The assignment brief and instructions for presentation and submission are detailed below. The word
count should be stated on the first page of the answer (word count includes all material except the
bibliography).

The submissions should be strictly in accordance with the following instructions:
1) The submissions should be typed in Arial using font size 11
2) Single line spacing, but leaving a space between paragraphs.
3) Make copious use of sub headings which should be in bold type and underlined.
4) Lists of facts or items should be bullet pointed.
5) Where case law is used in the answer, the name of the case should be typed in bold
italics. The full reference citation should be included as a footnote on each relevant
page where the case appears.
6) All text should have both margins justified.
7) Do not make use of separate title pages or blank pages.
8) The submission must be written in the third person throughout (use of I, me, my,
you, your, etc. are not to be used).
9) Students must proof read their work before submission for good grammar, use of
English, choice of words and spelling, etc.
10) The assignments must be submitted by the due date and time
11) Marks awarded for presentation will reflect how closely the student has adhered to
the above instructions.

ASSIGNMENT BRIEF
1. Task summary
This assignment requires you to produce a piece of written work, no longer than3,000
words, on three aspects of QS Professional Practice: Tendering, financial control and
reporting, and professional conduct.

2. How to approach the assignment task
The following is an extract from a report in The Independent.
‘The cost of the High Speed 2 (HS2) rail project, intended to increase capacity between
London, the Midlands and the north of England, is under fresh scrutiny.In a BBC Panorama
programme, a former HS2 executive has claimed that early estimates of the value of
properties along the route that needed to be bought were “enormously wrong”. Doug
Thornton, former land and property director, said the figures underestimated the amount HS2
would have to pay, and that “thousands” more properties had not been budgeted for at all.
Using this headline, produce a report that analyses the key failings in the management of the
project from a QS viewpoint.
In terms of content you must cover the following elements:
• Theoretical approaches to QS professional practice in the selected areas
• A brief discussion of each subject
• Key features
• Illustrate your work using the HS2 project as a reference point, and your work
experience
• A critical evaluation of the arguments presented
Your work should include a short introduction to signpost what your work will address and its
key arguments. It should end with a summary and conclusion that does not introduce new
material or points. You should provide in-text citations and include a reference list or
bibliography at the end in the Harvard style.
3. Learning outcomes
This assignment assesses module learning outcomes (LO) 2, 3 and 4
LO1: Measure and describe a range of complex construction and design work in accordance
with current rules of measurement for the quantification and costing of construction works
LO2: Research and evaluate professional advice for the application of Quantity Surveying
contract practice and procedures
LO3: To identify and apply techniques for project financial control and reporting
LO4: Understand and apply conduct rules, ethics and professional practice
4. Tasks
4.1 Tendering
• Explain how as a private quantity surveyor you would assess tender submission
risks
4.2 Financial control and reporting
• Identify and explain those elements that need to be considered when assessing the
final estimate of cost Include a checklist of items which you would expect to include.
Your answer should take into account the HS2 appointment arrangements.
• Critically analyse the key problems that exist and propose an appropriate post- contract
cost control system to address/mitigate the issues the project faces
4.3 Professional conduct
• Critically evaluate the value of professional codes of ethics to construction
professionals.
Assessment Criteria for each part of this assignment are as follows:
In completing this assignment, you should demonstrate:
• Critical appreciation and understanding of the context in which Quantity Surveying
services are provided (20%)
• Identify key aspects of tendering, financial control and professional conduct in the
provision of QS services (30%)
• Critically evaluate the application of QS services to construction
projects (20%)
• Critical awareness of practice and procedure differences between construction
projects and the various ways in which contractual arrangements areimplemented
20%)
• Appropriate assignment format, structure, presentation, clarity and quality of writing
and correct Harvard referencing (10%)
This Coursework assessment component contributes a maximum of 60% to your Module
marks.

CRITERIA FOR AWARD OF MARKS
These conventions are adopted by the University for the marking of assessed work and are
supported by the prevailing University taxonomy as detailed in guidance issued by Quality
Assurance Services
Excellent (70-100%) Distinction level
Coherent structure, well informed argument relevant to the subject
Well developed analysis of concepts
Well developed ability to combine theory and practice in the analysis
Evidence of wide reading and research around the subject matter
Clear understanding of reading and research and use of the correct method
referencing woven into the writing
Strong evidence of an individualistic approach to writing
New and original ideas around the subject matter
A range of examples from your own organisation or others.
Generally complies with the assignment brief and represents an excellent answer
Above average (60-69%) Merit level
Good understanding of the subject
Clear structure and appropriate use of argument relevant to the subject matter
Coherent analysis of concepts
Good ability to combine theory and practice into the analysis
Evidence of reading around the subject matter
An understanding of the reading around the subject and use of a referencing system
Generally complies with the assignment brief and represents a very good answer
Average (50-59%) Pass level
An understanding of the subject but structure and argument less well defined
Some analysis of the subject
Some attempt to combine theory and practice in the analysis
Evidence of reading around the subject matter
Some understanding of the reading and limited use of referencing
Limited evidence of individualist approach in the writing
Some examples in practice in your own organisation or others
This is a satisfactory answer representing a well-argued case but perhaps missing some key
requirements of the assignment brief (possibly some problems with the Report format and
with referencing omissions or errors)
Satisfactory (40-49%) Marginal pass level
Structure and argument poorly defined
Limited analysis of concepts
Little evidence of reading around the subject
Poor understanding of any such reading and little referencing
Individualistic approach lacking
This is a pass mark but with some deficiencies in the answer – for example, non-compliance
with parts of the assignment brief or some apparent confusion in the answers provided –
but represents a reasonable effort.
Unsatisfactory (less than 40%) Fail
The assignment remains misunderstood or not answered
Response under number of words required
No evidence of reading around subject matter
Central concepts not grasped
Errors in narrative of fact or of a very basic or key nature
No evidence of how theory and practice is combined
Plagiarism
There are some major problems with the answer. Likely causes include non-compliance with
the assignment instructions, poor presentation, errors of fact and other inaccuracies.
NOTES ON TACKLING ASSIGNMENTS
Check list for all assignments
1.1 Check carefully the issue date and submission dates for all assignments.
1.2 Read carefully the instructions which usually give the terms of reference for
assignments.
1.3 Follow the instructions and only deviate from them when this has been
agreed with the tutor.
1.4 Give all tables a title and table number and then refer to these in thetext.
1.5 Give all illustrations (drawings, photographs, graphs etc.) a title and a figure
number and then refer to these in the text.
1.6 Put the table or illustrations into the text on the next available page afterfirst
referring to them.
1.7 Make sure that all pages are numbered (even in the case of essays) and the
pages are in the correct order.
1.8 Make sure that all tables and figures are numbered consecutively and in the
correct order.
1.9 With the exception of essays, make sure that there is a table of contents with
page numbers indicated.
1.10 Make sure that your work is properly referenced and that a bibliography is
included at the back of the assignment in the form that the reader couldfind
the original sources. The Harvard system of referencing isrecommended
1.11 You are required to prepare and submit your own work for assessment
purposes. You should not use another’s work or collude in any way tomeet
the assignment criteria and deadlines. The University Regulations for
cheating, plagiarism or other forms of unfair practice will be followed and
applied where necessary.
Compiling a Bibliography and referencing using the Harvard System
You are required to acknowledge the sources you have used during the research and
production of a written project or dissertation and so it is important that you adopt and
become familiar with the use of a standardised method of bibliographical citation.

Mini Case

Sam Strother and Shawna Tibbs are vice presidents of Mutual of Seattle Insurance Company and co-directors of the company’s pension fund management division. An important new client, the North-Western Municipal Alliance, has requested that Mutual of Seattle present an investment seminar to the mayors of the represented cities, and Strother and Tibbs, who will make the actual presentation, have asked you to help them by answering the following questions. Create 2 to 3 PowerPoint slides summary of questions( include graphs, charts and trends as appropriate).

 

E 2.      What would happen to the bond’s value if inflation fell and  declined to 7%? Would we now have a premium or a discount bond?

E 3. What would happen to the value of the 10-year bond over time if the required rate of return remained at 13%? If it remained at 7%? (Hint: With a financial calculator, enter PMT, I/YR, FV, and N, and then change N to see what happens to the PV as the bond approaches maturity.)

 

F 1.

What is the yield to maturity on a 10-year, 9% annual coupon, $1,000 par value bond that sells for $887.00? That sells for $1,134.20? What does the fact that a bond sells at a discount or at a premium tell you about the relationship between  and the bond’s coupon rate?

F 2.

What are the total return, the current yield, and the capital gains yield for the discount bond? (Assume the bond is held to maturity and the company does not default on the bond.)

 

Module 4 Case Assignment
The Case Assignment for this course will be a 5-8 page essay
(excluding cover page and references) on the organization you
selected in module 2. You will write a proposal on how you plan to
implement education and training within the organization to address
the opportunities and challenges associated with managing across
cultures. The emphasis for the Case Assignment is on the host
country of origin for the assignment, so the paper is written from that
host country’s perspective. You will add cultural elements from the
U.S. portion of the organization in your Signature Assignment.
Please address the concepts learned and student-learning outcomes
in modules 1 – 4 (see table below). In your paper add a brief executive
summary (no more than 1 page), which will include your training plan,
associated costs, and human resources required. In the body of the
paper, address the concepts learned and explain if they are applicable
or not in the organization. At the end of your paper, write a couple of
paragraphs about what you learned about the organization as it
pertained to the culture in the host country, any preconceived notions
prior to research about the organization in the host country, and your
current perceptions about the organization.
Modules and Associated Learning Outcomes
Module Title Student Learning Outcome
Mod 1– Defining the
Concepts/Culture Shock
1. Identify critical concepts in
management across cultures
Mod 2—Cultural Identity
Impact on an Organization
2. Interpret the cultural identity
impact on an organization
Mod 3—Human Resources and
the Cross Cultural
Organization
3. Examine human resources across
cultures in an organization
Mod 4– Overcoming Cross
Cultural Barriers (Language,
Education, and Training)
4. Propose strategies to overcome
cultural barriers in an organization
1 / 2
Case Assignment Guidelines:
Use a minimum of 3 – 4 academic journal sources in your Case
Assignment
Use APA style
Double-space with 1-inch margins, 12-point and Times New
Roman font
Include a Cover (Title) Page and Reference page
Proofread for spelling and grammar mistakes
Cite sources to avoid plagiarism
Provide a thesis statement and conclusion
The case assignment should be an enjoyable experience, since you
addressed the concepts in your Threaded Discussions. Therefore, if
you do not turn in your Case Assignment before the deadline, points
may be deducted from your score for tardiness. If you anticipate a
problem turning in your assignment on time, please contact your
instructor immediately.

ASSIGNMENT BRIEF
1. Task summary
This assignment requires you to produce a piece of written work, no longer than3,000
words, on three aspects of QS Professional Practice: Tendering, financial control and
reporting, and professional conduct.
See MyBeckett for the deadline dates
2. How to approach the assignment task
The following is an extract from a report in The Independent. (last accessed 24/01/2019)
‘The cost of the High Speed 2 (HS2) rail project, intended to increase capacity between
London, the Midlands and the north of England, is under fresh scrutiny.In a BBC Panorama
programme, a former HS2 executive has claimed that early estimates of the value of
properties along the route that needed to be bought were “enormously wrong”. Doug
Thornton, former land and property director, said the figures underestimated the amount HS2
would have to pay, and that “thousands” more properties had not been budgeted for at all.
Using this headline, produce a report that analyses the key failings in the management of the
project from a QS viewpoint.
In terms of content you must cover the following elements:
• Theoretical approaches to QS professional practice in the selected areas
• A brief discussion of each subject
• Key features
• Illustrate your work using the HS2 project as a reference point, and your work
experience
• A critical evaluation of the arguments presented
Your work should include a short introduction to signpost what your work will address and its
key arguments. It should end with a summary and conclusion that does not introduce new
material or points. You should provide in-text citations and include a reference list or
bibliography at the end in the Harvard style. Further guidance on academic writing is provided
in the Skills for Learning web pages
3. Learning outcomes
This assignment assesses module learning outcomes (LO) 2, 3 and 4
LO1: Measure and describe a range of complex construction and design work in accordance
with current rules of measurement for the quantification and costing of construction works
LO2: Research and evaluate professional advice for the application of Quantity Surveying
contract practice and procedures
LO3: To identify and apply techniques for project financial control and reporting
LO4: Understand and apply conduct rules, ethics and professional practice
4. Tasks
4.1 Tendering
• Explain how as a private quantity surveyor you would assess tender submission
risks
4.2 Financial control and reporting
• Identify and explain those elements that need to be considered when assessing the
final estimate of cost Include a checklist of items which you would expect to include.
Your answer should take into account the HS2 appointment arrangements.
• Critically analyse the key problems that exist and propose an appropriate post- contract
cost control system to address/mitigate the issues the project faces
4.3 Professional conduct
• Critically evaluate the value of professional codes of ethics to construction
professionals.
Assessment Criteria for each part of this assignment are as follows:
In completing this assignment, you should demonstrate:
• Critical appreciation and understanding of the context in which Quantity Surveying
services are provided (20%)
• Identify key aspects of tendering, financial control and professional conduct in the
provision of QS services (30%)
• Critically evaluate the application of QS services to construction
projects (20%)
• Critical awareness of practice and procedure differences between construction
projects and the various ways in which contractual arrangements areimplemented
20%)
• Appropriate assignment format, structure, presentation, clarity and quality of writing
and correct Harvard referencing (10%)
This Coursework assessment component contributes a maximum of 60% to your Module
marks.
Assessment will be in accordance with Leeds Beckett University’s descriptors:

These conventions are adopted by the University for the marking of assessed work and are
supported by the prevailing University taxonomy as detailed in guidance issued by Quality
Assurance Services

Case Study:
BlueBird hotel is a small 4-star hotel situated in the Lake District in the UK. The hotel was
established in 1999 and has remained under family ownership ever since. The hotel has 62
rooms. It employs 96 full-time and part-time employees and is open 365 days a year. The hotel
caters towards families with young children and, thus, has been able to distinguish itself well
from the competition in the area. The hotel offers two categories of rooms: The Rambler rooms
are the standard rooms, with either twin beds or a double bed as well as bunk beds for children
while the Summit rooms also have a separate living room with one sofa bed. All rooms have flat
screen TVs, tea and coffee making facilities as well as a fridge. Games consoles are available
upon request. In order to cater well to its target market, the hotel also has a swimming pool, a
cinema, two games rooms as well as childcare facilities six days a week. While the hotel
remains profitable, the recent economic downturn in the local economy has resulted in 14%
fewer bookings compared to the same time last year. Furthermore, while the majority of the
guests are British, the hotel has recently established strong connections with tourism offices in
Limoux, Southern France and there is concern that the uncertainty surrounding Brexit will drive
these customers away.
The current General Manager is due to retire in three months and although he is still involved in
the business, he has handed down much of the responsibility for the day-to-day running of the
hotel to his daughter, the Assistant Manager. While the General Manager is much loved among
his staff for his caring attitude and willingness to listen to the concerns of his employees, the
Assistant Manager prefers to make her own decisions and to tell staff what to do. She has told
both the Front Office Manager and the F&B Manager that discussions with employees are far
too time consuming and often unnecessary and that the place would run more smoothly if
everyone just got on with their jobs. She also prefers to take a hands-on approach and is keen
to take a leading role in meetings and negotiations with vendors.
Although there is one full-time Human Resources Manager in the hotel, the Assistant Manager
also likes to be involved in the HR business, particularly recruitment and selection. In recent
months, the HR Manager has recommended the use of personality tests in the selection
process, but the Assistant Manager has categorically rejected the proposal, commenting that
she can tell a good candidate a mile off and doesn’t need any of that “pseudo-science” to tell
her otherwise. As far as she is concerned, her gut instinct has never let her down.
Given the reduction in bookings in recent months, the Assistant Manager has initiated several
cost-cutting programmes, recently announcing that there would be no pay rises this year and
that the training budget would be reduced to 1.2% of payroll. Coaching sessions which had
been scheduled for several of the junior managers have now been postponed indefinitely. The
Assistant Manager has also begun to replace more expensive, experienced bar and waiting
staff with cheaper employees, who have little or no experience. Other than induction sessions,
and other mandatory training such as health and safety, there is no formal training for these
employees as the Assistant Manager believes that “learning by doing” is the way to succeed at
the job.
The hotel has always prided itself on an outstanding customer service and many of the hotel’s
guests return year after year. Recent feedback from guests on TripAdvisor, however, gives
cause for concern:
“There was only one staff member on duty when we arrived and he was busy helping the bar
tender sort out a restaurant reservation. We had to wait more than 15 minutes before being
checked in.”
“Very large and comfortable room, but staff seemed disinterested.”
“Great amenities and the food was good, but why can’t the waitresses smile?”
To make matters worse, in the last three months the absence rate has increased and three of
the best employees have resigned. The General Manager has been told that many employees
have become anxious about their future and that several other high performers are looking for
jobs elsewhere.
Your task is to write a report as per the guidelines provided in the project outline, highlighting
three key issues facing the hotel in terms of its workforce and to make specific
recommendations on how to overcome the issues in order to regain employee trust, retain high
performers and improve profitability.

MKT 432  Case Study

 

Using Case, “The Interface between Demand Management and Production Strategies at TractParts”, there are 6 questions that need to be answered.

 

You are the expert in the production planning process.  You will need to define the process and any definitions for clarity.  You will need to explain why you are using the methods to derive your answers and interpret the results for the reader.  Include tables of your work and explain your tables.

 

You would write this case as if you were teaching the reader the answers to the questions.

 

The format should be as follows:

1. One inch margins, top, bottom and sides
2. Single spaced
3. Times News Roman, 12 pt font
4. Printed front side only
5. Minimum number of pages would be around 7. Maximum number of pages would be 15.

 

 

Overview

As an early childhood professional you are required to provide inclusive and accessible learning environments for all children. This requires you to provide individualised support for children with additional needs while also ensuring that the learning environment does not single out or isolate any child. In this assignment you will explore strategies and plans that look at both individual and classroom-wide inclusion.

As you have learned throughout this unit, and specifically in Weeks 9–11, inclusion is not just about catering for individual disabilities one at a time. Inclusive programs and effective teachers look at the child and not the disability and build learning environments and activities that embrace the strengths and differences of all children.

Related learning outcomes

This task is assessing your ability to demonstrate that you meet the criteria for the following unit learning outcomes:

4. Research and synthesise information about specific types of additional needs to inform plans for the inclusion of individual children.
5. Identify and apply relevant policies and practices that support children’s additional needs, including setting up inclusive environments that invite all children’s full participation.
6. Construct strategies and inclusion plans for children showing integrity and a capacity to work collaboratively with families and professionals.

 

 

Details

This assignment task requires you to critically analyse and reflect on a case study of a typical early childhood environment. You are then required to write a report on actions you would take as an educator to provide a learning environment inclusive of all children. The case study can be accessed from the following link:

Long day care case study.

Based on the long day care case study and profiles provided, present a report on actions you, as an educator assigned to the classroom, would take to help ensure this setting is inclusive of all the students in the classroom. You have been provided with the profiles of five children with varying needs, who are to be included within this classroom. As the educator, you need to cater not only for these five children, but also every child within your care. Please ensure that you follow the teachings of this unit and consider these children within the educational setting holistically, rather than diagnostically.

Your report should be presented in the following format:

• Introduction(approx 300 words).
  Briefly define the key challenges you have identified in the case study.
• Discussion (approx 600 words).
  In your discussion consider:
  • the capacity to include children with additional needs—what are common adjustments that take into account a range of additional needs
  • some of the issues that impact on educators’ capacity to provide a care environment that is inclusive of all children
  • how educators can manage the competing demands of inclusion of children with additional needs, with the demands of providing an inclusive environment for all children.
• Recommendations for action, support and implementation (approx. 600 words).
  Provide a brief list of actions you would take to provide a fully inclusive environment for the classroom and specific children in the case study. This should include:
  • the documents and processes you would undertake and who you would consult
  • setup and adaptations you would make to the learning space (indoor and outdoor)
  • learning experiences and programs you would run
  • types of play you would encourage and schedules and structure you would introduce.

 

Criteria

1. Evidence of research into the specific additional need from cognitive, emotional and social perspectives.
2. Capacity to plan for and identify strategies that support the inclusion of all children with additional needs.
3. Discussion and analysis of the planning process.
4. Structure and integration of ideas.

The specific needs of the children in the case study are used to highlight the complexity of decisions about the care required for children with additional needs. An extensive range of independently sourced literature expertly supports all decisions and connects with broader understandings of inclusion and diversity.

Comprehensive strategies and plans for ongoing inclusion have been offered with some original and insightful suggestions for how they would meet the specific needs of the children from the case study and their peers.

Detailed connections have been made to broader policies, support agencies and theories of inclusive learning environments and programs.

Challenging, comprehensive critical analysis is sustained throughout the reflection. An authoritative and persuasive argument is demonstrated when considering the challenges of implementing inclusion plans for inclusive environments and programs.

 

Highly sophisticated, fluent and persuasive expression of ideas.

Great clarity and maturity of presentation. Little ambiguity in the expression of information and ideas. References embedded expertly into the flow of information and ideas. Flawless use of APA style for all forms of referencing.

 

Case study details

 

Assignment 3: Case study

Centre profile

This mainstream long day children’s centre is located in a western suburb, 25 km or so from Melbourne’s CBD. The centre is licensed for 40 children, 12 under two years old. It has a government-funded kindergarten that enrols children from the age of three years old.

 

Apart from the kindergarten session, the centre does not separate children into different rooms/age groups. Children bring their own lunch from home. Morning and afternoon tea are provided. The centre is non-for-profit. All parents are on a roster of working bees.

 

There are two outdoor areas: a bigger one for all the children and a smaller one for kindergarten children only.

 

The centre has two rabbits kept in the bigger outdoor area, but they are free to wander around the centre during the day. There is also a garden in the kindergarten outdoor area where children grow their vegetables and often share the harvest with families.

 

The centre is within a mid-low socioeconomic zone. It is a very supportive and close-knit community. The centre is very close to the community centre where health care, local library and sports facilities are included. Many of the parents work very long hours and some are unemployed and seeking work.

 

Room profile

You are one of three educators assigned to the room. There are 15 children in your room on different days. On average there are 10 children in the room each day with ages ranging from 1 to 5 years old.

 

Below is a list of children who could require additional attention and support due to their special and unique circumstances.

 

Abby, 4.5 years old

Abby interacts well with adults and in one-on-one situations. She is interested in animals and Peppa Pig. She is the only child of parents who are both employed full-time and doesn’t seem to like to interact in big groups. Historically, she moved to this current centre because she was removed from her previous one for disruptive behaviours, however, her parents report that she is very well-behaved at home. Abby’s parents strongly believe that the centre should be responsible for providing a supportive environment for their daughter. Abby has had a psychologist assessment and it has indicated that her language skill is above her age. She has already started reading at home.

 

Jason, 4

Jason is a vivacious and lively four-year-old, who loves to joke and wrestle with other children. He is currently able to verbalise words associated with those close to him, such as ‘Mum, love’ and ‘Dad, fishing’. He has a diagnosis of Down syndrome and a loving and supportive, large immediate family. Jason loves to play with the iPad, especially when it comes to exploring Avengers characters.

 

Amos, 3.5 years old

Amos is physically large for his age. He has just moved to Melbourne from China. He has little English, but can be very chatty if someone speaks Mandarin (his native language) to him. He loves to play outdoors and dress up in any sort of costume.

 

Sienna, 3 years old

Sienna prefers structure and routine. She is non-verbal and loves to listen to Taylor Swift, often for long periods of time. She is notably disturbed when a change occurs in the class schedule, resulting in outbursts and crying, which can last up to two hours. Sienna has a special attachment to one of the assistants, Mary, seeking her out at any opportunity, especially when beginning to show signs of distress. Sienna also has a piece of blanket that is used as a comforter throughout her day. She has a sister, Bethany, who is in primary school and they are in the care of a maternal grandmother, due to ongoing issues with the biological parents.

 

Julie, 1 year old

Julie has just started attending the centre. She is the first-born child and both parents are in full-time employment. Julie loves other children interacting with her, although loud noises can cause her to become upset. Her parents are very anxious about sending her to a childcare centre, especially in relation to nutrition and supervision, and currently require constant updates from the centre throughout the day.

Introduction to Administrative Law
Assessment No 3: Advice Memo
This assessment task focuses on material covered in Module 5 (Access to Information) and you
will need to apply concepts taught throughout the course.
Your task:
• To start your research, locate the:
o Freedom of Information Act 1982 (Cth) (FOI Act)
o FOI Guidelines published by the Office of the Australian Information
Commissioner (OAIC).
• Read the scenario below and in response write a memo of advice answering the
questions provided below.
• Refer to policy and cases to support your arguments.
• Upload your assessment before it is due, with a completed Griffith University
Assessment Cover Sheet.
Focus on structuring your arguments in a logical, concise manner. While there is no strict word
limit for this task, your memo should be no more than approximately eight (8) pages. You should
use the legal writing style taught in this program.
To demonstrate academic integrity, include a bibliography citing any sources you have used
(other than course materials and sources you have clearly referenced in your memo).
Scenario:
You work as a Regulatory Affairs Specialist for a technology company, Galaxi Pty Ltd (Galaxi).
Galaxi proposed to develop a mobile application (app) that would allow farmers to access
satellite data, and input records and images to be stored by location. These inputs would
provide rich data for research. The app would aid farmers in improving their pasture
management practices, in turn improving the efficiency of Australia’s agricultural industries and
protecting the environment.

Such data and outcomes would be valuable to governments, so Galaxi has attempted to gain
government assistance in several ways. These attempts have so far been unsuccessful and to
be competitive, Galaxi must launch a version of the app at AgCatalyst within two years.
On Monday morning, Galaxi senior management met to discuss Galaxi’s next steps towards
building the app. Your CEO is seeking answers to questions raised in that meeting about
obtaining information from government bodies Galaxi approached. Galaxi’s internal legal
counsel, Val Win, has asked you to prepare an advice memo and send it to her for approval.
From reading the meeting minutes you understand senior management wants to:
• access specific documents senior management heard discussed
• learn what Galaxi could do differently to be more successful when approaching
government bodies for assistance or to collaborate.
In your memo to counsel, you need to answer the following questions from senior management:
1. Is Galaxi generally entitled to receive reasons for any decision by a government body
not to assist Galaxi with the development of this app?
2. Is it a good idea to simply make FOI requests to each government body Galaxi dealt
with, asking for all the documents that mention the name “Galaxi”?
3. How successful is Galaxi likely to be in obtaining the following documents:
a. Minutes of a meeting, held in February this year, in which the Digital Agriculture
branch of the Commonwealth Scientific and Industrial Research Organisation
(CSIRO) debated a proposed strategic agreement with Galaxi. The meeting was
held in response to Galaxi’s proposal to convert the Pastures from Space
website (pasturesfromspace.csiro.au/) to a mobile app with additional features.
The discussion centred on how Galaxi’s plans to monetise the app would alter
the current subscription model for the Pastures from Space website and
potentially reduce the commercial viability of the CSRIO’s venture.
b. Australian Government Department of Industry, Innovation and Science (DIIS)
internal emails, sent in April this year between General Counsel in the Legal
Division and an Officer in the Accelerating Commercialisation Division. The
Officer raised concerns about how Galaxi’s Expression of Interest (EOI) for an
Accelerating Commercialisation Grant highlighted a flaw in the assessment
criteria for the grant – the term “novel” was not defined. Counsel responded to

the Officer’s questions about any potential legal implications of that flaw.
Ultimately, DISS decided Galaxi would not receive a grant because its EOI did
not describe a “sufficiently novel product, process or service”.
c. A Grains Research and Development Corporation (GRDC) internal report,
prepared in March this year by the Research and Development Group. The
report evaluates the strength of Galaxi’s proposal to develop the app to
complement, and integrate data with, the GRDC’s Online Farm Trials (OFT)
database (farmtrials.com.au). It includes feedback from grower groups who are
project partners, as well as OFT contributors (researchers and research
organisations), about the tension between GRDC’s commitments to offer the
OFT for free and Galaxi’s plans to monetise the app after receiving financial
contributions from GRDC towards developing it. (The report includes details from
partners and contributors about the commercial value of proprietary information
they provide to the OFT at no cost.) The report concludes with a
recommendation to the Managing Director of the Group that GRDC should not
invest in Galaxi’s proposed app.
4. What is involved in making an FOI application, i.e. the practical steps?
5. Is it worthwhile to make an FOI application to each of these government bodies to obtain
the documents (listed in question 3)?

The purpose of this assignment is to research the CFTR chaperone lumacaftor and the CFTR potentiator ivacaftor as case studies of drug development. You will then work individually to produce a one-page information sheet designed to inform either people with CF, or policymakers, about these drugs. You will need to consider the science behind these molecules and their discovery, their clinical impact, the policy environment around their translation into clinical use, and the role of patient groups in affecting policy.
Learning outcome: • To help achieve an understanding of how changes in host biology can alter defences against infection.
• To understand the mechanisms of action of key drugs.
• To be aware of a variety of synthetic and natural products currently being researched / developed for use in infection prevention and treatment, and the scientific, financial and ethical considerations involved in product R&D.
• To reflect on the methods and styles of communication required to successfully interact with different stakeholders in pharmaceutical development (scientists, policymakers and patients).
This assignment will be graded on your ability to research, synthesise and communicate information about how two examples of recently-developed drugs work, and their impact on a specific patient group. You will need to take into account the priorities of your chosen audience (patient groups or polymakers), the key information they will be looking for (economic, social, health etc) and communicate in an appropriate professional register. Marks will also be given for the visual layout (graph, tables) and design of your information sheet, in so far as it aids clear communication.

Description of Assignment:  This assignment requires you to analyse and evaluate information and complete the series of task requirements related to factors that influence prejudice and discrimination, be it in thought, belief, opinion, behaviour and actions as individuals or in groups.

TASK

• It is said that stereotypes we hold about the characteristics of a social group can lead to prejudice. What is a stereotype? Give at least two examples to support your explanation. Within your answer you must also explain how stereotypes are formed, their function and how stereotypical beliefs can lead to prejudice (AC 2.1).  
• What is prejudice? You must include an explanation of some of the different types of prejudice that exist (eg sexism, racism) and discuss how prejudice impacts on the individual (AC 3.1).
• When people are subject to prejudice, they may then suffer from discrimination in many forms.

What is the relationship between prejudice and discrimination?  Give examples of how the prejudiced groups that you have already discussed may be discriminated against (AC 1.1). You must also assess some of the broader sweeping effects of prejudice and discrimination on the individual and society (AC4.1)

• Using your knowledge of the main research into prejudice, examine the nature of discrimination and prejudice, making reference to at least two different psychological theories of prejudice (AC 4.1). (1,200 words in total)

Theories that will be covered in this unit are:

 Social Learning Theory (Bandura, 1977)

 Social Identity Theory (Tajfel & Turner, 1979)

 The Robber’s Cave – Realistic Conflict Theory (Sherif, 1954, 1968, 1961)

 Authoritarian Personality Theory (Adorno, 1950)