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BSBINM601 Manage Knowledge and Information

Wednesday, August 11th, 2021

BSBINM601
Manage Knowledge and Information
Candidate Assessment Tool
STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBINM601 – Manage Knowledge and Information

ASSESSMENT RECEIPT FORM
NOTE:
1. This form must be attached on top of the completed Student Assessment Booklet when submitting.
2. The Assessment Receipt Form must be signed and dated.
DECLARATION:
1. I am aware that penalties exist for plagiarism and cheating.
2. I am aware of the requirements set by my assessor.
3. I have retained a copy of my assessment.
Student Signature: _________________________________ Date: _____________________
Assessment received by Technical Education Development
Institute (TEDI) Staff
Name: Signature:
=================================TEAR HERE ==================================
Students must retain this as a Record of Submission
Assessment handed on:
Unit code and title: BSBINM601 – Manage Knowledge and Information

About this booklet
This assessment booklet has been designed for students undertaking face-to-face mode of study to provide information before they undertake these assessments. It also contains assessment tools to assess the skills and knowledge required from you to be deemed competent in this unit.
Please read all the information given to you when you receive this assessment booklet. If you do not understand any part of this booklet, please inform your assessor.
The assessment booklet contains two (2) parts:
PART 1: Assessment information: This part contains information on the assessment for this unit of competency and how an assessment will be conducted throughout this unit to achieve the competency. It includes:
• Application of the unit of competency
• Purpose of assessment
• Elements, performance evidence and knowledge evidence requirements of the unit
• Conditions, context, required resources and location of the assessment?
• Assessment tasks ?
• Outline of evidence to be collected?
• Administration, recording and reporting the requirements including special adjustments, appeals, reasonable adjustments and assessors’ intervention.?
PART 2: Assessment tasks: This part contains the information to undertake the assessment task successfully. In each assessment task, students will find the following information: ?
• Task instructions ?
• Role play/Practical Demonstration information
• Information on resources required, where applicable.?

PART 1
Assessment Information
Application of the unit of competency:

This unit describes the skills and knowledge required to develop and maintain information processing systems to support decision making; and to optimise the use of knowledge and learning throughout the organisation.
It applies to individuals who are responsible for ensuring that critical knowledge and information are readily available to review the organisation s performance and to ensure its effective functioning. It applies to a wide range of knowledge and information such as business performance data, customer feedback, statistical data and financial data.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Purpose of assessment:
The purpose of assessment is to determine competency in the unit BSBINM601 – Manage
Knowledge and information.
Performance evidence:
Evidence of the ability to:
• source and analyse information for business decisions including:
o identifying business problems and issues and related knowledge and data requirements
o confirming the clear and relevant objectives for analysis of information
o applying statistical analysis, sensitivity analysis and other techniques to draw conclusions relevant to decisions
o ensuring sufficient valid and reliable information or evidence is available to support decisions
o using formal and informal networks to source information not held in formal systems
o identifying and accessing sources of reliable information
o using technology as appropriate
o consultation with stakeholders and specialists
• contribute information and the outcomes of analysis to decision making
• disseminate information to relevant groups and individuals including:
o documenting information and updating databases
o meeting identified needs of recipients
o adhering to legal and organisational requirements for privacy and security
o developing and implementing communication plans
• design, test and adjust information systems to meet needs and objectives including:
o management information systems and decision support systems
o use of technology for optimum efficiency and quality
o Storage and retrieval of information.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least
once.
Knowledge evidence:
To complete the unit requirements safely and effectively, the individual must:
• give examples of existing and emerging technologies and how they can be used in knowledge and information management
• explain statistical analysis and other quantitative methods commonly used in decision making including several of:
o correlation calculations
o long-term trend analyses
o probability assessment
o regulation analyses
o short to medium-term trend analyses
o dynamic programming
o linear programming
o queuing theory
o simulation
o transportation methodology
• outline the key features of management information systems and decision support systems
• Explain how to utilise risk management plans to determine acceptable courses of action.
Context and conditions for assessment:
To comply with the assessment conditions of this unit:
• Skills for this unit of competency will be demonstrated in Technical Education Development Institute classroom/Computer lab located at Level 1, 212 King St , Melbourne , Victoria 3000
• You will have access to suitable facilities, equipment and resources, including template documentation, style guide, policies and procedures to undertake the assessment tasks for this unit of competency. (refer appendix 1,2 ,3,4 & 5)
Resources required:
The assessor will ensure that assessment is conducted in a safe environment and you have access to the following resources for the unit:
• Computer with internet connection to refer to various resources
• Student assessment booklet
• Technical Education Development Institute Learners’ resources for the unit BSBINM601 –
Manage Knowledge and Information

Clustering/holistic assessment:
There is no provision for clustering of assessments in this unit.
Competency requirements:
To be judged competent in this unit, you must satisfactorily complete all assessment tasks to be Competent (C) in the unit. Students with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet Competent (NYC).
Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence (authentic, current, sufficient and valid) prior to entering results into the competency record sheet.
Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two reassessments in a unit of competency, student will be required to repeat the unit as per the scheduled delivery of the course. For further details, refer to Technical Education Development Institute Re-Assessment Policy and Technical Education Development Institute Course Progress Policy.
Assessment tasks Assessment description Location of assessment
Assessment Task 1 (AT1):
? Knowledge Test Students are required to complete the knowledge test to be deemed competent. The learners are required to answer in brief. They must answer all the questions correctly to be marked satisfactory.
Technical Education Development Institute training campus
Assessment Task 2 (AT2):
? Project & Observation
This assessment task requires students to complete a series of tasks which includes project and report writing. Technical Education Development Institute training campus
Assessment tasks:
To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks within the date and time specified by your trainer/assessor. This will demonstrate that you have all the required skills and knowledge for this unit.
Outline of evidence to be collected:
You must submit the following evidence to be marked competent for this unit. Your assessor will ensure that the evidence submitted meets the Rules of Evidence which are valid, sufficient, current and authentic.
Assessment Task 1 (AT1):
Knowledge Test • Answer all questions correctly in the Knowledge Test and submit to your assessor.
• Complete and sign the cover sheet for assessment task.
Assessment Task 2 (AT2): Project &
Observation • Produce all required evidence electronically r.
• Complete and sign the cover sheet for assessment task
• Submit the observation report.
• Completed and signed Assessment cover sheet for assessment task
You must read and follow this information carefully while completing assessments for this unit of competency and if you are unsure of any instruction, please contact your assessor to clarify.
The assessments are intended to be equitable, fair and flexible.
Submission of assessment:
You must ensure that the completed assessment tasks are submitted along with the assessment cover sheet:
• Your assessor will mark the submitted assessment, provide feedback to you and complete the comments section against each task, where applicable.
• ALL tasks must be completed in legible English. It is preferred that the tasks submitted for assessments are typed.
• You must submit all assessments on or before the due date specified by the assessor as per the training plan.
• Extensions for individual assessment tasks may be negotiated in specific circumstances with your assessor/trainer. However, you need to provide genuine evidence documents when seeking an extension to due date (e.g. extensions due to illness will require a medical certificate). To arrange an extension, you must speak to your assessor prior to the due date. Extensions must be confirmed by the trainer in writing.
• You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy the integrity of the assessment, your assessor will let you know if this is the case.
• Unless the assessment task specifically allows pair work or group activities such as brainstorming, you must submit your own original work and must not copy the work of other students. Plagiarism is unacceptable.
• You can submit your assessment tasks as hard copies in the classroom.
Recording an assessment result:
Once the assessments have been completed, the assessor will record the assessment results on the student assessment record sheets and all results will be approved by the Training Manager.
Assessors will check that you have completed the signed student declaration prior to filling out the assessment sheet.
Retaining assessment records:
Technical Education Development Institute will securely retain all completed student assessment items for each student for a period of six months from the date on which the judgement of competence for the student was made. Technical Education Development Institute will also retain sufficient data to be able to reissue AQF certification documentation for a period of 30 years.
The assessor will ensure that the student records are securely retained and stored in accordance with the Technical Education Development Institute record control policy accessible by the Student Administration Officer.
Assessment outcomes: –
For unit of competency:
There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires more training and experience).
You will be awarded C = Competent on completion of the unit when the assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the Technical Education Development Institute Re-Assessment Policy and Technical Education Development Institute Course Progress Policy.
For assessment task:
There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.
On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if you have completed the task successfully, submitted all evidence and satisfied the assessment criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or does not meet the requirements of the assessment criteria.
Re-assessment:
If you are unsuccessful at achieving competency at the first attempt, you will be given two further opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the Technical Education Development Institute Re-Assessment Policy and Technical Education Development Institute Course Progress Policy. As this is a competency-based program, the assessment continues throughout the program until you either achieve Competency in the assessment tasks or a further training need is identified and addressed.
Student access to records:
You have the right to access current and accurate records of your participation and results at any time. You can request a copy of your records (results or attendance progress) by contacting the student administration or assessor.
Support:
You may seek clarification about the assessment information and the instructions and tasks at any time from the assessor.
Reasonable adjustments and special learning needs:
Technical Education Development Institute works to ensure that students with recognized disadvantages can access and participate in education and training on the same basis as other students. Disadvantages may be based, for example, upon age, cultural background, physical disability, limited or non-current industry experience, language, numeracy or digital literacy issues.
Where pre-training interviews and LLN assessments reveal that a student may require special support or where, after enrolment, it is made apparent that the student requires special support, reasonable adjustments will be made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of the student. An adjustment is reasonable if it can accommodate the student’s particular needs, while also taking into account factors such as the student’s views, the potential effect of the adjustment on the student and others and the costs and benefits of making the adjustment.
Any adjustments made must:
• be discussed, agreed and documented in the assessment record
• benefit the student
• maintain the integrity of the competency standards and course requirements as stipulated in the training package
• be reasonable to expect in a workplace.
Reasonable adjustment may consist of:
• providing additional time for students to complete learning and assessment tasks
• presenting questions orally for students with literacy issues
• asking questions in a relevant practical context
• using large print material
• extending the course duration
• Presenting work instructions in diagrammatic or pictorial form instead of words and sentences.
Complaints and appeals:
If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In the first instance, you are encouraged to appeal informally by contacting the assessor and discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you may appeal further to training manager. If you are still dissatisfied, you may appeal formally and in writing to have the result reviewed. For more information, refer to the Assessment Policy and the Complaints and Appeals Policy and Procedures available in Technical Education Development Institute Website.
Assessor intervention:
Assessors will check if you are ready for the assessment, and defer the assessment if you are not. Feedback will be given to you at the completion of the assessment.?During role play, the assessor may act as a client or employer, where required, but the assessor will not interfere with the assessment. If the assessment activities might impact on your safety or that of others, the assessor will stop the assessment immediately.
Plagiarism, cheating and assessment dishonesty:
Technical Education Development Institute considers plagiarism and cheating as a serious misdemeanor. Evidence of plagiarism and cheating is treated on a case by case basis and the consequences for students engaging in such practices may include failure of the assessment or unit or exclusion from the course. For more information, refer to Technical Education Development Institute’s Assessment Policy.
Note: Referencing is a way of acknowledging the source of information that a person uses to research your assignment. References should be provided whenever someone else’s words. Ideas or research is used. One should also provide references for any information used. Website, journals, Research paper, Blogs, article and any other online sources needs to be referenced.
Assessor feedback:
Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths and weaknesses or be an overall comment on your submission. A copy of the feedback along with your submission will be given to you and you must keep a copy of it throughout the completion of the course.
Student Declaration:
I…………………………………………………………………… (Student Name) have read and understand the information provided above and also understand and accept that any act of plagiarism and academic dishonesty may have penalties including cancellation or suspension of my enrolment with Technical Education Development Institute. I further declare that:
• All assessment work submitted for this unit competency is my own original work and plagiarism and collusion has not occurred.
• Assessment work has not been copied or submitted for any other unit/course.

• I have taken proper care and effort to ensure my work has not been copied by another person.
• I have retained a copy of this assessment for my own records in the event I have to reproduce my work.
• I am aware that any assessment deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted.
Student signature: ……………………………………………………… Date: ……/……/…….

PART 2
Assessment tasks
Assessment Task Cover Sheet Task 1 (AT1)
Student details
Student Name: Student ID:
Assessment details
Unit of Competency: BSBINM601 – Manage Knowledge and Information
Assessment Task 1: Knowledge Test
Date of Submission:
Assessment Outcome: 0 Satisfactory 0 Not Satisfactory
Feedback:
Student Plagiarism Declaration: By submitting this assessment to the college, I declare that this assessment task is original and has not been copied or taken from another source except where this work has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment of this student, and I have provided appropriate feedback. I also declare that I have undertaken the indicated assessment integrity checks
check for plagiarism Software 0 Yes 0 No
Check for copying/collusion 0 Yes 0 No
Check for authenticity (own work) 0 Yes 0 No
Cheating or use of model answers 0 Yes 0 No
Student: I have received, discussed and accepted my result as above for this assessment and I am aware of my appeal rights.
Signature: …………………………………………………

Signature: ………………………………
Date: ………………………………………………………..
Date: ……………………………………

Assessment task 1: Knowledge Test
Required documents and equipment:
• Computer with internet connection to refer to various resources.
• Technical Education Development Institute Learners’ resources for the unit BSBINM601 – Manage Knowledge and Information (organised by the trainer/assessor)
• Learner’s notes
Instructions for students:
? This assessment will be conducted in Computer lab with access to the resources listed above.
? You must answer all knowledge questions as part of this assessment and submit answers in electronic copy.?The assessor will verify the authenticity of the work by asking questions regarding the answers provided. You must satisfactorily answer all questions to be deemed Satisfactory for this assessment.
? Be concise provide explanation according to the given word-limit and do not provide irrelevant information. Be careful, quantity is not quality.
? Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used.
? When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source.
? You are required to mention your name and student Id in either header or footer of the assessment document to be submitted.
Planning the assessment
Access all resources mentioned in required resources, either printed copies or access via the internet.
• You must answer all questions in the knowledge test assessment.
• Time allocated to complete this assessment is 4 hours.
• Complete and submit the assessment on the same day of the assessment.
• Assessor will set a time to provide feedback.
Evidence specifications:
At the end of the assessment, student will be required to submit the following evidence on the same day of the assessment.
• Completed assessment task with all questions answered.
• Completed and signed cover sheet for the assessment.
Evidence submission:
• Documentation must be submitted electronically.
• Assessor will record the assessment outcome on the assessment cover sheet.
Knowledge Test
QUESTION NUMBER QUESTIONS
Students response (to be completed by the assessor)
Question 1: What are the key features of a knowledge management system (KMS)? (30-50 words) 0 S
0NS

ACCT6001 Accounting Information Systems Assessment

Wednesday, August 11th, 2021

ASSESSMENT BRIEF
Subject Code and Name ACCT6001 Accounting Information Systems
Assessment Assessment 4 – Database Application – Case Study
Individual/Group Individual
Learning Outcomes (b) Explain the characteristics of relational databases and their role in creation and communication of business intelligence.
(c) Identify and assess IT controls, auditing, ethical, privacy and security issues with respect to information.
(d) Apply technical knowledge and skills in creating information for the workplace using spreadsheets and relational databases.
(e) Communicate with IT professionals, stakeholders and user groups of information systems.
Submission By 11:55pm AEST/AEDT Sunday end of Week 11/Module
6.1
For Intensive class: By 11:55pm AEST/AEDT Sunday end of Week 6/Module 6.2
Weighting 30%
Total Marks 100 marks
Context:
The aim of this assessment is to assess the student’s ability to solve business problems using database design tools and software. It also aims to enable students to think about the impacts of using IT in Businesses and communicate key issues through a written report. Many businesses depend on the accurate recording, updating and tracking of their data on a minute-to-minute basis. Employees access this data using databases. An understanding of this technology allows business professionals to be able to perform their work effectively.
Submission Instructions
You need to design and implement the database using Microsoft Access.
(1) Provide a word document containing the following:
a) Introduction – a summary of the case study
b) Compare different relational databases (e.g. Microsoft Access and SQL Server)
c) Database Design: E-R Diagram
d) Outline how distributed database technology (e.g. Blockchain) differs from traditional databases like Microsoft Access.
(2) Provide the Microsoft Access files used in creating the tables, forms, queries and reports
Janie’s Pet Minding
Janie is a local supplier of pet walking and sitting services for business people. The plan is to eventually grow the business to also provide online accessories to pet owners. A few years after starting, the business has experienced growing demand for the services offered. Subsequently, Janie needs an accounting system to record transactions and manage the details of customers and their pets. Due to the growth of the business, Janie wants to hire a part-time worker to develop and manage a system for processing orders. Having successfully applied for the job, you begin researching with Janie about how the company works.
YOU: Tell me about how you take orders.
JANIE: When a potential customer requests a job, I first take down all of the customer information, such as the customer’s: first and last name, street address, city, state, and postcode. I also request their phone number (work and mobile) along with their email address in case I have urgent matters that need to be attended.
YOU: Sorry to interrupt, but can some customers have the same name?
JANIE: Yes. As I was saying, then I record all of the information about their pets, such as the pet’s name, date of birth, gender, type of animal, a photo, along with details of accessories used by the pet.
YOU: What other information would you like to record in the database?
JANIE: Well, I then show the customers a list of the services that I offer. Here, I detail the services including day stays, walking, overnight stays and pet taxi services. Each has a different cost, which needs to be recorded in the database. When the customer is ready to order a service, I complete a form with information about the customer, pet, pickup date, and payment method (Cash, credit card, cheque, account) recorded on the top of the form. However, I often make copying mistakes and would appreciate it if I did not have to enter repetitive information each time. I then put the date at the top and usually include an order number that I have created. After that heading, I list the service(s) the customer wants, including quantity.
YOU: What other information would you like to get out of the database?
JANIE: I would like to be able to:
• take orders quickly, because certain times are very busy for me.
• show how many services are due to be performed each week.
• change prices easily, because the cost of providing services is rising fast.
YOU: I can create a form for you to quickly enter details about the services offered, and queries will help you with the other two tasks. I can also help you manage your business with specific queries that might help you improve the services offered to clients. Can you think of some analysis that would be helpful?
JANIE: To improve my advertising campaigns and overall management of the
business, I would love to see:
• my best-selling services
• who my best customers have been
• a report of what accounts remains unpaid as well as a break down of how customers have paid (for bank reconciliation and cash management purposes). Before running the report, I would also like an easy way to update the payment records in my database.
Required:
(1) Why should Janie implement a Microsoft Access database for her business as opposed to another database solution such as Microsoft SQL Server? Provide justification for your answer by comparing different types of databases.
(2) Create an E-R Diagram for Janie’s business using a Diagram Editor or Microsoft Access’ relationship manager.
(3) Create tables using the following guidelines.
(a) Enter records for at least ten customers. Use a hypothetical name, address, phone number, and e-mail address details to create customer records. Assume that the customers are located in Australian cities and states.
(b) Enter at least four records for the services offered including: day stays, walking, overnight stays and pet taxi services. Assume that all apparel except headwear comes in small, medium, and large sizes.
(c) Each customer should have at least one order; a few customers should place two orders. Each order should contain at least one service and some must include multiple services.
(d) Appropriately limit the size of the text fields; for example, a telephone number does not need the default length of 255 characters.
(4) Create forms using the following guidelines
(a) Form 1: Create a form based on your Pets table. Save the form as “Form 1_Pet”.
Your form should resemble that in Figure 1 and include a photo of the pet.
Figure 1
(b) Form 2: Create a form and sub-form based on your Orders and Order Details tables. Save the form as “Form 1_Order”. Your form should resemble that in
Figure 2.
Figure 2
(c) Form 3: Create a form and save the form as “Form 3_Main Menu”. Your form should include links to each of the forms in your database by embedding a macro when a Shape is clicked as shown in Figure 3 (Note: pictures are not required).
Figure 3
(d) Form 4: Create a form and save the form as “Form 4_Main Menu”. Your form should include links to each of the forms in your database by embedding a macro when a Shape is clicked as shown in Figure 4 (Note: pictures are not required but be consistent in your presentation of forms).
Figure 4
(5) Create the following queries in your database
(a) Query 1: Create a select query called “Query 1_Services Due” that displays a list of all services that are due to be performed within a selected date range. Your output should resemble that shown in Figure 5, although your data will be different.
Figure 5
(b) Query 2: Create a parameter/update that prompts for the incremental amount of a price increase and then prompts for the service ID or service description. Save the query as “Query 2_Price Change”. Test the query by adding $0.25 to the cost of a service. View the changed price in your datasheet view of the updated table.
(c) Query 3: Create a query called “Query 3_Best Selling Services”. List the service descriptions and determine how many orders and the quantities that have been received for each service. Report the amounts in columns labelled “Hours Ordered” and “Number of Orders” (Note: these column labels will require changes from the default setting provided by the query generator). Sort the output. Your output should resemble the format shown in Figure 6, but the data will be different.
Figure 6
(d) Query 4: Create a query called “Query 4_Best Customers” that lists the customers’ names, phone numbers, hours ordered, number of orders and the total amounts of their orders (Note: these column labels will require changes from the default setting provided by the query generator). You will have to calculate the order amounts and sort the output. Your output should resemble the format shown in Figure 7, but the data will be different.
Figure 7
(e) Query 5: Create an action/update query that change the “Paid” field of orders with a “Cash” payment method by prompting the user to enter a “from date” and “to date” range. Save the query as “Query 5_Paid Change”. Test the query by running the query for the first week of cash payments stored in the order table. View the changed values in your datasheet view of the updated table
(6) Create the following reports in your database
(a) Report 1: Create a report named “Report 1_Customers by Location”. The data for the report will originate from a query, in which all customers who order services between a pre-defined date range are included in the report (use the parameters and a criteria filter such “ =[StartDate] And [EndDate]+1)” to filter the query data. Then you calculate the Total sales (Price multiplied by the Quantity of services ordered in that date range). The date range for the query should be displayed at the top of the report. The report’s output should be grouped by Suburb and include headings for Street Address, First Name, Last Name, Customer Email, and Total. Include a Total for each group (suburb) displayed in a report. Make sure that all column headings and data are visible and that all money amounts are formatted properly into currency. Depending on your data, your output should resemble that shown in Figure 8.
Figure 8
(b) Report 2: Create a report named “Report 2_Orders by Payment Method”. Bring the Favorite Colors query output into a report. Save the report as Favorite Colors. Make sure that all column headings and data are visible. Depending on your data, your report should resemble that in Figure 9.
Figure 9
(7) Explain to Janie how distributed database technologies such as Blockchain differ from traditional databases like Microsoft Access?
Learning Rubric: Assessment 1
Assessment Criteria Fail
(Unacceptable) 0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional)
85-100%
Implementation and comparison of databases
15% Unsatisfactory explanation provided is very general, lacks detail, does not answer the question. Satisfactory explanation provided, several justifications discussed, lack detailed explanation. Good explanation provided, several justifications discussed. Explanations are detailed but some are not convincing. Very good explanation and justification. Explanations are convincing. Main problems are identified and discussed in details. Provided some examples. Excellent explanation and justifications provided. Main problems are identified and prioritised. Each problem is discussed in detail. Examples were provided for each problem.
E-R Diagram
15% E-R Diagram is incorrect.
More than 50% of the entities, attributes and relationships identified are incorrect.
E-R diagram is complete but some attributes and relationships are incorrect.
Some entities identified should not be an entity.
Around 50% of attributes are missing (or incorrect) and incorrect relationships are identified.
E-R diagram is complete.
All entities identified are correct.
Around 25% of the attributes and relationships are missing or incorrect.
E-R diagram is complete.
Identified entities were correct and complete.
Attributes were correct and complete.
One or two relationships were missing (or incorrect)
E-R Diagram is complete.
All entities, attributes and relationships are identified correctly.
Database Tables
20% Database tables are incorrect and incomplete.
E-R Diagram is not correctly translated to database tables.
Majority of the tables, attributes are missing. Database table is complete. All entities are translated into tables.
Some attributes of the ER Diagram are not in the table and types of attributes are incorrect. Database table is complete.
All entities are translated into tables.
Attributes are all present and relationships among tables are established
(primary keys and Database table is complete.
All entities are correctly and completely translated into tables. Attributes and types of attributes were correctly identified. All data in the table were entered. Database table is complete. All entities are correctly and completely translated into tables.
Attributes and types of attributes are correctly identified.
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Not all entities were translated into tables.
Tables are not normalised. Relationships are not translated to tables (primary keys and foreign key are incorrect).
Tables are not normalised.
Some data in the table were entered. foreign keys are mostly correct)
All data in the table were entered.
Most of the attributes have correct types.
Some tables are normalised. Most table relationships are correct (primary keys and foreign keys and their relationship have been mostly correctly established).
All tables are normalised to third normal form. All data in the table are entered.
All table relationships are correct (primary and foreign keys and their relationships are all correctly identified)
All tables are normalised to third normal form.
Queries
25% SQL queries and generated are mostly incorrect.
Complex queries are not answered More than 50% of the SQL queries are correct.
Complex queries are incorrect. More than 75% of the SQL queries are correct.
Complex queries are mostly incorrect. Almost all queries are correct
(one or two incorrect queries).
Some complex queries were answered. All SQL queries are correct.
Can generate complex queries.
Forms and Reports Unsatisfactory forms. Forms does not enter data.
Reports are mostly incorrect. No report formatting used. Satisfactory forms.
Some links to the tables are not functioning. Some data cannot be entered in the tables via forms. Good forms. Most data can be entered in the tables via forms.
Some design were incorporated in the forms but not professional looking. Very good forms. All elements of the forms are created. All data can be entered via forms.
Design were incorporated in the forms. Somewhat professional looking. Excellent form. All elements of the forms are created.
All data can be entered via forms.
Professional looking forms.
15% Simple design incorporated in the forms. Not professional looking.
More than 50% of the reports are correct. No report formatting used.
More than 75% of the reports are correct. Some report formatting used.
Almost all of the reports are correct (one or two incorrect).
Report formatting used. All of the reports are correct Report formatting used extensively.
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Blockchain (distributed) databases versus traditional (relational) databases Makes assertions about the ethical, privacy and security issues that are not justified. Some issues are justified by arguments and not merely assertions. Issues identified are appropriate. Arguments are presented to justify the issues. Issues identified are appropriate. Arguments are presented to justify the issues. Issues identified are appropriate. Arguments are presented to justify the issues.
Takes into account the complexities of the issues. Other viewpoints were acknowledged. Accurately takes into account the complexities of the issues. Other viewpoints were acknowledged. Accurately takes into account the complexities of the issues and provided examples. Other viewpoints were acknowledged.
10% Justifies any conclusions reach with arguments and not merely assertions. Justifies any conclusions reached with well-developed arguments and not merely assertions.
Justifies any conclusions reach
with well-developed arguments and well articulated viewpoint on the issues and substantiated by research.
of 11

IT consultation: Networking Option

Monday, June 7th, 2021

IT consultation: Networking Option
The incorporation of technology and its components have become a basic need, thus inclining organization to be aligned to innovations and advanced technology in their environment. MilleniAds being new in the market and an advertisement company it needs it needs to incorporate technology in its operations as a basic need. It is vital to note that the organization will have officers in the field and others in the offices. The need to communicate and relate to business issues needs to be achieved by adopting different networking options. Additionally, various official functions will be implemented using technology related to computer and network systems. MilleniAds needs to incorporate different networking options in its operations to enhance the linking of different parties to the business, such as officers in offices, officers in the field and customers.
Networking Options
1. Issues to determine network requirements
Different factors will enhance the determination of the networking options to be adopted in MilleniAd’s business operations. In this regard, the available funds budgeted for the information technology will determine the networking options adopted in the organization. The business is constrained to work within the set budget to meet other organizational needs (Chen et al., 2012). Consequently, the competitors’ networking options will be a significant determinant in deciding the networking options to use. Organizations use technological options available in their environment and available to the competitors. This fact ensures that MilleniAds will comfortably compete in the market while reaching out to potential customers. Additionally, the networking option will be dependent on the technology conversant with the employees in the organization. The organization uses a networking option that the employees have skills and knowledge or will have to train them. Therefore, the decision on the networking options to adopt is dependent on several factors to ensure they are used to the benefit of their organizations.
b. Compare and contrast of networking options
There are different networking options in the market, and MilleniAds will choose them based on their needs. The company has the option of using the Local Area Networks (LAN) that is divided into wireless and wired network options (Hadley, Nicol and Smith, 2017). Under the wired network, there are Ethernet networking options. The Ethernet has high speed and is more reliable and does not have wireless interfaces. However, when devices are simultaneously connected to the Ethernet, the wireless network tends to stall. The Ethernet is negatively affected by the physical obstructions, especially when it is located on several levels, thus significantly decreasing the signal strength. There are diverse systems administration choices on the lookout, and MilleniAds will pick them dependent on their requirements. The organization has the alternative of utilizing the Local Area Networks (LAN) that is separated into remote and wired organization choices (Hadley, Nicol and Smith, 2017). Under the wired organization, there are Ethernet organizing choices. The Ethernet has high velocity and is more solid and doesn’t have remote interfaces. Be that as it may, when gadgets are at the same time associated with the Ethernet, the remote organization will in general slow down. The Ethernet is contrarily influenced by the actual deterrents, particularly when it is situated on a few levels, in this manner essentially diminishing the sign strength.
On the other hand, wireless networking options that include WI-FI.W-Fi offer the best solution when there is a need for flexibility in communication (Bonne et al., 2017). Wi-Fi networking option is vital, especially in the case that employees will need to connect their devices. Wi-Fi eliminates the need to have cables, and its cost is effectively reduced. However, Wi-Fi efficiency is in question since it is affected by wireless inferences from surrounding networks.

1. Conclusion: recommendations
The best networking option is wireless (WI-FI) that is flexible, reliable, and less expensive in installation, thus ensuring an effective interconnection between employees in the office and those in the field. Wi-Fi communication is not hindered by distance, and it can be used effectively within and without the office. Wi-Fi will effectively meet the needs of MilleniAds in networking.
References

BRH606 Business Research for Hoteliers Assessment

Thursday, June 3rd, 2021

ASSESSMENT 2 BRIEF
Subject Code and Title BRH606 Business Research for Hoteliers
Assessment Research proposal
Individual/Group Group (3 max.)
Length 3,000 words
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Analyse the various approaches to business and social research and the difference between primary and secondary research
b) Critically review extant knowledge in a disciplinary area for the identification of researchable problems
c) Understand and justify the use of quantitative and qualitative data collection and analysis
d) Investigate a range of data collection methods and tools
e) Conceptually map the research process, developing a defensible framework for proposed research
f) Evaluate the ways management research may be written and disseminated
Submission Due by 11.55pm ACST/ACDT/AEST/AEDT Friday of Week 10
Weighting 70%
Total Marks 100 marks
Context
This assessment aims to equip students with the ability to formulate, plan and justify a relevant research project in response to a business-related problem. This research project has already been established and defended in Assessment 1, with subsequent feedback provided.
For this assessment, students are required to produce a 3,000-word research proposal that discusses the research context, investigates the research problem, reviews relevant literature, and recommends a suitable methodology to undertake the project.
A Research Proposal can be defined as:
“A plan that offers recommendations for conducting research … details the who, the what, the where, the when and the how of research and the information associated with it”.
BRH606 Assessment 2 Brief Research Proposal of
Task Instructions
SECTION 1: RESEARCH CONTEXT
The research context outlines the background of the study and the research problem established in Assessment 1 (Note: it is best to approach this section as though the reader is unaware of the preceding presentation).
SECTION 2: LITERATURE REVIEW
Using the research problem established in Assessment 1, students are to conduct a thorough secondary research and produce a literature review. The purpose of this literature review is to place the research problem in the context of what is already known and aid in better understanding the issue at hand. This will also help identify any gap in knowledge (that is, “What Information we still need to get?”) which will inform the research objectives and proposed primary research.
A minimum of 12 academic resources is expected, with additional supporting industry/professional references where required. This will reflect depth, breadth and credibility of the literature review. Correct and complete citations should be provided according to the APA 6th edition Academic Writing Guide available on Blackboard.
Students should avoid copying large amounts of secondary data and information. Rather, students are encouraged to paraphrase and model the concepts to address the specified research objectives.
In this section, students must demonstrate familiarity with the existing body of knowledge and methods used in the relevant area of research. Additionally, students are required to synthesise and critique the literature which have been reviewed.
SECTION 3: RESEARCH METHODOLOGY FOR A PRIMARY RESEARCH PROJECT
In this section, students are expected to present and justify the methodological decisions of the research project. This section requires the following key points to be addressed:
• The (revised) research objectives linked to the research problem and ‘knowledge gap’ identified in the previous section (literature review). BRH606 Assessment 2 Brief Page 3 of 6
• The research approach to be applied – Specify whether the proposed study will be designed as an exploratory, explanatory, descriptive or causal research. This section should also provide justification as to why the recommended approach suits the problem/information requirements and how using the recommended approach will yield superior information/results.
• Details of methodology to be applied – For example: qualitative, quantitative or mixed-methods
• The proposed data collection method(s) – For example: focus groups, interviews, surveys, experiments and/or observation. Include a justification as to why this technique(s) would be most appropriate.
• The population of the study, including a discussion on the overall population size.
• The proposed sampling method – For example: simple random sampling, cluster sampling, quota systematic sampling, purposive sampling, convenience sampling, etc. Provide a justification as to why this method would be appropriate and aligned with the overall research approach.
• The proposed data analysis method – For example: thematic analysis, content analysis, grounded theory, descriptive statistics, or inferential statistics. Include a justification as to why this technique would be most appropriate. In this segment, understudies should exhibit experience with the current assemblage of information and strategies utilized in the applicable space of exploration. Furthermore, understudies are needed to orchestrate and investigate the writing which have been surveyed.

Segment 3: RESEARCH METHODOLOGY FOR A PRIMARY RESEARCH PROJECT

In this segment, understudies are required to introduce and legitimize the methodological choices of the examination project. This part requires the accompanying central issues to be tended to:

• The (reexamined) research destinations connected to the examination issue and ‘information hole’ recognized in the past segment (writing audit). BRH606 Assessment 2 Brief Page 3 of 6

• The examination way to deal with be applied – Specify whether the proposed study will be planned as an exploratory, informative, clear or causal examination. This part ought to likewise give avocation regarding why the suggested approach suits the issue/data necessities and how utilizing the suggested approach will yield unrivaled data/results.

• Details of technique to be applied – For instance: subjective, quantitative or blended strategies

• The proposed information assortment method(s) – For instance: center gatherings, interviews, reviews, tests and additionally perception. Incorporate a legitimization concerning why this technique(s) would be generally fitting.

• The number of inhabitants in the examination, remembering a conversation for the general populace size.

• The proposed inspecting strategy – For instance: straightforward irregular testing, bunch examining, portion precise testing, purposive testing, comfort inspecting, and so on Give a legitimization regarding why this technique would be proper and lined up with the general exploration approach.

• The proposed information investigation technique – For instance: topical examination, content investigation, grounded hypothesis, unmistakable insights, or inferential measurements. Incorporate an avocation concerning why this strategy would be generally proper.
• Implementation plan – Details on how the research design will be administered. This should include a timeline of the project, as well as details relating to the storage of data and dissemination of research outcomes.
APPENDIX: ETHICS APPLICATION CHECKLIST
An Ethics Application Checklist must be completed and attached as an appendix to your proposal. This checklist will specify the risks associated to your research as well as ethical considerations you will take in the process of conducting your study.
All research must be conducted in alliance with the National Statement on Ethical Conduct in Human
Research (2007, plus amendments). Be sure to refer to the specific components of the National Statement that are relevant to your study. Note that students will not be allowed to conduct research that involves the following:
• minors below the age of 18;
• people with physical, sensory, psychiatric, neurological, cognitive and/or intellectual disability;
• the deception of participants and/or evading the requirement of obtaining informed consent
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here in the Academic Writing Guide found via the Academic Skills website.
Group Work and Peer Evaluation Instructions
At the beginning of a term/project: All students taking part in a group assessment should draw up and sign a group contract (see template). Learning Facilitators need not be involved at this stage apart from giving students general guidance.
During a project: Students should keep records of communication and drafts. Any serious concerns about individual group member’s contribution should be brought to the attention of the subject Learning Facilitator as soon as they occur or at least two weeks before the due date, whichever is earlier.
At the end of a project/assessment submission: When submitting their group assessments, students should scan and include their peer evaluation forms (one per student; see template) as part of their submission. This is required for ALL groups so that every student is given a chance to exercise their right to have a say and defend themselves if necessary.
Allegations must be substantiated by supporting evidence (e.g. records of communication and drafts) and submitted to the subject Learning Facilitator by the assessment due date. Otherwise, they would be disregarded by the marker.
If no peer evaluation forms are submitted by the assessment due date, all group members would receive 0% for the “individual contribution based on peer evaluation”.
Submission Instructions
1. Typed and formatted according to the structure guideline presented above.
2. To be submitted as a Microsoft Word file to Turnitin on Blackboard in Week 10, Friday, no later than 11.55pm.
3. The total word count, excluding references, must be at a maximum of 3000 words. Penalties will apply when word count restrictions are not met.
4. Only one copy of the presentation is to be submitted, with names of all group members listed on the cover sheet.
5. A minimum of 12 academic sources and additional supporting industry/professional references where required. Lecture notes are unacceptable as a form of research.
6. All referencing (in-text referencing and reference list) must be in accordance with the APA 7th edition Academic Writing Guide available on Blackboard.
7. A Torrens University Australia Group Assignment Cover Sheet is to be attached to your submission.
8. See marking rubric attached at the end of this document. You do not need to attach this rubric to your submissions.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
Students also must keep a copy of all submitted material and any assessment drafts.
Assessment Rubric
Assessment Attributes Fail
(Yet to achieve minimum standard) 0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75-84% High Distinction
(Exceptional)
85-100%
RESEARCH CONTEXT
Content, audience and purpose (broad and specific content)
10% Demonstrates no awareness of context and/or purpose of the assignment.
Demonstrates limited awareness of context and/or purpose of the assignment
Demonstrates consistent awareness of context and/or purpose of the assignment.
Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment.
Consistently demonstrates a systematic and critical understanding of context and purpose of the assignment.
LITERATURE REVIEW
Analysis and application with synthesis of new knowledge
15%
Limited synthesis and analysis.
Limited application/ recommendations based upon analysis.
Demonstrated analysis and synthesis of existing knowledge with application.
Shows the ability to interpret relevant information and literature. Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.
Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis.
Highly sophisticated and creative analysis, synthesis of existing knowledge.
Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.
METHODOLOGY
Knowledge and understanding (technical and theoretical
knowledge)
30%
Limited understanding of required concepts and
knowledge
Key components of the assignment are not addressed.
Knowledge or understanding of the field or discipline.
Resembles a recall or summary of key ideas.
Often confuses assertion of personal opinion with information substantiated by Thorough knowledge or understanding of the field or discipline/s. Supports methodological choices and information with evidence from the research/course materials.
Highly developed understanding of the field or discipline/s.
Supports methodological choices and information with robust evidence from the research/course materials and extended reading.
A sophisticated understanding of the field or discipline/s.
Systematically and critically Supports methodological choices and information with robust evidence from the
evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
Well demonstrated capacity to explain and apply relevant concepts. research/course materials and extended reading.
Mastery of concepts and application to new situations/further learning.
Effective Communication
10%
Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
Audience cannot follow the line of reasoning.
Information, arguments and evidence are presented in a way that is not always clear and logical.
Line of reasoning is often difficult to follow.
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
Line of reasoning is easy to follow.
Information, arguments and evidence are very well presented; the presentation is
logical, clear and well supported by evidence.
Engages and sustains audience’s interest in the topic through a good line of reasoning
Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments.
Engages and sustains audience’s interest in the topic through an excellent line of
reasoning
Effective use of diverse presentation aids, including graphics.
Quality of research- Correct citation of key
resources and evidence
15%
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Demonstrates use of high quality, credible and relevant resources to support and develop ideas.
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows some evidence of wide scope of research extending to a variety of sources Demonstrates use of highquality, credible and relevant resources to support and develop arguments and position statements. Shows strong evidence of wide scope of research extending to a variety of sources.
PEER REVIEW
Individual contribution
based on peer evaluation
Participates in few or no group meetings. Provides no leadership. Does little or no work assigned by the group; work is generally sloppy and Participates in some group meetings. Provides some leadership. Does some of the work assigned by the group; work tends to be disorderly, Participates in most group meetings. Provides leadership when asked. Does most of the work assigned by the group; work is generally complete, Participates in all group meetings; does the work that is assigned by the group; work is complete, well- organized, Assumed leadership role and attended all group meetings; routinely offered useful ideas; fulfilled all responsibilities on time or early; outstanding
20%
incomplete, contains excessive errors, and is mostly late. incomplete, inaccurate, and is usually late. meets the requirements of the task, and is mostly done on time. error-free, and done on time or early. intellectual and material contribution; highly productive.
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Analyse the various approaches to business and social research, and the difference between primary and secondary research
SLO b) Critically review extant knowledge in a disciplinary area for the identification of researchable problems
SLO c) Understand and justify the use of quantitative and qualitative data collection and analysis
SLO d) Understand and justify the use of quantitative and qualitative data collection and analysis
SLO e) Conceptually map the research process, developing a defensible framework for proposed research
SLO f) Evaluate the ways management research may be written and disseminated

How Nurses Promote Patient Safety Coupon

Thursday, June 3rd, 2021

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One interesting aspect of Corina Tarnita’s research

Tuesday, April 6th, 2021

Discussion week 9

One interesting aspect of Corina Tarnita’s research is how the termite mounds form green islands on dry land. The termites’ mounds facilitate plant growth therefore the mounds can be identified from a higher ground (Tarnita, 2015). Another interesting aspect of Corina Tarnita’s research is how termites develop colonies as groups and develop a sense of identity from the colonies they form. Termites develop a relationship as a colony and will differentiate themselves different from other termites. In many cases, termite colonies develop rivalry among themselves, and the rivalry accounts for the termites developing colonies at a distance from other colonies.
Another interesting aspect in Corina Tarnita’s research is how termites develop patterns in almost similar patterns and most patterns have a hexagon shape. From the patterns, it is clear that the average number of termite colony neighbors to a particular colony is six. Some termite colonies may have even seven or even less than six neighbors and one determining factor on the number of neighbors is the distance among the colonies (Tarnita, 2015). A rival fight may develop between two colonies and the stronger colony always wins killing all the other members of the other colony. The competitive behaviors among the termites’ colonies are what make the termites make boundaries that separate their mounds from other mounds to a distance, not less than thirty meters.
One advantage that the termites have on the organisms living on the Savannah land is that the termites make the soil to be moist and fertile. Termites develop their colonies in numbers forming mounds and the structural composition of the mounds is fertile soil with moisture. Therefore, plants start to grow on these mounds to access nutrients and water from the soil forming the termite mounds (Tarnita, 2015). Other advantages termites have on the Savannah land is that they contribute to the growth of plants which is food to other large animals such as herbivores. Savannah is usually a dry land making vegetation growth to be very hard but termites make the soil have moisture thereby acting as an alternative source of moisture to the plants.

References
Tarnita, C. [biointeractive]. (2015, November 11). Analyzing Patterns in the Savanna Landscape [Video]. YouTube. https://youtu.be/nJGpABrEatc

A review of mental health recovery programs in selected industrialized countries

Thursday, February 18th, 2021

Summary of A peer Reviewed Article on mental Health
“A review of mental health recovery programs in selected industrialized countries.”
Justification for recommending the article
I would recommend this article for professional practice due to in-depth information on diverse mental recovery programs. The article provides an overview and insight into the current state of recovery methods in mental healthcare. It offers diverse approaches that have been used by industrialized countries in implementing mental health recovery-oriented services. The article also shows that mental health recovery is a fundamental component that has gained dominance in the healthcare systems of diverse countries. This is because the implementation and analysis of recovery models in the healthcare delivery system is a continuous process that requires adequate healthcare resources and commitment from all concerned stakeholders.
Summary and analysis of the Article
Most healthcare systems have put much attention on mental health recovery programs. Consequently, several of them have made efforts to adopt recovery-oriented practices. This peer-reviewed article describes the current mental health recovery programs in different countries. It also explores the measurement tools used by those countries to evaluate the effectiveness of the programs. Further, it has been noted from the article that recovery should be a fundamental domain in mental healthcare. However, the paper a. However, the paper ascertains that the implementation and provision of recovery-oriented services and respective evaluation measures have not yet been adopted. Most healthcare systems around the world are still far from implementing such recovery programs. While some have heavily invested in enhancing recovery programs in their mental healthcare systems, others are just at the early stages of the process. Based on the article, the recovery-oriented programs should be contextualized within the corresponding countries’ entire health system.
Approach to identifying and analyzing the Peer-Reviewed Article.
Generally, a peer-reviewed article is written by experts in a given field and further reviewed by many other experts in the same field before being published to an article is of high quality and validity. I identified the peer-reviewed journal by consulting databases that limited to peer-reviewed journals. One of the databases that I used in identifying the article is the Academic search Complete. This database exhibits the feature as mentioned earlier on the initial search screen. I also used Google scholar to identify if the article is indicated as being peer-reviewed. During the article’s analysis, I focused on four important components, assessing the validity of the article, important information, and the author’s bias. The journal was a valid article since it was peer-reviewed as academic. It provides the best source of information regarding recovery programs in various countries.
Effective strategies in finding a peer-reviewed research paper
One of the effective strategies for finding a peer-reviewed article is using a library database that is limited to the search for only peer-reviewed articles only. Another crucial strategy used is by checking if the website of the article uses peer-reviewed process during publishing processes.
Resources intended for future use in Finding Peer-reviewed article
Some of the resources that I intend to use in finding peer-reviewed articles include Google Scholar and Academic Search Ultimate. Although Google Scholar does not restrict results only for peer-reviewed research, one can look at the journals to ascertain if there is any indication of being peer-reviewed.

Ways How Sex and Gender Binary is Reinforced and or Destabilized

Thursday, February 18th, 2021

Ways How Sex and Gender Binary is Reinforced and or Destabilized
Introduction
Background
The concept of masculinity has influenced gender studies across the globe. Additionally, it has attracted equal hate and criticism at equal measure. Incarceration of women especially in the field of health, politics and economy has rendered many women fail to access health services. However, with increased incarcerated transgender campaigns across the globe, women are now able to meet health services. Dissatisfaction with strict binary sex orientation and gender system is not a new concept. It is neither a creation of language, body modifications or models of expression. What the world is concerned about is the entrenchment, legitimization, proliferation and widespread of dissatisfaction among women and men.
Thesis Statement
Gender binary is a system where a society pairs sexes based on person’s reproductive system. Further, gender refers to the societal construction and perception on a particular sex. Societies have distinguished gender into two distinct groups; the men and women (Connell, et al: 26). The quality of any gender, whether masculinity or femininity is attributed to the manner a particular sex is perceived. The perceptions are built culturally, there are actions that a certain sex must undertake, but within the confines of societal norms and expectation (Connell, et al: 17). Some regions are more susceptible to gender binary compared to others. Gender binary are detected through dress, names, sexual orientation, career and public behaviors. This paper will focus on the factors that reinforce or destabilize gender binary
The following are some of the factors that reinforce or destabilize gender binary;
Masculinity and Femininity
Femininity refers to the qualities associated to being female; on the other hand, masculinity is an attribute associated to an individual being a male. Societal make up disgrace feminine attributes and look down upon women as less beings and shameful (Connell, et al: 09). Further feminine qualities are perceived as embarrassing, while those for the men are embodied (Connell, et al: 14). These attributes may be physical such as the manner of dressing or biological or biological.
Biological traits such as lack of masculine bodies and unrestrained emotional attachments such as sadness betray women. Femininity is considered as a sign of weakness in many cultures (Wingfield and Adia, 2009: 29). On the contrary, being male is perceived as a sign of power, strength, leadership and aggression. Luckily, over time this concepts and perceptions have been deconstructed from societies (Wingfield and Adia, 2009: 11). In the modern world, women have been empowered and societies appreciate that the stereotypes pegged on femininity and masculinity are inaccurate.
Social Conditioning of Gender Identity
Gender roles between boys and girls are learnt at an early stage in life. Children learn, inherit societal, cultural beliefs and practices from their relatives, friends, parents and older people in their communities (Wingfield and Adia, 2009: 32). Further, children learn and adopt structural and gender roles culturally, in school and from media platforms such as radios and televisions (Wingfield and Adia, 2009: 27). As children grow, they adopt cultural ethos, norms, beliefs normalized and rewarded by their communities. Besides, children begin to hide behaviors subject to ridicule and contempt from their communities.
This life adjustment occurs during the early stages of life. By the children are three years, most of them learn attributes that are acceptable and regarding according to their gender. As they grow and become adults, some start feeling embarrassed as they get ridiculed for non-compliance of cultural ethos aligning them to specific gender (Wingfield and Adia, 2009: 35). Fortunately, the world is moving from the cultural ethos. There seems to be positive attitudes towards roles that were aligned on sex or gender (Wingfield and Adia, 2009: 72). Fortunately, people are now growing being tolerant to other people’s lifestyles and views that were traditionally viewed as controversial.
Legal Discrimination
There are only two genders recognized in many of the countries. With this concept, there are outstanding concepts, principles and issues concerning gender and the law (West, Candace and Zimmerman, 2009: 64). With this provisions, people who cross the gender-line of being a man or woman, cross certain boundaries of either socially or legally. People who fall outside being male or female, lack gender identities (West, Candace and Zimmerman, 2009: 64). Gender queerness is considered as incompatible, contemptible and unintelligible. The legality and legitimacy of transgender lack identity criminalized and ignored. Transgender individuals in some communities are unrepresented.
Sex orientation or the gender a person is associated with determines how they are treated and the legal status of the person. Being male of female is detrimental especially in matters of marriage, separation, immigration, employment, inheritance or divorce (West, Candace and Zimmerman, 2009: 28). Transgender individuals face difficulties especially where they unable to identify themselves either in heterosexual marriage. Moreover, gender status affect accessibility of services such as housing, and medical services.
Social Discrimination
Biological differences between male and female affect their way of life. Gender issue is personal; however, occasionally they become political concerns (West, Candace and Zimmerman, 2009: 52). Gender binary is culturally ingrained, and any deviations results to negative attitudes, mistreatment harassment and prejudice. Transsexual and transgender individuals in most countries face discrimination, violence, hate, and harassment from family members and societies. Fortunately, in the modern world, societies appreciate these individuals and societies are less concerned with their lifestyles (West, Candace and Zimmerman, 2009: 49). Most countries are now liberal in their recent laws, legislations concern transgender and transsexual individuals.
Conclusion
To many people, being male or female is lifelong and an absolute part of being a human being. Gender issues are reinforced culturally, by religion, sense of duty, sense of self and daily life. On the other hand, some perceive gender as fluid, unimportant and a concept identified by an individual. Communal categories on either masculinity of femininity are unrealistic, constraining and limit people’s rights and freedoms. To deconstruct these concepts, the society must deal with legal, societal and religion that constraining gender understanding. The truth is that all people are similar, with similar potentials and weakness.

References
Connell, Robert W., and James W. Messerschmidt. “Hegemonic masculinity: Rethinking the concept.” Gender & society 19.6 (2005): 829-859.
West, Candace, and Don H. Zimmerman. “Accounting for doing gender.” Gender & society 23.1 (2009): 112-122.
Wingfield, Adia Harvey. “Racializing the glass escalator: Reconsidering men’s experiences with women’s work.” Gender & Society 23.1 (2009): 5-26.

Research Paper Writing Service

Thursday, February 18th, 2021

Custom Research Paper Writing Service

A research paper is among the most important academic documents. This is because it provides one with an opportunity to come up with a viable solution to a given real world problem. It is also possible to fill in a certain knowledge gap by writing this type of academic caper. While the importance of this document is quite clear, writing it can be quite difficult. This nonetheless does not mean that you are supposed to suffer in silence. This is because it is now possible to order for custom research paper writing service. You can easily get this kind of writing services at our website today. Writing a research paper is particularly difficult due to a number of reasons. First, it is quite time consuming. The whole process from problem identification to coming up with recommendation of solving the identified problem takes months and at times years.

Secondly, it takes someone with impressive research skills to write this kind of a paper. Specifically, you must be quite knowledgeable on research methods in order for you to write an exceptional research paper. As a matter of fact, a great deal of students order for custom research paper writing help due to lack of these essential skills. Fortunately for you, our experts who guide students in writing this type of document perfectly understand the whole process of conducting research. They also have critical and academic writing skills. You can therefore be sure that the quality of the research paper that we shall offer you will impress you. This does not mean that we charge exorbitantly for our services.

Perhaps the most difficult thing about writing a research paper is the fact that it is supposed to be original. You are expected to work on a unique research problem. In addition to this, you ought to fully cite your paper. It is good to note that plagiarism attracts severe academic punishment. We are happy to let you know that the entire clients who order for custom research paper writing service from our firm. It is possibly true that one of the greatest benefits that students who order for our services enjoy is that we write their research paper as per then instructions that they provide to us. The result of this is that we never under no circumstances disappoint any of our clients.  We therefore highly encourage you to try our tailor-made writing assistance today.

Term Paper Writing Help

In most institutions of learning, students are expected to submit a term paper at the end of every semester or term. This paper is normally a little bit longer than other types of assignments. The reason behind this is that students are expected to work on it throughout their semester. It is not always easy to work on it and it is therefore not surprising why students order for term paper writing help by graduate experts. There is a basic process that you are supposed to follow when writing your term paper. To start with, you must be sure to carefully analyze the topic that you have been assigned. While doing this, you should pay special focus to the keywords that have been used in the title. Such keywords should help you understand what exactly you are supposed to do and the specific scope of your paper.

In most cases, when writing a term paper, it is in your best interest to read around the assigned topic. Sometimes students are provided with a list of information sources that they ought to consult when writing it. It is advisable to make sure that you do not ignore such a list. You must also be sure to take notes when reading the relevant materials. One of the mistakes that students make is confusing taking notes with directly copying information. You must always paraphrase the information obtained from secondary sources such as books and journal articles if at all you would not like to be accused of plagiarism. Our experts who offer professional term paper writing service can guide you on how to keep plagiarism at bay when writing a term paper.

When writing your term paper, you must be sure to follow the recommended format. It is worth pointing out that properly formatting your paper not only enhances its presentation but also makes it relatively easy to read it. Did you know that we can format your term paper using any format of your choice? Now you know. Simply, order for our term paper writing help today and we shall be glad to deliver you a properly formatted paper. You might also be pleased to know that we carefully edit our clients’ term papers. In addition to this, we proofread them. The result of this is that we are able to offer our clients’ papers that are error free. It is therefore needless to overemphasize the fact that the quality of the paper that we shall offer you shall surpass your expectations.

Health Care Paper Writing Service

Wednesday, February 17th, 2021

Health Care Paper Writing Service

Remarkably, writing papers is among the commonest academic tasks that you will have to execute as a health care student. Generally, healthcare papers range from simple essays to complicated papers that require one to conduct research prior to writing them. Owing to the fact that it is not always easy to write such complex academic documents, some students opt to order for health care paper writing service. Ordering for this kind of writing assistance is not something to be condemned. Actually, it should be encouraged. This is because by ordering for this kind of services you stand to benefit a lot in a number of ways. To begin with, you will be able to boost your grade. This is because the quality of work produced by professional health care paper writers is quite high.

Additionally, once you order for expert assistance with writing a healthcare paper, you will learn how to write in an academic manner. It is good to note that when writing papers in the field of healthcare, you are expected to demonstrate that you have impressive scholarly writing skills. This means that for your paper to be considered impressive it should be easy to read. Consequently, you are supposed to organize it logically. Most importantly, you must correctly cite it. You can be certain that once you order for health care paper writing help from our company, you shall get an academic document that has been written in a scholarly manner. This in turn will increase your chances of excelling in this field of study.

Perhaps the greatest advantage of ordering for health care paper writing service is that you will be able to free up some time. It is arguably true that life as a student can be really busy. This means that one is ordinarily not left with enough time to do the things that he/she enjoys the most. Hiring an expert t assist you with writing your nursing paper online is therefore among the best ways of freeing up some time to do other activities. At our writing company, we are willing to take the burden of writing your healthcare academic documents off your shoulders. As a matter of fact, our professional health care paper writers would really love to assist you. We are even willing to go a mile further and offer you our entire writing help at discounted prices. It then follows that one of the best things that you can do today is to take advantage of this amazing offer.