Using the GCU Library, locate a journal article about budgeting. In the subject line of your post, include the name of the article that you read. Then, in your initial post, provide a link to the article and a summary followed by your reaction to the article. The summary should be approximately 250 words and the reaction should be approximately 150 words. The summary should describe the major points of the article, and the reaction should demonstrate your interpretation of the article and how you can apply that knowledge. Do not choose an article that one of your classmates has already posted. To participate in follow-up discussion, choose one of the articles that a classmate has posted and provide your own reaction to it. Note: It may be challenging to find a relevant article if you do not use the library.
Please include proper citations in your discussion post. Points will be deducted if proper citations are not used.
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1. The earthquakes along the western margin of South America get deeper inland from the Pacific. What tectonic process is causing focal depths to occur in this pattern?
2. Earthquakes in the middle of the Atlantic Ocean occur at shallow depths. With what geologic feature are these earthquakes associated?
3. Are most of the earthquakes that occur along the western margin of North America shallow or deep focus?
4. How is the western margin of North America tectonically different from the western margin of South America?
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Review Case 5.42 in your textbook. Using the questions provided as a guide, create a memo to Mayfield from Duvall that addresses the issues [from Duvall’s perspective].
Submit your assignment as a Word document (400-750 words).
You are required to utilize a Memo template format.At least two external sources should be cited on a separate page, not including the textbook.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course
Case 5.42
5.42 (LO 1, 3, 4, 5) Ethics and budgeting Faced with three young children who were always complaining “I’m bored,” Ann Newton looked for an interesting after-school activity. Finding nothing available in the community, she decided to solve her problem by renting an old bakery and turning it into Kiddie Kitchen. Three afternoons a week, Ann, her children, and several other children gathered to learn the art of cooking. In less than five years, Ann’s business grew to over 30 franchised kitchens located throughout the state. In 2005, she retired from active management of the company and sold the majority of her stock to Bernice Mayfield, who now runs the firm.c05PlanningAndForecastingInAManufacturing Setting. Today, Kiddie Kitchen has 100 franchised locations and 50 corporate locations up and down the East Coast. The company is organized into five regional territories, each run by a director who reports to the vice president of operations. In addition to the vice president of operations, executive manage-ment includes the CFO, the vice president of marketing, and the vice president of human resources. All executive personnel work at the corporate headquarters, now located in Raleigh, North Carolina. Each director maintains a regional office, complete with an administrative staff. Shortly after taking over the company, Mayfield revamped the budgeting process, replacing a bottom-up process that had been in place since the early 1990s with a top-down process. Since the new budget process influences the bonus compensation a director can earn, directors have a great deal of interest in developing the budget. At the beginning of the budget cycle, regional directors receive corporate directives concerning the coming year’s budget. These directives include projected growth in locations and revenue, salary increases, and allocated corporate expenses. Directors prepare three budgets—one for franchised locations, one for corporate locations, and one for administrative costs associated with the regional offices. These budgets are passed up to the corporate office for consolidation into the corporate budget. Max Green is director of the southeast region. His approach to preparing the budget for the com-ing year budget is a typical example of budget preparation. He passed the corporate budget directives to his accountant, Henri Duvall, who prepared the first draft of the budget. When Green reviewed the draft, he did not like what he saw. Budgeted net income was too high—so high that his region would never meet the target. He asked Duvall to make some adjustments. The corporate directive had projected a general price level increase of 2–4%. The range was intended to allow higher cost-of-living areas, such as Boston and New York, to budget higher levels of cost increases than lower cost-of-living areas. But even though Green’s office was located in the lowest cost-of-living area in the country, he told Duvall to budget an across-the-board increase of 4%. Green knew that as long as he was within the directive’s guidelines, the corporate office wouldn’t question the increase. Green also told Duvall that the region would open ten new stores during the coming year and that the budget should reflect enough start-up expenses to cover the new locations. Green knew that no region had ever opened more than seven stores in a single year. In fact, he thought he would be lucky to open five new stores in the coming year. Since Green had a reputation for retaliating against employees who chose to ignore his requests, Duvall made the changes without questioning them. The result was a $250,000 reduction in budgeted net income. Duvall, a certified management accountant, had a wife and three children, and could not afford to lose his job and his generous benefit package. Besides, his wife was in line to become owner of one of the new franchised stores in the coming year.
Required
a. Why would Green care about the level of budgeted net income?
b. What do you think Mayfield’s reaction would be if she learned of Green’s actions?
c. What does Duvall have to gain from his actions? Does he have anything to lose?
d. Refer to the IMA’s Statement of Ethical Professional Practice in Exhibit 1.8 (pages 1-20 and 1-21). What responsibilities does Duvall have in this situation? Did he violate the Statement? If so, how?
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Coal supplies 2/5 of the world’s electricity demands. Coal is often called a “fossil fuel” because it was formed from the remains of vegetation up to 400 million years old. As trees and plants died in forested swamps, they sank and accumulated in an anoxic environment (like the modern Okefenokee Swamp of Georgia). The decaying plants were subsequently buried by silt, sand, and other matter as the depositional environment changed slowly over time. There are four stages in coal formation: peat, lignite, bituminous, and anthracite. The stage depends on the conditions to which the plant remains are subjected after burial; the higher the pressure (and heat), the higher the rank of coal. High-ranking coal (i.e., anthracite) is denser and contains less moisture and gases than low-ranking coal (i.e., bituminous).
When comparing samples of bituminous coal (56) and anthracite coal (75), use the streak plate and wire nail to test for differences in streak color and hardness. Compare sample luster. In what ways are these samples different? In what ways are they similar?
Figure 2 shows where coal is currently found in Pennsylvania. According to the principles of original horizontality and lateral continuity, coal deposits once covered this entire region. Why does the map show ‘breaks’ – areas where no coal is found – in the coalfields? *consider the structural geology of the areas depicted in Figure 1)
a. In what physiographic province are the anthracite coalfields located? (see Figure 3). ____________________________________________________________________________________ b. In what physiographic province is the main bituminous coalfield located? (see Figure 3).
a. Refer to Figure 4 *In the Explanation Section*. What are the ages of the rocks in Schuylkill County, east-central Pennsylvania? _____________________________________________________________ b. Refer to Figure 4 *In the Explanation Section*. What are the ages of the rocks in Clearfield County, central Pennsylvania?
a. What is the age of the coal in Schuylkill County? _____________________________________ b. What is the age of the coal in Clearfield County? _____________________________________
Review your answers to questions 3-5. Summarize the similarities and discuss the different geological processes that controlled the distribution of anthracite versus bituminous coal in Pennsylvania.
Consider the bedrock patterns in Figure 1 and Figure 4. Sketch a generic cross section through the main bituminous coalfield to show how it is structurally different from the anthracite fields
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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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