Category: Writing

A cable-stayed pedestrian bridge is to be designed across a river (see the attached
figures for technical details). The span of the bridge is 70m and the available deck
width is 4m. The concrete deck consists of 5 precast segments of 14m in length,
prestressed together for continuity. Free height above the flood flow is 0.7m. The deck
is made of reinforced concrete and prestress is applied where necessary (partially
prestressed). (Also prestressing forces are applied on to the deck by the stay cable
forces).
The pylon is kept vertical under the action of dead load. The deck is kept horizontal by
prestressing so that the deck is horizontal when there is no tension in the stay cables.
(i) For the section(s) provided, calculate the second moment of area and the
position of the centroidal axis at critical sections.
(ii) Design the section as a reinforced concrete deck or reinforced concrete with
some prestressing where appropriate considering the support positions of
the cables and the position of the pylon. You may use the given amount of
reinforcement and prestressing tendons as a guide – Note that in the given
diagrams, mild steel round bars are used as reinforcement whereas your
design should use high yield steel as reinforcement.
(iii) Calculate the design tensile forces in the cables under static loads
(Dynamics effects need not be considered).
(iv) Find the Maximum axial load and lateral load on the pylon due to cable
tensions.
Attachments:
3103586_1_Assignment-2.pdf

Tasks for Case Study 1
a) Using the data above, calculate:
(1) the historical monthly rates of return for the market index only (monthly rates of return for
the companies are given); and
(2) the historical average rate of return and standard deviation of returns for:
i) your case company;
ii) the reference company;
iii) the market index; and
iv) an equally weighted portfolio of your case company and the reference company.
(7.5 marks)
b) Calculate the expected returns and portfolio beta as follows:
(1) Use CAPM to estimate the expected return for the shares of: 1) your case company; and 2)
the reference company as at 17 May 2019. To do this, use the yield to maturity on that date of a
10-year Australian Government bond as a proxy for the risk-free rate, assume the market risk
premium is 6.5% and use your chosen case company’s current beta (see the unit learning
resources and web links for example data sources). Assume that the reference company has a
negative beta of -0.30.
(2) Using the data from part b(1), calculate the portfolio expected return and beta, again
assuming equal weights for your case company and the reference company.
(5.5 marks)
c) Drawing on expectations from theory and incorporating the overall context of your chosen
company, discuss the risk and return measures you have calculated. (12 marks)
Note: The remaining five (5) marks are allocated to presentation and written expression of the
analysis (see the rubric below)
Attachments:
3103583_1_AC91210-SP3-2019-Case-study-1-details.pdf

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

Type of Assessment:
Assessment 3 – Leadership Paper
a) Analyse and explain historical trends in the concept of leadership b) Analyse and explain how leadership overlaps with, yet can be distinguished from, management. c) Demonstrate an ability to synthesise and apply knowledge and understanding of contemporary theories and practices of leadership to the analysis of case study and research data.
Unit Learning d) Demonstrate a critical understanding of how leadership Outcomes theory informs contemporary leadership practice across a addressed: spectrum of organisational contexts. c) Demonstrate a critical understanding of the differences between leadership influence and coercion, and other forms of power and authority. 0 Integrate biblical frameworks into a contemporary understanding of leadership theories. g) Demonstrate a critical appreciation of the types of leadership styles and behaviours adopted by self and others. and their efficacy.
Criteria for Assessment:
• Range and relevance of research undertaken • Depth and breadth of issues covered with respect to the selected organisation • Demonstrated level of understanding of issues. insights. including insights acquired into leadership within the selected organisation • Professional recommendations that reflect advanced knowledge of Leadership theory and its application Each individual student will research and write a paper with Assessment Task: analysis of leadership practices and associated issues within a selected organisation (word count: 2,500 words).
Attachments:
3107110_1_IMG-4856.JPG

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