Example of use of theory in assignments.pdfExample of use .docx

Example of use of theory in assignments.pdf
Example of use of theory in assignments
The value expectancy theory (Waddell, Cummings, &
Worley, 2011) suggests that Woolworths use visibility of
rewards to motivate staff by announcing best performing
staff in the monthly newsletter and presenting awards at
regular staff meetings. This seems to work well as staff all say
the awards are something they look forward to and they are
very proud when they receive an award.
Comment [u1]: Reference to theory
Comment [u2]: Application of the
theory
Comment [u3]: Analysis/discussion
Executive Summaries Guide.pdf

Examples of Executive Summaries – Good and Bad
The following two examples are from UniLearning. The
UniLearning website was
developed through a National Teaching Development Grant
provided by the
Committee for University Teaching and Staff Development
http://unilearning.uow.edu.au/report/4bi1.html
This is a GOOD example of an executive summary from a
marketing report:
This report was commissioned to examine why the sales volume
of
Choice Chocolate has dropped over the past two years since its
peak
in 1998 and to recommend ways of increasing the volume.
The research draws attention to the fact that in 1998, the market
share
of Choice Chocolate was 37%. The shares of their key
competitors
such as Venus and Bradbury were 22% and 18% respectively.
The

size of the chocolate market then was $36 million. Over the
next two
years, although Choice Chocolate retained its market share the
volume
of sales in the whole market decreased to $29 million. Further
investigations reveal that this market shrinkage coincided with
an
increase in health awareness amongst consumers who regard the
milk
and sugar ingredients in chocolate as negative; moreover, since
the
second half of 1999, an increasing number of rival ‘health
candies’
had appeared on the market. These claimed to offer the
consumers a
healthy alternative. These factors appear to be the major causes
of the
decreased sales volume of Choice Chocolate.
Slim Choice is the latest chocolate range put forward by the R
& D
Department of Choice Chocolate. The report evaluates this
range and

concludes that it would be an ideal candidate to meet the
challenge
presented by the market and could satisfy the new consumer
demand
since it uses significantly reduced milk and sugar ingredients
and is
endorsed by renowned health experts. According to 97% of the
2000
subjects tested recently, it also retains the same flavour as the
original
range.
It is recommended:
that Choice Chocolate take immediate measures to launch and
promote Slim Choice alongside its existing product range;
that Slim Choice adopt a fresh and healthy image;
that part of the launch campaign contains product endorsement
statements by renowned health experts;
that Slim Choice be available in health food shops as well as in
traditional chocolate retail outlets
Terms of reference

Statement of problem/
topic
Formal language
appropriate to report
writing
Key findings
summarised
Problem solution
summarised

Recommendations
summarised
This is a POOR example of an executive summary from a
marketing assignment
Executive Summary
Every time a business or consumer purchases products
or services they display forms of buyer behaviour that
are influenced by many factors.
Background to problem
http://unilearning.uow.edu.au/report/4bi1.html
Page 2
The following report looks at the fast food industry and
will analyse four McDonalds’ key products and services.
It highlights what type of consumer buying or business

buying behaviours are displayed in the purchase of a
product or service and explains why each behaviour may
occur. This enables a conclusion to be drawn from
applying theory to reality.
Although a full comprehension of buying behaviour is
impossible, since everyone is an individual, it is useful
to reflect on common behaviours and attempt to divide
behaviours in types and stages. Even McDonalds, a
leader in marketing cannot always predict consumer
behaviour.
Report’s aims
Outlines what information the report
deals with but FAILS to provide a
summary of the results gained,
conclusions drawn and recommendations
made. These are the functions of an

executive summary and are absent in this
example.
The information in this executive
summary is vague rather than
summarising what the report found.
The next Executive Summaries are taken from Monash
University’s Learning and
Language Online site. Other useful hints about writing are also
found on this site,
including other comaprison assignments.
http://www.monash.edu.au/lls/llonline/writing/index.xml
The following 3 Executive Summaries are for the same
assignment, with lecturer’s
comments. 2 are not to the requried standard, the third is
considered a good Executive
Summary.
Amy’s Assignment – An Executive Summary with too
much information
Lecturer’s comments

The purpose of this report is to investigate the major problems
that are prevalent at Lawton, Langridge, Lypton and Lawless,
Solicitors.
One of the major problems that the firm is experiencing, is that
the data clerks possess a lack of motivation. This is because
they are isolated on the 35th floor and their work is
monotonous. Also they are not given any responsibility which
then results in a lack of initiative. Furthermore they do not
possess any goals. Another major problem is that Mrs Blakely,
the WPC unit supervisor, does not possess adequate leadership
skills. She does not encourage or inspire the girls, delegate
simple tasks, or teach them. She also does not try to solve the
problem of data error. Lack of effective communication is also
another problem that the firm suffers from. Ineffective
communication is present in the WPC unit and between the
different divisions of the law firm. This was illustrated when
Mr Lawton held a meeting with the WPC employees. The girls
told him that they found the work boring and that they felt

isolated. His solution was to install a sound system. He did not
ask them what was the best solution, hence no active listening
was present, nor did he ask whether installing a sound system
was the best answer to their problem, hence not allowing
feedback to occur.
Too much detail
There is much too much
detail here for an Executive
Summary. Ideally, you should
aim for a half-page summary
of your whole report. State
your purpose, the main
problems, and the
recommendations. The detail
is presented in the rest of the
report. A good example of an
Executive Summary can be

found in Cindy's report.
http://www.monash.edu.au/lls/llonline/writing/index.xml
Page 3
It is recommended that if the law firm resolved the symptoms
of ineffective communication, the lack of motivation amongst
the data clerks and Mrs Blakely's poor leadership style, then
the two other problems, the weak organisational culture and the
lack of teamwork would also be eradicated. Therefore the
solution to the lack of motivation of the data clerks is to assign
a WPC employee to a maximum of two solicitors, on the same
floor as the solicitors. This would then allow them to improve
communication with the other employees of the firm. Another
solution is for goals to be set by individual employees and
departments. This would create a more motivated employee
base that would possess clear objectives. Therefore solutions to
the lack of communication is to implement informal social

events as well as regular meetings for each department, and
meetings for all the department heads. This would allow all the
employees to communicate with one another.
In regards to establishing better leadership skills in the WPC
unit, it is recommended that Mrs Blakely should undertake a
work appraisal, which would identify to her and the
organisation that she is not managing the WPC unit very well.
A manager should then be appointed to the WPC. Mrs Blakely
could still remain as a supervisor of the WPC unit and meet
weekly with the new manager. In regards to the lack of
motivation in the WPC, it is suggested that as individuals and
as groups they create goals. WPC employees working on the
same level could have their own work area. Consequently, this
would increase their skills, sense of responsibility and
motivation
Angus’s assignment - Irrelevant detail and not enough
summary

Executive summary
Lawton, Langridge, Lypton, and Lawless Solicitors
The company is a large firm consisting of 25 partners, 48
employed solicitors and 80 support staff. As the company has
grown it has developed new initiatives to keep, train and
develop systems to promote staff. One of its initiatives was to
set up the Word Processing Centre (WPC).
The WPC has been in operation for only a few years and the
concept behind it was to employ high quality staff that the firm
could train and promote to be secretaries for the partners and
solicitors. The staff in the WPC are employed to word process
the large volumes of legal documents produced by the
solicitors, together with their long reports etc. Unfortunately
the WPC has not been working as it was hoped.
Unnecessary repetition of case
material

The manager reading the report
is usually the person who
commissions the report (case
study). As he or she is familiar
with the problems being
identified, there is no need to
repeat background details from
the case such as the facilities
offered by the firm, number of
personnel, etc.
In the Executive Summary in a
report or case study, state 1) the
purpose of the report, 2) the
main problems identified, 3)
Page 4
Those that have been promoted to secretarial positions have not
been able to carry out tasks as well as they probably should

have, and just as importantly have not shown any forward
thinking or initiative. Other staff, still working in the WPC are
producing sloppy, substandard work, display a no-care attitude
and have no real idea about what the firm is out to achieve. The
senior partners having witnessed this first hand through their
new secretaries, and complaints from solicitors, now want to
know why.
This report will set out to find why. It will do this through
firstly identifying the major problems, offer solutions, form
recommendations on how to fix the problems and then show
how to implement these recommendations. Some of the major
problems that the Centre has are that the staff in the WPC are
not motivated, they do not seem to enjoy their work for various
reasons. They need to be stimulated. They also need to be
given more opportunity to voice their opinions and concerns.
your recommendations and the
expected outcomes. Key
aspects of the case should be

very briefly summarised.
Length should be no more than
half a page to a page
Cindy’s Executive Summary – a Good Executive Summary
Executive summary
The following report is based on a case study of Lawton,
Langridge, Lipton and Lawless,
Solicitors. The main problems that have been identified are
major problems of staff motivation,
lack of communication (informal), and Mrs. Blakely's lack of
leadership skills.
A recommendation for the motivation problem is that Mrs.
Blakely set attainable goals for the
employees and reward and recognize the clerks when they have
achieved their goals.
For the problem of lack of communication, it has been
recommended in this report that weekly
meetings be held and that Mrs. Blakely be retrained both for
development of communication

skills and leadership skills.
The reward program is expected to cost the company
approximately $450.00 per month whilst
the setting of attainable goals is not expected to cost the
company anything. Because Mrs.
Blakely will have to read 22 documents per month in order to
recognize the employees
appropriately, she will need to be paid extra for this work i.e.
overtime pay. Assuming it will
take half an hour to read one document, there will be
approximately eleven hours spent on
reading. It has been assumed that Mrs. Blakely earns $18.00 per
hour while the clerks earn
$15.00.
Therefore, approximately, it will cost the firm $500.00 per week
for ten weeks. The weekly
meetings will be run one hour before the end of the working
day, beginning at 4:00 pm. and
ending at 5:00 pm. eliminating the need to pay overtime.
Harvard Detailed Guide to Referencing.pdf

Information Resources
Library
Harvard Style Guide
In-text references, reference lIsts and bIblIographIes
www.swinburne.edu.au/lib
Swinburne University of Technology Library – Harvard Style
Guide
2
1. The purpose of Harvard Style
Harvard Style is an academic system that allows you to make
reference to and then
acknowledge other people’s information that you have used in
preparing your own work.
Using Harvard Style ensures that people who read your work
can locate and read the same
sources you used; using it also reduces the risk of being accused
of plagiarism.
Using Harvard Style means acknowledging the author of an
information source and the date the
source was published. The author’s family name/surname and
year of publication is inserted in
the body of your work each time you refer to their work. This
information, together with all other
identifying details (such as the title) is also included at the end
of your work. If you use more than
one information source, arrange the sources listed at the end of

your work alphabetically.
Remember: be consistent when using Harvard Style. All
information sources of the same
type should be treated in the same way.
2. Acknowledging sources in the body of your work; to
paraphrase and to quote
The two most important details to acknowledge whenever you
use someone’s information
are: a) the name(s) of the author, authors or organisation who
created it, and b) the year
they created it. You must insert them each time you use their
information. The details are
usually placed at the end of the sentence and are called ‘in-text
references’, as you are
placing them in the text (the body) of your work.
You can paraphrase an information source or quote from it. To
paraphrase is to look at
someone’s information and then write it using your own words.
To quote is to copy exactly
what someone has written and insert it into your work. You
should only quote when you
feel that the words are perfect and that trying to paraphrase
them would weaken their
message and power. When you paraphrase or quote, always
include the page number or
page numbers in the in-text reference, placed after the year it
was published. If you quote,
enclose the text in double quotation marks: “ “.
For example, consider this sentence from a book: Certain kinds
of behaviour are difficult to
observe because they occur only rarely or in private.

If you copy it from the book and insert it into your work, the in-
text reference should look
like this:
“Certain kinds of behaviour are difficult to observe because
they occur only rarely or in private”
(Aronson, Wilson & Akert 2007, p. 36).
If you paraphrase it by rewriting the information using your
own words, the sentence and
the in-text reference could look like this:
There are some behaviours which are only displayed in private
or very rarely, making them hard to
report (Aronson, Wilson & Akert 2007, p. 36).
If the writers are very well known in their subject field, you
may want to state their names as
part of your writing. If you do so, you must still include the
year of publication (and the page
number too, if you are quoting or paraphrasing them). For
example:
Nilsson, Johansson and Frantzich (2009, p. 466) found that if
someone commenced evacuating from
the scene of the fire, others were influenced by their action and
also evacuated, confirming an earlier
experiment that had the same results.
If you quote more than one sentence, don’t use double quotation
marks around the
quotation – instead, place the quotation on a new line and
indent it from the left margin.
Anything after the quote should begin on a new line and not be
indented. If a source does
not have a page number (some sources, such as webpages and

YouTube videos, do not),
simply insert the author’s name and year of publication. If a
source has section numbers
instead of page numbers (eg. some ebooks; legislation) use ‘s’
instead of ‘p’ and list the
section number in the in-text reference.
You can still provide an in-text reference even if an information
source doesn’t have an
author (check carefully first, though). The author detail is
replaced by the title of the
information source and the title is italicised. Year of publication
and page number is
unchanged. For example:
Decapsulation of brine shrimp cysts is not necessary but has
been carried out by dedicated aquarists for
many years as they claim it improves hatching rates (Hatching
and raising brine shrimp 2010, p. 2).
3. Your Reference List or Bibliography
Each time you find a useful information source, keep a record
of all its bibliographic details.
These can include the name of the company who published the
source; the state, town or
suburb the source was published in; what edition the source is;
the Library database you
found it in (if you found it using a Library database); the web
address for the source (if you
found it on the web); the date that you first found it; and other
details depending on the type
of source. These details all help someone locate the same
information source you used.
These bibliographic details, when arranged in the correct order,
are called an entry. Entries

are arranged in a single alphabetical list – either a Reference
List or a Bibliography.
Authors’ surnames Year of publication Page number
Page numberYear of publicationAuthors’ surnames
Guide
3
A Reference List is a list of all the information sources you
refer to in your work; a
Bibliography is a list of all the information sources you refer to
in your work and other
sources you have looked at while preparing your work but did
not actually use. Ask your
instructor which one they want.
4. Books: bibliographic details required
For books, the details you must include in the entry are as
follows and must be presented in
this order:
1. Author(s) – either a person(s) or an organisation – or
editor(s). Names are presented
surname first, initial(s) next.
2. Year of publication.
3. Title – plus the subtitle, if there is one. Place a colon
between the title and subtitle. Both
are italicised.
4. Title of series and volume number, if applicable.

5. Edition – only if this is not the first edition of the book.
Edition is abbreviated in the entry
as ‘edn’.
6. Publisher.
7. Place of publication – state or city or suburb. Extra
information may be provided if there
is more than one place with the same name.
For example:
Aronson, E, Wilson, TD & Akert, RM 2007, Social psychology,
6th edn, Pearson Education,
New Jersey.
5. Articles from newspapers, magazines and journals found in
Library databases:
bibliographic details
Many students gather newspaper, magazine and journal articles
using Library databases.
The details required are:
1. Author(s) – if given.
2. Year of publication.
3. Title of article – enclose in single quotation marks.
4. Title of periodical – italicise the periodical title.
5. Volume and/or issue number. Volume number is given a
prefix of ‘vol.’, issue number a
prefix of ‘no.’.
6. Day and month, or season – if volume and/or issue number
are not provided, or if
needed to precisely identify an article.

7. Page number(s), if they are included. Note: this is not an
estimate of how many printed
pages would result from printing the article, but the page
numbers given in the
database.
8. Title of the database and also the name of the online service
provider, if applicable.
9. Date that you first viewed the online resource (day, month
and year). Precede the date
with the word ‘viewed’.
For example:
Tang, A & Yip, A 2010, ‘Collision avoidance timing analysis of
DSRC-based vehicles’, Accident
Analysis & Prevention, vol. 42, no. 1, pp. 182-195, Business
Source Complete, EBSCOhost,
viewed 10 November 2010.
6. Information from the web: recommendation
Information sources found on the web can sometimes be the
most difficult information
sources to acknowledge and create entries for. Please carefully
examine the guidelines
and examples at the Harvard Style webpage
(www.swinburne.edu.au/lib/researchhelp/
harvard_style.html) as you may find an example that matches
what you are trying to do.
If you cannot, you can build an entry by combining the
guidelines for books and for other
sources: this is called a hybrid entry. For more information on
hybrid entries and to see
an example, see section 8.

7. Information from the web: bibliographic details required
Include as many of the following details in the entry as
possible:
1. Author(s), editor(s), compiler(s) or organisation responsible
for the website – if given.
If there is no clearly identifiable author, do not use the name of
the Copyright owner or
website host or website sponsor, as they may not be the same
organisation. If there is
no author, use the title, in italics.
Place of publication
Authors’ surnames
and initials
Authors’ surnames
and initials
Year of publication
Year of publication
Title
Title of article
Edition Publisher
Title of periodical Volume and/or issue
number details
Name of Library

database and name of
online service provider
Page numbers
Date that you first
viewed the article
Guide
4
2. Year the information was created or year of the most recent
revision, modification or
update. Use the Copyright date of a webpage if there is no date
of creation. If a range of
dates is given (e.g. 2004 – 2008), use the latest date.
3. Title of document. The page title is usually shown at or near
the top of the page.
4. Name of the organisation hosting the webpage on their
website or the name of the
sponsor of the webpage. Remember – do not confuse a group
hosting or sponsoring a
webpage with the author.
5. Date that you first viewed the webpage (day, month and
year. Precede the date with the
word ‘viewed’.
6. URL. The URL (website address) should be enclosed in

angle brackets: < > .
The URLs should not be in blue colour and underlined – they
should not be active;
please deactivate URL links before enclosing them.
Example of an entry for a web source from an organisation:
Austrade 2010, Market research: not just facts and figures,
Austrade, viewed 23 November
2010,
<http://www.austrade.gov.au/default.aspx?FolderID=1363&utm
_source=Buy&utm_
medium=menu&utm_campaign=MM>.
8. Hybrid entries
If you need to blend guidelines to create a hybrid for an unusual
information source,
remember: always be consistent in the application of Harvard
Style throughout your work.
Here are the steps showing how to create a hybrid entry, in this
instance an entry for an
Annual Report found on a company website:
The details required by the guidelines for Annual Reports
(Name of organisation, Year of
publication, Short descriptive title (italicised), and Year(s)
covered) are collected and then
the guidelines for web sources (Name of the group hosting the
webpage, Date that you
first viewed the webpage, and URL) are collected. The two are
then blended to make the
following hybrid entry:
Iluka Resources Limited 2010, Annual Report 2010, Iluka
Resources Limited, viewed

25 October 2010,
<http://www.iluka.com/publications/reports/2010.pdf>.
9. More examples, more guidelines and getting help with
Harvard Style
The Harvard Style webpage includes:
• a PDF version of this guide called Harvard Quick Guide
• an online video called A Practical Guide to Harvard AGPS
Referencing (in Flash format)
• a comprehensive guide to Harvard Style with many more
examples.
Please see
www.swinburne.edu.au/lib/researchhelp/harvard_style.html
Need help with Harvard Style? Visit us at a campus library, or
contact us:
• Email: [email protected]
• SMS: 0427 841 787
• Telephone: (+61 3) 9214 8330
Author’s
name
Organisation’s
name
Date of
publication
Short descriptive
title
Year(s)
covered

URL
URL
Year the document
was created
Name of the host
of the webpage
Name of the host
of the webpage
Date the webpage
was first viewed
Date the webpage
was first viewed
Title
Version: 16 February 2012
Guide
5
Information source In-text (paraphrase) In-text (direct
quotation) Reference List or Bibliography entry
Book with one author Transport by road has emerged as the
leading way
to move goods from the port of arrival to their final

destination (Bishop 2009, p. 36).
“The predominant and fastest-growing form of inland
transport within the EU is road transport” (Bishop
2009, p. 36), which means the truck will be the vehicle
of choice for the next decade at least.
Bishop, B 2009, European Union law for international
business: an introduction, Cambridge University Press,
Melbourne.
Book with two authors A government minister’s performance
will be
influenced and affected by four factors: their
personality; the government’s requirements; the
portfolio and lastly their circumstances (Tiernan &
Waller 2010, p. 299).
Tiernan and Weller (2010, p. 299) state that there are four
factors that will determine a minister’s performance:
“their personality, the requirements of the government,
the expectations of their portfolio and the political
circumstances in which they find themselves”.
Tiernan, A & Weller, P 2010, Learning to be a minister:
heroic expectations, practical realities, Melbourne
University Press, Carlton.
Book with three authors There are some behaviours which are
only displayed
in private or very rarely, making them hard to report
(Aronson, Wilson & Akert 2007, p. 36).
“Certain kinds of behaviour are difficult to observe
because they occur only rarely or in private” (Aronson,
Wilson & Akert 2007, p. 36).

Aronson, E, Wilson, TD & Akert, RM 2007, Social
psychology, 6th edn, Pearson Education, New Jersey.
Book with more than
three authors
A module can be compromised of certain data and
certain procedures (Adams et al. 2009, p. 11).
Adams et al. (2009, p. 11) define it this way:
“A module provides a means of packaging related data
and procedures, and hiding information not needed
inside the module”.
Adams, JC, Brainerd, WS, Hendrickson, RA, Maine,
RE, Martin, JT & Smith, BT 2009, The Fortran 2003
handbook: the complete syntax, features and procedures,
Springer, USA.
Book with an editor(s) and
the contributing writers
are identifiable
Sports events can bring together disparate peoples
and reduce the geographical differences between
them when they come together to play against others
(Schulenkorf & Edwards 2010, p. 113).
According to Schulenkorf and Edwards (2010, p.
113), “Sport events as superordinate goals are able
to reduce intergroup distance and create inclusive
identity feelings, as they encourage people from
different groups to come together and work toward a
common purpose”.

Schulenkorf, N & Edwards, D 2010, ‘The role of sport
events in peace tourism’, in O Moufakkir and I Kelly
(eds), Tourism, progress and peace, CABI, Oxfordshire,
pp. 99-117.
Book with an editor(s) but
the contributing writers
are not identifiable (in
this particular example,
the book has also been
translated and is part of
a series too)
Water quality can be affected by how the water is
used and by pollution, so water quality is measured by
surface water sampling (ed. Krajca 1989, p. 14).
Krajca (ed. 1989, p. 14) also considers surface water
sampling to be essential, because it “is fundamental to
quality studies relating to use (water supply, irrigation,
fisheries, etc.) or to degree of pollution”.
Krajca, JM (ed.) 1989, Water sampling, trans.
J Joseph, Ellis Horwood series in water and
wastewater technology, Ellis Horwood, West Sussex.
Book where an
organisation is the author
A seller only needs a minimum level of insurance
when CIF is used (International Chamber of
Commerce 2010, p. 105).
The buyer cannot expect the seller to pay a premium
level; “under CIF the seller is required to obtain
insurance only on minimum cover” (International

Chamber of Commerce 2010, p. 105).
International Chamber of Commerce 2010, Incoterms
2010: ICC rules for the use of domestic and international
trade terms, ICC Services, Paris.
Guide
6
One author referring to
another author
Sir Alfred Pugsley (cited in Wolfram & Phillips 1978,
p. 153) proposed a new sequence of checks to building
design and construction as far back as 1973.
Sir Alfred Pugsley (cited in Wolfram & Phillips 1978,
p. 153) had called for a new sequence as far back as
1973, when he stated that “all safety rules grow out of,
and are periodically amended as a result of accidents
to structures, and in this sense what we are wanting is
a reversal of the usual sequence”.
Wolfram, HG & Phillips, JT 1978, ‘Proof engineering
for major structures’, Engineering conference 1978:
engineers developing a better world, Institution of
Engineers, Australia, Barton, ACT, pp. 149-154,
Engineering Collection, Informit, viewed 10 December
2010.

DVD Effective communication in a workplace can end if a
problem is not dealt with (Don’t hesitate, communicate!
Effective communication in the office 2010).
In other words, “Refusing to address the issues is one way
to kill communication” (Don’t hesitate, communicate!
Effective communication in the office 2010).
Don’t hesitate, communicate! Effective communication
in the office 2010 [DVD], Video Education Australasia,
Bendigo.
DVD – feature film In this instance, a blank scroll is used as a
metaphor
for non-existent knowledge (Kung Fu panda 2008).
The passing down from generation to generation of
a chef’s skills can humorously be summed up as
follows: "We are noodle folk – broth runs through our
veins!" (Kung Fu panda 2008).
Kung Fu panda 2008 [DVD], Dreamworks Animation,
USA. Distributed in Australia by Paramount Home
Entertainment.
ebooks – with pagination Lake Eyre receives high amounts of
incoming water
but due to a combination of slow arrival time of
incoming water combined with a high evaporation
rate, it rarely fills (Ghassemi & White 2007, p. 141).
The process has been described this way: “In spite
of this significant volume of run-off, the very high
evaporation rates and the long time it takes for water
to reach the Lake, means that it only fills with water
during exceptionally wet years” (Ghassemi & White

2007, p. 141).
Ghassemi, F & White, I 2007, Inter-basin water transfer:
case studies from Australia, United States, Canada, China
and India, Cambridge University Press, EBL Ebook
Library, viewed 6 December 2010.
ebooks – no pagination,
sections only
Temperature affects random electron motion which
in turn can cause thermal noise (Chomycz 2009,
s. 10.2.4).
“Thermal noise occurs in any component and is due
to random electron motion due to temperature”
(Chomycz 2009, s. 10.2.4).
Chomycz, B 2009, Planning fiber optic networks,
McGraw-Hill, Books24x7, viewed 1 December 2010.
Periodical articles with an
author (online)
It is much simpler to manage an optical network that
has been arranged in a ring (Argibay-losada et al.
2010, p. 263)
Argibay-losada et al. (2010, p. 263) identify that
“The main reason to use ring topologies is not a
high degree of connectivity or route diversity, but the
opposite, namely simplicity of management (static
routing and automatic recovery, for example)”.
Argibay-losada, P, Suarez-Gonzalez, A, Lopez-Garcia,
C & Fernandez-Veiga, M 2010, ‘Flow splitting for

end-to-end proportional QoS in OBS networks’, IEEE
Transactions on Communications, vol. 58, no. 1, pp. 257-
269, IEEE Xplore, viewed 8 December 2010.
Periodical articles with no
author (online)
Wikileaks was founded by a number of different
people from different countries with the aim to bypass
censorship and publish truthful documents (How to
avoid embarrassing leaks 2008, p. 4).
Wikileaks “was founded by dissidents, journalists,
mathematicians and technologists from China, the US,
Taiwan, Europe, Australia and South Africa, with the aim
of subverting censorship and distributing the unvarnished
truth” (How to avoid embarrassing leaks 2008, p. 4).
‘How to avoid embarrassing leaks’ 2008, IT Week,
10 March, p. 4, Computers & Applied Sciences
Complete, EBSCOhost, viewed 8 December 2010.
Industry and market
reports from the Library’s
databases
Demand from Asian markets is expected to continue
to raise the price of gold over the next few years
(Butler 2010, p. 6).
This commodity is not going to stagnate; “there are
solid prospects for rising demand for gold in Asian
markets” (Butler 2010, p. 6).
Butler, E 2010, Gold ore mining in Australia, IBISWorld,
B1314, viewed 10 December 2010.

Guide
7
Australian Standards
Online
LP gas fuel vessel manufacturers must make and
then keep their records for a minimum of 11 years
(Standards Australia 2009, p. 23).
The rule from Standards Australia (2009, p. 23) is:
“The fuel vessel manufacturer shall maintain suitable
records including the following data from Items (a)
through (l) and retain them for not less than 11 years
in Australia”.
Standard Australia 2009, LP Gas fuel vessels for
automotive use, (AS/NZS 3509:2009), SAI Global
Limited, viewed 10 December 2010.
Learning material in
Blackboard
There are usually two types of systems: natural
systems and artificial systems (Tipping 2010).
“Systems can be natural or artificial, eg. The
solar system; Australia; Swinburne University of
Technology; a bicycle” (Tipping 2010).

Tipping, R 2010, 'Lecture 1', HIT3423/8423 Enterprise
system management, Learning materials on
Blackboard, Swinburne University of Technology,
10 August, viewed 16 August 2010.
Web document with an
author
Practicing is the best way to improve juggling skills
(Kalvan 1999).
Kalvan (1999) reinforces this on his website when
he says “The best way to improve your juggling is to
practice”.
Kalvan, J 1999, Learn to Juggle, Kalvan network,
viewed 10 December 2010, <http://www.kalvan.net/
howtojug/howtojug.htm>.
Web document without an
author
The Phoenix Mars Lander will investigate the ice on
Mars to see if it was once capable of supporting life
(Phoenix Mars Lander: Digging for Secrets of Martian Ice
2010).
The Phoenix Mars Lander mission is “to sample Mars
ice and determine if the Martian arctic could have
once supported primitive life” (Phoenix Mars Lander:
Digging for Secrets of Martian Ice 2010).
Phoenix Mars Lander: Digging for Secrets of Martian Ice
2010, Imaginova Corporation, viewed 10 December 2010,
<http://www.space.com/missionlaunches/phoenix-mars-

lander-special-report.html>.
Webpage of a company or
organisation
Telstra has increased its Sales Revenue over the last
five years (Five Year Financial Summary 2010).
Telstra has increased its Sales Revenue from
$22,712,000 AUD to $24,813,000 AUD over the last
five years (Five Year Financial Summary 2010).
Five Year Financial Summary 2010, Telstra Corporation,
viewed 10 December 2010, <http://www.telstra.
com.au/abouttelstra/investor/financial-information/
financial-summary/>.
YouTube video Those already in the trade say the best way to
get into
bricklaying is through friends, family, contacts and the
local TAFE (abbtf 2010).
Troy Everett, Chief Judge of the Bricklaying Speed Test at
Worldskills 2010 advises that “The best way (into a job in
Bricklaying) is through friends, family, contacts and also
going to your local TAFE college and (doing) some courses
to see if you like it” (abbtf 2010).
abbtf 2010, ABBTF Bricklaying Speed Test – WorldSkills
2010, 3 June, viewed 10 December 2010, <http://www.
youtube.com/watch?v=xhHt2Nbcm_c>.
Tables, graphs and
images from a webpage
(United States National Library of Medicine 2010) Section

through Visible Human Male – abdomen,
including large and small intestines, spinal column,
musculature, subcutaneous fat (United States National
Library of Medicine 2010).
United States National Library of Medicine 2010,
‘Section through Visible Human Male – abdomen,
including large and small intestines, spinal column,
musculature, subcutaneous fat’ [image], in The Visible
Human Project, United States National Library of
Medicine, viewed 9 December 2010, <http://www.nlm.
nih.gov/research/visible/image/abdomen.jpg>.
Guide
8
Article from a newspaper
website
By understanding Venus’s climate it will be easier to
understand our own (AFP 2010).
“Scientists believe investigating the climate of Venus
would help them deepen their understanding of the
formation of the Earth’s environment and its future”
(AFP 2010).
AFP 2010, ‘Japanese space probe Akatsuki fails in
attempt to orbit Venus’, The Australian, 8 December,
viewed 8 December 2010, <http://www.theaustralian.

com.au/news/health-science/japanese-space-probe-
akatsuki-fails-in-attempt-to-orbit-venus/story-
e6frg8y6-1225967684743>.
Article from an open
access online journal
It should be obvious that published research found
to contain falsified data and poor experimental
procedures will cause any science to be ignored or
ridiculed by common people (Kreutzberg 2004, p. 332).
Kreutzberg (2004, p. 332) was prescient about this
issue when he stated “Scientific honesty and adhering
to the principles of good scientific practice are not only
essential for our work but are indispensable in gaining
the respect and trust of the public”.
Kreutzberg, GW 2004, ‘The rules of good science’,
EMBO reports, vol. 5, no. 4, pp. 330-332, viewed 4
January 2011, <http://www.nature.com/embor/journal/
v5/n4/pdf/7400136.pdf>.
Blog entry The issue of sustainability in architecture can be
addressed by using recycled materials (katzsj 2009).
One way of including sustainability in architecture is
“to use recycled products and objects in creative and
innovative ways” (katzsj 2009).
katzsj 2009, ‘Water bottles as a design tool’, Sara’s
blog, 11 February, viewed 9 December 2010,
<http://katzsj.wordpress.com/2009/02/11/water-
bottles-as-a-design-tool/>.
Blog entry on a

newspaper website (this
is not a hybrid entry,
it simply employs the
guidelines for Blogs)
The parent should carefully gauge if their children
are ready before having them meet the parent’s new
partner (Davoren 2011).
Such an event should not be rushed: “Introducing
a new partner should only occur when the children
are ready, not because it is convenient for the adults
involved” (Davoren 2011).
Davoren, H 2011, ‘Children must come first when
divorcees seek new partners’, Dirty Laundry, 12 April,
viewed 27 May 2011, <http://www.theage.com.au/
lifestyle/lifematters/blogs/dirty-laundry/children-
must-come-first-when-divorcees-seek-new-partners-
20110411-1db80.html>.
SP0065-13-112
Quick Guide to Referencing.pdf
Quick Guide to Referencing
(source: The Uni of Western Australia, Information Services
http://guides.is.uwa.edu.au/harvard )
Why is referencing important?
Referencing or citing your sources is an important part of

academic writing. It lets you acknowledge
the ideas or words of others if you use them in your work and
helps avoid plagiarism.
Referencing also demonstrates that you've read relevant
backgound literature and you can provide
authority for statements you make in your assignments.
The Harvard citation style can vary in minor features such as
punctuation, capitalisation,
abbreviations, and the use of italics.
The examples in this guide are appropriate to most Marketing
and Management subjects.
ALWAYS CHECK with your lecturer/tutor for which citation
style they prefer you to use.
Getting started
There are two components to referencing: in-text citations in
your paper and the reference list at the
end of your paper.
The in-text citation:
Harvard is an 'author/date' system, so your in-text citation
consists of author(s) and year of
publication.
In-text citation of a book (the same format applies for a journal

article)
If you quote directly from an author or to cite a specific idea or
piece of information from the source
you need to include the page number of the quote in your in-text
citation.
http://guides.is.uwa.edu.au/harvard
The reference list:
All in-text citations should be listed in the reference list at the
end of your document.
Your reference list should ALWAYS START on a new page.
Reference list entry for a book
Reference list entry for a journal
Reference list entries contain all the information that someone
needs to follow up your source.
Reference lists in Harvard are arranged ALPHABETICALLY
BY AUTHOR (author’s family /
surname)

Report Writing Guidelines.pdf
Report Writing Guidelines
A report should include the sections outlined below and in the
exact order:
Title page
This is like the cover of a book. It tells the reader:
has been written e.g. as part of
the course, the due date etc.
A title page should also look interesting enough to make the
reader want to turn the page and start
reading – design is important. If using an image, use one that
reflects the report content.
Microsoft Word has a range of title page templates that might
be used, but remember to delete any
unnecessary elements, and change the images to something
appropriate to the report e.g. the
picture of a train or a flower is unlikely to be relevant to most
of your assessments.

Executive Summary
is an overall summary of the entire report. It should:
• Introduce the topic of your report
• Summarise the main subjects (major findings) examined in the
discussion section of your
Report. These should be in a series of short paragraphs. See the
student guide on Writing Good
Executive Summaries for more guidance.
• State your conclusions
• State your recommendations
(No page number)
Table of contents
This is an ordered list of the different sections and subsections
of your report. It must
include numbered section headings and subheadings, with their
relevant page numbers. This
indicates to your reader where various sections of your
discussion can be found.
Note: Table of contents should also be on a separate page.
(No page number)
Introduction
(The numbering of the pages starts here)
The introduction should generally include three key types of
information.
• Background: This section sets the context for the report and
provides the (brief)
background information required for the reader to understand
the report. For example, it may
briefly outline the issue faced by the organisation. Tell the
reader something about the history/origin
of the report. When was it requested? Why is it important? Who
was involved and how?
• Aims/ objectives : This tells the reader what the

aims/objectives of the report are. It indicates
what key questions the report is trying to answer and what it is
trying to achieve. Why was it
written?
• Scope: Tells the reader exactly what areas/ideas are covered in
the report. This also helps to
explain how the report is organised. Look at your plan and
consider your headings and sub-headings.
Discussion and analysis:
While this represents the main part of the report, it should not
be titled Discussion, Body, etc. – the
headings and sub-headings should identify each topic, subject,
situation or factor being discussed.
Remember 1 subject = 1 section. Another important thing to
remember about headings – they
should NEVER be alone at the bottom of a page – this needs to
be fixed in the final draft process.
This section is where information relevant to the topic is
presented. It is similar to the 'body' section
of an essay. It must be fully referenced throughout, using
various resources to support ideas. It
should be organised logically, using topic headings,
subheadings and minor subheadings to break it
into sections and sub-sections based on the ideas being
discussed. All headings must be numbered
sequentially.
Length of a discussion is approximately 60% of total word
count.

It is also important to use paragraph breaks within sections – 1
idea per paragraph. Paragraphs
should ideally be between 2 and 12 lines long with between 2
and 6 – 8 sentences long.
Conclusion
The purpose of the conclusion is to provide a summary of the
major findings. It effectively attempts
to answer the key questions posed in the introduction.
When writing a conclusion it may be useful to consider the
following:
• No new information should be introduced (therefore no
references)
• Summarise what has been learnt or proved from doing this
research?
• On the basis of the research, what conclusions can be drawn?
• Consider the key questions and objectives set out in the
introduction- what are the
answers/conclusions you came to?
• Consider each of the key sections of your report- what was the
main point made in each section?
Recommendations
Often when writing a report specific recommendations for
future actions are requested.
These can be included as a separate section after the conclusion
or even as a part of the conclusion
(using a sub-heading).
Recommendations should state what actions should be
implemented based on the findings of the
report. You may list these in bullet points or small paragraphs.
As with the conclusion, no new information and no references.

Reference List
This list includes the full publication details of all books,
articles, Web sites and other sources
referred to in the report.
The referencing styles at KOI: Author/date styles (Harvard) –
either APA or Chicago are acceptable
and standard – see student guides in Moodle, online, and in hard
copy student guides for assistance.
Guidelines for developing your report (or any other assessment)
Timing
Assessments (reports or other types) have a specific due date
and time. However it is almost
impossible to complete a satisfactory assessment in a short time
– the best reports and assessments
are written over several days, with breaks between revisions so
that errors and inconsistencies
become more obvious. An approximate way to identify the
MINIMUM time needed to write a good
assessment / report might be to multiply the marks by 2 hours
e.g. a 2 mark assessment may take up
to 4 hours to do effectively, a 20 mark assessment may take at
least 40 hours.
If you have more than one assessment due in any single week,
you will need to develop a timetable

to allow sufficient time for each assessment – this may mean
you need to start assessments 2 – 4
weeks before they are due. Assessments started the day (or the
day before) they are due are
unlikely to satisfy the marking criteria i.e. do not expect to
pass!!!
First Draft
Specifically, the purposes of the first draft are:
• to formalise the structure of the assignment
• to ensure that there is continuity between the various sections
of the report
• to state your ideas or case as clearly as possible.
Style, grammar, spelling and presentation are of only minor
importance at this stage. These aspects
are an important part of the final product because a person
reading your report will expect a clear,
well-written piece of work, but at this stage you are not writing
for your reader. You are writing for
yourself - to get your ideas down on paper in a structured form.
For that reason, you should write as
fast as you can - let your thoughts flow freely. Do not be
restricted by considerations such as correct
expression, choosing the right word or spelling. They can be
considered when you do your second
draft.
Revision of your draft is your own responsibility.
Revision is successful when a thorough, systematic approach is
used. One systematic way to ensure
that your revision is thorough and that you produce a better
document is to tackle the task of
redrafting as several discrete tasks, rather than as one large one

where you work through the
document from beginning to end.
Revise the document several times, on each occasion looking at
different aspects. Ask yourself the
following questions to which you should pay specific attention
during the redrafting process:
(if so remove it)
?

The revision process……. A good report will be revised at least
4 – 5 times
Moves from the general to the specific. Your first revision
should address the more general
questions such as structure and coverage of material.
Subsequent revisions would consider more
specific areas such as language and spelling. Moving from the
specific to the general would be
counter-productive. There is little point in correcting spelling
and improving the grammar of the
material that may later be considered redundant or which has to
be reworded for use in a different
context.
In the final editing stage, the emphasis is on producing a correct
piece of work. Inadequate
proofreading can produce a report that is difficult to read.
When you proofread:
• ensure that references are correct and properly cited
• ensure that grammar and spelling are correct
• improve the writing style - an endless process.
As with the redrafting stage, reading the assignment aloud or
having someone else read it
are effective ways of finding errors.
One final point.
• Submit your report on time. If you do not think you will finish
on time, you should apply for an
extension, however be aware that an extension may not be
granted – it is much better to start 1
week earlier than you think you need to. (see timing above)

Presentation of report
Check-list to consider prior to completing the report.
Have you……..
• kept to within + 10% of the word limit?
• used a variety of appropriate resources/references to support
your ideas?
• written it in your own words (limit 10% direct quotes)?
• used the correct referencing format?
• provided correct in-text references (Author/date) for all direct
and in-direct quotes?
• used Times New Roman size 12 font or Calibri size 11 font or
another font of a similar appearance
size? (It is important to remember that different fonts are larger
or smaller for the same font size
e.g. Arial is a larger font, Arabic typesetting is a smaller font
(both these font names are shown in size 11
font, as is the rest of this guideline which is in Calibri size 11)
• used single spacing (if setting paragraph styles, make sure you
have 0 pt before and after lines) ?
• used appropriate margins? – the normal default margins in
Microsoft Word are 2.54 cm all around
– this is satisfactory for most assessments.
• included page numbers, name and student ID on each page? –
these should be in a header and/or
footer.
• included assignment cover page if required? – note this is
NOT a title page, but a KOI assessment
submission page.
Sample Assignment with comments.pdf

Assessment 2: New
products
This id mine!!
Authors:
Oliver
Vincent
mary
Comment [G1]: This should be deleted
Comment [G2]: Idea? – full words
should be used
Full names of authors should also be used
and spelt correctly – title case should be
used
Comment [G3]: Title page is attractive
but an image more appropriate to the
report topic would improve

This sample assessment is a reasonable
overview of a text chapter. If it were a
Literature Review Assessment it would be
quite good, with some improvements as
per comments below.
If, however, this was an assessment where
the writers were asked to analyse the new
product development process for
businesses today, many more actual
application and practical examples would
be needed for an acceptable response –
comments below indicate where these
should be included
Page i
Contents
1.0 Overview
...............................................................................................
.............................. 1
1.1 Objectives
...............................................................................................
.......................... 1
2.0 New products
........................................................................ Error!
Bookmark not defined.
2.1 What is a new product?
...............................................................................................
.... 2
2.2 New-product development strategy

................................................................................ 2
2.3 New-product success and failure
..................................................................................... 2
3.0 The new-product development process
.............................................................................. 3
3.1 Ideas generation
...............................................................................................
................ 3
3.1.1 Internal sources:
...............................................................................................
......... 3
3.1.2 Customers:
...............................................................................................
.................. 3
3.1.4 Distributors and suppliers:
........................................................................................ 3
3.1.5 Other sources:
...............................................................................................
............ 3
3.2 Idea screening
...............................................................................................
................... 4
3.3 Concept development and testing
................................................................................... 4
3.3.1Product idea
...............................................................................................
................ 4
3.3.2 Product concept
...............................................................................................
......... 4
4.0 Marketing strategy development

........................................................................................ 5
5.0 Business analysis
...............................................................................................
................... 5
6.0 Product development
...............................................................................................
........... 5
7.0 Test marketing
...............................................................................................
...................... 6
Comment [G4]: Mostly well
constructed Table of Contents – uses
Word’s auto Table of Contents –
References tab
Needs to also include Conclusions,
Recommendations (if included),
Bibliography and Appendices /Attachments
(if included)
“Error! Bookmark …. Needs to be fixed by
updating
New Products Report
Oliver, Vincent, Mary Page 1
1.0 Overview
It is a fact of life that everything moves through a cycle and this
is as true of products as it is

of humans. Because of this products need to be modified or
developed. This chapter deals
with new products and their development.
A new product is a good, service or idea that is perceived by
some potential customers as
new. It is argued here that a product that is new to the company
is classified as a new
product and as such it includes me-too products as well as
innovative new products. Failure
of new products is high and it is argued that strong product-
planning can diminish the rate
of failure for a company.
Marketers should be aware of and follow a defined process for
the development of new
products. The process presented here is one that includes idea
generation, idea screening,
concept development testing, marketing strategy development,
business analysis, product
development and test marketing before commercialisation takes
place. Simultaneous
product development can speed up this sequential process.
A five-stage product lifecycle that includes the product
development stage as the first stage
in the life of a product is discussed in detail and the technology
adoption cycle is introduced
as a modification suitable for discontinuous innovations based
on new technologies. This
cycle includes such colourful names as the early market, the
chasm, the bowling alley, the
tornado, the main street and end of life.
1.1 Objectives
Identify the challenges companies face in creating a new-

product development strategy.
List different sources for idea generation and discuss how an
idea moves ahead through
idea screening, concept development and concept testing.
Outline how a potential product advances from a concept to a
product through marketing
strategy development, business analysis and product
development.
Explain the purpose of test marketing and distinguish between
standard, controlled and
simulated test markets.
Describe how marketing strategies change during the product’s
life cycle.
Comment [G5]: Good use of header –
provided it clearly states the title and other
relevant information
Good headings structure – uses Word’s
Style management – Home tab
Introduction, with sub-headings of Aims
and Scope or Focus would be a more
appropriate headings for this section
Comment [G6]: Ideally there should be
a clear line space between paragraphs
Good paragraph construction – 1 idea per
para and not too long
Comment [G7]: Content is OK but

needs to be written in paragraph form –
can contain bullet lists if properly
presented.
Comment [G8]: Good use of footer,
provided it shows authors names, or
copyright or other relevant information.
Line above footer separates it from the
report content
New Products Report
2.1 What is a new product?
Table 9.1, p. 310 is a summary of different categories of new
products, and provides a
checklist for the new product from a developer’s view. It can
be useful when marketers are
considering repositioning options.
The new category entry in Table 9.1 explores the issue of an
organisation producing an
imitation or ‘me-too’ product. As long as it is new to the firm,
it is a new product.
2.2 New-product development strategy

Given the rapid changes in tastes, technology and competition, a
company cannot rely
solely on its existing products. Customers want and expect the
new and improved products
that competition will do its best to provide. A company can
obtain new products in two
ways. One is through acquisition – buying a whole new
company, patent or licence to
produce someone else’s product. The other is through new
product development:
‘development of original products, product modifications and
new brands through the
company’s own R&D efforts’ (p. 311).
2.3 New-product success and failure
Innovation can be very risky. New products continue to fail at a
disturbing rate. One recent
study estimated that new consumer packaged goods (consisting
mostly of line extensions)
fail at a rate of 80%. (James 2222) Another study found that
the new-product failure rate
was 40% for consumer products, 20% for industrial products
and 18% for services. There
are several reasons that so many new products fail: the market
size was overestimated, the
actual product was not designed well, it may have been priced
too high, or poorly
advertised, costs of development were higher than expected, or
perhaps competitors
fought back harder than expected.
Because so many new products fail, companies are anxious to
learn how to improve their
odds of new-product success. One way to identify successful
new products is to find out

what they have in common. One study found that the number-
one success factor is a
unique superior product, one with higher quality, new features
and higher value in use.
Another key success factor is a well-defined product concept
prior to development, in which
the company carefully designs and assesses the target market,
the product requirements
and the benefits before proceeding.
In all, to create successful new products, a company must
understand its consumers,
markets and competitors and develop products that deliver
superior value to customers.
Successful new-product development may be even more
difficult in the future. Keen
competition has led to increasing market fragmentation –
companies must now aim at
smaller market segments rather than at the mass market, with
the probable results of
smaller sales and profits for each product. New products must
meet growing social and
governmental constraints, such as consumer safety and
ecological standards. Many
Comment [G9]: The reference needs to
be presented correctly as per Harvard Style
e.g. (Brown, 2009), and paragraph
rephrased to explain this table, or table can
be included and explained. If included,
table should be given a title and source
Comment [G10]: Quotes should
probably be in italics as well for clear
distinction -

Comment [G11]: Reference needs to
include Author and date
Comment [G12]: Correctly shown –
comma between name and date depends
on the particular Harvard style used.
Reference should ideally be inserted after
the words “One recent study”
Comment [G13]: Needs to be
identified
Comment [G14]: Apart from the
referencing issues, this paragraph is a well
expressed point supported by research
evidence
Comment [G15]: Reference needed
Comment [G16]: Reference needed
Comment [G17]: Good analysis – if a
little brief – a little more discussion related
to the previous points will improve
New Products Report
companies cannot afford to develop new products and
emphasise product modification and

imitation. Even when a new product is successful, other
companies are quick to follow.
3.0 The new-product development process
The new-product development process for finding and growing
new products consists of
eight major steps shown in Figure 9.1, p. 314.
3.1 Ideas generation
New product development starts with ideas generation ‘the
systematic search for new
product ideas’ (p. 314). A company must usually generate many
ideas in order to find a few
good ones. The search should be systematic rather than
haphazard. (James 2222) Top
management should state which products and markets to
emphasise and what it wants
from these products – high cash flow, market share or some
other objective.
To obtain a flow of new product ideas, the company can tap
many idea sources including:
3.1.1 Internal sources:
The company can use formal R&D methods; pick the brains of
scientists, engineers, and
manufacturing people; executives can brainstorm. Salespeople
are another good source.
3.1.2 Customers:

Consumer wants and needs can be obtained from consumer
surveys or obtained through
interviews and focus groups. (Kohgoru 4444)
3.1.3 Competitors:
The company can watch competitor’s ads and other
communications to pick up clues about
their new products. Companies can buy competitors’ new
products, take them apart, and
see how they work
3.1.4 Distributors and suppliers:
Resellers are close to the market and can pass along
information about consumer problems
and new-product possibilities. Suppliers can tell the company
about new concepts,
techniques and materials that can be used to develop new
products.
3.1.5 Other sources:
Comment [G18]: This is a new idea so
should be in a new paragraph, also should
contain some theory / referenced support
for the point being discussed
Comment [G19]: See comment 9

Comment [G20]: Se comments above
re referencing.
For an application assessment , these ideas
need to be related in specific terms to the
actual business or to actual examples
Comment [G21]: This heading should
be moved to the next page
New Products Report
Trade magazines, shows, seminars, government agencies, new-
product consultants,
advertising agencies, marketing-research firms, university and
commercial laboratories, and
inventories. Table 9.3, p. 315, shows a summary of studies,
identifying the organisational
sources of ideas for products for business-to-business and
consumer markets. The total is
more than 100 because ideas may come from more than one
source.
3.2 Idea screening
The purpose of idea generation is to create a large number of
ideas. The purpose of the
succeeding stages is to reduce that number. The first idea-

reducing stage is idea screening
‘in order to spot good ideas and drop poor ones as soon as
possible’ (p. 316). Most
companies require their executives to write up new-product
ideas on a standard form that
can be reviewed by a new-product committee.
(Buwregfurqwgfb 2000) The write-up
describes the product, the target market and the competition,
and makes rough estimates
of market size, product price, development time and costs,
manufacturing costs and rate of
return. The committee evaluates the idea against a set of
general criteria.
3.3 Concept development and testing
Attractive ideas must now be developed into product concepts.
It is important to
distinguish between a product idea, a product concept and a
product image.
3.3.1Product idea
‘An idea for a possible product that the company can see itself
offering to the market’ (p.
316).
3.3.2 Product concept
‘The idea that consumers favour products that offer the most

quality, performance and
features and that the organisation should therefore devote its
energy to making continuous
product improvements; a detailed version of the new product
idea stated in meaningful
consumer terms’ (p. 316).
3.3.3 Product image
‘The way consumers perceive an actual or potential product’
((Cuwrefbur 3000 p. 316).
Concept development Customers do not buy a product idea;
they buy a product concept.
The marketer’s task is to develop this idea into several
alternative product concepts, find
out how attractive each concept is to customer and choose the
best one.
Concept testing ‘Testing new-product concepts with a group of
target consumers to find
out if the concepts have strong consumer appeal’ (p. 317).
Concepts may be presented
through word or picture descriptions. Consumers may be asked
to react to this concept by
Comment [G22]: Most of these
sections are too short – they need
application examples or explanation in the
authors’ own words of the implications for
business
New Products Report

answering questions in Table 9.4, p. 317. The answers will help
the company decide which
concept has the strongest appeal.
4.0 Marketing strategy development
After a concept has been chosen, the next step is marketing
strategy development:
‘designing an initial marketing strategy for a new product based
on the product concept’ (p.
317). The marketing strategy statement consists of three parts.
The first part describes the
target market, the planned product positioning, and the sales,
market-share and profit goals
for the first few years. The second part of the marketing
strategy statement outlines the
product’s planned price, distribution and marketing budget for
the first year. The third part
of the marketing strategy statement describes the planned long-
run sales, profit goals and
marketing mix strategy.
5.0 Business analysis
Once management has decided on its product concept and
marketing strategy, it can
evaluate the business attractiveness of the proposal. Business
analysis involves a ‘review of
the sales, costs and profit projections for a new product to find
out whether these factors
satisfy the company’s objectives’ (p. 318). If they do, the
product can move into the product

development stage. To estimate the sales, the company should
look at the sales history of
similar products and should survey market opinion. It should
estimate minimum and
maximum sales to learn the range of risk. After preparing the
sales forecast, management
can estimate the expected costs and profits for the product. The
costs are estimated by the
R&D, manufacturing, accounting and finance departments. The
planned marketing costs
are included in the analysis. The company then uses the sales
and costs figures to analyse
the new product’s financial attractiveness.
6.0 Product development
If the product concept passes the business test, it moves into
product development: ‘a
strategy for promoting company growth by offering modified or
new products to current
market segments; developing the product concept into a
physical product in order to assure
that the product idea can be turned into a workable product’ (p.
318). Here R&D or
engineering develops the concept into a physical product. This
stage will show whether the
product idea can be turned into a workable product.
One or more physical versions will be developed in the hope
that the design prototype will
not only satisfy and excite consumers but will also be one that
can be produced quickly and
at budgeted costs. Developing a successful prototype can take
days, weeks, months or even
years. When the prototypes are ready, they must be tested.
Functional tests are conducted

under laboratory and field conditions to make sure that products
perform safely and
effectively. Consumer tests are conducted as well where
consumers rate the attributes of
the product.
Comment [G23]: Comments as per
referencing apply here as well.
If a literature review, a little more
description of the different elements
would be needed.
If an application assessment, actual
examples, and a discussion / analysis of the
implications for business would be needed
New Products Report
When designing products, the company should look beyond
simply creating products that
satisfy consumer needs and wants. Too often, companies design
their new products
without enough concern about how the designs will be produced
– their main goal is to
create customer-satisfying products. The designs are then
passed along to manufacturing,
where engineers try to find the best way to produce the product.
Recently, however, many
companies have adopted a new approach towards product
development called design for

manufacturability and assembly (DFMA). (J 2000) Using this
approach, companies work to
fashion products that both satisfy the consumer and are easy to
manufacture. This often
results not only in lower costs but also in higher quality and
more reliable products.
7.0 Test marketing
If the product passes functional and consumer tests, the next
step is test marketing. Test
marketing is ‘the stage at which the product and marketing
programs are introduced into
more realistic settings’ (p. 319). Test marketing lets the
marketer get experience with
marketing the product, find potential problems and learn where
more information is
needed before going to the great expense of full introduction.
Bibliography
Buwregfurqwgfb, J. Kjbwid Jfhej. Jubv 23, 2000.
www.hhhh,cvidhvc (accessed May 34,
2100).
Cuwrefbur, J. "Khaiufvg Obcvdj Obncdjwbv." Lisafh Jfhweuqfh
Khfiwe , 3000: 21-23.
J, Eihyssvfgiy. Nisdh UIhceiu. Jojf: Huwhf, 2000.
James, Hbwddfbu. Ubvjfdgv HUOfbdjs BHCu. Nds, Jnvb:
Jbdufvbujd Jidh, 2222.
Kohgoru, Jihsddvuo. JIouehrfbv Hcouwhfv. Guwgfue: Pjfwog,
4444.

Comment [G24]: These sections are
too brief – see comment 23 for reasons
Comment [G25]: All reports should be
concluded with a Conclusion – also
Recommendations if required
This section should be a brief summary of
the main purpose and points – conclusions
and recommendations should be clearly
identifiable from the preceding discussions
and analysis.
There should be no new material or
comment in these sections, so there should
be no references – all references should
have already been inserted in the
appropriate place in the body of the
report.
Comment [G26]: Well presented using
Word’s auto referencing system
(References tab)
Obviously the Bibliography should start on
a new page.
Obviously the references would be real
names and should be spell checked and
proof read.
What Makes a good essay.pdf
Language and Learning Services
What makes a good essay?

Read the essay topic and essay. Then study the comments on the
side.
Essay topic
“Birth rates are falling in developed countries. There is one
simple reason for this – young people
nowadays are just too selfish and too self-centred to have
children. And this is particularly true of
women”. To what extent do you agree with this view? Support
your argument with relevant readings
and evidence.
Sample essay
1 Countries in the developed world have seen a big shift in
attitudes to population growth.
Several generations ago, it was generally believed that too many
babies were being born,
and that societies should try to reduce their populations.
Nowadays, however, the
concern is the reverse – that birthrates are falling too low and
that urgent action is
needed to encourage people to have more children. But what are
the causes of this trend?
And how much are the attitudes and lifestyles of young people
to blame? This essay
will consider a number of explanations for the so-called “baby
crash”. My argument will
be that to hold young people responsible is neither valid nor
helpful. The best
explanation, I believe, is to be found in the condition of
increased economic insecurity

faced by the young.
2 The birth rate has fallen dramatically in many parts of the
world. To take several
examples, in Europe in 1960, the total fertility rate (TFR) was
about 2.6 births per
female, but in 1996 it had fallen to 1.4 (Chesnais, 1998). In
many Asian countries,
similar declines have been experienced. Japan now has a
birthrate of only about 1.3, and
Hong Kong’s has fallen to below 1.0 (Ichimura & Ogawa,
2000). A TFR of below 2.0
means that a country’s population is not replaced, and thus there
is a net population
decline. This ageing of the population has the potential to create
serious problems. Fewer
children being born means that in the long term, a smaller
proportion of the populace
will be economically productive, whilst a larger proportion will
be old and economically
dependent – in the form of pension, health care and other social
services. Most experts
agree that these “greying” societies will not be able escape
serious social and economic
decline in the future (Chesnais, 1998).
3 So what are the causes of this trend and what can be
done to stop it? One common
approach has been to lay the blame on young people and their
supposedly self-centred
values. It is argued that in developed societies, we now live in
a “post-materialist age”,
where individuals do not have to be so concerned about basic
material conditions to

survive (McDonald, 2000a). Thus people, especially the young,
have become more
focussed on the values of self-realisation and the satisfaction of
personal preferences, at
the expense of traditional values like raising a family. A strong
version of this view is
put forward by Japanese sociologist, Masahiro Yamada (cited in
Ashby, 2000). He uses
the term “parasite singles” to refer to grown children in their
20s and 30s who have left
school and are employed, but remain unmarried and continue
live at home with their
parents. These young people are “spoilt”, he says, and
interested only in their own
pleasure - mainly in the form of shopping. According to
Yamada, it is this focus on self,
more than any other factor, that is responsible for Japan’s
languishing birth rate (Ashby,
2000). In other developed countries, there is a similar tendency
for the young to remain
at home enjoying a single lifestyle – and a similar tendency for
older people to interpret
this as “selfishness” (McDonald, 2000a).
© Copyright Monash University 2003
Essay Commentary
1. Analysing the question
Notice what the question is asking students to do – in this
case saying how much they agree with the ‘view’ in the topic.
What do you think? Is this a reasonable explanation for the
declining birthrate?
Hint: always spend some time looking over and thinking

about an essay topic before you start your planning and
reading for it. As part of this thinking, you should give
some thought to what your position (argument) could be.
Academic Style and Conventions
2. Introduction
Notice how in the introduction, this student writer:
i) introduces the topic area in a general way
(ie. declining birthrates)
ii) introduces the main issue to be covered in
the essay (ie. why this is happening).
Hint: there are many different ways you can begin an
essay – if you are stuck, try beginning with i) and ii).
3. The argument
In the last part of the introduction, the student introduces his
argument. Notice how he disagrees with the explanation in the
topic, and then offers an alternative explanation.
Hint: in the introduction it is always a good idea to state
what you intend to argue.
4. Claims + evidence
In this paragraph, the student considers the first part of the
topic – that birth rates have fallen. This is presented as
background information. Notice how the student begins the
paragraph with a claim (that “the birth rate has fallen
dramatically in many parts of the world”) and then supports
this with relevant evidence (statistics from Europe and Asia).

Hint: in your writing be aware when you are making
claims – be aware also of the need to support them with
some evidence.
5. The issue
After giving some background in paragraph 2, the
student reminds the reader what the main issue is – why
birthrates have declined? Notice also that the student
has seen the issue as a ‘problem’ – and asks “What can
be done about it?”
Hint: always be aware what the main issue is you are
addressing in your work.
6. Summarising ideas
This paragraph mainly summarises the ideas of those who
think young people are to blame for declining birthrates.
Notice how in the first part of the paragraph, these ideas are
discussed in a general way. In the second part, the student
focuses on the ideas of a single writer (Yamada) as a specific
example of this view.
Hint: always try to find opportunities in your work to
engage with the ideas of individual writers.
Paragraphs
Try to keep your paragraphs a reasonable
length. (Most paragraphs in this essay are
around 7-8 sentences long.)
Using “I” – first person pronouns
Notice how the student uses “I” in his essay: The best
explanation, I
believe, is…. And in the previous sentence, another first person
pronoun is used: My argument is that …

Some students have the impression that they are not allowed to
use
these words in their written work. But in fact they can often be
found
in academic writing. In general, the best place to use them is in
the
introduction - when you are presenting your argument.
But if you are concerned that it is not OK to use “I”, you can
use
other expressions - which avoid self-reference, but which mean
much the same thing eg. This essay will argue that ...
Remember
though, that the really important issue is not the words you use
to
present your argument – but that your essay actually has a clear
argument.
Citation 2 (Ichimura & Ogawa, 2000)
Citations can be set out in a number of ways. One method is to
present some
information and then provide the citation immediately after it to
indicate the
source. These are known as ‘information-prominent’ citations
eg:
Japan now has a birthrate of only about 1.3, and Hong Kong’s
has fallen to
below 1.0 (Ichimura & Ogawa, 2000).
Other formats are considered further on.
Citation 3 Masahiro Yamada (cited in Ashby, 2000)
This citation means that the student is dealing with the ideas of

Yamada,
but actually read about them in Ashby’s text. Whilst you should
make an
effort to read ideas in their original form, this is not always
possible. In
such cases, use the ‘cited in’ format.
Reporting expressions
When you are summarising the ideas of a writer, you need to
use reporting
expressions like the ones used here:
He [Yamada] uses the term …
According to Yamada,…
... he says …etc.
Citation 1 (Chesnais, 1998)
Citations are used to indicate the source of the ideas you have
used in your essay. Note that there are two main citation
systems:
i) the author-date system (also known as Harvard);
ii) the footnote system (also known as Oxford).
In this essay, the author–date system has been used. (Always
check which system is required in each of your subjects.)
4
But is it reasonable to attribute the baby crash to the “pleasure-
seeking” values of

the young? The problem with this view is that whenever young
people are surveyed
about their attitudes to family, not only do they say they want to
have children, they
also express preferences for family sizes that are, on average,
above the replacement
level (McDonald, 2000a). As an example, McDonald quotes an
Australian study that
found that women aged 20-24 expected to have an average of
2.33 children in their
lifetime. Findings like this suggest that the values of the young
are not at all
incompatible with the idea of having a family. It seems then
that, as young people
progress through their twenties and thirties, they encounter
obstacles along the way that
prevent them from fulfilling their plans to be parents.
5 Some conservative thinkers believe the main “obstacle” is the
changed role and
status of women (eg. Norton, 2003). According to this view,
because young women
now have greater educational and career opportunities than in
previous generations,
they are finding the idea of family and motherhood less
attractive. Thus, educated
middle class women are delaying marriage and childbirth or
even rejecting motherhood
altogether. It is claimed that women’s improved status – which
may be a good thing in
itself - has had the unfortunate consequence of threatening
population stability.
6 But there are several problems with this argument. For one,

the lowest TFRs in
Europe are found in Spain and Italy (around 1.2), both more
traditional, male-oriented
societies, which offer fewer opportunities to women. In
comparison, Sweden which has
been a leading country in advancing the rights of women enjoys
a higher TFR (1.6 in
1996) - even though it is still below replacement. Chesnais
(1998: p. 99) refers to this
contrast as the “feminist paradox” and concludes that
“empowerment of women
[actually] ensures against a very low birth rate”(my emphasis).
Another problem with
trying to link improved education levels for women to low birth
rates is that fertility in
developed countries seems to be declining across all education
and class levels. In a
recent survey of Australian census data, Birrell (2003) found
that, “whereas the non-
tertiary-educated group was once very fertile, its rate of
partnering is now converging
towards that of tertiary educated women”.
7 We can summarise the discussion to this point as
follows:
i) Young people today, in spite of what’s said about their
values, still
express a desire to have children. However, few end up having
as
many as they say they would like.
ii) The improved education and career opportunities for women

does not
seem to be the decisive factor in reducing the number of
children that
a woman has.
These conclusions suggest that there must be something else
involved. Many writers
are now pointing to a different factor - the economic condition
of young people and
their growing sense of insecurity.
8 Peter McDonald (2000a) in his article ‘Low fertility in
Australia: Evidence,
causes and policy responses’ discusses some of the things that a
couple will consider
when they are thinking of having a child. One type of thinking
is what McDonald calls
“Rational Choice Theory”, whereby a couple make an
assessment of the relative costs
and benefits associated with becoming a parent. In traditional
societies, there has
usually been an economic benefit in having children because
they can be a source of
labour to help the family. In developed societies, however,
children now constitute an
economic cost, and so, it is argued, the benefits are more of a
psychological kind - for
example, enjoying the status of being a parent, having baby who
will be fun and will
grow up to love you, having offspring who will carry on the
family name etc. The
problem, McDonald suggests, is that for many couples
nowadays the economic cost

can easily outweigh any perceived psychological benefits.
7. Critiquing ideas
The previous paragraph was concerned with
summarising some ideas. Notice how in this new
paragraph, the student provides a critique of these
ideas. (Recall the student’s argument in the
introduction: “ …to hold young people responsible is
neither valid nor helpful”). Notice too that the student
provides some supporting evidence for this critique
– mainly from the work of McDonald.
Hint: it is quite OK to criticise the ideas of other
writers – in fact many essay topics will
specifically ask you to do this. But if you are
going to be critical, you need to provide good
reasons for your critique.
9. Another example of critique
In this paragraph the student seeks to dismiss the
view that young women are to blame. (“There are
several problems with this argument”).Notice that the
student then goes on to explain these problems (“For
one…”; Another problem is that …”).
Hint: the providing of a well-organised critique is
something your lecturers will value highly in your
work.
8. Returning to the issue
Recall that the topic suggested that young
people were to blame for declining birthrates –
and then went on to single out women. In this
paragraph, the student takes up this gender
issue.

Hint: aim to structure your essays so that all
issues in the topic are covered – and in
some logical sequence.
10. Restating the argument
Recall the second part of the student’s
argument stated in the introduction: “The
best explanation is to be found in the
condition of increased economic insecurity
faced by the young”. The student now
elaborates on this part of the argument.
Hint: remember that the argument is the
key to any essay you write. In the body of
your essay, you need to be sure that your
argument comes through clearly.
“Scare quotes”
You use these to distance yourself from certain language. eg.
when
you are using an informal expression, or a term used by others
that
you don’t necessarily agree with.
“Quoting” 1
When you quote an author (like Chesnais here) you need to use
quotation marks, and indicate the exact page number in the
citation.
Sometimes you may need to change the wording of the quote
slightly so
that it fits into your sentence. If you need to add/change any
words, use
[ ]; if you need to delete words, use … (Whilst it is OK to
change the

wording of a quote, you must never change its sense.)
Italics – for emphasis
Use italics when you want to emphasise a word.
(When you do this in a quote, you need to indicate
that it is your emphasis.)
Dot points
It’s OK to use dot points in an essay (or numbered
points here), but use them very sparingly.
Citation 4 Peter McDonald (2000a) … discusses
Notice how in some citations the author can be part of the
sentence: Peter McDonald (2000a) … discusses some of the
things etc. This is known as an ‘author-prominent’ citation and
is
very common in academic writing. Notice the use of reporting
verbs in this citation type (“discusses”).
Titles
Use ‘inverted commas’ for the title of an article
Use italics for the title of a book
More reporting expressions
Notice some of the other reporting expressions
used in the student’s summary of Peter
McDonald’s ideas:
… what McDonald calls…
… McDonald suggests …
… McDonald points to …
… which he thinks…
Essay Commentary Academic Style and Conventions
Careful language (it seems that….)
In this paragraph, the student wants to reject the view in the

topic – that
young people’s selfishness is to blame for the declining
birthrate. Notice how
he does this in a careful way, by using expressions like:
Findings like this suggest that …
It seems then that …
Being careful about the way you express your claims is a
distinctive feature of
academic style.
9
McDonald (2000b) discusses another type of decision-
making - “Risk Aversion
Theory” - which he says is also unfavourable to the birth rate.
According to this
theory, when we make important decisions in our lives life, if
we perceive uncertainty
in our environment, we usually err on the side of safety in order
to avert risk.
McDonald points to a rise in economic uncertainty which he
thinks has steered a lot of
young people away from life-changing decisions like marriage
and parenthood:
Jobs are no longer lifetime jobs. There is a strong economic
cycle of booms and
busts. Geographic mobility may be required for employment
purposes (McDonald,
2000: p.15).

Birrell (2003) focuses on increased economic uncertainty for
men. Referring to the
situation in Australia, he discusses men’s reluctance to form
families in terms of
perceived costs and risks:
Many men are poor – in 2001, 42 per cent of men aged 25-44
earnt less than
$32,000 a year. Only two-thirds of men in this age group were
in full-time work.
Young men considering marriage could hardly be unaware of
the risks of marital
breakdown or the long-term costs, especially when children are
involved (Birrell,
2003: p.12).
And Yuji Genda (2000) in Japan, responding to Yamada’s
analysis of “parasite
singles”, argues that the failure of young Japanese to leave
home and start families is
not due to self-indulgence, but is an understandable response to
increasingly difficult
economic circumstances. Genda (2000) notes that it is the young
who have had to
bear the brunt of the decade long restructuring of the Japanese
economy, with youth
unemployment hovering around 10% and a marked reduction in
secure full-time jobs
for the young.
10 Young people around the world seem to have an increasing

perception of
economic uncertainty and contemplate something their parents
would have found
impossible - a decline in living standards over their lifetime.
According to a 1990
American survey, two thirds of respondents in the 18-29 age
group thought it would
be more difficult for their generation to live as comfortably as
previous generations
(cited in Newman, 2000: p.505). Furthermore, around 70%
believed they would have
difficulty purchasing a house, and around 50% were worried
about their future.
Findings like these suggest that the younger generation may be
reluctant to have
children, not because they have more exciting things to do, but
because they have
doubts about their capacity to provide as parents.
11 If we accept that economics has played a significant
role in young people
choosing to have fewer babies, then the key to reversing this
trend is for governments
to take action to remove this sense of insecurity. A number of
policy approaches have
been suggested. Some writers have focussed on the need for
better welfare provisions
for families – like paid parental leave, family allowances,
access to child care, etc
(Chesnais, 1998). Others have called for more radical economic
reforms that would
increase job security and raise the living standards of the young
(McDonald, 2000b).
It is hard to know what remedies are needed. What seems clear,
however, is that

young people are most unlikely to reproduce simply because
their elders have told
them that it is “selfish” to do otherwise. Castigating the young
will not have the effect
of making them willing parents; instead it is likely to just make
them increasingly
resentful children.
11. Providing evidence for the argument
The student is arguing that economic insecurity experienced
by young people is the main reason why the birthrate is in
decline. Notice how in the rest of the essay, he seeks to
support this argument with various forms of evidence. The
student presents a range of evidence:
i) several theories discussed by McDonald
ii) some research by Birrell
iii) comments by Genda
iv) results of a US survey.
Hint: it is important to have an argument in your essay.
But it is equally important to provide support for what you
are arguing. Your essays will be judged mainly on your
ability to do these two things.
Indenting of paragraphs
It’s very important to make it clear to your reader
when one paragraph ends and a new one begins. In
this paragraph (#9), there is some potential for
confusion. Notice how the student has used
indenting to make this clear.

“Quoting” 2 – longer quotes
Quotes of more than one sentence in length should
be separated from the main text. Notice how these
are indented and are in a slightly smaller font.
Again you should indicate the page number. 12. Concluding
There are a number of things happening in the conclusion. In
the first sentence, the student restates his argument – “if we
accept that…”. He then goes on to discuss what could be
done to deal with the problem. In broad terms this is a
discussion of the implications of the students’ argument.
Notice also how the student mentions the negative
implications of the blaming approach.
Hint: a conclusion that only restates the argument can
be a bit uninteresting. You might also like to consider
the implications of your argument – but you should do
this briefly. Think: “I have argued for this position - so
what might follow on from this”.
13. Structuring the essay
You may have noticed that this essay is quite tightly
structured. Its paragraph structure can be set out thus:
Par 1. Introduction
2. Background to issue
3. Explanation point 1 - summary
4. student’s critique
5. Explanation point 2 - summary
6. student’s critique
7. Student’s alternative explanation
8. - Evidence 1
9. - Evidence 2

10. - Evidence 3
11. Conclusion
Hint: always try to map out a structure for your essay.
Do this before you do too much writing.
14. Editing
You may have noticed that the essay is free of spelling,
typographical and grammatical errors.
Hint: always read your work very carefully before you
submit it. Avoid doing your editing on the screen.
Always print out and edit from a hard copy.
References
Ashby, J. (2000). Parasite singles: Problem or victims? The
Japan Times. 7/04/02.
Birrell, B. (2003). Fertility crisis: why you can’t blame the
blokes. The Age 17/01/03
p. 14.
Chesnais, J-C. (1998). Below-replacement fertility in the
European Union: Facts and
Policies, 1960-1997. Review of Population and Social Policy,
No 7, pp. 83-

101.
Genda, Y. (2000). A debate on "Japan's Dependent Singles",
Japan Echo, June, 2000,
pp. 47-56
Ichimura, S. & N. Ogawa (2000). Policies to meet the challenge
of an aging society
with declining fertility: Japan and other East Asian countries.
Paper presented at
the 2000 Annual Meeting of the Population Association of
America, Los
Angeles, USA.
Available:
www.eco.utexas.edu/faculty/Rostow/readings/PoliciesAging.
ichimura.pdf [Accessed 10/5/03]
McDonald, P. (2000a). Low fertility in Australia: Evidence,
causes and policy
responses. People and Place, No 8:2. pp 6-21.
Available: http://elecpress.monash.edu.au/pnp/free/pnpv8n1/
[Accessed
10/5/03]
McDonald, P. (2000b). The “toolbox” of public policies to
impact on fertility – a
global view. Paper prepared for the Annual Seminar 2000 of
the European
Observatory on Family Matters, Low Fertility, families and

Public Policies,
Sevilla (Spain), 15-16 September 2000.
Available:
http://demography.anu.edu.au/Publications/popfutures.shtml
[Accessed 10/5/03]
Norton, A. (2003). Student debt: A HECS on fertility? Issue
Analysis No 3.
Melbourne: Centre for Independent Studies.
Newman, D. (2000). Sociology: Exploring the architecture of
everyday life.
California: Pine Forge.
List of references
You only have to provide a separate list of references when you
use the author-date system.
Note:
- Entries should be set out in alphabetical order.
- Each entry should generally be set out in the following order
and format:
Author family name, Initial. (date). Title. Place:
Publisher.
Web references

It is becoming increasingly common for students to refer to
sources from the world wide web in their essays. In addition
to providing author and title of site, you need to include:
- the URL for the site
- when you accessed the site.
Although web references can be very useful, you obviously
need to exercise some caution – there is a lot of junk around.
Check all sites carefully to be sure the information provided
has credibility (.edu and .org sites are generally the more
reliable).
15. References
Note in the references section, you need to list all
the texts you have referred to (cited) in the
essay - not all the texts you have read, as some
students mistakenly believe. Notice that the
sample essay refers to a total of nine texts. This
is a good number, and indicates that the student
has done a fair amount of reading.
Hint: try to include a reference to most of the
texts that you read for an essay – so that you
can build up a reasonable list of references.
Of course, all references have to be relevant
to your argument.
School of Business and Tourism
Systems Analysis and Design (ISY00243)

Assignment 2System Requirements Report Part B – Final Report
Due date 11.00 pm Friday 21 September (End of Week 12)
Weight30% of overall unit assessment
1. Task Description
1.1 Overview
You are required to read the provided Case Study document (on
MySCU) and complete each of the activities and questions in
the weeks advised.
The answers to all activities and questions are to be collected in
one “Systems Requirements Report” with a title page, page
numbers, table of contents, headings and all other report
formatting.
The purpose of the full System Requirements Report is to guide
and enable your fictional client to make a rational selection
from options for a proposed computer application.
The Initial Investigation part of this report has been completed
in Part A of this assignment.
Part B includes other sections and models to complete the full
Systems Requirements Report. For example, you will need to
complete, and add to Part A, the following:
· Fact Finding documents
· Use cases
· ERD and Domain Model class diagrams
· System Sequence Diagrams
· Project Management charts with progress against tasks
· Conclusions and recommendations.

Note: you are encouraged to use feedback from Part A to
improve your report before submission of the full System
Requirements Report.
You will also be required to make a presentation as part of this
unit (worth 10% of your marks). Specific Topics will be
released separately, but note that your presentation will be
based on a detailed consideration on an aspect of this process.
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