Complete and submit assignment 2. Keep a copy in case of any problems with submission.
This assignment is worth 20% of the course grade and will be marked out of 20 points.
1. An organism has a haploid number of 5. At the end of meiosis metaphase I how many chromatids will be visible? Explain (2 points)
2. What characteristics of the garden pea made it a very good model system for Mendel to use in his studies? (2 points)
3. Explain in your own words how mRNA, rRNA and tRNA are synthesized. (4 points)
4. The F2 generation of a cross between a parental tall and a parental short pea plant is 298 tall plants and 102 short plants. What do these results say about the genes for stem height in the pea plant? Explain your answer. (2 points)
5. Outline three key differences between RNA and DNA. (3 points)
6. Using the widow’s peak and freckles genes in humans, starting with true-breeding parents show a Punnett square to explain the 9:3:3:1 phenotypic results in the F2 generation. (3 points)
7. Explain in your own words how protein synthesis occurs. (4 points)
Submit your answers on a Word document, with the heading of Week 5 Assignment. For the questions requiring a written response, answer directly on the assignment and adhere to proper grammar and syntax, and provide references. For the questions requiring calculations, show all of your work and follow the format that has been provided for the calculations in the lesson for Week 5. In addition, further explanations and formulas on the break-even analysis are contained in the required reading resources. Key points for calculations When performing calculations, standard rounding rules apply. If the number to the right of the decimal is less than 0.5, round down to the nearest whole number, e.g., 33.4 = 33 If the number to the right of the decimal is 0.5 or greater, round up to the nearest whole number, e.g. 33.5 =34. Read the question carefully. Pay close attention to the units be asked and keep them consistent. For example, days vs months vs years; charges vs contribution margin; dollars vs percentage Provide ALL formulas with references. Designate which formula associates with which source. It is not sufficient to simply list the source at the beginning of the section. Write out the formula used BEFORE filling in the numbers. Formulas used should be taken from one of the required resources for this course.
Week 5: Break-even Analysis
Assignment Guidelineswith Scoring Rubric
Purpose
The purpose of this assignment is to:
To provide learners with the opportunity todevelop break-even-analysisskills.
Total Points Possible: 100
Requirements:
Answer the questions and complete the calculations required for the assignment.
Submit your answers on a Word document,with the heading of Week 5Assignment. For the questions requiring a written response, please adhere to proper grammar and syntax, and provide references. For the questions requiring calculations, show all your work and follow the format that has been provided for the calculations in the lesson for Week 5.
1. When performing calculations, standard rounding rules apply. If the number to the right of the decimal is less than 5, round down to the nearest whole number, e.g., 33.4 = 33 If the number to the right of the decimal is 5 or greater, round up to the nearest whole number, e.g. 33.5 =34.
2. Read the question carefully. Pay close attention to the units be asked and keep them consistent. For example, hours vs FTEs; days vs months vs years.
3. Provide ALL formulas with references. Designate which formula associates with which source. It is not sufficient to simply list the source at the beginning of the section. Write out the formula used BEFORE filling in the numbers.Formulas used should be taken from one of the required resources for this course.
Example: Total Contribution Margin (CM) = (CM) category 1 + CM cat 2 + CM 3
Leger, J.M. & Dunham-Taylor, J. (2018). Financial management for nurse managers: Merging the heart with the dollar, 4th Ed. Burlington, MA: Jones-Bartlett.
Preparing the paper
Break-Even Analysis Case Study
You and several of your colleague business partners have decided to establish an outpatient fertility clinic in your service area. All of you are very familiar with this patient population base, have completed an extensive market analysis thatdemonstrated a great need for the service, and are comfortable with setting up a business and the costs associated with this special group of patients.
As part of the business plan, you and your partners will need to convince stakeholders that this new service endeavor will be viable. They will want to know how many patients visits annually will need to occur and how long it will take for the service to be at least cost neutral or profitable. To provide them with this information you will perform a break-even analysis. Use the following data, conduct the analysis accounting for the contribution margin of each patient acuity category.
nurses and other staff salaries, specialty equipment, other miscellaneous)
Variable costs: $500/patient visit (specialty equipment, oxygen supplies, other
miscellaneous)
Clinic days: Monday-Saturday- 312 days/year
Projected patient visits per year: 7488
Patient charges by patient acuity category:
Simple (15%)————$2000/visit
Moderate (60%)——–$6500/visit
Complex (25%)———$10,000/visit
Break-even Analysis Data Table
Acuity Category
Percentage %
Charge per Visit
Visits per Year
Charges per Year
Visits per Day
Charges per Day
Contribution Margin
Simple
15%
$2000
Moderate
60%
$6500
Complex
25%
$10,000
Expected Total Daily Charges
ExpectedTotal Daily Revenue
Break Even point in days
Break Even point in visits
Describe your approach to this case study. In addition to the numbers given, what do you need to know before you can calculate the break-even analysis?
Perform the calculations needed for the break-even analysis. Show your work, formulas used, and reference the formula. When calculating the patient visits per day, round to the nearest whole. After you’ve completed the calculations, record your results in the appropriate place in the table.
How many patient visits are expected per day?
What is the contribution margin of each category of patient?
Based on the data and your calculations, what is the expected daily revenue?
How long (in days, months, or years) will it be before the return on investment begins?
How many patient visits will be required to reach the break-even point?
Discuss your analysis. Is the project viable and profitable service? Does the analysis support moving forward with the business? Cite specific data from you analysis to support your interpretation.
Approach to Break-even analysis is clearly articulated and contains elements needed to address the scenario
Calculate the number of patients/category served per year and day.
15
15%
Number of patients served by the fertility clinic is correctly calculated per year and day for each type/category. Formulas are correctly shown, used, and referenced. Calculations are shown
Calculate the contribution margin for each patient category
30
30%
For each of the three patient/categories the contribution margin is correctly calculated. Formulas are correctly shown, used, and referenced. Calculations are shown.
Calculate the number of days to break-even.
10
10%
Time to break-even in days is correctly calculated. Formulas are correctly shown, used, and referenced. Calculations are shown
Calculate the break-even quantity (number of visits).
15
15%
The break-even quantity (number of visits) is correctly calculated. Formulas are correctly shown, used, and referenced. Calculations are shown.
Analysis of break-even analysis
20
20%
Break-even analysis is clearly articulated. Includes elements potential for viability and profitability of service, recommendation for continuing the business. Specific data from the analysis is used to support your interpretation.
Writing conventions, format, and reference citations
5
5%
Writing is clear concise without grammatical and spelling errors. All references are correctly cited (if applicable) and written.
100
100
A quality assignment will meet or exceed all of the above requirements.
Grading Rubric
Assignment Criteria
Outstanding or highest level of performance
Very good or high level of performance
Competent or satisfactory level of performance
Poor or failing level of performance
Unsatisfactory level of performance
ContentPossible Points = 100 Points
Approach to Break-Even Analysis
5 Points
0 Points
Calculate the number of patients per category served at the fertility clinic per year and per day.
15 Points
10
5
0 Points
Number of patients served per year and per day is correctly calculated for each patient category served at the fertility clinic.
2/3 categories correctly calculated
1/3 of categories correctly calculated
All categories incorrectly calculated
Calculate the contribution margin for each type of patient served at the fertility clinic.
30 Points
20
10
0 Points
Contribution margin for all category types are correctly calculated
Contribution margin for 2/3 category types are correctly calculated
Contribution margin for 1/3 category types are correctly calculated
Contribution margins for all category types are incorrectly calculated
Calculate the number of days to break-even point.
15 Points
0 Points
Number of days to break-even is correct.
Number of days to break even is incorrect
Calculate the break-even quantity (number of visits)
10 Points
0 Points
Number of visits to break even is correct
Number of visits to break even is incorrect.
Analysis of break-even analysis
20 Points
15 Points
10 Points
5 Points
0 Points
Break-even analysis is clearly articulated. Includes elements potential for viability and profitability of service, recommendation for continuing the business. Specific data from the analysis is used to support your interpretation.
3/4 of all elements of break-even analysis are present and correct.
1/2 of all elements of break-even analysis are present and correct.
1/4 of all elements of break-even analysis is present and correct.
All elements of break-even analysis are missing or incorrect.
Writing conventions, format, references
5 Points
3 points
1 point
0 points
Writing is clear and concise, contains no grammatical and spelling errors. All references are correctly cited (if applicable) and written.
2/3 of elements are present and correct
1/3 of elements is present and correct
All elements of writing conventions are missing or incorrect.
Imagine that you work in a school. A number of people in your department are having a debate as to whether students should be expected to memorize material or not. Memorization has been an accepted practice in education for many years. But some people think students can learn information through methods other than memorizing.
*On the Discussion Board, explain how you would contribute to this debate. Be sure to support your reasoning using information you have read this week. After posting your contribution, please respond to at least two of your classmates’ contributions to the debate. Do you agree or disagree with their position and why?
Now that you have completed your Readings, and talked about learning methods, reflect on the five principles you reviewed. Describe an opening activity for a lesson you might teach and explain how the principles of maintaining on-task behavior apply to your opening activity. As you read your classmates’ posts, give them feedback on the activities they list. Are there some activities you might like to try as well?*
DISCUSSION 2
IMAGINE THIS SCENARIO
In the fall, you will be assigned to a new school. As a result of a massive redistricting and changing demographics, this school is very diverse, including ELL. In addition, the socioeconomic status varies widely with some affluent students and some students who live in poverty. While there are many resources in the school, a large number of the teachers are new or have fewer than 3 years of experience.
For this discussion, find an article in the University library PURDUE GLOBAL . In your post, provide a short summary of the article and use it to answer the following questions:
What steps would you take to ensure that instructional strategies incorporate culture, social class, ethnicity, gender, and language? Explain how these strategies will likely be effective. In what ways can those strategies be built into daily classroom activities? Provide an example. Include personal experiences with teaching diverse students that you have observed in the classroom or from your own school experiences. Compare your experiences with other learners in the course and discuss the implications for classroom instruction of the diversity of learning experiences that emerge from this analysis
CLICK HERE TO MAKE YOUR ORDER on A number of people in your department are having a debate as to whether students should be expected to memorize material or not
Globalization, Development and Social Change This course examines such issues as the impact of colonialism on global poverty and trade policies, global restructuring, neoliberal policies, global governance, poverty alleviation efforts, cultural resistance, gendered patterns of development, population displacements and popular responses to globalization. (Prerequisites: third semester standing.)
Collapse of soviet union and the second world in the 1990s. Neoliberalism is at the heart of globalization. Neoconservatism related to the idea of neoliberalism as moral . Harvey sees this authoritarian and dangerous with explicit dangerous with explicit political intent. Decline of washington consensus with asian financial crisis of 1997. The financial crisis and the role of the american government. Is the development of an organic elf alliance of workers, racial, ethnic, and gender minorities that resist neoliberal globalization. Collectivism, state planning, and intervention opposed, as discourage risk. Free markets are vital for long term advantage for al. Commitment to limited government, with low tax, minimal welfare, privatization, and freedom of movement for capital. Belief or claim that benefits which will trickle down to all. The politics context of democracy vs authoritarianism. Some theorists present alternative perspectives and possibilitie…………………………………………………………………..
APA format with a title page, 3-5 pages of content, and a References page if necessary. – Submit a 3-5 page paper expanding on one of the previous safety papers from earlier in the term (e.g. safety culture, cost-benefit analysis, safety policy, risk management, safety assurance or safety promotion). You may use your previous work as a basis for this paper. – Format the draft to APA format as it will be graded to the same standard as your final paper.
Previous Safety papers
Cost-Benefit Analysis
According to the statistics provided, the $10,000 investment is worthwhile. From the data in the table, the company contributes a smaller percentage of overall accidents in the country. Essentially, 8 percent of accidents in the country are from this company. Thus this investment is worthwhile because the investors will not incur any losses caused by accidents and money spent to address fatalities. Besides, the company has been able to increase the security of their aircraft by preventing 2.3 of the casualties. This increases the plane’s safety and ultimately attracts many customers, thus increasing profits for the aircraft company. Therefore, this would benefit the investors.
Besides, the company has a record of 500 flights per year. This indicated that the company had had a fair number of fights, and it might be popular in the country. Theoretically, recording 500 flights per year means that the company schedules a fair amount of flights per year. Therefore, this is a good investment because more revenue is generated for the company when there are more flights and eventually more profits for the investors. Most importantly, the DOT VSL of the company stands at $11,600,000. As evidenced by the US Department of Transportation, the company has had a steady VSL over the past nine years. As Kniesner & Viscusi (2019) presented, VSL shows the organization’s willingness to pay for marginal costs of improving safety. From the statistics provided in the table, the company has an increasing VSL, which means that their desire to allocate money for security increases every year, thus increasing the company’s safety. For this reason, this is a good investment.
Reference
Kniesner, T. J. & Viscusi, W.K. (2019). The Value of a Statistical Life. Retrieved 6th November from https://oxfordre.com/economics/view/10.1093/acrefore/9780190625979.001.0001/acrefore-9780190625979-e-138
Safety Assurance Paper
Classically, external safety audits are designed to observe and assess the compliance of organizations, in this case, the aviation company with recommended practices, applicable procedures, and regulations. Therefore, if I were contracted to provide an eternal safety audit for an aviation company, there are certain crucial questions that I would include in a confidential survey through a questionnaire to ask staff members about the safety measures in the aviation company. The three questions that I would use in my external audit are “Are the qualifications of every employee updated?”, “Are all SPI/KPI metrics updated, are there documents to provide evidence?”, and “Did the company perform routine and required safety inspection, and how often does the company do this?”.
These three questions are the most important while performing an external audit on an aviation company because they would help an auditor determine the safety of the company. For instance, assessing whether the qualifications of employees, particularly, aircraft engineers and pilots is essential because it would help determine how safe using the aircraft of this particular company is. Ideally, it would be detrimental to let a pilot with expired qualifications man an aircraft let alone allow aircraft engineers whose qualifications have expired to repair or run diagnostics of an airplane before allowing it to be used for transportation.
On the other hand, checking whether the SPI or KPI metrics are updated is crucial because are applied in monitoring or measuring the safety performance of a company and how to manage it. As Pierobon (2016) presented, Safety Performance Indicators are critical in the aviation industry because they enable a company to assess its past, current, and future safety performance. Lastly, asking how often the company performs its safety inspection would be essential for this external audit because it would help determine whether the company has established effective safety measures in the company.
Reference
Pierobon, M. (2016). Unleashing SPIs. Flight Safety Foundation. Retrieved on 27thOctober 2021 from https://flightsafety.org/asw-article/unleashing-spis/
Question-1 [Parallelism] [28 pts] This question has five parts [a through e] Consider two threads, T1 and T2, with the following codes (‘$zero’ represents a register that is hardwired to value 0): T1 my_again: lw r2, 0(r1) lw r4, 4(r1) add r2, r2, r8 add r4, r4, r8 sw r2, 4(r1) sw r4, 0(r1) sub r1, r1, -4 bne r1, $zero, my_again: T2 your_again: lw r2, 0(r1) add r2, r2, r9 sw r2, 0(r1) lw r4, 4(r1) add r4, r4, r9 sw r4, 4(r1) sub r1, r1, -12 bne r1, $zero, your_again: Each of these threads is to be separately scheduled and executed on a two-slot VLIW machine with the goal of achieving a minimum number of cycles. A ‘bundle’ in this architecture has two instructions. The first of these instructions can be only an ALU or branch instruction, whereas the second one can be only a load or store instruction. You are allowed to reorder independent instructions and change the offset of addressing (if needed). You are not allowed to combine instructions. (a) Map T1 to this VLIW machine. Explain each instruction-to-execution slot mapping decision you make in sufficient detail (i.e., why you have decided so; couldn’t instruction be scheduled in an earlier slot (cycle)?). [5 pts] (b) Map T2 to this VLIW machine. Explain each instruction-to-execution slot mapping decision you make in sufficient detail (i.e., why you have decided so; couldn’t instruction be scheduled in an earlier slot (cycle)?). [5 pts] (c) Repeat (a), but this time assuming that any instruction can be mapped to any execution slot. [5 pts] (d) Repeat (b), but this time assuming that any instruction can be mapped to any execution slot. [5 pts] (e) Suppose you decided to move to a simultaneous multi-threading architecture (SMT). The SMT architecture you are considering can execute up to 4 instructions in parallel. Further, in a given cycle, any combination of independent instructions (from the same or different threads) can be executed in parallel. Show a scheduling of these two threads together on the SMT machine with the goal of improving throughput. [8 pts] Question-2 [Branch Prediction and Stalls] [21 pts] This question has five parts [a through e] (a) Explain the functionalities of the following hardware components: BTB (Branch Target Buffer) and BHT (Branch History Table). Discuss how these two components complement each other. [2 pts] (b) Consider a branch that has the following outcome pattern (T for taken, N for not taken). N T N N T T T N N T T T N T N N How many branches are predicted correctly with a static (0-bit) always-taken branch predictor for this branch outcome pattern. [5 pts] (c) Using the same sequence from B. How many branches are predicted correctly with a dynamic 1-bit predictor where the initial state is Taken (T) for this branch outcome pattern? [5 pts] (d) How many branches are predicted correctly with a dynamic, saturating counter 2-bit predictor for the branch outcome pattern in B? Suppose the four states are strong not taken (SN), weak not taken (wn), weak taken (wt), and strong taken (ST). Assume that the initial prediction state is wt (weak taken). [5 pts] (e) What are the fundamental differences between ‘pipeline stall’ and ‘pipeline flush’? Provide examples to highlight what instructions will cause stall and what instructions will cause flush, and why. [4 pts] Question-3 [Load/Store Queues] [25 pts] This question has three parts [a through c] Consider the following sequence of instructions: add r1,r6,r1 sw r1, 0(r12) lw r7, 8(r9) lw r6, -4(r10) lw r8, 4(r11) add r4,r6,r7 add r8,r8,r4 sw r8, 8(r9) lw r2, -8(r3) (a ) Explain how ‘store queue’ can be used to improve/optimize the performance of this code sequence. [8 pts] (b) Discuss the relationship of the optimization in part (a) to ‘data forwarding’ (bypassing) used in pipelining. [7 pts] (c) Explain how ‘load queue’ can be used to improve/optimize the performance of this code sequence [10 pts] Question-4 [Hazards and Unrolling] [26 pts] This question has three parts [a through c] (a) Identify all RAW, WAW and WAR dependencies in the loop shown below. Write down the dependencies within a ‘single iteration’ only. Use the following notation, for example, to indicate a dependency between Ix and Iy through r3 register: Ix- Iy (r3). (‘$zero’ represents a register that is hardwired to value 0, and ‘mul’ is opcode for multiplication): [8 pts] loop: I1: lw s1, 0(r1) I2: mul s2, s1, s0 I3: add s3, s3, s2 I4: mul s2, s1, s1 I5: add s2, s2, s3 I6: sw s2, 0(r1) I7: sub r1, r1, 8 I8: bne r1, $zero, loop (b) Unroll the loop above once and eliminate as many dependences as you can via ‘register renaming’. What dependences remain after renaming? Why can’t they be eliminated via renaming? [8 pts] (c) Two important techniques have emerged recently for achieving high performance in processors. One is ‘speculative execution’, where instructions (or sequences of instructions) are executed before all the information needed to commit the instruction has been nailed down. The other is ‘simultaneous multithreading’ (SMT), where the processor can issue instructions from multiple threads (or processes), potentially in the same cycle. Describe the pros and cons of each approach with respect to the other. Do these approaches capture different opportunities for parallelism, or are they different ways to achieve the same result? If both were implemented in a single system, would you expect their projected improvements to be additive? Why or why not? [10 pts]
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CHC50113 Diploma of Early Childhood Education and Care CLUSTER 3 CULTURE AND LEGAL Name:
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT OVERVIEW This Student Assessment Booklet includes all your tasks for assessment of CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety; and CHCECE001 Develop cultural competence. Supporting resources You may like to look at the following websites, books and documents for more information about the topics related to this unit: ß Recommended textbook – The Big Picture, 3rd Edition, by Karen Kearns How to submit your assessments When you have completed each assessment task you will need to submit it to your assessor. Instructions about submission can be found at the beginning of each assessment task. Make sure you photocopy your written activities before you submit them – your assessor will put the documents you submit into your student file. These will not be returned to you. Assessment Task Cover Sheet At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task, making sure you sign the student declaration. Your assessor will give you feedback about how well you went in each task, and will write this on the back of the Task Cover Sheet. Assessment appeals You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT PLAN The following outlines the requirements of your final assessment for this topic. You are required to complete all tasks to demonstrate competency for the two units in this topic. AGREEMENT BY THE STUDENT Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment? Do you understand the requirements of this assessment? Do you agree to the way in which you are being assessed? Do you have any special needs or considerations to be made for this assessment? If yes, what are they?
Do you understand your rights to appeal the decisions made in an assessment?
® Yes ® No ® Yes ® No ® Yes ® No ® Yes ® No ® Yes ® No
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT TASK COVER SHEET – ASSESSMENT TASK 1 Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your work. Name: Date of submission: Topic: Legal and ethical requirements Unit: CHCLEG001 Work legally and ethically Assessor to complete Satisfactory/ Was this a re- Not submission? Assessment Task Satisfactory Date Y/N CHCDIV001-CHCECE001 Research project Portfolio CHCECELEG001 Part A – Locate and discuss a number of policies and procedures Part B – Discuss a job role, team roles and employment conditions CHCPRP003 Workplace project Project – personal development plan CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
STUDENT DECLARATION I ____________________________________________ declare that these tasks are my own work. ? None of this work has been completed by any other person. ? I have not cheated or plagiarised the work or colluded with any other student/s. ? I have correctly referenced all resources and reference texts throughout these assessment tasks. ? I understand that if I am found to be in breach of policy, disciplinary action may be taken against me. Student signature: _____________________________________________________________________ Student name: ________________________________________________________________________
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSOR FEEDBACK Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence.
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT TASK : RESEARCH PROJECT TASK SUMMARY: There is one part to this assessment: ß Part C: Cultures in your early education and care service. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to textbooks, learning materials and the Internet for research. ß Relevant research materials such as internet, books, magazines etc. ß A person of Aboriginal or Torres Strait Islander background (or someone who has knowledge in this area) to consult with. WHEN DO I DO THIS TASK? ß As a class-based student you will do parts A and B of this task in the classroom or as homework – your assessor will advise you as to which is required. ß All students will do Part C of this task in the workplace. Write in the due date as advised by your assessor: _________________________________ WHAT DO I NEED TO SUBMIT? ß Completed project templates for each part. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not completed all parts of the project satisfactorily you will need to redo those parts of the project and then resubmit the entire assessment. Timeframes for resubmission will be discussed with you when you are given the outcome of this task.
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
PART C – CULTURES IN YOUR EARLY EDUCATION AND CARE SERVICE Complete this part of the assessment in your workplace. You must identify the cultures that are represented in your service and analyse the relationships, curriculum and activities. PROJECT – RESEARCH CULTURAL INFORMATION PART C: CULTURES IN YOUR EARLY EDUCATION AND CARE SERVICE What are the cultural identities of the children in your work placement service? Are there any particular cultures that are important in the history of the area that should be included in the curriculum for your work placement service? What languages, other than English, are spoken by children and/or families at your work placement service? How are home languages respected in the Service?
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
For each of the cultural groups that you have identified, how are these recognised and supported in your Service? How does your service communicate with families and community groups from different cultures to make sure service delivery is appropriate and culturally safe? Suggest one additional practice that your service could put in place to improve cultural diversity in everyday practice. What do I need to hand in for this task? Have I completed this? Part C completed template o
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
ASSESSMENT TASK : PORTFOLIO TASK SUMMARY: You are required to provide a portfolio of your experiences working in a diverse cultural environment. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to their workplace including documents, policies and procedures ß Camera or mobile device that can be used as a camera ß Audio or visual recording device ß Portfolio templates (provided). WHEN DO I DO THIS TASK? ß If you’re a classroom-based student you will do this task in the classroom or as homework – your assessor will advise Write in the due date as advised by your assessor: _________________________________ WHAT DO I NEED TO SUBMIT? ß Completed portfolio templates. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not completed all parts of the portfolio satisfactorily you will need to redo those parts of the project and then resubmit the entire assessment. Timeframes for resubmission will be discussed with you when you are given the outcome of this task. INSTRUCTIONS: This portfolio covers a number of areas of work in a diverse cultural environment. The areas are: ß Part A: Promotion of cultural safety ß Part B: Communication with children, families and communities ß Part C: Planning and implementing culturally supportive environments and experiences for children ß Part D: Culturally diverse children ß Part E: Curriculum ß Part F: Observation of daily practice. You will need to gather evidence for this task while you are at work. Make sure you check the portfolio requirements carefully so that you can gather all the information that you need. You have been asked to provide some documents as evidence throughout the portfolio – if there is any reason you cannot provide this evidence, for example due to service confidentiality, make a note of this in your portfolio. In some cases you are asked to provide photographs, video and/or audio evidence. You must make sure that children are not identifiable in any evidence provided unless written permission has been given by the parents/guardian. You may also include other forms of evidence in your portfolio if you wish, for example, copies of policies, photos, videos, program plans etc.
CHCDIV002 & CHCECE001 CHC50113 Diploma of Early Childhood Education & Care
PART A: PROMOTION OF CULTURAL SAFETY Fill in the following table to provide two examples of how you have promoted cultural safety. The first example must be for Aboriginal and/or Torres Strait Islander cultural safety – the second example must be for another culture of your choice. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 1: Aboriginal and/or Torres Strait Islander cultural safety. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Describe a situation where you have promoted Aboriginal and/or Torres Strait Islander cultural safety, or if you haven’t ® No evidence requested done this yourself, describe a time when you have seen someone else do this. ® Other (please specify) ß How did this situation demonstrate cultural awareness and competence? ß Was this a “one-off” situation, or part of everyday practice? Explain your answer?
ß What are three potential cultural safety issues for Aboriginals and Torres Strait Islander children and families in your Service? ß How could cultural safety for Aboriginals and Torres Strait Islander people be improved in your own work practices? Does this conflict in any way with your own cultural biases?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART A: PROMOTION OF CULTURAL SAFETY Fill in the following table to provide two examples of how you have promoted cultural safety. The first example must be for Aboriginal and/or Torres Strait Islander cultural safety – the second example must be for another culture of your choice. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 2: Culture of student’s choice. Date: //
Details ß What is the culture that you have chosen?
Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ® No evidence requested ® Other (please specify)
ß Describe the situation where you promoted cultural safety, or if you haven’t done this yourself, describe a time when you have seen someone else do this. ß How did this situation demonstrate cultural awareness and competence?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Was this a “one-off” situation, or part of everyday practice? Explain your answer? ß What are three potential cultural safety issues for children and families of this culture in your Service? ß How could cultural safety for people of this culture be improved in your own work practices? Does this conflict in any way with your own cultural biases?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART B: COMMUNICATION WITH CHILDREN, FAMILIES AND COMMUNITIES Fill in the following table to provide two examples of how your service communicates with children, families and communities from different cultures. The first example must be communication with Aboriginal and/or Torres Strait Islander people – the second example must be for another culture, or group of cultures of your choice. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 1: Communicate with Aboriginal and/or Torres Strait Islanders. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Do your Service policies and procedures give you guidance on how to communicate with Aboriginal and Torres Strait ® Relevant parts of your workplace Islander children, families and community members? Discuss how this is helpful to you and to your Service. communication and/or diversity policy/procedures. ® Other (please specify) ß What are potential communication issues with Aboriginal and Torres Strait Islander people and how may that affect the quality of services provided to children? ß Provide an example of a time when you communicated with an Aboriginal or Torres Strait Islander child (if you have not had the opportunity to do this, answer the question about another staff member’s experience).
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Provide an example of a time when you communicated with an Aboriginal or Torres Strait Islander family member from another culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience). ß Provide an example of a time when you communicated with an Aboriginal or Torres Strait Islander community member culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience). Choose one of these conversations and answer the following: ß Which conversation have you chosen? ß How did the communication show respect for cultural differences? ß Name one way that the communication could have been improved to better suit the needs of the child, family member or community member.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Attach a copy of the relevant parts of your workplace communication and/or diversity policy/procedures.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART B: COMMUNICATION WITH CHILDREN, FAMILIES AND COMMUNITIES Fill in the following table to provide two examples of how your service communicates with children, families and communities from different cultures. The first example must be communication with Aboriginal and/or Torres Strait Islander people – the second example must be for other cultures represented in your Service. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 2: Other culture or groups of cultures. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Do your Service policies and procedures give you guidance on how to communicate with children, families and ® Other (please specify) community members from other cultures? Discuss how this is helpful to you and to your Service. ß What are potential communication issues with the different culture groups in your Service and how may that affect the quality of services provided to children? ß Provide an example of a time when you communicated with a child from another culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience). ß Provide an example of a time when you communicated with a family member from another culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience).
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Provide an example of a time when you communicated with a child from another culture (if you have not had the opportunity to do this, answer the question about another staff member’s experience). Choose one of these conversations and answer the following: ß Which conversation have you chosen? ß How did the communication show respect for cultural differences? ß Name one way that the communication could have been improved to better suit the needs of the child, family member or community member. ß Attach a copy of the relevant parts of your workplace communication and/or diversity policy/procedures.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART C: PLANNING AND IMPLEMENTING CULTURALLY SUPPORTIVE ENVIRONMENTS AND EXPERIENCES FOR CHILDREN Fill in the following table to provide two examples of how you have participated in planning and implementing culturally supporting environments and experiences for children. The first example must be an Aboriginal and/or Torres Strait Islander environment and experience – the second example must relate to another culture. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 1: Aboriginal and/or Torres Strait Islander. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. Provide an example of an environment that has been set up in your Service that is culturally supportive of the Aboriginal ® copy of the planning, design and and/or Torres Strait Islander community. Take a photo of this environment and attach it here: evaluation of this environment and experience ® Other (please specify) CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Describe how you have participated in the planning and delivery of an experience that is culturally supportive of the Aboriginal and Torres Strait Islander community: If possible provide photographic, video and/or audio evidence of this experience. Remember you must not identify any children in the evidence unless permission has been granted by the parents. How will this environment and experience benefit the Aboriginal and Torres Strait Islander children at the service? How will this environment and experience benefit non-Aboriginal and Torres Strait Islander children at the service? How is this environment and experience linked to the approved learning framework?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Where was the information to design this environment and experience obtained from in the Aboriginal and/or Torres Strait Islander community? What resources were obtained – where did these come from? List the outcomes that will be evaluated following the delivery of this environment/experience. How were these developed? How will Aboriginal and/or Torres Strait Islanders be involved in the evaluation? If an evaluation has already been completed, what was the result of the evaluation?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART C: PLANNING AND IMPLEMENTING CULTURALLY SUPPORTIVE ENVIRONMENTS AND EXPERIENCES FOR CHILDREN Fill in the following table to provide two examples of how you have participated in planning and implementing culturally supporting environments and experiences for children. The first example must be an Aboriginal and/or Torres Strait Islander environment and experience – the second example must relate to another culture. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. EXAMPLE 2: other cultural environment and experience. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. Provide an example of an environment that has been set up in your Service that is culturally supportive of a particular culture ® copy of the planning, design in your care Service. Take a photo of this environment and attach it here: and evaluation of this environment and experience ® Other (please specify) CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Describe how you have participated in the planning and delivery of a culturally supporting experience. If possible provide photographic, video and/or audio evidence of this experience. Remember you must not identify any children in the evidence unless written permission has been received from the parents. How will this environment and experience benefit children of this culture at the service? How will this environment and experience benefit children from other cultures at the service? How is this environment and experience linked to the approved learning framework?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Where was the information to design this environment and experience obtained from in the community? What resources were obtained – where did these come from? List the outcomes that will be evaluated following delivery of this environment/experience. How were these developed? How will suitable people from the relevant culture be involved in the evaluation? If an evaluation has already been completed, what was the result of the evaluation?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART D: CULTURALLY DIVERSE CHILDREN For this part of the portfolio you should observe two children from your workplace. Do not identify these children – refer to them as CHILD 1 and CHILD 2. Both children should be from two different cultures. Fill in the information in the following table Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. CHILD 1: Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Talk to CHILD 1 about their culture. What are the child’s perceptions of their culture, heritage and traditions? ® Copy of workplace policies and procedures relating to inclusion. ® Other (please specify) ß What have you observed about the relationships this child has made with children and adults at the Service? What support is given to the child to develop secure, respectful relationships? ß What support is given to this child to recognise his/her cultural practices?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Are there any activities or experiences in place that support this child’s culture? Describe. –How have these activities and experiences benefited CHILD 1? –How have these activities and experiences broadened the experience of other children in the service? ß What is the home language of this child? If this is not English, how has his/her language been recognised in the Service. ß Has the child’s family been able to provide any information about their culture to the Service?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Does the child have any needs for additional support because of their culture? ß If you were to work with this child on a long term basis – what steps would you put in place to help him/her to develop their identity and connect with their world? ß If you were to work with this child on a long term basis – what support would you get from peers or others to support his/her specific cultural needs? ß Locate your workplace policies and procedures that deal with inclusion. What do they say about supporting all children to participate in programs and activities? ß Attach a copy of the relevant policies and procedures if you are able to.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART D: CULTURALLY DIVERSE CHILDREN For this part of the portfolio you should observe two children from your workplace. Do not identify these children – refer to them as CHILD 1 and CHILD 2. Both children should be from two different cultures. Fill in the information in the following table Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. CHILD 2: Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Talk to CHILD 2 about their culture. What are the child’s perceptions of their culture, heritage and traditions? ® Other (please specify) ß What have you observed about the relationships this child has made with children and adults at the Service? What support is given to the child to develop secure, respectful relationships? ß What support is given to this child to recognise his/her cultural practices?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß Are there any activities or experiences in place that support this child’s culture? Describe. –How have these activities and experiences benefited CHILD 2? –How have these activities and experiences broadened the experience of other children in the service? ß What is the home language of this child? If this is not English, how has his/her language been recognised in the Service. ß Has the child’s family been able to provide any information about their culture to the Service? ß Does the child have any needs for additional support because of their culture?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ß If you were to work with this child on a long term basis – what steps would you put in place to help him/her to develop their identity and connect with their world? ß If you were to work with this child on a long term basis – what support would you get from peers or others to support his/her specific cultural needs? ß Locate your workplace policies and procedures that deal with inclusion. What do they say about supporting all children to participate in programs and activities?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART E: CURRICULUM Obtain a copy of the current curriculum for the children that you are working with and fill in the information in the following table Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. ß Does the curriculum develop cultural competency? How? ® No evidence requested ® Other (please specify) ß Describe one group activity that is designed to support children to work and play together and to solve problems. ß Suggest one change to the curriculum that would improve cultural competency outcomes for children.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
PART F: OBSERVATION OF DAILY PRACTICE Observe the daily practice of yourself and other workers and write down at least ten examples of diversity and inclusion that you observe. You should not identify individual people (except yourself) in this portfolio item. Ask someone from the workplace who saw you do this to confirm the details you have given in the Third Party Confirmation section. Attach any supporting evidence. Date: // Details Tick box to confirm that you have included the required evidence. List any further evidence that you wish to include. Diversity and inclusion practices – self ® No evidence requested ® Other (please specify)
1. 2.
2.
3.
3.
4.
4.
5.
5.
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
6. 7. 8. 9. 10
6. 7. 8. 9. 10
Reflect on your practice that you have listed above. What improvements could you make to improve your practice?
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
THIRD PARTY CONFIRMATION Please confirm the student’s account of this situation by signing here. By signing this section you agree you saw the student completing above. Was work done in line with workplace policies and procedures and the National Quality Framework? Name: ________________ Signature: _____________ Position; ______________ Date: _________________
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ASSESSMENT TASK : OBSERVATON
TASK SUMMARY: There are two parts to this assessment: ß Part A: You are required to locate and discuss a number of workplace policies and procedures ß Part B: You are required to discuss a job role, team roles and employment conditions. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to the workplace ß Access to workplace policies and procedures ß Job description. WHEN DO I DO THIS TASK? ß If you’re a workplace-based student you will do this task in your workplace during a visit by your assessor ß If you’re a classroom-based student you will do this task during a work placement visit by your assessor Write in the due date as advised by your assessor: _________________________________ WHAT DO I NEED TO SUBMIT? ß You do not need to submit anything for this task. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not completed both parts of the task completely and satisfactorily, the details of resubmission will be discussed with you. You will only need to redo the parts of the task that are incorrect; however you will need to resubmit the entire assessment. INSTRUCTIONS: Before commencing this assessment, talk to your supervisor about the policies and procedures included in Part A so that you understand their contents and know how to access them. Also ask your supervisor about the procedures in your workplace for developing, implementing and reviewing policies and procedures. Talk to your supervisor about the job role of an educator in your service and make sure you are able to locate a suitable job description (see instructions for Part B). You will also need to understand the team structure in your service so make sure you talk to your supervisor about this. Find out about the award or enterprise bargaining agreement (EBA) that educators are employed under.
CHCLEG001 Work legally and ethically CHC50113 Diploma of Early Childhood Education & Care
PART A: LOCATE AND DISCUSS A NUMBER OF WORKPLACE POLICIES AND PROCEDURES For this task you must locate the following policies, procedures and codes at your service: ß Privacy and confidentiality ß Access and equity ß Reporting of abuse ß Code of ethics. ß Complaints procedure. You will discuss each policy and procedure with your assessor and they will ask you questions. Your assessor will ask how each policy and procedure relates to the work you have been doing, or how it relates to the work you have seen others do. You will also be asked about the procedure for development, implementation and review of procedures. Make sure you answer all of their questions to the best of your ability. Your assessor will be looking to see that you: ß Locate and interpret various workplace documents ß Interpret legal and ethical requirements of workplace documents ß Interpret workplace documents (policies, procedures and job description) ß Recognise unethical conduct and report to appropriate person ß Describe process for development of workplace policies and procedures. PART B: DISCUSS A JOB ROLE, TEAM ROLES AND EMPLOYMENT CONDITIONS For this part of the task you will need to access and discuss a job description. Your assessor will ask you questions about the roles and responsibilities of the individual position in the job description as well as that of the team. The assessor will also ask about your industrial award or enterprise bargaining agreement. If you are a class-based student, you should locate a job description for an educator’s position. If you are a work-based student, you should locate the job description for your own position. Your assessor will be looking to see that you: ß Locate and interpret workplace documents ß Identify roles and legal and ethical responsibilities of individual position and team, including duty of care. ß Demonstrate knowledge of industrial award/EBA and conditions of employment. ß Identify work role boundaries. CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ASSESSMENT TASK : PROJECT TASK SUMMARY: For this task you are required to identify and communicate two work practice improvements that will assist in meeting workplace legal and ethical requirements more effectively. You will need to develop a draft policy for one of the improvements. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to workplace policies and procedures ß A computer with access to the Internet and email software ß How to Develop and Update Policies Successfully (without the stress), (2012) PSC National Alliance http://server05.calyx.net.au:8080/psca-ds/bitstream/handle/123456789/171/how%20to%20series%20 Policies WEB.pdf?sequence=1 WHEN DO I DO THIS TASK? ß If you’re a workplace-based student you will do this task in your workplace ß If you’re a classroom-based student you will do this task during your work placement Write in the due date as advised by your assessor: _________________________________ WHAT DO I NEED TO SUBMIT? ß Email to your supervisor. ß Your draft policy. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor sees that you have not completed the task completely and satisfactorily, the details of resubmission will be discussed with you. You will only need to redo the parts of the task that are incorrect; however you will need to resubmit the entire assessment. INSTRUCTIONS:
Identify two improvements that would help your workplace to better meet its legal and ethical requirements. You may choose any types of work practices for this task. Some examples include such things as: ß Maintaining privacy and confidentiality ß Work health and safety ß Induction for new staff ß Staff/children ratios ß Food safety ß Complaints procedure.
Now you need to write an email to your supervisor and at least one other work colleague that proposes your two suggestions for improvement. CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
You may use the email template below, or create a format of your own. Your email must be written in a professional manner and must include the following information: ß Your description of the improvements ß The reasons you are suggesting each improvement, including the legal and ethical requirements ß Identification of any potential or actual breaches of legislation or ethical issues ß How each improvement will help staff to meet legal and ethical requirements ß Current potential or actual breaches of legislation or ethical requirements ß Attach any documents you have designed or redesigned (for example, a revised checklist, revised procedure, poster, work flow chart and so on) if appropriate. You can write your suggestions in dot point form if you wish. Send your email to your assessor.
Your supervisor has agreed with your proposals and has asked you to draft the revised policy so that the improvement can be implemented. Consultation has already occurred with educators, management and families. You are now to draft the policy to incorporate one of the improvements you have identified. Use the template on the following page to draft the policy. CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
Policy template Name of policy: Policy objective: Policy: (detail the procedures and how the policy will be implemented) Links to NQF Regulations or other relevant legislation Sources: (include any sources used as reference) Review arrangement
Version control
Version number Action
Date
CHCECE004-Promote and provide healthy food and drinks CHC50113-Diploma of Early Childhood Education and care
ASSESSMENT TASK : WORKPLACE PROJECT TASK SUMMARY: There are two parts in this task. ß Part A requires you to reflect on feedback from a parent ß Part B requires you to seek and share feedback with peers/supervisor. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Reflection of parent feedback ß Two peers with which to share and seek feedback (and/or your supervisor). ß Self-reflection evaluation form (provided). WHEN DO I DO THIS TASK? ß If you’re a classroom-based student you will do this task during your work placement. ß Write in the due date as advised by your assessor: _____________________________ WHAT DO I NEED TO SUBMIT? ß Answers to questions ß A completed and signed self-evaluation form. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor identifies that you have not completed all parts of your template or have provided insufficient answers, they will give you feedback and talk to you about resubmission. INSTRUCTIONS: Read and complete Part A and then Part B of this task.
PART A: PARENT FEEDBACK REFLECTION Think of a time a parent has given you feedback positive or negative (if applicable) What was the feedback given? Did you need t make any adjustments or improvements of your own? If yes, how?
Is there any further formal or informal training that you could do in the future to enhance your skills and knowledge. What advice can your supervisor/peers give about how to access suitable training? Other comments made during feedback meeting Student’s signature Date: What do I need to hand in for this task? Have I completed this? Two completed parent feedback forms o
ASSESSMENT TASK : PROJECT – PERSONAL DEVELOPMENT PLAN TASK SUMMARY: You are required to develop a personal development plan using the feedback that was received in Assessment Task 3. WHAT DO I NEED IN ORDER TO COMPLETE THIS ASSESSMENT? ß Access to a computer (if you prefer type out your answers) ß Access to the Internet (for conducting online research) ß Feedback received from Assessment Task 3. ß Personal development plan (provided). WHEN DO I DO THIS TASK? ß If you’re a classroom-based student you will do this task during your work placement. ß Write in the due date as advised by your assessor: _____________________________ WHAT DO I NEED TO SUBMIT? ß A completed personal development plan. WHAT DO I NEED TO DO IF I GET SOMETHING WRONG? If your assessor identifies that you have not completed all parts of your plan or have provided insufficient responses, they will give you feedback and talk to you about resubmission. INSTRUCTIONS: This task should be completed after you have performed Assessment Task 3 in collaboration with other peers and/or a participating supervisor. You will need to complete a personal development plan that outlines and focuses on your personal and professional goals, specify a realistic timeframe for achieving these goals and methods to measure progress and performance. Note: A personal development plan template has been provided for you to complete. What do I need to hand in for this task? Have I completed this? Your completed personal development plan o
Unit CHCPRP003 Reflect on and improve own professional practice Date plan developed Name
Date plan reviewed
Plan objective (include at least two objectives for this plan): What are your goals for this personal development plan? (Make sure your goal is specific, measurable, achievable, realistic and time-bound.)
PERSONAL DEVELOPMENT PLAN Section A: Reflection Description of my experiences so far in the field of early childhood education. (Write approximately 100 words.)
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN Have I achieved what I want to achieve so far? Provide examples to support your response. (Write approximately 100 words.)
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN What were the main messages in the feedback I received from parents, my supervisor and my colleagues?
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN What are the main legal and ethical requirements of this work area? Do I meet these?
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN Section B: Areas for improvement Complete the following table to document the areas identified for improvement (include at least five).
# 1
Area for improvement
Feedback and evaluation received
Support networks available
Specialist advice/further training
2
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN 3 Section C: Challenges and additional support mechanisms What are some current barriers or personal challenges that are preventing you from reaching your professional goals? Provide at least three examples.
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN What self-care or additional support might you need to help overcome these barriers and personal challenges? Provide at least three examples.
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN What are some ways you could measure your progress to overcoming the challenges identified? Provide at least three examples.
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
PERSONAL DEVELOPMENT PLAN Section D: Self-development plan
Area of improvement
What goals I want to achieve in this area?
How I will achieve this goal?
By when will I achieve this?
How will this be measured?
When will this be reviewed?
CHCPRP003 Reflect and improve own professional practice CHC50113-Diploma of Early Childhood Education and care
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Marketing is one of the most important aspects within a healthcare organization. In order to create an effective marketing plan, we must be able to identify the right product/service at the right time to the right person and place. Marketing plans begin with the identification of these 4 core principles which we refer to as the “4 Ps”. Together the 4P’s, of product, price, placeandpromotion create a marketing mix and which are interdependent.
INSTRUCTIONS
Using the scenario below, write a recommendation in an APA formatted paper of at least 500 words and in current APA format and is supported by 2 peer-reviewed, scholarly references and 1 instance of Biblical integration.
Demographic trends indicate that a large number of baby boomers are on the verge of retiring. The Bay Area Medical Practice is meeting to focus on the next 5-year strategic plan. It has performed a patient analysis and has determined that 40% of its patient base is composed of baby boomers. From an operational perspective; what would be your recommendation to address the 4 P’s of Marketing?
Length of assignment – 500 words
(Excluding title page/ Cover page and reference page.)
APA Format
Number of citations:
2 peer-reviewed, scholarly references and 1 instance of Biblical integration.
Acceptable sources
Scholarly articles published within the last five years
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1. Discrete Random Variables. Suppose that we are interested in the number of cups of coffee drank by a (randomly selected) student at UCLA. This quantity can be represented as a random variable Y with probability mass function:
if a ∈ {0,1,2}
if a = 3
if a = 4 ,
if a = 5 0 otherwise
where c is an unknown constant.
(a) Explain why the number of cups of coffee drank in a day by a randomly selected student at UCLA is a random variable.
(b) What is the relevant outcome space of the random variable Y ?
(c) Explain what the distribution of this random variable represents. In other words distribution of Y assigns a probability to any subset of the outcome space. How do we interpret this probability? (d) Solve for c. (Hint: Recall that PY (OY ) = 1 so that Pa∈OY pY (a) must equal one).
(e) What is the probability that a randomly selected student at UCLA drinks at least 3 cups of coffee a day, PY (Y ≥ 3)?
(f) What is the expected number of cups of coffee drank per day for a randomly selected student at UCLA?
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Dissemination of research results may be done any number of ways, such as through journal article submissions, conference presentations, professional and community lectures, peer-review sessions, and several variations of formal and informal settings. Different audiences have different needs and expectations. A rule of thumb is to follow the guidelines for your particular format, whatever these guidelines may be. Every journal has specific instructions to authors. Every conference includes specific instructions on how to submit and how to present. Most groups sponsoring oral presentations will let you know their expectations if you ask.
What is less obvious sometimes is the “fit” between the material that you will present and the specific audience. For example, if you are conducting a presentation of survey findings for parents of elementary school children, your results need to be simple, clear, and free of unnecessary jargon. Conversely, at an academic conference, you may highlight and focus on the regression techniques employed. Ideal dissemination is correlated with knowledge of your audience.
You can ask yourself several questions that will help you choose a dissemination strategy. These questions include the following:
Who is my audience?
Who are the stakeholders?
What is the general level of research methods understanding for 1 and 2?
What should be presented?
What should not be presented?
What is the overall goal of the dissemination?
Considering the questions above, search for and select an empirical article from the Walden Library related to survey research to use for this Discussion. Consider the relationship between the survey findings and research problem in the article you selected. Think about how you would disseminate the results to two different audiences and how you might apply these results to a social change context.
With these thoughts in mind:
Post by Day 4 an explanation of how the research findings in the empirical article attached are related to the research problem and why this relationship is important. Using the same findings, explain how you would disseminate the results to two specific and different audiences. Justify the need for optimal dissemination strategies for different audiences. Finally, explain how the research findings might be applied to effect social change. Be specific, and provide examples.
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