Please respond to a minimum of two (2) peers. Consider the following when responding:
How does your personal definition of workplace diversity or workplace violence differ from those of your peers?
What additional suggestions or resources would you recommend to a leader or manager when fostering a culture of diversity or establishing processes to prevent workplace violence?
Please be sure to validate your opinions and ideas with citations and references.
Jena,
How would you define workplace violence? Provide examples of workplace violence from your readings, personal, or professional experience.
I would define workplace violence as any physical or non-physical threat in the workplace. “Workplace violence is any act or threat of physical violence, harassment, intimidation, or other threatening disruptive behavior that occurs at the work site. It ranges from threats and verbal abuse to physical assaults and even homicide. It can affect and involve employees, clients, customers and visitors” (OSHA, n.d.). Examples of workplace violence are physical assault, threats, verbal abuse, harassment, and intimidation.
Are there reliable standards and clear definitions for workplace violence from a legal perspective? Do you think the definitions agree?
There are legal standards and clear definitions for workplace violence. OSHA (Occupational Safety and Health Administration) provides guidelines and regulations relating to workplace violence prevention. They define workplace violence as any act or threat of physical violence, harassment, or other threatening disruptive behavior that occurs at the work site. These guidelines outline the steps employers should take to prevent and address workplace violence, including conducting risk assessments, developing violence prevention programs, providing employee training, and implementing reporting and response procedures. In addition, each jurisdiction may have specific laws and regulations to prevent these issues. The definitions agree.
Which regulatory bodies provide the most reliable definitions? Are there any areas that may not be clear?
OSHA provided an excellent, reliable definition. They are a federal agency in the U.S. that sets and enforces standards for workplace safety and health. They have guidelines on recognizing, preventing, and addressing workplace violence. The Health and Safety Executive (HSE) is another regulatory body in the United Kingdom responsible for promoting and enforcing workplace health, safety, and welfare. They help guide managing and preventing workplace violence. It is essential to consult the specific regulatory bodies in one’s jurisdiction for the most accurate and up-to-date information. These are two regulatory bodies that provide reliable definitions of workplace violence, and no information is unclear.
As a leader, you are responsible for preventing workplace violence. What resources would you recommend for a leader to assist with that responsibility?
I recommend that staff do preventative training. Managers could implement this by making training sessions or online mandatory; this way, people must review the policies and learn new information. A leader should also assist with using OSHA’s provided resources. They have guidelines, training materials, and resources specifically aimed at preventing workplace violence. Their website contains extensive information on identifying risk factors, implementing preventative measures, and creating a violence prevention program. Lastly, various non-profit organizations are dedicated to promoting workplace safety and preventing violence. Examples include the NIOSH, Health and Safety Executive (HSE), and the Canadian Centre for Occupational Health and Safety (CCOHS). These organizations can provide resources, training materials, and assistance developing violence prevention programs. Leaders should consult local labor and employment laws, industry-specific guidelines, and best practices.
Janice,
Discussion: Diversity In the Workplace
In recent years, diversity in the workplace has become a critical subject area as the workforce continues to become diverse. Understanding clearly how culture influences workplace diversity and defining workplace diversity are crucial elements for effective leadership (Morris, 2023). As a result, it is vital to define workplace diversity and evaluate its presence while concurrently analyzing the benefits and disadvantages associated with different levels of diversity.
Workplace diversity primarily focuses on individuals’ various backgrounds, such as different genders, ethnicities, ages, and experiences, working together in an organization. To analyze workplace diversity in an organization, it is critical to examine the composition of the workforce and whether it reflects a mix of these characteristics (Tamunomiebi & John-Eke, 2020). A diverse workforce has multiple advantages, including increased creativity, better problem-solving, and a broader range of perspectives. However, there can be challenges like communication barriers and potential conflicts.
Culture’s impact on the workplace can be both positive and negative. It can foster rich, enhanced ideas, customs, and values, resulting in creativity and innovation (Dolan et al., 2020). However, cultural differences may result in misunderstandings and conflicts. As a leader, it is vital to encourage open communication and mutual respect while discouraging biases and stereotypes.
To implement the national CLAS (Culturally and Linguistically Appropriate Services) standards, leaders can foster cultural competency (Uher et al., 2023), ensuring employees are trained to understand and respect different cultures. This includes offering language assistance to those who need it and addressing health disparities within the workforce.
In a nutshell, workplace diversity is about embracing differences. Organizational leaders should foster an inclusive environment where all employees are valued, regardless of background. By adhering to national CLAS standards, we can ensure culturally competent care and interactions within the healthcare setting
1. What does it mean to “pass”? How is “passing” applicable to your own situation or to the lives of those around you?
2. Cox shows the contradictions of passing for those with mentally disability and the blurred lines between ‘acting’ and ‘being’ sane. Cox discusses how passing can both limit and increase the distress of those with mental illness. “Passing… occurs when others do not perceive the person as distressed” (100). What does Cox mean by this?
3. Cox writes, “The ability to fake it ’til you make it, or pass as sane, relies heavily on knowing that behaviors signify mental health in a particular community” (105). She states that assessments of mental illness focus on what one does, and does not do, with one’s body. What does she mean by this?
4. Eleanor Longden discuss how language can influence the way people view the mentally disabled population, and how that can impact the way disabled individuals incorporate those (negative) perceptions into their own identities and everyday lives. Explain what she mean by this. Give an example
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A component of your final project is to complete a needs assessment of your target population pertaining to the disease or health issue for which you are proposing the need for an intervention or prevention program. A component of the needs assessment is to describe the disease or health issue to demonstrate the need. Using the epidemiologic triad of people, time, and place, provide a descriptive analysis of the health issue and the impacted population.
For data on your chosen disease or health issue, review the following data sources:
People: Demographics of those impacted (age, race/ethnicity, gender)
Time: The time period of the data you are reviewing (5–10 years, 1 year, etc.)
Place: Built environment and other environmental factors
Represent the data in graphs, charts, and tables as relevant, accompanied by a brief explanation.
Describe the morbidity, mortality, incidence, and prevalence rates of the data. Describe differences in terms of age, race/ethnicity, and gender. Which age group, race, or gender seems to be most impacted by the morbidity and mortality data? What were the morbidity and mortality trends for the time period observed (5 or 10 years depending on the data)?
Your paper should be 2–3 pages in length and APA formatted with in-text citations and references
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People: Demographics of those impacted (age, race/ethnicity, gender)
Level 4: English Legal System and Legal Skills Assignment: Written Assignment – Assessment 1 (Re-sit) Title: ‘The sources of a law are those facts by virtue of which it is valid and which identify its content. This sense of -source- is wider than -formal sources- which are those establishing the validity of a law (one or more Acts of Parliament together with one or more precedents may be the formal source of one rule of law)’
John Bell, ‘Sources of Law’ (2018) 77 Cambridge Law Journal 40, 43. Critically analyse the importance of sources of law to the English legal system specifically focusing on the sources of customs and International law. Word Limit: 1,000 words (excluding footnotes and bibliography) The module assignment is designed to assess the learning outcomes 1, 2, 3 and 5 of the Module Descriptor: Module Learning Outcome University Learning Outcome
MLO 1. Demonstrate a knowledge and clear understanding of the 1) Knowledge and legal structures of the UK and EU. Understanding
MLO 2. Demonstrate a knowledge of the key concepts which 1) Knowledge and underpin law and law making. Understanding
MLO 3. Demonstrate an understanding of the main sources of law. 1) Knowledge and Understanding
MLO 5. Demonstrate a high level of it, oral and written 2) Learning; 6) communication skills and reflective practice. Communication; 8) Reflection
Guidance: Your work should demonstrate knowledge and understanding of the sources of law in the English legal system with a specific focus on the sources of customs and International law and their importance to the legal system of England and Wales. Your answer must be adequately supported by appropriate authority including case law, legislation and academic literature. When formulating your answer, ensure that you provide an effective and coherent structure, and that your submission effectively engages with and answers the question. Also, make sure that you comply with OSCOLA referencing requirements, and that any material you use to inform your answer is correctly acknowledged in the footnotes and bibliography
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After a quote to complete the attached assignment including answering all questions and completing the income tax assessment also please Regards
ASSESSMENT INFORMATION for students Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements. You are going to be assessed for: Your skills and knowledge using written and observation activities that apply to the workplace. Your ability to apply your learning. Your ability to recognise common principles and actively use these on the job. All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit. HOW YOU WILL BE ASSESSED The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit. The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard. Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation. The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment. What if I believe I am already competent before training? If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL). Assessor Responsibilities Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to: Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment. Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective. Ensure that their own qualifications are current. When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator. When required, ensure supervisors and students sign off on third party assessment forms or third party report. Follow the recommendations from moderation and validation meetings. How should I format my assessments? Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer. How long should my answers be? The length of your answers will be guided by the description in each assessment, for example: Type of Answer Answer Guidelines Short Answer 4 typed lines = 50 words, or 5 lines of handwritten text Long Answer 8 typed lines = 100 words, or 10 lines of handwritten text = 1/3of a foolscap page Brief Report 500 words = 1 page typed report, or 50 lines of handwritten text = 11/2foolscap handwritten pages Mid Report 1,000 words = 2 page typed report 100 lines of handwritten text = 3 foolscap handwritten pages Long Report 2,000 words = 4 page typed report 200 lines of handwritten text = 6 foolscap handwritten pages How should I reference the sources of information I use in my assessments? Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example: Website Name – Page or Document Name, retrieved insert the date. Webpage link. For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State
assessment guide The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task. The following is a list of general assessment methods that can be used in assessing a unit of competency. Check your assessment tasks to identify the ones used in this unit of competency. Assessment Method Satisfactory Result Non-Satisfactory Result You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types. Questions All questions answered correctly Incorrect answers for one or more questions Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources. Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions Attachments if requested are attached Requested supplementary items are not attached All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas. Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly. Does not refer to or utilise appropriate or correct sources of information Observation/ Demonstration All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly. Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources. Practical Activity All tasks in the practical activity must be competed and evidence of completion must be provided to your trainer/assessor. All tasks have been completed accurately and evidence provided for each stated task. Tasks have not been completed effectively and evidence of completion has not been provided. Attachments if requested are attached Requested supplementary items are not attached
Assessment Cover Sheet Unit Code and Name: FNSACC512 Prepare tax documentation for individuals Student name: Student Number: Assessor Name: Date Submitted: The following questions are to be completed by the assessor: Is the Student ready for assessment? Yes No Has the assessment process been explained? Yes No Does the Student understand which evidence is to be collected and how? Yes No Have the Student’s rights and the appeal system been fully explained? Yes No Have you discussed any special needs to be considered during assessment? Yes No The following documents must be completed and attached: ? 1. Report and Report Checklist The student will complete the written activity provided to them by the assessor. The Report Checklist will be completed by the assessor. S NYS ? 2. Scenario and Scenario Checklist The student will complete the activity provided to them by the assessor. The Scenario Checklist will be completed by the assessor. ? 3. Third Party Activity and Third Party Report Activity Checklist The student will complete the practical activity provided to them by the assessor. The Third Party Report Activity Checklist will be completed by the Supervisor. S NYS ? 4. Short Answer Questions and Short Answer Questions Checklist The student will answer a range of questions with written responses. The Short Answer Questions Checklist will be completed by the assessor. S NYS Student Declaration I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO I declare that: ? The material I have submitted is my own work; ? I have kept a copy of all relevant notes and reference material that I used in the production of my work; ? I have given references for all sources of information that are not my own, including the words, ideas and images of others. Student Signature: Date: Result and Feedback Feedback to Student: Overall Outcome ?Competent ?Not yet Competent Assessor Signature: Date:
Report Instructions You will need to research information to assist with your responses for this task. What you will need to complete this task Research materials such as books, internet, magazines, workplace documentation etc. Access to legislative and regulatory documentation relevant to own state or territory. You should use a variety of sources to gather information including training resources, workplace policies and procedures (if you are able to access these) and government and industry bodies. You are required to provide information about the following points. You must prepare a written response to each point, which can be supported by example documentation as required. Ensure material is referenced appropriately. Word limit To complete this activity, you are required to submit a portfolio and written responses of Long Answer 8 typed lines = 100 words, or 10 lines of handwritten text Your task is to research the following topics then outline your findings in a report. Use the questions below as a guide to your research: Explain the following ethical considerations and legislative requirements which are relevant to the preparation of non-complex income tax documentation for individual taxpayers: Conflict of interest Responsibilities of tax agents, including those outlined in the Code of Professional Conduct obligations under TASA and the TASR Briefly explain the following key elements of Australian tax law, as it relates to individual taxpayer income tax documentation: The rules and principles of Australian tax law, and the basics of legal system and environment in which these principles operate, including the constitutional considerations and the separation of powers The key aspects of the income tax law which cover: Residence and source and the related elements of international tax Assessable income Deductions, including general, specific, and decline in value Tax rebates and offsets Tax accounting Income test definitions that include reportable superannuation and FBT The key aspects of principles and application the following for individual taxpayers: CGT FBT ETP rules Explain the basic concept of GST Identify the inclusions in the administrative aspects that apply to the taxes discussed Explain the specific and the general anti-avoidance tax rules for individual What are the key sources of information and data you could access and use to calculate taxable income? Identify the organisational policies and procedures which relate to the preparation of tax documentation for individual taxpayers, and discuss their key features Reflect the key accounting principles and practices which are relevant to of tax documentation for individual taxpayers
report Checklist Report Checklist Unit Code and Name: FNSACC512 Prepare tax documentation for individuals For this assessment, the student must complete the written activity. The written activity is a stand-alone activity that will allow the student to display the required knowledge and skills that are essential when deciding overall competency. Student name: Assessor name: Did the Student provide evidence of their ability to research the following topics and outline the findings in a report: Has the student satisfactorily completed the written activity? Yes No Explain the following ethical considerations and legislative requirements which are relevant to the preparation of non-complex income tax documentation for individual taxpayers: Conflict of interest ? ? Responsibilities of tax agents, including those outlined in the Code of Professional Conduct obligations under TASA and the TASR ? ? Briefly explain the following key elements of Australian tax law, as it relates to individual taxpayer income tax documentation: The rules and principles of Australian tax law, and the basics of legal system and environment in which these principles operate, including the constitutional considerations and the separation of powers ? ? The key aspects of the income tax law which cover: Residence and source and the related elements of international tax ? ? Assessable income ? ? Deductions, including general, specific, and decline in value ? ? Tax rebates and offsets ? ? Tax accounting ? ? Income test definitions that include reportable superannuation and FBT ? ? The key aspects of principles and application the following for individual taxpayers: CGT ? ? FBT ? ? ETP rules ? ? Explain the basic concept of GST ? ? Identify the inclusions in the administrative aspects that apply to the taxes discussed ? ? Explain the specific and the general anti-avoidance tax rules for individual ? ? What are the key sources of information and data you could access and use to calculate taxable income? ? ? Identify the organisational policies and procedures which relate to the preparation of tax documentation for individual taxpayers, and discuss their key features ? ? Reflect the key accounting principles and practices which are relevant to of tax documentation for individual taxpayers ? ? Feedback to Student: Result ? Satisfactory ? Not Yet Satisfactory Assessor Signature: Date:
Scenario Instructions Referring to the information provided in the task and using the form provided you are required to complete a Tax Return for an Individual. For this assessment, you will need to perform the following task. This will need to be completed and submitted in a professional, word processed, format. Once you have completed all the steps, you are required to document and submit the completed documentation with your assessment. During your activity, you must ensure that you: Identify all client data required to calculate taxable income Research, critically evaluate and apply new or changed legislative requirements and apply where relevant to the preparation of the clients tax documentation Prepare tax documentation for an individual that complies with: Australian taxation law and Australian Taxation Office (ATO) rulings Accounting principles and practices Organisational policy and procedures Provide advice to client on tax documentation presented and obtain verification and approval You will require access to the following for your activity: Common office equipment Technology Software Consumables When you have successfully finished this assessment, you will need to submit the assignment that you have completed.
Scenario – Task 1 Your client, Roberto Case is a single taxpayer. Roberto is a bank manager and has approached you to prepare his 2017 income tax return. Instructions: Your task is to read the following scenario and using the tax return form provided complete a full tax return for this client or complete the tax return using software that you have access to. For further instructions you can refer to the ATO Tax Return for Individuals instructions at – https://www.ato.gov.au/Individuals/Tax-return/2017/ And the supplement instructions at – https://www.ato.gov.au/Individuals/Tax-return/2017/Supplementary-tax-return/ Based on the information below, you need to submit a hard copy of the tax return completing all relevant details for the year, specifically pages 2-7 inclusive. In place of the front page, attach the cover sheet and showing all workings, calculate the taxpayer’s taxable income and tax payable/refundable for the year ended 30 June 2017. For the year ended 30 June 2016, Roberto received a payment summary from his employer Two Hills Banking Corporation [ABN: 12 345 678 900] disclosing the following information:
Gross wages $ 80,000 Total tax withheld 17,250 Union fees deducted 1,150 Reportable fringe benefits 8,000 Other receipts Entertainment allowance 1,200 Reimbursement of out of pocket expenses with Eastpac 750 Gross interest from bank 1,100 Interest from ATO (for overpayment of tax in 2013) 125 Lotto winnings 5,500 Loan from parents to buy motor vehicle 20,000 Unfranked dividend from ABC Ltd 600 Fully franked dividend from DEF Ltd 700 Partly franked dividend (50%) from XYZ Ltd 2,100 Lump sum received for damaged skin as a result of a work accident 25,000 Cash prize won on radio competition 45 Other payments – written evidence maintained except where indicated otherwise Club membership (to entertain clients) 550 Taxi fares to visit clients 120 Non-compulsory uniform (design entered on Register of Approved Occupational Clothing) 600 Laundry expenses (no receipts) 300
Self-education expenses Uni admin fees 1,480 Text books 350 Car expenses (Toyota 1800cc) 2,500 kms travelled from home to work & return 280 kms from work to Uni 400 kms from Uni to home Donations to registered charities 160 Tax agent fees re preparation of previous year’s tax return 200 Private Health Insurance 6,000 Note: For the whole year, Roberto has combined private hospital health insurance. Roberto has not taken the reduced premium option. His statement from his health fund ABC details his membership number as 123456789.
SCENARIO CHECKLIST For this assessment, the student must complete Task 1. Student’s name: Assessor’s name: Has the student satisfactorily completed the written activity? Yes No Did the Student provide evidence of their ability to: In Task 1 the student has prepared tax documentation for an individual, submitted the report and the student has addressed: Tax documentation preparation requirements ? ? Any new or changed legislative requirements you researched ? ? Sources from which you gathered data ? ? The process you followed to determine assessable income and allowable deductions, to complete and record amounts, to identify discrepancies or any unusual features and identify accrued or prepaid income and expenditure, and record adjustments to value of assets and liabilities ? ? How you calculated the clients tax obligations, in accordance with legislative requirements and what documentation you prepared ? ? Any advice or guidance you sought from specialists ? ? Processes to submit the relevant documentation to Australian Taxation Office (ATO) ? ? Feedback to Student: Result ? Satisfactory ? Not Yet Satisfactory Assessor’s Signature: Date:
Third Party report activity The following task must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the accounting field of work and include access to: Office equipment, technology, software and consumables required to prepare non-complex income tax documentation for individuals, including: Access to the internet Digital systems and programs for preparing and lodging tax returns For this task you are to undertake the following activity to demonstrate your ability to prepare tax documentation for individuals. Complete the following steps to gather the clients’ income data and to verify all client, organisational and legislative requirements for the tax documentation: Consulting with the client, determine their tax documentation preparation requirements. Document these requirements. Conduct research to identify and critically evaluate any updates or additions to the compliance requirements which are relevant to the client circumstances, and to establish any recording and reporting requirements. Document this research, including relevant updates or additions, and the recording and reporting requirements established. Using authoritative sources, gather current data, and identify and consult with the client to resolve any outstanding information requirements. Provide the data gathered, documenting any client consultation required to gather outstanding information. Identify, and record, the assessable income and allowable deductions Accurately complete and record the required amounts on the documentation, according to organisational and legislative requirements Identify if there are any discrepancies or unusual features, and conduct research to resolve these, or refer them to the designated authority. Record any discrepancies or unusual features identified, as well as any research conducted and the resolution/referral. Identify any accrued or prepaid income and expenditure, and record adjustments to the value of assets and liabilities Identify, record and present the client’s non-complex income tax documentation through completion of the following actions: According to legislative requirements and industry-accepted information gathering practices, calculate client’s tax obligations and prepare the required documentation within established timeframes, ensuring that it complies with Australian taxation law and ATO rulings, accounting principles and practices as well as the organisational policies and procedures As required, seek advice and guidance from specialists to evaluate and moderate decision processes. Document all advice and guidance sought. Discuss and confirm the documentation with the client, obtaining their signature, authorisation and endorsement, and ensuring legislative requirements are met Complete the following steps to manage the lodgement of the client’s non-complex income tax documentation: Within the established timeframes, submit the required documentation to the ATO. Provide evidence of submitting within the required timeframe. Advise the client of their current tax obligations and provide them with information regarding expected future taxation authority advice. Document all advice provided. When applicable, respond to tax office enquiries and meet taxation audit requirements, in timely manner. Document all tax office communications for enquiries and/or audit requirements.
third Party activity report *Multiple copies of the checklist will need to be printed if the activity is to be performed more than once. Third Party Activity Report Checklist Unit Code and Name: FNSACC512 Prepare tax documentation for individuals For this assessment, the student must complete the activity. The activity is a stand-alone activity that will allow the student to display the required knowledge and skills that are essential when deciding overall competency. Student name: Supervisor name: Did the Student provide evidence of their ability to: Has the student satisfactorily completed the practical activity? Yes No Consulting with the client, determine their tax documentation preparation requirements. Document these requirements. ? ? Conduct research to identify and critically evaluate any updates or additions to the compliance requirements which are relevant to the client circumstances, and to establish any recording and reporting requirements. Document this research, including relevant updates or additions, and the recording and reporting requirements established. ? ? Using authoritative sources, gather current data, and identify and consult with the client to resolve any outstanding information requirements. Provide the data gathered, documenting any client consultation required to gather outstanding information. ? ? Identify, and record, the assessable income and allowable deductions ? ? Accurately complete and record the required amounts on the documentation, according to organisational and legislative requirements ? ? Identify if there are any discrepancies or unusual features, and conduct research to resolve these, or refer them to the designated authority. Record any discrepancies or unusual features identified, as well as any research conducted and the resolution/referral. ? ? Identify any accrued or prepaid income and expenditure, and record adjustments to the value of assets and liabilities ? ? According to legislative requirements and industry-accepted information gathering practices, calculate client’s tax obligations and prepare the required documentation within established timeframes, ensuring that it complies with Australian taxation law and ATO rulings, accounting principles and practices as well as the organisational policies and procedures ? ? As required, seek advice and guidance from specialists to evaluate and moderate decision processes. Document all advice and guidance sought. ? ? Discuss and confirm the documentation with the client, obtaining their signature, authorisation and endorsement, and ensuring legislative requirements are met ? ? Within the established timeframes, submit the required documentation to the ATO. Provide evidence of submitting within the required timeframe. ? ? Advise the client of their current tax obligations and provide them with information regarding expected future taxation authority advice. Document all advice provided. ? ? When applicable, respond to tax office enquiries and meet taxation audit requirements, in timely manner. Document all tax office communications for enquiries and/or audit requirements. ? ? Feedback to Student: Result ? Satisfactory ? Not Yet Satisfactory Supervisor Signature: Date:
short answer Questions Instructions Answer the questions below by writing in the space provided. If you require more space, use a blank sheet of paper. Alternatively, you may like to use Microsoft Word and print out your answers to each question. What you will need Research materials such as books, internet, magazines, workplace documentation etc. Access to legislative and regulatory documentation Your Learner Guide for this unit of competence Suggested Word limit Short Answer Responses 4 typed lines = 50 words, or 5 lines of handwritten text Answer the following questions and submit to your assessor in writing. What method should be used to determine a client’s tax documentation preparation requirements, and to resolve outstanding information requirements? Where can you source information to determine the tax preparation requirements of your client? Outline at least five of the questions you might ask when identifying a client’s assessable income and allowable deductions List six examples of the types of changes you might identify when conducting research into the updates or additions to compliance requirements, as relevant to client circumstances List four amounts that may need to be completed and recorded on an individual’s tax return What might cause discrepancies, or unusual features, in taxation documentation? Provide at least three examples What will need to be done if you identify accrued or prepaid income and expenditure? Outline the process to be followed for calculating a client’s tax obligations, so you can prepare the required documentation with the required timeframe Outline three examples of the timeframes required for the lodgement of prepared tax documentation What specialist advice and guidance might you seek from specialists during the process? Why is it essential for you to discuss and confirm the documentation with the client, prior to obtaining their signature, authorisation and endorsement? What are the consequences for failing to submit required documentation to the ATO, within the established timeframes? What will you need to advise your client of after the lodgement of individual tax documentation? short answer Questions Checklist Short Answer Questions Checklist Unit Code and Name: FNSACC512 Prepare tax documentation for individuals Student name: Assessor name: Satisfactory response Yes No 1 What method should be used to determine a client’s tax documentation preparation requirements, and to resolve outstanding information requirements? ? ? 2 Where can you source information to determine the tax preparation requirements of your client? ? ? 3 Outline at least five of the questions you might ask when identifying a client’s assessable income and allowable deductions ? ? 4 List six examples of the types of changes you might identify when conducting research into the updates or additions to compliance requirements, as relevant to client circumstances ? ? 5 List four amounts that may need to be completed and recorded on an individual’s tax return ? ? 6 What might cause discrepancies, or unusual features, in taxation documentation? Provide at least three examples ? ? 7 What will need to be done if you identify accrued or prepaid income and expenditure? ? ? 8 Outline the process to be followed for calculating a client’s tax obligations, so you can prepare the required documentation with the required timeframe ? ? 9 Outline three examples of the timeframes required for the lodgement of prepared tax documentation ? ? 10 What specialist advice and guidance might you seek from specialists during the process? ? ? 11 Why is it essential for you to discuss and confirm the documentation with the client, prior to obtaining their signature, authorisation and endorsement? ? ? 12 What are the consequences for failing to submit required documentation to the ATO, within the established timeframes? ? ?
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The Research Paper Topic Proposal This week, you will submit your research topic proposal to your instructor for approval. Begin by exploring topics in developmental psychology. Reference your textbook, the weekly introductions in your course, and reputable journal articles to explore topic ideas. Be sure to choose a topic that you are highly interested in. From that topic, you will pose a question for your research. For example, you may find interest in the life span of adolescence. From there, you may want to explore issues related to adolescent suicide. From this topic, you could pose a number of questions to research, such as: Are adolescents from single-parent homes at higher risk of suicide than those from two-parent homes? Does lack of play in childhood lead to anxiety and depression in adolescence? Does -helicopter parenting- lead to anxiety and depression in adolescence? How to Develop a Research Question Your research question should enable you draw some unique conclusions so that you are not simply reporting on research that has already been concluded. You may have to do some preliminary research within your topic to determine a suitable question. Here are some examples. This example is too broad and will likely lead to a confusing and disorganized paper. It lacks parameters. Why do adolescents commit suicide? This example is too narrow. It can be answered rather simply with some basic data. How many adolescent suicides occurred last year? A good research question specifies the parameters of the research, yet leaves room for analysis and the writer’s unique input. What are some of the unique social factors that led to an increase in suicide rates among 13- to 18-year-old females in 2015? (In your paper, you would define two to three social factors you deem significant and connect them with the appropriate physical, cognitive, and socioemotional occurrences happening during this part of life span development. Then, draw your own conclusions from the research you find.) Once you have your research question, phrase it as a statement so that it can become your thesis statement. The thesis statement is what drives the direction of your paper. The Research Paper Topic Proposal Assignment Include the following in your topic proposal: Your research question Your thesis statement A narrative describing your topic and why you chose it (its significance) Refer to the Writing Resources link under the Student Resources tab for help with writing thesis statements and research questions, and consult your West Coast University librarians for database search support as needed. Your topic proposal should be 1–2 pages in length. Use current APA Style and cite and reference all sources
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The Research Paper Topic Proposal This week, you will submit your research topic proposal to your instructor for approval. Begin by exploring topics in developmental psychology. Reference your textbook, the weekly introductions in your course, and reputable journal articles to explore topic ideas. Be sure to choose a topic that you are highly interested in. From that topic, you will pose a question for your research. For example, you may find interest in the life span of adolescence. From there, you may want to explore issues related to adolescent suicide. From this topic, you could pose a number of questions to research, such as: Are adolescents from single-parent homes at higher risk of suicide than those from two-parent homes? Does lack of play in childhood lead to anxiety and depression in adolescence? Does -helicopter parenting- lead to anxiety and depression in adolescence? How to Develop a Research Question Your research question should enable you draw some unique conclusions so that you are not simply reporting on research that has already been concluded. You may have to do some preliminary research within your topic to determine a suitable question. Here are some examples. This example is too broad and will likely lead to a confusing and disorganized paper. It lacks parameters. Why do adolescents commit suicide? This example is too narrow. It can be answered rather simply with some basic data. How many adolescent suicides occurred last year? A good research question specifies the parameters of the research, yet leaves room for analysis and the writer’s unique input. What are some of the unique social factors that led to an increase in suicide rates among 13- to 18-year-old females in 2015? (In your paper, you would define two to three social factors you deem significant and connect them with the appropriate physical, cognitive, and socioemotional occurrences happening during this part of life span development. Then, draw your own conclusions from the research you find.) Once you have your research question, phrase it as a statement so that it can become your thesis statement. The thesis statement is what drives the direction of your paper. The Research Paper Topic Proposal Assignment Include the following in your topic proposal: Your research question Your thesis statement A narrative describing your topic and why you chose it (its significance) Refer to the Writing Resources link under the Student Resources tab for help with writing thesis statements and research questions, and consult your West Coast University librarians for database search support as needed. Your topic proposal should be 1–2 pages in length. Use current APA Style and cite and reference all sources
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The Research Paper Topic Proposal You will submit your research topic proposal to your instructor for approval. Begin by exploring topics in developmental psychology. Reference your textbook, the weekly introductions in your course, and reputable journal articles to explore topic ideas. Be sure to choose a topic that you are highly interested in. From that topic, you will pose a question for your research. For example, you may find interest in the life span of adolescence. From there, you may want to explore issues related to adolescent suicide. From this topic, you could pose a number of questions to research, such as: Are adolescents from single-parent homes at higher risk of suicide than those from two-parent homes? Does lack of play in childhood lead to anxiety and depression in adolescence? Does -helicopter parenting- lead to anxiety and depression in adolescence? How to Develop a Research Question Your research question should enable you draw some unique conclusions so that you are not simply reporting on research that has already been concluded. You may have to do some preliminary research within your topic to determine a suitable question. Here are some examples. This example is too broad and will likely lead to a confusing and disorganized paper. It lacks parameters. Why do adolescents commit suicide? This example is too narrow. It can be answered rather simply with some basic data. How many adolescent suicides occurred last year? A good research question specifies the parameters of the research, yet leaves room for analysis and the writer’s unique input. What are some of the unique social factors that led to an increase in suicide rates among 13- to 18-year-old females in 2015? (In your paper, you would define two to three social factors you deem significant and connect them with the appropriate physical, cognitive, and socioemotional occurrences happening during this part of life span development. Then, draw your own conclusions from the research you find.) Once you have your research question, phrase it as a statement so that it can become your thesis statement. The thesis statement is what drives the direction of your paper. The Research Paper Topic Proposal Assignment Include the following in your topic proposal: Your research question Your thesis statement A narrative describing your topic and why you chose it (its significance) Refer to the Writing Resources link under the Student Resources tab for help with writing thesis statements and research questions, and consult your West Coast University librarians for database search support as needed. Your topic proposal should be 1–2 pages in length. Use current APA Style and cite and reference all sources
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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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