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A type of disability and research context in Australia

Assignment 1

• Due Sunday 13 August

• 750 words of text on presentation

• 10 minute slide presentation made available on video with a voice over

Assignment Question

Select a type of disability and research context in Australia:

The disability (impairment) Causes

Prevalence

Impacts – on people with the disability, can also include some impacts on family.

Examples of sources for assignment

• DisabilityOnline.com – types of impairments

• Websites of organisations that support people with specific

impairments – prevalence, impact

• Lived experience – biographical and autobiographical films, books, blogs, organisational websites – impact

• Media items – news, social media

• Readings for weeks 1 – 3

Examples of questions to deepen your presentation

Prevalence

What is known / not known?

Is prevalence unevenly distributed – gender, geography, population groups?

Causes

Are the causes well understood ? If not, how does this impact?

Impacts

What is a strengths based, positive perspective?

How might a congenital impairment impact differently than an acquired impairment?

How might different cultures construct this type of disability, its causes and impact?

Is the impact different according to age, stage of life, gender?

Presentation

Presentation is a key part of this assignment some tips are:

• Usingrespectful,person-firstlanguage

• Wellstructuredandsequenced

• Clear, concise, flows well

• Themed(impairment,causes,prevalence,impact)

• Logical

• Specific

• Have a strong conclusion

• Be accurate with spelling and grammar

• Include credible references

• Withinthewordandtimelimit

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Current or emerging trends of drug use in Australia



  1. Identify two (2) examples of existing information will you need to know about the client when commencing an assessment and where you may source this information. (100 words) 
House Medical Aod use Present oad use Presenting issue Source; review client referral form, reserech online, consult with relevant healthcare professional, phone calls, emails Background If interpreter is needed
  • Research and discuss two (2) current or emerging trends of drug use in Australia. Ensure you cite your research. (100-150 words)
Cocaine Vaping Alcohol weed  
  • Identify three (3) reasons for a client seeking help for AOD related issues (20-30 words)
Family/family reason Health reason Employment/legal reason; court order
  • Discuss three (3) legislations including one (1) specific AOD legislation, and their relevance when working in the AOD sector. (50 words)
AOD Mental health whs  
  • Identify and discuss three (3) examples of organisational policies and procedures related to working in the AOD Sector. (50 words)
Duty of care Whs Privacy/confidentiality Child protection
  • Discuss three (3) examples of risk assessments you may undertake when working with clients with drug and/or alcohol and co-existing issues. (40-50 words)  
Suicide Aod Poverty/homelessness overdose
  • Discuss three (3) strategies you may utilise to work effectively with clients at risk of suicide, self-harm and/or mental health issues. (50-100 words)  
Communication strategies Strengthen connection to live Work on the clients social life/holistic approuch
  • Discuss how you would work with professionals, aged care providers and those providing home-based supports to older people who have alcohol or other drug related issues. In your response outline any possible risks and how you would attempt to mitigate the risks when providing supports (70-100 words)  
 Age  
  • Outline how you would record discussions, outcomes, and variances to the client’s assessment. (30-50 words)  
Precise Locked Objective Truth; no assumption, personal believe, no opinion
  1. Who may require a copy of any records, variances, or discussions from the client’s assessment and/or intervention, and what considerations must you ensure prior to releasing this information (30-50 words).
 
  1. State five (5) client issues that may determine service requirements outside of your scope and provide an example of a service you may refer to (20-30 words each).
    Table 14 Scope and referrals  
Client issue outside of your scopeSuitable service/ program including name, and a brief explanation of the services they provide.
Legal issue 
medical 
employment 
Counselling accommodation 
Financial (centerlink/banking 
  1. Complete the tables below by listing two (2) rights and responsibilities for clients, workers, and employers.

a) ClientsTable 15 Rights and Responsibilities: clients

RightsResponsibilities
  

b) WorkersTable 16 Rights and Responsibilities: workers

RightsResponsibilities
  

c) EmployersTable 17 Rights and Responsibilities: employers

RightsResponsibilities
  
  1. Complete the table:  

Looking at the table below, explain how each of these factors may impact clients seeking help for AOD related issues (30-40 words each)

Table 18 Short Answer Questions 

FactorsYour response
Age of the client 
Developmental status of the client 
Cultural Background 
Impact of trauma 
Forced or voluntary migrated clients  
People with disabilities 
Aboriginal and/or Torres Strait Islander Clients  
Older persons with co-existing health conditions 
Mandated clients or those with legal issues. 
Health issues 
Geographic location 
  1. Using the following table, provide a brief description of the listed AOD Screening Tools, their purpose and their benefits and limitations. (40-50 per screening tool) 
    1. ASSIST 

Table 19 Research on Screening Tools – ASSIST 

 Alcohol, Smoking and Substance Involvement Screening Test (ASSIST) 
Purpose  
Benefits  
Limitations  
Key components within the tool  
Suitability/ target audience  
Where to locate/ how to source  
 Reference:   
  • Severity of Dependency Scale (SDS) 

Table 20 Research on Screening Tools – SDS 

Severity of Dependency Scale (SDS)  
Purpose 
Benefits 
Limitations 
Key components within the tool 
Suitability/ target audience 
Where to locate/ how to source 
Reference:   

 
c) AUDIT  

Table 21 Research on Screening Tools – AUDIT 

Alcohol Use Disorders Identification Test (AUDIT)  
Purpose   
Benefits   
Limitations   
Key components within the tool  
Suitability/ target audience  
Where to locate/ how to source  
Reference:   

 
d) DUDIT 

Table 22 Research on Screening Tools – DUDIT 

Drug Use Disorders Identification Test (DUDIT) 
Purpose   
Benefits   
Limitations   
Key components within the tool  
Suitability/ target audience  
Where to locate/ how to source  
Reference:   
  1. Drugs can typically be categorised by the class of drugs, their primary properties, their harms and how they are usually administered.  Research the drugs below and provide the relevant information as per the table. Each substance table response should be between 100-200 words not including your references. 
    1. Alcohol

Table 23 Research on Alcohol 

 Alcohol
Primary Properties   
Classification  
How drug is ingested  
Signs and symptoms of use  
Stages and symptoms of withdrawal  
Effects on health, cognitive, social, and emotional development, and impact on others  
Preventative/ interventions strategiesBrief intervention Harm minimization strategies, detox, 3d – delay distract and decide, prevention strategies 
 Source of Information: 
  1. Cannabis  

Table 24 Research on Cannabis 

Cannabis
Primary Properties  
Classification 
How drug is ingested 
Signs and symptoms of use 
Stages and symptoms of withdrawal 
Effects on health, cognitive, social, and emotional development, and impact on others 
Preventative/ interventions strategiesAssist
Source of Information: 
  • Tobacco 

Table 25 Research on Tobacco 

Tobacco 
Primary Properties  
Classification 
How drug is ingested 
Signs and symptoms of use  
Stages and symptoms of withdrawal 
Effects on health, cognitive, social, and emotional development, and impact on others 
Preventative/ interventions strategiesHarm minimization, early intervention, Tabs, nicotine sensation strategies
Source of Information: 
  • Illicit Drugs – Select an illicit drug and complete the table 

Table 26 Research on Illicit Drugs 

Illicit Drug
Primary Properties  
Classification 
How drug is ingested 
Signs and symptoms of use 
Stages and symptoms of withdrawal 
Effects on health, cognitive, social, and emotional development, and impact on others 
Preventative/ interventions strategies
Source of Information:  
  • Prescription drug – select a prescription drug and complete the table 

Table 27 Research on Prescription Drugs 

Prescription Drugs
Primary Properties  
Classification 
How drug is ingested 
Signs and symptoms of use 
Stages and symptoms of withdrawal 
Effects on health, cognitive, social, and emotional development, and impact on others 
Preventative/ interventions strategies 
Source of Information: 
  1. Using the following table, provide a description and example for each of the five (5) patterns of drug use (50 – 100 words per model)

Table 28 Patterns of Drug Use

Pattern of UseDescriptionExample
Experimental  
Recreational/ Social   
Situational  
Dependence  
Poly Drug Use  
  1. Behaviour can be influenced by a range of factors, such as culture, family situation and the community that a person lives in.

Using the topic of alcohol use to frame your answer, provide examples of how each of these factors could influence a person’s decision to consume, use heavily, or abstain from alcohol.
(20-30 words per response)
Table 29 Contexts of Behaviour

Context of behaviourExample of how each context can influence behaviour
Culture 
Family 
Community 


  1. For each of the items below:
  2. Describe how the following approaches in brief intervention practice may benefit the client seeking assistance
  3. Provide an example of the approach being used in a situation with a community/health service client.
    (200-250 words for the whole table)
    Table 30 Intervention approaches and benefits
Approach to support behaviour changeBenefits of the approachExample of the approach in action
Raising awareness  
Sharing information and resources.  
Exploring concerns and strategies  
Helping the person express their feelings, make decisions, and set goals  
Highlighting the benefits of change  
Giving positive feedback and encouragement  
Offering time and support  
Referring to other sources of assistance  
Assessing the persons nutrition and environmental health or wellbeing  

Assessment Feedback 

NOTE: This section must have the assessor signature and student signature to complete the feedback. 

Assessment outcome 

☐ Satisfactory 

☐ Unsatisfactory 

Assessor Feedback 

☐ Has the Assessment Declaration on page 1 of the assessment been signed and dated by the student? 

☐ Are you assured that the evidence presented for assessment is the student’s own work? 

☐ Was the assessment event successfully completed? 

☐ If no, was the resubmission/re-assessment successfully completed? 

☐ Was reasonable adjustment in place for this assessment event? 
If yes, ensure it is detailed on the assessment document. 

Comments: 

 

Assessor name, signature, and date: 

 

Student acknowledgement of assessment outcome 

Would you like to make any comments about this assessment? 

 

Student name, signature, and date 

Miodesta UWANDU

NOTE: Make sure you have typed your name at the bottom of each page of your submission before submitting to your assessor for marking. 

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    Australian Institute of Personal Trainers Pty Ltd and its licensors (AIPT) Commonwealth of Australia Copyright Regulations 1969

    Coordinate implementation of customer service strategies
    Name
    Email address
    Assessment
    © 2017 Australian Institute of Personal Trainers Pty Ltd and its licensors (AIPT) Commonwealth of Australia Copyright Regulations 1969
    Warning – This material has been reproduced and communicated to you by or on behalf of AIPT, pursuant to Part VB of the Copyright Act 1968 (the Act).
    The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act.
    All rights are reserved and you must obtain the prior written permission of AIPT for the republication or redistribution of any content. Do not remove this notice.
    Project
    Carefully review the material presented in this unit and the activities you have previously completed. You should reflect on your learning, your own research, and your previous case studies within this unit.
    Complete the following project tasks, and submit all of the required documentation.
    With reference to the case study, complete the follow tasks.
    In the case study assessment, you identified strategies and opportunities to improve customer service and meet the needs of customers. You presented and promoted these ideas to the appropriate organisational individuals and groups. It is now appropriate to organise the implementation of those strategies.
    Task 1
    Before implementation, you will need to plan the implementation schedule and identify the who, what, when, and how. Select one customer service objective. Then, in a report—a table may be used—identify the following:
    • The customer service objective, e.g. What is the customer service goal?
    • The customer service strategy that is to be implemented, e.g. What steps are required to achieve the goal?
    • The activities/tasks involved in the implementation, e.g. a list of the activities/tasks that need to be undertaken
    • The staff required, e.g. all staff, specific departmental staff (marketing, sales, etc.), new casual employees, etc.
    • Budget, e.g. financial resources required (costs to cover telemarketing phone calls, printing, advertising, newsletters, etc.), total estimated costs
    • Other physical resources or supplies, e.g. display stands, promotional boards, customer database, etc.
    • A schedule of timeframes for the activities/tasks, e.g. Gantt chart
    • What resource and activity approvals need to be arranged and with whom, i.e. job role/position to be identified (names are not required). If you are the responsible person and no further approvals are required, then this should be indicated in your report.
    Task 2
    Before implementing your plan, you need gain the necessary approvals and consult with management and staff to gather their comments and commitment to achieving improved levels of customer service. After you have received approval and management commitment, arrange a meeting with your staff to discuss the customer service improvement plans and gain their agreement on the plan and overall customer service objectives. The meeting minutes are to be provided to your assessor. The minutes should demonstrate:
    • Discussion by staff to demonstrate commitment to achieving the customer service goals, e.g. support implementation activities
    • Discussion and agreement by individuals or small groups on activities/tasks, timeframes, and physical and budget resources required
    • Discussion and confirmation as to what, when, and how resources will be provided to individuals/groups to enable them to complete the activities/tasks
    Task 3
    As a manager, you need to provide templates of letters for staff to use as examples of the standards and requirements of business letters when responding to customers’ difficulties and complaints. Following the organisation’s procedures and using templates when resolving customer difficulties and complaints both encourages prompt action and ensures a standard approach in quality customer service. Customer complaints may be received from the customer either as a letter, email, or phone call or orally. The letter templates should display the content, structure, layout, and format of two types of customer service letters: formal and informal.
    Procedures to resolve customer difficulties may include:
    • External agencies, e.g. Ombudsman
    • Item replacement
    • Referrals to supervisor
    • Refund of monies
    • Review of products or services
    • Using conflict management techniques
    Customer complaints may include:
    • Administrative errors, such as incorrect invoices or prices
    • Customer satisfaction with service quality
    • Damaged goods or goods not delivered
    • Delivery errors
    • Products not delivered on time
    • Service errors
    • Specific e-business problems and issues:
    ? Difficulty accessing services
    ? Inactive links
    ? Not appreciating differing hardware and software
    ? Services not available
    ? Supply errors such as incorrect product delivered
    ? Time taken to access services
    ? Unfriendly website design
    ? Website faults
    • Warehouse or store room errors, such as incorrect product delivered
    Develop examples of two template customer service letters, that being informal and formal, acknowledging the complaint and advising the customer of the actions that will be taken in order to satisfy their needs as well as that the organisation will look forward to satisfying their needs in the future. You should ensure that the templates are readable, appropriate, and mechanically sound.
    Task 4
    Business strategies and standards are continually monitored and evaluated with the aim of identifying areas for improvement. Continual improvement in customer service requires the customer service systems and processes to be regularly and systematically monitored and evaluated.
    In case study assessment Task 1, you developed a questionnaire to gather feedback on customer service needs and areas for improvement. Now, you need to re-evaluate the customer service being provided by the business since the changes in customer service were implemented.
    Using the reports from Tasks 1 and 2 of this assessment, identify five to eight key performance indicators (KPIs) that you could use in monitoring and evaluating the current level of client satisfaction with customer service. The KPIs need to relate to the business aims, objectives, and/or strategies.
    Develop a client satisfaction survey checklist using the following headings:
    • KPI statement (list the KPIs under this heading)
    • Satisfied (checkbox or tick)
    • Not satisfied (checkbox or tick)
    • Comments/further improvements
    Task 5
    Step 1
    Using the checklist from Task 4, conduct a survey with your customers to review client satisfaction on the level of customer service currently being delivered.
    The survey may be conducted using the Internet, email, or telephone, or it may be face to face. You will need to gather a minimum of ten customer responses.
    Customers may include:
    • Corporate customers
    • Individual members of the organisation
    • Individual members of the public
    • Internal or external
    • Other agencies
    Step 2
    Analyse the feedback from the survey, and create a client satisfaction feedback report explaining your findings, e.g. were the KPIs met? Has the level of client satisfaction with customer service improved? If not, why? Are further improvements needed?
    In your report, you will need to do the following:
    • Refer to evidence gathered from the survey.
    • Make a comment on the areas in customer service that have been improved and also where further improvements could be made.
    • Provide advice and make a recommendation on the future direction of client service strategies for the business. Future directions should relate to the overall aims and objectives of the business.

    Task 6
    The client satisfaction feedback information needs to be passed on to the manager and staff. Arrange a meeting with the manager, staff, and any other interested parties to discuss your findings from the client satisfaction survey. The meeting minutes are to be provided to your assessor. The minutes should demonstrate:
    • Discussion by the manager and staff to demonstrate acknowledgement of client satisfaction successes and commitment to take steps to make improvements where required to maintain customer service standards
    • Discussion and agreement by individuals or small groups on activities/tasks to be undertaken to improve customer service standards
    Individuals and groups may include:
    • Colleagues
    • Committee
    • Customers
    • External organisation
    • Line management
    • Supervisor
    Task 7
    To be successful in quality customer service, records need to be maintained. This is to make past and future comparisons and identify areas that may cause future issues and problems. In a report, explain the role and purpose of maintaining systems, records, and reporting procedures in ensuring continuous improvement in levels of customer service

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    Contemporary issues in Australia concerning social and economic inequality

     Assessment : Learning Journal (15%)3 entries x 500 – 700 words each
    To demonstrate students knowledge and understanding of the topics studied in this unit, they will be given three questions relating to topics discussed in specific lectures/tutorials during the term.
    These questions will enable students to demonstrate their own understanding of contemporary issues in Australia concerning social and economic inequality. Students will be able to also provide their own opinions regarding each of the question topics in their answers.
    Students must answer each of the questions in 500 – 700 words per question and submit all questions together as one assessment.
    Your learning journal should include at least 5 (scholarly) journal articles read, in addition to any textbook references. Use APA 7 Referencing. The format of your journal will be discussed in greater detail during tutorials.
    Do NOT utilize sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment.
    Criteria for report High Distinction 80% – Distinction 70%- 79% Credit
    60-69% Pass 50-59% Fail
    0-49%
    Analysis of literature on topic
    35% Consistently demonstrates an accurate and complete level of understanding of contemporary
    issues in Australia concerning social and economic inequality, draws on most recent scholarly literature Most of the time, demonstrates an accurate and complete level of understanding of contemporary
    issues in Australia concerning social and economic inequality, draws on relevant scholarly literature Demonstrates some level of understanding of contemporary
    issues in Australia concerning social and economic inequality, often cites the relevant literature. Demonstrates some level of understanding of contemporary
    issues in Australia concerning social and economic inequality, not always accurate and sometimes incomplete, sometimes cites the relevant literature. Explanations of contemporary
    issues in Australia concerning social
    and economic inequality, research inaccurate or incomplete, does not cite the relevant literature.
    Conclusions derived from analysis and
    assessment of the topic
    30% Shows an in-deep understanding of how potential issues can be identified and their impact on targeted population Shows an excellent understanding of how potential issues can be identified and their impact on targeted population Shows a good understanding of how potential issues can be identified and their impact on targeted population Shows a basic understanding of how potential issues can be identified and their impact on targeted population Shows poor, insufficient understanding of how potential issues can be identified and their impact on targeted population
    Use and depth of research
    20% A comprehensive description is developed. Summarises and shows insightful synthesis of the literature information, including analysis of gaps and/or limitations of the research A strong description is developed. Summarises and shows insightful synthesis of the literature information, including analysis of gaps and/or limitations of the research A good description is developed. Summarises and
    shows some
    insightful synthesis of the literature information, identifies some limitations of the research Description is fairly well developed. It
    summarises the
    overall information obtained from the research and synthesises adequately the knowledge gained Description is not well developed. It lacks summary and/or any synthesis of the relevant literature
    Presentation of report and correct
    references used
    15% All levels of content are covered in depth. Wide range of contemporary references and sources are well cited when specific statements are
    made High level of content is covered in depth. Wide range of good references and sources are well cited when specific statements are
    made Appropriate content is covered in reasonable depth. Sources are generally well cited when specific statements are
    made Most major sections of the relevant content included, but not covered in as much depth, or as explicit, as expected
    References were basic and some errors of citation Major sections of relevant content have been omitted or missed Inadequate references and poor citation
    TOTAL: / 25%

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    Australia in 1924. Presently, it consists of three core businesses; Australian Food New

    A SSESSMENT 3 BRIEF
    Subject Code and Title BIZ201 Accounting for Decision Making
    Assessment Scenario Analysis – Individual
    Individual/Group Individual
    Length 1500 words ± 10%
    Learning Outcomes b) Apply relevant accounting concepts to simple business scenarios.
    c) Interpret and analyse the information contained in general purpose financial statements, to evaluate the overall financial position and performance of a business.
    Weighting 30%
    Total Marks 100 marks
    Context:
    This assessment is aimed at consolidating your learning from Modules 1-3. In this assessment, you are required to reflect on your understanding of accounting concepts and apply this understanding to business scenarios, as per this brief.
    Instructions:

    1. Answer questions in Part 1 and 2 at the end of this brief.
    2. Submit two files; Excel Workbook and Business Report.
    3. Excel workbook is provided on Blackboard. Download it, perform calculations on it, save it and submit with the Business Report.
    4. For calculation questions, show all workings through appropriate Excel formulas. Providing numbers without appropriate Excel formulas will not be accepted.
    5. Submit your assessment files using the following naming convention:
      First Name_Last Name_BIZ201_Assessment3_Workbook.xlsx
      First Name_Last Name_BIZ201_Assessment3_Report.docx
      Woolworths Group Limited
      Woolworths Group is a diverse group of retail businesses that began as a bargain store in
      Australia in 1924. Presently, it consists of three core businesses; Australian Food New, Zealand Food and Portfolio. It operates across Australia and New Zealand and sells a variety of products ranging from fresh food to financial services. In recent years, it has faced volatile growth patterns.
      In this assessment, your task is to analyse the financial data of Woolworths Group Limited and devise solutions to move this business forward. The analysis will be based on the data compiled from the Group’s Annual Reports. Some information that is useful for this assessment includes:
      Woolworths Group Limited – https://www.woolworthsgroup.com.au/
      Annual Reports – https://www.woolworthsgroup.com.au/page/investors/ourperformance/reports/Reports/
      As this is a critical time for Woolworths, extensive financial investigation must be completed to inform the decision-making process. Woolworths’ stakeholders are seeking increased growth, profit and to become more competitive strategically. You are expected to complete an Excel Workbook and Business Report for them.
      Part 1 – Excel Workbook Calculations
      There are three financial statements provided for Woolworths Group; Consolidated
      Statements of Profit or Loss, Consolidated Statements of Financial Position and Consolidated Statement of Cash Flows for the most recent four financial years. Provide answers to the following calculations by using appropriate Excel formulas. Numbers without Excel formulas only will not be accepted.
    6. Ratio Analysis – Within the Income Statement worksheet, conduct a ratio analysis of the years ended 2020 and 2019. Calculate the listed ratios for profitability, efficiency, liquidity and solvency. Round your answers to two decimal places.
    7. Vertical Analysis – Within the Balance Sheet worksheet, conduct a vertical analysis of Statement of Financial Position for the year ended 2020.
      Part 2 – Business Report
    8. Using the results of the Ratio Analysis in the Excel workbook, comment on Woolworths Group’s Profitability, Efficiency, Liquidity and Solvency.
    9. Based on the results of your analysis, provide recommendations on areas that need improvement or further investigation. Provide recommendations on improving growth, profit and competitiveness.
    10. With reference to the Statement of Cash Flows of Woolworths Group, give reasons for the differences in Net increase/(decrease) in cash and cash equivalents between 2020 and 2019.
      See the Report Format section for guidance on the report structure.
      Report Format
      Your business report should include the following sections:
      Cover Page – It should include student name and ID, subject code and name, assessment number, University’s name, lecturer’s name, submission date and word count. Be creative while making your cover page.
      Executive Summary – An executive summary should provide a succinct summary of the content within the report. It should present information in such a way that readers are able to understand the intention and key elements of the report without having to read the entire document. This section is not included in the word count. (Approximately 150 – 300 words)
      Table of Contents – A summary of the sections (headings/sub-headings) and page numbers.
      Introduction – The introduction should set the scene and provide context for the aim. It should provide background to the company. (Approximately 150 words)
      Main Discussion – (Rename the headings/sub-headings to reflect your report). This section should include the analysis and recommendations on Profitability, Efficiency, Liquidity, Solvency to address questions 1 and 2 of part 2. It should also address question 3 of part 2 on Statement of Cash Flows.
      Conclusion – The conclusion should restate the aim then provide a brief and concise summary of the discussion to demonstrate that the aim of the report has been achieved. No new information should be included in the conclusion. (Approximately 100 -150 words)
      References – Torrens Academic Writing Guide – APA for citing and referencing research must be used. More information on referencing can be found on https://library.torrens.edu.au/academicskills/apa/tool. The marking rubric at the end of this document provides a guide on the number of references to be included in this report. References are not included in the word count.
      Appendices – This section should provide supporting material which is unsuitable for inclusion in the body of the report, but still has some value to contribute to the report. Note – if you have included an Appendices section in your report, you must mention them in the main body.
      Marking Rubric: Assessment 3
      Assessment Attributes Fail
      (Yet to achieve minimum standard) 0 – 49 Pass
      (Functional)
      50 – 64 Credit
      (Proficient)
      65 – 74 Distinction
      (Advanced)
      75 – 84 High Distinction
      (Exceptional)
      85 – 100
      Grade Description
      (Grading Scheme)
      Fail grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the subject or has failed to complete required assessment points in accordance with the subject’s required assessment points. Pass is awarded for work showing a satisfactory achievement of all learning outcomes and an adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Credit is awarded for work showing a more than satisfactory achievement of all learning outcomes and a more than adequate understanding of theory and
      application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Distinction is awarded for work of superior quality in achieving all learning outcomes and a superior integration and understanding of theory and application of skills. Evidence of in-depth research, reading, analysis and evaluation is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged. High Distinction is awarded for work of outstanding quality in achieving all learning outcomes together with outstanding integration and understanding of theory and application of skills. Evidence of
      in-depth research, reading, analysis, original and creative thought is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged.
      Calculation of
      financial metrics
      30% Demonstrates no evidence of use excel formulas and relevant worksheets to calculate appropriate ratios. Demonstrates limited evidence of use excel formulas and relevant worksheets to calculate appropriate ratios. Demonstrates consistent evidence of use excel formulas and relevant worksheets to calculate appropriate ratios. Demonstrates an advanced evidence of use excel formulas and relevant worksheets to calculate appropriate ratios. Consistently demonstrates an advanced evidence of use excel formulas and relevant worksheets to calculate appropriate ratios.
      Understanding of
      Profitability, Efficiency, Liquidity and Solvency of the business using ratio analysis and providing Does not use ratio analysis to demonstrate the understanding of
      Profitability, Efficiency, Liquidity and Solvency of the business. Does not Limited use of ratio analysis
      to demonstrate the understanding of
      Profitability, Efficiency, Liquidity and Solvency of the business. Provides Well-developed use of ratio analysis to demonstrate the understanding of Profitability, Efficiency, Liquidity and Solvency of the business.
      Provides some general and Thoroughly developed understanding of
      Profitability, Efficiency, Liquidity and Solvency of the business by using ratio analysis. Provides Highly developed understanding of
      Profitability, Efficiency, Liquidity and Solvency of the business by using ratio analysis. Provides thorough
      BIZ201_Assessment_3_Brief_Scenerio Analysis Page 5 of 6
      recommendations 40% provide recommendations. some/general recommendations. some specific recommendations. thoughtful specific recommendations. and insightful recommendations.
      Understanding of Cash flow Statement
      15% Does not compare statement of cash flow. Does not comment and/or
      provide reason for differences. Compares statement of cash flow. Comments on differences without providing reasons. Compares statement of cash flow. Comments on differences. Provides some reasons. Compares statement of cash flow. Comments on differences. Provides most reasons. Compares statement of cash flow. Comments well on differences. Provides all reasons.
      Correct citation of key
      resources and evidence
      Overall structure, appearance and referencing of the
      report are assessed
      15% Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Less than 4 good quality references provided. Has not correctly used APA referencing style. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. At least 4 good quality references provided. Multiple mistakes and errors in reference list. Demonstrates use of high quality, credible and relevant resources to support and develop ideas. At least 6 good quality references provided. Some mistakes and errors in reference list. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence. At least 6 good quality references provided. Few mistakes and errors in reference list. Demonstrates use of high- quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence. At more than 6 good quality references provided. No mistakes and errors in reference list.
      BIZ201_Assessment_3_Brief_Scenerio Analysis Page 6 of 6

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    • Australia in 1924. Presently, it consists of three core businesses; Australian Food New
    •  

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    accounting and environmental issues of Common wealth bank of Australia

    700 words with at least 5 references discussing only about accounting and environmental issues of Common wealth bank of Australia.
    Refer assessment 3 for further information

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    Why did Virgin Australia fail? Give three reasons?

    * Read the article https://simpleflying.com/w here-did-virgin-australia-gowrong/ 

     Q 1. Why did Virgin Australia fail? Give three reasons?

    *Watch video  https://www.youtube.com/watch?v=9zeHS3A6pg  

     Q.2 describe what is unethical behaviour?

    *Read the article titled: Corporate Governance and Business Ethics: insights from the strategic planning experience, Ingrid Bonn and Josie Fisher https://documentcloud.adobe.com/link/review?uri=urn:aaid:scds:US:e2d68e47- 2b31-42a1-ba1a-1f24a6956abf#pageNum=1 

    Q.3 What is corporate governance and why does it matter?

    Read the case study :-  Queensland ‘Money Mule’ accountant charged with money laundering over alleged $3.3m email hacking scam.

    Q.4  ‘Why do you think the accountant got involved in fraud?’

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    Crime and safety in Australia through the eyes of international students


    Information for students:
    In order to meet the requirements of English for Academic Purposes 2 all students must write a Report summarizing the findings of a research.
    Research Report
    Write a research/information report on the following topic:
    • Crime and safety in Australia through the eyes of international students
    • The use of social media
    • Accommodation in Australia
    • Surrogacy
    • Euthanasia
    • Artificial intelligence
    • Adoption
    • Abortion
    • Capital punishment
    • Bullying
    • Dementia
    • Cyber security
    • Gun control
    • A topic approved by your teacher
    In preparation for Report writing create an opinion poll and apply it to a minimum of 10 participants.
    You are required to carry out secondary research utilizing journal articles, the Internet, books etc. and present your findings in your report
    Learning Outcomes:
    • Can demonstrate academic writing skills effectively
    • Can write a report based on data collected in a survey
    • Can demonstrate critical thinking on the chosen topic
    • Can reference quotations appropriately and avoid plagiarism
    Word count: 800 -1000 words
    Due Date: First draft due on Monday in week 3 (4th May 2020)
    Final essay due on Tuesday in week 4 (12th May 2020)
    A well-structured Research Report must include:
    A cover page clearly stating your name, student ID, title of your essay, your teacher’s name and date
    1) Introduction
    • Give background information
    • State the purpose of the research/report
    2) Methodology
    • Describe the steps used to collect information
    • Describe the instrument used
    3) Results/Findings presented in paragraph form as follows:
    • Graph or table with a title and correctly labelled axes, including legend if needed
    • Description of graph or table
    • General description of results
    • Comparison/ contrast of results
    4) Discussion
    • Restate research question
    • Speculate on the reasons for the result
    • Discuss implications
    5) Conclusion
    6) A reference list following the APA 6th referencing conventions
    7) Appendix
    Assessment and marking criteria
    Your review will be assessed using the following criteria:
    COMPETENCIES GRADE and FEEDBACK
    Task Response
    • Task achievement (e.g. essay, report or review)
    • Clear argument and strong support
    • Appropriate staging throughout
    • Scope and relevance of research 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
    Feedback:
    Organization and structure
    • Coherence = clear, logical order of arguments
    • Cohesion = connections using grammar
    • Referencing
    • Plagiarism 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
    Feedback:
    Language input (Lexical resources)
    • A range of vocabulary, use and academic register
    • Spelling and punctuation
    • Collocation
    • Word formation 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
    Feedback:
    Language input (Grammatical accuracy)
    • Control of a range of grammatical structures
    • Variety of simple and complex sentences
    • Grammatical accuracy (sentence level)
    • Comprehensibility 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
    Feedback:
    Total Mark
    The mark for each competency represents the level to which these criteria have been fulfilled. The overall mark for this assignment is determined from the average of the above areas of competency.
    Minimum requirements to pass:
    • EAP1 exit 5.5: achieve a minimum of grade 2 in at least three competencies and a grade higher than 2 in the remaining competency (first block), and a minimum grade 2 in two competencies and a grade higher than 2 in the remaining two competencies (second block). This grade represents 25% of the final mark.
    • EAP2 exit 6.0: achieve a minimum of grade 2 in one competency and a grade higher than 2 in the remaining three competencies (first block), and a minimum grade 3 in all four competencies (second block). This grade represents 25% of the final mark.
    • EAP3 exit 6.5: achieve a minimum of grade 3 in at least three competencies and a grade higher than 3 in the remaining competency (first block) and a minimum grade 3 in at least two competencies and a grade higher than 3 in the remaining two competencies (second block). This grade represents 25% of the final mark.
    This grade represents 25% of the final mark

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    Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health;

    ASSESSMENT 1 BRIEF
    Subject Code and Title PUBH6003 Health Systems and Economics
    Assessment Case Study Report
    Application of systems thinking and building blocks in a country context/setting to public health issues and problems
    Individual/Group Individual
    Length 1,500 words (+/–10%)
    Learning Outcomes The Subject Learning Outcomes demonstrated by the successful completion of the task below include:
    a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts;
    b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally; and
    c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes.
    Submission Due by 11.55 pm AEST/AEDT on the Sunday at the end of Module 5
    Weighting 35%
    Total Marks 100 marks
    Context
    Systems thinking helps us to understand the elements and relationships/interconnectedness of parts to a system. Currently, the use of systems thinking is being advocated in public health as a new paradigm shift. It aids in the solving of complex and intractable public health problems and the identification of risk factors for the achievement of health systems goals/good population health outcomes.
    You are required to thoroughly research and write a critical individual report on systems thinking and its application to strengthening the six building blocks of health systems for the reduction/prevention of a chosen public health problem/issue for a selected country.
    Instructions
    You are required to:
    • Identify a country (e.g., Australia or any other country) and a public health issue. Public health problems/issues include excessive alcohol consumption, food safety, heart disease and stroke, road traffic accidents, nutrition, physical activity and obesity, tobacco use, water, sanitation and hygiene, HIV, drug abuse and mental health;
    • Provide a critical analysis of the concept of systems thinking and how it can be applied to public health;
    • Discuss the six health systems building blocks as proposed by the World Health Organisation (WHO);
    • Discuss why the chosen public health issue is complex in the context of the chosen country based on the building blocks and thus requires systems thinking; and
    • Apply and analyse how systems thinking can be used to reduce/mitigate the selected public health issue along with the building blocks of the health systems of the chosen country.
    Structure of the Report
    Introduction
    • Provide an overview of the key characteristics of the chosen country, including its population, health status indicators (e.g., disease prevalence/incidence, morbidity, mortality and life expectancy at birth) and health system indicators (e.g., service utilisation/health service access, hospital bed density, availability of essential medicines and commodities, health worker density and distribution) (use any three of the stated indicators).
    • Describe the selected public health issue and why it is an issue for the chosen country (use data/statistics to support your claim).
    • Provide an overview of the whole assessment to serve as a guide for the reader, explaining that the assessment will use the concept of systems thinking to help prevent/reduce the chosen public health problem of the chosen country and will offer solutions based on the health system building blocks.
    Main body
    • Critically discuss the concept of systems thinking and its application to public health issues.
    • Discuss in detail the health system building blocks as proposed by the WHO.
    • Critically examine why the current organisation and functioning of the building blocks pose a challenge to solving the identified public health problem for the chosen country (examine the barriers to the use of systems thinking to solve the problem given the current organisation and functioning of the building blocks).
    • Discuss ANY other barriers outside the building blocks (if any).
    • Apply systems thinking to strengthen the health system building blocks for reduction/mitigation (suggest solutions based on systems thinking along the building blocks of the health systems).
    • Propose ANY other solutions outside the building blocks of the health systems (if any).
    Conclusion
    Provide a concise summary of all the ideas discussed in the assessment. New ideas should not be introduced at this stage.
    Note: All sections of the report must be backed by relevant literature from credible sources, such as text books, journal articles and reports. These should be cited using the APA 7th style.
    Referencing
    It is essential that you use appropriate APA style for citing and referencing research. For more information on referencing, visit https://library.torrens.edu.au/academicskills/apa/tool.
    Follow the guidelines below to format the final documents:
    • Include a title page with: o The assignment title; o Your first and last name; o Your student Identification number; o The word count (excluding headings, in-text citations and tables); o The unit for which the assignment is being submitted; o The name of your lecturer/facilitator; and o An academic integrity statement.
    • Include page numbers.
    • Use double spacing.
    • Font size: 12 minimum.
    • Include a reference list.
    • The word count is 1,500 words (+/–10%).
    • All references must be in APA format.
    Submission Instructions
    Submit this task via the Assessment 1—Case Study Report link in the main navigation menu for PUBH6003 Health systems and economics.
    The learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
    Academic Integrity Declaration
    I declare that except where referenced, the work I am submitting for this assessment task is my own. I have read and am aware of the Torrens University Australia Academic Integrity Policy and Procedure, viewable online at http://www.torrens.edu.au/policies-and-forms.
    I am also aware that I need to keep a copy of all submitted material and their drafts, and I agree to do so.
    Assessment Rubric
    Assessment Attributes Fail
    (Yet to achieve minimum standard) 0–49% Pass
    (Functional) 50–64% Credit
    (Proficient)
    65–74% Distinction
    (Advanced)
    75–84% High Distinction
    (Exceptional)
    85–100%
    Knowledge and understanding of systems thinking and its application to the strengthening of the six building blocks of health systems.
    -Identify a country and a public health problem/issue. -Discuss systems thinking.
    -Discuss the six building blocks of health systems as proposed by the WHO.
    Apply systems thinking to the organisation and functioning of the building blocks of the health system of your chosen country.
    30%
    Demonstrates limited knowledge and understanding of systems
    thinking and its application to the strengthening of the six building blocks of health systems.
    Demonstrates functional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
    Demonstrates proficient knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
    Demonstrates advanced knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
    Demonstrates exceptional knowledge of systems thinking and its application to the strengthening of the six building blocks of health systems.
    Assessment Attributes Fail
    (Yet to achieve minimum standard) 0–49% Pass
    (Functional) 50–64% Credit
    (Proficient)
    65–74% Distinction
    (Advanced)
    75–84% High Distinction
    (Exceptional)
    85–100%
    Analysis and application of systems thinking to the strengthening of the building blocks of health systems with synthesis of new knowledge.
    25% Demonstrates limited analysis and application.
    Limited application/recommendat ions based upon analysis.
    Good analysis and synthesis of new knowledge and its application.
    Shows an ability to interpret relevant information and literature. Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and/or independently developed models and justified recommendations linked to analysis/synthesis. Highly sophisticated and creative analysis and synthesis of new and existing knowledge.
    Strong application by way of pretested models and/or independently developed models. Recommendations are
    clearly justified based on the analysis/synthesis. Applies knowledge to new situations/other cases.
    Evaluation of information selected to support the case study.
    20%
    Limited understanding of key concepts required to support the case study.
    Resembles a recall or summary of key ideas. Demonstrates a capacity to explain and apply relevant concepts. Well-demonstrated capacity to explain and apply relevant concepts.
    Information is taken from sources with a high level of
    interpretation/evaluation to develop a comprehensive critical analysis or synthesis.
    Assessment Attributes Fail
    (Yet to achieve minimum standard) 0–49% Pass
    (Functional) 50–64% Credit
    (Proficient)
    65–74% Distinction
    (Advanced)
    75–84% High Distinction
    (Exceptional)
    85–100%
    Viewpoints of experts are taken as fact and subject to little questioning.
    Confuses logic and emotion. Information taken from reliable sources but without coherent analysis or synthesis.
    Often conflates/confuses the assertion of personal opinion with information substantiated by evidence from the research/course materials.
    Analysis and evaluation do not reflect expert judgement, intellectual independence, rigor and adaptability. Supports personal opinion; information substantiated by evidence from the research/course materials. Questions viewpoints of experts.
    Identifies logical flaws. Analysis and evaluation reflect expert judgement, intellectual independence, rigor and adaptability. Discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Viewpoints of experts are subject to questioning.
    Analysis and evaluation reflect growing judgement, intellectual independence, rigor and adaptability.
    Systematically and critically discriminates between the assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
    Identifies gaps in knowledge.
    Exhibits intellectual independence, rigor, good judgement and adaptability.
    Effective communication
    (written)
    15%
    Merely presents information. Incoherent communication, but somewhat adheres to the given format. Communicates in a coherent and readable manner that adheres to the given format. Communicates coherently and concisely in a manner that adheres to the given format. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format.
    Specialised language and terminology are not used or are inaccurately employed.
    Generally employs specialised language and terminology with accuracy.
    Accurately employs specialised language and terminology.
    Occasional minor errors present in spelling, Accurately employs a wide range of specialised language and terminology.
    Spelling, grammar and punctuation are free of errors. Discerningly selects and precisely employs a wide range of specialised language and terminology.
    Assessment Attributes Fail
    (Yet to achieve minimum standard) 0–49% Pass
    (Functional) 50–64% Credit
    (Proficient)
    65–74% Distinction
    (Advanced)
    75–84% High Distinction
    (Exceptional)
    85–100%
    Incorrect spelling, grammar, punctuation and/or the acknowledgment of sources.
    Some errors are evident in spelling, grammar and/or punctuation. grammar and/or punctuation. Spelling, grammar and punctuation are free of errors.
    Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure and sequence. Meaning is sometimes difficult to follow.
    Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical.
    Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive.
    Engages and sustains audience interest. Information, arguments and evidence are insightful, persuasive and expertly presented.
    Correct citation of key
    resources and evidence
    10%
    Fails to use good quality, credible and relevant resources to support and develop ideas. Limited use of credible and relevant resources to support and develop discussions or ideas. Uses credible resources to support and develop ideas. Uses good quality, credible and relevant resources to support and develop arguments and statements.
    Shows evidence of wide scope within the organisation for sourcing evidence. Uses high-quality, credible and relevant resources to support and develop arguments and position statements.
    Shows evidence of wide scope within and without the organisation for sourcing evidence.
    Referencing is omitted or does not resemble APA. Referencing resembles APA but contains frequent or repeated errors. Referencing resembles APA but contains occasional errors. APA referencing is free of errors. APA referencing is free of errors.
    The following Subject Learning Outcomes are addressed in this assessment
    SLO a) Critically examine the key characteristics of health systems and apply this knowledge to local and global contexts.
    SLO b) Investigate and inquire into the building blocks of health systems and interpret how they are translated globally.
    SLO c) Evaluate the principles of systems thinking and promote multi-sectoral collaboration for the successful implementation of public health programmes.

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    Writers Solution

    Crime and safety in Australia through the eyes of international students

    Assignment 1 Writing
    Information for students:
    In order to meet the requirements of English for Academic Purposes 2 all students must write a Report summarizing the findings of a research.
    Research Report
    Write a research/information report on the following topic:
    • Crime and safety in Australia through the eyes of international students
    • The use of social media
    • Accommodation in Australia
    • Surrogacy
    • Euthanasia
    • Artificial intelligence
    • Adoption
    • Abortion
    • Capital punishment
    • Bullying
    • Dementia
    • Cyber security
    • Gun control
    • A topic approved by your teacher
    In preparation for Report writing create an opinion poll and apply it to a minimum of 10 participants.
    You are required to carry out secondary research utilizing journal articles, the Internet, books etc. and present your findings in your report
    Learning Outcomes:
    • Can demonstrate academic writing skills effectively
    • Can write a report based on data collected in a survey
    • Can demonstrate critical thinking on the chosen topic
    • Can reference quotations appropriately and avoid plagiarism
    Word count: 800 -1000 words
    Due Date: First draft due on Monday in week 3 (4th May 2020)
    Final essay due on Tuesday in week 4 (12th May 2020)
    A well-structured Research Report must include:
    A cover page clearly stating your name, student ID, title of your essay, your teacher’s name and date
    1) Introduction
    • Give background information
    • State the purpose of the research/report
    2) Methodology
    • Describe the steps used to collect information
    • Describe the instrument used
    3) Results/Findings presented in paragraph form as follows:
    • Graph or table with a title and correctly labelled axes, including legend if needed
    • Description of graph or table
    • General description of results
    • Comparison/ contrast of results
    4) Discussion
    • Restate research question
    • Speculate on the reasons for the result
    • Discuss implications
    5) Conclusion
    6) A reference list following the APA 6th referencing conventions
    7) Appendix
    Assessment and marking criteria
    Your review will be assessed using the following criteria:
    COMPETENCIES GRADE and FEEDBACK
    Task Response
    • Task achievement (e.g. essay, report or review)
    • Clear argument and strong support
    • Appropriate staging throughout
    • Scope and relevance of research 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
    Feedback:
    Organization and structure
    • Coherence = clear, logical order of arguments
    • Cohesion = connections using grammar
    • Referencing
    • Plagiarism 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
    Feedback:
    Language input (Lexical resources)
    • A range of vocabulary, use and academic register
    • Spelling and punctuation
    • Collocation
    • Word formation 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
    Feedback:
    Language input (Grammatical accuracy)
    • Control of a range of grammatical structures
    • Variety of simple and complex sentences
    • Grammatical accuracy (sentence level)
    • Comprehensibility 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
    Feedback:
    Total Mark
    The mark for each competency represents the level to which these criteria have been fulfilled. The overall mark for this assignment is determined from the average of the above areas of competency.
    Minimum requirements to pass:
    • EAP1 exit 5.5: achieve a minimum of grade 2 in at least three competencies and a grade higher than 2 in the remaining competency (first block), and a minimum grade 2 in two competencies and a grade higher than 2 in the remaining two competencies (second block). This grade represents 25% of the final mark.
    • EAP2 exit 6.0: achieve a minimum of grade 2 in one competency and a grade higher than 2 in the remaining three competencies (first block), and a minimum grade 3 in all four competencies (second block). This grade represents 25% of the final mark.
    • EAP3 exit 6.5: achieve a minimum of grade 3 in at least three competencies and a grade higher than 3 in the remaining competency (first block) and a minimum grade 3 in at least two competencies and a grade higher than 3 in the remaining two competencies (second block). This grade represents 25% of the final mark.
    This grade represents 25% of the final mark

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