Tag: concepts

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How classroom concepts relate to real-world marketplace phenomena

Within a ‘consumption diary’, you will be asked to record 6 consumption episodes that you either: currently are, have recently been in, or shortly foresee being involved in. 

For example, you may be engaged in making major purchase decisions (e.g., buying a car, or planning a vacation) or mundane ones (e.g., choosing between gas stations, or going grocery shopping). 

The identified consumption episodes should then be related to concepts you have learned within this course, and how what you have learned might influence your decisions in the future. This would allow for a better understanding of how classroom concepts relate to real-world marketplace phenomena. 

This is an individual project. It should be initiated and completed exclusively for this course. 

The diary will be evaluated on the quality of writing (including coherence, grammar, and spelling) and arguments made, as well as its creativity and originality. The length of the write-up should not exceed 5 pages (excluding any title page, executive summary and appendices; double-spaced, 12-point Times New Roman font, 1-inch margins). 

To make sure that all the consumption episodes in the assignment are related to the concepts studied in the course, link is attached below with the course files.

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statistical concepts of association and causation

Module 5 – Association and Causation: Fitting Language to Evidence
Assignment #2: “Science or Journalism?”
Overview:
This assignment provides an opportunity for students to develop their understanding of the statistical concepts of association and causation. The only study design that can demonstrate cause and effect is a randomized control trial, where outcomes are compared with and without an assigned exposure/intervention. To determine causation, a statistical test of differences is used to demonstrate whether there is a significant effect of the exposure/intervention on a particular outcome.
Observational studies (where there is not randomization to an exposure/intervention) cannot demonstrate cause and effect. Unfortunately, “causal language” is often used by reporters who try to explain associations (e.g., correlations) that are found in observational studies. Distortions in the wording that explains statistical analyses by reporters can lead readers to misunderstandings about study results. For example, “An association was found between vaping and cancer” is different in meaning from, “Vaping causes cancer.”
Assignment Instructions:
1) Identify an article in the lay literature (e.g., newspaper, news feed) that describes a study in which a “cause” or “effect” was identified. Choose something that has been published within the past year. Make an electronic copy of the article.
2) After finding your article, consider if the original research study was a randomized control trial (where “cause” can be determined) or some other study design (in which an “association” may be identified…but not cause).
3) Compose a two-page analysis of the concordance between the likely research study and its descriiption in the lay literature.
i. Provide examples of how you would improve the language of the article if you believe that there WASN’T “cause” established in the original study.
ii. Provide a brief descriiption of how the researchers may have conducted the randomized control trial if you believe that there WAS “cause” established in the original study.
4) In developing your analysis paper, please use the following APA standard format elements:
i. Double-space;
ii. 1-inch margins;
iii. Times New Roman 12 font;
iv. APA style title page with an appropriate title (e.g., reflecting the name of the assignment);
v. Running head (shortened title up to 50 characters);
vi. Pagination per APA guidelines;
vii. APA style heading system to organize your paper, as applicable.
5) Submit your analysis and the article to the Blackboard link by the due date in a single file that includes three documents:
i. APA-style student title page
ii. Two-page analysis
iii. Reference Page
iv. Article
6) Your final collated paper should be a single file in PDF form. There are several ways to get the three different documents into a combined file (e.g., scanning, Adobe Acrobat Pro). Please be sure to give yourself adequate time to consider this important collating step in the assignment process

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statistical concepts of association and causation

Association and Causation: Fitting Language to Evidence
Assignment #2: “Science or Journalism?”
Overview:
This assignment provides an opportunity for students to develop their understanding of the statistical concepts of association and causation. The only study design that can demonstrate cause and effect is a randomized control trial, where outcomes are compared with and without an assigned exposure/intervention. To determine causation, a statistical test of differences is used to demonstrate whether there is a significant effect of the exposure/intervention on a particular outcome.
Observational studies (where there is not randomization to an exposure/intervention) cannot demonstrate cause and effect. Unfortunately, “causal language” is often used by reporters who try to explain associations (e.g., correlations) that are found in observational studies. Distortions in the wording that explains statistical analyses by reporters can lead readers to misunderstandings about study results. For example, “An association was found between vaping and cancer” is different in meaning from, “Vaping causes cancer.”
Assignment Instructions:
1) Identify an article in the lay literature (e.g., newspaper, news feed) that describes a study in which a “cause” or “effect” was identified. Choose something that has been published within the past year. Make an electronic copy of the article.
2) After finding your article, consider if the original research study was a randomized control trial (where “cause” can be determined) or some other study design (in which an “association” may be identified…but not cause).
3) Compose a two-page analysis of the concordance between the likely research study and its descriiption in the lay literature.
i. Provide examples of how you would improve the language of the article if you believe that there WASN’T “cause” established in the original study.
ii. Provide a brief descriiption of how the researchers may have conducted the randomized control trial if you believe that there WAS “cause” established in the original study.
4) In developing your analysis paper, please use the following APA standard format elements:
i. Double-space;
ii. 1-inch margins;
iii. Times New Roman 12 font;
iv. APA style title page with an appropriate title (e.g., reflecting the name of the assignment);
v. Running head (shortened title up to 50 characters);
vi. Pagination per APA guidelines;
vii. APA style heading system to organize your paper, as applicable.
5) Submit your analysis and the article to the Blackboard link by the due date in a single file that includes three documents:
i. APA-style student title page
ii. Two-page analysis
iii. Reference Page
iv. Article
6) Your final collated paper should be a single file in PDF form. There are several ways to get the three different documents into a combined file (e.g., scanning, Adobe Acrobat Pro). Please be sure to give yourself adequate time to consider this important collating step in the assignment process

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chronological events or concepts in early US history

Carefully review the guidelines for the paper covered for the Week 3 Project.

Your final paper must be 6-8 pages in length (body of the paper) plus the title page and reference page. Do not include graphics or images unless you put them in the end matter. Your paper should have an introductory paragraph with a thesis statement as the last sentence in the paragraph, several well-organized supporting paragraphs, and a concluding paragraph that sums of the main points of your paper and demonstrates to your reader that the thesis has been supported with evidence. Here is a checklist to review before submitting your final project:

  • Does your paper still support the topic you chose in Week 3?
  • Be sure that the thesis statement of the introduction you drafted in Week 3 is still strong enough to support your topic (for more on writing a strong thesis statement visit the Purdue Online Writing Lab). Make edits as necessary. The outline you wrote should help you construct a strong body of paragraphs. Your references should already be APA formatted. Be sure that your final list of references is formatted properly using APA style. Remember to use supporting citations from the textbook and online lectures. (Here is a guide to help you with APA-style citations.)
  • Does your essay include a conclusion that summarizes your findings and ideas? Your conclusion must state why you think your chosen topic is relevant to early US history. You can also state why it is important in the study of history to explore this topic.
  • Verify that the essay does not use any direct quotes or lists or pictures. The entire paper should be paraphrased material with citations to all facts and references to all citations. Do not list references that do not point to a citation.

Summary of Guidelines

  • The body of the paper should be a MS Word document that is no less than six pages in length, double spaced in 12-point font.
  • There should be an introduction paragraph with a thesis statement.
  • Separate paragraphs should amplify separate, chronological events or concepts in early US history and their relation to your topic. Be sure to point out how the topic remained the same and/or changed over the time period in question.
  • The paper should end with a strong conclusion that ties together the information found regarding the topic and discusses why the topic is important.
  • References should be listed on a separate page in APA format

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explored various concepts and principles related to public health

In this course, you have explored various concepts and principles related to public health, health law, health policy, finance, and risk management. You also learned how stakeholders and interest groups influence health policies and laws.

Now, it is time to reflect on how the key learnings from this course can be applied to your career. This assignment is a wonderful opportunity for you to review your own journey throughout this course. Specifically, think about how this course has helped shape your view on health policies and laws, as well as how stakeholders influence and are influenced by said health policies and laws.

Prompt

Create a journal to reflect on the knowledge and skills you have gained in this course and how these may apply to your career.

Specifically, you must address the following rubric criteria:

  1. Course Knowledge: Describe your overall experience in this course, including new information learned. Consider the following questions in your response:
    • How has your perception of health policies and laws changed since beginning Module One?
    • How has your perception of stakeholders’ influence on health policies and laws changed since beginning Module One?
  2. Career Growth: Describe how understanding health policies and laws can help further your career in healthcare. Consider the following questions in your response:
    • How will you apply the knowledge and skills learned in this course to your career or to future courses in this program?
  3. Career Opportunities: Describe two potential career opportunities involving health policies and laws. Consider the following questions in your response:
    • How would these two career opportunities help you reach your personal goals?
    • Has your perception of your ideal healthcare job changed during this course? If so, how? If not, why not?

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key concepts of Microservices Architecture (MSA)

Microservices Architecture
Learning Outcomes
a) The Subject Learning Outcomes demonstrated by successful completion of the task below include:
b) Discuss core concepts of microservices architecture within a context of a business case study and summarise the advantages and disadvantages of adopting microservices architecture.
c) Communicate the benefits of microservices architecture to a diverse stakeholder audience by addressing complex business needs and aligning strategies to business priorities defined by changing business requirements
d) Analyse and evaluate moral and ethical considerations in specific security and privacy issues while transitioning to new technologies.
Length 1500 words Proposal +/- 10%
Assessment Task
This proposal should be approximately 1500 words (+/- 10%) excluding cover page, references and appendix. This proposal must be typed and clearly set out (presented professionally). You need to pay special attention to principles and key concepts of Microservices Architecture (MSA), service design and DevOps. The purpose of this assessment is to give you an opportunity to contextualise and convey to learning facilitator relevant knowledge based on “real-world” application. Particularly, the aim of this assessment is to enhance your employability skills through providing hands-on education and opportunities to practice real life experience. As a result, this assessment item is developed not only to evaluate your understanding of MSA application, but also to assist you practicing and improving your research skills. In doing so, this assessment will formatively develop the knowledge required for you to complete Assessment 3 successfully.
Context
MSA have been getting more and more popular over the last year, and several organisations are migrating monolithic applications to MSA. A MSA consists of a collection of small, autonomous services that each service is a separate codebase, which can be managed by a small development team. A team can update an existing service without rebuilding and redeploying the entire application. Services are responsible for persisting their own data or external state. This differs from the traditional model, where a separate data layer handles data persistence.
More recently, with the development of cloud computing, new ways of software development have evolved with MSA recognised as a cloud-native software development approach. As a professional, your role will require that you understand the principles of software development, especially in the field of cloud-based platforms, which are rapidly becoming the preferred hosting solution for many organisations. Having a working understanding of these concepts will enable you to fulfil many roles and functions and be informed as to what factors influence decision making when software development architecture has been selected. Whilst you may not be a developer, it will enable you to have meaningful conversations about the principles of MSA and why certain decisions may be made in a certain way. This will support you to manage the bridge between IT and the business.
Instructions
You are expected to address the following steps to fulfil this assessment task:

  1. From the list below, select an organisation that you are familiar with and / or have enough data and information. Here are list of organisations using microservices:
    o Comcast Cable
    o Uber
    o Hailo
    o Netflix
    o Zalando
    o Amazon
    o Twitter
    o PayPal
    o Ebay
    o Sound Cloud
    o Groupon
    o Gilt
  2. Discuss how MSA has transformed or revolutionised the operations of the organisation. Identify and analyse at least three business or organisational reasons for justifying your discussion.
  3. Develop a business proposal to introduce the selected organisation, justify why you choose it and why microservices is the best architecture in the selected organisation.
    The report should consist of the following structure:
    A title page with subject code and name, assignment title, student’s name, student number, and lecturer’s name.
    The introduction (200–250 words) that will also serve as your statement of purpose for the proposal— this means that you will tell the reader what you are going to cover in your proposal. You will need to inform the reader of:
    a) Your area of research and its context
    b) The key elements you will be addressing
    c) What the reader can expect to find in the body of the report MBIS603_Assessment_2_Brief_ Business Proposal Page 3 of 6
    The body of the report (1000–1100 words) you are required to research and write a proposal focused on organisation using MSA as a software development philosophy. However, you are strongly advised to do some research regarding MSA in a “real-world” application.
    The conclusion (200–250 words) will summarise any findings or recommendations that the report puts forward regarding the concepts covered in the report
    Assessment Rubric
    Visual appeal and presentation of content
    Title page included. Adheres to the font, spacing, format, and word count requirement. Appropriate use of paragraphs, sentence construction, spelling, and grammar. 20% grades
    Knowledge and understanding
    Select the right organisation, discuss how MSA has transformed the operations.
    Identify and analyse of at least three business or organisational reasons for justifying your discussions, understanding of the key concepts of MSA and justify them. 50% grades
    Use of academic and discipline conventions
    Formal tone. No use of first-party perspective. Meets the assignment brief regarding introduction, body, and conclusion. Appropriate use of credible resources.
    Correct citation of key resources using APA style of referencing. 30% grades

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Assess the importance of project management concepts within an organisational context

Individual Report: PMBoK versus PRINCE2 or Agile in contemporary projects
Individual/Group Individual
Length 1,200 words (+/- 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Assess the importance of project management concepts within an organisational context.
b) Compare and contrast project management methodologies and their application within global project contexts.
c) Identify and analyse the key processes of a project lifecycle.
Weighting 35%
Total Marks 100 marks
Task Summary
Following group discussions, individually write a 1,200-word report that discusses the strengths, weaknesses, similarities, and contrasts of PMBoK and PRINCE2 or Agile in contemporary projects.
Context
There are several project management methodologies and approaches that are used in contemporary project management. Among these are PMBoK, PRINCE2, Waterfall, Agile, Extreme Programming (XP), and Adaptive Project Framework (APF). Each of them has certain specific elements that proponents say make it easier to use, more applicable, more robust, or otherwise more appropriate for particular environments or circumstances. Whilst these methodologies are all valid and reliable tools for a project manager to use, it is important to be able to contrast them and to form a view of how they may best be used in a project. This analysis includes their usefulness, application in various types of projects, and how they view project risk. Such context can help project managers identify which methodologies/approaches may be best for specific projects.
Instructions
In this Assessment, you will write a 1,200-word (+/- 10%) report that considers the application of a project management methodology to a project as described in an assigned case study. In particular, you will review the assigned case study, then compare and contrast the application of the PMBoK project management approach to the highlighted project with your choice of one of the following methodologies/approaches:
a) PRINCE2, or
b) Agile
The report must use the following headings:

  1. INTRODUCTION: Develop an introduction to PMBoK and the other methodology/approach you have selected (PRINCE2 or Agile) that includes their background and historical context (approximately 200 words)
  2. SIMILARITIES AND DIFFERENCES: List 2–3 similarities and 2–3 differences between them and why these similarities and differences are relevant to the assigned case study (approximately 200 words combined)
  3. RISK: How each method treats project risk and how these approaches to risk are relevant to the assigned case study (approximately 200 words)
  4. PROJECT CONTEXT: The types of projects in which each is used (approximately 200 words)
  5. LIFECYCLE IMPLICATIONS: How each differs across different phases of a project’s lifecycle (approximately 200 words)
  6. APPLICATION: Explain which methodology you would choose to apply for the project in the assigned case study, and why (approximately 200 words)
    Be sure to cite any source material, including learning resources or other academic or industry literature you research, used to inform your analysis.
    You will need to consult the literature and use at least 6 references (and not more than 12 references) from academic and industry sources. The word count does not include the reference list. Each reference must be cited in-text in your report.
    The assessment requires that you submit your report via Blackboard. You do not need to upload anything relating to your group discussions in Weeks 4 and 5.
    Referencing
    It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool
    Submission Instructions
    Submit this task via the Assessment 2 link in the main navigation menu in PROJ6000 – Principles of Project Management. 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 I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at: http://www.torrens.edu.au/policies-and-forms
    I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
    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 project management methodologies and approaches
    Demonstrates knowledge and understanding of PMBoK and either PRINCE2, and/or Agile
    methodologies/approac hes
    Percentage for this criterion = 30%
    Demonstrates a limited understanding of project
    management methodologies and approaches.
    Key components of the assignment are not addressed.
    Demonstrates a functional understanding of project management methodologies and approaches.
    Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
    Demonstrates a thorough knowledge or understanding of project
    management methodologies and approaches.
    Demonstrates a capacity to explain and apply relevant concepts.
    Demonstrates a highly developed knowledge or understanding of project
    management methodologies and approaches.
    Demonstrates a capacity to explain in significant detail and thoughtfully apply relevant concepts.
    Demonstrates a sophisticated
    understanding of project
    management methodologies and approaches.
    Demonstrates an exceptional capacity to explain in substantial and relevant detail critical concepts and apply these concepts in a manner that makes strong connections.
    Analysis and application with synthesis of new
    knowledge
    Compares and evaluates two project management methodologies/approac
    hes
    Percentage for this
    criterion = 30%
    Limited or no comparison and evaluation of project management methodologies/approache
    s.
    Limited
    application/recommendat ions based upon analysis
    of methodology similarities and differences. Demonstrated basic comparison and evaluation of project management methodologies/approaches.
    Demonstrated basic application/recommendation s based upon analysis of methodology similarities and differences. Well-developed comparison and evaluation of project management methodologies/approaches.
    Well-developed application/recommendatio ns based upon proficient analysis of methodology similarities and differences. Thoroughly developed and creative comparison and
    evaluation of project management methodologies/approaches.
    Thoroughly developed application/recommendatio ns based upon to analysis of methodology similarities and differences. Highly sophisticated and creative comparison and
    evaluation of project management methodologies/approaches
    .
    Highly developed application/recommendati ons based upon to analysis of methodology similarities and differences.
    Effective communication
    (written)
    Effectively presents two selected project management methodologies/approac hes and their
    distinguishing/differing
    elements
    Limited ability to present information related to
    two selected project management methodologies/approache s and their distinguishing elements.
    Specialised language and terminology related to project management
    methodologies/approache
    s is rarely or inaccurately employed.
    Presents in a basic manner information related to two selected project management methodologies/approaches and their distinguishing elements.
    Occasionally employs specialised language and terminology related to project management methodologies/approaches with accuracy, with some inaccuracies.
    Presents in a coherent and readable manner information related to two selected project management
    methodologies/approaches and their distinguishing elements.
    Accurately employs some specialised language and terminology related to project management methodologies/approaches.
    Presents coherently and concisely information related to two selected project management methodologies/approaches and their distinguishing elements.
    Accurately employs a wide range of specialised language and terminology
    related to project management methodologies/approaches.
    Communicates eloquently, coherently, concisely, and creatively information related to two selected project management methodologies/approaches and their distinguishing elements.
    Discerningly selects and precisely employs a wide range of specialised language and terminology
    related to project management methodologies/approaches
    .
    Percentage for this
    criterion = 30%
    Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation, and/or the acknowledgment of sources. Meaning is sometimes difficult to follow.
    Information; arguments and evidence are structured and sequenced in a way that is not always clear and logical.
    Some errors are evident in spelling, grammar, and/or punctuation. Meaning is easy to follow. Information, arguments, and evidence are structured and sequenced in a way that is clear and logical.
    Occasional minor errors
    present in spelling, grammar, and/or punctuation. Engages audience interest. Information, arguments, and evidence are structured and sequenced in a way that is clear and persuasive.
    Spelling, grammar, and punctuation are mostly free from errors.
    Engages and sustains audience’s interest. Information, arguments, and evidence are insightful,
    persuasive, and expertly
    presented.
    Spelling, grammar, and punctuation are free from errors.
    Correct citation of key
    resources and evidence
    Percentage for this
    criterion = 10%
    Demonstrates inconsistent use of good quality, credible, and relevant resources to support and develop ideas.
    Less than six references employed.
    Referencing is omitted or does not resemble APA.
    Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
    Referencing resembles APA with frequent or repeated errors.
    Demonstrates use of credible resources to support and develop ideas.
    Referencing resembles APA with occasional errors.
    Demonstrates use of good quality, credible, and relevant resources to support and develop arguments and statements.
    APA referencing is free from errors.
    Demonstrates use of highquality, credible, and relevant resources to support and develop arguments and position statements.
    APA referencing is free from errors.
    The following Subject Learning Outcomes are addressed in this assessment
    SLO a) Assess the importance of project management concepts within an organisational context.
    SLO b) Compare and contrast project management methodologies and their application within global project contexts.
    SLO c) Identify and analyse the key processes of a project lifecycle

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lack of application of Project Management concepts

ASSESSMENT 1 BRIEF
Subject Code and Title PROJ6003 – Project Execution and Control
Assessment Integrated Change Control Report
Individual/Group Individual
Length 2000 words (+/- 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Critically evaluate, justify and apply project management tools and techniques to execute, manage change and control local and global projects.
Weighting 35%
Total Marks 100 marks
Assessment Task
Write an Individual Report on the assigned Case Study with a critical evaluation outlining a change to be implemented. Identify the Integrated Change Control Complexities (change impact analysis, tools and techniques to manage the change, integrated change control process), proposed mitigations and possible Learnings; they all must be incorporated in the Report.
The Case Study is available at the Key Learning Resources link or will be sent to you as an announcement by your Learning Facilitator via the Announcement link in the main navigation menu of PROJ6003: Project Execution and Control. To be successful in this assessment, please read Modules 1 to 3.
Context
During project execution, project managers ensure that project work is completed as specified in the Project Management Plan and according to project requirements. However, requirements may change throughout the course of a project. Changes thus need to be controlled, ensuring that all of their impacts upon the project are managed effectively and are incorporated into existing management plans and project baselines.
The process of directing and managing project work requires project managers to take on numerous responsibilities and to exhibit characteristics such as attention to detail, constant communication and effective leadership.
Assessment 1 is an individual report, which will provide you the opportunity to apply insights formed from your review of the assigned Case Study.
These insights encourage a deeper understanding of the challenges faced by the project team in managing large or complex projects, particularly when adopting global project management methodologies such as PMI and Axelos standards.
Instructions
To complete this assessment task, you must:

  1. Read and analyse the given Case Study.
    • Refer to your subject notes, lecture slides and any additional research you may conduct that may add value to your report.
  2. Complete the report addressing the following requirements:
    a) Identify one change you believe is required for the Case Study.
    b) Justify this proposed change by applying the tools and techniques from quality management in identifying the root cause(s) for the issues found in the Case Study.
    c) Critically analyse the impacts of your change proposal on scope, time, cost and quality of the project.
    d) Propose and justify tools and techniques used to manage the change.
    e) Explain what processes are involved in submitting your change request, given the scale of your change proposal, and address responsibilities, considering the stakeholders from your Case Study.
    f) Identify and discuss options (at least 2) to satisfy the proposed change and any risks associated with each of these options.
    g) Complete the Change Request Form (CRF) provided in the Assessments menu of PROJ6003:
    Project Execution and Control subject site on Blackboard or one that is used from a workplace.
  3. The report should consist of the following structure:
    • A Title Page with subject code and name, assignment title, student’s name, student ID, lecturer’s name, word count and date submitted.
    ? An Executive Summary (150–200 words) providing a summary of your report, containing key findings, tools and techniques used, methodology, constraints and recommendations. This section allows the reader to rapidly become acquainted with a large portion of your material. It is usually around 10% of your report and written last.
    ? A Table of Contents with the structure of the report, including page numbers and headings.
    ? An Introduction (150–200 words) that will also serve as your statement of purpose for the report — this means that you will tell the reader what you are going to cover in your report as well as provide:
  • Background of the Case Study and context of the report
  • What the reader can expect to find in the body of the report

? The Body of the Report (1350–1600 words) in which you will cover the seven (7) requirements listed in point 2 above (a – f). This section of your report will contain the information that is required to demonstrate your understanding of the Case Study and key Project Management concepts under discussion by applying them into your report.

  • The report layout should be logical and lead the reader through a story which identifies the key points being discussed and takes the reader to your conclusion.
    ? A Conclusion (150–200 words) summarising any findings or recommendations that the report puts forward regarding the concepts covered in the report.
  • There should not be any new information in the conclusion.
    ? A list of References providing every source cited within your report.
  • Only cited sources are listed in the References.
  • The number of references should be between 8 to 14 references.
  • The references should be relevant, reliable and reputable.
  • They should be listed alphabetically.
  • They need to be valid and linked with the topic/content provided within the report.
    ? An Appendix that consists of any additional tables or information that support your report. – Your Change Request Form (requirement f) should be contained in the Appendix.
    Format of the report
    The report should use Arial or Calibri 11-point font, be line-spaced at 1.5 for ease of reading, and have page numbers on the bottom of each page. If diagrams or tables are used, due attention should be given to pagination to avoid loss of meaning and continuity by unnecessarily splitting information over two pages. Diagrams must carry the appropriate captioning.
    Referencing
    It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: Academic Skills webpage.
    Submission Instructions
    Submit Assessment 1, in Word document form, via the Assessments link in the main navigation menu in PROJ6003 – Project Execution and Control. Your Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
    If submitting more than one document:
    Please note during the submission process that if you would like to include appendix items in your submission, once your first item has been attached, you need to click ‘Browse Your Computer’ to attach your extra documents as an appendix. Then click the Final Submit button.
    Academic Integrity
    All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
    Students also must keep a copy of all submitted material and any assessment drafts.
    Special Consideration
    To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator.
    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%
    Analysis and
    application of key
    Project Management
    concepts
    Proposes and justifies the change proposal with critical analysis of its impacts on scope time, cost, quality of the given project.
    Proposes and justifies tools and techniques used to manage the change.
    Identifies and discusses options to satisfy the proposed change and any risks associated with each of these options.
    Percentage for this
    criterion = 50%
    Demonstrates limited analysis of Case Study and
    lack of application of Project Management concepts by:
    • Lack of analysis and understanding of Case Study.
    • Lack of application of key Project
    Management
    concepts to provide the change proposal.
    • No analysis of change impact is provided.
    • No tools and techniques to manage the change are provided.
    • Key components of the assessment are not addressed.
    Demonstrates functional knowledge of Integrated Change control by:
    • Proposing a change
    request that is not clear or ill-developed.
    • Little analysis of the change impact is provided or is superficial.
    • Tools and techniques are not fully addressed by identifying them without justification.
    • Options to satisfy change are ill-developed with no risks associated with options identified.
    Demonstrates proficient knowledge of Integrated Change Control by:
    • Proposing a change
    that is suitable to the project and clear.
    • Analysis of the change impact is provided.
    • Tools and techniques to manage the change are identified and justified.
    • Options and risks associated are identified.
    Demonstrates advanced knowledge of Integrated Change Control by:
    • Proposing a change
    that is suitable to the project, clear and with estimations of time to complete it.
    • Presents a coherent impact analysis of the change.
    • Tools and techniques to manage the change are identified, justified and application is demonstrated.
    • Options and risks associated are identified and assessed their impact on project outcome and success.
    Demonstrates exceptional knowledge of Integrated Change Control by:
    • Proposing a change that is innovative and suitable to the project, clear and with project schedule and cost estimations to complete this task.
    • Develops a critical analysis and evaluation of the impact of change.
    • A diverse range of tools and techniques to manage the change are identified, justified and application is demonstrated.
    • Options and risks associated are identified, assessed, and aligned with project outcomes and stakeholder wishes, to satisfy project outcomes.
    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 Integrated Change
    Control process
    Explains processes involved in submitting the change request and addresses responsibilities.
    Provides a Change
    Request Form (CRF) that is aligned with the report analysis.
    Percentage for this
    criterion = 20%
    Demonstrates lack of understanding of
    Integrated Change Control process by:
    • Providing information
    that refers to Organisational Change
    Management.
    • Lack of analysis of scale of change proposal to propose an appropriate process to manage the change in the given Case Study.
    • CRF was not
    provided, or the information is not aligned with the content within the report.
    • CRF is ill-developed.
    Demonstrates a functional knowledge of Integrated Change Control process by:
    • Providing information that resembles a recall or summary of key ideas and does not align with the Case Study.
    • CRF provided aligns with content within the report with some errors in filling out the report.
    Demonstrates proficient knowledge of Integrated Change Control process by:
    • Demonstrating a
    capacity to explain the change control process and apply it to the Case Study.
    • Responsibilities are addressed but are generic and not well aligned with the stakeholders of the project.
    • CRF provided aligns with content within the report.
    Demonstrates advanced knowledge of Integrated Change Control process by:
    • Well demonstrated
    capacity to explain and justify the change control process and apply it to the Case Study.
    • Addresses
    responsibilities that are aligned with the stakeholders of the project.
    • CRF provided aligns with content within the report and is well developed.
    Demonstrates exceptional knowledge of Integrated Change Control process by:
    • Highly sophisticated and creative explanation of a tailored change control process developed to suit the needs of the project in the given Case Study.
    • Addresses responsibilities that are aligned with the stakeholders of the project, including exploring further stakeholders and providing assumptions of how these would fit into the process.
    • CRF provided aligns with content within the report and is very well developed.
    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%
    Effective
    Communication
    Adheres to structure of report and word count requirements.
    Appropriate use of terminology, paragraphs, sentence construction, spelling, and grammar.
    Percentage for this
    criterion = 20%
    • Specialised language and terminology from Project Management
    is rarely or inaccurately employed.
    • Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources.
    •
    •
    •
    •
    Generally, employs specialised language and terminology from Project Management with accuracy.
    Meaning is sometimes difficult to follow.
    Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical.
    Some errors are evident in spelling, grammar and/or punctuation. •
    •
    •
    •
    Accurately employs specialised language and terminology from Project
    Management.
    Meaning is easy to follow.
    Information, arguments and evidence are structured and sequenced in a way that is clear and logical.
    Occasional minor errors present in spelling, grammar and/or punctuation. •
    •
    •
    •
    Accurately employs a wide range of specialised language and terminology from
    Project Management.
    Engages audience interest.
    Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive.
    Spelling, grammar, and punctuation are free from errors. •
    •
    •
    •
    Discerningly selects and precisely employs a wide range of specialised language and terminology
    from Project
    Management.
    Engages and sustains audience’s interest.
    Information, arguments and evidence are insightful, persuasive and expertly presented.
    Spelling, grammar and punctuation are free from errors.
    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%
    Correct citation of key
    resources and evidence
    Appropriate use of credible resources and correct citation of key resources using APA.
    Percentage for this criterion = 10%
    • Demonstrates
    inconsistent use of good quality, credible and relevant resources to support and develop ideas.
    • Referencing is omitted or does not resemble APA.
    • Different formats are provided, and references do not align with content. •
    •
    •
    Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
    Referencing resembles APA, with frequent or repeated errors.
    Different formats are provided and references do not fully align with content. •
    •
    •
    Demonstrates use of credible resources to support and develop ideas.
    Referencing resembles APA, with occasional errors.
    References align with content. •
    •
    •
    •
    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.
    APA referencing is free from errors.
    References align with content. •
    •
    •
    •
    Demonstrates use of high quality, credible and relevant resources to support and develop arguments and position statements.
    Shows evidence of wide scope within and outside the organisation for sourcing evidence.
    APA referencing is free from errors.
    References align with content

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lack of application of Project Management concepts

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Assess the importance of project management concepts within an organisational context

ASSESSMENT 1 BRIEF
Subject Code and Title PROJ6000: Principles of Project Management
Assessment Assessment 1 – Project Management Lifecycle (PML):
Opinion Post and Peer Response
Individual/Group Individual
Length 800 words: 600 words (+/- 10%) initial discussion forum post and
200 words (+/- 10%) response post
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Assess the importance of project management concepts within an organisational context.
b) Compare and contrast project management methodologies and their application within global project contexts.
c) Identify and analyse the key processes of a project lifecycle.
Submission By 11:55pm AEST/AEDT Sunday of Module 2.2
Weighting 25%
Total Marks 100 marks
Task Summary
Critically read and interpret both the Project Management Lifecycle and the Project Management Body of Knowledge (PMBoK). Engage with other students by posting an initial 600-word discussion forum post and a 200-word critique that details your response to the question below (or the set question).
Context
The Project Management Lifecycle (PML) is an important component of project management methodology. It incorporates several areas of knowledge from the Project Management Body of Knowledge (PMBoK), and it affects and interacts with the application of PMBoK in a project. Different stages of the PML may require focusing on different areas of the PMBoK, and project managers need to assess the PML for their project in order to identify possible risks, plans for resourcing, and to commence communicating with stakeholders. This assessment requires that you answer the following question:
“During which project management lifecycle stage(s) do you believe a project management methodology is most impactful, and how do we ensure alignment between the lifecycle of the project and the implementation of a project management methodology?”
PROJ6000_Assessment_1_Brief_Opinion Post_Module 2.2 Page 1 of 6
To answer this question, you will need to:
(a) Post a 600-word (+/- 10%) response to this question, based on your informed opinion and demonstrated knowledge of project management concepts, project lifecycles, and PMBoK, to the Discussion Forum on the Learning Portal.
(b) Respond to another student’s post by critiquing their opinion and comparing it with yours in 200 words (+/-10%).
Instructions

  1. Read about the PMBoK and the Project Management Lifecycle to familiarise yourself with their fundamental concepts. Critically reflect on your readings to form an opinion of both and how they interact together. Write a 600-word opinion piece responding to the set question. Be sure to cite any source material, including learning resources or other academic or industry literature you research, used to inform your opinion. The word count does not include the reference list.
  2. Read another student’s post. Think about their opinion and try to compare and contrast it with your own. This approach will allow you to “critique” their view. You can do this by highlighting the aspects you agree with and those you disagree within their post. You need to justify and explain your critique of their opinion. In your response, you will need to refer to industry and academic literature. Your response will need to be 200 words. The word count does not include the reference list.
    Referencing
    It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here: https://library.torrens.edu.au/academicskills/apa/tool
    Submission Instructions
    Submit this task via the Assessment 1 link in the main navigation menu in PROJ6000 – Principles of Project Management. 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 I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at: http://www.torrens.edu.au/policies-and-forms
    I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
    PROJ6000_Assessment_1_Brief_Opinion Post_Module 2.2 Page 2 of 6
    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 PMBoK and Project
    Management Lifecycles
    Demonstrates knowledge and understanding of Project Management
    Lifecycles and the
    Project Management
    Body of Knowledge
    (PMBoK)
    Percentage for this criterion = 25%
    Limited or no understanding demonstrated of required concepts and knowledge.
    Key components of the assignment are not addressed.
    Demonstrates basic knowledge or understanding of the field or discipline.
    Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
    Thorough knowledge or understanding of the field or discipline/s demonstrated.
    Personal opinion and information are substantiated by evidence from the research/course materials.
    Demonstrates the capacity to explain and apply relevant concepts.
    Highly developed understanding of the field
    or discipline/s demonstrated.
    Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
    Well-demonstrated capacity to explain and apply relevant concepts.
    A sophisticated understanding of the field or discipline/s demonstrated.
    Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
    Mastery of concepts and application to new situations/further learning.
    Analysis and application with synthesis of new
    knowledge
    Limited or no synthesis of project management knowledge and analysis/alignment of project lifecycles and
    Demonstrated basic synthesis of project management knowledge and
    analysis/alignment of project
    Well-developed synthesis of project management knowledge and analysis/alignment of
    Thoroughly developed and creative synthesis of project management knowledge and analysis/alignment of
    Highly sophisticated and creative synthesis of project management knowledge and analysis/alignment of
    Synthesises project management knowledge and analysis/alignment of project lifecycles and PMBoK areas of
    knowledge
    Percentage for this
    criterion = 25%
    PMBoK areas of knowledge.
    Limited application/recommendat ions based upon analysis.
    lifecycles and PMBoK areas of knowledge.
    Shows the basic ability to interpret relevant information and literature.
    project lifecycles and
    PMBoK areas of knowledge.
    Shows thorough ability to interpret relevant information and literature.
    project lifecycles and
    PMBoK areas of knowledge.
    Shows highly-developed ability to interpret relevant information and literature.
    project lifecycles and
    PMBoK areas of knowledge.
    Strong application by way of pretested models and/or independently developed models.
    Recommendations are
    clearly justified based on analysis/synthesis.
    Excellent ability to apply knowledge to new situations/other cases.
    Effective communication
    (written)
    Percentage for this criterion = 10%
    Post and/or reply lack clarity.
    Post and/or reply contains numerous spelling/grammatical errors.
    Post and/or reply demonstrate minimal clarity.
    Post and/or reply contains several spelling/grammatical errors.
    Post and reply are communicated in a clear manner.
    Post and reply contains few spelling/grammatical errors
    Post and reply are communicated in a clear and thoughtful manner.
    Post and reply contain no major spelling/grammatical errors.
    Well-demonstrated capacity to explain and apply relevant concepts.
    Post and reply are communicated in a clear, thoughtful, and professional manner that makes use of advanced concepts and examples.
    Post and reply contain no major spelling/grammatical errors.
    Inclusion of and correct citation of key resources
    and evidence
    Percentage for this
    criterion = 15%
    Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
    Referencing is omitted or does not resemble APA.
    Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
    Referencing resembles APA with frequent or repeated errors.
    Demonstrates use of credible resources to support and develop ideas.
    Referencing resembles APA with occasional errors.
    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.
    APA referencing is free from errors.
    Demonstrates use of highquality, 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.
    APA referencing is free from errors.
    Provides constructive feedback to peers that strengthens their position or offers
    solutions to challenges
    Percentage for this criterion = 25% Feedback to peers is missing or lacks any value in support or solution development. Demonstrated feedback to peers that moderately strengthens their position or offers solutions to challenges. Thorough feedback to peers that strengthens their position or offers solutions to challenges. Highly developed feedback to peers that meaningfully strengthens their position or offers solutions to challenges. Sophisticated feedback to peers that significantly strengthens their position or offers solutions to challenges.
    The following Subject Learning Outcomes are addressed in this assessment
    SLO a) Assess the importance of project management concepts within an organisational context.
    SLO b) Compare and contrast project management methodologies and their application within global project contexts.
    SLO c) Identify and analyse the key processes of a project lifecycle

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Basic Economics Concepts to Home Ownership and Superannuation

An Application of Basic Economics Concepts to Home Ownership and Superannuation
Using the following press release as a starting point show how the economics concepts can be applied to a contemporary economics issue.
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬_________________________________________________________
Harnessing super to realise the Australian dream of home ownership
The great Australian dream of home ownership will be unlocked sooner for thousands of first home buyers who will now be able to harness their superannuation to get into the property market.
Under the Super Home Buyer Scheme, first home buyers will be able to invest up to 40 per cent of their superannuation, up to a maximum of $50,000 to help with the purchase of their first home.
It will mean Australians can buy their first home sooner by slashing the time taken to save a deposit by three years, on average.
The scheme will apply to both new and existing homes with the invested amount to be returned to their superannuation fund when the house is sold, including a share of any capital gain.
This means that a person’s super is harnessed to purchase a first home while also protecting their long-term savings plan for retirement.
Prime Minister Scott Morrison said supporting first home buyers was a key part of the Morrison Government’s Plan.
“Our Plan for the future is focused on supporting more Australians to realise their dream of home ownership,” the Prime Minister said.
“Super should be harnessed to support the aspiration of many thousands of families who want to buy a home.
“Our Plan makes it easier for first home buyers to save for a deposit, reducing the time people need to pay rent, and also means a smaller mortgage with less debt and smaller repayments.
“It’s a Plan that gets the balance right – it utilises money that’s currently locked away to transform a family’s life, with the money then responsibly returned to the super fund at the time of home’s sale.”
Assistant Treasurer and Minister for Housing Michael Sukkar said the Super Home Buyer Scheme would be a gamechanger for aspirational Australians and provide hope and opportunity to first home buyers.
“The Liberal and National Government are fundamentally committed to helping more Australians achieve their dream of home ownership,” Minister Sukkar said.
“By allowing people to access their super and buy a house, we are providing the opportunity to turn that dream of home ownership a reality.
“Allowing your super to work for you to purchase your first home and then being returned to your super at a later date achieves the best of both worlds – home ownership and retirement security.”
Minister for Superannuation Jane Hume said this is a two for one win for Australians – a home and a return on retirement savings.
“Under the Super Home Buyer Scheme you keep building your super savings – in the home you live in. When you sell, the amount you invested is returned to your super – plus a share of any capital gain,” Minister Hume said.
“It gets the balance right, helping first home buyers break into the market but protecting their retirement savings.
“The Liberals know it’s Australians’ money, not the super funds’ and not the governments. Australians work hard to earn it. They work hard to save it. One dollar in $10 of everything they earn is saved in super right now.
“Superannuation is there to help Australians in their retirement, and the Super Home Buyer Scheme will ensure Australians can use those savings they are responsibly building up to improve their quality of life now and standard of living in retirement.”
The Super Home Buyer Scheme will start by 1 July 2023.
There are no income or property caps under the Super Home Buyer Scheme with eligibility restricted to first homebuyers who must have separately saved five per cent of the deposit.
Over the last three years, the Morrison Government’s housing policies have supported more than 300,000 Australians into home ownership.
Only the Coalition Government has a comprehensive plan to help Australians realise the dream of home ownership.
Under the Liberal and Nationals plan, the Home Guarantee Scheme will next year help 50,000 Australians into a home, including 10,000 places for new homes in regional Australia and the First Home Super Saver Scheme is already helping Australians make voluntary savings to put towards their first home.
¬_________________________________________________________
The following economics concepts may be considered in your analyses:
• Choice
• Good bundles
• Budget constraint
• Preferences
• Supply and Demand
• Opportunity Cost
• Indifference curves
• Consumer equilibrium
• Marginal rates of substitution
• Axiom
• Externalities
In your analyses consider, for example, ranking of the importance of these concepts to the present problem, measurement issues associated with the concepts, and intemporal stability or variation with the concepts e.g., preferences, budget constraints. It is not necessary to consider all the economics concepts, but their exclusion needs to be justified.
GENERAL REQUIREMENTS:
Develop logical and coherent responses to the issues raised above. The opinions or decisions that are presented should be supported by references to appropriate texts, articles, websites, and current economic practices. It is recommended that at least five (5) more articles be reviewed.
The following lists of deadline and requirements should be adhered to. Failure to do so will result in a lower grade on the project.
SUBMISSION DATE: 17 June 2022
FORMAT REQUIREMENTS:
The paper should
• be typed and double spaced;
• flow as a well documented coherent, committee paper;
• cite all sources;
• have correct formats for the bibliography, footnotes, and references;
• have on the first page of the paper, the title of the paper, the author’s names; and
• have an executive summary.
Quality is the most appropriate determinant of the grade awarded but it is suggested that approximately 2,000 words be a suitable length.

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