Practical 3: Tsunami risk in Indonesia 1 Practical 3: Risk Assessment using Ma

Practical 3: Tsunami risk in Indonesia 1 Practical 3: Risk Assessment using Map Overlay Summary Title:    Tsunami Risk in Indonesia Objective:   To examine the risk to human life of a hypothetical Tsunami south of the island of Java Lab sessions required: 3 Assessment:    This assignment is worth 20% of the total topic marks Due Date: Midday Tues Oct 14 (if registered in ether the Monday or Tuesday Computer Lab) Midday Fri Oct 17 (if registered in ether the Thursday or Friday Computer Lab) 1.0 Introduction On December 26, 2004 an earthquake of magnitude nine occurred off the coast of Sumatra.    The earthquake resulted in a large Tsunami, which devastated Islands off the east coast of India, as well as Sri Lanka, Sumatra, Thailand and Somalia.  It claimed more than 250,000 human lives in these countries. In Figure 1 the small red dots depict all recorded earthquake epicentres around Indonesia.  The large red dot to the west of Sumatra is the epicenter of the 2004 Tsunami. Figure 1 Location of all recorded earthquake epicentres including the 2004 Tsunami epicentre depicted as a red dot, immediately east of the coast of Sumatra.    This workshop will focus on Java (highlighted in red).Practical 3: Tsunami risk in Indonesia 2 Less well-known is an earthquake of magnitude 7.7 (shown as red in Figure 2) which occurred off the coast of Java in July 2006.   This resulted in a three metre high Tsunami which killed at least 668 people. More than 9,000 people were treated for injuries.  The south coast of Java is more vulnerable than the north and it has been devastated by large Tsunamis many times in the distance past.  The small crosses in Figure 2 show other recorded earth quakes of smaller magnitudes.  Note the prevalence of these off the south cost of Java, and in one particular cluster. In this workshop you will compare a vector overlaying approach with a raster overlaying approach in assessing the risk of two hypothetical levels of a Tsunami off the south coast of Java where tectonic plate movement is most prevalent. You will be using aggregated Regency-level census data.    This has the 2007 population data for Java provided by the Central Bureau of Statistics (2008) from the Republic of Indonesia (see black boundaries showing the level of aggregation in Figure 2).    The total population of Indonesia in 2007 was 225,600,000 while on 2010 it was 237,600,000 Central Bureau of Statistics (2010).  There is no current (2014) data available for this practical. You are also separately provided with population density data in the form of a raster grid from Oak Ridge National Laboratories, Minneapolis (see http://web.ornl.gov/sci/landscan/ for information about how this data is created).  You will also be using elevation data, both in the form of contours and a raster Digital Elevation Model (DEM) is of South-east Asia.  This is a 30” DEM obtained through the ESRI online portal. Figure 2 Earthquake of magnitude 7.7 (shown as red) occurred off the coast of Java in 2006. All other epicentres are shown as crosses. Please read the following four articles (available on FLO) for background information and other methodologies using GIS that have been employed. Some of these articles focus on a finer-scale assessments rather than broad-scale assessments, like you will be undertaking in this workshop.Practical 3: Tsunami risk in Indonesia 3 Papathoma M. and Dominey-Howes D. 2003. Tsunami vulnerability assessment and its implications for coastal hazard analysis and disaster management planning, Gulf of Corinth, Greece Natural Hazards and Earth System Sciences 3: 733–747 Post, J., Zosseder, K., Strunz, G., Birkmann, J., Gebert, N., Setiadi, N., Anwar, H.Z., Harjono, H., Nur, M. & Siagian, T., 2008a, Risk and vulnerability assessment to tsunami and coastal hazards in Indonesia: Conceptual framework and indicator development. Available at: http://www.hydroteam.de/Padang_Post_Zosseder_et%20al.pdf, [viewed 05/04/2014]. Post, J., Muck, M., Zosseder, K., Steinmetz, T., Riedlinger, T., Strunz, G., Mehl, H., Dech, S., Birkmann, J., Gebert, N., Anwar, H. Z., and Harjono, H. 2008b. Tsunami risk assessment for local communities in Indonesia to provide information for early warning and disaster management, International Conference on Tsunami Warning (ICTW), Bali, Indonesia, 12–14 November 2008. Strunz G., Post J., Zosseder K., Wegscheider S., Muck M., Riedlinger J., Mehl H.,   Dech S. 2011. Tsunami risk assessment in Indonesia. Natural Hazards and Earth System Sciences 11: 67–82. 2.0 Methodology Out of a sample of 158 Tsunamis, Post el al (2008a) suggest that more than 60% of all these were found to be less than 100 metres inland and only 20% occurring greater than 1 kilometre inland.  This depends largely upon elevation, moreover areas of land within 10 metres elevation of sea level are at the highest risk.   Obviously the depth of the wave will differ according to the ground elevation (Papathoma and Dominey-Howes 2003).  These authors defined different Inundation Depth Zones (IDZ).  They defined a high risk IDZ as ground elevations of between 0 – 2 metres, a medium risk IDZ (ground elevation 2-3 metres), a low risk IDZ (ground elevation 3-4 m) and very low risk IDZ (ground elevation 4 – 5 m). In this workshop you will use high risk IDZ zone for ground elevations of 0-3 metres and a low risk IDZ zone for ground elevations between 3-10 metres.  While these and other authors (i.e. Post et al 2008b; Strunz et al 2011) also considered structurally robust buildings that are above the natural ground level for evacuation purposes, in this workshop we will consider population exposure and risk at a broader- scale. Note: of relevance to this workshop report are the Vector and Raster Analysis Lectures, 8 and 10 respectively. Part I.   Vector Analysis 2.1 Practice dataset – vector map overlay See Practice overlaying instructions.pdf workshop notes for a practice exercise where you will conduct Clip, Union and Intersect polygon overlay operations on a practice dataset for comparison, then you will carry out a series of short calculations on the attributes of the output layers from one of these overlay functions. Here you will calculate the population in each of two flood zones. You will need to report the findings of these operations in the log file of your report.  Please move to this document before continuing.  The log file is to be submitted as a separate .pdf to your main report.  Practical 3: Tsunami risk in Indonesia 4 Practical 3: Tsunami risk in Indonesia 5 2.2 Tsunami dataset Once you have completed 2.1 above, your task now is to use the following two polygon vector layers to calculate the total population of people likely to be affected in the High and Low IDZ’s.  We also pose the question: How many children under the age of 9 are likely to be affected in each IDZ. The personal geodatabase containing the data you will need can be found in V:CMLSharedGEOG2700Practical 3.  It is called Tsuami.mdb. Open ArcCatalog and copy this across to your own Practical 3 directory on the U: drive. Now open up ArcMap.    In ArcMap add the layers from U:Practical 3Tsuami.mdb.    Please also remember to make U:Practical 3Tsuami.mdb your default geodatabase. Once you add the three layers from your personal geodatabase, use View->Data Frame Properties to check the Coordinate System tab.  The coordinate system of the data frame should be WGS84.   This has been automatically picked up by the data frame from the first of the layers you added.    It can be overridden.    Check the coordinate system in each layer by using the right button over the layer and selecting the Source tab.  They all should be in the same coordinate system.  You will also find when you open the attribute tables of the two polygon layers that the areas and perimeter lengths are again in decimal degrees. Please save your ArcMap project/map document regularly throughout this workshop — ArcMap does often crash when too many processes are left in cache memory that have not been saved. Data familiarization With your right button over the Regencies layer in the Table of Contents (TOC), select Properties and the Symbology tab and then Quantities->Graduated Colours.  Select the value of total_pers (the total population field) and create a thematic map of the population.  Use 10 classes.  Each polygon is called a Regency, which is the census subdivision of a Province.  These figures are in 1000’s of people.  In other words 0 – 133 means 0 – 113,000 people.   Where are the Regencies in Java which have the highest number of people? The contour layer is a polygon layer showing only two ranges of contours: 0 – 3 metres and 3 – 10 metres above sea level.   Use Symbology this time with Categories and the Contour field to create a thematic map of the contours.   Where are the largest low-lying areas in Java?Practical 3: Tsunami risk in Indonesia 6 The world_earthquakes layer shows the point location of all earthquake epicentres of the world.   By right clicking on the layer name in the TOC and selecting ‘Zoom to layer’ you can see the extent of the layer. Using the pull-down menu, choose Selection->Select by attributes and pick the layer called world_earthquakes.    Double click from the list the word “MAGNITUDE” and ensure the expression -MAGNITUDE- > 7 is in the WHERE statement box.  View this spatially and then familiarize yourself with the attribute table attached to this point vector layer.   This should highlight all earthquakes having a magnitude above level 7, from which you should be able to see in your map the eipicentre south of Java. Find this single record of the earthquake off Java in the attribute table.  It should have “OBJECTID” = 46608 and a “MAGNITUDE” = 7.7 – highlighted in yellow above.    By running your cursor along the bottom of the attribute table you are able to view all records or just your selected records.   Click on ‘show selected records’ to constraint your list and find the above named record.  Click this record in the attribute table to highlight it yellow and then right click it and select the option named ‘Zoom to Selected’. This will focus the spatial extent back onto the earth quake epicenter off the coast of Java. After you have finished with selection statements or highlighting various elements, make sure you ‘clear your selection’ afterwards using the button found in your attribute table or Tools tool bar.Practical 3: Tsunami risk in Indonesia 7 Next you need to create a field of all children under the age of 9.    This combines two fields in the Regency census data called age_0_4 and age_5_9.  Open the attribute table for Regencies.   Using your right button over the Table Options button, select Add field.  Call the field AGE0_9YRS Now using the Field Calculator (right button over this new field’s heading), sum the age_0_4 and age_5_9 fields.  Show this as a thematic map. Name the six Regencies in Java which have the highest number of children under nine years old? Name the six Regencies in Java which have the highest number of people?   Use the total_pers field to answer this. Constraining our Regencies data We will confine our analysis to the southern Regencies only.   For the moment, turn off all other layers. To select the southern Regencies you will need to use the manual spatial selection tool   and while holding your keyboard Shift button down, select the following polygons.  The result should look like this: Now export these selected features.   To do this click the right mouse button over the name of this layer in the TOC, select Data->Export Data and save the selected polygons as a separate layer in your personalPractical 3: Tsunami risk in Indonesia 8 geodatabase.  Call it Southern_regencies.  You will need to change the save as type to a ‘File and personal geodatabase feature class’.  You will use these polygons in the analysis which follows. For area calculations in the attribute tables that may follow, set your Data Frame coordinate system now to Projected Coordinate Systems->World->Mercator. Before you begin any actual analysis of earthquake impacts on the population, construct a flow chart of the operations you intend to perform to meet the task set above.    Add this flow chart to a Project Planning sub-section of your report’s Methodology section 2.1.  In your own words also describe which overlay function and attribute calculations you intend to use and why. However, do not show details of the ArcGIS dialog box entries and table calculations in your Methodology (or even later in the Results section).    Instead, report these detailed steps in your separate log file.pdf.  Use the Windows Snipping Tool to copy and paste your dialog box entries into the log file. Now begin the analysis, answering the questions throughout and report the results in your Results section.  Be careful how you report your data.  The data you collect in the 10 metre contour polygons is between 3 and 10 metres, not 0 and 10 metres. Your overall two key questions in the report are: How many total persons are affected in the two IDZ’s? How many children under the age of 9 are affected in the two IDZ’s Remember these populations are in the 1000’s   Practical 3: Tsunami risk in Indonesia 9 Part II.  Raster Analysis 2.3  Raster map overlaying There is no practice dataset for this segment of work.    In V: there is a personal geodatabase called raster_analysis.mdb which you need to copy across to your U: drive with ArcCatalog.  In this are two raster grids.  The first (DEM) has the elevation data of Java, the second (Population) has the population estimates of Java in one kilometre raster grids for 2010.  Again, check the documentation about how this was created.  This will be important in your discussion.  These two raster layers have different cell sizes.  Take note of this. You will first need to use the Raster Calculator to create a Boolean (1, 0) raster layer of the High IDZ (=> 3 metre elevations) and separately, the LOW IDZ ( 3 AND =>=> you report the data). These two sets of layers now provide the zoning for you to carry out two Zonal Statistics as Table calculations of what populations fall in each pair of zones. Make sure you do not use the Zonal Statistics function, you need Zonal Statistics as Table to obtain the sum of the population in these zones in a table.   See below, but before hitting the OK button, click the Environments button. Once you have hit the Environments button, you now need to constrain the calculation to the southern Regencies.  To be consistent you will use the Southern_regencies layer you created as a mask.  This will mask out all raster cells outside of these areas.  To do this, first click the heading called Raster Analysis and then select the Southern_regencies vector layer. Also make sure the cell size is the same as the Population raster grid to ensure the most precision in the results.Practical 3: Tsunami risk in Indonesia 10 Now hit OK on both dialog boxes.  A table will now appear in your TOC.  Open this up and observe the Sum value for the row of the IDZ zone where Value = 1.  In other words, values = 1 in each of your IDZ’s represent True to your Raster Calculation, while values = 0 represent False.   You need to record the True Sum of the population each time. Comparing the 2010 data with 2007 data. To make the 2007 impact estimates more comparable with the 2010 estimates, use a multiplication factor of 1.58599.  This is multiplied by any of your 2007 estimates to approximate the populations in 2010.    The figure is based on the US Census Bureau’s International statistics (see www.censuz.gov). Here they estimated the population growth rate of Indonesia as a whole in 2005 was 1.3 per annum, while the population growth rate in 2014 is likely to be 1.0 per annum.  Over the three years between 2007 and 2010, using these figures one can estimate it as 1.1998 (2008) * 1.1665 (2009) * 1.1332 (2009) = 1.58599. In your report Methods section, construct a flow chart of the raster operations you performed. Issues to bear in mind Unlike the vector analysis, you will only be able to assess the impact to the total population in each IDZ because this data has not been divided into age classes. How do these results compare with the vector results? Practical 3: Tsunami risk in Indonesia 11 3.0 Discussion In order to be able to discuss your results you will need to become familiar with the limitations of the data you have been provided.  Please read the documentation associated with each dataset. In your discussion, first summarize your key findings (from key questions, raster and vector).  Then discuss why these results differ between the two methods.   In this section think about the time the data were recorded, the coarse adjustment, scale and accuracy.  Also look up the definition and issues associated with the Modifiable Areal Unit Problem (MAUP) from the literature. Finish by summarizing the limitations of the method and how these could be improved.  Use the references provided (and any others you find) to help you discuss the limitations. 4.0 Assessment a. Your main report must be presented clearly and succinctly with the rigid structure of Abstract, Contents, Introduction, Methods, Results and ‘Discussion and Summary’.  You will also need a References section in the Harvard format. (10 marks) b. Be sure to connect your Introduction, Methods section and Discussion and Summary sections well to the literature.  A good reference list using published papers rather than just Web sources will be highly regarded.  Relate relevant literature principally to the GIS methodology but general statements about Tsunami risk in this region should also be backed up with sources. (20 marks) c. After you present your key findings in the Discussion and Summary section, you should then list Assumptions made.  Limitations follow this along with Future Recommendations (in terms of method improvement). (20 marks) d. You must also supply an A4 map layout, included as an Appendix, with information of your choice to help present and explain your results.  Refer to the Appendix in your main report.  In other words, use the layout to point the reader to key findings in the results and discussion sections. (10 marks) e. You must also submit a log file as a separate .pdf.  The required contents of this are discussed above.  The format of these files is your choice.  But this needs to be an effective future reference for you to use, would you need to use these functions again.  So try to add any tips and traps you encountered when carrying out these operations and include these in this document. (10 marks) Practical 3: Tsunami risk in Indonesia 12 f. Spelling, good sentence structure and grammar (15 marks) g. Correct results and the questions are addressed. (15 marks) Total Marks:  100 References (other than provided) Central Bureau of Statistics. 2010.   Results of Population Census 2010: Data Aggregated by Provence. Badan Pusat Statistik.

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STAT1412 Data Analysis Laboratory Assignment 1 Semester 2 2014 _____________

STAT1412 Data Analysis Laboratory Assignment 1 Semester 2 2014 __________________________________________________________________________________ Due: This assignment must be submitted electronically using Assignment 1 Link on FLO under Week 7 by 12pm of Friday Week 7. Hard copy submission or submission by email will not be accepted. Weighting: This assignment (out of 25 marks) comprises a total of 3 questions and is worth 10% of your final assessment mark. Instructions: • You MUST comply to Academic Integrity as indicated on the electronic submission. Please note that this is an INDIVIDUAL assignment, not a group assignment. Inappropriate collaboration will be penalized. • Any data files will be attached to the link provided on the STAT1412 FLO site under Week 4/Assessment/Assignment 1. • Your submission should contain one (1) file in PDF format with size no bigger than 20 MB. • You can update your submission for unlimited number of times before the due date. • Refer to the “Statement of Assessment” pdf document on FLO regarding late assignment penalties. • Medical extension or extension due to compassionate ground may be granted. Only applications with legitimate reasons will be considered. • Keep a copy of the submission yourself. Writing Up Your Assignment…. • Answer all questions in this assignment. Questions should be answered in the order they appear. • MS-Word (or other typesetting software of your choice) may be used in preparing your assignment submission whenever appropriate which would then being converted to pdf. • Excel may be used to assist with calculations. Answers must be written in clear English sentences with all appropriate working and/or supporting computer output shown. Raw computer output without explanatory text is unacceptable. • All graphs and plots must be constructed properly using EXCEL or R. Free-hand sketching will be awarded with NO MARKS. • Do not include any graphs, plots or tables in the appendix or attachments. Instead, graphs, plots and tables should be resized properly and being included within the appropriate question. • Titles (or figure captions), axes-labels, legend(s) (if appropriate) and any other necessary details must be included. • For tables, titles (or captions) and any other necessary details must be included. • All workings and intermediate answers must be clearly shown. ________________________________________________________________________ Page 1 of 3 Question 1 [Total: 10 marks] Adapted from Exercise 1.33-1.34 Diabetes and Glucose (Moore et al 2012) People with diabetes must monitor and control their blood glucose level. The goal is to maintain “fasting plasma glucose” between about 90 and 130 milligrams per decilitre (mg/dl). Dataset glucose.xls contains the fasting plasma glucose of 18 diabetics enrolled in a diabetes control class, five months after the end of the class. The study also measured the fasting plasma glucose of 16 diabetics who were given individual instruction on diabetes control. (a) Display and describe the distribution of the fasting plasma glucose of 18 diabetics enrolled in a diabetes control class. [3 marks] (b) Display and describe the distribution of the fasting plasma glucose of 16 diabetics who were given individual instruction on diabetes control. [3 marks] (c) Compare the 2 groups using an appropriate graphical method. What are your conclusions? [4 marks] Marking Criteria: For full marks, you must provide a relevant Excel or R output for your answer AND suitable explanatory text. Marks will be awarded based on the quality of your assessment of the data and how clearly that assessment is communicated. Question 2 [Total: 11 marks] We think of DNA as the stuff that stores the genetic code. It turns out that DNA occurs mainly outside living cells, on the ocean floor. It is important in nourishing seafloor life. Scientists think that this DNA comes from organic matter that settles to the bottom from the top layers of the ocean. Phytopigments, which come mainly from algae, are a measure of the amount of organic matter that has settled to the bottom. The file “dna_oceanfloor.xlsx” contains data on concentrations of DNA and phytopigments (both in grams per square metre) in 116 ocean locations around the world. Does the data give good reason to think that phytopigments concentration helps to explain DNA concentration? (a) Using an appropriate graphical display, describe the relationship between DNA and phytopigments. [2 marks] (b) Find the sample correlation coefficient between DNA and phytopigments. Comment. [2 marks] (c) Fit a least-squares line to the data. [1 mark] (d) Write down the equation of the line (model) and interpret all parameters in the model. [3 marks] (e) Predict the DNA concentrations when phytopigments concentration equals to 0.07 gr/m2 and 0.09 gr/m2 respectively. [3 marks] Page 2 of 3 Marking Criteria: For full marks, you must provide a relevant Excel or R output for your answer AND suitable explanatory text. You may calculate by hand in some parts, but you must show appropriate working. Marks will be awarded based on the quality of your assessment of the data and how clearly that assessment is communicated. Question 3 [Total: 4 marks] Arsenic is frequently found both in the natural environment and in food. A study of the relationship between arsenic in drinking water and deaths from lung cancer measured arsenic levels in drinking water in 138 villages in Taiwan and examined death certificates to identify lung cancer deaths. The study summary says that “arsenic levels above 0.64 milligram per liter (mg/l) were associated with a significant increase in the mortality of lung cancer in both genders, but no significant effect was observed at lower levels.” (a) Identify the study type of the above study (observational or experimental). Explain your reasoning. [2 marks] (b) Identify the explanatory (X) variable and the response (Y) variable of this study. Justify your answer. [2 marks] Marking Criteria: Correct answers without explanation will yield no marks. For full marks you must provide suitable explanatory text. Marks will be awarded based on how clearly that assessment is communicated. End of Assignment 1 Page 3 of 3

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4.0 Reporting and Assessment For the practical assessment, you will be require

4.0 Reporting and Assessment For the practical assessment, you will be required to submit a report (see week 5 ‘Report Writing’ lecture notes as a general guide). For this report, focus your efforts on creating an informative and clear map and generating a complete flowchart of the steps above.  Also focus on providing a comprehensive results and discussion section. Follow the format below.  Also see marking guide template for this workshop 2 practical report on FLO. Title Page with your name ? keep to =12> Table of Contents Introduction ? Objectives and brief background Methods ? Provide an overview of criteria modelling using two Journal Articles, not WEB sources. ? Write concise paragraphs describing what is in your flow chart (Appendix A). Results ? Present the map (referring to it as an Appendix B).  State what it shows. Discussion ? Discuss limitations to your analysis and results. ? Is this the answer to locating an orchard? ? What edge-effects might there be? ? Limits to study area size? Summary ? Include a brief statement of your main findings References ? List the authors, articles you referred to. Appendix A – Flowchart (1 page) ? In this chart indicate the rules you conducted and the ArcGIS steps you used to achieve that rule.  Include the names of resultant files and whether the steps involve raster or vector data.  You tutors can give you ideas on flowcharts. ? Include a box for every dataset you’ve used or created ? Organize your flowchart so that the process is clear and understandable Appendix B – Map ? Design your map to convey the most important message of your report ? Include all required map elements ? Give an effective title but keep the font to 12 point bold.  This is an Appendix not a poster. ? Keep all other text at 10 point fonts. ? Carefully choose colours, line types and line thicknesses.   For a professional output, use pastel colours not full colours. ? Show the vector roads as the top layer. Focus on clarity and readability of your map Logfile ? Please attach your logfile as a separate pdf. Your tutors will explain how to do a logfile and why they should be kept. Pay attention to your report’s presentation, be clear and concise.  Do not expect the reader will understand the map and flow chart.  In other words explain everything the reader is looking at in these three areas.  Ten percent of your overall mark will be based on presentation.

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HI 6005 (HI 5005): Research Paper 2 ASSESSMENT Weighting: Length/Limit: 25%

HI 6005 (HI 5005): Research Paper 2 ASSESSMENT Weighting: Length/Limit: 25% Maximum of 10 pages and 25 minutes 2 This is a group assignment with specific individual components. Groups of 2 or 3 choose the topics relevant to first term lecture material and research the topic in more depth. A set if such topics will be provided from which your group must choose on a ‘first-come, first-served basis”. Note that each topic has a group component to which each group member must contribute. However there are also specific individual components which have been defined. Your will deliver the findings of your research topic in the lectures of second term. Following suggestions at the presentation, groups may take advantage of suggestions in preparing the written report which is to be submitted on the last day of term. 10 15 TOTAL 25 Inspire Achieve Engage RESEARCH PAPER 2 Worth 25% Listed below are points to bear in mind in regard to this Research Paper. Topics: On following pages are listed a number of topics. Topics are allocated on a ‘first come – first served basis’ and can only be reserved in writing (e.g by e-mail see address below). Sydney Melbourne Name: Sandhy Patrick Assoc Prof Peter Schmidt eMail: spatrick@holmes.edu.au pschmidt@holmes.edu.au Please nominate your preferred presentation time at the time you bid for the topic. In the event of two different groups choosing the same topic, the group who nominates the earlier presentation time-slot will secure the topic. The other group will have to choose another topic. 1. Topics are to be undertaken as group work in a group of three or four persons 2. Each topic has a general framework as well as individual components When researching the topic: 3. The work on the general framework is the responsibility of each team member 4. The work on the individual components is the responsibility of the individual choosing that component but that individual can be helped by other group members who in turn also can help other team members When presenting the topic (Ten (10) Marks in total and Total Time Limit 15 mins): 5. There will be 15 minutes allowed for the presentation which will take the following form: 6. Begin with no more than five minutes presenting the general framework – ideally just one speaker 7. Each of the components will then be presented by the responsible individual but keeping within the maximum of fifteen minutes for the total presentation. Time Limits: 8. As this is a business presentation, time limits will be strictly enforced. You are advised to rehearse to ensure that you can keep under the time limit. Check the equipment and ensure that the handover from one team member to the next is smooth and not wasteful of your precious time The Report Fifteen (15) Marks in total and Page Limit 10 pages: Students form into groups and nominate their broad research topic. Research on the broad topic is a group activity and each student must contribute to that work. Students in the group will then research, in depth, an individual component drawn from the broad research topic. Following the delivery of the presentation, the topic will be written up as a seminar report (worth 15%) and submitted to your lecturer within a week of the live presentation. You may incorporate ideas generated in the live presentation. If a live presentation is below standard a time extension may be granted to allow for improving the quality of the written report. That written report should begin with the broad research topic which is followed by each individual component identified by the individual student who prepared it. Organisation of the research report – a key ingredient of writing a successful report is the planning or organising stage. Organising can help you to sort out your ideas and to present your report in the order that communicates best to your readers. Organisation is the procedure of constructing an outline that acts as a plan for your writing task. An outline forces you to think before you write. Your essay is to be structured and written as a business report. It, therefore, must begin with a Management (or Executive) Summary within which you state in stark form (i.e. unsupported by argument) what you are asserting in this report and you must do that in less than two pages. As already stated above, you begin the main body of the report with some general background on the broad research topic. This introduction will normally end with a brief paragraph outlining the plan of the rest of the essay. What follows is the specific issues of each individual component which were considered. Each of these individual components can be divided into 2-4 sub-sections if necessary contains an in-depth discussion of the relevant issues based on the existing literature and/or data. You must provide in-text references to your sources. The last section contains a brief summary followed by a complete list of references that are cited in the text of the essay. Follow a standard referencing method consistently. Suggested limits are as follows: ? Executive Summary: ideally one page but no more than two. ? Sections 1: Introduction 400-600 words, ? Section 2: Main body of the essay consisting of each of the individual components limit each component to approximately 1,000 words each, ? Sections 3: Conclusions 100-300 words, ? References (5-15 references). Assessment Criteria: There are two components of assessment adding to a total possible mark of 25% of the subject: ? The Presentation which is worth 10 marks. Here we assess the quality of the presentation NOT the academic quality of the work. Opening Impact, Presentation Technique (incl. Quality of the Slides) and Adherence to the time limit are the key criteria. ? The Opening Impact 3 marks ? Overall Presentation Technique 5 marks ? Adherence to Time Limit 2 marks ? The Report which is worth 15 marks. It is here that we assess the academic quality of your work (including referencing) as well as your ability to correctly structure a business report. ? The Management Summary 4 marks ? Report Structure (TOC, Paragraphs, Sections and use of Diagrams) 3 marks ? Academic Quality (incl. Referencing) 8 marks A. Goal Setting and Planning General Framework Outline the importance of goal setting in planning and the characteristics of well defined goals. Individual Components 1. Discuss Miles & Vergen’s landmark study into goal setting and the three conditions they identified to be satisfied to ensure best practice in goal setting 2. Discuss Management by Objectives 3. Discuss contingency factors which influence a manager’s approach to planning 4. Discuss different types of plans B. Planning Tools/Techniques General Framework Discuss the Planning function in the context of the work of the manager. Illustrate with a case study. Individual Components Each member of the team is to choose one of these techniques and explain the technique through the use of an example. 1. Budgets and Forecasts 2. Sensitivity Analysis and Scenario Analysis of plans 3. PERT 4. Gannt Charts C. Strategic Planning General Framework Discuss Strategic Planning distinguishing it and contrasting it with other planning functions and techniques. Individual Components 1. The use of BCG Analysis in formulating the strategies for the management of a portfolio of products or services offered to the market 2. Product life cycle as a guide to the management of a portfolio of products or services offered to the market (Take two examples: CISCO’s FLIP camera and the typical electric jug) 3. SWOT Analysis and the concepts of ‘fit’ and ‘stretch’ 4. Porters Competitive Strategies (Illustrate with examples) D. Cross Cultural Teams: People Issues in Global Business General Framework Discuss the challenges in recruiting and effectively managing cross cultural teams. Individual Components 1. From the work of Hofstede and others, identify issues likely to face the expatriate manager 2. Discuss the skills and abilities which have been identified in successful international managers 3. Demonstrate how multivariate analysis might be used in recruitment of international managers 4. Discuss acculturation issues in expatriation and repatriation of international managers E. Teams General Framework Discuss the emergence of teams as a key feature of the modern workplace and trace its origins in the context of the changes in thinking associated with the development of schools of management thought. Individual Components 1. Outline Tuckman’s stages in team development identifying the leader’s role at each stage (Use examples) 2. Apply insights from the study of managerial decision making to decision making in teams 3. Give examples of how the physical structures have been designed to facilitate teamwork 4. Outline the ways in which managers might promote teamwork F. Performance Management General Framework Discuss Performance Management in the context of the identifying the relevant School of Management Theory. Identify positives and negatives in the approaches to performance management. Individual Components 1. MBO, Review and Agree, 360-degree Feedback 2. Compare and contrast strengths and weaknesses of cohesive versus non-cohesive teams and the application to High Performance Organisations 3. Performance Management from a Control Theory Perspective 4. The Balanced Scorecard Approach G. Motivation Overview General Framework Outline the meaning of motivation as it applies in the work place. Individual Components 1. Discuss this question: Can a manager instil motivation into employees or is motivation a process of drawing out something from employees? Discuss coaching. 2. Provide a map of the various theories of work motivation and explain the map 3. Discuss John Holland theory of personality and job fit as an explanation of work motivation 4. Describe the difference between a content theory and a process theory of motivation H. Motivation: Content Theories General Framework Describe the difference between a content theory and a process theory of motivation citing examples of how some process theories, under criticism, have been reduced to content theories. Individual Components 1. Discuss Maslow’s theory and detail the criticisms that have been levelled against it 2. Discuss Hertzberg’s theory and detail the criticism that have been levelled against it 3. Discuss McGregor’s theory of work motivation 4. Discuss the Thematic Apperception Test in identifying motives I. Motivation: Process Theories General Framework Provide a map of the various theories of work motivation and explain the map distinguishing the differences between content and process theories of work motivation Individual Components 1. Discuss McClelland’s work and theories of work motivation 2. Discuss Goal Setting and its role in work motivation: the ‘Review & Agree‘ Process 3. Discuss Equity Theory using examples 4. Discuss Expectancy Theory using examples J. Development of Management Theories from the Human Relations Movement to the Behavioural Science Approach General Framework Against a background of the prevailing wisdom of the early 1900s, in particular Scientific Management theory, describe the emergence of the Human Relations perspective of management and the subsequent development of the Behavioural Science approach. Behavioural science research expects to be scrutinized and expects that criticism will be levelled against any findings that come out of the research. In each of the cases below, describe the methodology and identify the weaknesses that prompted serious criticism of the research. Individual Components 1. List the methodological weaknesses of Maslow and Hertzberg’s studies of motivation 2. List the methodological weaknesses in the Hawthone Studies 3. List the methodological strengths of Gert Hofstede’s studies of national culture 4. List the methodological weaknesses of Gert Hofstede’s studies of national culture K. Examples of the Behavioural Science Approach General Framework The Behavioural Science approach to the study of management re-emphasises the distinction between an opinion and a research finding. The research methodology that led to the research finding is of as much interest as the finding itself in that the strength of the finding is directly related to the rigour and validity of the methodology. In the following two examples, two persons should work together to describe both the methodology and the research findings of these behavioural science research projects. Individual Components 1. Frederick Fiedler’s study of leadership – a contingency theory 2. Stanley Schacter’s study of cohesive versus non-cohesive team performance L. Change Management General Framework Outline the “Calm-waters” and the “White-water rapids” metaphors for Change Management. Individual Components 1. Discuss Kotter’s theory of Change Management 2. Discuss Force-Field Analysis: giving examples 3. Changing an organisation’s culture may be necessary as part of change management. What can a manager do to change an organisation’s culture? 4. Gerstner, at IBM, recognised from the outset the need for urgent change management. What was that urgent need for change management? Gerstner also realised that IBM’s culture had to change as a precursor to achieving the necessary organisational change. From the IBM case study, summarise the value of the case in understanding change management and the role that change in the organisational culture might play in it. M. Control General Framework The study of control theory is an academic discipline in itself and is known as cybernetics. Control mechanisms are ubiquitous. Some examples are: the engineering control of the trajectory of a space rocket to the control of the speed of a train. Outline the well-known control mechanisms and explain why control in the management sense may be more difficult than engineering control. Individual Components…You get a choice of which individual components you will investigate. 1. Describe the role that each of the ‘elements of control’ must play and how the effectiveness of control mechanism is dependent on each. 2. Give an example of how feed-back (reactive) control is used in business and identify the situations where it would be effective and those where it would not be effective 3. Explain how the standard (the goal) should be set in a managerial control context 4. Explain why feed-forward (proactive) control is more difficult to apply than feedback (reactive control) 5. Explain the concept of Requisite Variety in the Activating Unit N. Fayol’s View of the Management Processes General Framework Henri Fayol managed Europe’s biggest coal mine and, in his 1908 paper, outlined some important insights into the processes of management. His work was recognised as a Nobel Prise winning effort. Outline those insights (the fourteen planks) briefly. However, he was addressing the management of an existing business operation. Discuss, briefly, some of the differences in managing an innovation i.e. entrepreneurship. Individual Component 1. P: Outline some of the things you have learned about Planning that you didn’t know when you started this subject. 2. O: Outline some of the things you have learned about Organising that you didn’t know when you started this subject. 3. L: Outline some of the things you have learned about Leadership that you didn’t know when you started this subject. 4. C: Outline some of the things you have learned about Control that you didn’t know when you started this subject. O. Contemporary Issues in Management General Framework In addition to the classic theories of management expostulated throughout this subject, several contemporary issues have been identified and discussed. In the general framework, give a general discussion of contemporary issues in the workplace. Individual Component 1. Outline some of the things you have learned about Empowerment that you didn’t know when you started this subject. 2. Outline some of the things you have learned about Workplace Diversity that you didn’t know when you started this subject. 3. Outline some of the things you have learned about Globalisation that you didn’t know when you started this subject. 4. Outline some of the things you have learned about Quality Management that you didn’t know when you started this subject. 5. Outline some of the things you have learned about the Learning Organisation and Knowledge Management that you didn’t know when you started this subject. P. Free Choice Project Student groups may propose a topic of their own but it must be structured along similar lines to the examples above. Furthermore, you need to first get approval from your lecturer. Reserve Topics by e-mail to your lecturer and Nominate your Preferred Schedule for Presentation

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Assignment 2 Description     Marks out of   Wtg(%)            Due date Assign

Assignment 2 Description     Marks out of   Wtg(%)            Due date Assignment 2 (MIS Project)   100      35%     15 September 2014 Activity A is to be electronically submitted through the EASE system in the CIS8000 StudyDesk.  Email submission will NOT be accepted. It should contain a URL link to Activity B – your video presentation on YouTube or any other presentation system of your choice, you must test the link to ensure it works effectively. Learning objectives This assignment specifically addresses the following learning objectives of the course: LO5      Demonstrate effective communication by composing writing that communicates ideas, meaning and/or argument in a format that broadly follows conventions in the information systems field. LO6      Apply technology and online skills to locate relevant information for the assignments, analyse the presented problems and data, and engage in the use of the resources provided on UConnect. Individual submission Students should complete this assignment individually.  You are encouraged to discuss the assignment with others to improve your understanding and clarify requirements but you should develop the solution to the assignment on your own. Case Study You are the CIO of a successful insurance firm with offices in cities across the nation.  You provide all major categories of insurance to consumers who include companies and individuals. You recently attended a technology seminar on Cloud computing.  It occurred to you that this would offer potential benefits to your organisation and would be well-received by management and staff. At the seminar you learnt there were many issues to consider, policies to be developed or modified, and new investments to be made to manage a Cloud environment. These included upgrading your ICT Data Security System to accommodate Cloud Computing to protect clients’ and your firm’s data; this needs to synchronise and ensure the integrity of data on servers and end-user devices. You plan to present your Business Case for Cloud to your CEO, Board and executives. You are required to research the background for a project to implement and manage Cloud, determine the scope for the extent to which you recommend use of the Cloud, use Microsoft Excel to model a business plan, perform sensitivity analysis to validate assumptions, and create a presentation to seek funding and authorisation from senior management to implement and manage Cloud Computing. As Board members and executives are dispersed across the nation you plan to use YouTube or other medium for your presentation. You will also prepare an Executive Handout containing your spreadsheet and will provide this along with the link to the URL which is where the Executives can access your presentation. Activity A: Journal (maximum 500 words) Prepare a journal which records your activities and progress related to completing this assignment.  In date order, clearly list the following: ?          Date of research activity/discussion ?          Topic researched or discussed ?          Time duration ?          Brief description of research activity/discussion. Submit this journal as a separate report through EASE. A sample of the journal will be provided in the Study Desk. Activity B: Presentation to Senior Management NOTE: If you are unfamiliar with the business case and sensitivity analysis concepts you should make an effort to read appropriate material, including those from the Internet, to learn about them. Part 1: Research the background for the Cloud project Conduct an Internet search to gather relevant background information of Cloud.   In particular, you should address the following: 1.         How Cloud is utilised and its associated risks 2.         Experiences of other companies 3.         Advantages and disadvantages 4.         The scope to which you recommend your Company utilise Cloud services 5.         The infrastructure required, and 6.         Best-practice for how Cloud should be managed. Part 2: Develop the Excel model of the business case Once you have completed Part 1, develop a spread-sheet model of your business costs over a 6 year period. Some of the materials provided in the MIS Projects may help you to come up with a simple modelling. For the purpose of modelling, assume a discount rate of 10 per cent. Your business model should include the following analysis to ascertain the financial viability of the project: 1.         Payback period 2.         Net present value (NPV) 3.         Internal rate of return (IRR), and 4.         Profitability index HINTS: To obtain the payback period you would first need to calculate the cumulative net cash flow.  Use the NPV and IRR functions provided in Microsoft Excel. You may need to search the Internet for information if you are not familiar with how to use these functions. Interpret your results. Part 3: Perform a sensitivity analysis for the business case Using the results you obtained in Part 2 as the base case, conduct a sensitivity analysis to examine the impact of the critical cost and benefit variables on the viability of the Cloud project. Provide three specific scenarios of consideration. You must clearly specify the basis of the three scenarios i.e. which critical cost variables they are examining in the sensitivity analysis Carefully analyse your results and make appropriate recommendations to the company’s senior management as to how the critical cost variables should be managed to ensure that the Cloud project is both viable and sustainable in the long term. Part 4: Create a presentation to senior management 4.1       Consolidate and cross-analyse your results and findings from Part 1, 2 and 3.  Then prepare a presentation to the company’s senior management to seek their financial support and authorisation to embark on the project. You will submit a handout for the Executives containing the Journal and Spreadsheet through EASE along with a link to a URL where you recorded audio/visual presentation YouTube is the preferred mode for submission; if you are in a country that does not have access to YouTube or there are other issues preventing you from posting to YouTube then you must submit a PowerPoint presentation with embedded autoplaying audio through EASE. If you do not wish for your video in YouTube or other system to be publically available then you may explore security features or options of YouTube such as having your video in a closed group. You are responsible for ensuring the link to your presentation will work for the Examiner marking your assignment – you should ask someone to test it. What needs to be submitted to EASE is: 1.         Journal 2.         your Executive Handouts that contain your spreadsheets and any other material you wish to share 3.         the URL link to your presentation addressing all the points in the Assignment 2 instructions and with any further information. The presentation should include lessons learnt in undertaking your research. Format: Provided your Examiner can click on the URL and it works then any common video format is OK; for example you can save ppt as wmv and YouTube will accept that. If you do not feel comfortable with YouTube you may wish to explore the many alternatives (Vimeo, Viddler, Sprout, Vzaar etc); the markers need only to be able to link to a URL to see your presentation. It does not need to be professionally produced and you can use a mobile phone, movie camera, the video tools that are available to download to use your PC, voice capture in Powerpoint or whatever. There is the option of submitting Powerpoint and some people have no alternative but to do that as they are in circumstances where they can’t do video – note the file size limits in EASE. The purpose of the presentation is to present a compelling business case to the executive management team to persuade them to adopt the new initiative (the financial analysis is a key part of the business case) Lessons learned – there will be many things that you would have learned that you did not know before that you might want to share with your executive management team? As a guide, your presentation should be around 15 slides and should be no more than 10 minutes, it should be developed and structured according to the following: •       The presentation should be made up of : ­           An introduction: your FIRST slide should show the title of your presentation and details of the author(s); the SECOND slide should provide the agenda i.e. outline of your presentation; the THIRD slide should clearly state the purpose of your presentation and what you want to achieve from it. ­           A body: contains the results and findings from Part 1, 2 and 3. ­           A conclusion: recaps the main points and summarises your recommendations. ­           Lessons learned: Two slides highlighting lessons learned from conducting this project. •       The LAST slide should contain a “List of references”.  There should be at least 8 references (including those from Internet sources) and they should be listed according to the Harvard referencing convention as described in Chapter 2 (referencing) of the Communication Skills Handbook 3ed. •       Insert Excel tables and charts and suitable graphics at appropriate places in your presentation to reinforce your argument. •       Search the Internet for information and guidance on how to produce an effective PowerPoint presentation, including the slide design and layout. •       Ensure that your PowerPoint file does not exceed the specified size indicated in EASE otherwise you would not be able to upload your work.

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CIS2005 Principles of Information Security – Assignment 2 Practical SAP Report

CIS2005 Principles of Information Security – Assignment 2 Practical SAP Report Description     Marks out of   Weighting      Due date Assignment 2 – Practical report using SAP            100      15%     5th September 2014 The key concepts and frameworks covered in modules 1–4 are particularly relevant for this assignment. Assignment 2 relates to the specific course learning objectives 1, 2 and 3: 1.         analyse information security vulnerabilities and threats and determine appropriate controls that can be applied to mitigate the potential risks 2.         demonstrate an ability to communicate effectively both written and orally about the management of information security in organisations And assesses the following graduate skills: The Academic & Professional Literacy and Written & Oral Communication at level 2. Assignment 2 requires you to cover two specific tasks regarding SAP security. Your Assignment 2 report must be professionally structured, worded and presented for readability and appropriate for the intended audience. Your assignment 2 must be structured as follows: ? Cover page for your assignment 2 ? Table of contents ? Body of report – main section for each task with appropriate use of subsections for each task sub report ? Task 1 – with appropriate sub section headings for each report (include excel spreadsheet or Access database with your task 1 submission of Assignment 2 report) ? Task 2 – with appropriate sub section headings for each report Task 1 Specifications – Analyze SAP Security Audit Log Data. You are provided with a data file – Userdata.xls. Userdata.xls is a summarized record of user activity on a client’s SAP system. Each record contains the following fields: USERID YYYYMM TCODE TEXT TCODESTAT TCD TSTATUS TCOUNT TTEXT YYYYMM describes when the user action took place. YYYYMM is useful for summarising user activity by month. TCODE refers to the transaction (option on the menu) performed by the user.  TEXT describes the outcome of the action, including its success or failure. Some tcodes are blank. Accordingly, TCODESTAT is an invented transaction code for each action indicating whether the action was successful (-0) or failed (-1). TCD is the same as TCODESTAT, except there is no -0 or -1. TSTATUS indicates whether the action was successful or not (0/1). TCOUNT is the number of times the user has performed this action, with this outcome, in the month YYYYMM. TTEXT is the narrative description of the TCODE. Task 1 Requirements You can use software of your choice (spreadsheet, database, statistical package etc) to analyze the provided SAP security audit log data (Userdata.xls), generate appropriate reports and provide an analysis of your findings (hint this assignment 2 task 1 can be done using excel pivot tables or Microsoft Access database SQL queries). Of particular interest are the following reports: 1.         Alphabetic list of all actions and their frequency by any selected user, e.g. USER-040. 2.         List of users performing unsuccessful activities. 3.         List of transaction codes performed, with their frequency by each user. 4.         List of users engaging in security-related actions. 5.         Top 10 users in terms of frequency of activity. 6.         List of users who are dormant – in the range USER-001 to USER-050. 7.         You should also produce at least 3 reports/charts/plots based on any of the above previous reports that summarise activity over time using YYYYMM. TASK 2 Specifications – Analyze SAP System-Wide Security Settings. You are required to review the system-wide security settings on our SAP system. The data file RSPARAM contains an extract from the client’s system (Note you should open this file using excel spreadsheet to view the system-wide security settings with the fields aligned correctly. Hint you can use the search function to locate the appropriate SAP system wide security settings and their related values in the data file RSPARAM.txt. You required to produce a report for Task2 of Assignment 2 summarizing the current user settings, default settings and recommended settings based on the RSPARAM.txt file. Your report will consist of a written evaluation of the current settings highlighting any weaknesses, with explanations, and recommendations (1000 words approx.). The report should take the following form: ACME DISTRIBUTION COMPANY SAP System-Wide Security Settings Date: Prepared by: System Setting Value User                 Default Value             Recommended Value   Actual Value No auto user SAP* Failed logins to end Failed logins to lock Auto failed unlock Min password length Password expiry (days) Idle logout (seconds) No check on Tcodes Default login client Note: Submission of your assignment 2 report documents (two documents a word document, and an excel spreadsheet for task 1 if you use a spreadsheet for task1 or an Access database if you use a database for task 1) will be via Ease Assignment 2 submission link

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Assignment 1 Semester 2, 2014 Assignment Overview: This assignment requires

Assignment 1 Semester 2, 2014 Assignment Overview: This assignment requires you to complete various tasks involving classes you write yourself. You may also use classes that you find in the SDK. The theme will be chosen by you, modelling on example code you are provided for an imaginary Car hire company system. Note that this is a conceptual modelling and programming exercise only. It is designed to test your understanding of various aspects of object oriented design using Java programming. It is not intended to be a model of what happens in the real world – so you can make assumptions that may not “make sense” in the real world. You will be required to develop your application using Java in the Eclipse environment. You will need to zip the whole project up when you are finished and submit it on Moodle by the due date. You will also need to submit a report (both electronically in Moodle and as a hard copy). The report will require some written and diagrammatic information describing your system as well as answers to questions which will be outlined in the various tasks. Please write clearly and IN YOUR OWN WORDS (plagiarism is NOT acceptable – refer to Course Description). It is expected that each student will creatively design and author a unique system based on individual choices that fit with the requirements listed in each task. Before you begin, read over the entire assignment and understand all the tasks. Read through the sample code provided, test it and play with it so that you understand how it works. The sample code is provided as an example system. You are to write your own system yourself, although you may find some code from the sample that helps you. Acknowledge all code that you do not write yourself with in code comments. If you are repeating this course, you must choose a different scenario of classes compared to any previous attempts of a similar assignment. All code must conform to stylistic standards including proper commenting, appropriate choice of identifier names, proper indenting and other readability issues. Otherwise, marks will be deducted. Consult http://www.oracle.com/technetwork/java/codeconventions-150003.pdf Task 1 Designing and Documenting your system Examine the sample code you have been provided with. This code is for a simple Car Hire management system. It contains a number of classes.  Class Diagrams for Car and Person classes are provided here for illustration purposes. (Note that get and set methods are not shown in the class diagrams, in keeping with convention, although they do exist.) Car class                                                            Person class Car String make String model String registrationNumber String colour int warrantyDist String toString ( ) Person String name Car car String city String toString ( ) 1.         Create a document named:  surnameStudentIDAssign1.doc .  In your document, you must include the following section headings:  System Overview, Class Diagram, Class Descriptions, Testing. System Overview In the System Overview section you are to write 100-200 words describing your system and a made up use for your system in an imaginary/real world scenario. You will need to review this after completing all tasks and ensure that your overview explains your entire system. State any assumptions you are making in your system. Class Diagram In this section, you are to provide a class diagram for every user authored class in your system. Class Descriptions In this section, you are to describe each class you have written. For each class describe the instance variables as well as methods provided in that class. For each method, describe parameters (if any) as well as any output produced. Give examples of the output if appropriate. Describe the functionality achieved by each method. Testing As you develop your classes and methods, you will write testing code to verify that your code is working correctly. In this section, you will describe your chosen test data and explain how that data helps you test your code.  Make sure that you choose a variety of test cases to ensure you can be satisfied that your code is working. Include screen shots of your testing results in this section. Task 2 Creating your base classes Create a new project in Eclipse called Assignment 1. Within this project create a package called task02. 1.         Author two new classes within your newly created package.  Choose two related real world objects (similar to the Person and Car objects in the sample code provided) that you are modelling where one object might own or use or provide a service to the other object. e.g. a Person might own a Pet, a library might own a Book, a Person might hire a Video,  a Teacher might teach a Student, a Coach might train an Athlete, a Dentist might treat a Patient etc.   Due to this relationship, one of your objects will have a reference to the other object (similar to the Person having a Car). 2.         Descriptions of each class and Class diagrams must be entered into your document created in task1. List any assumptions you make. Describe the relationship between the classes. 3.         Explain the methods that you have authored – provide a description and type of any parameters and describe the purpose for each method. 4.         Give an example of output that would be produced by your method/s. 5.         Explain the constructors that you have provided. You must provide at least 2 constructors: a.         A no-parameter constructor which assigns each instance variable a default value.  The String variables (e.g. name) should be initialised to “unknown”, and object fields initialised to null. b.         A constructor with parameters which assigns values to each instance variable. Note that the values to initialise the fields and objects should be passed in using arguments when the constructor is called – the fields should not be instantiated in the constructor. 6.         Write get and set methods for your classes for each instance variable. 7.         Write a toString method that will return a String containing all the relevant data for each of your objects. 8.         Create a new  Test02 class. In this class, provide a main method containing code to test both constructors, at least one get and one set method and your toString method. Run your test and make sure your class is behaving correctly. 9.         In your documentation, explain how you have tested your code and the results of your testing. Include screen shots demonstrating the output when you tested your code. Task 3 New objects based on extending other objects 1.         Create another new package, called task03, within the project Assignment 1. In this package you will create two new classes that extend classes from the task02 package. It is likely that you will be able to say your subclass ‘IS A’ special type of your superclass. For example,  A HireCar IS A Car,  similar to HireCar which extends the class Car and A Customer ISA Person, Customer  extends task01.Person in the sample code you were provided.  Be creative and think of two(2) new classes that can extend your existing classes. a.         One of the new classes must be based on a reference extending an existing class from package task02 directly (similar to how Customer extends Person in the sample code). Do not repeat that package task02 class in the task03 package. b.         With the second new class, you may create a modified copy of your original class from package task02 in task03. Modify that copy of the original class so that it cannot be instantiated alone, but only the new class can be created. Discuss your choice of classes and sub-classes with your tutor during a labclass prior to week 5. 2.         Some further descriptions and class diagrams of classes in the sample code are provided in Appendix A. Refer to the sample code you were provided. Read these and understand them, then you need to create class diagrams for your own system and add descriptions of your new classes to your report document. 3.         In your new classes, create at least 2 new methods that act on the new objects e.g. by performing a calculation based on the data in the object. Document these methods in your report. You may need to be creative with the instance variables you associate with your objects to think of a calculation you can provide. If you have any difficulty with ideas, discuss this with your tutor. 4.         Test your classes to check they are working correctly. Document your testing process – describe your test data and the outcome of your testing. Include screen shots in your report document illustrating your testing process and the outcome of your testing. Task 4 Arrays of objects Create a new package called task04. Copy your classes from package task03 into this package. Create a new class: Manager  class. Manager class Create a Manager class. In the Manager class create an instance variable which is an ArrayList of at least five objects. Create methods to: 1.         add an object to the end of the ArrayList of objects 2.         display all objects in the ArrayList of objects  (output the ArrayList to the screen using toString on each object) 3.         display a particular object retrieved from the ArrayList based on particular criteria. Write a method that will return a particular object. The method has a String parameter which corresponds to a name or something identifying the object. It should search the ArrayList one element at a time. If it finds the object whose name corresponds with the String parameter it should return a reference to that object from the ArrayList and also output a message informing the user of the location where this object was found (e.g. the list position). If it searches all of the elements and cannot find the name it should return null and output the position as -1. 4.         delete an object from the ArrayList. 5.         Test your manager class with appropriate test data in your main method. Provide screen shots of your testing in your final report. Task 5 File input 1.         Create an input file data.txt containing at least 10 objects’ data. 2.         In your report describe the format of data in your data.txt file. 3.         Write a method to read each object’s data from the file, data.txt inserting each into the ArrayList. 4.         Write a method with one parameter input (File f). This method reads object’s data from a file, given that file as the argument. 5.         Create a class called TestSystem and write a test method which tests your system using a scenario. In your report document, describe the testing scenario and the expected behaviour of your system. Provide screen shots of your system testing in your final report. Task 6 (ITECH 6100 students only) Using examples from your own code, write half a page (at least 250 words) explaining the difference between an abstract class and when/how it is used, compared with extending a non-abstract class. Allocated Marks:  See Course Description Due Date:  See Course Description Please refer to the Course Description for information relating to late assignments and special consideration. Plagiarism: Please refer to the Course Description for information regarding Plagiarism. Assignment Submission: Assignments must be submitted by the due date and your assignment should be completed according to the document “General Guidelines for Presentation of Academic Work” (see https://federation.edu.au/students/assistance-support-and-services/academic-support/general-guide-for-the-presentation-of-academic-work) and the Java programming standards (see http://www.oracle.com/technetwork/java/codeconventions-150003.pdf). The following criteria will be used when marking of your assignment: •       successful compilation •       successful completion the required tasks •       adherence to the guidelines provided •       quality of code that adheres to the programming standards for the Course; including: •       comments and documentation •       code layout •       meaningful variable names You are required to provide the following documentation, contained in an appropriate folder: •       a statement of what has been completed and acknowledgement of the names of all people (including other students and people outside of the university) who have assisted you and details on what parts of the assignment that they have assisted you with •       a table of contents and page numbers •       tasks requiring written responses •       class diagrams •       list of references (including websites, the text book and any other resources) used (APA style); please clearly specify if none have been used. •       a printed copy of your code (this may be included as an Appendix).  Please include this because we can provide more feedback this way In addition to submitting a printed copy of your written report into your tutor’s assignment box, you should also submit the following using Moodle: •       an electronic copy of  your code. Zip up the project itself and submit with the name  surname  idNo .zip •       a copy of your report (surnameStudentIDAssign1.doc) Student ID:                               Student Name: Task 1  5 System Description    2 Class Diagrams           3 Task 2  12 class 1 get / set methods constructors toString method standards followed, appropriate comments            2 1 1 1 class 2 get / set methods constructors toString method        2 1 1 1 Test methods 2 Task 3  13 Class Diagrams for new classes        2 new classes added that extend classes in task 2     1 Class that extends a class from package task02      1 Class that extends a class that itself cannot be instantiated          1 Methods that do something useful with the new classes (3 marks for each method) Method designed appropriately                                          Method Name:         ½ Comments to describe the Method ½ Method code 2 Method designed appropriately                                          Method Name:         ½ Comments to describe the Method ½ Method code 2 Test Methods with appropriate test data proving correctness of code    1 Appropriate Object Oriented design           1 Task 4  10 Method involving creating array of objects 2 Method involving adding an object into array        2 Method involving deleting an object from array    2 Method involving looking up an object based on criteria 2 Testing method/s       2 Task 5  10 Documentation of file format in report, including example data from test data.txt file and description of testing scenario         1.5 Method involving reading data from file and creating an associated array of objects    2.5 Method producing String output appropriately including all object data            2.5 Method reading data from a file, given the filename as input      1.5 TestSystem class with methods that verify the system is working, appropriately chosen test data       2 Task 6 (ITECH6100 students only)    10 Appropriate referencing        2 Use of appropriate examples from code authored by student in this assignment          3 Clear  and well expressed explanation        5 Appendix A.  The following diagrams and descriptions refer to the sample code you are provided. You are expected to learn from this code by understanding how it works and then transferring your ideas to your own work. HireCar class Here are class diagrams for HireCar which extends the Car class, and Customer which extends Person class. Car String make String model String registrationNumber String colour int warrantyDist String toString ( ) Person String name Car car String  city String toString ( ) Customer Date dateHired Date dateReturned float discountRate String toString ( ) int calculateDaysHired() double calculateHiringCharge() void createInvoice() HireCar Int position boolean available double rentalRate String toString ( ) Further Descriptions of Customer class: The base Person class is accessed from package task01 rather than being copied into task02 The method, calculateDaysHired() examines the dateHired and dateReturned fields and calculate a number of days hired. A customer is charged for each full day and any part days. For the sake of simplicity, we don’t worry about time of day. If a customer hires the car on the first day and returns it on the second day, he/she is charged for 2 days. The method calculateHiringCharge() calculates the charge for the rental based upon the value calculated by calculateDaysHired. The createInvoice method is invoked after the car has been returned. It consists mainly of output to the screen.

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VALUE: 25% of OVERALL ASSESSMENT DUE DATE: Friday 12 September 2014 (The port

VALUE: 25% of OVERALL ASSESSMENT DUE DATE: Friday 12 September 2014 (The portal will close at 11.59pm AEST – Students in Adelaide and Brisbane please note to adjust for the time difference accordingly) Submission: The written assignment will need to be submitted electronically through the student portal – use the link under “Assessments and Revision” to submit the information. Learning Outcome 4: Research and argue a position in regard to a contemporary issue in the accounting profession REQUIRED: Write a report based on the assignment details noted below. Your report should be approximately 2500 words not including references, abstract and appendices. You should include a word count on your report. The Assignment is designed to test the following skills: 1. Your knowledge and your ability to research the issues and then apply the information appropriately using judgement 2. Your communication skills – report writing Please make sure you follow the guidelines noted in your subject outline especially those relating to presentation of written work, late policy and academic integrity. You should also familiarise yourself with the assessment marking rubric (attached) to guide you in how you can score marks. ACCM 4600 Accounting Theory & Contemporary Issues Assignment Trimester 2, 2014 Individual Research Assignment Kaplan Business School is part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86 098 181 947 is a registered higher education provider CRICOS Provider Codes SA/QLD 02426B, NSW 02913J and VIC 02887F ACCM 4600/2Trimester2014/Assignment /MIR – 2 – Details of Assignment: The partners of a large Australian accounting practice have engaged your firm of consultants to provide them with the information necessary to determine whether they should implement an integrated reporting division in their firm. They would like to consider the viability of setting up a division to give services in this area to their clients. One of the partners Sandra Slender wants to know if their own practice could benefit from preparing its own financial statements in this format as well. You (a graduate accountant) and Jeremy Cartwright the director of your consulting firm had preliminary discussions with the accounting firm and realised that there are two differing schools of thought amongst the partners. One group of partners think it is a gimmick and would be an expensive exercise that would add little to the success of the practice and believe that the practice should focus on its core business, accounting, audit and tax. The other group of partners believe that it would give them a competitive advantage and that it is an important way for them to make a real, positive contribution to the global community. They think that there is a lot of scope for work of this nature in the business world which should also improve the overall profitability of the accounting firm. This group keeps referring to the business forum that they had been to earlier this year at the Institute of Chartered Accountants in Australia and New Zealand and to an article titled “Release of Integrated Reporting Framework”. To make a decision, the partners have requested you to make sure that your report contains (but is not restricted to) advice or responses to the following aspects: 1. A vision for integrated reporting, making sure that you give them a good understanding of the meaning of integrated reporting; 2. Present elements of the integrated reporting framework and whether (and if so, how) it links in with the work undertaken by the firm at present; 3. Arguments for and against introducing an integrated reporting division within the firm 4. Whether creating a division that provides such services would be of benefit to their firms clients; include thoughts on an appropriate name for the division, the type of services that might be offered, the type of skills the staff employed in it would require, do you think there is a market for such services and how would you market it, etc 5. Should it be introduced within the accounting practice? Should the accounting practice consider preparing integrated reports? What is the cost-benefit of preparing these reports? You must use at least six resources to inform your discussion. The library databases (http://elearning.kbs.edu.au/course/view.php?id=159) will provide some excellent journal articles  Individual Research Assignment Kaplan Business School is part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86 098 181 947 is a registered higher education provider CRICOS Provider Codes SA/QLD 02426B, NSW 02913J and VIC 02887F ACCM 4600/2Trimester2014/Assignment /MIR – 3 – on this topic. You are also aware of some excellent literature on this area and you will incorporate this in your report. Remember that although many Australian companies are engaging with the concept of integrated reporting they are unsure of what it really means or how to implement it in their organisations. REQUIRED: Jeremy Cartwright, the director of your firm (which offers consultancy services to medium and large accountancy practices around the world), with a reputation as someone who has expertise in innovation and latest trends requested you to draft a response to the above scenario providing this information in a report format. Make sure that your report includes any information that you think will assist the partners to make these important decisions. The partners want recommendations that they can discuss at their next Board meeting. Note: The Assessment Rubric or marking rubric is a separate document and you are advised to read through it to obtain guidance on how the lecturers will mark your assignment. The report writing skills will be marked by the ASC and the technical content by the lecturer. A summary of the mark allocation is given below: Technical Skills – content 15 Marks Professional Competency Skills Report Writing Skills: Language and Presentation 3 Marks Structure and Content 4 Marks Research and Critical Awareness 3 Marks Assignment Mark 25 Marks ~~~~~~~~~~~~~~~~~~ End of Assignment ~~~~~~~~~~~~~~~~~~~

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COIT20233 Assessment Details Assessment item 3—Report Due date:        11:5

COIT20233 Assessment Details Assessment item 3—Report Due date:        11:55 pm  AEST, Friday, Week 9       ASSESSMENT Weighting:      30%     3 Length:            2500 – 3500 words (Note: Failure to submit within this range will result in a penalty of 5 marks) Objectives Please refer to the course profile to see how this assessment item relates to the course learning outcomes. This assignment is designed to stimulate critical thinking outside of the classroom by requiring students to write a formal academic report. You will need to follow the AREA process described in chapters 2 and 3 of Your Business Degree (prescribed textbook for COIT20233) to analyse the assessment task, research relevant information, evaluate the information you find and to write an academic report in which you present your findings or outcomes and make recommendations on future practice. This assessment task will assess your skills in critical thinking, researching information, forming an opinion, academic writing, logical ordering of ideas and your ability to support your arguments with quotes from literature. These objectives will be measured by the ‘closeness of fit’ to meeting the assessment task, assessment requirements and assessment criteria listed below. Please note that there is a wealth of material available on the Libguide website for this course that you should use to help you gather and evaluate relevant information for writing your report (http://libguides.library.cqu.edu.au/coit20233). Assessment task Students are required to write an academic report as per the format outlined in chapter 5 of the textbook. The report must follow Harvard citation and referencing guidelines. Please note that the prescribed textbook uses APA referencing guidelines. See also the Referencing Style subsection below. The report is to be based on the following case study scenario about Malware such as viruses and other vulnerabilities to organisations’ information systems. A malware program, such as a computer virus, is a program that when executed, replicates by inserting copies of itself (possibly modified) into other computer programs, data files, or the boot sector of computers’ hard drives. When this replication succeeds, the affected areas are described as being ‘infected’. Computer viruses often perform some type of harmful activity on infected hosts, such as stealing hard disk space or CPU time, accessing private information, corrupting data, displaying political or humorous messages on the user’s screen, spamming their contacts, or logging their keystrokes. Malware and other software vulnerabilities cause billions of dollars’ worth of economic damage to organisations each year, due to causing systems failure, denial of service, wasting computer resources, corrupting data, increasing maintenance costs, etc. Unfortunately, no currently existing antivirus software is able to catch all computer viruses (especially new ones). You are the ICT manager of a large organisation (1000 employees) based in Sydney. Your supervisor has asked you to research the best way to protect your organisation’s information systems from being compromised through infection with Malware or suffering from other software vulnerabilities. You are to write a report to be presented at the next executive meeting. The report should explore: 1. The types of Malware and other software vulnerabilities that could affect your organisation’s information systems. 2. The potential cost to the organisation if the information systems were to become infected by Malware or suffering from being compromised by other software vulnerabilities. Describe both tangible and intangible costs to your organisation. 3. The measures that your organisation could take to reduce the risks from Malware and other software vulnerabilities. Your report should include recommendations that provide guidelines for the organisation with respect to reducing the risks of being adversely affected by Malware and/or other software vulnerabilities. Please note that you will need to make some assumptions about your organisation in order to write this report. These assumptions should be incorporated in the introduction to your report when you describe the organisation and outline the problem to be solved. Specifically your report should include the following: 1.         Title page: student name, student number, email address, course code, assignment number, assignment due date, campus lecturer/tutor, and course coordinator (not counted in the word count). 2.         Executive summary: should include the purpose of the report, the problem and how it was investigated, your findings and your recommendations (approximately 300 words). 3.         Table of Contents: should list the report topics using decimal notation. Needs to include the main headings and subheadings with corresponding page numbers, using a format that makes the hierarchy of topics clear (not counted in the word count). 4.         Introduction: provide a brief description of the organisation, a concise overview of the problem you have been asked to research, the objectives to be achieved by writing the report and how you investigated the problem. Provide an outline of the sections of the report. Note that you will have to make assumptions about what type of organisation you are working for in this case study (approximately 400 words). 5.         Body of the report (use appropriate headings in the body of the report.): Define key terms you will use in your report, such as what is meant by ‘Malware’. Present your ideas on the topic and discuss the information you found in your research that was relevant to the report’s objectives. Provide an analysis of the information that you gathered. Ensure that you explore the three points listed in the scenario above. You also need to discuss the ethical, social and legal aspects surrounding this issue. In your discussion, examine the issues from a global perspective as well as from the local perspective (of the fictional organisation that is the centre of this report). Please do NOT use ‘Body of the Report’ as a heading. Create meaningful headings that reflect the content of your report (approximately 1200 words). 6.         Conclusion: based on your research and analysis. Explain the significance of your findings and your discussion. State if your report has achieved its objectives (approximately 550 words). 7.         Recommendations: (based on your findings) what would your recommendations be to your supervisor in this situation? Provide some guidelines for the organisation with respect to protecting your organisation’s information systems from of being adversely affected by Malware and/or other software vulnerabilities (approximately 550 words). 8.         Reference list (not counted in the word count). 9.         Appendices if necessary (not counted in the word count). Note: Additional information regarding this assignment may be placed on the course website as required. Check the course website at least once a week for further information relating to the report. Regular access to the course website is a requirement of this course. Assessment Requirements Your response should be structured as a report (chapter 5 of textbook), written in accordance with standard academic writing principles (chapter 4 of textbook). The report must be written using your own words with any in text citations clearly marked (see Referencing Style subsection below). You may discuss the assessment task with other students and the lecturing staff but you must WRITE the report YOURSELF in your own words. You will need to conduct research to support your arguments using AT LEAST NINE references in addition to your set textbook (that is, a minimum of ten (10) references in your reference list).  At least six (6) of these references should be from refereed academic journals and books. All sources should be current i.e. 2009 onwards. The assignment should demonstrate a logical flow of discussion, be grammatically correct and free from typographical, spelling and grammatical errors. It should be prepared in MS-Word (or equivalent) using 12 point font, 1.5 line spacing and margins of 2.54 cm. It is highly recommended that you submit your assignment to the Learning Skills Unit (Brisbane, Melbourne, Sydney students) or Communication Learning Centre (Rockhampton and Distance students) AT LEAST ONE WEEK before the due date so that it can be checked for spelling and grammatical errors. Referencing Style References must be cited (in text) and a reference list provided in accordance with the Harvard (author-date) referencing style. Helpful information on referencing techniques and styles can also be found on CQU’s referencing webpage: http://www.cqu.edu.au/about-us/service-and-facilities/referencing Marks will be deducted for poor referencing or having less than ten (10) references or going under or over the word length. Use quotation marks for direct quotes and you must include the author, date and page number(s) with the quote as per the Harvard referencing standards. ALL assignments will be checked for plagiarism (material copied from other students and/or material copied from other sources) using Turn-It-In. If you are found to have plagiarised material or if you have used someone else’s words without appropriate referencing, you will be penalised for plagiarism which could result in zero marks for the whole assignment. In some circumstances a more severe penalty may be imposed. Useful information about academic integrity (avoiding plagiarism) can be found at: http://www.cqu.edu.au/about-us/service-and-facilities/referencing Submission To be submitted online through the COIT20233 Moodle course website assessment block on or before the due date. Before submitting your assignment you should check it against the detailed assessment criteria in the following table to ensure that you have satisfactorily addressed ALL the criteria that will be used to mark your report.

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