Tag: evaluate

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Evaluate a social problem and how it impacts the criminal justice system in the United States

Prior to beginning work on this assignment, read Chapters 3 and 4 of your textbook. You will develop an outline, using the sample below, that includes an abstract, problem statement, and annotated bibliography. Use the UAGC Writing Center’s Writing an AbstractLinks to an external site. resource for additional guidance.

Problem Statement: Evaluate a social problem and how it impacts the criminal justice system in the United States. You will recall that in the Post Your Introduction activity in Week 1 you identified a social problem. You may use that problem for your Final Paper or choose a different social and criminal justice problem.

Outline: Using the sample below as a guide, provide an outline for your Final Paper. Remember that papers are expected to define a significant problem faced by the justice system, describe the scope and consequences of the problem, and discuss society’s responses to the problem (including public policies and other less formal responses). Your paper should also present a clearly reasoned alternative, supported by scholarly research.

Annotated Bibliography: The purpose of creating a list of sources is to assist you in organizing and evaluating your research.

  • Identify the problem. Be sure to narrow your problem enough to allow a focused examination.
  • Describe the individual, social, and criminal justice system implications of this problem. Discussion of implications should be supported by accurate research data.
  • Summarize what experts say about the problem.
  • Explain what we, as a society, have done to remedy this problem. Consider public policies and other, less formal responses.
  • Analyze to what extent public policies and other, less formal responses are effective in addressing this problem.
  • Propose an alternative solution to the problem.
  • Analyze why the alternative is, or can be, an effective response to the problem. Remember to consider negative consequences of the alternative response.
  • Conclude with your thoughts about your chosen social problem. This is a good place to include personal opinions, assuming you wish to share them in a research paper.
  • Create an annotated bibliographyLinks to an external site.. In the bibliography, include the following:
    • Name of the source, including the complete bibliographic reference in proper APA format, as outlined in the UAGC Writing Center’s Annotated BibliographyLinks to an external site.
    • Summary of the source (at least one paragraph) including how this source will contribute to your paper.

In short, define a problem, discuss the response, and provide alternative responses to the problem. For example, your problem could be drug use and abuse, with a focus on prescription drug abuse among teenagers. Your description of the problems should be fact based, relying on expert opinion. Your alternative can be an adjustment of current policy or a new direction. For example, you may propose longer prison sentences, or legalization of all drugs. Be creative, although suggestions must be supported by scholarly research.

Carefully review the Grading RubricLinks to an external site. for the criteria that will be used to evaluate your assignment.

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Evaluate web source material for credibility and usefulness before beginning your research

Locate three scholarly websites on the following topic: Mononucleosis. Evaluate web source material for credibility and usefulness before beginning your research. Create your own work with relevant info

Locate three scholarly websites on the following topic: Esophageal Atresia

  • Evaluate web source material for credibility and usefulness before beginning your research.
  • Create your own work with relevant information that builds your knowledge base.
  • Students may not reuse any previous work for resubmission in this course.

Search the Internet and select three ACADEMIC website that pertains to either:

Review scientific work and paraphrase using your own words.  You may not add direct quotes from any source but will paraphrase and add citations. Your Word Count will be at least 300 words (excluding references and in-text citations), including, but not limited to, the disease process, symptoms, diagnoses, trends in health care, possible genetics, morbidity and mortality, and case studies. Be sure to identify and define terms or procedures that are specific to your topic.  For example, provide how the disease is diagnosed and treated, new trends of medications, and symptoms/outcomes of this disease.  

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Evaluate accounting systems and controls used in management decision-making

Managerial Accounting is related to software  as Business Analyst. The paper should be in apa format with 650 words and 2 references. Evaluate accounting systems and controls used in management decision-making

Below is the syllabus for your reference:

This course focuses on managerial accounting concepts, including costing, budgeting, forecasting, planning, and control. Emphasis is on preparing and using financial statements as well as various managerial reports for decision-making.

Upon completion of this course:

Evaluate accounting systems and controls used in management decision-making. Interpret managerial accounting control functions including budgeting and cost allocationAnalyze prevalent managerial accounting systems used in organizationsCompare integrated internal cost systems used in decision-makingResearch, apply critical thinking, and communicate current issues in managerial accounting

The mission of the Hutton & Plaster School of Business is to foster academic excellence and student achievement at both the undergraduate and graduate levels. Students are provided with a strong academic foundation in business, and are prepared to become productive, competent, and ethical professionals. The Hutton School of Business provides a learning environment that is characterized by student-oriented instructional methodologies and the development of leadership and life-long learning skills in its students. 

At the Hutton School of Business, the following broad-based goals for students have been developed: 

  1. Students will acquire the relevant disciplinary knowledge and competencies appropriate to their program of study.
  2. Students will acquire effective business-related professional skills.
  3. Students will be challenged to assess their personal values and connect them to ethical behaviors appropriate to their intended endeavors.

Program Intended Student Learning Outcomes

Based upon these broad-based goals, the Hutton & Plaster School of Business has identified the following general intended student learning outcomes (MBA ISLO) for students: 

  1. Students will be able to demonstrate well-developed case study problem-solving skills.
  2. Students will be able to examine the major theories and concepts in the areas of accounting, finance, management, and marketing.
  3. Students will be able to integrate their findings from the major theories and concepts in the areas of accounting, finance, management, and marketing to organizational decision making.
  4. Students will be able to analyze the opportunities and challenges of legal, social, economic, and global business issues.
  5. Students will be able to apply standards of ethical behavior in business to managerial decision making.
  6. Students will be able to utilize appropriate technological and quantitative methods and tools to the solution of practical business problems.
  7. Students will be able to demonstrate advanced professional business communication skills.
  8. Students will be able to demonstrate well-developed organizational, leadership, and teamwork skills.
  9. Students will be able to integrate theory and practical application across business functional areas for the purpose of strategic analysis, planning, implementation, and control.

Concentration Intended Student Learning Outcomes

Further, the Hutton & Plaster School of Business has identified the following intended student learning outcomes for students pursuing a concentration:

Concentration in Accounting (ACTG) ISLOs

  1. Students will be able to utilize advanced knowledge of accounting.
  2. Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of accounting.
  3. Students will be able to conduct research on issues and questions relevant to the accounting profession.
  4. Students will be able to interpret the ethical and legal responsibilities of professional accountants.

Concentration in Entrepreneurship (ENTR) ISLOs

  1. Students will be able to utilize advanced knowledge of entrepreneurship.
  2. Students will be able to formulate a plan for the creation of a new venture.
  3. Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of business.

Concentration in Healthcare Administration (HCA) ISLOs

  1. Students will be able to utilize advanced knowledge of healthcare administration.
  2. Students will be able to formulate healthcare administration strategies designed to allow the organization to achieve its objectives.
  3. Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the area of healthcare administration.

Concentration in Marketing (MKTG) ISLOs

  1. Students will be able to utilize advanced knowledge of marketing.
  2. Students will be able to formulate marketing strategies designed to allow the organization to achieve its objectives.
  3. Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the area of marketing.

Concentration in Project Management (PROJ) ISLOs

  1. Students will be able to utilize advanced knowledge of the project management process including planning the project, initiating the project, executing the project, monitoring the project, and controlling the project.
  2. Students will be able to examine the ethical and legal responsibilities of project managers.
  3. Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of project management.

Concentration in Strategic Management (MGMT) ISLOs

  1. Students will be able to utilize advanced knowledge of management.
  2. Students will be able to formulate management strategies designed to allow the organization to achieve its objectives.
  3. Students will be able to develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different area of management
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Critically evaluate the major disruptive technologies that are changing the hotel industry

ASSESSMENT 1 BRIEF
Subject Code and Title TII604BM Technology, Innovation and Intrapreneurship
Assessment Individual Infographic
Individual/Group Individual
Length Poster/Infographic (1page)
In Class Elevator Pitch (3-minutes)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
(a) Critically evaluate the major disruptive technologies that are changing the hotel industry.
(b) Analyse the implications of the disruptions for marketing and operations in the hotel industry.
Submission Infographic Due by Turnitin submission by 11:55pm AEST/AEDT Sunday end of Week 3.
Presentations in the Week 4 class.
Weighting 30%
Total Marks 100 marks
Assessment Task
Identify and critically evaluate some of the major disruptive technologies that are changing the hotel industry. Then, analyse the implications of these technologies on the operations of hotels that use them. Present your findings in an Infographic Poster (1 page) with an accompanying in-class Elevator Pitch (3minute.)
Context
Disruptive technologies are impacting the hotel industry on a global scale. An awareness and understanding of these disruptions and their effects are critically important for a modern leader. This assessment will help you to identify and analyse both the challenges and benefits that result from the introduction of these disruptive technologies into hotels, such that there is a seamless customer experience
Infographics are a popular way of presenting information, statistics, data. They are an excellent communication tool, are more memorable and effective than notes or memos and provides decision makers quick information. Moreover, utilising graphics or charts helps visual learners understand patterns, correlations, and trends.
TII604_Assessment_1_Brief_Infographic Page 1 of 4
Instructions

  1. Identify technological disruptions that are changing the way hotels operate by investigating and reviewing various sources of information, including the literature, case studies and online articles. You are required use sources published within the last 5 years.
  2. Critically evaluate three disruptive technologies being used in hotel operations. Address the following aspects for each technology:
    a. What is the nature of the disruptive technology? (i.e. Applications, software, robotics, A.I.)
    b. Where has it been implemented? (Please provide the name of the hotel and its operational use)
    c. What has been the impact of its implementation? (e.g. Improved check-in experience, predictive purchasing, happier staff.). What benefits to the customer has been realised.
    d. Has the hotel highlighted this new technology when marketing to potential customers?
  3. Create an infographic (1-page poster) that visually captures your findings. Please attach the Reference List in the second page following the infographic.
  4. Deliver a 3-minute presentation in the format of an elevator pitch to present your disruptive technologies, using your one-page infographic (with a one-page reference list) as a visual aid. This must be displayed as a one slide PowerPoint presentation on the screen (with a one-page reference list). The presentations will take place during the Week 4 class.
  5. Please note that you are required to submit the infographic poster on the Sunday before 11:55pm, prior to your in-class presentation (i.e. Sunday Week 3).
    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.
    Submission Instructions
    Submit this task via the Assessment link in the main navigation menu in TII604 Technology, Innovation and Intrapreneurship. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
    Please submit the infographic poster document in PDF format. This should contain only two pages, your infographic and a reference list.
    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. Students also must keep a copy of all submitted material and any assessment drafts.
    Special Consideration
    To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator.

TII604_Assessment_1_Brief_Infographic Page 2 of 4
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%
Critical evaluation of
disruptive technologies
Identify three disruptive technologies relevant to the hotel industry.
Provides a critical evaluation of each technology by discussing their nature, implementation and impact supported by credible and contemporary sources.
Total Percentage for this
Assessment Attribute = 40 %
The technologies discussed have been common in hotels for more than the last decade. Their introduction is not critically evaluated or well scrutinised.
The discussion does not utilise credible and contemporary sources to support any points made.
The technologies discussed have been common in hotels for more than the last five years. Their introduction is explored but not critically evaluated.
The discussion uses some contemporary sources, but these are not empirical explorations, only opinionbased articles. The technologies discussed have been common in
hotels for less than the last five years. Their introduction is explored without much critical evaluation.
The discussion uses mostly contemporary sources that are not empirical. However, there are some sources that do meet the empirical level.
The technologies discussed are new and emerging in their use in hotels. Their introduction is explored in a competent manner.
However, more critical analysis would have strengthened the discussion.
There is a good blend of contemporary and empirical sources used to support the points that have been made.
The technologies discussed are new and emerging in their use in hotels. Their introduction is explored in an exciting and critical manner, looking at both the associated opportunities and risks, with strong support throughout.
There is a high level of contemporary and current empirical sources utilised to support all aspects of the discussion.
Visual appeal and presentation of content in the infographic poster
Use of colour
Layout
Clarity and neatness
Organisation of content
Flow of information
Total Percentage for this
Assessment Attribute = 25%
The poster requires significant improvement in design, colour choice, layout, neatness, organisation and flow of information.
Few of the required elements are organized and well placed. However, most content requires clarity and improvement in design, layout and neatness.
Most of the required elements are presented and well placed. The poster demonstrates an acceptable level of design and layout that supports the flow of information. All of the required elements are presented and well placed. The poster has a good design and layout that supports the flow of information. The poster has an excellent design and layout which supports the flow of information and all of the required elements are well placed and clearly defined.
Effective Communication
TII604_Assessment_1_Brief_Infographic_Week 3 Page 3 of 4
In-class evaluator pitch
Total Percentage for this
Assessment Attribute = 25% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
Stilted, awkward and/or oversimplified delivery. Limited use of engaging presentation techniques. (e.g. posture; eye contact; gestures; volume, pitch and pace of voice).
Presentation aids are not employed or developed as directed.
Presentation is sometimes difficult to follow. Information, arguments and evidence are presented in a way that is not always clear and logical.
Correct, but often stilted or awkward delivery. Sometimes uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice)
Employs basic, but generally accurate presentation aids as directed.
Presentation is easy to follow. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
Correct, but occasionally stilted or awkward delivery.
Uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice). Employs clear
and somewhat engaging presentation aids as directed. Engages audience interest. Information, arguments and evidence are very well presented; the presentation is logical, clear and well-supported by evidence.
Clear and confident delivery.
Confidently and consistently uses a range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice;
stance; movement)
Engages and sustains audience interest.
Expertly presented; the
presentation is logical, persuasive, and well- supported by evidence, demonstrating a clear flow of ideas and arguments.
Clear, confident and persuasive delivery.
Dynamic, integrated and professional use of a wide range of engaging presentation techniques
(e.g. posture; eye contact, expression; gestures; volume,
pitch and pace of voice; stance;
movement)
Correct citation of key references and evidence
Total Percentage for this
Assessment Attribute = 10%
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Referencing is omitted or does not resemble APA.
. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA, with frequent or repeated errors. Demonstrates use of credible resources to support and develop ideas.
Referencing resembles APA, with occasional errors. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements.
Show evidence of wide scope within the organisation for sourcing evidence. APA referencing is free from errors. Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Show evidence of wide scope within and without the organisation for sourcing evidence. APA referencing is free from errors.
TII604_Assessment_1_Brief_Infographic_Week 3 Page 4 of 4

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critically evaluate and recommend information systems solutions for inefficiencies in business processes

ASSESSMENT 2 BRIEF
Subject Code and Title MIS605 Systems Analysis and Design
Assessment Design Specification
Individual/Group Individual
Length 2500 words +/- 10%
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Identify, critically evaluate and recommend information systems solutions for inefficiencies in business processes, procedures and work practices using data and process modelling techniques.
b) Formulate, validate and document business requirements for a medium-scale information system development project and effectively communicate these requirements to the stakeholders.
c) Demonstrate the ability to effectively analyse, design and develop information systems using Unified Modelling Language (UML) models.
Submission For 12-week Duration: Due by 11:55pm AEST Sunday end of Module 4.2 (Week 8)
For 6-week Duration: Due by 11:55pm AEST Sunday end of Module 4.2 (Week 4)
Weighting 40%
Total Marks 100 marks
Task Summary
Based on your responses to questions in Assessment 1, perform process and data modelling and develop and document a number of design diagrams including context diagram, level 0 and level 1 data flow diagram and entity relationship diagram.
Context
In Assessment 1, you performed a comprehensive requirement analysis for the case study that was given to you. With an in-depth understanding of the functional requirements of the system, you are now required to perform further analysis through process and data modelling.
Process modelling and data modelling can be used to provide deeper understanding of a system thus they are an integral part of system analysis. Process modelling models processes in a system while data modelling helps in identifying the data that flows through the processes.
Instructions

  1. Please read case study provided to you by your facilitator. Note that every piece of information provided in this case study has a purpose.
  2. The solution that you provided in assessment 1 and the feedback of your Learning Facilitator against assessment 1 would also serve as an input to assessment 2.
  3. Please answer the following questions:
    Question 1 (15 mark).
    Create and provide a Context Diagram for the given case study.
    Question 2 (20 mark).
    Create and provide a Level 0 Data Flow Diagram (DFD). The Level 0 DFD should contain all the major high-level processes of the System and should show how these processes are interrelated/interacting.
    Question 3 (24 mark).
    Select three important processes from Level 0 DFD and provide their decomposition (Level 1 DFD).
    Question 4 (20 mark).
    For the given case study, provide an Entity Relationship Diagram (ERD). Provide the logical model only!
    Question 5 (5 mark).
    For the given case study, identify the data stores including the files that are not part of ERD.
    Question 6 (16 mark).
    Translate the ERD you developed in Task 4 into a physical relational database design. Use some database tool such as Microsoft Access to create your database and submit diagram that you made using this tool. Normalise your database design to the Third Normal Form (3NF).
    Word Count and Layout
    • The word count of this assessment is 2500 words +/- 10% but this assessment focuses largely on diagrams. The text in this assessment would largely be the explanation of the diagrams.
    • Please provide all your answers in a MS word document.
    • All diagrams must be drawn using any diagramming tool but the same should be copied to MS Word document.
    • Please note that you are NOT required to copy the questions over to the MS Word document. Use the question number to indicate which question your answer relates to.
    • The recommended font size is 12 with 1.5 line spacing.
    • You can make assumptions where necessary but please outline them very clearly.
    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.
    Submission Instructions
    Please submit the written assessment via the Assessment link within Assessment 2. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
    Academic Integrity
    When submitting their assessment task, students will be asked to declare the academic integrity of their assessment by completing and signing an assignment cover sheet. You can
    find the assignment cover sheet here
    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 available at https://www.torrens.edu.au/policies-and-forms.
    Students also must keep a copy of all submitted material and any assessment drafts.
    Special Consideration
    To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator. These documents are available at https://www.torrens.edu.au/policies-and-forms.
    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%
    Question 1: Create and provide a Context Diagram for the given case study.
    15%
    The student has no understanding of what a context diagram is. The student has very limited understanding of what a context diagram is. The student has some understanding of what a context diagram is but the solution is not in sync with the given case study. The student has clear understanding of what a context diagram is but the representation is mostly incorrect. The solution, however, is in sync with the given case study. The student has clear understanding of what a context diagram is. Representation is mostly correct and the solution is in sync with the given case study.
    Question 2: Create and provide a Level 0 Data Flow Diagram (DFD). The Level 0 DFD should contain all the major high-level processes of the System and should show how these processes are interrelated.
    20%
    The student has no understanding of what a Level 0 DFD diagramming is. The student has very limited understanding of what a Level 0 DFD is. The student has limited understanding of what a Level 0 DFD is. Representation is partially correct and the solution is not in sync with the given case study completely. The student has clear understanding of what a Level 0 DFD is.
    Representation needs improvement, however the solution is in sync with the given case study. The student has clear understanding of what a Level 0 DFD is. Representation is mostly correct and the solution is in sync with the given case study.
    Question 3: Select three important processes from Level 0 DFD and provide their decomposition (Level 1 DFD).
    24%
    The student has no understanding of how DFD decomposition is done. The student has very limited understanding of how DFD decomposition is done. The student has clear understanding of how DFD decomposition is done. The solution, however, is not in sync with the given case study completely.
    DFDs are not balanced. The student has clear understanding of how DFD decomposition is done. The solution is in sync with the given case study but the
    DFDs are not balanced. The student has clear understanding of how DFD decomposition is done. The solution is in sync with the given case study and the
    DFDs are balanced.
    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%
    Question 4: For the given case study, provide an Entity Relationship Diagram (ERD).
    Provide the logical model only!
    20%
    The student has no understanding of what a logical ERD is. The student has very limited understanding of what a logical ERD is. The student has clear understanding of what a logical ERD is but the solution is not in sync with the given case study. The student has clear understanding of what a logical ERD is and the solution is in sync with the given case study. The student has clear understanding of what a logical ERD is. Representation is mostly correct and the solution is in sync with the given case study.
    Question 5: For the given case study, identify the data stores including the files that are not part of ERD.
    5%
    The student has no understanding of what data store/ file system is and how it relates to ERD. The student has very limited understanding of what data store/ file system is and how it relates to ERD. The student has clear understanding of what data store/ file system is and how it relates to ERD. The solution is however not in sync with the given case study. The student has clear understanding of what data store/ file system is and how it relates to ERD. The solution is partially in sync with the given case study. The student has clear understanding of what data store/ file system is and how it relates to ERD. The solution is completely in sync with the given case study.
    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%
    Question 6: Translate the ERD you developed in Task 4 into a physical relational database design. Use some database tool such as Microsoft Access to create your database and submit diagram that you made using this tool.
    Normalise your database design to the Third Normal Form (3NF).
    16% The student has no understanding of what an ERD (physical relational database design) is. Diagram is not provided using a database tool. The student has very limited understanding of what an ERD
    (physical relational database design) is.
    Diagram is provided using a database tool. The student has clear understanding of what an ERD (physical relational database design) is but the solution is not in sync with the given case study.
    Diagram is provided using a database tool.
    Solution has major normalisation issues. The student has clear understanding of what an ERD (physical relational database design) is and the solution is in sync with the given case study.
    Diagram is provided using a database tool.
    Solution is not fully normalised. The student has clear understanding of what an ERD (physical relational database design) is.
    Representation is mostly correct and the solution is in sync with the given case study.
    Diagram is provided using a database tool.
    Solution is fully normalised.

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Critically evaluate the major disruptive technologies that are changing the hotel industry

 Technology, Innovation and IntrapreneurshipAssessment Individual Infographic
Individual/Group Individual
Length Poster/Infographic (1page)
In Class Elevator Pitch (3-minutes)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
(a) Critically evaluate the major disruptive technologies that are changing the hotel industry.
(b) Analyse the implications of the disruptions for marketing and operations in the hotel industry.
Weighting 30%
Total Marks 100 marks
Assessment Task
Identify and critically evaluate some of the major disruptive technologies that are changing the hotel industry. Then, analyse the implications of these technologies on the operations of hotels that use them. Present your findings in an Infographic Poster (1 page) with an accompanying in-class Elevator Pitch (3minute.)
Context
Disruptive technologies are impacting the hotel industry on a global scale. An awareness and understanding of these disruptions and their effects are critically important for a modern leader. This assessment will help you to identify and analyse both the challenges and benefits that result from the introduction of these disruptive technologies into hotels, such that there is a seamless customer experience
Infographics are a popular way of presenting information, statistics, data. They are an excellent communication tool, are more memorable and effective than notes or memos and provides decision makers quick information. Moreover, utilising graphics or charts helps visual learners understand patterns, correlations, and trends.
TII604_Assessment_1_Brief_Infographic Page 1 of 4
Instructions
1. Identify technological disruptions that are changing the way hotels operate by investigating and reviewing various sources of information, including the literature, case studies and online articles. You are required use sources published within the last 5 years.
2. Critically evaluate three disruptive technologies being used in hotel operations. Address the following aspects for each technology:
a. What is the nature of the disruptive technology? (i.e. Applications, software, robotics, A.I.)
b. Where has it been implemented? (Please provide the name of the hotel and its operational use)
c. What has been the impact of its implementation? (e.g. Improved check-in experience, predictive purchasing, happier staff.). What benefits to the customer has been realised.
d. Has the hotel highlighted this new technology when marketing to potential customers?
3. Create an infographic (1-page poster) that visually captures your findings. Please attach the Reference List in the second page following the infographic.
4. Deliver a 3-minute presentation in the format of an elevator pitch to present your disruptive technologies, using your one-page infographic (with a one-page reference list) as a visual aid. This must be displayed as a one slide PowerPoint presentation on the screen (with a one-page reference list). The presentations will take place during the Week 4 class.
5. Please note that you are required to submit the infographic poster on the Sunday before 11:55pm, prior to your in-class presentation (i.e. Sunday Week 3).
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.
Submission Instructions
Submit this task via the Assessment link in the main navigation menu in TII604 Technology, Innovation and Intrapreneurship. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Please submit the infographic poster document in PDF format. This should contain only two pages, your infographic and a reference list.
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. Students also must keep a copy of all submitted material and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator.

TII604_Assessment_1_Brief_Infographic Page 2 of 4
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%
Critical evaluation of
disruptive technologies
Identify three disruptive technologies relevant to the hotel industry.
Provides a critical evaluation of each technology by discussing their nature, implementation and impact supported by credible and contemporary sources.
Total Percentage for this
Assessment Attribute = 40 %
The technologies discussed have been common in hotels for more than the last decade. Their introduction is not critically evaluated or well scrutinised.
The discussion does not utilise credible and contemporary sources to support any points made.
The technologies discussed have been common in hotels for more than the last five years. Their introduction is explored but not critically evaluated.
The discussion uses some contemporary sources, but these are not empirical explorations, only opinionbased articles. The technologies discussed have been common in
hotels for less than the last five years. Their introduction is explored without much critical evaluation.
The discussion uses mostly contemporary sources that are not empirical. However, there are some sources that do meet the empirical level.
The technologies discussed are new and emerging in their use in hotels. Their introduction is explored in a competent manner.
However, more critical analysis would have strengthened the discussion.
There is a good blend of contemporary and empirical sources used to support the points that have been made.
The technologies discussed are new and emerging in their use in hotels. Their introduction is explored in an exciting and critical manner, looking at both the associated opportunities and risks, with strong support throughout.
There is a high level of contemporary and current empirical sources utilised to support all aspects of the discussion.
Visual appeal and presentation of content in the infographic poster
Use of colour
Layout
Clarity and neatness
Organisation of content
Flow of information
Total Percentage for this
Assessment Attribute = 25%
The poster requires significant improvement in design, colour choice, layout, neatness, organisation and flow of information.
Few of the required elements are organized and well placed. However, most content requires clarity and improvement in design, layout and neatness.
Most of the required elements are presented and well placed. The poster demonstrates an acceptable level of design and layout that supports the flow of information. All of the required elements are presented and well placed. The poster has a good design and layout that supports the flow of information. The poster has an excellent design and layout which supports the flow of information and all of the required elements are well placed and clearly defined.
Effective Communication
TII604_Assessment_1_Brief_Infographic_Week 3 Page 3 of 4
In-class evaluator pitch
Total Percentage for this
Assessment Attribute = 25% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
Stilted, awkward and/or oversimplified delivery. Limited use of engaging presentation techniques. (e.g. posture; eye contact; gestures; volume, pitch and pace of voice).
Presentation aids are not employed or developed as directed.
Presentation is sometimes difficult to follow. Information, arguments and evidence are presented in a way that is not always clear and logical.
Correct, but often stilted or awkward delivery. Sometimes uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice)
Employs basic, but generally accurate presentation aids as directed.
Presentation is easy to follow. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
Correct, but occasionally stilted or awkward delivery.
Uses engaging presentation techniques (e.g. posture; eye contact; gestures; volume, pitch and pace of voice). Employs clear
and somewhat engaging presentation aids as directed. Engages audience interest. Information, arguments and evidence are very well presented; the presentation is logical, clear and well-supported by evidence.
Clear and confident delivery.
Confidently and consistently uses a range of engaging presentation techniques (e.g. posture; eye contact, expression; gestures; volume, pitch and pace of voice;
stance; movement)
Engages and sustains audience interest.
Expertly presented; the
presentation is logical, persuasive, and well- supported by evidence, demonstrating a clear flow of ideas and arguments.
Clear, confident and persuasive delivery.
Dynamic, integrated and professional use of a wide range of engaging presentation techniques
(e.g. posture; eye contact, expression; gestures; volume,
pitch and pace of voice; stance;
movement)
Correct citation of key references and evidence
Total Percentage for this
Assessment Attribute = 10%
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Referencing is omitted or does not resemble APA.
. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA, with frequent or repeated errors. Demonstrates use of credible resources to support and develop ideas.
Referencing resembles APA, with occasional errors. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements.
Show evidence of wide scope within the organisation for sourcing evidence. APA referencing is free from errors. Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Show evidence of wide scope within and without the organisation for sourcing evidence. APA referencing is free from errors.

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Describe the organization’s environment, and evaluate its preparedness for virtualization

 Research Paper: Server Virtualization // Read the docs before doing the paper For your written assignment this week, complete a case study of the organization you work for (use a hypothetical or “other” organization if more applicable) that will address the following prompts:

  • Describe the organization’s environment, and evaluate its preparedness for virtualization.
  • Explain Microsoft (or another product) licensing for virtualized environments.
  • Recommend a configuration for shared storage; make sure to discuss the need for high availability and redundancy for virtualization for the organization.
  • Explain Windows Azure capabilities for virtual machines and managing a hybrid cloud, including Windows Azure’s Internet as a Service (IaaS) and storage capabilities
  • Make a recommendation for cloud computer use in the organization, including a justification for your recommendations.

Submit your research paper as a single document. Your paper should meet the following requirements:

  • Be approximately 3-4 pages in length, not including the required cover page and reference page.
  • Follow APA7 guidelines. Your paper should include an introduction, a body with fully developed content, and a conclusion.
  • Support your answers with the readings from the course and at least two scholarly journal articles to support your positions, claims, and observations, in addition to your textbook. The UC Library is a great place to find resources.
  • Be clearly and well-written, concise, and logical, using excellent grammar and style techniques. You are being graded in part on the quality of your writing

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evaluate the leadership skills necessary to successfully lead and manage the adoption of new technology to address a business solution

The purpose of this assignment is to evaluate the leadership skills necessary to successfully lead and manage the adoption of new technology to address a business solution.

Part 1

Using feedback from your instructor, update each of the elements of the technological innovation plan components submitted in Topics 2-7. Create a .pdf document that contains the final, revised plan for implementing a new or existing technology to address the business problem/issue you identified.

Part 2

In a 500-750 word reflection, discuss the following.

Describe the leadership qualities and strategic management skills you would employ to manage the project and successfully implement the technological innovation to address the identified business problem/issue.

Evaluate the role that research and data analytics information play when making decisions about strategic information technology objectives.

Assess the role of information technology in supporting an organization’s responsibilities to the community and the greater social good. Include the Christian worldview perspective in the leadership reflection, and provide specific examples to illustrate your ideas.

General Requirements

Submit the final project plan and reflection.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. 

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MS Information Technology Management

2.3: Articulate information-technology-related business decisions to relevant stakeholders.

3.1: Evaluate the role of information technology in supporting an organization’s responsibilities to the community and the greater social good.

4.1: Leverage data analytics information to make decisions that support an organization’s strategic information technology objectives

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Critically evaluate the risks associated with contract and procurement management approaches

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

  1. 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.
  2. 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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assess your organization and evaluate how well it is responding to the forces, and identify where there is a need for change

In a written paper of 1,400 words, evaluate the current forces driving change in your field or industry. As a leader, or considering the role of a leader, assess your organization and evaluate how well it is responding to the forces, and identify where there is a need for change. Develop a vision to inspire this change. Include the following:

Describe your organization, including the organization’s mission, and identify the various stakeholders.

Identify the external and internal forces that drive organizational change in your field or industry. Explain the origin or reason for these internal or external driving forces. Explain how these forces directly affect the viability of your organization.

Choose one of the driving forces. Describe the specific issues this driving force creates, or will potentially create, for your organization or department.

Propose the steps needed for your organization or department to respond to this driving force.

Predict how employees at various levels in the organization will respond to your proposed change initiative.

Develop a vision for change. Describe how this vision correlates with the organization’s mission, and how you will present this vision to internal stakeholders.

Predict how you think your vision will assist internal stakeholders in supporting the change initiative. Identify potential considerations posed by stakeholders, and discuss how you will respond.

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