Your business proposal to the bank has been going well so far. Based on your understanding of…

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Product Development and Marketing Strategy Presentation
Your business proposal to the bank has been going well so far. Based on your understanding of the market, the competition, your consumers, and your likely segment and targeting approach, and working with the feedback from the bank manager, you have been asked to present your overall marketing strategy, as well as outlining your new product idea to the manager and the board of directors of the bank. You know that this presentation will help them make their final decision about giving you the business loan.

However, you know that many people on the board do not have a marketing background, so you need to first explain the concepts of marketing strategy to them in order to justify your strategies and recommendations.

In addition, as part of your research, you noticed that there is now some volatility and changing trends in the macro- factors and other contemporary issues that are influencing the market right now and may impact on the success of your new product idea. Thus, you will also need to address these issues and trends in your presentation.

To complete this taskyou need address the following four components:

  1. Define and describe the theoretical concepts of the extended marketing mix by providing a very brief overview of theory of the Seven Ps (i.e. product, price etc- no more than one slide);
  2. List the 8 step process of new product development with a specific details that clearly explain and justify the process used for the new product development for your organisation
  3. Identify and briefly outline one key market trend or societal issue (such as macro factors i.e. law, technology etc, corporate social responsibility, environmental issues, ethics and diversity) that is likely to affect your marketing strategy and explain its potential impact; and
  4. Finally, (based on all the components above) make specific and well justified recommendations for a marketing strategy given your new product offering containing the appropriate marketing strategies mix linking this back to your consumer profile (i.e. your own creative suggestions for place/promotion/price/ positioning etc).

OPTIONAL INTERNAL MODE:

Instead of the face-to-face class presentation as originally planned, please upload your narrated slides and scripts (in notes section) to Turnitin and then after the due date post a copy of your recorded presentation onto our i2 site in discussion board. Then please come along to our final online virtual tutorial workshop to present your slide which contains the recommendations for your product. Participation in the final workshop will require you to have microphone capability in order for you to practice your virtual presentation skills and continue to learn from each other.

RATIONALE

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This assessment task will assess the following learning outcome/s:

  • be able to analyse real-life situations in the corporate, and/or small medium and entrepreneurial business sector and/or not for-profit organisations using marketing frameworks and practice.
  • be able to develop an overview of the business planning process for different types of organisations.
  • be able to define and describe marketing concepts in complex and diverse markets.
  • be able to examine key societal and business issues related to marketing activities.
  • be able to create and communicate marketing strategy solutions and recommendations for organisation.

MARKING CRITERIA AND STANDARDS

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Criteria: The various skills to be assessed

High Distinction(34-40)

Distinction (30-33.5)

Credit (26-29.5)

Pass (20-25.5)

Fail (0-19.5)

Theoretical foundations:
Defined, described and analysed concepts of marketing mix

Each theoretical element of the extended marketing mix is explicitly defined and described. A comprehensive and insightful theoretical discussion of the new product development process is presented and supported by outstanding research using academic and industry sources.

0-10 marks

Defined, described and analysed concepts of marketing mix with a comprehensive and insightful theoretical discussion of new product development process as part of marketing strategy which has been evaluated and supported by outstanding research using by a range of relevant and valid academic and industry sources.

Defined, described and analysed concepts of marketing mix with a comprehensive theoretical discussion of new product development process as part of marketing strategy. Each element of the extended marketing mix explicitly evaluated and supported by a range of relevant and valid research from academic and industry sources.

Defined, described marketing mix and analysed by comparing and contrasting concepts of new product development process

Good research from a range of relevant academic and industry sources.

Theoretical concepts of the marketing mix are defined and described and an a analysis through a basic comparison of concepts of the new product development process has been presented

Good research from a range of relevant academic and industry sources

Unsatisfactory work, no definitions or descriptions of theoretical concepts provided and a lack of research

Develop an overview of the business planning process for different types of organisations through an analysis and application of market strategy:Thorough analysis of the current market strategy of your chosen organisation and clearly linked to theoretical marketing mix framework with new product development process. Application to organisation is justified, logical and insightful. Recommendations of an explicit, realistic sustainable and competitive marketing strategy (i.e. plan) that are supported by research using academic and industry sources to real-life business context

0-15 marks

Thorough analysis of how and why current marketing strategy functions. Clearly linked to theoretical marketing mix framework with new product development process.

Application to organisation is justified, logical and insightful.

Recommendations are linked to a real-life organisation and are an explicit, realistic sustainable and competitive marketing strategy and are supported by research using academic and industry sources.

Thorough analysis of current marketing strategy. Clearly linked to theoretical marketing mix framework with new product development process.

Application to organisation is justified and logical.

Recommendations linked to a real-life organisation and are an explicit, realistic and sustainable marketing strategy and are supported by research using academic and industry

Analysis of current marketing strategy functions. Clearly linked to theoretical marketing mix framework with new product development process.

Application to organisation is justified.

Recommendations are linked to a real-life organisation and are an explicit, realistic marketing strategy that are supported by research using academic and industry

Analysis of the current market strategy. Clearly outlined the new product development process Clearly linked to theoretical marketing mix framework.

Application to organisation is justified.

Recommendations are linked to a real-life organisation and are an explicit marketing strategy that are supported by research using academic and industry

No analysis of current market strategy, no recommendations to a real-life organisation are provided

Describe the complexity and diversity of markets and marketing’s response to it as well as examine key societal and business issues

A key societal issue or market trend is identified and described with analysis of its likely impact on marketing strategy which is insightful, logical and embedded with market data
0-5 marks

A key societal issue or market trend is identified and described with analysis of its likely impact on marketing strategy which is insightful, logical and embedded with market data

A key societal issue or market trend is identified and described with analysis of its likely impact on marketing strategy is clear, explicit and embedded with market data

A key societal issue or market trend is identified and described, analysis of its likely impact on marketing strategy is clear and embedded with market data

A key societal issue or market trend is identified and described with an evaluation of its likely impact on marketing strategy

Limited consideration of market trends or issues affecting marketing strategy

Oral Communication and Presentation

Create and communicate with professional formatting a logical and persuasive sequence of ideas. With minimal spelling, grammar errors. Information is presented in easily understood tables, figures and images. Evidence of commitment to the role play task with appropriate and engaging intonation within the spoken scripted narrative
0-5 marks

Excellent presentation

Professional formatting, logical and persuasive sequence of ideas

No spelling or grammar errors

Information is presented in easily understood tables, figures and images and role play commitment with appropriate engaging intonation and scripted narrative

Very good presentation professional formatting, logical and persuasive sequence of ideas No spelling or grammar errors.

Information is presented in easily understood tables, figures and images and role play commitment with appropriate engaging intonation and scripted narrative

Good presentation professional formatting, logical sequence of ideas.

No spelling or grammar errors Information is presented in easily understood tables, figures and images and role play commitment with appropriate intonation and scripted narrative

Presentation in a report format with headings for structure

Limited errors in spelling and grammar
Report has tables, images, labels, and professional formatting

Numerous errors in presentation, spelling, grammar.
No commitment to role play. No narration

Referencing
Error free use of APA 6th style and application for in-text and reference list
0-5 marks

APA style referencing used both for in in-text application and reference list- Error free referencing using APA in style and application

APA style referencing used both for in in-text application and reference list- errors in use of APA referencing in style and/or application in use of APA

APA style referencing used both for in in-text application and reference list-minor errors in style and/or application in use of APA

APA style referencing used both for in in-text application and reference list- major style and/or application errors in use of APA

No referencing and/ or use of APA referencing style and application

PRESENTATION
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Develop a presentation with a voice-over narration to answer each section of the task. Your presentation should reflect the role play scenario and deliver the ideas to the bank manager.

Regardless of which software you utilise (i.e PowerPoint or other software) for your presentation, please check your audio and/or animation are all working before submission.

I recommend Screencast-o-matic (free online software) that captures a video of you and your computer screen (showing your slides) with good audio.

Ensure you include an introduction, conclusion and reference list. These are not included in your slide count.

See the resources folder in Interact 2 for examples of different types of presentations to help inspire you.

Suggestions for valid and reliable data sources can also be found in the i2 site

After the due date, please share a copy of your presentation online in the discussion forums of your i2 site and prepare to present your recommendations slide in your final virtual tutorial workshop so you can learn from your peers.

 

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– The top issues which you think prompted the case to be written – Your consideration of each issue,

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  – The top issues which you think prompted the case to be written

– Your consideration of each issue, including any action that must be taken to address the issue and the pros/cons of that action

THEN

– Assume the perspective of the company CEO

– Describe your reaction to the case from the CEO's perspective

 

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Using a practical example, describe what an electric circuit is…. 1 answer below »

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Question 1: (a) Using a practical example, describe what an electric circuit is. (b) With the aid of appropriate MATLAB plot(s) differentiate between electric current, dc current and ac current. Also, state the units used to measure each of them. (c) What unit is used to describe an electrical charge? Assume that the total charge entering an electric circuit is q t( ) ? 60tsin(120?t) mC. (d) Compute the charge at the time instant t=1/60 sec. (e) Calculate the value of the current at time t=1/60 sec. [5×2 marks = 10 marks] Question 2: Assume that the current i passes through a device with the resistance R in an electric circuit (i) State the mathematical formula to be used to calculate the voltage v that has fallen across the device. Find the voltage if R=20 ? and i=2 mA. (ii) State the mathematical formula for the power P dissipated in the device by the current. Find the power for the values obtained in Part (i). (iii) State the three different but equivalent units used to measure the electrical voltage. [4+4+2 marks = 10 marks] Question 3 The electrical charge flowing through an electrical element is plotted in Figure 1. Sketch the corresponding current as the function of time through the element. Figure 1: electrical charge flowing through an electrical element. [10 marks] Question 4 Apply the Ohm’s law, the Kirchhoff voltage law (KVL) and the Kirchhoff current law (KCL) to find the current i0 and the voltage v0. In the electrical circuit shown in Fig. 2. Figure 2: an electrical circuit [10 marks] Question 5 In the circuit in Figure 3 Figure 3: an electrical circuit (i) Find the Req in the circuit (ii) Determine the current through each resistance i1 to i5 (iii) Determine the power dissipated by each resistor and the power delivered by the independence voltage source. Confirm that the power delivered by the independent source is the same as the power absorbed by the resistors (iv) Use LTspice program to create the circuit and compute for all the resistor voltages and currents (v) Compare your simulation measurements with the results of your calculations. [2×5 =10 marks] Question 5: Using the Cramer’s rule and the basic laws for electrical circuit analysis, compute the voltages at the nodes of the electrical circuit shown in Figure 4. Figure 4: Circuit for Question 5. [10 marks] Question 6: Apply Thevenin’s theorem on the electrical circuit of Figure 5. Figure 5: Electrical circuit for Question 6. (a) Compute the equivalent Thevenin circuit to the left of the terminals a-b. (b) Using your results in Part (b), compute the current passing through the resistor RL=8 ?. [10 marks] Question 7: Apply Norton’s theorem on the electrical circuit of Figure 6. Figure 6: Electrical circuit for Question 7. (a) Compute the Norton equivalent circuit to the left of the terminals a-b. (b) Using your results in Part (b), compute the voltage fallen across the 3-? resistor in the circuit. [5×2 marks = 10 marks]

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Identify and discuss the marketing issues and strategies presented in the case….

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Topic: Each student will choose an international marketing case and thoroughly analyze the case based on the criteria set out below. Instructions & Grading Criteria (100 points): 1. Identify and discuss the marketing issues and strategies presented in the case. (25%) 2. Were these strategies/tactics/actions implemented? If so, were they successful? If not, why? (10%) 3. What were the consequences of the strategies/tactics/actions taken or not taken? (15%) 4. Were the strategies/tactics/actions taken in-line with existing codes of practice, policy, and theories? (25%) 5. Design and discuss possible recommendations aimed at providing a better response or fixing the issues identified. (25%)

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Start your short paper by briefly answering the following questions: 1. Explain why the human resour

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Start your short paper by briefly answering the following questions:

1. Explain why the human resource function should be aligned with an organization’s strategic plan.

2. Explain how current global conditions in Maersk’s industry impact human resource management practices within this organization.

3. Compare and contrast recruitment and selection of internal versus external candidates in general.

 

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You will create a conceptual schema database design using theEER model. The database that you will d

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You will create a conceptual schema database design using theEER model. The database that you will design will keep track of the SoccerWorld Cup teams, match results, players, stadium, cards, and goalsamong other information. Here are the requirements for thedatabase: 1. We want to store and query information for the SOCCERdatabase for Men’s World Cup, which is held once every 4 years.This tournament is divided into 6 confederations roughly divided bycontinents: AFC (Asia), CAF (Africa), CONCACAF (North and CentralAmerica and the Caribbean), CONMEBOL (South America), OFC (Oceania– New Zealand and Pacific Island Countries), and UEFA (Europe).Most world countries are members of this tournament through one ofits confederations, and the countries in each confederation playqualifying tournaments to determine which countries willparticipate in the world cup tournament, held every 4 years. 2. Thirty-two countries participated in the world cuptournament, held in Russia. The SOCCER database will storeinformation on each participating COUNTRY and PLAYER, as well aseach match_result. It will also include information about eachSTADIUM, as well as which players scored goals in which matches andwhich players received cards (“yellow” – warning, or “red”dismissal) in which games. 3. For each TEAM from 32 countries, we shall keep track of thecountry name (CName – unique), Continent, Confederation,Population, and another unique attribute (surrogate key) calledCid. (The Cid will be determined by which group the country wasplaced in during the world cup draw – see item 7 a) below). 4. Each country has a roster of 23 players, with jersey numbers1, 2, …, 23 for each country. For each PLAYER, we shall keep trackof the following: Country (team) the player plays for, playernumber PNo (this is the jersey number 1 through 23), playingPosition (possible values are: GK – goalkeeper, DF – defender, MF –midfielder, or FW – forward), the player full name PName, playerjersey name PJName (this is the name that appears on the back ofthe player jersey (shirt) along with the player number), BirthDate,Club (the name of the club team the player currently plays for),Height, and Weight. If a country is not participating in thetournament, its players will not be playing, and our database willnot hold information about the country’s players. 5. The SOCCER database shall keep information about the stadiumsused as venues for the matches. Each STADIUM has a stadium id (SId– a surrogate key), stadium name (SName), City, and Capacity (max.no. of spectators). 6. For each MATCH (game) played, we will keep track of thefollowing information: match/game id (GId – a surrogate key), gametype (GType – see description below in item 7), date the match wasplayed (GDate), the venue where the game was played (Stadium),first team (Team1), second team (Team2), first team score (Score1),and second team score (Score2). 7. The game type GType indicates if it is a group game orknockout game. It can be either a group game or a knockout game asdescribed in a) and b) below. a) Initially, each of the 32 teamsare assigned during the world cup draw to one of 8 groups: group A,B, C, D, E, F, G, or H. Each group has 4 teams and they play eachother round-robin manner so each group has a total of 6 gamesplayed (for example, group A has Russia, Saudi Arabia, Egypt, andUruguay so they play the following 6 matches: Russia v SaudiArabia, Egypt v Uruguay, Russia v Egypt, Saudi Arabia v Uruguay,Russia v Uruguay, Saudi Arabia v Egypt). The GType for a group gamewill be a single letter indicating the group name (A, B, C, D, E,F, G, or H) to which the match belonged. The team country id(surrogate key Cid – see item 1) will be A1, A2, A3, A4, for teamsin group A, and similarly for other groups. b) The top two teams ineach group will play in the knockout games – round of sixteen (X),Quarterfinals (Q), Semifinals (S), FinaL (L), Third place game (T).The letters X, Q, S, L, T will indicate the GType for the knockoutgames. Although tie games (draws) are allowed for group games, theyare not allowed for knockout games. So, three subtypes of knockoutgames are possible: regular (R – game was determined in regulartime of 90 minutes); extra time (E – an extra 30 minutes wereplayed to determine the winner), or penalty kicks (P – if the gameis tied after extra time, it is determined by alternating penaltykicks). The database will keep track of the subtype of eachknockout game. 8. The SOCCER database will also keep track of statistics onwhich players played in which matches (each match has 2 teams, andeach team starts with 11 of the 23 players – they can substitute upto 3 players during the 90-minute game, and 1 more player if thegame is a knockout game that goes into an extra 30 minutes). So, ineach game, a team starts with 11 players and may have between 0 and3 (or 4) players substitutes. If a substitution is made, the minuteof the game when the substitution is made is stored along with thesubstitution info (which player was taken out and which playerreplaced him). 9. The SOCCER database will also keep track of which playersscored goals during which matches, and which players receiveddisciplinary cards within which matches. For each goal scored, theplayer who scored it and the time of the goal is recorded in thedatabase. See item 10 below for different types of goals. 10. There are 3 types pf goals scored: regular goal (R), penaltykick goal (P), and own goal (O) (an own goal is scored by a playerinto his own team’s net by mistake). 11. The SOCCER database will also keep track of which playersreceived disciplinary cards within which matches. For each cardissued by the referee, the player who received the card and thetime of the card is recorded in the database, as well as the typeof the card: red card (R – results in player expulsion) or yellowcard (Y – player warning) Attached

 

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Assume an African American character and write from the perspective of the character…. 1 answer below »

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Thousands and thousands of African Americans wrote to Eleanor Roosevelt for help from 1932 to 1944.

Assume an African American character and write from the perspective of the character. What would be the obstacles faced by people of color during the Great Depression or the war years? Explain the issues in your letter and ask for specific help on those matters. Also in a separate paragraph below your letter, explain why you chose to write what you did. What inspired you to write on the topics, situations or events that were discussed in your letter?

One way to help you prepare for your letter is to research writing letters during the Great Depression to President and Mrs. Eleanor Roosevelt. In addition, some websites you can look at for this forum: Eleanore Roosevelt and Civil Rights, George Washington University and “Please Help US Mr. President”: Black Americans Write to FDR

You can also Google: “Black Americans write to Eleanor Roosevelt.” You will see multiple images of actual letters written to the First Lady.

Do not use Wikipedia for this forum. Please use at least one academic source from the library and reference your work in the post. At Least 300 Words

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Select a couple or family from a popular culture movie / TV sitcom/novel/ drama series etc…. 1 answer below »

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Assessment Description:

Select a couple or family from a popular culture movie / TV sitcom / novel / drama series etc.

Please identify and analyse this system’s (couple’s or families) issues according to two theories you have

studied this term.

1. Identify the couple/family & explain to the issues that currently exist for this couple / family.

2. Identify two counselling approachesthat you feel would be helpful when working with this couple

/ family and provide rationales supporting your choice.

3. Propose a counselling / therapy plan, i.e.: what would be most helpful for this couple / family?

Why have you suggested this?

Please elaborate and support your responses drawing on the literature around couples& family issues and

couples & family counselling literature

 

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SITHCCC013 Prepare Seafood Dishes Portfolio Task 2 ASSESSMENT TASK BRIEF Course SIT60316 Advanced…

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SITHCCC013 Prepare Seafood Dishes
Portfolio Task 2
ASSESSMENT TASK BRIEF
Course SIT60316 Advanced Diploma of Hospitality Management SIT40516 Certificate 4 Commercial Cookery
Subject Title SITKS316 Kitchen Studies 3
Delivery Mode ?Full time ?Part time ?Online ?On-campus
Unit(s) of
Competency SITHCCC013 Prepare Seafood Dishes
Title of Assessment Task Assessment 2: Portfolio Task 2
Date Due End of Module 4
Introduction
This subject describes the performance outcomes, skills and knowledge required to prepare and cook a range of seafood. It also requires the underpinning knowledge to understand the theoretical components to produce meat dishes.
Assessment Instructions
Activity A – Recipe research activity
This assessment requires the learner to conduct their own research. It consists of two tasks which must be submitted together.
Task 1 requires the learner to obtain seafood recipes and complete the tables provided. The recipes must be attached to the completed tables when submitted.
Task 2 requires the learner to answer questions relating to the recipes in Task 1 and provide information on recipe yield, problem solving, and safety issues
Activity B – apply equipment knowledge
This assessment requires the learner to think about the equipment would use if preparing the recipes researched in Activity A.
It requires the learner to do the following:
• choose four items of equipment commonly used when preparing fish and shellfish
? select one item of equipment that is motorised item such a slicer, peeler, mixer, blender or vitamiser.
? select one item of equipment that is electrically or gas powered. Examples are an oven, char griller, salamander, deep fryer, pressure or atmospheric steamer.
? select other items of equipment, small or large, commonly used when preparing fish and shellfish.
• fill in a table identifying each piece of equipment and answer questions.
Last updated 12/07/2017
Activity C – Portfolio of information
This assessment requires the learner to collate a portfolio containing useful resources, contacts and information related to producing seafood dishes. The information learners collect should include, but is not limited to, the list provided in Activity C.
Learners should collect the information over the duration of the unit and submit it at the end, along with the answers to the provided supporting questions.
• All questions must be attempted
• If you have difficulty reading or understanding the questions or writing your answers please ask your lecturer for help.
• All questions must be satisfactorily answered / addressed / completed in order for you to achieve a “Satisfactory” outcome for this assessment.
• Please note that this is one assessment from the range of assessment tasks you will complete. You must complete all assessment tasks in this subject. Please refer to your subject outline for information on the other assessment tasks.
• Clear, constructive and accurate feedback will be given to you on your results and performance by comments on exam paper.
• The assessment items you submit will be retained by the college as evidence of your performance.
Criteria Instructions
Part A- Task 1
? Research and obtain two recipes – from home, the Internet, library, your workplace. It is preferred that you don’t use recipes from your training environment so you have exposure to different recipes.
? Complete the following tables for both of your chosen recipes. Attach the recipes to each table when submitting to the assessor.
1. RECIPE NAME
Portion yield
Ingredients required including quantities
Quality indicators to look out for when choosing ingredients
Equipment required (include size) for preparation and production
Measuring tools required for ingredients

Q3: What safety requirements relate to the use of equipment and method of cookery used for this recipe?
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Q4: What potential problems could occur during the cooking process and what steps will you take to prevent them?
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Q5: How can you evaluate the quality and suitability of the dish before it is served to the customer? What checks could you complete, and what adjustments might need to be made?
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Q6: Are there any by-products from preparation tasks which can be used for other purposes? If yes, how can they be used?
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Q7: Is the dish semi- or fully prepared prior to service? If yes, how is it stored until required for service?
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SITHCCC013 Prepare Seafood Dishes
Portfolio Task 2
Part B
Using equipment effectively and safely
• You are required to think about the equipment you would use if preparing the recipes researched in Activity A.
• Choose four items of equipment commonly used when preparing fish and shellfish.
? Select one item of equipment that is motorised item such a slicer, peeler, mixer, blender or vitamiser.
? Select one item of equipment that is electrically or gas powered. Examples are an oven, char griller, salamander, deep fryer, pressure or atmospheric steamer.
? Select other items of equipment, small or large, commonly used when preparing fish and shellfish.
• Fill in table below identifying each piece of equipment.
• Make sure you answer all questions.
Questions Example Equipment name
Paring knife
What preparation tasks are completed, or methods of cookery used, by this item of equipment? Peeling, slicing,
chopping
What food off-cuts or byproducts result from preparing ingredients using this item of equipment? Peelings, trimmings
Can any of these be reused elsewhere in the kitchen? If yes, where or how? Preparation of stocks
Does the item of equipment require assembly? If yes, briefly describe the steps required to assemble the item. No
Last updated 12/07/2017
Briefly describe the safety procedures you should follow when using the item of equipment. Never handle the
knife by the blade.
Briefly describe the hygiene procedures you should follow when assembling and using the item. Clean knife between different
preparation tasks.
How does this equipment aid in your mise en place tasks and productivity? Increases speed of
delicate
preparation tasks
SITHCCC013 Prepare Seafood Dishes
Portfolio Task 2
Part C
Portfolio
Gather a range of information
• Put together a portfolio of useful resources, contacts and information related to producing seafood dishes.
• Information should be collected over the duration of the unit and submitted nearing the end of study for this unit, as directed by your assessor.
• Your portfolio will be viewed by your assessor, but you should retain it for future reference.
Types of information you should include.
• Samples of standard recipes and portioning guides from your workplace or training environment. • Samples of recipes used to prepare dishes in Activity A.
• Photographs of a range of completed dishes you have prepared using a variety of cooking methods.
• List of useful or favourite cookery websites.
• Nutritional information on the different varieties of fish and shellfish.
• Copies of equipment safety checks, product lists, brochures or manufacturer's instructions for assembly, cleaning, use and maintenance.
• A copy of your establishment's menu.
• Relevant magazine articles or pictures related to modern food presentation methods.
• Articles or flyers containing useful tips on how to minimise waste.
• Checklists of food quality indicators to look out for.
• Classification chart for fish and shellfish.
• Source (local or international), characteristics and seasonal availability of varieties of fish and shellfish sold commercially.
• Sustainable fishing practices for seafood.
• Workflow planning tools, checklists or charts – including any task or priority lists showing evidence of your planning and organisational skills.
• Conversion tables for different temperatures and units of measure.
• Flyers, websites or information sheets relating to food safety and hygiene practices.
• Any other useful resources related to producing dishes.
Question and answer
• Answer the following questions relating to the information you have researched.
• Make sure you answer all questions and submit these along with your portfolio of information.
Q1: Standard recipes for similar dishes usually follow a standard preparation sequence. Based on the recipes you have researched, what is a common preparation sequence for fish and shellfish dishes?
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Last updated 12/07/2017
Q2: Based on your workplace standard recipes and those you have researched, what equipment do you commonly use in a commercial kitchen to weigh, measure, portion and prepare ingredients for fish and shellfish dishes?
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Q3: Based on your workplace standard recipes and those you have researched, list the varieties of fish and shellfish used to prepare seafood dishes.
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Q4: During your research, what types of dishes required the use of frozen seafood products?
Was the seafood ingredient thawed before use or cooked from frozen? List examples of recipes and the type(s) of frozen products used.
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Q5: Based on your workplace standard recipes and those you have researched, what preparation techniques or cuts are commonly used to prepare fish and shellfish? Why do you think these are used in preference to other methods?
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Q6: Based on your workplace standard recipes and those you have researched, what are the most common methods of cookery used to prepare fish and seafood? Why do you think these are used in preference to other methods?
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Q7: What nutritional information about fish or shellfish or suggestions for healthier methods of cookery are provided in your workplace standard recipes and those you have researched?
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Q8: What classical and contemporary fish and shellfish recipes have you discovered when developing your portfolio? List some examples.
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Q9: How do the preparation techniques (mixing, blending, puréeing, marinating, etc) and different culinary cuts used help determine the appearance, texture, taste, presentation and visual appeal of prepared fish and seafood dishes?
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Q10: Describe any presentation techniques and ideas you have discovered during your research which could be incorporated into your workplace or training organisation. Include relevant garnishing or service ware suggestions.
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Submission Instructions
The work is to be submitted via the learning portal. Your work should be clearly marked with your name and group information.
Checklist:
? Part A
? Part B
? Part C
? Copy of the marking sheet
Assessment Process
• All items must be submitted.
• All items must be satisfactorily answered / addressed / completed in order for you to achieve a “Satisfactory” outcome for this assessment.
• Please note that this is one assessment from the range of assessment tasks you will complete. You must complete all assessment tasks in this subject. Please refer to your subject outline for information on the other assessment tasks.
• Clear, constructive and accurate feedback will be given to you on your results and performance by feedback from your lecturer
• The assessment items you submit will be retained by the college as evidence of your performance.
College Policies and Procedures relating to assessments, and associated forms, are available via http://www.think.edu.au/about-think/thinkquality/our-policies.
MARKING SHEET
Course SIT60316 Advanced Diploma of Hospitality Management
SIT40516 Certificate 4 Commercial Cookery
Subject Title SITKS3116 Kitchen Studies 3
Delivery Mode ?Full time ?Part time ?Online ?On-campus
Unit(s) of Competency SITHCCC013 Prepare Seafood Dishes
Title of Assessment Task Portfolio 2
Lecturer
Student
Group
ITEM Assessment Criteria Satisfactory
Yes No
SITHCCC013 Prepare Seafood Dishes
Part A Task 1 and 2
1.1 Confirm food production requirements from food preparation list and standard recipes.
1.2 Calculate ingredient amounts according to requirements.
1.3 Identify and select seafood products and other ingredients from stores according to recipe, quality, freshness and stock rotation requirements.
2.1 Select knives and other equipment of correct type and size.
3.1 Thaw frozen seafood safely.
3.2 Sort and assemble ingredients according food production sequencing.
3.3 Weigh and measure ingredients and create portions according to recipe.
3.4 Use seafood preparation techniques according to recipe.
3.5 Minimise waste and store reusable by-products.
4.1 Select and use seafood cookery methods.
4.2 Prepare seafood accompaniments and add sauces as required.
4.3 Follow standard recipes and make food quality adjustments within scope of responsibility.
5.1 Portion and serve fish and shellfish according to recipe requirements.
5.2 Add sauces and garnishes according to standard recipes.
5.3 Visually evaluate dish and adjust presentation.
Critical aspects
Produce seafood dishes using: – fish
– shellfish – molluscs and crustaceans.
Use seafood preparation techniques, including:
– cleaning – gutting
– filleting.
Follow standard recipes to prepare multiple seafood dishes using a range of cookery methods including:
– baking
– frying
– grilling
– steaming.
Integrate knowledge of:
– quality indicators for seafood
– cookery methods for different varieties of seafood
– features, functions and safe use of food preparation equipment food safety practices for handling and storing different food types.
Performance Evidence
Literacy skills to:
? read and interpret food preparation lists, standard recipes, date code and stock rotation labels and manufacturer instructions for equipment ? write notes on recipe requirements and calculations.
Numeracy skills to:
? calculate the number of portions
? weigh and measure ingredients
? determine cooking times and temperatures.
Planning and organising skills to efficiently sequence the stages of food preparation and production
Problem-solving skills to evaluate quality of seafood and finished dishes and make adjustments to ensure a quality product.
Knowledge Evidence
Culinary terms and trade names for:
? ingredients commonly used in the production of different fish and shellfish dishes ? a variety of classical and contemporary seafood dishes ? different varieties of seafood and styles of cooking.
Characteristics of seafood products and fish and shellfish dishes:
? appearance
? freshness and other quality indicators
? nutritional value ? taste
? texture.
Comments:
Specific comments on the student’s submission and how it demonstrated (or not) the task’s requirements.
ITEM Assessment Criteria Satisfactory
Yes No
Part B
2.1 Select knives and other equipment of correct type and size.
2.2 Safely assemble and ensure cleanliness of equipment before use.
2.3 Use knives and other equipment safely and hygienically according to manufacturer instructions.
3.4 Use seafood preparation techniques according to recipe.
3.5 Minimise waste and store reusable by-products.
Performance Evidencs
Literacy skills to:
? read and interpret food preparation lists, standard recipes, date code and stock rotation labels and manufacturer instructions for equipment write notes on recipe requirements and calculations
Planning and organising skills to efficiently sequence the stages of food preparation and production
Self-management skills to manage own speed, timing and productivity.
Technology skills to use food preparation and cooking equipment.
Knowledge Evidence
Characteristics of seafood products and fish and shellfish dishes:
? appearance
? freshness and other quality indicators
? nutritional value
? taste texture.
Mise en place requirements for seafood dishes.
Preparation methods for fish and shellfish including:
? cleaning ? gutting
? filleting.
Cookery methods for different varieties and cuts of seafood:
? baking
? frying
? grilling
? steaming.
Equipment used to produce seafood dishes:
? knife care and maintenance
? essential features and functions ? safe operational practices.
Comments:
Specific comments on the student’s submission and how it demonstrated (or not) the task’s requirements.
ITEM Performance Criteria Satisfactory
Yes No
Part C
1.1 Confirm food production requirements from food preparation list and standard recipes.
1.3 Identify and select seafood products and other ingredients from stores according to recipe, quality, freshness and stock rotation requirements.
2.1 Select knives and other equipment of correct type and size.
3.1 Thaw frozen seafood safely.
3.2 Sort and assemble ingredients according food production sequencing.
3.3 Weigh and measure ingredients and create portions according to recipe.
3.4 Use seafood preparation techniques according to recipe.
4.1 Select and use seafood cookery methods.
4.2 Prepare seafood accompaniments and add sauces as required.
5.1 Portion and serve fish and shellfish according to recipe requirements.
5.2 Add sauces and garnishes according to standard recipes.
5.3 Visually evaluate dish and adjust presentation.
Performance Evidence
Waste minimisation techniques and environmental considerations in relation to serafood.
Safe work practices, in particular in relation cutting.
Knowledge Evidence
Characteristics of types of meats, including type, cut, quantity and fat content.
Characteristic of different meat cuts, including primary, secondary and portioned cuts.
Appropriate trade names and culinary terms for Australian standard of meat cuts.
Principles and practices of storing, freezing and aging meat.
Appropriate preparation and cookery methods for various cuts and types of meat.
Uses and characteristics of various knives and equipment.
Knife care and maintenance.
Nutrition in relation to meats, including food values of meats.
Culinary terms commonly used in the enterprise and industry in relation to meat and meat cuts.
Principles and practices of hygiene, in particular in relation to handling and storing meat.
Costing, yield testing and portion control for meat.
Comments:
Specific comments on the student’s submission and how it demonstrated (or not) the task’s requirements.
ITEM Satisfactory ITEM Satisfactory
Yes No Yes No
Part A Part C
Part B
Record feedback provided to the student (especially on any unsatisfactory areas):
OUTCOMES Yes No
Overall performance of this assessment was satisfactory?
Re-sit assessment required?
Lecturer’s signature: ____________________________________
Date:__________________________
The result of my performance in this assessment has been explained to me ? No ? Yes
I would like a copy of this marking sheet ? No ? Yes
Student’s signature: ____________________________________
Date:__________________________
Lecturer to retain original copy of Marking Sheet
PLUS
Lecturer to retain original assessment item/s completed by student

 

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