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Assignment 3c: Final Report
Deliverables Approx 2000 – 3000 words
(excluding references, title page, table of contents, appendices).
Due Date & Value See Assessment Overview in CUC 106 Learnline site.
Marking Criteria See Assessment Overview in CUC 106 Learnline site.
Note that Criteria differ depending on Group Role.
Task Overview Description & Relevance to Project
Write a group report that describes your design project. It should be a ‘stand-alone’ document presenting your design, and demonstrating its feasibility from a technical, cultural and environmental point of view.
It might help to imagine it’s for submission to a potential funding body such as a government or a Non-Government Organisation, who would use it to decide whether to fund your design.
NOTE: You’re encouraged to re-use parts of your previous assignments for this Unit, but it is expected that improvements will have been made where needed.
Requirements Your report needs to be presented professionally in the following format:
• Single document, MS word or PDF format.
• Header/footer on each page, with page number & student numbers.
Use the following structure for your report, with sub-headings as appropriate:
1 Assessment Cover Sheet
2 Title page, with:
(i) Design Project title (ie. “Design of a …”)
(ii) Group details in a table, listing names, student numbers, and each group member’s role (Coordinator/Researcher/Designer)
3 Contents Page
4 Introduction, with:
(i) Project Justification – 1 or 2 paragraphs that ‘set the scene’ for your project and why it is necessary.
(ii) Project Aim – 1 or 2 sentences detailing what your design project sets out to achieve. (Be quite specific).
(iii) Project Scope – inclusions, exclusions, constraints, assumptions, and key deliverables of your design project.
(iv) Purpose of this Report – in 1 or 2 sentences, describe how this specific document relates to your project, and what it covers.
5 Problem Description/Context
(i) The issue or problem your design project is looking to address. You need to provide sufficient facts & info to convince the reader that your project is not misguided, ie. that you understand the current situation, and the needs / problems involved.
(ii) A description of the specific users / target of your design, and the specific needs your design intends to meet. The more specific you can be in describing these users and the relevant needs, the better. (eg. Depending on project: Typical electricity usage? Waste profile? Literacy rates? Water usage figures?)
(iii) Existing approaches / products / technologies you have discovered that might be applicable here (how & why?).
6 Evaluation of Alternatives
(Note: Depending on what alternatives you considered, it may make more sense to include this section before, within, or after, the ‘Design Concept’ section. This is up to you.)
(i) Briefly (in 1-2 sentences) describe the alternatives that were evaluated using the Decision Matrix (see Voland, Ch10 “Design Evaluation”)
(ii) Briefly explain & justify the criteria, rankings, weightings and rating schemes that you used in developing the Decision Matrix.
(iii) Present the Decision Matrix developed for the evaluation
(iv) Provide a summary and analysis of the outcome (1-2 paragraphs).
7 Design Concept, using suitable sub-headings:
(i) A description of your design.
• Start with an overview, then discuss the various aspects / components in more detail.
• Mention general construction, materials, functionality, required equipment, etc.
• You should include clearly labelled pictures of the model and/or sketches and/or drawings that you think convey your concept best.

(ii) A list of the 5 main requirements of the design.
Eg. “Must function in all weather”, “Must accommodate 35 students”, “Must provide 55kW of electrical power”.
(iii) A list of the 5 main limitations or possible improvements for your design.
(iv) Estimated final costs of the ‘real-world’ design (not the model/prototype) in Australian dollars. Costs need only be approximate for large-scale projects, but remember estimates always need some form of justification or basis.

8 Feasibility, using suitable sub-headings:
(i) Discussion and justification of the feasibility & sustainability of your design from a cultural, environmental and technical point of view with key areas of strength & weakness (or uncertainty) identified.
9 Conclusion
10 References
Must be CDU Harvard method, with correct formatting.
11 Appendix A: Reflection on Project Management (300 – 400 words)
(a) Each person to separately describe: what was the most successful aspect of the management of your project/group? Why?
(b) Each person to separately describe: what was the major difficulty you faced with the management of the project/group? What steps could you take to avoid this in future?
Preparation For the final report:
All members of the group is responsible for:
• Writing a reflections on the project management (Appendix A)
Each individual is responsible for fulfilling their assigned role as follows:
• Group coordinator/editor: the Introduction, Evaluation of Alternatives, and Conclusion. As always the coordinator is also responsible for combining the parts and the overall report presentation (ensuring it has a title page etc) and that it is edited.
• Researcher: Problem Description section, Feasibility section, and reference list.
• Prototype designer: Design Concept section.
Submission • Submit 1 document only
• See the ‘Assessments’ section of Learnline for instructions.

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Step 1: Ratio Analysis
1. This assessment task involves you calculating a range of ratios for your firm and using these ratios to assess the business performance of your firm.
2. Go to the „Ratios‟ tab in your firm‟s spreadsheet. In this worksheet is a blank table for you to calculate a range of ratios for your firm. A list of possible ratios is included in the worksheet. Please calculate a number of these ratios. You are not expected to calculate all of these ratios. For example, you may not have sufficient information from your firm‟s financial statements to calculate some of them.
Calculate these ratios for the last two (2) years for your firm. Once you have calculated a few ratios for your firm sit back and have a look at them. What do these ratios tell you about your firm? How do you make sense of them?
If you wished, you could calculate a large number of ratios for your firm. But what would they tell you about what is really going on with your firm? How would you make sense of them? How would you use them to analyse, engage with and connect to your firm‟s economic and business realities (that is with what is really going on in your firm)? To find this out will take more effort, strain and risk on your part than simply googling “How to make sense of financial ratios”.
You have calculated a few financial ratios for your firm. Tell me what sense you can make of them. Discuss with other students in your study group (and/or in the course) your ratios. How do your company‟s ratios differ to the ratios of companies of other students in the course?
3. Calculate economic profit for your firm for the past two years.
4. Identify the key accounting drivers of your firm‟s past economic profit.
5. Comment on your firm‟s key accounting drivers. Which are the most important or critical? Discuss your thoughts on your firm‟s key accounting drivers with other students. What similarities or differences are there between your different firms‟ key accounting drivers? Why is this? What insights have you gained by „breaking into bits‟ your firm‟s financial statements? What insights have you not gained?
6. Include in your assignment your firm‟s spreadsheet, including your firm‟s ratios that you have calculated, as well as a Word file setting out your commentary on your firm‟s ratios and key accounting drivers and similarities or differences you have noted with the key accounting drivers of firms being analysed by other students. Include a
discussion of the insights you have gained, and not gained, at this stage in your analysis.

Please make sure the calculate need to do in the excel i gave you .thank

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Weight: 60%
Task Description:

Text Analysis 2: Based on a systemic functional linguistic and multimodal approach

Length: 3,000 words

Text analysis and report based on a systemic functional linguistic and multimodal approaches

For this second assignment, you may use the same text as you used for the first assignment or another text that is of interest and/or professional relevance to you and, from the readings and the textbook, seems appropriate for analysis. However, your text should contain at least one visual (e.g. a photograph, a diagram, a graph). As with the previous analysis, the text you choose should not be too long.

In this analysis, you need to consider the use of lexico-grammar, register and genre theory and multimodality.

The following headings, which are similar to those suggested for the first assignment, should be used in structuring your response:

Introduction: In this section include information about the text—what it is, its source and other relevant information (e.g. the authors). You also need to include a short rationale for the selection of this particular text and the approaches used.
Text and visual analysis: In this section, you need to organise the information, from the different approaches taken, into a number of sections that are relevant. Again, sub-headings may be useful.
Brief comparison between these approaches and that of Gee’s
Implications for practice: In this section you need to outline how your text and analysis might be used productively in an adult literacy and/or numeracy course.
References: In this section, list all the authors of books, chapters and articles that you cited in your report.
Appendices: In this section, attach:
the original text, if this is possible; otherwise, attach a transcript of oral text or whatever is feasible (as Appendix A);
the results from the application the analytical tools you used (as Appendix B, C, etc.).

Your assignment should be word processed using Times New Roman 12 pt Arial 10 pt font, using double line spacing and 2.54cm margins all round. The pages should be numbered and appendices appropriately named and referenced.

Your assignment should be analytical and demonstrate good control of grammar and mechanics.

Criteria & Marking:

The criteria on which your report will be judged are:

quality of the introduction of selected text and rationale for choice of text
ability to analyse text using a systemic functional analysis and multimodal framework in a critical and thorough way
ability to address implications for teaching practice
cogency of brief comparison between approaches
ability to write logically and coherently following a report structure with appropriate use of technical terms
ability to use correct grammar, spelling, punctuation and meet set criteria regarding word count.

Resources:

Course Study Guide

The Study Guide provides detailed information about the course and the assessment requirements. It is recommended that you read through this Guide as soon as possible after enrolling in the course and then use the various sections to inform your learning and the preparation of your assignments throughout the course.

Textbook 1: Gee, James Paul (2011). An introduction to discourse analysis: Theory and method. (3rd ed.). New
York: Routledge.

This book forms the basis for the Assignment 1 text analysis.

Textbook 2: Eggins, S. (2004). An introduction to systemic functional linguistics (2nd Ed.). New York/London:
Continuum.

This book forms the basis for the Assignment 2 text analysis.

Set Readings

The Readings align with the individual Modules and will complement the textbooks in helping you analyse your texts.

3.2 Recommended Resources

Barton, D., Hamilton, M. & Ivanic, R. (Eds). Situated literacies: Reading and writing in context. New York: Cambridge

Bloor, T. & Bloor, M. (2004). The functional analysis of English: A Hallidayan approach. (2nd ed.). London: Arnold.

Butt, D., Fahey, R., Feez, S., Spinks, S & Yallop, C. (2000). Using functional grammar: An explorer’s guide. (2nd ed.). Sydney: National Centre for English Language Teaching and Research, Macquarie University.

Butt, D., Fahey, R., Spinks, S & Yallop, C. (1995). Using functional grammar: An explorer’s guide. Sydney: National Centre for English Language Teaching and Research, Macquarie University.

Droga, L. & Humphrey, S. (2003). Grammar and meaning: An introduction for primary teachers. Berry, NSW: Target Texts.

Freebody, P. & Luke, A. (1990). ‘Literacies’ programs: Debates and demands in cultural context. Prospect, 5(3): 7-16

Gee, J. P. (2002). The social mind: Language, ideology and social practice. New York: Begin & Garvey.

Gee, J. P. (2004). Discourse analysis: What makes it critical? In R. Rogers (ed.). An introduction to critical discourse analysis in education (pp. 19-50). Mahwah, NJ: Erlbaum Associates.

Gee, J. P., Michaels, S. & O’Connor, M. DC. (1992). In M. le Compte, W. L. Milroy & J. Priessle (Eds). The handbook of qualitative research in education (pp. 19-50) Mahwah, NJ: Erlbaum Associates.

Eggins, S. & Slade, S. (1997/2004). Analysing casual conversation. London: Cassell. Reprinted 2004 by Equinox, London.

Halliday, M. A. K. (1978). Language as social semiotic. London: Edward Arnold.

Halliday (1985). Spoken and written language. Geelong, Vic.: Deakin University.

Halliday, M. A. K. & Hasan, R. (1976). Cohesion in English. London: Longman.

Halliday, M. A. K. & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar. (3rd ed.). London: Edward Arnold.

Hammond, J. & Macken-Horarik, M. (1999). Critical literacy: Challenges and questions for ESL classrooms. TESOL Quarterly,33(3): 528-44.

Hasan, R. (1996). Literacy, everyday talk and society. In R. Hasan and G. Williams (Eds), Literacy in Society, London: Longman

Iedema, R. (1999). Formalising organisational meaning. Discourse & Society, 10(1), 49-65.

Kress, G. & van Leeuwen, T. (1998). Front pages: (The critical) analysis of newspaper layout. In A. Bell & P. Garrett (Eds.), Approaches to media discourse (pp. 186-219). Malden, MA: Blackwell Publishers.

Kress, G. & van Leeuwen, T. (1990). Reading images. Burwood, Vic: Deakin University Press.

Macken-Horarik, M. (1996). Literacy and learning across the curriculum: Towards a model of register for secondary school teachers. In R. Hasan and G. Williams (eds), Literacy in Society. London: Longman

Macken-Horarik, M. (2004). Interacting with the multimodal text: reflections on image and verbiage. ArtExpress: Visual Communication 3(1): 5-26.

Martin, J. R. (1984) Language, register and genre. In F. Christie (ed.), Children writing: A reader. Geelong, Vic.: Deakin University Press.

Martin, J. R. (1985). Process and text: Two aspects of semiosis. In J. D. Benson & W. S. Greaves (eds). Systemic perspectives on discourse (pp. 243-274). Norwood, NJ: Ablex.

Martin, J. R. (1992). Macro-genres: The ecology of the page. Mimeo, Sydney: Department of Linguistics, University of Sydney.

Martin, J. R. (1997). Analysing genres: Functional parameters. In F. Christie & J.R. Martin (eds), Genres and institutions: Social processes in the workplace and school (pp. 3-39). London: Cassell.

Martin, J. R. (2002). Meaning beyond the clause: SF perspectives . Annual Review of Applied Linguistics, 22: 52-74.

Martin, J. R. (2007). Construing knowledge: A functional linguistic perspective. In F. Christie & J. R. Martin (eds). Language, knowledge and pedagogy, (pp. 35-64). London: Continuum.

Martin, J. R., Matthiessen, C. & Painter, C. (1997). Working with functional grammar. London: Edward Arnold.

Phillips & Jorgensen (2002). Discourse analysis as theory and method. London: Sage.

Thompson, G. (2004). Introducing functional grammar. (2nd ed.). London: Edward Arnold.

Van Leeuwen, T. (2005). Multimodality, genre and design. In S. Norris & R. H. Jones (Eds), Discourse in action: Introducing mediated discourse analysis (pp. 75-93). London: Routledge.

Veel, R. (2006). The Write it Right project – Linguistic modeling of secondary school and the workplace. In R. Whittaker, M. O’Donnell & A. McCabe (Eds), Language and literacy: Functional approaches (pp. 66-92). London: Continuum

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the project will be assesses on:

1.your intertation of the peoblem.
2.application of the appropriate concepts taught in your course.
3.the clarity of your explanations.
4.the presentation of the report.
5.the accuracy of your graph.

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Select a company listed on the Australian Stock Exchange and obtain its last two
published annual reports (note that this will provide financial data for a three year
period).

Analyse the financial statements in these annual reports, using the principal ratios
that are discussed in your textbook. You do not need to calculate all of the ratios
listed. Part of the task is to select relevant ratios. Some ratios may be discussed in
the context of explaining trends that are identified by other ratios.

Note that there are very few marks for calculating ratios! The majority of marks are
awarded for the interpretation of the ratios—what are they telling you? Avoid
wasting words on describing the ratios. For example, ‘The decline of the current
ratio from 2.2 to 1.5 (Appendix A item 5) can be explained by reference to … This
suggests that tighter management of … is required’ will earn far more marks than
‘The current ratio is calculated by dividing current assets by current liabilities. It
has gone from 2.2 to 1.5. Another solvency ratio is …’

Format:

You should present this assignment as a report with at least one Appendix. A report
format means that it should have headings, and possibly also subheadings. Start the
report with a 40-word summary of the findings of the analysis. The ratios should be
presented in a user-friendly format (i.e. easy to read) in an appendix. In the report
make it clear where the reader can find the ratios. Close the report with conclusions
and recommendations. Recommendations to an internal client will highlight issues for
attention and action; recommendations to an external client should succinctly address
the competitiveness of the company, the strengths and weaknesses of its management
and its attraction for investment.

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Please read the assignment instruction carefully it has 3 steps I am attaching:
First step on the assignment instructions: I already selected 2 pictures from the first book for children” We are Going on a Bear Hunt” and 2 pictures from the second book for children “Come Away from The Water, Shirley”. And also, I have selected the books so that “Option A: Both picture books represent the same broad issue” and also the issue can be “family.
I was writing the introduction and my Prof corrected and accepted, however, I need to complete the steps 2 and 3.

Second step read that on the assignment instructions: Now start the next step (2) analysing these images using the table I am attaching (with your adjustment of items).

Third step read that on the assignment instructions: Present a critical comparison…ect.
And remember I selected “Option A” and the Family . Furthermore, you make sure you have 4 picture from two stories when you do the present a critical comparison you must compare the first picture from the first book ” We are Going on a Bear Hunt” with the first picture from the second book “Come Away from The Water, Shirley”.
And also you must compare the second picture from the first book ” We are Going on a Bear Hunt” with the second picture from the second book “Come Away from The Water, Shirley”.

I am attaching the correction assignment table to know the steps writing.
I am attaching the Study Guide for this assignment and please reading deeply to understanding how to writing the assignment.

I am attaching the sources you have to using
Make sure “The Paper Style is: APA 6th edition”

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The exegesis:
The exegesis is a critical reflection or analysis of your picture book and the process that lead to its creation in the light of the theory, concepts and ideas we have examined during the semester.
The exegesis should be written in the form of an essay but one that is not centred around an argument (or thesis) but instead focuses on your picture book and the creative process. Your exegesis should be submitted with your completed picture book. You may use subheadings. Please double-space your work, provide page numbers and a header or footer on each page with your name and student ID. Please securely staple pages together.
Include the following in your exegesis:
1. A very brief outline of your picture book as submitted, including:
• What it is
• Very brief synopsis of the story
• How complete/finished it is
• How it would look ideally when published (incl. format, paper etc.)
• Who you were writing for (imagined, implied reader)
• What you were trying to achieve/aims/purpose
2. A very brief account of the ideas (these may personal, philosophical, cultural, political, etc.) that inspired, motivated or informed the development of your picture book. These might include:
• Your own background, gender, personal experiences, childhood memories, etc.
• The work of other children’s authors or illustrators, or the broader literary and artistic context
• The contemporary cultural context
• The unit readings, lectures, children’s literature theory, ideas about the child/childhood, other bodies of theory, etc.

3. An analysis and evaluation of the final picture book. This is the main section of the exegesis where you reflect on your picture book and the process of its creation in the light of the theory, concepts and ideas we have examined during the semester. Analyse and evaluate the finished product in relation to how you well it realises your original purpose and motivations; in relation to any constraints you faced; in relation to the assumed reader, etc. For example, you might discuss:
• How the images and linguistic text combine to tell the story and create different perspectives on events in the story
• How the images and linguistic text position the reader
• How you designed the picture book to emphasise key themes, ideas, events or issues
• The role of image and text in constructing character and setting
• How the layout of the book interacts with the book’s narrative, characters, setting, themes
• The relationship between your final design of the picture book and your assumed or implied reader

4. Conclusions—an assessment of how successful you consider your picture book to be (if you have read it to children or others, you can include an account of their feedback/comments). You can also mention what you would do differently based on your experiences or if you had unlimited time and resources.
5. Collaboration—if you worked with another student in the unit or with a child, explain what each of you contributed, how you resolved conflicts/disagreements, how you generated ideas, divided the work, managed the project, etc. [you can have an extra 200 words if you need them]
6. Appendix –if needed–listing full reference details for any images you used that were not your own original work.
7. Reference list or bibliography

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analyse tourism at a specific destination—Peru in South America
This assignment is a project
This assignment is a write-up of your research about the destination you have chosen. The write-up of your project should be 2500 words plus or minus 10%. It must include substantial reference to the article you read for Assignment 2. It must also include references to other journal articles to which you will be referred in Information Sheet 14. You must spend some time doing your own research for the destination you have chosen. Information Sheets about doing Assignment 3 provide further advice about what is expected.

Please note that you can upload only ONE file and the file must be LESS THAN 2 MB.

Required references:
van den Berghe, PL, Ochoa, JF 2000, ‘Tourism and nativistic ideology in Cuzco, Peru’, Annals of tourism research, vol. 27, no. 1, pp. 7-26.
The following article tells you what happened to Taquile in the 1990s.
Ypeij, A, Zorn, E 2007, ‘Taquile: a Peruvian tourist island struggling for control’, European review of Latin American and Caribbean studies’, vol. 28, pp. 119-128.

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Please Answer Question 1 and EITHER Question 2 OR Question 3

Marks: Question 1 = 70%
Question 2 or 3 = 30%

Q1. Consider a component, that you are familiar with, that would be enhanced if an advanced material and/or process were used in its manufacture.

Justify your recommendations: using the existing component as a benchmark.

Explore both the advantages and difficulties that may occur if introduction of your proposed change is to be considered.

Q2. Advanced polymer materials often offer competitive opportunities and in many cases offer discrete advantages when compared with more traditional individual materials.

Describe and discuss two types of composite technologies.

Compare the merits of these against more traditional competing materials.

Your answer should be illustrated by a particular component or product of your choice.

Q3. Recycling is of ever increasing importance to society, however whilst the philosophy is simple, the practical reality is that there are many pitfalls and challenges to be overcome, even when recycling the simplest of products.

Taking a conventional cycle as a case study, identify the different materials, combinations, joining techniques etc. that have been employed and then discuss how recycling of the overall cycle could occur in theory and then explain what the key problems are at the present.

When possible, make suggestions for design improvements that would aid final recycling.

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Accounting theory and application 200401 (Master of Accountancy)
Question 1
Fair value Accounting (FVA) has been subjected to much discussion over the last 3 years Critics accuse FVA of deepening the financial distress whilst proponents argue FVA is providing investors with timely and relevant information about the value of firm’s assets. Lobbyists from the banking industry have effectively had politicians use pressure on Accounting Standards Boards to redefine FVA and how to recognize / derecognize assets.
With the current environment as a background discuss and explain FVA via the following theories:
1- Decision Usefulness
2- Positive Accounting and Agency
3- Regulatory Capture
4- Economic consequence of accounting
In answering you must show the interrelationship between the theories, practice and Australian regulatory environment.

Question 2
Discuss the motivation for companies to spontaneously disclose social and environmental issues in the absence of specific regulations requiring companies to make the disclosures.
Note
Your answers must be supported by authoritative references formatted by Auther, Date, Title of Article /Book e.g. Scott (2011) Financial Accounting Theory

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