How often do you get a raise at your job?

Everybody loves raises, but talking about them (especially with a superior) is a different story. Amongst classmates though, talking about raises can bring up some interesting chatter. Questions like these are good:
How often do you get a raise at your job?What does it take to get a raise at your job?What advice do you have for someone who wants a raise?Do you think raises are important? Why/why not?Do you deserve a raise? Why/why not?

Use analytical and computational methods for solving problems by relating sinusoidal wave and vector functions to their respective engineering application

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Higher National Assessment Designed in accordance with HEA guidelines

Note: Assignments will not be accepted for assessment without your Email Address confirming authenticity.

Learner Name: Year of Course 1

Programme Title Pearson BTEC Level 4/5 Higher National Certificate/Diploma in Engineering (RQF)

Programme No BBYH8 – BBYH9 – BBYJ1 DBMT1 – DBMT4

Unit Title 2. Engineering Maths (L4) Unit Code M/615/1476

Assignment Title Analytical & Computational Methods Assignment No 2 of 3

Author Jamie Caulfield Assessor Engineering Team Internal Verifier Michael Lopez Verification Date 2nd April 2021

Week of Issue Due Week Date Submitted Agreed Resubmission Date Date Resubmitted 21 24

Please append your answers to the end of this brief. Include ALL pages of this brief in your submission. Do not submit separate documents unless requested. PLEASE NOTE: Provide a Table of Contents for your answers, indicating the page number for each of these. Please also provide inline references for your sources of information and a REFERENCES section at the end of the work, where appropriate, using the Harvard Referencing System.

Assessor feedback to Learner: – Formative/Summative Grade

Learner feedback to Assessor – Please tell us your thoughts about this assignment here: –

I certify that the evidence submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Learner Email Address: Date:

I certify that the evidence submitted for this assignment is the learner’s own. The learner has clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Assessor Signature: Date:

Note: All the above information should feature on the cover page.

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Submission Format You should submit: – A series of hand-written and/or word-processed responses for all the given tasks.

Relevant Learning Outcomes and Assessment Criteria Pass Merit Distinction

LO3: Use analytical and computational methods for solving problems by relating sinusoidal wave and vector functions to their respective engineering application

D2 Model the combination of sine waves graphically and analyse the variation in results between graphical and analytical methods.

P6 Solve engineering problems relating to sinusoidal functions.

M3 Use compound angle identities to separate waves into distinct component waves.

P7 Represent engineering quantities in vector form, and use appropriate methodology to determine engineering parameters.

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Unit Learning Outcomes LO3: Use analytical and computational methods for solving problems by relating sinusoidal wave and vector functions to their respective engineering application.

Assignment Brief and Guidance Scenario: You work as a technical analyst for a large publisher of engineering text books. One of their well- known authors has set a number of further problems in her latest draft engineering text, aimed at the level four engineering market. She wishes to set these further problems throughout the text and intends to provide the worked solutions on a companion website for the new book. The author has asked you to provide these worked solutions. The further problems are given in the following tasks: – Task 1: Note: You need to have your calculator in radians (RAD) mode for this task (since the angles are given in radians – i.e. π is featured).

a) A current waveform may be described by…

is = 13 cos �2πft − π 4 � [A]

where frequency, f = 1Hz and t represents time.

Make time (t) the subject of this formula and hence determine a point in time when the current waveform has a magnitude of +10A.

b) The instantaneous value of a power signal may be described by;

12∠� 3π 8 � [W]

Find the magnitude of the vertical and horizontal components of this signal. Note that the symbol ∠ indicates ‘angle’. Task 2:

a) A resistor, R, is connected in series with an inductor, L. An a.c. current, 𝑖𝑖, flows through this RL combination, causing a voltage (𝑉𝑉𝑅𝑅) of 30V to be developed across the resistor, and a voltage (𝑉𝑉𝐿𝐿) of 40V to be developed across the inductor. Assuming that 𝑉𝑉𝑅𝑅 is in-phase with 𝑖𝑖, and 𝑉𝑉𝐿𝐿 leads 𝑉𝑉𝑅𝑅 by 90𝑜𝑜, draw a vector diagram for this arrangement and then calculate the magnitude of the resultant voltage across the whole RL combination.

b) A current-carrying filament is subjected to a strong magnetic field within an experimental chamber. It is required to find the force on the filament. The current may be modelled in three-dimensional space as:

𝐼𝐼 = 2𝑖𝑖 + 3𝑗𝑗 − 4𝑘𝑘

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and the magnetic field as:

𝐵𝐵 = 3𝑖𝑖 − 2𝑗𝑗 + 6𝑘𝑘

Find the Cross Product of these two vectors to ascertain the characteristics of the force on the filament (i.e. find 𝐼𝐼 × 𝐵𝐵). Sketch this Cross Product (or use software to do so).

Task 3: PART 1 The two signals below are sensed by a signal processor;

𝑣𝑣1 = 40 sin(4𝑡𝑡)

𝑣𝑣2 = 𝐴𝐴 cos(4𝑡𝑡) The signal processor adds the signals to form a third signal, which must be described as a distinct signal in the following form;

𝑣𝑣𝑜𝑜 = 50 sin(4𝑡𝑡 + 𝛼𝛼) Use a compound angle identity to determine the value of A (the amplitude of 𝑣𝑣2). Ensure that you have your calculator in Radians (RAD) mode when determining your answer. Use graphical software to plot/model the inputs and output of the signal processor. How do you think graphical methods of sine wave combination compare with analytical methods? PART 2 The third harmonic of a sound wave is given by;

4 cos(3𝜃𝜃) − 6 sin(3𝜃𝜃) Express this sound wave in the form;

𝑅𝑅 sin(3𝜃𝜃 + 𝛽𝛽) https://www.padowan.dk/download/

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ANSWERS…

  • Higher National Assessment
  • Designed in accordance with HEA guidelines

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Suppose you’re a financial analyst who has been asked to perform fundamental analysis on a company.

Part A-Answer the following 3 questions in one or two well composed paragraphs.

1. Suppose you’re a financial analyst who has been asked to perform fundamental analysis on a company. The company you’ve been asked to analyze pays an annual dividend of $15. The dividend is expected to grow at a rate of 8 percent going forward and the discount rate is 12 percent.

A. What types of information would typically be used for this purpose?

B. What model would you select to find the price of the stock today given this information and why would you choose that model?

C. What would be the price of the stock today using the model you’ve selected? Remember to show work used to the obtain price.

2. Suppose you’re a financial advisor who has been asked by clients to explain how diversification works. The client wants to know the following information.

A. Does nondiversifiable risk exist?

B. If nondiversifiable risk exists what is it?

C. How do you determine total risk?

In your answer also explain how diversification relates to systematic and nonsystematic risk, and explain how the expected return on an asset is related to these concepts.

3. Suppose you’re a financial analyst who has been asked to provide some general information about duration as well as duration analysis of several bonds. You’ve determined the follow two pieces of information.

A. Bond A has Macaulay duration of 6.5 years and yield to maturity of 9.5.

B. Bond B has a Macaulay duration of 5.8 years and a yield to maturity of 10.1.

A. What does duration measure?

B. Which of the two has a higher modified duration? Explain how you arrived at your answer.

C. You’re also analyzing a U.S. Treasury STRIPS with a maturity of 6 years and a current value of $456.00. What’s the Macaulay duration (also known as effective duration) of the STRIPS? Explain how you arrived at your answer.

Part B- Answer each of the following questions in one or two sentences

1. Suppose that you’re a financial planner, and a client is seeking your advice on how much money she’ll need to retire in 25 years and accumulate $2,500,000 over that time period. She has already saved $85,000.00 and wants to know what her annual investment contribution should be. Assume the portfolio will earn 7 percent per year compounded annually. Report the result of your calculations and how you arrived at the answer.

2. Suppose as you’re reading the investment column in your local newspaper, you learn of a group of stocks that was recommended to speculate investor. Just out of curiosity, you look into the stocks mentioned in the column. Combining your research with the information in the article you compile the following table.

StockProportion of PortfolioBeta
Stock A15%1.42
Stock B10%1.29
Stock C8%0.67
Stock D12%1.11
Stock E25%1.74
Stock F30%1.97

What’s the beta of the stock portfolio? Show and clearly label your calculations. What changes to this portfolio could make it more speculative than it currently is?

3. As an investment analyst, you’ve been tasked with explaining why investors make mistakes in judgement using concepts such as Prospect theory. List and briefly explain three types of judgement errors investors are prone to make when investing.

4. Suppose that you’re a financial advisor who has been asked by a client which of two bond issues offers the higher yield when taxes are taken into account. The first bond is a corporate bond yielding 8.7 percent, and the second bond is a municipal bond yielding 6.1 percent. The client’s tax rate is 32 percent. Indicate which bond offers the higher after-tax yield and show how you arrived at this conclusion.

5. Suppose you’re a financial analyst who has been asked to value several dividend-paying stocks. Name two models you might use for this purpose. What are some shortcoming of these models?

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What hard times is your industry/country going through?

Unfortunately, hard times are quite prevalent these days. But talking about them is good for business since it could expand your students’ knowledge of current events. You could ask questions like:
What hard times is your industry/country going through?What hard times have you experienced?What have you learned from hard times?What are the benefits of hard times?Tell me about what you did when you went through some hard times.

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gap analysis for any chosen Information Technology (IT) company

Task: Essay
Students will be required to present a written gap analysis for any chosen Information Technology (IT) company. In a gap analysis, the gap is described simply as “the space between where we are, and where we want to be.” To write this assessment, you must consider the present situation of your chosen IT Company. Important current factors such as attributes, performance, and employee competencies play into the overall productiveness of a business.
**for this assignment you can follow the structure below.
Table of Contents
Introduction
Current Practices
Current recruitment strategies
Agility
Rewards and incentives
Customers
Value creation
Quantify company’s current projection
The Future
Marketing plans of Company in the future
Upgrading devices
Recruitment of employees and customer value
Quantify company’s future projection
Steps need to be taken
Conclusion and recommendation
References

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Outline the Kyoto Protocol and Australia’s obligations under the Protocol, as well as its current targets and the adequacy of these targets

Assessment Details
Qualification Code/Title BSB50120 – Diploma of Business
Assessment Type Assessment -01 (Written Questions) Time allowed 5 weeks

Unit of Competency
National Code/Title BSBSUS511 Develop Workplace Policy and Procedures for Sustainability
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is
my own, and has not been copied or plagiarised from any
person or source.
Signature: ________________
Date: //___
Assessor Details
Assessor’s Name Zafar Chowdhury
RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY
Feedback to student:
Student Declaration: I declare that I have been
assessed in this unit, and I have been advised of my
result. I am also aware of my appeal rights.
Assessor Declaration: I declare that I have conducted a fair,
valid, reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Signature Signature
Date Date
Instructions to the Candidates
? This assessment is to be completed according to the instructions given below in this document.
? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
? Please refer to the College re-submission and re-sit policy for more information.
? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
? Please read the Tasks carefully then complete all Tasks.
? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.
? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.
? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English-Speaking Background • Speaking
• Reading
• Writing
•Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
• Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
Explanation of reasonable adjustments strategy used (If required)
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:
Your submitted document must follow the given criteria:
• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :
Student Id_Assessment_No (Example AHI000014_Assessment 1)
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com
Assessment Task 1: Instructions
Task summary
• This is an open book test.
• Students need to answer all of the written questions correctly.
• Answers must be word processed
Required
• Access to textbooks/other learning materials
• Computer and Microsoft Office
• Access to the internet
Timing
Your assessor will advise you of the due date of this assessment.
Submit
• Answers to all questions
Assessment criteria
All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily.
Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.
Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.
Note that the following guidance is the minimum level of response required.
Analyse – when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare – when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long.
Contrast – when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long.
Discuss – when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long.
Describe – when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long.
Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long.
Examine – when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long.
Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify – when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long.
List – when a question asks you to list something, this means that you are asked to briefly state information in a list format.
Outline – when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long.
Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long.

Assessment Task 1: Written Questions
Provide answers to all of the questions below:

  1. Outline the Kyoto Protocol and Australia’s obligations under the Protocol, as well as its current targets and the adequacy of these targets.
    Answer:
  2. Outline the purpose and scope of the Asia-Pacific Partnership on Clean Development and Climate.
    Answer:
  3. Outline the purpose and scope of the Environment Protection and Biodiversity Conservation Act 1999 (EPBC Act).
  4. Outline the purpose and scope of the Environment Protection and Biodiversity Conservation (EPBC) Act Regulations.
  5. Outline the purpose and scope of the National Greenhouse and Energy Reporting Scheme.
  6. Outline the purpose and scope of the Australian Packaging Covenant voluntary code of practice.
  7. Outline the purpose and scope of the Australian Ecolabel Program voluntary code of practice.
  8. Identify one internal information source and one external information source that can be used to plan and develop a company’s sustainability policy. For each source, explain how this source can be used to develop the sustainability policy.
  9. Explain the key steps in a policy development process.
  10. Explain the main components of a policy document.
  11. Outline policy development practices that may be used in response to resistance to the introduction of policies.
  12. Outline why a company may choose to implement an environmental management system (EMS). List at least three reasons why a company may implement am EMS.
  13. Outline at least three key components of an EMS.
  14. Outline how a business can use environmental sustainability indicators and two examples of indicators that can be used.
  15. Outline how a business can use life cycle management procedures to assist with implementing sustainability practices.
  16. Outline at least two barriers to introducing policies and procedures, and strategies that can be used to address each of the barriers you identify.
  17. Describe the role that quality systems like ISO and Australian Standards can play in supporting corporate sustainability.
    Assessment Task 1 Checklist
    Did the student provide a sufficient and clear answer that addresses the suggested answer for the following?
    Completed successfully Comments
    Yes No
    Question 1
    Question 2
    Question 3
    Question 4
    Question 5
    Question 6
    Question 7
    Question 8
    Question 9
    Question 10
    Question 11
    Question 12
    Question 13
    Question 14
    Question 15
    Question 16
    Question 17
    Task Outcome: Satisfactory • Not Satisfactory •
    Assessor signature
    Assessor name Zafar Chowdhury

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How Design Thinking principles were applied in the development of your proposed innovation

Assessment 4 Information
Subject Code: DATA4900
Subject Name: Innovation and Creativity in Business Analytics
Assessment Title: UX, CX and Ethical innovation case study
Assessment Type: Individual report
Word Count: 1,000 Words (+/-10%)
Weighting: 30 %
Total Marks: 30
Submission: Portal via TurnItIn
Due Date: Sunday 23:55pm (AEST) Week 12
Your Task
• This assessment is to be done individually
• Students are to write a 1000-word report in response to the UX, CX and Ethical Innovation case study provided and submit it as a Microsoft word file via the TurnItIn portal
• You will receive marks for content, appropriate structure and referencing.
Assessment Description
In this assessment, you will be writing an individual report that encourages you to be creative with business analytics, whilst also developing a response to the UX, CX and Ethical innovation case study that you have selected.
Background:
In this assessment, you will be developing a response through application of the analytics concepts covered in weeks 10 & 11.
To do so, you will need to demonstrate:

  1. How Design Thinking principles were applied in the development of your proposed innovation
  2. Application of UX and CX principles during the development process
  3. Acknowledgement and management of legal and ethical issues in the creation of your innovation.
  4. Alignment to the customer journey for your nominated personas.
  5. Utilisation of analytics tools.
    Assessment Instructions
    Select a case study brief from either Appendix A or Appendix B (select only one of these briefs)
    Apply UX and CX Design Thinking principles in delivering an analytics-based solution to this brief, taking into consideration UX, CX and ethical issues in developing this innovation.
    Broad UX and CX steps are likely to include:
  6. DISCOVER & DEFINE
    • Problem statement
    • Defining your target audience
    • Creating Personas outcomes
    • User journey mapping
  7. DESIGN
    • Lo-fi vs Hi-fi design
    • Wireframes & prototypes
  8. TEST + ITERATE
    • How to capitalise on failure in rapid prototyping and fast loop iterations
    In evaluating your proposed innovation from a UX and CX perspective,
  • How feasible is the solution for implementation?
  • How well does the solution meet the needs of the end-user
    Important Study Information
    Academic Integrity Policy
    KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.
    What is academic integrity and misconduct?
    What are the penalties for academic misconduct?
    What are the late penalties?
    How can I appeal my grade?
    Click here for answers to these questions:
    http://www.kbs.edu.au/current-students/student-policies/.
    Word Limits for Written Assessments
    Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.
    Study Assistance
    Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Click here for this information.
    Assessment Marking Guide
    Section Criteria NN (Fail)
    0%-49% P (Pass) 50%-64% CR (Credit) 74%-65% DN (Distinction) 75%-84% HD (High
    Distinction)
    85%-100%
    Part A:
    Discovering and Defining the business problem from a UX/ CX perspective
    Students must develop a clear definition of the problem from a UX/
    CX perspective
    Student has not defined the business problem from a CX/ UX perspective
    Student has produced a basic outline of the business problem from a CX/ UX perspective
    Student has produced a well written report on the business problem from a CX/ UX perspective
    The problem is clearly defined, reflecting good use of UX and CX
    principles
    Student has produced a well defined business problem from a CX/ UX perspective
    Evidence of extensive research
    Student has expertly defined a business problem from a CX/ UX
    perspective
    Evidence of deep research into this business opportunity.
    Part B:
    Applying UX/
    CX Design Thinking principles in developing the proposed innovation.
    Students must
    precisely explain how UX/ CX Design Thinking principles will be applied in developing their selected, proposed innovation.
    Student has omitted several parts of the task or the content of
    their report is irrelevant
    Student has produced a basic report on application of UX/ CX Design Thinking principles.
    Benefits of innovation may not be that realistic or clear from a UX/ CX perspective.
    Student has produced a well written report on the application of UX/ CX Design Thinking principles.
    Benefits of the innovation are clear and realistic from a UX/ CX perspective.
    Evidence of research
    Student has produced a well integrated report on the
    application of UX/ CX Design Thinking principles.
    Benefits of the innovation from a UX/ CX perspective are clearly related to the
    case study and
    realistic
    Evidence of well
    thought out research
    Student has produced a well integrated and original report on the application of UX/ CX Design Thinking principles.
    Benefits of the innovation from a UX/ CX perspective are clearly related to the case study, practical and realistic
    Evidence of deep
    research into the topic
    Page 4 Kaplan Business School Assessment Outline
    Part C:
    Application of legal and ethical considerations for proposed innovation
    Students must realistically imagine that they are working on the opportunity selected and demonstrate legal and ethical considerations accordingly Students have omitted legal and ethical considerations from their report
    Students only briefly mentioned legal and ethical considerations in their report
    Students explain legal and ethical
    considerations well and have some realistic implications for their proposed innovation.
    Some evidence of research Students explain legal and ethical considerations well and support their arguments with evidence from relevant references and some realistic suggestions for the application of
    these principles
    Suggestions may be practical but could be integrated more Students integrate legal and ethical considerations principles really well in their report and support their arguments with good evidence from
    relevant references
    Suggestions are practical, specific and integrated
    Part D:
    References and structure
    Students must use Harvard referencing style and list a minimum of five references
    Case study report must have appropriate headings and logical
    structure
    Incorrect referencing, irrelevant or no
    references
    Poor structure
    Basic Harvard referencing with a few errors
    Report structure logical
    Harvard referencing with no errors
    Report structure appropriate Harvard referencing with no errors
    Report structure logical with some novelty Harvard referencing with no errors
    Report structure logical, integrated and flows
    well
    Some novelty
    Comments:
    Page 5 Kaplan Business School Assessment Outline
    Appendix A
    UX and CX – for car passengers
    Find a way of making a passenger experience, whilst travelling in car, more enriching. This experience could be extended to being as a passenger in a driverless car.
    There are no limits to what you can envision, for example:
    • An app to improve the customer experience?
    • A new feature to enhance customer comfort?
    Success criteria include:
  1. Ideation – How innovative and creative is the solution?
  2. Feasibility – How feasible is the solution for implementation?
  3. Customer centric – How well does the solution meet the needs of the end user (UX)?
  4. Expandability – What is the potential for the idea to become a business?
    From an analytics perspective, consider what can be inferred from public and proprietary third party datasets?
    To develop this design, there is a need to nominate a persona.
    For example, this is the persona of Francine:
  • 39 years old
  • Married/two children/Suburban
  • Comfortable with tech
  • Travels to client venues/sites regularly
  • Typically has to drive or take an Uber
  • Unable to continue working during travel (sometimes 60+ mins) due to lack of workspace
  • Driverless vehicles (Shared Autonomous Vehicles) provide an opportunity to continue working with privacy
  • Public transportation and Uber does not allow the privacy required to work as a passenger
    In Francine’s journey map, consider how Francine thinks and feels at each step in the journey, thereby emphasising with Francine.
    Come up with ‘How Might We…” statements to address the pain points and areas of opportunity that you’ve identified. Cluster the HMWs into themes.
    In developing your approach and deliverable, consider producing a Design Thinking canvas, similar to the canvas outlined below
    List any legal and ethical constraints that may impact on your innovation. This includes whether safe operation has been considered in the design?
    Appendix B
    UX and CX – for an amusement ride at a theme park
    A leading theme park (e.g. Disneyland) is seeking to introduce a new high-tech amusement ride, primarily for 15 to 30 year olds, who are fit and who satisfy minimum height and weight requirements.
    This park is has its own unique theme. Consumers are price sensitive.
    Parks rely on volume and the new ride is intended to attract patrons, with the new amusement ride intended to be a destination in itself.
    You will be asked to apply the steps of Design Thinking to develop this amusement ride from conception to implementation, from a UX and CX perspective. This includes:
  1. EMPATHISE – develop a persona for a patron you are trying to attract to the theme park
  2. DEFINE – what is the User Experience they are seeking from the amusement ride?
  3. BRAINSTORM – outline different conceptions of the amusement ride.
  4. PROTOTYPE – How do we translate brainstormed ideas into actionable implementation objectives?
  5. TEST + ITERATE – How to capitalise on failure in rapid prototyping and fast loop iterations.
    You will need to put together an experiment that will help test your ideas.
    To do so, consider what type of data you will need to collect. From an analytics perspective, consider what can be inferred from public and proprietary third party datasets?
    In developing your approach and deliverable, consider producing a Design Thinking canvas, similar to the canvas outlined below:
    List any legal and ethical constraints that may impact on your innovation. This includes whether safe operation has been considered in the design?

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Develop and use emotional intelligence

Assessment Details
Qualification Code/Title BSB50420 Diploma of Leadership and Management
Assessment Type Assessment -01 (Written Questions) Time allowed
Due Date Location AHIC Term / Year
Unit of Competency
National Code/Title BSBPEF502 Develop and use emotional intelligence
Student Details
Student Name Student ID
Student Declaration: I declare that the work submitted is
my own, and has not been copied or plagiarised from any
person or source.
Signature: ________________
Date: //___
Assessor Details
Assessor’s Name
RESULTS (Please Circle) SATISFACTORY NOT SATISFACTORY
Feedback to student:
Student Declaration: I declare that I have been
assessed in this unit, and I have been advised of my
result. I am also aware of my appeal rights.
Assessor Declaration: I declare that I have conducted a fair,
valid, reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Signature Signature
Date Date
Instructions to the Candidates
? This assessment is to be completed according to the instructions given below in this document.
? Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be entitled to one (1) resubmit in showing your competence with this unit.
? If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
? Please refer to the College re-submission and re-sit policy for more information.
? If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor immediately.
? Please read the Tasks carefully then complete all Tasks.
? To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a satisfactory result for another Assessment.
? This is an Open book assessment which you will do in your own time but complete in the time designated by your assessor. Remember, that it must be your own work and if you use other sources then you must reference these appropriately.
? Resources required completing the assessment tasks are Learner guide, PowerPoint presentation, Unit Assessment Pack (UAP), Access to other learning materials such as textbooks, Access to a computer, the Internet and word-processing system such as MS Word.
? Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
? Once you have completed the assessment, please upload the softcopy of the Assessment into AHIC Moodle.
? Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Zero.
Reasonable Adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented if applicable.
• Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department.
Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete)
Category Possible Issue Reasonable Adjustment Strategy
(select as applicable)
• LLN • Speaking
• Reading
• Writing
• Confidence • Verbal assessment
• Presentations
• Demonstration of a skill
• Use of diagrams
• Use of supporting documents such as wordlists
• Non-English-Speaking Background • Speaking
• Reading
• Writing
•Cultural background
• Confidence • Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process
• Use methods that do not require a higher level of language or literacy than is required to perform the job role
• Use short sentences that do not contain large amounts of information
• Clarify information by rephrasing, confirm understanding
• Read any printed information to the student
• Use graphics, pictures and colour coding instead of, or to support, text
• Offer to write down, or have someone else write, oral responses given by the student
• Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs
• Indigenous • Knowledge and understanding
• Flexibility
• Services
• Inappropriate training and assessment • Culturally appropriate training
• Explore understanding of concepts and practical application through oral assessment
• Flexible delivery
• Using group rather than individual assessments
• Assessment through completion of practical tasks in the field after demonstration of skills and knowledge.
• Age • Educational background
• Limited study skills • Make sure font size is not too small
• Trainer/Assessor should refer to the student’s experience
• Ensure that the time available to complete the assessment takes account of the student’s needs
• Provision of information or course materials in accessible format.
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note-taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift
• Educational background • Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Discuss with the Student previous learning experience
• Ensure learning and assessment methods meet the student’s individual need
• Disability • Speaking
• Reading
• Writing
• Numeracy
• Limited study skills and/or learning strategies • Identify the issues
• Create a climate of support
• Ensure access to support that the student has agreed to
• Appropriately structure the assessment
• Provide information or course materials in accessible format, e.g. a textbook in braille
• Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures
• Supply of specialised equipment or services, e.g. a note- taker for a student who cannot write
• Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue
• Changes to course design, e.g. substituting an assessment task
• Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift

Explanation of reasonable adjustments strategy used (If required)
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The AHIC will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas.
As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the Internet, RTO staff, other students, and from published and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else.
Collusion may be with another RTO student or with individuals or student’s external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other students.
Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action.
Assessment Formatting and Answer length Guidance:
Your submitted document must follow the given criteria:
• Font must be Times New Roman, Font size need to be 12 and line spacing has to be Single line.
• Your assessment needs to be submitted as an electronic copy unless requested differently by your assessor.
• The Assessment file name for electronic copy should follow :
Student Id_Assessment_No ( Example AHI000014_Assessment 1)
Referencing
Include a reference list at the end of your work on a separate page or as footnotes. You should reference the sources you have used in your assessments in the Harvard Style.
To access a web-based tool, see Harvard Style online generator
http://www.harvardgenerator.com
Assessment Task 1: Instructions
Task summary
• This is an open book test.
• Students need to answer all of the written questions correctly.
• Answers must be word processed
Required
• Access to textbooks/other learning materials
• Computer and Microsoft Office
• Access to the internet
Timing
Your assessor will advise you of the due date of this assessment.
Submit
• Answers to all questions
Assessment criteria
All questions must be answered correctly in order for you to be assessed as having completed the task satisfactorily.
Re-submission opportunities
You will be provided feedback on their performance by the Assessor. The feedback will indicate if you have satisfactorily addressed the requirements of each part of this task.
If any parts of the task are not satisfactorily completed, the assessor will explain why, and provide you written feedback along with guidance on what you must undertake to demonstrate satisfactory performance. Re-assessment attempt(s) will be arranged at a later time and date.
You have the right to appeal the outcome of assessment decisions if you feel that you have been dealt with unfairly or have other appropriate grounds for an appeal.
You are encouraged to consult with the assessor prior to attempting this task if you do not understand any part of this task or if you have any learning issues or needs that may hinder you when attempting any part of the assessment.
Written answer question guidance
The following written questions use a range of “instructional words” such as “identify” or “explain”, which tell you how you should answer the question. Use the definitions below to assist you to provide the type of response expected.
Note that the following guidance is the minimum level of response required.
Analyse – when a question asks you to analyse something, you should do so in in detail, and identify important points and key features. Generally, you are expected to write a response one or two paragraphs long.
Compare – when a question asks you to compare something, you will need to show how two or more things are similar, ensuring that you also indicate the relevance of the consequences. Generally, you are expected to write a response one or two paragraphs long.
Contrast – when a question asks you to contrast something, you will need to show how two or more things are different, ensuring you indicate the relevance or the consequences. Generally, you are expected to write a response one or two paragraphs long.
Discuss – when a question asks you to discuss something, you are required to point out important issues or features and express some form of critical judgement. Generally, you are expected to write a response one or two paragraphs long.
Describe – when a question asks you to describe something, you should state the most noticeable qualities or features. Generally, you are expected to write a response two or three sentences long.
Evaluate – when a question asks you to evaluate something, you should do so putting forward arguments for and against something. Generally, you are expected to write a response one or two paragraphs long.
Examine – when a question asks you to examine something, this is similar to “analyse”, where you should provide a detailed response with key points and features and provide critical analysis. Generally, you are expected to write a response one or two paragraphs long.
Explain – when a question asks you to explain something, you should make clear how or why something happened or the way it is. Generally, you are expected to write a response two or three sentences long.
Identify – when a question asks you to identify something, this means that you are asked to briefly describe the required information. Generally, you are expected to write a response two or three sentences long.
List – when a question asks you to list something, this means that you are asked to briefly state information in a list format.
Outline – when a question asks you to outline something, this means giving only the main points, Generally, you are expected to write a response a few sentences long.
Summarise – when a question asks you to summarise something, this means (like “outline”) only giving the main points. Generally, you are expected to write a response a few sentences long.

Assessment Task 1: Written Questions
Provide answers to all of the questions below:

  1. Explain emotional intelligence and the importance of this characteristic at work.
  2. Explain each of the five essential principles of emotional intelligence as defined by Daniel Goleman.
  3. Explain the key principles of the Emotional Intelligence Theory developed by Caruso and Salovey (2004).
  4. Explain three strategies that can be used to build emotional intelligence.
  5. Explain how would you apply the following emotional intelligence attributes in the workplace to achieve business objectives:
    • Self-awareness
    • Self-management
    • Social awareness
    • Relationship management
  6. Explain the importance of recognising cultural differences in emotional intelligence. Provide two examples example to illustrate your answer.
  7. Explain two ways of communicating effectively with a diverse workforce with varying cultural expressions of emotions.
  8. Explain two ways of using emotional intelligence to build effective workplace relationships.
  9. Identify and briefly describe at least three methods to develop emotional intelligence in others.

Assessment Task 1 Checklist
Student’s name:
Did the student provide a sufficient and clear answer that addresses the suggested answer for the following? Completed successfully Comments
Yes No
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9

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Adaptation and development may in fact be inspired by and enhance heritage significance

Assessment 2 Outline
Report on a Heritage Preservation Plan- Report
Retaining the value of a heritage asset presents certain constraints and opportunities for development. If heritage significance is fully understood, then further development could continue and strengthen the viability and use of a heritage site. Adaptation and development may in fact be inspired by and enhance heritage significance, or at least minimise negative impacts.
Students are to select a heritage building site to be used for both Assessment 2 and Assessment 3. Your selection must be approved for suitability by the lecturer prior to week 5 (Students should bring options to the tutorials for discussion).
This assessment is designed to help you gain an understanding of the processes and considerations necessary when planning to make alterations and additions to a heritage building. This assessment has three sections as listed below.
Section 1: Selection and report on a heritage building – 500 words

  1. You are required to describe your selected heritage building, including:
    • Building name
    • Date of construction
    • Period and architectural style
    • Architect/s involved
    • Identification of e.g. materials, alterations, additions, views, spaces manufactured/pre- fab elements, timber species, brick types, etc.
    • Significant alterations and additions that have been made to date.
  2. Are there any statements of significance? Is the building heritage listed under the state and/or the local council policies or a building being researched and recorded by a local historical society?
    Section 2: Outline of the new work proposed to the heritage building – 500 words
  3. Identify and prioritise the preservation of essential elements of this heritage building.
  4. Prepare a short client brief, stating the aims, the use and the size of the proposed work.
  5. Identify the problems most commonly encountered when working on design in heritage buildings
  6. Preliminary indication of location, construction methods, materials and finishes, gross floor area (m2), volume of space of proposed work.
    The proposal may be an extension of the current use or change of use of the property. It may be a new wing or constructing a retrofit of a portion of the internal space. New work could include a visitor’s centre, small cinema, performance space, café, bookshop, exhibition area, offices, medical clinic etc. The new use for the site must not be for residential purposes. The new work must include a new structure/addition and not just a restoration.
    The new work should aim to increase the current floor space by approximately 25-35%. It may be located somewhere on the site or attached to the heritage building. This percentage may vary depending on the heritage building selected and approval by the lecturer prior to commencement.
    Students need to construct an argument for emphasising the difference between old and new work rather than imitating historical styles.
    Section 3: Visual information of existing building This will include:
    • available plans, elevations, sections
    • photographs, sketches
    • maps, google map satellite images, SIX Maps
    • 3-4 pages of ½ page size images with titles and description
    Section 3 Example: Wollongong East Post Office images.
    https://www.environment.nsw.gov.au/heritageapp/ViewHeritageItemDetails.aspx?ID=5051724
    Rough hand sketches of a proposal showing existing and new.
    Important tips:
    Students may source information from government and professional organisations, textbooks, internet articles/pages and many other sources. You may research local council Local Environment Plans (LEPs), the NSW Government Office of Environment and Heritage.
    You will be required to submit this Assessment through Turnitin. Ensure that you do not cut/paste from your sources as this will be identified in Turnitin as plagiarism. You are required to paraphrase and provide in-text references to support your discussions. Students must use Harvard WSU referencing style and provide a full reference list at the end of the assessment.
    Students should aim to submit early and view the originality report. This will allow you to identify any parts of your assessment you have accidentally plagiarised. Students are encouraged to edit and resubmit before the due date!
    Submission requirements
    A submission link will be available in the assessments folder in vUWS one week before the due date.
    Student who submit late assessments without approval for an extension will be penalised 10% per calendar day up to 10 days. Extensions will only be considered under Special Considerations such as severe and/or grave illness, misadventure, accident, or extenuating circumstances beyond your control. Assessments that do not adhere to the word limit (+/-10%) may be returned for resubmission.

Criteria Unsatisfactory 50% Pass 50-65% Credit 65-75% Distinction 75-85% High distinction 85%
Selection and report on a heritage building
10 marks Unsatisfactory selection and/or discussion and report of a heritage building; or
Unacceptable level of accidental plagiarism Adequate selection and discussion of some appropriate facts and information pertaining to the heritage building Good discussion and report of a heritage building.
Excellent discussion and report of a heritage building
Excellent facts and information pertaining to the heritage building Outstanding discussion and report of a heritage building.
Detailed facts and accurate information about the heritage building
Outline of the new work proposed to the heritage building
10 marks Unsatisfactory discussion of a proposal. Limited and unsatisfactory information Adequate discussion of a proposal including all 4 elements from the assessment outline Good discussion of a proposal including all 4 elements from the assessment outline.
Excellent discussion of a proposal including all 4 elements from the assessment outline
Outstanding discussion of a proposal including all 4 elements from the assessment outline plus additional relevant information.
Visual information of existing building 6 marks Unsatisfactory inclusion of plans, elevations, photos, images, sketches, maps of the existing heritage building. Adequate inclusion of plans, elevations, photos, images, sketches, maps of the existing heritage building. Further architectural documentation will be required to complete the next Assessment. Good inclusion of plans, elevations, photos, images, sketches, maps of the existing heritage building.
Information is suitably researched and visual information is appropriate for progress to the next assessment. Comprehensive inclusion of plans, elevations, photos, images, sketches, maps of the existing heritage building.
Information is well researched and visual information is suitable for progress to the next assessment. Insightful reflections on the chosen role that clearly and concisely address all the suggested questions and beyond
Information is particularly well researched and visual information is of high quality.
Academic writing
4 marks Academic writing style and/or presentation is unacceptable
Paragraphs poorly constructed / confusing. Purpose of paragraphs difficult to determine. Paragraphs have no clear point
Non-conventional spelling, punctuation and grammar interfere with meaning Academic writing style and presentation generally acceptable
Paragraphs adequately constructed. Topic sentence to indicate purpose of paragraph sometimes missing and contents of paragraph sometimes relate remotely to the topic
Frequent errors in spelling, punctuation, and grammar
Some attempt at in-text referencing to support discussion Good academic writing style and presentation
Paragraphs mostly well-
constructed, usually including topic sentence. Information in the paragraph sometimes varies from topic
Some minor errors in spelling, punctuation, and grammar
Some attempt at Harvard WSU intext referencing to support discussion Excellent academic writing and presentation
Paragraphs well-constructed, usually including topic sentence. Information in the paragraph all relate to one topic
Conventional spelling, grammar, and punctuation mostly correct
Harvard WSU in-text referencing adequately used to support
discussion Outstanding academic writing and professional presentation
Paragraphs are consistently well constructed with a topic sentence clearly signposting the content of the paragraph. Information in the paragraph all relates to one topic allowing a very clear discussion
Faultless spelling, grammar, and punctuation
Harvard WSU style in-text referencing used flawlessly to support discussion
Assessment criteria & standards – Your mark for this Assessment will be awarded based on the detailed rubric given above

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You have been engaged as a consultant to advise Matrix Education, an online and brick & mortar education company that provides extra-curricular education support services to primary

Assessment 3 Information
Subject Code: DATA4700
Subject Name: Digital Marketing and Competitive Advantage
Assessment Title: Competitive Advantage Analytics Report
Assessment Type: Report (1500) + Statement of Intent (200)
Word Count: 1700 Words (+/-10%)
Weighting: 35 %
Total Marks: 35
Submission: Turnitin
Your Task
• You have been engaged as a consultant to advise Matrix Education, an online and brick & mortar education company that provides extra-curricular education support services to primary, secondary students as well as facilitation for select entry exams. Matrix
Education is looking for your advice on how to enhance their digital marketing approaches, in particular, what strategies they can implement to secure comparative and economies of scale advantages in the highly competitive and dynamic online education sector.
• The first steps in your consulting services to Matrix is to read the company’s teaching philosphy, and to visit their website:
o Aspirational Teachers: https://www.matrix.edu.au/teachers/ o Matrix Education website: https://www.matrix.edu.au/
• COVID-19 measures have severely impacted live events and gatherings – including the ability to deliver face to face tuition. However, it has provided Matrix with incredible structural opportunities to advance their online presence and seriously disrupt the extracurricular education sector. Matrix is looking to you to provide expertise on how they position themselves for success in the future.
Assessment Description
• An individual report of 1,500 words, +/- 10%
• Analysis of a live case study
• Based on the case study, make recommendations on customer segmentation, targeting and product positioning; using the marketing mix to engage with the target segment; pricing tactics; marketing costs; customer relationship management and acquisition; and A/B testing and multivariate testing to pursue. • Learning outcomes: LO1, LO4, LO5
Assessment Instructions
Your report should have the following headings and address the topics below:
1. Introduction: A brief summary of the situation in the case study and what you, as a consultant, have been tasked with doing for your client
2. Data: An indication of:
– What data you already have available in this case
– What further data you would like to receive from the client
– What additional data you will have to collect for your consulting work
3. STP: Your recommendations on:
– How to approach segmenting the market
– Which segment you wish to target
– How to position Matrix Education for that target segment
4. Marketing mix: After you have positioned Matrix Education, indicate:
– What the product should be (e.g., should it remain as is, or do you have suggestions on how to change it to pursue a stronger competitive advantage?)
– How you will promote the product to the market (e.g., using your digital assets)
– The place that customers should access the product (e.g., digital channels of distribution)
– Pricing strategy for the product (e.g., tactics to use; understanding value to the customer)
5. Marketing costs: What fixed, variable and marginal costs are most relevant to this case study?
6. Customer relationships: Your recommendations on:
– What Matrix Education should do with customer relationship management – What Matrix Education can do to acquire new customers
7. A/B testing and Multivariate testing: State what A/B testing and multivariate testing you would like to conduct, and why
8. Conclusion: Summarise the most important recommendations you are proposing that Matrix Education should address first, and what metrics Matrix Education should look at to understand whether your advice has produced beneficial outcomes
9. Statement of Intent: You will write a short statement of intent which addresses: (1) who your target audience is for the report and (2) what techniques have you used to connect with that audience and improve the readability of your report for that audience.
Other sources to read as you begin to consider tackling this Matrix Education case study:
“How is Online Entertainment Developing in 2020?”
https://www.finsmes.com/2020/05/how-is-online-entertainment-developing-in-2020.html
“The 5 Best Online Entertainment Options (That Aren’t Netflix)”
https://read-a.com/the-5-best-online-entertainment-options-that-arent-netflix/
“EdTech 2030: Data, Disruption, and Decentralization”
https://fastfuture.com/edtech-2030-data-disruption-and-decentralization/
“Post-Covid-19 Education and Education Technology ‘Solutionism’: a Seller’s Market” https://link.springer.com/article/10.1007/s42438-020-00164-x
Unlocking Networks: the next decade in education
https://www.christenseninstitute.org/blog/the-next-decade-of-disruption-in-education-unlocking-
networks/
Please also ensure you use 4-6 of your own sources.
Important Study Information
Academic Integrity Policy
KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.
What is academic integrity and misconduct?
What are the penalties for academic misconduct?
What are the late penalties?
How can I appeal my grade?
Click here for answers to these questions:
http://www.kbs.edu.au/current-students/student-policies/.
Word Limits for Written Assessments
Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which that limit is exceeded.
Study Assistance
Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Click here for this information.
Assessment Marking Guide
Section Criteria Marks
Introduction
Provide an overview of the current situation with respect to live events, online entertainment and COVID-19 restrictions; and how they relate to Matrix Education
3 marks
Data
Realistic indication of what data are currently available, what data might be reasonably requested from the client, and what data will need to be collected externally
4 marks
STP
Sensible approach to how to segment the market, which segment to target, and how to position Matrix Education’s product for that target segment of customers
5 marks
Marketing mix
An integrated marketing mix of product, promotion, place and price
5 marks
Marketing costs Identification of fixed, variable and marginal costs relevant to Matrix Education’s operations
2 marks
Customer relationships Proposal of actionable tactics that should be used for customer relationship management and acquisition 4 marks
A/B Testing and
Multivariate
Testing Recommendations on what A/B testing and multivariate testing should be done, on Matrix Education’s actual marketing assets 5 marks
Conclusion
Evaluation of what the most important recommendations are that the client should address first, and what metrics will indicate whether success has been achieved
4 marks
Presentation and referencing
Evidence of research using 4-6 relevant sources, and appropriate referencing throughout; a consideration for the client of the report, their needs and objectives.
3 marks
Page 8 Kaplan Business School Assessment Outline

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  • Writing services provided by experts. Looking for expert essay writers, thesis and dissertation writers, personal statement writers, or writers to provide any other kind of custom writing service?
  • Enjoy our bonus services. You can make a free inquiry before placing and your order and paying this way, you know just how much you will pay. A verdict was rendered against three parent chaperones. How was the third parent included in the case?
  • Premium papers. We provide the highest quality papers in the writing industry. Our company only employs specialized professional writers who take pride in satisfying the needs of our huge client base by offering them premium writing services You have been engaged as a consultant to advise Matrix Education, an online and brick & mortar education company that provides extra-curricular education support services to primary

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