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Input Validation and Business Logic Security Controls

Homework details: Input Validation and Business Logic Security Controls

Overview:

This homework will demonstrate your knowledge of testing security controls aligned with Input

validation and business logic. You will also use the recommended OWASP testing guide reporting format

to report your test findings.

Assignment: Total 100 points

Using the readings from weeks 7 and 8 as a baseline provide the following test and analysis descriptions

or discussion:

1. Testing for Reflected Cross site scripting (OTG-INPVAL-001)

 The OWASP site list multiple approaches and examples for blackbox testing reflected XSS

vulnerabilities. In your own words, describe Reflected Cross Site scripting. Then, List and

describe 4 different examples that could be used for testing. Be sure to conduct additional

research for each example to provide your own unique test example. This most likely means you

will need to conduct some research on Javascript to make sure your syntax is correct.

2. Testing for Stored Cross site scripting (OTG-INPVAL-002)

 The OWASP site list multiple approaches and examples for blackbox testing Stored XSS

vulnerabilities. In your own words, describe Stored Cross Site scripting. Then, List and describe 2

different examples that could be used for testing. Be sure to conduct additional research for

each example to provide your own unique test example. This most likely means you will need to

conduct some research on Javascript to make sure your syntax is correct.

3. Testing for SQL Injection (OTG-INPVAL-005)

 SQL Injection remains a problem in applications yet could easily fixed. The following SQL

statement is in an HTML form as code with the $ variables directly input from the user.

SELECT * FROM Students WHERE EMPLID=’$EMPLID’ AND EMAIL=’$email’

Would a form or application that includes this code be susceptible to SQL Injection? Why?

What specific tests would you perform to determine if the applications was vulnerable?

How would you fix this problem? Be specific be providing the exact code in a Language of your choice.

(e.g. Java, PHP, Python …)

4. Test business logic data validation (OTG-BUSLOGIC-001)

 While reviewing some Java code, an analysis provided the following code snippets that contain

logic errors. For each example, describe the issue and provide code that would fix the logical

error:

a.

2

int x; x = x + 1; System.out.println(“X = ” + x);

b.

for (i=1; i<=5; i++) ; { System.out.println(“Number is ” + i); }

c.

if ( z > d) ; { System.out.println(“Z is bigger”); }

d.

String m1=”one”;

String m2=”two”;

if(m1 == m2) {

System.out.println(“M1 is equal to M2”);

}

e. The formula for the area of a trapezoid is:

A = (b1+b2)/2 * h

The following Java code is the implementation. Fix the logical error

double area;

double base1 = 2.3;

double base2 = 4.8;

double height = 12.5;

area = base1 + base2/2.0 * height;

Demonstrate your fixed code work as anticipated with a couple different test

cases.

5. Test integrity checks (OTG-BUSLOGIC-003)

 Conduct some additional research on Business Logic errors related to OTG-BUSLOGIC-003. In

your own words describe and provide 2 unique examples of integrity checks. For your

examples, provide specific testing methods for each case.

6. Test defenses against Circumvention of Work Flows (OTG-BUSLOGIC-006)

3

 Conduct some additional research on Business Logic errors related to OTG-BUSLOGIC-006. In

your own words describe and provide 2 unique examples of circumvention of work flow. For

your examples, provide specific testing methods for each case.

You should document the results for the tests and your comments, and recommendations for improved

security for each security control tested in a word or PDF document. Discuss any issues found and

possible mitigations.

Deliverables:

You should submit your document by the due date. Your document should be well-organized, include all

references used and contain minimal spelling and grammar errors.

Grading Rubric:

Attribute Meets

Reflected Cross site scripting

10 points Describes Reflected Cross Site scripting. Then, Lists and describes 4 different examples that could be used for testing. Conducts additional research for each example to provide your own unique test example.

Stored Cross site scripting

10 points Describes Stored Cross Site scripting. Then, Lists and describes 2 different examples that could be used for testing. Conducts additional research for each example to provide your own unique test example.

SQL Injection 25 points Answers: would a form or application that includes this code be susceptible to SQL Injection? Why? Answers: What specific tests would you perform to determine if the applications was vulnerable? Answers: How would you fix this problem? Provides the exact code in a Language of your choice.

Business logic data validation

15 points For each example, describes the issue and provides code that would fix the logical error.

Integrity checks 10 points Conducts research on Business Logic errors related to OTG-BUSLOGIC-003. In your own words describes and provides 2 unique examples of integrity checks. Provides specific testing methods for each case.

Defenses against workflow intervention

10 points Conducts research on Business Logic errors related to OTG-BUSLOGIC-006. In your own words describes and provides 2 unique examples of circumvention of work flow. Provides specific testing methods for each case.

Documentation and Submission

20 points Your document should be well-organized, include all references used and contain minimal spelling and grammar errors

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Input Validation and Business Logic Security Controls

Homework 4

Input Validation and Business Logic Security Controls

Overview:

This homework will demonstrate your knowledge of testing security controls aligned with Input

validation and business logic. You will also use the recommended OWASP testing guide reporting format

to report your test findings.

Assignment: Total 100 points

Using the readings from weeks 7 and 8 as a baseline provide the following test and analysis descriptions

or discussion:

1. Testing for Reflected Cross site scripting (OTG-INPVAL-001)

 The OWASP site list multiple approaches and examples for blackbox testing reflected XSS

vulnerabilities. In your own words, describe Reflected Cross Site scripting. Then, List and

describe 4 different examples that could be used for testing. Be sure to conduct additional

research for each example to provide your own unique test example. This most likely means you

will need to conduct some research on Javascript to make sure your syntax is correct.

2. Testing for Stored Cross site scripting (OTG-INPVAL-002)

 The OWASP site list multiple approaches and examples for blackbox testing Stored XSS

vulnerabilities. In your own words, describe Stored Cross Site scripting. Then, List and describe 2

different examples that could be used for testing. Be sure to conduct additional research for

each example to provide your own unique test example. This most likely means you will need to

conduct some research on Javascript to make sure your syntax is correct.

3. Testing for SQL Injection (OTG-INPVAL-005)

 SQL Injection remains a problem in applications yet could easily fixed. The following SQL

statement is in an HTML form as code with the $ variables directly input from the user.

SELECT * FROM Students WHERE EMPLID=’$EMPLID’ AND EMAIL=’$email’

Would a form or application that includes this code be susceptible to SQL Injection? Why?

What specific tests would you perform to determine if the applications was vulnerable?

How would you fix this problem? Be specific be providing the exact code in a Language of your choice.

(e.g. Java, PHP, Python …)

4. Test business logic data validation (OTG-BUSLOGIC-001)

 While reviewing some Java code, an analysis provided the following code snippets that contain

logic errors. For each example, describe the issue and provide code that would fix the logical

error:

a.

2

int x; x = x + 1; System.out.println(“X = ” + x);

b.

for (i=1; i<=5; i++) ; { System.out.println(“Number is ” + i); }

c.

if ( z > d) ; { System.out.println(“Z is bigger”); }

d.

String m1=”one”;

String m2=”two”;

if(m1 == m2) {

System.out.println(“M1 is equal to M2”);

}

e. The formula for the area of a trapezoid is:

A = (b1+b2)/2 * h

The following Java code is the implementation. Fix the logical error

double area;

double base1 = 2.3;

double base2 = 4.8;

double height = 12.5;

area = base1 + base2/2.0 * height;

Demonstrate your fixed code work as anticipated with a couple different test

cases.

5. Test integrity checks (OTG-BUSLOGIC-003)

 Conduct some additional research on Business Logic errors related to OTG-BUSLOGIC-003. In

your own words describe and provide 2 unique examples of integrity checks. For your

examples, provide specific testing methods for each case.

6. Test defenses against Circumvention of Work Flows (OTG-BUSLOGIC-006)

3

 Conduct some additional research on Business Logic errors related to OTG-BUSLOGIC-006. In

your own words describe and provide 2 unique examples of circumvention of work flow. For

your examples, provide specific testing methods for each case.

You should document the results for the tests and your comments, and recommendations for improved

security for each security control tested in a word or PDF document. Discuss any issues found and

possible mitigations.

Deliverables:

You should submit your document by the due date. Your document should be well-organized, include all

references used and contain minimal spelling and grammar errors.

Grading Rubric:

Attribute Meets

Reflected Cross site scripting

10 points Describes Reflected Cross Site scripting. Then, Lists and describes 4 different examples that could be used for testing. Conducts additional research for each example to provide your own unique test example.

Stored Cross site scripting

10 points Describes Stored Cross Site scripting. Then, Lists and describes 2 different examples that could be used for testing. Conducts additional research for each example to provide your own unique test example.

SQL Injection 25 points Answers: would a form or application that includes this code be susceptible to SQL Injection? Why? Answers: What specific tests would you perform to determine if the applications was vulnerable? Answers: How would you fix this problem? Provides the exact code in a Language of your choice.

Business logic data validation

15 points For each example, describes the issue and provides code that would fix the logical error.

Integrity checks 10 points Conducts research on Business Logic errors related to OTG-BUSLOGIC-003. In your own words describes and provides 2 unique examples of integrity checks. Provides specific testing methods for each case.

Defenses against workflow intervention

10 points Conducts research on Business Logic errors related to OTG-BUSLOGIC-006. In your own words describes and provides 2 unique examples of circumvention of work flow. Provides specific testing methods for each case.

Documentation and Submission

20 points Your document should be well-organized, include all references used and contain minimal spelling and grammar errors

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Analyse and articulate business processes and recognise the role of accounting information systems in enhancing business process design

ASSESSMENT BRIEF
Subject Code and Name ACCT6001 Accounting Information Systems
Assessment Assessment 2 – Business Process Analysis
Individual/Group Group of 3-4 students
Learning Outcomes (a) Analyse and articulate business processes and recognise the role of accounting information systems in enhancing business process design.
(e) Communicate with IT professionals, stakeholders and user groups of information systems
Submission By 11:55pm AEST/AEDT Sunday end of week 5/Module 3.1
For Intensive class: By 11:55pm AEST/AEDT Sunday end of Week 3/Module 3.2
Weighting 25%
Total Marks 100 marks
Context:
This assessment is designed to develop student’s understanding of business processes; analyse existing organisation’s processes; and suggest ways to improve the organisation’s current business process inefficiencies.
Submission Instructions:
• Students will organise themselves into groups of 3 to 4. Students will work in their groups to prepare a response to ALL of the case questions listed at the end of the case study.
• Students that have not formed groups by Week 02, will be placed into groups by the learning facilitator
• Students need to submit a report, presented in proper report format (including a reference list). The report needs to be submitted though the submission link available on the Blackboard. One copy of this report needs to be submitted in Word format by a representative of each group on the Blackboard
Case Study
Eljay is a large online education provider (school) consisting of administration, teaching and corporate services teams. Students of often email the school with questions about learning and teaching materials, assessments, and IT-related problems that require the school to process and solve the problem. These student queries are managed based on their type (teaching, assessment, IT), priority and status. The three levels of priority identified by the school include: “important”, “normal” and “less important”. The status of a student query (e.g. job) includes: “Open”, “In Process”, “Re Process”, “Solved”, “Closed”. Queries are logged in a job management system (excel spreadsheet saved on a SharePoint site), which enables the school to manage the details of the life cycle of the query from start to finish. In addition to recording student details, this system records the job code, description, type, priority, and status of the job as it progresses through each team.
The current business process begins when a student emails the school with a query. Employees within the administration team, who have less content-related knowledge, manually load each student query into the job management system. When this job is created, it is assigned an “Open” status by the administration team. Every query that employees from this team enter into the job management system is given a job code which is used to uniquely identify the student query. Once this code has been created in the system, an email is sent to the student with the job code (e.g. the reference number for the query). The student must mention this job code every time an inquiry about the status of the query is made. Any queries that are easily resolved (e.g. those that involve common problems) are assigned to employees within the administration team who work directly with the student to resolve the query. If an employee from this team is unable to resolve a student’s query, the job status is changed to “In Process” and the query is forwarded to the teaching team who have extensive content-related knowledge.
When a manager from the teaching team has the time to review the queries assigned to the team, they update the priority level of the job. The manager will then assign each job to an employee depending on the priority and existing workload of employees in the team. Once a teacher has been assigned to a job, the query is investigated, and a solution is developed and emailed to the administration team. An employee from the administration team changes the status of the job to “Solved” and emails the solution to the student. A request to verify that the query has been correctly resolved is included in the email. If the student’s reply to this request informs the administration team that the query has been successfully resolved, the job status is changed to “Closed” and the job is complete. If the student emails to notify the administration team that the query has not been resolved, the status of the job is changed to “Re Process” and the query is emailed back to the teaching team. The teaching team then goes through the process all over again.
If employees from either the administration or teaching team are unable to provide the student with a solution (e.g. for an IT-related query), the corporate services team is called upon to finish the job. The corporate services team work directly with the student to resolve the query. When the student’s query is resolved, the corporate services team notify the teaching team, who update the status of the job to “Solved”. An employee from the administration team, emails the student to inform them that a solution has been reached and the job is set to “Closed”.
The school would like to reduce costs by removing inefficient and ineffective processes while at the same time improving student response times.
Required
a. Draw a business process map outlining existing processes for managing student queries Identify (include swimlanes in your diagram).
b. Identify strengths and weaknesses in the existing system for managing student queries.
c. Research and report on ways to improve the business processes. As you address the weakness, consider how IT can transform the processes of the organization (include references to support your suggestions).
d. Draw a new business process model that outlines your suggested improvements.
e. Include in the Appendix of your report, minutes of meetings held between group members (Include a list of actionable tasks, team members responsible for those tasks, deadlines, and progress towards completing tasks)
Learning Rubric: Assessment 1
Assessment Criteria Fail
(Unacceptable) 0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional)
85-100%
Understanding of the business processes in the organisation
30%
The description of the steps to achieve the goal of the organisation has not been identified correctly.
Business process diagram incorrect.
Activities, stakeholders and notations are incorrect.
Swimlanes not shown.
Business processes (step by step description) has been identified but some (around 30%) steps are missing.
Business process diagram is consistent with the current business processes.
Activities and stakeholders are identified but incomplete.
Some notations are incorrect.
Swimlanes are shown but some stakeholders are missing. Business processes (step by step description) has been identified but some (around 20%) steps are missing.
Business process model is consistent with the current business processes.
Activities and stakeholders are mostly identified (around 2-3 items missing).
Most notations are correct (2-3 incorrect notations).
Swimlanes are used for multiple stakeholders, 2- 3 stakeholders are missing. Business processes (step by step description) are detailed and complete.
Business process model is consistent with the current business processes.
Activities and stakeholders are identified.
Notations are correct. Minor errors (1-2 errors).
Swimlanes are used for multiple stakeholders, complete and correct. Business processes (step by step description) are detailed and complete. Exceptions and variations in the process are also shown.
Business process model is consistent with the current business processes.
Activities and stakeholders are identified.
Notations are correct.
Exceptions and variations are shown in the model.
Swimlanes are used for multiple stakeholders, complete and correct
Problem Analysis Critical business issues (processes to be improved) were not identified (or incorrectly identified). Processes to be improved were correctly identified but incomplete. Processes were correctly identified but missing 1 or 2 issues.
Processes which have greatest impact were All processes were correctly identified.
Processes which have greatest impact were all All processes were correctly
identified
Processes which have greatest impact were all identified and have justified and explained
ACCT6001_Assessment Brief 2_Business Process Analysis_Due at week 3
30% Objective (s) of the requirements of the process was (were) not identified (or identified incorrectly)
Inefficiency and ineffectiveness of the processes were not identified (or incorrectly identified) Processes which have greatest impact were not identified.
Some objectives of the requirements of the process were identified but incomplete.
Some inefficiencies and ineffectiveness of the current processes were identified.
One of the following were incomplete: organisational level, process level and the job/performer level inefficiencies and ineffectiveness identified but incomplete.
All objectives of the requirements were identified but lack details.
Some inefficiencies and ineffectiveness of the current processes were identified.
The following were discussed: organisational level, process level and the job/performer level inefficiencies and ineffectiveness but some discussions are incomplete. identified and have detailed explanation and justification.
All objectives of the requirements were identified and discussed in detail.
All inefficiencies and ineffectiveness of the current processes were identified with detailed explanation and justification.
The following were discussed: organisational level, process level and the job/performer level inefficiencies and ineffectiveness were all identified and explained in detail. the reasons in detail and convincingly.
Excellent and convincing explanation and justification of the following:
• Objectives of the requirements • Inefficiencies and ineffectiveness of the current processes • Organisation level, process level and job/performer level inefficiencies and ineffectiveness
Process Improvement and use of IT
30% Recommended changes
are very general, lacks detail, does not answer the problem.
Business process diagram is incorrect or does not Recommended changes answers the problems and provides alternative solutions but lack detailed
explanation and justification.
Business process diagram reflects the recommended changes with some Recommended changes answers the problems and provides alternative solutions and detailed explanation and justification. Some explanations are not convincing.
Business process diagram reflects the Recommended changes answers the problems and provides alternative solutions and detailed explanation and justification. Explanations are convincing. Main problems were prioritised. Excellent explanation and justifications of the
recommended changes. Main problems were categorised and prioritised. Alternative solutions were evaluated.
Business process diagram reflects all the recommended changes with no errors.
ACCT6001_Assessment Brief 2_Business Process Analysis
incorrect notations and missing elements.
10-12 recommended changes with few incorrect notations and elements. Business process diagram reflects the recommended changes with no errors.
Team Work
10% Does not participate effectively in a team environment.
Places individual goals ahead of the group responsibility.
Hinders the group process and upsets the schedule. Participates effectively in teams.
Identifies team and individual goals, tasks, responsibilities and schedules.
Contributes to group processes.
Supports the team. Contributes to small group discussions to reach agreement on issues.
Works together with others towards shared goals.
Renegotiates responsibilities to meet needed change. Understands group dynamics and team roles.
Facilitates team development.
Renegotiates responsibilities, tasks and schedules to meet needed change. Builds team’s identity and commitment.
Leads teams.
Evaluates teams’ outcomes.
Implements strategies for enhancing team effectiveness.
ACCT6001_Assessment Brief 2_Business Process Analysis

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Why is it important for business strategy to drive organizational strategy and IS strategy?

Why is it important for business strategy to drive organizational strategy and IS strategy? What might happen if the business strategy was not the driver?

Please make your initial post and two response posts substantive. A substantive post will do at least two of the following:

  • Ask an interesting, thoughtful question pertaining to the topic
  • Answer a question (in detail) posted by another student or the instructor
  • Provide extensive additional information on the topic
  • Explain, define, or analyze the topic in detail
  • Share an applicable personal experience
  • Provide an outside source  that applies to the topic, along with additional information about the topic or the source (please cite properly in APA)
  • Make an argument concerning the topic.

At least one scholarly source should be used in the initial discussion thread. Be sure to use information from your readings . Use proper citations and references in your post.

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Analyse and articulate business processes and recognise the role of accounting information systems in enhancing business process design

Accounting Information Systems
Assessment Assessment – Business Process Analysis
Learning Outcomes (a) Analyse and articulate business processes and recognise the role of accounting information systems in enhancing business process design.
(e) Communicate with IT professionals, stakeholders and user groups of information systems
Submission By 11:55pm AEST/AEDT Sunday end of week 5/Module 3.1
For Intensive class: By 11:55pm AEST/AEDT Sunday end of Week 3/Module 3.2
Weighting 25%
Total Marks 100 marks
Context:
This assessment is designed to develop student’s understanding of business processes; analyse existing organisation’s processes; and suggest ways to improve the organisation’s current business process inefficiencies.
Submission Instructions:
• Students will organise themselves into groups of 3 to 4. Students will work in their groups to prepare a response to ALL of the case questions listed at the end of the case study.
• Students that have not formed groups by Week 02, will be placed into groups by the learning facilitator
• Students need to submit a report, presented in proper report format (including a reference list). The report needs to be submitted though the submission link available on the Blackboard. One copy of this report needs to be submitted in Word format by a representative of each group on the Blackboard
Case Study
Eljay is a large online education provider (school) consisting of administration, teaching and corporate services teams. Students of often email the school with questions about learning and teaching materials, assessments, and IT-related problems that require the school to process and solve the problem. These student queries are managed based on their type (teaching, assessment, IT), priority and status. The three levels of priority identified by the school include: “important”, “normal” and “less important”. The status of a student query (e.g. job) includes: “Open”, “In Process”, “Re Process”, “Solved”, “Closed”. Queries are logged in a job management system (excel spreadsheet saved on a SharePoint site), which enables the school to manage the details of the life cycle of the query from start to finish. In addition to recording student details, this system records the job code, description, type, priority, and status of the job as it progresses through each team.
The current business process begins when a student emails the school with a query. Employees within the administration team, who have less content-related knowledge, manually load each student query into the job management system. When this job is created, it is assigned an “Open” status by the administration team. Every query that employees from this team enter into the job management system is given a job code which is used to uniquely identify the student query. Once this code has been created in the system, an email is sent to the student with the job code (e.g. the reference number for the query). The student must mention this job code every time an inquiry about the status of the query is made. Any queries that are easily resolved (e.g. those that involve common problems) are assigned to employees within the administration team who work directly with the student to resolve the query. If an employee from this team is unable to resolve a student’s query, the job status is changed to “In Process” and the query is forwarded to the teaching team who have extensive content-related knowledge.
When a manager from the teaching team has the time to review the queries assigned to the team, they update the priority level of the job. The manager will then assign each job to an employee depending on the priority and existing workload of employees in the team. Once a teacher has been assigned to a job, the query is investigated, and a solution is developed and emailed to the administration team. An employee from the administration team changes the status of the job to “Solved” and emails the solution to the student. A request to verify that the query has been correctly resolved is included in the email. If the student’s reply to this request informs the administration team that the query has been successfully resolved, the job status is changed to “Closed” and the job is complete. If the student emails to notify the administration team that the query has not been resolved, the status of the job is changed to “Re Process” and the query is emailed back to the teaching team. The teaching team then goes through the process all over again.
If employees from either the administration or teaching team are unable to provide the student with a solution (e.g. for an IT-related query), the corporate services team is called upon to finish the job. The corporate services team work directly with the student to resolve the query. When the student’s query is resolved, the corporate services team notify the teaching team, who update the status of the job to “Solved”. An employee from the administration team, emails the student to inform them that a solution has been reached and the job is set to “Closed”.
The school would like to reduce costs by removing inefficient and ineffective processes while at the same time improving student response times.
Required
a. Draw a business process map outlining existing processes for managing student queries Identify (include swimlanes in your diagram).
b. Identify strengths and weaknesses in the existing system for managing student queries.
c. Research and report on ways to improve the business processes. As you address the weakness, consider how IT can transform the processes of the organization (include references to support your suggestions).
d. Draw a new business process model that outlines your suggested improvements.
e. Include in the Appendix of your report, minutes of meetings held between group members (Include a list of actionable tasks, team members responsible for those tasks, deadlines, and progress towards completing tasks)
Learning Rubric: Assessment 1
Assessment Criteria Fail
(Unacceptable) 0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional)
85-100%
Understanding of the business processes in the organisation
30%
The description of the steps to achieve the goal of the organisation has not been identified correctly.
Business process diagram incorrect.
Activities, stakeholders and notations are incorrect.
Swimlanes not shown.
Business processes (step by step description) has been identified but some (around 30%) steps are missing.
Business process diagram is consistent with the current business processes.
Activities and stakeholders are identified but incomplete.
Some notations are incorrect.
Swimlanes are shown but some stakeholders are missing. Business processes (step by step description) has been identified but some (around 20%) steps are missing.
Business process model is consistent with the current business processes.
Activities and stakeholders are mostly identified (around 2-3 items missing).
Most notations are correct (2-3 incorrect notations).
Swimlanes are used for multiple stakeholders, 2- 3 stakeholders are missing. Business processes (step by step description) are detailed and complete.
Business process model is consistent with the current business processes.
Activities and stakeholders are identified.
Notations are correct. Minor errors (1-2 errors).
Swimlanes are used for multiple stakeholders, complete and correct. Business processes (step by step description) are detailed and complete. Exceptions and variations in the process are also shown.
Business process model is consistent with the current business processes.
Activities and stakeholders are identified.
Notations are correct.
Exceptions and variations are shown in the model.
Swimlanes are used for multiple stakeholders, complete and correct
Problem Analysis Critical business issues (processes to be improved) were not identified (or incorrectly identified). Processes to be improved were correctly identified but incomplete. Processes were correctly identified but missing 1 or 2 issues.
Processes which have greatest impact were All processes were correctly identified.
Processes which have greatest impact were all All processes were correctly
identified
Processes which have greatest impact were all identified and have justified and explained
ACCT6001_Assessment Brief 2_Business Process Analysis_Due at week 3
30% Objective (s) of the requirements of the process was (were) not identified (or identified incorrectly)
Inefficiency and ineffectiveness of the processes were not identified (or incorrectly identified) Processes which have greatest impact were not identified.
Some objectives of the requirements of the process were identified but incomplete.
Some inefficiencies and ineffectiveness of the current processes were identified.
One of the following were incomplete: organisational level, process level and the job/performer level inefficiencies and ineffectiveness identified but incomplete.
All objectives of the requirements were identified but lack details.
Some inefficiencies and ineffectiveness of the current processes were identified.
The following were discussed: organisational level, process level and the job/performer level inefficiencies and ineffectiveness but some discussions are incomplete. identified and have detailed explanation and justification.
All objectives of the requirements were identified and discussed in detail.
All inefficiencies and ineffectiveness of the current processes were identified with detailed explanation and justification.
The following were discussed: organisational level, process level and the job/performer level inefficiencies and ineffectiveness were all identified and explained in detail. the reasons in detail and convincingly.
Excellent and convincing explanation and justification of the following:
• Objectives of the requirements • Inefficiencies and ineffectiveness of the current processes • Organisation level, process level and job/performer level inefficiencies and ineffectiveness
Process Improvement and use of IT
30% Recommended changes
are very general, lacks detail, does not answer the problem.
Business process diagram is incorrect or does not Recommended changes answers the problems and provides alternative solutions but lack detailed
explanation and justification.
Business process diagram reflects the recommended changes with some Recommended changes answers the problems and provides alternative solutions and detailed explanation and justification. Some explanations are not convincing.
Business process diagram reflects the Recommended changes answers the problems and provides alternative solutions and detailed explanation and justification. Explanations are convincing. Main problems were prioritised. Excellent explanation and justifications of the
recommended changes. Main problems were categorised and prioritised. Alternative solutions were evaluated.
Business process diagram reflects all the recommended changes with no errors.
ACCT6001_Assessment Brief 2_Business Process Analysis
incorrect notations and missing elements.
10-12 recommended changes with few incorrect notations and elements. Business process diagram reflects the recommended changes with no errors.
Team Work
10% Does not participate effectively in a team environment.
Places individual goals ahead of the group responsibility.
Hinders the group process and upsets the schedule. Participates effectively in teams.
Identifies team and individual goals, tasks, responsibilities and schedules.
Contributes to group processes.
Supports the team. Contributes to small group discussions to reach agreement on issues.
Works together with others towards shared goals.
Renegotiates responsibilities to meet needed change. Understands group dynamics and team roles.
Facilitates team development.
Renegotiates responsibilities, tasks and schedules to meet needed change. Builds team’s identity and commitment.
Leads teams.
Evaluates teams’ outcomes.
Implements strategies for enhancing team effectiveness.
ACCT6001_Assessment Brief 2_Business Process Analysis

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WHY ARE BUSINESS ETHICS COMMONLY VIOLATED IN THE WORK PLACE

WHY ARE BUSINESS ETHICS COMMONLY VIOLATED IN THE WORK PLACE?( MY RESEARCH QUESTION TO BASE THE NON-SCHOLARLY WEB PAGE OFF OF) 

  • Find a non-scholarly web page that relates to your research question (you can use this web page for your annotated bibliography). Keep in mind you are to find a web page and not a website. Review the Websites versus Web Pages handout downloadto be sure you understand the difference between the two.
  • Examine your chosen non-scholarly web page for currency, relevance, authority, accuracy, and purpose.

Reflect iconReflect:

  • Reflect on the elements of the CRAAP test and how each one indicates the credibility and reliability of a source.
  • Consider how your evaluation of each of these elements affects your understanding of the strength of the source.
  • Think about why it is important to evaluate any web page that you plan to rely on for information.

Write iconWrite:

  • Apply the CRAAP test to your source.
    • For each of the CRAAP criteria, start a new paragraph.
    • In each paragraph, state which criterion you are addressing and evaluate the source based on that criterion.
    • Provide specific examples to support your evaluation.
  • Evaluate your source’s overall strength based on the elements of the CRAAP test. Is this source appropriate to use in answering to your research question, why or why not?
  • Explain one thing you have learned from the process of doing this CRAAP test.
  • Provide a properly formatted APA reference to the web page at the end of your initial post.Your initial post must be at least 350 words and address all of the prompt’s elements.
    You must cite and reference any sources that you use in your posts, including your textbook or any other sources of information that you use. Please refer to the Writing Center’s Citing Within Your Paper (Links to an external site.) and Formatting Your References List (Links to an external site.) for help with citing and referencing your sources.

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analyse what law is and the role law plays in doing business internationally

Chosen Country is Italy
ASSESSMENT 3 BRIEF
Subject Code and Title MGT608 Business Law and International Contexts
Assessment Board Paper
Individual/Group Group (2 or more)
Length 5 minute presentation
Learning Outcomes This assessment addresses the following Subject Learning
Outcomes
a) Critically analyse what law is and the role law plays in doing business internationally
c) Critically evaluate the multiplicity of laws and the conflicts they may present when doing business internationally
d) Construct and justify recommendations to management on specific legal implications of doing business
Submission By 11:55pm AEST/AEDT Friday of module 6.2 (Week 12)
Weighting 20%
Total Marks 20 marks
Context
Doing business in another country will require an Australian company to ensure it complies with any relevant domestic laws in place in that country. In some cases, it may be difficult, to determine what the applicable law is i.e. a conflict a law may arise.
It will be necessary for the company to select a suitable business structure in order to conduct its business operations. This assessment builds on Assessments 1 and 2 where students chose a country and researched the legal system and contract law. This assessment allows students to consider the most appropriate business structure for doing business in the chosen country and to consider the relevant employment and intellectual property laws that must be complied with. Relevant international treaties will also need to be considered.
Successful completion of this assessment will require students to work in a group of two (2) or more to reflect upon and justify a decision to their company’s Board of Directors, whether to proceed with business operations in the chosen country or not.
Instructions
Your learning facilitator will allocate you to a group and advise you of the students you are working with. Your group will consist of students who have all researched the same chosen country.
Your group will prepare a 5-minute presentation for the Board of Directors regarding one (1) of the business opportunities identified by students in Assessment 2. You must decide as a group what business opportunity you are going to focus on.
Your presentation must be no more than five (5) minutes in length and all members of the group must be included in the presentation. Your groups Board Paper presentation must cover the following:
• state the chosen country
• explain briefly the nature of business of the company and the business opportunity
• describe and explain the business structure that would be most suitable to conduct the relevant business in the chosen country
• identify and explain any treaties or international conventions that are relevant to doing business in the chosen country
• identify any intellectual property that requires protection and analyse the options for best protecting this property in the chosen country
• explain how the company will resource this business opportunity, in terms of labour, including an analysis of the labour laws and the industrial relations system operating in the chosen country
• identify any potential for conflict of laws arising from the business opportunity and an explanation of the nature of such conflict and how such a conflict may be resolved
• identify and discuss any potential difficulties that may arise in relation to doing business in the chosen country
• provide a recommendation, together with justifications as to whether the company should proceed with the business opportunity.
Submission Instructions:
(1) Creating your video presentation
• Create a short video presentation, length: 5 minutes o Be specific and clear, as you will be assessed on originality and authenticity
• Tips on filming a video presentation is available at: https://laureateau.blackboard.com/bbcswebdav/pid-3310931-dt-content-rid-
82324_1/institution/Groupwide/Submit%20Video%20Online%20Part%201%20Filming%20v
2.pdf
• Your presentation must be in video format (mp4, MOV, etc.) for uploading into Blackboard (refer to the link below)
(2) Uploading your video presentation
• Detailed instructions on compressing (if necessary) and uploading video presentation is available at https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_4044_1&cont ent_id=_387629_1&mode=reset
• Submit the recorded video via the Assessment 3 Board Paper submission link in the main navigation menu in MGT608 Business Law and International Contexts.
• After uploading your video presentation, retain a copy in a safe place.
• The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal.
• Feedback can be viewed in My Grades.
Marking Rubric:
Your reports will be marked against the rubric, which is shown on the next pages. Please ensure that your submission addresses all three of the Assessment Attributes in the rubric.
Assessment Rubric: MGT608 Assessment 3 Board Paper
Assessment Attributes Fail (Unacceptable) 0-49% Pass
(Functional) 50-64% Credit
(Proficient)
65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional) 85-100%
Global Perspective
Percentage for this criterion
30% Limited knowledge, skill and/or experience in global perspectives Identifies objectives and strategies of international business in the context of global competition.
Identifies appropriate elements of the legal principles in the country as applicable to business transactions. Analyses impact of entering new international markets.
Analyses market segmentation in attractive international markets.
Identifies appropriate elements of the legal principles in the country as applicable to business transactions. Identifies cultural differences; international trade policies and institutions.
Notes legalities surrounding direct investment.
Identifies appropriate elements of the legal principles of the country as applicable to business transactions. Introduces clear global perspectives into the analysis.
Recommends
international commercial and legal arrangements.
Is sensitive to regional economic integration.
Identifies current international business trends and developments.
Application of Knowledge
Percentage for this criterion
30% Limited understanding of the internal and external business environment.
Lacks a global perspective for potential markets and trends.
Uses a limited range of information as the basis Understands the internal and external business environment including commercial context and market forces.
Understands local and global market trends.
Accesses relevant information.
Synthesises and Understands the impact of financial, social, political, environmental issues on the business.
Demonstrates commercial awareness of product development/service provision.
Understands the business. Understands the impact of financial, social,
political, legal and environmental issues on the business, as they relate to different countries where the business may operate.
Demonstrates commercial awareness of product development/service Demonstrates cultural sensitivity. Understands the impact of financial, social, political, legal and environmental issues on the business, as they relate to different countries where the business may operate.
Demonstrates commercial fluency with product
for recommended practice. evaluates information from a variety of sources.
Gathers and uses competitor knowledge Can prepare and present business cases and proposals. provision and cost relationships.
Understands the business and its risks.
Can prepare and present business cases and proposals development/service provision and cost relationships.
Understands the business and its risks.
Assesses the impact of information and communication systems on the operations of the business.
Demonstrates currency with legal implications of entering a foreign market place for businesses.
Knowledge and skills demonstrating
Creativity and
Initiative
Percentage for this criterion
20% Limited understanding of required concepts and knowledge.
Key components of the assignment are not all addressed. Demonstrated knowledge or understanding of the field of law.
Key components of the brief are addressed.
Often conflates/confuses assertion or personal opinion with information substantiated by evidence from the research/course materials. Thorough knowledge or understanding of the field of law.
Supports personal opinion and information substantiated by evidence from research.
Explores the limits and strengths of current knowledge.
Demonstrates capacity to explain and apply relevant concepts Highly developed understanding of the field of law.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from research and extended reading.
Evaluates the limits & strengths of current knowledge. A sophisticated understanding of the field of law.
Systematically and critically discriminates between assertion of personal opinion and information substantiated from research and extended reading.
Extends the limits and
strengths of current knowledge
Well demonstrated capacity to explain and apply relevant concepts. Masters concepts and application to new situation and further learning.
Effective
Communication
Percentage for this criterion
20% Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
No effort is made to keep audience engaged; audience follow the line of reasoning. Information, arguments and evidence are presented in a way is not always clear and logical.
Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow. Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
The audience is mostly engaged, line of reasoning is easy to follow. Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence.
Engages the audience, demonstrates cultural sensitivity. Expertly presented; the presented is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments.
Engages and sustains audience’s attention in the topic, demonstrates high levels of cultural sensitivity

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business/industry leader who you respect and admire

Subject Title Career Planning & Strategy
Subject Code HRM220
Assessment Title Self-directed assessment of career aspirations
Learning Outcome/s 2 and 3
Assessment type Individual
Weighting 30%
Word count 1,000 (10% variation in word count allowed)
Submission type Turnitin (no printed submission required)
Format / Layout of Assessment Essay:
ICMS Cover Page Introduction (very brief) Body
Conclusion Reference List
Appendix (Completed Knowdell Career Options Worksheet)
?
?
?
?
?
?
Assessment instructions • Write an essay covering both topics outlined below:
• You need to explore both parts to similar depth – hence the word count suggestion.
Part A: Career Development Theory (500 words)
• Choose one business/industry leader who you respect and admire, and review their career to date. Which career development theory(s) best fits their career path? Illustrate this by providing examples of things they have done that best support your argument.
• Thinking ahead to your future career, what career development theory(s) will you be applying to your career? Why? Give examples to support your argument.
• You must cover at least 2 career development theories in this part.
• A brief explanation of each chosen theory, based on academic research, is required.
Part B: Personal Values (500 words)
• Research 2 career options/jobs you are currently considering (different industries; different positions within a specific industry – whatever situation you find yourself in).
• Complete the “Knowdell Career Options Worksheet”, adding it as an appendix at the end of your essay
• Based on your completed worksheet, reflect on how your personal career values align (or not) with your different career/job options.
• Briefly explore how considering your personal career values can better inform your career decisions.
• In order to explore this section, you will need to complete the “Knowdell Career Options Worksheet”, which will be covered in class in week 2. This activity is also available on Moodle.
Readings for the assessment Wikipedia/personal sites/blogs may be used to explore your leader’s history Secondary research required when covering Career Development Theories (credible Academic sources – academic journals, textbooks, etc.) Referencing & Presentation: ICMS Style Guide (2019)

Subject Title Career Planning & Strategy
Subject Code HRM220
Assessment Title Self-directed assessment of career aspirations
Learning Outcome/s 2 and 3
Assessment type Individual
Weighting 30%
Word count 1,000 (10% variation in word count allowed)
Due week Week 4: 23:59
Submission type Turnitin (no printed submission required)
Format / Layout of Assessment Essay:
ICMS Cover Page Introduction (very brief) Body
Conclusion Reference List
Appendix (Completed Knowdell Career Options Worksheet)
?
?
?
?
?
?
Assessment instructions • Write an essay covering both topics outlined below:
• You need to explore both parts to similar depth – hence the word count suggestion.
Part A: Career Development Theory (500 words)
• Choose one business/industry leader who you respect and admire, and review their career to date. Which career development theory(s) best fits their career path? Illustrate this by providing examples of things they have done that best support your argument.
• Thinking ahead to your future career, what career development theory(s) will you be applying to your career? Why? Give examples to support your argument.
• You must cover at least 2 career development theories in this part.
• A brief explanation of each chosen theory, based on academic research, is required.
Part B: Personal Values (500 words)
• Research 2 career options/jobs you are currently considering (different industries; different positions within a specific industry – whatever situation you find yourself in).
• Complete the “Knowdell Career Options Worksheet”, adding it as an appendix at the end of your essay
• Based on your completed worksheet, reflect on how your personal career values align (or not) with your different career/job options.
• Briefly explore how considering your personal career values can better inform your career decisions.
• In order to explore this section, you will need to complete the “Knowdell Career Options Worksheet”, which will be covered in class in week 2. This activity is also available on Moodle.
Readings for the assessment Wikipedia/personal sites/blogs may be used to explore your leader’s history Secondary research required when covering Career Development Theories (credible Academic sources – academic journals, textbooks, etc.) Referencing & Presentation: ICMS Style Guide (2019)

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characteristics of consolidated financial statements immediately following a business combination

1.a Using the public  such as company Berkshire Hathaway. or other public company , calculate 5 ratios:

Current Ratio (Working Capital Ratio)

Profitability ratio 

Liquidity  Ratio

Inventory Turnover Ratio

Operating MarginFor the current year and the prior year.  Discuss why the ratio’s changed from the prior year to the current year.

Attaches also excel file for calculations 

(need to be 1/2 pages with references)

1.Describe the characteristics of consolidated financial statements immediately following a business combination.

Prepare consolidated financial statements immediately following a business combination, including:

calculate consolidated balances on the consolidated balance sheet,

understand consolidating investment eliminating entries, and

understand intercompany receivable/payable eliminating entries.

2. Describe the effects that the method a parent uses to carry an investment (on its books) in a subsidiary has on the investment balance that must be eliminated in the consolidating process.

Consolidation Subsequent to Acquisition

3. Describe the characteristics of the cost method of accounting for an investment.

4. Describe the necessary treatment of the consolidating worksheet when a parent uses the cost method to account for an investment in a subsidiary

Consolidation Less than 100% Ownership

5. Allocate the purchase price for a less than 100% acquisition.

6.Calculate the components of the balance sheet and income statement that would be represented on the consolidated statements with a less than 100% acquisition.

Introduction to Earnings per Share

7.Complete a calculation of basic EPS.

8 Complete a calculation of diluted EPS.

Basic Earnings per Share

9 .Complete a calculation of weighted average shares outstanding with stock issuance, repurchase, dividends, and splits.

Diluted Earnings per Share

10. Calculate the potentially dilutive effect of convertible preferred stock on basic EPS.

11.Calculate the potentially dilutive effect of stock options and warrants using the “treasury stock method” on 

12. Solve BOTH EPS (Earnings Per Share) questions below 

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high-level overview of the business that shows a competitive strategy towards its value chain

Write a 500-750 word paper researching a process methodology as related to project management (e.g., Agile Project Management, SDLC, Prince2). Include the following in your paper:

  1. Define the term process methodology.
  2. Briefly provide a high-level overview of the business that shows a competitive strategy towards its value chain. Then, discuss the project management process methodology that helps to support the organization’s value chain along with the outcomes of the process and associated benefits achieved by the organization.
  3. Provide an explanation of the relationship between project management process methodology and information systems from that organization.
  4. Reference your research on project management process methodology and the business researched.
  5. Use a graphic to illustrate the project management process methodology.
  6. Provide at least five references to scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite

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