### apply reinforcement learning methods | My Assignment Tutor

Project 1 – Part 2 (CMPS 499/CSCE 572) Sum21 Game rules (actual name of this game is easy21) The goal of this assignment is to apply reinforcement learning methods to a simple card game that we call Sum21. Here is a list of the rules to play the game: The game is played with one dealer and one player.The game is played with an infinite deck of cards (i.e. cards are sampled with replacement). Each draw from the deck results in a value between 1 and 10 (uniformly distributed) with a color of red (probability 1/3) or black (probability 2/3). There are no face cards in this game.Ace card is always just one.At the start of the game both the player and the dealer draw one black card (fully observed). Each turn the player may either stick or hit.If a player hits then the player draws another card from the deck.If a player stands, the player receives no further cards.The values of the player’s cards are added (black cards) or subtracted (red cards).If a player’s sum exceeds 21, or becomes less than 1, then the player busts and loses the game (reward -1). If the player stands then the dealer starts taking turns. The dealer always stands on any sum of 17 or greater, and hits otherwise. If the dealer goes bust, then the player wins; otherwise, the outcome { win (reward +1), lose (reward -1), or draw (reward 0) } is the player with the largest sum. Requirement:  Please use all of the five temporal difference (TD) learning policy optimization methods introduced in the class to find optimal playing strategies for the game Sum21.  Algorithms to be implemented TD(0) TD Sarsa : N-Step Sarsa, Forward view Sarsa, Backward view Sarsa Q-learning Submission:  You should submit a single pdf or doc document containing the learned optimal strategies (five of them), plots/learning curves (it is better to put the five learning curves in one plot), and discussion.  Learning curve for the optimal strategy for the optimal Optimal stratigy table looks like this

### International and Comp HRM | My Assignment Tutor

Assignment Brief – Group Report (Draft) Module Title:International and Comp HRMModule Code:7BSP1303Assignment Format & Maximum Word countGroup Report Individual Reflection – 500 wordsAssignment Weighting:40% 10%Coursework Submission:Time: 23:59Date: 18th December 2020 Method: CanvasCoursework return Date returned to students:4 weeks after submissionModule leaderDr Kathlyn WilsonFirst markerDr Kathlyn WilsonInternal ModeratorApproved Date: 22 October 2020Module Board namePG Human Resource Management and StrategyExternal ExaminerApproved Date: 23 November 2020Module Board dateFebruary 2021 Assessment CriteriaLearning Outcomes: Knowledge and Understanding tested in this assignment:the theoretical and empirical work of key writers, both classical and contemporary, on different aspects of international human resource management as a distinctive field of study and practice; the strategic orientations of multinational corporations (MNCs) and related HR policy/employment considerations; comparative and diverse contexts impacting HRM and its related practices in various regions.Learning Outcomes: Skills and Attributes tested in this assignment:demonstrate an ability to critically appraise, evaluate and synthesise different writers’ theoretical and empirical contributions to the study of international human resource management critically evaluate and apply relevant theory to practice to the complex interrelationship of human resource factors within multinational corporations communicate effectively, verbally and in writing, and work effectively in diverse groupsTransformational OpportunitiesFeedback /Marking criteria for this AssignmentPerformance will be assessed using HBS Grading Criteria and Mark scheme. See the module site.Guidance for improvement will be given in writing on the Assessment Feedback Form or on the Canvas Feedback Form within 4 weeks of submission. Assignments submitted up to one week late will receive a maximum numeric grade of:Levels 4, 5 and 6 (UG) – 40 Level 7 (PG) – 50 Assignments submitted after one week will receive a failPlagiarism offences will receive standard penalties. Detailed Brief for Individual AssessmentAssignment Title: Group Report and Reflective Account The assessment will require students to work as a group to produce a research-based report plus a 500-word Reflective Account. This assessment allows you to demonstrate your ability to research a topic and also engage in cross-cultural team working. Description of the assignment: A group report on either of the following topics:Topic AA multinational corporation is planning to implement a common set of performance management (PM) practices throughout its global subsidiaries. Critically appraise the extent to which national culture can impact PM systems using specific country examples. What advice would you offer to the HRM director of the firm in relation to this plan; and why?OrTopic BIdentify and critically discuss the equal opportunity law(s) in different countries. For each country, discuss the implications for the multinational corporation. What advice would you offer to the HRM director in considering operations in each country?Individual Element (75% of your Report Mark, 1000 words). EACH student in each group must choose ONE different country. Individual contributions each constitute one section in the report. Hence 4 countries will be covered by each group report. Each country section MUST start on a separate page. Topic A: For the country you have chosen the title is: The impact of national culture on PM practices: [name of country]. Topic B: For the country you have chosen the title is: Equal opportunity legislation in [name of country]: Implications for the MNC.The author of the section must be clearly identified at the beginning of the section. Then, for this country you must: • Introduce the topic: State briefly the purpose and structure of the discussion in your own section of the report. • In conclusion, the implications for the MNC. Arguments (descriptions, explanations) should be presented as short coherent paragraphs dealing with one aspect of the argument. Do not use bullet points, notes or single sentence fragments. Individual sections must be properly referenced in the text. Any quotations must be shown in quotation marks (“ “) with referencing.Group Element (25% of the Report Mark: total 900 words): The individual discussions must be combined into a fully integrated report (see below). The group is responsible for: • The Introduction to the whole report. This should briefly state the overall purpose of the report and its structure in terms of the different countries covered. This section must be no more than 400 words. • The Conclusion must draw material from (integrate) the whole report and identify general issues covered in the countries examined, together with the potential challenges. Word length 500 words. In addition: • The report must be presented in standard report format with: i) a title page (including list of contributors), contents page with page numbers for the sections (individual reports), Introduction, numbered sections (1, 2, 3 etc.) and sub-sections (1.1, 1.2, 1.3 etc.), ii) Conclusion; iii) a combined list of references (all the references used in the report must be in this combined alphabetical list at the end and not in the individual sections). Do not include any appendices. The report must be paginated. Hence you must decide the order in which the sections are going to come. • Only ONE ELECTRONIC copy should be produced per group, submitted through Canvas by the deadline set. Word length is subject to a tolerance of plus or minus 10 per cent (with cumulative 10 per cent penalties being applied for every 10 per cent outside this range). The contents page, list of references do not account towards the word totals. As normal, plagiarism will be penalised.You will work in groups of four (maximum). You will be randomly assigned to groups. Your report should draw upon published academic literature, academically approved websites (e.g. government websites) and your own experiences.Further guidance as to report writing is available on the Centre for Academic Skills Enhancement (CASE) site on StudyNet: http://www.studynet2.herts.ac.uk/ptl/common/asu.nsf/homepage?readformSubmitting your report Students are required to submit reports electronically via Canvas. Please ensure you include your Group Number and student IDs of all group members on your coursework (cover page and individual sections).Reflective Account (500 words, 10% of your module grade)This ‘Personal Reflection’ is your own reflection on the process of working in a cross-cultural group; you might wish to discuss, for example: the strengths and weaknesses of cross-cultural groups; what you enjoyed or disliked about working in a cross-cultural group; how you managed the process; what you have learned from this and what you would do differently in future. Your reflection should be written in the first person (use me / I) and should be no more than 500 words in total.This ‘Reflective Account’ is not given a mark but will be awarded a Pass or a Fail. Penalties will be applied for non-submission:- if your assignment is submitted without the reflective account then you will receive a zero for this element of the assignment. The format of the Reflective Account is up to you but further guidance will be provided in class.The Reflective Account should be submitted as an individual document, separately from the Group Report.Mark scheme: Weighting Presentation and Structure 10 Quality of academic sources / Harvard Referencing 5 Content and findings 30 Breadth / Depth / Integration of Literature 15 Discussion /Analysis /Critical evaluation 40 Total 100Student Support and Guidance For further help, contact your module leader in their drop-in hours or by email. Use the Grading Criteria in your Programme Handbook and mark scheme to help improve your work. Go to CASE workshops, use the CASE website and drop-in hours www.studynet.herts.ac.uk/go/CASE/ Academic English for Business support is available through daily drop-ins from the CASE office. See the CASE workshop timetable on the CASE main website page for details. Make full use of Library search to identify relevant academic material and the ‘Subject Toolkit for Business’ which contains links to other Information Databases and the Information Management contact details. (http://www.studynet1.herts.ac.uk/ptl/common/LIS.nsf/lis/4DAF5390094771C2802575ED004212BF) Explore the Subject Toolkit for Business to find the best quality sources for different types of business information. It lists all the Specialist databases we subscribe to for finding company, financial, marketing, HR and tourism data. http://www.studynet.herts.ac.uk/ptl/common/LIS.nsf/lis/4DAF5390094771C2802575ED004212BF Some tutors allow students to test their work using Turnitin. Guidance on submission to Turnitin via StudyNet can be found by using the following link. http://www.studynet1.herts.ac.uk/ptl/common/asu.nsf/resource+library/TURNITIN+FOR+STUDENTS+2016+USER+GUIDE.pdf/\$FILE/TURNITIN+FOR+STUDENTS+2016+USER+GUIDE.pdf All student work needs to be of a high academic standard, in terms of written English and use of the Harvard Referencing System (HRS). This forms part of the UH Grading Criteria. Mark schemes in Module Guides provide additional detail on what, specifically, is required of students in each module’s assessment. Students should refer to their Programme Handbook for more details on the UH Grading Criteria and the requirement to use the HRS. Some important guidelines on assessment: • You must not copy from another student nor allow other students to read or have an electronic copy of your work. • Coursework submitted up to one (1) week after the published deadline will receive a maximum numeric grade of 50 for level 7. Work submitted later than one (1) week after the deadline will be awarded a fail grade. • Students obtaining less than 20% for the module overall, will not normally be eligible for a referral, they will have to re-enrol on the module in the next academic year (FREN) Feedback on your module Coursework will be returned to you together with feedback no later than four (4) weeks after the submission deadline. Individual feedback will be given on the assignment feedback sheets. Formative and/or general feedback may also be given in class time or at drop in session. Extensions to coursework submission Only Module Leaders have the discretion to grant individual short extensions to coursework deadlines for their module. Appropriate evidence will need to be provided to them ahead of the original deadline, and students should ensure that they make an appointment to discuss their extension request with their Module Leader. Where students face difficulties that would not be resolved by a short extension to the coursework deadline, then they should complete a Serious Adverse Circumstances’ form. Guidance on this process is provided in your Programme Handbook. Assessment of Module’s Learning Outcomes Learning OutcomesIndividual AssignmentGroup WorkTicks inserted as appropriate Knowledge and understandingThe theoretical and empirical work of key writers, both classical and contemporary, on different aspects of international human resource management as a distinctive field of study and practiceThe strategic orientations of multinational corporations (MNCs) and related HR policy/employment considerationsComparative and diverse contexts impacting HRM and its related practices in various regions.Skills and AttributesDemonstrate an ability to critically appraise, evaluate and synthesise different writers’ theoretical and empirical contributions to the study of international human resource managementCritically evaluate and apply relevant theory to practice to the complex interrelationship of human resource factors within multinational corporationsCommunicate effectively, verbally and in writing, and work effectively in diverse groups Deferral/Referral Assessment Group Report – An individual essay on your original topic – Topic A or Topic B (2000 words) – For further details contact tutor for information and guidance. Tests – Repeat the test(s). For further details contact tutor for information and guidance. Semester A referred/deferred coursework will be put on Canvas by TBD The submission date for all referred/deferred work is TBD Important dates Semester ADeadline for submission Serious Adverse Circumstances:TBD Board of Examiners: TBDModule Board Appeal Deadline: TBD Refer/DeferDeadline for submission Serious Adverse Circumstances: TBD Board of Examiners: TBD See herts.ac.uk for key information and StudyNet Module evaluation Table for communication of enhancements based on feedback from previous cohort(s) Feedback from the previous student group (including positive comments and suggestions for enhancement)Subsequent actions or rationale for action not being takenStudents were concerned about the differences in individual contributions to the group presentation.Students will be assessed for individual contributions to the group report. Table for communication of ongoing enhancementsTo be completed after the mid-module feedback has taken place in Week 4-5 Feedback from mid-module survey (including positive comments and suggestions for enhancement)Immediate action or rationale for action not being takenLonger term action or rationale for action not being taken

### Personal Communication Evaluation | My Assignment Tutor

Name: ______Shivam Pandya________ Personal Communication Evaluation Part I This evaluation will be used as a tool to assess your own communication skills. A similar form will be used by an observer to evaluate perceptions of your communication skills. Be honest in your assessment – there are no right or wrong answers and because communicating is a skill to be developed. Consider your communication experiences and complete the form to the best of your ability. Check the box that applies to youAll the timeSometimesHardly EverNeverCommunication Model:I am aware and can identify my context in most communication experiencesI am objective regarding perceptions of others and situationsI differentiate between objective perceptions and my own interpretationsI check out my interpretations in interactions that are importantI am aware of my intentions in communication experiences I initiatePerception of Self/Others:I am aware of my perceptions of myself and work on inaccurate perceptionsI talk about myself to others from an accurate picture of myselfI am aware of my own stereotypes about othersIn recognizing my stereotypes and possible prejudices, I work to remain open minded with people I meetI question the accuracy of my perceptions of others and seek more information to verify my perceptionsLanguage Use:I am aware of how the connotative (subjective) meanings of the words I choose may influence the interpretation of my msg.I choose words that will bring clarity to my message and reduce ambiguity (unclear) and confusionI am aware of my use of profanities and vulgarities and limit my use of (or do not use at all) inappropriate languageBody Language:I am aware of my non-verbal communication and the impact it has on my interactions with othersI maintain appropriate eye contact while interacting with othersI am aware of my vocal interferences and seek to eliminate any that I useI am aware of my personal distance comfort zoneI recognize when I may be encroaching on someone’s personal distance comfort zoneSelf-Disclosure/Feedback:I attempt to follow the guidelines for appropriate self-disclosureI use “I” statements to describe my feelingsI am aware of the verbal and non-verbal feedback I give to others in response to the message sentI am aware of the elements of constructive criticism and attempt to use these elements when required to give negative feedbackI am aware of when I behave as either passive, aggressive, or assertive and the results of each type of behaviour on myself and othersI behave in an assertive manner in my primary relationshipsListening:I focus my attention on the sender of the messageI ask questions to clarify and provide feedbackI paraphrase what the other person has said to ensure I understandI distinguish fact from inference in the messages I receiveConversations:In conversations I observe the quantity maxim (how much I talk/listen) to allow for give and takeI provide information that is relevant to the conversations I am engaged inI am specific and organized in communicating my thoughts to othersI am courteous in my conversations with others (do not interrupt, embarrass the other person, etc.)Communicating in Relationships:I self-disclose information appropriately in building a relationshipI provide feedback to the other person in a significant relationshipI am aware of my usual style of handling conflict and the results of this style on myself and others in the relationshipI attempt to use compromise or collaboration as a conflict style when confronted with major issues Part II Looking at the above assessment, identify an area (or two) that you think you could improve and that, if you improved in this area, would make a significant difference in your ability to communicate effectively with others. Set a goal that you would like to achieve in this area and develop a 3 or 4 point plan for achieving that goal in by the end of the semester. Be specific. Overall Goal – What is the overall goal (or goals) you plan to work on for this semester, to specifically improve your communication skills? Objectives – State the specific objectives you have set to reach your goal(s): Actions – What specific actions will you undertake to take to achieve your objectives? What time frame have you set, for each action, to achieve your objectives? Measurement of Success – How will you know you have reached your specific objectives to achieve your overall goal(s)?

### CIS7029 Social Media Analytics for Business | My Assignment Tutor

AY: 2020/21 CIS7029 Social Media Analytics for Business Credit Value: 20 Semester: 1　 Module Leader: Dr Esyin Chew Assessment Brief Assessment Title: The Research Paper on Social Media Analytics for Business in technology, education or hospitality WRIT1 Contents Learning Outcomes 3 EDGE 3 Assessment Overview 3 Assessment Component / Weighting: e.g. WRIT1 50% 3 Title: 3 Assessment Requirements / Tasks 3 Assessment Criteria 3 Guidance Notes 4 Submission Details 4 Feedback 4 Marking Criteria 5 Additional Information 6 Referencing Requirements (Harvard) 6 Mitigating Circumstances 6 Unfair Practice 6 Learning Outcomes This assessment of a 4,000 word research paper is designed to demonstrate a student’s completion of the following Learning Outcomes: Demonstrate an understanding of concepts underlying social media analytics and be able to apply them appropriately in business settings;Critically evaluate and implement specialist technologies to harvest, analyse and visualise “social data” from individuals to corporate perspectives;Synthesise and apply social analytics and appropriate techniques on social information;Critically evaluate, design, prototype and implement social media applications and visualization for business story telling. EDGE The Cardiff Met EDGE supports students in graduating with the knowledge, skills, and attributes that allow them to contribute positively and effectively to the communities in which they live and work. This module assessment provides opportunities for students to demonstrate development of the following EDGE Competencies: ETHICALCritical understanding of the importance of ethical, social, cultural and legal agendas in social media analytics.DIGITALAdvanced digital skills for the fourth industrial revolution: social big data harvesting, visualisation and business story telling.GLOBALInternational horizon and benchmarking for social media analytics corporate specialist software (Tableau) and Python programming knowledge. The assessment involves creating online Tableau visualisations on Tableau’s cloud system to be shared with the world and as a continued portfolio for students.ENTREPRENEURIALUse students’ creativity to solve business and/ or public problems and spot social media entrepreneurship opportunities. The in-depth social media skills and Tableau Public visualisations are parts of the assessment to develop entrepreneurial characteristics. Assessment Requirements / Tasks (include all guidance notes) There is ONE assessment components you must complete for this module with a total of 100% weighing: Written Research Paper (WRIT1), supported by a zip file of original evidence to construct the research paper. The chosen subject of the research topic must be around Social Media Analytics of a business of your choice, within the sector of Technology, Education or Hospitality (choose ONLY a business or comparative two businesses in one sector). The subject of the social data scrapping, results visualisations, analysis and discussion are left for the student to choose. For examples (and not limited to): You could scrap for keywords related to some educational corporate social data, e.g. Cardiff Met, MIT or any university of your choice on its corporate website and look for students’ experiences or students’ views analytics.You could scrap for keywords related to some public data on Twitter, e.g. McDonald, KFC, Starbucks or any company of your choice and look for public perceptions, market trends or brand monitoring. You could scrap customers’ reviews for products data from technological companies, e.g. IBM, Dell or HP for competitor analysis or product review comparison.You could also harvest overall sentiment towards an international brand or a global company and provide data analytics and visualisations for a business story telling.Any social media analytics topic of your own choice (within or beyond technology, education or hospitality sector), i.e. the company you worked for is recommended to understand the insights of social data from your work experiences. Please ensure you discuss your topic with your tutor in the studio/seminar as early as possible before you begin working on it. You are required to write a 4,000 word (with 10% over/under) research paper based on your practical project for this module. The paper should contain rigorous evidence and references from the primary (your own effort of social data harvesting) and/ or secondary data collection (third-party available dataset or current literatures) you undertook. Research Rationale and Motivation As part of practical research in this module and learnt from the weekly studios, you will be harvesting a suitable dataset using the relevant tools, i.e. Tableau, Python, Facebook or Twitter API or third party Tool(s) and extracting relevant information from the results. Therefore, you should start your paper with the motivation or rationale of your research, especially the business aim of your project. The design and approach of your project such as the reasons for the choice of social web harvesting, scope for strategic or tactical decision making, business values, public interest, marketing campaign, product reviews, branding and marketing, customers’ preferences or other etc. Research Tools and Methods You need to discuss your research into suitable tools and/ or APIs and the justification for your choice. Based on this, you should then document the design of your project and show clearly how your research project communicates with any third-party service or API. Results and Visualisations You should discuss the results with necessary business or social implications and relate that back to the motivation or rationale of your social media project. Visualisation is very important, so the report should also contain suitable visualisations for your business storytelling out of the social data you collected. Limitations and Implications In addition, project limitations and recommendations are desirable. Conclusion and Appendices Finally, draw a conclusion with key results to nicely conclude your web harvesting research. You are encouraged to compare various technical tools and techniques to demonstrate the social media analytics skills you have learnt. You can implement your social web harvesting research project using any suitable language / technology / third-party tools you see fit. You can hard-code queries or you can provide a suitable front-end where users can enter search keywords. In addition, you can show the results in any suitable form, e.g. tables, various forms of innovative graphs or information overlaid on a map. The final visualisation needs to be published on Tableau Public and include the link and evidences in the paper as Appendixes. Additional Information Referencing Requirements (Harvard) The Harvard (or author-date) format should be strictly used for all references (including images). Further information on Referencing can be found at Cardiff Met’s Academic Skills website. Assessment Criteria WRIT1: Written Research Paper (4,000 words)100%Title Page: A title of not more than eight words should be provided and the student’s name and student ID. Biography: a brief professional biography of not more than 100 words about your role in this research paper.5%Abstract (less than 200 words): students must supply a structured abstract in their submission, set out under 4-7 sub-headings Purpose (mandatory) Design/methodology/approach (mandatory) Findings (mandatory) Social or Business implications: the original value of the research (mandatory) Research limitations/implications (if applicable)10%Introduction: Motivation or Rationale of the project5%Design and discussion of data sources / tools/ APIs and justification of choice: Understanding of the social media analytics for business design and anticipated implementation, APIs and techniques used20%Key Results, Visualisation and Business Story Telling: “So What?” aspects for the business value / anticipated research impact20%Conclusions, Project Limitation and Recommendation10%References, Research Paper Presentation and Format: Latest and Relevant references; logical, creative and clear presentation15%Appendixes, e.g. A link to Tableau Public of your visualisation work; Screen shots of data source file, interfaces or third party tools you used or Source code. Please zip everything and submit via a separate submission link on Moodle. Feel free to put the key screen shots in the main report as well.15%Total:100% Submission Details Please see Moodle for confirmation of the Assessment submission date. Any assessments submitted after the deadline will not be marked and will be recorded as a Non-Attempt. Submit the assignment online through Moodle, including a research paper in Word document (include the Tableau public link, references and appendixes);a zip folder including final presentation slides and appendixes, such as the source files, e.g. Excel sheets, interfaces or third party tools you used or Python source code. The assessment must be submitted as a (i) MS Word document and (ii) zip file through the Turnitin submission point in Moodle Summative feedback for the assessment will be provided electronically via Moodle Grademark Feedback Studio, and will normally be available 4 working weeks after initial submission. The feedback return date will be confirmed on Moodle. Feedback will be provided in the form of a Tunitin-GradeMark rubric and supported with comments on your strengths and the areas in which you could improve. Guidance on how to access the feedback is published on Moodle module site. All marks are preliminary and are subject to quality assurance processes and confirmation at the Examination Board. Further information on the Academic and Feedback Policy in available in the Academic Handbook (Vol 1, Section 4.0) Marking Criteria for WRIT1 Mark RangeCriteria80 – 100An excellent research paper is given that shows evidence of extensive research: brilliant motivation/rationale of the project with an excellent design, discussion of data sources / APIs and justification of choice. A well written, efficient, functional project for Social Media Analytics for Business Research Project has been developed and thorough findings with visualisations and storytelling are evident. Excellent key results with limitations and conclusions are depicted. An excellent research paper presentation is also given and the student demonstrates a brilliant understanding of the implementation, APIs and techniques used. The format and references are at the top end of this band – the work is of publishable quality.70 – 79An excellent academic paper is given that shows evidence of detailed research: brilliant motivation/rationale of the project with an excellent design, discussion of data sources / APIs and justification of choice. A well written, efficient, functional Social Media Analytics for Business Research Project has been developed with clear evidence of findings with visualisations and storytelling. A clear research paper presentation is also given and the student demonstrates an excellent understanding of the implementation, APIs and techniques used. The format and references are excellent with minor typos and errors.60 – 69A very good report is given that shows evidence of detailed research: good motivation/rationale of the project with a detailed design, discussion of data sources / APIs and justification of choice. A well written, functional Media Analytics for Business Research Project has been developed with good evidence of findings with visualisations and storytelling. A clear research paper presentation is also given and the student demonstrates a very good understanding of the implementation, APIs and techniques used. The format and references are very good with some typos and errors.50 – 59A good research paper is given that shows evidence of research: some motivation/rationale of the project with a good design, discussion of data sources / APIs and justification of choice, though these could be expanded upon. A functional Social Media Analytics for Business Research Project has been developed with some evidence of findings with visualisations and storytelling. However, the visualisations and discussion could be enhanced. A good research paper presentation is given and the student demonstrates a good understanding of the implementation, APIs and techniques used. The format and references are good with some typos and errors.40 – 49A basic research paper is given that shows some evidence of research: limited or no motivation/rationale of the project with a basic design, limited discussion of data sources / APIs and justification of choice – these need to be expanded upon. A functional Social Media Analytics for Business Research Project has been developed but there is little to no evidence of visualisations. Only a basic research paper presentation is given and the student only demonstrates a basic understanding of the implementation, APIs and techniques used. The format and references are basic with major typos and errors.35 – 39A very basic research paper is given that shows little to no evidence of research: no motivation/rationale of the project with only a very basic design, data sources / APIs and justification of choice. A limited Social Media Analytics for Business Research Project has been developed that does not meet all functional requirements and little to no evidence of testing and visualisations is evident. Only a basic research paper presentation is given and the student demonstrates little to no understanding of the implementation, APIs and techniques used. The format and references are poor with major typos and errors.Under 35Limited or no evidence of research: no motivation/rationale of the project with no design, data sources / APIs and justification of choice is given. No functional Social Media Analytics for Business Research Project has been submitted with no testing and visualisations and no meaningful results produced. No logical or clear research paper presentation is given. The format is very poor and no or little references with major errors. Mitigating Circumstances If you have experienced changes or events which have adversely affected your academic performance on the assessment, you may be eligible for Mitigating Circumstances (MCs). You should contact your Module Leader, Personal Tutor or Year Tutor in the first instance. An application for MCs, along with appropriate supporting evidence, can be submitted via the following link to the MCs Dashboard Applications for MCs should ideally be submitted as soon as possible after circumstances occur & at the time of the assessment. Applications must be submitted before the relevant Examination Board. Further information on the Mitigating Circumstances procedure is available in the Academic Handbook (Volume 1, Section 5) Unfair Practice Cardiff Metropolitan University takes issues of unfair practice extremely seriously. The University has distinct procedures and penalties for dealing with unfair practice in examination or non-examination conditions. These are explained in full in the University’s Unfair Practice Procedure (Academic Handbook: Vol 1, Section 8) Types of Unfair Practice, include: Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and submitting them for assessment as though it were one’s own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples include: Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, which quotations have not been clearly identified as such by being placed in quotation marks and acknowledged.Use of another person’s words or ideas that have been slightly changed or paraphrased to make it look different from the original.Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography or reference list.Use of services of essay banks and/or any other agencies.Use of unacknowledged material downloaded from the Internet.Re-use of one’s own material except as authorised by the department. Collusion, which can be defined as when work that that has been undertaken with others is submitted and passed off as solely the work of one person. An example of this would be where several students work together on an assessment and individually submit work which contains sections which are the same. Assessments briefs will clearly identify where joint preparation and joint submission is specifically permitted, in all other cases it is not. Fabrication of data, making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way.

### CHCECE001 Develop cultural competence | My Assignment Tutor

ASSESSMENT COVER SHEET (PLEASE PRINT IN BLOCK LETTERS) *Mandatory Document* Name: Click or tap here to enter text.Student ID: Click or tap here to enter text.Government Funding Yes ☐ No ☐International ☐ Domestic ☐Course Name: Click or tap here to enter text.Unit Code/Name: Click or tap here to enter text.Trainer Name: Click or tap here to enter text.Address: Click or tap here to enter text.Phone no: Click or tap here to enter text.Date of Submission :Email ID: Click or tap here to enter text.Campus☐Dandenong☐Sunshine☐City☐Online Student Declaration I Click or tap here to enter text. (insert your name) declare that these tasks are my own work. None of this work has been completed by any other person and I have not cheated, plagiarised or colluded with any other student. I have correctly referenced all resources and reference texts throughout this assessment task. I have read and understood JTI policy on plagiarism, cheating and collusion and understand that if I am found to be in breach of this policy, Student Sign: Click or tap here to enter text.Printed Name: Click or tap here to enter text.Date: Page left intentionally blank CHCECE001 Develop cultural competence ASSESSMENT OVERVIEW This Student Assessment Booklet includes all your tasks for assessment of the units: CHCECE001 Develop cultural competence ABOUT YOUR ASSESSMENTS To achieve a competent result for this unit you must satisfactorily complete all the assessments requirements listed below. Assessments for this unit are as follows: Assessment NumberOverviewAssessment 1There are short questions found in this booklet. You will be given the opportunity to respond to each question in your own words in a written format. In special cases you may respond verbally.Assessment 2There are Case studies/scenarios in this booklet. Read the case studies given and answer the questions that follow. Use your own words in answering these case studies.Assessment 4Instructions for the journal are in the supervised work placement bookletAssessment 5Will be performed by the workplace supervisor while the student is on Work Placement.Assessment 6Your workplace supervisor observes you in the work place setting demonstrating the practical application of the skills and knowledge that you have gained in relation to these units. Your assessor is required to observe you performing tasks in the workplace using the checklist provided in the third party report. During the observation your assessor will make a judgment as to whether you have met the required skill level for the qualification, or if further practice is required. Instructions and checklist for work placement are in the work placement booklet.Assessment 7In your portfolio you should collect information relevant to this unit .Assessment 8Simulations are to be completed in class in an environment that represents the workplace. You will be paired/grouped with fellow students and your trainer will assess you performing the simulation. If not satisfactorily completed, you will have the opportunity to repeat the simulation. Discuss with your partner/group how you are going to fulfil the roles in the scenario given. This is a class observation and your trainer will assess your abilities and use the checklist below to record their observations. Instructions to the Student Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your trainer/assessor for assistance. Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge. To satisfactorily complete this assessment task you are required to complete the whole assessment. To do this you will need to answer all questions correctly and demonstrate you have achieved the required knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your assessor who will attempt to make alternative arrangements. Please Note: 1. Please complete cover sheet clearly and accurately for all assessment tasks and other types of evidence you submit for your course. Your work may not be returned to you, we are required to keep it in your file for auditing purposes. Please ensure you have kept a copy. JTI does not accept any responsibility for work that may go missing by post. 2. This assessment may be re-assessed upon appeal 3. Upon notification of your assessment results, your trainer/assessor is able to provide you with additional information on interpreting the assessment outcomes and guide you on your future options. Assessment Tasks Outcome Unit:CHCECE001 Develop cultural competenceStudent ID:Click here to enter text.Student Name:Click here to enter text. Student Declaration I Click here to enter text. (insert your name) declare that these tasks are my own work. None of this work has been completed by any other person and I have not cheated, plagiarised or colluded with any other student. I have correctly referenced all resources and reference texts throughout this assessment task. I have read and understood JTI policy on plagiarism, cheating and collusion and understand that if I am found to be in breach of this policy, disciplinary action may be taken against me by JTI. Student Signed: Printed Name: Date: Click here to enter text. Click here to enter text. Click here to enter text. Page left intentionally blank Assessment 1 Short Questions a. Write up to five words to describe your self-identity – choose words that reflect who you are – your self-dimension, your cultural beliefs and values. Click or tap here to enter text. b. Describe one value that you hold as an adult that can be directly attributed to your upbringing. Reflect and comment on why this value has stayed with you into adulthood (use about 30 words). Click or tap here to enter text. c. Describe your best personal attribute. Now describe how this attribute contributes to your self-identity. Click or tap here to enter text. d. Describe a tradition or ritual that is practiced by you and/or your family. Reflect on the meaning of this ritual and describe how it contributes to your self-identity. Click or tap here to enter text. Imagine you have been transported to a place in the world where the culture – language, traditions, values, beliefs and practices, food, dress, gender roles, religious beliefs, individual rights, family roles and child rearing practices are completely different to your own. You are required to live in this place for 6 months without any contact with your home or family. Describe how you might feel. Click or tap here to enter text. What would you miss most? Click or tap here to enter text. What assistance would you like from your new community to help you settle in and feel safe? Click or tap here to enter text. Referring to your answers from above, how would you support children in your care who come from families from a culture different to your own? Click or tap here to enter text. What aspects of the environment have an influence on an individual’s cultural identity? Click or tap here to enter text. a. The Early Years Learning Framework (EYLF) (2009) describes cultural competence as ‘the ability to understand, communicate with, and effectively interact with people across cultures’. Complete the following: According to the EYLF what does cultural competence encompass? Click or tap here to enter text. b. Select one of the above skills that you feel you could work on to improve your own cultural competence and describe how you would go about acquiring or improving upon the selected skill. Click or tap here to enter text. c. With reference to the EYLF: Principle 2 Partnerships, Principle 4 respect and Diversity Outcome 1 Children have a Strong Sense of Identity How can Educators acknowledge and support children’s family and culture? Educators can: Click or tap here to enter text. d. Give 2 ways you can access more information on the National Quality Framework and National Quality Standards? Click or tap here to enter text. Educators can demonstrate cultural competence by gaining knowledge of the cultural practices and protocols of families using the services. Give two examples of cultural practices Educators need to consider when communicating with families and community members from diverse cultural backgrounds. Click or tap here to enter text. a. Explain why Educators should avoid saying to children ‘We are all the same’? Click or tap here to enter text. b. Provide one example of how Educators can use routine experiences as opportunities to talk about differences and similarities? Click or tap here to enter text. Colonisation has had a severe impact on the Aboriginal and Torres Strait Islander culture. Historically government policies have been identified as contributing to the disadvantage of Aboriginal and Torres Strait Islander culture past and present.Name three impacts of government legislation on Aboriginal and Torres Strait Islander culture? Click or tap here to enter text. What is the role of the Aboriginal and Torres Strait Islander Social Justice Commissioner? Click or tap here to enter text. Name 2 distinctive rights that Indigenous Australians hold as the original people of this land. Click or tap here to enter text. Outline three ways Educators can find out more about the Indigenous cultures within their community Click or tap here to enter text. List 2 examples of policies and procedures an educator needs to follow in relation to working with children from a different cultural background. Click or tap here to enter text. How can childcare educators interact with children to help them have a strong sense of identity and wellbeing within their world? Click or tap here to enter text. How might you obtain information about the cultural identity of families attending a service? Click or tap here to enter text. Identify three ways Educators can create a culturally inclusive physical environment? Click or tap here to enter text. Identify 4 practical tips to consider when working with families where English is a second language. Click or tap here to enter text. True/False questions State if these statements are true or false NoStatementTrue/False1.All people in Australia should adopt to western way of lifeClick or tap here to enter text.2.Educators should only be concerned about children but not their families.Click or tap here to enter text.3.Educators should not engage parents about care of their children.Click or tap here to enter text.4.Care of children in a service setting should be based on trusting relations, respect for diversity and understanding of different world viewsClick or tap here to enter text.5.All communication with children, colleagues and families should role-model open, inclusive and ethical interactions.Click or tap here to enter text.6.Educators should carefully observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understandingClick or tap here to enter text.Educators should demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversityClick or tap here to enter text. 14. Read each statement and indicate whether it is True or False. StatementDeveloping culture competence is a relatively simple task.True☐False☐NQS 1.1.2 states: Each child’s current knowledge, strengths, ideas,culture,abilities and interests are the foundation of the program.True☐False☐All culture promote independence, individuality, self-expression and freedom from others in action and thought at an early age.True☐False☐According to the Australian Human Rights Commission (2012) an asylum seeker is someone who says that he or she is a refugee but whose claim has not yet been assessed.True☐False☐Bias can be defined as learned beliefs, attitudes and associations (both conscious and subconscious) that can lead to unfairness, inequality and stereotyping.True☐False☐Cultural diversity refers exclusively to race and ethnicity.True☐False☐One way Educators can demonstrate cultural competence is by exploring the culture of each family using the service.True☐False☐Racism is a belief that a particular race or ethnicity is inferior or superior to others.True☐False☐Australia is one of the most culturally diverse countries in the world.True☐False☐According to the AEDI National Report (2012) almost 20% of Australian children speak languages other than English in the home (including Indigenous languages).True☐False☐The family has very limited influence on the development of values and beliefs around issues of race and ethnicity.True☐False☐All grown-ups should speak English and if not, no services will be provided to them.True☐False☐People whose English is a second language can use interpreters to communicate with service staffTrue☐False☐ Assessment 2 – Case Studies Case Study 1 Read each scenario and using the strategies below identify how the Educator could address the bias. Strategies Address misinformation and stereotypes Promote pride in own culture. Explore similarities as well as differences Intervene; let children know that words can be hurtful.Give children factual information Broaden children’s knowledge of diversity Talk about fairness and empathy (thinking about the needs/feelings of others) Scenario ??? You are sitting on the lounge reading a story to two 4-year-olds, Jock and Max. The story is about an Aboriginal boy and his dog called ‘Rabbit’. The boy tells the story of how the dog got his unusual name. The illustrations show the boy living in a large country town. At the conclusion of the story the following conversation takes place: Jock: “Aboriginals have spears and eat snakes. They cook them in a fire.” Max: “Yeah, I know. They live in camps on the river. I don’t like Aboriginals ’cause they got brown skin” ??? You are sitting on the lounge reading a story to two 4-year-olds, Jock and Max. The story is about an Aboriginal boy and his dog called ‘Rabbit’. The boy tells the story of how the dog got his unusual name. The illustrations show the boy living in a large country town. At the conclusion of the story the following conversation takes place: Jock: “Aboriginals have spears and eat snakes. They cook them in a fire.” Max: “Yeah, I know. They live in camps on the river. I don’t like Aboriginals ’cause they got brown skin” Scenario Stereotypes You are sitting on the lounge reading a story to two 4-year-olds, Jock and Max. The story is about an Aboriginal boy and his dog called ‘Rabbit’. The boy tells the story of how the dog got his unusual name. The illustrations show the boy living in a large country town. At the conclusion of the story the following conversation takes place: Jock: “Aboriginals have spears and eat snakes. They cook them in a fire.” Max: “Yeah, I know. They live in camps on the river. I don’t like Aboriginals ’cause they got brown skin” Select three strategies Educators can use to address the bias in this scenario? Click or tap here to enter text. Case study 2 (CS2) Anti-Bias Curriculum in Early Care and Education Anti-bias is the practice of inclusion, which accepts that all people are of value and should be respected. Following an anti-bias curriculum in early care and education settings has the outcome of creating secure, respectful and reciprocal relationships that value diversity among people. At an early age, children have begun to construct a sense of self, of belonging, gender and racial identity. If children are exposed to stereotyping, prejudices and discriminatory practices they will absorb these and, unless guided otherwise, reflect and practice them in their world. The goals of an anti-bias curriculum include: developing children’s identities and self esteemhelping children feel comfortable with differencecreating awareness of bias and stereotypesproviding children with the tools to respond appropriately to bias Anti-bias is an active approach to the identification and challenging of prejudicial and discriminatory practices in relationships between people. Children are not born with prejudice, they develop it. The early care and education setting in collaboration with the home environment create a learning atmosphere in which children experience: valuing each other’s knowledge and contributionstrusting each othercommunicating freely and respectfully with each othersharing insights and perspectivesengaging in shared decision making Where does bias come from? Bias can occur when individuals have: incorrect or not enough informationemotional stresstime pressuresdifficulty adapting to a new ‘societal’ culturelack of established support systemslanguage and/or communication barriers Indicators of bias include: refusal to co-operatediscouraging others’ involvementacting on assumptions about people and groups Some guiding assumptions about working with children in an anti-bias environment: Even very young children notice differences and begin to discriminate based upon them. It is okay for children to notice differences. The problem is the way society sees some differences as positive and others as negative; children absorb these attitudes and act according to them. We do not all experience bias in the same way. An anti-bias approach is important for everyone. Adults are not always aware of their biases and potentially may model bias unintentionally. Understanding bias and inequality is a long-term process of life-long exploring and challenging. It is important that we create environments for all in which we encourage participation and where it is ok to disagree. It is important to integrate anti-bias in all parts of the early care and education environment. Ideas for implementing anti-bias practice: Talk about your own experiences. Begin with yourself, tell a story of when you were discriminated against, how you felt, how you resolved the issue, and invite the children to make comments. You can guide them to imagine how they would have felt in such a situation, how they would have responded, what they would have expected the outcome to be.Help put rejection in perspective. Remind your child of times he or she has been angry with parents, friends, or siblings — how were these situations resolved?Shed some light on social dynamics. Acknowledge that people are often judged by the way they Look, act, or dress. Explore why that is so, what impact it may have on an individual’s feelings and behaviour and identify strategies that support the development of genuine relationships. Find examples that children can relate to. Many books, TV shows, and movies portray outsiders triumphing in the face of rejection and send strong messages about the importance of being true to your own nature and of the value of being authentic, even in the face of difficult social situations. Foster friendships in a variety of settings. Introduce the children in your care and education setting to any activity that gives them an opportunity to create another social group and learn new skills.Model inclusive behaviour. Have anti bias practices as standard practice in your workplace; expose the children to situations in which they can observe the educator practicing anti bias Click or tap here to enter text. Questions Name 3 goals of an anti-bias curriculum Click or tap here to enter text. The early care and education setting in collaboration with the home environment should create what type of a learning atmosphere ? Name 3 Click or tap here to enter text. Give two examples of how an educator can implement a bias free Click or tap here to enter text. Case study/Scenario 3 (CS3)All services will have concerns and issues about cultural differences and social diversity. Apple Blossom Early Learning Centre, one of the services in your Westbury City Council Family and Community Services Directory, has had to deal with a problem recently.There are two Indonesian children at Apple Blossom Early Learning Centre. Made, who has just turned two, is in the Lorikeets Room (18 months to 2.5 years) with Barbara and Carrie, and Jamil who is a little older , is with Amanda and Barbara, in the Corella Room.Their mothers have become friends over the past few months and now often stand and talk to each other, socialise on weekends and evenings and their husbands have also become friends. Until they met each other one morning as they dropped off their boys they both had been very quiet, often did not speak to anyone, said goodbye to their children and left. The staff had tried to engage them and share information with them but had not had much of success. Kadija, Jamil’s mother and Zinnan, Made’s mother, are Muslim’s and both wear their traditional head scarf. They also wear full length clothes and cover their arms. This is their normal day wear regardless of the temperature. Amanda is pleased that they have made friends as they had both looked lonely and lost at times. They are very animated when they meet and speak to each other in their own language. They often laugh, and although they are quietly spoken, seem to enjoy each other’s company. Kadija, whose English, is quite good, will often read the notes on the door or that are in the children’s personal boxes, to Zinnan. When Made had had a really bad day and Barbara had tried to explain to Zinnan that he had got upset because some of the children had teased him. Zinnan, who was quite upset, went to find Kadija and they left together. From Barbara’s observation it seemed that Kadija was comforting Zinnan. Barbara was disappointed that she hadn’t been able to communicate better to Zinnan, but as she said later to Amanda, “If she won’t learn English and spend the time talking to me what can I do?This week while in the staff room, Amanda overheard Barbara and another staff member talking, “She just jabbers away in her own language to Jamil’s mother”. “They both don’t seem to be making any attempt to adapt to Australian ways; they even wear those long clothes and scarfs in all of this heat. Daft if you ask me.” “Made is a nice child, but he’s so timid and he’s very picky with his food. He doesn’t like this and doesn’t like that”.Amanda is concerned as these comments don’t reflect the philosophy and policies of the service and she feels very uncomfortable with what she heard. Amanda goes off to find Halida (the supervisor of the centre) to talk to her, discuss her thoughts, and see if she can find some ways of addressing this at a staff development level.(a) What would you do if you were Amanda?Click or tap here to enter text.(b) What are the issues that she will probably raise with Halida?Click or tap here to enter text.(c) What aspects of prejudice, stereotyping and racism are developing at the service?Click or tap here to enter text.Why it is important these issues are addressed as soon as possible?Click or tap here to enter text.(e) List some of the possible strategies she should use to address these issues. Click or tap here to enter text. Assessment 8 – Simulations /scenarios The following simulation is to be completed in class in an environment that represents the workplace. You will be paired/grouped with fellow students and your trainer will assess you performing the simulation. If not satisfactorily completed, you will have the opportunity to repeat the simulation. Discuss with your partner/group how you are going to fulfil the roles (in bold) in the scenario given. This is a class observation and your trainer will assess your abilities and use the checklist below to record their observations. Simulation 1 – Zennie Zennie (3 years) is lying on the cushions in the reading area, looking quite upset. The Educator sits next to her. Zennie: “Pia and Milo say I can’t be their friend cause I talk funny.” Zennie speaks with a strong accent but is easily understood. You talk to Zennie, Pia and Milo about the situation. Use some of the following strategies. Address misinformation and stereotypes Promote pride in own culture. Explore similarities as well as differences Intervene; let children know that words can be hurtful.Give children factual information Broaden children’s knowledge of diversity Talk about fairness and empathy (thinking about the needs/feelings of others)Candidate name :Click or tap here to enter text.Assessor name :Click or tap here to enter text.Date of assessment :Click or tap here to enter text.Observation Criteria, did the student:YesNoN/AInteract with Zennie in a culturally appropriate way☐☐☐Make sure the experience encouraged the children to respect all cultures and to celebrate cultural differences☐☐☐Speak about similarities and differences, educating children on different cultures☐☐☐Act as a positive role model to the children☐☐☐The candidate’s performance was : Not Satisfactory ☐ Satisfactory ☐Feedback to candidateClick or tap here to enter text.Trainer/Assessor signature: Click or tap here to enter text. Name: Click or tap here to enter text. Date: Click or tap here to enter text. Assessment -8Please answer the simulation 1-zennie here-

### SITXHRM003 Lead and Manage People | My Assignment Tutor

SITXHRM003 Lead and Manage People PART A: Q.1 Provide two reasons why it is important for managers and supervisors to act as positive role models within the workplace?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.2 There are five main functions a manager will perform in most work roles. Briefly describe each one and provide two examples. Planning and Organising Informing Staffing Leading Controlling (Monitoring)  – Trainer Comments – __________________________________________________________________________________________________________________ Q.3 What roles and functions do you have as a manager? Provide three examples.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.4 List six commonly held traits of an effective leader.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.5 Describe the difference between a mission statement and a vision statement, and explain their use for an organisation.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.6 Explain why the manager should involve team members in the goal-setting process.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.7 As a manager, what actions can you take within the workplace to show support for and commitment to organisational goals?  – Trainer Comments – ______________________________________________________________________________________________________________________ Q.8 These three qualities are very important if you wish to lead successful teams. What do you think they mean in relation to being a good leader? Respect Integrity Empathy  – Trainer Comments – __________________________________________________________________________________________________________________ Q.9 Why is it important for managers and supervisors to interact with team members in a positive and professional manner?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.10 Outline a range of actions that may take place in positive and professional interactions?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.11 Leaders must role-model both positive attitudes and behaviours. List six behaviours you can role-model that will help you lead and manage staff.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.12 Describe the use of short-term, medium-term and long-term plans and objectives within a business.  – Trainer Comments – Q.13 You are a restaurant manager and are holding a staff meeting. Explain to the staff what each of the key customer needs are and the expectations that your employees need to meet. Friendliness Empathy Fairness  Clear Instructions and Information  Options and Alternatives  – Trainer Comments – __________________________________________________________________________________________________________________ Q.14 What responsibilities do employees have at your workplace in relation to personal presentation?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.15 How would you define a team?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.16 Delegating is a big part of your role as a leader. How would you define delegation from a manager viewpoint?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.17 List three ways you as a manager can ensure your staff or new staff get vital information relating to their job role.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.18 Why is important to listen to customer feedback in order to develop innovative approaches to work? How can this be encouraged?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.19 What are the advantages of performance-related pay?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.20 What are the issues with the use of profit sharing as a reward for team efforts and contributions?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.21 What are the benefits of developing a workplace forum for employees to discuss issues and seek advice?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.22 Describe a range of actions that could be taken to encourage supportive communication within your workplace.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.23 Outline the business information that would need to be shared with new recruits during an induction session.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.24 Why might it be necessary to share information with colleagues regarding the recruitment plans of the organisation?   – Trainer Comments – Q.25 What social considerations of employees might you represent to the personnel responsible for developing a roster?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.26 In what circumstances might you represent the interests of a team in relation to responding to service outcomes and disputes?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.27 How might you seek feedback from team members on a range of organisational proceedings? What are the benefits of these methods?  – Trainer Comments – __________________________________________________________________________________________________________________ Q.28 What actions could be taken to improve group dynamics?  – Traienr Comments – __________________________________________________________________________________________________________________ Q.29 Provide four examples of workplace policies and procedures that you may want to gain feedback about from employees.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.30 Identify a range of barriers that may arise when delegating tasks and responsibilities, and provide a way to overcome them.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.31 Describe three methods of evaluating the skills of team members.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.32 Provide a range of examples of training and coaching that is utilised in your organisation.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.33 Explain how reviewing complaints can act as useful method of monitoring customer service levels.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.34 Provide three examples of team achievements that may lead to recognition and rewards.  – Trainer Comments – __________________________________________________________________________________________________________________ Q.35 What methods could you use to recognise and reward team achievements?  – Trainer Comments – Part B: Scenario 1 – Delegation of tasks and planning and organising You have been put in charge of the front of house staff for the cocktail party being held at the function centre you work for. It is a very formal work function and you are expecting 150 guests. There will be continuous cocktail food being prepared by the kitchen and a selection of alcoholic beverages is being supplied with other beverages available for purchase. The function is from 7pm – 10pm. The client has advised of the following requirements: There will a presentation at 8pm which will take about 40 mins.All guests are to receive drinks on arrival.The food and drinks must be circulated to all guests throughout the evening.Guests can purchase drinks from the barEach guest is to receive a gift bag as they leave You have been provided with the best 5 food and beverage attendants, who are all fully trained and can work behind the bar or in food service. You are required to hold a pre-function meeting with the 5 staff. During this meeting you are require delegate the tasks to each team member to cover the 3 hour function, ensuring that all of the clients requirements are meet. This meeting should take no longer than 15 mins During the assessment task you will be assess on the following: The allocation of tasks and the instructions provided to the staff during the meeting.The effectiveness of communication within team including how you have sought and response to feedback from the team.overcome communication barriers in providing effective support and motivation to a team.ensure activities important to team development are integrated into own work planning.Highlight the efficiencies and deficiencies of the work practices if roles and responsibilities are not followed. You will be required to submit the following at the end of the assessment: Documentation of the task allocations with an explanation of why/how the tasks were allocated.You will be required to develop a document for the staff for the event, to explain the roles and responsibilities and time schedule for tasks.Answers to the reflective questions – Questions to include potential of efficiency or deficiency in workplace practiceFeedback forms from the staff (you will be required to print and provide to your staff) SITXHRM003-Staff-Feedback-Form-_-July-2020.docx(please find an attachment with the same name ) upload your templates here Q1 How do you feel the meeting to delegate the staff their roles went?  – Trainer Comments – _________________________________________________________ Q2 How did the staff receive your message?  Could you have made any improvements in the way you communicated to the staff? How?  And what did you do well?  – Trainer Comments – _________________________________________________________ Q3 How efficient do you think the staff will be?  Do you think you have adequate staff?  What would you change?  – Trainer Comments – _________________________________________________________ Q4 How will you lead and manage the staff during the function?  You should list at least 2 strategies  – Trainer Comments – Part C: Provide Feedback and Motivation through recognition and reward You have been advised there is an issue with the performance of one of the staff on the hotel reception and the HR Manager has asked you to investigate. You take some time to observe the staff member on their shift, you also review the customer service surveys and feedback from their supervisor. Read surveys for customer feedback Read email from team leader You are required to have a meeting with the staff member to give them feedback on their work performance (20-25 mins). During the meeting you are required to: Address the issues of work performanceSeek feedback from the staff memberDiscuss the workplace practice and why they need to be followedProvide support to improve work performanceEffectively communicate with staff member Trainer will be the staff member After the meeting, you are required to write a report to the HR Manager to advise what the outcomes of the meeting were. You have also been asked to develop a plan to motivate the staff member through a recognition and reward program. This can be an informal report in an email (at least 500 words, or more) In addition to the role play, student will be required to hand up the following: Reflective questionsNoted made in preparation for the meeting.Report for the HR Manager SITXHRM003-Customer-Satisfaction-Surveys-_-July-2020.docx(please find an attachment with the same name ) SITXHRM003-Team-Leader-Email-_-July-2020.docx(please find an attachment with the same name ) Upload the following  Reflective questionsNoted made in preparation for the meeting.Report for the HR Manager Q1 How do you think you handled the meeting with the staff member?  – Trainer Comments – ______________________________________________________ Q2 How did they receive your message?  – Trainer Comments – ______________________________________________________ Q3 What could you have done differently to improve your communication?  – Trainer Comments – ______________________________________________________ Q4 What did you do well?  – Trainer Comments – ______________________________________________________ Q5 How do you believe your recognition and reward program will help to motivate the staff member to improve their work performance?  – Trainer Comments –

### Staff Performance | My Assignment Tutor

1 August 20XX Subject: Staff Performance Hi Anne (HR Manager), I have been receiving a number of customer complaints regarding one of our reception staff. Many of the complaints have been around his lack of attention and helpfulness to customer. We are running a 5 star hotel and our clients feel like they have come to a 2 star hotel. I have approached him on a number of occasions and discussed the feedback and provided him with support and advise to improve his customer service however I am yet to see any improvement. I have the Customer Satisfaction surveys received last month for your review. I would appreciate your support and assistance with resolving this issue, as I am concerned it is also starting to affect the other staff member on reception. Look forward to hearing from you soon Kind regards Jenny SmithReception Team Leader

### BSS056-6 Theory into Practice Project | My Assignment Tutor

Business School Research Ethics Committee No Specific Ethics Risk Declaration StudentCourseFT MBA (Insert pathway, if applicable)UnitBSS056-6 Theory into Practice ProjectResearch Project Title In signing this declaration I am confirming that my proposed project does not involve: Primary researchAccess to identifiable personal data for living individuals not already in the public domainOwnership of the original data not acknowledgedResearch into potentially sensitive areas (e.g., sexual activity, substance abuse) My proposed project does not therefore require an ethics review and I have not submitted a Research Ethics Application Form. If any changes to the project involve any of the criteria above I undertake to resubmit the project for approval. Signature of Student: Date: In signing this Declaration I confirm that I have reviewed the proposed project and am satisfied that that it does not involve any specific ethics risk as defined by the University of Bedfordshire (https://www.beds.ac.uk/research-ref/rgs/support). Signature of Unit coordinator/Supervisor: Date:

### International Strategic Management | My Assignment Tutor

ASB-4413 AssignmentInternational Strategic Management There has been a lot of discussion over the last few years about how industries and businesses need to adapt their strategies to take into account the Circular Economy (CE). Please see https://www.ellenmacarthurfoundation.org/circular-economy/concept for an understanding of the Circular Economy. What you are required to do in this assignment: Explain the key concepts behind the Circular Economy. Giving examples, discuss the barriers for businesses who want to transition to the CE. Give examples of businesses that have managed to successfully move to the CE analysing how they have managed to do it. You MUST use academic journal articles and present a summary of the CURRENT ACADEMIC thinking on this emerging discipline. You will need to look beyond the Ellen Macarthur Foundation. Format: academic essay with an introduction, main body and conclusion using references based upon the Harvard Referencing System. Word count: 3000 words (not including references or appendices) Hand-in date: Electronic submission via TURNITIN by Friday 11th December 2020 Marking scheme: Marker’ CommentsA ExcellentB Very GoodC GoodD FairE WeakF Very PoorKnowledge of the Circular Economy, including academic debates and any recent or anticipated developmentsDiscussion of relevant barriers to the transition to a circular economyAppropriate examples, of innovative organisations who have moved to the circular economy explaining how they have managed to do itStructure of the answer, including the coherent development of arguments and the use of an introduction and conclusionOriginality of interpretation, including depth of analysis and the ability to present arguments based on sound reasoning.Use of appropriate sources, including academic journal articles and authoritative reportsStandard of presentation, including the layout of the text, referencing, and being within the stipulated word limit Please do NOT cut and paste from the Internet – this is plagiarism (cheating) and you will be caught. Remember company websites are biased – they always say nice things about themselves and what they are doing! You will need to find independent, objective sources of information such as academic journal articles to support your work. Prof G H Griffiths, Oct 2020

### Data analysis in criminal justice –

What is the R-square value for the regression model?What does the R-square value tell you about the regression model?What is the significance F value of the model?What does the significance F value tell you about the statistical significance of the model?What is the coefficient (t stat value) for the X-variable drug arrests?What does the coefficient (t stat value) mean? In other words, how do you interpret the coeffficient?What is the p-value for the X variable drug arrests?What does the p-value for drug arrests tell you about its ability to predict prison incarcerations at a level of statistical significance?Is the residual plot a random pattern, nonrandom U pattern, or an inverse U pattern?What does the type of pattern tell you about the “fit” of the regression model to the data? Sample Solution The post Data analysis in criminal justice appeared first on ACED ESSAYS.