Month: February 2023

Suppose that the market supply for frozen yogurt in small ville is given by Q’s=2+p. The market demand for frozen yogurt is given by p=25-1.5Q
(a) find the equilibrium price and quantity
(b) graph the curves and label correct intercepts, slope and equilibrium values
(C) given a price of $12 is being regulated by the government, what Was will occur in the market? Calculate the values and show on a graph

solution

Dunin-Deshpande Queen’s Innovation Centre
Design Thinking Workshop
Design Challenge
1. Overview
Integrated throughout this workshop are a series of design challenge activities that correspond to the 5 stages of the Design Thinking Process.
These activities align to the following Learning Outcomes:
1. Explain the steps in the Design Thinking Methodology
2. Develop solutions using the Design Thinking Methodology
3. Test the societal desirability and intended impact of an idea using Design Thinking
1.1. Due Date
The due date for these activities will be determined by your organizer of the workshop.
1.2. Grading
The grading for these activities will be determined by your organizer of the workshop.
2. Instructions
Design Challenge: Empathy Activity
This activity recreates the activity of observing user behaviour through employing the principles of empathy to analyze the daily lives of users. Tour locations in the workshop module and take notes on your observations – remember, we are simply asking what not why at this stage – avoid interpreting what you see. Use the worksheet below to record your observations. You should spend approximately 15-20 minutes on this activity.
Design Challenge: Create Your Own Problem Statement
Spend 10 minutes writing your own problem statement based on the design challenge. Once you have done this answer the following questions.
• What is it about your problem statement that makes you feel it is appropriately usercentred?
• What makes you think your problem statement is broad enough?
• What makes you think your problem statement is narrow enough?
Use the worksheet below to record your observations. You should spend approximately 15 minutes on this activity.
Design Challenge: Idea Generation
In this exercise you will have 3 minutes to generate as many ideas as possible based on the ‘how might we’ statement that is provided. Grab a pen and a stack of sticky notes or a piece of paper and start the timer!
“How might we help users access the information they need to make sustainable decisions?”
When you are done assess your ideas and pick your top 3. Use the worksheet below to record your ideas.
Then select your top idea by using the following criteria:
1) Is it relevant to the design challenge of reducing personal utilities consumption?
2) Is it connected to the needs of your users?
3) Is it inspiring? Are you excited about it?
You should spend approximately 10 minutes on this activity.
Design Challenge: Create Your Own Storyboard
In this exercise you will draw your own storyboard on paper. Take a photo with your phone and insert a picture of storyboard below, or upload it separately along with the other deliverables.
You should spend approximately 15-20 minutes on this activity. Use the space below to include your storyboard, or upload to the Course Management System. Remember, we are not looking for artistic pieces – stick figures are okay!
Design Challenge: Plan Your Test
In this exercise your will take your idea and identify your key assumptions, before designing a test that fits within certain parameters. Use the worksheet below to record your observations.
You should spend approximately 15-20 minutes on this activity.

Design Challenge (Define)
Enter your Problem Statement:
• What is it about your problem statement that makes you feel it is appropriately usercentred?
• What makes you think your problem statement is broad enough?
• What makes you think your problem statement is narrow enough?
Design Challenge (Ideate)
Enter your top three ideas:
1.
2.
3.
Then select your top idea by using the following criteria:
• Is it relevant to the design challenge of reducing personal utilities consumption?
• Is it connected to the needs of your users? • Is it inspiring? Are you excited about it?
Enter your top idea:
Design Challenge (Prototype)
Insert a picture of storyboard or upload it separately.
Design Challenge (Test)
Idea description:
Assumptions:
Think about:
• What are you asking of your user?
• What behaviour change are your relying upon?
Budget:
Description of test:

Assignment 2
CS962: Operating System Principles
As part of this assignment, you will be implementing mprotect system call in gemOS. The gemOS source can be found in the Assignment2/gemOS directory. This source provides the OS source code and the user space process (i.e., init process) code (in Assignment2/gemOS/user directory).
The Syscall Specification
The mprotect system call to be implemented is similar to POSIX mprotect (see man page) with some variations as explained below. The specifications of the system call that you need to implement is as follows:
int mprotect(void *addr, size t length, int prot)
mprotect changes the access protections for the calling process’s memory pages in the address range (addr, addr+ length-1). Assume that addr provided as argument is always page aligned. mprotect might create, expand or shrink the vm area mapping(refer to Figure 1). As we are updating the access rights of certain regions in the vm area, the access rights should also be updated accordingly in the underlying page table entry as well if a mapping exists. If the calling process tries to access memory in a manner that violates the protections, then the OS generates a SIGSEGV signal for the process.
The prot argument describes the desired memory protection of the mapping. It can be bitwise OR of one or more of the following flags (already defined in the provided template):
• PROT READ – The protection of the mapping of the specified range of the virtual address is set to READ ONLY (by modifying the vm area meta-data). The page table mapping for the pages in the area should be set to READ ONLY. If any process tries to write on this physical page, it will result in SIGSEGV
• PROT WRITE – The protection of the mapping of the specified range of the virtual address is set to WRITE ONLY (by modifying the vm area meta-data). The page table mapping for the pages in the area should be set to WRITE ONLY. When it comes to physical pages, PROT WRITE implicitly provides read access to physical pages. Hence, the physical pages which map to this vm area will have both READ and WRITE access.
1
Figure 1: Performing mprotect() on the VM areas
RETURN VALUE
On success, mprotect() returns 0. If any part of the provided addr is invalid or the prot
argument is invalid, then mprotect will fail and returns -EINVAL
2
Background and Utilities
We have given template functions, structures, and utility functions that might help you while solving the assignment.
The process control block (PCB) is implemented using a structure named exec context defined in include/context.h. One of the important members of exec context for this assignment is the vm area structure.
struct vm area:
vm start – The starting address (virtual address) of the vm area mappings. vm end – The ending address (virtual address) of the vm area mappings.
access flags – The Protection or access flags of the current vm area mappings. vm next – The pointer to the next vm area mappings.
The vm area pointer from the exec context represents a linked list of all address ranges allocated using the mmap system call. This list is modified based on already implemented system calls such as mmap and munmap.
struct vm area* alloc vm area():
This function (in include/mmap.h) is used to create a new vm area mapping and returns a pointer to the created vm area. You need to set the values of vm area fields. You should use this function to create vm area in the entire assignment.
void dealloc vm area(struct vm area *vm):
This function (in include/mmap.h) is used to delete or deallocate the vm area, which is passed as an argument. You should use this function to delete or deallocate vm area in this assignment.
MMAP AREA START & MMAP AREA END:
These constants defined in the file [include/mmap.h] specify the start and end limit of the
mmap address space. All mappings created using the mmap syscall resides in this range.
static inline void invlpg(void* addr)):
This function flushes the TLB entry corresponding the address addr.
void* osmap(u64 pfn):
This function return the virtual page address corresponding to a physical page. You can use this to convert physical page address to virtual address.
3
Format of the Page Table Entry
The format of PTE entry which maps to 4KB pages in intel x86-64 architecture is as shown in figure 2. Those who want to know more, can refer Intel Software Manual.
Figure 2: PTE Entry
4
How to setup gemOS
1. Please setup the docker container using the instructions provided in the document titled ‘Instructions for Running GemOS Docker Instance’. Further instructions below assume that you have a working setup.
2. Running container: Open a terminal in host machine and run the command ‘$sudo docker ps’. Find the container id. Let the container id be 2d2d13fb1d8d. Run the command ‘$docker start container-id’. For example, ‘$docker start 2d2d13fb1d8d’.
3. Login into the container: Login as a user with command ‘$ssh -p 2020 osws@localhost’. Password is ’cs330’.
4. Copying files from host machine to container: Open another terminal in host machine . Make the ‘Assignment2/gemOS’ as your current working directory in this terminal. From ‘Assignment2/gemOS’ directory run the following command to copy gemOS files from your host machine into the container.
‘$scp -P 2020 -r * osws@localhost:~/gemOS/src’.
5. Modifying gemOS kernel: In container terminal, make ‘/home/osws/gemOS/src’ as your current directory. In this directory you have to write your logic for task-1 and task-2 in mprotect.c file.
6. Compiling gemOS kernel: To compile the gemOS kernel after modifications, run $make command in ‘/home/osws/gemOS/src’ directory.
7. Running gemOS kernel: To run the gemOS kernel, change the current working directory of container terminal to /home/osws/gem5 and use the command ‘$./run.sh /home/osws/gemOS/src/gemOS.kernel’
8. Connecting to gemOS console: Open another terminal in host machine. SSH into the container using ‘$ssh -p 2020 osws@localhost’ command. To connect to gemOS console, write the following command in this terminal: ‘$telnet localhost 3456’
9. Running a process in gemOS: In gemOS console, write the command ‘$init’ to run the userspace ‘init’ process.
10. Running testcases in gemOS: To run a testcase, copy the testcase file to init.c. For example, ‘$ cp /home/osws/gemOS/src/user/testcases/task1/testcase4.c /home/osws/gemOS/src/user/init.c’
5
Task-1: Virtual memory area operations (50 Marks)
In this task, you are required to provide the implementation for the function vm area mprotect in the file [mprotect.c]). This function is invoked when mprotect system call is made. vm area mprotect takes the current context, address, length, and required protection as arguments. If the provided address is not part of any vm area, then mprotect should fail and return -EINVAL.
As part of this task, you are expected to modify access protection of the VMA in the range (addr, addr+ length-1) as shown in Figure 1. Change in access protections of a VMA can lead to the splitting/ merging of VMAs.
Validation Procedure:
• In this part of the assignment, we will validate the state of VM area, a singly linked list pointed to by vm area field in struct exec context in include/context.h. We will examine the vm area linked list before and after the mprotect syscall.
• There can be at most 128 vm area at any point of time. If this limit is exceeded, then return -EINVAL.
• If the address range for mprotect system call does not belong to a valid vm area then return -EINVAL.
• Assume all the addresses provided to the mprotect syscall are page-aligned. Task-2: Updating access rights of physical pages (50
Marks)
In this task, you need to add additional functionality to the function vm area mprotect. On changing the access protections of a vm area mapping, you have to modify the access protec- tions of the mapped physical pages of the vm area by walking the page table. For example, if we change a vm area permission to WRITE ONLY from READ ONLY through a mprotect system call, then you have to modify the relevant page table entries to allow write operation on them.
Note: pgd value can be found in struct exec context. Validation Procedure:
• We will change access permissions through mprotect system call and validate read, write access to corresponding vm area.
6
Submission guidelines
• You have to submit one file (mprotect.c). Put this file in a directory named with your roll number. Create a zip archive of the directory and upload it. For example: If your roll number is 12111260, then your submitted zip file should have the following structure:
12111260.zip
|
|—– 12111260
|—– mprotect.c
• Don’t modify any other files. We will not consider any file other than mprotect.c for evaluation.
• You should remove all printk debug statements from submission file. We will take diff between your output and the expected output for evaluation.
• Test your implementation with more test cases. We have provided open test cases in testcases folde

Assessment Task 2: Research Report
SIT40521- Certificate IV in Commercial Cookery
SITHCCC029 – Prepare stocks, sauces, and soups
Qualification SIT40521- Certificate IV in Commercial Cookery

Research and report
Research each stock, sauce and soup and use the information you have found to complete the Research report template below.

1.Why do we use stocks, sauces and soups?
Discuss the use of stocks, sauces and soups in cookery. What dishes are stocks and sauces used with? What dishes are soups matched with? What service styles serve soup?

Short definition
Give 3 examples of each
What are they used with, Name 3 dishes using each
Stocks
Sauces
Soups
2.Stocks
Identify different types of stock, including the main four stocks you have learned about during this unit. Also identify some regional/traditional varieties. Describe the difference in preparation of white and brown stocks, including basic ingredients and ingredient ratios. Briefly explain the cooking process, including approximate cooking durations for brown, white, fish and vegetable stocks.
Name of stock
Brief description of the stock and differences
Basic ingredients and ratios
Cooking process and duration
Stock 1. Brown stocks
Put the bone into oven
Stock 2. Fish
Stock 3. Chicken
Stock 4. Vegetable
Specialty/regional stock.
Sauces
Identify and describe each of the six mother sauces, including:
• ingredients
• preparation technique/methods

• derivatives of each mother sauce
Name of sauces ingredients Preparation/method/technique Derivatives, minimum 2
1
2.
3.
4.
5.
6.
Identify two classical sauces and two contemporary/modern sauces. For each one, provide a brief background on their origin.
Name of sauces Brief background of their origin
Classical 1.
Classical 2.
Modern 1.
Modern 2.
Soups
Identify and describe three soup classifications. Identify the typical serving size of entrée and main soups, and the types of garnishes that can be used.
Classification of soup Typical serving size for entrée and main portion Type of garnishes used
Or accompaniment 1 example for each classification
1.clear soup
2.Thick soup
3.pure soup
4.National soup
Identify two classical soups and two contemporary/modern soups. For each one, provide a brief background on their origin.
Name of soups Brief background of their origin
Classical 1.
Classical 2.
Modern 1.
Modern 2.
Identify and briefly describe three national soups, including:
• country of origin
• brief history
• ingredients
• how the soup is served
• any garnishes and accompaniments.
Name of National soup Country of origin & brief history Ingredients Garnishes/ accompaniments/ how it Is served
1.
2.
1.
2.
Appearance and presentation
Choose at least one stock, one sauce and one soup (unless your assessor has provided you with specific ones to research). Describe how each should appear. How should they be presented to maximise customer appeal?
Freshness indicators
Describe the freshness indicators for the ingredients used when preparing these stocks, sauces and soups
Quality indicators
Describe three quality indicators for each stock sauce and soup:
Taste profile
Describe the taste profile of each stock, sauce and soup.
Texture profile
Describe the texture profile of each stock, sauce and soup.
Choose 1stock, 1
sauce, 1 soup Appearance & presentation Freshness of ingredients used & quality indicators for each Taste & texture profile
Name of stock: Sweet soul, clod hot rich.
Name of sauce:

Research Project 2 Guide: Notetaking Annotations and Information Recall
1 INTRODUCTION
The aim of Research Project 2 is to provide further experience with the research process. It provides opportunities to engage with, analyse and write up a correlational research study. Like Research Project 1, this assessment takes the form of a research report.
This guide describes a (simulated) research study. It also includes the materials and dataset from this study. This assessment requires you to write up this study in the form of a research report (note that you are NOT required to conduct this study or collect data). Your report should:
1. Be formatted according to the Reporting Style Guidelines for Practical Reports and Projects
2. Include references formatted according to APA 7th (e.g., see Cite Them Right)
3. Be no longer than 2,000 words (excluding references and appendices)
4. Be uploaded to Turnitin no later than 12 noon on 20 February 2022
2 BACKGROUND

An area that is always of interest to instructors is notetaking and how notetaking can play a role in predicting information encoding. Mueller and Oppenheimer (2014) compared students’ performance on conceptual questions when using laptops and when taking notes by hand. They found that students using laptops performed worse than those handwriting notes. Other studies, such as Witherby and Tauber (2019) have examined students’ rationale behind notetaking.
The current study focused on the number of handwritten annotations students made when reading a printed copy of a scholarly research article to investigate the relationship between the number of annotations and performance on a multiple-choice exam.
3 SUMMARY
In the current study, second year DMU Psychology students were recruited on SONA. They were asked to come into the Psychology lab in Portland to complete the study. In the lab, the researchers presented participants with an Information Page and they were asked to complete a computer-based Consent Form.
Participants then sat at a desk that had a variety of stationery (i.e., post-it notes, pens of different colours, and highlighters of different colours), as well as a printed copy of Bialystok and Luk (2012), a scholarly journal article that discusses bilingualism. Participants were instructed to read the article and take any notes they felt would be helpful. After participants completed the reading, they were brought to a computer where they took a 20 item multiple-choice questionnaire about the information in the research article.
The multiple choice questionnaire asked questions about information contained in the article. For example, one question asked about the number of participants involved in the studies, whereas others asked about the findings of the study.
Participants were then presented with a Debrief page and asked if they had any questions. Participants were awarded 1 SONA credit for their participation.
After the participants left, researchers counted the number of annotations made. For example, if a student highlighted a line and wrote a comment, that counted as 2 annotations. The total number of annotations and the number of correct questions on the multiple-choice questionnaire per participant were collected.
The current study addresses the following research question: what is the relationship between the quantity of annotations and information recalled? In other words, is there a significant correlation between annotations made and the score on their questionnaire?
4 DATASET
Each participant was assigned an anonymous ID. In addition to recording their Age in years and Gender, the number of annotations (Annotations) and their score on the questionnaire (MCQ) were recorded. Each of these variables is included in the ResearchProject2.sav dataset.
5 WRITING UP
Like Research Project 1, you are encouraged to closely consult the Reporting Style Guidelines for Practical Reports and Projects, rubric and workshop materials. You will also be required to draw on the skills that you developed during Term 1. You are also encouraged to consult your feedback from Research Project 1. Finally, your report should include references to Mueller and Oppenheimer (2014) and Witherby and Tauber (2019) alongside at least two additional references (i.e., and relevant discussion).
6 REFERENCES
Bialystok, E., & Luk, G. (2012). Receptive vocabulary differences in monolingual and bilingual adults. Bilingualism: Language and Cognition, 15(2), 397-401.
Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological science, 25(6), 1159-1168.
Witherby, A. E., & Tauber, S. K. (2019). The current status of students’ note-taking: Why and how do students take notes?. Journal of Applied Research in Memory and Cognition, 8(2), 139-153.

Appendix A: Information Page (note that these materials are for educational purposes)
INFORMATION PAGE
Title of Project: Notetaking annotations and information recall
Name of Investigator: Dr Kaitlyn Zavaleta
Invitation paragraph: You have been invited to take part in a research study. Please contact the researcher if anything is unclear or if you would like more information.
What is the study about: This study examines community and student outcomes.
What does the study involve? You will be asked to read a short research study and complete a short multiple-choice test based on the reading.
Why have I been chosen? You have been invited to participate because you are 18 years of age or older and a DMU student.
Do I have to take part? It is up to you to decide whether or not to take part.
What if I agree to take part and then change my mind? You are free to withdraw from the study at any time without giving a reason. However, once you have completed the study, you will not be able to withdraw your data.
What are the possible disadvantages and risks of taking part? The primary disadvantage is that you will have to give up some of your time.
What are the possible benefits of taking part? The primary advantage is that you will contribute to science.
What if something goes wrong? / Who can I complain to? Please contact the Investigator or the Administrator for the Ethics Committee.
Will my taking part in this study be kept confidential? All information which is collected about you during the course of the research will be kept on a password protected database and is strictly confidential. You will be given an ID code which will be used instead of your name. Any identifiable information you may give will be removed and anonymised.
Who has reviewed the study? This study has been reviewed and approved by the Ethics Committee.
Contact for Further Information: Dr Kaitlyn Zavaleta
De Montfort University
Leicester LE1 9BH UK
kaitlyn.zavaleta@dmu.ac.uk
+44 (0)116 366 4790
Appendix B: Consent Form (note that these materials are for educational purposes)
CONSENT FORM
Title of Project: Notetaking annotations and information recall
Name of Investigator: Dr Kaitlyn Zavaleta
Please tick if you agree:
1. I confirm that I have read and understood the information sheet. I have had the opportunity to consider the information, ask questions and have had these answered satisfactorily. __
2. I understand that my participation is voluntary and that I am free to withdraw at any time without giving any reason. __
3. I agree that the researcher can use my p-number provided to collect and use my final dissertation score. __
4. I agree to take part in this study. __

Appendix C: Debrief Page (note that these materials are for educational purposes)
DEBRIEF PAGE
Title of Project: Notetaking annotations and information recall
Name of Investigator: Dr Kaitlyn Zavaleta
The aim of this study is to understand more about the number of annotations someone makes when reading a research article and whether it is related to how well students do on a multiple choice test.
Contact for Further Information: Dr Kaitlyn Zavaleta
De Montfort University
Leicester LE1 9BH UK
kaitlyn.zavaleta@dmu

Feedback will be given on or before week 8
You are to carry out a small scale psychological study. You are to choose one of the following topics to research:
• Covid lockdown and Stress
• Gender and attraction
You will design a questionnaire and gather data.
You will present this assignment as a report. You will need to include the following in your report (use as a check list).
?Title/Topic of research
?Abstract
?Introduction
?Method – with explanation of how you used it and why you used it.
?Findings (description of what you found/observed) – can be in a written or numerical form.
Discussion.
?Conclusion – summary of what have you found out
?Evaluation – what were the strengths and weaknesses of your study?
?Appendix – Include examples of questionnaires/interview schedule or observation notes.

Submission
You should also upload your report including references which follows a referencing system, such as Harvard, onto Turnitin by 9.00a.m. Friday 18th February 2022.
MARKING THE ASSIGNMENT: CRITERIA
See marking criteria attached.
PLAGIARISM AND BAD ACADEMIC PRACTICE
DMUIC provides guidance and advice on good academic practice and avoidance of plagiarism. In submitting any academic work for assessment, you are deemed to be doing so on the basis that you have not committed an Academic Offence or Bad Practice.
A major expectation of all assessments whilst at DMU/DMUIC is that students work in the English language and generate their assignments in the English language. Initial work should be produced in English not a second language. This means that the use of any language generation/translation or websites is discouraged. The use of such tools may be considered Bad Academic Practice and the consequences outlined in the previous section will apply.
ASSESSMENT CRITERIA – ASSIGNMENT 1
Research Methods
Criteria Max. Mark
Research:
0-7 marks Sources used: module text book, internet
8-15 marks sources used: 2 text books 2 online books 2 journals and 2 internet sources 15
Abstract:
Brief description of what it is the aim of your research, how you went about it and a general statement describing your findings 10
Introduction:
This would describe and previous research regarding your topic of interest, explains the goals of your current research, your hypothesis – what you expect to discover as a result of your research.
15
Method:
You will need to describe the procedures you used in your research, such as sampling methods, number of participants, your independent and dependent variables, and type of experimental design.
25
Results/Findings:
You’ll outline the statistical data you have gathered from your research, using tables and figures to display statistical data and results
10
Discussion: Conclusion/Evaluation.
An interpretation of the results of your experiment and state whether your findings support your hypothesis. You should also offer possible explanations for your findings. Evaluate your research.
15
Referencing and Appendix:
Correct use of Harvard referencing includes a reference list and has cross referenced sources used, Appendix to include examples of questionnaires/interview schedule of observation notes 5
General Presentation: QWC, spelling, punctuation and grammar, correct use of software tools and Text formatting (line spacing, font and size, word count, fully justified text) 5

This assessment requires you to create a 5–8-minute video in which you present the results of the
experiment you ran throughout this course.

More details about what you should cover in your video presentation are outlined below under
“Assessment details”.

This assessment is linked to the following course learning outcomes:

CLO 3 Critically evaluate a range of agile frameworks and their suitability in multiple business contexts and
impacts on leadership.
CLO 4 Analyse agile practices by identifying agile success metrics and improvement opportunities.

Marking criteria
This assessment will measure your ability to:

1. Assess the gaps between your current Agile fluency and your desired fluency (8 pts)

2. Predict what would be required to progress your organisation to your desired level of Agile
fluency (8 pts)

3. Design and run an experiment to implement an Agile working practice in your team that
includes preparation, introduction, and review plans (10 pts)

4. Evaluate and interpret metrics to assess the success of planned Agile experiments and
interpret the results of the metrics. (8 pts)

5. Use the Heart of Agile framework to analyse the recommended changes (8 pts)

6. Appraise the implementation of the Agile working practice, the organisation’s progression
toward Agile fluency and plan for future progression (8 pts)

Assessment Details
Imagine that the management of your organisation are interested in implementing Agile within the
organisation and want to know about the Agile experiment you have completed. They have asked
you to present to them to describe the experiment, what effect it had on the progression towards
Agile fluency and your suggested plan for future progression.

Your video presentation should contain:

• An identification of the gaps between your organisation’s current Agile fluency and desired
fluency.

• A plan for how you might close the gaps and a justification for why you have selected this
approach.

• An outline of your experiment including your preparation, introduction and review plans.

• Identification of the metrics selected and justification for why you selected them.

• The expected outcomes from the experiment. Indicate why you expected these outcomes.
Refer to the Heart of Agile framework here – how did your experiment address the Heart of
Agile values? For example, did your experiment aim to foster more collaboration (one of the
Heart of Agile values), and if so, how?

• A comparison between the expected outcome of your experiment and the actual outcome of
your experiment, in terms of your team’s progression toward Agile fluency.

• Your suggested next steps for your team or organisation to move toward increased Agile
fluency.

You should take extreme care that you have:

• Acknowledged words, data, diagrams, models, frameworks and/or ideas of others you have
quoted (i.e., directly copied), summarised, paraphrased, discussed, or mentioned in your
assessment through the appropriate referencing methods
• Provided a reference list and /or bibliography of the publication details so your reader can
locate the source if necessary. This includes the material used from Internet sites.

Literature Review Report
1. Research Findings – What did the researchers discover or prove? (1 page).
One of the main outcomes which supported Self Determination Theory (SDT), in that the researchers found that the more an individual is motivated by extrinsic rewards, the less intrinsic motivation is likely to stimulate creativity. Conversely if extrinsic motivation is low, the relationship between intrinsic motivation and creativity is positive and strong.
From a different perspective, the results show that the more an individual is motivated by intrinsic rewards, the less extrinsic motivation is likely to stimulate creativity. Conversely if intrinsic motivation is low, the relationship between intrinsic motivation and creativity is positive and strong.
Significantly, high intrinsic motivation and high extrinsic motivation does not lead to high level of creativity. The authors suggest that this may be a conflict in creative behaviours. Intrinsic motivation encourages time and cognitive effort in a direct that they as individual believe will yield a radical creative outcome (creativity that is vastly different to conventional solutions). Extrinsic motivations are likely to divert effort into following what their supervisor believes will yield a desired incremental outcome (creativity that make incremental improvements on existing solutions).
When working in a team, the research showed that a collaborative climate was more conducive to individual creativity than a competitive climate, and that introducing competition to a collaborative climate could be detrimental to creativity.
However, the researcher found that in intrinsic motivation is low, such as jobs that are not interesting or enjoyable, then extrinsic motivation may increase creativity.

Submission will only be accepted via EITOnline. Please check the Assignment Dropbox or Course Schedule for due date and time. Note that the Dropbox will check your assignment for breaches of academic integrity. Remember to include a cover page.
Weighting 30%
Course learning outcomes covered LO1 Evaluate marketing concepts and theories and their application in both, an Aotearoa and Global context.
L02 Evaluate organisational processes involved in the planning, implementation, and control of marketing activities
Resources for this assessment Choose your own company X – it must be a NZ SME.
Articles relevant to the assessment are provided in the individual Modules of EITonline.
Background to this assessment Traditional marketing thought and practise have been challenged through the evolution of a new value creation paradigm. For organisations it is important to manage the value creation process. Strategic thinking focuses on finding ways for the firm to create value for its chosen customers.
Task 1 Task: Research the literature and evaluate how organisations, both in New Zealand and globally, create customer value. (1000 words)
Guidelines:
Include the following concepts:
• Relationship management
• Value creation through partnerships (internal & external), alliances and networks
• Managing customers through SD logic
• Customer life time value
• Customer equity
Task 2 Task: Evaluate how the New Zealand company X currently creates value. (1000 words)
Guidelines:
• Introduce the company and its current product portfolio and customer segments served
• Evaluate the company’s current marketing strategy including brand positioning strategy, differentiation (competitive advantage) and customer value creation mix in terms of value creation
• Refer to the concepts discussed in the first section of your assessment
Be sure to consider the performance criteria on the marking rubric for this assessment.

SUBMISSION INSTRUCTIONS FOR ASSESSMENT
1. All parts of Assessment 1 are individual tasks and all of the work must be your own. Do not share, in any way, shape or form, any parts of your assignments with any other student, even after the completion of the course.
2. Assessment MUST be uploaded electronically via the Dropbox provided on the EIT Online course page. Other forms or means of submission will not be accepted.
3. All sources of information (excluding the ones available in the reading list and e-books or books) must be uploaded in the references drop box available on EIT Online by the due date.
4. It is important that you respect the intellectual property of other writers or researchers and acknowledge the use of it by correctly citing and referencing using the APA 7th edition style. Assessments that do not acknowledge the material correctly, whether intentional or otherwise, will lead to an academic misconduct investigation being initiated.
5. Avoid plagiarism issues by uploading your draft several times before submission in the relevant Draft box. Drafts are not stored in the main repository of Turnitin and will therefore not compare against you final submission.
6. Attach the completed and signed Plagiarism Declaration at the beginning of your document. Assessments without a completed coversheet and signed Plagiarism Declaration form will not be accepted.
FORMATTING INSTRUCTIONS
7. Assessment must be typed in a MS-Word file (file format must be *.docx). This is NOT doc, pdf, rtf or any other file type. Other file types will not be accepted by the drop box.
8. Formatting, file name, document structure
a. Use left line justification, double-line spacing, Times New Roman font, font size 11, and font colour (black).
b. File name – Use the given naming convention to name your file: MAPM8.250_Student ID_first name_A1.
c. Insert a Table of Contents – to be automatically generated.
9. Use either MS-Word or Endnote referencing software for inserting citations and references. However, do NOT use both together.
10. The assignment word count should be strictly followed. Falling outside the word count limit will incur a penalty. See marking rubric for details. The word count is excluding your cover pages, Tables and Figures, reference list and appendices. While the words count is excluding the Tables & Figures and appendices, if used excessively, the marker may count these words towards the word count.
11. Grammar and Spelling tips
d. Use Spellcheck
e. Write in the third person (no ‘I’)
f. No more than 10% of quotes
g. Add page numbers

Course: Assessment: Student Name
Performance Criteria Levels of Achievement Mark
Outstanding (=80%) Accomplished (65% – 79.9%) Capable (50% – 64.9%) Needs improvement (=50%)
Task 1
Evaluate how the organisation creates and delivers customer value Evaluation of an extensive range of different value creation concepts in a local and global context
Highly comprehensive analysis and synthesis of details, facts, concepts, etc.
Highly competent application of knowledge to the assessment topic.
Clear and consistent integration of a wide range of literature as a foundation for well-reasoned argumentation. Evaluation of a range of different value creation concepts in a local and global context
Comprehensive analysis and synthesis of details, facts, concepts, etc.
Competent application of knowledge to the assessment topic.
Clear and consistent integration of the literature as a foundation for well-reasoned argumentation. Evaluation of a small range different value creation concepts in a local and global context
Some analysis and synthesis of details, facts, concepts, etc.
Some application of knowledge to the assessment topic.
Some integration of the literature as a foundation for well-reasoned argumentation. Evaluation of a few or no different value creation concepts in a local and global context
Little analysis and synthesis of details, facts, concepts, etc.
Little application of knowledge to the assessment topic.
Little integration of the literature as a foundation for well-reasoned argumentation. /20
20-16.5 16-13.5 13-10.5 10-0
Comments:
Task 2
Evaluate how company X creates value Highly comprehensive analysis and synthesis of an extensive range of company sources of value creation including the concepts of brand positioning, differentiation and customer value creation mix.
Clear and consistent integration of a wide range of literature as a foundation for well-reasoned argumentation. Comprehensive analysis and synthesis of a range of company sources of value creation including the concepts of brand positioning, differentiation and customer value creation mix.
Clear and consistent integration of the literature as a foundation for well-reasoned argumentation Some analysis and synthesis of a small range of company sources of value creation including the concepts of brand positioning, differentiation and customer value creation mix.
Some integration of the literature as a foundation for well-reasoned argumentation Little analysis and synthesis of company sources of value creation including the concepts of brand positioning, differentiation and customer value creation mix.
Little integration of the literature as a foundation for well-reasoned argumentation. /20
20-16.5 16-13.5 13-10.5 10-0
Comments:

Levels of Achievement
Outstanding (=80%) Accomplished (65% – 79.9%) Capable (50% – 64.9%) Needs improvement (=50%)
Academic scholarship Wide variety of relevant and up-to-date sources of information, primarily from peer-reviewed literature.
Content presented in a logical sequence and appropriate style with consistently clear and grammatical formulation.
All sources of information are accurately presented in both the body text and reference list (APA style). Variety of relevant and up-to-date sources of information, primarily from peer-reviewed literature.
Content presented in an appropriate style with clear and grammatical formulation.
Most sources of information are accurately presented in the body text and reference list (APA style). Some relevant and up-to-date sources of information, with some from peer-reviewed literature.
Content presented in an appropriate style with generally clear and grammatical formulation.
Some sources of information are accurately presented in the body text and reference list (APA style). Little relevant and up-to-date sources of information, with little from peer-reviewed literature.
Content not presented in an appropriate style and/or with unclear and grammatical formulation.
Sources of information are not accurately presented in the body text and reference list (APA style). /10
10-8 7.5-6.6 6-5.5 5-0

INTRODUCTION
Welcome to the Student Assessment Tasks for RIIQUA601E Establish and maintain a quality system. These tasks have been designed to help you demonstrate the skills and knowledge that you have learnt during your course.
Please ensure that you read the instructions provided with these tasks carefully. You should also follow the advice provided in the Civil Construction Works Student User Guide. The Student User Guide provides important information for you relating to completing assessment successfully.
ASSESSMENT FOR THIS UNIT
For you to be assessed as competent, you must successfully complete two assessment tasks:
• Assessment Task 1: Knowledge questions – You must answer all questions correctly.
• Assessment Task 2: Project – You must work through a range of activities and complete a Project Portfolio.

ASSESSING ASSESSMENT TASK 1: KNOWLEDGE QUESTIONS
INFORMATION FOR STUDENTS
Knowledge questions are designed to help you demonstrate the knowledge which you have acquired during the learning phase of this unit. Ensure that you:
• review the advice to students regarding answering knowledge questions in the Civil Construction Works Student User Guide
• comply with the due date for assessment which your assessor will provide
• adhere with your RTO’s submission guidelines
• answer all questions completely and correctly
• submit work which is original and, where necessary, properly referenced
• submit a completed cover sheet with your work
• avoid sharing your answers with other students.
ASSESSMENT INFORMATION
Information about how you should complete this assessment can be found in Appendix A of the Civil Construction Works Student User Guide. Refer to the appendix for information on:
• where this task should be completed
• the maximum time allowed for completing this assessment task
• whether or not this task is open-book.
Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix C of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that.

QUESTIONS
Provide answers to all of the questions below:
1. Explain how the Australian Consumer Law relates to quality.
2. Complete the following table about quality system principles and practices.
List seven principles of a quality management system.
List three practices associated with a quality system.
3. List two methods that you can use to collect information to inform an evaluation of the effectiveness of a quality system. For each method, explain how you would review the information collected.
Method Technique you would use to review the information collected.

4. Explain why it is beneficial to use the Plan Do Check Act model. Include in your answer a description of the four phases of this model.
5. Outline why it is important in terms of best practice human resources policies and practices to specify quality responsibilities.
6. Outline a risk management approach to quality issues.
7. List five possible approaches to treatment for quality issues as per a risk management approach.
8. List three ways that you can demonstrate active listening skills to assist with communications, including client relations.
9. List three metrics that can be used to measure quality.
10. List the key principles that change management relies on.
11. List three ways that you could use to coordinate and communicate quality responsibilities with project team members.

ASSESSMENT TASK 2: PROJECT PORTFOLIO
INFORMATION FOR STUDENTS
In this task, you are required to demonstrate your skills and knowledge by working through a number of activities and completing and submitting a Project Portfolio.
You will need access to:
• a suitable place to complete activities that replicates a civil construction design environment including a meeting space (virtual or physical) and computer and internet access
• your learning resources and other information for reference
• Project Portfolio template
• Simulation Pack (if you need a case study).
Ensure that you:
• review the advice to students regarding responding to written tasks in the Civil Construction Works Student User Guide
• comply with the due date for assessment which your assessor will provide
• adhere with your RTO’s submission guidelines
• answer all questions completely and correctly
• submit work which is original and, where necessary, properly referenced
• submit a completed cover sheet with your work
• avoid sharing your answers with other students.
ASSESSMENT INFORMATION
Information about how you should complete this assessment can be found in Appendix A of the Civil Construction Works Student User Guide. Refer to the appendix for information on:
• where this task should be completed
• how your assessment should be submitted.
Note: You must complete and submit an assessment cover sheet with your work. A template is provided in Appendix B of the Student User Guide. However, if your RTO has provided you with an assessment cover sheet, please ensure that you use that.

ACTIVITIES
Complete the following activities:
1. Carefully read the following:
This assessment task requires you to establish and maintain a quality system on two occasions. As the work of a civil construction designer focuses on projects, the quality systems you will establish and maintain will be in relation to two projects. You can do this for two real projects at your workplace, or you can use the case study information in the Simulation Pack provided.
Vocational education and training is all about gaining and developing practical skills that are industry relevant and that can help you to succeed in your chosen career. For this reason, basing your project on real relationships with classmates or work colleagues will mean that you are applying your knowledge and skills in a relevant, practical and meaningful way!
If you use your own workplace, read through the assessment requirements in the steps below to make sure you have access to sufficient information. Speak to your assessor to get approval if you want to base this on your own workplace.
If you are basing this assessment on the case study business and projects, read through the Simulation Pack in preparation for this assessment. All the information needed to complete this assessment is contained in the Simulation Pack.
You will be collecting evidence for this unit in a Project Portfolio. The steps you need to take are outlined below. Before you begin, complete page 4 of your Project Portfolio. You must include the name of the organisation you are basing this assessment on and provide the titles of the two projects for which you’ll establish and maintain quality systems.
Start working on Section 1 of your project portfolio. Steps 2 and 3 form part of Section 1. Please also note that the Project Portfolio includes separate sections for you to document your work in relation to the quality systems you establish for Project 1 and Project 2.
If you are basing this assessment on the case study business and projects, further information to complete the next steps is available in the Simulation Pack.
If you are basing this assessment on your own workplace, you need access to two projects where you will be able to establish and maintain a quality system. You will also need to be able to access:
• documentation related to establishing and maintaining a quality system, for example, a quality policy or a project management policy or a strategic plan.
• Information about goals and objectives for quality.
• quality statistics/trends.
• quality activities completed and information to assist with evaluating the system.
2. Quality system framework.
You are required to establish and maintain the framework for the quality system, as well as establish a collaborative process (to be initiated in the next activity). To do this you are to:
• review and confirm the requirements for each project, as well as requirements and information relating to quality systems.
• establish a format for a Quality Management Plan to be used for each project. Your Quality Management Plan must include the ability to:
o define a purpose.
o identify quality system responsibilities for project staff.
o include quality standards.
o identify the resources required for the project, as well as their source.
o outline mechanisms that will be used for collaboration and communication and to ensure quality throughout projects.
o quality methods, techniques and tools to resolve quality issues.
o procedures to be used to treat quality issues.
o plan for reporting quality control and assurance problems to ensure quality issues are resolved.
o identify ongoing training that will be provided to ensure quality system requirements are met.
Once you have developed your Quality Management Plan template, you are to use this template to develop a Quality Management Plan for each project. Follow the instructions in your Portfolio.
Make sure you have answered all questions in Section 1.
When you have completed the steps above, you are to prepare to present your work in the next activity.
This means developing a presentation that can be provided to a team (your assessor and fellow students) that addresses all the work you have completed so far.
The purpose of your presentation will be to:
• present the framework you have established for the quality system i.e., your quality management plan template.
• present the quality management plans you have developed for both projects
• collaborate with your project team (your assessor and fellow students) to resolve any issues with the quality management plan framework, as well the project quality management plans you have developed for each project.
Prepare your presentation in a format of your choice such as. PowerPoint for use in the next session. Your presentation will be for approximately 15 minutes and your assessor will advise you of the date and time.
Please note that at the presentation you will need to show that you present information clearly and use active listening skills in relation to issues raised.
3. Presentation.
You are now to provide your presentation to your team as per the instructions above.
During your presentation, your assessor will be looking to see that you established a quality system for each of the two projects
Your assessor will also confirm that can present information clearly and use active listening skills in relation to issues raised.
Make notes on the feedback provided as you will need to document this in your Portfolio and use it to make improvements/resolve issues.
This should be viewed in person by your assessor as they will need to give you feedback. Make sure you follow the instructions above and meet the timeframes allocated.
Following your presentation, document the feedback provided in your Portfolio.
Complete Section 1 of your Project Portfolio.
Start working on Section 2 of your Project Portfolio. Step 4 forms part of Section 2.
Assume that the projects are in progress.
If you are basing this assessment on the case study, further information to complete the next steps is available in the Simulation Pack.
If you are basing this assessment on your own business or workplace, you need information to review project outcomes.
4. Monitor quality issues.
Review the information available regarding project progress and quality issues. If you are completing this for the case study this will be as per the information available to you to complete Section 2 in the Simulation Pack. If you are completed this based on your workplace projects, you will need to be able to access suitable information that will allow you to monitor your quality system.
Complete Section 2 of your Portfolio based on your review of the information on quality activities. Discuss the issues identified, comment on inadequacies and identify actions to address quality issues. Communicate with your team on the actions you identify, including the resources allocated.
Make sure you have answered all questions in Section 2.
Start working on Section 3 of your Project Portfolio. Step 5 forms part of Section 3.
Assume that the projects have been completed.
If you are basing this assessment on the case study, further information to complete the next steps is available in the Simulation Pack.
If you are basing this assessment on your own business or workplace, you need information to evaluate the quality system.
5. Evaluate the quality system.
Review the information available regarding the project outcomes i.e., the outcomes of the quality system established. If you are completing this for the case study this will be as per the information available to you to complete Section 3 in the Simulation Pack. If you are completed this based on your workplace projects, you will need to be able to access suitable information that will allow you to monitor your quality system.
Complete an evaluation of the effectiveness of the quality system that includes:
• Consideration of the extent to which the quality system has achieved goals and objectives.
• Recommended improvements.
• Compliance with legislation and code of practice.
• Your own reflections.
To finalise this assessment, you are also required to maintain a quality management system to ensure that quality processes are maintained. Set up a Folder and filing system so that all the project documentation can be stored. Ensure that you have an overall folder for the project, as well as sub folders for different things.
All of the documents that you have developed for the project so far should be correctly named and filed logically.
Take a screen shot to show all the folders and documents and include it in your Portfolio.
Work on Section 3 of your Project Portfolio.
6. Submit your completed Project Portfolio.
Make sure you have completed all sections of your Project Portfolio, answered all questions, provided enough detail as indicated and proofread for spelling and grammar as necessary.
Submit to your assessor for marking

The practitioners at the inner city community-based HIV clinic noticed over the last year there has been a dramatic increase in the number of black adolescent girls who have been diagnosed with HIV. They wondered why that was happening and whether there were any interventions that address the unique needs of this population that might help lower the HIV infection rates in this unique population. The team came together to do an EBP project to determine what was in the literature and found very little addressing this issue. Therefore, the team decided to conduct research.

1. Compare and contrast quantitative and qualitative research.

2. In this scenario, for what aspects of the issue would you use a qualitative research approach and for which aspects would you use a quantitative research approach?

write this paper according to APA Scholarly Writing Standards, Student Version. limit this paper to 2 pages . All assignments must be written in an academic tone. You are not to write in the first person. Instead, you need to use the third person. Large word-for-word quotes are not permitted. Direct quotes, if used, need to be only a sentence or two long. Instead, most cited material needs to be paraphrased. Remember that if you use someone else work or ideas as your own and do not cite it properly is considered plagiarism. Three References should consist of scholarly journals NO OLDER THEN 3 YEARS OLD (2020). Cite relevant references in your response to the discussion topic/questions. Web sources can be used, though they should come from credible sources such as government agencies, academics and private agencies with a strong reputation within the community they serve. You will not be allowed to use web pages or web groups such as Wikipedia or Answers.com, as the information contained in these web pages are academically questionable. You cannot use web pages with a questionable background or academic source. Furthermore, you will not be permitted to cite encyclopedias, dictionaries, newspapers  or magazines. It is important to remember that in this class, you must submit work that must be evidence-based credible sources.