Meet personal support need

CHCCCS011
Meet personal support needs (Release 1) Student Name Student Number
Assessment Booklet
Assessment Booklet: CHCCOM005
NBA Assessment Booklet CHCCOM005 Version: 1.0 Page 2 of 21
Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
ASSESSMENT COMPETENCY RECORD  This form must be filled carefully filled by the assessor as it will be the final record of the student’s competence in this unit.  All student submissions including the relevant documents and checklists should be attached to the cover sheet before placing it on the student file.  The student results must only be entered into the Student Database after all the relevant paperwork and documents are attached to this form. Student Name Student ID Unit Code Unit Title Final Assessment Timetable Date Actual Date of Assessment Completion Reason for Variation
ASSESSOR’S DECLARATION It is confirmed that by completing this assessment, the candidate has successfully satisfied all unit outcomes through repeated and consistent application of skills in line with the competency in performance. Evidence is confirmed as:
 Valid
 Sufficient
 Current
 Authentic
The following documents are to be attached to this form: Assessment Task Assessment Method Result FINAL ASSESSMENT RESULT  Competent (C)  Not Competent (NC)
Assessment Task 1
 Written/ Verbal Questions
S/NS
Assessment Task 2
 Observation/ Demonstration
S/NS
Assessment Task 3
 Report
S/NS Attempt Number and Date Assessor’s Feedback
1.
2.
3.
Final Feedback
Assessment Booklet: CHCCOM005
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Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
DO NOT SIGN BELOW UNTIL FINAL ASSESSMENTS RESULT IS GRANTED BY THE ASSESSOR. ASSESSOR:
“I declare that I have conducted a fair, valid, reliable and flexible assessment with this student, and I have provided appropriate feedback.”
Signature: ____________________________________ Name____________________________ Date ____/___/________
STUDENT:
“I declare that I accept the assessment competency outcome and consider the feedback of my assessor positively. I also declare that the work submitted is my own, and has not been copied or plagiarised from any person or source.”
Signature: __________________________________Name:____________________________ Date: ____/___/________
Administrative use only:
Entered into Student Management Database
Signature/Initial: ____________________________________
Date: ____/____/________
Release & Revision Number
Release 1 Pre-Requisites
N/A Co-Requisites
N/A Unit Descriptor
This unit describes the skills and knowledge required to determine and respond to an individual’s physical personal support needs and to support activities of daily living. Target Group
This unit applies to workers who provide support to people according to an established individualised plan in any community services context. Work performed requires some discretion and judgement and may be carried out under regular direct or indirect supervision. Conditions and Context of Assessment Skills must have been demonstrated in a relevant workplace that provides personal support services to people, with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe,
Assessment Booklet: CHCCOM005
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Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
impractical or threatens the dignity of the person. The following conditions must be met for the unit:  use of suitable facilities and resources including: o individualised plans specifying different personal support needs o equipment outlined in individualised plans  modelling of industry operating conditions including involvement of real people when simulating the provision of service and equipment use Overall, assessment must involve some real interactions with people who require personal support.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
STUDENT DECLARATION Please  tick the type of submission
 Original submission
 Re-submission*
*when re-submitting work for an assessment, ensure you attach the previous assessment to the back of the amended assessment.
Assessment Booklet: CHCCOM005
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PARTICIPANT DECLARATION:
I declare that:
 The purpose and procedures of this assessment have been clearly explained to me;
 I been consulted about any special needs I might have in relation to the assessment process, the criteria used for this assessment have been discussed with me;
 I have been given fair notice of the date, time and venue for this assessment and that I am ready for assessment;
 I hold a copy of this work which can be produced if the original is lost/damaged;
 This work is my original work and no part of it has been copied from any other Participant’s work or from any other source, except where I have made reference to that material;
 I have read the assessment and plagiarism, cheating & collusion policies in the HIA Participant Handbook and agree to the conditions required.
 I believe I have satisfactorily met the requirements of the assessment.
Participant’s signature_____________________________Date_______/______/_____________
Assessment Booklet: CHCCOM005
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Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
INSTRUCTIONS TO STUDENTS/ PARTICIPANT PRIOR TO UNDERTAKING ASSESSMENTS
All Assessment tasks in this Assessment Booklet must be completed and then submitted by the end date of the face-to-face session of the course.
This assessment is summative. Students must have sufficient knowledge before undertaking this assessment.
Candidates must also remember:
 Keep a copy of the assessment prior to submission
 Write your name and page number on the bottom of each page of the submission
 If the submission includes a CD, your name and Student ID must be clearly printed on the disk. The CD should be then places in a sealed plastic packet and attached to the cover sheet.
 All assessments must be submitted by the due date, as mentioned in the cover sheet
 The assessments must be submitted to :
♦ NBA email at ____________________________________________ OR
♦ Posted/dropped into the regional office (check the Participant Handbook for addresses)
Number of Assessment Tasks: 3
* students have to complete all these tasks satisfactorily to be deemed competent in this unit
Tasks:
Written/ Verbal Questions
Observation/ Demonstration
Report
*students are recommended to read the instructions for each task given in this booklet, before commencing with the task.
Elements of Competency:
Determine personal support requirements
Maximise participation
Provide personal support
Complete reporting and documentation
*in order to be deemed competent in this unit, students have to demonstrate knowledge and skills in these Elements of Competency
 On satisfactory completion of all tasks, the students will be marked Competent (C)
 On unsatisfactory completion, they will be deemed Not Yet Competent (NYC)
 Students may consult industry professionals to complete the tasks. The works of the students should be of their own.
Assessment Booklet: CHCCOM005
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The assessors need to ensure the student is ready for the assessment.
If the student is found to have issues with the assessment:
 The assessor can change the assessment.
 The assessor need to explain the task in detail.
During assessment the trainer will observe the students and no lectures will be conducted.
Appropriate feedback will be provided to the student after assessment.
The student record should reflect your knowledge and skill in performing the task.
The assessor will take up the role of a supervisor and not interfere during the assessment.
In case of safety concerns the assessment should be stopped immediately.
 Students that are unsuccessful at achieving competency in the first attempt will be provided with facilities like:
♦ Coaching
♦ Information
♦ Additional time
 If the student is not able to satisfactorily complete the assessment in the third attempt, he/she will be deemed Not Competent (NC).
 The student deemed NC can re-enrol into the course at a later date for successful completion.
 For further details refer to NBA Assessment Policy and Procedure.
NBA regards plagiarism and cheating as a serious offence and can result in:
 Student’s exclusion from the unit
 Re-assessment Refer to NBA Plagiarism & Cheating Policy and Procedure.
 If the student wants to appeal an assessment, the first step is to inform the assessor about the same.
 The assessor will decide if the student should be re-assessed, keeping in mind, that a fair and equitable decision is made.
 After the decision is made, the assessor will complete a written report explaining why the student was granted/not granted the re-assessment.
Refer to NBA Complaints and Appeals Policy & Procedure for details.
Assessment Booklet: CHCCOM005
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Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
Number of Assessment Tasks in this unit: 3 Students must complete all assessment tasks to be deemed competent in this unit. Assessment No. Assessment Method Assessment Description Assessment Task 1
Written/ Verbal Questions
Assessment Task 1 consist of 18 written questions that you need to answer in brief. You are required to discuss with your Trainer and Assessor and read thoroughly your participant guide before you attempt these questions. Assessment Task 2
Observation/ Demonstration
In assessment task2, the student will be placed in a situation where they have to complete the listed tasks.
Assessment Task 3
Report
In assessment task3, the students are required to carefully read the case described and make a report related to it.
Assessment Task 1: Written Questions and Answers
Number of Questions
18
Oral 
Written 
Assessment Booklet: CHCCOM005
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Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
Assessment Instructions
Time allotted
To be set by assessor
Student’s guidelines:
Assessment Task 1 consist of 18 written questions that you need to answer in brief. You are required to discuss with your Trainer and Assessor and read thoroughly your participant guide before you attempt these questions.
All questions, unless specified, should be answered in relation to the legal requirements in your State or Territory.
To successfully complete the assessment, you should demonstrate a thorough knowledge required to operate and structure of the organization’s costing and contracting system, state or territory building and construction codes and regulations relevant to the form of building or construction being undertaken and types, scope and usage of labor through the employee and contractor systems.
To complete the assessment satisfactorily, all questions must be answered correctly.Make sure you:
 Answer all questions
 Print clearly
 Use a blue or black pen. Assessments written in pencil will not be accepted.
 Ask your assessor if you do not understand a question. Whist your assessor cannot tell you the answer, he/she may be able to re-word the question for you
 Do not talk to your classmates. If you are caught discussion the answers you will be asked to leave and your assessment will not be marked.
 Do not cheat. Anyone caught cheating will automatically be marked Not Competent for this unit. There are NO EXCEPTIONS to this rule.
Any instructions will be in Blue and Responses will be in Red
Assessment Booklet: CHCCOM005
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Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
Questions 1. (PC 1.1) The individual support plan is a written document detailing the client needs on a personal level. What important aspects should this support plan describe? 2. (PC 1.2) What is Service Support Plan (SSP)? 3. (PC 1.3) Which of the following is NOT an ethical behaviour when working as an aged care or health support worker? A. Respecting the client as an individual B. Performing a duty that you are not competent to do C. Ensuring the client is informed and involved in decision making regarding all care
Assessor’s guidelines
The Assessor will record a summary of your responses in this assessment booklet.
Where a Participant does not achieve satisfactory completion, the Assessor will assess knowledge of that area with a re-submission (maximum of two re-submissions only) of assessment work to gain the required outcome
Assessment Booklet: CHCCOM005
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D. Report breaches to your supervisor and ensure the complaint is followed through 4. (PC 1.4) Different cultures have different beliefs regarding personal hygiene, which includes gender roles and personal space. A heath care worker need to be aware of the way culture influences a client’s response to personal care. Is this true or false? 5. (PC 1.5) List three points to be kept in mind when assisting a client to eat. 6. (PC 1.6) When assisting clients with personal care either in a facility or in their home, there are always risks to consider. Should you, as a care taker, consider the risks that affect other staff and worker? Answer Yes or No.
Assessment Booklet: CHCCOM005
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7. (PC 2.1) Why is it important to encourage and support personal preferences of client in grooming? 8. (PC 2.2) Which is the better way to identify needs and existing skills of client? A. Interview B. Screening test C. Any of the above 9. (PC 2.3) In what ways can you adapt the workplace to help people with vision impairment? 10. (PC 3.1) How are aids and equipment categorised in terms of technological sophistication?
Assessment Booklet: CHCCOM005
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11. (PC 3.2) Identify atleast four major hazards commonly encountered in care facilities which must be eliminated or minimised to prevent or reduce the occurrence and severity of staff injuries or illness. 12. (PC 3.3) Why is it important to gain your clients trust in order to identify and respond to routine difficulties? 13. (PC 3.4) What are the responsibility of an aged care or health support worker in dealing with any variations and concerns about a client’s health?
Assessment Booklet: CHCCOM005
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14. (PC 3.5) In what ways can you, as an aged care or health support worker, encourage clients to identify any required change to process or aid? 15. (PC 3.6) The legal duty of confidentiality obliges health care practitioners to protect their patients against inappropriate disclosure of personal health information. Is this statement true or false? 16. (PC 4.1) Mention five criteria that make a good and effective verbal report. 17. (PC 4.2) While completing a document according to organisation’s protocol what key aspects of the document and message should be kept in mind?
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18. (PC 4.3) Is the following statement true or false? Client files are often used to collect and store information which is subject to privacy and confidentiality.
Final Outcome on Completion of Assessment Task 1
 Satisfactory (S)  Not Satisfactory (NS) Assessor’s Signature:
Date:
Student’s Signature:
Date:
Assessment Booklet: CHCCOM005
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Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
ASSESSMENT TASK NUMBER : 2 Assessment Task
Demonstration Assessment Method
Observation
Date of Assessment
To be announced Elements of Competency
PC 1.1 – 3.6
Task Description
The student will be placed in a situation where they have to complete the listed tasks:
 Safely support 2 individuals in: o bed bathing o dressing, undressing and grooming o eating and drinking using appropriate feeding techniques o oral hygiene o shaving o showering o toileting and the use of continence aids o using aids and equipment including devices used by the person  Perform the following hazardous manual handling scenarios: o transferring a person between bed and chair o transferring a person in and out of car o falls recovering
Instructions for Candidates
In doing the above task the student must:
 Determine personal support requirements
 Maximise participation
 Provide personal support appropriately
 Keep in mind the legal and ethical requirements related to the provision of personal support, and how these are applied in an organisation and individual practice:
o privacy, confidentiality and disclosure
o duty of care
o work health and safety, including manual handling
The student must go through the checklist provided to prepare for the task.
Assessment Booklet: CHCCOM005
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Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
Students will be given a week to complete this assessment. If required, additional help may be obtained from the trainer, however, students should not expect the direct answer from the trainer.
Instructions for Trainer/Assessors
Trainers are required to explain the assessment to the class and discuss the project expectation. Additional support may be provided and reasonable adjustments can be made to students if required. They should be encouraged to come up with their views regarding the project.
Trainer will schedule a date and time for the assessment and inform the student regarding the same. In order to conduct this task the following must be provided to the student:
Assessor will make sure of the given checklist to assess the student.
This task can be conducted in a simulated environment that reflects workplace conditions.
Time allotted
A week.
Resources Required
Use of suitable facilities and resources including:
 individualised plans specifying different personal support needs
 equipment outlined in individualised plans
Modelling of industry operating conditions including involvement of real people when simulating the provision of service and equipment use.
Assessment Booklet: CHCCOM005
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ASSESSOR’S CHECKLIST Assessors can use this checklist to evaluate each student’s competency in this task. A separate mapping document can be referred for aligning the task with the unit requirements. Assessors must:  Familiarise themselves with this checklist to ensure understanding of the requirements.  Use verbal and observation methods to interpret the student’s responses and evaluate their performance throughout the task.  Provide comments / feedback to justify their judgement. Competency Factors  S /  NS Comments/Feedback Did the student review individualised plan and confirm required equipment, processes and aids?
 S  NS
Did the student identify requirements outside of scope of own role and seek support from relevant people?
 S  NS
Did the student consider the potential impact that provision of personal support may have on the person and confirm with supervisor
 S  NS
Did the student consider specific cultural needs of the person?
 S  NS
Did the student consider specific physical and sensory needs of the person?
 S  NS
Did the student identify risks associated with the provision of support and confirm with supervisor?
 S  NS
Did the student discuss and confirm person’s own preferences for personal support in a positive way?
 S  NS
Did the student consider and confirm the person’s level of participation in meeting their personal support needs?
 S  NS
Did the student provide the person with information to
 S  NS
Assessment Booklet: CHCCOM005
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assist them in meeting their own personal support needs? Did the student safely prepare for each task and adjust any equipment, aids and appliances?
 S  NS
Did the student take account of identified risks in the provision of personal support and technical support activities?
 S  NS
Did the student identify and respond to routine difficulties during support routines, and report more complex problems to supervisor?
 S  NS
Did the student maintain confidentiality, privacy and dignity of the person?
 S  NS
Did the student work with the person and supervisor to identify required changes to processes and aids?
 S  NS
Did the student undertake the task independently?
 S  NS
Did the student demonstrate time management skill through the task?
 S  NS
Did the student exhibit good communication skills?
 S  NS
Did the student meet all the criteria for the task?
 S  NS
Final Outcome on Completion of Assessment Task 2
 Satisfactory (S)  Not Satisfactory (NS) Assessor’s Signature:
Date:
Student’s Signature:
Date:
Assessment Booklet: CHCCOM005
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Responsibility: Curriculum Manager Created: 08/17 Last Reviewed: 08/17
ASSESSMENT TASK NUMBER : 3 Assessment Task
Report Date of Assessment
To be announced Elements of Competency
PC 1.1 – 2.3
Task Description
In this assessment, there is a scenario described to the students. There are questions regarding each scenario which the students must answer.
Instructions for Candidates
The students are required to carefully read the case described and make a report related to it.
Instructions for Assessors
The assessor will make sure that the students understand the task.
Time allotted
One week
Case:
Your client, who is an Aboriginal and Torres Strait Islander, has a hearing impairment and is overweight. He needs to go for his exercise class. He needed you to dress him, drive him to the class, and assist them while they take part in the class. Then you have to get him out, shower and dress him and transport him back home. The whole scenario takes about a half day for a one hour class.
Question: Base on this scenario write a report of 700 words regarding how you will carry out the whole procedure. Make sure to report addresses the following issues:  Identify the personal support requirements  Address how you would maximise the participation of the client  What points you need to take into account relating to the hearing aid and equipment.  How you would make sure to maintain confidentiality, privacy and dignity of the person
Assessment Booklet: CHCCOM005
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Final Outcome on Completion of Assessment Task 3
 Satisfactory (S)  Not Satisfactory (NS) Assessor’s Signature:
Date:
Student’s Signature:
Date:

Data-Driven Development with Python Summer 2020 Programming Assignment 1 Programming Assignment 1

CS602 – Data-Driven Development with Python Summer 2020 Programming Assignment 1
Programming Assignment 1
Getting started
Read about the course organization and policies (online, from the course site, or in the syllabus that was handed out). Complete the reading and practice assignments posted on the course schedule. Review class handouts and examples. Please remember that you can collaborate on the practice problems, but no collaboration is allowed on the Programming Projects. The only help you can get on a Programming Project, must come from a CIS Sandbox tutor or the course instructor.
This week’s project requires knowledge of only some very basic operations on numeric values. When working on a project always make sure you understand the program requirements first, then think about the algorithm that you will use and write a sketch/diagram of it. Only after you have thought through the details of the algorithm and verified it on a few test cases, should start working on its implementation in Python. Don’t forget to test your program using multiple different test cases.
When working on the program it is important to learn to develop it gradually by implementing one logical step of the algorithm at a time and testing the program after implementing each step.
Programming Project: Jet Fuel worth: 10 points
Calculating facts about jet fuel
Your first program assignment requires you to ask for input from a user and then calculate several simple mathematical rate conversions.
The program should get the following information from the user:
•A floating point number denoting the amount of Jet A fuel to be purchased.
The program will then compute and output the following information, including:
•Reprint the value that was input by the user (number of gallons of jet fuel).
•The equivalent number of liters.
•The number of barrels of oil required.
•The number of pounds of CO2 produced.
•The number of BTUs (British Thermal Units) produced.
•Price in US dollars.
•The number of hours and minutes that a 767 aircraft can fly on that amount of jet fuel.
Use the following measures in your final calculations:
•1 gallon is equivalent to 3.7854 liters.
•1 barrel of oil produces 4 gallons of Jet A fuel. FYI, a barrel is 42 gallons.
•1 gallon of Jet A fuel produces approximately 21.095 pounds of CO2.
•1 gallon of Jet A fuel produces 128,100 BTUs.
•1 gallon of Jet A fuel weighs 6.7 pounds.
•The average price for a gallon of Jet A fuel is $4.48/gallon.
•A 767 aircraft burns 1279 gallons of Jet A fuel per hour.
CS602 – Data-Driven Development with Python Summer 2020 Programming Assignment 1
Here is a sample interaction (user input appears in boldface) This program takes the amount of Jet A fuel in gallons and calculates the following:
1.Equivalent number of liters
2.Number of barrels of oil required
3.Pounds of Carbon Dioxide produced
4.BTUs produced
5.Weight in pounds
6.Total price in US dollars
7.Flight time of a767
Please enter the number gallons of Jet A fuel you wish to purchase: 2734.3456
—— Original number of gallons is: 2,734.35 2,734.35 gallons of Jet A fuel is equivalent of 10,350.61 Liters2,734.35 gallons of Jet A fuel requires 683.59 barrels of oil2,734.35 gallons of Jet A fuel produces 57,681.11 pounds of CO22,734.35 gallons of Jet A fuel produces 350,270,235.00 BTUs ofenergy 2,734.35 gallons of Jet A fuel weighs 18,320.15 Pounds2,734.35 gallons of Jet A fuel costs $5,140.58—— Total flight time of a 767 aircraft: 2 Hours 08 Minutes
In this project you should not worry about user entering invalid data (for instance, negative values). Your program will be tested with valid input only.
Other Requirements:
You must use named constants (by convention using only uppercase) to represent:
•Liters per gallon conversion value
•Jet fuel per barrel conversion value
•Pound of CO2 conversion value
•Pounds per gallon conversion value
•Price per gallon (US dollars)
•Burn rate of a 767 aircraft (in gallons)
Use these constants in the calculations. Then, if any of these parameters change, in order to make your program produce accurate values, it would be enough to modify the values of these constants.
In this project you should not be using any loops, lists or any data structures not covered by the first week’s material.
The input value from the user should be rounded to two (2) decimal points. Example: 2734.3456 would be rounded to 2734.35.
Format all output as shown in the interaction. When printing floating point numbers, make sure to display exactly two digits after the period (decimal point).
Hint: When determining the flight time of a 767 aircraft you should calculate the total number ofminutes that the jet fuel will last based on the rate of consumption (burn rate) of the aircraft. Then you can use integer division (//) and modulas (%) to calculate the number of hours and minutes. When you calculate the flight time of a 767 aircraft in hours and minutes, if the number of
minutes is less than 10, you need to include a leading zero.
CS602 – Data-Driven Development with Python Summer 2020 Programming Assignment 1
Important Notes
Input and output of your program should appear in exactly the order that is shown and in the format that is shown in the sample interaction.
Remember that the best way to develop a program is by working on it incrementally and periodically verifying the correctness of each developed part. For instance, after developing the code that computes the price, test it on various inputs to make sure that this part works correctly, and after that, proceed with computing the number of classes per day. You can verify that the intermediate values computed by your program are correct by printing them out. This technique is called debugging output. The extra printing statements must later be removed or commented out when the final version of the program is produced.
Finally, after testing your program thoroughly, before you submit, re-read the requirements again to verify that you have not missed anything, close Eclipse, and submit your .py file through Blackboard Assignments page.
Grading
The grading schema for this project is as follows:
Your program should compile without syntax errors to receive any credit. If a part of your program is working, you will receive partial credit, but only if the program compiles without syntax errors.
•1 point will be awarded for correctly handling input and output
•1 point for correctly computing the number of liters.
•1 point for the correctly computing the number of barrels of oil.
•1 point for the correctly computing the number of pounds of CO2.
•1 point for the correctly computing the total weight of the jet fuel.
•1 point for the correctly computing the total price of the jet fuel.
•2 points for the correct flight time in hours and minutes of a 767 aircraft.
•2 point will be awarded for good programming style, as defined in Handout 1.
oCommenting, naming and naming conventions, and structuring your code
Created by David Rude on May 20, 2020

Accounting Information Systems Individual Assignment

HOLMES INSTITUTE
FACULTY OF
HIGHER EDUCATION
HA2042 Accounting Information Systems Individual Assignment T1 2019
Assessment Details and Submission Guidelines
Trimester
T1 2020
Unit Code
HA2042
Unit Title
Accounting Information Systems
Assessment Type
Individual assignment
Assessment Title
System Analysis and Selection
Purpose of the assessment (with ULO Mapping)
Students are required to:
 Understand and explain the place of an accounting information system in the context of the organisational structure and operating practices. (ULO 2)
 Identify, analyse and compare different types of accounting information systems. (ULO 3)
 Use different methodologies to evaluate various accounting information systems. (ULO 4)
Weight
30% of the total assessments
Total Marks
30
Word limit
Not more than 2,500 words
Due Date
Week 9, Friday 5:00 pm (AEST)
Submission Guidelines
 All work must be submitted on Blackboard by the due date along with a completed Assignment Cover Page.
 The assignment must be in MS Word format, no spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate section headings and page numbers.
 Reference sources must be cited in the text of the report, and listed appropriately at the end in a reference list using Harvard referencing style.
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HA2042 Accounting Information Systems Individual Assignment T1 2020
Assignment Specifications
Background
You are recently employed as a graduate consultant in a management consultancy firm. One of your firm’s clients is currently evaluating its information systems and the Managing Director of your client thinks that they needed to make an investment in an Enterprise Resources Planning (ERP) system to support the growth of the business.
Required
You are required to prepare a report to evaluate and recommend a ERP software for an Australian ASX-listed company of your choice (your firm’s client). The report should include the following components:
 Background
o Provide a description of your client and its business activities.
o Discuss the key business processes for your client.
 Systems requirements
o Outline the software features and functionalities that your client should consider to support its business activities.
 Software selection
o Visit the websites of at least three (3) ERP software vendors and provide a brief description of each vendor and its products.
o Compare and contrast the features/functionalities of three ERP software packages offered by the vendors.
o Identify the most suitable vendor and ERP software package for your client and explain why it is the best option.
Assignment Structure
The report should include the following components:
 Assignment cover page clearly stating your name and student number
 A table of contents, executive summary
 A brief introduction or overview of what the report is about.
 Body of the report with sections to answer the above issues and with appropriate section headings
 Conclusion
 List of references
The report should be grounded on relevant literature and all references must be properly cited and included in the reference list.
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HA2042 Accounting Information Systems Individual Assignment T1 2020
Marking criteria Marking criteria Weighting
Provide a description of your client and its business activities
3%
Discuss the key business processes for your client
3%
Outline the software features and functionalities that your client should consider to support its business activities
5%
Visit the websites of at least three (3) ERP software vendors and provide a brief description of each vendor and its products
5%
Compare and contrast the features/functionalities of three ERP software packages offered by the vendors
5%
Identify the most suitable vendor and ERP software package for your client and explain why it is the best option
5%
Presentation
2%
Research quality
2% TOTAL Weight 30%
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HA2042 Accounting Information Systems Individual Assignment T1 2020
Marking Rubric Excellent Very Good Good Satisfactory Unsatisfactory
Provide a description of your client and its business activities
/3
An excellent description of your client and its business activities.
A very good description of your client and its business activities.
A good description of your client and its business activities.
An adequate description of your client and its business activities.
No proper description of your client and its business activities.
Discuss the key business processes for your client
/3
Demonstrate an excellent understanding of key business processes for your client in the discussion.
Demonstrate a very good understanding of key business processes for your client in the discussion.
Demonstrate a good understanding of key business processes for your client in the discussion.
Demonstrate an adequate understanding of key business processes for your client in the discussion.
Unable to present a proper discussion of key business processes for your client.
Outline the software features and functionalities that your client should consider to support its business activities
/5
Present an excellent discussion on features and functionalities of accounting software that your client should consider.
Present a very good discussion on features and functionalities of accounting software that your client should consider.
Present a good discussion on features and functionalities of accounting software that your client should consider with minor errors and/or omissions.
Present a discussion on features and functionalities of accounting software that your client should consider with errors and/or omissions.
Unable to present a proper discussion on features and functionalities of accounting software that your client should consider.
Visit the websites of at least three (3) ERP software vendors and provide a brief description of each vendor and its products
/5
Present an excellent description of ERP software package vendors and their products.
Present a very good description of ERP software package vendors and their products.
Present a good description of ERP software package vendors and their products with minor errors and/or omissions.
Present a description of ERP software package vendors and their products with errors and/or omissions.
Unable to present a proper description of ERP software package vendors and their products.
Compare and contrast the features/functionalities of three ERP software packages offered by the vendors
/5
Present an excellent comparison of factures and functionalities of three ERP software packages.
Present a very good comparison of factures and functionalities of three ERP software packages.
Present a good comparison of factures and functionalities of three ERP software packages with minor errors and/or omissions.
Present a reasonable comparison of factures and functionalities of three ERP software packages with errors and omissions.
Unable to present a proper comparison of factures and functionalities of three ERP software packages.
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HA2042 Accounting Information Systems Individual Assignment T1 2020
Identify the most suitable vendor and ERP software package for your client and explain why it is the best option
/5
Propose a choice of ERP software package based on very strong arguments.
Propose a choice of ERP software package based on strong arguments.
Propose a choice of ERP software package based on reasonable arguments.
Propose a choice of ERP software package based on weak or inadequate arguments.
Unable to propose a proper choice of ERP software package or back the proposed choice with valid argument.
Presentation
/2
Report included all elements and is very well presented.
Writing flowed clearly and sections are linked very effectively.
Referencing is exemplary.
English is used very effectively and is error-free.
Report included all elements and is well presented.
Writing flowed clearly and sections are linked effectively.
Referencing is of a high standard.
English is used effectively with very few errors present.
Report included all elements and is generally presented appropriately.
Writing mostly flowed well and sections are linked.
Referencing is in accordance with guidelines.
English is used effectively with few errors present.
Report included most elements and is adequately presented.
Writing sometimes does not flow clearly leaving the paper to seem disjointed in areas.
Referencing is somewhat in accordance with guidelines.
Basic English is used with some errors present.
Report lacked some elements and is poorly presented.
Writing often does not flow clearly leaving the paper to seem somewhat disjointed.
Referencing is not entirely in accordance with relevant guidelines.
Basic English is used with errors present.
Research Quality
/2
An extensive amount of high-quality evidence from peer-reviewed journal articles and other sources is included and used effectively to support discussion.
A broad range of quality peer-reviewed journal references and other sources is included and used effectively to support discussion.
An adequate range of peer-reviewed journal references is included and used to support discussion.
An adequate range of peer-reviewed journal references is included and used to a basic extent to support discussion.
Little or no peer-reviewed journal references are included and these are rarely used to support discussion effectively.

HA2022 Business Law Group Assignment

HA2022 Business Law Group Assignment
HOLMES INSTITUTE
FACULTY OF
HIGHER EDUCATION
Assessment Details and Submission Guidelines
Trimester
T1 2020
Unit Code
HA2022
Unit Title
Business Law
Assessment Type
Group assignment
Assessment Title
Written Report and Presentation
Purpose of the
assessment (with ULO
Mapping)
Students are required to resolve two case problem type questions from a list of case problem questions provided from the prescribed textbook using IRAC method, based on topics discussed in lectures.
Case problem type questions include:
• Contract Law
• The Law of Torts and Negligence
• Applications of Negligence to Business
Weight
25% of the total assessments
Total Marks
25 marks: 15 marks for Written report and 10 marks for presentation
Word limit
Not more than 2000 words
Due Date
Friday Week 10 – 11.59pm
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HA2022 Business Law Group Assignment
Submission Guidelines
• All work must be submitted on Blackboard by the due date along with a completed Assignment Cover Page.
• The assignment must be in MS Word format, no spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate section headings and page numbers.
• Reference sources must be cited in the text of the report, and listed appropriately at the end in a reference list using Harvard referencing style or the Australian Guide to Legal Citation (AGLC).
• The AGLC guide to referencing can be found through the following link
https://law.unimelb.edu.au/__data/assets/pdf_file/0005/3181325/AGLC4-with-Bookmarks-1.pdf
Assignment Specifications
Purpose:
This assignment aims at ensuring that students have familiarised themselves with their chosen case problem type questions and are able to apply the legal knowledge to factual situations, through written and/or oral communication, to achieve a reasoned conclusion. The ability to identify the relevant legal issues from a factual situation and the application of statute and case law involves the use of problem solving and decision making skills.
Details:
Topics and presentation schedule:
Please organise yourselves into groups of 3 to 5 students.
The assignment consists of 2 parts:
1. Written report – worth 15% and must be submitted – Friday, Week 10 at 11.59pm.
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HA2022 Business Law Group Assignment
• This group assignment consists of 2 parts. Part A is a case study on Contract law, and Part B is a question involving Civil Liability (the Law of Torts and Negligence). Both questions must be answered.
• The total word limit for the group report is 2,000 words. Each part has a maximum word count of 1,000 words.
• The total word count for the report as well as each part must be clearly written on the cover sheet of the assignment. Your assignment will not be marked if the word counts are not written on the cover sheet.
PART A: Contract Law Question
1) Refer to the case Ethnic Earth P/L v Quoin Technology P/L (Receivers and Managers Appointed) (in liq) & Ors (No 3) [2006] SASC 7. A summary of the case can be found on A Gibson and S Osborne, p.280 in Business Law, 11th edition (Pearson, Melbourne: 2020). The report of the case can be found on https://jade.io/article/178068
2) In not more than 1,000 words, answer the above legal case question using the IRAC (Issue, Rule, Application and Conclusion) method.
3) Your answer must be supported by relevant law and cases decided by Australian courts (preferably the High Court) and/or scholarly articles. A minimum of three scholarly, genuine and relevant references are required for this part of the report.
4) Your references must be listed in a Reference list at the end of the Part A question.
PART B: The Law of Torts and Negligence Question
Refer to the case R v BBD [2006] QCA 441. A summary of the case can be found on A Gibson and S Osborne, p.376 in Business Law, 11th edition (Pearson, Melbourne: 2020). The report of the case can be found on https://www.queenslandjudgments.com.au/case/id/59512
1. In not more than 1,000 words, answer the above legal case question using the IRAC (Issue, Rule, Application and Conclusion) method.
2. Your answer must be supported by relevant law and cases decided by Australian courts (preferably the High Court) and/or scholarly articles. A minimum of three scholarly, genuine and relevant references are required for this part of the report.
3. Your references must be listed in a Reference list at the end of the Part B question.
Assignment structure is to be written as a report format. It must include:
• Cover page
• Table of contents
• Part A – Contracts Law question
• Part B – Torts and Negligence question
• Paragraphing
• Page numbers
• Reference list at the end of the report
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HA2022 Business Law Group Assignment
2. Group Presentation – worth 10% and will be presented / submitted on Friday Week 10 at 11.59pm. Strict adherence to the 10 minute limit is expected.
• Present and discuss the summary of your report (part A and B) in 10 minutes.
• The Presentation will be done in class or video recording. Your lecturer will advise which is more appropriate. Whether in-class or video presentation, all members must present. The group will be marked down if not all members present.
• Video link must be uploaded to a publicly-viewable video sharing platform (ex. Youtube, Dropbox, Google drive) and the video link uploaded on Blackboard.
• A video presentation consists of both images and audio. For this reason, a plain Power Point presentation showing slides even with accompanying voice recording is not considered a video and, hence, not allowed.
Important Reminders:
Lecturer approval of chosen case:
1. You must email your lecturer your list of group members and chosen case by week 4.
2. You must obtain approval by email from your lecturer of your group and chosen case before starting work on it. You must NOT start work on your group assignment until your lecturer approves your group and case. Please note: failure to obtain lecturer approval will result in a failing mark for the entire group for this assignment.
Submission:
1. All group report submissions must be done online and run through SafeAssign. No hard copies are to be submitted. Only one group member needs to submit for the whole group.
2. Please fill in the “Rubric Group Report” sheet (available in Blackboard under “Assignments and Due dates) and attach as a cover sheet to your group report and upload on Blackboard.
3. Each group must email a ‘’Peer Evaluation of Individual Participation in Group Assignment” sheet to their lecturer (available in Blackboard under “Assignments and Due dates).
4. Non-submission of either the group report or video presentation link (if a group is doing a video) on Blackboard/SafeAssign (if doing a video presentation) is equivalent to non-submission, which will merit a mark of 0 (zero) for the group assignment.
5. This is a group assignment and is meant to be worked on in groups. Groups of less than 3 and more 5 members will receive a penalty of 50% from the total final mark.
6. Reports must be submitted via SafeAssign on Blackboard and show a similarity percentage figure. Any group report that does not show a SafeAssign similarity percentage will not be marked and be required to re-submit.
7. Late submissions will be subject to Holmes Institute policy on student assessment submission and late penalties (please refer to subject outline and Student handbook).
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HA2022 Business Law Group Assignment
8. Assignments are expected to observe proper referencing in accordance with a generally accepted system of citation (ex, Australian Guide to Legal Citation or Harvard System).
9. A properly referenced assignment showing in-text citation is critical to passing and obtaining a good mark in the group assignment.
SafeAssign similarity percentage:
1. Plagiarism in any form, shape or manner is unacceptable under any circumstances and will be dealt with according to Institute policy on plagiarism.
2. In general, for written reports, a SafeAssign similarity percentage of 25% or below is acceptable. Regardless of the similarity figure, all group reports must use in-text citation and observe proper referencing rules.
Identification of individual work:
1. To ensure that all students participate equitably in the group assignment and that students are responsible for the academic integrity of all components of the assignment, each group must complete the following table which identifies which student/students are responsible for the various sections of the assignment:
Assignment section
Student/Students
This table needs to be completed and submitted with the assignment as it is a compulsory component required before any grading is undertaken.
Marking criteria Weighting (%)
Group Report
– Identification of material facts involved in problem question
3%
– Identification of legal issues / legal question and relevant law
3%
– Thorough yet succinct application of law to material facts
4%
– Citation and referencing
3%
– Professional quality
2%
Presentation
– Group member participation and division of parts
1.5%
– Depth of analysis and evidence of understanding of the issues presented and critical thinking in answers
4%
– Level of professionalism in presentation
3%
– Overall clarity of presentation
1.5% TOTAL Weight 25%
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HA2022 Business Law Group Assignment
Marking Rubric
Group Report Total marks available: 15 marks Excellent Good Satisfactory Unsatisfactory
Identification of material facts involved in problem question
3 marks
2.55 to 3 marks
Completely
identifies all relevant facts of case
2.1 to 2.5 marks
Identifies most of the relevant facts of case
1.5 to 2 marks
Identifies the basic relevant facts of the case but misses other relevant facts
Below 1.5 marks
Does not identify relevant facts of case
Identification of legal issues / legal question and
relevant law
3 marks
2.55 to 3 marks
Correctly identifies all relevant legal issues and are stated in the form of questions.
Correctly identifies relevant and appropriate legal rules and case law, and states them in the form of statements
2.1 to 2.5 marks
Issues correctly identified, but may contain extraneous information and are not stated in the form of questions.
Legal rules and case law correctly identified, but may contain extraneous info and are not in the form of statements.
1.5 to 2 marks
Issues are not completely identified.
Legal rules and case law not correctly identified.
Below 1.5 marks
Identifies incorrect or irrelevant issues.
Identifies incorrect or irrelevant legal rules and case law.
Thorough yet succinct application of law to material
facts
4 marks
3.25 to 4 marks
Correctly identifies facts; wellreasoned discussion relating facts to the rules and case law.
2.55 to 3.2 marks
Correctly identifies facts. Not well reasoned.
2 to 2.50 marks
Facts not correctly identified. Analysis incoherent.
Below 2 marks
No analysis.
Citation and referencing
(including minimum number of references)
3 marks
2.55 to 3 marks
Correctly cites minimum of 6 references, in-text and in reference list.
2.1 to 2.5 marks
Has minimum of 6 references; or has occasional errors in formatting of in-text citations and reference list
1.5 to 2 marks
Does not have minimum of 6 references or contains errors in formatting of intext citations and reference list
Below 1.5 marks
No referencing either in-text or in reference
list; or cites
inappropriate references; or all references not cited in the correct format.
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HA2022 Business Law Group Assignment
Professional quality including language use and writing
style
2 marks
1.75 to 2 marks
Professional language. No grammatical, punctuation or spelling errors.
1.25 to 1.70 marks
Some mistakes. Does not detract from understanding.
0.8 to 1 mark
Many mistakes. Detracts from understanding.
Sloppy.
0 to 0.75 mark
Reflects no real effort.
Deductions
Excess word count (1 mark for every 25 words over)
Under the word limit (1 mark for every 25 word under)
Lacks minimum of 6 references (1 mark for every missing reference)
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HA2022 Business Law Group Assignment
Group Presentation Total marks available: 10 Excellent Good Satisfactory Unsatisfactory
Group member
participation and
division of parts
1.5 marks
1.05 to 1.5 marks
All group members presented and presentation is equally divided among group members; presentation shows an excellent level of effort
0.8 to 1 mark
All group
members presented but presentation is not equally divided among group members; presentation shows a high level of effort
0.6 to 0.75 mark
Not all group members
presented or presentation is not equally divided among group members; but presentation shows average effort.
0 to 0.5 mark
Not all group members presented and presentation does not show real effort.
Depth of analysis and evidence of understanding of the issues
presented and
critical thinking in
answers
4 marks
3.75 to 4 marks
Displays in-depth analysis and evidence of strong understanding of the issues
presented and
critical thinking in answers.
3 to 3.5 marks
Displays strong analysis and understanding of the issues presented and
critical thinking in answers.
2 to 2.75 marks
Shows acceptable
level of analysis and understanding of the issues.
0 to 1.75 marks
Does not show acceptable level of analysis and understanding of the issues; merely reads from prepared answers.
Level of professionalism in presentation (including members in appropriate business attire; and
use of visual aids)
3 marks
2.75 to 3 marks
High-level of professionalism in presentation
2 to 2.5 marks
Above average level of professionalism in presentation
1.5 to 1.75 marks
Average level of professionalism in presentation
0 to 1.25 marks
Below average level of professionalism in presentation
Overall clarity of
presentation
1.5 marks
1.05 to 1.5 marks
Extremely clear, succinct presentation
0.8 to 1 mark
High level of clarity and succinctness of presentation
0.6 to 0.75 mark
Average level of clarity and succinctness of presentation
0 to 0.5 mark
Below average level of clarity and succinctness of presentation

SBM1201o Project Scope, Time and Cost Management

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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
Unit Code and Title: SBM1201o Project Scope, Time and Cost Management
Assessment Overview Assessment Task Type Weighting Due Length ULOs CLOs
Assessment 1: Online Quiz
This assessment requires students to write a review of an article demonstrating critical thinking through analysis of issues and cases in QRP management.
Individual
10%
Week 4
30 minutes
ULO-1
CLO-1
Assessment 2: Reflective learning Journal
You are required to think deeply and write about your learning experience and the topic (s) content you have learned over the past weeks.
Individual
2x 10%
20%
Week 7
And
Week 9
400-500 words each
ULO-1
ULO-2
CLO-1
CLO-4
Assessment 3: Critical review and evaluation of literature on selected topic
This assessment requires students to review the literature and critically evaluate contemporary project scope, schedule or cost topic and discuss its application in a project environment, impact, current improvement in the selected topic…etc.
Individual
30%
Week 10
2000 words
ULO-1
ULO-2
ULO-3
ULO-4
CLO-1
CLO-4
CLO-6
Assessment 4: Applied Project and Presentation slides- Project management plan for Project Scope, Schedule and Cost
This assessment requires students to analyse a real-life project to develop and writer scope, schedule and cost plan. This assessment also requires student to prepare presentation slides.
Individual
40%
Week 12
2000 word
And PP presentation slides
ULO-1
ULO-2
ULO-3
ULO-4
CLO-1
CLO-4
CLO-6
CLO-9
Assessment Brief
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
Assessment 1: Online Quiz-1
Due date:
Week 4
Group/individual:
Individual
Word count / Time provided:
30 minutes
Weighting:
10%
Unit Learning Outcomes:
ULO-1
Assessment Details:
In this assessment, students are required to answer six multiple choice questions and three short answer questions. The quiz covers the topics covered from week 1 to week 3 inclusive. The students need to study the lectures slides and the chapters associated for the weekly lecture. The aim of this quiz is to assess the students’ understanding of the key concepts of the topics explained from week 1 to week 3, it also helps in identifying further support needs. The quiz will be conducted in the campus lab and during week 4 tutorial session.
Assessment 2: Reflective Learning Journal (A and B)
Due date:
Week 7 and Week 9
Group/individual:
Individual
Word count / Time provided:
400-500 words
Weighting:
10% each reflective journal (total 20%)
Unit Learning Outcomes:
ULO-1, ULO-2
In this assignment (Reflective Learning Journal) you are required to think deeply and write about your learning experience and the topic (s) content you have learned over the past weeks.
You are required to write two reflective journal entries one about your learning experience and the topic (s) you learned in (Week 6 and Week 7) that is Reflective Journal (A) and it is due on Sunday of Week 7, and one about your learning experience and the topic (s) you learned in (Week 8 and Week 9) that is Reflective Journal (B) and it is due on Sunday of Week 9.
It is recommended to visit the SLS page for more information about this type of assessment via this link https://apic.instructure.com/courses/39/pages/reflective-learning-journal
In writing you reflective learning journal, you will need to follow the following strategy to write your journal entry:
DIEP (Describe, Interpret, Evaluate, Plan) Strategy. Source: (RMIT University–adapted from Boud, D 1985, Reflection: Turning Experience into Learning) https://emedia.rmit.edu.au/learninglab/content/writing-academic-reflection-0
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
See attached file for explanation of each criterion in DIEP
Mainly you need to select one of the main topics discussed in week 6 and week 7 and write your reflection on the selected topic.
You required to write 400-500 words to describe your learning experience.
You can use the following questions to guide your writing entry:
• What did I read for this topic, apart from the notes? (Include information and references from a range of sources)
• What was the most interesting thing I read for this topic – why was that?
• What material didn’t I find interesting – why was that?
• What did I previously think was true, but now know to be wrong?
• What did we not cover that I expected we should?
• What have I changed my mind about as a result of this topic?
• What is one thing I learned in this topic that I may be able to use in future?
• What am I still unsure about? What would I like to learn more about?
• What issues(s) interested me and would I like to study in more detail?
• What are my ideas for action, based on this topic?
You can use the following example as reference:
Adapted from RMIT University: https://emedia.rmit.edu.au/learninglab/content/sample-reflection-0
This week’s recommended reading on resource management and planning presented the idea of collect requirements through questioning to clarify the client needs and to establish the project’s work breakdown structure (WBS) (Smith 2019). The article gave a real-life example of this concept whereby groups of five people were asked to build a tower from straws. The facilitator said it would be judged in terms of strength, eight, and how aesthetically pleasing it was. Each group did the task cooperatively and finished it in the prescribed time. However, the facilitator pointed out that all groups built the tower without much attention to project management techniques in terms of asking clients for clarification for planning, resources allocation and so on. No group had asked a single question about the purpose, constraints, resources or stakeholder needs. The group displayed what is commonly described as ‘groupthink’ (Ahmed & Lee 2015; Jones 2016). This example illustrated to me a critical aspect of project management.
The insight Describe Understanding the importance of clarification is key to my understanding of project management. It strengthens my use of PM tools and techniques. Asking and clarifying questions about different types of resources in a project (work, equipment, materials) allows project managers to identify what resources are needed for project effectiveness (PMI 2017).When we want to designate who or what is accountable for accomplishing tasks in our project schedule I can use PM tools to assign tasks and responsibilities. All this is possible only if requirements are clarified through questions. Interpret A major benefit of understanding the critical role of questioning in project management is that it might give me more confidence about asking questions. It changes my view of questioning government authorities. In my job as a project manager in the reserve bank in Phnom Penh I traditionally would not feel able to question my superiors in these projects. I would try to establish the requirements and resources in some other way. I thought I could Evaluate
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
avoid asking questions by transferring lessons learned from one situation to another. I could do this by using a framework as a predictive aid to resourcing (Crawford & Pollack 2014). But now I feel I am required by my position to determine the dimensions and resources of a project. Knowing the role of questioning to achieve objective clarity for a specific purpose is very valuable for me to give me confidence in my position as a project manager in government projects. I believe this new understanding will be useful throughout my degree and in my future professional and private life. In my degree studies, I will endeavour to clarify the critical aspects of project planning by using a questioning technique that allows for understanding objective dimensions, and also any subjective aspects. In my practice as a project manager in Cambodia I will use questioning to clarify the project goals and objectives with all stakeholders. In my life I will question my own assumptions about what is expected of me before I jump in (and build any more towers). Plan
Marking Criteria and Rubric: The assessment will be marked out of 100 and will be weighted 10% of the total unit mark
Marking Criteria Not satisfactory (0-49%) of the criterion mark) Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
Description of the topic and learning experience (20 marks)
Description of the topic or learning experience is unclear, vague and/or not relevant to the unit content.
Description of the topic or learning experience is basic, general and/or somewhat relevant the unit content.
Description of the topic or learning experience is clear and relevant to the unit content but may be general.
Description of the topic or learning experience is clear and focused.
Description of the topic or learning experience is clear and focused on the specific aspects that challenge and/or interest the student.
Reflection on the topic and learning experience (30 marks)
Minimal reflection is evident. Few connections are made with key unit concepts. Reflection is limited to description of general opinions and behaviours without reflection on underlying assumptions, habits or values.
Limited reflection is evident. Some connections are made with key unit concepts.
Contains description of opinions and behaviours with some reflection on underlying assumptions, habits or values.
Reflection demonstrates some degree of critical thinking in discussing key unit concepts. Explanations, inferences and/or examples may be somewhat vague or underdeveloped. Reflection demonstrates some connection between student’s personal assumptions, habits or values and unit concept(s).
Reflection demonstrates critical thinking in applying, analysing and/or evaluating key unit concepts. Clear connections are made through explanations, inferences, and/or examples. Reflection demonstrates relevant connection(s) between student’s personal assumptions, habits or values and unit concept(s).
Reflection demonstrates a high degree of critical thinking in applying, analysing and evaluating key unit concepts. Insightful and relevant connections made through contextual explanations, inferences and examples. Reflection demonstrates strong connections between student’s personal assumptions, habits,
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Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
or values and unit concept(s) in light of other perspectives.
Connections to readings/research (20 marks)
Does not include any reference to readings or research to inform reflection.
Refers to a limited amount of readings or research to inform reflection. Sources may not be highly relevant, current or scholarly.
Refers to relevant readings or research in a descriptive fashion to inform reflection. Sources may not be current or scholarly.
Integrates relevant, scholarly readings and research to support and inform reflection and demonstrate understanding of the topic or learning experience.
Integrates relevant, scholarly readings and research to support and inform reflection and demonstrate deep understanding of the topic or learning experience. Describes specific insights or extensions of reflection gained from reading and research.
Structure (15 marks)
The reflection is not well organised, does not flow logically and is difficult to follow.
The structure does not adapt DIEP format.
The reflection shows some organisation, but some parts may not flow logically and are difficult to follow.
Only one criterion of DIEP format adapted in the structure.
The reflection shows organisation and is easy to follow, but occasionally still lacks flow.
Only two criteria of DIEP format adapted in the structure.
The reflection shows coherent and logical organisation and most points are easy to follow.
Up to three criteria of DIEP format adapted in the structure.
The reflection shows coherent and logical organisation and has clear, well-structured points.
DIEP format adapted in the structure.
Writing style (15 marks)
Writing lacks clarity and coherence. There are many errors in spelling, grammar and punctuation. Sources are not reference according to Harvard referencing style.
Writing is generally clear with some lapses in coherence. There are some errors in spelling, grammar and punctuation. Sources are referenced but contains errors or does not follow Harvard referencing style.
Writing is clear and coherent. There are some errors in spelling, grammar and punctuation. Sources are referenced in Harvard referencing style but may contain some minor errors.
Writing shows good clarity and cohesion. There are few errors in spelling, grammar and punctuation. Sources are referenced in Harvard referencing style with few errors.
Writing shows excellent clarity and cohesion. There are no or very few errors in spelling, grammar and punctuation. Sources are accurately referenced in Harvard referencing style.
Page | 6
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
Assessment 3: Critical review and evaluation of literature on selected topic
Due date:
Week 10
Group/individual:
Individual
Word count / Time provided:
2000 words
Weighting:
30%
Unit Learning Outcomes:
ULO-1, ULO-2, ULO-3, and ULO-4
Assessment Details:
This assessment requires student to (a) review the most recent literature (last five years) on one of three project knowledge areas (Scope OR Schedule OR Cost) (b) critically evaluate contemporary topic of the selected knowledge area of project scope, schedule or cost management and discuss its application in a project environment along with its impact on project success and managerial decisions.
Your work should include the following:
See the resources by Monash University via this link https://www.monash.edu/rlo/assignment-samples/assignment-types/stand-alone-literature-review
1. Abstract
2. Introduction
3. The body
4. Conclusion
5. List of references (use Harvard Style)
It is recommended to visit the SLS page for more information about this type of assessment via this link https://apic.instructure.com/courses/39/pages/literature-review?module_item_id=631
Marking Criteria and Rubric: The assessment will be marked out of 100 and will be weighted 30% of the total unit mark Marking Criteria Not satisfactory (0-49%) of the criterion mark Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
Literature review
(technical approach)
(15 marks)
Fails to identify enough of
the literature to yield an informative review.
Incomplete and not
systematic, but adequate to identify part of the literature
Evidence of reviewing,
possibly incomplete but using appropriate approaches
Very careful reviewing,
systematic combinations of search terms
Outstanding evidence of
systematic review using multiple searches, multiple databases
Structure
(10 marks)
Fail to present the work by incorporating the structure
Incomplete structure and not clear components flow
Good structure but more than one component are overlapping and not
Very good structure but one component is not well presented or
Excellent structure that includes all components (abstract, introduction, body,
Page | 7
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
recommended (does not include clear structure of main components of abstract, introduction, body, conclusion and list of references)
clearly presented, or missing two components
missing one component
conclusion and reference list)
Critical analysis and evaluation
(40 marks)
No demonstration of critical evaluation through analysis of contemporary ideas/concept in the selected topic
Evidence of limited interpretation and demonstration of critical evaluation through the analysis of contemporary ideas/concept in the selected topic
Evidence of good demonstration of critical evaluation through the analysis of contemporary ideas/concept in in the selected topic along with good analysis of its impact on project life cycle.
Evidence of very good understanding and demonstration of critical evaluation through the analysis of contemporary ideas/concept in the selected topic along with very good analysis of its impact on project success and managerial decisions and trade off
with detail explanation demonstrating very good critical thinking skills.
Evidence of an excellent understanding of and demonstration of critical evaluation through the analysis of contemporary ideas/concept in the selected topic along with very good analysis of its impact on project success and in managerial decision with detail explanation.
Referencing of supporting literature in the interpretation, explanation and analysis is presented. Analysis presented is rigours and enlightening indicating independent strongly argued coherent writing.
Clarity of Expression (20 marks)
The writing is poor with no logical flow and many grammatical errors
The writing is satisfactory exhibiting majority of grammatically correct sentences that are appropriately punctuated with some spelling or typing errors but may need to interpret.
The writing is fluent and coherent with good presentation exhibiting grammatically correct sentences that are appropriately punctuated with few spellings or typing error.
The writing is fluent and coherent with very good presentation exhibiting grammatically correct sentences that are appropriately punctuated with minor spelling or typing error
The writing is fluent and coherent with excellent presentation exhibiting grammatically correct sentences that are appropriately punctuated with no minor spelling or typing error
Referencing
(15 marks)
Insufficient in-text citation format fails to apply APIC Harvard style of referencing.
show some correct in-text citation and some adherence to APIC assessment presentation guidelines and APIC Harvard style of referencing.
Mostly includes correct in-text citation and mostly adheres to APIC assessment presentation guidelines and APIC Harvard style of referencing.
Assignment completely adheres to APIC assessment presentation guidelines with few inconsistencies with APIC Harvard style of referencing.
Assignment completely adheres to APIC assessment presentation guidelines and APIC Harvard style of referencing.
Page | 8
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
Assessment 4: Applied Project and Presentation slides- Project management plan for Project Scope, Schedule and Cost
Due date:
Week 12
Group/individual:
Individual
Word count / Time provided:
2000 words and PP presentation slides
Weighting:
40%
Unit Learning Outcomes:
ULO-1, ULO-2, ULO-3, and ULO-4
Assessment Details:
This assessment is designed to assess your technical skills in planning and communicating a project effectively. You required to work individually, select a project case (either from the provided links to the real-life projects or a project case from an organisation of your selection). The project should be in final stage of initial process, with either a signed off project charter or in the stage of getting the approval of the project charter.
You are required to write a report of scope management plan, schedule management plan and cost management plan. This report should include an introduction to the project case, a stakeholders’ register, a brief project charter, project Scope management that includes: project justification, in-scope and out-of-scope, constraints, Limits, assumptions, technical requirements, statement of work (SOW) and priority matrix (use the provided template). WBS structure (minimum of three levels), WBS dictionary, work packages and linking WBS to OBS, scope verification and validation methods, scope change control, and designing the change control boards (CCB) and roles and responsibilities. You are required to continue working with your group on the selected project and develop and write a schedule management plan that includes processes, tools and techniques to be used and documents to be developed as per your client’s requirements, define activities (activity list, proper activity logic, activities identification), milestones list, activities sequence, relationships (F_S, S_S, S_F, F_F), Lags, leading times, project network and critical path(s), estimates of activity duration (basics of estimation, durations, resources estimation and allocation), roles and responsibilities in scheduling, and monitoring and controlling schedule (EVA relevant to project schedule) Just provide a description of the methods and tools.
Since we are moving to online teaching and you don’t have access to MS Project at APIC Lab, you are required to develop schedule plan, and develop schedule baseline using the Technique of Gantt Chart you learned in class, and to develop resources plan (resource sheet and allocation for each activity) using tables and figures by using MS Word. You also require to develop and write project cost management plan that includes: plan cost management (identify processes, tools and techniques to be used and project documents to be developed as per your client’s requirements), define cost elements (labour, material, variable cost), identify types of cost (direct, indirect, fixed, variable), determine the estimating method (s): (top-down, bottom-up), use estimating techniques (analogous, parametric, three-point method) to estimate budget (creation): establish time-phased budget, provide a discussion on monitoring and controlling cost (EVA relevant to project cost including forecasting and variances), and establish a cost baseline. This all can be done in MS word.
You will also need to write power point presentation slides of your project management plan (scope, schedule and cost).
Page | 9
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
For successful completion of this assessment, you require to study the material provided (lecture slides, tutorials, and reading materials), engage in the unit’s activities, and in the discussion forums. The prescribed textbook is the main reference along with the recommended reading material. You are expected to discuss your work with the lecturer and to seek support.
Links to real-life projects: (those are mainly infrastructure and construction project, it is not compulsory to use it as your case, you can select a project from your area of expertise).
• The Australian Government’s Department Infrastructure and Transport. National Infrastructure Construction Schedule (NICS): https://www.nics.gov.au/Project
• Transport for UNSW: https://www.transport.nsw.gov.au/projects
• City of Sydney, Changing urban precincts: http://www.cityofsydney.nsw.gov.au/vision/changing-urban-precincts
Marking Criteria and Rubric: The assessment will be marked out of 100 and will be weighted 30% of the total unit mark Marking Criteria Not satisfactory (0-49%) of the criterion mark) Satisfactory (50-64%) of the criterion mark Good (65-74%) of the criterion mark Very Good (75-84%) of the criterion mark Excellent (85-100%) of the criterion mark
written communication skills (10 marks)
organisation; grammar; spelling; clarity of expression; formatting; use of charts and graphs as per project management best practice
Lacks evidence of skills relevant to communicate (writing) in project environment
Evidence of basic skills of communicating (writing) in project environment
Has given a factual and/or conceptual skill base in communication (writing) in project environment
Has good skills in communicating (writing) a project report
Has excellent skills in communicating (writing) in project environment
Introduction (10 marks)
Background to the project (Project objectives and main deliverables)
Requirements elicitation and acceptance
Stakeholders’ register
and Project team (Roles and responsibilities)
Project charter (brief using the provided template)
Lacks evidence of knowledge to give an introduction to the project case, identifying project stakeholders and writing stakeholders register. Lack of evidence of knowledge in writing a brief project charter
Evidence of basic knowledge of writing an introduction to the case project, identifying project stakeholders and writing stakeholders register. Lack of evidence of knowledge in writing a brief project charter
Has given a factual and/or conceptual knowledge base writing an introduction to the case project, identifying project stakeholders and writing stakeholders register. Lack of evidence of knowledge in writing a brief project charter
Reasonable knowledge of background of case project and awareness of identifying project stakeholders and writing stakeholders register
Lack of evidence of knowledge in writing a brief project charter
Has excellent skills in writing an introduction to the case project, identifying project stakeholders and writing a brief project charter
Project Scope management (20 marks)
Project justification
In-scope and out-of-scope
Constraints
Limits
Assumptions
Technical
requirements
Statement of work (SOW)
Priority matrix (use the provided template)
WBS structure (minimum of three levels)
Lacks evidence of knowledge to justify the project, deciding and reporting in-scope and of-scope; identifying and reporting project constraints; Limits
Assumptions; Technical
Requirements
Lack of evidence of knowledge in
Evidence of basic knowledge and skills of justifying the project, deciding and reporting in-scope and of-scope; identifying and reporting project Constraints; Limits
Assumptions; Technical; developing SOW and priority matrix, Evidence of basic knowledge and skills of developing
Has given a factual and/or conceptual knowledge and skills base in justifying the project, deciding and reporting in-scope and of-scope; identifying and reporting project Constraints; Limits
Assumptions; Technical; developing SOW and priority matrix, Has given a factual and/or
Reasonable knowledge and skills of justifying the project, deciding and reporting in-scope and of-scope; identifying and reporting project Constraints; Limits
Assumptions; Technical; developing SOW and priority matrix, Reasonable knowledge and skills of developing WBS
Has excellent skills in justifying the project, deciding and reporting in-scope and of-scope; identifying and reporting project Constraints; Limits
Assumptions; Technical; developing SOW and priority matrix as per best practices in project environment, Has excellent skills in
Page | 10
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
WBS dictionary
Graphical and outline format of WBS
Work packages
Control (cost) accounts
Linking WBS to OBS
Scope Validation and control
Scope change control
Change control boards (CCB) and roles and responsibilities
developing SOW and priority matrix, developing WBS and Lacks evidence of knowledge relevant to scope validation and verification; Scope change control
Change control boards (CCB)
WBS and Evidence of basic knowledge and skills of methods of scope validation and verification and in identifying the CCB and assigning roles and responsibilities of CCB members
conceptual knowledge and skills base in developing WBS and Has given a factual and/or conceptual knowledge and skills base in planning for methods of scope validation and verification and in identifying the CCB and assigning roles and responsibilities of CCB members
that includes basic components (three levels), and reasonable skills in developing WBS dictionary and Work package. Some items are missing such information in the work package; linking WBS with OBS…etc. Reasonable knowledge and skills of developing a scope validation and verification plan; scope change control; and in identifying change control boards (CCB) and the members roles and responsibilities
developing WBS that includes all components as per best project management practices and Has excellent knowledge and skills of developing a scope validation and verification plan; scope change control; and in identifying change control boards (CCB) and the members roles and responsibilities
Project Schedule (20 marks)
Plan schedule management (identify processes, tools and techniques to be used and document to be developed as per your client’s requirements)
Define activities (activity list, proper activity logic, activities identification)
Milestones list
Activities Sequence
Relationships (F_S, S_S, S_F, F_F)
Lags, leading times
Project network and critical path(s)
Estimating activity duration (basics of estimation, durations, resources estimation and allocation)
Roles and responsibilities in scheduling
Monitoring and Controlling Schule (EVA relevant to project schedule) Just description of the methods and tools
Schedule baseline
Lacks evidence of knowledge relevant to project schedule management
Evidence of basic knowledge and skills of project schedule management
Has given a factual and/or conceptual knowledge and skills base in schedule management. But have many missing main components of project schedule management plan such as activities relationships, sequences…etc.
Reasonable knowledge and skills of developing project schedule management plan, but one or more main component is missing
Has excellent knowledge and skills of developing a project schedule management plan, including all project schedule management processes from the plan, to identify activities, estimate durations, setting up their sequences, building network, assigning resources, defining roles and responsibilities and in monitoring and controlling project schedule
Project Cost Management
(20 marks)
Plan cost management (identify processes, tools and techniques to be
Lacks evidence of skills relevant to develop and communicate project cost management plan,
Evidence of basic skills of developing and communicating project cost management plan, identify project cost
Has given a factual and/or conceptual skill base in developing and communicating project cost
Reasonable knowledge and skills of developing and communicating project cost management plan,
Has excellent knowledge and skills of developing a project cost management plan, including all project
Page | 11
Asia Pacific International College Pty Ltd. Trading as Asia Pacific International College
55 Regent Street, Chippendale, Sydney 2008: 02-9318 8111
PRV12007; CRICOS 03048D
Approved: 14/02/2019, Version 1
used and project documents to be developed as per your client’s requirements)
Cost elements (labour, material, variable cost)
Types of cost (direct, indirect, fixed, variable)
Estimating method (s): top-down, bottom-up
Estimating techniques (analogous, parametric, three-point method)
Contingencies and management reserves
Budget (creation): time-phased budget
Monitoring and Controlling Cost (EVA relevant to project cost including forecasting and variances) only description
Cost baseline
identify project cost types, methods of estimating costs, estimating costs of the selected project, monitoring and controlling costs.
types, methods of estimating costs, estimating costs of the selected project, monitoring and controlling costs.
management plan, identify project cost types, methods of estimating costs, estimating costs of the selected project, monitoring and controlling costs. But missing many main components
identify project cost types, methods of estimating costs, estimating costs of the selected project, monitoring and controlling costs. But missing one or more main component
cost management processes from planning cost management, identifying cost types, applying estimating methods, creating cost baseline and using tools ad techniques for monitoring and controlling project cost PRESENTATION Slides
Visual Appeal (10 marks)
Presentation slides, clarity, grammar, spelling and engaging
Lack of evidence of written presentation skills (no visual appeal). The slides were difficult to read and too much information had been copied onto them.
There are many errors in spelling, grammar and punctuation.
Evidence of basic skills of communicating (writing) in project environment. Minimal effort made to make slides appealing
Has given a factual and/or conceptual skill base in communication (writing) in project environment.
There are some errors in spelling, grammar and punctuation. In some slides, too much information on two or more slides.
Good visual appeal.
Has very good skills in communicating (writing) a project report
There are few errors in spelling, grammar and punctuation. Very good visual appeal.
Has excellent skills in communicating (writing) in project environment
There are no errors in spelling, grammar and punctuation. Information is clear and concise on each slide.
Excellent visually appeal that is engaging.
Comprehension and content
(10 marks)
General knowledge of the selected project case
Lack of evidence of comprehensive knowledge in the topic. Majority of information irrelevant to the selected project case.
Evidence of basic knowledge in the topic. Basic information about the project background and lack of evidence of comprehensive knowledge in the selected project case
Has given a factual and/or conceptual knowledge to the case project, identifying project stakeholders and writing stakeholders register Good evidence of comprehensive knowledge in the selected project case
Very good knowledge of background of case project and very good level of awareness of the selected project case
Extensive comprehension knowledge of topic. Showed complete understanding of the sleeted project case.

Programming Assignment

CSE1IOO/CSE4IOO Semester 1, 2020
Programming Assignment (40%)
Assessment: This assignment is worth 40% of the final mark for this subject. Do not be overwhelmed
by the length of this file. A lot of its contents are examples, to help you understand the problem a bit
better. Focus on one task at a time. It is a good idea to refer to the Java classes that have been provided
with the assignment as a good starting point, after you have read the entire specification carefully.
Due Date: Monday 1 June 2020, at 10 am.
Delays caused by computer downtime cannot be accepted as a valid reason for a late submission without
penalty. Students must plan their work to allow for both scheduled and unscheduled downtime.
This is an individual Assignment. You are not permitted to work as a group when writing this assignment.
Copying, Plagiarism: Plagiarism is the submission of somebody else’s work in a manner that gives
the impression that the work is your own. The Department of Computer Science and Information Technology
treats academic misconduct seriously. When it is detected, penalties are strictly imposed. Refer
to the unit guide for further information and strategies you can use to avoid a charge of academic misconduct.
All submissions will be electronically checked for plagiarism. You may be asked to give an
interview through zoom and explain your code, if found suspicious by the plagiarism checker on the
submission server. Failing to demonstrate proper understanding of your program may result in zero
marks awarded for the assignment.
Objectives: The general aims of this assignment are:
 To analyze a problem in an object-oriented manner, and then design and implement an objectoriented
solution that conforms to given specifications
 To practise using inheritance in Java
 To practise file input and output in Java
 To make implementations more robust through mechanisms such as exception handling.
Submission Details and Marking Scheme: Instructions on how to submit electronic copies of your
source code files from your latcs8 account and a marking scheme overview are given at the end. If
you have not been able to complete a program that compiles and executes containing all functionality,
then you should submit a program that compiles and executes with as much functionality as you have
completed. (You may comment out code that does not compile.)
NOTE: While you are free to develop the code for this assignment on any operating system, your solution
must run on the latcs8 system.
NOTE: You can use arrays or ArrayList or LinkedList of the Java API. If you use arrays, assume that we
never have more than 50 shapes in a drawing.
1
Problem Description
In this assignment, you are to develop a basic text-based drawing application. A sample drawing is
shown below.
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
* *
* F * *
* O * * *
* R * * *
* * * *
* S * * *
* A * * *
* + + + L * * * * * * * * * * * * * *
* + + E = = *
* + + = = *
* + + = = = = = = = *
* + + + = = = = *
* # = = = = *
* # = = = = *
* # = = = = *
* # = = = = *
* # = = = = *
* # = = = = *
* # # # # # # # # # # # # # # # = = = = = = = = = = = # # # # *
* *
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
It has
 Borders which form a rectangle around a drawing area of 20 by 30 (drawn with the asterisk character
in this example)
 Two lines (the ground and the lamp post)
 One circle (the lamp)
 Two rectangles (the house walls and the door)
 One triangle (the roof)
 A string of text (“FOR SALE” displayed vertically)
Initially, your main task is to develop the classes whose instances are objects that make up a drawing.
Essentially, they are classes that represent windows and shapes.
You will then develop a menu program that allows the user to progressively create a drawing (by adding
shapes and removing shapes), save the definition of the drawing in a text file and read it back to reconstruct
it.
Windows
Each drawing is a window on which shapes can be drawn. A window has, among other things,
 the height
 the width
 the border character that is used to draw the borders
2
The window’s height and width represent the drawing area, excluding the borders. That is, a window of
height 20 and width 30 has 20 x 30 = 600 cells each of which contains a blank or a non-blank character.
Shapes
There are five kinds of shapes that your programs can draw:
 Lines
 Rectangles
 Triangles
 Circles
 Texts (regarded as a kind of shape)
Each shape has
 a base point (that will be further explained as we describe the specific shapes), and
 a display character i.e. the character that is used to display the shape
Now, let us get into the detail characteristics of each shape. Read carefully, as these descriptions will
help you design your classes correctly.
Lines
Consider, as an example, the line below:
*
*
*
*
*
Suppose the top point of the line is at position 10, 15. And suppose we take it to be the base point of the
line. Then the line can be specified as follows:
 The row position of its base point, which is 10
 The column position of its base point, which is 15
 Its length, which is 4
 Its row increment is 1
 Its column increment is 1
 And its drawing character, which is ‘*’ (i.e., the asterisk character)
The row increment 1 and column 1 signifies that the line goes down and goes to the right from the base
point. For our drawing board, row increment and column increment can only take values -1, 0, or 1. In
other words, a line can be horizontal, vertical or can incline at an angle of 45 degrees.
3
Rectangles
Consider, as an example, the rectangle below:
* * * * * * *
* *
* *
* * * * * * *
Suppose the top-left point is at position 10, 15. This point will be taken to be the base point. The line
can be specified as follows:
 The row position of its base point, which is 10
 The column position of its base point, which is 15
 Its height, which is 3
 Its width is 6
 And its drawing character, which is ‘*’
Triangles
Our drawing board will draw only isosceles (at least, two equal sides) triangle. Consider, as an example,
the triangle below:
*
* *
* *
* *
* *
* *
*
Suppose the left-most point is at position 10, 15. This point, where the two equal sides meet, will be
referred to as the base point of the triangle. The directed perpendicular line segment from the base point
to the opposite side is referred to as the height vector of the triangle. The height vector can be in one of
four possible directions. It can go:
1. Right (as in the above example). We specify this direction by taking its row increment to be 0 and
column increment to be 1.
2. Left, with row increment 0 and column increment -1.
3. Up, with row increment -1 and column increment 0.
4. Down, with row increment 1 and column increment 0.
The triangle in the above example can be specified as follows:
 The row position of its base point, which is 10
 The column position of its base point, which is 15
 Its height, the length of the height vector, which is 3
 Its row increment of the height vector, which is 0
 Its column increment of the height vector, which is 1
 And its drawing character, which is ‘*’
4
Circles
Consider the circle displayed below, which is a circle of radius 2:
+ + +
+ +
+ +
+ +
+ + +
The base point of a circle is its center. A circle is specified by
 The row position of its base point (i.e., the center)
 The column position of its base point (i.e., the center)
 Its radius
 And its drawing character, which is ‘+’
For our drawing boards, we draw a circle by plotting 20 points on its circumference. When a circle
is of small size, some of the 20 points overlap. Obviously, the display is often only a rather crude
approximation of a circle. (Hint: In reference to a coordinate system whose origin is the center O of the
circle, a point M on the circle has coordinates x = R cos( ) and y = R sin( ), where R is the radius
and is the angle between the x-axis to OM).
“Text Shapes”
Consider, as an example, the text display below:
H
E
L
L
O
Suppose letter ‘H’ is at position 10, 15. This is the base point. This “text shape” can be specified as
follows:
 The row position of its base point, which is 10
 The column position of its base point, which is 15
 Its text itself, which is “HELLO”
 Its row increment is 1
 Its column increment is 1
The row increment 1 and column 1 signifies that the line goes down and goes to the right from the base
point. For our drawing board, as for the lines, row increment and column increment of a text shape can
take values -1, 0, or 1.
5
Signatures for the Classes
The Window class must have
 The constructor
Window(int numberOfRows, int numberOfColumns, char borderCharacter)
Please note, the numerOfRows and numberOfColumns are numbers of rows and columns respectively,
excluding the border.
 The method to add a shape
void addShape(Shape shape)
 The method to remove a shape
void removeShape(String id)
 The method to display the drawing on the screen
void display()
Row value increases from top to bottom, and column value increases from left to right. The top-left cell
has row = 1 and column = 1.
The Line class must have the constructor
Line(int rowBase, int colBase, int length, int rowIncrement,
int colIncrement, char drawingCharacter)
The Rectangle class must have the constructor
Rectangle(int rowBase, int colBase, int height, int width,
char drawingCharacter)
The Triangle class must have the constructor
Triangle(int rowBase, int colBase, int height, int rowIncrement,
int colIncrement, char drawingCharacter)
The Circle class must have the constructor
Circle(int rowBase, int colBase, int radius, char drawingCharacter)
The Text class must have the constructor
Text(int rowBase, int colBase, String text, int rowIncrement,
int colIncrement)
In addition, every shape class (Line, Rectangle, Triangle, Circle, Text) must also have the method to
draw itself on a Window
void draw(Window window)
6
Task 1
a) Design and implement
 The class to represent a drawing window
 The abstract class Shape
 The class that represents a line
b) Test your classes with the EightLines program below. The program must be able to run with your
classes without any change.
public class EightLines {
public static void main(String [] args){
Window window = new Window(20, 20, ’*’);
int row = 10, column = 10, length = 5;
Line line = new Line(row, column, length, 0, 1, ’1’);
window.addShape(line);
line = new Line(row, column, length, 1, 1, ’2’);
window.addShape(line);
line = new Line(row, column, length, 1, 0, ’3’);
window.addShape(line);
line = new Line(row, column, length, 1, -1, ’4’);
window.addShape(line);
line = new Line(row, column, length, 0, -1, ’5’);
window.addShape(line);
line = new Line(row, column, length, -1, -1, ’6’);
window.addShape(line);
line = new Line(row, column, length, -1, 0, ’7’);
window.addShape(line);
line = new Line(row, column, length, -1, 1, ’8’);
window.addShape(line);
window.display();
}
}
The program should produce the output:
* * * * * * * * * * * * * * * * * * * * * *
* *
* *
* *
* *
* 6 7 8 *
* 6 7 8 *
* 6 7 8 *
* 6 7 8 *
* 6 7 8 *
* 5 5 5 5 5 8 1 1 1 1 1 *
* 4 3 2 *
* 4 3 2 *
* 4 3 2 *
* 4 3 2 *
* 4 3 2 *
* *
* *
* *
* *
* *
* * * * * * * * * * * * * * * * * * * * * *
7
Task 2
a) Design and implement the rest of the shapes
b) Test your classes with the program HouseForSale below. It should produce the drawing on page 2.
import java.util.*;
import java.io.*;
public class HouseForSale
{
public static void main(String [] args) throws Exception
{
{
// Create a window
Window w = new Window(20, 30, ’*’);
// Draw the ground
Line ground = new Line(19, 1, 29, 0, 1,’#’);
w.addShape(ground);
// Draw the post
Line post = new Line(12, 5, 6, 1, 0, ’#’);
w.addShape(post);
// Draw the light
Circle light = new Circle(10, 5, 2, ’+’);
w.addShape(light);
// Draw the house
Rectangle house = new Rectangle(8, 16, 11, 10, ’=’);
w.addShape(house);
// Draw the door
Rectangle door = new Rectangle(11, 19, 8, 4, ’=’);
w.addShape(door);
// Draw the roof
Triangle roof = new Triangle(2, 21, 6, 1, 0, ’*’);
w.addShape(roof);
// Display text message
Text msg = new Text(2,10, “FOR SALE”, 1, 0);
w.addShape(msg);
w.display();
}
}
}
It is required that the classes you develop must allow the HouseForSale program to run without any
changes.
8
Task 3
(a) In the class Window, implement the following method
void writeSpecToFile(String fileName)
The method saves the specification of the drawing window (as opposed to the display image of the
drawing) in the specified text file.
(b) Write a program, called T3Main.java, to generate a drawing (just like the one in the class House-
ForSale), display it on the screen and save it to a text file called T3Drawing.txt.
The format of the output text file must conform to the specification illustrated by the example below (the
example specification is for our House For Sale drawing), minus the comments.
20 30 // number of rows and columns of the drawing window
* // character for border
. // a dot to signal the end of the ‘‘record’’
line // the shape is a line
19 1 29 0 1 // row & column positions of base, length, row increment, column increment
# // display character
.
line
12 5 6 1 0
#
.
circle
10 5 2 // row position of base, column position of base Base, radius
+ // display character
.
rectangle
8 16 11 10 // row position of base, column position of base Base, height, width
= // display character
.
rectangle
11 19 8 4
=
.
triangle
2 21 6 1 0 // row & column positions of base, height, row increment, column increment
*.
text
2 10 // row & column positions of base
FOR SALE // the text itself
1 0 // row increment, column increment
.
Task 4
(a) In the class Window, implement the following static method (class method)
Window readSpecFromFile(String fileName)
The method reads the text file, constructs and returns the Window object representing the drawing
specified in the text file.
The input text file for this method has the same format as described in Task 3.
9
(b) Write a program, call it T4Main.java, to read the description of a drawing from a text file, e.g.
T3Drawing.txt, and display the drawing on the screen.
Task 5
Add to the class Window two methods, which will be used in Task 6. The first method
public void addGrid()
adds numbers to the borders to indicate the row and column indexes of the cells, as shown in the example
below. The numbers on the edges would help us manipulating the shapes.
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 *
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
0 0
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
0 0
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 *
The second method has the signature:
public void refreshImage()
This method first makes all the cells of the drawing image blank (except those on the borders). Then it
asks each shape of the window to draw itself on the window.
This method would be called when we want to be sure that the image is up to date.
10
Task 6
For this task, you implement a program called DrawingBoard.java. (You may also need to add
some simple methods to the existing classes to support this program.)
 This program first allows the user to create a new drawing window or to load an existing one.
 It then allows the user
– To add a shape to the drawing,
– To delete a shape from the drawing,
– To select a shape and move it (up, down, left, right) or make it bigger or smaller,
– To save the specification of the current drawing window to a text file.
For simplicity, we will only be concerned with lines. To be clear, your menu program should be able
to read and display drawing that have shapes other than line (as you will use what you’ll develop in
Task 3 and 4). However, the program provides options to add, delete, move, and change sizes of lines
only.
The interactions between the user and the program are described below.
1. Create a new drawing window or load an existing one
At the start, the program prompts the user to enter NEW in order to create a new drawing window or to
enter a fie name to load an existing drawing window.
Here is a sample run to create a new drawing window (inputs by the user are displayed in bold):
> java DrawingBoard
Enter the window file name (or NEW):
NEW
Enter mumner of rows, number of columns and character (separated by space):
10 30 *
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 *
1 1
2 2
3 3
4 4
5 5
6 6
7 7
8 8
9 9
0 0
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 *
Add Erase Select Write Quit
Up Down Left Right + –
11
And here is a sample run to load an existing drawing window from a text file:
> java DrawingBoard
Enter the window file name (or NEW):
SpecIn.txt
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
1 1
2 2
3 * * * 3
4 * * 4
5 * * 5
6 * * 6
7 * * 7
8 * * 8
9 * * * 9
0 * 0
1 * 1
2 * 2
3 * 3
4 4
5 5
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
Add Erase Select Write Quit
Up Down Left Right + –
2. Menu options
The last two lines in the display above are the reminders of the menu options.
The first line is meant to remind the user of the following options: Add (to add a shape), Erase (to delete
a shape), Select (to select a shape, the selected shape can be moved or have its size changed as will be
seen shortly), Write (to write the specification of the window to a text file), and Quit.
The second line displays reminders for options that can be applied to the selected shape: Up (to move
the shape up), Down (to move the shape down), Left (to move the shape left), Right (to move the shape
right), + (to increment the size of the shape) and – (to decrement the size of the shape).
3. Adding shapes
The way this option works is summarized in the table below:
Reminder Add
Purpose To add a shape (a line)
To choose the option Enter a and press ENTER
System’s response Display the format to enter a line
User’s response Enter details for a line
System’s response Add the shape to the drawing window, display the
window and the menu option reminders (ready for
the next option)
12
Below is a sample run.
> java DrawingBoard
Enter the window file name (or NEW):
SpecIn.txt
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
1 1
2 2
3 * * * 3
4 * * 4
5 * * 5
6 * * 6
7 * * 7
8 * * 8
9 * * * 9
0 * 0
1 * 1
2 * 2
3 * 3
4 4
5 5
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
Add Erase Select Write Quit
Up Down Left Right + –
a
line rowBase colBase length rowIncrement colIncrement character
line 6 9 5 1 0 *
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
1 1
2 2
3 * * * 3
4 * * 4
5 * * 5
6 * * * 6
7 * * * 7
8 * * * 8
9 * * * 9
0 * * 0
1 * * 1
2 * 2
3 * 3
4 4
5 5
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
Add Erase Select Write Quit
Up Down Left Right + –
13
4. Erasing (Deleting) shapes
Reminder Erase
Purpose To erase (delete) a shape (a line)
To choose the option Enter e and press ENTER
System’s response Display the indexes and details of the shapes
User’s response Enter the index of the shape to be erased (user can
only select a Line)
System’s response Erase the shape from the drawing, display the drawing
and the menu option reminders (ready for the
next option)
Below is a sample run (which continues from the previous sample run display). In this sample run, we
choose to erase the second shape (at index 1).
e
0: circle(6,8)(3)(*)
1: line(10,11)(3)(1,1)(*)
2: line(6,9)(5)(1,0)(*)
1
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
1 1
2 2
3 * * * 3
4 * * 4
5 * * 5
6 * * * 6
7 * * * 7
8 * * * 8
9 * * * 9
0 * 0
1 * 1
2 2
3 3
4 4
5 5
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
Add Erase Select Write Quit
Up Down Left Right + –
14
5. Selecting shapes
We can select a shape to move it or to change its size.
Reminder Select
Purpose To select a shape
To choose the option Enter s and press ENTER
System’s response Display the indexes and details of the shapes
User’s response Enter the index of the shape to be selected (user can
only select a Line)
System’s response Mark the shape as being selected (you don’t need to
show any information on screen about which shape
was selected), display the drawing and the menu option
reminders
Below is a sample run (continues from the previous display). In this sample run, we select the second
shape (index 1).
s
0: circle(6,8)(3)(*)
1: line(6,9)(5)(1,0)(*)
1
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
1 1
2 2
3 * * * 3
4 * * 4
5 * * 5
6 * * * 6
7 * * * 7
8 * * * 8
9 * * * 9
0 * 0
1 * 1
2 2
3 3
4 4
5 5
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
Add Erase Select Write Quit
Up Down Left Right + –
6. Moving selected shapes and changing their sizes
To move the previously selected shape up:
Reminder Up
Purpose To move the shape up one row (by moving the base
point of a line)
To choose the option Enter u and press ENTER
System’s response Reduce the row base of the shape by 1, display the
drawing and the menu option reminders
To move the selected shape down, left and right: similar.
15
To increase the size of the selected shape:
Reminder +
Purpose To increase the size shape by 1. For a line, its base
point remains the same and its length is increased by
1.
To choose the option Enter + and press ENTER
System’s response Increase the size of the shape by 1, display the drawing
and the menu option reminders
To decrease the size of the selected shape: similar.
Note: while moving, or increasing the size of a line, if it reaches the border, your application should not
allow the move/increment operation.
Below is a sample run, which continues from the previous one. In this sample run, we move the line,
which was previously selected, to the left (the entry is actually letter l), and then increase it size by 1
(by entering the + sign).
l
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
1 1
2 2
3 * * * 3
4 * * 4
5 * * 5
6 * * * 6
7 * * * 7
8 * * * 8
9 * * * 9
0 * 0
1 * 1
2 2
3 3
4 4
5 5
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
Add Erase Select Write Quit
Up Down Left Right + –
+
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
1 1
2 2
3 * * * 3
4 * * 4
5 * * 5
6 * * * 6
7 * * * 7
8 * * * 8
9 * * * 9
0 * 0
1 * 1
2 * 2
3 3
4 4
5 5
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
Add Erase Select Write Quit
Up Down Left Right + –
16
7. Saving the specification of a drawing window to a file
Reminder Write
Purpose To save the specification of the window to a text file
To choose the option Enter w and press ENTER
System’s response Prompt for the input file name
User’s response Enter the file name
System’s response Write the window’s details to the file (overwrite),
display the drawing window and the menu option
reminders
Below is a sample run that continues from the previous one. In this sample run, we save the drawing
window and then choose q to quit.
w
File name: SpecOut.txt
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
1 1
2 2
3 * * * 3
4 * * 4
5 * * 5
6 * * * 6
7 * * * 7
8 * * * 8
9 * * * 9
0 * 0
1 * 1
2 * 2
3 3
4 4
5 5
* 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 *
Add Erase Select Write Quit
Up Down Left Right + –
q
Thank You!
8. Quiting the program
To quit:
Reminder Quit
Purpose To quit the program
To choose the option Enter q and press ENTER
System’s response Display ”Thank You!” and terminate the program
9. Making the program more robust
Once we start the program and take a few options, we do not want the program to crash. To prevent this,
put the actions for each of the menu options in a try/catch block.
17
Task 7 (for CSE4IOO Students Only)
 Design and implement the class to represent an oval.
 Write program T7Tester.java to test your class.
 Submit both Oval.java and T7Tester.java.
This task is worth 10 marks, taking the total mark for CSE4IOO assignment to 110. (The total mark for
CSE1IOO is 100.)
Electronic Submission of the Source Code
 Submit all the Java files that you have developed in the tasks above.
 The code has to run under Unix on the latcs8 machine.
 If you want to copy a file from your local machine (laptop, desktop at home) to the latcs8 server,
use WinSCP (for windows) or Cyberduck (for mac).
 You submit your files from your latcs8 account. Make sure you are in the same directory as the
files you are submitting.
 Submit each file separately using the submit command. For example, for a file called (say) Window.
java:
submit IOO Window.java
 After submitting the files, you can run the following command that lists the files submitted from
your account:
verify
 You can submit the same filename as many times as you like before the assignment deadline; the
previously submitted copy will be replaced by the latest one.
Marking Scheme Overview
The assignment has the total of 100 marks, which are distributed as follows:
 Implementation (Execution of code) 90 marks (Do all parts of the programs execute correctly?
Note your programs must compile and run to carry out this implementation marking. So, comment
out the non-working code in your submission.)
 Code Design, Layout and Documentation 10 marks (Does the program conform to specifications?
Does the program solve the problem in a well-designed manner? Does the program follow good
programming practices? Does the indentation and code layout follow a good, consistent standard?
Are the identifiers meaningful? Are comments useful in explaining what and how the program
works? (Javadoc comments are optional.)
 A detail marking rubric will be published on LMS soon.

18

ITECH2002 – Systems Modelling

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Assignment 1 Specification – 2020
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Systems Requirement Specification
1. TIMELINES AND EXPECTATIONS
Due date: Tuesday, Week 7, 11:55pm.
Weighting: 15%, maximum mark: 100.
Minimum time expectation: 30 hours.
You will be working in groups of three students.
Your assignment will be assessed by your tutor or lecturer if your lecturer is also your tutor. You will receive your mark and written feedback via Moodle two weeks after the due date or submission, whichever is later.
2. INTRODUCTION
You have been hired as a systems analyst to work with two other analysts. Your task is to document the functional requirements of Australia Post in UML.
In a typical learning environment, assignments are often based on hypothetical case studies, like those in the tutorials. Such case studies, however, are limiting because you have little opportunity to investigate how real systems work, thus making it difficult to appreciate the complexity of a real system, the need of analysis and the usefulness analysis tools. We hope that by investigating a real system you will appreciate the importance of analysis and the role of UML as a communication and analysis tool.
During the analysis stage, UML is used to specify systems requirements, which will be used to design a computer system. In this assignment, we will use UML to document a system that has already been computerised – like reverse engineering a system (from an existing computer system to specification). This has another advantage in that you can evaluate if your specification is close enough to the real system. However, be careful when reverse engineering so you do not also include the design decisions – please see your lecturer when you are unsure, we are more than happy to give you feedback.
Please note that the case study provided here is incomplete and you need to investigate Australia Post to complete the assignment, such visiting their website or following Australia Post development in the news. If you cannot find the information you need, please talk to your lecturer or tutor.
You may also come up with functionality that does not yet exist but would add values to the business, but please discuss with your lecturer first.
Section 3 describes the motivation behind the design of this assignment; Section 4 provides information on how and what to submit (note that Moodle has been set up, so there is only
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one submission from each group). The case study can be found in Section 5. Section 6 describes the tasks and mark allocation for individual and group work.
3. MOTIVATION.
The purpose of the assignment is to ensure that you know:
1. How to document functional requirements using three tools widely used in the IT industry: brief use case description, use case diagram and domain model class diagram. The use case and domain model class diagrams are part of the Unified Modelling Language (UML).
2. How different stakeholders contribute to the definition of requirements.
The assignment addresses the following learning outcomes:
K1. Explain how models are used to assist in analysing and modifying existing business systems;
K2. Define various roles involved in the processes of system analysis;
K3. Describe techniques used to gather required information for system analysis;
K4. Explain the various stages of the system development life cycle;
S1. Identify appropriate models for given scenarios;
S2. Develop various models using a professional CASE tool;
S4. Perform Object Oriented Analysis and Design to construct various object models used to communicate the scope and requirements of the project.
A1. Write integrated reports, using appropriate models, providing detailed analysis of given textual scenarios.
4. WHAT AND HOW TO SUBMIT
1. Moodle has been set up so each group submits only one document – anyone from a team can submit. You need to submit a link to your group report in a called Assignment1Submission.txt which is available from Moodle Shell.
2. Open your Federation University OneDrive account. If you have never used it, or are not sure how:
 First login to your Federation University student email account.
 Click the nine dots in the top left corner and select OneDrive.
 OneDrive should open starting the files menu.
3. Sharing the File from OneDrive with your Marker
1. Right-click on your Group Report in OneDrive.
2. Click “Copy link”.
3. Click the button “People with existing access can use the link”.
4. Change it to “People in Federation University Australia with the link”.
5. Untick “Allow Editing” – as you do not want anyone changing your file.
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6. Click Apply.
7. Copy the link that is created.
8. It will be a very long link starting with “https://federationuniversity-my.sharepoint.com”
9. Download the file “Assignment1Submission.txt” from the Moodle shell
10. Open Assignment1Submission.txt
11. Paste the link for your file from OneDrive in to Submission.txt
12. Save Assignment1Submission.txt
4. Submit Assignment1Submission.txt via Moodle Shell.
5. CASE STUDY
The case study for this assignment is based on Australia Post (https://auspost.com.au/). Some functionality or processes may have been simplified or modified to meet certain learning criteria. Australia Post “delivered more than delivered more than 3 billion items last year” to “11.9 million delivery points across Australia” [1].
We will investigate three subsystems in Australia Post:
1. Mail, parcel lockers and PO box services;
2. Document services and digital identification; and
3. Recruitment and Graduate Program.
These three subsystems are described in the following sections.
5.1 Mail, Parcel Lockers and PO Box Services
Mail services have extended beyond door-to-door delivery. The Australia Post now also offers post office boxes. To use this service, a customer has to apply for a post office box (PO box) and pay for an annual fee (see PO box application form). This subsystem is not responsible for the payment, but it must reject applications which have not been paid. Customers can use the PO boxes not just for receiving letters but also parcels; however, size limit will apply – if unsure check with an Australia Post staff member. Once you have submitted the application form, Australia Post will assign a PO box number and give instruction on how you can access your PO box. For information about how to set up a new PO box, please click here.
If you are a business or a corporate customer, you can choose automatic renewals. If you are a personal customer or a business customer who does not choose automatic renewals, you will be notified a month before the expiry date. A sample of a PO box renewal notice is given in Figure A1 and A2 in Appendix A. The notice should give some information on what information is collected. If customers do not pay within 10 days after the due date, then the
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PO box will be closed. Note that this subsystem is not responsible for accepting the payment. Payments fall under another subsystem which is not covered in this case study. This is an example of how one subsytem interacts with another subsystem. In your modelling, you may leave out the payment information (such as invoice no), but you must specify the fee structure for the appropriate use case; for example, when selecting a PO box, customers must be notified how much it costs.
If you sign up for a new PO box you will be given a free mail redirection service for six months. Australia Post will also notify you that you have applied for a mail redirection; for example, if you have moved from Melbourne to Ballarat and you wish your mails from Melbourne to be redirected to Ballarat, a notification letter will be sent to your Melbourne address before the start of mail redirection. A sample of the notice is given in Figure A3 in Appendix A. A month before the end of the free service, Australia Post will notify customers to renew. If customers do not extend the redirection service (for a fee), then the mail redirection will cease.
All customers sign up for a PO box can register to get a notification via SMS or email that a mail has been delivered to their PO box. One PO box can be attached to only one email or one mobile number.
Other services offered by Australia Post include mail holdings and parcel lockers.
5.2 Document Services and Digital Identification
Apart from mails, Australia Post also accepts the lodgement of applications for passports, tax file numbers, and working with children checks and digital identification. This section first describes the generic document services and digital identification.
5.2.1 Document Services
To lodge the application of legal documents, in most cases, you have to obtain the correct forms from the appropriate authorities; for example, if you wish to apply for a new passport or a passport renewal, then you must obtain the form from the Australian Government, but you lodge your applications at authorised Australia Post centres – note that not all post offices accept passport applications. For some services, such as passport applications and tax file number, you must also book an interview time at an authorised Australia Post centre.
Some organisations, such as hospitals, require you to have police check clearance and Australia Post offer this service. To apply for a police check at Australia Post, you can speed up the process if you are already registered with Australia Post’s Digital iD (described in Section 5.2.2 below). To find out what information is needed, please check the form when applying for this check manually. Note that when applying for a police check, you must book
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an appointment for an interview. Also, exclude information on finger printing and payment – that is to be done manually during the interview. Payments fall under another subsystem which is not covered in this case study. This is an example of how one subsytem interacts with another subsystem.
5.2.2 Digital iD
In Australia, occasionally you will be required to verify yourself: to prove you are who you said you are; for example, when opening a bank account, you need to provide 100 points documents. Not all documents carry the same points: some legal documents may have more points than others. For a list of documents and the points they carry, please see proof of identification requirements.
In early 2015, the Australian Government started developing TDIF (Trusted Digital Identity Framework) and collaborated with counterparts in the USA, UK, Canada and New Zealand [2]. The main idea behind TDIF is that organisations can verify the identity of an individual “digitally”, instead of having to sight the documents of an individual.
To help you understand how Digital ID work, I will use PayPal as an example. PayPal is a third party payment system. Once you have opened a PayPal account, you would link credit/debit cards or bank accounts to your PayPal account. When you make your payment with PayPal, no merchant has access to any of your financial information linked to PayPal. Instead, PayPal will transfer the requested amount to the merchant.
In PayPal, merchants have no access to your financial information; similarly, in Digital ID the organisations that need to verify your identification have no access to your legal documents. In 2017, Digital iD (a product from Australia Post) gained accreditation from the Australian Government as an identity provider. In a typical digital identification system, organisations have no need to sight your documents. Instead, Digital iD will verify that you are indeed the person you claim to be (see Figure 1 on the next page).
To further understand what TDIF is, you might like to listen to the ABC interview with Dr Jay Jeong, a researcher at the Cyber Security Cooperation Research. You may also like to watch the following promotional video from Australia Post.
To use Digital iD, you need to provide two of the following documents: Australian Passport, New Zealand Passport, International Passport with a valid Australian Visa, Australian Driver License, Medicare Card, Proof of Age card, Tertiary student card or Keypass ID card. For all documents, Digital iD captures the identification number, first name, middle name (if there is any), last name and date of birth. For Australian Driver License, Digital iD must capture the issuing state, and for medicare card the individual reference number on the card.
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Once you have supplied all the information required, you need to bring the documents used for the identification to a certified Australia Post centre. If you have an Australian or New Zealand passport, then you only need to bring one of the documents you have lodged with Australia Post; otherwise, you need to bring both documents. After a staff member has verified your identity, the system will generate a receipt containing the following detail: the name of the post office branch, postcode of the branch, a reference no, a unique sequence number, ID of the Australia Post staff, date and time of verification. The reference no is a 26 alphanumeric field. The unique sequence number is a 13 digit numeric field. The receipt also has a note which explains the purpose of Digital iD and who the information will be disclosed to along with some other legal notices – please see Appendix B for a sample of the receipt.
Figure 1. The Digital Identity Ecosystem. At the moment, Digital iD is the only accredited identity provider in the private sector. In the future, Banks could also verify the identity of a person [3].
You can now use Digital iD to prove your identity in the online space or face-to-face. Digital iD will share at most your name, your photo and date of birth. To verify your identity online, upload a photo of yourself and your unique identification number. To proof identity face-to-face, simply show the photo which Australia Post has verified. The person who checks your identity can see that you look like the photo that has been verified.
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5.3 Recruitment and Graduate Programs
Entering the job market is a chicken and egg problem for many graduates, including IT graduates, because employers often ask for working experience but most graduates have none or very little experience. But it does not have to be this way. Many organisations offer “graduate programs”, some of these jobs are advertised in generic job search sites, such as GradConnection or Seek.
Australia Post also offers graduate programs for students who are finishing or has recently completed their studies – please check the eligibility criteria if you are interested. Unlike NEC, Australia Post does not post specific internship or graduate program opportunities; instead, you have to browse all vacancies here. You will find that most vacancies are in deliveries or customer service representatives, but you may also find other IT positions such as Software Engineers, Data Engineers, Fraud Analytics, etc. One useful function is to register your interest in the graduate program or sign up for job alerts.
The process of being accepted into any graduate program is quite lengthy, and the complete steps for Australia Post are described here. Once you have enrolled, both Australia Post and you can track which step you are in, but only a staff member of the Post can move you from one step to another.
Australia Post can also post, edit and remove a job. Each job has a closing application date, and any job past the application date should be hidden from the public. In order to understand what information needs to be stored, you need to view at least one job description carefully. Also be mindful that the organisation may store information which may be unavailable to the public, such as salary range or contact person responsible for the job.
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6. ASSESSMENT TASKS
This assignment has a group work and individual work components. For diagramming (use case diagram and domain model class diagram), you may use any tools you are comfortable with – popular web-based tools include draw.io. You may use other tools but make sure all members in your group use the same tool.
The following sections describe the tasks for the group and individual work and the distribution of marks.
Task 1 – Individual work [70 marks]
1
5 marks – Stakeholders.
List four stakeholders of your subsystem, outline their roles, and indicate whether they are internal or external, operational or executive.
2
25 marks – Brief use case description.
Ten brief use case texts for your subsystem – each use case description must have actor(s), use case name and use case description. The written case study provides at least six use cases for each subsystem, so you need to add four more new use cases.
The new use cases must fit in with the case study and your subsystem– for example, the case study is based on Australia Post; therefore, a use case for booking a car is irrelevant.
You must include an actor for each use case. Each use case must also apply these three concepts:
• can be computerised.
• perfect technology assumption (week 3).
• elementary business processes – EBP (week 3).
For each subsystem, make sure you include at least one use case that is only visible to the staff (not customers), because in assignment 2, you will be designing the screens for one use case.
3
10 marks – use case diagram.
A use case diagram based on the brief use case description you have created.
4
30 marks – class diagram for each subsystem.
A class diagram for your subsystem. The class diagram must support all the use cases identified.
ITECH2002 – Systems Modelling
Assignment 1 Specification – 2020
Page 9/14
Task 2 – Group work [30 marks]
5
5 marks – Consolidated report
The report must clearly list each student’s name and ID and which subsystem each member is responsible for.
6
20 marks – Consolidated class diagram.
Consolidate all the class diagrams from your team members into a single class diagram.
7
5 marks – A table which lists from which subsystem the class or attribute comes from.
This will greatly ensure that you have included all classes, relationships and attributes from all subsystem and help you and the markers in checking the consistency of the consolidated domain model class diagram.
ITECH2002 – Systems Modelling
Assignment 1 Specification – 2020
Page 10/14
Appendix A – Mail and PO Boxes
All documents in Appendix A were correspondence from Australia Post with sensitive information replaced.
Figure A1. PO Box renewal notice. This document has two pages; shown here is page 1. Try to find the relationship between the numbers, such as the invoice numbers and the barcodes. You need a bar code reader app to read the bar codes. I used the Android app “QR Scanner”, which can read bar codes and QR codes.
ITECH2002 – Systems Modelling
Assignment 1 Specification – 2020
Page 11/14
Figure A2. PO Box renewal notice. This document has two pages, shown here is page 2.
ITECH2002 – Systems Modelling
Assignment 1 Specification – 2020
Page 12/14
Figure A1. Mail Redirection Notice. See if there is any relationship between the numbers on the document and the bar code. You need a bar code reader app to read the bar codes. I used the Android app “QR Scanner”, which can read bar codes and QR codes.
ITECH2002 – Systems Modelling
Assignment 1 Specification – 2020
Page 13/14
Appendix B – Digital iD
The document in Appendix B were correspondence from Australia Post with sensitive information replaced.
Figure B1. The receipt to be given to users contain information such : the name of the post office branch, postcode of the branch, a reference no, a unique sequence number, date of verification, ID of the Australia Post staff, date and time of verification and some notes which explains the purpose of Digital iD, to whom and what information will be disclosed.
ITECH2002 – Systems Modelling
Assignment 1 Specification – 2020
Page 14/14
References
1. Fast facts about Australia Post. (2020). Retrieved 28 February 2020, from https://auspost.com.au/about-us/news-media/fast-facts-about-australia-post
2. The Trusted Digital Identity Framework. (2020). Retrieved 28 February 2020, from https://www.dta.gov.au/our-projects/digital-identity/trusted-digital-identity-framework
3. Digital identity ecosystem. (2020). Retrieved 28 February 2020, from https://www.dta.gov.au/our-projects/digital-identity/digital-identity-ecosystem
Acknowledgement
Many thanks to my FedUni colleague, Dr Leigh Achterbosch, for sharing the instructions related to OneDrive. I am also grateful to Australia Post staff member who shared with me the Australia Post Digital iD verification process.
End of Assignment One Specification

Assessment 1 – Emerging Technologies Analysis

MIS712 – Digital Transformation

T1, 2020

 

Assessment 1 – Emerging Technologies Analysis

(Individual Report)

 

DUE DATE AND TIME:                                    Week 5, 5 April (Sunday) 2020, 11:59 PM

PERCENTAGE OF FINAL GRADE:        10%

HURDLE DETAILS:                               Not applicable

Learning Outcome Details

Unit Learning Outcome (ULO) Graduate Learning Outcome (GLO)
ULO 1: Present an advanced integrated analysis and evaluation of potential digital transformations in written form GLO1: Discipline-specific knowledge and capabilities

GLO2: Communication

ULO 2: Apply knowledge of key concepts relating to digital transformations to real life examples and case studies GLO1: Discipline-specific knowledge and capabilities

GLO5: Problem solving

 

Assessment Feedback

Students who submit their work by the due date will receive their marks and feedback on CloudDeakin at the end of Week 7, Sunday, 11:59 PM.

Description / Requirements

Overview of Assignment 1

You will take on the role of a Digital Transformation consultant and prepare a report for an organisation in which you identify three emerging technologies and they discuss their potential to drive digital transformation by analysing their impact in implementing organizations. For example, you can discuss how the implementation of Blockchain Technology impacted MAERSK process operations.

Requirements of Assignment 1

This report should be 1,500 words (excluding the references and appendices). To complete this report, you should conduct a research of existing organizations that are using or planning to use emerging technologies to transform their current operations. Below you can find a detailed description of the required sections for this report:

  • Executive Summary (~100 words): In this section, you need to briefly summarize which emerging technologies and organizational cases you have selected for this report. You should also briefly mention how these technologies helped the organizations transform their current operation.
  • Introduction (~250 words): In this section, you need to briefly explain the transformative potential of the emerging technologies and concisely discuss what are the most common aspects of the organizational operations that are impacted by these technologies.
  • Discussion (~1000 words): In this section, you need to discuss three emerging technologies and how did they influence the operations of organizations that decided to implement or are planning to implement these technologies. You can choose to either focus on (a) one organization that has implemented three different emerging technologies or (b) three organizations that each implemented one emerging technologies. Your discussion should focus on before and after effects and impacts of emerging technologies. For example, Blockchain Technology streamlined the container booking process in MAERSK that resulted in reducing the associated costs and offering more competitively priced services.
  • Conclusion (~150 words): In this section, you should conclude by stating your key conclusions about the transformative impact of emerging technologies.
  • References: References and citations showing the source of all the information in the report need to be provided (Harvard referencing style). The references used must demonstrate thorough research using quality references such as journal articles, book sections, conference papers, and industry reports with good evidence to support your arguments in the sections above. Details on referencing can be found at: http://www.deakin.edu.au/current-students/study-support/study-skills/handouts/ideas.php
  • Appendices: In this section, you should place figures or tables that illustrate or summarize your key points from the discussion section.

Submission Instructions

The report must be one (1) single file, named T1_year_MIS712_surname_assign1 (e.g. T1_2020_MIS712_Liang_ assign1).

You must keep a backup copy of every assignment you submit, until the marked assignment has been returned to you.  In the unlikely event that one of your assignments is misplaced, you will need to submit your backup copy.

Any work you submit may be checked by electronic or other means for the purposes of detecting collusion and/or plagiarism.

When you are required to submit an assignment through your CloudDeakin unit site, you will receive an email to your Deakin email address confirming that it has been submitted. You should check that you can see your assignment in the Submissions view of the Assignment dropbox folder after upload, and check for, and keep, the email receipt for the submission.

Submit the report in the folder called T1 2020 MIS712 Assignment 1 – Emerging Technologies Analysis.

Notes

  • Penalties for late submission: The following marking penalties will apply if you submit an assessment task after the due date without an approved extension: 5% will be deducted from available marks for each day up to five days, and work that is submitted more than five days after the due date will not be marked. You will receive 0% for the task. ‘Day’ means working day for paper submissions and calendar day for electronic submissions. The Unit Chair may refuse to accept a late submission where it is unreasonable or impracticable to assess the task after the due date.
  • For more information about academic misconduct, special consideration, extensions, and assessment feedback, please refer to the document Your rights and responsibilities as a student in this Unit in the first folder next to the Unit Guide of the Resources area in the CloudDeakin unit site.
  • Building evidence of your experiences, skills and knowledge (Portfolio) – Building a portfolio that evidences your skills, knowledge and experience will provide you with a valuable tool to help you prepare for interviews and to showcase to potential employers. There are a number of tools that you can use to build a portfolio.  You are provided with cloud space through OneDrive, or through the Portfolio tool in the Cloud Unit Site, but you can use any storage repository system that you like. Remember that a Portfolio is YOUR tool. You should be able to store your assessment work, reflections, achievements and artefacts in YOUR Portfolio. Once you have completed this assessment piece, add it to your personal Portfolio to use and showcase your learning later, when applying for jobs, or further studies.  Curate your work by adding meaningful tags to your artefacts that describe what the artefact represents.

 

Rubric

GLO1: Discipline-specific knowledge and capabilities

GLO2: Communication

GLO5: Problem solving

 

GLOs N (0-29) N (30-49) P (50-59) C (60-69) D (70-79) HD (80-100)
GLO1&5

Analysis

(6 marks)

0.85 marks

 

The analysis provided in the report does not meet the academic standards and requirements.

 

(0 – 1.7 marks)

2.35 marks

 

Report demonstrates little/no knowledge or use of emerging technologies knowledge. Little or no (relevant) research has been used to support the analysis.

 

(1.8 – 2.9 marks)

 

3.25 marks

 

Adequate discussion on the impact of the emerging technologies in a specific organizational context, but analysis is quite superficial and generic arguments are presented throughout the report. Some relevant research, but a lot more is required to support the analysis.

 

(3 – 3.5 marks)

 

3.85 marks

 

Good discussion on the impact of the emerging technologies in a specific organizational context, but analysis a little superficial and generic arguments are presented in a several places in the report. Mostly relevant research was used to support the analysis, but more such research.

 

(3.6 – 4.1 marks)

4.45 marks

 

Mostly advanced discussion on the impact of the emerging technologies in a specific organizational context, but lacks originality. Mostly advanced, detailed and relevant research was used to support the analysis.

 

(4.2 – 4.7 marks)

5.4 marks

 

Advanced discussion on the impact of the emerging technologies in a specific organizational context. Advanced, detailed and highly relevant research was used to support the analysis.

 

(4.8 – 6 marks)

GLO2 Clarity of written argument

(3 marks)

0.4 marks

 

The arguments presented in this report do not meet the academic standards and requirements.

 

(0 – 0.8 marks)

1.15 marks

 

Inadequate argument in the report because it the argument is unclear, lacks flow and logic, and unnecessarily verbose.

 

(0.9 – 1.4 marks)

1.6 marks

 

Adequate argument in the report, but mostly lacks clarity, brevity and/or logical flow in many places.

 

(1.5 – 1.7 marks)

 

1.9 marks

 

Good argument through most of the report, but lacks clarity and brevity in a few places in the report, and/or sometimes does not flow in a logical manner.

 

(1.8 – 2.0 marks)

 

2.2 marks

 

Mostly expert (clear, concise, convincing, logical flow) argument used throughout the report.

 

(2.1 – 2.3 marks)

 

 

 

2.7 marks

 

Expert (clear, concise, convincing, logical flow) argument used throughout the report.

 

(2.4 – 3 marks)

GLO2 Presentation

(1 mark)

0.145 marks

 

The report has not been presented in a manner that meets the academic standards and requirements.

 

(0 – 0.29 marks)

0.395 marks

 

Inadequate diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and/or report structure.

 

(0.30 – 0.49 marks)

0.545 marks

 

Adequate use of diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and/or report structure.

 

(0.50 – 0.59 marks)

0.645 marks

 

Good use of diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and/or report structure.

 

(0.60 – 0.69 marks)

0.745 marks

 

Mostly expert use of diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and report structure.

 

(0.70 – 0.79 marks)

0.90 marks

 

Expert use of diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and report structure.

 

(0.80 – 1 marks)

 

 

MMH709 Employee Relations for Organisational Effectiveness

MMH709 Employee Relations for Organisational Effectiveness
Assessment task 2 – 1st Trimester 2020
Written essay – Enterprise bargaining
Essay: 60% of the total grade for this unit.
Word length: 3,500 words (plus or minus 10%, excluding the wording contained in the reference list only).
Due date: 11.59pm (AEST), Friday, 29 May, 2020.
Unit Learning Outcomes
At the completion of this Unit, students should be able to do the following:
Deakin Graduate Learning Outcomes
ULO1
Analyse the theories and concepts of employment relations via examining the concept of productivity and the link between enterprise bargaining and productivity growth.
GLO1 Discipline-specific knowledge.
GLO2 Communication
GLO4 Critical thinking
ULO3
Identify the views held by the main actors of employment relations towards the link thought to exist between enterprise bargaining and productivity growth.
GLO1 Discipline-specific knowledge.
GLO2 Communication
ULO4
Identify the legal obligations placed on employers and the legal entitlements conferred in employees (and trade unions) when bargaining for enterprise agreements under the Fair Work Act 2009.
GLO1 Discipline-specific knowledge.
GLO2 Communication
Assessment feedback
In accordance with Faculty policy relating to units that have no exams, the feedback and grades for this assignment will be published on the Unit’s CloudDeakin site at the same time as academic results for the trimester are released.
Assessment task
The Fair Work Ombudsman’s (2017) ‘best practice guide [for] Improving workplace productivity in bargaining’ heralds a range of advantages associated with enterprise bargaining:
The Fair Work Act 2009 promotes productivity, fairness and cooperation through an emphasis on enterprise-level collective bargaining, underpinned by simple good faith bargaining obligations and clear rules regulating industrial action. Enterprise bargaining is a way of fostering a culture of change in the workplace and is a valuable tool in the process of continuous improvement. It can assist in the creation of
responsive and flexible enterprises and help to improve productivity and efficiency. Increased productivity can provide higher wages to workers or more secure and satisfying work, higher profits to employers and lower priced goods and services to the public.
Sally McManus (2018), the Secretary of the Australian Council of Trade Unions, has different view, as she has declared that the present system of enterprise bargaining is ‘broken’:
When we moved to an enterprise bargaining system, we imagined that the vast majority of Australian workers would be covered by enterprise agreements. Awards would only be a safety-net for a small number of workers. In response our award system has been stripped back to the bare minimum. But, enterprise bargaining is failing, and more and more people are depending on hollowed out awards. … Enterprise bargaining is so restrictive, so excessively regulated, it is smothering wage growth. The economy cannot grow unless wages grow. Working people must have greater freedom to negotiate and our laws must assist them even up the power imbalance so they can negotiate fair pay increases.
Clearly there is a difference of opinion here about how the enterprise bargaining system is operating under the Fair Work Act 2009. This assessment task has three aims. The first is to give you an appreciation of the legal processes involved in enterprise bargaining. The second is to give the opportunity to work with the Fair Work Act 2009 and acquaint you with its language and regulatory content. The final aim is to put you in touch with an important and still unfolding debate that has emerged over the efficacy of the present system of enterprise bargaining. To these ends, the assignment asks you to answer the following three questions.
1. Under the terms of the Fair Work Act 2009, what does the process of enterprise bargaining entail? (10 marks)
2. What views are held by trade unions and employer associations towards the present system of enterprise bargaining? (20 marks)
3. What evidence can or has been brought to bear in support of these views? (20 marks)
*** Grammar, syntax, spelling and citation method (10 marks)
Fair Work Ombudsman (2017) Best Practice Guide: Improving workplace productivity in bargaining, source <http://www.Improving-workplace-productivity-through-bargaining-best-practice-guide.pdf
Sally McManus (2018) [National] Press club speech, 21 March 2018: Change the rules for more secure jobs and fair pay, source, source <https://www.actu.org.au/media/1033746 /180320-national-press-club-speech-sally-mcmanus-march-21-2018.pdf
Assignment format
– This is not a group assignment.
– Adhere to the word limit as set out above.
– Double space your work.
– Do not provide an executive summary or table of contents. This is not a ‘report’. It is an essay that should conform with a standard format of its type (i.e., an introduction, a body and a conclusion).
– Either Harvard style in-text referencing or Oxford style footnoting is acceptable.
– There is no recommended number of sources that should be cited.
– Papers with no citation will attract an automatic zero. Resubmission is not an option.
– Papers that have no reference section will attract an automatic zero. Resubmission is not an option.
– Papers that do not apply correct citation format will be marked down, though markers will allow some leeway for minor errors if a genuine attempt to apply a correct citation format is evident. If you are unsure of how to cite the sources used when writing university level essays, then the following University web-site should be consulted:
https://www.deakin.edu.au/students/studying/study-support/referencing
– Papers that apply citation to mask plagiarism will be automatically referred to the Academic Progress Committee, as will all cases of plagiarism. If you are unsure of what constitutes plagiarism, then the following University web-site should be consulted:
https://www.deakin.edu.au/students/studying/study-support/referencing/summarising-paraphrasing-quoting
Assignment submission
– An essay is deemed to have been submitted ‘on time’ when it is uploaded into the ‘Assessment’ folder on the unit’s Cloud Deakin web site by 11.59pm on the due date. When you submit an assignment, an email will be sent to your Deakin address confirming that it has been submitted. You should check that your assignment can be seen in the Submissions view of the assignment ‘Dropbox’ folder after uploading. You should also keep the email receipt for the submission.
– You are expected to keep a backup copy of every assignment you submit until the marked assignment has been returned to you. In the unlikely event that your assignment is misplaced, you will need to submit the backup copy.
– Any work you submit may be checked by electronic or other means for the purposes of detecting collusion and/or plagiarism. Turnitin is provided on CloudDeakin so you can check your work against the similarity report.
Assignment extensions (Direct wording of Faculty policy)
Extensions can only be approved by the Unit Chair (Keith Abbott). Please email your request to (abbottku@deakin.edu.au) before the due date. You will be asked to provide evidence to support your request and a draft of the work completed to date. Where an extension is approved you will be given between 1 day and 2 weeks to submit your work. Work or holidays or other assignments are NOT grounds for an extension – you are expected to manage these issues as part of your studies. You are strongly encouraged to start early and to continually backup your assignment as you progress. Computer crashes or corrupted files will NOT be accepted as valid reasons for an extension of any length.
https://www.deakin.edu.au/students/studying/assessment-and-results/special-consideration
Penalties for late submission (Direct wording from Faculty policy)
This assignment was submitted N days late without an approved extension from the Unit Chair. The late penalty policy, which is clearly stated in the MMH709 Assignment Brief. The
following marking penalties will apply if you submit an assessment task after the due date without an approved extension: 5% will be deducted from available marks for each day up to five days, and work that is submitted more than five days after the due date will not be marked. The late penalty is therefore calculated as follows:
1 day late. Submitted after 11.59pm, 29 May 2020. Penalty 2/40 (0.01 to 23.59 hours after due time and date, shown in hours on Cloud Deakin Drop Box).
2 days late – . Submitted after 11.59pm, 29 May 2020. Penalty 4/40 (24-47.59 hours after due time and date, shown as 1 day on Cloud Deakin Drop Box)
3 days late. Submitted after 11.59pm, 29 May 2020. Penalty 6/40 (48-71.59 hours after due time and date, shown as 2 days on Cloud Deakin Drop Box).
4 days late. Submitted after 11.59pm, 29 May 2020. Penalty 8/40 (shown as 3 days on Cloud Deakin Drop Box).
5 days late. Submitted after 11.59pm, 29 May 2020. Penalty 10/40 (shown as 4 days on cloud Deakin Drop Box).
Dropbox closed 11.59pm, 3 June 2020 AEST. Therefore, 40/40 marks have been deducted from your final mark for this assignment.
Good grief…

Assessment 3 – DBS’s Digital Transformation

MIS712 – Digital Transformation

T1, 2020

 

Assessment 3 – DBS’s Digital Transformation

(Individual Report)

 

RELEASE DATE AND TIME:                Week 11, 31 May (Sunday) 2020, 11:59 PM

DUE DATE AND TIME:                                    Week 12, 7 June (Sunday) 2020, 11:59 PM

PERCENTAGE OF FINAL GRADE:        40%

HURDLE DETAILS:                               Satisfactory completion (P; 50%)

Learning Outcome Details

Unit Learning Outcome (ULO) Graduate Learning Outcome (GLO)
ULO 1: Present an advanced integrated analysis and evaluation of potential digital transformations in written form GLO1: Discipline-specific knowledge and capabilities

GLO2: Communication

ULO 2: Apply knowledge of key concepts relating to digital transformations to real life examples and case studies GLO1: Discipline-specific knowledge and capabilities

GLO4: Critical Thinking

GLO5: Problem solving

 

Assessment Feedback

Students who submit their work by the due date will receive their marks and feedback on CloudDeakin on after Week 12, at the time of releasing the final marks for this unit.

Description / Requirements

Overview of Assignment 3

You will take on the role of a Digital Transformation consultant and answer key questions related to the DBS’s digital transformation (see below).

Requirements of Assignment 3

This report should be 2,500 words (excluding the references and appendices). To complete this report, you should analyse the given case study about the DBS’s Digital Transformation and answer six questions related to this case study. This report does not have any prescribed structure and should simply focus on answering the questions listed below:

  • Do you believe the hackathon program at DBS to be successful? Should the bank take it to the next level?
  • Was setting up the Digibank unit the best option to move the DBS digital transformation agenda forward? The bank also considered pursuing the digital transformation agenda internally or setting up an external unit. What are the pros and cons of each approach?
  • How does the business model that Digibank is pursuing in India compare to the DBS model in the home market? Are the two similar or different?
  • What should the next steps be for DBS to advance its digital transformation agenda?

References: References and citations showing the source of all the information in the report need to be provided (Harvard referencing style). The references used must demonstrate thorough research using quality references such as journal articles, book sections, conference papers, and industry reports with good evidence to support your arguments in the sections above. Details on referencing can be found at:

http://www.deakin.edu.au/current-students/study-support/study-skills/handouts/ideas.php

Appendices: In this section, you should place figures or tables that illustrate or summarize your key arguments.

Submission Instructions

The report must be one (1) single file, named T1_year_MIS712_surname_assign3 (e.g. T1_2020_MIS712_Liang_ assign3).

You must keep a backup copy of every assignment you submit, until the marked assignment has been returned to you.  In the unlikely event that one of your assignments is misplaced, you will need to submit your backup copy.

Any work you submit may be checked by electronic or other means for the purposes of detecting collusion and/or plagiarism.

When you are required to submit an assignment through your CloudDeakin unit site, you will receive an email to your Deakin email address confirming that it has been submitted. You should check that you can see your assignment in the Submissions view of the Assignment dropbox folder after upload, and check for, and keep, the email receipt for the submission.

Submit the report in the folder called T1 2020 MIS712 Assignment 3 – The DBS’s Digital Transformation.

Notes

  • Penalties for late submission: The following marking penalties will apply if you submit an assessment task after the due date without an approved extension: 5% will be deducted from available marks for each day up to five days, and work that is submitted more than five days after the due date will not be marked. You will receive 0% for the task. ‘Day’ means working day for paper submissions and calendar day for electronic submissions. The Unit Chair may refuse to accept a late submission where it is unreasonable or impracticable to assess the task after the due date.
  • For more information about academic misconduct, special consideration, extensions, and assessment feedback, please refer to the document Your rights and responsibilities as a student in this Unit in the first folder next to the Unit Guide of the Resources area in the CloudDeakin unit site.
  • Building evidence of your experiences, skills and knowledge (Portfolio) – Building a portfolio that evidences your skills, knowledge and experience will provide you with a valuable tool to help you prepare for interviews and to showcase to potential employers. There are a number of tools that you can use to build a portfolio.  You are provided with cloud space through OneDrive, or through the Portfolio tool in the Cloud Unit Site, but you can use any storage repository system that you like. Remember that a Portfolio is YOUR tool. You should be able to store your assessment work, reflections, achievements and artefacts in YOUR Portfolio. Once you have completed this assessment piece, add it to your personal Portfolio to use and showcase your learning later, when applying for jobs, or further studies.  Curate your work by adding meaningful tags to your artefacts that describe what the artefact represents.

 

Rubric

GLO1: Discipline-specific knowledge and capabilities

GLO2: Communication

GLO4: Critical Thinking

GLO5: Problem solving

 

GLOs N (0-29) N (30-49) P (50-59) C (60-69) D (70-79) HD (80-100)
GLO1,4&5

Analysis

(15 marks)

2.2 marks

 

The analysis provided in the report does not meet the academic standards and requirements.

 

(0 – 4.4 marks)

5.95 marks

 

Report demonstrates little/no knowledge or use of emerging technologies knowledge. Little or no (relevant) research has been used to support the analysis.

 

(4.5 – 7.4 marks)

 

8.2 marks

 

Adequate discussion on the impact of the emerging technologies in a specific organizational context, but analysis is quite superficial and generic arguments are presented throughout the report. Some relevant research, but a lot more is required to support the analysis.

 

(7.5 – 8.9 marks)

 

9.7 marks

 

Good discussion on the impact of the emerging technologies in a specific organizational context, but analysis a little superficial and generic arguments are presented in a several places in the report. Mostly relevant research was used to support the analysis, but more such research.

 

(9.0 – 10.4 marks)

11.2 marks

 

Mostly advanced discussion on the impact of the emerging technologies in a specific organizational context, but lacks originality. Mostly advanced, detailed and relevant research was used to support the analysis.

 

(10.5 – 11.9 marks)

13 marks

 

Advanced discussion on the impact of the emerging technologies in a specific organizational context. Advanced, detailed and highly relevant research was used to support the analysis.

 

(12 -15 marks)

GLO2 Clarity of written argument

(15 marks)

2.2 marks

 

The arguments presented in this report do not meet the academic standards and requirements.

 

(0 – 4.4 marks)

5.95 marks

 

Inadequate argument in the report because it the argument is unclear, lacks flow and logic, and unnecessarily verbose.

 

(4.5 – 7.4 marks)

8.2 marks

 

Adequate argument in the report, but mostly lacks clarity, brevity and/or logical flow in many places.

 

(7.5 – 8.9 marks)

 

9.7 marks

 

Good argument through most of the report, but lacks clarity and brevity in a few places in the report, and/or sometimes does not flow in a logical manner.

 

(9.0 –10.4 marks)

 

11.2 marks

 

Mostly expert (clear, concise, convincing, logical flow) argument used throughout the report.

 

(10.5 – 11.9 marks)

 

 

 

13 marks

 

Expert (clear, concise, convincing, logical flow) argument used throughout the report.

 

(12 – 15 marks)

GLO2 Presentation

(10 mark)

1.45 marks

 

The report has not been presented in a manner that meets the academic standards and requirements.

 

(0 – 2.9 marks)

3.95 marks

 

Inadequate diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and/or report structure.

 

(3.0 – 4.9 marks)

5.45 marks

 

Adequate use of diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and/or report structure.

 

(5.0 – 5.9 marks)

6.45 marks

 

Good use of diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and/or report structure.

 

(6.0 – 6.9 marks)

7.45 marks

 

Mostly expert use of diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and report structure.

 

(7.0 – 7.9 marks)

9.0 marks

 

Expert use of diagrams, tables, lists, heading formats, short paragraphs, formal writing, grammar/ spelling, reference formatting and report structure.

 

(8.0 – 10 marks)