Practicum Discussion: Culturally aware nurses recognize that states of health are revealed differently across cultures and ethnicities. Culture and ethnic background will affect the way each individual responds to health, illness, and death (Stanhope & Lancaster, 2016). These nurses are also aware of their own biases, which may affect the care they provide to others (Stanhope & Lancaster, 2016). Because most nurses work in institutions with individual patients, they are accustomed to delivering culturally competent care on a one-on-one basis. When a public health nurse deals with a population, he or she must consider how the population culture affects the ways in which the community nurse may interact. This can be with regard to the provision of education or mass health care needs such as those required in a foodborne illness, if mass vaccinations are needed for a communicable disease outbreak, or if education is required to prevent heart disease. In addition to understanding the nuances of the culture of a population, community health nurses must understand the role genetics play in health. Some disorders, such as glaucoma and diabetes, have a genetic link, as do some cancers, such as breast and ovarian.
Please discuss the following questions in your Practicum Discussion:
Provide a few examples of community resources that should be put in place to assist your population in resolving their health care needs. What gaps in service do you see that affect your population?
Are there any cultural considerations that might inform your approach to caring for this population?
Does your population have a genetic predisposition to the health care problem you have identified?
Identify at least one evidence-based, culturally competent behavior change that would promote health for your selected population and for the specific health care problem you are addressing?
Read two or more of your colleagues’ postings from the Discussion question. As a community of practice, help each other refine and clarify the health problem remembering that this project focuses on primary prevention strategies at the community and system level of care
Respond to at least two colleagues. Your responses should be substantial and should contribute ideas, tools, alternate points of view, resources, and information related to identified health problems.
***attached is a peer response to the above discussion that I need to give feedback on their response
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Intent: Vulnerable groups diabetes profile In this assessment, we ask you to examine the demographic and current health status profiles of the 2770 postcode geography and identify which groups you think might be more or less vulnerable to diabetes and its clinical and social consequences. We have defined the characteristics of ‘vulnerability’ in module 3 of this subject. Feel free to use that model of vulnerability but if you modify it, remember to explain how and why you have done so. Objective: This assessment task addresses the subject learning objectives: A: Consider the key imperatives for meeting health service objectives related to safety, quality, cost-effectiveness and jurisdictional legislative requirements within a governance context; B: Critically appraise contemporary strategies and frameworks designed to manage quality, risk and cost within the healthcare environment; C: Propose improvements in safety, quality and cost-effectiveness at a local healthcare organisation level by identifying issues, considering ethical implications, offering policy direction and formulation and recommending priorities for action; D: Create a variety of ways in which complex issues can be effectively communicated for a variety of target audiences. Course intended learning outcome(s): 1.1 Critique, interpret and synthesise data and research findings to develop safe, effective and creative evidence-based solutions to healthcare challenges. 1.2 Propose relevant problem solving and human factors theories to the analysis and research of common and complex issues inherent in the management and evaluation of healthcare services. 2.2 Develop and contribute to research and quality improvement activities in order to maintain currency, influence healthcare practice and policy and expand the discipline’s body of knowledge and skills. 3.1 Create and lead social and ethical accountability to ensure efficient use of resources and equity of access to optimal and safe health care. 3.2 Validate the importance of integrating stakeholder partnerships in all healthcare decision-making activities. 5.1 Demonstrate respect and value for world view differences and in particular Australian Indigenous ways of knowing, being and doing. 5.2 Critically reflect upon the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing. 5.3 Recognise the diversity of Indigenous Australians and integrate this knowledge into practice. Weighting: 30% Due Date: Monday of Week 5 by 23:55 pm AEST (Sydney time) Length: 1500 words (Reference list is not included in the word count) References: APA 7th* (No minimum number or range of references.) *Please note that if you provide no referencing or incorrect/incomplete referencing you will lose marks on your assessment. Formatting requirements: 12pt, double-spaced – no other requirements. Scenario: Diabetes in Postcode 2770 Background: Chronic disease is a major concern in Australia and across the world. Population ageing, rising disability and complex and co-morbid conditions have profound impacts on people’s lives including individuals, families and communities. They are also expensive to treat and can follow a progressive, episodic pathway to increased frequency and severity, up to and including acute interventions. Diabetes in 2770: One of these conditions is diabetes, especially Type 2 diabetes which is growing in prevalence in many communities across Australia. General Practice data indicates rates have been rising, not falling, in recent years. 2770 has a very diverse community with a substantial Indigenous population and an immigrant demography with many cultures, languages and cultural backgrounds. It is also, generally speaking, a lower socio-economic environment although urban development is pushing west into the 2770 area, and more medium to high rise apartments are being built. As health managers involved in clinical services, programs and event-specific projects, this is the kind of scenario you will encounter as you progress in your career. If you work in aged care, disability and related fields, these health problems will often be major factors in your client’s lives. Task Briefly define your definition of vulnerability and its connection to chronic disease and diabetes in particular in approximately 250 words. Identify which demographic groups in the postcode 2770 you think are likely to meet these criteria for intersecting vulnerability status and diabetes risk in approximately 250 words (you can use data here, as long as it is kept brief). Suggest some options (these could be one or a mix of clinical, non-clinical, policy-based, service-based or community-focused) for improving effective management of (rising) levels of diabetes in 2770 community in approximately 500 words. Identify how these steps might improve quality outcomes, risk management and community benefit in 2770 in approximately 500 words. Submitting your assessment: Write your response in a Microsoft Word document and submit the assessment via Canvas. For more information on submission of assessments go to ‘Submitting your assessments’ page. Rubric Assessment 2: Vulnerable groups diabetes profile Assessment 2: Vulnerable groups diabetes profile Criteria Ratings Pts This criterion is linked to a Learning OutcomeIdentify, describe vulnerable groups from a health service perspective. Identifies and describes vulnerable groups or groups at risk of diabetes in postcode 2770 from a health services perspective. 40 to 34.0 pts HD (High distinction) A succinct, clear and comprehensive description of and rationale for original ideas for the management of chronic diseases in the case study community from a health services perspective. Justifies choice of an approach based on scholarly, government and institutional literature and resources. 34 to 30.0 pts D (Distinction) Clear description and rationale for selection for original ideas for the management of chronic diseases in the case study community from a health services perspective. Correct use of evidence-based literature for justification. 30 to 26.0 pts C (Credit) Description and some rationale for the selection of original ideas for the management of chronic diseases in the case study community from a health services perspective. The use of evidence-based literature is adequate to justify selection of approaches however, further reading would enhance this section 26 to 20.0 pts P (Pass) Basic explanation of Ideas for the management of chronic diseases in the case study community description. Rationale is and or health services perspective is limited. There is a superficial attempt to justify the use of approaches based on evidence from the literature. 20 to 0 pts X (Fail) No/unclear explanation of ideas for the management of chronic diseases in the case study community from a health services perspective. And/or no or irrelevant use of evidence-based literature to justify the selection of approaches. 40 pts This criterion is linked to a Learning OutcomeIdentify, use data to support argument Identifies and utilises data in a way which is brief, relevant and informs the argument 30 to 25.5 pts HD (High distinction) Correct identification and use of data, which is described succinctly and clearly and which clearly supports their argument for their selection of groups more or less vulnerable to diabetes. Draws on scholarly, government and institutional literature and resources. 25.5 to 22.5 pts D (Distinction) A clear description of the data used to support their argument for their selection of groups more or less vulnerable to diabetes. Correct use of evidence-based literature. 22.5 to 19.5 pts C (Credit) Description of the identification and justification for their selection of groups more or less vulnerable to diabetes. Use of evidence-based literature is adequate to support this section however, further reading will enhance this section. 19.5 to 15.0 pts P (Pass) A basic explanation of identification and justification of the selection of groups more or less vulnerable to diabetes. There is a superficial attempt to use evidence-based literature in this section. 15 to 0 pts X (Fail) No/unclear explanation of identification and/or justification of the selection of groups more or less vulnerable to diabetes, or no groups selected. And/or no or irrelevant use of evidence-based. 30 pts This criterion is linked to a Learning OutcomeManagerial perspective Maintains a managerial (rather than clinical) perspective 20 to 17.0 pts HD (High distinction) Maintains a managerial perspective throughout the assignment. 17 to 15.0 pts D (Distinction) Maintains a managerial perspective through the majority of the assignment. 15 to 13.0 pts C (Credit) Maintains a managerial perspective through most of the assignment. 13 to 10.0 pts P (Pass) Demonstrates a managerial perspective in the assignment. 10 to 0 pts X (Fail) Limited or no managerial perspective in the assignment. 20 pts This criterion is linked to a Learning OutcomeGrammar, style, referencing Produces a document utilising correct grammar, spelling, formatting, style and reference list 10 to 8.5 pts HD (High distinction) Fluent writing style with consistent formatting, use of headings and sub-headings, and accurate referencing. 8.5 to 7.5 pts D (Distinction) Clear language with consistent formatting, use of headings and sub-headings, and accurate referencing. 7.5 to 6.5 pts C (Credit) Generally clear language with mainly consistent formatting and few errors in referencing. 6.5 to 5.0 pts P (Pass) Writing is less clear, with deficits in spelling, grammar, punctuation or referencing. Inconsistent formatting. 5 to 0 pts X (Fail) Writing is unclear, with numerous deficits in spelling, grammar, punctuation, formatting, or referencing. 10 pt
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Association: it’s the connection between two objects.
Classification: if you’re a bank manager, you have to classify customers then only you can able to take decision whether I give the loan or not, if your customer is an expert rate you have to think twice before giving the loan if he’s Bahraini and from government job then it’s a guarantee that definitely he will get the money and we’ll able to get back the money.
Clustering: grouping similar objects. For example, in this class I can able to group the people based on their gender (male/female), so then I can say boys go to as one group and girls you can go as another group so it means grouping the people. when we talk about clustering there’s one more technical term also included in clustering is outlier that means: the objects with which are not belongs to any groups. For example, if I can able to cluster the people based on gender (male/female) but very fractional people and those are not belonging to any other group both male or female, those people we can call them outliers we mean the trans genders.
prediction: it’s about predicting the future based on our past experience. Given also data mining definition: the process of extracting or mining knowledge from the larger amount of data base. Q: what are the areas the data mining can be useful in it? I need 5 application areas and, in each area, you have to explain: 1) how data mining will be useful in it and 2) relate with the application areas the data mining functionalities and 3) to say in what way the functionality will be helpful for us in each application area. HINT?(for example let us say in the education sector, how the data mining is useful in the education sector? In education will be useful for me to predict (prediction) the students performance?so here as we can see we relate one functionality of data mining, also I have to mention in what basis I can predict the student performance? Based on test1,test2 results and from their assignments, attendance, behaviours…etc. so the data mining will be helpful for us to predict the students performance, why we have to predict it because I need to solve this problem that’s why I need this kind of predictions so by this way data mining will be helpful for me in the education sector)
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Five moral dimensions of the information age: 1.Information rights and obligations 2.Property rights and obligations 3.Accountability and control 4.System quality 5.Quality of life Q: which do you think is the most difficulty for society to deal with it? ( means from those five moral dimensions of the information age above, which one is very difficult to deal with it?) so you have to say which one and you have to explain as well as giving an example why it’s difficult to deal with it compared with the other dimensions.
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Subject Code and Name CMP1041 – Foundation Programming Assessment Number 2 Assessment Title Pseudo Coding and Flowcharting Assessment Type Report Length or Duration Four (4) Tasks / 1 File Subject Learning Outcomes SLO 2, SLO 3, SLO 4 Submission Date / Time Week 8 Weighting 30% Assessment Purpose Software development companies have engineering employees with different levels of expertise, i.e. from junior engineers to senior engineers. Junior engineers may be given projects that are outside their ability to achieve, and thus receive help from more experienced engineers. In this assessment you work as a senior engineer for a security software company that has a new client. A junior engineer was assigned to this client however has been struggling with the more complex parts of the software. Part of your role as a senior engineer at the security software company is to help the junior engineer in providing non-buggy software for the client. Assessment Task / Item For this assessment, you must submit a pdf file that contains your final solutions to the following four tasks. Assessment Instructions Read each of the following four (4) tasks and write your responses in the form of a report. The report will be submitted as one (1) pdf file. Hi senior engineer! As a junior engineer I am struggling to finish the following four tasks. I’ve attempted each of them at least a little bit before getting stuck! I would greatly appreciate your help with these tasks! Task 1 The client wants to add security tag readers to doors that allow employees to scan their security tag and if they have the security level appropriate to access the door, they can progress through the door. If they do not have the appropriate security level, security will be alerted with the employee’s name and the door will be locked down – not allowing anyone to enter until the door has been reset by security. Doors are given a security level from 1 to 3, where 3 is the highest security level, and 1 is the lowest. Employees are also given a security level from 1 to 3. An employee with a security level of 1 can access all doors that also have a security level of 1. An employee with a security level of 2 can access all doors that have a security level of 1 or 2. An employee with a security level of 3 can access all doors that have a security level of 1 or 2 or 3. I’ve finished a flowchart, but as a junior I am unsure if it has bugs! Can you please identify any syntax, logic, and runtime errors in the flowchart and do the following: i) Identify the flowchart node that has the error. ii) Provide a flowchart node that fixes the error. iii) Provide information about what the error was. Task 2 The client wants to be able to upgrade an employee’s security level, so as the employee receives a promotion they can access new areas. An employee may upgrade another employee’s security level only if the upgrader (the employee upgrading another employee) has a security level at least one security level above the upgradee (the employee being upgraded). That way an employee with a security level of 2 can upgrade an employee with a security level of 1 to a security level of 2, but is not able to upgrade an employee of security level 2 to a security level of 3. In the case where the employee does not have the correct security level to upgrade another employee, security should be alerted with the names of both of the employees. As a junior engineer I was unsure how to achieve this, but I have started a flowchart. Could you please finish the flowchart, using appropriate tools that will create presentable flowcharts, so that I can implement this within a programming language. Task 3 The client wants to be able to downgrade all employee’s security levels, if the employee has a specific role. Only an employee with a role of Security should be able to downgrade all employee’s security levels based on their role. For example the client decides that all employees with a role of Scientist should no longer have access to security level 2 rooms and wants to be able to downgrade their security level from 2 to 1. An employee with the role of Security will then execute this program to downgrade all employees security level’s with the role of Scientist. An employee’s security level should never be below 1. If an employee tries to execute this program with a role that is not Security then security should be alerted with the employee’s name. Again, I was unsure how to achieve this, but I have started a flowchart. Could you please finish the flowchart so that I can implement this within a programming language. Task 4 As a junior engineer, I intend on implementing the above programs in an Object Oriented Language, such as C++. Can you please help me get started by providing the properties and methods for the Employee class, to be used in my class diagram, that has all the properties and methods required for the programs above, specifically methods that allow upgrading or downgrading an employee’s security level easily would be great! Submission Export a document with the 4 tasks in a pdf format with the following naming convention: [Student_ID][Surname][First Name][SubjectCode][Assessment_#].pdf E.g.: 1234_Singh_Visha_PRG1002_Assessment_02.pdf You should take a screenshot or otherwise convert your flowchart to an image that should be contained within the pdf document. Google Docs, Microsoft Word, and various other word processing applications can export/publish to the pdf format. All work must be submitted via the LMS, in the assignments section appropriate to this brief. Please ensure the above mentioned submission date and/or time are adhered to, or penalties may apply. For more information on late submission, please see the Assessment Policy. Academic Integrity The integrity of the assessment process is fundamental for ensuring appropriate evaluation at AIT. All work submitted should be your own, and where additional resources are used, they must be referenced according to the Harvard style. Additionally, TurnItIn is available in the LMS to test plagiarism in your writing. For more information on academic integrity, please see the Academic Integrity and Academic Integrity Penalties Policies. Appeals Fair application of the assessment rubric, rules and guidelines should be administered for each assessment. If you feel an evaluation requires further consideration, you may be entitled to an appeal. For more information on your right to an appeal, please see the Assessment Appeals Procedure and Policy. Policies For access to the policies mentioned above and related to education at AIT, please see the footer of the AIT website, and follow the link named Education Policies and Procedures. Website: https://www.ait.edu.au Assessment Rubric Task Descriptor (F) Fail (P) Pass (C) Credit (D) Distinction (HD) High Distinction Apply debugging processes to meet project expectations 20% Fewer than two (2) of the following criteria are met. Other criteria are not included or poorly applied.
In the provided flowchart, half the errors are identified.
All identified errors are described with respect to the error type.
All errors have provided fixes. Two (2) of the following criteria are met. Other criteria are not included or poorly applied.
In the provided flowchart, half the errors are identified.
All identified errors are described with respect to the error type.
All errors have attempted fixes. All three (3) of the following criteria are met. Other criteria are not included or poorly applied.
In the provided flowchart, most errors are identified.
All identified errors are described with respect to the error type.
Most errors are fixed in an appropriate way. All three (3) of the following criteria are met.
In the provided flowchart, all errors are identified.
All identified errors are described with respect to the error type and how it impacts the program.
All errors are fixed in an appropriate way. All three (3) of the following criteria are met.
In the provided flowchart, all errors are identified.
All identified errors are accurately described with respect to the error type and how it impacts the program.
All errors are fixed in an optimal way. Apply the process for the implementation of algorithms 40% Fewer than three (3) of the following criteria are met. Other criteria are not included or poorly applied. All flowcharts:
Have correct inputs, and outputs, except in two (2) cases.
Uses variables with types.
Has less than three (3) significant logic errors.
Has less than eight (8) syntax errors. Three (3) of the following criteria are met. Other criteria are not included or poorly applied. All flowcharts:
Have correct inputs, and outputs, except in two (2) cases.
Uses variables with types.
Has less than three (3) significant logic errors.
Has less than eight (8) syntax errors. All four (4) of the following criteria are met. All flowcharts:
Have correct inputs, and outputs, except in one (1) case.
Have less than three (3) cases of redundant or inefficiently typed variables.
Have less than two (2) significant logic errors that cause runtime bugs.
Have less than five (5) significant syntax errors by using incorrect or inconsistent variable naming. All four (4) of the following criteria are met All flowcharts:
Have the correct inputs, and outputs.
Have less than three (3) cases of redundant or inefficiently typed variables.
Have no (0) significant logic errors that cause runtime bugs.
Have no (0) significant syntax errors by using incorrect or inconsistent variable naming. All four (4) of the following criteria are met All flowcharts:
Have the correct inputs, and outputs.
Have no (0) redundant or inefficiently typed variables.
Have no (0) logic errors that cause runtime bugs.
Have no (0) syntax errors by using incorrect or inconsistent variable naming. Complete a project according to design specifications 30% Fewer than three (3) of the following criteria are met. Other criteria are not included or poorly applied. All flowcharts:
Alert security is present in more than two (2) cases.
Some variables are present used in alerting security in more than two (2) cases.
Security level requirements are enforced in more than two (2) cases.
Range of security level is maintained in more than one (1) case. Three (3) of the following criteria are met. Other criteria are not included or poorly applied. All flowcharts:
Alert security is present in more than two (2) cases.
Some variables are present used in alerting security in more than two (2) cases.
Security level requirements are enforced in more than two (2) cases.
Range of security level is maintained in more than one (1) case. Three (3) of the following criteria are met. Other criteria are not included or poorly applied. All flowcharts:
Alert security at the appropriate places based on all possible security violations in all but two (2) cases.
Appropriate variables are present that are used in alerting security, such as employee names.
Security level requirements are enforced correctly in all but two (2) cases.
Range of security level is maintained, i.e. never below 1 and above 3 in all but one (1) case. All four (4) of the following criteria are met. All flowcharts:
Alert security at the appropriate places based on all possible security violations in all but one case.
Appropriate variables are present that are used in alerting security, such as employee names.
Security level requirements are enforced correctly in all but two (2) cases.
Range of security level is maintained, i.e. never below 1 and above 3 in all but one (1) case. All four (4) of the following criteria are met. All flowcharts:
Alert security at the appropriate places based on all possible security violations.
Appropriate variables are present that are used in alerting security, such as employee names.
Security level requirements are enforced correctly.
Range of security level is maintained, i.e. never below 1 and above 3. Apply appropriate tools and processes for generating flowcharts and class diagrams 10% Fewer than two (2) of the following criteria are met. Other criteria are not included or poorly applied. All flowcharts:
Use the correct flowchart nodes for the appropriate usage, except in six (6) cases.
Have less than five (5) missing arrows. All Diagrams:
Use correctly spelled and Two (2) of the following criteria are met. Other criteria are not included or poorly applied. All flowcharts:
Use the correct flowchart nodes for the appropriate usage, except in six (6) cases.
Have less than five (5) missing arrows. All Diagrams:
Use correctly spelled and Three (3) of the following criteria are met. All flowcharts:
Use the correct flowchart nodes for the appropriate usage, except in four (4) cases.
Have less than four (4) missing arrows. All Diagrams:
Use correctly spelled and consistent variable, property, and method All four (4) of the following criteria are met. All flowcharts:
Use the correct flowchart nodes for the appropriate usage, except in two (2) cases.
Have less than three (3) missing arrows. All Diagrams:
Use correctly spelled and consistent variable, property, and method All four (4) of the following criteria are met. All flowcharts:
Use the correct flowchart nodes for the appropriate usage.
Have no (0) missing arrows. All Diagrams:
Use correctly spelled and consistent variable, property, and method names. consistent variable, property, and method names, except in five (5) cases.
Flows from top to bottom, and all text is readable. consistent variable, property, and method names, except in five (5) cases.
Flows from top to bottom, and all text is readable. names, except in three (3) cases.
Are mostly well formatted and easily readable. names, except in three (3) cases.
Are mostly well formatted and easily readable. 2. Are well formatted and easily readable
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Assessment Type Individual – Application Code Length or Duration Four (4) Programs / Tasks Subject Learning Outcomes SLO 2, SLO 3, SLO 4 Weighting 25% Assessment Purpose Many common problems solved by programmers include manipulation of numeric values and lists of numbers. In this assessment, you will use your understanding of the fundamental programming principles to solve four problems that involve numbers. Assessment Item For this assessment, you must submit four (4) algorithm descriptions and C++ programs, one for each task described in the brief below Assessment Instructions This assessment consists of four (4) tasks. You will need to prepare the following two components for each task. Component 1: Algorithms An algorithm is a set of well-defined instructions in sequence to solve the problem. An algorithm should not be computer code. Instead, the algorithm should be written in such a way that it can be used in similar programming languages to implement a solution in code. Example: Find the largest of two numbers entered by the user. Step 1: Start Step 2: Declare variables a and b Step 3: Get input from the user for a and b Step 4: if a is greater than b Step 4.1: print a Step 5: if b is greater than a Step 5.1: print b Step 6: Stop Component 2: C++ Coding You will provide a C++ program for each of the four (4) questions given below that implements the algorithm you describe in Part 1. CRICOS: 02155J / HE PROVIDER: Assessment Tasks Task 1 – Grading System Write a program that allows the user to enter the mark scored within a range of 0 – 50. Given a positive value, do the following: ? If the given score is between 0 and 50 (0 = score = 50), then calculate the percentage (e.g., 100% for 50, 75% for 37.5, etc…). A percentage is a number or ratio that represents a fraction of 100. ? Calculate the grade from the percentage received. The grade will be: F, if the percentage is 0 – 59.99. D, if the percentage is 60 – 69.99. C, if the percentage is 70 – 79.99. B, if the percentage is 80 – 89.99. A, if the percentage is 90 – 100. ? If the given score is greater than 50, print “Score is greater than 50.”. Example 1 Please enter your score: 32.6 You have passed with 65.2%, and received a grade D. Example 2 Please enter your score: 10.5 You have failed with 21%, and received a grade F. Example 3 Please enter your score: 50 You have passed with 100%, and received a grade A. Example 4 Please enter your score: 74 Score is greater than 50. Note: Inputs from the user are shown in bold blue. Task 2 – Calculate Miles per Gallon Write a program that allows a user to enter the litres of petrol consumed and the number of miles travelled by the car. Given a positive value for both litres of petrol and miles travelled, calculate the number of miles per gallon the car delivered. One litre of petrol is 0.264179 gallons. You must show the output in three decimal places as shown in the example. Example Please enter the number of litres of petrol consumed: 15.5 Please enter the number of miles travelled: 75 Petrol Consumed: 15.500 Miles Travelled: 75.000 Miles per gallon: 18.316 Note: Inputs entered by the user are shown in bold blue. Task 3 – Looping Through all Numbers from Start to Finish Write a program that prompts the user to input two (2) integer values; a starting value and an end value. Loop through all the values from start to end, which should include the start and end values. For each value: ? If the number is divisible by both 3 and 5, print the word “ticktock”. For example for 15, 30, and 45 you would print “ticktock”. ? Else if it is a multiple of 3 (value % 3 == 0), print the word “tick”. For example, for 3, 6, and 9 you would print “tick”. ? Else if it is a multiple of 5 (value % 5 == 0) , then print “tock ”. For example, for 5, 10, and 20 you would print “tock”. ? Else if it is not divisible by 3 or 5, print the number. For example, for 1 you would just print ‘1’. Example Please enter a start value: 4 Please enter an end value: 15 tock tick 7 8 tick tock 11 tick 13 14 ticktock Note: Inputs entered by the user are shown in bold blue. Task 4 – Order Numbers Write a program that prompts the user to input 3 integer values and print these values in ascending and descending order. Example Please enter the first number: 45 Please enter the second number: 12 Please enter the third number: 78 Ascending order: 12 45 78 Descending order: 78 45 12 Note: Inputs entered by the user are shown in bold blue. Submission All work must be submitted via the LMS, in the assignments section appropriate to this brief. Please ensure the above mentioned submission date and/or time are adhered to, or penalties may apply. You should submit a compressed (zip) file containing your C++ solutions folder. Within this file, each task must have its own file. Please ensure you use the following naming conventions for this submission. Your zip file should be named using the following convention: [Student_ID][Surname][First Name][SubjectCode][Assessment_#] E.g.: 1234_Singh_Visha_PRG1002_Assessment_02 Each task within the zip file should follow this convention: [Task_#][Student_ID] [SubjectCode][Assessment#] E.g.: Task_1_1234_PRG1002_Assessment_02 Therefore, your zip file should consist of four (4) individual files, that each use the above mentioned naming format. For more information on late submission, please see the Assessment Policy. Academic Integrity The integrity of the assessment process is fundamental for ensuring appropriate evaluation at AIT. All work submitted should be your own, and where additional resources are used, they must be referenced according to the Harvard style. Additionally, Turnitin is available in the LMS to test plagiarism in your writing. For more information on academic integrity, please see the Academic Integrity and Academic Integrity Penalties Policies. Appeals Fair application of the assessment rubric, rules and guidelines should be administered for each assessment. If you feel an evaluation requires further consideration, you may be entitled to an appeal. For more information on your right to an appeal, please see the Assessment Appeals Procedure and Policy. Policies For access to the policies mentioned above and related to education at AIT, please see the footer of the AIT website, and follow the link named Education Policies and Procedures. Website: https://www.ait.edu.au Assessment Rubric Task Descriptor (F) Fail (P) Pass (C) Credit (D) Distinction (HD) High Distinction Ability to produce appropriate readable comments in code 15% No comments Major lack of comments make it difficult to understand the code A few lines of code are commented on, but do not adequately explain what the code intends to accomplish Important lines of code are commented on and are useful in understanding what the code accomplishes, or the code is overly commented on Comments are succinct, well-written and clearly explain what the code intends to accomplish Produces organised code with adequate indentation and correct naming conventions 10% No clear organisation in code Some organisation, indentation and use of correct naming conventions with some exceptions Organisation, indention, and use of naming conventions produces readable code with few exceptions Organisation, indention, and use of naming conventions produces readable code without exception Organisation, indention, and use of naming conventions produces readable code without exception and follows documented best practices supported by correctly cited resources Ability to apply appropriate variables or data structures (i.e., array) 15% Not able to identify required data type or data structure Able to identify required data type or data structure but they are not applied correctly and correct results are not produced Able to identify and apply required data type or data structure, and they are applied adequately, although correct results are not produced Able to identify and apply required data type or data structure and produce partially correct results Able to identify and apply required data type or data structure and produce correct results Ability to analyse problems and identify appropriate requirements 20% Unable to identify any input and output based on stated problems Able to identify only one input and output based on stated problems Able to identify correct inputs and outputs based on stated problems with some errors or missed cases for one problem Able to identify solutions, inputs and outputs for all stated problems Able to identify correct solutions, inputs and outputs for all stated problems including corner cases Ability to identify and apply correct control structures (sequential, selective, and loops) 30% Not able to identify required control structures Able to identity required control structures but does not apply them correctly Able to identify and apply required control structures but with limited evidence of correct results Able to identify and apply required control structures and produce correct results with few exceptions Able to identify and apply required control structures and produce correct results without exception Ability to keep the program free from syntax, logical and run-time errors 10% Unable to run the program due to syntax or runtime errors Able to create a program but with logic errors Able to create a program that runs without any logic errors Able to create a program that runs without any logical errors but that does not produce correct output Able to create a program that runs without any logical error and displays appropriate outputs CRICOS: 02155J / HE PROVIDER:
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industry-fashion retail industry Company Online Presence The company online store/site profile with images. Student contributes 2 paragraphs of the company online presence. Student may focus the discussion on the company online presence and then relate it with examples. 250 words Company Industry Profile Student contributes 2 paragraphs of the industry where the company involved in its business operation. Student may consider the development of the industry, illustration to explain on the trends in the industry. 250 words Microenvironment
Customers
Competitors
Suppliers
Intermediaries Identify and define the micro-environment affecting the company online business. Focus the discussion on the influence of micro-environment towards the company online business operation. Suggested words: 1000 words. Online Marketplace Analysis: Macro-Environment (30 Marks)
Political & Legal Environment
Economic Environment
Social & Cultural Environment
Technological Environment Identify the macro-environment affecting the industry where the company operates its business. Focus the discussion on the influence of macro-environment towards the industry where the company operates its business. Avoid discussing the company strategies to take advantage of or overcome the influence of the macro- environment. Student may first discuss on the definition, development of the macro-environment then elaborates on the influence of the macro-environment. Suggested words: 1000 words. total assignment cannot exceed 2750 words
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Question 1: The consumption function captures one of the key relationships in economic. It expresses consumption as a function of disposal income, where disposal income is income after taxes. The attached file “week 02 – Assignment – Dataset 1” shows data of average US annual consumption (in $) and disposable income (in $) for the years 2000 to 2016.
Find the sample linear regression equation for the model
In this model, the slope coefficient is called the marginal propensity to consume. Interpret its meaning
What is the predicted consumption if disposal income is $35,000? Question 2: A Realtor in Massachusetts is analyzing the relationship between the sale price of a home (in $), it’s the square footage (in ft2), the number of bedrooms, the number of bathrooms, and a colonial dummy variable (colonial equals 1 if a colonial-style home; 0 otherwise). The relater collects data of 36 sales in Massachusetts for the analysis. The attached file “week 02 – Assignment – Dataset 2” contains the data.
Estimate the linear regression model for the price.
Interpret the coefficients attached to area (square footage) and colonial.
Predict the price of a 2500 square foot colonial style home with three bedrooms and two bathrooms. Submit a Word or PDF file for your answers as well as the excel sheet.
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ASSESSMENT 1 BRIEF Entrepreneurship for Hospitality Leaders Assessment Individual Case Study Individual/Group Individual Length 1500 words (+/- 10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: Interpret the concept of entrepreneurship and intrapreneurship in the context of the Hospitality industry a) Analyse current trends in innovation and disruptive technologies that assist problem-solving in the hospitality industry b) Evaluate the current literature on new concept development and start-ups in the hospitality industry Submission By 11:55pm AEST/AEDT Week 4 (Friday) Weighting 30% Total Marks 100 marks Task Summary Assessment 1 is an individual case study that requires students to critically analyse the main topics covered in weeks 2, 3 & 4 of the course. The workshops, power-point slides and learning activities as well as prescribed texts will form the basis of the case study. There will be a large focus on Disruptive Technology, Creativity and forms of innovation, Problem solving with innovation and Exploration of emerging technologies. Several other relevant topics will also inform your knowledge covered by the assessment. Specifically, students will utilise knowledge in the following areas; The Nature and Importance of Entrepreneurs, Behaviours of the most successful entrepreneurs, Entrepreneur vs Intrapreneur, Social Entrepreneurship; The Entrepreneurial Process; Understanding the customer – a hotel guest’s perspective; customer profiling; customer Jobs, Gains and Pains and Customer journey mapping. The format of the individual case study will be a series of long and short answer questions to encourage students to critically analyse the related course material to date. This will be a take home style case study where students will work individually in their own time. Each question will be designed to test the knowledge and analytical skills of students. Examples For example –Describe and discuss a current disruptive technology that has recently been used in the hotel industry. Please consider the following prompts; Why did it become an effective technology in the modern era? Why was it adopted? What are some associated advantages and disadvantages? (100 words) For some time now guests have been frustrated with delays for checking in. Long queus and wait times often contribute to guests experiencing poor service and leads to complaints(Frederick, O’Connor, & Kuratko, 2019). Recently, mobile check in and mobile key were invented, and front desk now can simply be available for anyone wishing to use historic methods of in person check in, and other guests can use selfserve for convenience. As most guests have a mobile device to hand this technological advance has become widely adopted by many forward thinking hotels. Advantages include reduced labour cost and disadvantages are relating to the mobility check in technology cost Please refer to the Task Instructions for details on how to complete this task. Context As a hospitality leader your role will be to have a working knowledge of entrepreneurial and intrapreneurial characteristics and processes. Additionally, a sound comprehension of emerging technologies which impact the industry You will address the questions within the case study using classroom learnings in the field of entrepreneurships as it relates to the hospitality industry in the modern era and help us to better better hotel processes with a customer centric approach. You are required to complete broad research and analysis of course materials which helps us to understand the role of entrepreneurs in our industry. Task Instructions Prepare answers to each question on one document and answer in numerical order identifying the question number being addressed. Attempt all questions. Read each question carefully. To complete this assessment task you must answer each of the questions and critically analyse the relevant course materials within the suggested word-count of each question. Students can prepare for the case study by partaking in the weekly class learnings and homework. There is a requirement to address at least 4 relevant references within your work. Short Answer Questions worth 10 marks (approx.200 words each) Long Answer Question worth 30 marks (approx.500-600 words) Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here in the Academic Writing Guide found via the Academic Skills website. Submission instructions Pronoun: Please use third person throughout the report Style: Research business report and ensure all writing is grammatically correct Submission Guidelines:
The assessment is due Friday, week 5 (check the Turnitin date).
Typed and formatted in a Word document.
Submit this task via the Assessment link in Black Board via the main navigation menu in EHL604: Entrepreneurship for Hospitality Leaders. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Students must refer to a minimum of 4 credible references in their work and provide details of these in their reference list
All referencing must be in accordance with APA 7th edition Referencing and Academic Writing Guide
See marking rubric attached at the end of this document. You do not need to attach this rubric to your submissions Academic Integrity All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online. Students also must keep a copy of all submitted material and any assessment drafts. Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Short answer question 1 10% Limited understanding of required concepts and knowledge to the analyse situation. Key components of the question are not addressed. Knowledge or understanding of required concepts and analysis of situation. Resembles a recall or summary of key ideas. Often confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Thorough knowledge or understanding of situation within the context of the hotel industry. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. Highly developed understanding of the situation and a strong ability to analyse the impact of these on a hospitality business. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain ad apply relevant concepts. A sophisticated understanding of the situation and a very strong ability to analyse the impact of these on a hospitality business. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Short answer question 2 10% Limited understanding of required concepts and knowledge to the analyse situation. Key components of the question are not addressed. Knowledge or understanding of required concepts and analysis of situation. Resembles a recall or summary of key ideas. Often confuses assertion of personal opinion with information substantiated by evidence Thorough knowledge or understanding of situation within the context of the hotel industry. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates Highly developed understanding of the situation and a strong ability to analyse the impact of these on a hospitality business. Discriminates between assertion of personal opinion and information A sophisticated understanding of the situation and a very strong ability to analyse the impact of these on a hospitality business. Systematically and critically discriminates between assertion of from the research/course materials. a capacity to explain and apply relevant concepts. substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain ad apply relevant concepts. personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Short answer question 3 10% Limited understanding of required concepts and knowledge to the analyse situation. Key components of the question are not addressed. Knowledge or understanding of required concepts and analysis of situation. Resembles a recall or summary of key ideas. Often confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Thorough knowledge or understanding of situation within the context of the hotel industry. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. Highly developed understanding of the situation and a strong ability to analyse the impact of these on a hospitality business. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain ad apply relevant concepts. A sophisticated understanding of the situation and a very strong ability to analyse the impact of these on a hospitality business. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Short answer question 4 10% Limited understanding of required concepts and knowledge to the analyse situation. Key components of the question are not addressed. Knowledge or understanding of required concepts and analysis of situation. Resembles a recall or summary of key ideas. Often confuses assertion of personal opinion with information Thorough knowledge or understanding of situation within the context of the hotel industry. Supports personal opinion and information substantiated by evidence from the research/course Highly developed understanding of the situation and a strong ability to analyse the impact of these on a hospitality business. Discriminates between assertion of personal A sophisticated understanding of the situation and a very strong ability to analyse the impact of these on a hospitality business. Systematically and critically discriminates substantiated by evidence from the research/course materials. materials. Demonstrates a capacity to explain and apply relevant concepts. opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain ad apply relevant concepts. between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Short answer question 5 10% Limited understanding of required concepts and knowledge to the analyse situation. Key components of the question are not addressed. Knowledge or understanding of required concepts and analysis of situation. Resembles a recall or summary of key ideas. Often confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Thorough knowledge or understanding of situation within the context of the hotel industry. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. Highly developed understanding of the situation and a strong ability to analyse the impact of these on a hospitality business. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain ad apply relevant concepts. A sophisticated understanding of the situation and a very strong ability to analyse the impact of these on a hospitality business. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Long Answer question 6 30% Limited understanding of required concepts and knowledge to the analyse situation. Key components of the question are not addressed. Knowledge or understanding of required concepts and analysis of situation. Resembles a recall or summary of key ideas. Often confuses assertion of personal Thorough knowledge or understanding of situation within the context of the hotel industry. Supports personal opinion and information substantiated by evidence from the Highly developed understanding of the situation and a strong ability to analyse the impact of these on a hospitality business. Discriminates between A sophisticated understanding of the situation and a very strong ability to analyse the impact of these on a hospitality business. Systematically and opinion with information substantiated by evidence from the research/course materials. research/course materials. Demonstrates a capacity to explain and apply relevant concepts. assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain ad apply relevant concepts. critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Mastery of concepts and application to new situations/further learning. Effective communication. Depth of Analysis, discussion and personal opinion evidenced and linked to theory (10%) Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Audience cannot follow the line of reasoning Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning is often difficult to follow Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is easy to follow. Communicates coherently and concisely in a manner that adheres to the given format. Accurately employs a wide range of specialised language and terminology. Engages audience interest. Information, arguments and evidence are structured and clear. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format. Well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains audience’s interest in the topic, demonstrates high levels of situational sensitivity Grammar, Written expression and referencing (10%) Serious errors with submission. The student is advised to contact CALS and seek assistance otherwise academic progression may be at risk Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Acceptable submission with some errors with the required format. The student is advised to ensure work is edited before submitting. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. A good attempt at formatting the essay correctly. Only a few minor errors noted. Submission may require a second edit. Demonstrates use of high quality, credible and relevant resources to support and develop ideas The essay has only a few errors that require a small amount of editing. Evidence of attention to detail is evident in the format / structure. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence The essay no errors. Evidence of very strong attention to detail is evident in the format / structure. The following Subject Learning Outcomes are addressed in this assessment SLO A) Interpret the concept of entrepreneurship and intrapreneurship in the context of the hospitality industry SLO A) Analyse current trends in innovation and disruptive technologies that assist problem-solving in the hospitality industry SLO B) Evaluate the current literature on new concept development and start-ups in the hospitality industry
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Case Study, Policy development & Observation Purpose: This is to be used for assessing students via the method of Scenario based questions.
Unit Code : SITXCCS008 Unit name: Develop and Manage quality customer service Elements assessed : 1.1,1.2,1.3,1.4,1.5,2.12.3,2.4,2.5,2.6,3.1,3.2,3.3,3.4,3.5,3.6 Lecturer/Trainer : Neil D Rungassamy Student Name : Student No : Date Due : Date Received : INSTRUCTION: ? Assessment is in two parts. Each task must be completed to be deemed satisfactory in this assessment. PART A Case Study Mr and Mrs Jones were looking forward to celebrating their 5th wedding anniversary in style and had great plans for their special evening. Mr Jones decided to book a table for two for dinner at the recently refurbished “Cape Lighthouse”, a restaurant with commanding views over the Coral Sea. To ensure a nice table with views for this occasion, Mr Jones had contacted the restaurant 2 months prior to make a reservation with a male staff member who appeared to be very professional. The booking was then confirmed by telephone with Alex, a waitress, 1 week prior to the booked date. On their anniversary Mr and Mrs Jones arrived at the restaurant; however they found there was no booking in their name. Staff were unable to locate any booking information. Mr Jones was asked whom he had spoken to, to make the reservation and provided the details of staff; however this was somehow shrugged off and they were asked to wait at the entry to “see whether a table could be arranged”. As it was a Friday night the restaurant was very busy. Mr and Mrs Jones had to wait 15 minutes before they finally were led to a small table the back of the restaurant near the kitchen doors. After a further 15 minutes they were attended to by a drink waiter who took their order for an aperitif. The Joneses placed their food and wine order and their entrees arrived after 30 minutes. The white wine to go with the entrees did not arrive and the drinks waiter seemed to ignore their eye contact. The main course for Mr Jones arrived within 5 minutes after the entrees had been cleared, however Mrs Jones’ meal did not arrive for another 20 minutes. Mrs Jones was very upset with the service and was almost on the verge of leaving. When Mr and Mrs Jones went to pay the cheque on their way out, Mrs Jones was expecting an apology from the restaurant staff with regards to their booking and the delay in the service, unfortunately no one was around even to talk about it. Mr and Mrs Jones decided that this was the last visit ever at this establishment. They definitely would tell their family and friends about their dining experience at “Cape Lighthouse”. Your task: Address each of the following questions relating to the case study.
Identify Mr and Mrs Jones’ customer needs and expectations in this case study. What would a customer expect not only on an important occasion like the mentioned anniversary but on each occasion when visiting an establishment? Response
What could be the likely effects of this incident for the business and custom down the track if the customer service issues are not addressed? Response
You are the General Manager of the Cape Lighthouse and the experience of Mr and Mrs Jones has come to your attention. You are determined to make contact with the customer to attempt to resolve the issue and achieve a positive outcome. Draft a letter which clearly outlines the steps you will undertake to contact Mr and Mrs Jones and how you will try to solve the issues. (This could be used as guidance for a telephone conversation for contact). Response
Considering Mr and Mrs Jones’ recent experience, it is important to assess if there are recurring issues with customer service at the Cape Lighthouse. How will you determine if this is a one-off issue or if there are persistent problems? Outline your approach. Response PART B 1 You are required to develop a policy and procedures for each of the following problem areas which were evident: a. Bookings b. Staff Presentation c. Greeting / Hosting d. Customer Service Procedures for Service (Orders, timelines, attendance) e. Dealing with complaints Each policy needs to include: o The policy name o The aim or purpose o The details of what is included o The procedures included to achieve the purpose o What are the requirements to train staff to be able to perform the procedures? o How will this policy and its effectiveness be monitored and evaluated? o To whom will this policy be made available? How? 2 Observations You will be observed over four service periods, how you: A. Implement developed policies and procedures B. Communicate requirements with staff C. Monitor service provisions and manage these efficiently D. Evaluate each service instance and incorporate feedback into the next instance. You are required to write a brief summary for each service instance, clearly outlining:
What worked well
What needs improvement
How you have evaluated each policy you have implemented
How was staff involved for the purpose of evaluation
How you will implement each identified change required into the following service instance. Provide each summary to your trainer prior to each service instance. Your implementation of procedures and requirements you have identified in each instance will be part of the assessment of your performance. Details of the nature of the major tasks for each service period should be provided in the table below. Instance Date Duration from … to… Tasks to be completed What will be observed? Evaluation summary completed Service Period e.g Breakfast 08/01/19 Details: 7am-8am Policies and procedures implemented and followed: Staff presentation policy 1.0 Are the staffs representing a positive image of the restaurant 2.0 Are they neat and professional with appearance? Service Period 1: Details: Policies and procedures implemented and followed: Service Period 2: Details: Policies and procedures implemented and followed: Service Period 3: Details: Policies and procedures implemented and followed: Service Period 4: Details: Policies and procedures implemented and followed: 3 Role-play : Customer dispute You are a restaurant manager in Quinlan restaurant. Your main responsibilities are managing the wait staff and front-of-house staff and ensuring customer satisfaction. Organisational procedures for handling customer complaints are as follows. • Step 1: Apologise to the customer and identify what the problem is. • Step 2: Try to resolve the customer’s problem by rectifying their issue. Service staff have the authority to offer the following. • Modify orders to incorporate customer requests within reason (i.e., not requiring undue time and expense). • Replace food or beverages to the value of $100. • Offer alternative food or beverages to the value of $50 more than the original order. • Step 3: If unable to successfully resolve a customer’s problem, inform the supervisor or manager. Provide details of all the issues and offers made to the customer when attempting to resolve the issue. • Step 4: Manager/supervisor can resolve the complaint and is able to provide free food, beverages, vouchers or hotel credits and a formal written apology. • Step 5: If the issue is still unresolved with the customer, then the item is escalated to the hotel manager or an external body. There are three participants in this role-play:
The restaurant manager
The head waiter
The customer. Simulated environment resources • Desk to simulate front desk/counter • Bill Task 1: Conduct role-play Learner instructions It is lunchtime and you are talking with the chefs in the kitchen when you hear a loud angry voice at the front desk. It sounds like an irate customer. You then hear your head waiter also raising their voice. You quickly get to the front desk to try and resolve the issue. • During this role-play, you are required to demonstrate the following skills and knowledge. • Use questioning and listening techniques to determine the customer’s needs or concerns. • Use clear communication with the staff member. • Take responsibility for service outcomes and dispute resolution. • Recognise and resolve customer problems or delays and deficiencies in customer service. • Complete the role-play. Task 2: Question and answer Q1: How would you assess the effectiveness of the customer service provided by the head waiter? Q2: Was the dispute resolution process provided by the head waiter effective? Why/why not? Q3: What changes would you make to customer service and dispute resolution procedures as a result of this incident? Q4: How do you act as a positive role model for professional standards expected of hospitality industry personnel?
Role-play : Customer dispute Did the learner successfully demonstrate evidence of their ability to do the following? Assessor comments Completed Yes No Student Name; The learner recognised and resolved the customer’s problem. Recognised that it was the head waiter’s error and that there was a double entry of the main on the bill. Rectified the problem to the customer’s satisfaction in line with own level of responsibility. Took responsibility for service outcomes and dispute resolution. Corrected the head waiter and asked them to apologise to the customer. Acted as a positive role model for professional standards expected of hospitality staff. Gained feedback from the customer on how to improve customer service practices. Trainers Notes
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. Mr and Mrs Jones were looking forward to celebrating their 5th wedding anniversary in style and had great plans for their special evening.