1-State as accurately as possible the video’s purpose for presenting this information.   The purpose of this video is to tell the life of Donald Trump also the process he became the 45th president of the United States. In this video, people will know about Trump's life from an early age, his education, family, business and entertainment career to his presidential campaign. By presenting this information, people see the dark portrait how he transformed himself from real estate developer to reality show host and to president. The author told the stories by interviewing other people, and their opinion mostly focus on what they think about what happened. The video showed negative thoughts about Trump that he isn't meant to be president; all of his motives are revenge and hatred. 2-What is the video attempting to convey and from what perspective is it presenting the information? The video is trying to convey the facts and in- depth look about the life of president Donald Trump. The author provided information by interviewing some people who knew and worked with Trump for a period of time. However, the perspective that the video presented the information is negative about Trump. The video focused on one incident that Obama ridiculed Trump, and he ran for White House to revenge. We can see the implication when the narrator said “it was a moment of vindication for a candidate who had climbed back from a bitter public humiliation”. 3-What key question can you develop from the content presented in the article? What are key moments that made Trump want to be the president of the United States? The video answered the question about the moment Trump want to be the president is the night at White House Correspondents dinner in 2011. The author point out the words of Roger Stones “I think that is the night that he resolves to run for president. I think that he is kind of motivated by it”. The video also gave the biography of Trump, family and his career, emphasizing the bad side in his life. They explained having a cold dad is a result of a tough and confrontational Trump. One person influenced Trump a lot is Roy Cohn. He is the one that teach Donald Trump become a “counter-puncher”. In the video’s view, Roy Cohn is not a good guy that means what Trump learned from him is negative. 4-What are the most important ideas you would have to understand in order to understand the video’s line of reasoning? The most important ideas that we need to understand is the implication the author made to tell the story about Trump. Everything happened in Trump’s life made him a tough mean guy, and he is ready to fight back. By the 7th grade, he went to New York Military Academy that is a rough and tumble school. He was involved in a lawsuit about discriminate against black renters looking for apartments in his building, and Trump didn'tadmit any wrongdoing and even declared the outcome a victory. When his business went down he blamed everyone and he started to fire people. T ...

1. 1-State as accurately as possible the video’s purpose for
presenting this information.
The purpose of this video is to tell the life of Donald Trump
also the process he became the 45th president of the United
States. In this video, people will know about Trump's life from
an early age, his education, family, business and entertainment
career to his presidential campaign. By presenting this
information, people see the dark portrait how he transformed
himself from real estate developer to reality show host and to
president. The author told the stories by interviewing other
people, and their opinion mostly focus on what they think about
what happened. The video showed negative thoughts about
Trump that he isn't meant to be president; all of his motives are
revenge and hatred.
2-What is the video attempting to convey and from what
perspective is it presenting the information?
The video is trying to convey the facts and in- depth look about
the life of president Donald Trump. The author provided
information by interviewing some people who knew and worked
with Trump for a period of time. However, the perspective that
the video presented the information is negative about Trump.
The video focused on one incident that Obama ridiculed Trump,
and he ran for White House to revenge. We can see the
implication when the narrator said “it was a moment of
vindication for a candidate who had climbed back from a bitter
public humiliation”.
3-What key question can you develop from the content
presented in the article?
What are key moments that made Trump want to be the
president of the United States? The video answered the question
about the moment Trump want to be the president is the night at
White House Correspondents dinner in 2011. The author point
out the words of Roger Stones “I think that is the night that he
resolves to run for president. I think that he is kind of motivated

2. by it”. The video also gave the biography of Trump, family and
his career, emphasizing the bad side in his life. They explained
having a cold dad is a result of a tough and confrontational
Trump. One person influenced Trump a lot is Roy Cohn. He is
the one that teach Donald Trump become a “counter-puncher”.
In the video’s view, Roy Cohn is not a good guy that means
what Trump learned from him is negative.
4-What are the most important ideas you would have to
understand in order to understand the video’s line of reasoning?
The most important ideas that we need to understand is the
implication the author made to tell the story about Trump.
Everything happened in Trump’s life made him a tough mean
guy, and he is ready to fight back. By the 7th grade, he went to
New York Military Academy that is a rough and tumble school.
He was involved in a lawsuit about discriminate against black
renters looking for apartments in his building, and
Trump didn'tadmit any wrongdoing and even declared the
outcome a victory. When his business went down he blamed
everyone and he started to fire people. Trump is not a CEO but
a promoter; he even used his relationship, divorce to make him
more famous. People aspired to be just like him, and they
wanted him to be president. The author gave all facts, and
experience of others to tell us how Trump is as an unkind, racist
person. In addition, the important ideas is how he became
wealthy, also the unreasonable motivation for him to run for
presidential campaign.
5- What is the video failing to address (what might be
questioned)?
The video is failing to address the other aspects of Trump’s life.
They just mention to the bad side of the affair, the divorce
of Ivana. Of course, there is always good thing about a person
but they did not say a word. From what the video gave us, we
just missed other aspects that effect on Trump’s life, for
example what made him never drink alcohol. The video should
give a fair look to present all the good and bad things, so
audiences can have their own opinion about the president.

3. 6-What consequences are likely to follow if people take the
video’s line of reasoning seriously?
If people take the video’s line of reasoning seriously, they will
have their conclusion about the bad characteristic or moral that
Trump has. With all the facts that the video gave, I think the
author tried to argue the motivation lead Trump want to be
president. The beginning of the video, they gave the evidence
that Trump was being humiliated by Obama, and he hated it.
After four years, in a show Trump reminded everyone
about Obama’sbirth certificate, that means he never forget about
what Obama did to him, and he would do something to fight
back. The video emphasized theOmarosa Manigault’s saying:
“Every critic, every people who disagreed or challenged him
will have to bow down, and it is a revenge to become the most
powerful man in the universe”. The audiences will find nothing
good in a tough guy and all they see is a person with no
presidential quality.
7-What consequences are likely to follow if people ignore the
video’s reasoning?
If people ignore the video’s reasoning, people will not
understand the implication author tried to make about the
Trump’s motivation for president campaign. What they simply
know is all the stories people told about Trump’s life, his
education, and career. Maybe people will see him as a tough
guy who knows how to make money out of his name. However,
the video’s reasoning leads people to another side that Trump’s
characteristic does not fit for president. The video implied his
personal background not simply to show how tough he is but
deeply that he came with an unreasonable motivation for
president and he is not ready for it.
8-Identify the key conclusions the video comes to and presents?
The video leads to a conclusion that the result of wining the
presidential election was a Trump’s successful revenge
to Obama. The video tried to argue that Trump is not convinced
to become president. He is wealthy, and famous. He wants to
keep himself in high to be the president. Everyone knows him

4. from TV and he is on the top of the glory. The conclusion of the
video is the meeting of Trump with Obama at White House, that
is the moment as author assumed Trump gave the answer to his
critics and opponents.
9-What facts, experiences, or data is the video using to support
its conclusions?
The video uses the facts from Trump’s family background, the
opinion from people worked with him to express a bad side of
him. Also, with the fact that Trump and Obama keep attack each
other, the author made it the point to the motivation for Trump
run the president campaign. The video talked about when Trump
gets wealthy and famous on TV, his supporters said he should
run for the White House. The authors implied that he had
everything, he has hit the high and now he want to be president.
With all the evidences the video provided, it wanted to make the
point Trump is not meant to be president. He doesn’t have the
quality to become the president of the United States.

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Online Learning Component Cover Sheet
Week 3
Term and Year
Term 4 2017
Assessment Type
Discussion question
Date
Student Name:
Student ID No:
Submission deadline:
Due at the end of Week 3 (upload on Sunday by 11:59pm) via
Moodle Submission Point
Qualification :
FNSACC50215 Diploma of Accounting
Unit Code:
FNSACC507
Unit Title:
Provide management accounting information
Assessor’s Name
Zaved Karim
Student Declaration: I declare that this work has been
completed by me honestly and with integrity.
Name:

8. Signature:
Date:
Online learning/ evidence gathering conditions
Each online learning component is recorded as Five hours (5),
Three hours (3) or Zero hours (0). A student can only achieve
competence when all online learning components listed under
procedures and specifications of the fulfilling the 5-hour online
learning per week section are Satisfactory. Your trainer will
give you feedback in the student learning management system
after the completion of each online learning component. A
student who is assessed as Zero hours (0) is eligible for re-
submission. Should the student fail to submit the online
learning component, a result outcome of Zero hours (0) will be
recorded. Any form of plagiarism or copying other students’
work would also result in a Zero hours (0) record outcome and
there would be no provisions for a re-submission.
Resources required for this Assessment
1. All documents must be created using Microsoft Word.
1. Upon completion, submit the online learning component
(using this official template) via the student learning
management system to your trainer along with the completed
assessment coversheet.
1. Refer the notes on eLearning to answer the tasks
1. Any additional material will be provided by Trainer
Instructions for Students

9. Please read the following instructions carefully
· This online learning component is to be completed according
to the instructions given by your assessor.
· Students are required to conduct their research and complete
this online learning component outside the class contact time.
· Feedback on each task will be provided to enable you to
determine how your work could be improved. You will be
provided with feedback on your work within 2 weeks of the
online learning component due date.
· Should you not answer the questions correctly, you will be
given feedback on the results and your gaps in knowledge. You
will be given another opportunity to demonstrate your
knowledge and skills to be deemed competent for this unit of
competency.
· If you are not sure about any aspect of this online learning
component, please ask for clarification from your assessor.
· Please refer to the College re-submission policy for more
information.
Task
Describe the importance and benefits of budgeting and the
process of budget administration. (not more than 800 words).
V2017.T4. 1.0
FNS50215 Diploma of Accounting/ FNSACC507/ 2017/ T4/ /
Online Learning / WK 3 Page 3 of
3

10. Online Learning Component Cover Sheet
Week 1
Term and Year
Term 4 2017
Assessment Type
Discussion question
Date
Student Name:
Student ID No:
Submission deadline:
Due at the end of Week 1 (upload on Sunday by 11:59pm) via
Moodle Submission Point
Qualification :
FNSACC50215 Diploma of Accounting
Unit Code:
FNSACC503
Unit Title:
Manage budgets and forecasts
Assessor’s Name
Zaved KARIM
Student Declaration: I declare that this work has been
completed by me honestly and with integrity.
Name:
Signature:
Date:

11. Online learning/ evidence gathering conditions
Each online learning component is recorded as Five hours (5),
Three hours (3) or Zero hours (0). A student can only achieve
competence when all online learning components listed under
procedures and specifications of the fulfilling the 5-hour online
learning per week section are Satisfactory. Your trainer will
give you feedback in the student learning management system
after the completion of each online learning component. A
student who is assessed as Zero hours (0) is eligible for re-
submission. Should the student fail to submit the online
learning component, a result outcome of Zero hours (0) will be
recorded. Any form of plagiarism or copying other students’
work would also result in a Zero hours (0) record outcome and
there would be no provisions for a re-submission.
Resources required for this Assessment
1. All documents must be created using Microsoft Word.
1. Upon completion, submit the online learning component
(using this official template) via the student learning
management system to your trainer along with the completed
assessment coversheet.
1. Refer the notes on eLearning to answer the tasks
1. Any additional material will be provided by Trainer
Instructions for Students
Please read the following instructions carefully
· This online learning component is to be completed according
to the instructions given by your assessor.
· Students are required to conduct their research and complete
this online learning component outside the class contact time.
· Feedback on each task will be provided to enable you to
determine how your work could be improved. You will be
provided with feedback on your work within 2 weeks of the
online learning component due date.
· Should you not answer the questions correctly, you will be

12. given feedback on the results and your gaps in knowledge. You
will be given another opportunity to demonstrate your
knowledge and skills to be deemed competent for this unit of
competency.
· If you are not sure about any aspect of this online learning
component, please ask for clarification from your assessor.
· Please refer to the College re-submission policy for more
information.
Task
Describe the importance and benefits of budgeting. (not more
than 800 words).
V2017.T4. 1.0
FNS50215 Diploma of Accounting/ FNSACC503/ 2017/ T4/
Online Learning / WK 1 Page 3
of 3
Instructions:
1) Log on
to http://www.pbs.org/wgbh/pages/frontline/view/ which is the
website for PBS Frontline. You will need JAVA and/or Flash
Player in order to stream the video from your computer.
2) If the above link is broken then google PBS Frontline
Archives. Click on the link and there you will find the list of
videos available to view. Type in the title of the video in the
search box or scroll through the videos to find it.
3) Select and view the video listed below.

13. 4) Answer the questions found in the template below. You
must type the questions and answers in the forum. Please note
I will not accept any analyses that are submitted as attachments.
Make sure you post your response in the forum.
5) Remember you are required to read and provide brief
critical reactions to at least one of your classmate's analysis.
6) Once you post your analysis in the forum and respond to
your classmate(s), you are done with this assignment.
Title - President Trump - January 3, 2017
https://www.pbs.org/wgbh/frontline/film/president-trump/
Template for Analyzing the Video
1) State as accurately as possible the video’s purpose for
presenting this information. Explain your analysis/answer in
five (5) or more sentences.
2) What is the video attempting to convey and from what
perspective is it presenting the information? Provide your
analysis/answer in five (5) or more sentences.
3) What key question can you develop from the content
presented in the article? Provide your question and then your
analysis/answer in five (5) or more sentences.
4) What are the most important ideas you would have to
understand in order to understand the video’s line of
reasoning? Provide your analysis/answer in five (5) or more
sentences.
5) What is the video failing to address (what might be
questioned)? Provide your analysis/answer in five (5) or more
sentences.
6) What consequences are likely to follow if people take the
video’s line of reasoning seriously? Provide your
analysis/answer in five (5) or more sentences.
7) What consequences are likely to follow if people ignore
the video’s reasoning? Provide your analysis/answer in five (5)

14. or more sentences.
8) Identify the key conclusions the video comes to and
presents? Provide your analysis/answer in five (5) or more
sentences.
9) What facts, experiences, or data is the video using to
support its conclusions? Provide your analysis/answer in five
(5) or more sentences.
Deadline: November 28, 2017 by 11:59pm.
The questions below are to be used as the framework for
responding to at least one of your classmate's posting. That is,
select a posting you wish to respond to then evaluate the work
and answer the following questions. Be sure to address the
questions to your classmate and make it relevant to his/her
work. You are required to provide a minimum of (5) five
sentences for each question (#1 - #8) posted below and to
respond to at least to one of your classmates. Let's have some
fun with this while providing critical and relevant policy
discussions and remember to respect all viewpoints.
1) What is your classmate presenting as his/her main
idea/purpose? Explain your analysis/answer in five (5) or more
sentences.
2) What question is your classmate attempting to answer?
Provide at least 4 alternate questions for the author.
3) What information does your classmate provide as a basis for
arriving at his/her own conclusion? Explain your
analysis/answer in five (5) or more sentences.
4) What are the main conclusions or inferences made by your
classmate? Explain your analysis/answer in five (5) or more
sentences.
5) What are the main ideas that guide your classmate's
thinking? Explain your analysis/answer in five (5) or more
sentences.
6) What does your classmate take for granted? Explain your
analysis/answer in five (5) or more sentences.

15. 7) What is your classmate's perspective and how is s/he seeing
it? Explain your analysis/answer in five (5) or more sentences.
8) If your classmate is correct (or insightful), what are some
implications we should recognize? Explain your
analysis/answer in five (5) or more sentences.
(source: The Thinker's Guide to The Art of Asking Essential
Questions by 2010 by Dr. Linda Elder and Dr. Richard Paul)
DEADLINE: November 30, 2017 by 11:59pm.