Put together a Microsoft Excel worksheet to analyze 100 years of canola returns

Put together a Microsoft Excel worksheet to analyze 100 years of canola returnsusing the random number expression =randbetween(X,Y). Yield is 28 – 40 bu/ac.Price is $6 – $10/bu. Cost is $250 – $270/ac. Start with equity of $500/ac and trackgains or losses over the 100 years. Graph cumulative profit and equity. Recalculatescenarios by hitting the key. Set up a table as follows:# Yield Price Sales Costs Profit Cum Profit EquityRepeat 1 with costs $270 – $290.Repeat 1 with costs $240 – $260.2. Put together a Microsoft Excel worksheet to analyze 100 years of wheat returns.Start with $500/acre equity. Put ranges around total operating costs per acre (+/-10%), total fixed costs per acre(+/- 2%), labour costs per acre (+/- 10%), price(+/- 20%) per bushel and yield in bushels per acre (+/- 20%). Using the randomnumber expression =randbetween(X,Y), calculate and track gains or losses over the100 years. Graph cumulative profit and equity. Recalculate scenarios by hitting the key. Set up a table as follows:# Yield Price Sales Costs Profit Cum Profit Equity

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What is the probability that Jim will die in his 60th year? (Enter a number. En

What is the probability that Jim will die in his 60th year? (Enter a number. Enter your answer to five decimal places.)Using this probability and the $50,000 death benefit, what is the expected cost to Big Rock Insurance (in dollars)? (Enter a number. Round your answer to two decimal places.) $ What is the expected cost to Big Rock Insurance for years 61, 62, 63, and 64 (in dollars)? (For each answer, enter a number. Round your answers to two decimal places.)year 61 $ year 62 $ year 63 $ year 64 $ What would be the total expected cost to Big Rock Insurance over the years 60 through 64 (in dollars)? (Enter a number. Round your answer to two decimal places.) $ If Big Rock Insurance wants to make a profit of $700 above the expected total cost paid out for Jim’s death, how much should it charge for the policy (in dollars)? (Enter a number. Round your answer to two decimal places.) $ If Big Rock Insurance Company charges $5000 for the policy, how much profit does the company expect to make (in dollars)? (Enter a number. Round your answer to two decimal places.) can anyone help break this down?

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Response

Response

Response assignments:

one page response papers These will be need to be written from an ethical stand-point towards one of the cases that we have discussed in the time period leading up to the due date. You may write on any of the cases that have been covered in class These must be a thesised response, in other words you must tell me from what ethical perspective you are addressing the case study and what your ultimate reaction to this issue is. You must use one of the following ethical theories to support your thoughts: Divine Command Theory, Divine Natural Law, Secular Natural Law, Social Contract Theory, Utilitarianism, Categorical Imperative (Kantian Ethics), Virtue Ethics, Feminist Care Ethics.

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A Review of Qantas’ Social Performance regarding the Environment

A Review of Qantas’ Social Performance regarding the Environment

Word Count: 1615

A Review of Qantas’ Social Performance regarding the Environment

Qantas Airways Limited, Qantas, is Australia’s largest, both domestic and international, airline and is part of the OneWorld alliance; alongside twelve other airlines (Qantas 2014). As the world’s second oldest airline, Qantas is committed to its environmental plans in achieving sustainable social responsibility (Qantas 2016). As part of the Fly Carbon Neutral scheme, Qantas intends to minimise their environmental impact of their operations and create plans to guide their performance (Customer Charter). The airline industry has a significant role in the transportation and tourism industries, where corporate social responsibility, CSR, is a source of competitive advantage (Chang et al. 2015). It is Qantas’ corporate governance to ensure stakeholder interests are protected and enhanced through policies and procedures; including maximising performance, generating appropriate value and return, and maintaining the success of the company (Qantas 2017). This report will apply CSR to assess Qantas’ social performance by considering stakeholders, both externally and internally. Stakeholders include the competitors, society, customers, and employees. In understanding their commitment to fulfilling societal expectations, the environmental social performance of Qantas will be assessed both positively and negatively.

Human activity has increasingly impacted the environment over the last few decades, where consumers expect companies to uphold their CSR ideals by adjusting their practices (Cowper-Smith & Grosbois 2011); such as their environmental sustainability. Evidence suggests that the airline industry is actively reporting their sustainability performances regarding CSR through public disclosures (Cowper-Smith & Grosbois 2011). In attempt to achieve a positive influence upon stakeholder expectations, Qantas announced a commitment to CSR on both their website and through media releases. Qantas are most renowned for communicating their commitment to CSR; specifically concerning environmentally sustainability issues and their communication with stakeholders. Influencing factors to contribute to environmental sustainability are that of, emissions, waste, energy, water, biodiversity, noise, and other influences (Cowper-Smith and Grosbois 2011).

In 2013, Qantas was awarded for its environmental actions as a leading airline in the Air Transport World (ATW) Eco-Aviation Awards (Qantas 2013). In 2015, Qantas offset its carbon emissions on domestic flights for World Environment Day; providing customers with the opportunity to pay a small amount to contribute to offsetting emissions, replacing operational lights with energy efficient LED lights, providing onboard recycling, and lightweight containers to reduce fuel consumption (Qantas 2015). By fulfilling an aspect of social performance regarding environmental issues, such as carbon emissions, provides the opportunity for CSR to have a positive impact on stakeholders; customer loyalty (Chang et al. 2015). Stakeholders place environmental expectations upon corporations to recognise their responsibilities to improve such sustainability through the adjustment of business practices (Cowper-Smith and Grosbois 2011). By Qantas demonstrating a commitment to their social performance regarding environmental sustainability, employees and shareholders, will be positively impacted as the airline develops its policies. A corporate responsible image was evoked by the company communicating their acceptance of an award for environmental sustainability. Such reputation differentiates a corporation from its competitors by improving customer loyalty and satisfaction, why also enhancing the corporation’s attractiveness (Lin-Hi and Muller 2013). Another factor to further this impact is that of fuel efficiency.

Airlines, such as Qantas, have introduced more fuel-efficient aircrafts as a contribution to increasing social performance regarding environmental issues. A recent example is the introduction of a new Perth to London direct flight, operating on a Dreamliner aircraft; requiring twenty percent less fuel than a traditional aircraft of the same size (Qantas 2018). There is a lower level of carbon dioxide emissions and the engines reduce the nitrogen oxide emissions by twenty percent (Qantas B787-9 Dreamliner). As the desire to protect the environment becomes increasingly significant in social performance, corporations positively impact on their own business and fulfil the expectations of stakeholders, specifically consumers and shareholders, and allow for new opportunities to arise in terms of new markets, and new customers (Lin-Hi and Muller 2013).

By having a positive influence towards environmental sustainability through CSR, an organisation furthers its competitive advantage within the industry (Casado-Diaz et al. 2014). For example, when Qantas used one of its most fuel-efficient aircraft, the Boeing Dreamliner 787-9, to fly from Los Angeles to Melbourne using biofuel, this increased Qantas’ competitive advantage by being the first biofuel flight between Australia and the US (Zhou 2018). Biofuels are popular as an alternative to fossil fuels in contributing to environmental sustainability by reducing carbon dioxide emissions that contribute to environmental problems such as climate change (Solomon 2010). To further their positive impact upon stakeholder interests, Qantas intend to operate all Los Angeles flights on renewable fuel by 2020 (Zhou 2018). Qantas is one of several airlines to invest in projects and biofuel alliances, for example, the European Advanced Biofuel Flight Path 2020 initiative, which intends to protect required resources, meanwhile, attempting to reduce the price of a renewable source of fuel (Chang et al. 2015). As described by Chang et al. (2015), biofuel and forms of alternative energy are significant factors in a corporation’s social performance when engaging with stakeholders; such as government bodies and shareholders.

Although there are positives of Qantas’ commitment to develop its social performance regarding environmental sustainability, there are, however, some arguments against such improvements due to lack of proactive approaches and negative results. One of the major contributions to environmental impact, of the airline industry, is that of climate change and air pollution (Wang, Wu and Sun 2015). The stakeholder group that is largely affected by social performance towards environmental sustainability is that of the general public; they are more concerned about the company’s impact on the environment than those of shareholders, employees, customers, and government (Wang, Wu and Sun 2015). Therefore, when a corporation, such as Qantas, does not fulfil societal expectations regarding environmental sustainability, they are negatively impacting on the general public and also their organisational development and profit maximisation (Wang, Wu and Sun 2015). Despite strong attempts to promote environmental efficiency through Qantas media releases, the airline industry strongly impacts negatively on the environment through emissions (Yan, Cui and Gil 2016).

Qantas has recently been ranked as one of the worst major airlines for its fuel efficiency and carbon emissions when flying internationally across the Pacific; burning approximately sixty-four percent more fuel per passenger-kilometre than other major airlines, including Hainan (Branley 2018). Competitors, such as Virgin Australia, move thirty-three people, one kilometre for every litre of fuel consumed, whereas Qantas moves twenty-two people (Branley 2018). When demonstrating a negative approach towards CSR and social performance, stakeholders, specifically shareholders, are greatly invested in the airline’s environmental efficiency when thinking about future investment opportunities (Arjomandi and Seufert 2014). Qantas occupies the Sydney International Airport to LAX route, on a Boeing 747 or Boeing 777 aircraft, with an estimated 453 seats; where passenger numbers on each flight and carbon dioxide emissions are in correlation (Yin, Dargusch and Halog 2015). Although, when flying domestically, Qantas excelled in its commitment to environmental sustainability regarding emissions (Qantas 2015) when comparing to airlines such as Emirates in 2012, Qantas was one of the largest emitters when flying long haul routes (Yin, Dargusch and Halog 2015).

Despite introducing a flight from Los Angeles to Melbourne, that was powered by biofuel and has positive impacts on the overall environment, there is also negative implications on the environment. Biofuels are produced from plant or animal materials rather than fossil fuels, and can have negative implications on the environment, despite cutting out such greenhouse gas emissions which contribute to climate change (Yan, Cui and Gil 2016). One of the major implications of the production of biofuel is that of land degradation (Ravindranath et al. 2010). The degradation of land and loss of habitats are major threats to biodiversity; specifically, evidential in palm oil plantations (Zaman et al. 2016). With the implications on the environment, stakeholders such as the general public, are inclined to view a corporation negatively. Although Qantas does not directly produce their biofuel, they are the consumers of such product. Another influencing factor towards a negative view towards CSR regarding biofuel is the environmental concerns regarding food versus fuel, deforestation, water pollution, water scarcity, and others (Solomon 2010); specifically focussing on soil erosion, nutrient losses, decreased quality in the ground and surface water, difference in air quality, higher demand for water, and loss of biodiversity (Solomon 2010). This will have a minimal effect on shareholders, employees and customers. Meanwhile, the general public in the areas affected by such productions will negatively view Qantas’ social performance influenced by their major concerns with a corporation’s commitment to environmental sustainability.

In conclusion, Qantas’ social performance regarding the environment prevails to consist of both positives and negatives. In demonstrating a strong commitment to improve its performance, there is evidence of strategies implemented to fulfil societal expectations of increasing fuel efficiency and reducing carbon dioxide emissions. In experiencing pressures from stakeholder groups such as governmental bodies, shareholders, and the general public, Qantas has increased its environmental sustainability actions by providing a platform to communicate such elements. Although there are positives towards its environmental commitment, Qantas does display evidence of indirect negative approaches such as the production of biofuel. Although the production of such fuel has negative implications on the environmental directly, the overall benefits of reducing emissions and reducing contributions to climate change overshadow negative impacts. Qantas has demonstrated numerous attempts to counter the criticisms of its lack of CSR towards the environment, by improving their social performance and engaging stakeholders, such as customers, to get involved in their commitments. It can be demonstrated that the development of Qantas’ social performance is slowly developing to respond to the criticisms of its environmental sustainability in contributing to maximise its corporate reputation and fulfilling societal interests to make decisions based on stakeholder interests.

Reference List

Arjomandi, Amir, and Juergen Heinz Seufert. 2014. “An evaluation of the world’s major airlines’ technical and environmental performance.” Economic Modelling 41: 133-144. https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S0264999314001692

Branley, Alison. 2018. “Qantas ‘worst major airline’ for fuel efficiency on trans-Pacific flights, study suggests.” ABC News, January 17. http://www.abc.net.au/news/2018-01-17/qantas-fuel-efficiency-worst-for-trans-pacific-flights-study/9333616

Chang, Dong-Shang, Sheng-Hung Chen, Chia-Wei Hsu, and Allen H. Hu. 2015. “Identifying Strategic Factors of the Implantation CSR in the Airline Industry: The Case of Asia-Pacific Airlines.” Sustainability 7(6): 7762-7783. doi:10.3390/su7067762

Cowper-Smith, Allan, and Danuta de Grosbois. 2010. “The adoption of corporate social responsibility practices in the airline industry.” Journal of Sustainable Tourism 19(1): 59-77. doi: 10.1080/09669582.2010.498918

Lin-Hi, Nick, and Karsten Muller. 2013. “The CSR bottom line: Preventing corporate social irresponsibility.” Journal of Business Research 66(10): 1928-1936. https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S0148296313000398

Qantas. n.d. “Customer Charter and Frequent Flyer Customer Commitment.” Accessed 4th April 2018. https://www.qantas.com/travel/airlines/customer-charter/global/en

Qantas. n.d. “Qantas B787-9 Dreamliner.” Accessed 4th April 2018. https://www.qantas.com/au/en/about-us/our-company/fleet/qantas-b787-9.html

Qantas. 2013. “Qantas wins top environmental award.” Accessed 4th April 2018. https://www.qantasnewsroom.com.au/media-releases/qantas-wins-top-environmental-award/

Qantas. 2014. “Constitution of Qantas Airways Limited.” Accessed 4th April 2018 www.qantas.com.au/infodetail/about/corporateGovernance/Constitution.pdf

Qantas. 2015. “Qantas to Offset Carbon Emissions of its Domestic Flights on World Environment Day.” Accessed 4th April 2018. https://www.qantasnewsroom.com.au/media-releases/qantas-to-offset-carbon-emissions-of-its-domestic-flights-on-world-environment-day/

Qantas. 2016. “Australian Packaging Covenant Action Plan 2016 to 2019.” Accessed 4th April 2018. http://www.qantas.com.au/infodetail/about/environment/qantas-australian-packaging-covenant-action-plan.pdf

Qantas. 2017. “Qantas Corporate Governance Statement 2017.” Accessed 4th April 2018. www.qantas.com.au/infodetail/about/corporateGovernance/2017CorpGov.pdf

Qantas. 2018. “Qantas starts history-making flight direct to London.” Accessed 4th April 2018. https://www.qantasnewsroom.com.au/media-releases/qantas-starts-history-making-flight-direct-to-london/

Ravindranath, N.H., C. Sita Lakshmi, Ritumbra Mauvie, and P. Balachandra. 2010. “Biofuel production and implications for land use, food production and environment in India.” Energy Policy 39(10): 5737-5745. https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S0301421510005744

Solomon, Barry D. 2010. “Biofuels and sustainability.” Ecological Economics Reviews 1185: 119-134. https://nyaspubs-onlinelibrary-wiley-com.dbgw.lis.curtin.edu.au/doi/full/10.1111/j.1749-6632.2009.05279.x

Wang, Qi, Chong Wu, and Yang Sun. 2014. “Evaluating corporate social responsibility of airlines using entropy weight and grey relation analysis.” Journal of Air Transport Management 42: 55-62. https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S0969699714001240

Yan, Wei, Zhijian Cui, and Maria Jose Alvarez Gil. 2016. “Assessing the impact of environmental innovation in the airline industry: An empirical study of emerging market economies.” Environmental Innovation and Societal Transitions 21: 80-94. https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S2210422416300259

Yin, Kwong-sang, Paul Dargusch, and Anthony Halog. 2015. “An analysis of the greenhouse gas emissions profile of airlines flying the Australian international market.” Journal of Air Transport Management 47: 218-229. https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S096969971500071X

Zaman, Khalid, Usama Awan, Talat Islam, Rohayati Paidi, Asmadi Hassan, and Alias bin Abdullah. 2016. “Econometric applications for measuring the environmental impacts of biofuel production in the panel of worlds’ largest region.” International Journal of Hydrogen Energy 41(7): 4305-4325. https://www-sciencedirect-com.dbgw.lis.curtin.edu.au/science/article/pii/S0360319915315846

Zhou, Naaman. 2018. “Qantas uses mustard seeds in first ever biofuel flight between Australia and US.” The Guardian, January 30. https://www.theguardian.com/environment/2018/jan/30/qantas-uses-mustard-seeds-in-first-ever-biofuel-flight-between-australia-and-us

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Assessment 2: Business Report

Assessment 2: Business Report

CIB1100 – Communication in Business

Assessment Guide

Trimester 1, 2019

Colleges of Business and Technology WA Pty Ltd T/A Curtin College CRICOS Provider Code 02042G

Page 8 of 8

UNIT OUTLINE AND ASSESSMENT GUIDE
The Unit Outline and the Assessment Guide for CIB1100 Communication in Business provide the full requirements of the unit and both should be referred to when completing unit assessments.

PRESENTATION OF WRITTEN ASSIGNMENTS
In all the written assessments for this unit, it is important that you present your work in a way that communicates a professional attitude. Below are some formatting rules that should be followed for each written assessment:

· Type or word-process your assessment

· Use a 12 font size

· Use Arial font

· Leave a margin of 2.5 cm around all four sides of the page

· Use double spacing between lines

· Use a Header to insert you name and student ID number at the top of the page

· Number pages clearly

· Keep a copy of your submitted assessments

For Reference List:

· Formatted according the Chicago 17th Edition referencing system;

· Use single space for each source entry; and

· Use double space between entries.

SUPPLEMENTARY AND DEFERRED FINAL EXAMS/ASSESSMENTS
Supplementary Assessment / Exam
A supplementary assessment may be granted to a student by the Board of Examiners in order to provide an additional opportunity for a student to pass a unit. If a student passes a supplementary assessment their total mark will not change but their grade becomes a pass grade (PX – Pass with Supplementary).

Students who have qualified for a supplementary assessment will be notified by e-mail following the Board of Examiners. Supplementary assessments will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time otherwise the offer will be withdrawn.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment.

A maximum of two supplementary assessments may be granted to the same student in a program.

For more information please refer to the Curtin College’s Supplementary Assessment Policy which is located under Policies and Procedures on the College’s website at http://www.curtincollege.edu.au.

Deferred Final Exam (if applicable)
Within two calendar days following the missed Final Exam complete the “Application for Assessment Extension Form” located on Moodle unit: Study Kiosk/ Academic Forms & Documents and attach valid evidence, for example, a medical certificate/ or a letter from the counsellor, and a statement outlining the reasons for missing the final exam. Submit all documents to Reception in Building 205 or email them to help@curtincollege.edu.au.

Deferred Final Exams will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time.

For information on the deferred assessment conditions, please refer to the Curtin College’s Assessment and Moderation Policy which is located under Policies and Procedures on the College’s website: http://www.curtincollege.edu.au.

DETAILED INFORMATION ON ASSESSMENT TASKS
Assessment 1: In-Class Assessment

Due Date: In Class, Module 4, Week Commencing Monday 18 March

Weighting: 10%

Assessment Task

This task will focus and assess your referencing skills. You will have 45 minutes to complete a series of questions related to academic journal articles. You will need to properly reference the articles for both in-text and reference list entries, as well as summarising and paraphrasing information from the text provided. You will need to answer five Multiple-Choice Questions (MCQs), worth 1 mark each. You will also need to answer one short answer question, work 5 marks, based on the text provided. You will not have access to the content or questions prior to your class. It will be provided on the day, and you will be required to answer all questions related to the article prior to leaving class. Different classes will have different questions.

Submission Requirements

As you will complete this assessment ask in your class, you are required to attend class this week. If you are unable to attend your class on the day of the assessment, you will need to follow standard assessment extension procedures, providing supporting documentation and the extension request form.

Marking Criteria & Feedback

Each class will have a different question set, and a detailed marking guide will be provided to each marker. For the MCQ questions, there will be no partial marks awarded for any question. For the final question, students will be marked on their language skills, use of in-text citations, and content development. See the rubric below for detailed marking criteria.

CIB1100 – In-Class Assessment Question Six Marking Rubric (Weighting 5%)

The result will be an average of the below categories.

Grades

Content Development

Referencing Skills

Structure, Language and Conventions

High Distinction

80-100%

Clearly synthesised the information from the provided text, including addressing key themes and ideas in your own words.

Followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations.

Highly persuasive. Sound mechanics.

Distinction

70-79%

Included most of the key themes and ideas from the provided text, with some reliance on direct quotations and/or some omissions.

Mostly followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with some small omissions or errors.

Content flows well. A few inconsistent mechanical errors.

Credit Pass

60-69%

Addressed some of the key themes or ideas from the provided text, with a reliance on direct quotations and/or some omissions.

Mostly followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with occasional omissions or errors.

Content mostly flows. Mostly well structured. A few inconsistent mechanical errors that do not affect readability.

Pass

50-59%

Attempted to identify the key themes or ideas from the provided text, with too many direct quotations and/or omissions.

Occasionally followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with some omissions or errors.

Basic structure. Consistent mechanical errors that do not affect readability.

Fail

< 49%

Superficial and/or inadequate addressing of the provided text. Demonstrates inadequate understanding of key concepts.

Fails to follow Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations.

Poor structure and/or mechanical errors affecting readability.

Assessment 2: Business Report

Due Date: Monday 15 April, 8am

Weighting: 30%

Assessment Task

In Assessment Two, your task is to review the behaviours, actions and communications of one of the companies listed below of your choice:

  1. Alibaba
  2. Amazon.com
  3. HSBC
  4. Royal Dutch Shell
  5. Samsung Electronics
  6. Volkswagen
  7. Walmart
  8. Wesfarmers

In your own words:

· Examine and critique one or two aspects of the company’s social performance with regards to fulfilling society’s expectations on how the company should operate its business. You can look at a company’s performance in regards to the environment, equality, employment, community development, health and human rights, just to name a few options. Highlight both areas of achievement and those requiring improvement. If you choose to look at one aspect, examine both the positive and negative behaviours related to that aspect. If you choose to look at two aspects, focus on one positive aspect and one negative aspect, to allow enough depth in your writing.

· Examine and discuss the impact and implications of the company’s actions on society and stakeholders.

· Provide your conclusions about the company’s performance in society, based on the information you provide in your paper.

Word Limit: At least 1500, with a maximum of 1800 words. This INCLUDES in-text citations, headings, sub-headings, etc. Anything in the body of your paper is included as part of the word count.

Don’t slip up! Make sure you do not go over the maximum word limit. A 5% penalty will occur for every 50 words – or part thereof – over the maximum word limit. This will be strictly enforced. Also be sure to follow the advice and instructions provided in your tutorials with regards to requirements for this assessment, including fonts and structure.

This is an assignment that asks you to reflect broadly on the role of business, how it communicates and acts on a social issue facing it in any society. Take time to reflect on the many arguments and pieces of information presented in the literature. You will need to read widely and broadly.

Submission Requirements

You will submit this essay as a Word Document (.DOC or .DOCX) through the Turnitin submission point on Moodle. You must load your paper no later than 8am on the due date, Monday 8 April.

It is the student’s responsibility to check that the electronic file(s) are:

a) Readable,

b) Fully complete,

c) In the required file format,

d) Clearly identified using the required file-naming convention e.g. student ID number followed by the assessment name; and

e) A back-up copy of the assessment has been kept.

Marking Criteria & Feedback

Please refer to the Business Report Marking Rubric. The result will be divided by six to determine the mark out of 100, then converted to a score out of 30.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Context and Purpose

Did not demonstrate adequate consideration of context, audience, and purpose and a clear focus on the assigned task.

Demonstrates some consideration of context, audience, and purpose and attempts to focus on the assigned task.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task.

Demonstrates a good understanding of context, audience, and purpose and fully aligns with the assigned task.

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task and focuses all elements of the work.

Sources and Evidence

Did not demonstrate consistent use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates some use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates consistent use of a range of credible, relevant sources to support key ideas that are pertinent to the genre of essay writing.

Demonstrates skilful use of high- quality, credible, relevant sources to develop ideas that are pertinent to the genre of essay writing.

Referencing

Did not sufficiently reference as per College standards, including inadequate paraphrasing or failure to identify direct quotes. The Chicago referencing format was not followed. The reference list was inconsistent.

Some referencing was done correctly in-text (direct quotes and paraphrased text), as per the Chicago referencing format. The reference list had some inconsistencies.

Most references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list had some inconsistencies.

Most references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list was consistent.

All references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list was consistent with no errors.

Control of Syntax and Mechanics

Did not use language that conveys meaning to readers with sufficient clarity and includes numerous errors.

Uses language sufficiently well to convey basic meaning although errors reduce effectiveness of communication

Uses language that generally conveys meaning to readers with clarity although writing may include some errors.

Uses language that effectively conveys meaning to readers with clarity. Any errors that occur do not reduce effectiveness of communication.

Uses language that skilfully and effectively communicates meaning to readers with clarity and fluency, and is virtually error-free

Issue

The issue/problem to be considered critically is not clearly stated and described. There are significant omissions and/or errors.

The issue/problem to be considered critically is stated clearly and described with enough information for an adequate understanding. There are some omissions and/or errors.

The issue/problem to be considered critically is stated clearly and described with enough information for an adequate understanding. There are no omissions and/or errors.

The issue/problem to be considered is stated clearly and described thoroughly.

The issue/problem to be considered critically is stated clearly and described comprehensively (delivering all relevant information necessary for a full understanding).

Evidence-based Analysis

The analysis is not coherent and is based on irrelevant information, concepts and methods. The analysis is based on very limited sources.

A coherent analysis is based on partial use of relevant information, concepts and methods. The information analysed is gathered from several relevant sources.

A coherent analysis is based on thorough use of relevant information, concepts and methods. The information analysed is gathered from several relevant sources.

A coherent and comprehensive analysis is based on thorough use of the most relevant information, concepts and methods. The information analysed is gathered from many diverse, high-quality sources.

A coherent and complete analysis is based on complete use of all relevant information, concepts and methods. The information analysed is gathered from many diverse, high-quality sources.

Assessment 3: Oral Presentation

Due Date: In Class, Module 11, Week Commencing Monday 20 May

Weighting: 30%

Assessment Task

The company you selected in Assessment Two is currently a signatory to the United Nation’s Global Compact, or considering becoming a member. The United Nation’s Global Compact guides companies’ social performance. Like all signatories, your company would be or is planning to be a member of their Global Compact Local Network, which aims to achieve compliance with the ten principles of the Global Compact.

As part of an Executive board (i.e. a group of three or four scholars representing different companies), review the information of your group members to develop the best recommendations to achieve compliance with two Global Compact principles. You will select these principles no later than Module 8. Consider the work of all group members as well as the feedback provided by your TA from Assessment Two to come up with an original group approach.

In Assessment Three, the Executive board will present the proposed unified approach to Local Network members and convince them this approach can be effective in achieving compliance with the two Global Compact principles. Your presentation should accomplish the following:

  1. Review and present a selection of business practices and/or approaches from your companies that relate to the two principles of the Global Compact.
  2. Discuss both the positive and negative lessons learned from these business practices and approaches.
  3. Develop innovative business practice recommendations, which will improve compliance to the two Global principles. These should be based on the review you have undertaken and your understanding of the lessons learned.
  4. Discuss the benefits, challenges, and risks for key stakeholders if these recommendations are implemented.

For the Local Network meeting, your working group has been:

· Allocated a maximum of 20 minutes to speak.

· Each member must speak for an equal amount of time (i.e. approximately 5 minutes per team member).

· Provided with a computer, internet, whiteboard and projection facilities that you may use in any way to aid your presentation.

· Asked to provide a one-page handout summarizing the key points from your presentation to assist the audience in understanding your proposal.

This is a professional presentation. Please give careful consideration to the way in which you present yourselves and your ideas, ensuring that it is appropriate for a business environment and, in particular, the Local Network members.

Remember the Local Network is made up of different company representatives from a variety of industries. You need to keep the diversity of your audience in mind when communicating your ideas.

Your group will have a maximum of four members and each member will be a representative from one of the eight companies. There is to be no duplication of companies in a group.

Your presentation will be recorded. In order to be able to provide you with all possible marks, please ensure that on your presentation day you submit the following to your Lecturer:

· Minutes of the group meetings reflecting all of your decisions and each group member’s level of participation. All members are asked to review and sign the minutes to show that they agree these are accurate. Some meetings are conducted in classes, and lacking attendance will impact your mark.

· Your one-page summary setting out the key points of your presentation.

· A copy of the slides used for your presentation (PowerPoint, Prezi, etc.).

· A reflection piece on your presentation, to be submitted in Module 12, after your completed presentation.

Make sure to have all of your documentation on the day of your presentation, and that you hand in your reflection piece the following week. Late submission penalties will apply if any document is submitted after your presentation, or if you fail to submit the mandatory reflection piece in Module 12. Late submission penalties will eventually amount to a 0 mark, as per Curtin College policy, so do not forget! All presentations will be made during the given dates in this Assessment Guide.

This is a group presentation and no extensions will be made without PRIOR arrangements with the Unit Coordinator and the provision of supporting documentation. Failure to present during your scheduled Tutorial without making alternate arrangements with the Unit Coordinator will result in a Fail-Incomplete result for the unit.

Submission Requirements

You will complete your presentation in class in Module 11, and must be present to fulfil this requirement. You should speak with your Lecturer regarding their preferred submission for your Minutes, one-page summary, slides, and reflection. Some may prefer that you submit this via email, while others will require a hard-copy submission.

Marking Criteria & Feedback

Please refer to the Oral Presentation Marking Rubric. While there is a shared group mark, many components of this assessment are marked individually, based on your presentation skills and contribution to the group.

Oral Presentation, Group Mark (10% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Supporting Material

Supporting materials make insufficient reference to information or analysis; and only minimally support the presentation or establish the presenters’ credibility/ authority on the topic.

Supporting materials make sufficient reference to information or analysis; and generally support the presentation or establish the presenters’ credibility/ authority on the topic.

Supporting materials make appropriate reference to information or analysis; and strongly support the presentation and establish the presenters’ credibility / authority on the topic.

A range of supporting materials is used to enhance information or analysis; and convincingly support the presentation and establish the presenters’ credibility/ authority on the topic.

A range of supporting material is used to enhance information or analysis; and significantly support the presentation and establish the presenters’ credibility / authority on the topic.

Identification of Issues

Did not sufficiently identify the key practices, principles or theories applicable to resolving business issues and / or problems.

Identifies some of the key practices, principles or theories applicable to resolving straightforward business issues and / or problems.

Identifies the key practices, principles or theories applicable to resolving straightforward business issues and / or problems.

Identifies some of the key practices, principles or theories applicable to resolving business issues and / or problems with complex interrelationships.

Identifies the key practices, principles or theories applicable to resolving business issues and / or problems with complex interrelationships.

Analysis of Data

Did not sufficiently analyse data using prescribed methods to create usable information.

Can apply some prescribed methods to analyse data and create useable information.

Can apply prescribed methods to analyse data and create useful information.

Can select and apply appropriate methods to analyse data and create useful information.

Can select and apply the most appropriate methods to completely analyse data and create useful information.

Recommendations

States general conclusions and / or recommendations, which are not fully supported by the analysis and development.

Draws limited conclusions and / or recommendations, which follow logically from the analysis and development of explicit elements in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of explicit elements in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of all explicit and some implicit elements evident in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of both explicit and implicit elements evident in the topic.

Oral Presentation, Presentation Skills, Individual Mark (10% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Language

Language choices are inappropriate for the discipline or inadequate for the task.

Numerous grammatical errors cause difficulty for the audience.

Language choices are appropriate for the discipline and the task.

Grammar is sufficiently correct for audience understanding.

Language choices are appropriate for the discipline and the task.

Grammar is substantially correct for audience understanding.

Language choices are appropriate and effectively used for the discipline and the task.

Grammatical errors rarely cause difficulty for the audience.

Language choices are flexibly and effectively used and appropriate for the discipline and the task.

The presentation is virtually error free.

Delivery

The presenter’s delivery techniques detract from the presentation.

The presenter’s delivery techniques do not achieve adequate audience engagement.

The presenter’s delivery techniques adequately convey information

The presenter’s delivery techniques achieve sufficient audience engagement.

The presenter’s delivery techniques clearly convey relevant information

The presenter’s delivery techniques achieve sufficient audience engagement.

The presenter’s delivery techniques strongly convey relevant information

The presenter’s delivery techniques achieve strong audience engagement.

The presenter’s delivery techniques strongly convey relevant information

The presenter’s delivery techniques achieve complete audience engagement.

Oral Presentation, Contribution to Group, Individual Mark (5% Weighting)

The mark will be an average of the sections below. For every meeting missed – including in-class meetings – 1 mark will be deducted from the possible 5 for this section.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Works Independently

Rarely completes all individual assigned tasks by deadline. The work accomplished does not always contribute to group goals.

Completes most individual assigned tasks by deadline. Some of the work accomplished contributes to group goals.

Completes all individual assigned tasks by deadline. The majority of tasks contribute to group goals.

Comprehensively completes all individual assigned tasks by deadline. All completed tasks contribute to group goals.

Comprehensively completes all individual assigned tasks by deadline in a manner that exceeds requirements. All completed tasks enhance group goals.

Works Collaboratively

Rarely works to foster a positive team environment, or reflect on, evaluate and achieve team goals. Does not meet obligations to team members. Did not attend team meetings.

Occasionally works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Meets some obligations to team members. Attended less than half of all team meetings.

Generally works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Meets obligations to team members. Attended half of team meetings.

Consistently works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Occasionally demonstrates leadership in fostering a positive team. Consistently meets obligations to team members. Attended most team meetings.

Consistently works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Generally demonstrates leadership in fostering a positive team. Always meets obligations to team members. Attended all team meetings.

Oral Presentation, Reflection Individual Mark (5% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Control of Syntax and Mechanics

Did not use language that conveys meaning to readers with sufficient clarity and includes numerous errors.

Uses language sufficiently well to convey basic meaning although errors reduce effectiveness of communication

Uses language that generally conveys meaning to readers with clarity although writing may include some errors.

Uses language that effectively conveys meaning to readers with clarity. Any errors that occur do not reduce effectiveness of communication.

Uses language that skilfully and effectively communicates meaning to readers with clarity and fluency, and is virtually error-free

Content Development

Did not adequately analyse and explore ideas within the context of the task.

Shows some analysis and development of ideas within the context of the task.

Uses appropriate and relevant content to develop and analyse ideas within the context of the task.

Uses appropriate and relevant content to fully explore and analyse ideas within the context of the task.

Uses appropriate, relevant, and compelling content to illustrate mastery of the task.

Assessment 4: Final Exam

Due Date: Examination Week, TBD

Weighting: 30%

Assessment Task

The Examination will be held during the University Examination Period. Information about the exam will be provided during the semester.

It is your responsibility to check the date, time and location of the Exam.

Marking Criteria & Feedback

Please refer to the Final Exam Marking Rubric for the standards used to assess the essay portion of the exam.

Grades

Knowledge and Comprehension

Perspective and Critical Opinion

Structure, Language and Conventions

High Distinction

8-10

The entire question was addressed. Demonstrates accurate, highly detailed and comprehensive understanding of key concepts.

Clearly identifies one’s own position on the issue, drawing extensive support from lecture, tutorial and case study material. Great depth of analysis, evaluation and interpretation.

Highly persuasive. Sound mechanics.

Distinction

7-7.9

Most of the question was addressed. Demonstrates mostly accurate and comprehensive understanding of key concepts.

Identifies one’s own position on the issue, drawing support from lecture, tutorial and case study material. Evidence of analysis, evaluation and interpretation.

Argument flows well. A few inconsistent mechanical errors.

Credit Pass

6-6.9

Most of the question was addressed. Demonstrates adequate understanding of key concepts.

Identifies one’s own position on the issue, drawing some support from lecture, tutorial and case study material. Some evidence of elementary analysis and evaluation of the situation.

Argument mostly flows. Mostly well structured. A few inconsistent mechanical errors that do not affect readability.

Pass

5-5.9

Basic components of the question were addressed. Demonstrates a limited understanding of key concepts.

Addresses a single source or view of the arguments and fails to clarify the established or presented position relative to one’s own. Little evidence of elementary analysis and evaluation of the situation.

Basic structure. Consistent mechanical errors that do not affect readability.

Fail

< 5

Superficial and/or inadequate addressing of the question. Demonstrates inadequate understanding of key concepts.

Fails to establish own position. No evidence of elementary analysis and evaluation of the situation.

Poor structure and/or mechanical errors affecting readability.

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Demonstrates inadequate understanding of key concepts.

Demonstrates inadequate understanding of key concepts.

Assessment Guide

Trimester 1, 2019

Colleges of Business and Technology WA Pty Ltd T/A Curtin College CRICOS Provider Code 02042G

Page 8 of 8

UNIT OUTLINE AND ASSESSMENT GUIDE
The Unit Outline and the Assessment Guide for CIB1100 Communication in Business provide the full requirements of the unit and both should be referred to when completing unit assessments.

PRESENTATION OF WRITTEN ASSIGNMENTS
In all the written assessments for this unit, it is important that you present your work in a way that communicates a professional attitude. Below are some formatting rules that should be followed for each written assessment:

· Type or word-process your assessment

· Use a 12 font size

· Use Arial font

· Leave a margin of 2.5 cm around all four sides of the page

· Use double spacing between lines

· Use a Header to insert you name and student ID number at the top of the page

· Number pages clearly

· Keep a copy of your submitted assessments

For Reference List:

· Formatted according the Chicago 17th Edition referencing system;

· Use single space for each source entry; and

· Use double space between entries.

SUPPLEMENTARY AND DEFERRED FINAL EXAMS/ASSESSMENTS
Supplementary Assessment / Exam
A supplementary assessment may be granted to a student by the Board of Examiners in order to provide an additional opportunity for a student to pass a unit. If a student passes a supplementary assessment their total mark will not change but their grade becomes a pass grade (PX – Pass with Supplementary).

Students who have qualified for a supplementary assessment will be notified by e-mail following the Board of Examiners. Supplementary assessments will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time otherwise the offer will be withdrawn.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment.

A maximum of two supplementary assessments may be granted to the same student in a program.

For more information please refer to the Curtin College’s Supplementary Assessment Policy which is located under Policies and Procedures on the College’s website at http://www.curtincollege.edu.au.

Deferred Final Exam (if applicable)
Within two calendar days following the missed Final Exam complete the “Application for Assessment Extension Form” located on Moodle unit: Study Kiosk/ Academic Forms & Documents and attach valid evidence, for example, a medical certificate/ or a letter from the counsellor, and a statement outlining the reasons for missing the final exam. Submit all documents to Reception in Building 205 or email them to help@curtincollege.edu.au.

Deferred Final Exams will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time.

For information on the deferred assessment conditions, please refer to the Curtin College’s Assessment and Moderation Policy which is located under Policies and Procedures on the College’s website: http://www.curtincollege.edu.au.

DETAILED INFORMATION ON ASSESSMENT TASKS
Assessment 1: In-Class Assessment

Due Date: In Class, Module 4, Week Commencing Monday 18 March

Weighting: 10%

Assessment Task

This task will focus and assess your referencing skills. You will have 45 minutes to complete a series of questions related to academic journal articles. You will need to properly reference the articles for both in-text and reference list entries, as well as summarising and paraphrasing information from the text provided. You will need to answer five Multiple-Choice Questions (MCQs), worth 1 mark each. You will also need to answer one short answer question, work 5 marks, based on the text provided. You will not have access to the content or questions prior to your class. It will be provided on the day, and you will be required to answer all questions related to the article prior to leaving class. Different classes will have different questions.

Submission Requirements

As you will complete this assessment ask in your class, you are required to attend class this week. If you are unable to attend your class on the day of the assessment, you will need to follow standard assessment extension procedures, providing supporting documentation and the extension request form.

Marking Criteria & Feedback

Each class will have a different question set, and a detailed marking guide will be provided to each marker. For the MCQ questions, there will be no partial marks awarded for any question. For the final question, students will be marked on their language skills, use of in-text citations, and content development. See the rubric below for detailed marking criteria.

CIB1100 – In-Class Assessment Question Six Marking Rubric (Weighting 5%)

The result will be an average of the below categories.

Grades

Content Development

Referencing Skills

Structure, Language and Conventions

High Distinction

80-100%

Clearly synthesised the information from the provided text, including addressing key themes and ideas in your own words.

Followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations.

Highly persuasive. Sound mechanics.

Distinction

70-79%

Included most of the key themes and ideas from the provided text, with some reliance on direct quotations and/or some omissions.

Mostly followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with some small omissions or errors.

Content flows well. A few inconsistent mechanical errors.

Credit Pass

60-69%

Addressed some of the key themes or ideas from the provided text, with a reliance on direct quotations and/or some omissions.

Mostly followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with occasional omissions or errors.

Content mostly flows. Mostly well structured. A few inconsistent mechanical errors that do not affect readability.

Pass

50-59%

Attempted to identify the key themes or ideas from the provided text, with too many direct quotations and/or omissions.

Occasionally followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with some omissions or errors.

Basic structure. Consistent mechanical errors that do not affect readability.

Fail

< 49%

Superficial and/or inadequate addressing of the provided text. Demonstrates inadequate understanding of key concepts.

Fails to follow Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations.

Poor structure and/or mechanical errors affecting readability.

Assessment 2: Business Report

Due Date: Monday 15 April, 8am

Weighting: 30%

Assessment Task

In Assessment Two, your task is to review the behaviours, actions and communications of one of the companies listed below of your choice:

  1. Alibaba
  2. Amazon.com
  3. HSBC
  4. Royal Dutch Shell
  5. Samsung Electronics
  6. Volkswagen
  7. Walmart
  8. Wesfarmers

In your own words:

· Examine and critique one or two aspects of the company’s social performance with regards to fulfilling society’s expectations on how the company should operate its business. You can look at a company’s performance in regards to the environment, equality, employment, community development, health and human rights, just to name a few options. Highlight both areas of achievement and those requiring improvement. If you choose to look at one aspect, examine both the positive and negative behaviours related to that aspect. If you choose to look at two aspects, focus on one positive aspect and one negative aspect, to allow enough depth in your writing.

· Examine and discuss the impact and implications of the company’s actions on society and stakeholders.

· Provide your conclusions about the company’s performance in society, based on the information you provide in your paper.

Word Limit: At least 1500, with a maximum of 1800 words. This INCLUDES in-text citations, headings, sub-headings, etc. Anything in the body of your paper is included as part of the word count.

Don’t slip up! Make sure you do not go over the maximum word limit. A 5% penalty will occur for every 50 words – or part thereof – over the maximum word limit. This will be strictly enforced. Also be sure to follow the advice and instructions provided in your tutorials with regards to requirements for this assessment, including fonts and structure.

This is an assignment that asks you to reflect broadly on the role of business, how it communicates and acts on a social issue facing it in any society. Take time to reflect on the many arguments and pieces of information presented in the literature. You will need to read widely and broadly.

Submission Requirements

You will submit this essay as a Word Document (.DOC or .DOCX) through the Turnitin submission point on Moodle. You must load your paper no later than 8am on the due date, Monday 8 April.

It is the student’s responsibility to check that the electronic file(s) are:

a) Readable,

b) Fully complete,

c) In the required file format,

d) Clearly identified using the required file-naming convention e.g. student ID number followed by the assessment name; and

e) A back-up copy of the assessment has been kept.

Marking Criteria & Feedback

Please refer to the Business Report Marking Rubric. The result will be divided by six to determine the mark out of 100, then converted to a score out of 30.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Context and Purpose

Did not demonstrate adequate consideration of context, audience, and purpose and a clear focus on the assigned task.

Demonstrates some consideration of context, audience, and purpose and attempts to focus on the assigned task.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task.

Demonstrates a good understanding of context, audience, and purpose and fully aligns with the assigned task.

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task and focuses all elements of the work.

Sources and Evidence

Did not demonstrate consistent use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates some use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates consistent use of a range of credible, relevant sources to support key ideas that are pertinent to the genre of essay writing.

Demonstrates skilful use of high- quality, credible, relevant sources to develop ideas that are pertinent to the genre of essay writing.

Referencing

Did not sufficiently reference as per College standards, including inadequate paraphrasing or failure to identify direct quotes. The Chicago referencing format was not followed. The reference list was inconsistent.

Some referencing was done correctly in-text (direct quotes and paraphrased text), as per the Chicago referencing format. The reference list had some inconsistencies.

Most references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list had some inconsistencies.

Most references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list was consistent.

All references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list was consistent with no errors.

Control of Syntax and Mechanics

Did not use language that conveys meaning to readers with sufficient clarity and includes numerous errors.

Uses language sufficiently well to convey basic meaning although errors reduce effectiveness of communication

Uses language that generally conveys meaning to readers with clarity although writing may include some errors.

Uses language that effectively conveys meaning to readers with clarity. Any errors that occur do not reduce effectiveness of communication.

Uses language that skilfully and effectively communicates meaning to readers with clarity and fluency, and is virtually error-free

Issue

The issue/problem to be considered critically is not clearly stated and described. There are significant omissions and/or errors.

The issue/problem to be considered critically is stated clearly and described with enough information for an adequate understanding. There are some omissions and/or errors.

The issue/problem to be considered critically is stated clearly and described with enough information for an adequate understanding. There are no omissions and/or errors.

The issue/problem to be considered is stated clearly and described thoroughly.

The issue/problem to be considered critically is stated clearly and described comprehensively (delivering all relevant information necessary for a full understanding).

Evidence-based Analysis

The analysis is not coherent and is based on irrelevant information, concepts and methods. The analysis is based on very limited sources.

A coherent analysis is based on partial use of relevant information, concepts and methods. The information analysed is gathered from several relevant sources.

A coherent analysis is based on thorough use of relevant information, concepts and methods. The information analysed is gathered from several relevant sources.

A coherent and comprehensive analysis is based on thorough use of the most relevant information, concepts and methods. The information analysed is gathered from many diverse, high-quality sources.

A coherent and complete analysis is based on complete use of all relevant information, concepts and methods. The information analysed is gathered from many diverse, high-quality sources.

Assessment 3: Oral Presentation

Due Date: In Class, Module 11, Week Commencing Monday 20 May

Weighting: 30%

Assessment Task

The company you selected in Assessment Two is currently a signatory to the United Nation’s Global Compact, or considering becoming a member. The United Nation’s Global Compact guides companies’ social performance. Like all signatories, your company would be or is planning to be a member of their Global Compact Local Network, which aims to achieve compliance with the ten principles of the Global Compact.

As part of an Executive board (i.e. a group of three or four scholars representing different companies), review the information of your group members to develop the best recommendations to achieve compliance with two Global Compact principles. You will select these principles no later than Module 8. Consider the work of all group members as well as the feedback provided by your TA from Assessment Two to come up with an original group approach.

In Assessment Three, the Executive board will present the proposed unified approach to Local Network members and convince them this approach can be effective in achieving compliance with the two Global Compact principles. Your presentation should accomplish the following:

  1. Review and present a selection of business practices and/or approaches from your companies that relate to the two principles of the Global Compact.
  2. Discuss both the positive and negative lessons learned from these business practices and approaches.
  3. Develop innovative business practice recommendations, which will improve compliance to the two Global principles. These should be based on the review you have undertaken and your understanding of the lessons learned.
  4. Discuss the benefits, challenges, and risks for key stakeholders if these recommendations are implemented.

For the Local Network meeting, your working group has been:

· Allocated a maximum of 20 minutes to speak.

· Each member must speak for an equal amount of time (i.e. approximately 5 minutes per team member).

· Provided with a computer, internet, whiteboard and projection facilities that you may use in any way to aid your presentation.

· Asked to provide a one-page handout summarizing the key points from your presentation to assist the audience in understanding your proposal.

This is a professional presentation. Please give careful consideration to the way in which you present yourselves and your ideas, ensuring that it is appropriate for a business environment and, in particular, the Local Network members.

Remember the Local Network is made up of different company representatives from a variety of industries. You need to keep the diversity of your audience in mind when communicating your ideas.

Your group will have a maximum of four members and each member will be a representative from one of the eight companies. There is to be no duplication of companies in a group.

Your presentation will be recorded. In order to be able to provide you with all possible marks, please ensure that on your presentation day you submit the following to your Lecturer:

· Minutes of the group meetings reflecting all of your decisions and each group member’s level of participation. All members are asked to review and sign the minutes to show that they agree these are accurate. Some meetings are conducted in classes, and lacking attendance will impact your mark.

· Your one-page summary setting out the key points of your presentation.

· A copy of the slides used for your presentation (PowerPoint, Prezi, etc.).

· A reflection piece on your presentation, to be submitted in Module 12, after your completed presentation.

Make sure to have all of your documentation on the day of your presentation, and that you hand in your reflection piece the following week. Late submission penalties will apply if any document is submitted after your presentation, or if you fail to submit the mandatory reflection piece in Module 12. Late submission penalties will eventually amount to a 0 mark, as per Curtin College policy, so do not forget! All presentations will be made during the given dates in this Assessment Guide.

This is a group presentation and no extensions will be made without PRIOR arrangements with the Unit Coordinator and the provision of supporting documentation. Failure to present during your scheduled Tutorial without making alternate arrangements with the Unit Coordinator will result in a Fail-Incomplete result for the unit.

Submission Requirements

You will complete your presentation in class in Module 11, and must be present to fulfil this requirement. You should speak with your Lecturer regarding their preferred submission for your Minutes, one-page summary, slides, and reflection. Some may prefer that you submit this via email, while others will require a hard-copy submission.

Marking Criteria & Feedback

Please refer to the Oral Presentation Marking Rubric. While there is a shared group mark, many components of this assessment are marked individually, based on your presentation skills and contribution to the group.

Oral Presentation, Group Mark (10% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Supporting Material

Supporting materials make insufficient reference to information or analysis; and only minimally support the presentation or establish the presenters’ credibility/ authority on the topic.

Supporting materials make sufficient reference to information or analysis; and generally support the presentation or establish the presenters’ credibility/ authority on the topic.

Supporting materials make appropriate reference to information or analysis; and strongly support the presentation and establish the presenters’ credibility / authority on the topic.

A range of supporting materials is used to enhance information or analysis; and convincingly support the presentation and establish the presenters’ credibility/ authority on the topic.

A range of supporting material is used to enhance information or analysis; and significantly support the presentation and establish the presenters’ credibility / authority on the topic.

Identification of Issues

Did not sufficiently identify the key practices, principles or theories applicable to resolving business issues and / or problems.

Identifies some of the key practices, principles or theories applicable to resolving straightforward business issues and / or problems.

Identifies the key practices, principles or theories applicable to resolving straightforward business issues and / or problems.

Identifies some of the key practices, principles or theories applicable to resolving business issues and / or problems with complex interrelationships.

Identifies the key practices, principles or theories applicable to resolving business issues and / or problems with complex interrelationships.

Analysis of Data

Did not sufficiently analyse data using prescribed methods to create usable information.

Can apply some prescribed methods to analyse data and create useable information.

Can apply prescribed methods to analyse data and create useful information.

Can select and apply appropriate methods to analyse data and create useful information.

Can select and apply the most appropriate methods to completely analyse data and create useful information.

Recommendations

States general conclusions and / or recommendations, which are not fully supported by the analysis and development.

Draws limited conclusions and / or recommendations, which follow logically from the analysis and development of explicit elements in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of explicit elements in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of all explicit and some implicit elements evident in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of both explicit and implicit elements evident in the topic.

Oral Presentation, Presentation Skills, Individual Mark (10% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Language

Language choices are inappropriate for the discipline or inadequate for the task.

Numerous grammatical errors cause difficulty for the audience.

Language choices are appropriate for the discipline and the task.

Grammar is sufficiently correct for audience understanding.

Language choices are appropriate for the discipline and the task.

Grammar is substantially correct for audience understanding.

Language choices are appropriate and effectively used for the discipline and the task.

Grammatical errors rarely cause difficulty for the audience.

Language choices are flexibly and effectively used and appropriate for the discipline and the task.

The presentation is virtually error free.

Delivery

The presenter’s delivery techniques detract from the presentation.

The presenter’s delivery techniques do not achieve adequate audience engagement.

The presenter’s delivery techniques adequately convey information

The presenter’s delivery techniques achieve sufficient audience engagement.

The presenter’s delivery techniques clearly convey relevant information

The presenter’s delivery techniques achieve sufficient audience engagement.

The presenter’s delivery techniques strongly convey relevant information

The presenter’s delivery techniques achieve strong audience engagement.

The presenter’s delivery techniques strongly convey relevant information

The presenter’s delivery techniques achieve complete audience engagement.

Oral Presentation, Contribution to Group, Individual Mark (5% Weighting)

The mark will be an average of the sections below. For every meeting missed – including in-class meetings – 1 mark will be deducted from the possible 5 for this section.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Works Independently

Rarely completes all individual assigned tasks by deadline. The work accomplished does not always contribute to group goals.

Completes most individual assigned tasks by deadline. Some of the work accomplished contributes to group goals.

Completes all individual assigned tasks by deadline. The majority of tasks contribute to group goals.

Comprehensively completes all individual assigned tasks by deadline. All completed tasks contribute to group goals.

Comprehensively completes all individual assigned tasks by deadline in a manner that exceeds requirements. All completed tasks enhance group goals.

Works Collaboratively

Rarely works to foster a positive team environment, or reflect on, evaluate and achieve team goals. Does not meet obligations to team members. Did not attend team meetings.

Occasionally works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Meets some obligations to team members. Attended less than half of all team meetings.

Generally works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Meets obligations to team members. Attended half of team meetings.

Consistently works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Occasionally demonstrates leadership in fostering a positive team. Consistently meets obligations to team members. Attended most team meetings.

Consistently works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Generally demonstrates leadership in fostering a positive team. Always meets obligations to team members. Attended all team meetings.

Oral Presentation, Reflection Individual Mark (5% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Control of Syntax and Mechanics

Did not use language that conveys meaning to readers with sufficient clarity and includes numerous errors.

Uses language sufficiently well to convey basic meaning although errors reduce effectiveness of communication

Uses language that generally conveys meaning to readers with clarity although writing may include some errors.

Uses language that effectively conveys meaning to readers with clarity. Any errors that occur do not reduce effectiveness of communication.

Uses language that skilfully and effectively communicates meaning to readers with clarity and fluency, and is virtually error-free

Content Development

Did not adequately analyse and explore ideas within the context of the task.

Shows some analysis and development of ideas within the context of the task.

Uses appropriate and relevant content to develop and analyse ideas within the context of the task.

Uses appropriate and relevant content to fully explore and analyse ideas within the context of the task.

Uses appropriate, relevant, and compelling content to illustrate mastery of the task.

Assessment 4: Final Exam

Due Date: Examination Week, TBD

Weighting: 30%

Assessment Task

The Examination will be held during the University Examination Period. Information about the exam will be provided during the semester.

It is your responsibility to check the date, time and location of the Exam.

Marking Criteria & Feedback

Please refer to the Final Exam Marking Rubric for the standards used to assess the essay portion of the exam.

Grades

Knowledge and Comprehension

Perspective and Critical Opinion

Structure, Language and Conventions

High Distinction

8-10

The entire question was addressed. Demonstrates accurate, highly detailed and comprehensive understanding of key concepts.

Clearly identifies one’s own position on the issue, drawing extensive support from lecture, tutorial and case study material. Great depth of analysis, evaluation and interpretation.

Highly persuasive. Sound mechanics.

Distinction

7-7.9

Most of the question was addressed. Demonstrates mostly accurate and comprehensive understanding of key concepts.

Identifies one’s own position on the issue, drawing support from lecture, tutorial and case study material. Evidence of analysis, evaluation and interpretation.

Argument flows well. A few inconsistent mechanical errors.

Credit Pass

6-6.9

Most of the question was addressed. Demonstrates adequate understanding of key concepts.

Identifies one’s own position on the issue, drawing some support from lecture, tutorial and case study material. Some evidence of elementary analysis and evaluation of the situation.

Argument mostly flows. Mostly well structured. A few inconsistent mechanical errors that do not affect readability.

Pass

5-5.9

Basic components of the question were addressed. Demonstrates a limited understanding of key concepts.

Addresses a single source or view of the arguments and fails to clarify the established or presented position relative to one’s own. Little evidence of elementary analysis and evaluation of the situation.

Basic structure. Consistent mechanical errors that do not affect readability.

Fail

< 5

Superficial and/or inadequate addressing of the question. Demonstrates inadequate understanding of key concepts.

Fails to establish own position. No evidence of elementary analysis and evaluation of the situation.

Poor structure and/or mechanical errors affecting readability.

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Communication in Business

Communication in Business

Assessment Guide

Trimester 1, 2019

Colleges of Business and Technology WA Pty Ltd T/A Curtin College CRICOS Provider Code 02042G

Page 8 of 8

UNIT OUTLINE AND ASSESSMENT GUIDE
The Unit Outline and the Assessment Guide for CIB1100 Communication in Business provide the full requirements of the unit and both should be referred to when completing unit assessments.

PRESENTATION OF WRITTEN ASSIGNMENTS
In all the written assessments for this unit, it is important that you present your work in a way that communicates a professional attitude. Below are some formatting rules that should be followed for each written assessment:

· Type or word-process your assessment

· Use a 12 font size

· Use Arial font

· Leave a margin of 2.5 cm around all four sides of the page

· Use double spacing between lines

· Use a Header to insert you name and student ID number at the top of the page

· Number pages clearly

· Keep a copy of your submitted assessments

For Reference List:

· Formatted according the Chicago 17th Edition referencing system;

· Use single space for each source entry; and

· Use double space between entries.

SUPPLEMENTARY AND DEFERRED FINAL EXAMS/ASSESSMENTS
Supplementary Assessment / Exam
A supplementary assessment may be granted to a student by the Board of Examiners in order to provide an additional opportunity for a student to pass a unit. If a student passes a supplementary assessment their total mark will not change but their grade becomes a pass grade (PX – Pass with Supplementary).

Students who have qualified for a supplementary assessment will be notified by e-mail following the Board of Examiners. Supplementary assessments will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time otherwise the offer will be withdrawn.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment.

A maximum of two supplementary assessments may be granted to the same student in a program.

For more information please refer to the Curtin College’s Supplementary Assessment Policy which is located under Policies and Procedures on the College’s website at http://www.curtincollege.edu.au.

Deferred Final Exam (if applicable)
Within two calendar days following the missed Final Exam complete the “Application for Assessment Extension Form” located on Moodle unit: Study Kiosk/ Academic Forms & Documents and attach valid evidence, for example, a medical certificate/ or a letter from the counsellor, and a statement outlining the reasons for missing the final exam. Submit all documents to Reception in Building 205 or email them to help@curtincollege.edu.au.

Deferred Final Exams will be conducted in the Orientation week of the next study period unless otherwise advised by the College and students must be available to sit the assessment at the specified time.

For information on the deferred assessment conditions, please refer to the Curtin College’s Assessment and Moderation Policy which is located under Policies and Procedures on the College’s website: http://www.curtincollege.edu.au.

DETAILED INFORMATION ON ASSESSMENT TASKS
Assessment 1: In-Class Assessment

Due Date: In Class, Module 4, Week Commencing Monday 18 March

Weighting: 10%

Assessment Task

This task will focus and assess your referencing skills. You will have 45 minutes to complete a series of questions related to academic journal articles. You will need to properly reference the articles for both in-text and reference list entries, as well as summarising and paraphrasing information from the text provided. You will need to answer five Multiple-Choice Questions (MCQs), worth 1 mark each. You will also need to answer one short answer question, work 5 marks, based on the text provided. You will not have access to the content or questions prior to your class. It will be provided on the day, and you will be required to answer all questions related to the article prior to leaving class. Different classes will have different questions.

Submission Requirements

As you will complete this assessment ask in your class, you are required to attend class this week. If you are unable to attend your class on the day of the assessment, you will need to follow standard assessment extension procedures, providing supporting documentation and the extension request form.

Marking Criteria & Feedback

Each class will have a different question set, and a detailed marking guide will be provided to each marker. For the MCQ questions, there will be no partial marks awarded for any question. For the final question, students will be marked on their language skills, use of in-text citations, and content development. See the rubric below for detailed marking criteria.

CIB1100 – In-Class Assessment Question Six Marking Rubric (Weighting 5%)

The result will be an average of the below categories.

Grades

Content Development

Referencing Skills

Structure, Language and Conventions

High Distinction

80-100%

Clearly synthesised the information from the provided text, including addressing key themes and ideas in your own words.

Followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations.

Highly persuasive. Sound mechanics.

Distinction

70-79%

Included most of the key themes and ideas from the provided text, with some reliance on direct quotations and/or some omissions.

Mostly followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with some small omissions or errors.

Content flows well. A few inconsistent mechanical errors.

Credit Pass

60-69%

Addressed some of the key themes or ideas from the provided text, with a reliance on direct quotations and/or some omissions.

Mostly followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with occasional omissions or errors.

Content mostly flows. Mostly well structured. A few inconsistent mechanical errors that do not affect readability.

Pass

50-59%

Attempted to identify the key themes or ideas from the provided text, with too many direct quotations and/or omissions.

Occasionally followed Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations, with some omissions or errors.

Basic structure. Consistent mechanical errors that do not affect readability.

Fail

< 49%

Superficial and/or inadequate addressing of the provided text. Demonstrates inadequate understanding of key concepts.

Fails to follow Chicago 17 Author-Date Referencing conventions, including appropriate use of quotation marks and in-text citations.

Poor structure and/or mechanical errors affecting readability.

Assessment 2: Business Report

Due Date: Monday 15 April, 8am

Weighting: 30%

Assessment Task

In Assessment Two, your task is to review the behaviours, actions and communications of one of the companies listed below of your choice:

  1. Alibaba
  2. Amazon.com
  3. HSBC
  4. Royal Dutch Shell
  5. Samsung Electronics
  6. Volkswagen
  7. Walmart
  8. Wesfarmers

In your own words:

· Examine and critique one or two aspects of the company’s social performance with regards to fulfilling society’s expectations on how the company should operate its business. You can look at a company’s performance in regards to the environment, equality, employment, community development, health and human rights, just to name a few options. Highlight both areas of achievement and those requiring improvement. If you choose to look at one aspect, examine both the positive and negative behaviours related to that aspect. If you choose to look at two aspects, focus on one positive aspect and one negative aspect, to allow enough depth in your writing.

· Examine and discuss the impact and implications of the company’s actions on society and stakeholders.

· Provide your conclusions about the company’s performance in society, based on the information you provide in your paper.

Word Limit: At least 1500, with a maximum of 1800 words. This INCLUDES in-text citations, headings, sub-headings, etc. Anything in the body of your paper is included as part of the word count.

Don’t slip up! Make sure you do not go over the maximum word limit. A 5% penalty will occur for every 50 words – or part thereof – over the maximum word limit. This will be strictly enforced. Also be sure to follow the advice and instructions provided in your tutorials with regards to requirements for this assessment, including fonts and structure.

This is an assignment that asks you to reflect broadly on the role of business, how it communicates and acts on a social issue facing it in any society. Take time to reflect on the many arguments and pieces of information presented in the literature. You will need to read widely and broadly.

Submission Requirements

You will submit this essay as a Word Document (.DOC or .DOCX) through the Turnitin submission point on Moodle. You must load your paper no later than 8am on the due date, Monday 8 April.

It is the student’s responsibility to check that the electronic file(s) are:

a) Readable,

b) Fully complete,

c) In the required file format,

d) Clearly identified using the required file-naming convention e.g. student ID number followed by the assessment name; and

e) A back-up copy of the assessment has been kept.

Marking Criteria & Feedback

Please refer to the Business Report Marking Rubric. The result will be divided by six to determine the mark out of 100, then converted to a score out of 30.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Context and Purpose

Did not demonstrate adequate consideration of context, audience, and purpose and a clear focus on the assigned task.

Demonstrates some consideration of context, audience, and purpose and attempts to focus on the assigned task.

Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task.

Demonstrates a good understanding of context, audience, and purpose and fully aligns with the assigned task.

Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task and focuses all elements of the work.

Sources and Evidence

Did not demonstrate consistent use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates some use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the genre of essay writing.

Demonstrates consistent use of a range of credible, relevant sources to support key ideas that are pertinent to the genre of essay writing.

Demonstrates skilful use of high- quality, credible, relevant sources to develop ideas that are pertinent to the genre of essay writing.

Referencing

Did not sufficiently reference as per College standards, including inadequate paraphrasing or failure to identify direct quotes. The Chicago referencing format was not followed. The reference list was inconsistent.

Some referencing was done correctly in-text (direct quotes and paraphrased text), as per the Chicago referencing format. The reference list had some inconsistencies.

Most references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list had some inconsistencies.

Most references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list was consistent.

All references were correctly acknowledged, both in-text (direct quotes and paraphrased text) and within the reference list, in the Chicago referencing format. The reference list was consistent with no errors.

Control of Syntax and Mechanics

Did not use language that conveys meaning to readers with sufficient clarity and includes numerous errors.

Uses language sufficiently well to convey basic meaning although errors reduce effectiveness of communication

Uses language that generally conveys meaning to readers with clarity although writing may include some errors.

Uses language that effectively conveys meaning to readers with clarity. Any errors that occur do not reduce effectiveness of communication.

Uses language that skilfully and effectively communicates meaning to readers with clarity and fluency, and is virtually error-free

Issue

The issue/problem to be considered critically is not clearly stated and described. There are significant omissions and/or errors.

The issue/problem to be considered critically is stated clearly and described with enough information for an adequate understanding. There are some omissions and/or errors.

The issue/problem to be considered critically is stated clearly and described with enough information for an adequate understanding. There are no omissions and/or errors.

The issue/problem to be considered is stated clearly and described thoroughly.

The issue/problem to be considered critically is stated clearly and described comprehensively (delivering all relevant information necessary for a full understanding).

Evidence-based Analysis

The analysis is not coherent and is based on irrelevant information, concepts and methods. The analysis is based on very limited sources.

A coherent analysis is based on partial use of relevant information, concepts and methods. The information analysed is gathered from several relevant sources.

A coherent analysis is based on thorough use of relevant information, concepts and methods. The information analysed is gathered from several relevant sources.

A coherent and comprehensive analysis is based on thorough use of the most relevant information, concepts and methods. The information analysed is gathered from many diverse, high-quality sources.

A coherent and complete analysis is based on complete use of all relevant information, concepts and methods. The information analysed is gathered from many diverse, high-quality sources.

Assessment 3: Oral Presentation

Due Date: In Class, Module 11, Week Commencing Monday 20 May

Weighting: 30%

Assessment Task

The company you selected in Assessment Two is currently a signatory to the United Nation’s Global Compact, or considering becoming a member. The United Nation’s Global Compact guides companies’ social performance. Like all signatories, your company would be or is planning to be a member of their Global Compact Local Network, which aims to achieve compliance with the ten principles of the Global Compact.

As part of an Executive board (i.e. a group of three or four scholars representing different companies), review the information of your group members to develop the best recommendations to achieve compliance with two Global Compact principles. You will select these principles no later than Module 8. Consider the work of all group members as well as the feedback provided by your TA from Assessment Two to come up with an original group approach.

In Assessment Three, the Executive board will present the proposed unified approach to Local Network members and convince them this approach can be effective in achieving compliance with the two Global Compact principles. Your presentation should accomplish the following:

  1. Review and present a selection of business practices and/or approaches from your companies that relate to the two principles of the Global Compact.
  2. Discuss both the positive and negative lessons learned from these business practices and approaches.
  3. Develop innovative business practice recommendations, which will improve compliance to the two Global principles. These should be based on the review you have undertaken and your understanding of the lessons learned.
  4. Discuss the benefits, challenges, and risks for key stakeholders if these recommendations are implemented.

For the Local Network meeting, your working group has been:

· Allocated a maximum of 20 minutes to speak.

· Each member must speak for an equal amount of time (i.e. approximately 5 minutes per team member).

· Provided with a computer, internet, whiteboard and projection facilities that you may use in any way to aid your presentation.

· Asked to provide a one-page handout summarizing the key points from your presentation to assist the audience in understanding your proposal.

This is a professional presentation. Please give careful consideration to the way in which you present yourselves and your ideas, ensuring that it is appropriate for a business environment and, in particular, the Local Network members.

Remember the Local Network is made up of different company representatives from a variety of industries. You need to keep the diversity of your audience in mind when communicating your ideas.

Your group will have a maximum of four members and each member will be a representative from one of the eight companies. There is to be no duplication of companies in a group.

Your presentation will be recorded. In order to be able to provide you with all possible marks, please ensure that on your presentation day you submit the following to your Lecturer:

· Minutes of the group meetings reflecting all of your decisions and each group member’s level of participation. All members are asked to review and sign the minutes to show that they agree these are accurate. Some meetings are conducted in classes, and lacking attendance will impact your mark.

· Your one-page summary setting out the key points of your presentation.

· A copy of the slides used for your presentation (PowerPoint, Prezi, etc.).

· A reflection piece on your presentation, to be submitted in Module 12, after your completed presentation.

Make sure to have all of your documentation on the day of your presentation, and that you hand in your reflection piece the following week. Late submission penalties will apply if any document is submitted after your presentation, or if you fail to submit the mandatory reflection piece in Module 12. Late submission penalties will eventually amount to a 0 mark, as per Curtin College policy, so do not forget! All presentations will be made during the given dates in this Assessment Guide.

This is a group presentation and no extensions will be made without PRIOR arrangements with the Unit Coordinator and the provision of supporting documentation. Failure to present during your scheduled Tutorial without making alternate arrangements with the Unit Coordinator will result in a Fail-Incomplete result for the unit.

Submission Requirements

You will complete your presentation in class in Module 11, and must be present to fulfil this requirement. You should speak with your Lecturer regarding their preferred submission for your Minutes, one-page summary, slides, and reflection. Some may prefer that you submit this via email, while others will require a hard-copy submission.

Marking Criteria & Feedback

Please refer to the Oral Presentation Marking Rubric. While there is a shared group mark, many components of this assessment are marked individually, based on your presentation skills and contribution to the group.

Oral Presentation, Group Mark (10% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Supporting Material

Supporting materials make insufficient reference to information or analysis; and only minimally support the presentation or establish the presenters’ credibility/ authority on the topic.

Supporting materials make sufficient reference to information or analysis; and generally support the presentation or establish the presenters’ credibility/ authority on the topic.

Supporting materials make appropriate reference to information or analysis; and strongly support the presentation and establish the presenters’ credibility / authority on the topic.

A range of supporting materials is used to enhance information or analysis; and convincingly support the presentation and establish the presenters’ credibility/ authority on the topic.

A range of supporting material is used to enhance information or analysis; and significantly support the presentation and establish the presenters’ credibility / authority on the topic.

Identification of Issues

Did not sufficiently identify the key practices, principles or theories applicable to resolving business issues and / or problems.

Identifies some of the key practices, principles or theories applicable to resolving straightforward business issues and / or problems.

Identifies the key practices, principles or theories applicable to resolving straightforward business issues and / or problems.

Identifies some of the key practices, principles or theories applicable to resolving business issues and / or problems with complex interrelationships.

Identifies the key practices, principles or theories applicable to resolving business issues and / or problems with complex interrelationships.

Analysis of Data

Did not sufficiently analyse data using prescribed methods to create usable information.

Can apply some prescribed methods to analyse data and create useable information.

Can apply prescribed methods to analyse data and create useful information.

Can select and apply appropriate methods to analyse data and create useful information.

Can select and apply the most appropriate methods to completely analyse data and create useful information.

Recommendations

States general conclusions and / or recommendations, which are not fully supported by the analysis and development.

Draws limited conclusions and / or recommendations, which follow logically from the analysis and development of explicit elements in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of explicit elements in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of all explicit and some implicit elements evident in the topic.

Draws conclusions and / or recommendations, which follow logically from the analysis and development of both explicit and implicit elements evident in the topic.

Oral Presentation, Presentation Skills, Individual Mark (10% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Language

Language choices are inappropriate for the discipline or inadequate for the task.

Numerous grammatical errors cause difficulty for the audience.

Language choices are appropriate for the discipline and the task.

Grammar is sufficiently correct for audience understanding.

Language choices are appropriate for the discipline and the task.

Grammar is substantially correct for audience understanding.

Language choices are appropriate and effectively used for the discipline and the task.

Grammatical errors rarely cause difficulty for the audience.

Language choices are flexibly and effectively used and appropriate for the discipline and the task.

The presentation is virtually error free.

Delivery

The presenter’s delivery techniques detract from the presentation.

The presenter’s delivery techniques do not achieve adequate audience engagement.

The presenter’s delivery techniques adequately convey information

The presenter’s delivery techniques achieve sufficient audience engagement.

The presenter’s delivery techniques clearly convey relevant information

The presenter’s delivery techniques achieve sufficient audience engagement.

The presenter’s delivery techniques strongly convey relevant information

The presenter’s delivery techniques achieve strong audience engagement.

The presenter’s delivery techniques strongly convey relevant information

The presenter’s delivery techniques achieve complete audience engagement.

Oral Presentation, Contribution to Group, Individual Mark (5% Weighting)

The mark will be an average of the sections below. For every meeting missed – including in-class meetings – 1 mark will be deducted from the possible 5 for this section.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Works Independently

Rarely completes all individual assigned tasks by deadline. The work accomplished does not always contribute to group goals.

Completes most individual assigned tasks by deadline. Some of the work accomplished contributes to group goals.

Completes all individual assigned tasks by deadline. The majority of tasks contribute to group goals.

Comprehensively completes all individual assigned tasks by deadline. All completed tasks contribute to group goals.

Comprehensively completes all individual assigned tasks by deadline in a manner that exceeds requirements. All completed tasks enhance group goals.

Works Collaboratively

Rarely works to foster a positive team environment, or reflect on, evaluate and achieve team goals. Does not meet obligations to team members. Did not attend team meetings.

Occasionally works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Meets some obligations to team members. Attended less than half of all team meetings.

Generally works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Meets obligations to team members. Attended half of team meetings.

Consistently works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Occasionally demonstrates leadership in fostering a positive team. Consistently meets obligations to team members. Attended most team meetings.

Consistently works to foster a positive team environment, and reflect on, evaluate and achieve team goals. Generally demonstrates leadership in fostering a positive team. Always meets obligations to team members. Attended all team meetings.

Oral Presentation, Reflection Individual Mark (5% Weighting)

The mark will be an average of the sections below.

F (0-49%)

P (50-59%)

C (60-69%)

D (70-79%)

HD (80-100%)

Control of Syntax and Mechanics

Did not use language that conveys meaning to readers with sufficient clarity and includes numerous errors.

Uses language sufficiently well to convey basic meaning although errors reduce effectiveness of communication

Uses language that generally conveys meaning to readers with clarity although writing may include some errors.

Uses language that effectively conveys meaning to readers with clarity. Any errors that occur do not reduce effectiveness of communication.

Uses language that skilfully and effectively communicates meaning to readers with clarity and fluency, and is virtually error-free

Content Development

Did not adequately analyse and explore ideas within the context of the task.

Shows some analysis and development of ideas within the context of the task.

Uses appropriate and relevant content to develop and analyse ideas within the context of the task.

Uses appropriate and relevant content to fully explore and analyse ideas within the context of the task.

Uses appropriate, relevant, and compelling content to illustrate mastery of the task.

Assessment 4: Final Exam

Due Date: Examination Week, TBD

Weighting: 30%

Assessment Task

The Examination will be held during the University Examination Period. Information about the exam will be provided during the semester.

It is your responsibility to check the date, time and location of the Exam.

Marking Criteria & Feedback

Please refer to the Final Exam Marking Rubric for the standards used to assess the essay portion of the exam.

Grades

Knowledge and Comprehension

Perspective and Critical Opinion

Structure, Language and Conventions

High Distinction

8-10

The entire question was addressed. Demonstrates accurate, highly detailed and comprehensive understanding of key concepts.

Clearly identifies one’s own position on the issue, drawing extensive support from lecture, tutorial and case study material. Great depth of analysis, evaluation and interpretation.

Highly persuasive. Sound mechanics.

Distinction

7-7.9

Most of the question was addressed. Demonstrates mostly accurate and comprehensive understanding of key concepts.

Identifies one’s own position on the issue, drawing support from lecture, tutorial and case study material. Evidence of analysis, evaluation and interpretation.

Argument flows well. A few inconsistent mechanical errors.

Credit Pass

6-6.9

Most of the question was addressed. Demonstrates adequate understanding of key concepts.

Identifies one’s own position on the issue, drawing some support from lecture, tutorial and case study material. Some evidence of elementary analysis and evaluation of the situation.

Argument mostly flows. Mostly well structured. A few inconsistent mechanical errors that do not affect readability.

Pass

5-5.9

Basic components of the question were addressed. Demonstrates a limited understanding of key concepts.

Addresses a single source or view of the arguments and fails to clarify the established or presented position relative to one’s own. Little evidence of elementary analysis and evaluation of the situation.

Basic structure. Consistent mechanical errors that do not affect readability.

Fail

< 5

Superficial and/or inadequate addressing of the question. Demonstrates inadequate understanding of key concepts.

Fails to establish own position. No evidence of elementary analysis and evaluation of the situation.

Poor structure and/or mechanical errors affecting readability.

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Implement a spelling checker by using a hash table. You will create a class cal

Implement a spelling checker by using a hash table. You will create a class called SpellChecker in the file SpellChecker.java. The object will try to check for spelling errors in an input file by attempting to find each word in the file in a provided dictionary. The SpellChecker object will take one input to its constructor.The constructor of the object is tasked with parsing through the dictionary file and storing each word from the file in a Hash Set instance. The SpellChecker object will use this dictionary file as a reference when checking for spelling errors in a specified input file. You will now implement two functions to complete the functionailty of your novel SpellChecker object.When finding incorreclty spelt words, you may need to process the strings from the input file before comparing it to a word in the previously created HashSet instance. Your program should be case insensitive (so you must toLowerCase() everything). You must also strip only one leading and only one trailing punctuation. In order to ensure consistency between each student submission, the solution code and the automated grading script, we will define punctuation as anything that is not alphanumeric. Therefore, when you are stripping only one leading and one trailing punctuation, you will only check whether the first and last characters of the string are alphanumeric (number or alphabet).In order to generate a suggestion for a given word, you will try all of the following techniques:Your function should return all possible suggestions from each one of the techniques above. The order of the suggestions in the returned List object is not important.You will also write a main method in the Problem1.java file to test the functionality of your SpellChecker object. Your main method should create a SpellChecker object with the words.txt dictionary file and should spell check any file of your choice. You can even create your own .txt file! Print out each incorrectly spelt word in the test file and also print out each word suggestion for every incorrectly spelt word.We have provided you a sample test file to spell check. This file is called test.txt. The correct output of the SpellCheckerTester.java file for the given test.txt file has also been provided to you; the file is called output.txt. Ensuring that your output matches the one we provided does not guarantee full credit. However, it is a does indicate that your project meets at least some of the requirements.

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Explain the effect of power and influence that leaders have on followers in the organization

Explain the effect of power and influence that leaders have on followers in the organization

( No Pagiarism, My professional workplace is Military as it relates to the Paper)

Week 5 – Final Paper

Final Paper

Focus of the Final Paper

For the final paper, you will examine key concepts of leadership in your place of work, or in a social

organization to which you may belong that has leadership concepts (Rotary club, athletic team, scout

leader, etc). Include the following in your paper:

  1. Apply one of the leadership theories from the course text to the organization. Explain how the

theory works and include an example.

  1. Explain the effect of power and influence that leaders have on followers in the organization. Are

the followers receptive? Would you recommend another strategy? Explain your reasoning. If

not, why not?

  1. Evaluate the role and effectiveness of transformational and transactional leadership in the

organization. Support your (claims, points?) with examples (from?).

  1. Assess the traits and characteristics of an effective team leader within the organization.
  2. Explain how the leadership supports vision, mission, and strategy in the organization.
  3. If you were the leader in the organization, what would you change and why?

Writing the Final Paper

The Final Paper:

  1. Must be eight to ten double-spaced pages in length (excluding the title and reference pages),

and formatted according to APA style as outlined in the Ashford Writing Center.

  1. Must include a title page with the following:

◦ Title of paper

◦ Student’s name

◦ Course name and number

◦ Instructor’s name

◦ Date submitted

  1. Must begin with an introductory paragraph that has a succinct thesis statement.
  2. Must address the topic of the paper with critical thought.
  3. Must end with a conclusion that reaffirms your thesis.
  4. Must use at least three scholarly sources (other than the text), including a minimum of one from

the Ashford Online Library.

  1. Must document all sources in APA style as outlined in the Ashford Writing Center.
  2. Must include a separate reference page, formatted according to APA style as outlined in the

Ashford Writing Center.

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