1) Computer security is essential to the protection of personal information and your company’s intellectual property. Please name some common procedures companies use to prevent business assets. Make sure to use real examples and share any resources you have studied?
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AS SESSMENT 1A BRIEF Subject Code and Title MGT502 Business Communication Assessment Part A: Annotated Bibliography Individual/Group Individual Length 1500 words Learning Outcomes This assessment addresses the following Subject Learning Outcomes: a) Apply research, academic and communication skills appropriate to the level of study and observe academic referencing requirements b) Critically analyse texts and/or multimedia material in both a business and academic context Weighting 30 % Total Marks 30 marks Context The assessment supports students in developing their skills and knowledge in sourcing books, periodicals and other documents, as well as evaluating the relevance, accuracy, and quality of the materials. Creating an annotated bibliography calls for the application of succinct analytical and reflective skills, as well as informed online and library research. This assessment provides experience and understanding of information literacy and the analysis and synthesis of a range of resources involved in academic research and writing. Instructions In this assessment, you will address a contemporary organisational or business issue and apply research skills to identify, select and analyse 10 sources to form an annotated bibliography. The issue and resources used in Assessment 1A will also form the basis for Assessment 1B – Forming an Argument. A digital communications topic will be selected by your lecturer in week 1. The selected topic will be the basis of student research for all three assessments. Your lecturer will stipulate the topic in your Announcements on Blackboard. When examining a topic(decided by the facilitator), consider the following: • Locate material (books, periodicals, white papers and other documents) that may contain useful information and ideas on your issue. • Briefly examine and review the items and select 10 that represent a variety of perspectives on the issue. • Write an annotation of 150 words for each reference summarising the central theme and scope. The annotation should include one or more sentences that, o evaluate the authority or background of the author o comment on the intended audience o compare or contrast this work with another you have cited o explain how this work illuminates your bibliography topic • Reference the book, article, or document using APA 7th style in the reference list. o Use at least 1 in-text citation per annotation. Be sure to review a variety of resources before selecting the 10 most suitable ones. Please include a title page, use the APA 7th referencing style, and list the materials in alphabetical order. Students are responsible for: • Staying within the word limit • Keeping drafts and backups of their assignment • Submitting the assignment via Blackboard by the due date • Ensuring their assignment is written and submitted while observing and committing to the Academic Integrity policy Please note that if you require an extension for this assignment, you must apply using the university application form and provide verifiable evidence of extenuating circumstances before the due date and include your most recent draft. Please also treat the prescribed word limit as a limit not to be breached. Referencing: It is essential that you use the appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions: A rubric will be attached to the assessment. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Marking Rubric: Your assessment will be marked against the rubric which is shown on the next pages. Please ensure that your submission addresses all three of the Assessment Attributes in the rubric. Assessment Rubric Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Evaluation of sources and information selected for annotated bibliography Percentage for this criterion 40 % Limited understanding of key concepts required to form annotated bibliography. Confuses logic and emotion. Information taken from reliable sources but without a coherent analysis or synthesis. Viewpoints of experts are taken as fact with little questioning. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Analyses and summarises information from the research/course materials. Demonstrates a capacity to explain and apply relevant concepts. Identify logical flaws. Questions viewpoints of experts. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Well demonstrated capacity to explain and apply relevant concepts. Viewpoint of experts are subject to questioning. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Information is taken from sources with a high level of interpretation/evaluation to develop a comprehensive critical analysis or synthesis. Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability. Identifies gaps in knowledge. Exhibits intellectual independence, rigor, good judgement and adaptability. Effective Communication Percentage for this Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Audience cannot follow Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning is often difficult to follow. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is easy to follow. Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence. Demonstrates an Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. MGT502_Assessment_1A_Brief_Annotated Bibliography_Module 3.1 Page 4 of 5 criterion 25 % the line of reasoning. understanding of the topic. Engages and sustains audience’s interest in the topic. Correct citation of key resources and evidence Percentage for this criterion 35 % Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Demonstrates use of credible resources to support and develop ideas. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Demonstrates use of high- quality, credible and relevant resources to support and develop arguments and position statements. Show evidence of wide scope within the organisation for sourcing evidence. Show evidence of wide scope within and without the organisation for sourcing evidence. MGT502_Assessment_1A_Brief_Annotated Bibliography_Module 3.1 Page 5 of 5
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ASSESSMENT BRIEF Subject Code and Name ACCT6001 Accounting Information Systems Assessment Assessment 3 – Case Study – Excel Individual/Group Individual Learning Outcomes (d) Apply technical knowledge and skills in creating information for the workplace using spreadsheets and relational databases (e) Communicate with IT professionals, stakeholders and user groups of information systems Weighting 25% Total Marks 100 marks Context: The spreadsheet is a powerful tool that has become entrenched in business processes worldwide. A working knowledge of Excel is a crucial skill for accountants. This assignment aims to assess the student’s ability to create spreadsheets. Students will be using raw data and summarising them in a user-friendly format to aid decision making. Students will need to recommend additional excel-based analysis that facilitates business decision making. Submission Instructions: Students need to submit their Excel Workbook which includes the analysis and recommendation sheet. The file should be provided in the following format: Student ID_ Student Name_ ACCT6001 Assessment 3.xlxs Example: 0009989t_Adam Smith_ACCT6001 Assessment 3.xlxs Eljay School A large Australian School has recently opened an online education division called Eljay. The school provides online education services to students from around the world. In an effort to improve the services offered to students, a job management system was developed to improve the responses provided to student queries. At the end of every week, a manager from the administration team archives an excel file that contains data about student queries for that week. The manager of the administration team believes that the data within this spreadsheet would be valuable for business decision making. However, employees within the team lack the technical knowledge to analyse and interpret this data. Subsequently, the manager is unsure how to utilise this data to gain insights on how to improve response times and outcomes for students. The administration team manager decided to hire you to assist in analysing and interpreting the data. The table below shows a data file that was archived containing information on student queries for one week. Table 1 Job Code Student ID Student Name Date Opened (d/mm/yyyy h:mm) Date Closed (d/mm/yyyy h:mm) Hours Charged Job Type Job Priority Job Status 0001 0009990t Charles Brody 01/08/2020 10:30:49 01/08/2020 12:30:49 2 IT Important Closed 0002 0001090t John Lucas 02/08/2020 15:23:26 02/08/2020 16:23:26 1 IT Normal Closed 0003 0009989t Adam Smith 02/08/2020 18:21:46 04/08/2020 16:20:23 1 Teaching Less Important Closed 0004 0001100t Maree Sarah 03/08/2020 09:36:21 05/08/2020 12:20:23 4 Teaching Normal Closed 0005 0009988t Eve Bonny 04/08/2020 12:24:20 6 Assessment Important Re Process 0006 0001120t Adelle Smith 04/08/2020 09:28:26 1 Assessment Less Important Open 0007 0009987t Jill Water 05/08/2020 11:30:33 3 Assessment Important In Process 0008 0001130t Jack Hill 06/08/2020 12:10:33 06/08/2020 14:30:33 2 Assessment Important Closed While only a small number of queries were received from students in the first week of the month, student queries are expected to go up over the remainder of the month. However, before getting actual data from the job management system in the coming weeks, Eljay school has asked you to explore the possible analyses that can be performed if using the current output. Eljay provided you with a document listing specific instructions on what you are expected to do in Excel. The instructions are listed below. Requirements (1) Open an Excel Workbook and name it as ‘Student ID_ Student Name_ ACCT6001 Assessment 3’ (i.e. 0009989t_Adam Smith_ACCT6001 Assessment 3). Create a worksheet labelled as ‘Job Data’. Make a table similar to the one above using hypothetical details for 50 students. The table should include the following columns: Job Code, Student ID, Student Name, Date Opened, Date Closed, Job Type, Job Priority, Job Status. In your hypothetical data, assume: a) all student queries were made by students located in Australia, b) at least 30 jobs that have a job status of “closed” c) at least one of each Job Status is included in the data set for each Job Type. For example, include at least: • “open”, “in process”, “re process”, and “closed” entries for “IT”, • “open”, “in process”, “re process”, and “closed” entries for “Teaching”, and • “open”, “in process”, “re process”, and “closed” entries for “Assessment” d) All queries are made between 01/08/2020 and 28/08/2020. e) Each student lodges a query in the job management system only once. So, each row of data contains information about a specific student. (2) In the ‘Job Data’ worksheet, add a column labelled as ‘Time taken to close job. This column should show the time spent resolving each job (e.g. student query). The values for this column should be reported using the “number” format and calculated using a: a) combination of the date opened and date closed columns. b) formula that only includes entries with a “Job Type” equal to “Closed”. (3) Create a new worksheet in your workbook and label it as ‘Job Duration’. In this worksheet: a) Report the descriptive statistics (i.e. mean, median, maximum, minimum) for both the “Time taken to close job” column added to the ‘Job Data’ worksheet and the “Hours Charged” column. A brief commentary on the results should be provided (between 50 and 100 words). b) Include another table in this worksheet showing for each week the: • Total number of jobs, • Total number of jobs “Closed”, • Total number of “Important” jobs “Open”, and • Average time taken to close “Important” jobs. The values for each week should be calculated using Excel formulas based on values from the ‘Job Data’ worksheet (e.g. the values in your table should change if values in the ‘Job data’ table change). The table may look like Table 2. Table 2 Week 1 Week 2 Week 3 Week 4 Job Count 8 13 9 15 Jobs Closed 5 6 7 12 “Important” Jobs “Open” 1 1 2 3 Average time taken to close “Important” jobs 1.5 1.8 2.6 3.9 The administration team believe that the problem with Key Performance Indicators focused on the number of jobs closed each week was that “important” jobs were not being prioritised. Do you find support for this belief? Use a chart(s) to report the results for correlation to support your answer. (4) Create a worksheet labelled as ‘Job Type’. Include a table in this worksheet showing the number of jobs for each week grouped by the three different job types. The values should be directly linked to the ‘Job Data’ worksheet. The table may look like Table 3. Table 3 Job Type Week 1 Week 2 Week 3 Week 4 Total Assessment 4 6 4 7 21 IT 2 3 2 3 10 Teaching 2 4 3 5 14 Total 8 13 9 15 45 (5) Create a worksheet and label it as ‘Pivot Tables and Charts’. Build tables and charts that show the average Job Duration by Job Type and Job Priority. Provide these by creating 2 pivot tables/charts (one for each Job Type and Job Priority). Place both of these tables and charts on the same worksheet. A sample for output of Job Duration by Job Type is shown in Figure 1. For each table/chart, comment on whether you think the school would be able to introduce a policy of no more than 2 working days (48 hours) to resolve students queries. Figure 1 (6) Of the employees directly responsible for resolving student queries, the school currently has 3 contract-employees working in the administration team, 2 in the teaching team, and 1 in the corporate services team. Contract employees from the administration team charge the school $60 per hour, teaching team employees charge $80 per hour and corporate services $110 per hour. The administration team manager, who receives a salary of $70,000 per annum, asked you about using data from the job management system to develop a monthly budget. The following information was gathered for you to use in developing this budget. 1. “Hours charged” for “Assessment” jobs are invoiced by the administration team 60% of the time and the remaining 40% of the “Hours charged” are invoiced by the teaching team. 2. All “Hours charged” for “IT” jobs are invoiced by corporate services team 3. The “Hours charged” to “Teaching” jobs are invoiced by the teaching team 90% of the time while the remaining 10% are invoiced by the administration team. Create a ‘Budget Summary Report’ worksheet. Include a table with a column for the Team, Estimated hours, and Total Costs. The values for the estimated hours charged column should be linked to the ‘Job Data’ worksheet. Use appropriate functions to fill out the remaining cells of the table. A sample table is shown in Table 5. Table 5 Team Estimated hours Cost (per hour) Total costs Administration 33 60 71,890.00 Corporate Services 48 110 5,280.00 Teaching 51 80 4,080.00 Generate a pie chart to show the distribution of expected costs across different teams. (7) Due to the recent economic crisis around the world, the school would like to cut costs and automate several processes. Given strong industry demand for using Artificial Intelligence (AI) tools to manage customer queries, you believe that a large number of student queries could be managed using an AI bot. However, to implement this technology at the school, a part-time employee will need to be employed along with a software-as-a-service (SAAS) subscription. The part-time employee will cost $35,000 per year. However, you expect that the budgeted costs (in requirement 6) will be significantly reduced. If the school purchases the AI bot, it will half the amount of time required by the administration manager to manage student queries, reducing this cost to $35,000 per year. The percentage of “Hours charged” will also decrease for all job types and only a small charge per “Closed” job will be incurred for the SAAS subscription (as shown in Table 6). Table 6 Team Reduction in “Hours charged” (%) Charge per “Closed” job Assessment 60% $1.20 IT 30% $2.20 Teaching 20% $1.60 If the School does not implement the AI bot tool, the number of jobs performed by employees will remain unchanged. Do you recommend the School purchases the AI bot? (8) Create a worksheet labelled as ‘Analysis and Recommendation’. This worksheet should contain the following three sections. a) Findings – Briefly summarise your findings based on the analysis performed in requirement 2 to requirement 7. b) Recommendation for additional analysis – In this section, you should comment on whether additional analyses can be performed using the types of data that the administration team manager currently receives from the job management system. You should provide one example of an additional analyses that can be performed using the given data and explain how to perform the analysis. Comment on how the additional analysis would help the administration team manager to make business decisions. c) Recommendation for additional data – Currently there is an option for the administration manager to get other types of data from the job management system. Provide one practical example of an additional type of data that should be collected about student queries (e.g. jobs). Suggest the type of analysis that can be done using the additional data. Comment on how the analysis on additional data would help the administration department improve business decision making. Learning Rubric: Assessment 1 Assessment Criteria Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Formulae, formatting and cell references 20 % Formulae, formatting and cell reference are mostly incorrect and incomplete. Incorrect calculations and major mistakes in formulas are present. More than 50% of the formulae, formatting and cell references are correct. Several mistakes are present in calculations and formulas that have been used. Majority of the formulae, formatting and cell references are correct. There are minor discrepancies or mistakes in calculations and formulas used. Almost all formulae, formatting and cell references are correct. All calculations are correct and appropriate formulas have been used. All formulae, formatting and cell references are correct. All calculations are correct and appropriate formulas have been used. Tables, graphical presentation of data, Pivot Table 40 % Some tables, graphs, pivot tables are missing or created with wrong or incomplete data. Poor visual presentation of data. Some mistakes are present in creating tables, graphs and pivot tables. Some mistakes have been done in data used, but overall student has proven working knowledge of the Excel tools used. Visual presentation of data needs improvement in some cases. Tables, graphs and pivot tables have been created with minor mistakes. Visual presentation could be improved. There are minor mistakes in table creation, graphs and pivot table. Overall very good understanding of the Excel tools with professional presentation of data. Tables, graphs and pivot table have been created correctly with excellent presentation of data. The student has shown excellent understanding of the Excel tools used in the assessment. ACCT6001_Assessment Brief 3_Case Study – Excel Page 6 of 7 Analysis and Recommendation 40% Recommendations and analysis are not provided or very weak. Limited application/ recommendations based upon analysis. The student demonstrated the ability to analyse and summarise data for the purpose of decision making. Recommendations are valid, but could be improved. Well-developed analysis and with Excel application and recommendations linked to the analysis. Thoroughly developed and creative analysis and synthesis with application. Well developed recommendations linked to the analysis undertaken. Highly sophisticated and creative analysis. Excellent recommendations linked to the analysis undertaken.
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ASSESSMENT BRIEF Subject Code and Name ACCT6001 Accounting Information Systems Assessment Assessment 3 – Case Study – Excel Individual/Group Individual Learning Outcomes (d) Apply technical knowledge and skills in creating information for the workplace using spreadsheets and relational databases (e) Communicate with IT professionals, stakeholders and user groups of information systems Weighting 25% Total Marks 100 marks Context: The spreadsheet is a powerful tool that has become entrenched in business processes worldwide. A working knowledge of Excel is a crucial skill for accountants. This assignment aims to assess the student’s ability to create spreadsheets. Students will be using raw data and summarising them in a user-friendly format to aid decision making. Students will need to recommend additional excel-based analysis that facilitates business decision making. Submission Instructions: Students need to submit their Excel Workbook which includes the analysis and recommendation sheet. The file should be provided in the following format: Student ID_ Student Name_ ACCT6001 Assessment 3.xlxs Example: 0009989t_Adam Smith_ACCT6001 Assessment 3.xlxs Eljay School A large Australian School has recently opened an online education division called Eljay. The school provides online education services to students from around the world. In an effort to improve the services offered to students, a job management system was developed to improve the responses provided to student queries. At the end of every week, a manager from the administration team archives an excel file that contains data about student queries for that week. The manager of the administration team believes that the data within this spreadsheet would be valuable for business decision making. However, employees within the team lack the technical knowledge to analyse and interpret this data. Subsequently, the manager is unsure how to utilise this data to gain insights on how to improve response times and outcomes for students. The administration team manager decided to hire you to assist in analysing and interpreting the data. The table below shows a data file that was archived containing information on student queries for one week. Table 1 Job Code Student ID Student Name Date Opened (d/mm/yyyy h:mm) Date Closed (d/mm/yyyy h:mm) Hours Charged Job Type Job Priority Job Status 0001 0009990t Charles Brody 01/08/2020 10:30:49 01/08/2020 12:30:49 2 IT Important Closed 0002 0001090t John Lucas 02/08/2020 15:23:26 02/08/2020 16:23:26 1 IT Normal Closed 0003 0009989t Adam Smith 02/08/2020 18:21:46 04/08/2020 16:20:23 1 Teaching Less Important Closed 0004 0001100t Maree Sarah 03/08/2020 09:36:21 05/08/2020 12:20:23 4 Teaching Normal Closed 0005 0009988t Eve Bonny 04/08/2020 12:24:20 6 Assessment Important Re Process 0006 0001120t Adelle Smith 04/08/2020 09:28:26 1 Assessment Less Important Open 0007 0009987t Jill Water 05/08/2020 11:30:33 3 Assessment Important In Process 0008 0001130t Jack Hill 06/08/2020 12:10:33 06/08/2020 14:30:33 2 Assessment Important Closed While only a small number of queries were received from students in the first week of the month, student queries are expected to go up over the remainder of the month. However, before getting actual data from the job management system in the coming weeks, Eljay school has asked you to explore the possible analyses that can be performed if using the current output. Eljay provided you with a document listing specific instructions on what you are expected to do in Excel. The instructions are listed below. Requirements (1) Open an Excel Workbook and name it as ‘Student ID_ Student Name_ ACCT6001 Assessment 3’ (i.e. 0009989t_Adam Smith_ACCT6001 Assessment 3). Create a worksheet labelled as ‘Job Data’. Make a table similar to the one above using hypothetical details for 50 students. The table should include the following columns: Job Code, Student ID, Student Name, Date Opened, Date Closed, Job Type, Job Priority, Job Status. In your hypothetical data, assume: a) all student queries were made by students located in Australia, b) at least 30 jobs that have a job status of “closed” c) at least one of each Job Status is included in the data set for each Job Type. For example, include at least: • “open”, “in process”, “re process”, and “closed” entries for “IT”, • “open”, “in process”, “re process”, and “closed” entries for “Teaching”, and • “open”, “in process”, “re process”, and “closed” entries for “Assessment” d) All queries are made between 01/08/2020 and 28/08/2020. e) Each student lodges a query in the job management system only once. So, each row of data contains information about a specific student. (2) In the ‘Job Data’ worksheet, add a column labelled as ‘Time taken to close job. This column should show the time spent resolving each job (e.g. student query). The values for this column should be reported using the “number” format and calculated using a: a) combination of the date opened and date closed columns. b) formula that only includes entries with a “Job Type” equal to “Closed”. (3) Create a new worksheet in your workbook and label it as ‘Job Duration’. In this worksheet: a) Report the descriptive statistics (i.e. mean, median, maximum, minimum) for both the “Time taken to close job” column added to the ‘Job Data’ worksheet and the “Hours Charged” column. A brief commentary on the results should be provided (between 50 and 100 words). b) Include another table in this worksheet showing for each week the: • Total number of jobs, • Total number of jobs “Closed”, • Total number of “Important” jobs “Open”, and • Average time taken to close “Important” jobs. The values for each week should be calculated using Excel formulas based on values from the ‘Job Data’ worksheet (e.g. the values in your table should change if values in the ‘Job data’ table change). The table may look like Table 2. Table 2 Week 1 Week 2 Week 3 Week 4 Job Count 8 13 9 15 Jobs Closed 5 6 7 12 “Important” Jobs “Open” 1 1 2 3 Average time taken to close “Important” jobs 1.5 1.8 2.6 3.9 The administration team believe that the problem with Key Performance Indicators focused on the number of jobs closed each week was that “important” jobs were not being prioritised. Do you find support for this belief? Use a chart(s) to report the results for correlation to support your answer. (4) Create a worksheet labelled as ‘Job Type’. Include a table in this worksheet showing the number of jobs for each week grouped by the three different job types. The values should be directly linked to the ‘Job Data’ worksheet. The table may look like Table 3. Table 3 Job Type Week 1 Week 2 Week 3 Week 4 Total Assessment 4 6 4 7 21 IT 2 3 2 3 10 Teaching 2 4 3 5 14 Total 8 13 9 15 45 (5) Create a worksheet and label it as ‘Pivot Tables and Charts’. Build tables and charts that show the average Job Duration by Job Type and Job Priority. Provide these by creating 2 pivot tables/charts (one for each Job Type and Job Priority). Place both of these tables and charts on the same worksheet. A sample for output of Job Duration by Job Type is shown in Figure 1. For each table/chart, comment on whether you think the school would be able to introduce a policy of no more than 2 working days (48 hours) to resolve students queries. Figure 1 (6) Of the employees directly responsible for resolving student queries, the school currently has 3 contract-employees working in the administration team, 2 in the teaching team, and 1 in the corporate services team. Contract employees from the administration team charge the school $60 per hour, teaching team employees charge $80 per hour and corporate services $110 per hour. The administration team manager, who receives a salary of $70,000 per annum, asked you about using data from the job management system to develop a monthly budget. The following information was gathered for you to use in developing this budget.
“Hours charged” for “Assessment” jobs are invoiced by the administration team 60% of the time and the remaining 40% of the “Hours charged” are invoiced by the teaching team.
All “Hours charged” for “IT” jobs are invoiced by corporate services team
The “Hours charged” to “Teaching” jobs are invoiced by the teaching team 90% of the time while the remaining 10% are invoiced by the administration team. Create a ‘Budget Summary Report’ worksheet. Include a table with a column for the Team, Estimated hours, and Total Costs. The values for the estimated hours charged column should be linked to the ‘Job Data’ worksheet. Use appropriate functions to fill out the remaining cells of the table. A sample table is shown in Table 5. Table 5 Team Estimated hours Cost (per hour) Total costs Administration 33 60 71,890.00 Corporate Services 48 110 5,280.00 Teaching 51 80 4,080.00 Generate a pie chart to show the distribution of expected costs across different teams. (7) Due to the recent economic crisis around the world, the school would like to cut costs and automate several processes. Given strong industry demand for using Artificial Intelligence (AI) tools to manage customer queries, you believe that a large number of student queries could be managed using an AI bot. However, to implement this technology at the school, a part-time employee will need to be employed along with a software-as-a-service (SAAS) subscription. The part-time employee will cost $35,000 per year. However, you expect that the budgeted costs (in requirement 6) will be significantly reduced. If the school purchases the AI bot, it will half the amount of time required by the administration manager to manage student queries, reducing this cost to $35,000 per year. The percentage of “Hours charged” will also decrease for all job types and only a small charge per “Closed” job will be incurred for the SAAS subscription (as shown in Table 6). Table 6 Team Reduction in “Hours charged” (%) Charge per “Closed” job Assessment 60% $1.20 IT 30% $2.20 Teaching 20% $1.60 If the School does not implement the AI bot tool, the number of jobs performed by employees will remain unchanged. Do you recommend the School purchases the AI bot? (8) Create a worksheet labelled as ‘Analysis and Recommendation’. This worksheet should contain the following three sections. a) Findings – Briefly summarise your findings based on the analysis performed in requirement 2 to requirement 7. b) Recommendation for additional analysis – In this section, you should comment on whether additional analyses can be performed using the types of data that the administration team manager currently receives from the job management system. You should provide one example of an additional analyses that can be performed using the given data and explain how to perform the analysis. Comment on how the additional analysis would help the administration team manager to make business decisions. c) Recommendation for additional data – Currently there is an option for the administration manager to get other types of data from the job management system. Provide one practical example of an additional type of data that should be collected about student queries (e.g. jobs). Suggest the type of analysis that can be done using the additional data. Comment on how the analysis on additional data would help the administration department improve business decision making. Learning Rubric: Assessment 1 Assessment Criteria Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Formulae, formatting and cell references 20 % Formulae, formatting and cell reference are mostly incorrect and incomplete. Incorrect calculations and major mistakes in formulas are present. More than 50% of the formulae, formatting and cell references are correct. Several mistakes are present in calculations and formulas that have been used. Majority of the formulae, formatting and cell references are correct. There are minor discrepancies or mistakes in calculations and formulas used. Almost all formulae, formatting and cell references are correct. All calculations are correct and appropriate formulas have been used. All formulae, formatting and cell references are correct. All calculations are correct and appropriate formulas have been used. Tables, graphical presentation of data, Pivot Table 40 % Some tables, graphs, pivot tables are missing or created with wrong or incomplete data. Poor visual presentation of data. Some mistakes are present in creating tables, graphs and pivot tables. Some mistakes have been done in data used, but overall student has proven working knowledge of the Excel tools used. Visual presentation of data needs improvement in some cases. Tables, graphs and pivot tables have been created with minor mistakes. Visual presentation could be improved. There are minor mistakes in table creation, graphs and pivot table. Overall very good understanding of the Excel tools with professional presentation of data. Tables, graphs and pivot table have been created correctly with excellent presentation of data. The student has shown excellent understanding of the Excel tools used in the assessment. ACCT6001_Assessment Brief 3_Case Study – Excel Page 6 of 7 Analysis and Recommendation 40% Recommendations and analysis are not provided or very weak. Limited application/ recommendations based upon analysis. The student demonstrated the ability to analyse and summarise data for the purpose of decision making. Recommendations are valid, but could be improved. Well-developed analysis and with Excel application and recommendations linked to the analysis. Thoroughly developed and creative analysis and synthesis with application. Well developed recommendations linked to the analysis undertaken. Highly sophisticated and creative analysis. Excellent recommendations linked to the analysis undertaken. ACCT6001_Assessment Brief 3_Case Study – Excel Page 7 of 7
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QUESTION 1 This question has been merged with others to reduce the doubling up for you. QUESTION 2 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE2 1 2 3 Benchmarks Key VET Stakeholders are identified and understood. The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood. Comments: Read the following: CASE STUDY Hamoud is the training manager of a large finance company. He has been asked to attend a meeting organised by the finance industry to discuss and develop the criteria for the implementation of competency standards for the finance industry. Hamoud has never worked within the competency-based training framework and is reluctant to implement this type of training in his organisation. Paul is the training manager from another large finance company that has already implemented competency-based training for sales and administration staff and is keen to implement similar training in the company’s call centre. The meeting is also attended by union representatives as well as government representatives. The meeting is one in a long series of meetings and discussions that are required to implement competency standards in an industry. Satisfactory / Not Yet Satisfactory Question 2a. What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC) ASQA ACPET AQF Satisfactory / Not Yet Satisfactory Question 2b. What advantages will Hamoud’s company gain by consulting with key stakeholders and other training managers before introducing competency-based training? (Note: the answer to this one is not immediately obvious in the text. Instead, you will need to think about the information that has been provided.) Your answer: QUESTION 3 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE1 KE10 1.3 KE2 1 2 3 Benchmarks Candidate understands information about training package developers and course accreditation agencies responsible for specific learning program parameters, including who they are, where to find them and who is responsible for them. Understands what an organisation’s quality assurance policies and procedures should be. The functions and responsibilities of training package developers, and course accreditation agencies, and their roles as key vocational education and training (VET) organisations is understood and applied. The relevant policies, legal requirements, codes of practice and national standards, including commonwealth and state or territory legislation that may affect training and assessment in the VET sector. Comments: Satisfactory / Not Yet Satisfactory Question 3a. What are the three components of the National Training Framework? The first is done for you. Component 1 Training Packages Component 2 Component 3 Questions 3b-d. These questions have been incorporated into Project 1a. Satisfactory / Not Yet Satisfactory Question 3e. When an RTO meets the Standards for Registered Training Organisations (2015), it will actually benefit all sorts of other people and organisations. What could be some of these benefits for the following: Learners Industry/Employers Governments Providers Satisfactory / Not Yet Satisfactory Question 3f. How do you think each of the following things might help an RTO to achieve the required standards of quality? The first one has been done for you. Procedures/Processes for: How it helps achieve consistency in national standards Enrolling students Ensures that the required information about students is collected and stored. RPL Issuing qualifications Continuous improvement Managing student fees Staff qualifications Satisfactory / Not Yet Satisfactory Question 3g. How can a Continuous Improvement Model help an RTO to maintain its quality? Please highlight the correct answer. a) It ensures that they are operating a more profitable business. b) It is a good marketing tool that gets people in the door. c) It helps to ensure that everything that they are doing is what they should be doing by determining needs, developing and delivering a service, reviewing, amending and obtaining feedback and then amending again. d) It is a way keep registration as an RTO. QUESTION 4 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE1 1 2 3 Benchmarks Australian Qualifications Framework (AQF) guidelines, including characteristics of AQF qualification type. Comments: Satisfactory / Not Yet Satisfactory Question 4a. Describe the Australian Qualifications Framework (AQF). What are its objectives? What is the AQF? What are its objectives? Satisfactory / Not Yet Satisfactory Question 4b. List the levels of the AQF in the first column of the table below and summarise the criteria for each of the levels in the second column. The first one has been done as an example for you. AQF level Criteria of that level Level 1 – Certificate 1 Graduates at this level will have knowledge and skills for initial work, community involvement and/or further learning. Knowledge: a foundational knowledge for everyday life, further learning and preparation for initial work. Skills: a foundational cognitive, technical and communication skills to: • undertake defined routine activities • identify and report simple issues and problems Application of knowledge and skills: apply knowledge and skills to demonstrate autonomy in highly structured and stable contexts and within narrow parameters.
Add more rows as required. Satisfactory / Not Yet Satisfactory Question 4c. For any TWO of the following situations, determine the training need, and recommend one Qualification that would be appropriate. Obviously, you will not have all of the information that you need, so also indicate what additional information you would require to provide a quality recommendation in each situation, and how you would get this information. The first one has been done for you as an example. Situation 1 Simone wants to work in a Child Care Centre. She has a Certificate II in Children’s Services. What AQF level would be suitable? AQF Level 3 training related to child care. Choose one qualification from this CHC – Community Services Training Package that would suit Simone. CHC30113 – Certificate III in Early Childhood Education and Care Other information you would need. What training have the current people working in the child care centre have? What type of position does Simone want to achieve? Does she want to complete her Certificate III then Diploma so that she can take on a managerial role or head teacher role within the centre? Simone will need to define the job she is aspiring to. I would then need to assess what is involved in the actual position. How would you get this information? Discussion with Simone, examine job/position descriptions, talk to centre managers about the qualifications needed for the individual roles within a child care centre. Situation 2 Greg has just finished Year 12 and he wants to become a qualified chef. What AQF level would be suitable? Select one qualification from this SIT – Tourism, Travel and Hospitality Training Package list you would recommend for Greg. Other information you would need. How would you get this information? Situation 3 Erica is a nurse within an Aged Care facility. She wants to move into a management position focusing on human resources. What AQF level would be suitable? Select one qualification from the CHC – Community Services Training Package that you would recommend for Erica. Other information you would need. How would you get this information? Situation 4 Sally has finished Year 10 and wants to get a job as a farm hand in the cattle industry. What AQF level would be suitable? Select one qualification from the AHC – Agriculture, Horticulture and Conservation and Land Management Training Package that you would recommend for Sally. Other information you would need. How would you get this information? QUESTION 5 This question has been merged with others to reduce the doubling up for you. QUESTION 6 Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE2 KE6 KE10 KE11 KE12 1 2 3 Benchmarks Functions of training packages and accredited curriculum as benchmarks in a competency-based VET training and assessment system are demonstrated. The use of training packages and relevant competency standards to be used as the basis of the learning program. Non-endorsed components of training packages are explained and understood. Other sources of training package information are identified and where to find them is determined. The Standards for Training Packages are read and used to demonstrate understanding of the role and purpose of each endorsed component. Comments: Satisfactory / Not Yet Satisfactory Question 6a. In the rows below: What is the purpose of a Training Package? What the components of a Training Package? How is a Training Package used as a benchmark for competency based training and assessment? What is the purpose of a Training Package? What are the components of a Training Package? How can a Training Package be used as a benchmark? Satisfactory / Not Yet Satisfactory Question 6b. What is a benchmark? Give an example of how a Training Package is used as a benchmark for competency-based training and assessment. A benchmark is: An example of how a Training Package is used as a benchmark: Satisfactory / Not Yet Satisfactory Question 6c. In Question 6a, you listed the components of a Training Package. Which of them would you find most helpful if we were planning to put together a new Learning Strategy for a qualification we wanted to deliver? Your answer: Satisfactory / Not Yet Satisfactory Question 6d. Consider the following case study: Sally would like to undertake the AHC20116 – Certificate II in Agriculture because she wants to continue on from her school work experience at the cattle farm where she was placed. Sally would like to train specifically in the area of assisting with the birth of new cattle, so she decides to focus on the unit of competency: AHCLSK203 – Carry out birthing duties Look at the key words describing Sally’s job and what she wants to do. What are the benchmarks that Sally will need to meet in this unit to be assessed as competent? Your answer: Satisfactory / Not Yet Satisfactory Question 6e. Look at Standards for Training Packages here. List the endorsed components of a Training Package and describe the purpose of each. The first one has been done for you. Endorsed Component Purpose Units of Competency Units of competency specify the standards of performance required in the workplace The structure of units of competency complies with the unit of competency template
Satisfactory / Not Yet Satisfactory Question 6f. List the non-endorsed components of a Training Package. Your answer: • Satisfactory / Not Yet Satisfactory Question 6g. Name the Training Packages for the following Qualifications. Qualification Training Package TAE40116 Certificate IV in Training & Assessment SIS50215 Diploma of Fitness PSP20116 – Certificate II in Government Satisfactory / Not Yet Satisfactory Question 6h. List 3 Qualifications at different AQF levels that belong to each of the following Training Packages. Training Package Qualification HLT – Health Training Package CHC – Community Services Training Package PUA12 – Public Safety Training Package Satisfactory / Not Yet Satisfactory Question 6i. Why is it important to talk to our clients before designing training? What questions could we ask? Please list 3. Why is it important? Questions to ask: 1. 2. 3. Satisfactory / Not Yet Satisfactory Question 6j. Where can we find out more information about Training Packages? List 3 different possibilities. 1 2 3 QUESTION 7 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE4 1 2 3 Benchmarks The format and structure of accredited courses is understood. The difference between Training Packages and Accredited courses is understood. Comments: Satisfactory / Not Yet Satisfactory Question 7a. What is an accredited course? Your answer: Satisfactory / Not Yet Satisfactory Question 7b. What is the difference between an accredited course and a Training Package? Your answer: Satisfactory / Not Yet Satisfactory Question 7c. Describe the structure of an accredited course in the table below. Applicant and classification information Course information Units of Competency QUESTION 8 Lesson Reference: CLICK HERE and HERE to go the relevant Lessons in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE5 KE3 KE7 3.1 3.2 3.3 5.1 1 2 3 Benchmarks The format and structure of units of competency, and assessment requirements of a unit of competency are understood. Dimensions of Competency are understood and applied. Candidate understands how to access assessment information of the relevant training package or accredited course. Methodology relating to analysing and using competency standards for a range of applications and purposes, to meet the needs of a diverse range of VET clients is understood and applied. Comments: Satisfactory / Not Yet Satisfactory Question 8a. What is a Unit of Competency? Your answer: Satisfactory / Not Yet Satisfactory Question 8b. When researching Units of Competency, where would you go first? Please highlight the correct answer.
Training.net.au
Training.gov.au
Ntis.gov.au
Training.com Satisfactory / Not Yet Satisfactory Question 8c. Describe what the following 3 terms mean when referring to the unit code of the following Unit of Competency: BSBCMM401- Make a Presentation Write your answer in the space below each term. BSB CMM 401
Satisfactory / Not Yet Satisfactory Question 8d. When viewing a Unit of Competency, you’ll see that it is broken into several sections. The sections can change over time, and so we often find that some units have sections that other units do not. A big change occurred in 2014. In the table below are some section headings. Indicate Yes/No it is from pre-2014 or post 2014 (it could be both) and say what the purpose of the section is. The first row has been completed for you as an example. (Hint: Within each Unit of Competency, headings are usually dark blue.) Heading PRE 2014? POST 2014? Purpose Unit Descriptor Yes No Describes what the unit is about. Elements & Performance Criteria Yes/No Yes/No Range Statement Yes/No Yes/No Foundation Skills Yes/No Yes/No Assessment Conditions Yes/No Yes/No Satisfactory / Not Yet Satisfactory Question 8e. Below is a template for a Unit of Competency. Using BSBCMM401- Make a Presentation complete the table to demonstrate how this unit looks. Unit Code Mandatory field Unit Title Mandatory field Application Mandatory field Unit Sector Optional field Elements Mandatory field Performance Criteria Mandatory field Elements describe actions or outcomes that are demonstrable and assessable. 1.1 Performance criteria clearly relate to the element. 1.2 They are expressed as a standard. 1.3 They specify the required performance in relevant tasks, roles, and skills. 1.4 They reflect the applied knowledge that enables competent performance.
Foundation Skills Mandatory field Skill Performance Criteria Description
Unit Mapping Information Mandatory field Code & title Current version Comments Equivalence status
Links Mandatory field Link to Companion Volume Implementation Guide. Assessment Requirements Mandatory field Links Mandatory field Link to Companion Volume Implementation Guide. Satisfactory / Not Yet Satisfactory Question 8f. List the Assessment Requirements of the following Unit of Competency: TAEDEL401- Plan, organise and deliver group based learning. Performance Evidence Mandatory field Knowledge Evidence Mandatory field Assessment Conditions Mandatory field Satisfactory / Not Yet Satisfactory Question 8g. We now understand the structure of a Unit of Competency, but there are other important things to note about Units of Competency as well. What are the Dimensions of Competency? Your answer: Satisfactory / Not Yet Satisfactory Question 8h. Describe each of the Dimensions of Competency and list 2 examples of how they could be used in work practice. Dimensions What does it mean? How can it be used in work practice? Task skills Task management skills Contingency management skills Job role or environment skills Satisfactory / Not Yet Satisfactory Question 8i. Refer to the earlier question in Q.4c about Greg, Erica and Sally. For any one of these : • Identify a Training Package, and the possible Qualification or Skill Set they could complete. List the qualification rules. (POINT 1) • Now identify how you have analysed one Unit of Competency from that Qualification to make sure it is suitable for your individual person’s needs. (POINT 2) • Now identify how this unit links with the other units in the Qualification. List the best possible combination of Core units and Elective units that your person will need to complete. (POINT 3) • Write your answer in the form of a memo to this person, explaining why you think and include a hyperlink to the source/s of your information. An example is provided for you. To: Simone From: Bryan West Date: Monday, 22 February 2018 Re: Certificate III in Early Childhood Education and Care Memo Hi Simone, I enjoyed speaking with you on Friday. I have had a chance to consider your training needs and believe the course CHC30113 Certificate III in Early Childhood Education and Care from the Training Package: CHC – Community Services will develop your knowledge and skills necessary for a career within a child care centre. [POINT 1] This course is designed for those who are working or intending to work within the children’s services industry. It provides a useful introduction into understanding, caring for and supporting the development of young children. With the practical training you’ll receive during this course, you can look forward to a rewarding career as a childcare worker. To achieve the CHC30113 Certificate III in Early Childhood Education and Care, you must complete 18 units of study: • 15 Core units • 4 Electives You can access the full range of units and further qualification details by clicking on this link to the Qualification at training.gov.au: CHC30113 Certificate III in Early Childhood Education and Care. Based on the fact that you want to work in a childcare centre. I believe that the unit: CHCECE005 – Provide care for babies and toddlers is a great core unit for you to complete as it allows you to practically apply the skills and knowledge required when providing care to babies and toddlers in an actual workplace environment. [POINT 2] This means that you will be able to access real regulated education and care services and that all of the assessment will allow actual interaction with babies and toddlers. I have also chosen the following electives for you based on your desire to work within a childcare facility setting and not a school: [POINT 3] • CHCECE006 -Support behaviour of children and young people • CHCECE017 -Foster the holistic development and wellbeing of the child in early childhood • CHCPRT003 -Work collaboratively to maintain an environment safe for children and young people • SRCCRO008B – Interact positively with infants, toddlers and parents in a recreation environment Please be in touch with any further questions at all. Kind Regards, Bryan Your answer: To: From: Date: Re: Message QUESTION 9 This question has been merged with others to reduce the doubling up for you. QUESTION 10 …. so has this one! QUESTION 11 Lesson Reference: CLICK HERE and HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt KE11 1 2 3 Benchmarks Candidate can describe relevant workplace health and safety (WHS) knowledge relating to the work role, and WHS considerations that need to be included in the learning program. Comments: Satisfactory / Not Yet Satisfactory Question 11a. Who is responsible for WHS? Your answer: Satisfactory / Not Yet Satisfactory Question 11b. We know that all activities are affected by WHS. List at least 3 examples of hazards that could affect each of the following jobs or industries: Tree Felling: 1. 2. 3. Building industry: 1. 2. 3. Banking industry: 1. 2. 3. Satisfactory / Not Yet Satisfactory Question 11c. For each context listed below, what WHS information could we provide to our learners to confirm that our learning environment is safe? Rest room facilities Tea and coffee facilities Fire exits Complaints Satisfactory / Not Yet Satisfactory Question 11d. Define the word ‘hazard’. Please highlight the correct answer.
Something that has caused injury to someone.
Something that will cause injury to someone.
Something that does cause injury to someone.
Something that could cause injury to someone. Satisfactory / Not Yet Satisfactory Question 11e. Describe 3 of the possible hazards that you might encounter when delivering/assessing each of the following Units of Competency. Then, classify each (e.g., physical, ergonomic, etc.). Some ideas have been added for you as examples. Unit Possible Hazards Type of Hazard Operate personnel and materials hoists
Controlling traffic Physical 2. 3. Conduct an aged care facility access audit
New type of flu virus Biological 2. 3. Instruct fitness programs
Muscle strain from demonstrating exercise Physical 2. 3. Satisfactory / Not Yet Satisfactory Question 11f. As a trainer, what do you think your responsibilities are for each of the Six Steps of Hazard Management? Step 4 has been completed for you as an example. 1. 2. 3.
As the trainer, I will ensure all protective clothing and equipment is compliant with various WHS Acts, and that employees are proficient in the use of clothing and equipment as directed by myself. 5. 6. QUESTION 12 Lesson Reference: CLICK HERE to go the relevant Lesson in the Resource Space. You are assessed against the benchmarks below. Units of Competency DES401 DES402 DEL301 DEL401 DEL402 BSBCMM401 ASS502 ASS401 ASS402 ASS403 Attempt 5.2 1 2 3 Benchmarks Candidate understands how to provide appropriate advice to the client about assessment requirements. Comments: Satisfactory / Not Yet Satisfactory Question 12a. When it comes to assessing, what kinds of things do we need to think about to make sure that we meet our clients’ needs without distorting the integrity of the assessment (that is, making it too easy)? Please highlight the correct answer. (Hint – there may be more than one.)
Making it easy enough for everyone to pass, getting it done in the shortest time, reducing the paperwork we have to do.
What our client’s timeframes are, the budget and how best to prepare participants and resources.
Methods of assessment that are going to help most participants, impacts on the organisation, reducing training time.
All of the above. Satisfactory / Not Yet Satisfactory Question 12b. As a trainer, what do you think your responsibilities are for each of the Seven Steps for Planning Assessment? Step 1 has been completed for you as an example.
Discuss with the client skill gaps and skill development, and the outline of activities to be assessed, and the dimensions of competency to be assessed. 2. 3. 4. 5. 6. 7. DECLARATION OF ORIGINALITY Name: On a scale of 1-5 how would you rate: Strongly Disagree Disagree Neither Agree Strongly Agree I understood what I had to do. 1 2 3 4 5 I knew how to do it. 1 2 3 4 5 I consider the level of difficulty of the tasks to be appropriate for an AQF Certificate IV level assessment. 1 2 3 4 5 I found the trainer responded in a timely, knowledgeable, helpful manner. 1 2 3 4 5 Is there anything else you would like to share? I declare that: • I have personally completed all components of this assessment item. • I understand that all work that is not my own (such as the ideas and research of others as well as source documents) requires referencing and have done so appropriately. Signed: Date: An electronically signed Declaration of Originality is to be completed and attached to every submission.
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. What information will Hamoud be able to access using the organisations listed below? Australian Industry Skills Council (AISC)ASQA
One of the main ways information is presented is through graphs, in fact, Data Visualization is an emerging career for people who like to creatively take information and turn it into pictures. The goal of this question is to read, interpret, describe, and analyze information presented in graphical form.
Under the link below, there are links to lots of various graphs from a New York Times column called “What’s Going on in this Graph?”
Your job is to choose one graph that you think looks interesting (if you scroll down further on the page, there are lots to choose from). Read the article attached to the graph and answer the following questions about your graph.
When you’re answering these questions, keep in mind that you should be writing to explain and teach your reader about your ideas.
Describe the Graph
1. First, write a description explaining what information this graph represents and how it communicates its information. (Think of this task as explaining what the graph looks like and what information the graph shows to someone who has not seen the graph.)
2. What quantitative (numerical) information does this graph describe?
3. Describe two quantitative variables not shown in the graph that you think would be interesting to measure.
4. What qualitative (categorical) information does this graph describe?
5. Describe two qualitative variables not shown in the graph that you think would be interesting to measure.
Interpret the Graph
1. What do you think the graph’s author’s main point is? What is the main idea you think they are trying to convey to the reader?
2. Describe two possible choices that the author made that could bias the reader’s interpretation of the information presented. What might the reader be led to believe by these choices?
3. What is the title of the article containing the graph? Do you think this has any effect on the reader’s perception of the information presented?
4. Describe a possible way (other than the title) that the graph’s presentation may bias the reader’s perception.
Comment on the Graph
1.What do you find effective about the data display? That is, what features of the graph do you think help get the information across the best?
2.What is confusing about the data display?
3. Describe one thing you might do differently if you were making this graph.
2). 2. Experimental Design
The goal of this part of this assignment is to think about the pieces of an experiment. Below, I’ve described three scenarios in which we could design an experiment. I have purposefully left many of the choices of the experiment up to you, the experiment designer! Throughout your descriptions, be sure to explain your thoughts and choices about your experiment to your reader.
Choose one of these scenarios, then follow the Tasks below to brainstorm, design, and reflect on your choices.
Scenarios
i. You are curious about how eating breakfast affects a person’s mind and body.
For concreteness, let’s assume that Breakfast is a meal that participants would eat (or not eat) at 9 a.m., and you would make your proposed measurements about their mind and/or body at 11 a.m.
ii. You are a consultant for various restaurants nationwide as they design and format their menus. You are curious to find out how the menu design and formatting choices affect how much money the restaurant makes.
iii. You are curious to find out how testing-room conditions affect one’s ability to take a test. You will get participants to take a test of critical-thinking puzzles that have no preparatory studying or previous experience required.
Tasks
1. Brainstorm 4 possible factors that would be easy to manipulate in this experiment. Choose 2 that you think are the most interesting to think about. For each factor, choose 3 levels you want to include for each factor.
2. Brainstorm 2 possible factors that would be difficult to manipulate. Then choose one of those as a blocking variable.
3. Brainstorm 3 possible response variables you could measure.
4. Draw a blocking diagram for this experiment showing the blocks and the treatment groups.
5. For the blocking variable and each of the factors that you chose, hypothesize about how you think they will affect your response variables. That is, describe what effects (if any) you predict your explanatory variables will have on your response variables.
6. Identify 3 possible extraneous variables (that are not related to your explanatory variables) and discuss how each one might affect your results. Do you think that the extraneous variable will exaggerate or obscure the connection between your explanatory variables and your response variables? Explain your thoughts
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. description explaining what information this graph represents and how it communicates its information
One of the main ways information is presented is through graphs, in fact, Data Visualization is an emerging career for people who like to creatively take information and turn it into pictures. The goal of this question is to read, interpret, describe, and analyze information presented in graphical form.
Under the link below, there are links to lots of various graphs from a New York Times column called “What’s Going on in this Graph?”
Your job is to choose one graph that you think looks interesting (if you scroll down further on the page, there are lots to choose from). Read the article attached to the graph and answer the following questions about your graph.
When you’re answering these questions, keep in mind that you should be writing to explain and teach your reader about your ideas.
Describe the Graph
1. First, write a description explaining what information this graph represents and how it communicates its information. (Think of this task as explaining what the graph looks like and what information the graph shows to someone who has not seen the graph.)
2. What quantitative (numerical) information does this graph describe?
3. Describe two quantitative variables not shown in the graph that you think would be interesting to measure.
4. What qualitative (categorical) information does this graph describe?
5. Describe two qualitative variables not shown in the graph that you think would be interesting to measure.
Interpret the Graph
1. What do you think the graph’s author’s main point is? What is the main idea you think they are trying to convey to the reader?
2. Describe two possible choices that the author made that could bias the reader’s interpretation of the information presented. What might the reader be led to believe by these choices?
3. What is the title of the article containing the graph? Do you think this has any effect on the reader’s perception of the information presented?
4. Describe a possible way (other than the title) that the graph’s presentation may bias the reader’s perception.
Comment on the Graph
1.What do you find effective about the data display? That is, what features of the graph do you think help get the information across the best?
2.What is confusing about the data display?
3. Describe one thing you might do differently if you were making this graph.
2). 2. Experimental Design
The goal of this part of this assignment is to think about the pieces of an experiment. Below, I’ve described three scenarios in which we could design an experiment. I have purposefully left many of the choices of the experiment up to you, the experiment designer! Throughout your descriptions, be sure to explain your thoughts and choices about your experiment to your reader.
Choose one of these scenarios, then follow the Tasks below to brainstorm, design, and reflect on your choices.
Scenarios
i. You are curious about how eating breakfast affects a person’s mind and body.
For concreteness, let’s assume that Breakfast is a meal that participants would eat (or not eat) at 9 a.m., and you would make your proposed measurements about their mind and/or body at 11 a.m.
ii. You are a consultant for various restaurants nationwide as they design and format their menus. You are curious to find out how the menu design and formatting choices affect how much money the restaurant makes.
iii. You are curious to find out how testing-room conditions affect one’s ability to take a test. You will get participants to take a test of critical-thinking puzzles that have no preparatory studying or previous experience required.
Tasks
1. Brainstorm 4 possible factors that would be easy to manipulate in this experiment. Choose 2 that you think are the most interesting to think about. For each factor, choose 3 levels you want to include for each factor.
2. Brainstorm 2 possible factors that would be difficult to manipulate. Then choose one of those as a blocking variable.
3. Brainstorm 3 possible response variables you could measure.
4. Draw a blocking diagram for this experiment showing the blocks and the treatment groups.
5. For the blocking variable and each of the factors that you chose, hypothesize about how you think they will affect your response variables. That is, describe what effects (if any) you predict your explanatory variables will have on your response variables.
6. Identify 3 possible extraneous variables (that are not related to your explanatory variables) and discuss how each one might affect your results. Do you think that the extraneous variable will exaggerate or obscure the connection between your explanatory variables and your response variables? Explain your thoughts
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. write a description explaining what information this graph represents and how it communicates its information
Subject Code and Name CMP1042 Information Systems Assessment Number 1 Assessment Title Visual Presentation Assessment Type Individual Presentation Length or Duration 500 words +/- 10% Subject Learning Outcomes SLO 1 Weighting 20% Assessment Purpose In any organisation, information systems with specific purposes are available to employees at various levels of seniority and responsibility. For example, senior managers might use an Executive Support System (ESS) to formulate strategy and monitor progress towards its implementation. This assessment asks the student to populate a hierarchy of information systems and to describe these individual systems and their relationships to each other. Students are also asked to describe how the functioning of these systems might be improved by the implementation of an Enterprise Resource Planning (ERP) system. Assessment Task / Item Submit a set of six (6 ) presentation slides and associated slide notes, that describe a set of four (4) information systems and their inter-dependencies, as described in ’Instructions’ below. This is an individual assessment. CRICOS: 02155J / HE PROVIDER: Assessment Instructions Using presentation software, like Microsoft PowerPoint, Prezi or similar, you must create a visual presentation of six (6) slides that addresses each of the tasks below. Each slide should include images or diagrams explaining the information being discussed. The slide notes for the set of six (6) slides should total 500 words. Both the slide images and the slide notes are to be submitted as completion of this assessment.
On one (1) slide, create a hierarchy of information systems diagram based on ‘Figure 1’ below, using the following systems: a) MIS b) DSS c) TPS d) ESS In your diagram, specify which system goes in which section of the diagram, and explain why in your notes.
Using four (4) slides (one per system), describe the inputs, outputs and purpose of each of these systems, and their relationship to other systems in the hierarchy.
On one (1) slide, create summarise the possible benefits of replacing some/all/any of these systems with an Enterprise Resource Planning (ERP) system. Submission All work must be submitted by the due date via the Learning Management System, in the assignments section appropriate to this brief. Please ensure the above mentioned submission date and/or time are adhered to, or penalties may apply. When submitting your work, please save your files using the naming convention below. [Student_ID][Surname][First Name][SubjectCode][Assessment_#] E.g.: 1234_Singh_Visha_PRG1002_Assessment_01 For more information on late submission, please see the Assessment Policy. Academic Integrity The integrity of the assessment process is fundamental for ensuring appropriate evaluation at AIT. All work submitted should be your own, and where additional resources are used, they must be referenced according to the Harvard style. Additionally, TurnItIn is available in the LMS to test plagiarism in your writing. For more information on academic integrity, please see the Academic Integrity and Academic Integrity Penalties Policies. CRICOS: 02155J / HE PROVIDER:
Appeals Fair application of the assessment rubric, rules and guidelines should be administered for each assessment. If you feel an evaluation requires further consideration, you may be entitled to an appeal. For more information on your right to an appeal, please see the Assessment Appeals Procedure and Policy. Policies For access to the policies mentioned above and related to education at AIT, please see the footer of the AIT website, and follow the link named Education Policies and Procedures. Website: https://www.ait.edu.au CRICOS: 02155J / HE PROVIDER: Assessment Rubric Task Descriptor (F) Fail (P) Pass (C) Credit (D) Distinction (HD) High Distinction Describe the inputs, outputs and purpose of each information system (ESS, MIS, DSS, TPS) 35% Description of inputs, outputs and purpose of each system missing or incorrect; Fewer than 2 correct examples provided for both inputs and outputs; No examples provided for each system; Figure 1 incorrectly populated Description of inputs, outputs and purpose of each system provided, with some significant errors; 2 correct examples provided for both inputs and outputs, but without clear imagery; Examples provided for each system, though not all are correct; Figure 1 correctly populated Purpose and description of inputs, outputs and each system provided, with some minor errors; 2 correct examples provided for both inputs and outputs, supported by clear imagery and labels; Correct examples provided for each system; Figure 1 correctly populated Clear description provided of inputs, outputs and purpose of each system, with few errors’ 3 correct examples provided for both inputs and outputs, supported by clear imagery and labels’ 2 correct examples provided for each system; Figure 1 correctly populated Complete, concise and accurate description provided of inputs, outputs and purpose of each system, with no errors; 4 correct examples provided for both inputs and outputs, supported by clear imagery and labels; 2 correct examples provided for each system, supported by clear imagery and labels; Figure 1 correctly populated Describe the relationships between the four systems (ESS, MIS, DSS, TPS) 25% Description of the relationships between the systems and the data exchanged and/or shared missing or incorrect Description of the relationships between the systems included; Information about the data exchanged and/or shared unclear or not completely accurate Clear description of the relationships between the systems included, and supported by evidence; Information about the data exchanged and/or shared provided and supported by examples, but with minor errors Near complete description of the relationships between the systems included, and supported by relevant evidence and simple imagery; Information about the data exchanged and/or shared provided and supported by relevant academic resources, examples and with minimal errors Complete, succinct and accurate description of the relationships between the systems included, and supported by relevant evidence and clear, engaging imagery and labels; Information about the data exchanged and/or shared provided and supported by relevant academic resources, and accurate examples without error Summarise the possible benefits of replacing some/all/any of the four systems (ESS, MIS, DSS, TPS) with an Enterprise Resource Planning (ERP) system. Description of an ERP system not included Organisational benefits of replacing some/all/any of the Description of and ERP system unclear Organisational benefits of replacing some/all/any of the four systems with Basic description provided of an ERP system, with some inaccuracy; Organisational benefits of replacing some of Clear description and example of an ERP system provided; Organisational benefits of replacing all four Accurate, concise description of an ERP system provided, supported by a relevant example and explanation of CRICOS: 02155J / HE PROVIDER:
20% four systems with an ERP not included an ERP system included, but unclear or insufficiently explained the four systems with an ERP system clearly discussed systems with an ERP system clearly discussed and supported by examples why example been selected; Organisational benefits of replacing all four systems with an ERP system clearly discussed and supported examples and relevant academic evidence Quality of information presented 10% Information is unclear, inconsistent or inaccurate; Document missing a lot of key information Information, arguments and evidence are presented in a way that is not always clear and logical, with minimum information provided; Some inconsistency or ambiguity in the writing Information, arguments and evidence are reasonably well presented, with some information a little ambiguous, but all key elements and pages included Information, arguments and evidence are very well presented, logical, clear and well supported by evidence Almost all information is written clearly and concisely All information is written very clearly and concisely, and is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and argument; Engages and sustains audience’s interest in the topic, and uses diverse, relevant imagery Correct citation of key resources and evidence 10%. Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas Demonstrates use of some resources to support and develop ideas, but these are not relevant, current or cited correctly Demonstrates use of resources to support and develop ideas, with a few errors in the citations Demonstrates use of credible, current and relevant resources to support and develop arguments and statements, with most citations correct Demonstrates use of high-quality, credible current and relevant resources to support and develop arguments and position statements with no errors in the citation
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ASSESSMENT 1 BRIEF Subject Code and Title MIS605 Systems Analysis and Design Assessment Written assessment Individual/Group Individual Length 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. Weighting 30% Total Marks marks Task Summary In response to the case study provided, identify the functional and the non-functional requirement for the required information system and then build a Use Case Diagram and document set of use cases. Context System analysis methods and skills are of fundamental importance for a Business Analyst. This assessment allows you to enhance your system analysis skills by capturing the business and then functional and non-functional requirement of a system. It helps you in identifying “what” the proposed system will do and “how”?. Instructions
Please read the attached MIS605_ Assessment 1_Case Study. Note that every piece of information provided in the following case serves a purpose.
Once you have completed reading the case study. Please answer the following questions: Question 1 (10 mark). Identify all the human and non-human actors within the system. Provide brief description against every actor. Question 2 (30 marks). Using the information provided in the case study, build a Use Case Diagram using any diagramming software. Note: Please make assumptions where needed. Question 3 (60 marks). Document all use cases (use case methods). All use cases identified in the Use Case Diagram in Question 2 must be elaborated in detail. Please document each use case using the following template: Use Case Number Use Case Type Base/Abstract (Extends or Includes) Use Case Name Priority Actor Involved Associated Data Sources Associated User Interfaces Pre-Condition(s) Post Condition(s) Detailed Description Normal Course of Events Using a Flow Chart Diagram Alternate Course(s) Word Count and Layout • The total word count for the written assessment should be no more than 2000 words. • Please provide all your answers in a 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 spacing. Referencing It is essential that you use appropriate APA style for citing and referencing if needed. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions Please submit the written assessment via the Assessment link within Assessment 1. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Marking Criteria F P C D HD Question 1: Identify all the human and non-human actors within the system. Provide brief description against every actor. 10% Actors identified are largely incorrect. Actors identified are partially incorrect. Actors identified are correct but sufficient detail is not provided. Actors identified are correct and sufficient detail is provided. Actors identified are correct and sufficient detail is provided. The student has clear understanding of human and nonhuman actors. Question 2: Using the information provided in the case study, build a Use Case Diagram using any diagramming software. 30% UCD does not include major use cases, many actors in the UCD are missing, association of base and abstract actors is not given with the use cases, extends and includes are not identified where required and not linked to base use case. The use case diagram does not sync in well with the requirements laid down in the case study. UCD misses some important use cases, some actors in the UCD are missing, some associations of base and abstract actors are not given with the use cases, extends and includes are partially identified (where required). Extends and includes and not appropriately linked to the base use cases. The use case diagram does not fully sync with the requirements laid down in the case study. UCD has all the use cases and actors, some associations of base and abstract actors are not given with the use cases, extends and includes are partially identified (where required). Extends and includes are not appropriately linked to the base use cases. The use case diagram largely syncs with the requirements laid down in the case study. UCD has all the use cases and actors, associations of base and abstract actors are given with the use cases, extends and includes are identified (where required). Extends and includes and not appropriately linked to the base use cases. The use case diagram syncs in completely with the requirements laid down in the case study. UCD has all the use cases and actors, associations of base and abstract actors are given with the use cases, extends and includes are identified (where required). Extends and includes and appropriately linked to the base use cases. The use case diagram syncs in completely with the requirements laid down in the case study. MIS605_Assessment 1_Brief_written Assessment Page 4 of 5 Marking Criteria F P C D HD Question 3: Document all use cases (use case methods). 60% Use case descriptions are incomplete and do not sync in with the given case study. Use case descriptions are partially incomplete and do not fully sync in with the given case study. Use case descriptions are complete but do not fully sync in with the given case study. Use case descriptions are complete and are in sync in with the given case study. Use case descriptions are complete, detailed and are in sync in with the given case study. MIS605_Assessment 1_Brief_written Assessment Page 5 of 5
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ASSESSMENT 1 BRIEF Subject Code and Title MIS605 Systems Analysis and Design Assessment Written assessment Individual/Group Individual Length 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 Due by 11:55pm AEST Sunday end of Module 3.1 Weighting 30% Total Marks marks Task Summary In response to the case study provided, identify the functional and the non-functional requirement for the required information system and then build a Use Case Diagram and document set of use cases. Context System analysis methods and skills are of fundamental importance for a Business Analyst. This assessment allows you to enhance your system analysis skills by capturing the business and then functional and non-functional requirement of a system. It helps you in identifying “what” the proposed system will do and “how”?. Instructions
Please read the attached MIS605_ Assessment 1_Case Study. Note that every piece of information provided in the following case serves a purpose.
Once you have completed reading the case study. Please answer the following questions: Question 1 (10 mark). Identify all the human and non-human actors within the system. Provide brief description against every actor. Question 2 (30 marks). Using the information provided in the case study, build a Use Case Diagram using any diagramming software. Note: Please make assumptions where needed. Question 3 (60 marks). Document all use cases (use case methods). All use cases identified in the Use Case Diagram in Question 2 must be elaborated in detail. Please document each use case using the following template: Use Case Number Use Case Type Base/Abstract (Extends or Includes) Use Case Name Priority Actor Involved Associated Data Sources Associated User Interfaces Pre-Condition(s) Post Condition(s) Detailed Description Normal Course of Events Using a Flow Chart Diagram Alternate Course(s) Word Count and Layout • The total word count for the written assessment should be no more than 2000 words. • Please provide all your answers in a 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 spacing. Referencing It is essential that you use appropriate APA style for citing and referencing if needed. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions Please submit the written assessment via the Assessment link within Assessment 1. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Marking Criteria F P C D HD Question 1: Identify all the human and non-human actors within the system. Provide brief description against every actor. 10% Actors identified are largely incorrect. Actors identified are partially incorrect. Actors identified are correct but sufficient detail is not provided. Actors identified are correct and sufficient detail is provided. Actors identified are correct and sufficient detail is provided. The student has clear understanding of human and nonhuman actors. Question 2: Using the information provided in the case study, build a Use Case Diagram using any diagramming software. 30% UCD does not include major use cases, many actors in the UCD are missing, association of base and abstract actors is not given with the use cases, extends and includes are not identified where required and not linked to base use case. The use case diagram does not sync in well with the requirements laid down in the case study. UCD misses some important use cases, some actors in the UCD are missing, some associations of base and abstract actors are not given with the use cases, extends and includes are partially identified (where required). Extends and includes and not appropriately linked to the base use cases. The use case diagram does not fully sync with the requirements laid down in the case study. UCD has all the use cases and actors, some associations of base and abstract actors are not given with the use cases, extends and includes are partially identified (where required). Extends and includes are not appropriately linked to the base use cases. The use case diagram largely syncs with the requirements laid down in the case study. UCD has all the use cases and actors, associations of base and abstract actors are given with the use cases, extends and includes are identified (where required). Extends and includes and not appropriately linked to the base use cases. The use case diagram syncs in completely with the requirements laid down in the case study. UCD has all the use cases and actors, associations of base and abstract actors are given with the use cases, extends and includes are identified (where required). Extends and includes and appropriately linked to the base use cases. The use case diagram syncs in completely with the requirements laid down in the case study. MIS605_Assessment 1_Brief_written Assessment Page 4 of 5 Marking Criteria F P C D HD Question 3: Document all use cases (use case methods). 60% Use case descriptions are incomplete and do not sync in with the given case study. Use case descriptions are partially incomplete and do not fully sync in with the given case study. Use case descriptions are complete but do not fully sync in with the given case study. Use case descriptions are complete and are in sync in with the given case study. Use case descriptions are complete, detailed and are in sync in with the given case study.
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Enjoy Please Note-You have come to the most reliable academic writing site that will sort all assignments that that you could be having. We write essays, research papers, term papers, research proposals. Misuse of Department Property