ASSESSMENT 2 BRIEF Subject Code and Title MIS602 Data Modelling and Database Design Assessment Database Implementation Individual/Group Individual Length N/A Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: b) Design solutions applying relational database techniques to complex problems and communicate these solutions to all stakeholders. Weighting 35% Total Marks 100 Marks Task Summary In this assessment, you are required to demonstrate your ability to understand the requirements for various data information requests from an existing database and develop appropriate SQL statements to satisfy those requirements. Context Being able to query a database is a fundamental skill that is required by all information systems professionals who work with relational databases. In this assessment, you will utilize the basic query skills that are typically used to extract information for analysis, reporting and data cleansing in a data management setting. Timely provisioning of key business information promotes effective communication and enhanced solution delivery. Task Instructions
Please read the attached MIS602_Assessment 2_Data Implementation_ Case study.
Examine the relational model and ER diagram and derive the SQL queries to return the required information.
Provide SQL statements and the query output for the following:
List all the customers who live in any part of CAULFIELD. List only the Customer ID, full name, date of birth and suburb (5 marks)
List all of the active staff. Show their Staff ID, full name and weekly salary assuming that they work a 38 hour week (3 marks)
Which plan has the most expensive contract to break? (5 marks)
Which brands of mobile phone does this company sell? List only the unique brand names (3 marks)
Which customer is not able to purchase a phone? Use a query to explain why. Hint: Review the customer data (3 marks)
How many of each phone plan have been sold? (5 marks)
What is the average age of an Apple phone user? (8 marks)
What are the first and most recent mobile phone purchases? (3 marks)
i. For calls made in 2018 how many calls were made on the weekend? (5 marks) ii. For calls made in 2018 how many calls were made on each day of the weekend? (3 marks) MIS602_Assessment _2_Brief_Database Implementation_Module 4.2 Page 1 of 3
Provide a listing of the utilization of each tower and its location i.e. how busy each tower is based on the number of connections. Put the busiest tower at the top of the list (3 marks)
Did any users on the ‘Large’ plan exceed their monthly allowance during August 2018? (8 marks)
The company is upgrading all their 3G towers from to 5G. i. How many towers will be upgraded? (1 mark) ii. what SQL will be needed to update the database to reflect the upgrades? (2 marks)
i. List the full name, join date, resigned date of each staff member and name, join date and resigned date of their manager (3 marks) ii. What do you observe with the data? (2 marks)
How much revenue was generated in 2017 by each plan from call charges. Format the output as currency i.e. $123.45 (8 marks)
List the customers who made phone calls longer than 200 minutes (5 marks)
Which customers have more than one mobile phone? List the customer name, suburb and state. Order by the customer name (8 marks)
Are there any mobile phone plans that are currently unused? This can be obtained a number of ways. Demonstrate this by using the following two query types i. Nested subquery (3 marks) ii. Outer join (3 marks)
List the oldest and the youngest customers in the postcodes 3000 and 3102. Show the customer full name age and suburb details (3 marks)
i. Create a view that shows the popularity of each phone colour (1 mark) ii. Use this view in a query to determine the least popular phone colour (2 marks)
The billing team is getting returned mail because of bad customer addresses. This is causing a loss in revenue. i. Review the customer data and find at least 3 issues (3 marks) ii. Provide the SQL statements to correct the data problems (2 marks) Total 100 marks
The database used for this assignment is available in ‘MIS602_Assessment 2_Database SQL Files’ folder. Please download the files from this folder.
All statements and first 10 lines of output need to be neatly presented. Please save all your SQL statements and output into a single word document and submit it via the Assessment link in the main navigation menu. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions Submit Assessment 2 via the Assessment link in the main navigation menu in MIS602 Database Modelling and Database Design. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly. MIS602_Assessment 2_Brief_Database Implementation_Module 4.2 Page 2 of 3 Assessment Rubric Assessment Criteria Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% ? Correct and complete queries ? Display only required information ? Demonstration of additional AQL knowledge 100% Queries are incorrectly answered with marks only sufficient to attain a F(ail). Queries correctly answered with sufficient marks to attain a (P)ass Queries correctly answered with sufficient marks to attain a (C)redit. Display only required information. Queries correctly answered with sufficient marks to attain a (D)istinction. Display only required information Display additional SQL knowledge such as column formatting, table alias, additional calculations etc Queries correctly answered with sufficient marks to attain a (HD) High Distinction. Display only required information. Display additional SQL knowledge. Well formatted queries. Results returned in a meaningful order. MIS602_Assessment 2_Brief_Data Implementation Module 4.1 Page 3 of 3
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QUESTION 1 This question has been merged with others to reduce the doubling up for you. QUESTION 2 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE2 1 2 3 Benchmarks Key VET Stakeholders are identified and understood. The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood. Comments: Read the following: CASE STUDY Hamoud is the training manager of a large finance company. He has been asked to attend a meeting organised by the finance industry to discuss and develop the criteria for the implementation of competency standards for the finance industry. Hamoud has never worked within the competency-based training framework and is reluctant to implement this type of training in his organisation. Paul is the training manager from another large finance company that has already implemented competency-based training for sales and administration staff and is keen to implement similar training in the company’s call centre. The meeting is also attended by union representatives as well as government representatives. The meeting is one in a long series of meetings and discussions that are required to implement competency standards in an industry. Satisfactory / Not Yet Satisfactory Question 2a. What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC) ASQA ACPET AQF Satisfactory / Not Yet Satisfactory Question 2b. What advantages will Hamoud’s company gain by consulting with key stakeholders and other training managers before introducing competency-based training? (Note: the answer to this one is not immediately obvious in the text. Instead, you will need to think about the information that has been provided.) Your answer: QUESTION 3 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE1 KE10 1.3 KE2 1 2 3 Benchmarks Candidate understands information about training package developers and course accreditation agencies responsible for specific learning program parameters, including who they are, where to find them and who is responsible for them. Understands what an organisation’s quality assurance policies and procedures should be. The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood and applied. The relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the VET sector. Comments: Satisfactory / Not Yet Satisfactory Question 3a. What are the three components of the National Training Framework? The first is done for you. Component 1 Training Packages Component 2 Component 3 Questions 3b-d. These questions have been incorporated into Project 1a. Satisfactory / Not Yet Satisfactory Question 3e. When an RTO meets the Standards for Registered Training Organisations (2015), it will actually benefit all sorts of other people and organisations. What could be some of these benefits for the following: Learners Industry/Employers Governments Providers Satisfactory / Not Yet Satisfactory Question 3f. How do you think each of the following things might help an RTO to achieve the required standards of quality? The first one has been done for you. Procedures/Processes for: How it helps achieve consistency in national standards Enrolling students Ensures that the required information about students is collected and stored. RPL Issuing qualifications Continuous improvement Managing student fees Staff qualifications Satisfactory / Not Yet Satisfactory Question 3g. How can a Continuous Improvement Model help an RTO to maintain its quality? Please highlight the correct answer. a) It ensures that they are operating a more profitable business. b) It is a good marketing tool that gets people in the door. c) It helps to ensure that everything that they are doing is what they should be doing by determining needs, developing and delivering a service, reviewing, amending and obtaining feedback and then amending again. d) It is a way keep registration as an RTO. QUESTION 4 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE1 1 2 3 Benchmarks Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification type. Comments: Satisfactory / Not Yet Satisfactory Question 4a. Describe the Australian Qualifications Framework (AQF). What are its objectives? What is the AQF? What are its objectives? Satisfactory / Not Yet Satisfactory Question 4b. List the levels of the AQF in the first column of the table below and summarise the criteria for each of the levels in the second column. The first one has been done as an example for you. AQF level Criteria of that level Level 1 – Certificate 1 Graduates at this level will have knowledge and skills for initial work, community involvement and/or further learning. Knowledge: a foundational knowledge for everyday life, further learning and preparation for initial work. Skills: a foundational cognitive, technical and communication skills to: • undertake defined routine activities • identify and report simple issues and problems Application of knowledge and skills: apply knowledge and skills to demonstrate autonomy in highly structured and stable contexts and within narrow parameters.
Add more rows as required. Satisfactory / Not Yet Satisfactory Question 4c. For any TWO of the following situations, determine the training need, and recommend one Qualification that would be appropriate. Obviously, you will not have all of the information that you need, so also indicate what additional information you would require to provide a quality recommendation in each situation, and how you would get this information. The first one has been done for you as an example. Situation 1 Simone wants to work in a Child Care Centre. She has a Certificate II in Children’s Services. What AQF level would be suitable? AQF Level 3 training related to child care. Choose one qualification from this CHC – Community Services Training Package that would suit Simone. CHC30113 – Certificate III in Early Childhood Education and Care Other information you would need. What training have the current people working in the child care centre have? What type of position does Simone want to achieve? Does she want to complete her Certificate III then Diploma so that she can take on a managerial role or head teacher role within the centre? Simone will need to define the job she is aspiring to. I would then need to assess what is involved in the actual position. How would you get this information? Discussion with Simone, examine job/position descriptions, talk to centre managers about the qualifications needed for the individual roles within a child care centre. Situation 2 Greg has just finished Year 12 and he wants to become a qualified chef. What AQF level would be suitable? Select one qualification from this SIT – Tourism, Travel and Hospitality Training Package list you would recommend for Greg. Other information you would need. How would you get this information? Situation 3 Erica is a nurse within an Aged Care facility. She wants to move into a management position focusing on human resources. What AQF level would be suitable? Select one qualification from the CHC – Community Services Training Package that you would recommend for Erica. Other information you would need. How would you get this information? Situation 4 Sally has finished Year 10 and wants to get a job as a farm hand in the cattle industry. What AQF level would be suitable? Select one qualification from the AHC – Agriculture, Horticulture and Conservation and Land Management Training Package that you would recommend for Sally. Other information you would need. How would you get this information? QUESTION 5 This question has been merged with others to reduce the doubling up for you. QUESTION 6 Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE2 KE6 KE10 KE11 KE12 1 2 3 Benchmarks Functions of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system are demonstrated. The use of training packages and relevant competency standards to be used as the basis of the learning program. Non-endorsed components of training packages are explained and understood. Other sources of training package information are identified and where to find them is determined. The Standards for Training Packages are read and used to demonstrate understanding of the role and purpose of each endorsed component. Comments: Satisfactory / Not Yet Satisfactory Question 6a. In the rows below: What is the purpose of a Training Package? What the components of a Training Package? How is a Training Package used as a benchmark for competency based training and assessment? What is the purpose of a Training Package? What are the components of a Training Package? How can a Training Package be used as a benchmark? Satisfactory / Not Yet Satisfactory Question 6b. What is a benchmark? Give an example of how a Training Package is used as a benchmark for competency-based training and assessment. A benchmark is: An example of how a Training Package is used as a benchmark: Satisfactory / Not Yet Satisfactory Question 6c. In Question 6a, you listed the components of a Training Package. Which of them would you find most helpful if we were planning to put together a new Learning Strategy for a qualification we wanted to deliver? Your answer: Satisfactory / Not Yet Satisfactory Question 6d. Consider the following case study: Sally would like to undertake the AHC20116 – Certificate II in Agriculture because she wants to continue on from her school work experience at the cattle farm where she was placed. Sally would like to train specifically in the area of assisting with the birth of new cattle, so she decides to focus on the unit of competency: AHCLSK203 – Carry out birthing duties Look at the key words describing Sally’s job and what she wants to do. What are the benchmarks that Sally will need to meet in this unit to be assessed as competent? Your answer: Satisfactory / Not Yet Satisfactory Question 6e. Look at Standards for Training Packages here. List the endorsed components of a Training Package and describe the purpose of each. The first one has been done for you. Endorsed Component Purpose Units of Competency Units of competency specify the standards of performance required in the workplace The structure of units of competency complies with the unit of competency template
Satisfactory / Not Yet Satisfactory Question 6f. List the non-endorsed components of a Training Package. Your answer: • Satisfactory / Not Yet Satisfactory Question 6g. Name the Training Packages for the following Qualifications. Qualification Training Package TAE40116 Certificate IV in Training & Assessment SIS50215 Diploma of Fitness PSP20116 – Certificate II in Government Satisfactory / Not Yet Satisfactory Question 6h. List 3 Qualifications at different AQF levels that belong to each of the following Training Packages. Training Package Qualification HLT – Health Training Package CHC – Community Services Training Package PUA12 – Public Safety Training Package Satisfactory / Not Yet Satisfactory Question 6i. Why is it important to talk to our clients before designing training? What questions could we ask? Please list 3. Why is it important? Questions to ask: 1. 2. 3. Satisfactory / Not Yet Satisfactory Question 6j. Where can we find out more information about Training Packages? List 3 different possibilities. 1 2 3 QUESTION 7 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE4 1 2 3 Benchmarks The format and structure of accredited courses is understood. The difference between Training Packages and Accredited courses is understood. Comments: Satisfactory / Not Yet Satisfactory Question 7a. What is an accredited course? Your answer: Satisfactory / Not Yet Satisfactory Question 7b. What is the difference between an accredited course and a Training Package? Your answer: Satisfactory / Not Yet Satisfactory Question 7c. Describe the structure of an accredited course in the table below. Applicant and classification information Course information Units of Competency QUESTION 8 Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE5 KE3 KE7 3.1 3.2 3.3 5.1 1 2 3 Benchmarks The format and structure of units of competency, and assessment requirements of a unit of competency are understood. Dimensions of Competency are understood and applied. Candidate understands how to access assessment information of the relevant training package or accredited course. Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients is understood and applied. Comments: Satisfactory / Not Yet Satisfactory Question 8a. What is a Unit of Competency? Your answer: Satisfactory / Not Yet Satisfactory Question 8b. When researching Units of Competency, where would you go first? Please highlight the correct answer.
Training.net.au
Training.gov.au
Ntis.gov.au
Training.com Satisfactory / Not Yet Satisfactory Question 8c. Describe what the following 3 terms mean when referring to the unit code of the following Unit of Competency: BSBCMM401- Make a Presentation Write your answer in the space below each term. BSB CMM 401
Satisfactory / Not Yet Satisfactory Question 8d. When viewing a Unit of Competency, you’ll see that it is broken into several sections. The sections can change over time, and so we often find that some units have sections that other units do not. A big change occurred in 2014. In the table below are some section headings. Indicate Yes/No it is from pre-2014 or post 2014 (it could be both) and say what the purpose of the section is. The first row has been completed for you as an example. (Hint: Within each Unit of Competency, headings are usually dark blue.) Heading PRE 2014? POST 2014? Purpose Unit Descriptor Yes No Describes what the unit is about. Elements & Performance Criteria Yes/No Yes/No Range Statement Yes/No Yes/No Foundation Skills Yes/No Yes/No Assessment Conditions Yes/No Yes/No Satisfactory / Not Yet Satisfactory Question 8e. Below is a template for a Unit of Competency. Using BSBCMM401- Make a Presentation complete the table to demonstrate how this unit looks. Unit Code Mandatory field Unit Title Mandatory field Application Mandatory field Unit Sector Optional field Elements Mandatory field Performance Criteria Mandatory field Elements describe actions or outcomes that are demonstrable and assessable. 1.1 Performance criteria clearly relate to the element. 1.2 They are expressed as a standard. 1.3 They specify the required performance in relevant tasks, roles, and skills. 1.4 They reflect the applied knowledge that enables competent performance.
Foundation Skills Mandatory field Skill Performance Criteria Description
Unit Mapping Information Mandatory field Code & title Current version Comments Equivalence status
Links Mandatory field Link to Companion Volume Implementation Guide. Assessment Requirements Mandatory field Links Mandatory field Link to Companion Volume Implementation Guide. Satisfactory / Not Yet Satisfactory Question 8f. List the Assessment Requirements of the following Unit of Competency: TAEDEL401- Plan, organise and deliver group based learning. Performance Evidence Mandatory field Knowledge Evidence Mandatory field Assessment Conditions Mandatory field Satisfactory / Not Yet Satisfactory Question 8g. We now understand the structure of a Unit of Competency, but there are other important things to note about Units of Competency as well. What are the Dimensions of Competency? Your answer: Satisfactory / Not Yet Satisfactory Question 8h. Describe each of the Dimensions of Competency and list 2 examples of how they could be used in work practice. Dimensions What does it mean? How can it be used in work practice? Task skills Task management skills Contingency management skills Job role or environment skills Satisfactory / Not Yet Satisfactory Question 8i. Refer to the earlier question in Q.4c about Greg, Erica and Sally. For any one of these : • Identify a Training Package, and the possible Qualification or Skill Set they could complete. List the qualification rules. (POINT 1) • Now identify how you have analysed one Unit of Competency from that Qualification to make sure it is suitable for your individual person’s needs. (POINT 2) • Now identify how this unit links with the other units in the Qualification. List the best possible combination of Core units and Elective units that your person will need to complete. (POINT 3) • Write your answer in the form of a memo to this person, explaining why you think and include a hyperlink to the source/s of your information. An example is provided for you. To: Simone From: Bryan West Date: Monday, 22 February 2018 Re: Certificate III in Early Childhood Education and Care Memo Hi Simone, I enjoyed speaking with you on Friday. I have had a chance to consider your training needs and believe the course CHC30113 Certificate III in Early Childhood Education and Care from the Training Package: CHC – Community Services will develop your knowledge and skills necessary for a career within a child care centre. [POINT 1] This course is designed for those who are working or intending to work within the children’s services industry. It provides a useful introduction into understanding, caring for and supporting the development of young children. With the practical training you’ll receive during this course, you can look forward to a rewarding career as a childcare worker. To achieve the CHC30113 Certificate III in Early Childhood Education and Care, you must complete 18 units of study: • 15 Core units • 4 Electives You can access the full range of units and further qualification details by clicking on this link to the Qualification at training.gov.au: CHC30113 Certificate III in Early Childhood Education and Care. Based on the fact that you want to work in a childcare centre. I believe that the unit: CHCECE005 – Provide care for babies and toddlers is a great core unit for you to complete as it allows you to practically apply the skills and knowledge required when providing care to babies and toddlers in an actual workplace environment. [POINT 2] This means that you will be able to access real regulated education and care services and that all of the assessment will allow actual interaction with babies and toddlers. I have also chosen the following electives for you based on your desire to work within a childcare facility setting and not a school: [POINT 3] • CHCECE006 -Support behaviour of children and young people • CHCECE017 -Foster the holistic development and wellbeing of the child in early childhood • CHCPRT003 -Work collaboratively to maintain an environment safe for children and young people • SRCCRO008B – Interact positively with infants, toddlers and parents in a recreation environment Please be in touch with any further questions at all. Kind Regards, Bryan Your answer: To: From: Date: Re: Message QUESTION 9 This question has been merged with others to reduce the doubling up for you. QUESTION 10 …. so has this one! QUESTION 11 Lesson Reference: CLICK HERE and HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE11 1 2 3 Benchmarks Candidate can describe relevant workplace health and safety (WHS) knowledge relating to the work role, and WHS considerations that need to be included in the learning program. Comments: Satisfactory / Not Yet Satisfactory Question 11a. Who is responsible for WHS? Your answer: Satisfactory / Not Yet Satisfactory Question 11b. We know that all activities are affected by WHS. List at least 3 examples of hazards that could affect each of the following jobs or industries: Tree Felling: 1. 2. 3. Building industry: 1. 2. 3. Banking industry: 1. 2. 3. Satisfactory / Not Yet Satisfactory Question 11c. For each context listed below, what WHS information could we provide to our learners to confirm that our learning environment is safe? Rest room facilities Tea and coffee facilities Fire exits Complaints Satisfactory / Not Yet Satisfactory Question 11d. Define the word ‘hazard’. Please highlight the correct answer.
Something that has caused injury to someone.
Something that will cause injury to someone.
Something that does cause injury to someone.
Something that could cause injury to someone. Satisfactory / Not Yet Satisfactory Question 11e. Describe 3 of the possible hazards that you might encounter when delivering/assessing each of the following Units of Competency. Then, classify each (e.g., physical, ergonomic, etc.). Some ideas have been added for you as examples. Unit Possible Hazards Type of Hazard Operate personnel and materials hoists
Controlling traffic Physical 2. 3. Conduct an aged care facility access audit
New type of flu virus Biological 2. 3. Instruct fitness programs
Muscle strain from demonstrating exercise Physical 2. 3. Satisfactory / Not Yet Satisfactory Question 11f. As a trainer, what do you think your responsibilities are for each of the Six Steps of Hazard Management? Step 4 has been completed for you as an example. 1. 2. 3.
As the trainer, I will ensure all protective clothing and equipment is compliant with various WHS Acts, and that employees are proficient in the use of clothing and equipment as directed by myself. 5. 6. QUESTION 12 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt 5.2 1 2 3 Benchmarks Candidate understands how to provide appropriate advice to the client about assessment requirements. Comments: Satisfactory / Not Yet Satisfactory Question 12a. When it comes to assessing, what kinds of things do we need to think about to make sure that we meet our clients’ needs without distorting the integrity of the assessment (that is, making it too easy)? Please highlight the correct answer. (Hint – there may be more than one.)
Making it easy enough for everyone to pass, getting it done in the shortest time, reducing the paperwork we have to do.
What our client’s timeframes are, the budget and how best to prepare participants and resources.
Methods of assessment that are going to help most participants, impacts on the organisation, reducing training time.
All of the above. Satisfactory / Not Yet Satisfactory Question 12b. As a trainer, what do you think your responsibilities are for each of the Seven Steps for Planning Assessment? Step 1 has been completed for you as an example.
Discuss with the client skill gaps and skill development, and the outline of activities to be assessed, and the dimensions of competency to be assessed. 2. 3. 4. 5. 6. 7. DECLARATION OF ORIGINALITY Name: On a scale of 1-5 how would you rate: Strongly Disagree Disagree Neither Agree Strongly Agree I understood what I had to do. 1 2 3 4 5 I knew how to do it. 1 2 3 4 5 I consider the level of difficulty of the tasks to be appropriate for an AQF Certificate IV level assessment. 1 2 3 4 5 I found the trainer responded in a timely, knowledgeable, helpful manner. 1 2 3 4 5 Is there anything else you would like to share? I declare that: • I have personally completed all components of this assessment item. • I understand that all work that is not my own (such as the ideas and research of others as well as source documents) requires referencing and have done so appropriately. Signed: Date: An electronically signed Declaration of Originality is to be completed and attached to every submission.
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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. What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC)ASQA
Identify international and national concepts of mental health;
Outline biopsychosocial, spiritual and cultural factors that impact on the person’s experience of mental health issues; (GA1, 5)
Describe the role for the mental health nurse within the multidisciplinary team in the provision of collaborative care to people experiencing mental health issues, their family and carers (GA5, GA8)
Demonstrate a sound knowledge of quality use of medicines, non-pharmacological therapeutic interventions and complementary therapies in the mental health context; (GA1, 3, 4, 5, 8)
Apply the Recovery Framework and the Levett-Jones’ Clinical Reasoning Cycle in planning safe, evidence-based, culturally sensitive, person-centred mental health nursing for individuals, their family and carers; (GA1, 3, 5)
Apply legal and ethical principles in the planning of care for individuals experiencing mental health issues and their family and carers; (GA1, 3, 5, 6) You are required to answer all ten (10) of the following questions. Please ensure that you adhere to academic conventions (such as APA references, paraphrasing, accurate grammar/spelling etc). Your response must not exceed 2,000 words in total. You must submit your paper through Turnitin. You must include the questions as they appear below, in your response. In order to pass this supplementary exam, you must achieve 50% or above.
Discuss one culturally sensitive intervention that could be provided/considered when caring for an Indigenous person experiencing a relapse of schizophrenia. Your answer must also provide a rationale/s for this intervention. (LO1, LO2, LO6).
Explain two (2) differences and two (2) similarities between schizophrenia and bipolar disorder. (LO1, LO4).
Australia’s legal system requires health care clinicians to operate within a ‘least restrictive’ framework. Discuss where this approach is evident in the legislation in your state. You will need to name the legislation you refer to in your answer. (LO1, LO3, LO6).
What education should the mental health nurse provide to a consumer who has been prescribed clozapine? Discuss the following concepts in relation to the consumer who is on clozapine: a). Side effects b). Indications c). Monitoring d). Consumer education (LO1, LO3, LO4, LO5, LO6).
Tess is a consumer who has experienced depression for many years. Recently Tess experienced the loss of her partner, and since then has significantly increased her alcohol intake. This is not an uncommon cooccurring factor for people experiencing depression. a). What actions should the mental health nurse undertake if they are concerned about possible alcohol withdrawal for a consumer admitted to an inpatient mental health unit? b). What signs should the mental health nurse be looking for in relation to alcohol withdrawal? (LO3, LO4).
Yueting is a 21-year-old consumer who is under the care of the community team for schizophrenia. Recently her parents called her case manager, worried as she has stopped taking her medication and her behaviour is becoming ‘strange’ again. When the case manager comes to visit Yueting, it is clear that she is psychotic and needs inpatient care. Describe the process for voluntary/non-compulsory and involuntary/compulsory admission to hospital in your state/territory. (LO3, LO6).
Discuss two non-pharmacological therapies used in the treatment of anxiety disorder. (LO4, LO5).
Perry is a consumer with major depressive disorder. What are the four (4) most important questions you want to ask in relation to assessing mood. Provide an explanation as to why you have chosen these four (4) questions. (LO2, LO5).
Raj is a consumer on the acute inpatient unit. Raj has refused to take any medication prescribed for his mania. His behaviour is disruptive, sexually provocative and he hasn’t slept in days. Outline five (5) nursing priorities you would implement when caring for Raj today. Your answer should also provide a justification as to why you chose these priorities. (LO2, LO4, LO5, LO6).
Critically analyse two (2) impacts of mental illness stigma for consumers and/or their families. (LO1, LO2, LO5)
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ASSESSMENT 2 BRIEF Subject Code and Title MIS501 Principles of Programming Assessment Business case study Individual/Group Individual Length N/A Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Synthesise the tenets of procedural programming into the object oriented paradigm. b) Design and implement solutions using unified modelling language (UML) diagrams and coding to meet business needs. Submission Due by 11:55pm AEST/AEDT Sunday end of Module 4.2. Weighting 35% Total Marks 100 marks Assessment Task In this assessment, you are required to undertake three tasks. For each task, it is required that you implement a Python program to solve a business problem presented in the business case. Please refer to the Instructions for details on how to complete this task. Context Module 1.1 to Module 4.1 covered many expressive programming syntax and powerful Python language features. Collectively, they can be used to create sophisticated programs to solve real business problems. In each Module, we focused almost exclusively on particular language features or syntax taught in that Module. In this assessment, you have the opportunity to put them all together. In contrast with the “toy” practical exercises in each Module, you are presented with close-to-real-life business problems and you are asked to develop programs to solve these problems. Sometimes, understanding the business problems and the associated business rules is challenging in their own. The business logics sometimes need to be determined/inferred/interpreted from the business case and business rules, which then need to be implemented using a programming language. These are the challenges you will inevitably have to address in real life. Therefore, the business case and the business rules in this assessment have been deliberated designed to be convoluted and less straightforward. Understanding the case and the business problem is in itself an integral part of the assessment. In this assessment, you will demonstrate the following skills and knowledge:
Grasp business requirements, rules and logics, and be able to translate them into programming code.
Implement programs in Python to solve business problems.
Design a program and illustrate the logic through flowcharts. Instructions
Please read the case scenario and complete Task 1, 2 and 3 outlined in the attached MIS501_Assessment 2_ Business Case Study Tasks document.
All implementations must be in Python 3 (that is NOT Python 2). Programs implemented in a different language will be marked 0. Programs implemented in Python 2 will be capped at 50% of the available marks. MIS501_Assessment_2_Brief_Business Case Study_Module 4.2 Page 1 of 4
You may only use the language features and syntax taught in Module 1.1 through to Module 4.1. You MUST NOT use any other language features beyond what was taught by Module 4.1. Penalties apply.
You may implement the programs in any IDE of your choice.
All programs should be provided with adequate and meaning comments.
Follow Python Style Guide: https://www.python.org/dev/peps/pep-0008/ Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit the following four files for this assessment in MIS501: Principles of Programming. o task1.py. o task2.py. o task3.py. o task3.docx. DO NOT zip these files into one file, submit individual files. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
MIS501 Principles of Programming Assessment 2 – Business Case Study Case Scenario COMP101 Foundations of Computer Systems is a first-year introductory subject in both the Bachelor of Information Technology and Diploma of Information Technology course at ABC University. The Subject Coordinator of COMP101 has engaged you to help her to code a few Python programs as handy tools to solve a number of problems at hand. Task 1 – Determine Interim Grade Letter (30%) In this task, you will write a Python program to help the Subject Coordinator of COMP101 to calculate an interim grade letter for a student given their assessments results. COMP101 Foundations of Computer Systems has three assessments with the following weightings. Assessment Number Assessment Type Assessment Weighting 1 Lab exercise 20% 2 Report 40% 3 Final examination 40% Each assessment has been marked out of 100 and the mark for each assessment may be a decimal number with at most two decimal points (e.g., 68, or 68.5, or 68.45). The final mark for COMP101 is the weighted sum of all three assessments, rounded up to the nearest integer. For example, Student A received 75.67/100, 45.8/100, 32/100 for Assessment 1, 2 and 3 respectively. Their final mark for COMP101 is 47 (46.254 rounded up to the nearest integer). 75.67 × 20% + 45.8 × 40% + 32 × 40% = 46.254 For simplicity, in this Task, we will use a bracket that consists of three numbers to denote the marks of a student’s three assignments in order. For example, (75.67, 45.8, 32) denote a student who received 75.67/100 for the first assessment, 45.8/100 for the second, and 32/100 for the third. The final mark is used to determine the interim grade letter for a student. The Assessment Policy and Procedures of ABC University stipulates the following rules for determining the interim grade letter. The range in the Final mark column includes the numbers on both ends. Final mark Interim grade letter Description 85 – 100 HD High Distinction 75 – 84 D Distinction 65 – 74 C Credit 50 – 64 P Pass 45 – 49 F or SE or SA Fail or Supplementary Assessment or Supplementary Exam 0 – 44 F or AF Fail or Absent Fail Students whose final mark is between 0 and 44 (inclusive) may be awarded an F (Fail) or an AF (Absent Fail). If two or more assessments are awarded zero and the final mark is between 0 and 44 (inclusive), the student will be awarded an AF (Absent Fail), otherwise they are awarded an F (Fail). For example, students with (0, 100, 0) should be awarded an AF because their final mark is 40, and two assessments are marked zero. However, students with (100, 50, 0) should be awarded an F because although their final mark is 40, they only have one assessment awarded zero. Students who have marginally failed, that is, their final mark is between 45 – 49 (inclusive), may be awarded an F (Fail) or Supplementary Exam (SE) or Supplementary Assessment (SA). If a student’s final mark is between 45 – 49, they will receive an F (Fail) unless they satisfy all the following conditions: o Their final mark is between 45 – 49 (inclusive). o They do not have any assessment marked zero. o They only failed (i.e., less than 50) one assessment. Students whose final mark is between 45 – 49 will receive an SE or SA if they satisfy all the conditions above. If the assessment they failed is Assessment 1 or Assessment 2, they will receive an SA and they will be given an opportunity to attempt a supplementary assessment. If the assessment they failed is Assessment 3, they will receive an SE and they will be given an opportunity to sit a supplementary exam. For example, students with (40, 100, 0) will receive an F (Fail) because although their final mark is 48 (i.e., between 45 – 49), they have one assessment marked zero (Assessment 3). Students with (10, 100, 10) will equally be awarded an F (Fail) because although their final mark is 46 (i.e., between 45 – 49), they have failed more than one assessment (Assessment 1 and Assessment 3). Students with (50, 50, 40) will be awarded an SE because their final mark is 46 (i.e., between 45 – 49) and satisfy all the three conditions above. The only failed assessment is Assessment 3, and they will be given an opportunity to sit a supplementary exam. The Subject Coordinator has asked you to develop a Python program that can calculate the interim grade letter for a student given the marks for all the assessments based on the business rules described above. Your program should allow the Subject Coordinator to type in a student’s assessment marks separated by a comma. Your program will then output the correct interim grade letter for that student. In this task, you do not need to allow the Subject Coordinator to type in the assessment marks for another student. Your program can terminate after it have calculated and output the interim grade letter for the first student. Here are some sample inputs and outputs the Subject Coordinator expected to see when she runs your program. All the green lines are your program outputs, all the red lines are users’ input. Sample input and output 1: Enter a student’s assessment marks (separated by comma): 40,100,0 F Sample input and output 2: Enter a student’s assessment marks (separated by comma): 90,100,100 HD Sample input and output 3: Enter a student’s assessment marks (separated by comma): 50,50,40 SE Implement your program in a Python script file and name it task1.py. You need to submit this file as part of the Assessment 2 submission. Task 2 – Finalising grades and class performance statistics (40%) This task is built upon Task 1. You may want to make a copy of task1.py, and name it task2.py, and you may want to use the logic you implemented for Task 1. DO NOT override task1.py. A couple of weeks after the Release of Grade date, all supplementary assessments and exams have been finalised. All the interim grade letters now need to be converted to a final grade letter, that is, the grade letter that appear on students’ transcript. For HD (High distinction), D (Distinction), C (Credit), P (Pass) and F (Fail), they will not be converted as they themselves are final grade letters. For SA and SE, they will be converted to either a SP (Supplementary Pass) or F (Fail). If the student who have been awarded an SA or SE, passed the supplementary assessment or supplementary exam (that is, they achieved no less than 50/100), their grade letter will be converted to SP (Supplementary Pass), otherwise it will be converted to F (Fail). For AF (Absent Fail), it will be converted to F (Fail). Each final grade letter carries some grade point value as detailed in the table below. Final grade letter Grade point value HD 4.0 D 3.0 C 2.0 P 1.0 SP 0.5 F 0 The Subject Coordinator would like you to implement a Python program that helps her to read in all students’ marks and generate some high-level statistic about the class performance. Input In contrast with Task 1, the program in Task 2 will prompt to the Subject Coordinator (the user) and allow her type in all students’ assessment marks. This is achieved by repeatedly asking the Subject Coordinator to type in students’ three assessment marks until she types in the letter “N”. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish: 40,100,0 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 90,100,100 Enter a student’s assessment marks (separated by comma), type in letter N to finish: N (input finishes) The Subject Coordinator (the user) may type in as many students’ assessment marks as she wishes. Each line of input represents a student’s three assessment marks. The only way she signals to the program that she has done with inputting is to type in a letter N. Your program should use an appropriate data structure to store students’ marks. As you read in students’ assessment marks, if your program detects that the student would have been given an SE or SA, your program should then ask for their supplementary assessment or supplementary exam mark. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish: 40,100,0 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 50,50,40 What is this student’s supplementary exam mark: 67 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 90,100,100 Enter a student’s assessment marks (separated by comma), type in letter N to finish: N (input finishes) Output After input finishes, your program will then output the following class performance statistics: o Number of students: This number shows the total number of students that the user typed in. o Student pass rate: The percentage of students who received a final grade letter of HD, D, C, P or SP, that is,
???? + #?? + #?? + #?? + #????
??????????????
HD represents the number of students who received HD. #student represents the total number of students. Rounded to two decimal points.
o Student pass rate (adjusted): The percentage of students who received a final grade letter of HD, D, C, P or SP. This percentage excludes students who received an AF from the total number of students, that is,
???? + #?? + #?? + #?? + #????
?????????????? – #???? Rounded to two decimal points.
o Average mark for Assessment 1: the average mark for Assessment 1 with two decimal points. o Average mark for Assessment 2: the average mark for Assessment 2 with two decimal points. o Average mark for Assessment 3: the average mark for Assessment 3 with two decimal points. o Average final mark: the average mark for final mark with two decimal points. o Average grade point: the average grade point for all students in COMP101 with one decimal point. o Number of HDs: the number of students who received a final grade letter HD. o Number of Ds: the number of students who received a final grade letter D. o Number of Cs: the number of students who received a final grade letter C. o Number of Ps: the number of students who received a final grade letter P. o Number of SPs: the number of students who received a final grade letter SP. o Number of Fs: the number of students who received a final grade letter F. For example, Enter a student’s assessment marks (separated by comma), type in letter N to finish: 40,100,0 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 50,50,40 What is this student’s supplementary exam mark: 67 Enter a student’s assessment marks (separated by comma), type in letter N to finish: 90,100,100 Enter a student’s assessment marks (separated by comma), type in letter N to finish: N Number of students: 3 Student pass rate: 66.67% Student pass rate (adjusted): 66.67% Average mark for Assessment 1: 60.00 Average mark for Assessment 2: 83.33 Average mark for Assessment 3: 46.67 Average final mark: 64.00 Average grade point: 1.5 Number of HDs: 1 Number of Ds: 0 Number of Cs: 0 Number of Ps: 0 Number of SPs: 1 Number of Fs: 1 Implement your program in a Python script file and name it task2.py. You need to submit this file as part of the Assessment 2 submission. Task 3 – Naïve similarity detector (30%) This task is independent of the first two tasks. You can create a new file and name it task3.py. The Subject Coordinator of COMP101 has now asked you to implement a naïve similarity detector that she can use to identify collusion between students in their assessments. Your program will read in two assessment submissions (two strings) in turn and output a similarity score for them. You can assume that the input submissions have been “cleaned” with all punctuations removed. Each submission is a sequence of words separated by a space. For example, “COMP101 is an interesting subject and it has been easy” “COMP101 and COMP301 have always been interesting and easy” The similarity of two submissions is defined as the ratio between the number of common words in both submissions and the number of unique words in both submissions. For example, “COMP101 is an interesting subject and it has been easy” “COMP101 and COMP301 have always been interesting and easy” The common words between these two submissions are COMP101, and, interesting, been, easy. A total of 5 common words. The unique words in both submissions are COMP101, and, interesting, been, easy, is, an, subject, it, has, COMP301, have, always. A total of 13 common words. The similarity of both submissions is 5/13 = 38.46%. You are required to draw a flowchart diagram illustrating the logic of this program. You should use a professional drawing software, e.g. http://draw.io. Copy and paste your flowchart diagram in a MSWord document, and name it task3.docx. Implement a Python program that takes in two submissions (strings) and output the similarity between them with two decimal points. For example: Enter the first submission: COMP101 is an interesting subject and it has been easy Enter the second submission: COMP101 and COMP301 have always been interesting and easy The similarity score between the two is: 38.46%. You should ignore the letter cases, that is, “Interesting” and “interesting” should be treated as the same word. You do not need to lemmatise the words, that is, the words “going”, “go”, “went”, “gone” are treated as different words. You must not use the set structure in this or any other tasks. 0 marks will be awarded to the implementation if you used the set structure. Implement your program in a Python script file and name it task3.py. You need to submit this file as part of the Assessment 2 submission
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ASSESSMENT 2 BRIEF Subject Code and Title PROJ6000: Principles of Project Management Assessment Assessment 2 – Individual Report: PMBoK versus PRINCE2 or Agile in contemporary projects Individual/Group Individual Length 1,200 words (+/- 10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Assess the importance of project management concepts within an organisational context. b) Compare and contrast project management methodologies and their application within global project contexts. c) Identify and analyse the key processes of a project lifecycle. Weighting 35% Total Marks 100 marks Task Summary Following group discussions, individually write a 1,200-word report that discusses the strengths, weaknesses, similarities, and contrasts of PMBoK and PRINCE2 or Agile in contemporary projects. Context There are several project management methodologies and approaches that are used in contemporary project management. Among these are PMBoK, PRINCE2, Waterfall, Agile, Extreme Programming (XP), and Adaptive Project Framework (APF). Each of them has certain specific elements that proponents say make it easier to use, more applicable, more robust, or otherwise more appropriate for particular environments or circumstances. Whilst these methodologies are all valid and reliable tools for a project manager to use, it is important to be able to contrast them and to form a view of how they may best be used in a project. This analysis includes their usefulness, application in various types of projects, and how they view project risk. Such context can help project managers identify which methodologies/approaches may be best for specific projects. Instructions In this Assessment, you will write a 1,200-word (+/- 10%) report that considers the application of a project management methodology to a project as described in an assigned case study. In particular, you will review the assigned case study, then compare and contrast the application of the PMBoK project management approach to the highlighted project with your choice of one of the following methodologies/approaches: a) PRINCE2, or b) Agile The report must use the following headings:
INTRODUCTION: Develop an introduction to PMBoK and the other methodology/approach you have selected (PRINCE2 or Agile) that includes their background and historical context (approximately 200 words)
SIMILARITIES AND DIFFERENCES: List 2–3 similarities and 2–3 differences between them and why these similarities and differences are relevant to the assigned case study (approximately 200 words combined)
RISK: How each method treats project risk and how these approaches to risk are relevant to the assigned case study (approximately 200 words)
PROJECT CONTEXT: The types of projects in which each is used (approximately 200 words)
LIFECYCLE IMPLICATIONS: How each differs across different phases of a project’s lifecycle (approximately 200 words)
APPLICATION: Explain which methodology you would choose to apply for the project in the assigned case study, and why (approximately 200 words) Be sure to cite any source material, including learning resources or other academic or industry literature you research, used to inform your analysis. You will need to consult the literature and use at least 6 references (and not more than 12 references) from academic and industry sources. The word count does not include the reference list. Each reference must be cited in-text in your report. The assessment requires that you submit your report via Blackboard. You do not need to upload anything relating to your group discussions in Weeks 4 and 5. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool Submission Instructions Submit this task via the Assessment 2 link in the main navigation menu in PROJ6000 – Principles of Project Management. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that, except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at: http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly. 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% Knowledge and understanding of project management methodologies and approaches Demonstrates knowledge and understanding of PMBoK and either PRINCE2, and/or Agile methodologies/approac hes Percentage for this criterion = 30% Demonstrates a limited understanding of project management methodologies and approaches. Key components of the assignment are not addressed. Demonstrates a functional understanding of project management methodologies and approaches. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Demonstrates a thorough knowledge or understanding of project management methodologies and approaches. Demonstrates a capacity to explain and apply relevant concepts. Demonstrates a highly developed knowledge or understanding of project management methodologies and approaches. Demonstrates a capacity to explain in significant detail and thoughtfully apply relevant concepts. Demonstrates a sophisticated understanding of project management methodologies and approaches. Demonstrates an exceptional capacity to explain in substantial and relevant detail critical concepts and apply these concepts in a manner that makes strong connections. Analysis and application with synthesis of new knowledge Compares and evaluates two project management methodologies/approac hes Percentage for this criterion = 30% Limited or no comparison and evaluation of project management methodologies/approache s. Limited application/recommendat ions based upon analysis of methodology similarities and differences. Demonstrated basic comparison and evaluation of project management methodologies/approaches. Demonstrated basic application/recommendation s based upon analysis of methodology similarities and differences. Well-developed comparison and evaluation of project management methodologies/approaches. Well-developed application/recommendatio ns based upon proficient analysis of methodology similarities and differences. Thoroughly developed and creative comparison and evaluation of project management methodologies/approaches. Thoroughly developed application/recommendatio ns based upon to analysis of methodology similarities and differences. Highly sophisticated and creative comparison and evaluation of project management methodologies/approaches . Highly developed application/recommendati ons based upon to analysis of methodology similarities and differences. Effective communication (written) Effectively presents two selected project management methodologies/approac hes and their distinguishing/differing elements Limited ability to present information related to two selected project management methodologies/approache s and their distinguishing elements. Specialised language and terminology related to project management methodologies/approache s is rarely or inaccurately employed. Presents in a basic manner information related to two selected project management methodologies/approaches and their distinguishing elements. Occasionally employs specialised language and terminology related to project management methodologies/approaches with accuracy, with some inaccuracies. Presents in a coherent and readable manner information related to two selected project management methodologies/approaches and their distinguishing elements. Accurately employs some specialised language and terminology related to project management methodologies/approaches. Presents coherently and concisely information related to two selected project management methodologies/approaches and their distinguishing elements. Accurately employs a wide range of specialised language and terminology related to project management methodologies/approaches. Communicates eloquently, coherently, concisely, and creatively information related to two selected project management methodologies/approaches and their distinguishing elements. Discerningly selects and precisely employs a wide range of specialised language and terminology related to project management methodologies/approaches . Percentage for this criterion = 30% Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation, and/or the acknowledgment of sources. Meaning is sometimes difficult to follow. Information; arguments and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar, and/or punctuation. Meaning is easy to follow. Information, arguments, and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar, and/or punctuation. Engages audience interest. Information, arguments, and evidence are structured and sequenced in a way that is clear and persuasive. Spelling, grammar, and punctuation are mostly free from errors. Engages and sustains audience’s interest. Information, arguments, and evidence are insightful, persuasive, and expertly presented. Spelling, grammar, and punctuation are free from errors. Correct citation of key resources and evidence Percentage for this criterion = 10% Demonstrates inconsistent use of good quality, credible, and relevant resources to support and develop ideas. Less than six references employed. Referencing is omitted or does not resemble APA. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA with frequent or repeated errors. Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA with occasional errors. Demonstrates use of good quality, credible, and relevant resources to support and develop arguments and statements. APA referencing is free from errors. Demonstrates use of highquality, credible, and relevant resources to support and develop arguments and position statements. APA referencing is free from errors. The following Subject Learning Outcomes are addressed in this assessment SLO a) Assess the importance of project management concepts within an organisational context. SLO b) Compare and contrast project management methodologies and their application within global project contexts. SLO c) Identify and analyse the key processes of a project lifecycle
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Performance Tasks for BSBWHS418 Assist with managing WHS compliance of contractors
What are the legislated requirements applicable to contractors? What are a contractor’s compliance requirements? What documents do you use to assess contractor health and safety compliance? How do you identify contractor health and safety compliance? How can you investigate contractor health and safety non-compliance? What are the legislated requirements applicable to contractors?
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Subject Title Strategic Management in Tourism and Hospitality Assessment Title Assessment Two – Individual Report Learning Outcome/s (found in the Subject Outline) 1, 2, 3, 4 Assessment type (group or individual) Individual Weighting % 30% Word count 1500 Submission type Paper copy ? Turnitin ? Format / Layout of Assessment Report: ICMS Cover Page Table of Contents Executive Summary Introduction Conclusions Recommendations Findings & Discussion Reference List Appendices ? Assessment instructions Each individual student will write a 1,500-word report on one critical strategic management issue for an organisation of their choice in the Tourism and Hospitality industry. Students are encouraged to engage with a Tourism and Hospitality business identified in the course or draw upon their own industry experience to uncover a key strategic management issue for a SPECIFIC business in the Tourism and/or Hospitality industry. Some key areas of strategic management in the Tourism and Hospitality industry that may be of interest could include the following; competition, resources, competitive advantage, business level strategy, corporate level strategy, organisation structure and controls, globalisation, entrepreneurship, leadership and sustainability. This assessment seeks to develop the critical thinking skills and abilities of students through the identification
of a relevant strategic management problem for a Tourism and Hospitality business and the development of a viable strategic solution for that problem. Deliverables Individual students are to submit their written report of no more than 1,500 words Important Instructions This Assessment is individual and contributes 30% to the final mark for the course. The word count limit is 1,500 words (plus or minus 10%), excluding Appendices, References and Quotations. Times New Roman 12 point font and 1.5 line spacing. APA referencing as per 2020 ICMS Style Guide. Header to contain student names and identifier numbers only. Footer to contain page number only. Refer to and comply with, all the relevant requirements for a Business Report as indicated in the Assessment Brief and the ICMS Style Guide. Please note particularly the penalties that apply to non-compliance with the word count limit and late submission. Grading Criteria / Rubric A Grading Rubric is posted in the subject Assessment block on Moodle. This Assessment represents 30% of the final grade for the course
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1. After examining the three charts on comedy (Morreall’s, Fowler’s, and “The Nature of Comedy”), choose two aspects of comedy, discuss and elaborate how these aspects are seen in Tartuffe.
2. Contrast Orgon and the king as authority figures in Tartuffe.
3. Discuss Orgon as a dynamic character in this play–what specifically and significantly changes and how can you tell?
4. There are a number of themes central to the development of Moliere’s Tartuffe. Discuss three of the themes highlighted below, demonstrate how it is developed, and determine the significance it has in relationship to underscoring the meaning of the play as a whole.
The Position / Status of Women
The reason as a Superior Guide for Human Behavior
The Tension between Religious Devotion vs. Religious Fanatics
As you discuss these points, provide specific references to the text (and cite them) as evidence to support your expressed opinions/answers to these questions. You will always need to cite specific examples from the literature to support opinions. Please follow the instructions.
Textbook: The Norton Anthology of World Literature, Author: Martin Puchner, Gen. Ed. Publisher: W.W. Norton & Company, Edition: 4th (Vols. D, E, and F).
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For this assignment, you will write a reflection paper in which you give in-depth consideration and personalization of the imperative for ethics in your proposed research.
Be sure your reflection addresses the information below.
Explore potential ethics issues that could affect your research.
Discuss how various stakeholders can affect ethics in the research process.
Prescribe a code of ethics that could guide you in your research.
Evaluate the imperative for ethics in post-research activities (i.e., publication, follow-on research)
Your reflection paper should be insightful and supported with a minimum of two academically reliable sources.
Your reflection should be scholarly in nature and demonstrate a critical analysis of ethics in research.
Your written paper must be at least two pages in length, not counting the title or reference pages.
(please adhere to citation_guide_7th_edition when creating citations and references for this assignment. APA formatting, however, is not necessary
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1. Explicate Goodison’s “Mother, the Great Stones Got to Move.” Identify the poem’s setting and situation. What is the subject of the poem? What message does the poem communicate about its subject (this is the poem’s theme)?
2. What does the poetry assigned communicate about the importance of literature and the role of the artist/writer in society? Does the artist play a purely aesthetic, social, political, or moral role through his/her art/poetry? Please cite specific examples from the various poems to defend your position.
3. What do Blake, Amichai, and Goodison have to teach us about living with disappointment?
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