Review Case 5.37 in your textbook. Using the questions provided as a guide, explain how you think the budget presented may impact the company. Please review the posts of your classmates before respond
Review Case 5.37 in your textbook. Using the questions provided as a guide, explain how you think the budget presented may impact the company. Please review the posts of your classmates before responding to Case 5.37 and provide responses that are different than what your classmates’ have posted and suggested.
To participate in follow up discussion, ask questions and post comments regarding classmates’ posts or respond to follow-up questions posted by the instructor.
Please include proper citations in your discussion post. Points will be deducted if proper citations are not used.
5.37
5.37 (LO 2) Standards and behavior (CMA adapted) Miller Manufacturing makes several different products for the mountain biking enthusiast. In an extremely competitive market, Miller has assumed a strong position by stressing cost control. Several years ago, the company implemented a standard cost system based on practical standards that were considered fair and reasonable by both managers and line workers.Last month, Miller hired Kate Daniel as its new controller. After a brief review of operations, Kate has decided to make some changes. She reviewed materials and labor standards, and believes they need to be revised. She has indicated to other managers that workers need to be better motivated and that tighter labor standards will provide that motivation.Yesterday, Kate presented each departmental manager with a new annual budget based on the new standards. There was little discussion; however, one cost accountant mentioned that the new standards appeared to be quite a bit tighter than the old ones.Required
a. Describe any negative behaviors that managers and line workers may exhibit as a result of the tight-ening of the standards.
b. Can Kate take any actions to mitigate the negative behaviors you have identified?
c. How can tight standards have a positive effect on employees’ behavior?
d. Who should have participated in the setting of the new standards? How would their participation have improved the process?
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Having developed a definition of diversity in the last module, this week we’re turning to how diversity applies to you personally. This could be related to your personal experiences or things you’ve observed of those around you. Because Milestone One is also due this week, we’ll start to discuss the issues and events that interest you. Based on the module resources and your own research, write an initial post that addresses the following:
Describe an event related to diversity that either you or someone around you has experienced. What did you take away, and how did it enhance your understanding of diversity?
Share a current issue related to diversity that you have found interesting or that has personally impacted you. Post an article from a news source. How does diversity help you better understand this issue?
Post at least two responses to your fellow students. In your responses to your peers, take a look through the lens of intersectionality and consider both sides of your classmates’ issues. Compare and contrast your answers. What do you like about your peers’ explanations, and what would you add?
Make sure you support your response with the readings from this module, and any additional resources if needed.
To complete this assignment, review the Discussion Rubric PDF document
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Summarize the Applebaum article. Based on ethical theories we have considered this semester, state whether there is factual evidence in the author(s)’ claims about mental health treatment or not.
Articulate one thing you learned about the history of institutionalization you were not aware of before this week’s lesson. Why is that important ethically?
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PSYCHIATRIC SERVICES ♦http://ps.psychiatryonline.org ♦July 2004 Vol. 55 No. 7 7 75 51 1 A dvance directives have been one of the more promising innova- tions in recent years to give patients a greater voice in their psychiatric treatment (1). Completed when pa- tients are competent, advance direc- tives allow patients to appoint proxy decision makers and to make choices about particular treatments, all to take effect should patients later be- come incompetent to make decisions for themselves. Advance directives have been hailed as a way of encour- aging patients and treaters to discuss future contingencies and to negotiate mutually acceptable approaches to care (2,3). All states have statutes that govern the use of advance directives, which can be applied to general med- ical and psychiatric care, and many states now have special provisions for advance directives for psychiatric care per se.
However, mental health profes- sionals have always been concerned that advance directives could also be used in a less collaborative way. One of the earliest proponents of advance directives, Thomas Szasz—a fierce critic of psychiatric diagnosis and treatment—suggested that people with mental disorders use advance di- rectives to preclude future treatment, especially treatment with medica- tions (4). As Szasz saw it, if advance directives represented the unalter- able choices of competent patients, there would be no way to override the preferences embodied in the direc- tives. This suggestion raised theprospect of a class of patients who would be permanently untreatable, even if they later became psychotic and were hospitalized involuntarily.
Now, in the wake of a decision by the U.S. Court of Appeals for the Second Circuit, that prospect seems closer to materializing.
The case, Hargrave v. Vermont, grew out of a complaint filed in 1999 on behalf of Nancy Hargrave, a woman with a history of paranoid schizophrenia and multiple admis- sions to the Vermont State Hospital (5). Hargrave had completed an ad- vance directive—known in Vermont as a “durable power of attorney for health care,” or DPOA—in which she designated a substitute decision mak- er in case she lost competence and in which she refused “any and all anti- psychotic, neuroleptic, psychotropic, or psychoactive medications.” The major national law firm that repre- sented Hargrave immediately filed suit to block the state of Vermont from overriding her advance directive should she ever again be involuntarily committed and obtained certification to represent the entire class of pa- tients in similar situations.
Hargrave’s target was Act 114, a 1998 Vermont statute that attempted to address the dilemma inherent in psychiatric advance directives. Al- though advance directives were in- tended to facilitate patients’ partici- pation in treatment decisions, they have, as noted, the potential to pre- vent all treatment, even of patients who are ill enough to qualify for civil commitment under the prevailing dangerousness standards. To mitigate this prospect, the Vermont legislature allowed hospital (or prison) staff to petition a court for permission to treat an incompetent involuntarily committed patient, notwithstanding an advance directive to the contrary.
Before the court could authorize non- consensual administration of medica- tion, it had to allow the terms of the patient’s advance directive to be im- plemented for 45 days. So a patient like Hargrave, who had declined all medications, would be permitted to go unmedicated for a 45-day period, after which the court could supercede the patient’s refusal of treatment.
The core of Hargrave’s challenge to the statute was based on Title II of the Americans With Disabilities Act (ADA), which requires that “no qual- ified individual with a disability shall, by reason of such disability, be ex- cluded from participation in or be de- nied the benefits of the services, pro- grams, or activities of a public entity, or be subjected to discrimination by any such entity” (6). Hargrave claimed that she and other members of her class were being discriminated against on the basis of mental disor- der, given that only committed per- sons with mental illness could have their advance directives overridden under Act 114. And the public “serv- ices, programs, or activities” from which she was being excluded was the state’s durable power of attorney for health care itself.
In response, the state of Vermont offered three arguments. First, be- cause Hargrave had been involuntari- ly committed, Vermont claimed that she qualified under an exclusion to the ADA for persons who pose a “di- rect threat.” Next, the state contend- ed that the plaintiff was not being dis- criminated against on the basis of dis- ability, because anyone who complet- ed an advance directive was suscepti- ble to having his or her choices su- perceded (the state has an alterna- tive override mechanism that in- volves judicial appointment of a Psychiatric Advance Directives and the Treatment of Committed Patients P Pa au ul l S S.
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Dr. Appelbaum, who is editor of this col- umn, is A. F. Zeleznik distinguished pro- fessor and chair in the department of psy- chiatry at the University of Massachusetts Medical School, 55 Lake Avenue North, Worcester, Massachusetts 01655 (e-mail, appelbap@ummhc.org).
L La aw w & & P Ps sy yc ch hi ia at tr ry y guardian), and in any event, it was the status of being civilly committed, not being mentally ill, that was the point of distinction here. Finally, Vermont looked to a federal regula- tory provision that allows a public entity to continue existing practices, despite an ADA challenge, if the change being called for would “fun- damentally alter the nature of the service, program, or activity” (7).
The Second Circuit, like the U.S.
District Court that had originally heard the case, failed to find any of these contentions persuasive. With regard to the claim that Hargrave and other involuntarily committed pa- tients constitute a direct threat, the three-judge panel noted that not all committed patients would be a threat to others, as required under the ADA, because many were hospital- ized for danger to self. Even persons who were found to be dangerous to others at the time of commitment, the court held, could not be pre- sumed still to be dangerous when override of their advance directives was sought. The court was similarly unpersuaded that some condition other than mental illness was the ba- sis for the differential treatment, giv- en that Act 114 applied only to per- sons with mental illness. And allow- ing advance directives to stand as written, the court decided, even when patients were committed, does not fundamentally alter the advance directive statute (although it might affect the provision of psychiatric treatment to involuntary patients), which the court held was the proper point of reference. Hence the court concluded that Act 114 violated the ADA and enjoined its enforcement.
Hargrave,then, stands for the proposition that the state, having es- tablished a statutory basis for medical advance directives, cannot exclude in- voluntarily committed psychiatric pa- tients from its coverage. Although the Second Circuit’s opinion applies di- rectly only to Vermont and New York, it is an influential court, and its opin- ion may well be echoed in other cir- cuits around the country. Advance di- rectives may now constitute an iron- clad bulwark against future involun- tary treatment with medication—ex- cept in emergencies—even for in-competent, committed patients and even when the alternative is long- term institutional care.
In many respects, Hargraverepre- sents a continuation of the battle over the right of psychiatric patients to re- fuse treatment that began in the 1970s.
Indeed, the list of amici who filed briefs in support of Hargravereflected the coalitions that were formed to push for a right to refuse treatment 30 years ago. But that battle ended ambiguous- ly. Although some states were com- pelled by the courts to permit even committed patients to refuse medica- tion unless they were found incompe- tent by a judge, other states still allow the treating physician—sometimes af- ter a second opinion has been ob- tained—or a panel of clinicians to over- ride refusal on clinical grounds (8).
Even in states that require findings of incompetence and substituted judg- ment as to whether the patient, if com- petent, would have accepted the treat- ment, the vast majority (typically more than 90 percent) of cases that are adju- dicated end with the court authorizing involuntary treatment with medication.
The sense of many experienced ob- servers is that when patients are psy- chotic and treatment seems clearly in- dicated, the courts find a way to justify administration of medication, some- times despite the legal criteria (8).
If adopted more widely, however, Hargravewould appear to provide a tool whereby patients who are deter- mined to avoid treatment with med- ications would be able (except in emergencies) to completely preclude such treatment. A reviewing court would be bound to honor the terms of the now-incompetent patient’s ad- vance directive and order that treat- ment be withheld. Judges or quasi-ju- dicial decision makers would no longer have the discretion to apply “common-sense” criteria—for exam- ple, that patients with flagrant psy- chosis should be treated if possible— to mandate medication. Today, few severely ill committed patients avoid treatment with medications, regard- less of the legal standard in their ju- risdiction. Hargravecould change that. If large numbers of patients were to complete advance directives such as Nancy Hargrave’s, declining all medication, hospitals might wellbegin to fill with patients whom they could neither treat nor discharge.
Are there legal mechanisms that could avoid this outcome without run- ning afoul of the ADA? In the Har- gravecase, the court itself noted that nothing in this decision precludes statutory revisions that do not single out persons who are disabled because of mental illness—for example, revi- sions that increase the competency threshold for executing a DPOA or that allow the override of the DPOA of any incompetent person whenever compliance with the DPOA would substantially burden the interests of the state. However, it is doubtful that raising the competence threshold would have much impact, and the court’s suggestion regarding “interests of the state” that might warrant over- riding any person’s advance directive is, frankly, enigmatic.
But perhaps a clever legislator can find an opening here to blunt the im- pact of the decision. And there is no guarantee that other circuits, or even ultimately the U.S. Supreme Court, would necessarily agree with the Sec- ond Circuit’s analysis. Of course, were the level of concern sufficient, it would always be possible for Con- gress to amend the ADA to exclude the class of persons at issue. Con- gress, though, is typically reluctant to tinker with major legislation, and the disability rights community would likely oppose firmly any amendment of the ADA.
Because the ultimate scope and im- pact of Hargravemay not be known until a decade from now, it is worth- while to consider the possible effect of the decision on the use of advance directives for psychiatric treatment.
Current research suggests that most patients who complete advance direc- tives do not use these directives to de- cline all treatment with medication but rather to indicate preferences among alternative treatments or to in- form future treaters of particular con- cerns—for example, the care of their pets while they are hospitalized. Al- though Hargravemay stoke some en- thusiasm for advance directives among patients who are opposed to receiving any medication, it remains PSYCHIATRIC SERVICES ♦http://ps.psychiatryonline.org ♦July 2004 Vol. 55 No. 7 7 75 52 2 Continues on page 763 PSYCHIATRIC SERVICES ♦http://ps.psychiatryonline.org ♦July 2004 Vol. 55 No. 7 7 76 63 3 LAW & PSYCHIATRY Continued from page 752 to be seen how common the phenom- enon will become. Studies now under way will tell us more about the utility of advance directives in psychiatry— for example, whether, given the cur- rent state of the mental health sys- tem, advance directives actually have an impact on subsequent care (9). At a minimum, however, it seems likely that Hargrave,as it becomes more widely known, will chill enthusiasm for psychiatric advance directives among many clinicians. Because clini- cians’ suggestions that patients con- sider completing advance directives probably play an important role in en- couraging the completion of such di- rectives (10), Hargrave’s legacy may be to inhibit the use of this once- promising tool. ♦ References 1. Appelbaum PS: Advance directives for psy- chiatric treatment. Hospital and Communi- ty Psychiatry 42:983–984, 1991 2. Srebnik DS, LaFond J: Advance directives for mental health treatment. Psychiatric Services 50:919–925, 1999 3. Swanson JW, Tepper MC, Backlar P, et al:
Psychiatric advance directives: an alterna- tive to coercive treatment? Psychiatry 63:160–177, 2000 4. Szasz T: The psychiatric will: a new mecha- nism for protecting persons against “psy- chosis” and psychiatry. American Psycholo- gist 37:762–770, 1982 5. Hargrave v Vermont, 340 F. 3d 27 (2nd Cir 2003) 6. Americans With Disabilities Act, United States Code, Title 42, Section 12132 7. Code of Federal Regulations, Title 28, Sec- tion 35.130 (b)(7) 8. Appelbaum PS: Almost a Revolution: Men- tal Health Law and the Limits of Change.
New York, Oxford University Press, 1994 9. Papageorgiou A, King M, Janmohamed A, et al: Advance directives for patients com- pulsorily admitted to hospital with serious mental illness: randomised controlled trial.
British Journal of Psychiatry 181:513–519, 2002 10. Srebnik DS, Russo J, Sage J, et al: Interest in psychiatric advance directives among high users of crisis services and hospitaliza- tion. Psychiatric Services 54:981–986, 2003
Assignment Three: Project Report Weighting: 70% Purpose To report your findings and lesson learned from your project. Learning outcomes being assessed The ability to prepare and report findings from the project including the ability to establish a clear link between research aim, objectives, questions, methodology and results, discussion and conclusions. Format Project report supplemented with appropriate appendices. It is difficult to give general guidelines for the headings in the final report. See the reading included in the unit 8 on how to report your project. You should aim for a report of around 5000 – 6000 words in the body text, but the length depends on the project. Task Report the findings from your project in the form of a report supplemented with appropriate appendices. One of the appendices should include what you yourself find you have learned from conducting this project and how it contributes to your continuous professional development. Example of Report structure: • Front page (with title, names and student numbers, year, paper number and title) • Abstract/Executive summary (optional) • Content page • Introduction (why is this important, what do we already know and what do we not know). • Literature review (if not included in the introduction) • Project question and Aim • Project design and method (be specific) • Findings (what did you find. Do not just discuss what you found but present what you found) • Discussion (what do your findings mean in relation to answering your question and in relation to what others have found?) • Conclusion (answer your question) • Recommendations (if you have any) • References • Appendices (including one page on each person’s learning from conducting the project) NB: Please submit this assignment in a Microsoft Word format. Readable when printed on A4 paper. If you have tables that needs to be printed on A3 paper to be readable please insert them in the report and in addition submit them as a separate file (remember to have name(s) and Student number(s) on all submissions)
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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. Submission Due by 11:55pm AEST/AEDT Sunday end of Module 4.2 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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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 objectoriented 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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The purpose of this assignment is for you to practice, develop, and hone your dialogical skills. This discussion is not meant as a place for you to do processing. It is a public space to share your most well-crafted and theoretical thinking. Your best writing is expected. Our discussions are also not a place for you to express opinion; rather it is where you articulate well thought out and supported thinking. You will save your internal thinking and processing for your journals writing.
Total 2 paragraph, one each answers the questions below.
Chapter 8 focuses on the impact of capitalism on intercultural communication. Drawing on the chapter and and other class activities please discuss one or all of these:
Provide a brief overview of the history of capitalism. How has the development of capitalism impacted U.S. culture?
In the context of globalization, capitalism is increasingly affecting countries with developing economies. Discuss the likely impact of the culture of capitalism on these cultures.
Why is an understanding of capitalism important for the study of culture and intercultural communication today?
Chapter 1Identify the six points of entry into intercultural praxis and explain how you can use them for more effective intercultural interactions and relationships.
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After watching Growing up Poor in America and/or The Shock Doctrine and reading Chapter 8 you are beginning to think in a critical way. Please talk about your class history with someone in your family or community and for this exercise explain in one paragraph what you came away with from the conversations. Ask your participant these questions: What do you already know about Capitalism and class? How does capitalism and class shape your life and your life opportunities?
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Type your full name, course name, and date in the upper left-hand corner of the page
Type your subject in the center of the page. The subject should be the name of the assignment
Start your writing at the left margin (do not center your entire paper)
Use Calibri, Arial, or Times New Roman 12-point font
Use double spacing
Use correct spelling and grammar
Use proper citations to give credit to other resources and ideas that are not your own
There is no length requirement, but you must answer all the question(s) in depth.
Answer the following:
Part 1:
Complete the O*Net Interest Profiler (Links to an external site.) (Links to an external site.) and Values Assessment through My Plan (Links to an external site.) (Links to an external site.) to assess your interest and skills to see how they relate to the career you are interested in or currently pursuing. Answers the following questions for each of the surveys: (10 points)
What were your results and what do they mean on the survey?
Were you surprised by your results?
Did your results match the job you have or are pursuing?
Will the results change your career goals?
Part 2:
Using the Occupational Outlook Handbook (Links to an external site.) (Links to an external site.) (OOH) published by the Bureau of Labor Statistics (Links to an external site.) (Links to an external site.) (BLS), you will research the career you are interested in pursuing. Answers the following questions: (25 points)
What is the occupation you are pursuing?
How does the occupation fit your skills and interests?
What is the necessary education and/or training?
Is the occupation projected to grow, decline, or remain unchanged? Why?
How much does this occupation pay in your geographical location? Include where you will be working.
Do you know anyone who currently has a job in this occupation? If yes, do you know what they like or dislike about the job?
Write a brief summary of what you learned by researching your career choice. Were there any surprises or possible roadblocks you discovered? Did this help you confirm your choice, or did it lead to looking at other career choices or related fields?
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