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understanding and knowledge of enterprise systems principles

Post author By admin
Post date September 10, 2021
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Assignment 1: Industry Analysis and Report
Submission: Please submit this assignment to provided links in Canvas
Type: Individual
Value: 30% of the total mark
Word Limit 2500 ± 10% words (excluding references)
Aim:
The assignment is designed to demonstrate your:
• understanding and knowledge of enterprise systems principles
• understanding of issues that contribute to current debates in enterprise systems
• use of analytical skills in reviewing academic and practitioners’ sources
• ability to draw meaningful conclusions from your research
Industry Research and Analysis
Read the following case study about the Southern Cross Travel Agency (SCTA) company.
You are required to:

Analyse the case study, identify the problems and opportunities for the company in the case study and create a needs assessment.
Market Assessment: Critically review some possible and suitable Cloud ERP solutions. Collect data about different Cloud ERP vendors (8-10) that you believe could be suitable for the company in the case study and research their ERP products. You may base your argument on following criteria:
o Point(s) of difference (how is the product different from other vendors?) o Niche market (if any, and do they target a particular market?) o ERP services (what ERP services does the suite offer?) o What sized organisations are supported by this suite/solution?
o Business Continuity (does the vendor offer any plan for business continuity during a crisis (for example, during the COVID-19 pandemic)?
o Analytics (does the product provide Analytics features or services?) o And other dimensions/criteria that you could use in order to make your argument richer
Recommendation: Recommend the product that is the most suitable for the company to address its challenges and requirements. Clearly explain how the selected product does this. You should draw on your analysis in step 2 to help justify and support your recommendation.
In your report, you need to use quality references to argue that your choice of ERP is a suitable solution(s) for problems identified in the case study.
Your arguments should make explicit links between the technological and organisational solutions of the ERP of your choice, and the short and long-term requirements of SCTA. For instance, issues like the efficiency of the business processes, business continuity, security, and running costs are important issues to be considered. At the end of your report, you should offer relevant recommendations to SCTA. You can also make assumptions wherever needed, for prices, after-sales support, etc.
Case Study: Travelling in the time of the global pandemic
The international tourism industry is taking a major hit as COVID-19 circulates into more countries – and fear about it – spreads across the world. Governments around the world have warned and continue warning would-be travelers to stay away from outbreak hotspots, and in some cases, enacting travel bans to forbid travelers from going to high-risk areas. Photos of empty tourist destinations around the world, emptied-out festivals, vacant churches and temples, and quarantined luxury hotels – show the impact of the coronavirus outbreak on the tourism industry has been devastating.
A new report from consulting firm Tourism Economics has put some estimated numbers to this ravaging situation. The report suggests that for example, it expects the US economy to lose over 3.5 million visitors from Asian countries, translating to a 38% drop for 2020. The report also estimates that around the same number of tourists will not be visiting countries like Australia and New Zealand. The report tallied expected losses from the Asian visitors spending at $US35.7 billion – more than half of which are expected to occur this year.
Venice Carnival was cancelled because of the coronavirus. Venice, Italy, February 23, 2020. Source: Reuters.
In such a tough and uncertain business climate, many companies who are involved in tourism are seeking reliable ways of accessing accurate information about their operation and the state of COVID-19 and its impact around the world. Many of them are exploring new ways to redesign their business processes and make them more efficient and cheaper. One of the Australian based companies that also has been affected by the spreads of the coronavirus is the Southern Cross Travel Agency (SCTA) company.
Empty streets of the Naviglio Grande canal in Milan, Italy, on February 24, 2020.
Source: AP
SCTA was established in 2002 and since then has enjoyed steady growth in Australia and the neighbouring countries. As a result, currently, the company has multiple offices across the Australasia region. Its corporate headquarters are in Melbourne but it has more than 10 offices across Australia and 5 in China, 2 in Vietnams, 2 in New Zealand, 2 in Indonesia, 2 in Thailand, 2 in Malaysia and 1 in Nepal. It employs 400 employees and annual sales of $240 million. The company’s administrative structure consists of departments for Sales and Marketing, Human Resource Management, Operations, IT, Research and Development,
Accounting and Finance, and Public Relations. SCTA offers first-class and affordable holiday
5
experiences, mostly to international students and their families. SCTA initially had a manual booking system in each office, but changes and advances in technology have enabled SCTA to transform its business by using an online booking and communication system in 2010. However, the current system can only perform basic functionalities of maintaining current listings of the resorts (uploaded as a PDF file) and student enquiries. Further, during the upgrade the company experienced project delayed and budget overturn. This experience made the company’s board of director hesitate to implement new system.
However, the general manager of SCTA is aware that the company needs to have a better comprehension of the current business environment and it is clear that the existing system does not provide them with necessary functionalities that enable them to capture and analyse different types of information from their geographically distributed offices. At the moment, different departments in order to satisfy their own needs, tried to develop their own systems or databases to facilitate their work- this is known as “feral or shadow systems”. A lack of trust in the ERP, ineffective training methods and complexity in extracting the data from the ERP were identified as a problem which lead to the development of “Feral Systems” (Kerr, 2007). This causes reductions in the effectiveness and accuracy of business analytics such as data mining and forecasting.
Furthermore, SCTA not only needs to enhance their current system to promote their business but also needs to inform their clients and partners (resorts, airlines, hotels, Airbnb) about the latest developments concerned with the spread of COVID-19. In a recent board meeting, it was discussed that different types of information should be gathered, analysed, and shared with clients and partners to enhance the travel safety and experience of their clients before, during and after the trip.
In addition, at this stage, SCTA‘s main clients are international students. However, with the emergence of new challenges, SCTA has to diversify its clients and offer new services. This change demands the provision of further information to different groups of new stakeholders. The current system does not provide expandable functionalities for making timely and multi-way communications with new clients and partners during and after trips.
SCTA also wants its partners to be able to update all their information online.
(End of the case study)
Some guidelines
The report is to be written to reflect your understanding of enterprise systems. It is up to you as to what aspects, issues or arguments you put forward, but they must be relevant to the enterprise systems field, and they must be grounded in current literature. The report is a piece of academic writing, and all claims and assertions must be adequately substantiated with appropriate evidence. Thus, you are expected to use other literature and references, preferably from other journal papers, to substantiate and justify your arguments.
All sources used in the report must be appropriately cited and referenced. The research report must be critical and relevant academically, and where appropriate, it should indicate implications for practice. If you are unsure how to write a report, please consult with the resources that are available in the library.
Please be aware of the plagiarism and collusion policies established by Swinburne University.
Submission Requirement:
All students must agree to the Declaration and Statement of Authorship. In addition, students should also be aware of the plagiarism and collusion policies established by FBL and Swinburne University of Technology. Links to this policy are in the Unit Outline.
Extensions:
Links to the extension policy are in the Unit Outline. Please note that any request for an extension on or after the due dates will not be considered.
Assessments
A detailed assessment guide will be available on Canvas. In general, the assessment criteria will be based on
• The originality of the work
• Clarity of the analysis
• Ability to synthesise ideas and literature, and reflect on relevant issues in enterprise systems
• Depth and breadth of your analysis and reflections
• Use of current literature
• Relevance of references
• Layout, structure, spelling, etc. and adherence to style guides
• Adherence to citation and reference standards

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Economic Principles and Decision Making

Post author By admin
Post date August 13, 2021
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ASSESSMENT 3 BRIEF
Subject Code and Title ECON6000 Economic Principles and Decision Making
Assessment Assessment 3: Reflective Journal
Individual/Group Individual
Length Up to 1500 words maximum
Learning Outcomes 1. Successfully prepare a reflection indicating how this unit has helped you understand the core economic concepts and applying these to real time environment
Weighting 20%
Total Marks 20 marks
ECON6000_Assessment_3_Brief_individual_due in Week 11
Context
This assessment allows you to reflect on how assessments 1 and 2 have helped you to understand the overall subject contents and apply the core concepts in real-time job environment. This assignment is to mainly help you reflect how the unit has helped you with a sound understanding of the volatility of business environment and effective decision making as business economists. Your reflection will be a maximum of 1500 words. You will have a minimum of 6 academic references to support your answer. Do not include information from blogs. You will follow APA 6th edition referencing style.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here. http://library.laureate.net.au/research_skills/referencing
Submission Instructions
Write instructions explaining where students will submit assessment in the LMS portal
• e.g. Submit digital presentation slides/notes via the Assessment link in the main navigation menu in SUBJECT CODE: Subject name. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Below is a guide to constructing rubrics. Please adapt appropriately and adjust the criteria you use to assess.
Assessment Rubric
Assessme nt Attribute s Fai l
(Yet to achieve minimum standard) 0-49% Pass
(Function al) 50-64% Credit
(Proficien
t) 65-74% Distinctio n (Advance
d) 75-84% High
Distinction
(Exceptional)
85-100%
Knowledge and understanding of core Economics Content (30%)
Critical reasoning, presentation and defence of an argument and/or position (25 %)
No or limited understanding and knowledge of the core concepts; key areas not addressed; Limited or no evidence of research
Argument fails to consider the complexities of the issue(s) or scope of the assignments
Fair understanding and knowledge of the core concepts; Fair assertion of personal opinion with information substantiated by evidence.
Argument begins to take into account the issue(s) or scope of the assignments.
Good knowledge or understanding of the required concepts and knowledge of key areas Good assertion of personal opinion supported by evidences through research
Argument considers the complexities of the issue(s) or scope of the assignments. Others’ points of view are acknowledged
Highly developed understanding and knowledge of the field. Very good assertion of personal opinion; information well supported by research and evidence; good reading
Arguments are very sound indicating a solid understanding of the concepts
A sophisticated understanding of the discipline with sound assertion of personal opinion and information well supported by research
and good reading
Arguments presented expertly, authoritatively
and accurately considering the complexities of the issue(s) and scope of the assignments. Justifies the conclusions with
Sound arguments.
Analysis and application with synthesis of new knowledge
(25 %)
Limited synthesis and analysis and very limited application based upon analysis
Demonstrates fair analysis and synthesis of
new knowledge. Shows
the ability to interpret relevant information.
Well-developed analysis and synthesis of new knowledge. Sound application of concepts.
Thoroughly developed analysis and synthesis of new knowledge. Near
excellent recommendations
Highly sophisticated, creative analysis; synthesis of new with existing knowledge. Excellent application of knowledge.
Quality of the answers
Poor assignment; limited
Just a fair assignment; fair
Good assignment; good
Very good overall; sound
Excellent display of
with application of new application of new application of new display of application of display of application of application of new
concepts (10%) knowledge related to knowledge related to the new knowledge related to new knowledge related to knowledge related to
economic concepts
economic concepts.
the economic concepts
economic concepts
. economic concepts
Managing Time and
Poor time management
Barely able to manage time
Good time management
Sound time management
Excellent time
purpose of the with delay in submission with minimal information with good information from with proficient level of management,
assessment (10%) of the assignment; poor from scholarly sources; scholarly sources. Good information from scholarly understanding of the
understanding of the limited understanding of the understanding of the sources. Proficient purpose and a timely
purpose of this purpose of this assessment purpose of this assessment understanding of the submission of the
Assessment
purpose of this assessment
assignment accompanied by excellent research from scholarly sources.
he following Subject Learning Outcomes are addressed in this assessment
SLO A) Interpret and successfully apply the economic concepts
SLO
C) Apply new knowledge and display understanding of the various costs
SLO D) Ability to critically evaluate the role and impact of the government in Australian economy.

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Design principles help artists organize their artwork. In many ways, the principles of design are similar to the way we organize our daily lives

1. Design principles help artists organize their artwork. In many ways, the principles of design are similar to the way we organize our daily lives. For example, you could relate rhythm to your daily routine. What are the most important principles of design in your daily life? Make an argument for the principle(s) that dominate your day to day life and why. Also, are there any principles you avoid or that simply do not appear much? Make sure you describe how you use the ones in Chapter 5: unity and variety, balance, emphasis and subordination, scale and proportion, and rhythm.

2. For this assignment, you will select a 2D print from your home, workplace, or online art museum gallery that interests you. Take a photograph of the 2D print or save an image of the print, and include it in the worksheet. In the Unit IV Assignment Worksheet , answer questions about the print to identify the design principles in the print and to describe its characteristics.Remember to write in complete sentences and use proper grammar.

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Examine the well-established principles of building structures and the way those principles have developed

Post author By admin
Post date June 18, 2021
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Module name Building Structures
Module code TEC5STR
Assignment 1
Level 5
Programme start month and year April 2021
Pass mark 40
Word count 1,600
Assessment weighting 40%
*for further information see the Word count and overwriting section.
Submission details
For this assignment, you are required to submit:
• a report as a Word (or similar) or PDF file.
Please refer to the assignment guidance in the assignment area of the module for further guidance on the file types accepted by Turnitin.
Submission of assignments
All assignments must be submitted online in the module area of the VLE. The assignment submission link opens 21 days before the due date. Please refer to the information provided in the ‘Assessment preparation’ week for submission guidance.
NOTE: Postal submissions will not be accepted.
1
Learning outcomes
Code Description
LO1 Examine the well-established principles of building structures and the way those principles have developed.
LO2 Apply key concepts, theories and principles in structures and undertake analysis of the appropriateness of different approaches.
LO3 Analyse information to develop technical arguments in the selection and application of structures in simple situations.
LO4 Apply relevant legislation, standards and regulations to develop a range of structural solutions in simple situations.
LO5 Present, interpret and communicate technical information on simple situations clearly and concisely, using sketches, drawings, calculations or in written form.
Scenario
You work for a construction management company as a site manager. Your line manager has asked you to report on a number of projects that the company is involved with, which require some calculation.
The list of projects is:

A marine defence project on the North Sea coast of England, which involves the placing of a mixture of large granite blocks which are up to 1m3 in volume, together with a mixture of concrete tetrapod blocks and concrete dolos blocks.
A multi storey car park consisting of pre-cast concrete T beams (Figure 1 – See Appendix).
A project to install a bridge (Figure 2 – See Appendix) on a service road. The bridge is designed to carry vehicles up to a four-axle articulated lorry with a gross weight of 36 Tonnes. The design incorporates Warren Trusses for the side walls and these are connected by Rolled Steel Joists (RSJs) which support the bridge deck. The bridge has a span of 10m and the width of the deck is 4m.
Task
Write a short report to your line manager in which you analyse and provide advice on the following matters:
a. Calculate the lifting capacity of plant for the marine defence project for the three different materials to be used in the scheme. Take into account that the cranes used to place and move around each item will have to operate so that their lifting cables can to be at an angle of up to 45°. Use your own research about marine protection to estimate typical weights for this project. Give your answers in Tonnes and in kN.
b. Determine the position of the centroid of the pre cast T beams that are used for the floor slabs of the car park and explain why this would be the best place to drill any small holes as lifting points or for the location of any small services.
c. Analyse the bridge structure with the aid of sketches. Your line manager is particularly interested in understanding the likely forces on the members of the bridge structure, the loads on the connecting RSJ’s and the necessary support reactions for the bridge.
Reference list
You should include a reference list with a minimum of six separate relevant and appropriate sources that you have written about and cited within your work.
A bibliography of uncited sources is not required.
Further information to support you with this assignment is available within the study materials for this module on the UCEM VLE. If you have any questions about this assignment, please contact your Module Tutor or Module Leader via the VLE.
Marking guidance for this activity
This guidance is designed to help you to do as well as possible in your assessment by explaining how the person marking your work will be judging it.
Your work will be assessed in relation to the requirements set out in the assessment criteria marking guide at the end of this document and the grading guidance section below.
It is recommended that you read both of these sections before starting your assessment to learn what will help you to achieve the highest marks. Once you have finished you should review the assessment before submitting it, to check you have done what is required to achieve the highest marks.
When you receive your feedback from your tutor you should clearly be able to see which categories you gained marks in and, where relevant, recommendations about how to improve your performance going forward.
Grading guidance
This grading guidance section explains in more detail what a submission for this assessment should include in order to achieve a mark at the threshold, good and excellent standards.
Threshold
You will have attempted all the tasks in the assignment and have arrived at approximate answers for parts a and b. You will have included a brief description as to why the centroid of the T beams is the best place for lifting points, and identified the likely forces on the bridge structure.
Good
You will have met the criteria for Threshold and have explained the method of analysis for all the tasks. You should have solutions to tasks a and b that are reasoned and supported and be within 25mm of the correct position of the centroid in task b. You will have included a brief explanation as to why the centroid of the T beams is the best place for lifting points, and realistic analysis of the likely forces on the bridge structure with basic sketches.
Excellent
You will have met the criteria for Good and your answers to parts 1 and 2 of the task will derive acceptable results, using the correct units. Your analysis for task 3 will be logical and clear. You will have assessed reasonable maximum loads for the supporting RSJ’s in the bridge structure and you will have analysed the warren truss, to determine the axial loads in the truss members, using a recognised method of analysis, such as the method of resolution of joints.
The overall structure of the report will be clear and informative and it will be supported with reliable sources.
Word count and overwriting
Exceeding 10% of the stated word count may limit the marks allocated for communication (see assessment criteria marking guide below).
The following table outlines the inclusions and exclusions in the word count of the most common features of assessed pieces of work.
Included Excluded
Introduction Executive summary/abstract
Main body Title page/front cover
Footnotes/endnotes Contents List
In text citations Calculations
Words in tables Drawings/Images
Conclusion List of references
Recommendations Bibliography
Headings and titles, except for those explicitly excluded Appendices
The total number of words used must be stated on the first page of your assessment.
Warning
Plagiarising someone else’s work, whether copying from the internet, UCEM study materials, a textbook, a fellow student or elsewhere, is a serious offence. Before you submit your work for assessment, you must check it to ensure that you have fully cited within the text all the sources of information you have used and that all your sources are listed in a reference section at the end of your submission. Quoted text must not be excessive in length. You will find guidance on correct citing and referencing in The UCEM Guide to Referencing and Citation in Section 6 of the e-Library on the VLE.
Be aware that your work will be checked using text-matching software. The ‘Turnitin‘ software is as much for your benefit as ours at UCEM. You can use it to check that all your citations have a matching reference, and review any highlighted text that may not be original and requires a reference.
A high text-matching result could indicate plagiarism. If plagiarism is identified, this could result in a penalty ranging from a loss of marks to exclusion from your programme.
Note: Please use the assignment referencing link to check the originality of your work before submitting it.
Appendix
Source: UCEM (2021)
Figure 2: A bridge
Source: UCEM (2021)
The bridge has a span of 10m and the width of the deck is 4m.
ASSESSMENT CRITERIA MARKING GUIDE
LEVEL 5
COMMUNICATION 15 0–2
Inadequate 3–4
Limited 5 Below threshold 6–7
Threshold 8
Good 9 Very good 10–11
Excellent 12–15
Outstanding
Relevance to task
• The relevance of the information provided to the context of the task
• The way the needs of the intended audience have been addressed. Irrelevant and addresses neither the task nor the needs of the intended audience. Largely irrelevant and does not effectively address the task or the needs of the intended audience. Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions. Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes. Mostly relevant to the task and the needs of the intended audience, with some minor irrelevance or omissions. Consistently relevant to the task and focussed on the requirements of the intended audience. Highly relevant to the task and precisely focussed on the requirements of the intended audience. Completely relevant to the task and fully focussed on the requirements of the intended audience.
Structure and presentation
• Organisation and presentation of ideas A lack of structure beyond a loosely connected list of points. Largely unstructured and does not have a clear logical flow. Inconsistent structure and logical flow. Adequate structure and logical flow. Reasonable
structure and logical flow. Capable structure and logical flow. Advanced structure and logical flow. Proficient structure and logical flow.
• Format appropriate to the intended audience and/or industry protocols
• How structure and presentation enable communication. Presentation format is inappropriate.
Communication is obstructed. Presentation format is ineffective.
Communication is hindered. Presentation format is confused.
Communication is only partially effective. Presentation format is satisfactory.
Communication is sufficient to meet the learning outcomes. Presentation format is appropriate.
Communication is clear. Presentation format is effective.
Communication is sound. Presentation format is sophisticated.
Communication is articulate. Presentation format is innovative.
Communication is insightful.
Grammar
• Selection of words, sentence construction, spelling and punctuation. Use of grammar is deficient and meaning is obstructed. Significant grammatical errors and meaning lacks clarity. Several grammatical errors and meaning conveyed insufficiently clearly. Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet the learning outcomes. Grammar usage is fair and conveys meaning clearly. Grammar usage is capable and conveys meaning effectively. Grammar usage is advanced and conveys meaning precisely. Grammar using is exceptional and conveys meaning eloquently.
KNOWLEDGE AND
UNDERSTANDING 35 0–6
Inadequate 7–10
Limited 11–13
Below threshold 14–17
Threshold 18–20 Good 21–24
Very good 25–27
Excellent 28–35
Outstanding
Knowledge of the key principles of the field of study Little significant knowledge of the subject matter. Incomplete knowledge of the subject matter. Some knowledge of the subject matter with significant omissions. General knowledge of key elements of the subject matter. Reasonable knowledge of the key elements of the subject matter. Sound knowledge of the subject matter. Comprehensive knowledge of the subject matter. Full knowledge of the subject matter.
• Demonstration of understanding of the key principles of the field of study Misrepresented or misunderstood understanding of the key principles of the field of study. Ineffective understanding of the key principles of the field of study. Inconsistent and confused understanding of the key principles of the field of study. Basic understanding of the key principles of the field of study, sufficient to meet the learning outcomes.
Clear understanding of the key principles of the field of study. Effective understanding of the key principles of the field of study. Sophisticated understanding of the key principles of the field of study. Very advanced understanding of the key principles of the field of study.
• Knowledge and understanding of how the key principles have developed. Knowledge and understanding of how the key principles have developed is incorrect or omitted. Knowledge and understanding of how the key principles have developed is unsatisfactory. Knowledge and understanding of how the key principles have developed is inaccurate and partial with significant omissions. Knowledge and understanding of how the key principles have developed is adequate. Knowledge and understanding of how the key principles have developed is competent. Knowledge and understanding of how the key principles have developed is capable. Knowledge and understanding of how the key principles have developed is accurate. Knowledge and understanding of how the key principles have developed is exceptional.
USE AND
APPLICATION OF
SOURCE MATERIAL 30 0–5
Inadequate 6–8
Limited 9–11
Below threshold 12–14
Threshold 15–17 Good 18–20
Very good 21–23
Excellent 24–30
Outstanding
Application of UCEM Harvard referencing style A minimal number of sources have been referenced. The referencing system is applied incoherently. Referencing is unsatisfactory due to
significant omissions, inaccuracies or inconsistencies in the application of the referencing system. Referencing is insufficient due to several omissions, inaccuracies or inconsistencies in the application of the referencing system. Referencing is sufficiently complete, accurate and consistent in the application of the referencing system to meet the learning outcomes. Referencing is competent with mostly complete, accurate and consistent application of the referencing system. Referencing is effective with complete, accurate and consistent application of the referencing system with few errors. Referencing is comprehensive with complete, accurate and consistent application of the referencing system with minimal errors. Referencing is comprehensive and applied faultlessly.
Source materials
• Selection of course materials
Minimal and incoherent selection of course materials.
Ineffective selection of course materials with significant omissions.
Inconsistent and inaccurate selection of course materials.
Adequate selection of course materials.
Competent selection of course materials.
Capable selection of course materials.
Sophisticated selection of course materials.
Innovative selection of course materials.
• Further research Further research is minimal. Further research is incomplete and unsatisfactory. Further research is insufficient. Further research is basic. Further research is reasonable. Further research is sound. Further research is.
advanced. Further research is proficient.
• Use of industry practice and personal experience. Industry practice and personal experience omitted or irrelevant. Limited and incomplete reference to industry practice and personal experience. Simple reference to industry practice and personal experience. Satisfactory reference to industry practice and personal experience. Clear reference to industry practice and personal experience. Effective reference to industry practice and personal experience. Perceptive reference to industry practice and personal experience. Insightful reference to industry practice and personal experience.
Application of source materials to task Source materials are used inadequately and applied incoherently. The assessed work is not informed or improved by the source materials. Source materials are used ineffectively and applied unsatisfactorily. The assessed work is informed and improved in a limited manner by the source materials. Source materials are used inconsistently and applied partially. The assessed work is informed and improved in a simple manner by the source materials. Source materials are used satisfactorily and applied adequately. The assessed work is informed and improved in a basic manner by the source materials, sufficient to meet the learning outcomes.
Source materials are used competently and applied clearly. The assessed work is informed and improved in a reasonable manner by the source materials. Source materials are used capably and applied consistently. The assessed work is informed and improved in a consistent manner by the source materials. Source materials are used perceptively and applied accurately. The assessed work is informed and improved in a comprehensive manner by the source materials. Source materials are used innovatively and applied insightfully.
The assessed work is informed and improved in an exceptional manner by the source materials.
EVIDENCE
BASED CRITICAL
ANALYSIS 20 0–3
Inadequate 4–5
Limited 6–7
Below threshold 8–9
Threshold 10–11 Good 12–13
Very good
14–15
Excellent 16–20
Outstanding
Critical analysis
• Analysis of source materials Analysis of the source materials is superficial, deficient or minimal. Analysis of the source materials is shallow ineffective or incomplete. Analysis of the source materials is insubstantial, inaccurate or inconsistent. Analysis of the source materials is adequate and of sufficient depth to meet the learning outcomes. Analysis of the source materials is substantial clear and competent. Analysis of the source materials is thorough, effective and consistent. Analysis of the source materials is rigorous, accurate and comprehensive. Analysis of the source materials is profound, proficient and very advanced.
• Application of analysis to the demands of the task. Analysis is not applied to the demands of the task. Analysis is applied unsatisfactorily to the demands of the task. Analysis is partially applied to the demands of the task. Analysis is satisfactorily applied to the demands of the task. Analysis is reasonably applied to the demands of the task. Analysis is effectively applied to the demands of the task. Analysis is perceptively applied to the demands of the task. Analysis is innovatively applied to the demands of the task.
Development of solutions Proposed solutions are incoherent and deficient. Proposed solutions are unsatisfactory and ineffective. Proposed solutions are confused and inaccurate. Proposed solutions are satisfactory and sufficient to meet the learning outcomes. Proposed solutions are clear and reasonable. Proposed solutions are consistent and effective. Proposed solutions are advanced and sophisticated. Proposed solutions are ambitious and exceptional.
Technical ability
(where appropriate)
• Quality of drawings Drawings are incorrect or omitted. Drawings are incomplete or with
significant omissions. Drawings are inaccurate and only partially completed. Drawings are completed at a basic level sufficient to meet the learning outcomes. Drawings are completed at a competent level. Drawings are completed capably. Drawings are completed accurately. Drawings are completed to an exceptionally high standard.
• Accuracy of calculations Calculations are incorrect or omitted. Calculations are incomplete with significant omissions. Calculations are inaccurate and only partially completed. Calculations are completed at a basic level sufficient to meet the learning outcomes. Calculations are completed at a competent level. Calculations are completed capably. Calculations are completed accurately. Calculations are completed to an exceptionally high standard.
• Appropriate selection and application of information. Selection of information is incorrect or minimal. Information is applied inadequately or incoherently to the task. Selection of information is incomplete with significant omissions. Information is applied ineffectively or unsatisfactorily to the task. Selection of information is inconsistent and partial. Information is applied inaccurately to the task. Selection of information is satisfactory and sufficient to meet the learning outcomes. Information is applied adequately to the task. Selection of information is clear and reasonable. Information is applied competently to the task. Selection of information is consistent and effective. Information is applied capably to the task. Selection of information is accurate and comprehensive.
Information is applied perceptively to the task. Selection of information is proficient and insightful.
Information is applied innovatively to the task.

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Critically assess the key principles and theories underlying strategic people management and explain how their application enhances organisational and individual performance

ASSESSMENT 1 BRIEF
Subject Code and Title MGT600 Management, People and Teams / MGMT6009 Managing People and Teams
Assessment Reflective Analysis
Indhridual/Group Individual
Length Up to 750 words
Learning Outcomes a) Critically assess the key principles and theories underlying strategic people management and explain how their application enhances organisational and individual performance. c) Demonstrate effective communication and practical problem-solving skills to effectively manage people in a range of organisational contexts d) Critically reflect on the roles and functions that managers perform in the context of the challenges and risks they have to address in the changing environment. e) Develop and justify a model of management cognisant of the organisational minutiae to guide future practice.
Module 2.1 (Week 2)
Weighting 15%
Total Marks 15 marks
Context:
Self-awareness creates an opportunity for further development and personal success.
This reflective analysis is designed for you to explore the subject’s introductory content and importantly, identify how it relates to your own experiences and how you may use it in the future
Instructions:
• Module 1.1 ¦ The nature of organisations, the role of management and challenges faced
• Module 1.2 – Motivation, influence and power and politics and
• Module 2.1 ¦ Communication, conflict and negotiation
In writing your reflective analysis, you should consider the learning resources provided in the respective modules as well as reading more broadly on the relevant topics.
Think carefully about what you are reading and what has been discussed in class or in online discussions. Identify the key principles and concepts and be sure you know what they mean, why they are important and how they can be applied.
Your reflective analysis write up may take a variety of forms but must be within the word limit and include:
• A short introduction.
• An analysis of the relevant module topics including their relevance to you and application.
• A short conclusion.
• Reference list.
In reflecting upon the module topics, you should explore questions such as:

What is in the content and why is this topic important?
How is the topic relevant to you?
What has been your past experience in this topical area?
What have you learnt from the content so far and how will you use it in the remainder of the subject or in your workplace?
The word limit is short, so make use of tables, figures and diagrams as these are not included in your word count.
You will be assessed against the learning rubric below and your level of insight and application of knowledge from Modules 1 and 2.1.
Referencing:
You must recognise all sources of information; including images that you can include in your work. Reference your work according to the APA 6th edition guidelines. Please see more information on referencing here http://library.laureate.net.au/research skills/referencing

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principles of economics and the economic way of thinking to assess market issues and make business decisions

Post author By admin
Post date May 20, 2021
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Assignment 1: Principles of Economics
Worth 150 points

Write a two to three (2-3) page paper in which you:

Identify a relevant economic article from either the Strayer Library or a newspaper. The article must deal with any course concepts covered in Weeks 1-4.
In the first two (2) paragraphs, identify at least four (4) key points that the article highlights.
In the next three to five (3-5) paragraphs, apply two (2) of the following economic concepts (supply and demand, market structures, elasticity, and costs of production) to the key points that you highlighted in Question 2.
In your concluding paragraph, state whether you agree or disagree with the author’s comments. Provide a rationale for the response.
Use at least three (3) quality resources in this assignment with one (1) being your article.

Your assignment must follow these formatting requirements:

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

Apply the underlying principles of economics and the economic way of thinking to assess market issues and make business decisions.
Analyze the dynamics of supply and demand to anticipate market equilibrium.
Analyze the elasticity of demand and supply and its importance, and the effect of taxes or other public policies
Describe the impact of various forms of competition on business operations with emphasis on perfect competition.
Use technology and information resources to research issues in principles of economics.
Write clearly and concisely about principles of economics using proper writing mechanics.

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Principles of Economics

Principles of economics are concepts that serve as the foundation of satisfying unlimited wants using scarce resources available (Menger, 1871).

This article covers different courses in principles of economics; ‘An Afghan lesson in supply and demand’ an article printed in Los Angeles Times (Fleishman, 2010). The article explains the demand for private schools in Afghan since the public schools have low quality education. Parents want the best education for their children and since most public schools in Afghan cannot offer this, most parents are forced to send their children abroad to acquire high quality education. The market of private schools is also increasing at an alarming rate in Afghan but the supply is minimal.

Afghan establishment of private schools is faced with limited and lack of capital. Private schools entails spending on educational related expenses that includes, hiring of tutors, setting up of the institutions and the necessary education material required. Willing suppliers of private schools lack capital for the set up of these schools. The article also highlights the lack of available and skilled labor force. From the article the discussed private schools has few teachers who are even unqualified to teach. The school even lacks a head- principal.

The lack of private schools in Afghan indicates low supply of private schools while the demand is high. There are many willing clients to join private schools in afghan and have the funds to pay for the tuition, causing the demand to be high. The supply of private schools is very low causing an imbalance of market structure of demand and supply in the market. Demand for private schools is higher than the supply for private schools. Demand is higher than supplier therefore causing disequilibrium in supply and demand curve.

The market structure of private schools in Afghan also causes market disequilibrium since there is ready market and no source of supply. Due to limited private schools in Afghan their school fees cost might be high due to limited supply and high demand. When the supply is low and demand is high both cost and prices tend to be high.

There are no investors willing to inject their money into the project of private schools in Afghan hence lack capital. Skilled Labor force is also a problem in Afghan. The supply for skilled labor force is very low while the demand for skilled……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

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Principles of Diversity

After viewing the two videos for this module, revisit the section of your reading, Principles of Diversity: What Have We Learned In This Book. Based on the principles outlined, give your informed opinion on how to resolve the conflicts depicted in the videos. What limitations of diversity are exposed in this process? Your response should be three paragraphs in length.

The links for the videos:
https://www.youtube.com/watch?v=jsZgpNqkmyc
https://www.youtube.com/watch?v=hytL3NpbHz0

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Diversity and Fairness

In our course book, we learned several principles on diversity such as bias against diversity not being inevitable, diversity as a source of opportunity to learn, and respect as a way of promoting diversity, among many other principles (Jones, Dovidio & Vietze, 2013). The videos watched offered different conflicts that involved religion and the national interests or rather the laws of the country.

In the video regarding the move by the French government to ban female Muslim school children from wearing headscarf is not only against the freedom of expression but is also against the principle of inclusivity and integration. Though the government pointed that the move was meant to separate the state from the church, such a law will curtail the freedom of the minority Muslims in the country (Journeyman Pictures, 2015). In order to solve the conflict, it is of the opinion that the government retracts in its new laws and allows the Muslim girls to wear their religious attire in school. This would promote the integration among the Muslim girls and children from other religious backgrounds. In the second video Kim Davies the Kentucky county clerk was jailed for refusing to grant same-sex couples their marriage licenses (BBC News, 2015). Davies attributed this to the fact that it was against her religious beliefs that allowed……………………………………………………………………………………………………

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The Principles of Design and Historical Narratives of Jacob Lawrence

Post author By admin
Post date March 4, 2021
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Module 1 Essay, Discovering Context: The Principles of Design and Historical Narratives of Jacob Lawrence Instructions

Writing
First, summarize Jacob Lawrence’s works, style, and inspirations in a thesis statement. Next, in approximately 400 words, identify one major painting, drawing, or print by Jacob Lawrence and discuss the work’s visual characteristics using the DICP method explained in your Writing Skills Review portion of Module 1. (DICP stands for Description, Iconography, Context, and Point of View.) Incorporate Module 1’s key vocabulary and terminology, especially regarding how Lawrence used the elements of art and principles of design in his art. Then, in another approximately 400 words, explain how Jacob Lawrence’s works tell personal stories about the era in which he lived. Base your summary on information you have found from the recommended sites as well as those you’ve found on your own. How did the political and social climate of the time in which he worked affect his subjects and the manner in which he designed, composed, and painted them? Finally, conclude by explaining what you first thought of Lawrence’s art and how your opinion was altered by what your research and newly discovered historical, cultural, and compositional contexts revealed.

Create a “Works Cited” section that lists your 3+ scholarly sources in MLA Style format at the end of your paper. Be sure you have properly cited any direct quotes you use in support of your own writing. For help with MLA Style citations, visit the suggested links in the ART 110 Research Guide or in our course home page’s Links area.

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Jacob Lawrence’s Artworks

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Jacob Lawrence’s Artworks

The late 1940’s was characterized by the abstractionism and the realism artistic styles. Born in the same era, Lawrence instead would reject these artistic styles in favor of his own styles, where he made alive paintings of human figures, mostly African-Americans, whom he depicted in different activities. In his paintings, Lawrence’s artwork were full of dignity and grace and employed different sources, colors and design, with repetitive patterns to tell different stories and messages of human triumph. Lawrence made several artworks, which includes The Migration of the Negro, The Harriet Tubman Series, They were very poor, Pool Parlor, The Builders and Dreams, among other paintings.

The Migration of the Negro, Panel No. 49

The Migration of the Negro has been hailed as one of the most famous paintings of Jacob Lawrence. The paintings are broad in scope with dramatic exposition, depicting the movement of African-American to the North in search of better housing, good jobs and to seek freedom from oppression (Berkowitz, 2017). The paintings were a result of the influence of his early childhood learning and the experiences that his parents underwent.

Discussion of the Visual Characteristics of the Migration of the Negro Panel No. 49 In this series Lawrence aimed at explaining the

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Tags design, historical, jacob, lawrence, narratives, principles

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NIDA Prevention Principles

Post author By Craig Kahn
Post date February 12, 2021
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Introduction

How can addiction counselors help make the general community in which they work aware of the risks associated with drug and alcohol abuse?

By understanding drug abuse behaviors and the common elements found in research on effective prevention programs, drug and alcohol counselors can appropriately enhance protective factors and reduce risk factors in their community (National Institute on Drug Abuse, 2003).

This week, you will focus on evaluating multiculturalism and diversity in frameworks for prevention program development. You will also apply prevention principles to an addiction program.

Objectives

Students will:

Evaluate multiculturalism and diversity in frameworks for prevention program development
Apply prevention principles to an addiction program

Required Resources

Readings

National Institute on Drug Abuse (2003). Preventing drug use among children and adolescents: A research-based guide for parents, educators, and community leaders (2nd ed.). Retrieved from http://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-adolescents
- Chapter 1, “Risk Factors and Protective Factors”
- Chapter 2, “Planning for Drug Abuse Prevention in the Community”
- Chapter 3, “Applying Prevention Principles to Drug Abuse Prevention Programs”
Substance Abuse and Mental Health Service Administration. (n.d.). Strategic prevention framework. Retrieved from http://captus.samhsa.gov/prevention-practice/strategic-prevention-framework

Media

Laureate Education, Inc. (Executive Producer). (2012). Saving lives at Maryvale. Baltimore, MD: Author.

Note: The approximate length of this media piece is 14 minutes.

Profile of an Addiction Prevention Program
This is a mini-documentary of Mike Gimbel’s pre-prom substance abuse counseling at Maryvale Preparatory School in Baltimore. This media features interviews with Mike Gimbel, students, and parents.

Week 5 Assignment

NIDA Prevention Principles

According to the NIDA, “Prevention programs aimed at general populations at key transition points, such as the transition to middle school, can produce beneficial effects even among high-risk families and children” (National Institute on Drug Abuse, 2003, p. 4). Identifying these key transition points is important as you develop programs for your local community. Can you think of a time when a prevention program may reach students before they engage in dangerous behaviors? Perhaps before prom? Or graduation?

For this Assignment, review the media in this week’s Learning Resources. Then, consider the NIDA prevention principles you examined. Based on these resources, determine which of the NIDA prevention principles were addressed and how they “enhance(d) protective factors and reverse(d) or reduce(d) risk factors” (NIDA standards, 2003, p. 2).

For this Assignment, you will complete a 1- to 2-page paper:

Review the media piece Saving lives at Maryville.
Consider the excerpts from Preventing Drug Use Among Children and Adolescents: A Research-Based Guide for Parents, Educators, and Community Leaders.
Explain how the NIDA prevention principles were used by Mike Gimble in this week’s media. Be specific, and provide examples from the media piece to support your answers.

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Psychology: NIDA Prevention Principles

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How Mike Gimble Used the NIDA Prevention Principles

The NIDA prevention principles provide a number of principles that the educators, community leaders and parents can use in preventing drug abuse (National Institute on Drug Abuse, 2003). Mike Gimble in the media file employed early intervention (National Institute on Drug Abuse, 2003, p.2), where the path of the child is shaped through counseling. In the media file, the major role of Mike Gamble is to educate the student’s prior to their college years in order to prepare them for life in college, which according to him, is where most drug abuse occurs (Laureate Education, Inc. (Executive Producer), 2012). Mike explains to the students the dangers associated with drug abuse and the peer influence that can lead to abuse of alcohol. All these are meant to educate and shape the behavior of the teens before they join the college. Moreover, in doing so, he addresses specific risks associated with pre-college students as defined in NIDA prevention principles. The other principle of prevention employ…………………………………………………………………………………………………………………………………………………………………………………………………………………………….

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