ACCT6120 Corporate Governance Case Study assignment

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ACCT6120 Corporate Governance  Case Study assignment 代写

ACCT6120 Corporate Governance

HK Case Study Company Briefing, Semester 1, 2017
Individual Assignment 3
Report on Audit Committee, composition, operation and effectiveness
Key Focus:
Worth:
Word Count:
Hand-in Date:
Week 6 lecture.
20%
2500 words (including all references and appendices).
Tuesday 1pm – 02 May 2017
Task Description
Your group have been employed by a group of international investors to advise them on Corporate
Governance Effectiveness, Issues, and Practices at your case company.
You are expected to base your report both on the company disclosures (for example financial reports,
corporate governance reports and associated announcements/ disclosures in at least the last 3 years) as
well as any other relevant information (news reports, analyses, information about related companies or
persons etc.) that you can find.
Your assignment has a focus on the adequacy and effectiveness of corporate governance as it relates to
the Audit Committee at your case company and compliance with the principles and provisions C3-C3.7 of
the Hong Kong Corporate Governance code. The CG Code provisions as these apply to main board listings
can be found at:  https://www.hkex.com.hk/eng/rulesreg/listrules/mbrules/documents/appendix_14.pdf
The assignment is composed of two parts:
Part I Assessment of Compliance with Code provisions
In approximately 500 words report on the compliance with formal aspects of the above code
provisions (C3-C3.7) at your case company.
Part II Critical Evaluation
After reporting on the degree of compliance with the above aspects of the Code, critically
evaluate the Effectiveness of the Audit Committee at your case company in fulfilling its key
roles. In providing this critical evaluation you should take into consideration the principles/views
presented in class as well as in relevant literature and the key aims of the HK CG Code.
Your evaluation needs to identify and reflect on any Corporate Governance issues (for example,
agency problems) and (undisclosed) risks that are specific to your company’s context and the
assignment topic. You should also discuss the possible impact of these issues and risks on your
case company operations and performance.
Note that your report needs to include sufficient background information and explanations
necessary for the reader to understand your company context and the basis for your evaluation.
ACCT6120 Corporate Governance
HK Case Study Company Briefing, Semester 1, 2017
Assessment Criteria:    The degree to which the report addresses the questions set in the assignment
briefing.
  The degree to which the report shows evidence of clear understanding of the
requirements of the Hong Kong Corporate Governance Code in relation to the
topic.

ACCT6120 Corporate Governance  Case Study assignment 代写

  The degree to which the report shows evidence of close reading of the
company reports and associated disclosures over the past three years.
  The degree to which the report shows evidence of additional research on the
company which provides contextual detail that is not part of formal company
disclosures.
  The degree to which the report shows evidence of an understanding of the key
issues related to the topic as reflected in the relevant academic literature.
  Appropriate word length, grammar and clarity of expression and coherent
argument.
ACCT6120 Corporate Governance  Case Study assignment

Strategic and Financial Decision Making (ACFI5022)

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Strategic and Financial Decision Making (ACFI5022)

Assignment 2017

Task 1

Spion ltd makes components for electronic equipment and has recently tendered for a contract to supply a low cost item to a satellite navigation equipment manufacturer.

In order to produce the component Spion would have to purchase a special machine at a cost of £560,000, at the end of 2017. It is expected, due to the obsolescence of such equipment as satellite navigators, that the contract to manufacture the component will only last for 4 years.   After that time it is thought that the machine will not have a great deal of use and will only be disposed of for £10,000.
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Demand for the component is expected to be a follows:

2018            2019            2020            2021
Demand (units)             38,000              42,000               50,000          23,000

The selling price of the component is expected to be £22.00 per unit and the variable cost of production will be £15.00 per unit with incremental annual fixed overheads of £70,000. All of these forecasts are quoted in current terms.

The general rate of inflation over the relevant period is expected to be 5% per year but Spion has forecast that its selling price and costs will inflate as follows each year:

Selling price                       3% per annum
Variable cost of production            4% per annum
Fixed production overheads   6% per annum

Spion is aware that its investors are expecting a real rate of return of 5.7% per annum.

The company operates with a target Return on Capital Employed of 20% and depreciation is charged on a straight line basis over the life of an asset.

Strategic and Financial Decision Making (ACFI5022) 代写
Required:

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a)    Calculate the net present value of buying the machine and comment on    your findings.

(10 marks)

b)    Calculate the accounting rate of return (based on average investment)      of the investment and comment on your findings.

(5 marks)

c)         Spion’s Sales Director is heard to say, “Let’s base our decision on the Average Accounting Rate of Return outcome as this measurement is linked to Return on Capital Employed with which we are familiar. I don’t understand the meaning of NPV. Or at least we could calculate the Internal Rate of Return and then we could use the percentage return in order to judge project acceptability.”

You should provide a response to the Sales Director which                  will recommend a method to use and compare and contrast the                  three appraisal methods in question.
(20 marks)

(Total 35 marks)

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152707 Leading and Organizing Change

Assignment 3

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Your Reflective Journal which will refer to theories that have been explored during the semester.
Your Journal will focus on three vignettes which you will describe and analyse. These vignettes come from your own experience of leadership and may involve either your experiences as a leader, or your observations of other leaders in action with whom you have associated. Each vignette will contain a summary of the story which you want to highlight, and then a scholarly critique of that story using relevant leadership theories from class discussions.
Format:
1.                Brief opening statement which summarises Journal (about 200 words).
2.                Three vignettes with a scholarly critique, using the literature (about 800 words each).
3.                A final section which summarises your learning over the semester and discusses 
things that have changed in your understandings of leadership (about 400 words).
Length:
3000 words
Requirements:
4.                This assignment is about reflecting on your own life and applying scholarly reasoning and critique to specific events that alerted you to leadership issues.
5.                The group discussions in class of particular theories will inform your reflections and you need to show these in your Journal.
6.                It is important that you use the first person in your Journal and that you disclose your thought processes and feelings in it.
7.                You have been experiencing leadership all of your life and even if you have never had a formal title of ‘leader’, you have, nonetheless, experienced leadership in a number of different ways throughout your life – in your family, country and workplaces. Your life is a rich resource of leadership experiences.
8.                In the concluding section you need to show how are your thoughts have changed or remained static over the time of studying this paper.

WRITING WORKSHOP 3
152707 Leading and Organizing Change 代写
152707 Leading and Organizing Change
These slides can be viewed at:
tinyurl.com/152707WW3
You will learn how to:
• Structure an analytical paragraph, as part
of a reflective journal entry
Learning outcomes
ASSIGNMENT QUESTION 1
VIGNETTE STRUCTURE
Suggested Journal Structure
Introduction (one or two paragraphs)
Vignette 1 (four paragraphs)
Vignette 2 (four paragraphs)
Vignette 3 (four paragraphs)
Conclusion (two or three paragraphs)
Suggested structure for each vignette
Story of a leadership experience (1 paragraph)
Analysis of the leadership experience (1
paragraph)
Critical discussion of the leadership experience (2
paragraphs)
TASK 1: Story of a
leadership experience
You will reread the leadership story from week 1.
But two of the elements of the story are missing.
Identify the two missing elements.
I was Training Manager of an organisation in London. There were 10 trainers in
my team. I developed a new assessment system, based on 10 different criteria
that trainees had to achieve. For each criterion, they received 0, 1, or 2 points
– adding up to a maximum of 20. Any student who received 12 points or more
out of 20 passed. I piloted this new system myself with a group of trainees and
it worked like a dream. I made a few minor improvements and then presented
the improved system to the other trainers, expecting them to adopt it
immediately and enthusiastically. Instead, they complained that they found the
new system confusing and time-consuming and continued to assess the
trainees in their own way. I felt frustrated and disappointed that they couldn’t
see the obvious logic of the new system and that I was powerless to make
them.
Typical elements of a story
Context
Issue / Challenge / Problem
Response
Outcome
Evaluation is an optional extra element
The missing elements were:
Issue / Challenge / Problem
Outcome (this was incomplete)
Evaluation
I was Training Manager of an organisation in London. There were 10
trainers in my team. I was concerned about the way they assessed the
trainees’ projects. Too many trainees were failing and some complained
that they didn’t understand why. As Head of Training, I saw it as my duty to
solve this problem. So, I developed a new assessment system, based on
10 different criteria that trainees had to achieve. For each criterion, they
received 0, 1, or 2 points – adding up to a maximum of 20. Any student
who received 12 points or more out of 20 passed. I piloted this new system
myself with a group of trainees and it worked like a dream. I made a few
minor improvements and then presented the improved system to the other
trainers, expecting them to adopt it immediately and enthusiastically.
Instead, they complained that they found the new system confusing and
time-consuming and continued to assess the trainees in their own way. I
felt frustrated and disappointed that they couldn’t see the obvious logic of
the new system and that I was powerless to make them. A short while
later, I resigned. It made me wonder if I was really ‘leadership material’.
context
problem
response
outcome
evaluation
ANALYSIS OF
EXPERIENCE
An analysis of experience
Establishes a new perspective on the experience
Suggests possible causes and effects
Identifies issues for further investigation
Raises significant questions
TASK 2: Analysis of an
experience of leadership
Read this analytical paragraph based on the story
you have read (in task 1)
How effectively does it analyse the experience?
This experience highlights the ‘inert conservatism’ of organisations (Brown,
2003, p. 24). This was what caused the other trainers to reject the innovation
and continue to use the old assessment system. Conservative organisational
cultures are common in contexts where boththe internal and external
environments are stable (Smith, 2004). Organisational culture can be
measured according to the extent to which the values, beliefs and practices
are in alignment (Jones, 2003). Conservativeorganisational cultures are
characterised by ‘groupthink’. This phenomenon means that members share
common beliefs and values. However, as a result, they are resistant to
change (Evans, 2001). Organisations need to encourage diversity in
recruitment and provide channels for divergent options in order to avoid the
limitations of groupthink. Effective strategies include Edward de Bono’s ‘six
hats’ approach to meetings. This encourages members to approach issues
from six different perspectives so that they avoid closing off their decision-
making process before they have had a chance to fully consider the various
aspects of the problem (Bennett, 2010).
Although this is well written, it is NOT an
effective analysis of experience because …
• there’s too little about the experience
• the claims it includes about the problem and solutions are
too absolute; reflection means NOT jumping to
conclusions
• the paragraph raises no questions for further investigation
• it is closed, where it needs to be open; if you know
it all, you have nothing to learn!
TASK 3
Read another analytical paragraph based on the
story you have read (in task 1)
Identify the ways it successfully analyses the
experience.
It was clear to me at the time that this was not a successful attempt at change
leadership. But back then, my response was to personalise the failure in terms of my
own shortcomings and those of my colleagues. What I did not have was a clear
concept of leadership roles and methods or a framework for leading changes (such
as Tamworth, 1996). In retrospect, my story seems very much focused on myself as
the originatorand implementer of each of the few stages my story included. It makes
me ask, ‘What kind of leader was I, and why? Another thing that strikes me looking
back on this experience is my dependence on the rationality of my project alone.
Even now, it convinces me. Why didn’t it convince my colleagues? Lastly, that word
‘powerless’ stands out. How can one be a leader and at the same time, ‘powerless’.
It begs the question: Canone be a leader without power? Indeed, if not from the
leader, where can the power be found to drive forward the difficult process of
change?
CRITERIA FOR ISSUES
AND QUESTIONS
Issues and questions which are raised in the analysis should be:
? relevant to your story (i.e. related to the context, problem, response or
outcome).
? related to significant issues in Change Leadership (e.g. power, role of
leader, leadership style, stages in leading a change, gender).
? truly problematic (i.e. not simple, not fully understood).
? different from the issues and questions in your other two vignettes.
Example phrases in
analytical writing
Establishing a new perspective
to comment on your past understanding:
• Back then / At the time / What I did not have was …
to comment or introduce questions based on your present understanding
of what happened:
• In retrospect / Looking back (on this experience) …
Raising significant questions
• It makes me ask, ‘What kind of leader was I, and why?’
• How can one be a leader and at the same time, ‘powerless’?
• It begs the question: Can one be a leader without power?
• Indeed, if not from the leader, where can the power be found to drive forward
the difficult process of change?
Identifying problematic issues
• What I did not have was a clear concept of leadership roles and methods
or a framework for leading changes.
• My story seems very much focused on myself as the originator and
implementor of each of the few stages my story included.
• Another thing that strikes me … is my dependence on the rationality of
my project alone.
• Lastly, that word ‘powerless’ stands out
© 2017
This PowerPoint Presentation and the accompanying handouts are
copyrighted by Centre for Teaching and Learning, Massey
University and may not be used, except for personal study,
without written permission from the copyright owner. Please
note that examples are provided for illustration of writing
principles only and no reliance should be placed on any of the
ideas referred to in the texts.
Martin McMorrow, Centre for Teaching and Learning
09 212 7117 ctlalb@massey.ac.nz
These slides can be viewed at: tinyurl.com/152707WW3
152707 Leading and Organizing Change

Quantitative Methods Economics, Business and Finance

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Quantitative Methods Economics, Business and Finance代写

ECON131
Quantitative Methods in
Economics, Business and Finance
Session 2, 2017
Assignment (v1)
Due: November 17th, 2017, 11 am
2
PLEASE READ THIS DOCUMENT CAREFULLY
  Students have been assigned different versions of the assignment. You need to download
your own version of the assignment by using your own login access to the ECON131 iLearn
site. If you submit a version of the assignment that you have not been assigned you will

receive a mark of zero.

Quantitative Methods Economics, Business and Finance代写

  Answer ALL questions, clearly and in your own words. ALL relevant working must be shown.
  Your assignment must be typed. Graphs, however, may be neatly hand drawn and inserted
into your final document as a picture.
  There are to be NO appendices in your assignment.
  You must submit BOTH an electronic AND a hardcopy of your assignment.
o Electronic copies must be uploaded via the TURNITIN LINK found in the assignment
folder on iLearn. Only Word and PDF files will be accepted.
o Hardcopies must be submitted to the ECON131 SUBMISSION BOX IN BESS. Please
make sure you submit your assignment using the cover page in the iLearn assignment
folder. 10 marks will be deducted if you attach the wrong cover page.
  Please attach two blank pages to the end of your assignment.
  You must keep a copy of your assignment.
Marks: The maximum mark for this assignment is 85.
The assignment consists of four sections, A (25 marks), B (25 marks), C (15 marks) and D
(10 marks).
A further 10 marks will be awarded for the quality of the presentation of the
assignment.
Due date: On or before 11 am November 17th, 2017. Submissions made after this time will receive
a mark of zero. Extensions of time over this due date will be granted ONLY in cases of
serious illness or other exceptional circumstances. In such cases, a formal disruption to
studies application must be submitted within 5 workings days of the due date. Please see
BESS for advice on this procedure.
Plagiarism: Each assignment must represent the student’s own work. In particular, this means that
the written answers submitted by the student should be composed by that student. The
copying of another student’s answer, textbooks or any website, is clearly regarded as
plagiarism. All assignments will be scanned by software that detects plagiarism. Cases of
plagiarism will be dealt with severely. For further information on plagiarism and how to
avoid it, please refer to the unit outline.
3
Section A: Wind Power Generation (25 marks)
Wind power generation capacity has been growing worldwide since the early 1990s. Table 1 shows the
installed wind generation capacity (measured in megawatts, MW) in the top 10 countries, as at the end
of 2011.
Country  MW
China  62,364
United States  46,919
Germany  29,060
Spain  21,674
India  16,084
France  6,800
Italy  6,737
UK  6,540
Canada  5,265
Portugal  4,083
Rest of the world  32,143
Total  237,669
Table 1 Installed wind power generation capacity, end-
2011 (IRENA, 2012).
Figure 1 Global wind power additions (GW) by calendar year
(IRENA, 2012).
1. At the end of 2011, what percentage of the world’s installed wind generation capacity was in
China? (1 mark)
2. Consider table 1. If you assume that other countries’ capacity doesn’t grow from the 2011
figures, what amount would China have to expand its capacity in order to have 40% of the
world’s capacity? (3 marks)
3. World installed wind generation capacity increased by 41 GW in 2011, and by 39 GW in 2010. By
what percentage did world wind power generation increase during 2010? (3 marks)
4. By what percentage did world wind power generation increase, between the end of 2009 and
the end of 2011? (3 marks)
5. Suppose the annual rate of increase in (3) continues each year, from the end of 2011. By what
percentage will world wind power generation have increased by the end of 2020? (3 marks)
6. Under the same assumptions as (5), how long will it take for world wind power capacity to
double? (3 marks)
4
7. Write a general expression for the number of years it would take for world wind power capacity
to increase m times over, if it grows at the rate given in (3). (3 marks)
8. In reality, what has happened to worldwide wind power generation capacity since the end of
2011? Is this in line with your expectations of growth based on your answer to (5)? Explain why
this may or may not be the case. Provide evidence from your own research to support your
answer. (6 marks)
Section B: Gross Domestic Product (GDP) (25 marks)
In this section, we consider some issues with measuring “well-being” and “sustainability.” For a much
more detailed discussion of these topics, see the report by Stiglitz, Sen, and Fitoussi (2009).
A central focus of sustainability is the measurement of human “well-being,” so that economic policies
can be designed and evaluated against the rubric of maximizing the welfare of the people affected.
A popular way to measure people’s well-being is by Gross Domestic Product (GDP), which is the final
value of all goods and services in the economy. GDP includes everything produced by the economy,
including investment and goods and services not consumed by individuals.
The following model for consumption is proposed:
C = aY + b  (1)
where C is consumption, a is the marginal propensity to consume, b is autonomous consumption, and Y
is GDP.
1. In what sense is equation 1 a model of human well-being? (3 marks)
2. Suppose a country was comprised of two regions, A and B. The GDP of each region is given by Y A
and Y B , respectively. Assuming equation 1 holds, write down an expression for the whole
country’s GDP and its level of consumption. (2 marks)
3. Re-write this equation as a formula for the level of GDP in region B (denoted Y B ), as a function
Y B (C,Y A ) of total consumption (C) and GDP in region A (Y A ). (3 marks)
4. Treating GDP in region A as a fixed number, sketch this function with GDP in region B on the
vertical axis and consumption on the horizontal axis. (3 marks)
5. What is the slope of the function? Is GDP in region B associated with a higher, or lower, level of
well-being? Explain your answer. (3 marks)
6. Suppose region A was very rich, and region B was very poor. Does GDP, as a measurement of
well-being, capture this inequality? (3 marks)
5
7. A loaf of bread costs about $6. A ticket to the opera costs about $150. How much does each one
contribute to GDP? Do you think this adequately reflects its contribution to human well-being?
(4 marks)
8. Suppose two identical countries possess identical, extensive forests. Country 1 decides to
capitalize on this asset, by harvesting and selling the timber as paper pulp and building materials
within a year, earning $100 million in the process. Country 2 decides to protect its forests, and
doesn’t harvest. According to the GDP measure of human wealth, which country is better off?
Do you agree? Explain why or why not? (4 marks)
Section C: Ecological Footprint (15 marks)
The Ecological footprint (EF) measures how much of the regenerative capacity of the biosphere is used
up by human activities. It is the sum of productive land and water area required to support the
population and provide the resources it consumes, absorb its waste and provide infrastructure (Stiglitz
et al., 2009, p. 244).
Figure 2: Humanity’s ecological footprint by component 1961-2005
1. According to the EF, is the human population living at, beyond or below the Earth’s natural
biocapacity? For how long has this been the case? Is this sustainable? (1 mark)
2. If you assume that the total land use can be approximated by a linear function, what is the
approximate slope of the total land use of the EF? What are the units of measurement in this
function? Give the equation of, and sketch this line, with EF on the vertical axis and year on the
horizontal axis. (3 marks)
6
3. If this trend of total land use continues, what will land use be in 2050? (3 marks)
4. Which is the largest component of land use according to the EF? At what rate is it growing? (3
marks)
5. Use the data presented in figure 2, along with your answers to this section, to suggest a policy to
make land use sustainable. (5 marks)
Section D:  LED  Lighting (10 marks)
The City of Sydney is an area covering over 26km 2 , and is one of Australia’s most important social and
economic centres. As part of Sydney 2030, a study into the city’s long-term sustainability, the city
council committed to reducing its carbon footprint 70% over the next 20 years.
A study found that around 31% of the city’s carbon emissions arise from public lighting. So, in 2011, the
City of Sydney announced a project to replace its lighting systems with energy efficient LED lights. It
would choose lighting systems based on both their economic and environmental value. After a
consultation period, the City chose a supplier in late 2011 to replace 6,448 luminaries (lights).
Before the project, suppose that the 6,448 luminaries slated for replacement consumed 5,252,613 kWh
of electricity annually. In 2010/11, the annual lighting bill was $654,476. Suppose that the new LED lights
will consume considerably less power, just 2,595,743 kWh per year.
1. Bulk, unmetered power is billed on a “per KWh” basis, with no additional costs. What will the
annual electricity bill be when all the lights are installed? (Assume the price of electricity is
constant.) What are the private savings for the City of Sydney in the first year? (In other words,
how much less will the city pay?) (2 marks)
2. The City of Sydney calculates carbon emissions on the assumption that each kWh of electricity
causes 1.07kg of CO 2 emissions. On this assumption, how many tonnes of CO 2 emissions per
year will the project prevent? The City of Sydney assumes a social cost of $17 per tonne of CO 2 .
Using your own research briefly explain what is meant by the term “social cost” in this situation
and calculate the social savings of this project, in the first year? (4 marks)
3. Suppose the City of Sydney decides to award the contract if, after including CO 2 savings in
revenue, the project breaks even at the end of the 12 th year. What is the highest price the City
should accept for this project? Ignore inflation, and assume a social discount rate of 5%. (4
marks)
END OF ASSIGNMENT
Assessment cover sheet
Declaration
I certify that:
This assessment is my own work, based on my personal study and/or research;
I have acknowledged all material and sources used in the preparation of this assessment, including any
material generated in the course of my employment;
If this assessment was based on collaborative preparatory work, as approved by the teachers of the unit, I
have not submitted substantially the same final version of any material as another student;
Neither the assessment, nor substantial parts of it, have been previously submitted for assessment in this or
any other institution;
I have not copied in part, or in whole, or otherwise plagiarised the work of other students;
I have read and I understand the criteria used for assessment;
The assessment is within the word and page limits specified in the unit outline;
The use of any material in this assessment does not infringe the intellectual property / copyright of a
third party;
I understand that this assessment may undergo electronic detection for plagiarism, and a copy of the
assessment may be retained in a database and used to make comparisons with other assessments in future.
Work retained in a database is anonymous and will not be able to be matched to an individual student;
I take full responsibility for the correct submission of this assessment in the appropriate place with the
correct cover sheet.
Signature  Date / /
This declaration is a summary of the University policy on plagiarism. For the policy in full, please refer to Student Information in
the Handbook of Undergraduate Studies or mq.edu.au/policy/docs/academic_honesty/policy.html
This coversheet is for use with all assessments submitted in BESS (E4B106):
businessandeconomics.mq.edu.au/for/new_and_current_students/undergraduate/bess
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Quantitative Methods Economics, Business and Finance代写

Assessment type
Please tick one box
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FACULTY OF
BUSINESS AND
ECONOMICS
ECON131
?
v1
Quantitative Methods Economics, Business and Finance

Business assignment

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Virgin Australia wasoriginally known as Virgin Blue, and is today ranked as the 2nd largest airline carrying more than 30% of Australia’s market capacity (Knibb, 2011). Virgin Blue started operating way back in 2000 as a low cost airline company catering for low-cost passengers constituting the leisure market segment. However, it faced stiff competition from other service providers including Qantas, Jetstar and Tiger Australia. Whilst Qantas enjoyed a monopolist reign over corporate sector flyers, Jetstar and Tiger gave it stiff competition in low-cost airline market sector (Knibb, 2011). As a means of repositioning itself, Virgin Blue was renamed as Virgin Australia in 2011. This move largely helped in repositioning it as an “emergent world carrier” for business class and leisure travellers alike.
The environment where Virgin Australia flies is substantially dynamic and hence unpredictable. Amongst the major challenges in the sector include fuel price fluctuations, natural disasterssuch as floods and earthquakes, staff union strikes as well as the ever changing global economic fortunes. These are elements known to adversely affect the airline industry and not just Virgin Australia. 2008 world economic recession resulted into a huge reduction in leisure travel volumes. This coupled with the rising domestic competition in terms of pricing made it difficult for Virgin Australia to make any substantive profits as well as other low-cost airlines. Additionally, the increasing market liberation has seen international players also join in competing the market enjoyed by Virgin Australia.  Nonetheless, Qantas remains the single largest competitor to Virgin Australia enjoying near monopoly in the business airline sector of the market (Knibb, 2011).
As a game changer, Virgin Australia’s CEO introduced a myriad changes include the revamp of the existing fleet, creating world-class lounges as well as introduction of new staff uniform as a way of attracting the rather choosy corporate travellers. The changes were purely meant to get a share of the rather reserved corporate travel segment believed to make about 20% of the corporate travel sector(Flynn, 2011).
For an organization to be able to sustain itself in a dynamic and extremely competitive environ, there is need for the organization to be able to cope with change. Additionally, there is need for proper planning more especially with respect to the required investments, level of staff involvement/motivation, as well as understanding of the counter-movements by competitors and the outside environs (Shields, 2009). Change is very difficult to predict in an external environment where lots of dynamic things happen. Nonetheless, it is easy to anticipate change if it is to be handled in an effective way. Virgin Australia has made substantive efforts in an effort to market itself and maintain its relevance in the market.
Recent changes at Virgin Australia
There is often a widely held ideal that change is the only constant thing in life. Modern business society have been forced to embrace emerging technologies, ward off increased levels of competition, shed of outdated techniques/business processes and all this are only possible through change. Survival in the modern business world requires continuous re-invention of companies in line with the changing market demands as well as business necessities (Mark, 2005). This is as well applicable to Virgin Australia whose need for change is partly due to arising opportunities and partly due to the necessity for change.

assignment  FNSFMB502 FNSrsk6

FNSFMB502 Identify and develop broking options for clients with complex needs


ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
·         Your skills and knowledge using written and observation activities that apply to the workplace.
·         Your ability to apply your learning.
·         Your ability to recognise common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

HOW YOU WILL BE ASSESSED

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process.  Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment.   An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
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Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately.  To do this they need to:
·         Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
·         Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
·         Ensure that their own qualifications are current.
·         When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
·         When required, ensure supervisors and students sign off on third party assessment forms or third party report.
·         Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.



How long should my answers be?
The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines
Short Answer 4 typed lines = 50 words, or
5 lines of handwritten text
Long Answer 8 typed lines = 100 words, or
10 lines of handwritten text =  of a foolscap page
Brief Report 500 words = 1 page typed report, or
50 lines of handwritten text = 1foolscap handwritten pages
Mid Report 1,000 words = 2 page typed report
100 lines of handwritten text = 3 foolscap handwritten pages
Long Report 2,000 words = 4 page typed report
200 lines of handwritten text = 6 foolscap handwritten pages

How should I reference the sources of information I use in my assessments?
Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:
Website Name – Page or Document Name, retrieved insert the date. Webpage link.
For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task. The following is a list of general assessment methods that can be used in  assessing a unit of competency. Check your assessment tasks to identify the ones used in this unit of competency.

Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions
Attachments if requested are attached Requested supplementary items are not attached
All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly.
Does not refer to or utilise appropriate or correct sources of information
Observation/Demonstration All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly.  One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources.
Practical Activity All tasks in the practical activity must be competed and evidence of completion must be provided to your trainer/assessor.
All tasks have been completed accurately and evidence provided for each stated task.
Tasks have not been completed effectively and evidence of completion has not been provided.
Attachments if requested are attached Requested supplementary items are not attached


Assessment Cover Sheet
Student’s name: USI
Assessors Name: Date Submitted:
The following questions are to be completed by the assessor:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected and how? Yes No
Have the Student’s rights and the appeal system been fully explained? Yes No
Have you discussed any special needs to be considered during assessment? Yes No
The following documents must be completed and attached:
oWritten Activity and Checklist
The student will complete the written activity provided to them by the assessor. The Written Activity Checklist will be completed by the assessor.
S NYS
oThird Party Report
The student will complete the practical activity provided to them by the assessor. The Practical Activity Checklist will be completed by the Supervisor.
S NYS
oResearch Task and Written Questions and/or Oral Questions Checklist
The student will answer a range of questions either verbally or written. The Questioning Checklist will be completed by the assessor.
S NYS
Student Declaration
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO
I declare that:
o  The material I have submitted is my own work;
o  I have kept a copy of all relevant notes and reference material that I used in the production of my work;
o  I have given references for all sources of information that are not my own, including the words, ideas and images of others.
Student Signature: Date:
Assessment cover sheet

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Result and Feedback
Feedback to Student:
Overall Outcome                           oCompetent                           oNot yet Competent
Assessor Signature: Date:


written activity

1.      Relevant Legislation, Regulations and Codes of Practice.
In a manner that would be appropriate to include in the induction package of a new employee, identify and outline the legislation, regulations and codes of practice that affect the broking industry.
This task must be completed within 45 minutes.

2.      Key Products Available In the Broking Industry.
Develop an information flier explaining at least 3 of the key products available in the broking industry.
Fliers must be completed within 30 minutes.

3.      Organisational Guidelines and Procedures on Assessing Impact of Risks and Documenting Broking Recommendations.
Conduct some research and detail the common organisational guidelines and procedures that are to be applied for assessing the impact of risks and for documenting broking recommendations.
This task must be completed within 30 minutes.

4.      Relevant Risk Issues.
In a manner that would be appropriate to include in the induction package of a new employee, explain the risk issues that relate to each of the following:
a.       Borrowing risk and gearing.
b.       Economic risk.
c.       Specific product risk.
d.       Institutional risk.
e.       Risk factors and return expectations of the client.
f.        Volatility of income and capital.
This task must be completed within 45 minutes.

Written Activity Checklist
Written Activity Checklist
For this assessment, the student must complete the written activity.
The written activity is a stand-alone activity that will allow the student to display the required knowledge and skills that are essential when deciding overall competency.
Student’s name:
Assessor’s name:
Has the student satisfactorily completed the written activity?
Yes No
Did the Student provide evidence of their ability to:
Identify and outline the legislation, regulations and codes of practice that affect the broking industry. £ £
Develop an information flier explaining at least 3 of the key products available in the broking industry. £ £
Detail the common organisational guidelines and procedures that are to be applied for assessing the impact of risks and for documenting broking recommendations. £ £
Did the Student provide evidence of their ability toexplain the risk issues that relate to each of the following:
·         Borrowing risk and gearing. £ £
·         Economic risk. £ £
·         Specific product risk. £ £
·         Institutional risk. £ £
·         Risk factors and return expectations of the client. £ £
·         Volatility of income and capital. £ £
Feedback to Student:
Result             oSatisfactory               o Not Yet Satisfactory
Assessor’s Signature: Date:

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Third Party Report

Supervisor Instructions:
For this assessment, the student must complete the activity.
The practical activity is a stand-alone activity that will allow the student to display the required knowledge and skills that are essential when deciding overall competency. Please sign and date the checklist to evidence the student having completed the task.
Student Instructions:
Arrange a time to complete the activity and have your supervisor observe you undertaking the activity. You should submit the completed and signed checklist with your assessment for this
unit of competency.

The following task must be demonstrated to your supervisor in conditions that are safe and replicate the workplace. The following task must be completed in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in the finance and mortgage broking field of work and include access to:
·         Office equipment, technology, software and consumables.
·         Economic and financial services product information.
·         Specialist software and data.

For this task you are to complete the following steps to identify and develop detailed broking options that are designed to maximise the client’s outcomes and meet client needs, for at least 1 client who has complex needs.

Perform the following steps to identify the complex broking needs of the client:
1.       Meet with the client to discuss, review and clarify the special or complex features of their situation and needs. Provide a list of the complex needs and features of their situation to your assessor.
2.       Comprehensively and ethically, discuss and explore with the client their risk issues and tolerance, including unusual risks or requirements, and interdependencies and implications. Outline the risks identified to your assessor.
3.       Assess, according to the legislative requirements and organisational guidelines and procedures, the impact of risks to the client or the organisation, as required, engaging in further questioning and information gathering activities. Provide an outline of the impact of the above risks to your assessor.



Complete the following steps to research and consider broking solutions for the client, based on their needs:
4.       Analyse the current client situation to determine the opportunities and constraints. Provide an outline of the opportunities and constraints.
5.       Research loan structures or options, including those which are new or non-standard products. Provide a copy of the research you performed.
6.       Analyse the complex financial issues in terms of economics, legislation, taxation and insurance. Provide a copy of your analysis.
7.       Model, analyse and prioritise the options comparing the features, fees and charges, and risks. Provide a brief outline of the fees, charges and risks.
8.       Reject any inappropriate options. Discuss any options that you rejected.
9.       Check and test the preliminary options to ensure they are in compliance with relevant legislation, as well as regulatory and ethical guidelines, and assess its ability to successfully meet the needs of the client.

Perform the following steps to select appropriate options and gather the information required for the client to review:
10.   Select broking options for client review that are appropriate to their needs, and develop or obtain appropriate explanatory material. Provide a copy of the broking options you have deemed appropriate for your client.
11.   Consider, where required in the broking solution, referrals to an accountant, financial adviser or lawyer. Provide a list of referrals (if required).
12.   Develop and incorporate into the materials for the client your recommendations on risk management strategies, as well as a description of the anticipated fees and charges. Provide a copy of your recommendations.
13.   Include in the client material, information on the complaints resolution procedures, for both internal and external complaints. Provide a copy of the complaints resolution procedure.
14.   Document your broking recommendations and loan structures for presentation to the client in accordance with the organisational guidelines and procedure, providing a detailed analysis of the research strategies and findings, and a risk analysis. Provide the documentation you have completed as part of this assessment.

After you have successfully completed the above steps to identify and develop broking options for at least 1 client with complex needs, you will need to sit down with your assessor and discuss:
15.   Any of the following complex features that relate to the client situation and needs:
a.       Commercial loans.
b.       Chattel leases.
c.       Native title rights.
d.       Heritage issues.
e.       Contaminated sites or properties near noxious industries.
16.   Any risk issues relevant to:
a.       Borrowing risk and gearing.
b.       Economic risk.
c.       Specific product risk.
d.       Institutional risk.
e.       Volatility of income and capital.

澳洲assignment 代写 FNSFMB502 FNSrsk602
17.   The organisational guidelines and procedures followed for assessing the impact of risks and for documenting your broking recommendations.

Third Party Report

*Multiple copies of the checklist will need to be printed if the practical activity is to be completed more than once.

Practical Activity Checklist
Supervisor Instructions:
For this assessment, the student must complete the activity.
The practical activity is a stand-alone activity that will allow the student to display the required knowledge and skills that are essential when deciding overall competency. Please sign and date this checklist to evidence the student having completed the task.
Student Instructions:
Arrange a time to complete the activity and have your supervisor observe you undertaking the activity. You should submit the completed and signed checklist with your assessment for this
unit of competency.

The practical activity is a stand-alone activity that will allow the student to display the required knowledge and skills that are essential when deciding overall competency.

Student’s name:
Supervisors name:
Has the student satisfactorily completed the practical activity?
Yes No
Did the Student provide evidence of their ability to?
Meet with the client to discuss, review and clarify the special or complex features of their situation and needs. £ £
Comprehensively and ethically, discuss and explore with the client their risk issues and tolerance, including unusual risks or requirements, and interdependencies and implications. £ £
Assess, according to the legislative requirements and organisational guidelines and procedures, the impact of risks to the client or the organisation, as required, engaging in further questioning and information gathering activities. £ £
Analyse the current client situation to determine the opportunities and constraints. £ £
Research loan structures or options, including those which are new or non-standard products. £ £
Analyse the complex financial issues in terms of economics, legislation, taxation and insurance. £ £
Model, analyse and prioritise the options comparing the features, fees and charges, and risks. £ £
Reject any inappropriate options. £ £
Check and test the preliminary options to ensure they are in compliance with relevant legislation, as well as regulatory and ethical guidelines, and assess its ability to successfully meet the needs of the client. £ £
Select broking options for client review that are appropriate to their needs, and develop or obtain appropriate explanatory material. £ £
Consider, where required in the broking solution, referrals to an accountant, financial adviser or lawyer. £ £
Develop and incorporate into the materials for the client your recommendations on risk management strategies, as well as a description of the anticipated fees and charges. £ £
Include in the client material information on complaints resolution procedures, for both internal and external complaints. £ £
Document your broking recommendations and loan structures for presentation to the client in accordance with the organisational guidelines and procedure, providing a detailed analysis of the research strategies and findings, and a risk analysis. £ £
Any of the following complex features that relate to the client situation and needs:
·         Commercial loans. £ £
·         Chattel leases. £ £
·         Native title rights. £ £
·         Heritage issues. £ £
·         Contaminated sites or properties near noxious industries. £ £
Any risk issues relevant to:
·         Borrowing risk and gearing.
£ £
·         Economic risk. £ £
·         Specific product risk. £ £
·         Institutional risk. £ £
·         Volatility of income and capital. £ £
The organisational guidelines and procedures followed for assessing the impact of risks and for documenting your broking recommendations. £ £
Feedback to Student:
Result             oSatisfactory               o Not Yet Satisfactory
Supervisors Signature: Date:


Research Task and Written/Oral Questions

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence this task to ascertain if you are to complete this section. Your assessor can be contacted via their email address provided to you on enrolment or via service@mentor.edu.au.

Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.
Answer the following questions either verbally with your assessor or in writing.

To complete this task, you are to research the complex features of client situations, risk issues, management and tolerance, ethics and loan structures and options.  You will also need to analyse and prioritise the available options to clients, complaint resolution process and information provided to clients as part of your research.
1.       Identity and briefly explain the following types of complex features that you will need to discuss, review and clarify if they relate to a client situation and needs:
a.       Commercial loans.
b.       Chattel leases.
c.       Native title rights.
d.       Heritage issues.
e.       Contaminated sites or properties near noxious industries.
2.       What information do you need to identify when you are exploring and discussing with client’s risk issues and tolerance?
3.       Why is it important to ensure that discussions with clients are conducted comprehensively and ethically?
4.       Briefly explain how to use a risk profile to assess the impact of risks to the client or organisation.
5.       What methods could you use to engage in further questioning and information gathering if you have not gathered sufficient information to complete an adequate risk profile? Discuss at least 2.
6.       What are the areas of the client situation that you may need to analyse to determine their opportunities and constraints?
7.       Discuss 3 of the research methods you could use to research loan structures or options.
8.       What are the 4 areas that you need to analyse complex financial issues in terms of? Briefly describe each.
9.       Identify and define the information you will need to include and compare in your model to analyse and prioritise the available options.
10.   What will you need to do with the available options once you have the outcomes of your modelling?
11.   What are the requirements that you will need to check to ensure the preliminary options comply with?
12.   How can you assess the ability of the preliminary options to successfully meet client needs?
13.   What types of explanatory material could you develop or obtain to help clients review the selected broking options?
14.   Briefly discuss why you might consider a referral to each of the following in a broking situation:
a.       Accountant.
b.       Financial advisor.
c.       Lawyer.
15.   List 3 examples of risk management strategy recommendations you may incorporate into your materials for the client.
16.   Why is it important to include a brief description of the anticipated fees and charges in your client materials?
17.   Briefly discuss the types of information that you would include on complaints resolution, both internal and external, in the client materials.
18.   What information should you include in your documented broking information and loan structures, to be presented to clients?
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Research Task and Written/Oral Questions
Research Task And Written/Oral Questions Checklist
The assessor needs to indicate whether they have conducted the questioning as written questions or as verbal questions by ticking the box below.
oWritten Questioning oVerbal Questioning
The assessor must provide evidence with the assessment tool. For written questions, the assessor must provide the student’s original written responses. For verbal questioning, the assessor must provide dot points as a minimum on the student’s responses.
For details on how to conduct and contextualise this form of assessment, please refer to the questioning checklist explanation in the assessor guide.
Student’s name:
Assessor’s name:
If questions are answered verbally, theassessor must write detailed answers in the sections provided below. The space below does not indicate the size of the answer anticipated. Keep typing and the space will expand. If answers are recorded separate to this document, they must be attached to the assessment documents. Satisfactory response
Yes No
1 Identity and briefly explain the following types of complex features that you will need to discuss, review and clarify if they relate to a client situations and needs:
a.         Commercial loans.
b.        Chattel leases.
c.         Native title rights.
d.        Heritage issues.
e.         Contaminated sites or properties near noxious industries.
£ £
2 What information do you need to identify when you are exploring and discussing with clients risk issues and tolerance? £ £
3 Why is it important to ensure that discussions with clients are conducted comprehensively and ethically? £ £
4 Briefly explain how to use a risk profile to assess the impact of risks to the client or organisation. £ £
5 What methods could you use to engage in further questioning and information gathering if you have not gathered sufficient information to complete an adequate risk profile? Discuss at least 2. £ £
6 What are the areas of the client situation that you may need to analyse to determine their opportunities and constraints? £ £
7 Discuss 3 of the research methods you could use to research loan structures or options. £ £
8 What are the 4 areas that you need to analyse complex financial issues in terms of? Briefly describe each. £ £
9 Identify and define the information you will need to include and compare in your model to analyse and prioritise the available options. £ £
10 What will you need to do with the available options once you have the outcomes of your modelling? £ £
11 What are the requirements that you will need to check to ensure the preliminary options comply with? £ £
12 How can you assess the ability of the preliminary options to successfully meet client needs? £ £
13 What types of explanatory material could you develop or obtain to help clients review the selected broking options? £ £
14 Briefly discuss why you might consider a referral to each of the following in a broking situation:
a.         Accountant.
b.        Financial advisor.
c.         Lawyer.
£ £
15 List 3 examples of risk management strategy recommendations you may incorporate into your materials for the client. £ £
16 Why is it important to include a brief description of the anticipated fees and charges in your client materials? £ £
17 Briefly discuss the types of information that you would include on complaints resolution, both internal and external, in the client materials. £ £
18 What information should you include in your documented broking information and loan structures, to be presented to clients? £ £
Feedback to Student:
Result             oSatisfactory               oNot Yet Satisfactory
Assessor’s Signature: Date:

assignment  FNSFMB502 FNSrsk6

business assignment

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In this assignment students are tasked with generating and developing an entrepreneurial idea into a business offering and to create an online portfolio or website to promote this new business.
Students should carry out research on the interior design discipline, look at examples of how and what has disrupted the industry and seek to identify where gaps and opportunities exist. The entrepreneurial idea should relate to interior design (but can overlap with other industries) and should be ambitious in nature, another traditional interior design practice will not suffice. There should be a clear point of difference or a customer value proposition (CVP) framing your entrepreneurial idea.
Apply the knowledge you have learnt about
Click here to have a similar paper done for you by one of our writers within the set deadline at a discountedentrepreneurship and business across the semester and consider the portfolio or website as a key tool of marketing that enables businesses to communicate and promote who they are and what they will offer to the marketplace.
Students should promote the product or service with the assumption that the business is newly operational or about to launch.
The style of the online portfolio or website needs to reflect and relate to the business vision and identity. Students must consider their overall marketing strategy and how the portfolio or website fits into this, what the customer value proposition (CVP) is and the target market the business is trying to reach.

business assignment

 

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This paper is going to investigate the formation of business entities in China in order to make people be more informed of how to set up a business in China. The discussion will firstly focus on what the business types in China are. And then it will describe how to form a business followed by the rights and liabilities beared by the business initiator. Some article journals will be cited from the research data bases to support the statement. Some regulations and laws will be presented in the article to make the sense. To foreign investors, a limited liability company, or the company limited by shares are of top priority. Consequently, in the second part, the paper has concentrated on the formation of Limited Liability Company and the formation of company limited by shares. At last, this paper will draw the conclusion with a better understanding of how and what should be taken into consideration when setting up a business entities in China. This paper is designed to help investors, especially foreign investors to get familiar with how to set up a business in China.
This paper has outlined the types of business entities in China in the first part, and the formation of those entities in the second part. The aim of this paper is to achieve a better understanding of how and what should be taken into consideration when setting up a business entities in China. Through the first part, it can be seen that there are various business entities in China at current, compared to the situation several decades ago. However, to foreign investors, a limited liability company, or the company limited by shares are of top priority, and it will be inevitable for them to deal with the other types of business entities. Consequently, in the second part, the paper has concentrated on the formation of Limited Liability Company and the formation of company limited by shares. In conclusion, first and foremost, when the foreign people want to set up the business entities in China, or want to invest in China, it is strongly recommend that they ought to consult the Company Law in conjunction with the relevant laws and administrative regulations on foreign investment enterprises. Secondly, cultural and historical barriers should be overcome as well. In conclusion, with the detailed discussion on the types of business entities in China as well as their formation, it is assumed that a better comprehension on business entities in China has been achieved.

Business assignment

the Lenovo’s public relations campaign on its way to internationalization through the public relations Ten Point Plan model.

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This essay aims to analyze the Lenovo’s public relations campaign on its way to internationalization through the public relations Ten Point Plan model. The objective of this campaign was to establish reputation of the brand from local to the international level. After giving the description of Lenovo, the author will demonstrate Lenovo’s outline tactics, which was called three-step tactics. It included changing the logo, being a TOP of Olympic Games and purchasing IBM global PC business. Every big step of the whole public relation campaign was embedded with strong news value and spreading value, so as to gain excellent communication effects. Following this, the three-step tactics was constituted with many specific strategies in each phase, such as media publicity, event Planning and governmental public relations. Different strategies are designed and delivered for realize different objectives. And, then, the evaluations of the campaign will be given.In order to guarantee the accuracy of the main messages and control the possible negative information, Lenovo did evaluations after each strategy. Finally, this systematic public relations campaign achieved its goal.
To conclude, the basic condition of Lenovo to become an international company owns a global brand. Lenovo grew from the Chinese brand to the international brand successfully. It was the outcome of an efficient dissemination by a series of hot events and well-designed processes. In these processes, the brand tactic and communication activities closely matched with the company’s business strategy. The three-step tactic make progress phased and purposefully. Specific tactics, including propagating the connotation of new logo “Lenovo” and propagating signing ceremony with Olympic, etc. were put into effective practice. All these specific strategies were designed and delivered for certain purposes. As the public can see from Lenovo’s statistical data, the outcome of the campaign was measured precisely. People’s image of the brand changed from local to international who can be reflected in the exposure rate, the understanding degree and the approving degree. Internationalization of the brand is the enterprise passport to the international market; finally, Lenovo got it successfully.

Business

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Due to the intensity of competition in the airline industry, this report selected this industry to study the business strategy and competition environment. This report studied the external environment to get the concepts of strategy management by using the tools of porter’s 5 force model. Additionally, this report selected Air Asia and Singapore airlines as samples to do further study as these two companies are located in close location but using different strategies. This report analyses the resources and capability of both companies to compare and analyse the strategy they are using, i.e. Air Asia is a low cost airline while Singapore airline is with top service in the world.
This report firstly introduced the airline industry background and both company’s overview. Secondly this report analyses the external environment and firm level. Finally, the report analysed the strategic choice of both selected companies to get the conclusion that the linkage between resources, capability and strategy.
Air Asia is an airline company which provides air transportation service. Air Asia was established in 1993 and started its operations since 1996. The company’s headquarter is in Malaysia. It is the leading low fare airline in the Asia and Air Asia is the pioneer of low cost flying in Asia (Thomas, G., 2009).  Air Asia has over 61 route for domestic and over 108 routes for international terminals, and running over 400 flights everyday. Air Asia is the largest low fare and no frill airline.
Singapore Airlines is one of the top airlines in the world because of its high standard of service. It has a history of more than 60 years since1947. And now has over 150 latest advanced planes flying towards to over 90 destinations within five continents. It won lots of prizes from international organizations which mean the acceptation of its quality of services. As one of the leading airlines in the world, people thinks Singapore Airlines is a very safe and comfortable airlines (Wirtz, J., & Johnston, R., 2003).