Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
Even though parts of the title sound the same as units that you .docxturveycharlyn
Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss your options and enrolment at CTA.
• Post this process, you may re-enrol, and the learning and assessment process will commence from the beginning of the unit
Process for submitting assessments
Your Training Plan and Class Delivery schedule specifically outlines the due dates of each of your assessments. You must adhere to this timetable. If you need extra time to complete an assessment you must discuss this with your Nurse Educator before the due date. Extensions to assessments can be granted in agreement with you, your Nurse Educator and where applicable the RTO General Manager. The following requirements apply to all written assessments:
• All questions must be answered in full and using your own words.
• Hand written assessments must be legible and in either BLUE or BLACK pen.
• Assessments can be word processed. You must use:
? Arial font
? Size 12
? 1.5 spacing
? Print off a copy and hand to your Educator
• Assessments using white out corrective tape or fluid will be returned for resubmi.
Even though parts of the title sound the same as units that you .docxturveycharlyn
Even though parts of the title sound the same as units that you have previously completed, there is significant difference in the knowledge and skills components of the units. What this means, is there will be assessment items you will need to undertake to close any gaps identified during the mapping process in order for you to meet the outcomes for the new Diploma of Nursing.
Seek help and advice from your Educator on any part of any assessment that you need assistant with.
Assessment process
Your Assessor must discuss their feedback with you and ask you to sign the assessment summary acknowledging agreement with the result. If you have been found Not Yet Competent, the assessor will provide you with feedback explaining why this decision has been made and what you are required to do before being re-assessed. If you disagree with the assessor’s judgement, the assessor must explain the appeal process and provide you with any relevant documentation. The assessor will find a mutually convenient time to discuss any questions or concerns you have regarding your ability to complete the assessments. The assessor will also consider whether any additional support services should be provided to support you. If the assessor deems that you do not have the skills or knowledge to complete the unit, they will discuss this with The RTO Operations Manager.
• You are entitled to two assessment attempts at no additional cost.
• Each re-assessment attempt will be negotiated with the Assessor and should be programmed to enable you to have the best chance for success.
• Your Trainer/Assessor will provide you with direction on the further learning required for your next assessment attempt, this may involve additional theory or classroom learning.
• Your Assessor may apply reasonable adjustment to the subsequent assessment attempts, where required.
• At the end of your second unsuccessful assessment attempt, a formal counselling session will occur to discuss your options and enrolment at CTA.
• Post this process, you may re-enrol, and the learning and assessment process will commence from the beginning of the unit
Process for submitting assessments
Your Training Plan and Class Delivery schedule specifically outlines the due dates of each of your assessments. You must adhere to this timetable. If you need extra time to complete an assessment you must discuss this with your Nurse Educator before the due date. Extensions to assessments can be granted in agreement with you, your Nurse Educator and where applicable the RTO General Manager. The following requirements apply to all written assessments:
• All questions must be answered in full and using your own words.
• Hand written assessments must be legible and in either BLUE or BLACK pen.
• Assessments can be word processed. You must use:
? Arial font
? Size 12
? 1.5 spacing
? Print off a copy and hand to your Educator
• Assessments using white out corrective tape or fluid will be returned for resubmi.
We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
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IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Fall 2014
Project Requirements:
I. Teams
a. 16 Students split into 3 teams .
II. Weighting
a. The Project is 30% of your grade.
i. The presentation will be attended by Dr. Braniff as well as industry professionals and representatives of the National Alliance.
ii. Start divvying up duties now – last minute work shows during the presentation.
iii. Practice! Practice! Practice! - part of your grade has to do with the presentation having been rehearsed.
iv. This is a PROFESSIONAL presentation – since we’ll most likely have outsiders joining us, presenters must dress in a professional manner (no jeans, proper professional attire).
v. This presentation should mimic what you would be comfortable presenting to your board of directors and your CFO, etc.
vi. You will be graded on the information presented, as well as the professionalism of your presentation and your team assessment.
III. Project Components:
a. Executive Summary of your findings. The purpose of the executive summary is to summarize key points.
i. Should include bulleted key points
ii. Should include 1-3 graphs for visualization
iii. No more than 3 pages (including graphs)
iv. Make the summary part of the Power Point Presentation
b. Power Point Presentation
i. A visual presentation of the questions given to you for the project.
ii. Needs to show application of information learned in class, not just a regurgitation of the questions and answers, I want to see critical thinking.
iii. Presentations will occur on Monday, Nov 30 No exceptions, you MUST be present. Each group will present during this time (up to 30 minutes per group, at least 15).
iv. ALL team members must present a portion of the project.
c. All of the presentation documents need to be submitted to me. If you did not answer all
of the questions in your power point presentation, I need to receive the answers in a document.
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA.
Ironwood Company manufactures cast-iron barbeque cookware. During .docxmariuse18nolet
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under applied variable overhead.
Variable Overhead Rate Variance
Variable Overhead Efficiency Variance
Variable Overhead Spending Variance
3. Olive Company makes silver belt buckles. The company's master budget appears in the first column of the table.
Required:
Complete the table by preparing Olive's flexible budget for Rs.5,700, 7,700 and 8,700 units.
Ironwood Company manufactures cast
-
iron barbeque cookware. During a recent w
indstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to dete
r
mine the unknown amount
s. You may assume that Ironwood
does not keep any raw material on hand.
2.
Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, L
LL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under
a
pplied variable overhead.
Variable Overhead Rate Variance
Variable Overhead
Efficiency
Variance
Variable Overhead
Spending
Variance
3.
Olive Company makes silver belt buckles. The company's master budget appears in the first column of
the table.
Required:
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood
does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units prod.
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We are providing the assignment help for all the subjects Globally. Our task specialists realize the fear that you experience when it comes to your Assignment Help For All Subjects. We providing solutions, PPTs, excel sheets and many more.
Visit our website:
https://www.moodlemonkey.com/
https://www.moodlemonkey.com/solution/
https://www.moodlemonkey.com/power-point-presentation/
https://www.moodlemonkey.com/about-us/
IRM 3305 Risk Management Theory and PracticeFall 2014Proje.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Fall 2014
Project Requirements:
I. Teams
a. 16 Students split into 3 teams .
II. Weighting
a. The Project is 30% of your grade.
i. The presentation will be attended by Dr. Braniff as well as industry professionals and representatives of the National Alliance.
ii. Start divvying up duties now – last minute work shows during the presentation.
iii. Practice! Practice! Practice! - part of your grade has to do with the presentation having been rehearsed.
iv. This is a PROFESSIONAL presentation – since we’ll most likely have outsiders joining us, presenters must dress in a professional manner (no jeans, proper professional attire).
v. This presentation should mimic what you would be comfortable presenting to your board of directors and your CFO, etc.
vi. You will be graded on the information presented, as well as the professionalism of your presentation and your team assessment.
III. Project Components:
a. Executive Summary of your findings. The purpose of the executive summary is to summarize key points.
i. Should include bulleted key points
ii. Should include 1-3 graphs for visualization
iii. No more than 3 pages (including graphs)
iv. Make the summary part of the Power Point Presentation
b. Power Point Presentation
i. A visual presentation of the questions given to you for the project.
ii. Needs to show application of information learned in class, not just a regurgitation of the questions and answers, I want to see critical thinking.
iii. Presentations will occur on Monday, Nov 30 No exceptions, you MUST be present. Each group will present during this time (up to 30 minutes per group, at least 15).
iv. ALL team members must present a portion of the project.
c. All of the presentation documents need to be submitted to me. If you did not answer all
of the questions in your power point presentation, I need to receive the answers in a document.
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA.
Ironwood Company manufactures cast-iron barbeque cookware. During .docxmariuse18nolet
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under applied variable overhead.
Variable Overhead Rate Variance
Variable Overhead Efficiency Variance
Variable Overhead Spending Variance
3. Olive Company makes silver belt buckles. The company's master budget appears in the first column of the table.
Required:
Complete the table by preparing Olive's flexible budget for Rs.5,700, 7,700 and 8,700 units.
Ironwood Company manufactures cast
-
iron barbeque cookware. During a recent w
indstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to dete
r
mine the unknown amount
s. You may assume that Ironwood
does not keep any raw material on hand.
2.
Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, L
LL had the following actual results:
Units produced and sold 24,800
Actual variable overhead $9,470
Actual direct labor hours 15,800
Required:
Compute LLL's variable overhead rate variance, variable overhead efficiency variance, and over or under
a
pplied variable overhead.
Variable Overhead Rate Variance
Variable Overhead
Efficiency
Variance
Variable Overhead
Spending
Variance
3.
Olive Company makes silver belt buckles. The company's master budget appears in the first column of
the table.
Required:
Ironwood Company manufactures cast-iron barbeque cookware. During a recent windstorm, it lost
some of its accounting records. Ironwood has managed to reconstruct portions of its standard cost
system database but is still missing a few pieces of information.
Required:
Use the information in the table to determine the unknown amounts. You may assume that Ironwood
does not keep any raw material on hand.
2. Lamp Light Limited (LLL) manufactures lampshades. It applies variable overhead on the basis of
directlabor hours. Information from LLL's standard cost card follows:
During August, LLL had the following actual results:
Units prod.
IRM 3305 Risk Management Theory and PracticeGroup Project.docxmariuse18nolet
IRM 3305 Risk Management Theory and Practice
Group Project
October 16, 2015
The Pebbles, Inc.
GENERAL
The Pebbles, Inc. (the “Company) is a casino & resort operating company based in Las Vegas, Nevada, USA. The Company’s resorts feature high-end accommodations, gaming and entertainment, convention and exhibition facilities, celebrity chef restaurants, and clubs. In the past several years, the Company has decided to add a couple of other types of businesses, the most profitable being the Spinout School of Racing in Monte Carlo and the Big Shark Surfing School in Sydney. The current primary properties are listed below:
LAS VEGAS, NEVADA
The Big Gambler Resort-Hotel-Casino
- 05/03/1999
Non-Gambler Expo & Convention Ctr.
- 02/01/2002
Pebbles Resort-Hotel-Casino
- 12/30/2007
MONTE CARLO, MONACO
Pebbles, Monte Carlo – Resort-Hotel-Casino
- 05/18/2004
Spinout School of Racing
- 06/14/2009
SYDNEY, AUSTRALIA
Pebbles, Sydney – ResortHotel-Casino
- 04/27/2010
Big Shark Surfing School
- 04/27/2014
LAS VEGAS, NEVADA
The Big Gambler Resort, Hotel & Casino is the pride and joy of Pebbles, Inc. There are over seven thousand spacious suites, designer shopping, world-class dining, and incredible entertainment. The location also includes a theatre where very well-known acts perform year round. The venue has an estimated seating capacity of 5,000. Typically, the theatre books a resident performer for 9-12 months at a time. Most recently, they signed on Brianne Smalle – a chart topping twenty-five year old pop sensation – to begin performing in the next 30 days. Unfortunately, Brianne has just been arrested after a multi-state car chase. To make matters worse, when she was finally stopped, the police found proof of major involvement in an international drug ring. In addition to her charges of DUI, she is now being accused of various charges related to the drug ring including money laundering, drug trafficking, human trafficking, kidnap and murder.
The Non-Gambler Expo & Convention Center was opened in 2002 to respond to the demands of the city. The Expo & Convention Center boasts over 2 million square feet with exhibit space of 1.5 million square feet. The location is central and is walking distance from over 100,000 guest rooms. The Convention Center is in the process of undergoing major renovations in order to accommodate the technology needs and desires of their guests and vendors. The intention was to complete the renovations by the end of the summer. Unfortunately, the main contractor, Trust Us Construction, is three months behind schedule due to the main project manager’s recent problems with gambling addiction. The convention center has a major exposition scheduled in two weeks for Fine China and Crystal of The World. The owner of the Center is convinced that the expo will go on as planned, confident that spare boards, exposed cords, drilling, hammering and multiple construction workers walking through the ex.
Iranian Women and GenderRelations in Los AngelesNAYEREH .docxmariuse18nolet
Iranian Women and Gender
Relations in Los Angeles
NAYEREH TOHIDI
In California, the popular face of immigration tends to be either Latin American or
Asian, but large numbers of immigrants who come from other regions in the world,
especially the Near East, have been quietly reshaping California demography. In this
study, Nayereh Tohidi focuses on the Iranians who have come to Los Angeles in the
wake of the 1979 Iranian revolution, largely middle- and upper-middle-class Tehrani-
ans who have fled the repressive policies of the current post-Shah, fundamentalist
regime. But American freedoms have offered particular challenges to Iranian immi-
grants, especially women, who tend to have "more egalitarian views of marital roles
than Iranian men," in Tohidi's words, a "discrepancy" that has led to "new conflicts
between the sexes." Thus, Iranian women immigrants are at once freer than their
sisters in Iran, more conflicted, and more in need of a "new identity acceptable to
their ethnic community and appropriate to the realities of their host country." Tohidi
is an associate professor of women's studies at California State University, Northridge.
She directs a new program in Islamic Community Studies at CSUN and is also a re-
search associate at the Center for Near Eastern Studies at the University of Califor-
nia, Los Angeles. Tohidi's publications include Feminism, Democracy, and Islamism in
Iran (1996), Women in Muslim Societies: Diversity within Unity (1998), and Global-
ization, Gender, and Religion: The Politics of Women's Rights in Catholic and Muslim
Contexts (2001).
I mmigration is a major life change, and the process of adapting to a newsociety can be extremely stressful, especially when the new environ-
ment is drastically different from the old. There is evidence that the im-
pact of migration on women and their roles differs from the impact of
the same process on men (Espin 1987; Salgado de Snyder 1987). The mi-
gration literature is not conclusive, however, about whether the overall
effect is positive or negative. Despite all the trauma and stress associated
with migration, some people perceive it as emancipatory, especially for
women coming from environments where adherence to traditional gen-
der roles is of primary importance. As [one researcher] said, "When the
traditional organization of society breaks down as a result of contact and
collision .. . the effect is, so to speak, to emancipate the individual man.
Energies that were formerly controlled by custom and tradition are re-
leased" (Furio 1979, 18).
My own observations of Iranians in Los Angeles over the past eight
years, as well as survey research I carried out in 1990,1 reveal that Iranian
1 This article draws on a survey of a sample of 134 Iranian immigrants in Los Angeles, 83
females and 51 males, and on interviews with a smaller sample of women and men.
149
1 50 The Great Migration: Immigrants in California History
women immigrants in Los Angeles are a homogeneou.
IRB HANDBOOK
IRB A-Z Handbook
Effective September 16, 2013
Capella University
225 South Sixth Street, Ninth Floor
Minneapolis, MN 55402
1
IRB HANDBOOK
Table of Contents
Introduction to the IRB A to Z Handbook ................................................................................ 3
Preparation for IRB Review ...................................................................................................... 4
Developing a Human Research Protection Plan 5
Documenting the Plan in Your IRB Submission Materials 5
Determining Submission Requirements ......................................................................... 5
Selecting the IRB Application 6
Selecting the Informed Consent or Assent Form Templates 7
Identifying Instrument Requirement(s) 8
Identifying Other Supporting Documents 8
Completing Application Forms, Letters, and Templates .................................................... 8
Completing the IRB Application 9
Drafting the Informed Consent or Assent Form(s) 10
Drafting the Recruitment Material(s) 10
Obtaining Research Site Permissions 10
What if I can’t get permission before IRB review? 11
Assessing and Revising Submission Materials ............................................................... 12
Assessing IRB Submission Materials 12
Revising IRB Submission Materials 12
IRB Submission and Review .................................................................................................. 13
Submitting Your IRB Application ................................................................................. 13
Registering and Activating an Account 13
Starting an application 13
Sending your application to your mentor 14
Completing IRB Office Screening Process .................................................................... 14
Undergoing IRB Review ............................................................................................. 15
Introduction to the Levels of Review 15
Receiving the IRB Decision Letter 16
IRB Decisions 16
Revising Your Study in Response to IRB Decision 17
Obtaining IRB Approval or Exemption ......................................................................... 18
Reviewing the IRB Approval Letter 19
Post-IRB Approval Procedures .............................................................................................. 20
Ensuring Ongoing Compliance .................................................................................... 20
Requesting Modifications to IRB-approved Studies........................................................ 20
Submitting a Modification Request Package ................................................................. 20
Implementing the Modification 21
Undergoing Continuing Review ................................................................................... 21
Submitting a Continuing Review Package 21
Reporting Adverse Events or Unanticipated Problems .....
IQuiz # II-Emerson QuizGeneral For Emerson, truth (or.docxmariuse18nolet
I
Quiz # II-Emerson Quiz
General: For Emerson, truth (or Spirit) is indwelling in the Universe, expressed through
nature and man and perceived through Reason (or Intuition) rather than just
understanding (reason, logic). All things are potentially microcosms, containing the
germs of all Truth, and so are not to be read as logical arguments
Here are some quotes from "Self Reliance," Choose one and explain what Emerson
means in your own words in 500 words. Due at our next meeting-Oct. 31, 2013
1. "Speak your latent conviction, and it shall be the universal sense"
2. We but half express ourselves, and are ashamed of that divine idea which each of
us represents."
3. "Society everywhere is in conspiracy against the manhood of everyone of its
members."
4. "Nothing is at last sacred but the integrity of your own mind."
5. "A foolish consistency is the hobgoblin oflittle minds, [famous Emersonism]
adored by little statements and philosophers and divines. With consistency a
great soul has simply nothing to do."
6. "The centuries are conspirators against the sanity and authority of the soul."
7. "Life only avails, not the having lived. Power ceases in the instant of repose."
[another famous Emersonism]
8. "Just as men's prayers are a disease of the will, so are their creeds a disease of the
intellect. "
9. 10. "In the Will work and acquire, and thou has chained the wheel of Chance, and
shalt sit thereafter out of fear from her rotations .... Nothing can bring you peace
but yourself." .
------ --
.
i
Python 2
For Beginners Only
Version 1.0
Matthew Kindy, 2010
Derived from: Think Python: How to Think Like a Computer Scientist by Allen Downey
ii
Copyright (C) 2010 Matthew Kindy
Permission is granted to copy, distribute and/or modify this document under the terms of the GNU
Free Documentation License, Version 1.3 or any later version published by the Free Software Foun-
dation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the
license is included in the section entitled ”GNU Free Documentation License”.
iii
GNU Free Documentation License
Version 1.3, 3 November 2008
Copyright 2000, 2001, 2002, 2007, 2008 Free Software Foundation, Inc.
Everyone is permitted to copy and distribute verbatim copies of this license document, but changing
it is not allowed. 0.
PREAMBLE
The purpose of this License is to make a manual, textbook, or other functional and useful document
free in the sense of freedom: to assure everyone the effective freedom to copy and redistribute it,
with or without modifying it, either commercially or noncommercially. Secondarily, this License
preserves for the author and publisher a way to get credit for their work, while not being considered
responsible for modifications made by others.
This License is a kind of copyleft, which means that derivative works of the document must them-
selves be free in the same sense. It complements the GNU General Public License, which is a
copyleft license designed for free software.
We have designed this License in order to use it for manuals for free software, because free software
needs free documentation: a free program should come with manuals providing the same freedoms
that the software does. But this License is not limited to software manuals; it can be used for
any textual work, regardless of subject matter or whether it is published as a printed book. We
recommend this License principally for works whose purpose is instruction or reference.
1. APPLICABILITY AND DEFINITIONS
This License applies to any manual or other work, in any medium, that contains a notice placed by
the copyright holder saying it can be distributed under the terms of this License. Such a notice grants
a world-wide, royalty-free license, unlimited in duration, to use that work under the conditions stated
herein. The Document, below, refers to any such manual or work. Any member of the public is a
licensee, and is addressed as you. You accept the license if you copy, modify or distribute the work
in a way requiring permission under copyright law.
A Modified Version of the Document means any work containing the Document or a portion of it,
either copied verbatim, or with modifications and/or translated into another language.
A Secondary Section is a named appendix or a front-matter section of the Document that deals
exclusively with the relationship of the publishers or authors of the Document to the Documents
overall subject (or to related matters) and conta.
Iranian Journal of Military Medicine Spring 2011, Volume 13, .docxmariuse18nolet
Iranian Journal of Military Medicine Spring 2011, Volume 13, Issue 1; 11-16
* Correspondence; Email: [email protected] Received 2010/09/08; Accepted 2010/12/14
Personality traits, management styles & conflict management in a
military unit
Salimi S. H.
1
PhD, Karaminia R.
2
PhD, Esmaeili A. A.
*
MSc
*
Behavioral Sciences Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran;
1
Sport Physiology Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran;
2
Department of Clinical Psychology, Baqiyatallah University of Medical Sciences, Tehran, Iran
Abstract
Aims: Personality of managers affects their managerial style and their conflict management method. This study was
performed with the aim of investigating the relation between personality traits, leadership styles and conflict management
methods in a military unit.
Methods: This cross-sectional correlation study was performed on 200 senior managers of a military unit in Qom who were
selected by available sampling method. The leadership style was investigated by leadership styles questionnaire and
managers’ personality traits were investigated by NEO questionnaire and their conflict management method was studied by
Robbins questionnaire. Data was analyzed by SPSS 16 using descriptive and inferential statistical methods.
Results: The benevolence-consolatory imperative leadership style was the most frequent style (65.5%) and compatible
personality was the most observed characteristic (19.5%). The extrovert personality had positive relation with participatory
management style. There was a significant positive relationship between the extrovert personality and management style
score. In addition, there was a significant positive relationship between neuroticism and incompatible style.
Conclusion: The benevolence-consolatory imperative leadership style is the most frequent style and compatible personality
is the most observed characteristic among the studied unit’s senior managers. There is a significant positive relationship
between solution-seeking and controller methods of managing conflict and management style score and there is a significant
negative relationship between neuroticism and management style score.
Keywords: Personal Traits, Management Styles, Conflict Management, NEO Questionnaire
Introduction
In the current era, understanding the personality of
individuals is necessary in many situations of life.
Managers' personality is effective in the process and
choice of conflict resolution method and management
style. Research shows that there is a significant
correlation between personality traits and style of
conflict management. An indifferent or impassive
manager passes the issue and ignores it, while another
manager shows serious reactions [1]. Therefore, for
achieving organizational go.
IoT References:
https://www.techrepublic.com/article/how-to-secure-your-iot-devices-from-botnets-and-other-threats/
https://www.peerbits.com/blog/biggest-iot-security-challenges.html
https://www.bankinfosecurity.asia/securing-iot-devices-challenges-a-11138
https://www.sumologic.com/blog/iot-security/
https://news.ihsmarkit.com/press-release/number-connected-iot-devices-will-surge-125-billion-2030-ihs-markit-says
https://cdn.ihs.com/www/pdf/IoT_ebook.pdf
https://go.armis.com/hubfs/Buyers%E2%80%99%20Guide%20to%20IoT%20Security%20-Final.pdf
https://www.techrepublic.com/article/smart-farming-how-iot-robotics-and-ai-are-tackling-one-of-the-biggest-problems-of-the-century/
Video Resources:What is the Internet of Things (IoT) and how can we secure it?
https://www.youtube.com/watch?v=H_X6IP1-NDc
What is the problem with IoT security? - Gary explains
https://www.youtube.com/watch?v=D3yrk4TaIQQ
Final Research Project - Securing IoT Devices: What are the Challenges?
Internet security, in general, is a challenge that we have been dealing with for decades. It is a regular topic of discussion and concern, but a relatively new segment of internet security is getting most attention—internet of things (IoT). So why is internet of things security so important?
The high growth rate of IoT should get the attention of cybersecurity professionals. The rate at which new technology goes to market is inversely proportional to the amount of security that gets designed into the product. According to IHS Markit, “The number of connected IoT devices worldwide will jump 12 percent on average annually, from nearly 27 billion in 2017 to 125 billion in 2030.”
IoT devices are quite a bit different from other internet-connected devices such as laptops and servers. They are designed with a single purpose in mind, usually running minimal software with minimal resources to serve that purpose. Adding the capability to run and update security software is often not taken into consideration.
Due to the lack of security integrated into IoT devices, they present significant risks that must be addressed. IoT security is the practice of understanding and mitigating these risks. Let’s consider the challenges of IoT security and how we can address them.
Some security practitioners suggest that key IoT security steps include:
1. Make people aware that there is a threat to security;
2. Design a technical solution to reduce security vulnerabilities;
3. Align the legal and regulatory frameworks; and
4. Develop a workforce with the skills to handle IoT security.
Final Assignment - Project Plan (Deliverables):
1) Address each of the FOURIoT security steps listed above in terms of IoT devices.
2) Explain in detail, in a step-by-step guide, how to make people more aware of the problems associated with the use of IoT devices.
Bottom of Form
Top of Form
Bottom of Form
Personal data breaches and securing IoT devices
· By Damon Culbert (2019)
The Internet of Things (IoT) is taking the world b.
IP Subnet Design Project- ONLY QUALITY ASSIGNMENTS AND 0 PLAG.docxmariuse18nolet
IP Subnet Design Project- ONLY QUALITY ASSIGNMENTS AND 0% PLAGIARISM
1 | P a g e
IP Subnet Design Project
Overview
Each student will create a detailed, unified technical design of network services given the
scenario. The submission will be in a written format with a length of at least 1000 words
(not counting diagrams, quoted passages, or other attachments) and with at least one
detailed diagram created by the student. The assignment is meant for students to enhance
their mastery of the material and to provide a creative and realistic way in which to apply
knowledge from this course.
Scenario
You are a consultant being brought in by XUMUC to assist with its merger with another
company.
Background
XUMUC has the WAN links in place to the new locations in the Houston Region.
XUMUC currently has 2 other Regions San Francisco and Denver. Originally, XUMUC
was only in one region (San Francisco). The previous consultant did a poor job with the
integration resulting in a poor IP address scheme as a result routing tables at the
summarization points and at the San Francisco Campus are very large.
In addition, no VLAN structure was developed to isolate broadcast traffic. There are 4
main departments in XUMC: sales, finance, human resources, and research and
development. Also, there has been some concern that the WAN transport was not able to
accommodate the network traffic. Finally, all addresses in the network are statically
assigned resulting in high administration overhead when changes are made. XUMC
would like this changed to lower administrative overhead.
IP ADDRESSING TABLE
Location
Number of IP
Addresses
Required Address Block Assigned
San Francisco 1290 172.16.0.0-172.16.7.255/21
Denver Region
Denver Campus 441
Remote Office 1 28
Remote Office 2 35
Houston Region
Houston Campus 329
Remote Office 3 21
IP Subnet Design Project.
2 | P a g e
Deliverables
There are a number of requirements for this project.
• The document should contain:
o Title page
o Table of Content page
o Executive summary
o Technical details (including any assumptions)
Details that address all issues described above
Completed IP addressing table (including summarized routes for
the Denver and Houston regions),
Updated network diagram
Supporting arguments
o Conclusion
o Reference page
Formatting and Length:
• The paper must be at least 1000 words in length. Word count does not include
words in diagrams, tables, large quotations from sources, or other attachments.
The length should not exceed 15 pages; recommended length is 8-9 double-
spaced pages.
• Use 1" margins. The font should be 12-point, Arial. Include page numbers in your
document, as well as your name and date somewhere in the document (e.g., on a
title page).
XMUMC Network Diagram
IP Subnet Design Project.
3 | P a g e
IP Subnet Design Project
4 | P a g e
.
Iran:
Ayatollah
Theocracy
Twelver Shiism
Vilayat-e Faghih (jurist's guardianship)
Imam
Shari’a
Dual Society
Constitutional Revolution
White Revolution
Islamic Revolution
Iranian Revolutionary Guard (Pasdaran)
Rentier state
Resource curse
Maslahat
Green Movement
reformers vs. conservatives
Majmu’eh (Society of the Militant Clergy) vs. Jam’eh (Association of the Militant Clergy)
Iman Jum'ehs
Hojjat al-Islams
Powers and roles of Guardian Council, Supreme Leader, Majles, President, Expediency Council and Assembly of Religious Experts
1. Discuss the source of the legitimacy problem associated with “earthly” regimes in Shia Islam prior to Khomeini’s book, Vilayat-e Faghih. How does Khomeini’s revision of this allow for the establishment of a theocracy within this country?
2. Describe in detail how Iran combines theocracy with democracy in its governmental system. Assess the relative balance between these two forces.
3. What are some of the ways in which the oil industry has advanced or distorted development in Iran?
4. List the steps in the electoral process used to elect the Iranian president. What is considered to be the main obstacle to fair elections in Iran?
5. What are the powers and limitations of Iran’s parliament?
6. What are the most important political challenges that now face Iran?
Mexico:
Mestizo
Ejidos
maquiladoras
import substituting industrialization (ISI)
parastatal
clientelism
state capitalism
Institutional Revolutionary Party (PRI)
National Action Party (PAN)
Party of the Democratic Revolution (PRD)
NAFTA
el dedazo
sexenio
amparos
1986 Immigration Reform and Control Act
Corporatist state
Anticlericalism
Porfiriato
Accommodation
1. What is the PRI? Describe how it has traditionally dominated the Mexican political system. List the other main political parties and briefly discuss their general platforms and typical supporters.
2. Describe the process of el dedazo. Describe two reasons why this process is no longer utilized in Mexico.
3. Mexico’s political system was traditionally characterized as a “hyper-presidential” system. What formed the basis for this characterization? Is this characterization still true? (Make sure to support your argument here.)
4. Are state institutions like the military and the judiciary truly independent of the executive branch of government? In what ways have these institutions promoted or hindered the growth of democracy in recent years?
5. What are the power bases of the main political parties in Mexican politics? What factors made it possible for the PAN to unseat the long-dominant PRI in 2000? What accounts for the continuing viability of the PRI as a political force?
6. What challenges does the process of globalization pose to Mexican’s strong sense of national identity?
.
ipopulation monitoring in radiation emergencies a gui.docxmariuse18nolet
i
population monitoring in radiation emergencies: a guide for state and local public health planners
Developed by the
Radiation Studies Branch
Division of Environmental Hazards and Health Effects
National Center for Environmental Health
Centers for Disease Control and Prevention
U.S. Department of Health and Human Services
August 2007
PREDECiSioNal DRaft
this planning guide is provided as a predecisional draft. Please send your comments
and suggestions to the Radiation Studies Branch at CDC via e-mail ([email protected])
or mail them to:
Radiation Studies Branch
Division of Environmental Hazards and Health Effects
National Center for Environmental Health
Centers for Disease Control and Prevention
1600 Clifton Rd, NE (MS-E39)
atlanta, Ga 30333
Electronic copies of this document can be downloaded from
http://emergency.cdc.gov/radiation/pdf/population-monitoring-guide.pdf
population monitoring in radiation emergencies:
a guide for state and local public health planners
ii
population monitoring in radiation emergencies: a guide for state and local public health planners
acknowledgments
the Centers for Disease Control and Prevention (CDC) thanks the many individuals and
organizations that provided input to this document, including the office of the Secretary,
Department of Health and Human Services, and the Population Monitoring interagency Working
Group.
Representatives from the following agencies and organizations participated in the CDC
roundtable on population monitoring on January 11–12, 2005, and many provided comments on
initial drafts of this document:
American Red Cross (ARC)
Armed Forces Radiobiology Research Institute (AFRRI)
Association of State and Territorial Health Officials (ASTHO)
Conference of Radiation Control Program Directors, Inc. (CRCPD)
Council of State and Territorial Epidemiologists (CSTE)
Columbia University, Center for International Earth Science Information Network
Pennsylvania State University, Milton S. Hershey Medical Center
Indian Health Services
International Atomic Energy Agency (IAEA)
National Association of County and City Health Officials (NACCHO)
New York City Dept. of Health and Mental Hygiene
Oak Ridge Institute for Science and Education (ORISE)
State of Arkansas Department of Health
State of California Department of Public Health
State of Georgia Division of Public Health, Emergency Medical Services (EMS)
State of Illinois Emergency Management Agency (IEMA)
State of Iowa Hygienic Laboratory Department of Health
State of Maine Health and Environmental Testing Laboratory
State of Washington Department of Health
Texas A&M University, Department of Nuclear Engineering
University of Alabama-Birmingham, School of Public Health
University of Georgia, Grady College of Journalism and Mass Communication
University of New Mexico Health Sciences Center, Department of Radiology
iii
population monitoring in radiation emergen.
In Innovation as Usual How to Help Your People Bring Great Ideas .docxmariuse18nolet
In Innovation as Usual: How to Help Your People Bring Great Ideas to Life (2013), Miller and Wedell-Wedellsborg discuss the importance of establishing systems within organizations that promote not only the creativity that results in innovation, but also make it possible for employees to bring innovative ideas to fruition. Miller and Wedell-Wedellsborg argue that a leader’s primary job “is not to innovate; it is to become an innovation architect, creating a work environment that helps . . . people engage in the key innovation behaviors as part of their daily work” (p. 4). Such a work environment must be reinforced by innovation architecture—the structures within an organization that support an innovation, from the brainstorming phase to final realization. The more well developed the architecture and the simpler the processes involved, the more likely employees are to be innovators.
For this assignment, you will research the innovation architecture of at least three companies that are well-known for successfully supporting a culture of innovation. Write a 1,500-word paper that addresses the following:
1. What particular elements of each organization’s culture, processes, and management systems and styles work well to support innovation?
2. Why do you think these organizations have been able to capitalize on innovation and intrapreneurship while others have not?
3. Based on what you have learned, what processes and systems might actually stifle innovation and intrapreneurship?
4. Imagine yourself as an innovation architect. What structures or processes would you put in place to foster a culture of innovation within your own organization?
Include in-text citations to at least four reputable secondary sources (such as trade journals, academic journals, and professional or industry websites) in your paper.
.
Investor’s Business Daily – Investors.comBloomberg Business – Blo.docxmariuse18nolet
Investor’s Business Daily – Investors.com
Bloomberg Business – Bloomberg.com
Bonds Online – Bondsonline.com
CBOE – CBOE.com
Yahoo Finance – Finance.Yahoo.com
SEC GOV EDGAR – sec.gov/edgar
Barron’s – barrons.com
CNBC – cnbc.com/pro
Treasury Direct – treasurydirect.gov
Goldman Sachs – goldmansachs.com
YouTube – Portfolio Management
Motley Fool
Morning Star – Morningstar.com
FI360 – fi360.com
Value Line – valueline.com
Earnings Cast – earningcast.com
WEEK 1
CHAPTER 1
DISCUSSION:
1. Briefly discuss each of the eight steps in the investment planning process. (p. 1)
2. Explain the importance of client assessment and capital markets assessment. (pp. 1-2)
3. Describe the three types of investments that can be included within a portfolio. (p. 2)
4. Discuss the importance of continuous monitoring of portfolios. (p. 3)
CHAPTER 2
DISCUSSION:
1. Describe some of the debt instruments that may be included in a money market fund and the nature of these type instruments. (p. 5)
2. Explain how an investor might manage interest rate risk through the use of CDs. (p. 7, item #8)
3. Briefly discuss the nature of fees associated with the purchase of CDs as they relate to (a) banking institutions and (b) brokerage firms. (p. 9)
CHAPTER 3
DISCUSSION:
1. Describe why a risk adverse investor would be inclined to favor a direct issue of Treasury Department over a corporate issue of similar length to maturity. (pp. 13-14)
2. Discuss the tax ramifications of purchasing a T-bill on the open market prior to its maturity. (pp. 14-15)
3. Briefly discuss, if all government securities with like maturites have the same risk/reward characteristics, WHY an investor might be selective in the type of security he purchases? (p. 16)
CHAPTER 4
DISCUSSION:
1. Explain the rationale behind why an investor might choose NOT to sell bonds. (pp.20-21)
2. Discuss how interest income is usually received and the tax ramifications to an investor who receives such income in a taxable account. (pp. 21-22)
3. Briefly explain what the affect of interest rate movements are on the price of corporate bonds, especially as it relates to their term to maturity. (p. 24)
Chapter 5
CHAPTER DISCUSSION:
1. Briefly discuss how a convertible security can offer a “floor” value below which an investor can protect his investment (pp. 27-28)
2. Explain why the rates offered by convertible securities are generally lower than those available on nonconvertible issues of similar quality (p. 29)
3. Tell how profits and losses on a preferred stock are treated (p. 29)
4. Discuss the major advantages of an investor who buys a “stock purchase warrant” and a nonconvertible bond (pp. 27-28)
CHAPTER 6
DISCUSSION:
1. Distinguish between the three types of municipal bonds presented in the introduction, and decide when investors might find these financial instruments to be a useful “tool” in their portfolios (p. 35)
2. Explain why a risk averse investor might prefer investing in a “general obligation’ bond, rather th.
Invitation to Public Speaking, Fifth EditionChapter 8 Introdu.docxmariuse18nolet
Invitation to Public Speaking, Fifth Edition
Chapter 8: Introductions and Conclusions
By Cindy L. Griffin
elizabeth () - changed
elizabeth () - changed to reflect new chapter numbers
Introduction
The speaker’s first contact with the audience
Introductions are like first impressions:
Important
Lasting
elizabeth () - new slide
Introduction
Catch the audience’s attention
Reveal the topic to the audience
Establish credibility with the audience
Preview the speech for the audience
Prepare a Compelling Introduction
Ask a Question
Tell a story
Recite a quotation or a poem
Give a demonstration
Make an intriguing or startling statement
Prepare a Compelling Introduction
State importance of topic
Share expertise
State what’s to come
Tips for the Introduction
Look for introductory materials as you do your research
Prepare and practice the full introduction in detail
Be brief
Be creative
elizabeth () - modified to reflect subhead
Conclusions
The speaker’s final contact with the audience
The conclusion represents your last impression:
Lingers with your listeners long after your speech is over
elizabeth () - new slide
The Conclusion
Bring your speech to an end
Reinforce your thesis statement
Prepare a Compelling Conclusion
Summarize main points
Answer introductory question
Refer back to the introduction
Recite a quotation
Tips for the Conclusion
Look for concluding materials
Be creative
Be brief
Don’t leave the conclusion to chance
Speech Introduction and Conclusion
Watch Mike deliver a speech introduction and conclusion.
Discuss if and how Mike Piel met the objectives of a speech introduction and conclusion.
Ellen DeGeneres
Ellen Degeneres Commencement Speech
Listen to the first 2 minutes of Ellen DeGeneres and identify how she remains audience-centered
There is more to citing sources than merely the accurate transcription or recitation of someone’s words.
Invitation to Public Speaking, Fifth Edition
Chapter 7: Organizing and Outlining your Speech
By Cindy L. Griffin
elizabeth () - changed
elizabeth () - changed to correspond to new chapter numbers
Organize for Clarity
Organization: the systematic arrangement of ideas into a coherent whole, makes speeches listenable
Main Points
Main points; the most important, comprehensive ideas you address in your speech.
elizabeth () - new slide
Main Points
Identify main points
Use an appropriate number of main points
Order main points
Ordering Main Points
Chronological – Good for when the idea about which you are speaking extend over a period of time.
Spatial – An arrangement of ideas by location or direction.
Causal – A pattern that describes cause-and-effect relationships between ideas and events.
Problem-
Solution
– Identifies first a problem, then a solution.
Topical – Allows you to divide your topic into sub-topics and even sub-sub-topics.
Tips for Preparing Main Points
Keep each main point separate and distinc.
Invitation to the Life SpanRead chapters 13 and 14.Objectives.docxmariuse18nolet
Invitation to the Life Span
Read chapters 13 and 14.
Objectives:
Describe psychosocial changes in adulthood.
Describe and analyze personality theories that apply to adulthood.
Analyze the physical and cognitive changes that occur during late adulthood.
Adulthood and Late Adulthood
Introduction
The last module began an examination of adulthood. This module will finish the study of adulthood and begin a look at late adulthood.
Psychosocial Development in Adulthood
Erikson's seventh stage of generativity vs. stagnation occurs during this stage. Being generative means truly caring about the next generation (e.g., being a parent, teacher, coach, or conservationist) (Boeree, 2006b). The idea of a mid-life crisis has been a popular notion since the 1970s (see Berger's description of Levinson's research on page 459), but very little evidence for it exists. Modern personality theorists have backed off the word crisis, which implies a do-or-die decision point, and instead have started using terms like marker events, turning points, or passages (Sheehy, 1976).
Abraham Maslow created another prominent theory of personality development (examine his five stages of the hierarchy of needs in Berger, 2010, Figure 13.1, p. 457). The lowest level, physiological needs, must be satisfied first, followed by the others in ascending order. Because people spend so much time satisfying the four lowest needs, very few reach the highest stage of self-actualization, where people live up to their potential; at one point, Maslow estimated the percentage of self-actualizers to be around 2% (Boeree, 2006a). Numerous longitudinal studies have shown evidence of considerable stability and continuity in personality across the adult years (see Berger's discussion of Costa and McCrae's research).
Robert Havighurst (cited in Newman & Newman, 2010) states that adults in their 20s and 30s must face four developmental tasks. Tasks 1 and 2, marriage and childbearing, are affected by societal expectations (called the social clock). The probability of divorce hits its peak 2 to 4 years after marriage. Qualities for a successful marriage include similarity in personal characteristics, trust, sensitivity, and adjustment (including a mutually satisfying sexual relationship, economic factors, sleep patterns, food patterns, and toilet habits) (Kimmel, cited in Newman & Newman, 2010). Task 3 involves work, and includes four components: having technical skills, handling authority relationships, coping with unique demands of the job, and establishing and maintaining interpersonal relationships. Task 4 involves establishing a lifestyle that is compatible for both spouses (as well as dealing with constraints placed on the marriage by the children) (Newman & Newman, 2010).
For adults in their 40s and 50s, Havighurst (cited in Newman and Newman, 2010) discusses three crucial developmental tasks. Task 1 involves managing a household, including the following sub-tasks: 1) decision-making (about fina.
IOBOARD Week 2 Lab BPage 2 of 4Name _________________ Gr.docxmariuse18nolet
IOBOARD Week 2 Lab BPage 2 of 4
Name: _________________ Grade: __________
Title: IOBOARD I/O Board Pushbuttons and LEDs
1. OBJECTIVESCreate an ARM project to control LEDs from the corresponding pushbutton inputs on the I/O Board.
1. DESCRIPTION
The eight pushbutton inputs on the I/O board will independently operate the corresponding eight LEDs on the I/O board.
III.PROCEDURE
1. Create a folder with the following path C:\DeVry\ECT274\Week2\W2LB.
2. Follow the steps in the Week 2 Lab A Tutorial to set up the VI for the I/O Board (steps 1-10 of the tutorial). Save the project as “FiLastNameLab2-B.lvproj” and the VI as “FiLastNameLab2-B.vi” to the folder created in step 1.
3. Switch to the block diagram. This lab will have no controls or indicators on the front panel.
4. Add a While loop. Right-click on the Loop Condition input, then select Create Constant.
5. Add the IOBOARD VI inside the While loop. From the block diagram, right-click in block diagram, then select “Select a VI...” andselect the ReadWriteIOBoard (SubVI).vi located in the C:\DeVry\IOBOARD folder. Expand the icon as shown in Figure 1.
6. Right-click on the Board Component input of the I/O BOARD icon and then CreateConstant.
7. Using the selector, change the constant to Pushbuttons.
8. Right-click on the Operation input of the I/O BOARD icon, then Create Constant.
9. Using the selector, change Write To Board to Read From Board.
10. Right-click on the Data to Board input of the I/O Board icon, then Create Constant. Leave the constant to 0. The pushbuttons can now be read from the I/O board. Data To Board, 0, is ignored. Data are expected from the board. Your VI should look similar to the figure 2 below.
Figure 2
11. The data that were read will now be sent to the LEDs on the I/O board.
12. Add another I/O BOARD Library VI to the While loop. Place it to the right of the first IOBOARD Library VI icon.
13. Using the second library icon, right-click on the Board Component input of the IOBOARD Board icon and then CreateConstant.
14. If the constant is not LEDs, Use the selector to change it to LEDs.
15. Right-click on the Operation input of the second IOBOARD icon and then Create Constant. The constant should be Write to Board.
16. Wire the output Data From Board of the first icon to the input Data To Board of the second icon. This will allow data to pass from the pushbuttons to the LEDs.
17. Add a half second wait to the While loop. The Wait (ms) function is located on the Time, Dialog… subpalette of the Programming palette. Create a constant of 500 for an input of 500 ms or one half second.
18. The final VI is shown in Figure 3 below.
Figure 3
19. Save the project.
20. Connect power to the ARM board. Run the VI. When a pushbutton on the I/O board is pressed, the corresponding LED should go on. Verify board operations.
21. Stop the program by pressing the Reset button on the ARM board.
22. Exit LabVIEW.
23. From the project folder, zip the files with the following name.
INVITATION TO Computer Science 1 1 Chapter 17 Making .docxmariuse18nolet
INVITATION TO
Computer Science 1 1
Chapter 17
Making Decisions about Computers,
Information, and Society
Objectives
After studying this chapter, students will be able to:
• Use ethical reasoning to evaluate social issues
related to computing
• Describe the viewpoints of music users and music
publishers about the issue of music file sharing
• Apply utilitarian arguments to ethical issues
• Explain the social tradeoffs involved in lawful
intercept laws and their opposition
• Explain the purpose of a dialectic process
• Use analogies to evaluate ethical issues
Invitation to Computer Science, 6th Edition 2
Objectives (continued)
After studying this chapter, students will be able to:
• Provide arguments that support and oppose
hackers who claim to be performing a social good
• Perform deontological analysis of the duties and
responsibilities of parties in an ethical issue
• Describe cyberbullying and why legal remedies are
difficult to apply
• Explain the potential downsides of sexting for those
engaged in it
• Explain why information online may not be private
Invitation to Computer Science, 6th Edition 3
Introduction
• Social and ethical issues related to information
technology are unavoidable
• Develop skills to reason about such issues
• Case studies introduce important ethical issues
– Describe arguments for and against certain positions
– Evaluate arguments in terms of ethics
Invitation to Computer Science, 6th Edition 4
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money
• MP3 standard for compressing sound developed in
1987
• Patented and worldwide by early 1990s
• Computer-based MP3 playback in 1997
• WinAmp application free on the Internet in 1998
• Users began transmitting and sharing MP3 music
• Napster file-sharing system developed, 1999
• Peer-to-peer file sharing:
– Software introduces users to each other
– Sharing happens directly between users
Invitation to Computer Science, 6th Edition 5
Invitation to Computer Science, 6th Edition 6
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money (continued)
• Recording companies filed suit against Napster,
1999
• Lawsuit claimed Napster was a conspiracy to
encourage mass infringement of copyright
• Facts:
– Most shared music was copyrighted
– Many artists opposed sharing---no revenue for them
– Some artists supported sharing
Invitation to Computer Science, 6th Edition 7
Case Studies
Case 1: The Story of MP3—Compression Codes,
Musicians, and Money (continued)
• Napster claims:
– Napster was just a “common carrier”
– Napster reported song locations, was not involved in
actual sharing
– They were not responsible for users’ behaviors
– Swapping files this was should be “fair use” under
copyright law
• Napster lost the case and appeals, and closed in
2001
Invitation to Computer Science, 6th Edition 8
C.
Investment Analysis & Portfolio Management AD 717 OLHomework E.docxmariuse18nolet
Investment Analysis & Portfolio Management
AD 717 OL
Homework Exercise 7 - Derivatives
1) On June 21, 2011, the GE’s stock closed at $18.81 per share. The accompanying table lists the prices for GE’s exchange-traded options. Using this data, calculate the payoff and the profit for each of the following September expiration options, assuming that at the September expiration the value of the stock was $17.72.
a) Call option X = $17
b) Put option x = $17
c) Call option x = $19
d) Put option x = $19
e) Call option x = $15
f) Put option x = $21
2. It is mid July. You believe that Walmart stock which is currently priced at $53.00 will appreciate significantly over the next several months. A long-term equity call option (LEAPS) with an expiry in mid January and a strike price of $52.50 is available at a price of $2.50. You have $10,600 to invest. You consider 4 alternatives:
a) Use your entire amount of funds to buy the stock outright
b) Use the entire amount to purchase the stock on margin. Assume that the minimum margin requirement is 50% and that you will pay 7% (annually) on borrowed funds.
c) Use the entire amount of funds to buy LEAPS call options with the January expiry date.
d) Buy options for 200 shares and use the rest of the money to buy government bills paying 1% per year. (hence figure on 6 months of interest).
For simplicity ignore any brokerage charges Calculate the net gain or loss from each strategy as of mid January assuming that the price of stock is:
Gain / Loss from Investment in Walmart
Investment Strategy
Stock Price in Mid January
$45
$50
$55
$60
Stock Outright
Stock on Margin
All Options
Options & Bills
3) One of the financial instruments that attracted so much hostile fire in the analysis of the recent financial crisis were “Synthetic Collateralized Debt Obligations” (synthetic cdos) which used “synthetic debt” as its collateral. Describe how you could use a combination of risk free investments and derivatives to create the same pay-off / risk profile as if you were holding a corporate bond, say for IBM. Explain how the pay-off / risk profile is the same (a) if the company remains afloat and pays all of its debt obligations on time or (b) if the company defaults on its debt obligations.
4) A stock is currently priced at $50. The risk free interest rate is 10% per year. What is the value of a call option on the stock with a strike price of $45 due in one year?
a) Using the Binomial valuation approach, assume that at the end of one year the value of the stock could either have increased to $60 or decreased to $40.
b) Using the Black-Scholes model, assume that the annual volatility (standard deviation) of the stock price is 25%.
5) On June 29, 2010 the S&P 500 stood at 1308.44. The one year futures price on the index was 1278.7. The 1 year risk free rate was 0.238%. Using the Spot-Futures Parity relationship, calculate the annualized expected.
Investment BAFI 1042 Kevin Dorr 3195598 GOODMAN .docxmariuse18nolet
Investment BAFI 1042
Kevin Dorr 3195598
GOODMAN FIELDER LIMITED (GFF)
COMPANY VALUATION REPORT
1
GOODMAN FIELDER
LIMITED
COMPANY VALUATION REPORT
Scope
• The report looks at all publicly available data about the company via
the annual reports and publications
• An analyses of the company’s weakness and strength has been
conducted with detailed look at the fundamentals impacting the company
• The report outlines the ratios in relation to probability, return on
equity, using several modelling techniques
• There are charts and information used form the cash flow statement,
balance sheet and historical data sourced from the ASX
• The analysis of the company is compared to its competitors, industry,
sector and market it operates in.
• The report looks at stock price movement and all assumptions are
made available and are explained.
• Expert opinion and copyrighted material is used in the report and has
been appropriately
referenced.
REPORT
OUTLINE
This report attempt to
provide an analytical
evaluation of
Goodman fielder,
every attempt has
been made to make all
data accessible and
complete. This report
contains financial data,
historical analysis,
forecasts and
estimates based on
best available and
most up to date
information. The aim is
for the reader to be
able to make an
informed decision
about the fair value of
GFF stock and
compare it to GFF
peers in the industry. It
should give reader the
ability to form an
opinion on Goodman
fielder as an
investment based on
financial information
analytics.
2
Executive summary
Goodman fielder is one of the largest producers of food in Australia and it supplies product in many categories,
however it is first or second in every food category it participates in. It owns brands such as such as Nature's
Fresh, Helga's, Praise, Wonder White, Quality Bakers, White Wings, and Meadow Lea with offerings in consumer
brands such as Fresh milk, Meadow White Wings cake mixes, Praise salad dressings, and Leaning Tower frozen
pizza (Yahoo Finance 2012). It reaches over 30000 outlets in and around Australia. There are several major
shareholders of the company such as J. P. Morgan Nominees Australia Limited which owns 19%, HSBC Custody
Nominees (Australia) Limited that owns 17% and National Nominees Limited the owners of 22% of the
company(ASX 2012.)
On 19 August 2011 Goodman Fielder announced a net loss of $166.7 million for the year ended 30 June 2011,
this was attributable to a non-cash impairment charge of $300 million. Revenues from ordinary activities were
$2.56 billion, which is down 3.9% from the year before The New CEO of Goodman Fielder Limited Chris Delaney
is going to implement a strategic review which is focused on improving the performance of the company. There
are significant opportunities to increase efficiency, improve supply chain structure and inno.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Introduction
Purpose
This document provides necessary information to guide learners
to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a
business operation and covers the steps required to develop and
implement a business plan.
It applies to individuals who are running an organisation or who
take a senior role in determining the effective functioning and
success of the organisation. As such, they may oversee the work
of a number of teams and other managers.
No licensing, legislative or certification requirements apply to
this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is
committed to your learning by providing a training and
assessment framework that ensures the knowledge gained
2. through training is translated into practical on the job
improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation
activities that apply to the workplace or a simulated
environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use
these on the job.
All of your assessment and training is provided as a positive
learning tool. Your assessor will guide your learning and
provide feedback on your responses to the assessment materials
until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based
assessment. To achieve competency in this unit, you need to
consider the components of the training package and fulfill the
assessment requirements. Some of the components are
Elements, Performance Criteria, Performance Evidence,
Knowledge Evidence and Assessment Conditions. For more
details on components, please visit the following links and
search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current
skills and knowledge will be measured against national
standards of best practice, not against the learning you have
undertaken either recently or in the past. Some of the
assessment will be concerned with how you apply your skills
and knowledge in the workplace, and some in the training room
as required by each unit.
The assessment tasks have been designed to enable you to
demonstrate the required skills and knowledge and produce the
critical evidence to successfully demonstrate competency at the
required standard.
Your assessor will explain the assessment process and ensure
3. that you are ready for assessment. Your assessment tasks will
outline the evidence to be collected and how it will be
collected, for example; a written activity, case study, or
demonstration and observation.
If you have any special needs to be considered during
assessment, changes can be made to the way assessment is
undertaken to account for special needs and this is called
making reasonable adjustment.
Reasonable Adjustments
The institute makes reasonable adjustments to assessments and
assessment conducting process, to meet the special needs of
identified students. Reasonable adjustments are made in such a
way that the identified students do not use it to take extra
advantage than other.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be
able to demonstrate competency in this unit, speak with your
trainer, as you may be able to apply for Recognition of Prior
Learning (RPL).
Credit Transfer
Credit transfer is a recognition for study you have already
completed. To receive Credit Transfer, you must be enrolled in
the relevant program. Credit Transfer can be granted if you
provide the institute with certified copies of your qualifications,
a Statement of Attainment or a Statement of Results along with
Credit Transfer Application Form. (For further information,
please visit Credit Transfer Policy of the institute)
Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry
them out appropriately. To do this they need to:
· Ensure the students read and understand ‘Assessment
Information for Students’ prior conducting the assessments.
4. · Ensure the students are assessed fairly based on the outcome
of the language, literacy and numeracy review completed at
enrolment.
· Ensure that all documentation is signed by the student, trainer,
and assessor when units and certificates are complete, to ensure
that there is no follow-up required from the administration
perspective.
· Ensure that their own qualifications are current.
· When required, request the manager or supervisor to determine
that the student is ‘satisfactorily’ demonstrating the
requirements for each unit. ‘Satisfactorily’ means consistently
meeting the standard expected from an experienced operator.
· When required, ensure supervisors and students sign off on
third party assessment forms or third party report.
· Follow the recommendations from moderation and validation
meetings.
WHS Guidelines
The institute seeks to ensure the health and safety of everyone
in its workplaces. Meanwhile as a duty of care, all employees,
students and visitors of the institute are to ensure their own and
others health and safety while at the institute’s premises. Your
trainer/assessor will inform you of the WHS guidelines that you
should follow in and out of the classes and in the workplace
environment.
How can I get resources to prepare for the assessments?
Resources
Description
Learner resource
You can get learner resource that contains detail explanation of
the syllabus of the unit, from the Library or College
Administration Office.
PPT slides
You can download PPT slides from your Moodle account or get
it from the Trainer, upon request.
5. Additional Resources
You can get additional resources in the form of PDF files,
URLs, Videos, etc. from the Moodle. Additional books and print
outs are also available from the Library of the college.
How should I format my assessments?
You can download the document the institute’s ‘Style Guide’
from your Moodle account. The Style Guide has all instructions
on how to format your assessment. It includes information
related to the required Font Type/Size/Color, Indents, Spacing,
Bullets, Numbering, etc.
How long should my answers be?
The length of your answers will be guided by the description in
each assessment, for example:
Type of Answer
Answer Guidelines
Short Answer
4 typed lines = 50 words, or
5 lines of handwritten texts
Long Answer
8 typed lines = 100 words, or
10 lines of handwritten texts = of a foolscap page
Brief Report
500 words = 1 page typed report, or
50 lines of handwritten texts = 1foolscap handwritten pages
Mid Report
1,000 words = 2 page typed report
100 lines of handwritten texts = 3 foolscap handwritten pages
Long Report
2,000 words = 4 page typed report
200 lines of handwritten texts = 6 foolscap handwritten pages
In case if any variation is needed in the length of the answers,
your trainer will give you the instructions.
6. How should I reference the sources of information I use in my
assessments?
Include a reference list at the end of your work on a separate
page. You should reference the sources you have used in your
assessments using the referencing style suggested by your
Trainer.
How should I submit the assessments?
You must consider the following important points before you
submit your assessment.
· You must submit the assessments of a unit in PDF format or
Word format as suggested by the trainer/assessor, by the ‘Due
Date’ mentioned in the submission portal of your Institute’s
Moodle account
· If needed, your trainer may separate the assessments and set
different due dates for different assessments, assessment cover
sheet and student declaration forms.
· If there is a single due date for all assessments, submit them in
a same single assessment file that you download from your
Moodle account.
· In both cases, you must complete the assessment cover sheet
and student declaration section available to you along with the
assessment package.
· Any evidence that may not be suitable to include inside the
assessment package, may be submitted separately in submission
portal of the Moodle, after consultation with the
trainer/assessor.
· Before submission, you must ensure all required tasks are
completed and evidences are submitted. Your assessor may not
accept your submission if an incomplete assessment is
submitted.
· If you face any technical problem during the submission of
assessments in the Moodle, please notify the college
administration or the assessor with proper evidence of the
problem, prior to the Due Date.
7. How does the college ensure fairness, flexibility, validity and
reliability of the assessment?
To help students achieve competency in a unit, the institute may
use different methods for assessments. In the process, the
institute ensures the principle of fairness, flexibility, validity
and reliability are met through the following ways;
Fairness
· The institute ensures the student is fully informed of the
assessment process and that the student has to fill declaration
form before the start of the assessment.
· Student can also transfer the credit if the competency has
already been achieved by the student.
· For if the student wants recognition of prior learning (RPL),
the institute makes it available, upon request.
· To address the special needs of any student, reasonable
adjustments can be made to the assessment through
contextualization.
· If the student is not satisfied with the grading of the unit,
he/she can go for an appeal process, challenge the assessment
decision and have the assessment reviewed objectively.
Flexibility
· The institute uses a range of assessment methods to allow
student demonstrated competency in a varieties of ways. These
methods can be written activity, practical activity, observation
and demonstration, case study, etc.
· For if the student wants recognition of prior learning (RPL),
the institute makes it available, upon request. Adjustments will
be made on the training and assessment of that student.
· Based on the institute’s Assessment Policy, multiple chances
are given to the students for assessment submission and
additional training can be arranged in case if competency is not
yet achieved, even after the regular effort of the assessor and
the students.
Validity
· The institute ensures the assessment tasks used to assess
student’s competency for each unit fulfil assessment
8. requirements for performance evidence, knowledge evidence,
performance criteria and foundation skills, as mentioned in the
Training Package of the Unit of Competency.
· Students are given opportunity to demonstrate skills by
actually doing practical tasks than just theoretical explanation
and by providing various ways to demonstrate the skills.
Reliability
· To ensure reliability in assessment grading, the institute has
created an efficient assessment system. Assessors are provided
with learner resources, PPT slides and assessment guide, so that
there is consistency in assessment grading even when different
assessors are grading the assessments.
· Assessors are asked to provide feedback on student
assessments and also fill the marking guide on each assessment
of the students.
How does the assessor make decisions during the assessment
grading?
The students are declared competent by the assessor only if the
knowledge and performance evidences submitted by the student
are valid, sufficient, authentic and current, and if the student
demonstrate the required foundation skills, during observation
and demonstration.
Validity
To ensure the validity of evidence submitted by you, during
grading the assessor will ensure your performance matches the
performance requirement as described in the competency
standard. This is why you should be able to demonstrate the
required knowledge and skills through your evidences, to ensure
your evidences are valid.
Sufficiency
To ensure the sufficiency of evidences submitted by you, the
institute ensures the assessment tools being used are valid and
reliable to collect all required evidences as described in the
competency standard. During grading, the assessor will ensure
9. that you provide all required evidences as per the assessor’s
checklist for each assessment. This is why you should always
consult with the assessor and read the assessment requirements
for the unit to ensure the evidences are sufficient.
Authenticity
To ensure the authenticity of evidence submitted by you, the
assessor, when in doubt, may compare your assessment with a
group of other assessments and resources from the internet, and
check for similarity. Meanwhile during moderation of
assessment, a team from the institute may identify similarities
in different assessments. As long as the assessments are similar
to an acceptable range as per the Student Assessment Policy and
Procedure of the institute, your assessment will be deemed
authentic. This is why you should ensure your assessment is
your own work and that references are given if resources are
used from the internet.
Plagiarism is not accepted in Australian education system and at
the institute. You should not practice any plagiarism in your
assessments or any other works. Plagiarism practices may affect
your results of the assessment as well as your student visa.
Student Assessment Policy and Procedure is shared in every
orientation event during every intake. This policy’s hard copy is
kept at the reception desk of the institute.
Currency
To ensure the currency of evidence submitted by you, the
institute performs validation activities of assessment that
involves checking that your assessment tools have produced
valid, reliable, sufficient, current and authentic evidence.
Meanwhile, the trainer/assessor will continuously observe your
performance during the training period. The trainer/assessor
may ask you to demonstrate the required skills in the simulated
environment or the workplace environment. You can ensure
your evidences are current by attending the training on a regular
basis and demonstrating the knowledge and performance
evidences under the observation of the trainer/assessor.
10. What happens after the submission of assessments and in case
of no submission?
After the submission of assessment, your assessor will grade
your assessment and take different actions at different stages of
grading and feedback process. Please adhere to the Student
Assessment Policy and Procedure for more details on how the
grading and feedback process will occur and what will happen if
no submission of assessment is made.
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your
assessment. An appeal should only be made if you have been
assessed as ‘Not Yet Competent (NYC)’ against a specific unit
and you feel you have sufficient grounds to believe that you are
entitled to be assessed as competent. You must be able to
adequately demonstrate that you have the skills and experience
to be able to meet the requirements of units you are appealing
the assessment of.
Your trainer will outline the appeals process, which is available
to the student. You can request a form to make an appeal and
submit it to your trainer, the course coordinator, or the
administration officer. The institute will examine the appeal and
you will be advised of the outcome within 14 days. Any
additional information you wish to provide may be attached to
the appeal form.
11. assessment guide
The following table shows you how to achieve a satisfactory (S)
result against the criteria for each type of assessment task. The
following is a list of general assessment methods that can be
used in assessing a unit of competency. Check your assessment
tasks to identify the ones used in this unit of competency.
Assessment Method
Satisfactory(S) Result
Not Yet Satisfactory (NYS) Result
You will receive an overall result of Competent (C) or Not Yet
Competent (NYC) for the unit. The assessment process is made
up of a number of assessment methods. You are required to
achieve a satisfactory result in each of these to be deemed
competent overall. Meanwhile, you must demonstrate
satisfactory foundation skills to the assessor, during the
observation of demonstration of the assessment tasks, and
through the submission of evidences. Your assessment may
include the following assessment types.
Questions
All questions answered correctly
Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate
sources from your workbook and/or workplace
Answers do not address the question in full. Does not refer to
appropriate or correct sources.
Written Activity
The assessor will mark the activity against the detailed
guidelines/instructions
Does not follow guidelines/instructions
12. Attachments if requested are attached
Requested supplementary items are not attached
All requirements of the written activity are addressed/covered.
Response does not address the requirements in full; is missing a
response for one or more areas.
Responses must refer to appropriate sources from your
workbook and/or workplace
One or more of the requirements are answered incorrectly.
Does not refer to or utilize appropriate or correct sources of
information
Observation/
Demonstration
All elements, criteria, knowledge and performance evidence and
critical aspects of evidence, are demonstrated at the appropriate
AQF level
Could not demonstrate elements, criteria, knowledge and
performance evidence and/or critical aspects of evidence, at the
appropriate AQF level
Case Study
All comprehension questions answered correctly; demonstrating
an application of knowledge of the topic case study.
Lack of demonstrated comprehension of the underpinning
knowledge (remove) required to complete the case study
questions correctly. One or more questions are answered
incorrectly.
Answers address the question in full; referring to appropriate
sources from your workbook and/or workplace
Answers do not address the question in full; do not refer to
appropriate sources.
Practical Activity
All tasks in the practical activity must be competed and
evidence of completion must be provided to your
trainer/assessor.
13. All tasks have been completed accurately and evidence provided
for each stated task.
Tasks have not been completed effectively and evidence of
completion has not been provided.
Attachments if requested are attached
Requested supplementary items are not attached
14. Assessment Summary/cover sheet
Assessment Cover Sheet
Course code/name:
ICT60115 – Advanced Diploma of Information Technology
Unit code/name:
BSBMGT617 – Develop and implement a business plan
Assessor’s name:
Student’s name:
Student ID:
Due Date:
17/05/2020
Submission date:
Student Declaration
I declare that;
· I am aware of the assessment process.
· I am aware of all the components of the assessments that
includes assessment conditions, knowledge and performance
evidence, elements and performance criteria and foundation
skills.
· I am aware of the assessment tasks, requirements and due
dates.
· I am aware of Kingston Institute of Australia’s assessment
policy and appeal process.
· I am aware that plagiarism is not accepted in the institute.
· I am aware of my rights to appeal, if I am not satisfied with
my results.
· The material I have submitted is my own work.
· I have kept a copy of all relevant notes and reference material
that I used in the production of my work.
· I am aware of WHS guidelines that should be followed at the
15. institute and workplace environment.
· I have given references for all sources of information that are
not my own, including the words, ideas and images of others.
Student Signature: _______________________ Date:
______________________
Assessment Outcome
Assessment Tasks
Assessment Results
Assessment 1: Written Activity
S NYS
Assessment 2: Develop and Implement a Business Plan
S NYS
Assessment 3: Review and implement updated Business Plan
S NYS
Feedback / Comments:
Overall Outcome
Competent
Not yet Competent
Student Declaration:
· The result of my performance in this unit has been discussed
and explained to me.
□ I want to make an appeal against the overall outcome of the
assessments.
Student signature: _____________________ Date:
_____________
Assessor Declaration:
· I declare that I have conducted a fair, flexible, valid and
reliable assessment with the student and that the evidence
16. submitted to me are valid, sufficient, authentic and current.
Assessor’s Signature: __________________ Date:
_____________
Assessment 1- written activity
1. What is a business plan? How does it differ from a strategic
plan? (100 words)
Remove all instruction written in BLUE before you submit the
assessments.
Instructions: Explain what is business plan in 50 words and
write some differences(any four) between business plan and
strategic plan
https://onstrategyhq.com/resources/understanding-the-
difference-between-strategic-plan-abusiness-plan/
https://articles.bplans.com/business-plans-vs-strategic-plans-
whats-the-difference/
https://onstrategyhq.com/resources/what-is-the-difference-
between-a-business-plan-and-a-strategic-plan/
Delete this instruction after you use it.
2. In preparation of financial projections for your business plan,
it is as important to estimate long-range sales and earnings as it
is to project short-term objectives.
A. True
B. False
3. Your business plan could EXCLUDE:
A. Description of the business.
B. Personal biographies of management.
C. Financial statement projections and cash flow projections.
17. D. Your marketing and expansion plans.
E. Your plans to build a new vacation home with your profits.
Instructions: Go through Q. No. 5 first to understand solution to
Q.No. 3.
Delete this instruction after you use it.
4. In order to test your understanding of your market, the safest
approach would be to:
A. Rely on your personal instinct.
B. Conduct a survey among your friends.
C. Test market your product or service.
Instructions: Go through Q. No. 7 to understand the solution to
Q. No. 4.
Delete this instruction after you use it.
5. Outline the major components of a good business plan. (50
words)
Instructions: You can check the sample business plan given in
Assessment 3 to find out what components are included in a
business plan. The following links (mainly the first link) are
also helpful.
https://smartasset.com/small-business/top-components-of-a-
business-plan
https://www.thehartford.com/business-
insurance/strategy/writing-business-plan/main-components
Delete this instruction after you use it.
6. In what cases a business plan should be updated? Mention
any five cases. (50 words)
Instructions: Check the following link for different reasons to
update a business plan. Understand and write in your own
words.
https://www.entrepreneur.com/article/241536
Delete this instruction after you use it.
7. What are the various ways to understand the general market
18. conditions before starting a business? (50 words)
Instruction: Read the whole topic for better understanding. Read
the topic 'Market Analysis' for this question. Research and write
your own answers.
https://www.ldsjobs.org/ers/ct/articles/developing-a-business-
plan?lang=eng
Delete this instruction after you use it.
8. Mention the major phases in development and
implementation of a business plan. Explain what activities are
performed during these phases. (200 words)
Instruction: Go through the following link,
https://training.gov.au/Training/Details/BSBMGT617
Scroll down and read the following topic;
APPLICATION
ELEMENTS AND PERFORMANCE CRITERIA
Mention ELEMENTS as different phases i.e Developing
business plan, Implementation of business plan and Review of
business plan.
Explain the activities performed during these phases by going
through the PERFORMANCE CRITERIA.
Delete this instruction after you use it.
Assessment Outcome
Question
Correct ()
1
2
19. 3
4
5
6
7
8
Assessed by: _________________________
Assessor Signature: ___________________
Date: ________________
Skills Assessment (Practical Tasks)
ASSESSOR NOTE
These instructions must be followed when assessing the student
in this unit. The checklist on the following page is to be
completed for each student. Please refer to separate mapping
document for specific details relating to alignment of this task
to the unit requirements.
This competency is to be assessed using standard and authorised
work practices, safety requirements and environmental
constraints.
Assessment of essential underpinning knowledge will usually be
conducted in an off-site context.
Assessment is to comply with relevant regulatory or Australian
standards' requirements.
20. Resource implications for assessment include:
•an induction procedure and requirement
•realistic tasks or simulated tasks covering the mandatory task
requirements
•relevant specifications and work instructions
•tools and equipment appropriate to applying safe work
practices
•support materials appropriate to activity
•workplace instructions relating to safe work practices and
addressing hazards and emergencies
•material safety data sheets
•research resources, including industry related systems
information.
Reasonable adjustments for people with disabilities must be
made to assessment processes where required. This could
include access to modified equipment and other physical
resources, and the provision of appropriate assessment support.
Assessment 2 – DEVELOP AND IMPLEMENT A BUSINESS
PLAN
This assessment task requires the development of a formal
business plan around a business idea that you would implement.
You must analyse and research the business vision, mission,
values, objectives, goals, competitors, financial targets,
management arrangements, marketing approaches and strategic,
business and operational plans for the business idea. Following
your analysis and research, write a business plan which includes
a description of the business, products and services, financial,
physical and human resource requirements, permit and license
requirements, marketing activity, financial indicators,
productivity and performance targets for key result areas.
You should complete all the required forms and applications
(such as TFN, ABN, ACN, APRA AMCOS) and append them to
21. your submitted plan, however these to not need to be lodged,
such that the business plan including ensuring skilled labour is
available, and that training is provided where appropriate, can
be implemented.
Assessment 2
Solution
Delete these Instructions for assessment 2 below before
submission
Business Plan
of
" Write the name of your business name here "
Please note that the explanation should be in first person i.e
using the word 'We'. This is business plan of your business. You
will use the word 'We' for your business while explaning. You
can also replace 'We' with the name of your business in some
places.
Go through the following link to gain understanding of business
plan for varieties of business. The sample explanation in this
template are based on the business plan of a restaurant business.
https://www.bplans.com/sample_business_plans.php?_ga=2.204
974544.1586546008.1588548931-420763601.1588035969
22. There is a link in your online activity which explains the
complete business plan of a restaurant business.
1. Business summary
Business Name: 'Write your business's name here, e.g.
Rayamajhi Chicken and Burger'
Trading Name: 'Write the trading name here| Trading name and
business name may be same or different'
Business Structure: 'Write if the business structure is
Partnership, Sole trader, Company or Trust
ABN: 'Write ABN number for the business here'
Business Location: 'Mention the location of business here, e.g.
Manly, NSW'
Date established: 'Put a date of a near future'
Business owner(s):
Licenses/permits: 'Mention licenses and permits required to
start or run the business'
Products/Services: In 100 words, explain in detail what
products/services are offered by the business. For example, if
your business is a dining restaurant business, mainly talk about
the following: Opening hours, Menu, quality of service,
physical environment of the restaurant, Discounts and offers in
particular days/hours, menu for children, music, concert, extra
fun activities to entertain the customers.
Sample explanation (Sample explanation may be longer than
required. Please write concisely considering the time as well)
23. 2. The Future
2.1 Vision
Instructions: In 50 words, write the vision of the business.
2.2 Mission
Instructions: In 50 words, write the mission of the business
2.3 Objectives/goals
Instructions: In 100 words, write key objectives/goals of the
business
3. Business requirements
3.1 Financial resources
Instructions: In 50-100 words, write about the financial
resources to start the business. Who will contribute how much
money and how the money will be spent to run the business till
the business starts to return.
3.2 Human resources
Instructions: Based on the nature of the business, in 50-100
words explain the human resources required for your business.
E.g. if it’s a restaurant, human resources required are chef,
cook, waiter, kitchen hand, cleaner, accountant, delivery guy,
etc.
3.3. Physical resources
24. Instructions: In 50-100 words Discuss about the physical
resources (furniture, equipment, electronic devices, etc.)
required to run the business. Search for physical resources
needed in a restaurant if your business is restaurant.
4. Management summary
Instructions: In 50-100 words, explain who are involved in the
management team to run your business.
5. Market segmentation and pricing options
5.1 Market segmentation
Instructions: Mention what kind of customers are needed for
your business and find out if these customers are available in
your area or not. Explain about the needs of these customers. It
can be more than a hundred words.
Sample explanation
5.2 Pricing options
Instructions: Your business may be offering products or
services. Research and mention what will be the pricing for
these services or products. For example, if your business is a
restaurant business, provided the menu and the prices for each
food items. It can be few hundred words. For example,
25. Similarly you can plan for breakfast, dinner as well.
Check the link for more details.
https://www.bplans.com/fine_dining_restaurant_business_plan/s
ample_menus_fc.php
6. Strategy and implementation
6.1 Main Competitors: In 50 words, explain who are the main
competitors to your business.
6.2 Marketing strategy: In 50-100 words, explain what are the
marketing tactics for your business.
Sample explanation:
7. Financial Plan
Instruction: Draw a table to show the financial targets of your
business in the first year. Study the following link for more
detail.
http://wsj.miniplan.com/spv/3533/8.cfm
https://www.bplans.com/fast_food_restaurant_business_plan/fin
ancial_plan_fc.php
26. 7.1 Start Up Funding
Capital
Amount ($)
Date (est. date for capital to get into)
Personal Investment
Burrowed Investment
Cash from Professional Investors
100,000
50,000
XXXX
1 July 2020
19 July 2020
XXXX
TOTAL
XXXX
XXXX
7.2 Estimated Cash Flow
Inflow
Amount ($)
Date
Sales
1. Monthly-December (Christmas Sale)
2. Monthly-January (New Year Sale)
3. Write for all 12 months
27. Capital Injection
Sale of Asset
Other sources
80,000
XXXX
XXXX
31 Dec (ie. from 1st Dec to 31st Dec)
XXXXX
XXXX
TOTAL
XXXX
XXXX
Outflow
Amount ($)
Date
Accounting and Legal Fees
Bank Charges
Cleaning and Maintenance
Advertising
Discounts, Interest and Insurance
Utilities
28. Write more from here:
Accounting fees, Advertising, Bank Charges, Cleaning, Payable
commission, credit card fees, donations, discounts allowed,
equipment hire/lease, freight, insurance, interest, legal fees,
licences and permit fees, vehicle expenses, utilities, travel, rent,
transport, training, wages, workers compensation,
superannuation etc.
You can merge 2,3 titles together and make one wherever
possible. Include 10, 12 main expenses only
XXXX
80,000
XXXX
XXXX
XXXX
TOTAL
XXXX
XXXX
Net Cash Flow (for the first year): Inflow-Outflow
7.3 Balance Sheet
Liabilities
Amount
Assets
Amount
29. Current
1. Bank overdraft
2. Short term loans
Non-current
1. Bank mortgage
2. Long term loans
Current
1. Cash
2. Short term investment
3. A/C receivable
Non-current
1. Land and Bldg
2. Plant and equip
3. Vehicles
4. Furniture
TOTAL
Owner’s Equity: Assets – Liabilities
7.4 Profit & Loss, Break Even Analysis
30. Income
Amount ($)
Sales
Govt Subsidies
Other income
TOTAL
Expenses
Amount ($)
Write all expenses you’ve shown in cash outflow above
Other expenses
TOTAL
Gross Profit: Income – Expenses [Show loss or negative profit
for the first year]
Net Profit: Gross Profit – Tax
Break-even analysis
Write a little about calculations of each year to make profit in
(how many years)?
E.g. Our break-even analysis shows that we need unit sales over
9,700 per month to break even. We do not expect to begin
31. turning a profit until year three.
8. Performance review and refinement
Once the plan is brought into action, each performance will be
reviewed and will be refined wherever necessary. Performance
reviews are made as a part of monitoring phase. Performance
will be measured on the basis of key following factors:
8.1 Sale
Revenue per table
Amount of dining
Reserved tables
Cancelled reservations
Number of catering
You can put them as one paragraph explanation or bulleted in-
line explanation. You do not required them all, choose whatever
applies to you, also you can add your own points.
8.2 Customer Feedback
Complaints per order
Collected Tips
Instore feedback form
Google and Facebook rating
You can put them as one paragraph explanation or bulleted in-
line explanation. You do not required them all, choose whatever
applies to you, also you can add your own points.
8.3 Instore monitoring
32. Employee retention
Food wastage
Internal complaints and disputes
Staff log book
New/additional dishes
You can put them as one paragraph explanation or bulleted in-
line explanation. You do not required them all, choose whatever
applies to you, also you can add your own points.
9. Forms and applications
Instructions: You should complete all the required forms and
applications (such as TFN, ABN, ACN, APRA AMCOS) and
append them to your submitted plan, however you do not need
to lodge the application.
All registrations are made online:
For ABN: https://www.abr.gov.au/business-super-funds-
charities/applying-abn
[Write more about it]
For ACN: https://www.business.gov.au/Registrations/Register-
a-company
[Write more about it]
Write more registrations and permits you may require.
Note: The required form or information about it may be
uploaded in the Moodle separately later. Please keep checking
33. for it in the Moodle.
Assessment 3 – REVIEW AND IMPLEMENT UPDATED
BUSINESS PLAN
This assessment task requires the review of the following
business plan:
Business Plan for your Rooster Burgers 2011/2012
The Business Summary (Please complete this page last)
Business/Restaurant name: Rooster Burgers
Business/Restaurant structure: Partner
ABN: [Registered Australian business number.]
ACN: [Registered Australian company number, if applicable.]
Restaurant location: Melbourne
Date established: 1st August 2011
Business owner(s): x2 Mr Roo & Mr Ster
Relevant owner experience:10 + 15 years experience
[Briefly outline your experience and/or years in the industry and
any major achievements/awards.]
Products/services: Freshly cooked Burgers. Delivery available
in CBD, Docklands and Southbank where customers are too
busy to leave their desks or working late.
The Market
34. Target market: The use of top quality ingredients, all prepared
and cooked freshly to order, delivered to workers in CBD,
Docklands and Southbank. They are able to order online and it
is hassle free. They do not need to wait around at another take
away outlet, or even leave their desks.
Marketing strategy: On-going talks to major businesses in CBD,
Docklands and Southbank and have a link from their intranets,
flyers will be given out at the major train stations during
morning rush hour and the peak lunch times in CBD, they will
have a write up in Metro newspaper (distributed free to
commuters). We plan to have up to 2 branded delivery bikes.
The USP is that they deliver, so when customers are too busy to
leave their desks they simply order online or over the phone and
then its delivered – it’s that simple. With constant deliveries to
Rialto Towers, 121 Collins, Melbourne Central, Burke Place,
ANZ Tower.
The Future
Vision statement: To not only be in Melbourne, long term to
have a Rooster Burger in every major city in Australia.
To look at extending their Menu to include other items for sale
– coffee and luxury burgers.
Goals/objectives: For the first year they need to break even,
their costs include one small retail outlet with seating outside
for up to 5 people. Their opening hours are long 11am – 9pm,
they will monitor this and see when the busy times are (they
35. think lunch time from 11.30 – 2pm and from 5 – 9pm).
The Finances
The partners will be contributing $20,000 of their own money
upfront – they will borrow $80,000, the two partners will not
take a salary from the business for the first year. The $100,000
will be used to pay the first 3 months of rent, shop fit out and
kitchen equipment, cover staff salaries for the first 3 months
and ingredients for the first 2 months.
Business details
Restaurant Concept
Products/services:
Freshly cooked Burgers with delivery in CBD, where customers
are too busy to leave their desks or working late. They expect
demand to be high both with delivery and the retail store.
Registration details
Business name: Rooster Burgers
Trading name(s): Rooster Burgers
Date registered: 1st August 2011
Location(s) registered: Melbourne
Business structure: Partnership
ABN: [Registered Australian Business Number.]
ACN: [Registered Australian Company Number, if applicable.]
GST: [Are you registered for Goods and Services Tax? Date
36. registered?]
Domain names: RoosterBurgers.com.au, RoosterBurgers.com
Licences & permits: [List all the licences or permits you have
registered]
Business premises
Business location: They do not occupy a large retail space,
working from a small outlet based in Melbourne with seating
outside for 5, with easy access to CBD, Docklands and
Southbank.
Buy/lease: They are leasing the premises, have signed a contract
for 2 years, with no rent increase for first 2 years, and there
after the rent will not increase by more than 2% for the first 5
years.
Management & ownership
Names of owners: Mr Roo and Mr Ster
Details of management & ownership: Two partners will be
running the business, one focusing on the business and the other
as the Chef. With a 50% equal share of the business.
There is a business contract in place drawn up by a Lawyer.
Experience: Business Manager has experience as a manager of a
restaurant for over 15 years.
The Chef is a trained chef and has worked in leading restaurants
thru out Australia for over 10 years.
Since the inception of the business, the business is currently
37. breaking even. You are required to:
· Identify any weaknesses in the business plan - provide an
analysis of the strengths and weaknesses of a business plan.
· Outline how you will monitor and respond to business
performance including evaluation of performance against key
results indicators including profit and loss, community
awareness or branding, environmental impact, governance,
quality, sales, triple bottom line and the workforce
· Consult, communicate with and report to key stakeholders
including business partners, financiers, customers, staff and
technical advisers – Draft correspondence to each.
· Outline an approach to managing underperformance.
Provide your response as a full report and attach a copy of the
reviewed and re-worked business plan.
Title : Project 1
Point Total : 100
Deadline : Monday March 2nd at 11.59pm
Topics Covered:
Introduction to NASM, x86-64 basic instructions and
38. architecture, System calls, ASCII
Setting Things Up:
For this project you will be using the NASM assembler to write
x86-64 assembly. NASM is
accessible on linux.gl.umbc.edu and you need to make sure your
program compiles on it before
submission.
You can reach it from anywhere with an internet connection
• You need to use your UMBC account
• ssh [email protected]
• Enter your password (will not show you typing)
The first time you are in create a CMSC313 folder
• mkdir cmsc313
• cd cmsc313
You can then use your favorite editor to write the program.
To assemble your program:
39. • Assemble it using: nasm –f elf64 filename.asm
• Link to create executable: gcc –m64 –o filename filename.o
• Execute program: ./filename or filename
To transfer a file from your local computer to linux.gl.umbc.edu
you can use the
command below:
scp myFlie [email protected]:cmsc313
This will put myFile in the cmsc313 directory on
linux.gl.umbc.edu
Project Description Part 1:
Write and submit a NASM assembly language program
“string.asm” that:
• Asks the user for an 8 character string.
• A number representing the number of characters that should be
40. cut off the string.
• Displays the unedited string to the user .
• And finally displays the edited string to the user with the
number of characters
removed.
Notes:
• The characters will be removed starting with the left most
character.
• The characters can be a letter, number, space or others for
example #,$ and so on.
• Remember characters are read in in ASCII.
• You do not need to use Jumps or Loops in this project.
General Project (Hard) Requirements:
• Code that does not compile will receive 50% off
• We are programming for 64 bit Intel Architecture
• This is an individual project and any work submitted should be
your own
• You must have a comment at the top of the code detailing
what the code does.
41. • This comment should also include your full name and user ID.
• You must use good coding style with respect to variable
names, spacing, labels and
comments.
• Submit only the .asm file named
firstname_lastname_string.asm to blackboard.
• You cannot use C/C++ function calls. You have to use system
calls
Project Description Part 2:
Legacy safety-critical infrastructure often consists of
vulnerabilities such as buffer overflows
allowing for exploiting control flow of the system. Part 2 of this
project consists of designing
and leveraging a buffer overflow exploit to hijack the control
flow of a piece of remote function
actuator software (aka vehicle start button). Normal behavior
consists of taking a password
42. (string) as input and then start the vehicle if the password is
correct. An example scenario is
below:
$ ./rfa password
Message1: Vehicle has started
$
General Project (Hard) Requirements:
• Reverse engineer password for vehicle to start
• Debug software to find return address from vehicle start
function
• Craft buffer overflow exploit to hijack control flow
• Open terminal shell to the attacker
Grading Rubric:
• [60] Part 1
o [10] Display prompts to user
o [10] Display unedited messages
43. o [10] Display edited message
o [40] Text edit functionality
o [10] Use of system calls
o [10] Program exits correctly
o [10] Style (e.g. comments, etc.)
• [40] Part 2
o [20] Reverse engineer vehicle password
o [30] Find return address from vehicle start function
o [30] Valid buffer overflow exploit
o [20] Open terminal shell