Case Study: Safe programming issues

Case Study: Safe programming issues
Related outcomes from the unit outline:
1. Analyse software for common security programming errors and be able to correct those errors
2. Analyse the existence of vulnerabilities inherent in insecure software products
3. Assure quality by using elements of a secure framework
4. Judge the effectiveness of mitigation strategies for security vulnerabilities
Marks allocation: Worth 35% of the total mark for this unit
Due date: 22nd of May at 5:00pm WST
Submission instructions:
To be submitted electronically via Blackboard.
You must:
• Provide a zip file containing your assignment as a Word document. No other compression formats
accepted. No other document formats accepted.
• Include digital copies (in the zip file) of all non-web based references you cite in your assignment
(excluding the textbook) otherwise your assignment will not be accepted or assessed. Examples of digital
content are: book chapters, journal articles and conference proceedings.
• Provide the MD5 hash value of your assignment (Word) document (separately, not embedded in the zip
file). Submissions without a hash value will not be accepted or assessed.
Plagiarism:
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Please ensure that you have read and understood the information on academic integrity provided by the
University. By submitting the assignment you are confirming sole ownership of the work and that any
material drawn from other sources has been correctly acknowledged. Further, you are certifying that this
work has not previously been submitted for assessment in any other unit or course.
Case Description: Vulnerability Detection, Analysis and Mitigation The problem space is HTTP server
and client software. You don’t need to be experienced in either the HTTP protocol or socket connections,
but if you are unfamiliar with socket programming, you may wish to browse the socket(2) man page or
look at examples of socket programming. You will be provided with some code samples to evaluate. You
must:
• Clearly identify vulnerabilities in the code samples. Include the code samples with prefixed line numbers
as appendices to your assignment, so that you can refer to the specific area where a vulnerability exists. In
your assignment, describe the type of vulnerability (see: https://cwe.mitre.org/data/index.html for the list)
and its effect in the code. See figure 1 for an example. Instances of bad code are also to be counted as such
code may lead to a vulnerability. (10 marks)
• Describe and implement (i.e., modify the code) appropriate mitigations (20 marks)
• Ensure that your report meets expected academic standards with regard to presentation, document style
(see below) , spelling and grammar (5 marks)
Marks will be allocated for each detected vulnerability, based on the
visibility/difficulty/complexity of the vulnerability and associated mitigation. For example, an unsafe
library call which results in a well-known vulnerability would attract less marks than a de-referenced
locally-allocated variable passed back through the stack. You should ask questions on the unit discussion
board about the assignment in order to clarify ambiguities.
Referencing
All sources of references must be cited (in text citation) and listed (end reference list). For details about
referencing and the required format, please refer to the ECU Referencing Guide.
Document Style
• Your document must be in MS-Word format (.doc/.docx), body text 11-point Arial font, single spaced
and include page numbers.
• The document must include a title page and table of contents with page number one (1) starting after the
table of contents.
• The document must include a three-column table, captioned “Vulnerability Mitigation List” with column
labels “Line(s)”, “Vulnerability Type” and “Mitigation Code”. Use this table to specify the file/LOC for
each vulnerability you find as well as the replacement mitigating code. See Table 1 for an example.
• The title page should not be numbered but the pages between the title page and the main body of the
document should be numbered with lower case roman numerals.
• Any code should be 10 point Courier New font, single spaced.
• No executive summary or abstract required.
Marks will be deducted if you do not adhere to this style.
Length: Unspecified.
Server.c: Lines 185 – 189 (CWE-120, 2020)
The set_nick function uses a hard-coded local char array of fixed size (512 bytes) and then uses the
sprint() library function to format and copy the contents of the nick array into the nick_packet array. This
is a problem because: a) sprint() does not bounds check; b) the size of the target array is hard-coded; and
c) the function does not check the size of any of these inputs, thus there is the potential to cause a buffer
overflow (CWE-120, 2020). Removing the reliance on a hard-coded array by dynamically allocating the
space will mitigate this vulnerability.
Figure 1: Sample Explanatory Paragraph.
Table 1: Vulnerability Mitigation List
Line(s) Vulnerability Type Mitigation Code

Assessment 2: Case Study Queensland Health and its Payroll System

Assessment 2: Case Study
Due date: Week 7
Group/individual: Individual assignment
Word count: 1500
Weighting: 25%
Unit Learning Outcomes: ULO-1, ULO-2, ULO-3, ULO-4
Assessment 2 Details:
In this assessment task, you are required to choose ONE of the following four failed projects in Australia
(https://vourprojectmanager.com.au/4-massive-australian-project-failures-failed/) and answer all the
questions stated below.
1. Myers online shopping disaster
2. Queensland Health and its Payroll System
3. The Australian Cargo Service
4. Victorian MyKi Smart Card
Answer the following questions:
1. What is the main issue associated with the Case Project?
2. What were the failures with the early implementation of this project?
3. What were the cost overrun and schedule delays, and what contributed to these?
4. What was the early delivery method for this project?
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5. What changed in the recent delivery method?
6. What recommendations would you make if you were assigned as Project Manager of this project in its
earlier stage?

Strategic Human Resource Management (SHRM) plays a significant role in organisational effectiveness

Assignment Title
Assessment Item 02: Essay
Length
3000-3500 words
Learning outcomes
1. Knowledge – Describe and critically discuss key principles and theories of Human Resource
Management.
2. Problem Solving Skills – Critically evaluate and synthesize relevant information to solve real world
issues associated with Human Resource Management.
3. Change Management – Analyse the role of Human Resource Management in implementing change
within a global context.
4. Global Environment – Identify and critically discuss local, global and international workforce trends
and assess the implications for human resource management
Lecturer Discretion
Lecturers may, at their discretion, ask students to verbally present their assignment submission or rewrite
some selected part/s of their answer in a controlled setting.
Task Details
Strategic Human Resource Management (SHRM) plays a significant role in organisational effectiveness
(Gallup Consulting, 2010; Pfeffer &Veiga, 1999). It is therefore important to adopt SHRM, as opposed to
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traditional Human Resource Management (HRM), for effective HR decision-making within an
organisation. Amongst the abundance of available SHRM models, Jackson and Schuler’s (1995) model
includes a variety of macro-level environmental characteristics that influence the implementation of HRM
practices, policies and philosophies, and subsequently, influences organisational performance.
The focus of this assignment is to analyse the external operating environment of a Higher Education (HE)
Sector and discuss potential impacts on the HRM functions of a HE provider such as a University. Use
Jackson and Schuler (1995) HRM model to analyse the external environment of the HE Sector that you
are familiar with. Identify and discuss the factors of the environment and their potential impact on the
HRM functions of an HE provider of your choice.
To complete this assignment successfully students at a minimum:
• Identify a HE provider (e.g. a university) in Australia or in your home country/state/territory. Briefly
describe the profile of the HE provider and discuss its mission and vision.
• Discuss the external environmental factors presented in Jackson and Schuler’s (1995) HRM model.
• Use Jackson and Schuler model to analyse the factors of the external operating environment of your
chosen HE provider.
• Discuss the different functions of HR. The typical HR functions are:
o planning, resourcing and retention,
o recruitment and selection,
o training and development,
o remuneration and rewards and
o employee relations.
• Discuss the impact of each external environmental factor on the HR functions of the chosen HE provider.
Assignment Extensions
This is a formal assessment task therefore any extension requests must follow the CDU Business School’s
formal extension process. For more information follow the link “Business School Assignment Extensions
Information” in the CDU Business School – Resource area in the Learnline Home Page of this unit.
Late Submission
Late assessment submissions incur a penalty of 5% per day past the due date.
Yourassignment must be formatted with heading.
CDU Harvard referencing style mustbeused.
References
Gallup Consulting2010,Thestate of theglobal workplace: A worldwide studyofemployee engagement and
wellbeing,viewed 20 February2015
http://www.gallup.com/services/176300/state-global-workplace.aspx
Jackson, S &Schuler, R1995,UnderstandingHuman Resource Management in thecontext oforganisations
andtheirenvironments,AnnualReviewof Psychology,vol.46, pp. 237-264.
Pfeffer, J&Veiga, F1999,Puttingpeoplefirst fororganisational success, Academyof
ManagementExecutive,vol.13,no.2,pp.37-48

Economic Principles;Robots in the factory and price rise for suppliers as Maleny Dairies invests for the future ABC News

Economic Principles
Week 6 Assignment
Read the following article excerpt:
Robots in the factory and price rise for suppliers as Maleny Dairies invests for the future
ABC News, 28 November 2019
https://www.abc.net.au/news/rural/2019-ll-28/maleny-dairies-investment-robots-milk- factory/11744698
At a desperate time for the dairy industry, with droves of farmers making the tough decision to quit, a
determined Sunshine Coast couple is staking their financial future on upgrading their processing plant and
keeping local farms in business.
In the past five years Ross and Sally Hopper have spent about $10 million upgrading Maleny Dairies’
factory.
It was founded in 2000 by Mr Hopper’s late parents Harold and Dorothy — dairy farmers who foresaw the
difficulties ahead after deregulation.
At the turn of the century there were 1,500 dairy farms in Queensland; now there are about 300.
The Hoppers’ most recent $2.5 million investment included installing two crate-stacking robots to cut
down on spiralling casual overtime costs and speed up deliveries to their distribution centres at Caboolture
and the Gold Coast, and to IGA’s major depot in Brisbane.
-We’re looking forward to the future, we can see a future in our domestic milk and yeah automation is
obviously a way of moving forward,- Mr Hopper said.
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Task:
Describe what you think some of the key costs would be for Maleny Dairies, and detail which are fixed
costs and which are variable costs.
How do you think their current investments would impact their cost structure?
Depict these changes on a diagram (or diagrams) showing their ATC, AVC and MC under their old cost
structure and under their new cost structure and explain how this shows the changes that you have
proposed.

Demonstrating an understanding of a tracking system

Mark deduction of 5% per day will be applied to late submission, up to a maximum of three days.
Assignments submitted later than three days after the deadline or not submitted will get 0%.1
This is a group assignment.
Groups should consist of four to five members.
This assignment contributes 20% towards the final mark.
Instructions to Student
1. Remember to keep a copy of all submitted assignments.
2. All work must be typed.
3. Please note that you will be evaluated on your writing skills in all your assignments.
4. All work must be submitted through Turnitin2 and the full Originality Report should be attached to the
final assignment. Negative marking will be applied if you are found guilty of plagiarism, poor writing
skills or if you have applied incorrect or insufficient referencing. (See the table at the end of this document
where the application of negative marking is explained.)
1 Under no circumstances will assignments be accepted for marking after the assignments of other
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students have been marked and returned to the students.
2 Refer to the PIHE Policy for Intellectual Property, Copyright and Plagiarism Infringement, which is
available on myLMS.
ITIS311 – Assignment – Memorandum S1 2020 | V1.0 Page 1 of 10
Pearson Institute of Higher Education is registered with the Department of Higher Education and Training
as a private higher education institution under the Higher Education Act, 101, of 1997. Registration
Certificate number: 2001/HE07/008. (Formerly Midrand Graduate and CTI Education Group).
5. Each assignment must include a cover page, table of contents and full bibliography, based on the
Harvard referencing method as applied at Pearson Institute of Higher Education.
6. Use the cover sheet template for the assignment; this is also available from your lecturer.
7. Students are not allowed to offer their work for sale or to purchase the work of other students. This
includes the use of professional assignment writers and websites, such as Essay Box. If this should
happen, Pearson Institute of Higher Education reserves the right not to accept future submissions from a
student.
Assignment Format
Students must follow the requirements when writing and submitting assignments as follows:
• Use Arial, font size 10.
• Include page numbers.
• Include a title page.
• Print submissions on both sides of the page.
• Do not exceed the maximum word limit.
• Ensure any diagrams, screenshots and PowerPoint presentations fit correctly on the page and are
referenced.
• Include a table of contents.
• Use accurate Harvard-style referencing throughout the assignment.
• Include a bibliography based on the Harvard referencing method at the end of the assignment.
• Include the completed the assessment/project coversheet (available on myLMS).
• Check spelling, grammar and punctuation.
• Run the assignment through Turnitin software.
Essential Embedded Knowledge and Skills Required of Students
• Report-writing skills
• Ability to analyse scenarios/case studies
• Understanding of subject field concepts and definitions
• Ability to apply theoretical knowledge to propose solutions to real-world problems • Referencing skills
Resource Requirements
• A device with internet access for research
• A desktop or personal computer for typing assignments
• Access to a library or resource centre
• Prescribed reading resources
Delivery Requirements (evidence to be presented by students)
• A typed assignment
• A Turnitin Originality Report
Minimum Reference Requirements
Fifteen references for third year.
Additional reading is required to complete this assignment successfully. You need to include the following
additional information sources:
• Printed textbooks/e-books
• Printed/online journal articles
• Academic journals in electronic format accessed via ProQuest or other databases
• Periodical articles, e.g. business magazine articles
• Information or articles from relevant websites
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• Other information sources, e.g. geographic information (maps), census reports, interviews
Note
• It is crucial that students reference all consulted information sources by means of in-text referencing and
a bibliography according to the Harvard referencing method.
• Negative marking will be applied if a student commits plagiarism, i.e. using information from
information sources without acknowledgement and reference to the original source.
• In such cases, negative marking, also known as ‘penalty scoring’, refers to the practice of subtracting
marks for insufficient/incorrect referencing.
• Consult the table at the end of this document, which outlines how negative marking will be applied as
well as the way in which it will affect the assignment mark.
Section A
Learning Objective
The objective of this assignment is to provide, in great depth, knowledge on systems development
methodologies with special reference to object-oriented modelling.
Assignment Topic
Demonstrating an understanding of a tracking system
Scope
The assignments require students to apply the theory covered in class to a practical case study.
Technical Aspects
• This assignment shall be done in groups of four to five students per group.
• The names and student numbers of every group member should be clearly written on a single report.
• All assignments must be neatly typed and stapled together. Ensure that you use legible font/style/size,
etc.
• All assignments must be accompanied by an assignment cover (see ITIS311 on myLMS).
Marking Criteria
• Credit will be given for, e.g.:
o Evidence of detailed research and evaluation of data from various reliable sources.
o Preparation according to the guidelines provided.
o Skilled application of relevant environmental analysis tools, including explanations of why particular
factors are relevant.
o Originality – evidence of your own ideas and analysis.
• Reports which do not reference at least three sources as per the brief will only be marked out of 50%
rather than 100%.
• Plagiarism is a very serious matter and if any part of your report is found to be plagiarised, you risk a
zero grade which will apply to all members of the group.
Question 1 120 Marks
Study the scenario and complete the question that follows:
Keeping Track of Your Geocaching Outings
When Wayne Johansen turned 16, his dad bought him a new Garmin handheld GPS system. His family
had always enjoyed camping and hiking, and Wayne was usually the one who monitored their hikes with
his dad’s GPS system. He always liked to carry the GPS to monitor the routes, distances, and altitudes of
their hikes. More recently, though, he had found a new hobby using his GPS system: geocaching.
Geocaching is a high-tech version of the treasure hunts that most of us did when we were kids.
Participants search for geocaches or caches that are small, hidden, waterproof containers that typically
contain a logbook and perhaps a small item. When found, the participant sometimes gets instructions for
the next move – to either enter information into a logbook or to look for the next cache.
As Wayne became more involved with his hobby, he discovered that there are many kinds of activities for
geocaching enthusiasts. The simplest ones are those that involve caches found by using GPS coordinates,
although even some of these tasks can be difficult if the caches are well hidden. Some of the activities
involve multipoint drops where there is a set of clues in multiple locations that must be followed to arrive
at the final cache point. Some activities involve puzzles that must be solved to determine the coordinates
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of the final cache.
Before long, Wayne wanted to make his own caches and post them for people to find. He discovered that
there were several websites with access to geocaching information, caches and memberships. He joined
one of the geocaching websites and used it to log his finds. But he decided he would like to create his own
system for tracking all the information he had about his caches. Conveniently, Wayne’s older brother Nick,
a college student majoring in information systems, was looking for a semester project for one of his
programming classes. The two of them decided to develop a system to help Wayne keep track of all his
geocaching activities.
Source: Satzinger, J., Jackson, R and Burd, S. 2016. Systems Analysis and Design in a Changing World.
7th ed. Cengage: Boston.
1.1 Define the vision (system vision document). Brainstorm all the functions this geocaching system
might do. Keep it at a very high level. Write a rough draft of the system vision
document based on your brainstorming ideas. (20 Marks)
HINT: Think of what Wayne wants the system to do and why this helps him.
1.2 Plan the project (definition of iterations). Divide the system into at least two separate components or
subsystems, which can be supported with two iterations. Briefly describe
each. (10 Marks)
HINT: Based on the scope and vision you described in the system vision document, divide the project into
at least two separate subsystems that can be done in separate iterations. For example, perhaps a first
version can run on a laptop, with the second version that includes mobile components for a smartphone.
1.3 Work breakdown structure. Create a work breakdown structure that lists all the steps to complete the
first iteration. Put a time estimate on each step. (20 Marks)
HINT: Use the one in Chapter 1 of the prescribed text book as a model.
1.4 Define and understand the requirements:
• Identify a few use cases that apply to one subsystem. Think of what Wayne plans to do with the system.
He will use the system to “do what”?
• Try to identify the classes that apply to the first project iteration. Think of “information things” that
Wayne wants the system to “remember”.
• Create a simple use case diagram from the list of use cases. (Drawing by hand is fine.
Use the one in Chapter 1 of the prescribed text book as a model.) (10 Marks)
HINT: You want to get an overall view of what the system needs to do for Wayne. There are two primary
areas to focus on to obtain this high-level understanding of the system: a list of use cases and a list of
domain classes. You could document his information in lists, but diagrams provide a visual representation
that is often easier to remember and understand.
1.5 Define and understand the requirements (class diagram). Create a simple class diagram
from the list of classes. (15 Marks)
HINT: Drawing by hand is fine. Use the one in Chapter 1 of the prescribed text book as a model. Think of
other information that applies to each class.
1.6 Define the user experience (steps for use case). Select a single-use case and identify the steps required
to perform the use case. Think of what Wayne does and how the system
responds. (5 Marks)
HINT: The objective here is to further define what Wayne will need and how he will actually use the
system. You will determine exactly how each use case works – what steps and options are available with
the use case and even what the display and data entry screens will look like.
1.7 Define the user experience (workflow diagram). Make a workflow diagram of the selected
use case. (10 Marks)
HINT: Drawing by hand is fine. Each step from question 1.6 goes in an oval. Connect the ovals with
arrows.
1.8 Define the user experience (screen layout). Sketch out one of the screens that will be required to
support a use case. The screen should allow the data entry and display of
information. (10 Marks)
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HINT: Do not make it elaborate. Focus only on the input and output data fields that apply to the only oneuse case.
[Total 120 Marks]
Section B
Marking Rubric
Criteria Unsatisfactory Satisfactory Complete Percentage
Contribution
Irrelevant
System vision document / 20%
Definition of
Iterations / 10%
Work breakdown structure / 20%
Use case diagram / 10%
Class diagram / 15%
Steps for use case / 5%
Workflow diagram / 10
Screen layout / 10
Students showing a complete understanding of the geocaching system / 10%
Adequate correct referencing / 10%
Section C
Plagiarism and Referencing
Pearson Institute of Higher Education places high importance on honesty in academic work submitted by
students, and adopts a policy of zero tolerance on cheating and plagiarism. In academic writing any source
material, e.g. journal articles, books, magazines, newspapers, reference material (dictionaries) or online
resources (websites, electronic journals or online newspaper articles), must be properly acknowledged.
Failure to acknowledge such material is considered plagiarism; this is deemed an attempt to mislead and
deceive the reader, and is unacceptable.
Pearson Institute of Higher Education adopts a zero-tolerance policy on plagiarism; therefore, any
submitted assessment that has been plagiarised will be subject to severe penalties. Students who are found
guilty of plagiarism may be subject to disciplinary procedures, and outcomes may include suspension
from the institution or even expulsion. Therefore, students are strongly encouraged to familiarise
themselves with referencing techniques for academic work. Students can access the PIHE Guide to
Referencing (Harvard Referencing Method) on myLMS.
Negative Marking
Third-year Students
• A minimum of 15 additional information sources must be consulted and correctly cited.
• If no additional information sources have been used, a full 15% must be deducted.
• Deduct 1% per missing source of the required 15 sources. For example:
o If only five resources cited, deduct 10%. o If only three resources cited, deduct 12%.
• Markers to apply the penalties for Category A for insufficient sources and incorrect referencing style.
• To determine the actual overall similarity percentage and plagiarism, markers must interpret the Turnitin
Originality Report with reference to credible sources used and then apply the penalties as per the scale in
the PIHE Policy for Intellectual Property, Copyright and Plagiarism Infringement.
• The similarity report alone is not an assessment of whether work has or has not been plagiarised. Careful
examination of both the submitted paper/assignment/project and the suspect sources must be done.
Category A
Minimum reference requirements Deduction of final mark
No additional information sources have been used or referenced. 15%

DIGITAL BUSINESS COMMUNICATIONS DBC203

Assessment Brief
Business Faculty
DIGITAL BUSINESS COMMUNICATIONS
DBC203
Level 200
Assessment Brief
DIGITAL BUSINESS COMMUNICATIONS
Assessment 2
Case Study
Due: Week 7
Weighting: 25%
Type: Report (week 7)
Learning Outcomes:
a. compare and contrast a range of digital communications tactics and tools and assess the opportunities
arising from new digital communication technologies;
b. review theoretical frameworks that underpin digital communications and explain the drivers for
increased use of social networks for communication by businesses;
c. assess the sources and use of data in developing meaningful digital communication programs;
d. analyse the elements of a website that meets the needs of organisations and end users/target publics;
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e. distinguish the difference between ethics and law as applied to digital communications practices and
explain the main ethical and legal issues concerning digital communications practices.
Description:
In consultation with the lecturer with a brief supplied, each student will select a company/ organisation
and analyse the digital communications practices employed by the organisation, around a specific
campaign / message / or issue.
Prepare a report (use template supplied), which analyses how this company/organisation is using digital
communications. Identify the key audiences with which the organisation needs to communicate, analyse
the relative effectiveness of their digital communication strategies and make recommendations for
improvement/and/or analysis of their effectiveness.
Workload: Each student is required to submit one 2000-word written report by end of week 7 (worth 25%
of the overall weighting for the unit). See rubric for breakdown.
EACH REPORT MUST INCLUDE:
– Academic literature references (minimum 3)
– References to theory including; customer journey/sales funnel / Design Principles / Writing Structures
including Persuasive and Informative communication.
Final evaluation on whether this organisation has been successful in their digital communication with their
audience– and supported with evidence (literature/findings)
ASSESSMENT BRIEF I Digital Business Communication
File: DigitalBusinessCommunications_Assessment2 1
Author: Dingeldei/Amiller Date: 10/09/2019 Status: Final
Assessment Brief
Marking Criteria & Rubrics:
Criterion 1: Case study research INC ACADEMIC SOURCES, spelling and grammar in written
communication – 50%
Fail: • Non-submission
• Illegible
• Extremely poor spelling and grammar
Pass: • Limited research or inadequate sources and some errors referencing style or consistency. Some
spelling and grammatical errors in a well-organised written report.
Credit: • Good research with sufficient referencing in the correct format. Minor spelling and grammatical
errors in a well-written report.
Distinction: • Excellent research with good sufficient referencing in the correct format. A well-written and
well-presented report.
High Distinction • Extensive research with evidence of extensive reading and excellent referencing in the
correct format. A well-written and well-presented report with no spelling errors that meets a high
academic standard.
Criterion 2: Identification, analysis and evaluation of digital communication strategies– 50%
Fail: • There is no evaluation of selected or few appropriate key digital areas and no assessment of the
success/issue of communication
Pass: • There is limited evaluation of selected or few appropriate key digital areas and limited assessment
of effective or problematic communication
Credit: • There is clear evaluation of a range of appropriate digital areas which are linked to each case
study with comparison with reference to class theory.
Distinction: • There is clear evaluation of key digital areas associated with each case study which are
analysed and critiqued using appropriate class theory.
High Distinction • There is clear evaluation of the digital platforms associated with the case study. The
authors demonstrate a clear understanding of the identified digital areas and are able to provide future
solutions / recommendations which are based on sound theory.
ASSESSMENT BRIEF I Digital Business Communication

Project Indust and it’s characteristics (competitors, market, etc Project Organization and Stakeholders

Exploring phase
Project Overview
Project Indust and it’s characteristics (competitors, market, etc
Project Organization and Stakeholders
Project Strategy – MNC, Coorporate, Business, Functional, etc
Project Constraints (Scope, Schedule, Cost)
Chronolog of project – Time Line with Infoghraphic and Turnin
Other Project Management Knowledge areas
ints
Analyzing phase
Cultural Gap analysis
Diversity / Complexity assessment
Pro•ect anal sis SWOT, PARETO, PESTEL,
What went wron in ur rcfect
What went ri ht in our ro•ect
Recommendations – What would
Com arison hase
Cause and Effect, etc
Similarities and differences with other class projects (at least 5 projects)
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Comparison with content (at least 10 concepts)
Report Format & articipation
Participation & Peer review
Document quali and consisten (table of content, format, etc)
Abstract and ke
rds
Document references

HNN222:Mental Health and Illness;HNN222:Mental Health and Illness;Purpose of assessment task To provide support for an individual with a mental illness, nurses must have sound knowledge of mental disorders, their symptoms, associated risks and recovery strategies.

HNN222:Mental Health and Illness Assessment Task 2: Essay Weight: 2000 word Essay,
Purpose of assessment task To provide support for an individual with a mental illness, nurses must have
sound knowledge of mental disorders, their symptoms, associated risks and recovery strategies.
This assessment task builds on Assessment Task 1 and requires you to discuss the manic phase of bipolar
disorder including the associated nursing strategies in supporting someone who is experiencing mania.
Topic background: Bipolar disorder is a mood disorder that is episodic in nature. The manic phase of
bipolar disorder is characterised by an expansive mood that often results in significant impact on
individuals’ social and occupational functioning (Hercelinskyj & Alexander, 2020).
Assignment Question / Task Description: This assignment is in two parts;
Part A Discuss bipolar disorder, including the manic phase of bipolar disorder. Your discussion should
include the impact on the person and significant others. (800 words)
Part B Lithium is frequently used as a mood stabiliser to treat mania. Discuss the role of the nurse in
administration and monitoring of lithium, your discussion should include common side effects and
associated nursing care. In addition, identify four strategies that are useful to prevent relapse and enhance
recovery for a person with manic episode of bipolar disorder (1200 words).
2
Instructions for this assessment task:
Structure: Your assignment must contain a purposeful introduction outlining some general background to
the topic, an aim and purpose and themes for discussion (approximately 10% of the word limit).
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The body of the assignment will constitute about 80% of the word limit and provide key arguments
supported by literature. The body of the assignment is normally organised in paragraphs of approximately
150 words with each paragraph focused on explanation of one idea. There should be a logical progression
of ideas as demonstrated by logically linked arguments/discussion made in each paragraph.
Each paragraph should commence with a topic sentence and end with a link to the next paragraph.
The conclusion paragraph should provide a summation of ideas, draw together the discussion, present no
new material (references are not expected in the conclusion paragraph) and offer your position drawn from
the discussion (approximately 10% of the word limit).
Academic writing style The conventions of written English are expected to be followed to ensure clarity
of discussion. This includes correct use of grammar, punctuation and spelling as well as the use of
appropriate sentence and paragraph structure. It is also expected that word choice will be formal and
professional language will be used.
Paraphrasing and direct quotations Unless really necessary, most assignments do not require the use of
direct quotes. Instead, re-expression of author arguments (paraphrasing) into your own words is required.
Paraphrasing of author arguments/statements must be supported by a reference. If a direct quotation is
used, you must explain how it adds to the discussion and provide a reference as per APA Style guide 6
Presentation requirements:
Font: 12-point type size. Times or Times New Roman.
Spacing: Double-line spacing (Do not insert extra lines between paragraphs or the references list entries.)
Page numbers Page numbers to be provided on all pages except front page.
Place page number in the top right hand corner Margins 2.54 cm at the top, bottom, left-hand, and righthand sides of the page.
Paragraph indents Indent the first line of each paragraph (using the tab key or paragraph tool). Exceptions:
abstract, block quotations, titles and headings, table titles and notes (

Research your topic and write a report analyzing the technical, social, legal aspects.

Select a topic from the topic list at the end of this document. Research your topic and write a report
analyzing the technical, social, legal aspects. For each topic your report will need to identify problems (or
crimes) that may occur then recommend actions that can be taken to prevent the problem from occurring,
identify the problem has occurred, what steps can be taken to remedy the problem, and what actions can
be taken towards the perpetrators of the problem. Reference original laws (e.g. common law) or court
cases. Provide all references (Journals, web links, etc). Where possible, identify all laws applicable in each
region (Australian-Pacific, Europe, America, and Asia).
Your final report must include the following:
• Assignment Cover Page: (Use the cover sheet provided. Include the Title,
• Assignment number, Student Names and IDs, Subject)
• Title page (Name of report who it is prepared for, and authors)
• Executive summary (1 paragraph)
• Table of contents
• Body (Numerous headings and texts needed for the paper. Use the marking criteria and topic questions to
help identify these headings)
• Conclusion
• References/ Bibliography (must be in Harvard style)
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Report Each student is assigned a topic. The written report must describe the topic; comment on its impact
on ICT and society; and, where appropriate, identify relevant laws; actions to fit the issues; and discuss
preventative measures. Students will present their report to the class. (2500 words)
Topic: Virus/Worms
– What is it (Define))?
-types of viruses and features
– Classic Cases
– Legal Implication?
-Detect, Prevention? Prosecution?
— Explain the technical implementation – how to overcome it.
– What can companies do to mitigate the risk from viruses?
– What are governments doing to mitigate the risk from viruses?
– Do the current Australian laws provide adequate protection, which laws apply?

MNG91002 – Entrepreneurship Session 1, 2020 Assignment 1: Case Analysis – Fairphone

MNG91002 – Entrepreneurship Session 1, 2020
Assignment 1: Case Analysis – Fairphone
Core Information:
Due: Before 11:00 pm, Friday 10th April 2020
Weighting: 20%
Individual/Group Individual Assignment
Word limit: 1200-1500 words in total (plus or minus 10%)
Parts of the following article/case was published on https://studybreaks.com/tvfilm/is-fairphonechanging-the-future-of-smartphones/ – June 2018.
Fairphone, the Ethical Cell Phone, Wants to Change the Future of Smartphones
You may not have heard of Fairphone, a Netherlands-based smartphone start-up, but it could be changing
the dynamics of the mobile phone industry. Unlike the leading brands, Fairphone is committed to
producing ethically manufactured smartphones. Fairphone promote the phone on their website with the
following claim; ‘The modular phone that’s built to last. We’ve created the world’s first ethical, modular
smartphone. You shouldn’t have to choose between a great phone and a fair supply chain’
(https://www.fairphone.com/en/).
That last statement ‘a fair supply chain’ relates to the fact that most of the raw materials – especially
metallic-based components – obtained to manufacture the essential components of electronic devices, and
in particular smartphones, come from the Democratic Republic of Congo (DRC). Although this Central
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African area has a vast supply of rich minerals, it has experienced devastating civil con?ict due to mineral
exploitation. Thus, minerals mined for smartphones (including gold, tin, tantalum and tungsten), are often
referred to as ‘con?ict minerals’.
Peter van der Mark, a public relations (PR) expert, and Bas van Abel, an industrial designer, were
passionate about letting the public know about the mineral exploitation by major smart phone companies.
The pair collaborated to create an awareness raising campaign explaining the relationship between the
supply of minerals for smartphones and the con?ict in the DRC. Their campaign was called ‘Fairphone’.
At the time of launching their campaign in September 2009, neither Peter nor Bas intended to make a
commercial product. Indeed, they did not have the necessary expertise to do so. They assumed a prototype
would be a concept device that wasn’t functional and at best hoped it would be accepted as an exhibit at a
local museum. Fairphone was thus started as a not-for-profit organisation and established as a campaign,
with the mission of raising awareness of the major supply chain for electronic goods and its role in
creating conflict minerals. However, as the campaign gained momentum people started asking how they
could buy a ‘Fairphone’.
This unexpected demand heralded the launch of Fairphone as a ‘social enterprise’ in January 2013. Van
Abel took on the role of founder/CEO with the aim to: ‘produce a cool phone that puts human values ?rst’.
However, despite the enquiries about a Fairphone from people who had watched the campaign, at this time
the company essentially had no solid customer base, no employees who has any industry experience,
limited working capital and no mobile phone prototype. Nevertheless, Van Abel and six staff launched a
crowdfunding campaign in mid-2013 through their website, with the aim of pre-selling a maximum of
5,000 fair smartphones. Instead, by November 2013, Fairphone had pre- sold 25,000 non-existent
smartphones for 325 Euros each. By February 2014, Fairphone staff had produced and delivered 25,000
‘fair’ smartphones to customers in 32 countries.
As a social enterprise, Fairphone aims to profit from making a smart phone (enterprise), whilst assisting
marginalised communities, and reducing the impact on the environment (social). Thus Fairphone aims to:
(1) produce an aesthetically pleasing, mid-range competitively-priced smartphone;
(2) produce phones in a manner that supported people in the supply chain, rather than exacerbating the
conflict minerals associated with the mobile phone industry; 3) establish good, long lasting relationships
and fair working conditions in East Asian factories, and 4) reduce electronic (e)-waste by designing and
building phones in a modular format that are as easy to repair as possible.
These goals are summarised in the illustration on Fairphone’s website, as shown below:
Source: https://www.fairphone.com/en/
The Fairphone 3 was set to release later this year (2019), but in May 2018, the company announced that
the new model had been cancelled. Instead, there will be big improvements to the Fairphone 2, starting
with improved outer casing and a new version of Android. The company has explicitly stated that this
recent move is because they want their phones to last much longer than others.
The Fairphone 2, which the company markets as ‘“ethical, open and built to last’ is getting a remake.
Unlike companies such as Apple, Fairphone doesn’t actually want people upgrading to a new model. This
is a pretty radical stance for a smartphone company. It’s odd, then, that the Fairphone isn’t a bigger deal
right now, given that it occupies a wholly unique space within the market.
While it’s certainly making a splash — the company’s CEO just won the Global Economy Prize 2018 —
the company isn’t making any huge leaps in sales and cancelling a new release might harm it further,
despite its reasons being very much in line with its unique voice in the tech market.
Fairphone uses eco-friendly and recycled products, and the company checks that the production of the
phone is as free from exploitation as it can be on every step of the manufacturing chain. Factory workers
are paid fairer wages and raw materials are mined using local companies that employ safer conditions and
benefit the community. This doesn’t mean they’re perfect, though.
Most companies source cobalt, an essential material for cell phone batteries, from the Democratic
Republic of Congo, where it is mined by children. Fairphone is not exempt from this practice; it also
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sources its cobalt from mines in the DRC, but it uses small-scale mines where there can be transparency
and some progress. On their blog, the company has stated that ‘actions to improve the mining sector are…
urgent.’
This approach might seem like the bare minimum, but considering what is prevalent now, it’s a big deal.
Apple, Sony and Blackberry manufacture their products at Foxconn factories in China, where working
conditions have been called into question. Samsung Factories, also in China, have also been reported for
poor working conditions.
Fairphone still manufactures in China, using a Singapore company called Hi-P, which has generally better
conditions. However, their own research found that many Hi-P factory workers sometimes worked over 60
hours a week and that they get one — occasionally zero — days off per week. This practice is far from fair
trade and it’s something the company needs to improve upon if they’re to fully commit to their vision of
ethical manufacturing. At least Fairphone’s own investigations and studies means these problems are
being noticed and addressed, not swept under the rug.
Fairphone also aims to give a better experience to the consumer. iPhones, in particular, are infamous for
being intentionally difficult to fix. It’s challenging to get an iPhone repaired by anyone who isn’t an
official Apple technician — you can’t even remove the phone’s back without using tools and risking
losing your phone’s warranty.
It often seems that companies such as Apple modify their products strategically, such as removing the
headphone jack, to generate extra profit. To counteract this frustrating situation, Fairphone aims to make
their phones long-lasting and easy to repair, even selling spare parts so you can do it yourself.
Unlike most smartphone companies, Fairphone has a modular construction, with key components of the
phone coming apart in sections. For example, a removable battery, and screen that can be replaced by the
user, as well as potentially upgradable camera and audio components. Spare parts for the Fairphone are
thus much more user friendly, not requiring a skilled technician. This lowers repair costs, allows
consumers to upgrade components as technology improvements occur and potentially significantly
increases the life of the phone beyond more conventional smart phones.
The decision to cancel the new model and release improvements to the current one, instead, reflects
Fairphone’s user-friendly stance and could be seen as a turning point: If people realise that there’s no
reason to replace their phones as often as they do, phone companies can’t be as ruthless, and the market
will become more sustainable and eco-friendly.
In our current climate of increased concern for the environment, awareness of global human rights abuses
and widespread frustration towards Apple’s policies and design choices, Fairphone could be doing just the
right things to make it become the next big thing in smartphones. It’s a breath of fresh air among a
depressing resignation toward the hard facts of how our commodities are made.
The Overall Task
The following questions are all based on the above Fairphone article/case. Basing your arguments on the
topics that you have studied in the first five weeks of this unit, write a report addressing the following two
questions:
a) Entrepreneurs – and by extension, the firms they run – have been identified as having certain traits and
characteristics. Some of these traits are evident in the case of Fairphone, and how they ‘go about’
developing and implementing their business model. Discuss the extent to which Fairphone exemplifies
these entrepreneurial traits and characteristics. Justify your response with reference to academic sources
(e.g. academic journal articles, textbooks, etc.).
b) The article clearly outlines what we might consider ‘social entrepreneurship’, whereby an entrepreneur
establishes and/or leads an organisation or initiative engaged in social change. But launching and running
a social enterprise is not without its challenges. Describe at least three major boundaries or challenges
involved in running a social enterprise. Again, you should be looking to use academic sources as the
foundation of your review. Wikipedia or web blogs are not considered as ‘sound’ academic sources.
Write up your analysis. This should be in a report format. Here is a suggested structure:
a. Executive Summary
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b. Introduction
c. Analysis of Entrepreneur traits/characteristics (ie. linking them Fairphone)
d. Major Boundaries or Challenges in Social Entrepreneurship
e. Conclusion
f. References
g. Appendix (if required)
Submit the report via the Turnitin Submission Link (under Assessment Details on the Blackboard site)…
be fully aware of the plagiarism rules in the School; plagiarism will not be tolerated.
The marking criteria for the assignment can be found on the following page. They are published to give
you detailed guidelines about the way in which your mark will be calculated. Please read them carefully.
Note that they are a guide, not a definitive formula for allocating marks, and no set of criteria can
accurately describe every possible assignment. Your final mark will reflect the application of academic
judgement by your marker to your whole assignment.
MNG91002 – Entrepreneurship (Session 1, 2019) Assignment 1: Case Analysis – Fairphone
Ratings and Comments According to Criteria Mark
Executive Summary Provides a properly constructed and correct length executive summary:
Excellent Very Good Good Satisfactory Needs Development Poor
The executive summary provides a brief overview of the purpose of the report and an effective summary
of its content:
Excellent Very Good Good Satisfactory Needs Development Poor Further Comments as necessary: /10
Introduction Properly describes the task and sets up the report content that follows:
Excellent Very Good Good Satisfactory Needs Development Poor NA
Places the assignment in context in terms of discussing the nature and importance of entrepreneurs, the
growth in social entrepreneurship, and the challenges entrepreneurs generally face:
Excellent Very Good Good Satisfactory Needs Development Poor Further Comments as necessary:
/5
Case Questions
Entrepreneurs Traits and Characteristics Identifies and discusses the core entrepreneur traits and
characteristics discussed in the literature: Excellent Very Good Good Satisfactory Needs Development
Poor Relate these traits/characteristics to the case of Fairphone:
Excellent Very Good Good Satisfactory Needs Development Poor
Further Comments as necessary:
/35
Trends in Social Entrepreneurship Provides an analysis of major boundaries or challenges in social
entrepreneurship:
Excellent Very Good Good Satisfactory Needs Development Poor Provides plausible arguments
supporting the above analysis (using academic sources): Excellent Very Good Good Satisfactory Needs
Development Poor
Further Comments as necessary: /35
Conclusions: Draws sensible conclusions based on the analysis and discussion:
Excellent Very Good Good Satisfactory Needs Development Poor Conclusions reveal key learning to be
taken from the analysis:
Excellent Very Good Good Satisfactory Needs Development Poor Further Comments as necessary: /5
Technical and Professionalism Aspects of the Report In-text citations and proper referencing (note: an
absence of in-text citations and referencing may lead to penalties beyond the marks allocated for this
criteria point):
Excellent Very Good Good Satisfactory Needs Development Poor Appropriate sources used and
referenced:
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Excellent Very Good Good Satisfactory Needs Development Poor Presented in well-thought out,
consistent, readable form/appropriate length:
Excellent Very Good Good Satisfactory Needs Development Poor Style, spelling, grammar and syntax
Excellent Very Good Good Satisfactory Needs Development Poor Further Comments as necessary: /10
Summary Comments as Necessary:
School extension policy
Students wanting an extension must make a request at least 24 hours before the assessment item is due and
the request must be received in writing by the unit assessor or designated academic.
Extensions within 24 hours of submission or following the submission deadline will not be granted (unless
supported by a doctor’s certificate or where there are exceptional circumstances – this will be at unit
assessor’s discretion and will be considered on a case by case basis). Extensions will be for a maximum of
48 hours (longer extensions supported by a doctor’s certificate or exceptional circumstances to be
considered on a case by case basis).
A penalty of 5% of the total available grade will accrue for each 24 hour period that an assessment item is
submitted late.
Extensions will NOT be approved because of problems with personal computers or storage devices. Back
up your work every day to a secure location