Watch the 2021 WFAA investigation, “Banking Below 30” Title: “Banking below 30: Banks own many of Dallas’ high-crime apartments and they’re rewarded for it”Duration: 43:25 YouTube URL: http://www.youtube.com/watch?v=JcZmgJ2tBrIPrompt Questions:
Briefly explain what did the WFAA investigation reveal, and was the information surprising?
Research and explain the impact of historic redlining policies. What is the impact of these policies on communities over generations?
There are a lot of peer-reviewed articles on this topic.
You are required to cite at least one peer-reviewed source using the Dallas College database; however everyone is encouraged to use more.
Explain what individuals and different levels of governments can do to make sure housing, banking, education or other areas of society are fairer for everyone?
Guidelines:
Submission must be at least 2 pages long, * Times New Roman or Arial, 12-point font, double-spaced, with one-inch margins all around. (Page count does not include title or works cited pages)
At least one peer-reviewed article that is published no later than 2011and is at least five pages in length.
Peer-reviewed article can ONLY be searched for on the Dallas College Library Database – Academic Search Complete.
Do not search for Peer-reviewed articles on Google or anywhere else online.
Do not use first person tone. Stick to thrid person.
1) First, watch the video below for an introduction to the gender spectrum, a second framework in which gender in comprised of a dynamic line between two ever-changing ideals.
2) Next, take two minutes to reflect and journal about the ways in which you have been taught that gender is a spectrum going from masculine to feminine.
· Where have you seen this line or fragments of it? What places you more toward one end of the spectrum or the other? What places you more toward the middle? For example, when have you have been told “As a boy/girl you should … more.” or “Because you’re a boy/girl you need to do … less.” Please note that these messages also apply to people who are genderqueer in the middle of the spectrum except that they are given messages to be or do more or less to fit into either masculinity or femininity rather than being more genderqueer.
· What rewards or opportunities will you receive if you stay where you are or move in one direction or another?
· What costs do you incur or risks do you take if you stay where you are or move in one direction or another?
3) Then, watch Makkai (2002) below for a shelf resource to balance with your self.
4) Now take two more minutes to reflect and journal about balancing your own story of your self with Makkai’s (2002) story from the shelf. What windows and mirrors came up for you?
5) Post your reflection on the discussion board below. Read and respectfully respond to other people’s posts.
CLICK HERE TO ORDER THIS PAPER AT CapitalEssayWriting.com ON First, watch the video below for an introduction to the gender spectrum, a second framework in which gender in comprised of a dynamic line between two ever-changing ideals
1. Complete the Osteoporosis Pathophysiology diagram below by using the ATI Med/Surg ebook, [“My ATI” Learn RN eBook Library RN Adult Medical Surgical Nursing Edition 11.0 (this is the ebook you will need to complete the below diagram) start onpage 463]) (1hr)
2. Complete the table below (1hr)
Complete the table below on medications using a Drug eBook. You can use any drug book, the below picture is an example of one book. You could use Rasmussen Library to search for a drug book.
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Defining life can be very difficult. Scientists don’t all agree on a standard list of characteristics that define all life, but most generally agree on a common set of properties. Many of these properties are not limited to living things; some nonliving things may share a few of these characteristics as well. For instance, viruses don’t have the necessary machinery to reproduce themselves; they must use cellular hosts to make more viral copies. Because they cannot reproduce, they are not considered living.
Case Assignment
Your Assignment:
What is life? Research six specimens from the list below, describe them as living, nonliving, or dead and give support for why each belongs in their respective category.
Brown grassWhale spermHIV virusFertilized chicken eggHair from human headPrionEgg from grocery storeSkin cell from back of handAmoebaBlood cellMushroomCoral reef
What traits did you list as characteristics of living things, but were not easily observable?
List several processes that occur while an organism is alive, but cease when it is dead.
Did any nonliving things possess some of the same characteristics as living things? Which ones?
How do plants differ from animals in their life activities?
Define the word dormant. What factors influence whether something is considered dormant?
Research one of the following controversial discoveries: nanobacteria (Young & Martel, 2009), the “fossilized Martian bacteria” observed on the meteorite ALH84001 (McKay et al., 1996), or Craig Venter’s 2010 announcement of the first creation of “synthetic life” (Gibson et al., 2010). Review the claims made by the researchers who announced the discovery. Do the organisms fit the definition of life? How so?
Assignment Expectations
Organize this essay assignment using subtitles that summarize the topic from each question above. For example, to answer Question 1, use a descriptive subtitle like the following: What is Life?
Your essay should be approximately 2-3 pages in length. Answer each question under the subtitle using complete sentences that relate back to the question. Be sure to use APA formatting throughout your essay with 1-inch margins, 12-point type and double spacing throughout. Include a title page, introduction, answers to the questions with subtitles and concluding paragraph. Remember to include in-text citations within the body of the essay referencing your resources (i.e. Murray, 2014). Also, be sure to include a reference section at the end of your assignment listing all required readings and any additional resources you used to complete your essay.
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. What is life? Research six specimens from the list below, describe them as living, nonliving
QUESTION 1 This question has been merged with others to reduce the doubling up for you. QUESTION 2 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE2 1 2 3 Benchmarks Key VET Stakeholders are identified and understood. The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood. Comments: Read the following: CASE STUDY Hamoud is the training manager of a large finance company. He has been asked to attend a meeting organised by the finance industry to discuss and develop the criteria for the implementation of competency standards for the finance industry. Hamoud has never worked within the competency-based training framework and is reluctant to implement this type of training in his organisation. Paul is the training manager from another large finance company that has already implemented competency-based training for sales and administration staff and is keen to implement similar training in the company’s call centre. The meeting is also attended by union representatives as well as government representatives. The meeting is one in a long series of meetings and discussions that are required to implement competency standards in an industry. Satisfactory / Not Yet Satisfactory Question 2a. What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC) ASQA ACPET AQF Satisfactory / Not Yet Satisfactory Question 2b. What advantages will Hamoud’s company gain by consulting with key stakeholders and other training managers before introducing competency-based training? (Note: the answer to this one is not immediately obvious in the text. Instead, you will need to think about the information that has been provided.) Your answer: QUESTION 3 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE1 KE10 1.3 KE2 1 2 3 Benchmarks Candidate understands information about training package developers and course accreditation agencies responsible for specific learning program parameters, including who they are, where to find them and who is responsible for them. Understands what an organisation’s quality assurance policies and procedures should be. The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood and applied. The relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the VET sector. Comments: Satisfactory / Not Yet Satisfactory Question 3a. What are the three components of the National Training Framework? The first is done for you. Component 1 Training Packages Component 2 Component 3 Questions 3b-d. These questions have been incorporated into Project 1a. Satisfactory / Not Yet Satisfactory Question 3e. When an RTO meets the Standards for Registered Training Organisations (2015), it will actually benefit all sorts of other people and organisations. What could be some of these benefits for the following: Learners Industry/Employers Governments Providers Satisfactory / Not Yet Satisfactory Question 3f. How do you think each of the following things might help an RTO to achieve the required standards of quality? The first one has been done for you. Procedures/Processes for: How it helps achieve consistency in national standards Enrolling students Ensures that the required information about students is collected and stored. RPL Issuing qualifications Continuous improvement Managing student fees Staff qualifications Satisfactory / Not Yet Satisfactory Question 3g. How can a Continuous Improvement Model help an RTO to maintain its quality? Please highlight the correct answer. a) It ensures that they are operating a more profitable business. b) It is a good marketing tool that gets people in the door. c) It helps to ensure that everything that they are doing is what they should be doing by determining needs, developing and delivering a service, reviewing, amending and obtaining feedback and then amending again. d) It is a way keep registration as an RTO. QUESTION 4 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE1 1 2 3 Benchmarks Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification type. Comments: Satisfactory / Not Yet Satisfactory Question 4a. Describe the Australian Qualifications Framework (AQF). What are its objectives? What is the AQF? What are its objectives? Satisfactory / Not Yet Satisfactory Question 4b. List the levels of the AQF in the first column of the table below and summarise the criteria for each of the levels in the second column. The first one has been done as an example for you. AQF level Criteria of that level Level 1 – Certificate 1 Graduates at this level will have knowledge and skills for initial work, community involvement and/or further learning. Knowledge: a foundational knowledge for everyday life, further learning and preparation for initial work. Skills: a foundational cognitive, technical and communication skills to: • undertake defined routine activities • identify and report simple issues and problems Application of knowledge and skills: apply knowledge and skills to demonstrate autonomy in highly structured and stable contexts and within narrow parameters.
Add more rows as required. Satisfactory / Not Yet Satisfactory Question 4c. For any TWO of the following situations, determine the training need, and recommend one Qualification that would be appropriate. Obviously, you will not have all of the information that you need, so also indicate what additional information you would require to provide a quality recommendation in each situation, and how you would get this information. The first one has been done for you as an example. Situation 1 Simone wants to work in a Child Care Centre. She has a Certificate II in Children’s Services. What AQF level would be suitable? AQF Level 3 training related to child care. Choose one qualification from this CHC – Community Services Training Package that would suit Simone. CHC30113 – Certificate III in Early Childhood Education and Care Other information you would need. What training have the current people working in the child care centre have? What type of position does Simone want to achieve? Does she want to complete her Certificate III then Diploma so that she can take on a managerial role or head teacher role within the centre? Simone will need to define the job she is aspiring to. I would then need to assess what is involved in the actual position. How would you get this information? Discussion with Simone, examine job/position descriptions, talk to centre managers about the qualifications needed for the individual roles within a child care centre. Situation 2 Greg has just finished Year 12 and he wants to become a qualified chef. What AQF level would be suitable? Select one qualification from this SIT – Tourism, Travel and Hospitality Training Package list you would recommend for Greg. Other information you would need. How would you get this information? Situation 3 Erica is a nurse within an Aged Care facility. She wants to move into a management position focusing on human resources. What AQF level would be suitable? Select one qualification from the CHC – Community Services Training Package that you would recommend for Erica. Other information you would need. How would you get this information? Situation 4 Sally has finished Year 10 and wants to get a job as a farm hand in the cattle industry. What AQF level would be suitable? Select one qualification from the AHC – Agriculture, Horticulture and Conservation and Land Management Training Package that you would recommend for Sally. Other information you would need. How would you get this information? QUESTION 5 This question has been merged with others to reduce the doubling up for you. QUESTION 6 Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE2 KE6 KE10 KE11 KE12 1 2 3 Benchmarks Functions of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system are demonstrated. The use of training packages and relevant competency standards to be used as the basis of the learning program. Non-endorsed components of training packages are explained and understood. Other sources of training package information are identified and where to find them is determined. The Standards for Training Packages are read and used to demonstrate understanding of the role and purpose of each endorsed component. Comments: Satisfactory / Not Yet Satisfactory Question 6a. In the rows below: What is the purpose of a Training Package? What the components of a Training Package? How is a Training Package used as a benchmark for competency based training and assessment? What is the purpose of a Training Package? What are the components of a Training Package? How can a Training Package be used as a benchmark? Satisfactory / Not Yet Satisfactory Question 6b. What is a benchmark? Give an example of how a Training Package is used as a benchmark for competency-based training and assessment. A benchmark is: An example of how a Training Package is used as a benchmark: Satisfactory / Not Yet Satisfactory Question 6c. In Question 6a, you listed the components of a Training Package. Which of them would you find most helpful if we were planning to put together a new Learning Strategy for a qualification we wanted to deliver? Your answer: Satisfactory / Not Yet Satisfactory Question 6d. Consider the following case study: Sally would like to undertake the AHC20116 – Certificate II in Agriculture because she wants to continue on from her school work experience at the cattle farm where she was placed. Sally would like to train specifically in the area of assisting with the birth of new cattle, so she decides to focus on the unit of competency: AHCLSK203 – Carry out birthing duties Look at the key words describing Sally’s job and what she wants to do. What are the benchmarks that Sally will need to meet in this unit to be assessed as competent? Your answer: Satisfactory / Not Yet Satisfactory Question 6e. Look at Standards for Training Packages here. List the endorsed components of a Training Package and describe the purpose of each. The first one has been done for you. Endorsed Component Purpose Units of Competency Units of competency specify the standards of performance required in the workplace The structure of units of competency complies with the unit of competency template
Satisfactory / Not Yet Satisfactory Question 6f. List the non-endorsed components of a Training Package. Your answer: • Satisfactory / Not Yet Satisfactory Question 6g. Name the Training Packages for the following Qualifications. Qualification Training Package TAE40116 Certificate IV in Training & Assessment SIS50215 Diploma of Fitness PSP20116 – Certificate II in Government Satisfactory / Not Yet Satisfactory Question 6h. List 3 Qualifications at different AQF levels that belong to each of the following Training Packages. Training Package Qualification HLT – Health Training Package CHC – Community Services Training Package PUA12 – Public Safety Training Package Satisfactory / Not Yet Satisfactory Question 6i. Why is it important to talk to our clients before designing training? What questions could we ask? Please list 3. Why is it important? Questions to ask: 1. 2. 3. Satisfactory / Not Yet Satisfactory Question 6j. Where can we find out more information about Training Packages? List 3 different possibilities. 1 2 3 QUESTION 7 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE4 1 2 3 Benchmarks The format and structure of accredited courses is understood. The difference between Training Packages and Accredited courses is understood. Comments: Satisfactory / Not Yet Satisfactory Question 7a. What is an accredited course? Your answer: Satisfactory / Not Yet Satisfactory Question 7b. What is the difference between an accredited course and a Training Package? Your answer: Satisfactory / Not Yet Satisfactory Question 7c. Describe the structure of an accredited course in the table below. Applicant and classification information Course information Units of Competency QUESTION 8 Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE5 KE3 KE7 3.1 3.2 3.3 5.1 1 2 3 Benchmarks The format and structure of units of competency, and assessment requirements of a unit of competency are understood. Dimensions of Competency are understood and applied. Candidate understands how to access assessment information of the relevant training package or accredited course. Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients is understood and applied. Comments: Satisfactory / Not Yet Satisfactory Question 8a. What is a Unit of Competency? Your answer: Satisfactory / Not Yet Satisfactory Question 8b. When researching Units of Competency, where would you go first? Please highlight the correct answer.
Training.net.au
Training.gov.au
Ntis.gov.au
Training.com Satisfactory / Not Yet Satisfactory Question 8c. Describe what the following 3 terms mean when referring to the unit code of the following Unit of Competency: BSBCMM401- Make a Presentation Write your answer in the space below each term. BSB CMM 401
Satisfactory / Not Yet Satisfactory Question 8d. When viewing a Unit of Competency, you’ll see that it is broken into several sections. The sections can change over time, and so we often find that some units have sections that other units do not. A big change occurred in 2014. In the table below are some section headings. Indicate Yes/No it is from pre-2014 or post 2014 (it could be both) and say what the purpose of the section is. The first row has been completed for you as an example. (Hint: Within each Unit of Competency, headings are usually dark blue.) Heading PRE 2014? POST 2014? Purpose Unit Descriptor Yes No Describes what the unit is about. Elements & Performance Criteria Yes/No Yes/No Range Statement Yes/No Yes/No Foundation Skills Yes/No Yes/No Assessment Conditions Yes/No Yes/No Satisfactory / Not Yet Satisfactory Question 8e. Below is a template for a Unit of Competency. Using BSBCMM401- Make a Presentation complete the table to demonstrate how this unit looks. Unit Code Mandatory field Unit Title Mandatory field Application Mandatory field Unit Sector Optional field Elements Mandatory field Performance Criteria Mandatory field Elements describe actions or outcomes that are demonstrable and assessable. 1.1 Performance criteria clearly relate to the element. 1.2 They are expressed as a standard. 1.3 They specify the required performance in relevant tasks, roles, and skills. 1.4 They reflect the applied knowledge that enables competent performance.
Foundation Skills Mandatory field Skill Performance Criteria Description
Unit Mapping Information Mandatory field Code & title Current version Comments Equivalence status
Links Mandatory field Link to Companion Volume Implementation Guide. Assessment Requirements Mandatory field Links Mandatory field Link to Companion Volume Implementation Guide. Satisfactory / Not Yet Satisfactory Question 8f. List the Assessment Requirements of the following Unit of Competency: TAEDEL401- Plan, organise and deliver group based learning. Performance Evidence Mandatory field Knowledge Evidence Mandatory field Assessment Conditions Mandatory field Satisfactory / Not Yet Satisfactory Question 8g. We now understand the structure of a Unit of Competency, but there are other important things to note about Units of Competency as well. What are the Dimensions of Competency? Your answer: Satisfactory / Not Yet Satisfactory Question 8h. Describe each of the Dimensions of Competency and list 2 examples of how they could be used in work practice. Dimensions What does it mean? How can it be used in work practice? Task skills Task management skills Contingency management skills Job role or environment skills Satisfactory / Not Yet Satisfactory Question 8i. Refer to the earlier question in Q.4c about Greg, Erica and Sally. For any one of these : • Identify a Training Package, and the possible Qualification or Skill Set they could complete. List the qualification rules. (POINT 1) • Now identify how you have analysed one Unit of Competency from that Qualification to make sure it is suitable for your individual person’s needs. (POINT 2) • Now identify how this unit links with the other units in the Qualification. List the best possible combination of Core units and Elective units that your person will need to complete. (POINT 3) • Write your answer in the form of a memo to this person, explaining why you think and include a hyperlink to the source/s of your information. An example is provided for you. To: Simone From: Bryan West Date: Monday, 22 February 2018 Re: Certificate III in Early Childhood Education and Care Memo Hi Simone, I enjoyed speaking with you on Friday. I have had a chance to consider your training needs and believe the course CHC30113 Certificate III in Early Childhood Education and Care from the Training Package: CHC – Community Services will develop your knowledge and skills necessary for a career within a child care centre. [POINT 1] This course is designed for those who are working or intending to work within the children’s services industry. It provides a useful introduction into understanding, caring for and supporting the development of young children. With the practical training you’ll receive during this course, you can look forward to a rewarding career as a childcare worker. To achieve the CHC30113 Certificate III in Early Childhood Education and Care, you must complete 18 units of study: • 15 Core units • 4 Electives You can access the full range of units and further qualification details by clicking on this link to the Qualification at training.gov.au: CHC30113 Certificate III in Early Childhood Education and Care. Based on the fact that you want to work in a childcare centre. I believe that the unit: CHCECE005 – Provide care for babies and toddlers is a great core unit for you to complete as it allows you to practically apply the skills and knowledge required when providing care to babies and toddlers in an actual workplace environment. [POINT 2] This means that you will be able to access real regulated education and care services and that all of the assessment will allow actual interaction with babies and toddlers. I have also chosen the following electives for you based on your desire to work within a childcare facility setting and not a school: [POINT 3] • CHCECE006 -Support behaviour of children and young people • CHCECE017 -Foster the holistic development and wellbeing of the child in early childhood • CHCPRT003 -Work collaboratively to maintain an environment safe for children and young people • SRCCRO008B – Interact positively with infants, toddlers and parents in a recreation environment Please be in touch with any further questions at all. Kind Regards, Bryan Your answer: To: From: Date: Re: Message QUESTION 9 This question has been merged with others to reduce the doubling up for you. QUESTION 10 …. so has this one! QUESTION 11 Lesson Reference: CLICK HERE and HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE11 1 2 3 Benchmarks Candidate can describe relevant workplace health and safety (WHS) knowledge relating to the work role, and WHS considerations that need to be included in the learning program. Comments: Satisfactory / Not Yet Satisfactory Question 11a. Who is responsible for WHS? Your answer: Satisfactory / Not Yet Satisfactory Question 11b. We know that all activities are affected by WHS. List at least 3 examples of hazards that could affect each of the following jobs or industries: Tree Felling: 1. 2. 3. Building industry: 1. 2. 3. Banking industry: 1. 2. 3. Satisfactory / Not Yet Satisfactory Question 11c. For each context listed below, what WHS information could we provide to our learners to confirm that our learning environment is safe? Rest room facilities Tea and coffee facilities Fire exits Complaints Satisfactory / Not Yet Satisfactory Question 11d. Define the word ‘hazard’. Please highlight the correct answer.
Something that has caused injury to someone.
Something that will cause injury to someone.
Something that does cause injury to someone.
Something that could cause injury to someone. Satisfactory / Not Yet Satisfactory Question 11e. Describe 3 of the possible hazards that you might encounter when delivering/assessing each of the following Units of Competency. Then, classify each (e.g., physical, ergonomic, etc.). Some ideas have been added for you as examples. Unit Possible Hazards Type of Hazard Operate personnel and materials hoists
Controlling traffic Physical 2. 3. Conduct an aged care facility access audit
New type of flu virus Biological 2. 3. Instruct fitness programs
Muscle strain from demonstrating exercise Physical 2. 3. Satisfactory / Not Yet Satisfactory Question 11f. As a trainer, what do you think your responsibilities are for each of the Six Steps of Hazard Management? Step 4 has been completed for you as an example. 1. 2. 3.
As the trainer, I will ensure all protective clothing and equipment is compliant with various WHS Acts, and that employees are proficient in the use of clothing and equipment as directed by myself. 5. 6. QUESTION 12 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt 5.2 1 2 3 Benchmarks Candidate understands how to provide appropriate advice to the client about assessment requirements. Comments: Satisfactory / Not Yet Satisfactory Question 12a. When it comes to assessing, what kinds of things do we need to think about to make sure that we meet our clients’ needs without distorting the integrity of the assessment (that is, making it too easy)? Please highlight the correct answer. (Hint – there may be more than one.)
Making it easy enough for everyone to pass, getting it done in the shortest time, reducing the paperwork we have to do.
What our client’s timeframes are, the budget and how best to prepare participants and resources.
Methods of assessment that are going to help most participants, impacts on the organisation, reducing training time.
All of the above. Satisfactory / Not Yet Satisfactory Question 12b. As a trainer, what do you think your responsibilities are for each of the Seven Steps for Planning Assessment? Step 1 has been completed for you as an example.
Discuss with the client skill gaps and skill development, and the outline of activities to be assessed, and the dimensions of competency to be assessed. 2. 3. 4. 5. 6. 7. DECLARATION OF ORIGINALITY Name: On a scale of 1-5 how would you rate: Strongly Disagree Disagree Neither Agree Strongly Agree I understood what I had to do. 1 2 3 4 5 I knew how to do it. 1 2 3 4 5 I consider the level of difficulty of the tasks to be appropriate for an AQF Certificate IV level assessment. 1 2 3 4 5 I found the trainer responded in a timely, knowledgeable, helpful manner. 1 2 3 4 5 Is there anything else you would like to share? I declare that: • I have personally completed all components of this assessment item. • I understand that all work that is not my own (such as the ideas and research of others as well as source documents) requires referencing and have done so appropriately. Signed: Date: An electronically signed Declaration of Originality is to be completed and attached to every submission.
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC)ASQA
SBET 1083 ASSIGNMENT: Trigonometric Heighting Below are data observed from trigonometric heighting survey obtained by using theodolite . Calculate the reduced level of station B and C and the difference in height between the two stations (B and C) . Given: Observation A -B: Height of instrument at station A = 1. 520 metre s Vertical angle between station A and B (incline) = 5 20’ 00” Height of prism at station B = 1. 550 0 metre s Reduced level at station A = 3 0.777 metre s Horiz ontal distance fr om A to B = 245. 45 5 metre s Observation A -C Height of instrument at station A = 1. 520 metre s Vertical angle between station A and C (dec line) = – 3 30’ 00” Height of prism at station C = 1. 325 metre s Reduced level at station A = 3 0.777 metre s Slope distance from A to C = 214 .524 metre s Please include diagrams in your answer. Label them appropriately and define them correctly in your calculations.
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Math 103 quiz 4 chapter 8 2021c Upload file(s) as “Last Name Quiz 4” etc
Open book & notes, can use calculating device, formula sheets + extra paper. Use formula sheets including Normal distribution (z) tables. If completing problems manually, show work for credit. – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 1. Use this data set { 65, 38, 53, 62, 44, 87, 27, 78, 21, 18, 60, 78, 2, 44 } and find the…
a) median b) mode
( Round answers to a few decimals (1 or 2) Show work if NOT using your calculator) c) mean d) sample standard deviation
bonus 1 (+0.1%) use the above data & find the Range… (+0.1%) & Midrange
2 a) Use the data below to make a scatter plot Hint: count gridlines (blocks) by 1→
x 5 2 1.5 5.5 7 4 3.4
y 1 4 6 2 2.5 1.3 2.7
What kind of linear correlation seems to exist: b) positive, negative, or none?
3. A fish species has normally distributed weights with standard deviation 2.9 and mean = 22.5 lbs. Show these 3 parts for each: ÀF︂ill in the appropriate formula & show the calculated z. ÁNext, round it up (or down) to the closest z-value (2 decimals) listed in the N-distribution tables, and write that value. ÂFind the # using the table (show all 4 digits, % or decimal).
a) What is the percentage (%) of data less than 22? b) what is the % of data greater than 26?
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This case involves a workplace safety issue. · Read “Incident: The Safety Problem†below on p. 254 of Nkomo, Fottler, and McAfee. · Consider the questions associated with the case to help you identify relevant issues. · Locate resources on the Internet or in the Walden Library to aid you in making a decision in the case. Post a response (at least 250 words in APA format) containing a recommendation for addressing the problem. As part of your proposal, include a description and evaluation of the strengths and weaknesses of each of the alternatives for dealing with the problem. Support your recommendation with proper APA citations from the Learning Resources and any other sources. 87 Incident: The Safety Problem
Assessment Task 1: Change management plan TASK SUMMARY: There are four parts to this assessment: ? Part A – You are required to review the case study provided below then conduct and analyse research on change management. ? Part B – You are required to develop a change management plan. ? Part C – You are required to submit your change management plan to your assessor. ? Part D – You are required to participate in a change management meeting with the CEO of Sampson Media (their assessor) seeking feedback and approval for your plan. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ? Computer with Microsoft Office or similar program ? Access to the Internet ? Meeting space ? Recruitment, Selection and Induction Policy and Procedure (provided by your assessor) ? Sampson Media Magazine Printing, Circulation and Distribution Policy and Procedure (provided by your assessor) ? Termination Policy and Procedure for Sampson (provided by your assessor). WHEN DO I DO THIS TASK? ? If you are a class-based student you will do this task in the classroom or as homework – your assessor will advise you as to which is required. Write in the due date as advised by your assessor: _________________________________________ WHAT DO I NEED TO SUBMIT? ? Part A – You are not required to hand in anything for this part for the assessment ? Part B – You are not required to hand in anything for this part for the assessment ? Part C – You are required to email to your assessor with version 1 of the Change Management Plan ? Part D – You are required to email to your assessor with the updated Change Management Plan WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not completed all parts of the task satisfactorily, they will talk to you about resubmission. You will only have to re-do the parts of the task that are incorrect; however you will need to resubmit the entire assessment. Your assessor will discuss an appropriate timeframe for resubmission with you when you are provided with the outcome for this task. CASE STUDY Samson Media is a publisher of several upmarket fashion magazines. It has strong links with a number of high profile fashion houses whose products are featured in the magazines and also provide a significant source of advertising revenue. Readers of the magazines are predominantly 35 – 54 year old women. Readership has fallen over the last two years. This is due in the most part to due to competition from a range of other fashion magazines and consumers switching to digital media. Due to the decline in readership, profits have fallen by 20% and there has also been a fall in the share price. As a consequence, a new CEO, Amir Johnson, has been appointed. Amir was the former Marketing Director for a well-known successful media business that included a national newspaper, magazines and a subscription television channel. The success of this business was based on targeting lower income groups and its publications are focused mainly on sport and celebrity gossip. They were also successful because they were able to undercut its competitors with low prices, enabled by a ruthless approach to achieving high levels of efficiency. Amir and his team of Managers have developed a Strategic Plan that includes the following objectives. ? Increase return on capital to 8% within 2 years ? Enact a transformational change of the company that will convert all magazines to a digital format only. ? Achieve cost efficiencies through reducing running costs ? Relocate to a smaller office. It is intended that the new digital magazines will have the following features: ? Focus on health and beauty, fashion and celebrity gossip. ? Some free content but full access available only on a subscription basis. ? Additional features available to subscribers such as video clips, podcasts and discussion Running costs are as follows. All staff are full-time permanent staff and their total salary costs per annum is $3,370,000.00. The cost of running the printing and distribution site, plus staff costs is currently approximately $1,500,000 per annum. The current office rent is $500,000 per annum. As the General Manager, you have been asked to lead the development and implementation of the change management plan with the first step being to consult with an organisational change expert to discuss issues and strategies for change management for the company. It is anticipated that while there will be some cost savings in making the change, there will also be costs involved including: ? Redundancies – anticipated cost is $300,000 ? Upskilling staff – $100,000 ? Consulting with experts – $100,000 ? Communication throughout change with key stakeholders – $100,000 ? Office relocation – $50,000 – $80,000. PART A – RESEARCH AND ANALYSIS INSTRUCTIONS: 1. Review scenario and conduct research and analysis a) Review the information in the scenario provided above and analyse the company’s strategic objectives and identify the change needs. Make notes on your analysis for use in your plan as outlined below. b) Review existing polices/practices at Samson Media against strategic objectives and the need for change and make notes identifying changes needed to use in your report. Identify if the change required due to performance gaps, business opportunities or threats, or management decisions. c) Conduct research on change management – the issues and practices including barriers that can impact on change and best practice change management strategies. Also research trends in magazine publishing/on-line magazine readership and analyse the impact the impact on Samson Media’s organizational objectives as per the scenario information. d) Consider major operational change requirements and recommended order of priority. e) You will need to identify your sources of information to show that you have identified expert guidance on change management so make notes on all the sources of information you identify and use. f) You are not required to hand in anything for this part for the assessment. PART B – DEVELOP A CHANGE MANAGEMENT PLAN INSTRUCTIONS: 1. Using your research and analysis develop a Change Management Plan for Samson Media. The Change Management Plan must address: a) An overview of the change management process b) An overview of the current situation facing Samson Media including: – Identification of the need for change and an analysis of the situation that has bought about the change (performance gaps, business opportunities or threats, or management decisions) – A review of existing polices/practices at Samson Media against strategic objectives to identify change requirements. – An analysis of the external environment relevant to Samson Media and its objectives, including events/trends that impact on strategic objectives, including trends in magazine publishing, as well as trends in on-line magazine readership. Your analysis should reflect a PESTLE analysis approach, reviewing political, economic, social, technology, legal and environmental factors. c) A list of the potential barriers to the proposed changes and possible strategies to overcome or address them. d) A detailed explanation of how an organisation can check their readiness for change. This should include examination of how organisational behaviour can impact change. e) Strategies for embedding change into an organisation f) Prioritisation of the recommended changes including your reasoning. Your project plan will only address your first priority change. You may presume detail that is not included in the case study. g) The particulars of the change. Ensure the following information is contained in your plan: ? The name of the change/project ? The stakeholder ? Revision History ? Stakeholder approval/endorsement ? Type of change – policy/process/people/system ? Resource requirements ? A Risk Assessment that includes your particular barriers to change. In identifying risks and barriers to change you must demonstrate high level problem solving skills and innovative approaches to risk mitigation ? Cost benefit analysis for your change ? Implementation strategies that includes: – The Action plan that details the activities, responsibility, resources and timeframe. – The Communication plan that includes strategies to inform stakeholders of the change. Ensure the strategies you develop are designed to promote the benefits of change to staff and to reduce the likelihood of a negative response/adverse outcomes. – The Training plan that identifies the training strategy, what training is required, who requires the training, the expected outcome, who will deliver the training, an estimation of the training cost. ? Proposed reporting protocols. What will you report, when and to whom? ? A bibliography that identifies your sources of information. You need to identify your sources of information to show that you have identified expert guidance on change management. PART C – SUBMIT YOUR CHANGE MANAGEMENT PLAN INSTRUCTIONS: 1. Submit your Change Management Plan to your assessor via email (as the CEO of Samson Media). Your email must include a brief overview of the purpose of the email and indicate that you are seeking feedback and approval. Upon review of your plan your assessor will email you the date and time of the meeting to discuss the plan and to provide input and possible approval. PART D – PARTICIPATE IN CHANGE MANAGEMENT PLAN MEETING INSTRUCTIONS: 1. Participate in a change management plan meeting. Your assessor will play the role of the CEO and change expert. ? The purpose of this role play meeting is to review your research and your Change Management Plan and to seek feedback and approval for the next phase – the implementation of the plan. You must obtain this input and approval before you commence Assessment Task 2. ? Your assessor will ask you to explain the purpose and importance of a number of the components of your change management plan ? During the meeting, you will be assessed on your effective oral communication and interaction skills. ? Your assessor will provide you with feedback, which you must use in the Change Management Plan and the Communication and Education plan. 2. Following the meeting, update your Change Management Plan ensuring that you complete the revision history and submit your updated plan via email to your assessor (the CEO). Your assessor will provide final approval of your plan. What do I need to hand in for this task? Have I completed this? Part A – You are not required to hand in anything for this part for the assessment N/A Part B – You are not required to hand in anything for this part for the assessment N/A Part C – Draft of Change Management Plan ? Part D – Updated Change Management Plan (Version 1) ?
