STAT6000: Statistics for Public Health

ASSESSMENT BRIEF
Subject Code and Title STAT6000: Statistics for Public Health
Assessment Assessment 2: Assignment – Identifying and Interpreting Statistics in Research Articles
Individual/Group Individual
Length 2000
Learning Outcomes This assessment addresses the following learning outcomes:
1. Understand key concepts in statistics and the way in
which both descriptive and inferential statistics are used to measure, describe and predict health and
illness and the effects of interventions.
5. Apply key terms and concepts of statistics, including; sampling, hypothesis testing, validity and
reliability, statistical significance and effect size.
6. Interpret the results of commonly used statistical tests presented in published literature.
Submission Due Sunday following the end of Module 4 at 11:55pm AEST/AEDT*
Weighting 30%
Total Marks 100 marks
*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg.
Adelaide = 11:25pm).
STAT6000_Assessment Brief 2 Page 1 of 3
Instructions:
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This assessment requires you to read two articles and answer a series of questions in no more than 2000
words.
Most public health and wider health science journals report some form of statistics. The ability to
understand and extract meaning from journal articles, and the ability to critically evaluate the statistics
reported in research papers are fundamental skills in public health.
Paper 1: Lam, T., Liang, W., Chikritzhs, T., & Allsop, S. (2014). Alcohol and other drug use at school
leavers’ celebrations. Journal of Public Health, 36(3), 408-416. Retrieved from:
http://jpubhealth.oxfordjournals.org/content/early/2013/08/26/pubmed.fdt087.full.pdf+html
Read the Lam et. al. (2014) research article and answer the following questions:
1. This paper presents two hypotheses. State the null and alternative hypothesis for each one, and describe
the independent and dependent variables for each hypothesis.
2. What kind of sampling method did they use, and what are the advantages and disadvantages of
recruiting participants in this way?
3. What are the demographic characteristics of the people in the sample? Explain by referring to the
descriptive statistics reported in the paper.
4. What inferential statistics were used to analyse data in this study, and why?
5. What is the odds ratio for engaging in unprotected sex (compared with those who engaged in safety
strategies with the greatest frequency)? Interpret this by explaining what the odds ratio is telling us,
including any variables that were controlled for in the model.
6. How representative do you think the sample is of the national population of schoolies? Explain why.
Paper 2: Wong, M. C., S., Leung, M. C., M., Tsang, C. S., H., . . . Griffiths, S. M. (2013). The rising tide
of diabetes mellitus in a Chinese population: A population-based household survey on 121,895 persons.
International Journal of Public Health, 58(2), 269-276. Retrieved from:
http://dx.doi.org.ezproxy.laureate.net.au/10.1007/s00038-012-0364-y
Read the Wong et. al. (2014) paper and answer the following questions:
1. Describe the aims of the study. Can either aim be restated in terms of null and alternative hypotheses?
Describe these where possible.
2. What are the demographic characteristics of the people in the sample? Explain by referring to
the descriptive statistics reported in the paper.
3. What inferential statistics were used to analyse data in this paper, and why?
4. What did the researchers find when they adjusted the prevalence rates of diabetes for age and sex?
5. Interpret the odds ratios for self-reported diabetes diagnosis to explain who is at the greatest risk of
diabetes.
6. What impact do the limitations described by the researchers have on the extent to which the results can
be trusted, and why?
Resources for Assessment 2
· Lam, T., Liang, W., Chikritzhs, T., & Allsop, S. (2014). Alcohol and other drug use at school leavers’
celebrations. Journal of Public Health, 36(3), 408-416. doi: 10.1093/pubmed/fdt087. Retrieved from:
http://jpubhealth.oxfordjournals.org/content/early/2013/08/26/pubmed.fdt087.full.pdf+html
· On Biostatistics and Clinical Trials (2012). Retrieved from:
http://onbiostatistics.blogspot.com.au/2012/02/how-to-interpret-odds-ratios-that-are.html
· Wong, M. C., S., Leung, M. C., M., Tsang, C. S., H., . . . Griffiths, S. M. (2013). The rising tide of
diabetes mellitus in a chinese population: A population-based household survey on 121,895 persons.
International Journal of Public Health, 58(2), 269-276.
http://dx.doi.org.ezproxy.laureate.net.au/10.1007/s00038-012-0364-y
Assessment Criteria
Knowledge of sampling methods, and research and statistical concepts 20%
Interpretation of research concepts, statistical concepts and reported results, demonstrating applied
knowledge and understanding 40 %
Critical analysis of research elements including sampling, results and limitations 30%

HEALTH TECHNOLOGY ASSESSMENT

23787 HEALTH TECHNOLOGY ASSESSMENT
Assessment Task 3 – Version 1 (please refer to the assignment allocation to ensure you are completing the
version to which you have been allocated).
Due Date: Midnight, Monday 28th October 2019 Overall contribution to assessment: 60%
Name
Student Number
The aim of this assessment is to construct a simple decision tree diagram to assess the cost-effectiveness
of a new cervical screening test when compared to the current screening test. The assessment task
comprises a series of structured stages, including the preparation of a written brief health technology
assessment report. All stages contribute to the assessment (the marks for each stage are shown below).
Your report should follow the outline provided below.
Please note that you DO NOT REQUIRE dedicated economic modelling software to complete this task.
All of the calculations can be undertaken easily with a calculator or in Excel.
Your completed assessment should be submitted through TURNITIN – via UTS Online. DO NOT EMAIL
YOUR ASSESSMENT TO THE COURSE COORDINATOR.
Please label your attachment with your name and student number as follows: 23787_Assessment_3_First
name_Last name_Student Number
Your completed assessment task should have
1. An executive summary that represents a brief health technology assessment report. This should
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summarise your answers and be structured under the following headings:
· Objectives
· Methods
· Data
· Results
· Key areas of uncertainty
· Discussion
· Recommendation
The executive summary should be no more than 500 words. (10 marks)
Mark Allocation for ES: 10 marks (as follows):
Presents all sections of executive summary as requested 1 mark
Each section of the executive summary presents the relevant information from the main body of the report
2 marks
The information is presented clearly and can be followed easily 2 marks
The summary clearly identifies the model parameters that are the most uncertain and have the greatest
impact on the cost-effectiveness result 1 mark
The discussion demonstrates a clear understanding of the analysis and its implications 2 marks
There is a clear recommendation that is justified by the results 2 marks
2. A structured report that presents the answers to each of Parts One to Six of the task, including
calculations where required. (Contribution to overall marks are shown for each part) (50 marks in total)
Part One: Calculating the accuracy of two test alternatives (10 marks)
Screening tests for cervical cancer aim to identify pre-cancerous changes in the cervix that could develop
into cervical cancer. If the pre-cancerous tissues are identified early and removed, then cervical cancer can
be prevented from developing.
The Comparator – In the conventional Pap smear, the doctor collecting the cells smears them on a
microscope slide and applies a fixative. This slide is then sent to a laboratory for evaluation. Studies of the
accuracy of conventional (current) Pap smear tests report:
· Sensitivity 73%
· Specificity 94%
The New Test – The new test works in exactly the same way as the current test, however the
manufacturer believes that the sensitivity of the new test is better. Below are the results of a cohort study
that tested the new cervical screening test. Note that all women were 30 years of age when tested.
New Test Disease Status Total
Cervical cancer (+ve) Cervical cancer (-ve)
Test (Positive) 44 34
Test (Negative) 9 560
Total
A) For the new cervical screening test define the following, and include the number of individuals in each
group.
· True positive
· False positive
· True negative
· False negative
(1 mark for each – 4 total)
B) Calculate the sensitivity and specificity for the new test.
(2 marks for each – 4 total)
C) Compared with the current test, the new test was evaluated using a different cohort of women and in a
different laboratory. Does this influence the sensitivity and specificity of the new test?
(2 marks total)
Part Two: Construct a decision tree (10 marks)
Your task is to assess the cost-effectiveness of screening women when they reach the age of 30. We also
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assume that everyone who is invited to participate in the screening program receives a cervical screening
test (i.e. the uptake rate of the test is 100%).
Draw a decision tree to determine whether the new cervical screening test is more cost-effective than the
current test. To do this you need to create a decision node with the option to accept the new test or the
current test. For each test, the terminal nodes should reflect the possible outcomes of the test result (e.g.
True positive etc…). AT THIS POINT YOU DO NOT NEED TO POPULATE THE TREE – THAT WILL
FOLLOW IN THE SUBSEQUENT STEPS. Please provide a picture of your unpopulated tree.
Mark Allocation for Part Two: 10 marks (as follows):
Correctly identifies the use of a decision tree 2 marks
Correctly identifies and labels the elements of the decision tree 4 marks
Provides a picture of the decision tree in report 2 marks
Briefly discusses the patient flow through the decision tree 2 marks
Part Three: Estimating the benefit of testing (5 marks)
To populate the decision tree, we need to estimate the benefits and costs of each test option. The benefits
of screening are measured in terms of quality adjusted life years (QALYs) gained (i.e. quality-of-life
multiplied by the number of years in that health state).
· Utility score – A time-trade off study conducted on the same cohort of women that received the new test
demonstrated that:
o The average utility in the non-cancer group (test negative) was 0.92.
o The average utility in the non-cancer group (test positive) was 0.91 (slight reduction in utility due to
further investigations and concern of possible cancer)
o The average utility in the cancer group (not detected by the test) was 0.50 (This reduced utility is due to
the side-effects of treatment and the impact of the disease).
o The average utility in the cancer group (detected by the test and treated early) is 0.87 (there is a slight
reduction in quality of life due to early treatment.
· Survival – Long-term registry data were used to estimate the additional survival (note that this is the
additional survival beyond 30 years of age, which is the age when a person would be screened in this
model)
o The average survival of a 30 year old woman with cervical cancer (not detected early) is an additional 5
years.
o The average survival of a 30 year old woman with cervical cancer that is detected early and treated (i.e.
detected with a positive test results) is an additional 40 years.
o For all other 30 year old women (no cancer) the average survival is an additional 40 years.
A) Calculate the average QALYs for individuals with the following possible test outcomes:
· True positive
· False positive
· True negative
· False negative
(1/2 mark for each – 2 total)
B) In this model, all outcomes (costs and benefits) are undiscounted. Why do we discount future costs and
benefits? Why might discounting costs and benefits at the same rate penalize preventative health
programs?
(1.5 marks for each part – 3 total)
Part Four: Estimating Costs (5 marks)
The tables below were taken from a longitudinal cohort study of women that participated in the current
screening program. The unit costs are provided in Table 1. Table 2, contains an inventory of all the
resources used, on average, by an individual depending upon their test result.
· For example, an individual identified as being ‘true positive’ would require the following resources for
the two tests under comparison:
o Current test – 1 x current test, 2 x GP visits, 1 x further examination – early
treatment. Therefore, their treatment would cost – 1 x $50 + (2 x $35) + 1 x $1,000 = $1,120
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o New test – 1 x new test, 2 x GP visits, 1 x further examination – early treatment. Therefore, their
treatment would cost – 1 x $400 + (2 x $35) + 1 x $1,000 = $1,470
Combine the information from Tables 1 and 2 below to generate the total cost of each screening outcome.
Do this for both the current test and the new test scenarios.
Table 1: Unit costs
Description Cost
Current test $50
New Test $400
GP appointment $35
Further examination – No treatment $500
Further examination – Early treatment $1,000
Delayed treatment $50,000
Table 2: Resources use for each possible alternative
Current test New Test GP visit Further exam – no treat Further exam – early treat Delayed treatment
Current
test True Positive 1 2 1
False positive 1 2 1
True negative 1 1
False negative 1 1 1
New Test True Positive 1 2 1
False positive 1 2 1
True negative 1 1
False negative 1 1 1
NOTE: All costs calculated should be presented to two decimal places.
Mark Allocation for Part Four: 5 marks (as follows):
Correctly identifies the cost elements 1 mark
Allocates costs correctly to each test outcome for current test 2 marks
Allocates costs correctly to each test outcome for new test 2 marks
Part Five: Cost-utility analysis (10 marks)
You should now have the following information:
· Accuracy of the current and new cervical screening tests
· A decision tree that reflects the possible outcomes of both tests
· An estimate of the QALYs gains for each alternative
· An estimate of the resource use (cost) of each alternative
The final information that you need to complete the analysis is the prevalence of cervical cancer in this
population. In this example, we are screening women 30 years of age; the prevalence of cervical cancer in
this cohort is 3 in 1,000 or (0.003)
A) Complete Table 3: Model parameters using the information from Part One to Part Four.
Table 3: Model Parameters
Parameter description Current Test New Test
Prevalence of cervical cancer 0.003 0.003
Sensitivity of test 0.73
Specificity of test 0.94
Cost – True Positive
Cost – False Positive
Cost – True Negative
Cost – False negative
QALYs – True Positive
QALYs – False Positive
QALYs – True Negative
QALYs – False negative
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(1 mark total)
B) You now need to combine this information into your decision tree to determine the cost-effectiveness
of the new test relative to the current test. Provide your answer as an incremental cost-effectiveness ratio
(ICER; i.e. cost/QALY gained). Provide the diagram of your populated decision tree at this stage.
· Hint: Remember that you need to calculate the expected value (costs and QALYs) of each alternative
before you can estimate the cost-effectiveness. It is easier to calculate the expected value if you start at the
end of the tree, rather than the beginning (i.e. you need to roll-back the decision tree – see lecture notes for
example)
Mark Allocation for Part Five (B): 8 marks (as follows):
Correctly allocates the parameter values to the decision tree 2 marks
Correctly estimates the expected value of each strategy 3 marks
Correctly estimates and presents the ICER 2 marks
Provides a diagram of the decision tree 1 mark
C) If the decision maker has set an explicit threshold of $50,000 / QALY gained, would you say the new
test is cost-effective? Explain your answer.
(1 mark total)
Part 6: Sensitivity Analysis (10 marks)
The decision maker would like you to determine the cost-effectiveness of the new test in a population of
women without a family history of cervical cancer. In this low risk cohort of women, the prevalence of
cervical cancer is 5 in 10,000 (0.0005).
A) Calculate the ICER of the new test relative to the current test in this low-risk population of women.
(2 marks total)
B) Why do you think the cost-effectiveness of the new test is sensitive to the prevalent risk of cervical
cancer in the population?
(2 marks total)
C) In the original model (hint: assuming prevalence = 0.003), we assumed a 20 min GP appointment costs
$35. However, an audit of general practices conducting the new test shows that 50% of GPs charge
patients a double appointment (2 x 20 mins) at each visit. NOTE: THE DOUBLE GP APPOINTMENT
CHARGE APPLIES TO ONLY THE NEW TEST. How does this change your ICER? Explain your
answer.
Mark Allocation for Part Six (C): 4 marks (as follows):
Correctly allocates the change in cost in the decision tree 1 mark
Correctly estimates and presents the ICER 1 mark
Provides a clear explanation of the result 2 marks
D) Is the model sensitive to any other parameters? Please justify your answer.

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Feedback to student:
Information for Student:
· All work is to be entirely of the Student. General Information for this assessment:
· Read the instructions for each question very carefully.
· Be sure to PRINT your FULL name & LAST name in every place that is provided.
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must attach its own work formatted in double space, Arial 12 pts.
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If a student is not happy with his/ her results, that student may appeal against their grade via a written
letter, clearly stating the grounds of appeal to the Operations Manager. This should be submitted after
completion of the subject and within fourteen days of commencement of the new term.
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· An appeal in writing is made to the Operations Manager providing reasons for re-assessment /appeal.
· Operations Manager will delegate another faculty member to review the assessment.
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comprising the lecturer/trainer in charge and the Operations Manager OR if need be an external assessor.
· The Institute will advise the student within 14 days from the submission date of the appeal. The decision
of the panel will be deemed to be final.
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follow external mediation option with nominated mediation agency.
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based on principles of assessment. These principles require assessment to be reliable, fair, practical and
valid. Academic Appeals
· If you are dissatisfied with the outcome of the re-evaluation process, you have a right to appeal through
academic appeals handling protocol.
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electronically via the following contact details:
Student Support Officer, Kingsford International Institute (KII), Level 6, 128-136 Chalmers St, Surry
Hills, NSW 2010, Email: admin@kii.edu.au
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Assessment 2
CASE STUDY
Project – Website redevelopment and hosting and maintenance services and implementation of CMS for
“Destination: Australia”
This project is for the technical upgrade of the Archives’ website Destination: Australia. In order to ensure
the best value for money and optimal functionality (for the website and related exhibition interactive)
going forward, it is necessary for the website to be transferred from a proprietary CMS to a commonly
available CMS (including, but not limited to, an Open Source CMS).
The website will enable the Destination Australia to collect user contributed data about the photographic
collection featured on the site. The interface must be modern, engaging and user-friendly, designed to
meet the needs of people of all ages, and differing levels of computer and English literacy. The website
must interact successfully with an exhibition interactive via an existing API. There is an option for
hosting, maintenance and support services to be provided from contract execution until 31 December
20XX.
National Archives of Australia has also identified the need of database to enhance their customer
relationship management. In the second phase of the project the project team requires a database
(Software As A Service) Customer Relationship Management system (SAAS CRM) to effectively and
confidentially manage large volumes of data, including names, addresses, opinions of community
members and contact details. This will assist in ongoing community engagement.
The system must be fully operational (tried and tested) within two weeks of the commencement of the
proposed contract. The project, and related community engagement, will be ongoing for years. Access to
maintenance and advice will be desirable.
Student Instructions
Before you commence your Assessment, ensure that you have good knowledge of the subject, have
thoroughly read your Learner workbook, and clearly understand the Assessment requirements and the
expectations of the Assessor.
You may be required to demonstrate knowledge and skills which may be difficult for the Assessor to
witness. If so, an Evidence Record is supplied which will allow the knowledge or skill to be verified by at
least one third party, and preferably two or more. These witnesses would usually be current or recent
supervisors or your Assessor.
Explanations are given for each Task. If you have any questions, consult with your Assessor.
The assessment tasks may be answered using your workplace, the simulated business or a mixture of both
as instructed by your Assessor.
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All assessment in this subject/units must be completed in the class under the supervision of your
facilitator. Once completed the assessments are to be uploaded on LMS (www.kiionline.edu.au/moodle) in
individual student profile for marking.
· All assessments must be attempted
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· Follow the assessor’s instructions to complete the assessments
Assessment Grading
Individual assessments are to be marked as “Satisfactory” or “Not Yet satisfactory”. The final outcome of
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satisfactorily complete all assessment tasks and. If more than one unit of competency are clustered to form
a subject, the students are still required to attempt all assessments
Requirements:
Complete the following sections. Ensure that you have addressed all questions accurately.
For this assessment you are required to work on the case study used in assessment 1.
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The company is now interested in evaluating the current status of the project to determine how is it
progressing. As per the project timeline and initial planning 50% of the project should have been
completed by now. The members of Project Steering Committee have a general feeling that the project has
progresses well above the expectations and there is a possibility that the timelines of the project can be
reviewed for an early completion. You are required to complete the all three parts (Part A, B and C) to
complete a project closure report.
To complete this assessment, you are frequently required to refer to Gantt Chart, Project Overview,
Projected Cash Flow, Projected Cost Summary, Tracking Gantt and resource Overview documents. The
following resources are available on LMS:
– Gantt Chart.
– Project Overview
– Projected Cash Flow
– Projected Cost Summary
– Tracking Gantt
Part A – Evaluate project performance
1. Identify who were the key internal and external stakeholders of the project. The Stakeholders should
include the project team members, Steering committee and the sponsors of the project.
2. Draft an email to all stakeholders of the project requesting them to provide current project status
(project metrics). The status should indicate the percentage of the project completed, budget exhausted
and the expected completion date, important milestones etc. (if there is a diversion from the original plan).
You are required to list the items you are seeking the information.
3. Power Point Presentation: In this section you are required to make a presentation to your team members
and stakeholders.
4. Assuming all project status data (metrics) have been accumulated from email responses of relevant
stakeholders (available as additional resources), describe how the identified matrices provide an insight on
current project performance.
5. Debrief the project team and the stakeholders the current status of the project and the progress made in
the project. This task requires you to prepare 10 – 15 PowerPoint presentation slides which includes
information collected in question 2 of Part A. Time allocated for this presentation is 10 – 15 minutes. Your
performance will be judged on how clearly you are able to communicate the report to your team members
and the next step forward.
6. Summarise the findings of your Project status you received from your Team members and present it in a
report format. Name the file as “Project status report”. This report should include the information you
received in Question 2 of Part A. Use the appropriate technical language and table when compiling
reports.
Part B – Finalise the project
1. Review the project performance and determine whether the project should be allowed to continue, close
or early termination is required.
To complete this task, you have been supplied, PID, Gantt chart, Budget and additional resources. Refer to
the resources folder to access these documents. Compare the pre-determined milestones budget, resources
allocated and expected completion date against the “actual outcome status report”. You should also
compare the project objectives with the actual outcome/s.
Prepare a 1-page report of your recommendation, including a table of data comparison with interpretation,
that justifies whether this project should be allowed to continue, close or terminate early. Present the
information in a logical manner and clear of any ambiguities using technical language appropriate to the
stakeholders and project team members.
2. Explain whether the project should be allowed to continue, decommissioned or closed and determine its
overall impact. In this section you are required to discuss the following:
I. Outline the impact of this decision on associated stakeholders
KII6011 Project Governance Assessment 2
II. What is the degree of management control over this project if its decommissioned? Discuss in terms of

Compare, contrast and select effective methods for engaging customers in relevant markets. Submission Due by 11:55pm AEST Sunday of Module 2.1

ASSESSMENT 1 BRIEF
Subject Code and Title ENT203 Marketing for Entrepreneurship
Assessment Presentation
Individual/Group Individual
Length 3 minutes (-/+ 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task
below include:
a) Compare, contrast and select effective methods for engaging customers in relevant markets.
Submission Due by 11:55pm AEST Sunday of Module 2.1.
Weighting 15%
Total Marks 100 marks
Task Summary
In a presentation, identify the most effective market research methods for entrepreneurial
journeys/ventures, compare and contrast their cost effectiveness and consider their use for the lean
entrepreneur. Include your environmental scan (Part A) activity which you conducted in Module 1.2.
Please refer to the Task Instructions for details on how to complete this task.
Context
Entrepreneurs are generally both time and cash poor as they lack the people and financial resources of
larger and more established ventures. Being able to conduct cost effective primary and secondary market
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research, including conducting industry environmental scans, enables entrepreneurs to focus on the
identified needs of customers and assists with starting to establish a strong brand.
Instructions
To complete this assessment task, you must include the following elements in your presentation:
1. Outline the primary and secondary research methods you have identified as the most effective methods
for entrepreneurial journeys/ventures (approximately 60 seconds).
2. Select two methods as your preferred market research strategy and provide the advantages and
disadvantages of each. Use the points below as a guide (approximately 90 seconds).
· Identify whether the method is primary or secondary research.
· Briefly explain any advantages and disadvantages around the use of the method with products or
services.
ENT203_Assessment_1_Presentation.docx Page 1 of 4
3. Describe different ways you and other students could use the methods in your
entrepreneurial practice in the future, based on what you have learned (approximately 30 seconds).
Record your presentation on your phone or other device, zoom or other video/audio recording method.
· Your presentation can include PowerPoint slides, WIKI or other tools to assist your audience to
understand your key points.
· The presentation should be based on concepts, tools and processes covered in the materials you studied
in Module 1.
Upload your video/audio following the instructions in ‘Submit a video assignment’ under Submitting
Assessments & Turnitin in your Learning with Technology page in Blackboard.
Submission Instructions
Submit your Presentation assessment via the Assessment link in the main navigation menu in ENT203
Marketing for Entrepreneurship.
Your learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be
viewed in My Grades.
The below learning rubric guides the marker when awarding marks for your assessment. You should use
this rubric to review your assessment task prior to submission, ensuring there is nothing you have missed.
Assessment Rubric
Assessment
Attributes Fail (Unacceptable)
0-49% Pass
(Functional)
50-64% Credit
(Proficient)
65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional)
85-100%
Knowledge and The presentation The presentation The presentation The presentation The presentation
understanding of demonstrates a limited demonstrates a general demonstrates a thorough demonstrates a
highly demonstrates a
modern market understanding of required knowledge or knowledge or understanding developed
understanding of sophisticated
research methods for concepts and knowledge understanding of required of required concepts and required
concepts and understanding of required
entrepreneurs. of modern market concepts and knowledge of knowledge of modern market knowledge of
modern concepts and knowledge of
11/29/2019 [In Process] 52423 – ASSESSMENT 1 BRIEFSubject Code and Title
https://www.australiabesttutors.com/Recent_Question/52423/ASSESSMENT-1-BRIEFSubject-Code-and-Title-ENT203-Marketing 4/6
research methods for modern market research research methods for market research methods modern
market research
entrepreneurs. methods for entrepreneurs. There are some mistakes in entrepreneurs. There are minor
mistakes in for entrepreneurs. methods for entrepreneurs.
40% Key components of the assignment are not the information presented. information presented.
Discriminates between assertion of personal Systematically and critically discriminates between
addressed. Resembles a recall or Supports personal opinion opinion and information assertion of personal
summary of key ideas. and information
substantiated by evidence substantiated by robust evidence from the opinion and information substantiated
by robust
Often confuses assertion of from the research/subject research/subject materials evidence from the
personal opinion with information substantiated by evidence from the materials.
Presentation demonstrates a and extended reading.
Well demonstrated capacity research/subject materials and extended reading.
research/subject materials. capacity to explain and apply relevant concepts. to explain and apply relevant
concepts. Mastery of concepts and application to new situations/further learning.
Analysis and application Limited synthesis and Demonstrated analysis and Well-developed analysis and
Thoroughly developed and Highly sophisticated and
with synthesis of analysis of effective synthesis of effective synthesis of effective primary creative
analysis and creative analysis, synthesis
effective primary and primary and secondary primary and secondary and secondary research synthesis of
effective of effective primary and
secondary research research strategy for research strategy for strategy for entrepreneurs. primary and
secondary secondary research
strategy for entrepreneurs. entrepreneurs. entrepreneurs. research strategy for entrepreneurs. strategy for
entrepreneurs.
25%
ENT203_Assessment_1_Presentation.docx Page 3 of 4
Content, audience and Demonstrates no Demonstrates limited Demonstrates awareness of Demonstrates
an advanced Consistently demonstrates
purpose of the oral presentation, including description of future use awareness of context, audience and/or
purpose of the task. awareness of context, audience and/or purpose of the task. context, audience and/or
purpose of the task. and integrated
understanding of context, audience and/or purpose of a systematic and critical understanding of context,
audience and purpose of
of selected market Description of future use of the task. the task.
research methods in Description of future use Description of future use of selected market research
entrepreneurial of selected market selected market research methods in entrepreneurial Description of
future use of Description of future use of
practice. research methods in methods in entrepreneurial practice is appropriate and selected market
research selected market research
20% entrepreneurial practice is irrelevant and/or inappropriate to the content, audience and practice is
somewhat appropriate to the content, audience and purpose of the oral presentation, and relevant to the
content, audience and purpose of the oral presentation, albeit not clearly structured in methods in
entrepreneurial practice is relevant and effective in presenting key content and addressing the methods in
entrepreneurial practice is critical to address the right content, considering the audience
purpose of the oral presentation. its relevance is debatable. presentation. audience and purpose of the oral
presentation. and purpose of the oral presentation.
The description of future use, effectively in

Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:

ASSESSMENT 2 BRIEF
Subject Code and Title ENT203 Marketing for Entrepreneurship
Assessment Case Study Analysis
Individual/Group Group
Length 1500 words (-/+ 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task
below include:
a) Compare, contrast and select effective methods for engaging customers in relevant markets.
b) Undertake market research and testing to determine engagement opportunities while maximising the
use of scarce resources.
Submission Due by 11:55pm AEST Sunday of Module 3.2.
Weighting 30%
Total Marks 100 marks
Task Summary
In pairs, analyse a marketing case study in 1500 words to demonstrate your understanding of the theories
and practice that you have studied in this course so far.
Please refer to the Task Instructions for details on how to complete this task.
Context
To be successful in marketing their business venture, entrepreneurs need to use modern cost-efficient
11/29/2019 [In Process] 52424 – ASSESSMENT 2 BRIEFSubject Code and Title
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strategies to research the market and build an effective brand, including using social media and modern
mobile marketing strategies. Testing your brand and managing a brand in the digital age needs to be
conducted with scarce resources, and entrepreneurs need to be aware of trending cost-efficient strategies
available to test and determine the best ways to engage customers.
Instructions:
To complete this assessment task, you must:
1. Download the case study in the Assessment Resource folder for this assessment task in Blackboard.
2. Read the case study thoroughly and consider the following points:
a. The appropriateness of the chosen strategies.
b. The value of the strategies to build the brand.
ENT203_Assessment 2_ Case Study Analysis.Docx Page 1 of 5
c. Any ethical or potentially unethical behaviour you identified in the case study, and any impact of that
behaviour.
d. How social media is, or is not, used as an effective tool for consumers to ‘evaluate’ and ‘advocate’.
e. How the brand is tested across the strategies used.
2. Write an analysis responding to the above points and the following question: a. How did the
entrepreneur use marketing strategies to assist with market analysis and building a brand?
Please note the following additional information:
· Each member of the group is required to work in collaboration and contribute equally to the assessment
task.
· You should adhere to the correct use of academic writing, presentation and grammar.
· You are advised to include a minimum of 5 academic references which should be textbooks or academic
journals. Appropriate websites may be used in addition to these.
· It is important to check the Similarity Report for your assessment task in Turnitin before submitting it in
Blackboard. All highlighted sentences must be either paraphrased in your own words or put in quotes and
referenced accordingly.
· For additional support on academic skills, please visit: https://laureate
au.blackboard.com/webapps/blackboard/content/listContent.jsp?courseid=201631&con tent id= 2498849
1
Referencing
It is essential that you use appropriate APA 6th ed. style for citing and referencing research. Please comply
with all academic standards of legibility, referencing and bibliographical details (including reference list).
Please see more information on referencing here http://library.laureate.net.au/researchskills/referencing
Submission Instructions:
Submit your Case Study Analysis assessment via the Assessment link in the main navigation menu in
ENT203 Marketing for Entrepreneurship.
Your learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be
viewed in My Grades.
The below learning rubric guides the marker when awarding marks for your Case Study Analysis. You
should use this rubric to review your assessment task prior to submission, ensuring there is nothing you
have missed.
Assessment Rubric
Assessment Attributes Fail (Unacceptable)
0-49% Pass
(Functional)
50-64% Credit
(Proficient)
65-74% Distinction
(Advanced)
11/29/2019 [In Process] 52424 – ASSESSMENT 2 BRIEFSubject Code and Title
https://www.australiabesttutors.com/Recent_Question/52424/ASSESSMENT-2-BRIEFSubject-Code-and-Title-ENT203-Marketing 4/7
75 -84% High Distinction
(Exceptional)
85-100%
Knowledge and Analysis demonstrates a Analysis demonstrates a Analysis demonstrates a Analysis
demonstrates a Analysis demonstrates a
understanding of cost limited understanding of general knowledge or thorough knowledge or highly
developed critical and comprehensive
effective primary and required concepts and understanding of cost understanding of cost understanding of
cost understanding of cost
secondary research knowledge effective primary and effective primary and effective primary and effective
primary and
strategies, establishing secondary research secondary research secondary research secondary research
and marketing a brand, social media and mobile Key components of the assignment are not strategies,
establishing and marketing a brand, social strategies, establishing and marketing a brand, social strategies,
establishing and marketing a brand, social strategies, establishing and marketing a brand, social
strategies to test the addressed. media and mobile media and mobile strategies media and mobile media
and mobile
market. strategies to test the market. to test the market. strategies to test the market. strategies to test the
market.
Supports personal opinion
Often confuses assertion of and information Discriminates between Systematically and critically
40% personal opinion with substantiated by evidence assertion of personal discriminates between
information substantiated from the research/subject opinion and information assertion of personal
by evidence from the research/subject materials. materials.
Demonstrates a capacity to explain and apply relevant concepts. substantiated by robust evidence from the
research/subject materials and extended reading. opinion and information substantiated by robust evidence
from the research/subject materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts. Well demonstrated capacity to explain
and apply relevant concepts to new situations/further learning.
ENT203_Assessment 2_Case Study Analysis Page 3 of 5
Analysis and application Limited analysis and Demonstrated analysis and Well-developed analysis and
Thoroughly developed and Highly critical and creative
of theory and application. Explains application of new application of new creative analysis and analysis,
application of new
knowledge around rather than analyses knowledge based on theory knowledge based on theory application
of new with existing knowledge
research methods, brand, social media and based on theory and practice of research and practice of
research methods, brand, social and practice of research methods, brand, social media knowledge based on
theory and practice of research based on theory and practice of research
mobile strategies for methods, brand, social media and mobile and mobile strategies in methods, brand,
social methods, brand, social
entrepreneurs. media and mobile strategies in entrepreneurship. media and mobile media and mobile
strategies in entrepreneurship. strategies in strategies in
entrepreneurship. Shows the ability to Shows well-developed ability to interpret relevant entrepreneurship.
entrepreneurship.
30% interpret relevant
information and literature. information and literature. Shows high ability to interpret relevant information
and literature. Shows innovative and insightful ability to interpret relevant information and literature.
Effective Difficult to understand for Information, arguments and Information, arguments and Information,
arguments and The presentation is logical,
11/29/2019 [In Process] 52424 – ASSESSMENT 2 BRIEFSubject Code and Title
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Communication to explain reasoning for decision-making around audience, no logical/clear structure, poor
flow of ideas, argument lacks evidence are presented in a way that is not always clear and logical.
evidence are well presented, mostly clear flow of ideas and arguments. evidence are very well presented;
the presentation is logical, clear and well persuasive, and well supported by evidence, demonstrating a
clear flow
analysis of the case study. supporting evidence. Line of reasoning is often Line of reasoning is easy to
supported by evidence. of ideas and arguments.
Audience cannot follow the line of reasoning. difficult to follow. follow. Engages and sustains audience’s
interest in the topic.
20%
Excellent flow of
information, coherent and persuasive.
ENT203_Assessment 2_Case Study Analysis Page 4 of 5
References and correct Demonstrates Demonstrates use of Demonstrates use of credible Demonstrates use
of good Demonstrates use of high
citation of key inconsistent use of good credible and relevant and relevant resources to quality, credible
and quality, credible and
resources. quality, credible and relevant resources to resources to support and develop ideas, but these
support and develop ideas, which are usually explicit relevant resources to support and develop relevant
resources to support and develop
support and develop ideas. are not always explicit or well developed. and/or well-developed. arguments
and statements. arguments and position statements.
Includes in-text citations and Includes in-text citations
Does not include correct Attempts to include references from suitable and references from Shows
evidence of wide
references or in-text references or in-text sources; uses APA 6th ed. suitable sources; uses APA scope for
sourcing
citations; does not use citations; however, these style, however may contain 6th ed. style, containing
evidence.
10% APA 6th ed. style. are sometimes insufficient or incorrect; uses APA 6th ed. style, however may
contain some citation or referencing errors. minor citation or referencing errors. minimal and or no errors.
Includes in-text citations and references from suitable sources; uses APA 6th ed. style, containing no

ENT203 Marketing for Entrepreneurship

ASSESSMENT 3 BRIEF
Subject Code and Title ENT203 Marketing for Entrepreneurship
Assessment Entrepreneurial Project
Individual/Group Individual
Length 1750 words (-/+ 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task
below include:
a) Compare, contrast and select effective methods for engaging customers in relevant markets.
b) Undertake market research and testing to determine engagement opportunities while maximising the
use of scarce resources.
c) Develop creative, appropriate cost solutions to engage with the market at different stages of the
customer journey.
d) Evaluate the impact of your marketing approaches on your business idea.
Submission Due by 11:55pm AEST Sunday of Module 5.2.
Weighting 35%
Total Marks 100 marks
Task Summary
In 1750 words, select your most appropriate cost effective marketing strategies and conduct market
research, brand, social media and mobile testing of your own proposed venture. You will also identify the
11/29/2019 [In Process] 52425 – ASSESSMENT 3 BRIEFSubject Code and Title
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marketing mix to demonstrate your knowledge and understanding of the most appropriate marketing
strategies for your potential customers.
Please refer to the Task Instructions for details on how to complete this task.
Context
Entrepreneurs apply marketing strategies to their own ventures by selecting the most appropriate lean
strategies and market testing methods. It is important for the entrepreneur to test and evaluate the
effectiveness of the chosen strategies and change or test new methods to get the best results. This is a
process that continues as entrepreneurs review and improve brands, targeting and testing current and new
market segments. This project will demonstrate your knowledge gained in modules 1-5 about market
research, establishing and marketing your brand, using social and mobile marketing strategies, testing and
analytics.
ENT203_Assessment_3_Entrepreneurial Project.docx Page 1 of 5
Task Instructions
To complete this assessment task, you must:
1. Identify marketing research and testing methods most appropriate for your own venture or proposed
venture.
2. Conduct the research and testing as appropriate to your projects and objectives.
a. Your research and testing should focus on your own current venture or a proposed venture. There is no
expectation that you will spend money to conduct tests, however if you have a current venture, you may
wish to conduct tests using your assigned marketing budget.
3. Include the following in your project:
a. An introduction outlining your current or proposed venture to provide context for your learning
facilitator.
b. Primary and secondary research methods you chose and why.
c. Results of your secondary research and how this impacted on primary research conducted.
d. Explanation of your brand story and how the primary research chosen will be appropriate to test your
brand with consumers.
e. Social media/mobile brand and other testing examples such as screen shots. Please do not provide links
to your social media.
i. Appropriate social media might include:
1. Facebook discussions, polls, Facebook Live.
2. Instagram.
3. Whatsapp, Messenger or other messaging social media app.
f. Evaluation of Web/mobile/social media analytics.
g. Web/mobile/social media analytics examples such as screen shots. Please do not provide links to your
analytics.
h. Explanation of how the results of your research and testing may influence your marketing mix in the
future.
4. Evaluate the results of all stages of the customer journey using data analytics and customer responses or
feedback.
a. Include the results and evaluation of your tests, but be mindful to protect the privacy of your consumers
by deleting names and images or obtaining permission to use images and video. Test results may include:
i. Social media/mobile/web analytics.
ii. Feedback from potential customers.
iii. Screen shots or other examples of discussions and comments.
*Your explanations should demonstrate your knowledge and understanding of all modules studied in this
subject so far.
Please note the following additional information:
· You should adhere to the correct use of academic writing, presentation and grammar.
· It is important to check the Similarity Report for your assessment task in Turnitin before submitting it in
11/29/2019 [In Process] 52425 – ASSESSMENT 3 BRIEFSubject Code and Title
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Blackboard. All highlighted sentences must be either paraphrased in your own words or put in quotes and
referenced accordingly.
ENT203_Assessment_3_Entrepreneurial Project.docx Page 2 of 5
· For additional support on academic skills, please visit: https://laureate
au.blackboard.com/webapps/blackboard/content/listContent.jsp?courseid=201631&conten t id= 2498849
1
Referencing
It is essential that you use appropriate APA 6th ed. style for citing and referencing research. Please comply
with all academic standards of legibility, referencing and bibliographical details (including reference list).
Please see more information on referencing here http://library.laureate.net.au/researchskills/referencing
Submission Instructions
Submit your Entrepreneurial Project assessment via the assessment link in the main navigation menu in
ENT203 Marketing for Entrepreneurship.
The learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be
viewed in My Grades.
The below learning rubric guides the marker when awarding marks for your assessment. You should use
this rubric to review your assessment task prior to submission, ensuring there is nothing you have missed.
ENT203_Assessment_3_Entrepreneurial Project.docx Page 3 of 5
Assessment Rubric
Assessment
Attributes Fail (Unacceptable)
0-49% Pass
(Functional)
50-64% Credit
(Proficient)
65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional)
85-100%
Knowledge and Project demonstrates a Project demonstrates a Project demonstrates a Project
demonstrates a Project demonstrates a
understanding of limited understanding of general knowledge or thorough knowledge or highly developed
critical and comprehensive
modern market required concepts and understanding of modern understanding of modern understanding of
the understanding of modern
research methods, establishing and marketing brand, social knowledge of modern market research
methods, establishing and market research methods, establishing and marketing brand, social media and
market research methods, establishing and marketing brand, social media and requirements of modern
market research methods, establishing and marketing market research methods, establishing and
marketing brand, social media and
media and mobile marketing brand, social mobile research, analytics mobile research, analytics for brand,
social media and mobile research, analytics
research, analytics for entrepreneurs. media and mobile research, analytics for for entrepreneurs.
entrepreneurs. mobile research, analytics for entrepreneurs. for entrepreneurs.
entrepreneurs. Resembles a recall or Supports personal opinion Systematically and critically
summary of key ideas. and information Discriminates between discriminates between
Key components of the substantiated by evidence assertion of personal assertion of personal
35% assignment are not Often confuses assertion of from the research/subject opinion and information
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opinion and information
addressed. personal opinion with materials and results of the substantiated by robust substantiated by
robust
information substantiated by evidence from the research/subject materials. testing.
Demonstrates a capacity to explain and apply relevant concepts. evidence from the
research/subject materials, extended reading and results of the testing. evidence from the
research/subject materials, extended reading and results of the testing.
Well demonstrated capacity to explain and apply relevant concepts. Well demonstrated capacity to explain
and apply relevant concepts to new situations/further learning.
Application with Limited synthesis and Demonstrated analysis and Well-developed analysis and
Thoroughly developed and Highly critical and creative
synthesis of new analysis. synthesis of new knowledge synthesis on using data to creative analysis and
analysis, synthesis of new
knowledge on using on using data to analyse analyse market trends, test synthesis on using data to with
existing knowledge on
data to analyse market market trends, test and analyse market trends, test using data to analyse
ENT203_Assessment_3_Entrepreneurial Project.docx Page 4 of 5
trends, test and prepare and improve marketing mix.
25% prepare and improve marketing mix. and prepare and improve marketing mix. and prepare and
improve marketing mix. market trends, test and prepare and improve marketing mix.
Content, audience and Demonstrates no Demonstrates limited Demonstrates consistent Demonstrates an
advanced Consistently demonstrates
purpose of the awareness of context awareness of context awareness of context and/or and integrated a
systematic and critical
entrepreneurial project. and/or purpose of the and/or purpose of the purpose of the project as a
understanding of context understanding of context
25% project. project. presentation based on research and facts. and/or purpose of the project as a
presentation based on research and facts. and purpose of the project as a presentation based on research
and facts.
Effective Difficult to understand for Information, arguments and Information, arguments and Information,
arguments and Expertly presented; the
Communication audience, no logical/clear structure, poor flow of evidence are presented in a way that is
not always clear evidence are well presented, mostly clear flow of ideas and evidence are very well
presented; the presentation presentation is logical, persuasive, and well
ideas, argument lacks supporting evidence. and logical.
Line of reasoning is often arguments.
Line of reasoning is easy to is logical, clear and well supported by evidence. supported by evidence,
demonstrating a clear flow of ideas and arguments.
15% Audience cannot follow the line of reasoning. difficult to follow. follow.
ENT203_Assessment_3_Entrepreneurial Project.docx Page 5 of 5

WEL305A Name of assessment Assessment 3: Case Study Length 2000 words

Assessment Brief
Program Bachelor of Applied Social Science
Subject Protection of Children
Subject code WEL305A
Name of assessment Assessment 3: Case Study
Length 2000 words
Learning outcomes addressed by this assessment: B, C, D, E
Submission Date: End of week 11, Sunday 11.55 pm
Assessment brief summary: Case Study (Ebony’s death): Students are required to respond in essay form to
focus questions based on this scenario. See assessment description.
Total marks 40
Weighting 40%
Students are advised that any submissions mark e.g. a task marked out of 40 will incur
Please note: you must attempt
More information, please refer to the Academic quality/our-policies. past the due date incur a 10% penalty
per day, calculated from the total a 4 mark penalty per day.
all tasks in a subject to be eligible to pass the subject.
Progression Policy on http://www.think.edu.au/about-think/thinkAssessment Description:
11/29/2019 52431 – Assessment BriefProgram Bachelor of Applied Social ScienceSubject
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Starvation of Ebony. See links below
http://www.austlii.edu.au/au/cases/nsw/NSWCCA/2013/103.html
http://www.theaustralian.com.au/news/nation/probes-into-girls-starvation-death/story-e6frg6nf1111114818229?nk=fdc3e6b8de02a4d17e05919fc92082b6
The tragic death of Ebony in November 2007 sparked a public outrage in Australia and raised concerns on
child protection systems in place.
Students are required to review the case study and comment whether the then child protection laws and
systems were adequate. Students are also to explore the subsequent Wood Inquiry into Child Protection
Services.
Marking Matrix:
Max. in
category Your
points
Answering the question and responding to the topic 10
Links to theories and concepts 10
Number and choice of appropriate references 10
Correct referencing style: in-text references and reference list 5
Word count, structure, readability 5
Total: 40
Comments:
What we want to see:
The work must be fully referenced with in-text citations and a reference list at the end. We recommend
you work with your Academic Writing Guide to ensure that you reference correctly. You will find a link to
this document on the main page of every unit, under the ‘Assessments’ section. Correct academic writing
and referencing are essential tasks that you need to learn. We recommend a minimum of ten references.
Referencing: References are assessed for their quality. You should draw on quality academic sources, such
as books, chapters from edited books, journals etc. Your textbook can be used as a reference, but not the
Study Guide and lecture notes. We want to see evidence that you are capable of conducting your own
research. Also, in order to help markers determine students’ understanding of the work they cite, all in-text
references (not just direct quotes) must include the specific page number/s if shown in the original.
Researching: You can search for peer-reviewed journal articles, which you can find in the online journal
databases and which can be accessed from the library homepage. Reputable news sites such as The
Conversation (https://theconversation.com/au/health), online dictionaries and online encyclopedias are
acceptable as a starting point to gain knowledge about a topic. Government departments, research
institutes such as the National Health and Medical Research Council (NHMRC), international
organisations such as the World Health Organisation (WHO) and local not for profit organisations such as
the Cancer Council are also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other formats
may not be readable by markers. Please be aware that any assessments submitted in other formats will be
considered LATE and will lose marks until it is presented in Word.
What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to the plagiarism
website on blackboardi. By clicking the ‘Upload this file’ button you acknowledge that you have read,
understood and can confirm that the work you are about to submit complies with the Flexible and Online
plagiarism policy as shown in the JNI Student Handbook. Like other forms of cheating plagiarism is
treated seriously. Plagiarising students will be referred to the Program Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you may
go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a 10% penalty per
day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.
11/29/2019 52431 – Assessment BriefProgram Bachelor of Applied Social ScienceSubject
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More information can be found in Think Education Assessment Policy document on the Think Education
website.
Resources Available to YOU:
1. Academic writing guide link
https://laureate
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course id= 20163 1&content id= 2498847
1&mode=reset
2. Writing & referencing: The link to the Learning and Academic Skills Unit (LASU) is on the left
pulldown menu on the blackboard home page:
https://laureate
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course id= 20163 1&content id= 2498847
1&mode=reset
LASU also provides a series of academic skills tutorials. Please contact Caroline Spaans
(cspaans@laureate.net.au, 02 949 232 14).
3. Researching: A guide to researching is available on the library page http://library.think.edu.au/research
skills/.
Please contact the online and Pyrmont librarian for Health, Dawn Vaux (dvaux@laureate.net.au) if you
would like further help or a tutorial on how to do research this way.
ihttps://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?
course_id=_20163_1&content_id=_2498858_1&mode=reset

ENGG961: Systems Reliability Engineering Assignment 3: Reliability Modelling for Repairable

Subject: ENGG961: Systems Reliability Engineering Assignment 3: Reliability Modelling for Repairable
System
Purpose:
To learn knowledge and approaches for reliability modelling of repairable systems, design for
maintainability, and availability.
Learning objectives covered:
1. Understand and apply reliability concepts and terminology.
3. Understand and make use of the relationships amongst the different reliability functions.
4. Collect and analyse reliability data (times to failure and times to repair) using empirical and parametric
methods (exponential, Weibull, normal and lognormal are in syllabus); collect and analyse failure times of
repairable systems to determine the intensity function (power law model only in-syllabus).
8. Analyse maintainability, logistic support and the costs of reliability.
9. Understand design techniques to achieve high reliability and analyse these for optimal reliability.
10. Have a working knowledge of human factors in reliability and be able to apply prediction models.
Learning Guides
In order to complete the assignment tasks, you need to read Chapter 9, 10 and 11. While you are reading,
you need to understand or answer the following questions:
1) Understand system maintainability: What is MTTR, MTBF, MPMT, MTR, MDT, SDT, MTBM?
2) What is availability? How to calculate availability?
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3) How to calculate MTTR given a repair time distribution?
4) What is renewal process, Homogeneous Poisson process, superimposed renewal process?
5) What is minimal repair process? What is Nonhomogeneous Poisson process? What is power law
process?
6) Understand intensity functions. Be familiar with Table 9.1 on page 233 in the textbook.
7) Understand system repair time, cycle time.
8) Have a good understanding of reliability under preventive maintenance (Figure 9.3 and Figure 9.4).
9) Know the approach of applying Markov model to repairable systems (pages 241 to 246).
10) Know maintenance concepts and procedures (Figure 10.2).
11) Understand cost model: Repair versus replacement.
12) What is the difference between preventive maintenance and predictive maintenance?
13) Understand maintainability prediction and demonstration.
Tasks
1. A machine has a time-to-first-failure distribution that is Weibull with ß = 2.15 and 0 = 600 operating
hours. Assume an average usage of the machine of 100 hours per year. (30 marks)
. (a) The manufacturer of the machine offers a 10-year warranty if the customer purchases their 10- year
service plan. The service plan will replace all worn parts each year, thus restoring the machine to “asgood-as-new” condition. Compare the machine reliability at 10 years
with and without the service plan. (7 marks)
. (b) The repair time distribution of the machine is lognormal with a shape parameter of 0.60 and a median
repair time of 6 hours. The service centre advertises that if you bring them a broken machine, it will be
repaired by the following workday. Find the MTTR and the
percent of repairs that are completed within an 8-hour workday. (8 marks)
. (c) Failure of a broken machine results in minimal repair that can be described by the
following intensity function (a nonhomogeneous process): Q(t) = 6.0 x 10-6 t1.15 with t measured in
operating hours. Assume that the customer does not accept the service plan in (a).
. (i) What is the expected number of failures that will occur over 10 years? (5 marks)
. (ii) What is probability of at least one failure during the tenth year? (5 marks)
. (iii) What is the MTBF (instantaneous) at the end of the 10th year? (5 marks)
2. An essential part of a manufacturing process is the factory assemble and integration linking (FAIL)
system. Unfortunately this system has experienced numerous failures over the years under a minimal
repair concept that is a nonhomogeneous Poisson process having an intensity function of Q(t) = 1.15 x 10-
7 t1.20 with t measured in operating hours. The system averages 3000 operating hours a year and is
currently five years old. When the system fails, the repair time is
lognormal with tmed = 6.0 hours and s = 1.23. (40 marks)
. (a) When the system was new, its manufacturer offered a 600-operating-hour warranty. What
is the system reliability during the warranty period? (5 marks)
(b) What are the expected numbers of failures through the first five years of the system?
(5 marks)
. (c) How many failures are expected in the next two year (year 6 and year 7 of the FAIL
system)? (6 marks)
. (d) When the system fails, what percentage of repairs will be completed within a single 8-hour
shift? (6 marks)
. (e) When the system fails, it takes a crew of two to repair it. If the labour rate is $50 per hour and based
upon the MTTR, what is the maintenance cost of the FAIL system during its
6th year of operation? (6 marks)
. (f) If the cost of the system is $20,000, what is its optimal (minimum cost) replacement time?
(6 marks)
. (g) Management group believes that a preventive maintenance (PM) program may be cost effective. A
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PM consists primarily of replacing certain parts having a cost of $650 and thus restoring it to as-good-asnew condition. If it takes one technician 4 hours to do this,
what is the optimum (minimum cost) PM interval? (6 marks)
3. A company operates an equipment that is essential in the manufacture of their products. This machine
has been in operation for four years (1000 operating days). In order to plan for next year’s production
levels, the availability of the machine must be determined. The company works a single 8-hour shift, 300
days out of one year. Relevant failure and maintenance data collected over this period is:
Failures: Minimal repair with a power law intensity function having
a = 0.000125 and b = 1.650 with time measured in operating days
Repairs: Repair time is lognormal with tmed = 2.5 days and s = 0.70 A
Scheduled maintenance: preventive maintenance of downtime of one day every five weeks (30
operating days).
. (a) What is the mean system downtime over the first four years? (8 marks)
. (b) Based upon both schedule and unscheduled maintenance, determine the expected availability of the
equipment over the coming year (i.e., the next 250 operating days). (12 marks)
. (c) If the machine costs $30,080 to replace and a failure costs $200, when should the machine

PROJ6006: Organisational Behaviour and People Management

ASSESSMENT BRIEF 03
Subject Code and Title PROJ6006: Organisational Behaviour and People Management
Assessment 03: Project HRM Plan
Individual/Group Group
Length 2400 words
Learning Outcomes 1, 2 and 3
Submission End of the first week of Module 6
Weighting 40%
Total Marks 40 marks
Context:
In this Assessment, students further analyse the case study that was introduced in Module 1 and
Assessment 1. With an understanding of the leadership styles that seem appropriate for the environment
and circumstances, students now work in groups to develop a Project Human Resource Plan. This will
give students the opportunity to participate in the formal project management practice of developing a
plan for managing the work of the diverse individuals that will contribute to a specific project.
The Assessment has two components
Students will initially focus on elements that address team building, including planning for the team
organisational structure, recruitment of team members, and efforts to bring the individuals together as a
cohesive team.
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Students will then address the elements of team management, including plans for managing
communication, assessment of work, and improvement.
In addition to practicing relevant planning activities, students will also practice the skills required to work
effectively as part of a group. Each group will need to negotiate roles and responsibilities in order to
successfully meet deliverable requirements.
Note: Groups will be assigned by the Learning Facilitator in consultation with the students and it is
expected that there would be four(4) people in each group. It is expected that Groups will be identified
early during the Module 1 and 2 so that students can get to know each other within the group well before
starting the group project. A group size of 4 has been proposed to ensure diversity, interaction and
opportunity for students to grow and lead teams. Only in exceptional situation a different group size may
be approved by the Learning Facilitator.
Instructions:
From a project management perspective, students will begin work in groups on delivery of a Project HR
Plan, to be submitted at the end of week 1 of Module 6. The assessment requires that students work in
groups to develop a project HR plan for the organisation highlighted in the case student presented in
Module 1. The assessment combines two parts, as follows:
Team Building component
As part of the team building component, the assessment will contain the following components:
· A draft organisational chart for the project team
· A staffing/recruitment plan
· A team building plan
Moving to the team Management component,
As part of managing the team, the assessment will then contain the following components:
· A staff management plan
· A communications plan
· An assessment plan
· An improvement plan
Learning Rubrics
Assessment Attributes Fail (Unacceptable) (0-49%) Pass
(Functional)
(50-64%) Credit
(Proficient)
(65-74%) Distinction
(Advanced)
(75-84%) High Distinction
(Exceptional)
(85-100%)
Develop and apply a range of leadership and Shows limited knowledge, skill and/or experience in
Demonstrates clear understanding of change Advocates processes to enable continuous Elaborates a
process to create innovative Incorporates an agenda to foster continuous
communication strategies change management due to: management principles improvement. solutions.
improvement for change
to achieve project success · Limited description of and processes, and its management.
for all stakeholders change management impact on business and Articulates how to Suggests a plan to
develop
principles and processes staff by: facilitate team’s individual and team Elaborates a plan to
25% · Limited application of the · Identifying elements involvement in the change commitment to new
develop leadership and
impact of business and staff of change needed to facilitate teams involvement in process. solutions.
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individual and team commitment to new
management principles change Communicates the need Articulates leadership solutions.
and processes · Calling attention to the for change and strategies strategies to encourage
need to communicate to support leadership for knowledge sharing under Identifies a framework to
strategies for change and leadership in new ideas and processes. different change scenarios. foster a
continuous improvement cycle of
support of new ideas Identifies the role of Anticipates obstacles to learning within the
and processes culture on change. knowledge sharing and suggests ways to alleviate obstruction.
organisation.
Anticipates obstacles to knowledge sharing and suggests ways to alleviate obstruction.
Knowledge and Shows limited understanding Resembles a recall or Articulates clear Elaborates the
relationship Discriminates between
understanding of the of the management of summary of key ideas understanding of the between managing
managing stakeholder
management of stakeholder objectives and about stakeholder concept of agency. stakeholder objectives
and objectives and the agency
stakeholder objectives and the impact this has on the agency of project teams the impact this has on the
agency of project teams. objectives.
Addresses the impact of Supports personal opinion and information the agency of project teams. of project
teams,
articulates the relationship, identifies risk in managing
Does not address key stakeholder objectives on substantiated by evidence Discriminates between
stakeholder objectives and
25% components of stakeholder project teams. from the research assertion of personal suggests strategies
for
objectives. materials. opinion and information mitigation.
PROJ6006_Assessment_02.docx Page 3 of 5
Explains management of stakeholder objectives and applies to the concept of project teams. substantiated
by robust evidence from the research materials. Supports personal opinion and information by robust
evidence from the research materials and extended reading.
Ethical moral reasoning Difficulty in formulating own Difficulty in justifying Conclusions are justified
Formulates and justifies Uses ethical principles to
(recognises ethical and opinion and lack of conclusions based on based on moral-ethical conclusions
based on identify competing
moral issues within a discipline and is able to recognition of ethical principles and competing moralethical principles but recognises different principles. moral-ethical principles. interests and views.
reason based on these principles) interests.
Does not clearly demonstrate viewpoints. Can recognise the competing interests in arguments and identify
Sophisticated
understanding of the ethical and moral
20% moral-ethical reasoning. ethical issues embodied in them. positions.
Well-articulated viewpoint
based on moral-ethical reasoning.
Use of academic and Poorly written with errors in Is written according to Is well-written and adheres Is
very well-written and Expertly written and
discipline conventions and spelling, grammar. academic genre (e.g. with to the academic genre (e.g.
adheres to the academic adheres to the academic
sources of evidence Demonstrates inconsistent use introduction, conclusion or summary) and has accurate
with introduction, conclusion or summary). genre. genre.
10% of good quality, credible and relevant research sources to support and develop ideas. spelling,

PROJ 6000: Principles of Project Management

Subject Code and Title PROJ 6000: Principles of Project Management
Assessment Assessment 4 – Personal Reflection
Individual/Group Individual
Length 1500 words
Learning Outcomes Successful completion of this assignment will result in achievement of the following
subject learning outcomes:
1. Understand PMBOK knowledge areas and process groups and their role, relevance and impact on
project management best practice and PMI’s Code of Ethics.
2. Critically compare and contrast project management approaches and their appropriateness for managing
a variety of project types.
3. Apply appropriate project management tools and techniques, paying particular attention to risk
management.
4. Critically reflect on the leadership styles necessary to succeed in a range of project management
situations, and their personal capacity to succeed in those situations.
Submission By 11:55pm AEST/AEDT Sunday First Half of Module 6
Weighting 20%
Total Marks 20 marks
Context:
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At the beginning of your learning journey on this subject, you were encouraged to reflect on your learning
experience and knowledge obtained from the learning modules through discussions and participation. This
assessment will provide an opportunity for you to reflect on your learning, document lessons learned,
identify global project management practices you hope to adopt in your career. In short, your reflection is
a tool for developing knowledge and professionalism in all matters relevant to you as a project manager
and leader.
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Instructions:
By the first half of Module 6, you will be required to submit a 1500-word reflection of your learning
throughout the subject using the given/approved case study.
Your reflection should include project management knowledge you have gained throughout the previous
learning modules in this subject and appropriate use of additional resources related to this assessment.
Based on what you have learnt in this subject, describe project management practices, implementation and
competencies of the project team that result in success and/or failure in the given project. Critically
analyse how you could do to enhance or improve success rate of the project.
Include references to readings and additional resources discovered.
Output and Submission:
Submit your completed assessment at the first half of Module 6.
Assessment Criteria
This assessment will be graded using the Learning Rubric below. It is worth 20% of the marks available
for this subject.
Learning Rubrics
Assessment
Attributes Fail
(0-49) Pass
(50-64) Credit
(65-74) Distinction
(75-84) High Distinction
(85-100)
Effective
communication Difficult to understand for audience, no logical/clear structure, poor flow of Information,
arguments and Information, arguments and Information, arguments and Expertly presented; the
presentation is
25% ideas, argument lacks supporting evidence. evidence are presented in a way that is not evidence are
well presented, mostly evidence are very well presented, the logical, persuasive, and well supported
No effort is made to keep audience engaged, audience cannot follow the always clear and logical. clear
flow of ideas and arguments. presentation is logical, clear and well supported by by evidence,
demonstrating a clear flow of ideas and
line of reasoning. Attempts are made to keep the audience The audience is mostly engaged. evidence.
arguments.
engaged, but not always successful. Line of reasoning is often difficult to follow. Line of reasoning is easy
to follow. Engages the audience, demonstrates cultural sensitivity. Engages and sustains audience’s
interest in the topic, demonstrates high levels of cultural sensitivity.
Knowledge and Limited understanding of required Knowledge or Thorough Highly developed A
sophisticated
understanding concepts and knowledge understanding of the knowledge or understanding of the
understanding of the
25% Key components of the assignment are field or discipline. understanding of the field or field or
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discipline/s. field or discipline/s.
not addressed. Resembles a recall or discipline/s. Discriminates Systematically and
summary of key ideas. Supports personal opinion and between assertion of personal opinion and critically
discriminates between assertion of
Often information information personal opinion and
conflates/confuses substantiated by substantiated by information
assertion of personal evidence from the robust evidence from substantiated by
opinion with information research/course materials. the research/course robust evidence from the
research/course
substantiated by materials and materials and
evidence from the research/course Demonstrates a capacity to explain extended reading. extended reading.
materials. and apply relevant concepts. Well demonstrated capacity to explain and apply relevant concepts.
Mastery of concepts and application to new situations/further learning.
Reflection No attempt to demonstrate Little to no attempt to Inconsistently The reflection The reflection
connections to previous learning or demonstrate draws connections demonstrates demonstrates
50% experience. connections between between the connections between connections between
learning experience experience and the experience and the experience and
and material. materials. materials. material from other courses; past
Analysis is defensive or Sometimes Demonstrates a non- experiences; and/or
lack of depth. defensive or one- sided in analysis. defensive ability to critically appraise and discuss on the
topics. personal goals.
Demonstrates an open, non-defensive ability to critically appraise and discuss on the topics