Month: August 2024

CASE SUMMARY (1000 words)*

Write a case summary of the following VCAT (Residential Tenancies) case as reported in Austlii (www.austlii.edu.au):

 Unison Housing Ltd v XWW (Residential Tenancies) [2021] VCAT 1311 (3 November 2021)

Your answer should take the form of a case summary.  (Additional information on this task and its requirements are provided below, plus some additional resources are provided on the unit’s VU Collaborate space). Note the cases above are not AGLC Compliant and in your assignment you will need to present them in accordance with the AGLC rules.

Further guidance/clarifications

Form of Writing: The case summaries must be written in the third person.Subheadings: Use of sub-headings is expected as they add clarity for the reader and often provide direction for the writer.  Modern legal writing commonly uses sub-headings, eg in case summaries, court judgments, letters of advice, articles and essays.Descriptive writing or critical/analytical writing?  The case summary requires summarising the background facts, central issues, the decision, and the reasoning of the case.  The purpose of the case summary is to provide a clear and succinct explanation of the relevant factual and legal aspects of the case.  This will involve explaining the legal reasoning of the case.  The legal reasoning refers to the reasoning of the Tribunal Member in coming to their decision.  You will need to explain how the VCAT member arrived at their decision, by considering the legal issues they needed to consider and how they applied the law in coming to their decision.Use of external sources:   Research into relevant legislation is required to be required to fill in ‘gaps’ for  comprehensive case summaries regarding  the hearings and to demonstrate your understanding of the relevant legislation.  (eg Victorian Civil and Administrative Tribunal  Act 1998 (Vic), Equal Opportunity Act 2010 (Vic), Australian Consumer Law;) Residential Tenancies Act 1997 (Vic).

Total word limit for the Case summary is 1000 words excluding footnotes and bibliography. The word limit will be strictly applied.

Please scroll down to see your assessment rubric.

When you receive feedback on the case summary, you will receive a raw mark out of 100 in the dropbox as well as a mark out of 30 in the gradebook that reflects the 30% weighting of this assignment in the unit overall. You will also receive detailed feedback in the form of a completed assessment rubric and general comments that provide an overview of how effectively you have responded to the assessment criteria.

Rubric      

 High DistinctionDistinctionCreditPass N Underdeveloped0 Not Demonstrated       VCAT Case summary 1 (addressing requirements of the task) (50% marks)Reports on the allocated case in a succinct, logical and sophisticated way, citing relevant evidence to support summary statements; pays close attention to recounting and describing facts and legal issues; demonstrates meaningful insights; well-reasoned; findings reported are appropriately related to the allocated case.  Reports on the allocated case in a mostly succinct, logical and sophisticated way, citing relevant evidence to support summary statements; pays close attention to recounting and describing facts and legal issues; demonstrates some meaningful insights; well-reasoned; findings reported are mostly well related to the allocated case.Acceptable description of facts and issues of allocated case; evidence used from the case report is mostly relevant but may occasionally used without demonstrated understanding and/or consistency. Alternatively/additionally, there are occasional gaps in reasoning; occasionally demonstrates a lack of balance in the way on which the material within the VCAT case is relied. Findings are generally competent but may have occasional flaws or inconsistencies in the way they are explained to the reader.Acceptable description of facts and issues of allocated case; evidence used is mostly relevant but may not always be used with understanding and consistency. Alternatively/additionally there are significant gaps in reasoning reported; evidences a lack of balance in the way on which material provided the VCAT allocated case. Findings are generally competent but may have some significant flaws and inconsistencies in the way they are explained to the reader.Fails to show real understanding of the allocated case; lack of clarity and focus evident in description of case facts and/or issues; arguments and use of evidence are poorly expressed, hard to follow and/or lack conviction; report relies on unsubstantiated claims and/or demonstrates a lack of balance and consistency; major elements are missing.No Case summary, or summary of incorrect caseDemonstrates contextual awareness and uses research sources to fill any gaps in law used in the hearing (30% marks)Uses research skills well to appropriately fill most gaps in the case allocated regarding jurisdiction and the law used in the tribunal’s reasoning.Uses research skills fill most gaps in the case allocated regarding jurisdiction and the law used in the tribunal’s reasoning, may have occasional gaps.Demonstrates some attempt to use research skills to fill gaps in the case allocated, regarding jurisdiction and/or the law used in the tribunal’s reasoning, but leaves a significant gap or may cite some inappropriate law.Demonstrates an attempt to use research skills to fill gaps in the case allocated regarding jurisdiction and/or the law used in the tribunal’s reasoning, just at an acceptable standard. may have significant gapsDemonstrates some attempt to use research skills to fill gaps in the case report regarding jurisdiction and/or the law used in the tribunal’s reasoning, but cites only inappropriate law.Relies mostly on information supplied in the case allocated – and very little attempt to use research skills to fill gaps in the case allocated or the law used in the tribunal’s reasoning.Demonstrating legal literacy skills through use of appropriate language, structure and style: (10% marks)Writes in error-free, clearly structured (including use of sub-headings) and well-phrased language, appropriate to a legal context and the type of task involved, that ‘gets the message across’ accurately and proficiently, including consistent use of third person form.   Writes generally in error-free, clearly structured (including use of sub-headings) and well-phrased language, appropriate to a legal context and the types of task involved, that ‘gets the message across’ accurately and proficiently, but with occasional patches where clarity, language and/or use of third person form can be improved.Writes in mostly correct and proficient language with some strengths evidenced in structure and phrasing suitable for a legal context. Additionally or alternatively, some defects occur in clarity of meaning, level of formality, use of third person, use of sub-headings and/or readability, leaving the writer’s messages being a little difficult to follow at some points.  Writes generally in proficient language with generally acceptable structure and phrasing largely suitable for a legal context. Additionally or alternatively, significant number of defects occur in clarity of meaning, level of formality, use of third party form, use of sub-headings and/or readability, which disrupt the readability/clarity/flow of the work for the reader.Writes in underdeveloped or inappropriately informal, poorly structured (including lack of sub-headings) and/or poorly-phrased language. Meaning is often unclear; work is often hard to understand. Fails to achieve an acceptable level of written expression for a legal context.  Writes in significantly underdeveloped or inappropriately informal, poorly structured (including lack of sub-headings) and/or badly-phrased language. Meaning is very often unclear and/or very often hard to understand. Fails to achieve an acceptable level of written expression for a legal context.  Applying AGLC correctly, including footnotes and bibliography: (5% marks)Applies AGLC correctly throughout, including in footnotes and bibliography.  Applies AGLC throughout with only occasional minor errors, including in footnotes and bibliography.  Generally applies AGLC largely correctly, but with several minor errors, including in footnotes or bibliography.  Generally applies AGLC correctly, but with some  significant errors and lapses, including in footnotes and/or bibliography.  Shows some severe deficiencies in AGLC usage and application, including in footnotes and bibliography or alternatively submission was originally missing bibliography.  Shows several severe deficiencies in AGLC usage and application, including in footnotes and bibliography.  Compliance with word limit (including 10% tolerance).  (Note: minor excess is assessed here, but for major excess submissions will not be marked beyond 1300 words): (5% marks)Submission does not exceed the word limit (with its inbuilt 10% tolerance), ie does not exceed 1100 words.  . Overly excessive in length (exceeds 1300 words.) (Note:  in addition, the contents of the submission have not been marked beyond 1300 words).  

Assignment 1 Instructions

Assignment marks: 95 | Referencing and presentation: 5 Total marks: 100

Total word limit: 3,600 words Weighting: 40%

Download and use the Assignment 1 Answer Template provided in KapLearn to complete your assignment.Your assignment should be loaded into KapLearn by 11.30 pm AEST/AEDT on the due date.Refer to ‘Time remaining’ on the ‘Assignment 1’ page in KapLearn to ensure you submit your assignment by the specified due date and time.

Learning outcomes (LO) mappingMarksLO1Explain the role of key stakeholders in the Australian taxation system.4LO2Classify and apply concepts of income, expenses, rebates and offsets in calculating tax outcomes.59LO3Interpret and communicate taxation issues and strategies in the provision of financial planning advice.28LO4Calculate and evaluate employee remuneration arrangements.4Referencing and presentation5Total marks100

Assignment 1 detailsThis assignment covers Topics 1 to 6 and accounts for 40% of your final grade.There are three (3) sections in this assignment:Section A comprises two (2) short-answer questions worth a total of 41 marks.Section B comprises four (4) questions worth a total of 34 marks.Section C comprises one (1) question worth a total of 20 marks.Marks will be awarded for referencing and presentation.Your overall mark for this assignment will be rounded to the nearest whole number.Refer to the Criteria-Based Marking Guide for guidelines on what is expected for each question.Full workings must be shown for all calculations. Show all calculations in the text of your assignment and not attached as an appendix. Appendices to the assignment will not be read.Indicative weightings are noted beside each question. Use these weightings to assist you with your allocation of time and resources. The weightings indicate the relative importance of each question.State all assumptions used in providing your answer.PoliciesMarks will only be awarded for answers up to the word limit (plus 10%) for each question. Any material written after this will not be counted towards your mark for that question. Headings, quotes and references within the body of the answer are included in the word count. Numerical tables, calculations, and reference lists are not included. For more information on word counts and their rationale, go to Assessment à Assignment à Assessment Preparation Guide. The Assessment Preparation Guide contains information about format and presentation, word limits, citations and referencing, collusion, plagiarism and other policies, useful resources, submitting your assignment and accessing your results.Answers are to be in your own words. Reference and cite all your sources (within the text of your answer) when quoting or using material from external sources. Include a reference list at the end of your assignment.Use of the Harvard referencing style is recommended (as per Kaplan Australia: Harvard Referencing Guide, available from the ‘Referencing and Research’ section of the ‘Build Your Skills’ hub in KapLearn), but the consistent application of any other referencing style will also be accepted.Requests for special consideration or information pertaining to special consideration written in the body of the assignment will not be considered by the assessor. Refer to the ‘special consideration’ section of the Assessment Policy on Kaplan’s website for more information.

Independent research

For some or all questions in this assignment, you will be required to complete independent research beyond the provided materials. You will also be expected to analyse this research and use it to support your own reasoned conclusions.

This includes:

consideration of multiple sources beyond topic notes or other provided resourcessources included are academically sound and credibleanalysing and understanding the argument or information the source presentsusing the material appropriately to directly support your conclusions.

Where significant independent research is required for a given question, it will be clearly indicated in the question instructions and the Criteria-Based Marking Guide.

Assignment 1 referencing and presentation (5 marks)

Your assignment should be presented in a clear and appropriate format, with all sources correctly referenced and cited.

You are required to:

structure a clear response to each question, using headings if requirednumber questions (including sub-questions) and pagesuse correct font style and sizeensure tables or graphs are clearly labelled and readableclearly set out calculations or workings, where they are requiredadhere to the assignment word limitcite sources and provide a reference list at the end of your assignment. It is recommended to use Kaplan Professional’s preferred referencing style, Harvard (see Kaplan Australia: Harvard Referencing Guide, available from the ‘Build Your Skills’ hub in KapLearn), but the consistent application of any other referencing style will also be accepted.

Criteria-Based Marking Guide for referencing and presentation

The Criteria-Based Marking Guide (CBMG) provided at the end of each question is designed to assist you to understand what is expected of you in each question and to let you know how your performance will be judged. It provides advice about the criteria used in the marking of the question and what discriminates between an excellent, satisfactory and unsatisfactory answer.

The below CBMG outlines the expectations for referencing and presentation in this assignment.

Excellent (Mark range: 4–5 marks)Satisfactory (Mark range: 2.5–3.5 marks)Unsatisfactory (Mark range: 0–2 marks)clear response structured for each question, including use of headings where appropriateall page and question numbers includedcorrect font style and size used consistently throughoutall tables and graphs clearly labelled and readableclearly set out all calculations or workings, where requiredadheres to assignment and question word limitsexternal sources cited accurately throughout the assignment and included in reference list, using any consistent referencing styleadequate response layout and structure for each question, with some use of headings where appropriate most page and/or question numbers includedcorrect font style and size generally used, with some inconsistenciesmost tables and graphs clearly labelled and readableunclear layout of some calculations or workingsadheres to assignment and most question word limitsexternal sources mostly cited accurately throughout the assignment and in reference list using any referencing style; some errorspoor response layout and/or structure for each question with little to no use of headingsfew or no page and/or question numbers includedapplication of font style and size has significant inconsistenciestables and graphs have little to no labelling or are difficult to readunclear layout of most calculations or workingsassignment is significantly under or over the word limitno or inaccurate use of referencing throughout the assignment and reference list, and/or no reference list provided

Case study

Flynn (aged 44) and Ali (aged 42) Jones are a married couple, living in Sydney, NSW. They have two dependent children, Beck (aged 12) and Channing (aged 9).

Flynn works as a sales and distribution manager for Whiners Pty Ltd, a wine importation company that specialises in Italian wine. Flynn has been with the company for eight years and is paid a base salary of

$145,000 per annum.

Flynn is also entitled to a 10% bonus per annum ($14,500) on top of his base salary if certain sales targets within the company are reached. Whiners Pty Ltd is currently in a strong financial position with consistent year-on-year sales growth and is on track to pay all bonuses this financial year. Bonuses are paid by the company in June of each year.

Ali works part-time for Atefull8, a catering company providing services to parties and events. Ali primarily works school hours, assisting with meal preparation and menu design, as well as service shifts at some of the functions catered for by her employer. Ali earns a part-time salary of $25,000 per annum.

In addition to her part-time employment, Ali earns $10,000 per annum from purchasing, repairing or improving, and then re-selling, various items on Facebook Marketplace. She loves to find a bargain and has turned her skills in this area into a lucrative side hustle.

Flynn and Ali own their home (with a mortgage) and have two cars, a 2021 Mazda BT-50 and a 2016 Mazda 3, and they wish to upgrade soon.

Flynn and Ali have both accumulated a variety of direct shares over the years. There hasn’t been a particular strategy to their acquisitions, with some holdings in their individual names and some held jointly, in a mix of franked and unfranked dividend-paying companies.

Flynn also previously received, as a gift, a managed fund investment (Wilson Investment Fund) from his mother around 10 years ago. He hasn’t paid much attention to this investment until now, as the holding has recently paid a predominantly realised CGT distribution to unitholders.

Additional details of the clients’ situation are listed below.

Personal details

Family nameJonesJonesGiven nameFlynnAliMarital statusMarriedMarriedHome address4 Queen St, Newport, NSW 2106Contact number0412 000 0010413 000 002Current age4442HealthGoodGoodSmokerNoNoExpected retirement age6560

Dependant details

NameBeck JonesChanning JonesAge129RemarksStill at school (dependant)Still at school (dependant)

Employment details

Flynn JonesSales and distribution manager for Whiners Pty LtdAli JonesGeneral staff at Atefull8 Online marketplace trader (self-employed)

Assets and liabilities

 FlynnAliJointLoanInvestment assetsNAB Bank (transactions) account––$3,500–NAB Bank credit card––$10,000^–CBA online savings account––$30,000–Direct Australian shares (ASX listed)$150,000–––Direct Australian shares (ASX listed)–$100,000––Direct Australian shares (ASX listed)––$50,000–Managed fund (Wilson Investment Fund)$200,000–––Lifestyle assetsFamily home (Newport)––$2,200,000($450,000)2021 Mazda BT-50$70,000–––2016 Mazda 3–$13,500––Home contents (insured value)––$150,000–

^ $10,000 credit limit (cleared in full each month).

Investment assets – distribution details 2023/24 FY

 HoldingIncome distributionDividend frankingFlynn — Investment assets#Direct Australian shares (ASX listed) — Company ABC$50,0003.5%100%Direct Australian shares (ASX listed) — Company BCD$60,0003.5%50%Direct Australian shares (ASX listed) — Company CDE$40,0003.5%25%Direct Australian shares (ASX listed) — Company XYZ$25,000^3.5%75%Managed fund (Wilson Investment Fund)$200,0004.0%55%  Capital gains distribution Managed fund (Wilson Investment Fund) $10,000* Ali — Investment assets#Direct Australian shares (ASX listed) — Company ABC$100,0003.5%100%Direct Australian shares (ASX listed) — Company XYZ$25,000^3.5%75%

^ 50% of joint portfolio holding.

* Gross capital gain distributed to unitholders (before discount). # Corporate tax rate of 30% applies to all companies listed.

Investment assets — cost base details

 Date acquiredPurchase pricePresent valueFlynn — Investment assetsDirect Australian shares (ASX listed) — Company ABC12/10/2001$18,000$50,000Direct Australian shares (ASX listed) — Company BCD14/09/2013$39,000$60,000Direct Australian shares (ASX listed) — Company CDE03/12/2020$33,000$40,000Direct Australian shares (ASX listed) — Company XYZ15/05/2016$15,000$25,000^Managed fund (Wilson Investment Fund)23/03/2013$80,000$200,000Ali — Investment assetsDirect Australian shares (ASX listed) — Company ABC3/06/1996$9,000$100,000Direct Australian shares (ASX listed) — Company XYZ15/05/2016$15,000$25,000^

^ 50% of joint portfolio holding.

Estimated annual gross income details

 FlynnAliGross salary income$145,000$25,000Bonus income$14,500–Self-employed income–$10,000Interest income^$165$165Direct Australian shares (ASX listed) (Flynn)*$5,250–Direct Australian shares (ASX listed) (Ali)*–$3,500Direct Australian shares (ASX listed) (Joint ownership)*$875$875Managed fund income#$8,000–Total$173,790$39,540

^ Interest income from online savings account at 1.1%. Transaction account interest 0%.

* Dividend income at 3.5%, excluding any franking credits.

#    Managed fund income at 4%, excluding fully franked credits.

Annual expenses

 FlynnAliJointGeneral living expenses––$80,000Mortgage repayment––$21,000Personal insurance premiums$2,200$1,100–Work-related expenses$1,000$250–Work-related expenses (deductible)$2,500$1,500–Children’s school fees––$12,000School indoor swimming pool fund (donation)–$1,000–CanTeen Foundation (donation)–$500–Total$5,700$4,350$113,000Combined total$123,050

Insurances

Flynn and Ali currently hold the following insurances.

 Amount insuredPremium p.a.Policy ownerLife & TPD cover$1,500,000$2,200FlynnLife & TPD cover$1,000,000$1,100AliSalary continuance$145,000 p.a.$950Super (Flynn)Salary continuance$25,000 p.a.$430Super (Ali)

Initial goals and objectives

Flynn and Ali are seeking your advice on the following items (Section A and Section B):

They both wish to better understand their current income tax position, including how the franking credits attached to their portfolio of various shares save them tax.They wish to consider ways to maximise their superannuation contributions.They both want to understand if they can better structure their insurances to be more tax effective.They wish to consider strategies such as gearing to accelerate their wealth creation outcomes.Flynn has some shares he wishes to sell to fund an overseas holiday and wants your help to understand the CGT implications of selling the shares.

Other information

Both Flynn and Ali have appropriate private health insurance cover to avoid paying the Medicare levy surcharge (where applicable).

Section A

There are two (2) short-answer questions in this section worth 41 marks. Answer all questions.

Flynn wants to understand his current income tax position. Firstly, calculate the franking credits on each of his investment holdings. Then use this information to complete the income tax table to establish Flynn’s income tax payable, plus total net income position for the 2023/24 FY.

All required facts are in the case study above.

Calculate the dividend and franking credit, demonstrating all workings and the formula each time, that Flynn must include in his 2023/24 FY income tax return for:

(a)          Company ABC. (3 marks)

Company BCD. (3 marks)

(c)          Company CDE. (3 marks)

Company XYZ. (3 marks)

(e)         the Wilson Investment Fund. (3 marks)

Calculate Flynn’s income tax position using the following table for the 2023/24 FY. (10 marks)

Income tax position2023/24 FYSalary income$Bonus income$Self-employed income$Interest income$Dividends/Distributions from portfolio$Franking/Imputation credits$Net capital gains (after discount)$Total assessable income$Less allowable deductions($)Taxable income$Tax on taxable income$Medicare levy$LITO($)Total tax payable$Franking credit tax offset($)Net tax payable$

Criteria-Based Marking Guide for Question 1(a)–(f)

 Excellent (Mark range: 19–25 marks)Satisfactory (Mark range: 12.5–18.5 marks)Unsatisfactory (Mark range: 0–12 marks)(a)–(e)clear understanding of the application of franking credits in calculating a shareholder’s assessable distributionformulas and calculations are clear and completeunderstanding of and adjustments made for partially franked dividendssatisfactory understanding of the application of franking credits in calculating a shareholder’s assessable distributionformulas and calculations are partially complete, with only minor errorssome adjustments made for partially franked dividendsminimal to no understanding of the application of franking credits in calculating a shareholder’s assessable distribution formulas and calculations not used, unclear and/or incompleteminimal or no adjustments made for partially franked dividends(f)comprehensive understanding of calculating an individual’s income tax positioncorrect figures identified, including correct application of the franked dividends from parts (a)–(e)minimal errors in figures presentedgeneral understanding of calculating an individual’s income tax positionmostly correct figures identified, including correct application of the franked dividends from parts (a)–(e)moderate errors in figures presentedminimal to no understanding of calculating an individual’s income tax positiongenerally incorrect figures identified, including correct application of the franked dividends from parts (a)–(e)significant errors in figures presented

Ali also wants to understand her current income tax position. Firstly, calculate the franking credits on each of her investment holdings. Then, use this information to complete the income tax table to establish Ali’s income tax payable, plus total net income position.

All required facts are in the case study above.

Calculate the dividend and franking credit, demonstrating all workings and the formula each time, that Ali must include in his 2023/24 FY income tax return for:

(a)          Company ABC. (3 marks)

Company XYZ. (3 marks)Calculate Ali’s income tax position using the following table for the 2023/24 FY. (10 marks)

Income tax position2023/24 FYSalary income$Bonus income$Self-employed income$Interest income$Dividends/Distributions from portfolio$Franking/Imputation credits$Net capital gains (after discount)$Total assessable income$Less allowable deductions($)Taxable income$Tax on taxable income$Medicare levy$LITO($)Total tax payable$Franking credit tax offset($)Net tax payable$  

Criteria-Based Marking Guide for Question 2(a)–(c)

 Excellent (Mark range: 12–16 marks)Satisfactory (Mark range: 8–11.5 marks)Unsatisfactory (Mark range: 0–7.5 marks)(a)–(b)clear understanding of the application of franking credits in calculating a shareholder’s assessable distributionformulas and calculations are clear and completeunderstanding of and adjustments made for partially franked dividendssatisfactory understanding of the application of franking credits in calculating a shareholder’s assessable distributionformulas and calculations are partially complete, with only minor errorssome adjustments made for partially franked dividendsminimal to no understanding of the application of franking credits in calculating a shareholder’s assessable distribution formulas and calculations not used, unclear and/or incompleteminimal or no adjustments made for partially franked dividends(c)comprehensive understanding of calculating an individual’s income tax positioncorrect figures identified, including correct application of the franked dividends from parts (a)–(b)minimal errors in figures presentedgeneral understanding of calculating an individual’s income tax positionmostly correct figures identified, including correct application of the franked dividends from parts (a)–(b)moderate errors in figures presentedminimal to no understanding of calculating an individual’s income tax positiongenerally incorrect figures identified, including correct application of the franked dividends from parts (a)–(b)significant errors in figures presented

Section B

There are four (4) short-answer questions based on the case study (Flynn and Ali Jones) worth 34 marks. Answer all questions.

Flynn and Ali now wish to understand several additional items when it comes to their initial key goals and objectives.

They initially indicated they wished to:

consider ways to maximise their superannuation contributionsunderstand if they can better structure their insurances to be more tax effectiveconsider strategies such as gearing to accelerate their wealth creation outcomesunderstand CGT implications – Flynn has some shares in mind he wishes to sell to fund an overseas holiday and wants your help to understand the CGT implications of such a sale.

Each question in this section is designed to be answered independently. The broader recommendations you may consider for the Joneses’ situation will be discussed in Section C.

Flynn and Ali want to consider maximising their contributions to superannuation in the most tax-effective manner possible.

Both of their employers pay superannuation guarantee on their behalf to their nominated superannuation funds. As of 30 June 2023, Flynn had $490,000 in superannuation and Ali had $150,000.

Their concessional contributions (CC) and non-concessional contributions (NCC) history is as follow.

Financial yearFlynn CCFlynn NCCAli CCAli NCC2018/19$16,000$0$2,000$02019/20$16,000$0$2,000$02020/21$17,000$0$2,500$02021/22$17,000$0$3,000$02022/23$17,000$0$3,000$0

Note to students: You are required to undertake independent research to answer the following questions.

Compare and contrast two (2) benefits and considerations of a salary sacrifice arrangement and two

(2) with making personal deductible superannuation contributions. (4 marks)

Discuss a viable superannuation contributions strategy for both Flynn and Ali. In your answer determine the maximum amount they each can contribute to superannuation. Recommend how much they should each contribute and discuss how this may improve their overall tax position. Please show all your calculations and workings in your answer. (4 marks)

Note to students:

Where applicable, cite and reference tax rulings, sections of relevant case law, administrative tribunal decisions, ATO interpretative decisions or other reliable sources to support or justify your answers.Ensure your answers relate to the facts in the case study and give practical examples where appropriate.Clearly state your assumptions.

Criteria-Based Marking Guide for Question 3(a)–(b)

 Excellent (Mark range: 6–8 marks)Satisfactory (Mark range: 4–5.5 marks)Unsatisfactory (Mark range: 0–3.5 marks)(a)benefits, factors and considerations of entering into a salary sacrifice agreement clearly explained, stated and understoodbenefits, factors and considerations when claiming a deduction for a personal superannuation contribution clearly explained, stated and understoodbenefits, factors and considerations of entering into a salary sacrifice agreement somewhat explained, stated and understoodbenefits, factors and considerations when claiming a deduction for a personal superannuation contribution moderately explained, stated and understoodbenefits, factors and considerations of entering into a salary sacrifice agreement poorly explained and/or not stated nor understoodbenefits, factors and considerations when claiming a deduction for a personal superannuation contribution poorly explained and/or not stated nor understood(b)viable superannuation contributions strategy clearly identified and matched to the clients’ expectationsmaximum contribution amounts identified and calculatedclear explanation and workings of how contributions would improve the clients’ overall income tax position contribution amount recommended and supported by appropriate discussionreference to appropriate case law, rulings and determinationsviable superannuation contributions strategy somewhat identified and matched to the clients’ expectationsmaximum contribution amounts partially identified and calculatedadequate explanation and workings of how contributions would improve the clients’ overall income tax position (and only partially complete)contribution amount recommended is incomplete or not supported by appropriate discussionsome reference to appropriate case law, rulings and determinationsviable superannuation contributions strategy not identified nor matched to the clients’ expectationsmaximum contribution amounts incorrectly identified and/or incomplete calculationsexplanation and workings of how contributions would improve the clients’ overall income tax position is incorrect or incomplete contribution amount recommended is incomplete and not supported by appropriate discussionno reference to appropriate case law, rulings and determinations

Both Flynn and Ali want to better understand tax-effective ways to structure their insurance cover. They currently hold life, TPD and salary continuance cover either personally or through superannuation.

Identify Flynn’s and Ali’s current insurance cover. Identify whether each policy’s premiums are deductible and whether the proceeds from each of the policies are assessable and at what rate. (4 marks)You are considering recommending a restructure to the way Flynn and Ali hold their existing insurance cover, to improve their tax outcomes. What would you recommend to achieve this outcome, and what additional considerations are needed when undertaking your recommended strategy?

(4 marks)

Note to students: Where applicable, cite and reference tax rulings, sections of relevant case law, administrative tribunal decisions, ATO interpretative decisions or other reliable sources to support or justify your answers.

Criteria-Based Marking Guide for Question 4(a)–(b)

 Excellent (Mark range: 6–8 marks)Satisfactory (Mark range: 4–5.5 marks)Unsatisfactory (Mark range: 0–3.5 marks)(a)clients’ current insurance cover correctly identified and appropriately presenteddeductibility of premiums, and to which entity or individual, correctly identifiedassessability of proceeds, and to which entity or individual, correctly identifiedcorrect rate of taxation used where included and correct discussion presented on these issuesclients’ current insurance cover mostly identified and appropriately presenteddeductibility of premiums, and to which entity or individual, mostly identified and correct assessability of proceeds, and to which entity or individual, mostly identifiedmostly correct rate of taxation used where included and general discussion presented on these issuesclients’ current insurance cover not identified and/or inappropriately presenteddeductibility of premiums, and to which entity or individual, is incorrect assessability of proceeds, and to which entity or individual, is incomplete incorrect rate of taxation used, and/or incorrect discussion presented around these issues(b)appropriate discussion and recommendations of how the clients should restructure their insurance coverdetails and comprehensive discussion of the additional considerations that need to be taken into account, in relation to the recommended strategyreference to appropriate case law, rulings and determinationsadequate discussion and recommendations of how the clients should restructure their insurance coversome additional considerations that need to be taken into account, in relation to the recommended strategy identifiedsome reference to appropriate case law, rulings and determinationsincomplete discussion and/or inadequate recommendations of how the clients should restructure their insurance coverminimal to no additional considerations that need to be taken into accountno reference to appropriate case law, rulings and determinations

To help accelerate their wealth creation aspirations, Flynn and Ali wish to consider gearing as a wealth

creation strategy. At this stage they have not decided on the type of investment, be it an investment property or portfolio of shares; however, they wish to better understand a gearing strategy before proceeding.

Note: You are required to undertake independent research to answer the following questions.

Explain the general deductions provisions of the Income Tax Assessment Act 1997 (Cth) (ITAA 97), including the basic principles, the positive limb that applies to the non-business taxpayer, plus the negative limbs and their effect on the ability to claim a deduction. (4 marks)Explain how Flynn and Ali could use negative gearing as a strategy to assist in their wealth creation goals. Your response should briefly illustrate how negative gearing works, including reference to an appropriate asset class and two (2) conditions for the interest expense to be deductible. (4 marks)

Note: Where applicable, cite and reference tax rulings, sections of relevant case law, administrative tribunal decisions, ATO interpretative decisions or other reliable sources to support or justify your answers.

Criteria-Based Marking Guide for Question 5(a)–(b)

 Excellent (Mark range: 6–8 marks)Satisfactory (Mark range: 4–5.5 marks)Unsatisfactory (Mark range: 0–3.5 marks)(a)general deduction provisions in ITAA 97 correctly identified and discussedbasic principles correctly identified and discussedpositive limb applying to non-business taxpayers correctly identified and discussed negative limbs that affect a taxpayer’s ability to claim a deduction correctly identified and discussedgeneral deduction provisions in ITAA 97 mostly identified and discussedbasic principles mostly identified and discussedpositive limb applying to non- business taxpayers mostly identified and discussednegative limbs that affect a taxpayer’s ability to claim a deduction mostly identified and discussedgeneral deduction provisions in ITAA 97 not identified and/or incompletebasic principles not identified and discussed, or inaccurate and incompletepositive limb applying to non-business taxpayers not identified or discussed, or inaccurate and incompletenegative limbs that affect a taxpayer’s ability to claim a deduction not identified or discussed, or inaccurate and incomplete(b)comprehensive discussion of how negative gearing can be used as an effective wealth creation strategy, with reference to the Australian income tax systemaccurate and clear explanation of how negative gearing works, with reference to an appropriate asset class and two relevant conditions for interest to be deductiblereference to appropriate case law, rulings and determinationsmoderate discussion of how negative gearing can be used as an effective wealth creation strategy, with reference to the Australian income tax systemmoderate explanation of how negative gearing works, with reference to an appropriate asset class and one relevant conditions for interest to be deductiblesome reference to appropriate case law, rulings and determinationspoor discussion around how negative gearing can be used as an effective wealth creation strategy, with reference to the Australian income tax systempoor explanation of how negative gearing works, with reference to an appropriate asset class and no relevant conditions for interest to be deductibleno reference to appropriate case law, rulings and determinations

Flynn and Ali wish to take a trip to the United States to visit friends and attend a wedding in a couple of months time.

To help fund this trip, Flynn has told you he intends on selling $25,000 worth of the shares from his holding in Company ABC, and a further $10,000 worth of shares from his holding in Company CDE.

Additionally, Flynn also has a carry-forward capital loss from a previous financial year of $5,000.

Flynn — Investment assetsDate acquiredPurchase pricePresent valueDirect Australian shares (ASX listed) — Company ABC12/10/2001$18,000$50,000Direct Australian shares (ASX listed) — Company BCD14/09/2013$39,000$60,000Direct Australian shares (ASX listed) — Company CDE03/12/2020$33,000$40,000Direct Australian shares (ASX listed) — Company XYZ15/05/2016$15,000$25,000^Managed fund (Wilson Investment Fund)23/03/2013$80,000$200,000

^ 50% of joint portfolio holding.

Note to students: You are required to undertake independent research to answer the following questions.

Outline in order the five (5) steps for calculating a net capital gain. (5 marks)Using the steps you have outlined in part (a), calculate the net capital gain Flynn must include as assessable income in the financial year in which he sells his proposed holdings in Company ABC and Company CDE. (5 marks)Criteria-Based Marking Guide for Question 6(a)–(b)

      (a)Excellent (Mark range: 7.5–10 marks)Satisfactory (Mark range: 5–7 marks)Unsatisfactory (Mark range: 0–4.5 marks)the five (5) steps for calculating a net capital gain correctly identified and presented in the correct ordercorrect reference to the section of the ITAA 97the five (5) steps for calculating a net capital gain partially identified and generally presented in the correct ordercorrect reference to the section of the ITAA 97the five (5) steps for calculating a net capital gain not/or incorrectly identified and/or presented incorrectlyno reference to the section of the ITAA 97(b)client’s net capital gain correctly calculated using the five steps from part (a)client’s net capital gain partially correctly calculated using the five steps from part (a)client’s net capital gain incorrectly calculated

Section C

There is one (1) short-answer question (with two parts) based on a case study (Flynn and Ali Jones), worth 20 marks. Answer all parts to the question.

Case study

After reflecting on your initial findings (including your responses in Sections A and B), Flynn and Ali would like your advice on the following goals and objectives going forward.

Based on your understanding of their current financial position, you are now required to provide

recommendations to address the following issues and meet your clients’ goals and objectives.

Clients’ goals and objectives

Flynn and Ali are seeking your advice on the most tax-effective income planning strategies, including:

They want to maximise their superannuation contributions in a tax-effective manner, including suggested ways they could utilise their free cash flow to make additional contributions and the merits of doing so.They want to understand if Flynn’s bonus should be taken as cash, or if he should use the amount to

contribute to superannuation (or a combination).

They both want to understand how to better structure their insurances to be more tax effective, both from a premium deductibility and policy payments perspective.They wish to consider strategies to use the equity in their family home, or additional borrowings, to make an investment of up to $400,000. They are open to this being a property investment or portfolio of shares.Flynn wants to understand if he should retain or sell his managed fund. Flynn and Ali both wish to understand the benefits of retaining the fund, and the tax consequences if it was sold.Ali wants to replace her car and wants to understand if leasing or salary packaging the car would be a good option.They wish to understand if they can reduce or pay out their home mortgage while trying to achieve their other goals and objectives.

As part of your response, look to discuss the advantages and disadvantages of your recommendations, identify any risks and justify your outcomes.

You will also be recalculating their tax position to demonstrate the clients’ goals have been met.

Note: You are required to address and support with relevant referencing where appropriate, the recommendations you would make on the above client issues. You are not required to undertake projections, a risk profiling assessment or provide the clients with a formal statement of advice structured response.

Note: You are required to undertake independent research to answer the following questions.

Discuss and justify the recommendations you would make, and considerations which would need to be taken into account, to address Flynn and Ali’s stated goals and objectives in the areas of:Superannuation; maximising contributions and using Flynn’s bonus (2 marks)Insurance cover; better structure and premium deductibility (3 marks)Gearing strategy; using home equity or borrowings to invest (3 marks)Managed funds; benefits of maintaining the fund versus selling (2 marks)Ali’s new car; leasing or salary packaging (1 mark)Mortgage; ability to make additional repayments (1 mark)

(total, 12 marks)

Use the current and proposed tax position templates in the appendix to demonstrate the change in position for Flynn and Ali based on your recommendations. Include any assumptions you have used in making your recommendations. (8 marks)

Note: No projections or risk profiling is required. Extra tables or details can be included to support your response.

Criteria-Based Marking Guide for Question 7(a)–(b)

 Excellent (Mark range: 15–20 marks)Satisfactory (Mark range: 10–14.5 marks)Unsatisfactory (Mark range: 0–9.5 marks)(a)appropriate recommendations made, and relevant to all the clients’ goals and objectives clear and skilful integration of specific information about the clients’ situation and consideration of key issuescomprehensive reasoned plan which thoroughly considers effects of recommendationsplan comprehensively addresses all goals and objectives, or reasonably explains why notappropriate referencing to support recommendations outlinedsome recommendations are relevant to all the clients’ goals and objectives some degree of integration of specific information about the clients’ situation and consideration of key issuesmoderately reasoned plan which considers some effects of recommendationsplan generally addresses all goals and objectives, or reasonably explains why notsome referencing to support recommendations outlinesinadequate recommendations, failing to address the clients’ goals and objectivesminimal to no integration of specific information about the clients’ situation and consideration of key issueseffects of recommendations inadequately consideredplan inadequately addresses goals and objectivesminimal or no referencing to support recommendations outlined(b)current and proposed tax tables accurately completedproposed tax table outcome comprehensively demonstrates an improvement in the clients’ position after addressing their key goals and objectivescurrent and proposed tax tables somewhat complete with most key aspects capturedproposed tax table outcome generally demonstrates an improvement in the clients’ position after addressing their key goals and objectivescurrent and proposed tax tables inaccurate or incomplete, with key aspects not captured or addressedproposed tax table outcome does not demonstrate an improvement in the clients’ position, and failure to address their key goals and objectives

SOA Appendix 1: Current tax position

Note: The items listed below are indicative only and students must adapt them to the clients’

personal circumstances. There may be other relevant income or expense items that are not included in this template. You should add, delete or substitute items where appropriate.

Income, tax and cash flow

Tax calculationFlynnAliCommentsIncome from employment   Salary   Salary sacrifice   Bonus   Self-employed income   Salary after salary sacrifice   Interest income   Dividends   Direct Australian shares (ASX)  FlynnDirect Australian shares (ASX)  AliDirect Australian shares (ASX)  Joint holdingManaged fund distributions   Capital gains < 1 year   Capital gains > 1 year   Other   Assessable income   Deductible expenses   Other deductible expenses   Taxable income   Tax on taxable income   Non-refundable tax offsets (e.g. LITO/SAPTO)   Medicare levy   Medicare levy surcharge   Franking rebate   Total tax   

Cash flowFlynnAliCommentsEarned income less any salary sacrificed amount   Non-taxable income   Interest income   Direct Australian shares (ASX)   Managed fund income   Total income received before tax   Investment expenses   Expenses   General living expenses   Mortgage repayments   Personal insurance premiums   Personal insurance   Work-related expenses   Work-related expenses (deductible)   Children’s school fees   School swimming pool fund   CanTeen Foundation   Other   Total expenses   Total income received before tax less total expenses   Total tax payable from tax table above   Total net cash flow   

Current assets and liabilities

Students need to provide a table to fit the clients’ situation. Look for clarity in the table presented and consistency between the case study and the answer.

Below is a sample table:

Assets and liabilitiesAssetOwnerValueLiabilitiesNet valueNotesPersonal assetsFamily home     2021 Mazda BT-50     2016 Mazda 3     Home contents     Total     Investment assetsNAB (transaction) account     NAB credit card     CBA online savings account     Flynn’s superannuation     Ali’s superannuation     Direct Australian shares (ASX listed)     Direct Australian shares (ASX listed)     Direct Australian shares (ASX listed)     Direct Australian shares (ASX listed)     Managed funds     Total     Net worth     

1BSOA Appendix 2: Proposed tax position

Note: This will depend on the strategies recommended but should include any cash directed towards investments or loans, and different interest and dividend amounts earned, reflecting the revised portfolio. The revised position may include repayment of debt.

The items are indicative only and must be adapted to the clients’ personal circumstances.

There may be other relevant income or expense items that are not included below.

Income, tax and cash flow

Tax calculationFlynnAliCommentsIncome from employment   Salary   Salary sacrifice   Bonus   Self-employed income   Salary after salary sacrifice   Interest income   Dividends   Direct Australian shares (ASX)  FlynnDirect Australian shares (ASX)  AliDirect Australian shares (ASX)  Joint holdingManaged fund distributions   Capital gains < 1 year   Capital gains > 1 year   Other   Assessable income   Deductible expenses   Other deductible expenses   Taxable income   Tax on taxable income   Non-refundable tax offsets (e.g. LITO/SAPTO)   Medicare levy   Medicare levy surcharge   Franking rebate   Total tax   

Cash flowFlynnAliCommentsEarned income less any salary sacrificed amount   Non-taxable income   Interest income   Direct Australian shares (ASX)   Managed fund income   Total income received before tax   Investment expenses   Expenses   General living expenses   Mortgage repayments   Personal insurance premiums   Personal insurance   Work-related expenses   Work-related expenses (deductible)   Children’s school fees   School swimming pool fund   CanTeen Foundation   Other   Total expenses   Total income received before tax less total expenses   Total tax payable from tax table above   Total net cash flow   

Proposed assets and liabilities

Students need to provide a table to fit the clients’ situation. Look for clarity in the table presented and

Assets and liabilities Asset Owner Value Liabilities Net value Notes Personal assets Family home           2021 Mazda BT-50           2016 Mazda 3           Home contents           Total           Investment assets NAB (transaction) account           NAB credit card           CBA online savings account           Flynn’s superannuation           Ali’s superannuation           Direct Australian shares (ASX listed)           Direct Australian shares (ASX listed)           Direct Australian shares (ASX listed)           Direct Australian shares (ASX listed)           Managed funds           Total           Net worth              

consistency between the case study and the answer. Below is a sample table:

I have completed my assignment using Word.I have completed my assignment using Calibri, Arial, Times New Roman or Verdana fonts and a minimum font size of 10 points.I have added my Student No. and word count on the Assignment 1 Answer Template.I have answered all questions (and clearly labelled any parts) under each question heading provided in the Assignment 1 Answer Template.I have saved the file to be uploaded as: StudentNo_FPC006_AAT1_v12.Each question of my assignment is within the word limit for that question and adheres to the guidelines in the Assessment Preparation Guide.My assignment file size is no larger than 20 MB.If tables were required, they are visible as text, not as links or images.If calculations were required, I have shown all workings and calculations as instructed.I have referenced and cited all source materials using the recommended Harvard referencing style (or the consistent application of any other referencing) and, if required, included a reference list at the end of my assignment.

This is based on a Mental health Nursing assignment

Used Microsoft word

The family genogram is a useful tool for the assessment of individuals, couples, and families.  It can yield significant data and lead to important, new patient understandings and insights as multigenerational patterns take shape and assume new meaning.  The genogram is a graphic sketch of the patient and several generations of his or her family.

The family genogram has several purposes:

Provides the identified patient, family, and therapist with a graphic structure to explore past and present difficulties.Provides the therapist with background information to put current patient difficulties in context.  Uses the assessment process as an opportunity for patient intervention, for example, as the patient begins to see patterns emerge.

Info: You can create information items for the genogram as long as the rubric is followed. My current occupation is nursing.

Prepare a three- or four-generation genogram that maps a family that includes informational items such as occupational and social roles, major life events, significant illnesses, and important dates, for example, births, deaths, marriages, and separations.  The quality and longevity of significant relationships are noted.  The graphic presentation of family events and relationships facilitates the linkage of current issues, concerns, or circumstances to the multigenerational family’s structure and evolving patterns of relationship. To provide a more specific example, a genogram may reveal a multigenerational pattern of affective disorder, substance abuse, and early parent loss.

Use the circle, square, lines and other drawing symbols included in Microsoft Word’s drawing tool to create your genogram.  If you are unfamiliar with using these features in Word, refer to the online Help and How-Tos for Shapes and Drawing for WordLinks to an external site..

Here is a simple example of  See Figure 3.1; however, follow your rubric to get all the points and instructions.

Please review the website below for instructions on how to create a genogram.

https://www.smartdraw.com/genogram/Links to an external site.

Start with yourself or a friend as the index person (the person from whose perspective the genogram is being drawn) and then show the rest of the generations in the family.  Include a brief discussion of your interpretation of the genogram.   Do not include information that will allow the index person or their family to be identified. Use fictitious names if necessary.  

The file you turn in should be named using the following naming convention: genogram_name.doc where name is your first name followed by your last name.  For example, if you are John Smith, your filename should be genogram_johnsmith.doc. Utilize the Canvas Assignment functionality as outlined below to submit your genogram:

For this assessment, you must choose eight sources (academic readings and policy documents) as the basis of your Research and Policy Review. You must choose your set of sources from the ‘REFERENCES MENU’ on the moodle site, noting the minimum number of sources required to support each section of the assessment.
Assessment task: Write a research and policy review that:
1) examines the extent to which disasters are experienced unevenly by different social groups;
2) identifies how social diversity has been incorporated into key disaster resilience and risk reduction policies;
3) synthesises key assessments and critiques of existing diversity-based disaster policies and practices;
4) shares key recommendations from these assessments as the basis of inclusive disaster resilient policy and practice; and
5) assesses the extent to which the policies in 2) meet or fall short of the recommendations in 4).
Format:
Your research and policy review should follow the following structure. Please note, word counts are approximate- you may vary these as needed.

Title: Research and Policy Review: please add a subtitle that captures the focus of your review, your name, your degree and the subject number and name. Choose an image that captures the focus of your report and add this to your front page (50 words)Background: use this section discuss how social vulnerability shapes people’s experiences of disasters (175 words)Methods: use this section to identify the number of papers and policies reviewed, flagging the two key policies that your review focuses on. Explain the method of ‘thematic analysis’ that you will use to analyse research and policies. (200 words)Findings
a. How disasters can be experienced unevenly by different social groups (400 words)
b. How social diversity has been incorporated into key disaster resilience and risk reduction policies and practices (300 words)
c. Assessment and critique of diversity-based policy and practice (350 words)
d. Key recommendations as the basis of disaster resilience policy and practice (350 words)Conclusion: In your conclusion reflect on the extent to which the two key policies that you reviewed in 4(b) meet or fall short of the recommendations in 4(d). (150 words)

Referencing Requirements
Your Research and Policy Review should include a reference list and in-text referencing throughout to support its points.
Please use Harvard referencing and consult the referencing guide on the moodle tab which provides protocols for every type of reference. Alternately you may use referencing software such as Endnote, provided you select the built-in Harvard referencing style. Please note that all direct quotations from papers must include quotation marks and an in-text reference that includes the author, year and page number. For example:
As Davoudi (2012: 314) points out, “xxxx yyyyy”.
OR
This is a matter of “xxx yyy” (Davoudi, 2012: 314)
In contrast, when you sum up someone else’s key argument in your own words, you must include an in-text reference, but won’t need quotation marks or a page number. For example:
Increasingly resilience is seen as depoliticised (Davoudi 2012).
Please consult the UOW plagiarism website if you are unsure. You may also post to the discussion board, or drop in to ask Nicole for help on Thursday mornings (9-11am every Thursday in building 29, Room 335) (or feel free to email for an appointment at another time).

Formatting
Please ensure your work is double-spaced.

Submission:
Please submit your work to the moodle site (see ‘RESEARCH AND POLICY BULLETIN SUBMISSION’ tab).

END

References menu

Choose eight sources from the list below to develop your response. Please note the minimum number of references for each section. Please also note, some readings may be relevant to more than one section. For instance, Cannon (2017) relates to how disasters are experienced by different social groups but also assesses policy and practice. This is ok. You can use references to support different sections but you can still only count it once in terms of your eight sources.

Section of Review
Limits/References

Background
Choose one out of:

Tierney, K 2014, Social Roots of Risk Producing Disasters, Promoting Resilience, Stanford University Press, Palo Alto. [Chapter 3: A Different Perspective: The Social Production of Risk pages 31-49]

Blaikie P. Cannon T. Davis I and Wisner B. 2014. At Risk: Natural Hazards, People’s Vulnerability and Disasters (2nd Edition) Routledge: London. [Chapter 1: The Challenge of Disasters and Our Approach pages 3-42]

Smith, N. 2006. “There is No Such Thing as a Natural Disaster” Understanding Katrina, Social Science Research Council Accessed online: https://items.ssrc.org/understanding-katrina/theres-no-such-thing-as-a-natural-disaster/ Accessed: 31 July 2022

Method
Choose one:

Braun V and Clarke V. 2006. Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77-101

Findings

3.1 How disasters are experienced by different social groups
Choose three:

Akter, S and Quentin Grafton R. 2021 “Do fires discriminate? Socio-economic disadvantage, wildfire hazard exposure and the Australian 2019–20 ‘Black Summer’ fires.” Climatic Change 165 (3-4) 1-21https://doi.org/10.1007/s10584-021-03064-6

Australian Bureau of Statistics. 2022. “COVID-19 Mortality in Australia, Deaths Registered to 31 January 2022” Accessed online: https://www.abs.gov.au/articles/covid-19-mortality-australia-deaths-registered-until-31-may-2022 Date Accessed: 7 August 2022. [PDF here]

Australian Institute of Health and Welfare 2021. The first year of COVID-19 in Australia: direct and indirect health effects. Canberra: AIHW.

Bambra, C, Riordan, R, Ford, J & Matthews, F (2020) The COVID-19 pandemic and health inequalities, J Epidemiol Community Health, vol. 74, no. 11, pp. 964–968.

Bower, M. et al. 2021. ‘Trapped’, ‘anxious’ and ‘traumatised’: COVID-19 intensified the impact of housing inequality on Australians’ mental health, International Journal of Housing Policy, DOI: 10.1080/19491247.2021.1940686

Connon, ILC & Hall, E 2021, ‘“It’s not about having a back-up plan; it’s always being in back-up mode”: Rethinking the relationship between disability and vulnerability to extreme weather’, Geoforum, vol. 126, pp. 277–289.

Connon, ILC 2017, ‘Extreme weather, complex spaces and diverse rural places: An intra-community scale analysis of responses to storm events in rural Scotland, UK’, Journal of rural studies, vol. 54, pp. 111–125.

Gatrell, T 2020, ‘The COVID-19 pandemic: geography matters’, Teaching geography, vol. 45, no. 3, pp. 97–100.

Haworth, BT, McKinnon, S & Eriksen, C 2022, ‘Advancing disaster geographies: From marginalisation to inclusion of gender and sexual minorities’, Geography compass, vol. 16, no. 11.

Iveson, K & Sisson, A 2023, ‘Transmission and Territory: Urban Bordering During COVID-19’, Political Geography, vol. 104, pp. 102910–102910.

Kawlra, G & Sakamoto, K 2023, ‘Spatialising urban health vulnerability: An analysis of NYC’s critical infrastructure during COVID-19’, Urban studies (Edinburgh, Scotland), vol. 60, no. 9, pp. 1629–1649.

Luna, KC. and Hilhorst, D. 2022. “Gendered experiences of disaster: Women’s account of evacuation, relief and recovery in Nepal.” International Journal of Disaster Risk Reduction. 72: 1-10

Marlowe, J, Jehan, F, Udahemuka, M, Mizero, A, Jaduram, R, Rotstein, J, Alam, ZZ, Nkessah, Z, Osman, M, Aung, S & Jwaied, SA 2022, ‘Disaster communications with resettled refugees: Six principles of engagement’, International journal of disaster risk redu

Mamalipurath, JM & Notley, T 2022, ‘Muslim Responses to the COVID-19 Pandemic in Western Sydney: Understanding the Role of Community-Specific Communication Infrastructure’, Journal of intercultural studies, vol. 43, no. 6, pp. 740–757.

Mengesha, Z, Alloun, E, Weber, D, Smith, M & Harris, P 2022, ‘“Lived the Pandemic Twice”: A Scoping Review of the Unequal Impact of the COVID‐19 Pandemic on Asylum Seekers and Undocumented Migrants’, International journal of environmental research and pub

Rolfe, MI. 2020. “Social Vulnerability in a high-risk flood-affected rural region of NSW, Australia.” Natural Hazards 1010: 631-650

Sultana, F (2021) Climate change, COVID-19, and the co-production of injustices: a feminist reading of overlapping crises, Social & Cultural Geography, 22:4, 447-460

Sultana, F 2010, ‘Living in hazardous waterscapes: Gendered vulnerabilities and experiences of floods and disasters’, Environmental hazards, vol. 9, no. 1, pp. 43–53.

3.2 Social diversity in policy and practice

Choose one:

Australian Institute of Disaster Resilience (2019) Health and Disaster Management. Australian Government Department of Home Affairs. [POLICY DOCUMENT]

United Nations (2015) Sendai Framework for Disaster Risk Reduction 2015-2030 United Nations Office of Disaster Risk Reduction. [POLICY DOCUMENT]

3.3 Policy and practice: assessment and critique AND 3.4 Key recommendations for socially diverse resilient policy and practice
Choose two:

Chandonnet A 2021. Emergency Resilience in Culturally and Linguistically Diverse Communities: Challenges and Opportunities. Red Cross

Duckworth, M. 2022. ‘Just add trust: implementing diversity and inclusion in emergency management.’ Australian Journal for Emergency Management.

Committee on Community Services (NSW Government) 2023. Improving Crisis Communications to Culturally and Linguistically Diverse Community Report No. 3/57. NSW Parliament.

Fan, Y, Orford, S & Hubbard, P 2023, ‘Urban public health emergencies and the COVID-19 pandemic. Part 2: Infrastructures, urban governance and civil society’, Urban studies (Edinburgh, Scotland), vol. 60, no. 9, pp. 1535–1547.

Haigh F, Alloun E, Standen C, Olliek M, Page J, Wise M. (2023) An equity-focused health impact assessment of the COVID-19 Pandemic in Sydney Local Health District. Technical Report. Sydney, SLHD and UNSW.

Painter, MA, Shah, SH, Damestoit, GC, Khalid, F, Prudencio, W, Chisty, MA, Tormos-Aponte, F & Wilhelmi, O 2024, ‘A systematic scoping review of the Social Vulnerability Index as applied to natural hazards’, Natural hazards (Dordrecht), vol. 120, no. 8, pp

Marlowe, J, Neef, A, Tevaga, CR & Tevaga, C 2018, ‘A New Guiding Framework for Engaging Diverse Populations in Disaster Risk Reduction: Reach, Relevance, Receptiveness, and Relationships’, International journal of disaster risk science, vol. 9, no. 4, pp.

Tanaka, Y.; Ishiwatari, M. et al. Disaster recovery from a gender and diversity perspective: Cases following megadisasters in Japan and Asian countries. Contributing Paper to GAR 2019

Victorian Council of Social Service. Communities at the Centre: Insights from the Multicultural Resilience Project. Melbourne: Victoria.

Assessment Task: 2

Assignment title: Population Nutrition Report and Reflection

Assignment task type: Written report, reflection, and short oral presentation

Task details

The primary focus of this assignment is on population nutrition. Nutritionists play an important role in promoting population health through optimal nutritional intake. You will be asked to

discuss how the current intake level of sodium may affect health, and what population-based strategies could be implemented to improve intake of this nutrient.

Your assignment consists of three components:

Part A: a 1200-word population nutrition report, discussing how current sodium intakes may affect health and suggesting evidence-based strategies to improve intake.Part C: an 800-word learning reflection upon completion of this task.

Part B: a one-minute audio recording summarising your report and findings from the Population Nutrition Case Study Analysis (AT1                                                   ) for a radio audience.

Assignment Instructions

Part A: Written report (1200 words)

In this scenario you are working as a public health nutritionist and have been consulted about the dietary intake of sodium among children and adolescents in Australia. In your Population Nutrition Case Study Analysis (AT1                 ) you provided an analysis of the 2011- 2012 Australian National Nutrition and Physical Activity Survey (NNPAS) results about sodium intake among children and adolescents in comparison to relevant Nutrient

Reference Values (NRVs). In this Population Nutrition Report, you will discuss potential health outcomes associated with overconsumption of sodium and suggest potential

public health solutions.

Part A involves the following tasks:

Consider the consequences of overconsumption of sodium:

Identify and critically evaluate the evidence from three peer-reviewed original research articles linking high sodium intake with health outcomes in children and adolescents. The literature search planner that was submitted as a component of AT1, and subsequent

feedback on your planner should be used to find relevant articles. Systematic review articles can be included in AT2, but they do not count towards the three original research articles. There is no age limit on the articles that you can select to include in your assignment (approximate words: 900)

Provide evidence-based solutions to current intake levels:

What strategies would you recommend to improve current intakes of sodium in this

population? Focus on two strategies and briefly describe each strategy using supporting evidence (approximate words: 300).

Part B: Oral presentation (1 minute maximum, ~150- 160 words)

As part of your role as a public health nutritionist, you have been asked to develop a short audio recording for a podcast about child and adolescent sodium intakes. Convince an informed, but not necessarily scientific, podcast audience of your point of view regarding sodium intake levels in Australian children and adolescents, health implications of these, and strategies that may be necessary to change intakes. The language and terminology

used throughout your discussion should be appropriate for a non-expert audience.

Content for this oral presentation should be informed by your Population Nutrition Case Study Analysis (AT1  ) and responses to Part A of AT2. An approximate guide for the number of words is 150-160 words, which is an appropriate talking speed for ease of interpretation.

The one-minute audio file needs to be uploaded in MP3, MP4, WMA or WAV format. All smart phones come with several different voice memo programs which you can use, but you may need to convert these files to one of these preferred formats for submission.

There are a range of freeware programs that enable you to convert files. If you experience any difficulty, please contact Digital Services. In addition, you can use AudioNote for Mac computers. For PC, you can use the program Windows Voice Recorder.

Part C: Reflection (800 words)

The skills you developed through your Population Nutrition Case Study Analysis (AT1 ) and Part A of AT2 provide you with foundation knowledge and fundamental skills to stay up to date in the field of nutrition. It is important to reflect on the skills you have learned, how you incorporated relevant feedback and how this can be used in your future studies and career.

In Part C, you may like to reflect on some of the following suggested topics below, or you may decide on your own:

How feedback from AT1 was used to inform and improve the content included in AT2

Using examples, explain how you made changes to your search planner to improve your literature search.

Using examples, explain how you made changes to your interpretation of the NNPAS data and NRVs to improve the information included in your oral

presentation.

Time planning and resource use

What have you learned about time planning, management, and resource use?

What strategies assisted you to complete this task on time? What were the barriers and how did you address them?

What would you do differently if you were to undertake the task again?

How the skills you developed in AT1 and AT2 could be used in your future career

Reflect on your ideal career and discuss how skills you developed throughout the assessment tasks can be used in your future career, using specific examples.

Why is critical evaluation of methods used to collect dietary data important in public health nutrition?

How did you develop your critical evaluation skills throughout the assessment tasks?

What do you need to work on to improve your skills in critical evaluation and interpretation of the NRVs?

How the work will be assessed and expected standard:

Download and review the assessment task criteria in AT2 Marking Rubric                                                                                                      .

Purpose:

As a nutritionist working in public health or a clinical setting, you will be required to understand the consequences of suboptimal intake of key nutrients and suggest evidence-based strategies for improving dietary intakes. Additionally, you will communicate to non-specialist audiences (e.g., to clients, patients, through the media) and must have the ability to

communicate effectively without use of technical or specialist language. Finally, as a nutritionist, you will need to undertake ongoing professional development and be able to reflect on your skills and identify areas for improvement or additional training. This assessment task will assist you in building these key skills.

ULOs:

Undertaking this assessment task will develop, evidence and assess your development of the following ULOs:

ULO1: Explain the physiological changes that occur throughout growth, development and ageing and their influence on nutrition needs.ULO2: Identify common nutrition issues at each stage of the lifespan and apply

practical, relevant, evidence based solutions to these problems that considers cultural and social influences.

ULO3: Select and use appropriate technologies to locate, critique and interpret individual and population based dietary data, national nutrient and food based dietary recommendations and peer reviewed nutrition literature.ULO4: Apply effective written and oral communication skills to disseminate evidence based nutrition knowledge to specialist and non-specialist audiences.ULO5: Understand how to maintain currency of nutrition knowledge and skills by using feedback and reflective practice to identify ongoing learning needs and opportunities.

Assignment resources and support:

Seminar and CloudDeakin resources

In order to assist you in completing this assessment task, a number of exercises and resources will be provided in seminars and on CloudDeakin:

FAQs: Please refer to the Frequently Asked Questions (FAQs) for answers to many common questions.

Discussion: If you have additional questions to those answered in the FAQs page, please feel free to ask them on the discussion board                                                                 .

We encourage you to be proactive and problem-solving to develop your skills in lifelong learning, with the following suggestions:

Read the HSN702 – Unit Guide   and all assignment information before posting a question

Explain in your post what you have already done to try to find the information or solve the problem

To avoid duplication, read previous posts before posting a new question as it may already have been answered

Answer other students’ posts when you can!

Deakin resources

Study

Skills for study Academic Skills Active reading

Making digital notes

Time management

Study workload planner Assignment planner

Assessment

Drafting and proofreading

Reflecting on your feedback

Referencing and academic integrity

Academic integrity

Using generative artificial intelligence

Acknowledging the use of generative AI

Referencing Guide  : Vancouver   .

Literature search and evaluation

Search tips and planning Annotated bibliography Evaluating information Misinformation

Library resources

Library Resource guides

Library resource guides for Health

Health PostGrad adv. Library modules

Using feedback to improve your work

Here is the Deakin guide to reflecting on your feedback  .

Use of artificial intelligence (AI) in your work

The use of generative artificial intelligence for any part of this task is not permitted because as a nutrition professional working in practice or public health nutrition you will be required to

critically evaluate nutrition research and interpret research findings, suggest solutions for improving dietary intakes, communicate to non-specialist audiences and reflect on your own experiences and learning.

Technical support

If you encounter technical issues while completing your assessment, please lodge a support ticket through the IT Service Desk                                               online or contact the Service Desk via phone:

Access Plan

If you are a student experiencing a disability, health condition or mental health condition that affects your study, or your participation in university life, contact the Disability Resource Centre

for assistance and to arrange an Access Plan. An Access Plan is a study support plan prepared to minimise the educational disadvantage you may experience as a result of your disability or condition.

Extensions and Special Consideration:

Refer to the HSN702 – Unit Guide   for information about:

Extension to Submission Dates

Late Submission of Assessment Tasks Special Consideration

Your responsibility to complete your assignments with academic integrity

Breaching academic integrity in your assessments is cheating and is not accepted at Deakin.

For example, you should not take someone else’s work or ideas and pass them off as your

own. If your work contains material copied from a classmate or an external source, your work will be referred to the Faculty Academic Integrity Committee. If you are found guilty of an academic integrity breach, possible penalties include a zero mark for the assessment task, zero marks for the unit, or expulsion from your course.

Please read more information on ‘Academic Integrity      ‘ before finalising your assessment task

Billy a 32-year-old male was admitted to the intensive care unit (ICU) with a suspected overdose of tricyclic antidepressants. He is obese (weight 160kg, height 172cm) and has a history of depression and chronic back pain for which he takes oxycodone.

On admission to the emergency department, Paramedics were maintaining Billy‘s airway with a combination of jaw thrust, head tilt and guedel airway. Billy was obtunded with evidence of vomitus on his clothing. There was an attempted intubation on route which was unsuccessful.

Billy‘s initial observations were
– Temperature 35.5°C
– Heart rate 140 bpm
– Blood pressure 100/50 mmHg
– Respiratory rate 22 b/min, shallow and laboured
– Oxygen saturation 92% breathing spontaneously via a bag valve mask with oxygen at 15 L/min
– Auscultation of lung sound revealed decreased air entry bilaterally and respiratory wheezes
– Arterial blood gas: pH 7.21, PAC02 68 mmHg, PA02 90 mmHg, HC03 26M Eq/L, Sa02 94%
– GCS8, (E1,V3,M4)

Question 1: (1500 words)
Describe the pathophysiology of acute respiratory distress syndrome, including a systemic interpretation of the blood gas. (Consider Pa02/Fi02 – P/F ratio, assume PEEP is 5 cmH2O). In view of Billy‘s current clinical condition outline the proposed ventilation parameters you would suggest including rationales.

Using current evidence from literature, critically analyse one of the mechanical ventilation strategies/parameters that you have chosen.

Question 2: (1500 words)
Twenty-four hours after admission to the ICU Billy’s condition deteriorates. His current observations are:
– Temperature 39 degrees Celsius
– Sinus tachycardia with a heart rate of 130 b/min
– Arterial Blood pressure 85/55 mmHg
– Pulse pressure variation or systolic volume variation (PPV or SVV) 15%
– Central Venus pressure 5 mmHg
– Bounding peripheral pulses
– Urine output 20mls for the last hour and 80mls total for the last four hours

Discuss Billy’s assessment data, incorporating the determines of cardiac output and the underlying pathophysiology of severe sepsis. Using current evidence critically analyse the best practice therapy in relation to fluid resuscitation and vasopressor management.

Marking guide to follow when writing assessment:
ADVANCED KNOWLEDGE 40%
Demonstrates advanced theoretical knowledge relevant disease pathophysiology, the critical ill patient and the treatment interventions discussed.
In your response, you have:
– Challenged the theoretical and/or conceptual knowledge basis of key ideas, contexts, frameworks for practice.
– Evidenced findings and conclusions grounded in an extensive range of literature.
–
CRITICAL THINKING AND ANALYSIS (CRITIQUE, ANALYSE AND EVALUATE) 40%
Demonstrates advanced cognitive skills and knowledge of rational is related to the chosen interventions. Evidence of extensive critical analysis and evaluation and its application to the clinical context.
Conclusions are justified using evidence-based research/literature.
Reference to patient is the case study is throughout demonstrated.
In your response, you have:
– Sourced, analysed, and synthesised information/data to construct eminent knowledge (as applied to practice).
– Critically synthesised evidence drawing from an extensive range of relevant, seminal and all current sources.
– Articulated a persuasive position or recommendation talking into account contextual complexities.
– Integrated critical and evaluated the credibility and rigour of available evidence to develop a coherent and analysis.
– The treatment interventions are critically discussed with comprehensive application to patient case study.

PROFESSIONAL WRITING/COMMUNICATION 20%
Demonstrates clarity of expression and adheres to information literature standards in communication of health data and information to others.
In your response, you have:
– Presentation of document meet expected professional standard
– Writing style is analytical and coherent when critical of multiple perspectives
– Logical and succinct structure to the content
– Constantly meet expected standard of English conversations of grammar and spelling
– Acknowledges all sources
– Meet APA referencing standards with no errors
– Uses language of the discipline
– Uses non-discriminatory and culturally safe language

1.1 Critically appraise the impact of organisational context on strategic leadership.

1.2 Critically appraise the role of the strategic leader to set and realise organisational goals.

 2.1 Critically appraise the leadership behaviours and skills required to deliver strategic goals.

2.2 Critically reflect on how the principles of strategic leadership can be applied to respond to complex organisational challenges.

The assessment task (in the shaded box below) is designed to enable you to show that you meet all of the assessment criteria for this unit; you should make sure that you cover every element of the assessment task clearly.

Assessment task:

You have been tasked by the Senior Management Team of an affordable housing organisation with:

(a) Designing a small-scale questionnaire for tenants, and

(b) Submitting outline details of your research project for approval.

In this assignment you need to justify your approach by submitting your answers to a series of questions which demonstrate your ability to plan housing research. To do so, you need to use and submit the ‘Assignment Template’, attached at the end of this brief. See also guidance note 3, below – ‘organise your project’. Whilst you could provide one sentence answers to many of the questions in the template, this would not allow you to meet the ACs. You need to provide comprehensive responses that reference relevant theory and demonstrate critical thinking.

Your response to all questions in the assignment template should be no longer than 2500 words in length. ­­­­­­­­­­­­­­­­­­

Guidance for this assignment:

1. Choose a topic 

A starting point would be to agree a topic for your questionnaire, for instance, you may be interested in undertaking a survey to gain a tenants’ perspective to:

understand the impact of the welfare reforms;help make decisions about the future of a piece of land;find out whether tenants are satisfied with the repairs service;understand their experience of claiming Universal Credit.

It may be easier to choose a topic that you already know something about because it is related to your professional practice or you have covered it in another learning unit.

2.  Access useful resources

In addition to the learning materials, a list of ‘useful websites’ and ‘more useful resources by topic’ can be found in the opening section of the unit on Moodle.  Useful website links are embedded throughout the materials, and you may also wish to refer to the list of sources at the end of each Moodle eBook.  If you need guidance on which resources to use – and where to find them – contact your tutor.

Buy Answer of This Assessment & Raise Your GradesRequest to Buy Answer

ASSESSMENT CRITERIA

Your assessment will be marked against the assessment criteria set out in the table below. To receive a pass, you must have addressed all of the assessment criteria; if you have completed all of the requirements of the assessment task, you will have addressed the following assessment criteria.

Learning Outcome  & Assessment Criteria

1  Understand why research is important for planning housing and housing services.

1.1 Explain why research is important for planning and evaluating housing and housing-related services.

2. Understand different research methods and research ethics.

2.1 Explain the difference between primary and secondary research data. 

 2.2 Evaluate the advantages and disadvantages of each.

2.3 Explain qualitative and quantitative research methods and their uses. 

 2.4 Discuss the ethical and data protection considerations associated with different research methods.

3.    Be able to plan a research study.

3.1    Develop a plan for a research study which includes:

aims and objectives, and predicted outcomes,an analysis of the ethical considerations of the proposed studya literature review on your chosen topic, an evaluation of the effectiveness of your chosen research method

Purpose of this assignment

You must produce sufficient evidence to meet the assessment criteria for P6 & M2 during this assignment. When completing this assignment, you are advised to use the text and websites in the reference list.

Scenario

You are working for an energy company where you were asked to design a solution to promote sustainable transportation in the UK, researching and utilising computer-based and non- computer-based sources. The design solution could focus on a solar-powered electric vehicle charging network. Choose one of the following possible solutions or come up with a suitable alternative:

Installation of solar canopies with charging stations at parking lots and public spaces. Battery storage system to source solar energy for nighttime chargingSmart charging infrastructure usage to balance energy demand. Incentives for EV adoption, including reduced charging fees.

Task 1

Real time data monitoring for users to track renewable energy usage.

Based on the above scenario, gather information from identified computer and non-computer- based sources. Take detailed notes and analyse relevant points; points of analysis may include optimal locations for charging stations, solar panel capacity and placement on canopies, battery storage system specifications, smart charging infrastructure requirements, and incentive programs to promote EV adoption (points vary based on your chosen solution).

Computer-based resources could include websites of energy organisations and EV charging companies, online research articles, case studies, papers, solar-powered charging networks, government policies and incentives related to EV adoption, and/or simulation software for energy modelling and network optimisation.

Non-computer-based resources could include engineering textbooks and reference materials, physical copies of industry magazines or journals, printed reports on renewable energy projects and EV infrastructure, interviews with local energy experts, professionals, or EV users, and/or discussions and brainstorming with your peers at work.
In a detailed report, explain your design, the information resources you used, and how the information influenced your decisions.

Your report should contain:

An annotated bibliography of the information sources you have used for computer- based information.An annotated bibliography of the sources you have used for non-computer-based information.In-text citations throughout your report including the relevant sourcesA detailed description of how each source contributed to your design decision. Finally, write a conclusion about your experience of sourcing these parts, comparing the 2 methods, and listing the advantages and disadvantages of each

Practicing leaders must have an understanding of the Finance function to be an effective decision maker within their role. Finance impacts on all aspects of an organisation and has a profound influence on the development and achievement of strategic objectives.

Assessment brief CMI 706 has been designed to enable leaders to evidence their understanding of the scope, complexity and role of Finance within an organisational context. They will develop an understanding of how Finance impacts on strategic decision making.

TASK 1

You are required to write a report entitled:
‘The scope of the Finance function within an organisational context’
The report must include well-chosen examples and be based on an organisation you know well or have researched. It must be presented in THREE (3) sections:

( i.) The Finance function role in supporting organisational success
You are required to critically appraise how the Finance function supports organisational success (AC1.1)

(ii) The scope, boundaries and governance of Finance within an organisational context
You are required to discuss the scope, boundaries and governance of Finance within your chosen organisational context. You much include reference to relevant legal and regulatory frameworks. (AC1.2)

(iii) Technological impact on Finance
You are required to critically assess a minimum of THREE (3) current and emerging technological factors which impact on Finance in an organisational context. (AC1.3)
2a Written report

entitled:
‘The role of Finance in strategic decision

LO2 Understand the role of Finance in strategic decision making

2.1 Critically assess how strategic decision making is informed by financial and cost analysis making’

2b ‘Approaches to legal and ethical financial reporting’

2.2 Discuss approaches for legal and ethical financial reporting

BUS4013 Technology and Innovation

Research Report

Date for Submission: Please refer to the timetable on ilearn

(The submission portal on ilearn will close at 14:00 UK time on the date of submission)

Assignment Brief

As part of the formal assessment for the programme you are required to submit a Technology and Innovation assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

Learning Outcomes:

After completing the module, you should be able to:

Explain the process of technological and skills gap analysis in relation to emerging digital trends.Identify current trends in digital technology development and innovationAssess existing gaps and make appropriate recommendations on technological and development innovations and opportunitiesDescribe barriers to innovation and successful implementation of technologyDiscipline Expertise: knowledge and understanding of chosen field. Possess a range of skills to operate within this sector, have a keen awareness of current developments in working practice being well positioned to respond to change

All learning outcomes must be met to pass the module.

Guidance

Your assignment should include: a title page containing your student number, the module name, the submission deadline and the exact word count of your submitted document; the appendices if relevant; and a reference list in AU Harvard system(s). You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.

You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.

Maximum word count: 3000 words

Please refer to the full word count policy which can be found in the Student Policies section here: Arden University | Regulatory Framework

Please note the following:

Students are required to indicate the exact word count on the title page of the assessment.

The word count includes everything in the main body of the assessment (including in text citations and references). The word count excludes numerical data in tables, figures, diagrams, footnotes, reference list and appendices. ALL other printed words ARE included in the word count.

Please note that exceeding the word count by over 10% will result in a 10-percentage point deduction

Assignment Task

Technology has the power to do many things, and changing the world is one of them. For some of us living in the western world, we are privileged to be living in a time where science and technology can assist us, make our lives easier and rethink the ways we go about our daily lives.

This assessment is weighted 100% of the total marks for the Module.

Case Study Organisation: Successful Innovation – How IKEA Innovates

The assignment task is to write a 3000-word report based on IKEA case study;

Task 1

An explanation of methods of undertaking technological and skills gap analysis carrying this out on IKEA to identify development areas. (1500 Words) (50 Marks) (LO 1,3,5)

Task 2

Assess an Innovative solution relevant to the identified technological and skills gap and the potential benefit of implementation on IKEA.(750 Words) (25 Marks) (LO 2,5)

Task 3

Describe the barriers to implementation of innovation, technological and or behavioural that may impact the proposed solution. (750 Words) (25 Marks) (LO 4,5)

You must include at least 10 references from secondary sources on your chosen theme and your argument must be supported by statistical evidences. Your references should include at least one book and at least two academic journal articles.

End of questions

You have the opportunity to submit a draft report to receive formative feedback.

The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.

If you are a distance learning student, you should submit your work, by email, to your tutor, no later than 2 weeks before the actual submission deadline. If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.

Formative feedback will not be given to work submitted after the above date or the date specified by your tutor – if a blended learning student.

Referencing Guidance

You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system(s).

Follow this link to find the referencing guides for your subject: Arden Library

Submission Guidance

Assignments submitted late will not be accepted and will be marked as a 0% fail.

Your assessment can be submitted as a single Word (MS Word) or PDF file, or, as multiple files.

If you chose to submit multiple files, you must name each document as the question/part you are answering along with your student number ie Q1 Section A STUXXXX. If you wish to overwrite your submission or one of your submissions, you must ensure that your new submission is named exactly the same as the previous in order for the system to overwrite it.

You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is available on the A-Z key information on iLearn.

Assessment Criteria (Learning objectives covered – all.

Level 4 is the first stage on the student journey into undergraduate study. At Level 4 students will be developing their knowledge and understanding of the discipline and will be expected to demonstrate some of those skills and competences.

Student are expected to express their ideas clearly and to structure and develop academic arguments in their work. Students will begin to apply the theory which underpins the subject and will start to explore how this relates to other areas of their learning and any ethical considerations as appropriate. Students will begin to develop self-awareness of their own academic and professional development.

Grade

Mark Bands

Generic Assessment Criteria

First (1)

80%+

Outstanding performance which demonstrates the ability to analyse the subject area and to confidently apply theory whilst showing awareness of any relevant ethical considerations. The work shows an outstanding level of competence and confidence in managing appropriate sources and materials, initiative and excellent academic writing skills and professional skills (where appropriate). The work shows originality of thought.

70-79%

Excellent performance which demonstrates the ability to analyse the subject and apply theory whilst showing some awareness of any relevant ethical considerations. The work shows a high level of competence in managing sources and materials, initiative and excellent academic writing skills and professional skills (where appropriate). The work shows originality of thought.

Upper second (2:1)

60-69%

Very good performance which demonstrates the ability to analyse the subject and apply some theory. The work shows a very good level of competence in managing sources and materials and some initiative. Academic writing skills are very good, and expression remains accurate overall. Very good professional skills (where appropriate). The work shows some original thought.

Lower second (2:2)

50-59%

A good performance which begins to analyse the subject and apply some underpinning theory. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good, and expression remains accurate overall although the piece may lack structure. Good professional skills (where appropriate). The work lacks some original thought.

Third (3)

40-49%

Satisfactory level of performance in which there are some omissions in understanding the subject, its underpinning theory, and ethical considerations. The work shows a satisfactory use of sources and materials. Academic writing skills are limited and there are some errors in expression and the work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.

 

 

 

Marginal Fail

30-39%

Limited performance in which there are omissions in understanding the subject, its underpinning theory, and ethical considerations. The work shows a limited use of sources and materials. Academic writing skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.

Clear fail

29% and Below

A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.

Explain the process of technological and skills gap analysis in relation to emerging digital trends.

An explanation of methods of undertaking technological and skills gap analysis carrying this out on IKEA to identify development areas.

Technological and Skills Gap Analysis in Relation to Emerging Digital Trends

Understanding Technological and Skills Gap Analysis

Technological and skills gap analysis is a strategic process that organisations use to identify the discrepancies between their current capabilities and the demands posed by emerging digital trends. This analysis is essential in ensuring that the organisation can remain competitive and adapt to the fast-paced changes in technology and skills requirements.

Technological Gap Analysis:

Current Technology Assessment: This involves evaluating the existing technologies within the organisation, including software, hardware, and digital platforms. It assesses the efficiency, scalability, and relevance of these technologies in meeting current and future business needs.Emerging Digital Trends: Identifying and understanding the latest digital trends that are relevant to the industry, such as artificial intelligence (AI), automation, data analytics, cloud computing, and the Internet of Things (IoT). This step involves researching market trends, competitor strategies, and technological advancements.Gap Identification: Comparing the current technology infrastructure with the emerging trends to identify gaps. This could include outdated systems, lack of integration between digital platforms, or insufficient data analytics capabilities.Prioritisation of Needs: Once gaps are identified, they are prioritised based on the organisation’s strategic goals, customer demands, and the potential return on investment.

Skills Gap Analysis:

Current Workforce Assessment: This involves mapping out the existing skills and competencies of employees, focusing on their digital literacy, technical expertise, and ability to adapt to new technologies. This can be done through surveys, interviews, and performance assessment