American Government

Project 1

Evaluation 31

American Government 1: Theories, Policies and Politics
SSTH 037 059

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page!

This project will count for 11% of your overall grade for this course. Be sure to read all the instructions and assemble all the necessary materials before you begin.

 

Essay: Political Ideas

 

Do you believe the United States Constitution most closely reflects the views of Thomas Hobbes, John Locke, or Patrick Henry? Do some research on one of these of individuals and explain how his ideas match the principles of the Constitution. Use at least one source other than your course materials.

Your essay will be graded as follows:

  • Discussion of the philosopher’s views (25 points)
  • Summary of the Constitution’s principles, ideals, and provisions (25 points)
  • Discussion of similarities and differences between the philosopher’s views and the Constitution (25 points)
  • Use of at least one source outside your course materials (25 point)

Your essay should be at least 3 pages (900 words), typed, and double-spaced. Because you will be using sources other than your textbook, you will need to include a list of references with your essay.  Refer to the Publication Manual of the American Psychological Association, which may be accessed online or in many libraries. Your paper should be free of spelling, punctuation, and typing errors.

 

Complete your project in the space provided at the end of this project assignment document (scroll down).

To submit the project, save this project assignment document. Use the course number, your name, and the project number in your file’s title:

SSTH037059_ABStudent_Project1.doc

Go to your course management system to upload your project file.

 

 

GRADING RUBRIC FOR PROJECT 1

 

Category Excellent Good Fair Poor
Discussion of the philosopher’s views

(25 points)

Detailed description of the philosopher’s views about government, including his thoughts about the purposes of government, how government should function and what powers it should have, and the proper relationship between government and the people. Clear description of the philosopher’s views about government, although not as many details as an “excellent” answer. Basic or general description of the philosopher’s views about government. Vague or incomplete description of the philosopher’s views about government.
Summary of the Constitution’s principles, ideals, and provisions

(25 points)

Detailed description of how the Constitution meets the six purposes of government and specific references to the Constitution. Clear summary of how the Constitution meets the six purposes of government. Basic or general summary of how the Constitution meets the six purposes of government. Vague or incomplete summary of how the Constitution meets the six purposes of government.
Discussion of similarities and differences between the philosopher’s views and the Constitution

(25 points)

Examines how the Constitution and the philosopher’s views match the concepts of democracy. Clear summary of similarities and differences between the Constitution and the philosopher’s views but not as many details as an “excellent” answer. Basic or general summary of similarities and differences between the Constitution and the philosopher’s views. Vague summary of similarities and differences between the Constitution and the philosopher’s views.
Use of at least one source outside your course materials

(25 points)

Ideas from the source are synthesized into the paper and used to defend your argument. Source is cited correctly. Information from the source is clearly used to explain the philosopher’s views. Source is cited correctly. Information from the source is used, but summary of the philosopher’s views is general or basic. Source is cited correctly. Little use is made of source; source is not used; or source is not cited.

 

 [Begin essay here.]

Micro Economics Homework

 

CH4

  1. A life-saving medicine without any close substitutes will tend to have
  2. a small elasticity of demand. b. a large elasticity of demand. c. a small elasticity of supply. d. a large elasticity of supply.

 

 

  1. The price of a good rises from $8 to $12, and the quantity demanded falls from 110 to 90 units. Calculated with the midpoint method, the price elasticity of demand is
  2. 1/5. b. 1/2. c. 2. d. 5.

 

 

  1. A linear, downward-sloping demand curve is a. inelastic
  2. unit elastic. c. elastic. d. inelastic at some points, and elastic at others.

 

 

  1. The ability of firms to enter and exit a market over time means that, in the long run, a. the demand curve is more elastic. b. the demand curve is less elastic.
  2. the supply curve is more elastic. d. the supply curve is less elastic.

 

 

  1. An increase in the supply of a good will decrease the total revenue producers receive if a. the demand curve is inelastic. b. the demand curve is elastic.
  2. the supply curve is inelastic. d. the supply curve is elastic.

 

 

  1. Over time, technological advance increases consumers’ incomes and reduces the price of smartphones. Each of these forces increases the amount consumers spend on smartphones if the income elasticity of demand

is greater than ________ and if the price elasticity of demand is greater than ________. a. zero, zero b. zero, one

  1. one, zero d. one, one

 

CH5

 

 

  1. When the government imposes a binding price floor, it causes
  2. the supply curve to shift to the left. b. the demand curve to shift to the right. c. a shortage of the good to develop. d. a surplus of the good to develop.

 

 

  1. In a market with a binding price ceiling, an increase in the ceiling will ________ the quantity supplied, ________ the quantity demanded, and reduce the ________.
  2. increase, decrease, surplus b. decrease, increase, surplus c. increase, decrease, shortage d. decrease, increase, shortage

 

 

  1. A $1 per unit tax levied on consumers of a good is equivalent to
  2. a $1 per unit tax levied on producers of the good. b. a $1 per unit subsidy paid to producers of the good. c. a price floor that raises the good’s price by

$1 per unit. d. a price ceiling that raises the good’s price by

$1 per unit.

 

 

  1. Which of the following would increase quantity supplied, decrease quantity demanded, and increase the price that consumers pay? a. the imposition of a binding price floor b. the removal of a binding price floor c. the passage of a tax levied on producers d. the repeal of a tax levied on producers

 

 

  1. Which of the following would increase quantity supplied, increase quantity demanded, and decrease the price that consumers pay? a. the imposition of a binding price floor b. the removal of a binding price floor c. the passage of a tax levied on producers d. the repeal of a tax levied on producers

 

 

  1. When a good is taxed, the burden of the tax falls mainly on consumers if a. the tax is levied on consumers. b. the tax is levied on producers.
  2. supply is inelastic, and demand is elastic. d. supply is elastic, and demand is inelastic.

Final Writing Assignment: Professional Emails

Final Writing Assignment: Professional Emails

You will demonstrate your knowledge of email writing by writing two practice emails and by editing an email that you have already sent.

You will write one face-neutral email. You may choose one of the following topics:

  • Ask a question about an assignment that is due at least a week later
  • Ask for an appointment to discuss a paper that you have not yet submitted
  • Write to thank a professor for something nice they did for you

You will write one face-threatening email. You may choose one of the following topics:

  • Ask a professor for an extension on a paper: you have not done any of the preparation for the paper and the paper is due in two days.
  • Ask a professor about a grade that you think is lower than you deserve
  • Ask a professor to excuse your absence from class for 3 class meetings: you are meeting your best friend in another city (you have used up all your allotted absences)

You will choose an email that you have written to a professor. Using what you have learned about requests, advice, modals, and email language, you will edit this email to make it more professional and effective.

  • You will submit the text of the original email with all identifying information (names, course numbers, email addresses) removed
  • You will write one paragraph to explain the problems with your email and how you will address them
  • You will submit a revised copy of the original email where you make changes to increase readability, professionalism and effectiveness.

You will be graded using the rubric on the next page.

 

  Criteria Points Comments
Face-neutral email Email is formatted according to standard conventions ______________/10  
Email is professionally edited ______________/5  
Email employs US conventions of politeness ______________/10  
Face-threatening email Email is formatted according to standard conventions ______________/10  
Email is professionally edited ______________/5  
Email employs US conventions of politeness ______________/10  
Edited email Original email is submitted ______________/5  
Explanatory paragraph clearly identifies problems ______________/10  
Explanatory paragraph clearly outlines planned fixes for problems ______________/5  
Revised email is formatted according to standard conventions ______________/5  
Revised email is professionally edited ______________/5  
Revised email employs US conventions of politeness ______________/10  
Revised email contains fixes outlined in the explanatory paragraph ______________/10  

 

Examine and design visual media communication to produce effective business materials.

 

Examine and design visual media communication to produce effective business materials.

Scenario

You are a website designer and are currently being considered as the designer for a complete redesign of a medical facility’s website page. They have not updated their website in over 15 years due to the lack of staff. The website needs the redesign to target the specific visual preferences of patients and medical clients. They have several other designers that they are interviewing, and you decide to create a video presentation to impress them to choose you as their website designer.

As you begin your presentation, you decide that your design will include the following visual concepts and elements:

  1. Visual Organization
  2. Visual Simplicity
  3. Visual Interactivity
  4. Charts and Graphs
  5. Images

In designing these visual elements, you keep the target audience of patients and medical clients as the main focus. You carefully consider what these types of people wish to see at a medical facility. You also consider what visual elements will attract the eye, and yet enhance a specific mood and emotional response for viewers.

After creating the website, you record your explanation of your visual design choices in an audio/video screen share.

Your presentation should be a maximum of 5 minutes.

 

Application Of Theory—Growth Patterns And Trends Of Criminal Organizations

Application Of Theory—Growth Patterns And Trends Of Criminal Organizations

n the Assignment this week, you examined theories of criminal organizations. Now you discuss the degree to which a specific theory accounts for growth patterns and trends of the criminal organization(s) in your city, state, or region.

By Day 5

Post a response that addresses the following:

  • Briefly describe the theory to which you were assigned.
  • To what degree does the theory sufficiently account for growth patterns and trends of criminal organizations in your city, state, or region?

NX0472: Developing Global Management Competencies I

Programme: All MSc Business and Management Programmes
Module Code: NX0472
Module Title: Developing Global Management Competencies I
Distributed on: w/c 27 January 2019
Submission Time and Date: Tuesday 12 May at mid-day
Word Limit: 3000 words +/- 10%
Weighting This coursework accounts for 50% of the total mark for this module
Submission of Assessment  

It is your responsibility to ensure that your assignment arrives before the submission deadline stated above. See the University policy on late submission of work.

This assignment will not be marked anonymously.  You must write your name on your assignment.

Electronic Management of Assessment (EMA): Please note if your assignment is submitted electronically it will be submitted online via Turnitin by the given deadline. You will find a Turnitin link on the module’s eLP site.

 

 

 

 

Instructions on Assessment:

_____________________________________________________________________________________

 

In no more than 3,000 words, you must demonstrate your critical understanding of the need for self-awareness and continuing self-development. This will be achieved through the completion of the following tasks:

 

  1. Using a range of relevant literature, explain how self-awareness and continuous self-development will help you to fulfil your role as a successful Leader or Manager in the future. This is worth 30% of overall marks – approx 1,000 words.
  2. Using the attached templates, write two separate critical incidents to reflect upon the findings and implications from two self-analysis toolkits from the module (e.g. Belbin, Emotional Intelligence, Management Competencies, Personality tests). This is worth 50% of overall marks – approx 1,400 words.

 

Please note you must:

  • Provide two clear and specific critical incidents. The first critical incident should be based on an incident from your Residential weekend and must relate specifically to working in culturally diverse groups and teams.
  • Include a summary of the toolkit results you have chosen on each critical incident template e.g. if you have used your Belbin profile you should make a note of your key results/themes.
  • Identify how you will use this learning in the future.

 

 

 

 

 

 

 

 

  What is a critical incident?

A critical incident for the purposes of this assignment is a learning experience you have had. It enables you to learn something about yourself that you did not know before, or to understand why you think feel or behave in the way that you do.  A critical incident therefore is a key learning experience that has a significant impact on your self-awareness and self-development. A critical incident helps you in your personal and/or professional development to become an effective leader, manager or team-worker.

A critical incident does not need to be a dramatic event, but it must be of significance to your learning and development. Your critical incident – or key learning experience – can arise from feedback from others, from your own reflections, from your own immediate reaction to a situation.

 

 

  1. Summarise your major strengths and weaknesses and comment on any patterns of behaviour that have emerged from your self-analysis. Identify no more than three areas of personal development as a (future) manager that you can work on in the next year. This section should reflect the findings of at least four toolkits that you have used on this module. This is worth 10% of the overall marks – approx. 600 words.

 

  1. The final 10% of marks will be awarded for the presentation and structure of your assignment and the accurate referencing of your sources using the APA format.

 

 

Important Note: You must retain a copy of all of your completed toolkits as your Tutor may ask to view your ‘working papers’.

The following resources have been provided to support the assessment process:

·       A dedicated session in Week 8

·       Examples of critical incidents (see the eLearning portal)

·       Formative feedback on your plans for one critical incident  (provided by your Tutor and colleagues  in Week 8)

·       Links to the assessment throughout your residential weekend

·       Reflections on where students lost marks last year (see the eLearning portal)

 

 

ASSESSMENT REGULATIONS

 

You are advised to read the guidance for students regarding assessment policies. They are available online here.

 

Late submission of work

 

Where coursework is submitted without approval, after the published hand-in deadline, the following penalties will apply.

 

For coursework submitted up to 1 working day (24 hours) after the published hand-in deadline without approval, 10% of the total marks available for the assessment (i.e.100%) shall be deducted from the assessment mark.

 

Coursework submitted more than 1 working day (24 hours) after the published hand-in deadline without approval will be regarded as not having been completed. A mark of zero will be awarded for the assessment and the module will be failed, irrespective of the overall module mark.

 

These provisions apply to all assessments, including those assessed on a Pass/Fail basis.
The full policy can be found here.

 

 

Word limits and penalties

 

If the assignment is within +10% of the stated word limit no penalty will apply.

 

The word count is to be declared on the front page of your assignment and the assignment cover sheet.  The word count does not include:

 

The word count does not include appendices or tables containing brief information.

 

Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.

 

Students must retain an electronic copy of this assignment (including ALL appendices) and it must be made available within 24 hours of them requesting it be submitted.

 

The full Word Limit Policy is available here.

 

 

Academic Misconduct

 

The Assessment Regulations for Taught Awards (ARTA) contain the Regulations and procedures applying to cheating, plagiarism and other forms of academic misconduct.

 

The full policy is available at here

 

You are reminded that plagiarism, collusion and other forms of academic misconduct as referred to in the Academic Misconduct procedure of the assessment regulations are taken very seriously. Assignments in which evidence of plagiarism or other forms of academic misconduct is found may receive a mark of zero.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mapping to Programme Goals and Objectives:

 

This assessment will contribute directly to the following Postgraduate programme goals and objectives. 

 

Goal One: To develop the skills necessary for employment and career progression

 

X 1. Demonstrate awareness of their personal strengths and weaknesses and the ability to engage in continuing self-development

 

  2. Demonstrate the development of inter-personal and intra-personal skills.

 

 

 

3. Demonstrate competence in contemporary analytical and ICT applications

 

Goal Two: Be culturally and ethically aware

 

X 1. Demonstrate their ability to work in culturally diverse groups and teams and make an appropriate personal contribution to team effectiveness

 

  2. Reflect on their own ethical values.

 

 

 

3. Understand the wider impact of individual or organisational decision making on social and environmental contexts

 

Goal Three: Have developed leadership and management capability

 

  1. Analyse and communicate complex issues effectively

 

  2. Demonstrate decision making, problem solving and project management skills

 

 

Goal Four: Have developed and applied knowledge of international business and management theory

 

  1. Acquire, interpret and apply knowledge of international business, management and organisational functions.
  2. Demonstrate an understanding of the impact of innovative and contemporary research on the business and management community
  3. Acquire, interpret and apply specialist functional knowledge in relation to their programme of study (specialist programmes only)

 

Goal Five: Have developed a range of research skills and project capabilities

 

  1. Plan and complete a major individual piece of research on a contemporary business, management or leadership topic.
  2. Demonstrate skills of analysis and synthesis in the application of research methods to the exploration of contemporary business and management issues.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Criteria Scales
  0-39%

Standard Not Met 1

40-49%

Standard Not Met 2

50-59%

Meets Standard 1

60-69%

Meets Standard 2

70-79% Exceeds Standard 1 80-89% Exceeds Standard 2 90-100%

Exceeds Standard 3

Understanding of self-awareness and continuous self-development No suitable references are provided. The discussion of self-awareness and/or continuous self-development is

completely insufficient.  The discussion on the context of your future as a manager/leader is not evident

 

[0-11]

Your discussion of self-awareness and/or continuous self-development is

insufficient.  You provide few references and your discussion of your future as a manager/leader does not sufficiently link back to the theoretical discussion

 

[12-14]

Adequate discussion – and underpinning references – of the key concepts demonstrating understanding, but stronger links and more in-depth discussion of your future as a manager/leader would be appropriate

 

[15-17]

Good exploration of the key concepts showing understanding and insight.  Good strong appreciation of the implications of your future as a manager/leader.  Good use of references and clear links between sections

 

 

[18-20]

Very good use of appropriate references.  Very good analysis of self-awareness and continuous self-development.  Very detailed discussion of the implications of your future as a manager/leader.

 

 

[21-23]

Excellent and critical uses of appropriate references. Critical insight into the key concepts, with excellent discussion of the implications of your future as a manager/leader

 

 

 

[24-26]

Outstanding discussion and critical evaluation of the key concepts and the implications of your future as a manager.  An exemplary academic piece of work providing in-depth discussion and understanding

 

 

 

[27-30]

Goal 2 Objective 1

Demonstrate their ability to work in culturally diverse groups and teams and make an appropriate personal contribution to team effectiveness

Completely insufficient in terms of identifying a recognisable CI which demonstrates working in culturally diverse groups and teams.  Completely insufficient reflections of how you will use your learning in future

 

 

[0-9]

The CI is unclear and insufficiently focused on how you have worked in a culturally diverse team.  Insufficient discussion of the tool-kit findings and how you will use your learning in future

 

 

 

 

[10-12]

An adequate CI has been identified and an appropriate tool-kit selected.  Your discussion based on tool-kit findings of how you worked in a culturally diverse team is adequate, as is your discussion on how you will use your learning in future

 

 

[13-15]

A good CI and relevant tool-kit have been identified.  You provide good discussions on working in culturally diverse teams, and your contribution to team effectiveness. Good discussion on how you will use your learning in future

 

[16-17]

A very good and detailed CI has been provided with a strong focus on self and how you work in a culturally diverse team. Detailed use of tool-kit findings and very good discussion on how you will use your learning in the future.

[18-20]

An excellent CI on working in a culturally diverse team has been identified and explored via relevant tool-kit findings. Excellent referenced discussion on how you will use your learning in future

 

 

[21-22]

Outstanding CI demonstrating in-depth and critical understanding of your contribution to culturally diverse teams.  Outstanding and exemplary use of references and critical reflection on how you will use your learning in future

 

 

[23-25]

 

 

 

 

 

 

Identification of a critical incident and evidence of self- learning Completely insufficient in terms of identifying a recognisable CI and relevant tool-kit and findings  Completely insufficient reflections of how you will use your learning in future

 

 

 

[0-9]

The CI is unclear and insufficiently focused on self. Choice of tool-kit is poor and you provide Insufficient discussion of the tool-kit findings and how you will use your learning in future

 

 

 

[10-12]

An adequate CI has been identified and an appropriate tool-kit selected.  Discussion of the tool-kit findings is adequate as is your discussion on how you will use your learning in future

 

 

 

 

[13-15]

A good CI and relevant tool-kit have been identified  Good discussions of the tool-kit findings and a relevant discussion on how you will use your learning in future

 

 

 

 

 

[16-17]

A very good and detailed CI has been provided with a strong focus on self . Very good and detailed use of tool-kit findings and a very good discussion on how you will use your learning in the future.

 

[18-20]

An excellent CI with a strong focus on self, which is explored via relevant and detailed tool-kit findings. Excellent referenced discussion on how you will use your learning in future

 

 

[21-22]

Outstanding CI demonstrating in-depth and critical evaluation of self via exploration of the tool-kit findings.   Outstanding and exemplary use of references and critical reflection on how you will use your learning in future

[23-25]

Goal 1 Objective 1

Demonstrate awareness of their personal strengths and weaknesses and the ability to engage in continuing self-development

Completely insufficient summary of strengths and weaknesses

Failure to identify behaviour patterns. Identification of appropriate areas of continuing self development are completely insufficient

 

 

 

 

[0-3]

Insufficient summary of strengths and weaknesses. Little or no identification of behaviour patterns

Inconsistent areas for development with insufficient discussion of tool-kit results

 

 

 

 

 

[4]

Identification of appropriate strengths and weaknesses are adequate.

Areas for further development are appropriate with adequate discussion of patterns of behaviour and tool kit results

 

 

 

 

 

[5]

Good discussion of relevant strengths and weaknesses

Detailed areas for personal development.  Good discussion of patterns of behaviour and toolkit results

 

 

 

 

 

 

 

[6]

A very good analysis of relevant strengths and weaknesses. Very strong and appropriate areas for personal development identified.

Advanced discussion of explicit patterns of behaviour

Very good discussion of toolkit results

[7]

Excellent analysis of strengths and weaknesses.  Evidence-based areas for personal development identified.

Excellent discussion of patterns of behaviour

Excellent discussion of tool-kit results

 

 

 

[8]

Outstanding analysis of strengths and weaknesses.  Evidence based areas for personal development identified.

Outstanding discussion of patterns of behaviour and discussion of tool-kit results.

 

 

 

[9-10]

Professional presentation Presentation and formatting throughout are completely insufficient

Numerous spelling and grammatical errors

Failure to cite references correctly in the main text.  No reference list

 

[0-3]

Presentation and formatting throughout are insufficiently professional

Many spelling and grammatical errors

Referencing throughout and in the reference list is insufficiently correct.

[4]

Presentation and formatting are adequate

Few spelling and grammatical errors

Most references are presented appropriately in the main text

List of references is accurate

 

[5]

 Good presentation throughout

Spelling and grammar of a good standard

Very good referencing throughout the main text

Accurate list of references

 

[6]

Very good presentation throughout

Spelling and grammar of a high standard

Very good referencing throughout the assignment

 

 

 

[7]

Excellent professional presentation throughout.  Excellent spelling and grammar.

APA referencing used throughout the main text and list of references

 

 

 

[8]

An outstandingly crafted piece of work which is professionally presented throughout.

APA referencing used throughout the main text and for the list of references

 

 

 

[9-10]

 

Overall Mark

 

[0-29]

 

[40-49]

 

[50-59]

 

[60-69]

 

[70-79]

 

[80-89]

 

[90-100]

Additional Comments:

 

Stop

 

 

Start

 

 

 

Continue

 

 

 

 

 

 

 

 

 

 

 

 

Q2. Template One: Incident from Residential weekend

 

My chosen toolkit is:

My results for this toolkit are:

 

Summary of critical incident: explain how the critical incident arose and why it is significant to your learning and development
 

 

 

How does your behaviour (thinking, feelings and actions) in this critical incident reflect the findings of your chosen self-analysis toolkit? How has the toolkit enabled you to understand why you think, feel and behave in the way that you do?  What have you learned about yourself that you didn’t know before?
 

 

 

 

Identify how you will use this learning in the future to become an effective leader, manager or team-worker
 

 

 

 

 

Q2. Template Two

 

My chosen toolkit is:

My results for this toolkit are:

 

Summary of critical incident: explain how the critical incident arose and why it is significant to your learning and development
 

 

 

How does your behaviour (thinking, feelings and actions) in this critical incident reflect the findings of your chosen self-analysis toolkit? How has the toolkit enabled you to understand why you think, feel and behave in the way that you do?  What have you learned about yourself that you didn’t know before?
 

 

 

 

Identify how you will use this learning in the future to become an effective leader, manager or team-worker
 

 

 

 

 

 

 

 

 

 

 

 

CIS8504 Assignment 1

CIS8504 Assignment 1 (S1 2020) Description
Marks out of Wtg(%) Word limit Due date
Assignment 1 100

35 Approx. 2500

Write short essays on the following topics: Write an essay which demonstrates your understanding of Blockchains. Critically discuss how each of the following is practically achieved (or otherwise) through blockchain’s architectural design, and through its technology and cryptography components within the blockchain ecosystem: 1. Decentralization 2. Transparency 3. Immutability 4. Provenance 5. Consensus 6. Accessibility (e.g. private, permissioned, open) 7. Trust 8. Security (e.g. cryptography) 9. Efficiency (e.g. costs, processing time) 10. Privacy (e.g. anonymity)

NOTES: 1. Word count: Restrict your discussion to around 300 words per topic (not including diagrams and figures). 2. Essay structure, presentation and writing style: The essay must be professionally structured and presented with appropriate headings, tables, diagrams etc. and the writing style must be clear and succinct, grammatically correct and free from spelling mistakes.

3. Referencing: An appropriate level of in text referencing acknowledging original sources of ideas presented in the essay must be provided together with a reference list which provides complete details for all references cited in the essays using the Harvard referencing style. a. Harvard referencing resources i. Install a bibliography referencing tool – Endnote which integrates with your word processor. 1. http://www.usq.edu.au/library/referencing/endnote-bibliographicsoftware ii. USQ Library how to reference correctly using the Harvard referencing system 1. https://www.usq.edu.au/library/referencing/harvard-agps-referencingguide
24 APRIL 2020
ASSIGNMENT SUBMISSION The file naming guidelines are as follows: 1. It is important that you use this convention to ensure that assignments can be tracked: Familyname_studentnumber_CIS8504_A1 a. Replace ‘familyname’ with your family or surname b. Replace ‘studentnumber’ with your student number (which starts with ‘00’) 2. Submit your assignment using the Online Assignment Submission link on the Study Desk Late submission of assignment work: Late assignments will be penalised unless permission has been granted by the course leader BEFORE the assignment due date. Late assignments may be penalised according the USQ policy. Your assignment will be sent automatically to the plagiarism checking website Turnitin when you submit your assignment.

Corporate Social Responsibility In “CISCO”

Description

The purpose of this task is to propose a leading edge, strategic innovation solution (offering) to address a corporate challenge in the area of corporate social responsibility, pointing out how the firm should implement the solution.

Resources

This is an individual task (2,500 words) where you need to demonstrate your ability to propose an innovation to address a corporate social responsibility , by drawing on the relevant material in this course. This is a comprehensive task, which requires you to draw on most of the learning material in this course, and apply it to an innovation challenge. You need to register the challenge you wish to work on by Week 10 with your lecturer. Details of this assessment will be provided on Blackboard and in class.

Analysis on why and how cash management is important in financial management. 

Instructions.

 

Please write an essay on one of the two topics below. Your essay should start with an outline, and either MLA or APA style is fine. Using a public company with real financial data to help with your analysis is highly preferred. Three correct citations are required.

Topic 1:  Analysis on why and how cash management is important in financial management.

Topic 2: Analysis on how exchange rate risk plays a role in international trade.

Length: 8-10 pages with double spacing and font size of 11.