for Geographers, London: Edward Arnold, 1985

ArticlesAuthor’s surname, followed by forename or initials, title of the article (in inverted commas),title of the periodical (underlined or in italics), volume number, part number, year ofpublication, page number(s).

For example:Sugden, DE, ‘Perspectives on the Glaciation of Scotland’, SAGT Journal No. 17, 1988, pp 4—10.

Maps and DiagramsSources should be given on each map and diagram, and should be stated in the same format asfor books and articles, as appropriate.

For example:Microsoft Encarta 1997

InternetIf a website has been used then the address (URL) must be disclosed.

For example:www.sqa.org.uk

It is important to note that unacknowledged copying will be penalised, usually bycancellation of the candidate entry.

http://www.sqa.org.uk/


10. Materials and resources

Candidates are expected to select from the following materials and resources as appropriate:

• Training restaurant (minimum 24 covers) appropriately appointed for the service of:

− food for a four course meal. Restaurant must be equipped to provide at least twospecialist techniques

or

− alcoholic and non-alcoholic beverages for a four course meal

• Liquor license: bar area


11. Core Skills

It is possible that successful attainment of this Course would lead to the automatic certificationof particular Core Skills or Core Skill components. A final statement will be provided at a laterdate by the Scottish Qualifications Authority once full validation procedures are complete.

It should be noted that this project, in common with other project-based Courses, follows theplanning/developing/evaluating cycle. As a result of this, it is likely that successful completionof the project will lead to automatic certification of the Problem Solving Core Skill atIntermediate 2. The final Core Skills statement, as above, will confirm this.


Appendix AAdditional tutor guidelines

1. Overview

Group activity

To enable all candidates to be assessed in a supervisory role, it is suggested that they work ingroups of four supervisors for each stage of the project (planning, developing, evaluating).

However, each supervisor will have specific duties to perform and therefore each stage will beassessed as a single activity.

(a) Planning

Each group of supervisors will hold a meeting to cover the agenda items as shown formeetings 1 and 2. Meetings will be assessed by a tutor checklist. Each candidate willthen write up their own minutes for the meetings on an individual basis. Each candidatewill also be responsible for producing appropriate checklists (as directed by tutor).

(b) Hands-on activity

Each supervisor will have specific duties to carry out. He/she will also supervise astation and participate in the service of the meal.

This will be assessed by a practical checklist and the candidate’s portfolio of evidence.

Portfolio contents

• agenda for meeting 1 plus minutes covering each agenda item. Section A• agenda for meeting 2 plus minutes covering each agenda item. Planning stage• all checklists from the group• table plan/bar layout/set-up• staff rota Section B• still room duties Developing• wash up duties stage• menu briefing/appropriate wines (hands-on• specialist service instructions activity)• customer comment cards• uniform and hygiene checklists

• debriefing• unexpected situations

(c) Evaluating

Each candidate will write up his/her own evaluation based on the portfolio of evidencewhich he/she will have compiled throughout the activity.

Each group of supervisors may discuss the occasion and evaluate as a group before thewriting up stage.


The candidates should evaluate sections A and B of the portfolio in this part using the headingsfor the evaluation given in Section 6, Special additional information and requirements

2. Role of tutor

It is recommended that the tutor accepts the role of the client for each group of candidates. Thisallows the tutor to control the menu in advance of meeting 1.

Planning stage

The tutor should chair each group meeting.

Proposed agenda for meeting 1:

1. Justification of brief to include aims and objectives.2. Menu discussion.3. Style of service and specialist technique.4. Distribution of areas of responsibility for compilation of checklists (for meeting 2):

Examples of areas:

(a) Restaurant (b) BarCrockery GlasswareCutlery Liquor stockLinen & Table Settings CellarGlassware Bar area

Proposed agenda for meeting 2:

1. Distribution of checklists for own area of responsibility for discussion.2. Table plan3. Staff rota (each supervisor to be responsible for a station)4. Still-room duties.5. Wash-up duties.6. Design customer comment cards.7. Uniform and hygiene checklists.8. Security arrangements.


3. Timing

(based on a group of 16 students with 4 students in the role of supervisor each practicalsession).

Time allocation(a) Introduction to project

Discussion of briefsGroup allocations and research 5 hours

(b) Meeting 1Agenda itemsMinutes to be written up 3 hoursCompilation of checklists

(c) Meeting 2Checklists and minutes 2 hours

(d) Practical sessions4 groups of supervisors x 4 weeks x 6 hours 24 hours

(e) Meeting 3 (after the event)Compilation of materialCompilation of evaluation 3 hoursFolio completion

(f) Candidate’s own evaluation 3 hours

TOTAL 40 hours

Summary of evidence:

Planning stage: portfolio and tutor observation checklistsPractical/developing stage: portfolio and tutor observation checklistsEvaluation stage: portfolio, tutor observation checklists and written evaluation

Additional evidence may include:

• photographs• VCR• tape recorder

Tutor checklists for evidence for:

• meetings 1 and 2• practical activity• portfolio contents

Practical Assignment - SQA

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