Tag: Essay

Course Description
This course is the foundation course in Aboriginal Studies. It aims at promoting, from an historical
perspective, an understanding of Aboriginal people of modern Australia. It focuses on a broad range of
ideas including Aboriginal and European contact and the ensuing disruption of traditional culture,
interracial conflict and government legislation. The course provides an introduction to a number of current
issues affecting Aboriginal people, including health, education, law, business, cross-cultural relationships,
land rights and Aboriginal self-determination.
Course Learning Outcomes
At the completion of this course a student should be able to:
1. Describe the diversity of Aboriginal peoples (and Torres Strait Islanders) experience and culture.
2. Explain past and current issues affecting the lives of Aboriginal (and Torres Strait Islander) peoples.
3. Assess the quality of public debate about Indigenous policy.
4. Contribute respectfully to discussion and debate on key issues affecting the lives of Aboriginal (and
Torres Strait Islander) peoples.
Units of Credit 25 Delivery Mode Internal
Assumed Prior
Knowledge or
Special Skill
Requirements
Students without any prior knowledge of Aboriginal people or issues are welcome to
undertake this course. The course is designed to act as an introduction to contemporary
Indigenous Issues through understanding past events, actions, policies and impacts for
Aboriginal Australians. It also focuses on Indigenous and non-Indigenous actions aimed
at seeking social justice and self-determination.
Pre-requisite
Course/s Nil Co-requisite
Course/s Nil
Volume of Learning
Hours per semester
Class contact
39 hrs
Preparation for class
approx. 39 hrs
Assessments
approx. 72 hrs
Weekly Attendance
Lecture
ND4/101 11:00am – 12:30pm Monday Attend the weekly lecture
Tutorial
Please see the University Timetable or
the Blackboard site for this course for
the list of ABOR1000 tutorials.
Attend ONE weekly tutorial
STAFF DETAILS
Role Phone Email Office Availability
Course Coordinator
and Lecturer
Dr Christina Colegate
9433 0926
[email protected]
ND42/221 TBA
Tutor
Jenny Hunter TBA
[email protected]
TBA TBA
Tutor
Matthew Hughes TBA
[email protected]
TBA TBA
School of Arts and
Sciences Reception 9433 0100
[email protected]
ND42/215
Graduate Attributes & Professional Outcomes
Notre Dame’s Graduate Attributes are the generic qualities, skills and understandings which the
University aspires to develop in its students.
The student experience within the whole of this course – including classroom learning, engagement with
peers and staff, reading, preparation, assessment activities and reflection – should help students attain
the following (shaded) graduate attributes that Notre Dame aspires to:
Attachments:
3079746_1_ABOR1000-course-outline.pdf

You have recently been employed as a Business Analyst and your boss has decided to send you on a
short Enterprise Systems course. You have now returned from your course ad would like to demonstrate
your learning. Create an e-portfolio to provide a synopsis and reflection on your learning during
the course. You have been requested to document your learning in a portfolio that can be displayed on
your company’s intranet or knowledge portal. This way, the entire organization can access the document
and share in your newly acquired knowledge.
This assessment task will address the following ILOs:
• Evaluate and Integrate several information sources in analysing Enterprise Systems
• Describe the role of enterprise systems as part of the larger IT infrastructure of large scale organisations.
• Identify relevant considerations in the implementation of Enterprise Systems.
• Demonstrate communication skills to present a coordinated, coherent and independent exposition of knowledge
and ideas in dealing with Enterprise Systems.
Time allocation: Approximately 30-40 hours
Weighting: 30%
Submission: Using your student e-Portfolio account, create a link from Moodle to your Mahara page as
indicated on the submission link. You are required to prepare your responses to the assessment tasks as a
page in your Mahara e-Portfolio. (To be submitted in Week 11)
Referencing: Your portfolio should be a synthesis of ideas from a variety of sources expressed in your
own words. A minimum of 10 references is recommended. You should use the APA referencing style.
The University has published a style guide to help students correctly reference and cite information they
use in assignments (American Psychological Association (APA) citation style:
https://federation.edu.au/__data/assets/pdf_file/0020/313328/FEDUNI-GENERAL-GUIDE-TOREFERENCING-2016-EDITION_ed.pdf
Enterprise Systems
ePortfolio
Enterprise Systems Assessment Task
The Context
Intended Learning Outcomes (ILOs)
Assessment Guidelines
Marking Criteria: A passing grade will be awarded to assignments adequately addressing all
assessment criteria. Higher grades require better quality and more effort. For example, a minimum is set
on the wider reading required. A student reading vastly more than this minimum will be better prepared
to discuss the issues in depth and consequently their report is likely to be of a higher quality. So before
submitting, please read through the assessment criteria very carefully. Marking guides are provided.
Feedback: Feedback will be provided by the lecturer/tutor via Mahara, and mark via Moodle, no later
than 2 weeks from the submission date
Attachments:
3079364_1_Enterprise-Systems-Portfolio.pdf

ATMC BUS503 PRINCIPLES OF COMMERCIAL LAW
ASSIGNMENT 2019
DUE DATE: Friday17 May 2015 (midnight) (Week 9)
TOTAL MARKS: 80 marks (40% of overall assessment)
WORD LIMIT:2000 words (+/- 10%)
SUBMISSION: Submit your work electronically in Black Board under the Assessment tab. Ensure that you include a cover page with your name, the name of your tutor and day and time of your tutorial.
QUESTION (80 marks/ 40% assessment)
Ravi isa first year student at USC andheis studyingBusiness, with a major in Accounting.Archanaand Raviare in the same Business law and Ethics class (Ravi thought the course might be too hard and left it ‘til his last year).ArchanalikesRavi. She thinks his clothes are a bitold fashioned and he seems a bit sleepy but still she likes him.
Archana knows thatRaviworks atMcDonald’sas a Manager. She decided tomeet her friends at McDonald’son her18th birthday and hoped thatRavi would be on duty … and he was.Ravi thinksArchana is nice but he’s rather more interested in her friendLakshmi, who is a bit older: she’s 19.
On the night ofArchana’s 18th birthday,Ravi was the manager on duty. It was a long and busy night andRavihad to help behind thecounter cooking the hamburgers and chips because one of the staff had called in sick. At around9:00 pm,Dara, who is employed at theMcCafe approached Ravi, who was tending the bar, and told him that someone had been sick near the main door.
“Have you cleaned it up, then?” yelledRavi over the noise of thecustomers.
“Yeah, yeah,” saidDara“But it’s an awful mess.”
Ravi thought he’d better go check but just thenLakshmicame up to thecounter to order.Ravi nudged past the othercounter attendant to serve her and completely forgot about the ‘awful mess.’
Archana could seeRavi smiling atLakshmi andate more chips plus somevodka she had brought into McDonald’s in her water bottle. By the end of theeveningArchana was very intoxicated.
About 10:00am,Archana was ready to head home. She stumbled toward the main door and, in a final attempt to gainRavi’s attention, turned to wave him goodbye. She slipped on the ‘awful mess’ and fell on her back with a thud.Archana was wearing the latest fashion in stilettos – shoes with two inch platforms and 5 inch, very narrow heals. As she fell the right heel of her shoe broke away from the sole causing a particularly twisted, heavy fall. It turns out that someone had spilt cream from the birthday cake onto the vomit on the floor creating a doubly slippery surface, according to forensic investigations.
Archana sustained a fracture to her lower back and will need surgery. She will have to lie in bed for some months in order to recover. She’ll have to give up her part-time job at Safeway. Fortunately no one else was injured. It was reported that the mess was seen and avoided by others at the party.
Archana’s interest inRavi has turned sour. She wishes to sueRavi in Negligence. Advise her as follows:
1.Did Ravi oweArchana a duty of care at the time of the incident?(15 Marks)2.CanArchana prove that Ravi breached a duty of care owed to her? (15 Marks)3.CanArchana prove the element of damage in an action against Ravi? (15 marks)4.Could Ravi raise any defences? (15 marks)5.What damagesArchana be entitled to if she is successful in her claim? (5marks)
•Provide an introduction and conclusion (5 marks).•Further marks will be allocated for structure, expression and referencing (10 marks)
You are asked to ignore any questions of vicarious or occupiers’ liability. Confine your discussion to a consideration ofRavi’s personal liability in negligence.
Assessment Criteria:
1.Demonstrate knowledge of current legal principles relevant to a critical analysis of the problem scenario.2.Demonstrate creative problem solving by applying relevant legal principles through a synthesis of law and facts.3.Demonstrate professional research and communication skills by interpreting and transmitting knowledge of legal principles and skills in problemsolving.
INSTRUCTIONS:
•Use Times New Roman 12 or Ariel 12 font and 1.5 line spacing.•Answer the questions as posed.•Use the materials provided to you in BB in answering the questions, in addition to your textbook.•Refer to thelegislation relevant to your state as required and not to other legislation.•State the relevant law and apply it to the facts of the case study.•Do not make up facts. If you need more facts to resolve an issue indicate that more information is needed and explain what difference it would make to your conclusion.•Refer to the legal authority for each legal principle stated, whether a section/s of legislation or cases.•Use Harvard referencing by placing case names in the body of your text in brackets. Reference the full case citation at the end of your work.•State the title of the legislation in full when first referred to in your work. You may thereafter abbreviate it. You need only reference the legislation in full once in your end reference list.•Avoid spelling mistakes, particularly in relation to legislation and cases.•Avoid grammatical errors. Use full sentences and structured paragraphs.

Question 1 (Contract Law)
On 1 October, Buyer saw a courier van parked in a carpark with a FOR SALE sign that included a telephone number and a price of “$25,000 cash.” That night, Buyer called Seller. Buyer explained that he would have to borrow the money to purchase the vehicle but could get it next week. Seller provided his address to Buyer and told Buyer, “If you want the van, mail me a cheque for $5000 today. Pay the balance by 1 November.” Later that same day, Buyer mailed Seller a $5000 cheque.
The next night, at Buyer’s 18th birthday party, Buyer discussed the deal with Investor. After buying the van, Buyer planned to start a document courier service.Since mailing Seller the $5000 cheque yesterday, Buyer had spent $1200 on business cards, flyers and a mobilephone. Buyer projected a profit of $50,000 in the first year. Investor was impressed with Buyer’s plans and agreed to loan Buyer $20,000 to buy the van.
On 25 October, Buyer called Seller to pick up the van. Seller refused and said someone had offered him $35,000 for the van. Seller had not cashed Buyer’s cheque as yet. Seller offered to deposit the cheque and give him the van if Buyer would pay Seller $20,000 now plus $400 a month for 25 months. Buyer laughed and said, “Yeah, right.” But without a van, Buyer would not be able to start his courier service.
Answer the following questions in detail, providing reasons for your answers. Refer to relevant case law to support your arguments:
1. What are Buyer’s potential claims against Seller? What are Seller’s potential defences? Who is likely to prevail should this case goes to court? (10 marks)
2. Assume Buyer prevails in his lawsuit against Seller. What remedy(s) is Buyer likely to receive from the court? (10 marks)
(Total marks: 20)
Question 2
Explain the meaning and implications of the following terms and concepts. In your answers, also identify and describe any legal framework(s) that affect or incorporate them (so, if you were asked to describe bills of exchange, you would define and explain a chose in action, negotiability and the Bills of Exchange Act 1909).
a. Chattel Mortgage
b. Perfection
c. Fixture
d. Torrens – System of registration for land rights and interests.
e. Leasehold
Attachments:
3081876_1_BULAW1502-Assignment-Sem-one-2019-Roop.docx

Drawing on relevant items from the required weekly reading
program for this unit, the resources detailed below in the questions
and further research, you will undertake an analysis of a current
topical health care issue in Australia following the detailed steps
below.
You must examine the issue with reference to the principles of
person-centered care, cultural safety, and professional codes
relevant to regulatory requirements.
The assignment includes an analysis of the impact of socio-political
issues on health and of consumers’ experience of health services by
considering the impact of dominant values, assumptions and
processes shaping health care in Australia.
Learning
outcomes
assessed
1. Apply knowledge of regulatory requirements and ethical
and practice standards that underpin the nursing
profession, and explain how they relate to the provision of
person-centred care.
4. Apply knowledge of historical, social, and political issues to
explain the socio-political context of healthcare and the
impact of these structures on human health and consumer
experiences of health systems.
5. Identify and analyse the dominant values, assumptions, and
processes that shape health systems, care delivery models,
and nursing practice in Australia.
Attachments:
3084400_1_FINAL-NSB102-A2-4-.pdf

This assessment is designed to assess your ability to:
• Research workforce requirements
• Develop workforce objectives and strategies
• Implement initiatives to support workforce planning objectives
• Monitor and evaluate workforce trends
Assessment T1 is a portfolio of evidence that utilises different assessment tools as specified in this document.
To complete your assessment you are to consider the following scenario:
Coffeeville is a small successful coffee shop based in the Melbourne CBD that offers a new experience in coffee, complimented with quality food and service. The Shop is open from 7:00 am until 5:00 pm Monday to Friday and comfortably seats 24 people for meals and 8 people can sit by the window to drink coffee and watch the world pass by. The staff at the coffee shop include the two owners (who manage the store and the administration) 2 kitchen staff and 6 part time wait staff who work part time (4 in the morning, including the lunch hour, and 2 who work in the afternoon.
There is a fairly high turnover of staff as the specifically try to employ students on study visas that are enrolled in training courses in the nearby area.
The business has been very successful and the owners are planning open a new coffee shop in the Sydney CBD in the next two years. The Sydney operation will be similar to Melbourne however, administrative support and buying will be conducted in Melbourne.
Consider that in this scenario, you are required to create a workforce profile for the coffee shop (based on similar businesses that you may be aware of), ask your trainer for guidance.
More information on Coffeeville is available at:
http://coffeeville.simulations.australiantrainingproducts.com.au/
WORKFORCE ANALYSIS REPORT
Prepare a workforce analysis report that addresses:
• Internal business workforce analysis to include:
o Staff turnover
o Skills and capability audit
o Workforce profile (to include diversity quotas)
o Workforce metrics (example FTE and labour arrangements)
o Any other relevant information emerging from your analysis
• Labour supply trends in the country and in the industry of choice
Attachments:
3084372_1_BSBHRM513-T1-V2-May-2019.docx
3084372_2_BSBHRM513-T2-V2-May-2019.docx

Objectives
This assessment item relates to the unit learning outcomes numbers 1, 2 and 3 as stated in the unit profile.
Part A. Database implementation using MS Access (30 Marks)
Introduction
The sample solution of assignment 1 will be released on the unit website approximately two (2) weeks after the assignment 1 due date. You must use that sample solution of assignment 1 only for the following tasks:
Assessment task
1 Normalization
a) Map the ERD, from the sample solution, into a set of relations in at least Third Normal Form (3NF). You must ensure that your relations meet 3NF. There is no need to show your working.
b) Select any two of your relations from the previous step, 1a), and perform the following for each of those two relations:
• List all the functional dependencies exist in the relation.
• Demonstrate that the relation meets Third Normal Form (3NF).
For your help, an example for a Student relation’s 3NF justification has been provided below:
STUDENT (StudentID, Name, Address, DateOfBirth)
i. The primary key is StudentID which identifies a student. There will be one student name per Student ID because only one name is recorded for each student. Even though a student may have multiple addresses (e.g. a home address and a work address), the case study states that there is a need to record the home address only and hence there will be only one address for each student. There will be only one date of birth for each student. Thus, there are no repeating groups. Hence, this relation is in 1NF.
ii. The primary key is StudentID. This is the only candidate key since Name is not guaranteed to be unique (two different students may have the same name). Address is also not guaranteed to be unique. This means that Student ID functionally determines every other attribute in the table. The candidate key, StudentId, is a simple and single valued attribute. Therefore no partial dependencies are possible. Hence, the relation is in 2NF.
iii. Name cannot be used to functionally determine any other attribute in the table since two different students may have the same name; likewise for address and date of birth. Therefore there are no transitive dependencies in the table. Therefore it meets the requirements of first, second and third normal form.
2 Relational database implementation
Note: Use the relations that you created in the above step 1- Normalization to create a database. The recommended tool for this work is Microsoft Access, version 2010 or later. One reason for recommending Microsoft Access is that your unit lecturer/tutor will be able to provide adequate support to you in the use of this tool. The remainder of this document in Part A assumes that you are using MS-Access.
In implementing the ER model provided, you must complete the following tasks:
• Create all the relations in a Microsoft Access database. Consider each attribute in every table and make appropriate choices regarding data types & sizes, indexes, required/not required and validation rules. Your choices should be appropriate for each attribute and should support data integrity. (Note: see the Data Integrity section below for specific data integrity requirements)
• Create relationships as appropriate. Enforce referential integrity for all appropriate relationships in the database. Apply cascade update and/or delete options wherever necessary.
• Review the default index created by Access for each table. You should ensure that the indexes follow the guidelines given in the unit textbook.
• Populate the database with sample data of your own. You must include sufficient sample data to test your queries and report. Please note that the expected result of query questions may depend on the actual sample data populated.
Attachments:
3084349_1_a1solution.docx
3084349_2_dbA2Spec–1-.docx

Assignment
BULAW5915 Corporate Law
Semes

Context
“He who fails to plan, plans to fail.” This saying has been attributed to several people in
history including American President Benjamin Franklyn, British Prime Minister Sir Winston
Churchill, among others. Regardless of its author, the saying explains the importance of
taking what you have learned about yourself in the business/entrepreneurial context, and
building a plan to be successful in these situations in the future. A plan is about taking action
in achievable and measurable steps. But, having prepared a plan, how do you know if it is
sound? Who in your trusted professional networks would review it and give you honest and
critical feedback?
This assessment requires you to prepare a professional development plan taking into
account the self-analysis you conducted in your professional capability assessment
(assessment 3). In developing your development plan, you are required to identify
professional networks and/or trusted mentors who will provide you with valuable critical
feedback.
Instructions:
To develop your development plan, you must meet the following requirements:
1. Title of your professional development plan.
Describe the main focus of your plan in your own words, e.g. ‘This plan is designed to
develop my goals, methods and Key Performance Indicators for my professional
development as an entrepreneur’.
ENT101 Assessment 4 Brief Page 2 of 4
2. Identify the ‘5 achievable and measurable steps’ in your professional development
plan, as covered in modules 5.2 and 6.2.
3. Present your 5 steps in a table or a diagram. You may use the professional
development plan example template provided in the assessment resources in
Blackboard, or develop your own to cover the same 5 steps.
4. Identify 1 SMARTT Goal for each step, and outline the personal challenges each goal
will address.
5. Specify the methods you will use to achieve your identified goals. Provide a
minimum of 1 method per goal.
6. Propose your Key Performance Indicators (KPI) that will show how you intend to
evaluate your progress in achieving your goals. Provide a minimum of 1 KPI per goal.
7. Identify at least 2 professional networks/specific mentors who could review your
plan and provide feedback.
8. Design 5 indicative questions you would pose to your reviewers and add these to
your plan. Include feedback received from any reviewers.
9. Establish indicative timelines for each step and goal in your professional
development plan.
Submission Instructions:
Submit your Professional Development Plan via the assessment link in the main navigation
menu in ENT101 Introduction to Entrepreneurship.
The learning facilitator will provide feedback via the Grade Centre in the LMS portal.
Feedback can be viewed in My Grades.
The below learning rubric guides the marker when awarding marks for your Professional
Development Plan. You should use this rubric to review your assessment task prior to
submission, ensuring there is nothing you have missed.
Attachments:
3084313_1_502.zip

Assignment Specifications
The primary aim of this assessment is to understand
the effect and impact that business processes,
complimentary technologies and information systems
have on an organisation. This means that you need to
discuss how the organisation within the case study will
use your proposed solutions to gain an additional
advantage over its competitors. There is an
expectation that your submission will be analytical,
and will draw on theory to frame responses to tasks.
Overview: (read the case study) The general manager of UMC would like to have a clearer understanding before these
changes are implemented so he has asked you to submit a business report (with academic references) with the
following information:
– Complete the spreadsheet with the appropriate formulas (refer Task A)
– Within the spreadsheet, create three (3) graphs (refer Task A)
– Complete one (1) process models depicting the proposed ‘To-Be’ processes (refer Task B)
– Develop a prototype mobile application with 4-8 mock-up designs (refer Task C)
– Answering a series of general questions regarding the business and its journey towards a more technological
business environment. (refer Task D)
Task A: EXCEL for Business Intelligence
UMC wants to evaluate the sales statistics for the past year and the current year to predict future sales. The general
manager knows enough about Excel to realise it could be a useful tool so he has asked you to create a Microsoft Excel
prototype which lists the milk product types with the client ordering details and the revenues collected. The partly
completed spreadsheet from a random average week (week 32) is available as a separate attachment. Sales data is
collected on a 52 week cycle.
Spreadsheet Requirements: Complete the spreadsheet by using the correct formulas to fill in the missing data.
1. In the “Ordering Raw Data” table complete the “Equiv Litre per Crate/Carton” column In the “Ordering Raw
Data” table complete the “Supplier Price per unit” and “Retail Sale price per unit” columns.
2. In the “Milk Products” table complete the “Supplier Price per unit” column.
3. In the “Customer Order (week32) review” table complete the “Total Orders 2017 (W32)”.
4. Complete the milk production table
The formulas required to reveal the missing data include Vlookup, Countif and Sum. Absolute addressing is also
required.
Essential Resources
Please make sure that you download the following files
from the unit website.
Required files:
• UMC_case_study.pdf (case study)
• UMC_W32_data_2018.xlsx
• Process model.pptx
Swinburne University
INF10003 – Assignment 3 Outline Group
© Swinburne University 2018
Spreadsheet Graphs: You are also required to create two (2) graphs.
1. Column chart: Show total orders by customers for all 3 years (2015-2018).
2. Column or Pie chart: By using the milk production data, create a chart showing illustrating these figures.
3. Create a Column or Pie chart: Your choice. This chart can reflect an element from any of the data tables that
you feel will add value to the user.
All graphs must be dynamic to show visible changes instantly when the data is altered.
Task B: BUSINESS PROCESS MODELS
Produce one (1) process model (not hand drawn) using Swim Lane format from the details provided in the case study:
1. The first Swim Lane diagram ‘As-Is’ is provided. Use this model and the provided template to assist you in
developing a second Swim Lane diagram that represents the proposed ‘To-Be’ application processes at UMC.
(Partly completed template will be provided)
Attachments:
3084311_1_IBIS-Assignment-3-UG-2019–2-.pdf
3084311_2_Assignment-2-Assistance.pdf
3084311_3_Assignment-2-marking-rubric.pdf
3084311_4_New-folder–2-.zip