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functions that are important in maintaining homeostasis

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The Urinary System

Functions of the Urinary System

Urinary system

Performs many functions that are important in maintaining homeostasis

Homeostasis

Process for maintaining a constant internal environment

Maintaining proper balance of water, electrolytes, and acids in the body

Constantly filtering the blood to remove urea, creatinine, uric acid, and other waste

Converting waste products and excess fluids into urine in the kidneys

Schroeder/Ehrlich/Schroeder Smith/Ehrlich, Medical Terminology for Health Professions, 9th Edition. © 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Learning Objective 9.01: Identify and describe the major functions and structures of the urinary system.

Structures of the Urinary System (1 of 7)

Urinary system (urinary tract)

Consists of two kidneys, two ureters, one bladder, and one urethra

Adrenal glands

Part of the endocrine system

Located on the top of the kidneys

Genitourinary tract

Reference to two body systems: urinary tract and reproductive organs

Located in close proximity

Learning Objective 9.01: Identify and describe the major functions and structures of the urinary system.

Structures of the Urinary System (2 of 7)

The primary structures of the urinary system, as shown here in a male, are the kidneys, ureters, urinary bladder, and urethra. The adrenal gland, positioned on top of each kidney, is a structure of the endocrine system. The prostate gland, which is part of the male reproductive system, surrounds the urethra.

Learning Objective 9.01: Identify and describe the major functions and structures of the urinary system.

Structures of the Urinary System (3 of 7)

The Kidneys

Constantly filter blood to remove waste products and excess water

Excreted as urine: 95% water and 5% urea and other body wastes

Roughly 150–200 quarts of blood processed daily; produces 1–2 quarts of urine

Bean-shaped; located in the retroperitoneal space

Renal cortex

Outer region of the kidney; contains nephrons

Medulla

Inner region of the kidney; contains most urine-collecting tubules

Nephrons

Microscopic functional units of kidneys

Produce urine

Learning Objective 9.01: Identify and describe the major functions and structures of the urinary system.

Structures of the Urinary System (4 of 7)

A kidney, with a nephron in close-up, showing the nephron’s associated structures.

Learning Objective 9.01: Identify and describe the major functions and structures of the urinary system.

Structures of the Urinary System (5 of 7)

The Renal Pelvis

Funnel-shaped area inside each kidney

Surrounded by the renal cortex and medulla

The Ureters

Two narrow tubes

Transport urine from the kidney to the bladder

Urine drains from the ureters into the bladder through ureteral orifices

Learning Objective 9.01: Identify and describe the major functions and structures of the urinary system.

Structures of the Urinary System (6 of 7)

The Urinary Bladder

Oval, hollow, muscular organ

Reservoir for urine before it is excreted

Located in the anterior portion of the pelvic cavity behind the pubic symphysis

Lined with rugae (folds that allow the bladder to expand when full and contract when empty)

The structures of the male urinary bladder.

Learning Objective 9.01: Identify and describe the major functions and structures of the urinary system.

Structures of the Urinary System (7 of 7)

The Urethra

Tube from bladder to exterior of body

Has two urinary sphincters

Urethral meatus (urinary meatus)

External opening of the urethra

Female urethra

Approximately 1.5 inches long

Male urethra

Approximately 8 inches long

Prostate gland

Part of male reproductive system

Surrounds the urethra

Cross-sections of the male and female urinary systems.

Learning Objective 9.01: Identify and describe the major functions and structures of the urinary system.

The Excretion of Urine

Urination

Also known as voiding or micturition

Normal process of excreting urine

Requires coordinated contraction of bladder muscles and relaxation of sphincters

Forces the urine through the urethra and out through the urethral meatus

Learning Objective 9.01: Identify and describe the major functions and structures of the urinary system.

Medical Specialties Related to the Urinary System

Nephrologist

Physician (specialist)

Diagnoses and treats diseases and disorders of the kidneys

Urologist

Physician (specialist)

Diagnoses and treats diseases and disorders of the urinary system of females and the genitourinary system of males

Learning Objective 9.02: Identify the medical specialists who treat disorders of the urinary system.

Pathology of the Urinary System (1 of 15)

Nephropathy

Any disease of the kidney

Includes both degenerative and inflammatory conditions

Diabetic nephropathy

Kidney disease resulting from poorly controlled diabetes mellitus

Renal Failure

Inability of one or both of the kidneys to perform their functions

The body cannot replace damaged nephrons

When too many nephrons have been destroyed, the result is kidney failure

Azotemia

Elevation of the blood urea nitrogen (BUN)

Uremia can occur when this excess becomes toxic

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (2 of 15)

Uremia (uremic poisoning)

Results from renal failure; kidney function is compromised

Urea and waste products normally secreted in the urine are retained in the blood

Acute renal failure (ARF)

Sudden onset and is characterized by uremia

Chronic kidney disease (CKD)

Progressive loss of renal function over months or years

Buildup of waste in the blood can be a contributing factor in heart attacks and stroke

End-stage renal disease (ESRD)

Also known as kidney failure

Final stage of chronic kidney disease

Fatal without dialysis or a successful kidney transplant

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (3 of 15)

Nephrotic Syndrome (Nephrosis)

Group of conditions

Excessive amounts of protein are lost through the urine

Usually caused by damage to the glomeruli

Edema: excessive fluid accumulation in body tissues

Hyperproteinuria: abnormally high concentrations of protein in urine

Hypoproteinemia: abnormally low concentrations of protein in the blood

Causes of nephrotic syndrome

Diabetes mellitus

Infection

Kidney disorders

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (4 of 15)

Additional Kidney Conditions

Ectopic kidney

Congenital condition

One kidney is located in an abnormal position or has fused with the other kidney

Hydronephrosis

Dilation (swelling) of one or both kidneys

Nephritis

Inflammation of the kidney or kidneys

Glomerulonephritis

Inflammation of the glomeruli

Red blood cells and proteins leak into urine

A stricture of the ureter can cause both hydronephrosis and hydroureter.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (5 of 15)

Pyonephrosis (nephropyosis)

Suppuration of the kidney

Polycystic kidney disease (PKD)

Genetic disorder

Numerous fluid-filled cysts in the kidneys

Renal colic

Acute pain caused by a blockage during passage of a nephrolith (kidney stone)

Renal cell carcinoma

Most common kidney cancer in adults

Wilms tumor (nephroblastoma)

Rare malignant tumor in young children

Polycystic kidney disease: On the left is the exterior of a kidney with polycystic disease. On the right is a cross-section view of a kidney with polycystic disease.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (6 of 15)

Stones (Calculi)

Abnormal mineral deposit formed within the body

Named for the organ or tissue where it is located

Form when waste products in urine separate and crystallize

Nephrolithiasis

Presence of stones in the kidney

Travel with the flow of urine

Named for the location where they become lodged

Potential locations of renal stones (calculi) as they move through the urinary system.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (7 of 15)

Urinary tract obstruction

Blockage that prevents the flow of urine

Named for its location

Commonly caused by stones, congenital abnormalities, or an enlarged prostate

Nephrolith

Kidney stone or renal calculus found in the kidney

Ureterolith

Stone located anywhere along the ureter

Cystolith

Stone located within the urinary bladder

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (8 of 15)

The Ureters

Hydroureter

Distention (swelling) of the ureter with urine that cannot flow because of a ureteral obstruction

Ureteral obstruction

Blockage of one or both ureters

Due to congenital abnormality, ureterolith, or other disorders

Ureterorrhagia

Discharge of blood from the ureter

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (9 of 15)

The Urinary Bladder

Cystalgia and cystodynia

Pain in the bladder

Cystocele (prolapsed bladder)

Hernia of the bladder through the vaginal wall

Interstitial cystitis

Chronic inflammation within the walls of the bladder

Vesicoureteral reflux (VUR)

Backward flow of urine into the ureters from the bladder

Vesicovaginal fistula

Abnormal opening between the bladder and vagina

Allows constant involuntary flow of urine from the bladder into the vagina

A vesicovaginal fistula allows urine to flow into the vagina.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (10 of 15)

Neurogenic Bladder

Interference with the normal nerve pathways associated with urination

The bladder may empty spontaneously, resulting in incontinence

Can also prevent the bladder from emptying at all or from emptying completely

Some of the causes of this condition:

Tumor of the nervous system

Trauma

Neuropathy

Inflammatory condition such as multiple sclerosis

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (11 of 15)

The Prostate Gland

Benign prostatic hyperplasia (BPH)

Benign prostatic hypertrophy or an enlarged prostate

Enlargement of the prostate gland

Prostatism

Compression/obstruction of the urethra

Prostate cancer

Common cancer among men

Prostatitis

Inflammation of the prostate gland

Bacterial prostatitis

Usually results from bacteria transported in the urine

In benign prostatic hyperplasia, the enlarged prostate presses against the bladder and slows the flow of urine through the urethra.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (12 of 15)

The Urethra

Urethrorrhagia: bleeding from the urethra

Urethrorrhea: abnormal discharge from the urethra

Urethrostenosis (urethral stricture): narrowing of the urethra

Abnormal Urethral Openings

Epispadias: congenital abnormality

Male: opening is located on the upper surface of the penis

Female: opening is in the region of the clitoris

Hypospadias: congenital abnormality

Male: opening is on the ventral surface (underside) of the penis

Female: opens into the vagina

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (13 of 15)

Urinary Tract Infections

Commonly caused by bacteria

Occur more frequently in women

Can affect all parts of the urinary system

Urosepsis

Systemic bacterial infection

Cystitis

Inflammation of the bladder

Pyelonephritis

Inflammation of the renal pelvis and kidney

Urethritis

Inflammation of the urethra

Infections of the urinary tract, indicated in green: (A) cystitis and (B) pyelonephritis.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (14 of 15)

Urination

Anuria: absence of urine formation by the kidneys

Diuresis: increased output of urine

Dysuria: difficult or painful urination

Enuresis: involuntary discharge of urine

Nocturnal enuresis: urinary incontinence during sleep

Nocturia: frequent and excessive urination during the night

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Pathology of the Urinary System (15 of 15)

Urination

Oliguria: scanty urination

Polyuria: excessive urination

Urinary hesitancy: difficulty in starting a urinary stream

Urinary retention: inability to completely empty the bladder

Incontinence: inability to control the excretion of urine, feces, or both

Urinary incontinence: inability to control the voiding of urine

Overflow incontinence: continuous leaking from the bladder

Stress incontinence: voiding of urine when running, sneezing, laughing, or coughing

Overactive bladder (OAB): also known as urge incontinence; bladder muscles contract involuntarily

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Diagnostic Procedures of the Urinary System (1 of 4)

Urinalysis (UA)

Examination of urine for the presence of abnormal elements

Glomerular filtration rate (GFR)

Blood test; checks kidney function

Bladder ultrasound

Handheld ultrasound transducer

Urinary catheterization

Insertion of a tube into the bladder

Cystoscopy

Examination of the urinary bladder using a specialized type of endoscope

Use of a cystoscope to examine the interior of the bladder in a male.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Diagnostic Procedures of the Urinary System (2 of 4)

Radiographic Examinations of the Urinary System

Computed tomography (CT scan)

Radiographic imaging of the abdomen

Cystography

X-ray or fluoroscopy examination of the bladder

A contrast medium is instilled via a urethral catheter

Intravenous pyelogram (IVP)

X-ray images of the kidneys, ureters, and bladder using an intravenous contrast medium to clearly visualize the structures

This normal intravenous pyelogram shows the urinary tract, including the ureters, a kidney, and the bladder.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Diagnostic Procedures of the Urinary System (3 of 4)

KUB (kidneys, ureters, bladder)

X-ray study without the use of a contrast medium

Also referred to as a flat-plate of the abdomen

Retrograde pyelogram

A contrast medium is instilled and caused to flow upward through the urinary tract

Usually as part of cystoscopy

Voiding cystourethrography

Fluoroscopy used to examine the flow of urine from the bladder through the urethra

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Diagnostic Procedures of the Urinary System (4 of 4)

Diagnostic Procedures of the Prostate Gland

Digital rectal examination (DRE)

Palpation of the prostate gland

In this context, the term digital means using a finger

Prostate-specific antigen (PSA) blood test

Used to screen for prostate cancer

Measures the amount of prostate-specific antigen present in a blood specimen

The higher a man’s PSA level, the more likely cancer is present

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Treatment Procedures of the Urinary System (1 of 9)

Medications

Diuretics

Medications administered to increase urine secretion

Primarily to rid the body of excess water and salt

Some foods and drinks (such as coffee, tea, and alcoholic beverages) have a diuretic effect

Other drugs used to treat urinary tract problems

Antibiotics for urinary tract infections

Antispasmodics to block the signals that cause urinary incontinence

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Treatment Procedures of the Urinary System (2 of 9)

Dialysis

Procedure to remove waste products

Used when kidneys no longer function

Hemodialysis

Waste products are filtered directly from the patient’s blood

Performed on an external hemodialysis machine, sometimes referred to as an artificial kidney

Most common type of dialysis

In a hemodialysis unit, waste is filtered from the patient’s blood. The filtered blood is then returned to the patient’s body.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Treatment Procedures of the Urinary System (3 of 9)

Peritoneal dialysis

The lining of the peritoneal cavity acts as a filter to remove waste from blood

Repeated several times during the day; can be done using an automated system

Continuous ambulatory peritoneal dialysis (CAPD)

Provides dialysis as the patient goes about daily activities

Continuous cycling peritoneal dialysis (CCPD) or automated peritoneal dialysis (APD)

Provides dialysis during the night while the patient sleeps

Peritoneal dialysis removes waste through a fluid exchange in the peritoneal cavity.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Treatment Procedures of the Urinary System (4 of 9)

The Kidneys

Nephrolysis

Surgical freeing of a kidney from adhesions

Nephrostomy

Catheter used to maintain an opening from one or both kidneys to the exterior of the body

Tubes are also used to gain access to the kidneys for diagnostic procedures

Pyelotomy

Surgical incision into the renal pelvis

Removes obstructions, such as a stone

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Treatment Procedures of the Urinary System (5 of 9)

Renal transplantation (kidney transplant)

Grafting of a donor kidney

Tissue match increases success rate

Extracorporeal shockwave lithotripsy (ESWL)

Most common kidney stone treatment

Uses high-energy ultrasonic waves

Percutaneous nephrolithotomy (PCNL)

Surgical removal of a nephrolith

Performed through a small incision in the back

In a kidney transplant, the nonfunctioning kidney is usually not removed. Instead, the donor kidney and its associated structures are sutured into place at a lower point in the abdomen.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Treatment Procedures of the Urinary System (6 of 9)

The Ureters

Ureterectomy: surgical removal of a ureter

Ureteroscopy: treatment for a nephrolith lodged in the ureter

Ureteroscope: specialized instrument to remove nephrolith

The Urinary Bladder

Cystectomy: surgical removal of all or part of the urinary bladder

Cystorrhaphy: surgical suturing of a wound or defect in the bladder

Lithotomy: surgical incision for removal of a nephrolith in the bladder

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Treatment Procedures of the Urinary System (7 of 9)

The Urinary Bladder

Urinary catheterization (cathing)

Indwelling catheter

Remains for a prolonged time

Foley: most common catheter type

Urethral catheterization

Inserting a catheter through the urethra

Suprapubic catheterization

Inserting a catheter through an incision

Intermittent catheter (short-term)

Inserted as needed several times a day to drain urine from the bladder

Types of urinary catheterization.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Treatment Procedures of the Urinary System (8 of 9)

The Urethra

Meatotomy

Surgical incision made in the urethral meatus to enlarge the opening

Urethroplasty

Surgical repair of damage or a defect in the walls of the urethra

Urethrotomy

Surgical incision into the urethra for relief of a stricture

Prostate Treatment

Ablation

Removal of a body part or the destruction of its function

Uses surgery, hormones, drugs, heat, chemicals, electrocautery, or other methods

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Treatment Procedures of the Urinary System (9 of 9)

Prostatectomy

Removal of part or all of the prostate gland

Transurethral prostatectomy (TURP)

Removal of excess tissue from an enlarged prostate

Radiation therapy; hormone therapy

Additional treatments to control prostate cancer

Urinary incontinence treatment

Kegel exercises: pelvic muscle exercises

Bladder retraining: increases bladder capacity

A transurethral prostatectomy (TURP) being performed with the use of a resectoscope.

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system.

Abbreviations Related to the Digestive System

Reference Table 9.1 in the text for an overview of the abbreviations related to the terms introduced in this chapter

Examples:

Acute renal failure = ARF

Benign prostatic hyperplasia = BPH

Chronic kidney disease = CKD

End-stage renal disease = ESRD

Polycystic kidney disease = PKD

Urinary tract infection = UTI

Learning Objective 9.03: Recognize, define, spell, and pronounce the primary terms related to the pathology and the diagnostic and treatment procedures of the urinary system

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Disorder of the urinary system

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Discussion Topic

In this forum, choose one of the disorder of the urinary system (Chapter 9)

Your post must include the following information

root(s), suffix and prefix of the disease
cause(s) of the disorder
risk factors of the disorder
signs and/or symptoms
how is it diagnosed
how it affects the body overall
treatment(s) and/or cure.
what is the prognosis?
citation for any references (text, website etc) used. DO NOT COPY AND PASTE (this will result in a severe reduction of your grade). Paraphrase and cite your reference.
If choosing UTI, cystitis, or nephrolithiasis, chooses a specific type.

(Minimum of 250 words in length).

Course Materials :

Marie A. Moisio and Elmer W. Moisio (2016). Medical Language: Focus on Terminology Third Edition. Thompson Delmar, Albany, New York. ISBN: 978-1-285-85421-2

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Have a better understanding and visualisation of the data through an interactive report

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Assignment 1: Hollywood Movie
Description and goal
In this assignment, as a data analyst, you will provide data analysis advice to your client AussieMovies. The organisation is an investor in movies. You are required to develop an interactive report within this business context. The specifications below indicate what you need to produce, but not how to produce it.
Using a multitude of factors, the company managers want to
• Have a better understanding and visualisation of the data through an interactive report.
• In addition, it should help understanding
o the factors influencing positively or negatively the potential success or revenues of future movie projects, and
o the evolution of the market over the years.
Use your business analytics skills and SAS Visual Analytics to solve those questions.
Data – The HOLLYWOODMOVIEDATASET IM data set
The data set, available in SAS Viya, was obtained from several movie databases using both automated as well as manual means. It is more than likely that some of the values are captured/entered incorrectly. Hence, the accuracy of the data set cannot be guaranteed. This data set can be used for descriptive and predictive modelling.
The data dictionary is provided on the next two pages.
Additional information
• The report is to be submitted to the Moodle site before the due date.
• Interactivity implies the use of filters, buttons, etc…
• You might need to convert data items to measures or categories. You can also create new calculated items and custom categories if you think it is necessary.
• The questions are open on purpose: it is up to you to know what to show.
• An export of your interactive report should be attached to your written report as well (i.e., your submission will be a single file containing both).
• Due date: 26-Jun-2022 (Sunday in Trimester 2Week 6) before 11:30 p.m. AEDT.
• Maximum 2,500 words (excluding illustrations and appendices). Keep it simple (no need for references and executive summary).
• Do not forget to include a cover page with your name, student number, subject, and assignment details.
• Students can submit as an individual or group (2 or max 3 students) assessment.
• Filename: MBAS902_SYD222_Al_fhame-lname.docx

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International Journal of Project Management.

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Assessment 1: Project Brief
Group/individual: Individual
Word count/Time provided: 1000 Words
Weighting: 15%
Unit Learning Outcomes: ULO1, ULO2
Assessment 1 Detail
A report outlining the project to be carried out, analysed and evaluated to address the business goal/problem.
A Research Proposal Brief early in the semester is to ensure feedback about the suitability of the topic and which informs others of a proposed piece of research and its significance. This is the outline of the Research Proposal that could be used as part of an application to undertake a research degree or to apply for funding to conduct the research.
For Assessment Task 1 you need to prepare an outline of your proposed research topic and research plan for investigating the topic using a structure like shown below:

Project Title: This is a brief descriptive summary of the proposed research topic. For ideas on how a project title should look, see the articles in Project Management journals such as the International Journal of Project Management.
Research Overview and Justification: This is a summary of the research topic that describes the topic and why it is important for a research study to be conducted to investigate the topic.
Brief Literature Review: Outline the objectives, methodologies and findings of at least three most relevant literatures recently (within last 5 years) published that provide a background for your research topic.
Research Objectives, Research question and Sub-questions: Linking back to sections (2) and (3), present and justify the question that your research project will be designed to answer.
Methodology: Details about how you would answer your research question (e.g., by reviewing trends in national / international statistics, by conducting a survey of consumers, by undertaking interviews with employers) and start to consider any advantages, disadvantages, materials needed or practical limitations of the methodology.
Significance of the research of the project. A summary of the sections ending with a statement of why it is important to conduct the research using the methodology proposed.
Ethical issues. This section would cover any ethical issues (following APIC policy) that are considered in the research.
References and Resources: provide references to key research studies, government reports and/or industry reports using Harvard Referencing

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Basic Economics Concepts to Home Ownership and Superannuation

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An Application of Basic Economics Concepts to Home Ownership and Superannuation
Using the following press release as a starting point show how the economics concepts can be applied to a contemporary economics issue.
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬_________________________________________________________
Harnessing super to realise the Australian dream of home ownership
The great Australian dream of home ownership will be unlocked sooner for thousands of first home buyers who will now be able to harness their superannuation to get into the property market.
Under the Super Home Buyer Scheme, first home buyers will be able to invest up to 40 per cent of their superannuation, up to a maximum of $50,000 to help with the purchase of their first home.
It will mean Australians can buy their first home sooner by slashing the time taken to save a deposit by three years, on average.
The scheme will apply to both new and existing homes with the invested amount to be returned to their superannuation fund when the house is sold, including a share of any capital gain.
This means that a person’s super is harnessed to purchase a first home while also protecting their long-term savings plan for retirement.
Prime Minister Scott Morrison said supporting first home buyers was a key part of the Morrison Government’s Plan.
“Our Plan for the future is focused on supporting more Australians to realise their dream of home ownership,” the Prime Minister said.
“Super should be harnessed to support the aspiration of many thousands of families who want to buy a home.
“Our Plan makes it easier for first home buyers to save for a deposit, reducing the time people need to pay rent, and also means a smaller mortgage with less debt and smaller repayments.
“It’s a Plan that gets the balance right – it utilises money that’s currently locked away to transform a family’s life, with the money then responsibly returned to the super fund at the time of home’s sale.”
Assistant Treasurer and Minister for Housing Michael Sukkar said the Super Home Buyer Scheme would be a gamechanger for aspirational Australians and provide hope and opportunity to first home buyers.
“The Liberal and National Government are fundamentally committed to helping more Australians achieve their dream of home ownership,” Minister Sukkar said.
“By allowing people to access their super and buy a house, we are providing the opportunity to turn that dream of home ownership a reality.
“Allowing your super to work for you to purchase your first home and then being returned to your super at a later date achieves the best of both worlds – home ownership and retirement security.”
Minister for Superannuation Jane Hume said this is a two for one win for Australians – a home and a return on retirement savings.
“Under the Super Home Buyer Scheme you keep building your super savings – in the home you live in. When you sell, the amount you invested is returned to your super – plus a share of any capital gain,” Minister Hume said.
“It gets the balance right, helping first home buyers break into the market but protecting their retirement savings.
“The Liberals know it’s Australians’ money, not the super funds’ and not the governments. Australians work hard to earn it. They work hard to save it. One dollar in $10 of everything they earn is saved in super right now.
“Superannuation is there to help Australians in their retirement, and the Super Home Buyer Scheme will ensure Australians can use those savings they are responsibly building up to improve their quality of life now and standard of living in retirement.”
The Super Home Buyer Scheme will start by 1 July 2023.
There are no income or property caps under the Super Home Buyer Scheme with eligibility restricted to first homebuyers who must have separately saved five per cent of the deposit.
Over the last three years, the Morrison Government’s housing policies have supported more than 300,000 Australians into home ownership.
Only the Coalition Government has a comprehensive plan to help Australians realise the dream of home ownership.
Under the Liberal and Nationals plan, the Home Guarantee Scheme will next year help 50,000 Australians into a home, including 10,000 places for new homes in regional Australia and the First Home Super Saver Scheme is already helping Australians make voluntary savings to put towards their first home.
¬_________________________________________________________
The following economics concepts may be considered in your analyses:
• Choice
• Good bundles
• Budget constraint
• Preferences
• Supply and Demand
• Opportunity Cost
• Indifference curves
• Consumer equilibrium
• Marginal rates of substitution
• Axiom
• Externalities
In your analyses consider, for example, ranking of the importance of these concepts to the present problem, measurement issues associated with the concepts, and intemporal stability or variation with the concepts e.g., preferences, budget constraints. It is not necessary to consider all the economics concepts, but their exclusion needs to be justified.
GENERAL REQUIREMENTS:
Develop logical and coherent responses to the issues raised above. The opinions or decisions that are presented should be supported by references to appropriate texts, articles, websites, and current economic practices. It is recommended that at least five (5) more articles be reviewed.
The following lists of deadline and requirements should be adhered to. Failure to do so will result in a lower grade on the project.
SUBMISSION DATE: 17 June 2022
FORMAT REQUIREMENTS:
The paper should
• be typed and double spaced;
• flow as a well documented coherent, committee paper;
• cite all sources;
• have correct formats for the bibliography, footnotes, and references;
• have on the first page of the paper, the title of the paper, the author’s names; and
• have an executive summary.
Quality is the most appropriate determinant of the grade awarded but it is suggested that approximately 2,000 words be a suitable length.

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apply web-based application architecture

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Post date June 20, 2022
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ASSESSMENT 1 BRIEF
Subject Code and Title MIS202 App, Web Design and Development
Assessment UX Prototype Assignment Design and Essay
Individual/Group Individual
Length Prototypes and 1000 (+/-10%) essay
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Examine and apply web-based application architecture
b) Propose and communicate solutions using web-based design to meet organisational needs
Submission Due by 11:55pm AEST Sunday end of Module 2.2
Weighting 30%
Total Marks marks
Task Summary
In this assessment, you will first read and understand a case study on the development of a website that serves as a platform for students to find budget accommodation. You will then be required to complete a number of tasks that help you to understand the functional requirements of the website. You will also be addressing the architecture design of the website and developing a prototype for the website in the case study.
Please refer to the Task Instructions for details on how to complete this task.
Context
This assessment examines your ability to identify key users of an information system, as well as how you understand and articulate their requirements. Understanding and communicating users’ requirements is normally the first step in web development and a correct understanding of the users’ requirements is crucial to the success of a web development project. You will also apply the knowledge you learnt about web application architecture to a case study.
Prototyping is a commonly used and efficient way to elicit and validate users’ requirements. In this assessment, you will also demonstrate your ability to develop a prototype for a website.
Task Instructions
You first need to read the case study attached under this brief in the Assessment section on Blackboard.
Assessment Tasks
Refer to the case study to complete the following tasks.
Task 1 (6%)
In addition to the room details listed in the case study, list at least three pieces of information that you expect to see when looking for a room on such a website and explain why that piece of information is needed. No word limit requirements.
Task 2 (9%)
In addition to the management reports listed in the case study, list at least three other reports that may assist business decision making. Describe each report and how they can be used to facilitate business decision making in this case. No word limit requirements.
Task 3.1 (8%)
Identify users for the website in the case study. No word limit requirements.
Task 3.2 (16%)
Using the information provided in the case study, your common sense and your experience with similar websites, list at least two functional requirements for each user you identified in the previous task. Your answer in this task should not exceed 400 words.
Task 4 (25%)
Describe the application of the three-layer architecture (presentation layer, business logic layer, and data persistence layer) for the website in the case study. Give specific examples for each layer. Discuss the relationship between client-server architecture and three-layer architecture, and answer which layer(s) of the three-layer architecture is/are on the client side and which on the server side. Your answer in this task should not exceed 600 words altogether.
Task 5 (36%)
Draw a website prototype for the website in the case study. You must NOT use HTML/CSS/JavaScript to build a website at this stage. You must draw the prototype on sheets of paper. The website prototype must comprehensively include all the functional requirements described in the case study as well as the requirements you identified in Task 1 and 2 for each user that was either described in the case study or identified by you in Task 3.1.
General Assessment Requirement
Incomprehensible submissions: Assessments provide the opportunity for students to demonstrate their knowledge and skills to achieve the required standard. To do this, assessment responses need to be both clear and easy to understand. If not, the University cannot determine that students have demonstrated their knowledge and skills. Assessments will, therefore, be marked accordingly including the potential for 0 (zero) marks where relevant.
Case study: Assessment response must focus on the hypothetical case study given in the Task Instructions. Any assessment items that do not address the case study may be awarded 0 (zero) marks.
Track changes: If you use Track Changes when writing your assessment, you must ensure that the submitted document is the final and correct version of the document. That is, if your submitted a report that contains Track Changes or Comments, or any other editing marks, it may be awarded 0 (zero) marks. It is your responsibility to submit the final and correct version of your report.
Check against the marking criteria: Before submitting your assessment, you should check it against the assessment criteria and the marking rubric included in this specification to ensure that you have satisfactorily addressed all the criteria that will be used to mark your submission.
Academic language: All submissions should be thoroughly proofread for spelling, typographical or grammatical errors before being submitted. Do not rely on the ‘spell-check’ function in your word processing program. If, for example, ‘affect’ is substituted for ‘effect’, your program may not detect the error.
Referencing: It is essential that you use the 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:
ALL students must submit ONE Microsoft Word document (.doc or .docx) for Task 1–4 and ONE ZIP document containing a website prototype via the Assessment link in the main navigation menu in MIS202 App, Web Design and Development. Physical copies/email submissions are not accepted.
DO NOT Zip the Microsoft Word file: Students must NOT zip the Microsoft Word document and submit it as one single zip/compressed file.
Complete and correct submission: Assessments, once submitted, are FINAL and therefore cannot be modified. The onus is on you to ensure that your submissions are final, correct (correct files in the correct format) and complete before submitting to Blackboard.
You are expected to begin this assessment when you begin the trimester, especially as you relate the learning activities (formative assessment) in the modules to this and the other (summative) assessments. Be sure to keep several drafts of your work as well as your notes and any sources you used to draw on when preparing your report.
Extensions will be considered only in extenuating circumstances when the student has applied before the due date. At that point, students are required to provide the latest draft, in case the extension is not granted, and to demonstrate they have earnestly done everything to avoid lateness.
Students are responsible for keeping appropriate back-ups and drafts of their assignments and to submit the correct version.
Torrens University Australia’s policies apply to the preparation and submission of this assignment.
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%
Task 1 (6%)
? List three pieces of information for the website (3 marks)
? Explain the relevance for each piece of information (3 marks) N/A N/A N/A N/A N/A
Task 2 (9%)
? List three other reports that may assist business decision making (3 marks)
? Provide a detailed description for each report (3 marks)
? Explain how the report can be used for business decision-making. (3 marks) N/A N/A N/A N/A N/A
Task 3.1 (8%)
??Identify at least four users for the website (8 marks) N/A N/A N/A N/A N/A
Task 3.2 (16%)
For each user, list two functional requirements. These must be: N/A N/A N/A N/A N/A
MIS202_Assessment_1_Brief_Design and Essay_Module Due 2.2 Page 4 of 5
• clearly described,
• specific and
• verifiable (16 marks)
Task 4 (25%)
? Describe the application of threelayer architecture to the website with specific examples.
? Discuss the relationship between client-server architecture and threelayer architecture.
? Correctly identify which layer(s) of the three-layer architecture is/are on the client side and which on the server side. The writing demonstrates limited or no understanding of three-layer and clientserver architecture. The writing demonstrates functional understanding of three-layer and clientserver architecture. The writing demonstrates sound understanding of three-layer and clientserver architecture. The writing demonstrates thorough understanding of three-layer and clientserver architecture. The writing demonstrates thorough and indepth understanding of three-layer and client-server architecture.
Task 5 (36%)
??Develop a website prototype for the website
• The prototype is complete, that is, it demonstrates all major functional requirement for all users of the website.
• The prototype is reflective of the case, that is, all the functions demonstrated in the prototype are relevant to the case study. Many major functional requirements are not demonstrated in the prototype.
Many demonstrated features are not relevant to the case study. Some of the major functional requirements are demonstrated in the prototype.
Some of the demonstrated features are relevant to the case study. A substantial number of major functional requirements are demonstrated in the prototype.
A substantial number of demonstrated features are relevant to the case study. Most of the major functional requirements are demonstrated in the prototype.
Most of the demonstrated features are relevant to the case study. All major functional requirements are demonstrated in the prototype.
All demonstrated features are highly relevant to the case study.
MIS202_Assessment_1_Brief_Design and Essay_Module Due 2.2 Page 5 of 5

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Critically evaluate the risks associated with contract and procurement management approaches

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Post date June 20, 2022
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a) Critically evaluate the risks associated with contract and procurement management approaches
b) Evaluate procurement requirements to formulate procurement processes in order to initiate contracts
Weighting 20%
Total Marks 20 marks
Assessment Task
Critically read the assigned case study, available from either the Subject Learning Resources tab on the course homepage or as sent to you by the Learning Facilitator as an announcement. Read the Module 1-2 learning resources, especially those focused on project risk. Engage with other students by posting a 600-800-word discussion forum post and 300-word critiques detailing your response to the question below.
Please refer to the instructions for details on how to complete this task.
Context
Procurement and contracts are integral to successful project management. Planning for purchases and acquisitions, requests for proposal, vendor selection, contract administration, and contract closure are integral parts of the process. Learning from case studies and benchmarking against better practices, standards and excellence is vital to understand complexity of issues and successful strategies for procurement and contract management. It will also ensure improved responsiveness to key issues, promote supplier client relationships through proactive management of risks and ultimately deliver higher level of focus on performance-based outcomes.
Assessment 1 is a discussion with other students of key issues to better understand the principles of project procurement, challenges, and risks, as well as develop key procurement themes and quantify financial exposure.
This assessment requires that you critically evaluate the risks associated with contract and procurement management approaches. This assessment requires that you answer the following question, evaluating the following risk and procurement concepts:
“What are some important procurement risks that typically exist for large or complex projects? What procurement/financial risks exist in the assigned case study, and what strategies do you propose for mitigating these risks?”.
To do so, address the following concepts in your post:
• Identify 2-3 typical procurement risks required to be managed for complex projects
• Identify 2-3 specific financial risks from the case study project
• Propose possible procurement/financial risk mitigation actions for the case study project, and explain these relate to better practice guidelines
• Identify possible areas for further vendor negotiations and management that you believe are important to achieve a successful contract completion
• Identify areas of key accountability that exist for the project manager and procurement manager in facilitating a successful outcome for the case study project
To answer this question, you will need to:
(a) Post a 600-800-word (+/-10%) response to this question, based on your informed opinion and demonstrated knowledge of project management procurement risks, project lifecycles, and PMBoK, to the Discussion Forum on the Learning Portal.
(b) Respond to a minimum of two other students’ posts by critiquing their opinion and comparing it with yours in 300 words (+/-10%).
Instructions

Read module 1-2 learning resources, particularly those relevant to procurement risk, to familiarise yourself with fundamental concepts. Critically reflect on your readings to form an opinion. Commence writing your opinion to answer the question and support that opinion by using at least six (6) references from academic or industry literature. Cite these references in your opinion of 600-800 words both in-text and as a reference list at the end of your opinion piece. The word count does not include the reference list. It is expected that you will undertake sufficient research and reading to effectively contribute and share ideas individually. This is important for discussions to achieve sufficient depth of analysis as to provide high quality information to satisfy the requirements for the case study analysis – based on the above guidelines.
Read other students’ posts. Think about their opinion and try to compare and contrast them with yours. This will allow you to “critique” the views of at least two other students. You can do this by highlighting the things you agree with and those you disagree with in their post. You need to justify and explain your critique of their opinion. In your response, you will need to refer to some of the literature. Your responses will need to be a minimum of 300 words. This does not include the reference list
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 1 link in the main navigation menu in PROJ6004 – Contracts and Procurement. 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%
Understanding of the Project
30%
10%
Superficial analysis of the project context and complexities Rudimentary analysis of the project context and complexities Proficient analysis of the project context and complexities Through analysis of the project context and complexities Sophisticated analysis of the project context and key elements
10%
The project complexities and nuances have not been understood Basic evaluation of the project complexities and nuances Thoughtful evaluation of the project complexities and nuances Discerning evaluation of the project complexities and nuances Insightful evaluation of the project complexities and nuances
10%
Responses to the key questions lack intellectual rigour and resolution Functional responses to the key questions posed Responses to the key questions posed show developing judgement Astute responses to the key questions posed Considered and highly resolved responses to the key questions posed
Application of Learned Theories and Frameworks
20%
10%
Learned theories and frameworks have not been understood or interpreted incorrectly Demonstrates a basic level of understanding of learned theories and frameworks Demonstrates proficient level of understanding of learned theories and frameworks Demonstrates an advanced level of understanding of learned theories and frameworks Demonstrates an exceptional understanding of learned theories and frameworks
10%
Learning theories and frameworks have not been used to support discussion contribution Learning theories and frameworks are applied at a superficial level to somewhat support discussion contribution Effectively synthesises and applies theories and frameworks to support discussion contribution Persuasively synthesises and applies theories and frameworks to support discussion contribution Eloquently synthesises and applies theories and frameworks to support discussion contribution
Effective
Contribution to
Discussion
30%
10%
Student’s contribution to the discussion and engagement in the developing conversation is limited or non-existent Student has only engaged in the developing conversation in a minor way Student is engaged in the discussion and responsive to the developing conversations Student initiates some discussions and shows consistent engagement in the developing conversations Student shows leadership in activating community discussions and contributing to developing conversations
10%
Original post lacks depth and consideration, with little opportunity for further group discussion Original post considered and offers relevant ideas for group discussion Original post is highly engaging and offers well reasoned arguments for group discussion Original post is conceptually evocative and and offers carefully considered ideas for initiating group discussion Original post is insightful and offers highly stimulating, authentic thought for initiating group discussion
10%
No response posts have been made Response posts have been made, but lack depth and consideration Response posts are considered and constructive Response posts are constructive and engaging, supporting further group learning Response posts are encouraging and provocative, supporting further group learning
Language and
Communication
10%
Significant grammar, spelling and punctuation errors resulting in a lack of clarity to ideas communicated. Ideas are understandable, but notable spelling and punctuation errors evident throughout. Ideas are communicated successfully but some minor spelling and punctuation errors are evident. Ideas are clearly communicated with only minor punctuation errors. Ideas are flawlessly communicated with no grammatical, spelling, or punctuation errors.
Research and
Referencing Quality
10%
5%
No independent research beyond lecture material Superficial independent research beyond lecture material Substantial research beyond lecture material Extensive independent research beyond lecture material Exhaustive independent research beyond lecture material
5%
Citations of sources and references used to inform ideas are not evident Some citations of sources and references used to inform ideas Proficient citations of sources and references used to inform ideas Significant citation of sources and references used to inform ideas Exemplary citation of sources and references used to inform ideas
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Critically evaluate the risks associated with contract and procurement management approaches
SLO c) Evaluate procurement requirements to formulate procurement processes in order to initiate contracts

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Safety issues for the aviation industry that has arisen as a result of COVID 19

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Post date June 20, 2022
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1.1 Provide a dot point summary of some of the safety issues for the aviation industry that has arisen as a result of COVID 19.
1.2 Give an account of the two commonly held perceptions of safety. Discuss the merits of each and state whether you consider it is an advantage, to society in general, that both exist simultaneously.
1.3 If you arrive at your destination on a charter flight after having had a very near mid-air collision, did you have a safe flight? Was your flight hazardous? Explain.
1.4 Discuss the importance of a safety culture within an organisation.
1.5 What is your understanding of the difference between affordable safety and acceptable safety?
1.6 Research the internet (or elsewhere) to find an authoritive assessment of the cost of a human life – in Australia or overseas – so that you understand the methodology. Can a cost benefit assessment of safety be justified on moral grounds?
Exercise 2
2.1 Give an overview of one specific area of concern when analysing safety data.
2.2 If safety cannot be measured directly how then can one assess whether the level of safety is improved?
2.3 Using one of the following events:

the terrorists events of 9-11
Flight MH 370
Flight MH17 OR
the German Wings accident make an assessment as to whether this event was an unknown risk or whether it ‘ought’ to have been reasonable foreseen (by the relevant risk assessment stakeholders – airlines, regulators etc. You may need to consider the legal notion of ‘reasonable foreseeability’ to make an ‘objective’ assessment rather than a ‘subjective’ assessment. (See: ‘Causal Nexus’ in Unit 3)
2.4 What is Bowtie analysis? Provide an example of an Australian organisation that has used it as a means of managing risk.
2.5 How does your organisation measure risk? Or if not employed: How important a tool do you consider the construction of a risk hazard matrix?
Exercise 3
In approximately 500 words give an overview of the application of Professor James Reason’s accident causation model to the management of safety within a civil aviation or ADF organisation.
Unit 3
Accident Causation
16

A decision-maker must act on the basis of evidence, not mere supposition or speculation.
A decision-maker must not formulate requirements in vague or uncertain terms.
A decision-maker must not inflexibly apply policy (although departures from policy will normally need to be justified).
A decision-maker must not act under dictation (although this does not preclude adherence to formal directions, compliance with lawful conditions in relation to the process by which a decision is taken or the obligation to consult in the process of considering a decision).
A decision-maker must decide the matter within a reasonable time.
A decision maker must not act in a way that is manifestly unreasonable. A decision must not be so unreasonable that no reasonable person would make such a decision.
Exercise 4
4.1 Compare and contrast the traditional approach to air safety regulation to CASA’s current policy in this area.
4.2 Describe, with examples, what is meant by a systems approach to safety regulation. Does the checking or testing of ‘end products’ still provide and benefits to the regulator?
4.3 Give an overview of Australia’s current regulatory framework. Do you think that the FAA in the United States has conflicting objectives in terms of their safety regulatory structures? (Hint: As was the case with Australia’s pre 1995 when CAA was split into safety regulator (CASA) and aviation service provider (Airservices Australia).
4.4 In point 7 above re “A decision-maker must not inflexibly apply policy” find and summarise a case appealed to the Administrative Appeals Tribunal (AAT) in which this principle has been applied.
4.5 Do you think that CASA’s current enforcement policy is adequate? If not, what would you change to achieve better safety outcomes?

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You are the newly appointed HR manager for a company that wishes to expand its business globally to another country known as Utopia

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Post date June 20, 2022
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Project Assignment and Presentation
Scenario
You are the newly appointed HR manager for a company that wishes to expand its business globally to another country known as Utopia. Utopia is known for internal governmental coups among religious factions, a restrictive and closed-minded culture regarding women and minorities, and problems with drug cartels that kidnap American citizens. Utopia is also known for its beautiful weather. Travel to Utopia is not restricted and the American Embassy remains open there.
The previous HR manager was fired for failing to properly assist this company’s expatriate employees with a prior expansion. To avoid future problems with this expansion, the Board of Directors has asked to see your plan for recruitment and selection of internal and external staff, identification and selection of management staff, development, and support of that staff both during expatriation to Utopia and repatriation to the US and all the challenges that may be faced. The Board of Directors specifically said they do not want any particular staff type excluded so your plan must include provisions for women, families with children and minorities.
Part One – Research Report – Your report shall be 10 to 15 full pages, excluding the cover and reference pages. The report shall reference at least four academic journals or management texts. Your plan shall also include support examples of countries or businesses where the tactics you are suggesting worked or failed.
Part Two – PowerPoint Presentation – The Board of Directors expects you to make a presentation with PowerPoint slides of your report. Your slides shall be creative, eye-catching and a realistic summary of your report. Your summary shall be 10-15 slides. You are strongly encouraged to use PowerPoint to record your presentation

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Identify and explore the key elements and applications of microservice, cloud computing, web-based information systems

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Post date June 20, 2022
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ASSESSMENT 3 BRIEF
Subject Code and Title MIS203 Micro-services Architecture Cloud and Web IS
Assessment Assessment 3: Case Study Report
Individual/Group Individual
Length 2500 words (+/- 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Identify and explore the key elements and applications of microservice, cloud computing, web-based information systems
b) Analyse existing technologies and apply IS problem solving skills to address organisational needs
c) Explain and communicate microservices, Cloud Computing and Web-based Information Systems solutions to organisational stakeholders
Submission Due by 11:55pm AEST Sunday end of Module 4.2 (Week 8).
Weighting 40%
Total Marks 100 marks
Task Summary
In response to issues and tasks raised in the case study provided, research and develop a 2500 word report that addresses the organisation’s needs. You first communicate your understating of Microservice Architecture, Cloud Computing, and Web-Based Information Systems with stakeholders to make a strong case before providing your recommendations as an IS professional.
Please refer to the Task Instructions for details on how to complete this assessment.
Context
When you begin working as an IS professional, you will be called upon regularly by clients to listen to their requirements, analyse the underlying issues and to identify appropriate solutions. This task allows you to take the concepts that you have learned from Modules 1-4 (history of computers, computer architecture, service-orientated architecture, cloud computing, cloud services, cloud deployment models, web-based IS, microservice communication, service modelling, integration and deployment) and to put your knowledge into practice in order to address the needs of an organisation.
Task Instructions
First read and examine the case study in the briefing document for Assessment 3 (attached under the Assessment 3 Brief in Blackboard). The case study will provide details on the background of the company and some of the issues and challenges that they are facing. The company is willing to benefit from implementing microservice architecture, cloud computing and web-based Information Systems solutions, but needs your advice as an IS professional to analyse the issues and to determine how best to resolve them.
The report should consist of the following structure:
Please write a 2500-word report containing your solution plan. To complete this assessment task, you must:
A title page with subject code and name, assignment title, student’s name, student number, and lecturer’s name.
Introduction (250-300 words), that will also serve as your statement of purpose for the proposal— this means that you will tell the reader what you are going to cover in your proposal. You will need to inform the reader of:
a) Your area of research and its context
b) The key elements you will be addressing
c) What the reader can expect to find in the body of the report
Body of the report (1900-2000 words), you will need to Write a report with the following sections:
• A definition and introduction to Microservice Architecture, Cloud Computing, and Web-Based Information Systems
• Examples of successful implementation of Microservice Architecture, Cloud Computing, and Web-Based Information Systems for at least three companies in different industries. You should include the benefit these technologies brought to them. You should also discuss the challenges they faced in the implementation of these three technologies;
• Make sure to focus on the aspects of Microservice Architecture, Cloud Computing, and Web-
Based Information Systems that fit well with the company’s business model
• Discuss the challenges of creating a new system using Microservice Architecture, Cloud Computing, and Web-Based Information Systems
Note: Use appropriate headings in the body of the report. Do NOT use generic words such as ‘Body, Body of the Report, Tasks’ as section headings. Create meaningful headings and subheadings that reflect the topic and content of your report. This is where you talk about Microservices, Cloud Computing, and Web-Based Information Systems to convince stakeholders that they are reliable solutions for their potential problems and needs. This will set the tone for your recommendations. Make sure to include three examples for successful implementation of Microservice Architecture, Cloud Computing, and Web-Based Information Systems in your discussions.
The Conclusion (250-300 words) will summarise any findings or recommendations that the report puts forward regarding the concepts covered in the report.
Format of the report
The report should use font Arial or Calibri 11 point, be line spaced at 1.5 for ease of reading, and have page numbers on the bottom of each page. If diagrams or tables are used, due attention should be given to pagination to avoid loss of meaning and continuity by unnecessarily splitting information over two pages. Diagrams must carry the appropriate captioning.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
You are strongly advised to read the rubric, which is an evaluation guide with criteria for grading the assignment—this will give you a clear picture of what a successful report looks like.
Submission Instructions
Submit Assessment 3 via the Assessment link in the main navigation menu in MIS203. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
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%
Definition and introduction to
Microservice Architecture,
Cloud Computing, and
Web-Based Information
Systems
30% Failed to provide a definition for Microservice
Architecture, Cloud
Computing, and Web-Based
Information Systems or the definitions are fundamentally incorrect.
The answer demonstrated a limited understanding of the concept of Microservice Architecture, Cloud
Computing, and Web-Based Information Systems. Key aspects are overlooked or incorrect. Defines Microservice
Architecture, Cloud Computing, and Web-Based Information Systems with errors.
The answer demonstrated a basic understanding of the
concept of Microservice
Architecture, Cloud Computing, and Web-Based Information
Systems. Some key aspects are overlooked or incorrect. There are some minor errors in the definition of Microservice Architecture, Cloud
Computing, and Web-Based Information Systems.
The answer demonstrates understanding of Microservice
Architecture, Cloud
Computing, and Web-Based
Information Systems. Key aspects are correctly described. Correct definition of and comprehensive introduction to Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems.
The answer demonstrated a clear and detailed
understanding of the concept of Microservice Architecture, Cloud Computing, and WebBased Information Systems. Correct definition of and comprehensive introduction to Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems.
The answer demonstrated a very in-depth understanding of
Microservice Architecture,
Cloud Computing, and WebBased Information Systems.
Three examples of successful implementation of Microservice
Architecture, Cloud
Computing, and Web-
Based Information
Systems
30% Provided examples of successful implementation of Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems for at most one company in different industries.
Did not include the benefit
Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems brought to each of the
companies, or the benefit is
too general to be considered relevant.
Provided examples of successful implementation of Microservice
Architecture, Cloud Computing, and Web-Based Information
Systems for at least two companies in different industries.
Did not include the benefit
Microservice Architecture, Cloud Computing, and Web-Based
Information Systems brought to each of the companies, or the benefit is too general to be considered relevant.
Provided examples of successful implementation of Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems for at least two companies in different industries.
Included the benefit
Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems brought to each of the
companies, but the benefit is somewhat general.
Provided examples of successful implementation of Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems for at least three companies in different industries.
Included the benefit
Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems brought to each of the
companies, but there is some room for improvement.
Provided examples of successful implementation of Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems for at least three companies in different industries.
Included the benefit
Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems brought to each of the companies.
MIS203_Assessment_3_Brief_Case Study Report_Module Due 4.2 Page 4 of 5
Did not discuss the challenges each of the
companies faced in the implementation of
Microservice Architecture,
Cloud Computing, and WebBased Information Systems Basic discussion of the challenges each of the
companies faced in the
implementation of Microservice
Architecture, Cloud Computing, and Web-Based Information
Systems. Some key challenges have been overlooked. Discusses the key challenges some of the companies faced in the implementation of
Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems, but the discussion is not thorough. Discussed the challenges each of the companies faced in the implementation of
Microservice Architecture,
Cloud Computing, and Web-
Based Information Systems, but the discussion is not thorough. Thoroughly discussed the challenges each of the
companies faced in the implementation of
Microservice Architecture,
Cloud Computing, and WebBased Information Systems
Strength of
Recommendations to the address business needs
20%
The recommendations are not relevant to the business model and business needs. The recommendations are relevant to the business model
and business needs but partially discussed. Appropriate recommendations presented and discussed. Insightful recommendations are presented and discussed. Exceptional and insightful recommendations are presented and discussed.
Conclusion
10% The presented conclusion is summative in nature, and/or there are other significant problems with its execution. Makes an attempt to roll-up from the analysis provided in the paper. There may be summative
elements, but the focus of the conclusion is in providing
something for the reader to go away with. Provides a concluding set of remarks that set a tone for the
reader to do something with the report. It may lay out future directions or
recommendations for the
reader clearly based on the analysis from the report. Elegantly concludes the paper with a compelling case for
future direction that argues a case for continuing or
exploring Microservice Architecture, Cloud
Computing, and Web-Based
Information Systems in the hypothetical firm. Expertly concludes from the analysis presented in the
earlier report. Is critical of its own analysis but cuts
efficiently to the heart of the subject at hand, providing an inspiring future direction for
exploration or continuation of
Microservice Architecture,
Cloud Computing, and WebBased Information Systems.
Written communication
10% No external resources used or referenced Some credible references are used to support ideas
External resources are inaccurately presented and referenced using APA Credible references are partially used to support ideas
External resources are partially presented and referenced using APA Credible references are used to support ideas
External resources are thoroughly presented and referenced using APA Credible references are expertly used to support ideas
External resources are thoroughly presented and referenced using APA
MIS203_Assessment_3_Brief_Case Study Report_Module Due 4.2 Page 5 of 5

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