Strictly no plagiarism.
Assessment item 2 back to top Requirements Gathering Value: 30% Due Date: 02-Sep-2018 Return Date: 21-Sep-2018 Length: Submission method options: Alternative submission method Task back to top Further background Refer to background information provided in Assessment 1 regarding the NewAccess project. Headspace in NSW was one organization tasked with trialing NewAccess with people aged as young as 12. In 2005 the Australian Government allocated $54 million to establish the National Youth Mental Health Foundation (later to be named Headspace). “Our brief is to make sure services are available at the earliest possible point when problems emerge. The criteria to get help is pretty simple – you must be 12 – 25. That’s it.” Aimed to address the health and well-being concerns of young people by providing a holistic platform for care. This would give teenagers and young adults comfort that their support will be coordinated and integrated across primary and specialist care, and not just focus on the ‘illness’ but also social inclusion and recovery. Youth assigned to a headspace caseworker may subsequently be admitted to the Emergency Department (ED) of the local regional hospital. Currently there the no requirement for the ED staff to notify the headspace caseworker when a client has been released. Sometimes caseworkers are notified, but often not. It means that days and even weeks can transpire before a caseworker becomes aware of that release. In the meantime, the young person tends to return to the environment and circles of influence that led to the mental health problems in the first place, without the coping and support mechanisms that a caseworker can provide. Complete the Following Please refer to the marking guide when preparing your response to see what criteria and standards will be used to assess your work and your progress. Consider that the system is being built for a regional Headspace center in NSW, that is trialing NewAccess with youth as young as 12. The system will need to capture the ‘story’ the first time it is told, and give access to successive professionals, so that case notes and the story can become enriched, and the young person can be assisted more appropriately. You are the business systems analyst assigned to the project, you will need to produce: A stakeholder map · Draw stakeholder role names on a stakeholder map with 4 quadrants, Internal-Operation, Internal-Executive, External-Operation, External-Executive · For each stakeholder, describe why they have an interest in the project. A questionnaire Create one questionnaire that you would send to one stakeholder group with an aim to help you identify further details about the environment, the problem area and/or how the system would operate to help solve the problem. · Identify which stakeholder you are going to send the questionnaire to. · Write an introduction statement that will go with the questionnaire explaining the purpose of the questionnaire. · Write 10 questions, either open and/or closed-ended questions. · This should be written as a questionnaire that could be distributed. · Only write the questions, you should not write the answers. A Use Case diagram and descriptions · Draw a use case model for the information system. · Write brief Use Case descriptions for each Use Case in the diagram. · Write one fully developed Use Case description for one of the important Use Cases identified. Select an important Use Case that is a key part of the system, not a basic simple Use Case Rationale back to top This assessment task will assess the following learning outcome/s: · be able to describe the context of an information system. · be able to compare and contrast the different methodologies of systems analysis and evaluate their appropriateness for different and complex situations. · be able to distinguish between requirement gathering techniques and combine these appropriately to apply to a real scenario. · be able to formulate and justify system requirement models based on evaluation of given situations. This assessment aligns with learning outcomes o be able to compare and contrast the different methodologies of systems analysis and evaluate their appropriateness for different and complex situations; o be able to distinguish between requirement gathering techniques and combine these appropriately to apply to a real scenario; o be able to evaluate development requirements and prepare a feasibility proposal based on multi-disciplinary (financial, human resource, technological) analyses; o be able to formulate and justify system requirement models based on the evaluation of given situations; o be able to assemble the components of a requirements model using the tools and techniques of object-oriented or structured systems modeling. Marking criteria and standards back to top Criteria High Distinction (HD) Distinction (DI) Credit (CR) Pass (PS) Fail (FL) 1.Stakeholder map Maximum 5 Marks Demonstrates breadth and depth of understanding and has insights and awareness of deeper more subtle aspects of the topic content. Evidence of having researched/read more widely beyond the core materials. Clearly shows Stakeholder map. Demonstrates breadth and depth of understanding and has insights and awareness of deeper more subtle aspects of the topic content. Clearly shows Stakeholder map. Demonstrates thorough understanding of material presented in core texts and readings. Shows Stakeholders. Demonstrates understanding of material presented in core texts and readings. Lists Stakeholders. Has not demonstrated understanding of material presented in core texts and readings. Stakeholders not listed or inappropriate. 2.Questionnaire Maximum 5 Marks 10 or more questions are stated that demonstrates breadth and depth of understanding and has insights to and awareness of many of the deeper more subtle aspects of the topic. Evidence of having read beyond the core material. 7 or more questions are stated that demonstrates the breadth of understanding and has insights into aspects of the topic. Evidence of having read the core material. 5 or more questions are stated that demonstrates understanding. Evidence of having read the core material. 3 or fewer questions stated little evidence of having read the material presented in core texts and readings. Basic knowledge of key principles and concepts. 1 or fewer questions stated very little evidence of having read the material presented in core texts and readings. Limited knowledge of key principles and concepts. 3.Functional Requirements Maximum 16 Marks Use Case Model and descriptions, including a critical core use case. Demonstrates breadth and depth of understanding and has insights and awareness of deeper more subtle aspects of the topic content. Evidence of having researched/read more widely beyond the core materials. Use Case Model and descriptions, including a critical core use case. Demonstrates breadth and depth of understanding and has insights and awareness of many of the deeper more subtle aspects of the topic content. Evidence of having read beyond the core materials. Use Case Model and descriptions, including a critical core use case. Demonstrates the thorough understanding of the material presented in core texts and readings. Use Case Model and descriptions, including a critical core use case. Demonstrates evidence of having read the material presented in core texts and readings. However, literature is presented uncritically in a purely descriptive manner. Content acknowledged but not really taken into account. Use Case Model and descriptions, including a critical core use case. Demonstrates very little evidence of having read the material presented in core texts and readings. Inaccurate or inconsistent acknowledgment of sources. Limited knowledge of key principles and concepts. 4.Presentation, writing style, grammar, and references Maximum 4 Marks Highly developed skills in expression and presentation of response. Fluent writing style appropriate to assessment task. Grammar and spelling accurate. Well-organized. Well-developed skills in expression and presentation of response. Fluent writing style appropriate to assessment task. Grammar and spelling accurate. Good skills in expression and clear presentation of response. Mostly fluent writing style appropriate to assessment task. Grammar and spelling accurate. Some skills in expression and presentation of response. Meaning apparent but writing style not always fluent or well organized. Grammar and spelling contain errors. Rudimentary skills in expression and presentation of response. Not all material is relevant and/or is presented in a disorganized manner. Meaning apparent but writing style not fluent or well-organized, Grammar and spelling contain errors. Presentation back to top Your answer should be approx. 5 pages, Times Roman size 12 (title page and references are not part of page count). You should use your own words and avoid lengthy quotations. Requirements back to top If any references are required, ensure to use APA referencing to acknowledge the sources that you have used in preparing your assessment. Please refer to the CSU referencing guide http://student.csu.edu.au/study/referencing-at-csu. In addition, a very useful tool for you to use that demonstrates how to correctly use in-text referencing and the correct way to cite the reference in your reference list can be found at https://apps.csu.edu.au/reftool/apa-6