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The past and present impact of colonisation is the reason for the ongoing high rates of family violence throughout Indigenous communities across Australia

A3 Instructions:

TOPIC  First Nations

Statement: The past and present impact of colonisation is the reason for the ongoing high rates of family violence throughout Indigenous communities across Australia.

You have been asked by a community based organisation advocating for victims of family violence to critically review the state, territory or federal government’s response to family violence and make recommendations for change.

Building on the research you have done for your A2 (FIRST NATIONS)  you are now going to go one step further: to build and demonstrate a deeper understanding of the topic you are focusing on; presenting the key issues (in terms of its impacts) and making subsequent recomendations for how NSW could be working towards addressing this issue better (via policies, updates to services, challenging norms, etc.). To do this you are going to have to narrow your focus and choose a specific area/ issue within the topic you are workin in. This will require RESEARCH

You are to prepare a 1200-word report in which you develop one to three recommendation/s for reducing family violence. In order to make these recommendations, you must first critically evaluate relevant policies and/or practices.

The purpose of this evaluation is to identify issue/s or gap/s in the state, territory or federal government response to family violence to which your recommendation/s will respond. Recommendations may include making suggestions for development of current policies or practices or for new and innovative, policies, programs, tools or services.

Steps to take in completing your report:

1. Review the relevant domestic violence literature and decide what aspect of the state, territory or federal government response to family violence you will examine in your report. It is important that your focus is narrow to the specific issue identified and that you examine either the state, territory or national response as you only have 1200 words to write your report.

2. Once you have narrowed your focus, read more widely on the area of policy or practice you have decided to examine for your report. Be sure to review the most recent literature so that you can assess the current situation in relation to the topic.

3. Next, critically evaluate relevant policies and/or practices about which you have read, with the view of identifying gap/s or issue/s in the government response. Evaluate these policies or practices within a critical context for understanding family violence and consider, in consultation with the unit readings, such elements as gender, the nature of family violence and the social structures and cultural attitudes that underpin it. Use the literature to demonstrate that the gap/s or issue/s exist.

4. Come up with one to three recommendation/s for change or improvement at the state, territory or national level. Your recommendation/s must respond to findings from the critical evaluation and may include making suggestions for development of current policies or practices or for new and innovative laws, policies, programs, tools or services to prvent family violence.

5. Develop a set of arguments for why your recommendation/s is/are the best way forward for addressing the gap/s or issue/s highlighted in your report.

A3 FV Report TemplateUse headings and sub-headings that reflect the contents of each section.

Title Page: Report title, student name and name of organisation (optional).

Executive Summary: The executive summary is a snapshot of the contents of the report.

It should be no longer than one paragraph. In the opening sentences, introduce your

topic. Next, briefly discuss the findings from your critical evaluation of relevant laws,

policies or practices (that is the gap/s or issue/s you identified during your critical

evaluation).

Recommendation/s: List recommendation/s. A minimum of one recommendation is

required. You may make up to three recommendations. Recommendations should be

numbered, and you should write no more than two sentences per recommendation.

Introduction:

– Introduce your topic, ie. prevalence of the issue, who is impacted and how, etc.

– Briefly outline the report’s structure.

Body:

– Critically review relevant laws, policies or practices. Remember to keep your focus

narrow and to examine either the state, territory or national response as you only have

1,200 words to write your report. Use the research to demonstrate the gap/s or issue/s

that exist in relation to these laws, policies or practices, who is impacted, and why this

area of law, policy or practice requires change.

– List your recommendations.

– Provide evidence to show how your recommendation/s will help to address the

identified gap/s or issue/s and why they are the best way forward.

Conclusion: Outline the major inferences that can be drawn from the discussion.

References: List of references cited in your A3 report. Must be WSU Harvard.

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ongoing feedback from customers and others and use to improve menu performance

Assessment-3
SITHKOP002 PLAN AND COST BASIC MENUS
SITHKOP004 DEVELOP MENUS FOR SPECIAL DIETARY REQUIREMENTS
Student Must Fill this Section
Student Name:
Student ID:
Term:
Year:
Privacy Release Clause: “I give my permission for my assessment material to be used in the auditing, assessment validation & moderation Process”.
Authenticity Declaration: “I declare that:
• The material I have submitted is my own work;
• I have given references for all sources of information that are not my own, including the words, ideas and images of others”.
Student Signature: Date:
Assessment Outcome
Assessor Name:
Attempt Competent Not Yet Competent Date Assessor Signature
Initial attempt
? ?
2nd attempt/Re-assessment
? ?
Information for Student:
• All work is to be entirely of the student.
General Information for this assessment:
• Read the instructions for each question very carefully.
• Be sure to PRINT your FIRST name & LAST name in every place that is provided.
• Short questions must be answered in the spaces provided.
• For those activities requesting extra evidence such as: research reports, essay reports, etc. The student must attach its own work formatted in double space, Arial 12 pts.
• All activities must be addressed correctly in order to obtain a competence for the unit of competency.
• If the student doesn’t understand the assessment, they can request help from the assessor to interpret the assessment.
• Re-submission of assessment after the term will incur additional fees.
Re-assessment of Result& Academic Appeal procedures:
If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Chief Executive Officer. This should be submitted after completion of the subject and within fourteen days of commencement of the new term.
• An appeal in writing is made to the Academic Manager providing reasons for re-assessment /appeal.
• Academic Manager will delegate another member to review the assessment.
• The student will be advised of the review result done by another assessor.
• If the student is still not satisfied and further challenges the decision, then a review panel is formed comprising the lecturer/trainer in charge and the Academic Manager or if need be an external assessor.
• The Institute will advise the student within 14 days from the submission date of the appeal. The decision of the panel will be deemed to be final.
• If the student is still not satisfied with the result, he / she has the right to seek independent advice or follow external mediation option with nominated mediation agency.
• Any student who fails a compulsory subject or appeals unsuccessfully will be required to re-enrol in that subject.
The cost of reassessment will be borne by the Institute. The external assessor will base his/her judgement based on principles of assessment. These principles require assessment to be reliable, fair, practical and valid.
Academic Appeals:
• If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through academic appeals handling protocol.
• To appeal a decision, the person is required to complete the WSC- Request for Appeal of a Decision form with all other supporting documents, if any. This form is available via our website. The completed Request for Appeal form is to be submitted to the Student Support Officer either in hard copy or electronically via the following contact details:

• The notice of appeal should be in writing addressed to the Chief Executive Officer and submitted within seven days of notification of the outcome of the re-evaluation process.
• If the appeal is not lodged in the specified time, the result will stand and you must re-enrol in the unit.
• In emergency circumstances, such as in cases of serious illness or injury, you must forward a medical certificate in support of a deferred appeal. The notice of appeal must be made within three working days of the concluding date shown on the medical certificate.
• The decision of Chief Executive Officer will be final.
• Student would then have the right to pursue the claim through an independent external body as detailed in the students’ complaint / grievance policy.
Comments/ feedback to student:
Assessment Task 3: Portfolio
TASK SUMMARY
For this task, you are required to put together a portfolio of evidence to show that you regularly gather feedback, discuss feedback with the team and apply improvements based on feedback in the workplace.
RESOURCES AND EQUIPMENT REQUIRED TO COMPLETE THIS TASK
? Access to textbooks and other learning materials.
? Access to a computer, printer, Internet and email software (if required).
? Access to Microsoft Word (or a similar program).
? Workplace colleagues
? Supervisor
? Access to a workplace environment.
? Access to workplace documentation.
? Portfolio template (provided)
? A display wallet or folder in which to put all your documents.
WHEN AND WHERE IS THIS TASK TO BE COMPLETED?
? You will need access to a workplace to gather the required documentation.
? You can prepare your portfolio and complete the reflections in your own time as homework or you may be given time to do this task in class (where applicable).
? Your assessor will provide you with the due date for this assessment.
WHAT HAPPENS IF I GET SOMETHING WRONG?
If you get something wrong, you will need to resubmit that part of the task or the related document that has not been completed correctly or fully.
Your assessor will provide you with guidance as to what needs to be resubmitted and how.
STUDENT INSTRUCTIONS FOR TASK 3
You must gather a range of documentation over a period of time in the workplace and put together a Portfolio.
You must provide evidence that demonstrates your ability to discuss feedback with the team and apply improvements based on feedback. Your portfolio should include at minimum the following:
? Staff meeting notifications
? Agenda items
? Staff attendance sheet
? Meeting minutes
? Surveys
? Feedback forms
? Online feedback samples (if applicable to workplace)
? Staff suggestions (emails, written notes, points in the minutes, social media)
? Correspondence with customers (emails, online responses, social media involvement)
? Menu changes
Use the template provided to list the evidence collected.
Write a brief reflection on how you would use this documentation to monitor menu performance, consider:
? ongoing feedback from customers and others and use to improve menu performance.
? analysing the success of special menus against dietary goals and customer satisfaction.
? adjusting menus based on feedback and success, sales data and profitability
Seek permission from your trainer/supervisor before copying any workplace documentation. Ensure that your trainer/supervisor signs off on your evidence checklist and reflection.
WHAT MUST BE SUBMITTED FOR TASK 3:
• All documentation as indicated in the instructions, placed in a display wallet/folder or other appropriate display format.
• Your evidence checklist and reflection, signed by supervisor or trainer (using template provided)
Evidence Submitted
• Staff meeting notification
• Agenda items
• Staff attendance sheet
• Meeting minutes
• Surveys
• Feedback forms
• Online feedback samples
• Staff suggestions (emails, written notes, points in the minutes, social media)
• Correspondence with customers (emails, online responses, social media involvement)
Reflection
Trainer/assessor/supervisor sign: Date:
Assessment Record Checklist
ASSESSMENT TASK 3: PORTFOLIO
Yes No
Did the student submit the following:
• Staff meeting notifications
• Agenda items
• Staff attendance sheet
• Meeting minutes
• Surveys
• Feedback forms
• Online feedback samples (if applicable to workplace)
• Staff suggestions (emails, written notes, points in the minutes, social media)
• Correspondence with customers (emails, online responses, social media involvement)
• Menu changes
• Reflection and evidence checklist, signed by supervisor or trainer.
Did the student provide all documentation as indicated in the instructions, placed in a display wallet/folder or other appropriate display format?
Did the student write a brief reflection to explain how the documentation provided is used to monitor and improve the menu?
• Discussed ongoing feedback from customers and others and how this is used to improve menu performance.
• Analysed the success of special menus against dietary goals and customer satisfaction.
• Discussed adjusting menus based on feedback and success, sales data and profitability.
Please note any reasonable adjustments for this task below.
¨ I have reviewed the mapping to this task.
¨ I have analysed the evidence gathered against the requirements of this task and am satisfied that the student has satisfactorily demonstrated the skills and knowledge required of this unit.
Where any items above are marked ‘No’, please provide comments and outline the gaps below. Ensure feedback is provided to the student on their Assessment Task Cover Sheet. Note actions that will be taken to correct the gaps.
How many attempts were required to demonstrate satisfactory performance?
Assessment Task 3 outcome: Satisfactory • Not Satisfactory •
Date:

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Millennial Generation (1999–Ongoing)

Installment will focus on the Millennial Generation (1999–Ongoing). It will include the development of a thesis statement to further refine and direct your area of research (FILM AND/OR VIDEO) along with all of your previous installments (Lost Generation, G.I. Generation, Silent Generation, Baby Boomer Generation, and Generation X). This final project is a generational analysis that ranges from 1883 to today, describing or showing the zeitgeist of the era of Film and/or Video, traveling through the generations (Lost Generation, G.I. Generation, Silent Generation, Baby Boomer Generation, and Generation X). A zeitgeist is the spirit of the times. You have considered the generation’s characteristics as you explored how the area (FILM AND/OR VIDEO) evolved during that generation. Relate the generation to the area (FILM AND/OR VIDEO), and you will find the spirit of the times. Compose your analysis with care. Analyze how the area (FILM AND/OR VIDEO) forms a portrait of the multiple generations alive during this time. Think about historical and cultural events, technological advancements, the economy, and the political climate. Describe how those changes might affect one personally.

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Millennial Generation (1999–Ongoing)

`           The American history of people is told through different generations. Among the generations include Lost Generation, G.I. Generation, Silent Generation, Baby Boomer Generation, and Generation X. All this generations from different timelines are present in the Millennial Generation which rose from 1999 through the birth and beginning of a new millennium. Most people in this generation have lived in different millenniums, centuries, and decades, they have experienced life in different ways and witnessed the rise of machines. Rise of machines can be categorised as the improvement in technology that have seen cars and other machines being made and improved in different ways. The issue of mass culture has also improved and changed through different generations and timelines(Shmoop University n.d). The Millennial generation consist of people in the 21st century characterised and defined by technological advancement. As many industries and culture have changed so has the film/video industry. The film and video industry has changed through different generations due technological advancement as well as change in culture. The Millennial Generation film industry is more advanced in terms of technology and more civilised than in other generations due to technological advancements and rise of more civilised societies. This paper will focus on how the film/video industry has transformed through different generations’ up-to the Millennial Generation.

Very few people from the lost generation exist in the Millennial Generation of 1999 and above. People from this generation lived in the era of wars and uncivilised societies. The film and video industry was less or not civilised and less people took any keen interest in this industry. People that participated in this industry produced films and videos to reflect the relationship that exists in people of different colours in the society (Filmsiten.d). People were less civilised during this times and this reflected in the film/video industry. The movies were black and white and many people preferred theatre performances than the produced films and videos. The lost generation that exist in the Millennial Generation are very old people above 100 years and tell of the video and film industry as a horror compared to the situation in this generation. This generation activities some are reflected in the film/video made today but the then film industry has less comparison with the Millennial Generation film/video industry.

The generation that followed thereafter was the G.I generation. This generation consists of people who know the definition of hardships since they went through them. It was a time of war in America, political unrest, racism, discrimination and economic depression(Brokaw 6). People used music, films/videos to present their anger and hardships to the world and unite their communities. The film/video industry was also not much advanced and the videos were still black and white. However, unlike the lost generation the film/video industry was a bit civilised and many televisions shows were created that somehow served the role of uniting the people. The industry expanded during this time due to economic improvement that followed with Hollywood being among the places that experienced great expansion. The people in the Millennial Generation from the industry explains that technological advancement, economic improvement, political stability and togetherness of the A…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. Millennial Generation (1999–Ongoing)

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Consider a potential gap in the literature that is emerging from your ongoing reading in your field of interest including no less than five specific research studies.

Consider a potential gap in the literature that is emerging from your ongoing reading in your field of interest including no less than five specific research studies. Using the information from those research studies, state the potential gap that you identified and describe how it emerged from the studies you read.

Based on that identified gap, draft the 10 Strategic Points for a potential dissertation research study.