Assignment 3: Data Analysis Report Due: As per schedule Word limit: 2000 words (excluding appendices and reference List) Examine how web research and analysis methods can improve website rankings, social media engagement and overall online presence and awareness for web communication campaigns. You will be given a case study to analyse during the course of the semester including available web analytics and other data. You are required to collect further online secondary data and provide a report on your findings, and provide recommendations on how the data could be used as the basis of a web communication campaign. Further details regarding this assignment will be provided in seminars and on MyUnits. The assignment will be marked using the following criteria: The report should include: % allocation Search Engine Optimisation • Present an original, complete, coherent and persuasive report, which includes all required elements. • Demonstrate a high level of understanding of search engine optimisation for web campaign planning. 40 Incorporation and analysis of background research • Demonstrate evidence of relevant and adequate background research and analysis. • Integrate research findings fluently into the discussion. 40 Referencing, writing and presentation • Include consistent and complete details of references/sources • Write fluently and accurately and edit carefully. • Present document professionally
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First, review the module resources, including the text readings and SHRM resources. Next, carefully examine the behavioral competencies within the Business domain. The three clusters within the business domain are business acumen, consultation, and critical evaluation. Once you are familiar with the business domain clusters, conduct a self-reflection and analysis by responding to the following three questions as your journal:
Strengths: What are your areas of strength within the business domain, and how did you determine a cluster as a strength? Provide supportive examples.
Weaknesses: What are your areas of weakness within the business domain and how did you determine a cluster as a weakness? Provide supportive examples.
Strategies: What are your strategies for the development of behavioral competencies within the business domain? Provide supportive examples and information from your research.
Refer to the module resources and other course materials to support your responses. Your instructor will provide feedback pertaining to your self-reflection and offer recommendations for skill development.
For additional details, refer to the Module Two Journal Guidelines and Rubric document.
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Now that you have finished your analyses, Gregory would like you to examine Quantigration’s company values. (Read the article “How to Write a Company Value Statement That Will Achieve Strategic Impact” in the Supporting Materials section for more information on how company value statements can motivate employees and reflect company objectives.)
Review the three company values Gregory has given you:
Family: Everyone who works here is part of the Quantigration family.
Process: Following processes will result in quality products.
Consider each company value from the viewpoint of each selected culture from your cultural analysis. Think about how these values relate to the cultural values you have uncovered in each of the countries you analyzed. Then, write a brief reaction for Gregory that examines the values.
For each company value, write a 200-word summary explaining whether it does or does not represent the values of the three cultures you have examined, providing specific reasons why or why not. In particular, ask yourself the following:
Which company values align closely with the values of the cultures?
Are there any values that seem directly opposed to any of your selected cultures?
Would any of the company’s values cause tension for an employee coming from one of your selected countries?
You should also include recommended changes to the values to better align them to your own culture and the cultures you have selected to examine, and to encourage better intercultural interaction.
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ASSESSMENT 2 BRIEF Subject Code and Title MIS602 Data Modelling and Database Design Assessment Database Implementation Individual/Group Individual Length N/A Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: b) Design solutions applying relational database techniques to complex problems and communicate these solutions to all stakeholders. Weighting 35% Total Marks 100 Marks Task Summary In this assessment, you are required to demonstrate your ability to understand the requirements for various data information requests from an existing database and develop appropriate SQL statements to satisfy those requirements. Context Being able to query a database is a fundamental skill that is required by all information systems professionals who work with relational databases. In this assessment, you will utilize the basic query skills that are typically used to extract information for analysis, reporting and data cleansing in a data management setting. Timely provisioning of key business information promotes effective communication and enhanced solution delivery. Task Instructions
Please read the attached MIS602_Assessment 2_Data Implementation_ Case study.
Examine the relational model and ER diagram and derive the SQL queries to return the required information.
Provide SQL statements and the query output for the following:
List all the customers who live in any part of CAULFIELD. List only the Customer ID, full name, date of birth and suburb (5 marks)
List all of the active staff. Show their Staff ID, full name and weekly salary assuming that they work a 38 hour week (3 marks)
Which plan has the most expensive contract to break? (5 marks)
Which brands of mobile phone does this company sell? List only the unique brand names (3 marks)
Which customer is not able to purchase a phone? Use a query to explain why. Hint: Review the customer data (3 marks)
How many of each phone plan have been sold? (5 marks)
What is the average age of an Apple phone user? (8 marks)
What are the first and most recent mobile phone purchases? (3 marks)
i. For calls made in 2018 how many calls were made on the weekend? (5 marks) ii. For calls made in 2018 how many calls were made on each day of the weekend? (3 marks) MIS602_Assessment _2_Brief_Database Implementation_Module 4.2 Page 1 of 3
Provide a listing of the utilization of each tower and its location i.e. how busy each tower is based on the number of connections. Put the busiest tower at the top of the list (3 marks)
Did any users on the ‘Large’ plan exceed their monthly allowance during August 2018? (8 marks)
The company is upgrading all their 3G towers from to 5G. i. How many towers will be upgraded? (1 mark) ii. what SQL will be needed to update the database to reflect the upgrades? (2 marks)
i. List the full name, join date, resigned date of each staff member and name, join date and resigned date of their manager (3 marks) ii. What do you observe with the data? (2 marks)
How much revenue was generated in 2017 by each plan from call charges. Format the output as currency i.e. $123.45 (8 marks)
List the customers who made phone calls longer than 200 minutes (5 marks)
Which customers have more than one mobile phone? List the customer name, suburb and state. Order by the customer name (8 marks)
Are there any mobile phone plans that are currently unused? This can be obtained a number of ways. Demonstrate this by using the following two query types i. Nested subquery (3 marks) ii. Outer join (3 marks)
List the oldest and the youngest customers in the postcodes 3000 and 3102. Show the customer full name age and suburb details (3 marks)
i. Create a view that shows the popularity of each phone colour (1 mark) ii. Use this view in a query to determine the least popular phone colour (2 marks)
The billing team is getting returned mail because of bad customer addresses. This is causing a loss in revenue. i. Review the customer data and find at least 3 issues (3 marks) ii. Provide the SQL statements to correct the data problems (2 marks) Total 100 marks
The database used for this assignment is available in ‘MIS602_Assessment 2_Database SQL Files’ folder. Please download the files from this folder.
All statements and first 10 lines of output need to be neatly presented. Please save all your SQL statements and output into a single word document and submit it via the Assessment link in the main navigation menu. Referencing It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions Submit Assessment 2 via the Assessment link in the main navigation menu in MIS602 Database Modelling and Database Design. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Academic Integrity Declaration I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly. MIS602_Assessment 2_Brief_Database Implementation_Module 4.2 Page 2 of 3 Assessment Rubric Assessment Criteria Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% ? Correct and complete queries ? Display only required information ? Demonstration of additional AQL knowledge 100% Queries are incorrectly answered with marks only sufficient to attain a F(ail). Queries correctly answered with sufficient marks to attain a (P)ass Queries correctly answered with sufficient marks to attain a (C)redit. Display only required information. Queries correctly answered with sufficient marks to attain a (D)istinction. Display only required information Display additional SQL knowledge such as column formatting, table alias, additional calculations etc Queries correctly answered with sufficient marks to attain a (HD) High Distinction. Display only required information. Display additional SQL knowledge. Well formatted queries. Results returned in a meaningful order. MIS602_Assessment 2_Brief_Data Implementation Module 4.1 Page 3 of 3
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ECONOMICS FOR BUSINESS FINAL ASSIGNMENT TRIMESTER T 1, 2021 Assessment Weight: 50 total marks Instructions: • All questions must be answered by using the answer boxes provided in this paper. • Completed answers must be submitted to Blackboard by the published due date and time. Submission instructions are at the end of this paper. Purpose: This assessment consists of six (6) questions and is designed to assess your level of knowledge of the key topics covered in this unit
Assessment Question Week 2 and 3 Demand and Supply, and Elasticity Question 1 7 Marks After the devastating typhoon Haiyan in the Philippines, the government and donor agencies embarked on rehabilitating rice production to avoid hunger and starvation. As a result, Philippines experienced a rice bumper harvest which led to the equilibrium price to decrease to AUD 1.50 per kilogram. To reduce poverty, the government decided to increase the price of rice to AUD 2.00 per kg. Suppose the figure below represents rice production by Jane a farmer in rural Philippines, answer the questions below. i. Examine the effect of government price legislation on Jane a farmer in rural Philippines (3 Marks) ANSWER: ** Answer box will enlarge as you type ii. Calculate the price elasticity of demand using the midpoint formula for rice. (1 Mark) ANSWER: iii. What is the price elasticity of demand for rice? Based on your answer, is rice a necessity? Explain your answer. (3 Marks) ANSWER: Assessment Question Week 4: Production costs Question 2 7 Marks John was a high school teacher earning a net salary of $54,000 per year. After working for one year, he quit his job to start his own milk bar business. In order to start the business, John borrowed $40,000.00 from the bank and was paying 5 percent interest per year. Also, John withdrew $ 50,000 from his savings account. He had been earning 5 percent interest per year for this account. John’s first year of business can be summarised as follows: Item Amount $ Revenue- Fresh milk section 250,000 Revenue- Yogurt Section 180,000 2 Cashiers expense (wages per worker) (40,000) Truck expense (80,000) Manager expense (60,000) Milk sales assistant expense (30,000) Equipment expense (50,000) Motorcycle expense to ease movement in city (30,000) 2 milk freezers (cost per freezer) (5000) Based on your calculations of accounting profit and economic profit, would you advise John to return to his teaching job or continue with the milk bar business? Show your work! (7 marks) ANSWER: Assessment Question Week 5 and 6: Market structure Question 3 7 Marks Adidas is one of the high-class sports shoe dealers in Melbourne with the following short run cost curves. Answer the question that follow i. Use 2 characteristics to explain the market structure for Adidas Sports Shoe Company. (4 marks) ANSWER: ii. Calculate this firm’s profit or loss for Adidas shoe company. (3marks) ANSWER: Assessment Question Week 7 and 8 Measuring the size of the economy Question 4 7 Marks The table below is extracted from Khada Republic, Bureau of Statistics records for 2019-2020. Use the information in this table to answer the questions that follow. Item Base year 2019 2020 Production Price Production Price Used cloth (units) 4,000 50.00 5000 60.00 Components used tractor factory production 8,000 500.00 11000 1,200.00 Cloth 8,000 25.00 12,000 30.00 Beef gifts during cultural festival 1,500 2.00 1,700 3.00 Milk litres 5,000 1.30 7,000 2.50 Computers 2000 500.00 2,500 600.00 Printers 500 300.00 400 355.00 Raw materials for car assembling plant 4500 250.00 4450 300.0 i. Calculate Khada Republic’s nominal GDP, real GDP in 2020 and GDP deflator (6 Marks) ANSWER: ii. Examine the importance of a GDP deflator for Khada Republic (1 Mark) ANSWER: Assessment Question Week 9 and 10 Inflation and unemployment, and Macro economics Question 5 Marks 11 In order to improve the living standards of the people in Philippines after the devastating typhoon Haiyan, the government decided to increase the labour wage per hour from AUD 17.50 to AUD 25.00. Also, Philippines experienced structural unemployment and frictional unemployment. i. What is the hardest type of unemployment that Philippines experienced as a result of typhoon Haiyan? Explain your answer. (4 marks) ANSWER: ii. Use the figure below to examine the effects of the government minimum wage of AUD 25.00 in Philippines. a. Examine the effect of government minimum wage of AUD 25.00. Assume the increase labour is equivalent to the total labour force and calculate the unemployment rate (3 Marks) ANSWER: b. The figure below indicates that the aggregate demand curve slopes left to right downwards. Explain the factors that account for the shape of the Aggregate demand curve. (4 Marks) ANSWER: Assessment Question Week 10 and 11 Fiscal policy and Monetary policy Question 6 11 Marks The government of Australia has embarked on various policies in order to reduce the severity of COVID 19 on the economy. i. Has COVID 19 caused economic expansion or a recession? Explain your answer using at least two economic effects on the economy of Australia. (2 Marks) ANSWER: ii. Examine the effects of the fiscal policy instruments that the government of Australia has adopted on the economy. (9 Marks) ANSWER: END OF TUTORIAL ASSIGNMENT Submission instructions: • Save submission with your STUDENT ID NUMBER and UNIT CODE e.g. EMV54897 HI5003 • Submission must be in MICROSOFT WORD FORMAT ONLY • Upload your submission to the appropriate link on Blackboard • Only one submission is accepted. Please ensure your submission is the correct document. • All submissions are automatically passed through SafeAssign to assess academic integrity
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Module name Building Structures Module code TEC5STR Assignment 1 Level 5 Programme start month and year April 2021 Pass mark 40 Word count 1,600 Assessment weighting 40% *for further information see the Word count and overwriting section. Submission details For this assignment, you are required to submit: • a report as a Word (or similar) or PDF file. Please refer to the assignment guidance in the assignment area of the module for further guidance on the file types accepted by Turnitin. Submission of assignments All assignments must be submitted online in the module area of the VLE. The assignment submission link opens 21 days before the due date. Please refer to the information provided in the ‘Assessment preparation’ week for submission guidance. NOTE: Postal submissions will not be accepted. 1 Learning outcomes Code Description LO1 Examine the well-established principles of building structures and the way those principles have developed. LO2 Apply key concepts, theories and principles in structures and undertake analysis of the appropriateness of different approaches. LO3 Analyse information to develop technical arguments in the selection and application of structures in simple situations. LO4 Apply relevant legislation, standards and regulations to develop a range of structural solutions in simple situations. LO5 Present, interpret and communicate technical information on simple situations clearly and concisely, using sketches, drawings, calculations or in written form. Scenario You work for a construction management company as a site manager. Your line manager has asked you to report on a number of projects that the company is involved with, which require some calculation. The list of projects is:
A marine defence project on the North Sea coast of England, which involves the placing of a mixture of large granite blocks which are up to 1m3 in volume, together with a mixture of concrete tetrapod blocks and concrete dolos blocks.
A multi storey car park consisting of pre-cast concrete T beams (Figure 1 – See Appendix).
A project to install a bridge (Figure 2 – See Appendix) on a service road. The bridge is designed to carry vehicles up to a four-axle articulated lorry with a gross weight of 36 Tonnes. The design incorporates Warren Trusses for the side walls and these are connected by Rolled Steel Joists (RSJs) which support the bridge deck. The bridge has a span of 10m and the width of the deck is 4m. Task Write a short report to your line manager in which you analyse and provide advice on the following matters: a. Calculate the lifting capacity of plant for the marine defence project for the three different materials to be used in the scheme. Take into account that the cranes used to place and move around each item will have to operate so that their lifting cables can to be at an angle of up to 45°. Use your own research about marine protection to estimate typical weights for this project. Give your answers in Tonnes and in kN. b. Determine the position of the centroid of the pre cast T beams that are used for the floor slabs of the car park and explain why this would be the best place to drill any small holes as lifting points or for the location of any small services. c. Analyse the bridge structure with the aid of sketches. Your line manager is particularly interested in understanding the likely forces on the members of the bridge structure, the loads on the connecting RSJ’s and the necessary support reactions for the bridge. Reference list You should include a reference list with a minimum of six separate relevant and appropriate sources that you have written about and cited within your work. A bibliography of uncited sources is not required. Further information to support you with this assignment is available within the study materials for this module on the UCEM VLE. If you have any questions about this assignment, please contact your Module Tutor or Module Leader via the VLE. Marking guidance for this activity This guidance is designed to help you to do as well as possible in your assessment by explaining how the person marking your work will be judging it. Your work will be assessed in relation to the requirements set out in the assessment criteria marking guide at the end of this document and the grading guidance section below. It is recommended that you read both of these sections before starting your assessment to learn what will help you to achieve the highest marks. Once you have finished you should review the assessment before submitting it, to check you have done what is required to achieve the highest marks. When you receive your feedback from your tutor you should clearly be able to see which categories you gained marks in and, where relevant, recommendations about how to improve your performance going forward. Grading guidance This grading guidance section explains in more detail what a submission for this assessment should include in order to achieve a mark at the threshold, good and excellent standards. Threshold You will have attempted all the tasks in the assignment and have arrived at approximate answers for parts a and b. You will have included a brief description as to why the centroid of the T beams is the best place for lifting points, and identified the likely forces on the bridge structure. Good You will have met the criteria for Threshold and have explained the method of analysis for all the tasks. You should have solutions to tasks a and b that are reasoned and supported and be within 25mm of the correct position of the centroid in task b. You will have included a brief explanation as to why the centroid of the T beams is the best place for lifting points, and realistic analysis of the likely forces on the bridge structure with basic sketches. Excellent You will have met the criteria for Good and your answers to parts 1 and 2 of the task will derive acceptable results, using the correct units. Your analysis for task 3 will be logical and clear. You will have assessed reasonable maximum loads for the supporting RSJ’s in the bridge structure and you will have analysed the warren truss, to determine the axial loads in the truss members, using a recognised method of analysis, such as the method of resolution of joints. The overall structure of the report will be clear and informative and it will be supported with reliable sources. Word count and overwriting Exceeding 10% of the stated word count may limit the marks allocated for communication (see assessment criteria marking guide below). The following table outlines the inclusions and exclusions in the word count of the most common features of assessed pieces of work. Included Excluded Introduction Executive summary/abstract Main body Title page/front cover Footnotes/endnotes Contents List In text citations Calculations Words in tables Drawings/Images Conclusion List of references Recommendations Bibliography Headings and titles, except for those explicitly excluded Appendices The total number of words used must be stated on the first page of your assessment. Warning Plagiarising someone else’s work, whether copying from the internet, UCEM study materials, a textbook, a fellow student or elsewhere, is a serious offence. Before you submit your work for assessment, you must check it to ensure that you have fully cited within the text all the sources of information you have used and that all your sources are listed in a reference section at the end of your submission. Quoted text must not be excessive in length. You will find guidance on correct citing and referencing in The UCEM Guide to Referencing and Citation in Section 6 of the e-Library on the VLE. Be aware that your work will be checked using text-matching software. The ‘Turnitin‘ software is as much for your benefit as ours at UCEM. You can use it to check that all your citations have a matching reference, and review any highlighted text that may not be original and requires a reference. A high text-matching result could indicate plagiarism. If plagiarism is identified, this could result in a penalty ranging from a loss of marks to exclusion from your programme. Note: Please use the assignment referencing link to check the originality of your work before submitting it. Appendix Source: UCEM (2021) Figure 2: A bridge Source: UCEM (2021) The bridge has a span of 10m and the width of the deck is 4m. ASSESSMENT CRITERIA MARKING GUIDE LEVEL 5
COMMUNICATION 15 0–2 Inadequate 3–4 Limited 5 Below threshold 6–7 Threshold 8 Good 9 Very good 10–11 Excellent 12–15 Outstanding Relevance to task • The relevance of the information provided to the context of the task • The way the needs of the intended audience have been addressed. Irrelevant and addresses neither the task nor the needs of the intended audience. Largely irrelevant and does not effectively address the task or the needs of the intended audience. Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions. Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes. Mostly relevant to the task and the needs of the intended audience, with some minor irrelevance or omissions. Consistently relevant to the task and focussed on the requirements of the intended audience. Highly relevant to the task and precisely focussed on the requirements of the intended audience. Completely relevant to the task and fully focussed on the requirements of the intended audience. Structure and presentation • Organisation and presentation of ideas A lack of structure beyond a loosely connected list of points. Largely unstructured and does not have a clear logical flow. Inconsistent structure and logical flow. Adequate structure and logical flow. Reasonable structure and logical flow. Capable structure and logical flow. Advanced structure and logical flow. Proficient structure and logical flow. • Format appropriate to the intended audience and/or industry protocols • How structure and presentation enable communication. Presentation format is inappropriate. Communication is obstructed. Presentation format is ineffective. Communication is hindered. Presentation format is confused. Communication is only partially effective. Presentation format is satisfactory. Communication is sufficient to meet the learning outcomes. Presentation format is appropriate. Communication is clear. Presentation format is effective. Communication is sound. Presentation format is sophisticated. Communication is articulate. Presentation format is innovative. Communication is insightful. Grammar • Selection of words, sentence construction, spelling and punctuation. Use of grammar is deficient and meaning is obstructed. Significant grammatical errors and meaning lacks clarity. Several grammatical errors and meaning conveyed insufficiently clearly. Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet the learning outcomes. Grammar usage is fair and conveys meaning clearly. Grammar usage is capable and conveys meaning effectively. Grammar usage is advanced and conveys meaning precisely. Grammar using is exceptional and conveys meaning eloquently.
KNOWLEDGE AND UNDERSTANDING 35 0–6 Inadequate 7–10 Limited 11–13 Below threshold 14–17 Threshold 18–20 Good 21–24 Very good 25–27 Excellent 28–35 Outstanding Knowledge of the key principles of the field of study Little significant knowledge of the subject matter. Incomplete knowledge of the subject matter. Some knowledge of the subject matter with significant omissions. General knowledge of key elements of the subject matter. Reasonable knowledge of the key elements of the subject matter. Sound knowledge of the subject matter. Comprehensive knowledge of the subject matter. Full knowledge of the subject matter. • Demonstration of understanding of the key principles of the field of study Misrepresented or misunderstood understanding of the key principles of the field of study. Ineffective understanding of the key principles of the field of study. Inconsistent and confused understanding of the key principles of the field of study. Basic understanding of the key principles of the field of study, sufficient to meet the learning outcomes. Clear understanding of the key principles of the field of study. Effective understanding of the key principles of the field of study. Sophisticated understanding of the key principles of the field of study. Very advanced understanding of the key principles of the field of study. • Knowledge and understanding of how the key principles have developed. Knowledge and understanding of how the key principles have developed is incorrect or omitted. Knowledge and understanding of how the key principles have developed is unsatisfactory. Knowledge and understanding of how the key principles have developed is inaccurate and partial with significant omissions. Knowledge and understanding of how the key principles have developed is adequate. Knowledge and understanding of how the key principles have developed is competent. Knowledge and understanding of how the key principles have developed is capable. Knowledge and understanding of how the key principles have developed is accurate. Knowledge and understanding of how the key principles have developed is exceptional.
USE AND APPLICATION OF SOURCE MATERIAL 30 0–5 Inadequate 6–8 Limited 9–11 Below threshold 12–14 Threshold 15–17 Good 18–20 Very good 21–23 Excellent 24–30 Outstanding Application of UCEM Harvard referencing style A minimal number of sources have been referenced. The referencing system is applied incoherently. Referencing is unsatisfactory due to significant omissions, inaccuracies or inconsistencies in the application of the referencing system. Referencing is insufficient due to several omissions, inaccuracies or inconsistencies in the application of the referencing system. Referencing is sufficiently complete, accurate and consistent in the application of the referencing system to meet the learning outcomes. Referencing is competent with mostly complete, accurate and consistent application of the referencing system. Referencing is effective with complete, accurate and consistent application of the referencing system with few errors. Referencing is comprehensive with complete, accurate and consistent application of the referencing system with minimal errors. Referencing is comprehensive and applied faultlessly. Source materials • Selection of course materials Minimal and incoherent selection of course materials. Ineffective selection of course materials with significant omissions. Inconsistent and inaccurate selection of course materials. Adequate selection of course materials. Competent selection of course materials. Capable selection of course materials. Sophisticated selection of course materials. Innovative selection of course materials. • Further research Further research is minimal. Further research is incomplete and unsatisfactory. Further research is insufficient. Further research is basic. Further research is reasonable. Further research is sound. Further research is. advanced. Further research is proficient. • Use of industry practice and personal experience. Industry practice and personal experience omitted or irrelevant. Limited and incomplete reference to industry practice and personal experience. Simple reference to industry practice and personal experience. Satisfactory reference to industry practice and personal experience. Clear reference to industry practice and personal experience. Effective reference to industry practice and personal experience. Perceptive reference to industry practice and personal experience. Insightful reference to industry practice and personal experience. Application of source materials to task Source materials are used inadequately and applied incoherently. The assessed work is not informed or improved by the source materials. Source materials are used ineffectively and applied unsatisfactorily. The assessed work is informed and improved in a limited manner by the source materials. Source materials are used inconsistently and applied partially. The assessed work is informed and improved in a simple manner by the source materials. Source materials are used satisfactorily and applied adequately. The assessed work is informed and improved in a basic manner by the source materials, sufficient to meet the learning outcomes. Source materials are used competently and applied clearly. The assessed work is informed and improved in a reasonable manner by the source materials. Source materials are used capably and applied consistently. The assessed work is informed and improved in a consistent manner by the source materials. Source materials are used perceptively and applied accurately. The assessed work is informed and improved in a comprehensive manner by the source materials. Source materials are used innovatively and applied insightfully. The assessed work is informed and improved in an exceptional manner by the source materials.
EVIDENCE BASED CRITICAL ANALYSIS 20 0–3 Inadequate 4–5 Limited 6–7 Below threshold 8–9 Threshold 10–11 Good 12–13 Very good 14–15 Excellent 16–20 Outstanding Critical analysis • Analysis of source materials Analysis of the source materials is superficial, deficient or minimal. Analysis of the source materials is shallow ineffective or incomplete. Analysis of the source materials is insubstantial, inaccurate or inconsistent. Analysis of the source materials is adequate and of sufficient depth to meet the learning outcomes. Analysis of the source materials is substantial clear and competent. Analysis of the source materials is thorough, effective and consistent. Analysis of the source materials is rigorous, accurate and comprehensive. Analysis of the source materials is profound, proficient and very advanced. • Application of analysis to the demands of the task. Analysis is not applied to the demands of the task. Analysis is applied unsatisfactorily to the demands of the task. Analysis is partially applied to the demands of the task. Analysis is satisfactorily applied to the demands of the task. Analysis is reasonably applied to the demands of the task. Analysis is effectively applied to the demands of the task. Analysis is perceptively applied to the demands of the task. Analysis is innovatively applied to the demands of the task. Development of solutions Proposed solutions are incoherent and deficient. Proposed solutions are unsatisfactory and ineffective. Proposed solutions are confused and inaccurate. Proposed solutions are satisfactory and sufficient to meet the learning outcomes. Proposed solutions are clear and reasonable. Proposed solutions are consistent and effective. Proposed solutions are advanced and sophisticated. Proposed solutions are ambitious and exceptional. Technical ability (where appropriate) • Quality of drawings Drawings are incorrect or omitted. Drawings are incomplete or with significant omissions. Drawings are inaccurate and only partially completed. Drawings are completed at a basic level sufficient to meet the learning outcomes. Drawings are completed at a competent level. Drawings are completed capably. Drawings are completed accurately. Drawings are completed to an exceptionally high standard. • Accuracy of calculations Calculations are incorrect or omitted. Calculations are incomplete with significant omissions. Calculations are inaccurate and only partially completed. Calculations are completed at a basic level sufficient to meet the learning outcomes. Calculations are completed at a competent level. Calculations are completed capably. Calculations are completed accurately. Calculations are completed to an exceptionally high standard. • Appropriate selection and application of information. Selection of information is incorrect or minimal. Information is applied inadequately or incoherently to the task. Selection of information is incomplete with significant omissions. Information is applied ineffectively or unsatisfactorily to the task. Selection of information is inconsistent and partial. Information is applied inaccurately to the task. Selection of information is satisfactory and sufficient to meet the learning outcomes. Information is applied adequately to the task. Selection of information is clear and reasonable. Information is applied competently to the task. Selection of information is consistent and effective. Information is applied capably to the task. Selection of information is accurate and comprehensive. Information is applied perceptively to the task. Selection of information is proficient and insightful. Information is applied innovatively to the task.
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