Author: admin

Your task in this assignment is to write a Python program that generates an informative web site about Australian Road Fatalities over the last 30 years, showing summary statistics about the crash types, speed limits, vehicle types, times of day, and the ages and genders of the people who died. This will allow viewers to get insights into the data, and to identify trends that are changing over time. Your program will read some input data from a text file (e.g., a spreadsheet in comma-separated-values, or CSV, format) and automatically generate several web pages with links going between the pages. The input data is updated each month, so the idea is that your program will be run on the updated input data each week or each month to automatically generate an updated web site that shows the latest trends and statistics. Each web page should show a different aspect of road fatalities, and how that aspect has changed over time. Some of your pages must have photos and graphs. Here are some suggestions for different pages you might generate: • Fatalities per year, and how this rate is changing over time; • Fatalities per Australian state; • Fatalities at different times of the day (each hour); • The impact of different types of crash (single vehicle, multiple vehicle, pedestrian, etc.); • The contribution of crashes involving buses and trucks, compared to other kinds of crashes; • The impact of different speed limit zones on road fatalities; • The impact of different road-user roles (driver; passenger; motor cyclist; cyclist, pedestrian, etc.) on road fatalities; • The impact of gender on road fatalities – note that the data shows the gender of the deceased person, not necessarily of the driver; • The impact of age (of the deceased) on road fatalities.
Attachments:
3102713_1_23.5.19-ICT112-assignment-road-fatalities.pdf

An essay on an aspect of leadership and/or teams in education that has arisen from the reading you have done in this subject. The essay should be 3,000 words in length. Ideally, the essay will advance a clear line of argument and provide a critical view of relevant literature.
Requirements
1. Identify one major theme or topic of interest in the academic literature concerning educational leadership and teams. Provide a clear description of the theme or topic of interest.
2. Use further readings that you have located yourself, to explore the theme or topic of interest. Provide a synthesis and critique of the theory base for this topic.
3. Make explicit recommendations for future practice. These recommendations should follow from the critique you have made in your essay.
Attachments:
3103369_1_Screenshot-2019-05-25-at-1.12.07-AM.png

Part A Community snapshot (written – 600 words)
1. Choose an Australian community, perhaps the suburb you live in or the town
you grew up in.
2. Describe its current composition, focusing on who lives there, including First
Nations people, the way this community understands itself and relationships
between peoples.
3. Trace the community’s history as one story, weaving together First Nations
and Anglo-Australian experiences.
4. Outline the influences through history that have created this community.
5. Articulate your cultural position in relation to this community and its First
Nation members.
6. Analyse the appropriateness and credibility of your information sources.
Part B Engagement plan (written – 400 words)
1. List First Nations, or First Nations affiliated, organisations, roles or networks
that you could contact in this community.
2. Indicate why you would contact each of these entities.
3. Explain how you would approach each of the organisations.
4. Draft an introduction email to one of the entities you have listed.
Part C Classroom rationale (written – 1000 words)
1. Describe Indigenous-aligned pedagogy and curriculum practices you could
implement in a classroom in the community you have described above.
2. Explain why these are appropriate teaching, curriculum and resource choices
for the community you have described.
3. Explain how your teaching, resource and curriculum choices will work to
create a culturally safe, inclusive learning environment for First Nations and
non-Indigenous students in that community.
4. Support your choices with reference literature
Attachments:
3103389_1_BEd-EUB103-Assessment-2.pdf

Learning outcomes – (a), (b), (c), (d), (e) and (f)
(a) Critically analyse and critique the major theories of organisational learning
(b) Critically analyse and explain the dynamics of strategic organisational change
(c) Critically review and evaluate the reasons for different approaches to change, and demonstrate an ability to apply this understanding to volatile or novel organisational contexts
(d) Critically analyse and critique common perspectives on the role of, and relationship between, individuals, teams and leaders in the change process
(e) Integrate biblical frameworks into a contemporary understanding of organisational learning and change
(f) Integrate the concepts of organisational learning, strategic and innovative change management with leadership theory and practice
Attachments:
3103452_1_COURSE.docx

Assessment 3:Governance and Stewardship Paper
Write a summative paper on seminal theories of governance and stewardship that inform effective organizational leadership in non-profit or forprofit organizations. Your assertions should be supported with a minimum of ten scholarly sources from the literature. The paper, written entirely in the third person per APA 6 format requirements and supported by appropriate theories and research, incorporating biblical/ ethical principles, should include:
• an introduction;
• a discussion of key theories of governance that have contributed to organizational effectiveness in general (a minimum of three theories should be discussed;
• contributions of stewardship theory in general to effective governance in non-profit and for-profit organizations;
• a discussion of the relationship of a leader’s values and beliefs to effective governance in organizations;
• a conclusion
Attachments:
3103454_1_strewardship.docx

Learning outcomes – (a), (b), (c), (d) and (e)
(a) Demonstrate a critical understanding of organisational behaviour.
(b) Demonstrate an ability to synthesise and apply knowledge and understanding of contemporary theories and research on organisational behaviour to the analysis of case study and research data.
(c) Demonstrate an ability to research in depth an element of organisational behaviour, and present a coherent argument in essay form.
(d) Integrate biblical frameworks into a contemporary understanding of leadership and organisational behaviour.
(e) Apply knowledge in a critical evaluation of the organisation in light of a specific element of organisational behaviour, within an overview of organisational behaviour theory
Attachments:
3103455_1_organisational-learning.docx

Assignment Task:
Critically evaluate how organisation culture and leadership styles impact creative labour and
precarious work.
Student’s essay should discuss the following:
– Include discussion on organisation culture such as Brown’s model of culture and
socialisation and how communication takes please within the different cultural
contexts, or Culture model by Roger Harrison.
– Consider the organisational structure and the structure of communication in
organisations.
– Consider the leadership styles – for example, Blake and Mouton leadership Grid
– Consider the workplace dynamics – how employees interact with one another; inter
and intra-group behaviours; how management treat the employees; the different ways
that management interact with employees; employee’s performance at the workplace.
– Include discussion on what constitutes creative labour and precarious work
Marking Guide
First Class (70 and Above): Work of outstanding quality on major objectives of subject
Work is relatively rare and is expected to stand out from the work of other students. The
work directly addresses the question or problems raised; provides a coherent argument
displaying an extensive knowledge of relevant information; critically evaluates concepts and
theory; relates theory to practice; reflects the student’s own argument and is not just a
repetition of standard lecture and reference material; is very accurate; has an element of
novelty if not originality; provides evidence of reading beyond the required reading; displays
an awareness of other approaches to the problem area; has an appreciation of methodological
concerns and displays an awareness of the limitations of current knowledge; displays
excellent use of relevant data and examples, all properly referenced.
Second Upper (60-69): Work of superior quality on major objectives of the subject
This is a highly competent level of performance. The work directly addresses the question or
problems raised; provides a coherent argument drawing on relevant information; shows some
abilities to evaluate concepts and theory and to relate theory to practice; reflects the student’s
own argument and is not just a repetition of standard lecture and reference material; does not
suffer from any major errors or omissions; provides evidence of reading beyond the required
reading; displays an awareness of other approaches to the problem area; displays good use of
relevant data and examples, all properly referenced.
Second Lower (50-59): Work of good quality on major objectives of the subject
This is an acceptable level of performance. The work addresses the question but provides
only a basic outline of relevant arguments and evidence along the lines offered in the lectures
and referenced readings; answers are clear but limited; some minor omissions and
inaccuracies but no major errors.
Attachments:
3103546_1_Management-Psychology-CW2.pdf
3103546_2_CW2.docx