Author: chris

Assessment task outline
Before we can give consideration to designing assessment we first need to clarify what it is that we value as educators. This assignment is designed to clarify and perhaps encourage the deepening of values for curriculum work. You are to provide an exposition of key theoretical perspectives that influence your curriculum design, its enactment and its assessment and most of all – its purposes. You are to provide a reflective synthesis of 1200 words which reference your teaching journey including these contributions and how the theoretical materials being engaged with in your studies might have changed or enabled you to better articulate your position on some matters.
Your exposition should address the following four aspects:
a. The aims and purposes for your curriculum work;
b. The characteristics of society that you are aspire towards;
c. The characteristics of educated persons that you are working towards; and
d. The nature of an educative learning experience.
Criteria
Aims and Purposes of your curriculum work Coherent explanation of personal position demonstrating insight regarding theoretical and ideological influences with their potential value and limitations. Frequent references to readings.
Characteristics of an educated society Coherent explanation of personal position demonstrating insight regarding theoretical and ideological influences with their potential value and limitations. Frequent references to readings.
Characteristics of an educated person Coherent explanation of personal position demonstrating insight regarding theoretical and ideological influences with their potential value and limitations. Frequent references to readings.
Nature of educative learning experiences Coherent explanation of personal position demonstrating insight regarding theoretical and ideological influences with their potential value and limitations. Frequent references to readings.
The paper must:
1. Refer to Economic and Business curriculum in Australia: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/economics-and-business/rationale
2. Include references and in-text references to All the readings as the attached for this order.
3. It is also preferred to reference the prescribed textbook – Curriculum theory: conflicting visions and enduring concerns – Michael Schiro c2013 (ELECTRONIC COPY NOT PROVIDED, IT WILL GOOD IF YOU HAVE ACCESS AND REFER TO THIS RESOURCE)
Questions to consider

After reading chapter 9 by Gutek, Ewing’s chapter 2, and Schiro’s chapter 1, how do you feel about the potential value of studying ideologies in order to better understand curriculum and assessment? Might the study of ideologies be a bit ‘too theoretical’ and not really related to the ‘real world’ of teaching? Does your own capacity to teach and assess become improved by engaging with such material and using technical terminologies (e.g. difference between aims, objectives and outcomes)?

What makes each subject discipline distinct from all other subject disciplines? Which knowledge disciplines are the most valuable for curriculum work? Why? What subjects do you think should comprise ‘core’ curriculum and what subjects ought to be offered as ‘extension’? What is your reasoning behind your choice? Who should determine which subject matter is represented in the curriculum?

Not all learning is educative. Some is mis-educative and some can even be indoctrinatory. Can you provide examples of indoctrination in the subjects that you teach – and these most certainly do not need to be religion, politics or morality. How do you define ‘indoctrination’? Might this happen accidently? What does Dewey mean by ‘collateral learning’? How important is this to you and your work as a teacher? As teachers do we tend to teach about things or can we also teach our students to ‘care’ as Dewey and Peters argues? Have your interests in curriculum been changed as a result of engaging with the readings?
Keywords to be used throughout the paper

– Public school ideology
– Ideology ( Such as Scholar Academic Ideology, Social Efficiency Ideology, Learner Centered Ideology, Social Reconstruction Ideology, Public School Ideology).
– Educative Learning Versus Mis-educative Learning
– Theory
– Pedagogy
– Curriculum
– Business and Economics
– Assessment design
– Aims
– Purposes
– educated society
– educated person
– learning experiences (educative versus mis-educative)

Introduction
• Provide a brief overview of your organisation to explain the business context eg. business goals, sector, size etc. OR the context in which you are working (hypothetically or generally).
• Confirm your project proposal’s aim ie to investigate your organisation’s recruitment and selection processes to improve their cost effectiveness and quality of talent to take the business forward
• Consider the scope of your proposed project and develop specific project objectives, following the SMART model (specific, measurable, achievable and timeframed). You need to ensure that your objectives are realistically achievable within the 6 month timeframe. You may already have lots of ideas for areas of improvement but you may need to narrow these down further so that you develop realistic project objectives for your proposal.

Situational assessment
• Confirm how you would plan to carry out a situational analysis to assess the broader context of your proposed project. Tools you could apply here include PESTLE, SWOT, Stakeholder Analysis, Fishbone diagram (Ishiwaki), Drill Down technique (page 102 of your workbook) and Porter’s Five Forces (page 101)
• Identify at least two examples of potential risks associated with your proposed project- assess their level of probability and impact on the success of your proposed project outcome. Examples of risk could relate to aspects such as organisational, reputational, financial, technical and procedural. Use the outputs from this assessment to confirm where problems with your proposed project could arise and explain how you would identify and resolve them. You may find the Probability of Impact (box) model on page 109 of your workbook a useful guide.

Project proposal planning
• Devise a plan to meet your proposed project objectives, indicating key project activities against timescales; roles and responsibilities of those involved; and key milestones/ stages of your proposed investigations.
You need to consider key stages of your project which may include the following elements:
• carrying out situational analysis & project scoping
• develop project objectives
• seek and secure resources
• select and recruit your project team
• team building and creative thinking
• allocate roles and responsibilities within the project team
• problem solving and decision making
• progress review meetings
• carry out the investigative work according to your project objectives
• collate and analyse findings
• evaluation
• present project findings to the CEO at the end of the 6 month timescale.

• You may decide to use a Gantt chart to present this plan but other options such as Excel and or a table using Word would be equally effective. What is important is that you clearly and concisely communicate the project objectives; key project activity areas against timescales and indicate key milestone targets in an effective and efficient way.
• You may import your proposed project plan into the body of your text or attach as an appendix (this would not form part of your word count)

Promoting creative thinking
• Describe potential areas of your proposed project which may benefit from using creative thinking techniques. Explain how you would encourage your team members to contribute and describe the techniques you would use to draw on their expertise and generate ideas.
• You need to underpin your discussions to relevant theories so that you confirm your knowledge of the theoretical concepts and show understanding of how their principles can be applied in practice.
• Some examples of useful theories you could draw on here include De Bono’s 6 Thinking Hats, Mind mapping (Tony Buzan) and Brainstorming.

Team building
• Describe the steps you would take to help your project team to work effectively together and how as Project Leader you would resolve any inter-personal conflicts.
• You need to draw on relevant theories to support your discussions on group development, group dynamics and conflict resolution in order to confirm your knowledge and understanding of the theory and how you could apply these principles in practice in the context of your project team.
• You need to ensure that you describe the specific skills and techniques you would use as Project leader to resolve any conflict within the team and encourage members to develop into a cohesive and performing work group.
• Useful theories you could draw on here include Belbin (team roles), Tuckman (forming, norming, storming and performing), Thomas Kilman (competing, collaborating, compromising, avoiding and accommodating), IBR (Interest Based Relationship) and HEAT model (hear the person, empathise, ask questions and take action).

Managing political behaviour
• Determine at least two examples of how other people/team’s political behaviour from within your organisation could impact on the success of your proposed project. You may find it useful to refer back to the earlier section on risk assessment and also the section above on team building for ideas on potential political behaviour relevant to your project’s context. You need to specify what potential impact these political behaviours may have on the success of your project.
• You need to describe the specific skills and techniques you would use to manage these political behaviours so that your proposed project stays on track. You need to ensure that you cover each of the skills you would employ relating to influencing, persuading and negotiating with others.
• You need to underpin your discussions to relevant theory so that you confirm your knowledge of both theoretical concepts and their practical application to your proposed project’s context.
• Useful theories you draw on to support your work include: Kruger Iceberg model (promoters; opponents) French and Raven’s power sources (coercive, reward, legitimate, referent, expert, informational), Cialdini’s Six Principles of Influence (reciprocity, commitment, social, liking, authority and scarcity), IBR (Interest Based Relationship), RMP (Rational Model of Persuasion formula- B + V/M= A ie beliefs plus values and/or motives produce attitudes that influence behaviour) and Lewin and Kotter’s change management models.

Problem solving and decision making

• Describe the techniques you would use to help support problem solving and decision making throughout your proposed project- explaining why these are most appropriate to use.
• Your discussions need to be supported by reference to particular problem solving and decision making techniques. Examples of techniques include: Ishikawi (Fishbone diagram), Five Whys, SWOT, PESTLE, Force Field Analysis, Stakeholder Analysis, Mind mapping, Risk Analysis and Cost Benefit Analysis.

Conclusion
• Confirm how you would decide on which solution to present to the CEO where there are a number of possible alternatives. You need to explain what methods/techniques you could use to evaluate and select alternatives? How would you select the ones which you think best fit the situation?

FZ2030 Short Notes Assignment Brief: Reassessment

Assignment Details

Write short (approximately 100 words, ± 10%) synopses or answers in response to the specific topics or questions listed below. Include the word count at the end of each question. Each question is worth 10 marks.

The purpose of this exercise is to test your ability to assemble information on a subject from a number of sources, including module lectures and wider library references, and then distil this information down to the key aspects and provide a succinct answer. Some subject areas will not have been covered by lectures in the module before the coursework is due to be handed in. This is intentional and is designed to test your ability to undertake independent research on a subject.

You should include a list of references that you have used in the research at the end of each question. Two of the available ten marks will be given for the appropriateness of the references.

Simple figures and tables can be included and these (and associated legends) will not count towards the total word count.

1. Discuss the ways in which you could distinguish between a human head hair and a dog hair. [10 marks]

2. If you were to design a new ideal method for glass analysis, what features should it have? Which of the current techniques for glass analysis best meets your requirements?
[10 marks]

3. Describe the intelligence information that might be determined from footwear marks recovered at a crime scene [10 marks]

4. Discuss the advantages and disadvantages of using fibre evidence in forensic investigation. [10 marks]
5. You are about to give a forensic awareness briefing to a new Police Officer who is attending a crime scene for the first time. What are the most important things they should know? [10 marks]

6. Compare and contrast the use of two different tests for blood. [10 marks]

The word limit is 600 words in total; each question must be 100 words (+/-10%). This excludes footnotes, tables and references but includes quotations. The word count must be printed underneath each question.

Remember:

• You must answer the questions set
• You must keep to the word limit of 600 words (100 words per question (+/-10%))
• You must demonstrate that you have met the learning outcomes
• As you construct and present your answers, consider the assessment criteria

Presentation Instructions

It is your responsibility to ensure that your work is neatly and accurately presented.

The work must be:
• Word-processed
• Single sided
• 1.5 or double line spaced
• Ariel 12 point font
• Justified
• Page numbered
• On A4 paper
• Margins left and right 3cm
• Stapled together at the top left-hand corner
• Attached to a cover sheet.

Marks may be deducted for failure to follow these instructions. Please look at the Student Guide to Assessment for more information.

Referencing

All academic writing must be referenced. If you use other people’s ideas without referencing them you are plagiarising their work.

Either:

Use the Harvard system of referencing within your text. This will take the form: surname, year of publication, page number, and is enclosed within brackets, for example (Bradley 1998, 277). At the end of your essay you should provide an alphabetical list of all the works you cite

Or:

Use the Numeric System of referencing within your text. At every point in the text where a reference is made, insert a number (in brackets or superscript) and then list the references numerically at the end of your work.

Or:

You may use OSCOLA (Oxford Standard for the Citation of Legal Authorities).

If you do not do this you will unnecessarily lose marks.

Plagiarism

The use of work produced for another purpose by you, working alone or with others, must be acknowledged.

Copying from the works of another person (including Internet sources) constitutes plagiarism, which is an offence within the University’s regulations. Brief quotations from the published or unpublished works of another person, suitably attributed, are acceptable. You must always use your own words except when using properly referenced quotations.

You are advised when taking notes from books or other sources to make notes in your own words, in a selective and critical way.

Submission

Your work must be submitted with:
• a front cover sheet (detailing the module code and title, coursework title, module name and student name, word count, date submitted).

• submitted electronically with cover sheet via Turnitin (a guide to submitting work via Turnitin can be found on Blackboard).

The deadline for submission is Friday 24th April 2015

Every attempt will be made to ensure that the work will be marked and available for collection by Friday 8th May 2015

The assignment is worth 30% of the total module assessment.

Learning outcomes
This assessment will test your ability to meet the learning outcomes as described in your module booklet, specifically:

1. Illustrate how a forensic case is investigated.
2. Demonstrate the multidisciplinary scientific nature of the investigation.
3. Describe and evaluate the techniques commonly applied across the disciplines.

Assessment Criteria

For more information please see the marking guide at Appendix 1

Appendix 1
School of Forensic and Investigative Sciences
Assessment Criteria/Marking Proforma

Name………………………………………………… Module…………………………..

General Criteria

In grading your work we will be assessing the extent to which it matches the criteria attached. The criteria are not of equal importance, but it is not possible to ascribe an exact weighting to each. What follows is intended as a general guide to the standards.

1. Severe weakness in understanding the issues/arguments/theory is likely to result in a mark of less than 40%.
2. Thorough coverage of the relevant material, with statements supported by data, evidence, literature or examples, is necessary to gain 52% or above.
3. Work which is disorganised with points randomly ordered is unlikely to gain more than 48%.
4. A logical, well-explained argument, combined with other good characteristics is usually necessary to obtain 75%.
5. Fluent grammatical expression is important for expressing ideas clearly. Errors in this area are likely to lead to a reduction in marks.

CODE: MKT 2012M

CREDIT: Points 15

LEVEL: 2

SUBJECT: Marketing

PREREQUISITES: none

CO-REQUISITES: none

BARRED COMBINATIONS: none

A.D.G. RESPONSIBLE: Marketing and Advertising

Unit Synopsis
Increasing standards of living and wealth in Western Society has resulted in more of the working population earning their living from providing services. More of our income is spent on services rather than manufactured goods and will continue to be so. Traditional marketing and marketing units tend to be product based rather than reflecting the importance of the consumption of services and the implications.
The study of marketing at level 1 should have given an excellent background and support to ‘Services Marketing’; however, it is a ‘stand alone’ module and takes a different approach. The module is not an extension of traditional marketing, it identifies multidisciplinary issues including, quality, design, customer, satisfaction and customer relationships and views them in a service context.
A wide range of services will be used with particular emphasis on the smaller service providers.
Course Outline
The module content will include:
• The development of services and Services Marketing
• The difference between marketing Services and traditional marketing.
• The Service Encounters
• Customer satisfaction and service quality
• Services marketing in the context of social marketing
• The use of metaphors in Services Marketing
• Service design and physical environment
• Services Marketing and Profitability
• Other Current topics in Services Marketing
Learning Outcomes
On completion for the Unit students will be able to:
1. Understand the historical development of the discipline of services marketing and its relationship with the traditional marketing paradigm
2. Understand the strengths and weaknesses of the application of metaphors to service organisations.
3. Define the nature, scope and characteristics of services marketing.
4. Use research papers to provide a critique of the components of specified topics within the discipline.
5. Apply the theory of services marketing to small service businesses.
6. Identify and evaluate practical applications of services marketing theory across a range of businesses and business environments.
Learning and Teaching Methods
The primary source of delivery will be lectures and seminars. Although the lecture will be used primarily to introduce new topics and concepts it may also be used to consolidate areas raised in Seminars. A variety of lecturers will be included whenever they can make a positive contribution.
Students will be required to analyse case studies, and prepare responses to the case study questions for the seminars. To allow students time to take an in-depth analysis of the case studies, seminars will be of 1.5 hours duration. This will also allow students the time, in groups or individually, to feed back and discuss their response with the seminar group and tutor. Besides, there is provision for group tutorials towards the end of the seminar programme.
Why Seminars are Important!
Classroom based debate on a range of marketing topics can provide a free flowing, yet semi structured environment conducive to the development of marketing skills. Decision making skill is developed through student practice, Further, decision making skills can be learnt by being put `on the spot’ and being asked to draw conclusions about the best course of marketing action. Leadership skills are developed since the student learns ways to become a `thought leader’ offering the best views and insights, encouraging peers to adopt their views. Oral communication skills are developed as the student learns to present orally in a dynamic debating environment. Negotiation skills are developed as the student learns to give and take in the debate (Dacko, 2006) .

Overall Assessment for the Unit
The assessment will have two elements:
1. Assessed Assignment – 25% (Individual Submission)
Students will be required to maintain a learning log individually to include their response to the seminar tasks and a reflection of the responses following the seminar.
The response will include the preparation for the seminar and will be placed in the Appendix.
The reflection will be maximum 300 words for each seminar task and will analyse how the tasks were approached, when they were completed, and what was learnt by completing each task. In addition, a short introduction and conclusion of maximum 300 words each will be included. The reflection may be written in third or first person tense.
The aims of the learning log are to encourage formative learning and reflection throughout the semester programme. It will encourage students to reflect on their performance in the seminars and they will be assessed on their level of analysis and application. Students not completing the seminar preparation will have the opportunity to complete the tasks as individuals or self directed groups (support will be available).
See the next page for marking criteria.
Submission date is on Sunday 12th April 2014 by 4pm. Submissions must be done electronically via Turnitin ONLY. Paper submissions or submission via e-mail will not be accepted. Late submission would carry a deduction of 10 marks per day.
2. Pre-Released Case Study Based Examination – 75%
Students will be required to sit a time constrained (2 hours) examination. The questions will be based on the work completed in the seminars and a case study previously used in a seminar. Although the case study will have been previously analysed the examination questions will not have been previously discussed in relation to that particular situation and case study. The case study would be made available to you two weeks prior to the exam on Blackboard; however, you are not allowed to use or take your notes into the examination room. A copy of the case study would be attached to the question sheet. You will choose and complete THREE from four questions. Each question has equal value.

A study into pharmacy students becoming Pharmacists – can different roads lead to the same castle?
This is the topic for the research
I need to write on:
Literature relating to paths to pharmacist registration in Canada and Korea

1. give the background information about Tancredi ( the story background, Opera Seria, Synopsis and etc)
2.opera review based on Tancredi Lausanne version.
3. analyzing the relationship between each characters, The plot of the story , and Tragic Love as a theme
4. your own view and interpretation of Tancredi
5. the example of reviewing style will give in additional files

TimeLine
•
http://www.timelinesdb.com/listevents.php?subjid=963&title=NAFTA
•

A BRIEF HISTORY OF
NAFTA
http://content.time.com/time/nation/article/0,8599,1868997,00.html

What Is the History and Purpose of NAFTA?
http://useconomy.about.com/od/tradepolicy/p/NAFTA_History.htm

Assessment
Group Assignment
Assess and compare the risks arising from political, economic, and institutional distance
for a Germany car company considering inward FDI to an emerging economy to assembly cars with a high proportion of the components of the assembled cars being sourced in the host location.
In your answer, consider two emerging economies: one an emerging economy in Asia country, and the other an emerging economy in Latin America. Provide a justification for the selection of why you selected the particular Asian and Latin American country for the assessment. This should include – market size of the selected country, access to the other markets in Asia and Latin America respectively, potential to export from the emerging economy to major advanced economies, and the resource base of the selected country.
NB This requires comparison of these factors with other major possible emerging economies in Asia and Latin America. Do not use real world examples of German car companies, but use real world data (and up to date data) about the German car industry, and Germany’s political, economic, and institutional distance from your selected countries. You should also use real world data (and up to date data) when comparing emerging economies in Asia and Latin America, and when considering the likelihood of securing a high level of components for the host location.
Issues to be considered in the Report

The Group Report must not exceed 4000 words. It should be written in report form and be word-processed (including all tables). The report must follow standard academic writing conventions in terms of referencing. The report should include the following –

1. Analysis of the political, economic and institutional distance between Germany and your selected emerging economies (backed by data on these distances) to identify the extent and key characteristics of the distances and the implications for risk to the Germany car company.
2. Discussion about the confidence that could be put on the distance and risks identified in the report given problems of defining and measuring these distances accurately in emerging economies.

The material on political, economic and institutional distance (risk) should be based on the academic literature on theory and evidence. This should be based on a wide reading of the literature and not simply an uncritical use of textbook material. It should include discussion about the pros and cons of using different measures of these risks. Material from relevant websites should be used to provide data to assess selection of emerging economies and also on political, economic and institutional distance between these countries and Germany. The data presented in the report should be based on a critical evaluation of how much confidence can be placed on the data given the problems of defining and measuring these distances especially in the context of emerging economies.
NB
It is crucial that the reports are based on a wide ranging reading of the relevant literature, and most importantly evidence of critical reflection on the key issues. Reports that simply have evaluations based on ‘bog standard’ textbook based analytic tools will receive a low mark. It is essential that thought is given to the key requirements of the assignment, and to demonstrate that there has been reflection on the best measures to use, the best data to use and to discuss the shortcomings and limitations of the measures and data that are used in the report.
One of the main challenges of the exercise is to learn to work together effectively, sharing information and discussing critical themes.
Use of Appendices
It is useful to observe the following guidelines when making a decision about the use of Appendices:
1. If the material is central to the overriding argument, or directly relates to a particular arguments used in the body of the text, then the material should be included within the text and not put in the appendices.
2. If the material is deemed to add to knowledge and understanding, but is not critical to the arguments being made in the report, then the material should be included in the appendix.
3. If you wish to refer to a large volume of data it might be best to put this in appendices and refer to the sections of the appendices in the body of the text of the report. For example, details on definitions of concepts used in your report, large tables of data etc should be placed in an appendix and referred to in the text of the report.

NB Material in Appendices will not count towards the word limit for the assignment.
The report should contain the following.
• A short executive summary that in about 200 words highlights what the report is about and the main issues that are raised by the report.
• A table of contents

• An introduction that outlines the background to the report. NB This is different from the executive summary.
• Sections that analyse the issues that the report is asked to consider. These sections should include theoretical and empirical evidence to support the arguments that are made.
• A conclusion
• Reference list
• Any appendices that you have used.
• A summary of the meetings and work allocation among the group, which includes refection on the problems encountered and how they were solved (not more than 500 words – this does not count towards the 4000 words of the assignment)

 

Guidelines for the report
• This report will require you to apply theories and techniques covered in lecture notes. Not all the theories / techniques will necessarily be applicable or helpful. Part of your job as an analyst is to identify and apply the right tools and techniques for your analyses.

• A useful approach is to think of “theory and evidence based reasoning”. That is, provide interpretations and arguments explicitly based on what the facts, and theory-based analyses of the facts, tell you about the key strategic issues in the case study. Try to avoid opinions that are not explicitly supported by facts or analyses.

• Adequately conducting the analyses will not guarantee an excellent mark. It is an important but not the only part of the process. A really good summary requires that you synthesise your information to build a compelling case rather than just report findings. The assignment requires that you demonstrate your understanding of strategic management through application of your strategic analysis knowledge.

• We focus on just the executive summary, because in your career that is what management will most often read from your report. The focus is on the logic of your argument and how well your report builds a clear coherent business case for decision makers. This means part of your task is to decide what information to include in your summary and what information is not essential. Your writing will need to be crisp and precise.

• There are multiple potentially correct answers to this case. The quality of your summary comes down to how well you can justify your conclusions and how persuasive your argument is. Therefore, you will need to consider not just what you say but how and why you say it.

• Showing where you obtained the data from through appropriate referencing is an important aspect to substantiate your analysis. The references you use may be checked. If you use ideas that are not yours but are taken from a resource you have to reference it. Remember that the quality of the source will determine the credibility of the argument. Referring to essays from other students found on the internet is therefore highly inappropriate.

Topic: Strategic analysis of Billabong case study, which is provided (attached).
Purpose of this assessment: This assessment is designed to develop your ability to apply theoretical frameworks and analytic methodologies covered in class to undertake a strategic analysis.

Background:

Assignment instructions:

Word limit is 1000 words excluding reference list

You are an analyst from the Brisbane office of a global strategy consulting firm. Your client is Neil
Fiske, the newly appointed head of Billabong International Limited.

As a first step, your consulting firm decides it needs a better understanding of both Billabong and its competitive environment. To get you started, your firm’s research department has prepared two documents (see Attachments) for an overview of the company’s current situation:

• Billabong Case Study
• Billabong Full Year Results Presentation

Your boss has asked you to do the following:

1) Critically analyse Billabong, its markets, and its competitors.

a) Billabong (internal analysis): What are the strengths and weaknesses of Billabong? What has caused Billabong’s revenue and profits to drop over recent years? What factors are constraining Billabong to grasp the opportunities the market offers? What sources of competitive advantage and/or disadvantage does Billabong have?

b) Market (external market analysis): What are the key factors that affect profitability in the Surfwear and Skatewear industry? What are the overall trends in and size of the market? Which segments are declining and which offer growth opportunities?

c) Competitors (external competitor analysis): Who are Billabong’s traditional and new competitors? What are they doing better than Billabong? What is Billabong doing better than its competitors?

2) Identify the key strategic issues we need to take into account when developing a strategy for
Billabong.

a) Use step 1 to create a list of key strategic issues that Billabong needs to address if it is to restore its revenue and profitability growth. Strategic issues are events, developments, trends or characteristics in either the internal or external environment that have the potential to affect organizational performance. Strategic issues may emanate from (a) the external environment (e.g. a large competitor enters a key market or there is an untapped opportunity in the Indian market) (b) the internal environment (e.g. production costs have been rising steeply or internal R&D has developed a new technology) or (c) an interaction between the external and internal environments (e.g. competitor’s new technology surpasses our internal R&D efforts). By implication strategic issues demand organization response to one or more of (i) mission, vision or mandate; (ii) mix of products and services; (iii) target customers; (iv) how products or services are positioned in the market; (v) internal factors such as cost, strategic resources, financing, organization, or management; or (vi) strategic partnerships or alliances.

3) Prioritise these issues.

a) It is impossible to address all strategic issues to the same extent. It is therefore critical that you prioritise the issues in terms of the impact that you believe their resolution will have on restoring growth and profitability. In your report, (briefly) elaborate on only the most important 2-3 issues.

4) Hand in a 1,000 word executive summary discussing the most important strategic issues.

a) Your boss is not interested in a full report. She argues that the issues you come up with are a very good indication to what extent you have researched and understood the situation facing Billabong.

b) As this is a lengthy executive summary, you are encouraged to use some headings to structure the major sections.

c) You are encouraged to use short paragraphs, concise language and dot point lists where appropriate to effectively communicate with sparse use of words.

d) You are encouraged to use key graphs or tables where appropriate to provide supporting evidence for the key points you are making.

Write a Historiographical essay about whether German Jews should be blamed for not seeing “the writing on the wall” about Germany’s antisemitism during the Second and/or Third reich. Was Germany a deeply antisemitic country- on the path towards the Holocaust, were German-Jews blind behind his fact? The scholars assigned and materials attached lends credence to either side of this debate. Choose a side and support it with the range of the given attachments.