Effect of Temperature on Seed Germination; Report

Introduction
The key question that the research attempted to answer is the effect of temperature on seed germination. According to Dahal et al. (1996), many biological processes, including seed germination, are affected by temperature since respiration is dependent on temperature, which influences the seeds’ metabolic rates. Based on Dahal et al. (1996), there is a correlation between seed germination and respiration rates in response to the variation of temperature. After further research, the respiration rates do not seem to limit the time for radical protrusion (Qu et al., 2008). Similarly, it was observed that conserving seed reserves under conditions that can delay or complete seed germination, such as low or high temperature is important to control germination. Additionally, the recommended temperature for germination is 10-20 degrees Celsius, and beyond these temperature levels, seeds survivability is affected ( Pérez-García &González-Benito, 2006). Based on seed, germination is affected by temperature in three main ways, production of hormones, moisture and enzyme activity. Seeds need to be imbibed in water for them to germinate, and therefore sufficient moisture is recommended. In the case of a warm climate, the moisture necessary for germination evaporates and decreases germination, which affects germination negatively ( Ellis & Barrett, 1994). In a cool climate, moisture is present in the environment, which influences seed germination to occur. In hormone production, there are two hormones responsible for seed germination; gibberellins and abscisic acid. Gibberellins influences germination and the genes responsible for the production of these hormones are dependent on the level of the external environment temperature. In the case of high temperature, the genes are not produced, so the production of gibberellins is inhibited. When there is a cool climate, the production of these genes is activated and the production of the germination hormone gibberellins. The abscisic acid, on the other hand, influences dormancy and therefore limits germination. In warm climates, the acid is produced, whereas, in a cool climate, acid production is limited. Also, enzymes are needed to degrade the endospermic tissue of a seed and rapture its seed coat, causing scarification. In cases of high temperatures, the enzymes become inactive and therefore, germination does not take place. The research on the effect of temperature on seed germination was deemed important since farmers need to understand the vast effects temperature has on their seed germination and how to combat the temperature effects, for example, by use of greenhouses. The hypothesis that was being tested by this research is that the germination rate of seeds varies with temperature. The hypothesis has been tested to be true since the different levels of temperature, as discussed, determine whether a seed germinates or not.

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Habitat Destruction
Name
Institution

Habitat Destruction
Habitat destruction is one of the most significant issues affecting plants, animals, and human beings worldwide. The earth’s ability to sustain life and reproduce has been affected by the implications of habitat loss. Habitat destruction involves altering necessary and fundamental conditions for plants and animal survival (Jackson, 2020). Habitat destruction is an example of habitat loss, including habitat fragmentation and habitat degradation. The paper is a discussion of habitat destruction.
Destruction of marine habitat occurs when plants and animals’ fundamental conditions to survive in water are compromised. Oceans across the worldwide habitat are lost because most human beings settle near oceans (Knowlton, 2020). The entire ocean biodiversity is impacted by habitat loss, such as marshes, estuaries, swamps, and wetlands. Nature and human activities have been a major cause of ocean destruction. Oceans’ issue occurs when natural disruptions, such as surges, typhoons, and tsunamis, affect marine plants and animal habitats (Knowlton, 2020). Climate change is one of the natural and human causes of the destruction of ocean habitats. For instance, water evaporation caused by high temperatures leads to loss of marine life, such as plants and animals, such as fish (Lam et al., 2019). Various habitats affected include coral reefs, mangrove forests, seagrasses, and sea ice.
Ocean habitat is categorized into the soft-bottom habitat, hard bottom habitat, and intermediate habitats. Each habitat consists of unique characteristics when destruction leads to loss of life, reproduction, and biodiversity (Knowlton, 2020). The type of habitat depends on the depth, temperatures, sediments, and bacteria. Soft-bottom habitat is considered the largest habitat. Hard-bottom habitat consists of rocks and coral reefs, jetties, and other human-made features. Intertidal habitat is characterized by hard and soft rock, where plants growing in the habitat may be exposed to ultraviolet rays, wave action, and desiccation (Zhai et al., 2020). According to reports, the number of ocean animals, such as sharks and rays, have declined tremendously. Human activates, such as cutting down mangrove vegetation, pollution, coastal development, such as construction, aquaculture, and mining activates, have led to habitat loss.
Habitat destruction has been a constant issue over the years, where millions of species have lost life, and others are becoming extinct (Jackson, 2020). Seventy-five percent of animals live in forests and cannot survive the destruction of plants and cutting down trees. Animals such as tigers, rhinos, and wild dogs have become extinct due to human activities. The impact of habitat destruction originated in the eighteenth and nineteenth centuries, where technology and industrialization developed. Marine life has been the most affected compared to tarsal life (Zhai et al., 2020). Human activities have been the leading cause of habitat destruction, such as pollution, by directing industrial effluents into Water sources, farm chemicals, and oil spillage from ships.
The chemicals and trash flowing into oceans and other water reservoirs form a layer that limits marine animals and plants from breathing and repairing such as turtle and fish. Marine animals, such as turtles, may feed on garbage consisting of chemicals, hence choking and dying from the intoxication (Jackson, 2020). Industrial waste and other kinds of trash affect the overall life cycle and food chain. Untreated sewage, military ammunition, and waste dumped from ships and airplanes have affected marine life. Coastal development has affected marine life, where buildings are built-in along the coast and on the island disrupting marine animals’ movement. Coastal development, such as the Bahamas, has also led t aquaculture and mining, leading to the cohabitation has destroyed reefs through trawling fishing nets affecting animals’ plants and death (Jackson, 2020). Cutting down mangrove plants has affected plants’ life cycle and marine animals that depend on them for survival.
How does the impact on the oceans affect humans?
Habitat destruction in oceans has been a significant threat to human and animal survival. Coastal development has led to flooding during high rainfall seasons, causing a rise in sea level. The floods impact human health, damage properties, and disrupt human activities. For instance, human beings contract water-borne diseases, such as bilharzia and malaria, due to mosquito breeding sites (Zhai et al., 2020). On the other hand, the loss of marine life may lead to inadequate food. Most of the marine foods are a source of human food, including fish and other kinds of seafood.
The destruction of the ocean impacts human economic activities such as fishing and tourism. Tourism and fishing are major economic activities conducted by human beings to gain a living (Bissessur, Baider, and Florens, 2017). Destruction of marine habitats may lead to poverty and unemployment in the society. Destruction of marine habitat leads to the extinction of marine plants, such as reefs, to create baskets and decorative items for economic purposes. On the other hand, the destruction of habitat impacts transport. According to Bissessur, Baider, and Florens (2017), navigating ships through marine waterways becomes a challenge, thus affecting business networks, military activities, and tourism.
Between 1970 and 2016, there was a fall of sixty-eight species of fish, birds, reptiles, mammals, and amphibians worldwide. Scientists have shown that only 50% of natural habitat is required to revive the ecosystem. Habitat loss can be reversed if humans take urgent precautions I changing daily activities, how humans produce food, and consume food (Isbell et al., 2015). To achieve an ecological balance, human beings need to undertake a systematic shift in ocean management, energy creation, and food production with the natural world. Furthermore, scientists have shown that biodiversity is being lost at a higher rate. The number of animal species being lost and those becoming extinct is relatively high. The most affected by the destruction of humanity include the Caribbean and Latin American, which have recorded a decline of ninety-four percent (Isbell et al., 2015). Reducing wastage, eco-friendly strategies, organic fertilizers, production methods, and good land are just some of the measures that will assist in regaining and reversing back biodiversity.
Policies concerning the wildlife trade should be implemented to restrict animals’ trade, such as seafood and grey parrots. According to the International Union of Conservation (IUC), 100,0000 species of plants and animals are under the threat of extinction. The panel of scientists in 2019 provided that one million species are under the human threat of extinction (Udall, 2017). Organizations worldwide are advised to conduct conservation planning, advocate for environmental science, enhance community stability, and develop energy-saving methods. Organizations should train employees and community members on the importance of conserving the community (Udall, 2017). The federal government should protect the land by placing restrictions on land use to prevent habitat loss and limit nature loss. Society should control the consumption of produce, mainly marine food (Bissessur, Baider, and Florens, 2017). Overharvesting of marine food should be managed by controlling human consumption behavior and putting into place policies that restrict this practice.
Additionally, to reduce climate change, which has led to an increase and decrease in sea level, loss of marine and terrestrial life and loss of fascinating features and natural arts should be mitigated (Zhai et al., 2020). Climate change can be mitigated through afforestation, reforestation, automatic boats, burning charcoal, and organic fertilizers. Climate change has been a significant cause of habitat destruction caused by extreme weather conditions and human activities. The use of the latest technologies such as electric vehicles, electric cooking appliances, exhausters in burning waste products, and electric boats would reduce pollution and destroy natural habitats (Zhai et al., 2020).
I would reduce the impact of habitat destruction by using new technology, such as carbon-free emitters, to avoid pollution. Also, I would recycle and reuse waste instead of dumping, which affects water sanitation. I would advise anglers to harvest enough fish to avoid over-harvesting and wastage. Also, I would plant trees, flowers, establish an organic farm to enhance, balance the ecosystem, and promote continuity of the life and food chain. Lastly, I would create awareness of the need to reduce the impacts of habitat destruction by forming an environmental club and developing strategies in environmental management.

References
Bissessur, P., Baider, C., & Florens, F. B. V. (2017). Rapid population decline of an endemic oceanic island plant despite resilience to extensive habitat destruction and occurrence within protected areas. Plant Ecology & Diversity, 10(4), 293-302.
Isbell, F., Tilman, D., Polasky, S., & Loreau, M. (2015). The biodiversity‐dependent ecosystem service debt. Ecology letters, 18(2), 119-134.
Jackson, J. (2020). Humanity’s Changing Relationship to the Ocean.
Knowlton, N. (2020). Ocean Optimism: Moving Beyond the Obituaries in Marine Conservation. Annual Review of Marine Science, 13.
Lam, V. W., Chavanich, S., Djoundourian, S., Dupont, S., Gaill, F., Holzer, G., … & Hall-Spencer, J. M. (2019). Dealing with the effects of ocean acidification on coral reefs in the Indian Ocean and Asia. Regional Studies in Marine Science, 28, 100560.
Udall, S. L. (2017). Battle against extinction: native fish management in the American West. University of Arizona Press.
Zhai, T., Wang, J., Fang, Y., Qin, Y., Huang, L., & Chen, Y. (2020). Assessing ecological risks caused by human activities in rapid urbanization coastal areas: Towards an integrated approach to determining key areas of terrestrial-oceanic ecosystems preservation and restoration. Science of The Total Environment, 708, 135153.

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Criminal punishment and discrimination
Students Name
Institutional Affiliation

The capital sentencing decision is implemented on serious types of crimes such as murder. The capital punishment system is affected by racial biases and prejudice. The eligible defendants for capital punishment still reflect racial bias in the objective standards. In Mclesky, racial discrimination holds a significant role in capital punishment. Powell argues that accepting racial bias taints capital sentencing decisions insinuates that other factors such as gender discrimination affect capital decisions (Kirchmeier,2014). However, racial and gender discrimination apply in the way the death penalty is conducted.
Numerous studies conducted conclude that capital punishment is disproportionately used against people of color. Moreover, this abhorrent practice was permitted by the court of law. In 1987. the U.S Supreme Court of law ruled the Mclesky vs. Kemp case that racial disparities in the death penalty do not violate individuals’ constitutional rights. Gender bias applies to the death penalty based on the historic notion of chivalry. The verdict is based on stereotypic notions about women’s innate abilities and their capacity for violence (Rapaport,2011).
Powel claims that there is no limiting principle in criminal punishment. Lack of limiting principles subjects anyone to the death penalty sentence. Justice Steven’s concludes that the death penalty should be limited to the worst of the worst offenses. Both these conclusions prevent the court system from repairing the major problems with capital punishment. Sentencing individuals based on racial disparities or any arbitrary variable concludes to injustice and wrongful convictions (Kirchmeier,2014). Mclesky conclusion is based on numerous studies and proof, while Powell’s and Justice’s summaries are based on limited opinion. The Supreme Court system has recognized the connection in capital and race patterns throughout history. For example, many African Americans were executed rape rimes between 1937-1967. However, the court avoids addressing these death penalty issues.
References
Kirchmeier, J. L. (2014). The Supreme Court’s Legacy on Tace and Capital Punishment in McCleskey v. Kemp. Hum. Rts., 41, 14.
Rapaport, E. (2011). The death penalty and gender discrimination. Law and Society Review, 367-383.

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Professor
Course
Date

‘The Black Cat- Edgar Allan Poe’
The literary work “The Black Cat” is one of the most renowned pieces of literature that was written by Edgar Allan Poe. Poe’s “The Black Cat” was written in the year 1943 and the use of different characters by the writer depicts his intention to relay to the audience a specific thematic issue for the enjoyment of the contemporary society (Poe 7) (lead). At the core of this literary work by Poe is the thematic issue of conventional morality and the need to uphold the laid standards of societal morality as a measure towards ensuring certainty in societal progress (transition). This analysis considers Poe’s story of the “The Black Cat” with a view to unveiling the extent to which taking actions in life which conforms to conventional morality could be deemed to be wise or otherwise (thesis statement). Moreover, the role of logic and proper reasoning in dictating the path of conventional morality will be evaluated. The three points in discussion on the issue of conventional morality include the need for control of behavioral tendencies, the desire to retain societal moral sanity and the requirement of striking a balance between the good and evil among different characters as observed in Poe’s plot.
To begin with, the path of reasoning in the “The Black Cat” is clearly defined as Poe seeks to explain to the audience the need for control of behavioral tendencies that govern morality (topical). For example this aspect is demonstrated under the discussions as Poe discusses the subject of anger and the need for effective control during such moments (Poe 15). The fiction ends with Poe’s ideal of mindfulness and self- living getting to be upheld as the characters in the work get implicated in an undesirable life situation (referencing fiction). In the “The Black Cat”, it is argued that there is an inherent need for sanity to be upheld within the context of every engagement within the society as the two black cats are used to drive home the thematic aspects of the need for conventional morality in day to day life (16) (link to thesis statement). Poe’s work is highly regarded as one of the hallmarks of the dark romantic point of view in the sense that it gives an insight into the concept of spirituality. Poe explores the dark ideals that are found in human life and offers a link to between that which is spiritual and physical. He argues that human actions need to be predictable in a way that follows the traditional path of know reasoning or logic base (9) (supporting notes) This definitive nature of actions is the essence of conventional morality and which advocates for consistency in actions based on past ideals. This fictional work concludes by the suggestion that individuals should adhere to the laid out moral tenets that determine the proper conduct of persons within the society (paragraph conclusion).
The use of Pluto as the name of the cat in Poe’s work passes and important message on the concepts of good and evil in the society (topical). Specifically, Pluto connotes an ancient god among the Roman society and the character in Poe’s fiction is used as the basis for evil representations within the society (Poe 11) (referencing fiction). The cat is used as a symbol of bad luck or misfortune and this is an essential departure from the good actions that are represented in the context of the path that advocates for the observance of conventional wisdom (link to thesis). The plot of events in the fiction also serve to show the vices of alcoholism, insanity of mind, fire as well as other relative punitive measures that are not permissible in a morality upright societal context. The overall choice of words in the “The Black Cat” is done in such a manner that it helps in the delivery of the message of the existing madness or insanity within the society (14) (supporting notes). Poe uses expressions that depict vices such as evil and vile actions in the creation of the picture of the black cat which is discussed as the beast whose ideals and actions offend the known rules of morality (paragraph conclusion).
In the “The Black Cat”, Poe develops a compelling argument for the observance of morality within the society as he expresses himself under a fictional plot that abhors societal insanity (Poe 15) (topical). This is represented by the actions of the black cat and the words of the insane speaker within the fiction as the two characters play a major role towards the justification of the need for moral consistency in the societal setting (referencing fiction). This clearly shows a variation in character attributes of the black cat and Poe uses this symbolism to show the need for individuals within the society to uphold conventional morality in daily endeavors (8) (link to thesis). The actions of the black cat are shown to be highly inconsistent especially when the cat disappears and comes back with a white mark on its chest (supporting notes). The author of the “The Black Cat” uses this fictional portion to make an emphasis on the requirement for the society to embrace consistency in character traits without any dissimilar aspects as people continue to interact on a daily basis (paragraph conclusion)
In conclusion, it is apparent that Poe’s “The Black Cat” plays a significant role towards the explanation on the debate on conventional morality (concluding sentence). The author seems to suggest that there is need for the society to follow proper behavioral conducts that avoid evil deeds as well as other related vices (restating thesis). Poe’s fictional work is also profound in the sense that it uses characters such as the insane speaker and the black cat to demonstrate to the reader the urgent of proper conduct in the societal context (transitioning out). The work calls for consistency in behavioral patterns of individuals as a measure towards ensuring that dissimilarity in character actions is assuaged in a smooth manner in order to uphold conventional paths of morality (generalization).
Work Cited
Poe, Edgar A. Poe’s Mad Men – 5 Tales of Horror: the Black Cat – the Tell-Tale Heart – the Imp of the Perverse – the Masque of the Red Death – the Cask of Amontillado. , (2017): 7- 21. Print.

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Write a short report on your findings from the set task.
The two video records provided different accounts of the observed event. The second video consists of added information not present in the first video, which appears exaggerated. Drawing my explanation from Hugo Munsterberg, a researcher, EWT often gives different accounts of an event since the testimony is often affected by emotions, such as excitement, anger or sadness. According to the task, the second testimony is exaggerated due to false memories where the witness ends up recalling the event. The second record findings may have been distorted due to poor questioning skills or the observers forgetting the scene, hence recalling.
Briefly describe what you did.
I took a video of people explaining an observation for five seconds. After an hour, I took another video of them explaining the same observation. I made a comparison between the two videos to check the validity of the information provided.
How many people did you test?
I tested three people present in the event at the same time.
What did your results show?
The results provided different accounts of the event from the three individuals. The first video was brief and concise compared to the second video, where all the three individuals provided almost similar information. The second video was different in all the three individuals, where each provided different accounts of the event. The explanation given by the first person was different from the second and third. Each information was exaggerated and consisted of added information not present in the first video.
Does this confirm or disagree with research on eye witness testimonies?
The findings confirm to the research on eye witness testimonies that how crime is perceived depends on the witness’s ability to define crime and testify. The main challenge with Eye witness testimony is the observer’s ability to give a valid and exact account of the event. The test provides a different account because the observer’s memory is influenced socially by either life experiences or culture. Most of the time, the eye witness testimony is considered biased. To provide accurate testimonies, eyewitnesses are trained, and police officers are trained on how to question suspects.

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Elliptic curve cryptosystems are used in most companies, especially companies using the internet of daily operations. ECC is used in smart home IoT, especially in creating wireless communication, connecting different machines and connecting individuals. Both private and public companies have embraced ECC in computation and global communication through the public and private ket cryptosystem. ECC is used by companies that require critical security, such as financial institutions, health care systems and forensic organizations. Payment methods have advanced to cloud payment where today, people use smart cards and mobile phones to make payments. Digital signatures are used to offer high-security and provide strength in terms of bits. Smart cards are used in almost everything hence require a critical security system and a technology that can solve complex mathematical problems. The systems used include the discrete logarithm systems, Integer factorization and elliptic curve cryptosystems. Electronic payment uses the key exchange protocol, which detects an intrusion from malicious customers. Additionally, other protocols, such as SSL/TSL, are used to detect security vulnerabilities, such as malware detection fraud detection and data breach. Nevertheless, electronic payment used RSA n securing communication between clients and bank officials.
Healthcare industries now use EEC to secure medical information systems. Hospitals consist of very sensitive data, such as patients’ treatment and diagnosis information. ECC is used to offer top security; for example, the use of RFID technology. RFID card enhances secured communication between different healthcare systems, secure patient’s data and securing the companies network system. RFID is cost-effective, especially in computation services; also, ECC enhances authentication around RFID, servers and card readers. Elliptic curve cryptosystem offers cost-friendly services and top security protocols.
ECC is used in detecting anti-forensic attacks, especially terrorist attacks. The federal national security uses ECC in carrying out intelligence investigations. The technology secured the countries’ top secret through the private keys and communicated with the public or within the system through the public key. However, ECC protects evidence from damage using the B-tree Huffman encoding algorithm(BHE), used to store data in packet form. Additionally, the modified elliptic curve cryptosystem is used to transmit the stored data to receivers. Training has been made easier and faster through the learning modified neural network(DLMNN), which sends and receives messages in data packets. The sent messages are assessed by ECC protocols to identify security threats.

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ASSESSMENT BRIEF
Subject Code and Name LAW6000 Business and Corporate Law
Assessment Assessment 2: Case Study
Individual/Group Individual
Length 2 000 Words
Learning Outcomes b) Critically analyse and interpret the essential elements required to create, manage and discharge a contract and assess the remedies available for breach of a contract.
c) Examine legal principles related to creation and operation of various forms of business organisations and critically evaluate their effectiveness across a range of business scenarios.
d) Explain the processes for incorporating, managing and winding up of a company, including key director duties, the importance of the Corporations Act 2001 and the role of regulatory bodies.
e) Evaluate the role of agency in contract formation for different business vehicles and identify the associated risks such as vicarious liability for negligent acts.
f) Employ legal skills (statute law and case law), critical reasoning and make informed judgements as to likely legal outcomes of a range of business scenarios.
Submission By 11:55pm AEST/AEDT Sunday of Module 5.2/ Week 10
Weighting 30%
Total Marks 100 marks
Context:
This assessment allows students to solve practical legal problems from real life client s scenario and provide advice to a client on the likely outcome.
Instructions:
There are five case studies you are required to critically analyse.
With respect to each case study:
9 Identify the legal issue(s) arising from the facts of the case study
9 Identify the appropriate legal rules that requires discussion in the case study
9 Apply the law to the facts of the case study
9 Reach a conclusion/ give practical advice to your client.
Your analysis should refer to appropriate cases and statutes and be referenced using the APA referencing system.
You will be assessed in accordance with the Assessment Rubric.
Submission Instructions:
9 Submission is through Turnitin by 11.55 AEST Sunday of Week 10
Question 1
Jeff owns a business which makes and sells a well-kno n b and of each b and he B ine Jeff hold a b ine name and a adema k fo a logo a ocia ed i h he B ine b and of each brandy. The Business sources fruit from local producers. The Business is operated on land which is also owned by Jeff.
Jeff decides it is time to sell the Business and is introduced to Tina who is interested in buying the Business. Jeff and Tina enter into negotiations and agree on a deal. Both Jeff and Tina sign the following document which Jeff prepared.
Heads of Agreement between Jeff and Tina
1. Jeff ag ee o ell and Tina ag ee o b Jeff peach b and b ine and he land i i on
2. Purchase Price: $2.5 million.
3. All existing supplier agreements to be transferred to Tina.
4. All fixtures and fittings, as inspected and agreed, are included in sale.
5. All employees to be transferred as per solicitor prepared agreement.
6. Parties to negotiate transfer of trademark and business name at a future date for a separately determined amount.
7. This agreement is subject to the preparation of a formal contract of sale based on these terms acceptable to the duly appointed solicitors for Jeff and Tina.
Jeff arranges for his solicitor to prepare a formal contract for sale and then sends the completed contract to Tina. When Tina receives the contract, she calls Jeff and says:
“Jeff, I have changed my mind. I don’t want to buy your business anymore”.
Jeff replies:
“ You have got to be joking Tina, it is way too late to change your mind, you have already signed the Heads of Agreement. You are legally bound to buy the business. Make this easy and buy it as we agreed for I will have to sue.”
Required:
Part A ( 15 Marks)
Yo a e Tina olici o U ing he IRAC legal oblem ol ing oce gi e o concl ion on he he
Tina is legally bound to buy the Business as a result of signing the Heads of Agreement.
Part B ( 5 Marks)
What would be your conclusion if Tina had included in the Heads of Agreement a term stating:
This agreement is subject to Tina obtaining suitable finance
Question 2
Sa alo Sho ing Cen e L d SSC ecen l o ened a ne o e in o ci SSC i a membe hi warehouse club: – this means customers must become a member before they can shop at SSC. As a new business in the area, SSC was keen to attract as many new members as possible so it started an advertising campaign.
The advertising campaign included a catalogue with the following wording at the top of the front page in large bold font:
Do you want to save $$$$ you know you do!!!!!!
Huge savings for all new members
Get a HUGE 25% off all products if you join right now! Today in fact! 30 todays only!
Memberships will go fast, first in best dressed. Be late be disappointed memberships are limited
At the very bottom of the advertisement, there is additional wording in very small print which states:
The ice ed c ion fo ne membe onl a lie o he fi of i em purchased. Fruit and ege able e cl ded
Dess saw the advertisement flyer and picked it up. Dess thought he could save money by buying bulk lie fo hi la ge famil ho e e he ba icall o ed eading a di co n and didn no ice the fine print.
De didn an o mi o on he limi ed membe hi o he en o SSC he ne da and aid a
$10 monthly membership fee, signed some terms and conditions which he briefly glanced at, got his membership card and started shopping. Dess filled five trollies with bulk household items worth about $1200.00.
At the checkout, Dess is told that the 25% discount only applies to the first $100.00 of items purchased.
De com lained and a efe ed o Mi S ic a c ome ca e e e en a i e
Miss Strict showed Dess the fine print in the advertisement. Dess got very angry and decided not to buy anything. Dess then asked Miss Strict to cancel his membership. However, Miss Strict reminded Dess he signed the terms and conditions which included the following term:
1. The Customer is not permitted to cancel the membership before the expiry of 12 months unless the customer pays a cancellation fee of $150.00.
Dess attempted to negotiate with Miss Strict arguing it was just ridiculous to have such small printing and this was an entirely unacceptable to charge $150 to cancel a $10 membership However, Miss Strict told Dess:
“This is your fault, you should have read the advertisement more carefully, and you indicated you read the terms and conditions by ticking this box and signing the terms and conditions. I think it is unreasonable you think you have grounds to complain.”
Dess stalks out of SSC and decided to lodge a complaint with the Australian Competition and Consumer
Commi ion he ACCC
Required
Part A ( 15 Marks)
Using the IRAC legal problem solving process give your conclusion on whether the ACCC have any g o nd o a legal oceeding again SSC
Please limit your response to a consideration of the general protections under the Australian Consumer Law.
Part B ( 5 Marks)
Using the IRAC legal problem solving process give your conclusion on whether the ACCC have any g o nd o a legal oceeding again SSC if De had cha ed food fo e in hi café
Question 3
Phil is managing director of LightsBright Pty Ltd. Phil has accepted a large order for electrical fittings from CheepCheep Pty Ltd on behalf of LightsBright.
The order has been delivered to CheepCheep as per the agreed terms, however CheepCheep have not paid their $75 000 invoice.
CheepCheep is in serious financial difficulty and this was well known or suspected across the industry. Consequently, at the time the order was made, CheepCheep was known generally as a bad credit risk in the industry. Phil was aware of this, however he is a good friend of Robert, the managing director of CheepCheep. Phil decided to provide the order in any event.
CheepCheep has now been placed into liquidation and has still not paid the debt owed to LightsBright Pty Ltd.
Required
Using the IRAC legal problem solving process give your conclusion on whether:
(a) Phil, the managing director of LightsBright Pty Ltd be held personally liable for the unpaid
debt, and if so why? ( 10 Marks)
(b) Could Robert, the managing director of CheepCheep Pty Ltd be held personally liable for the unpaid debt, and if so why? ( 5 Marks)
(c) Will he b ine j dgmen le be ele an o ei he Phil o Robe in he e ci c m ance
(5 Marks) Question 4
Francis collects music related merchandise, in particular she is a big fan of Kiss (American glamrock band) and Status Quo (English boogie band) merchandise. Francis appoints Rick as her agent and instructs him to purchase three specific Kiss related items from Allan, another collector of Kiss merchandise. Francis gives Rick a limit of $25,000 to spend, which Rick promptly deposits in his own personal bank acco n o kee i afe n il i i needed
Francis also instructs Rick to keep the purchase of the three items confidential. Rick is very pleased abo hi a oin men a F anci agen and ell h ee of hi clo e f iend on he o i o he f iend do not share any information with anyone. However, two of these friends work in the music industry and immediately tell their employers.
Rick a oache Allan and in od ce him elf a F anci agen Follo ing nego ia ion i i ag eed
Allan will sell the three Kiss items to Francis for $32,000. When Francis is informed of the contract, Francis flatly refuses to pay and says:
“Rick never had the authority to make any contracts involving this amount of money. I simply will not pay this amount of money for those three items.”
Allan states the contract stands, wants to proceed with the sale and demands payment in 7 days or he will start legal proceedings for breach of contract.
When Rick was inspecting the items, he noticed Allan also had 3 original Status Quo albums which Francis has always wanted for her collection. Rick also facilitates an agreement where Allan will sell the albums to Francis for $45,000.
Required
Part A ( 15 Marks)
Using the IRAC legal problem solving process give your conclusion on whether:
(a) Allan can enforce the contract for the three Kiss items with Francis.
(b) Francis is bound to go ahead with the contract to purchase the Status Quo albums from Allan, and the consequences for Rick if Francis is not bound to the purchase.
Part B ( 5 Marks)
Describe the ways in which Rick is in breach of his common law duties as an agent, and any consequences of such breaches.
Question 5 ( 20 Marks)
Jenn ha ecen l beg n nning he o n cce f l mall b ine called Da ling Dog Thi i a day care centre and boutique for dogs providing day care, grooming treatment, food, and designer clothes and accessories.
In growing her business, Jenny has used her creative talents to produce new ideas and new products. Jenny has developed the following items:
1. A logo/brand ing he h a e Da ling Dog hich he has placed on all her products.
2. A computer software program teaching dog training techniques.
3. A revolutionary electronic dog collar which translates the barking of a dog into talking so that the owner can respond appropriately.
With regard to each separate item, advise Jenny:
a) What type of intellectual property protection should Jenny obtain to protect the items and how would she obtain that protection?
b) How long would the intellectual property protection last?
c) What conduct would amount to infringement of the protection?
d) What remedies would be sought upon infringement?

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ASSIGNMENT 2 Written Critique of the care provided in a Case Study according to a Clinical Practice Guideline to improve patient care
Students to provide an 1800-word critique of a provided case study scenario inline with relevant elements of a selected clinical practice guideline (CPG) upholding
• NSQHSS and/or
• NMBA standards and/or
• Palliative Care standards
Due date: 14/10/2020 1600 hours
Weighting: 50%
Length and/or format: 1800 words +/- 10%
Purpose: Students are required to demonstrate an understanding of how theory translates into practical nursing care and how evidence underpins best practice. Each student will review and critique the care given in the Case Study provided according to their choice of ONLY ONE of the provided Clinical Practice Guidelines (CPG’s) best suited to the highlighted discussion (See Assessments LEO Tile for Case Study and CPG’s) .
Learning outcomes assessed: LO1, LO5, LO7
How to submit: Electronic Submission via Turnitin
Return of assignment: The assessment feedback and grade will be returned via Turnitin.
Assessment criteria: The assessment will be marked using the criteria-based rubric.
Please note that in-text citations are included in the word count
whilst the reference list is not included in the word count. Words that are more than 10% over the word count will not be considered.
WORD COUNT
Writing requires skill and being able to write within a specified word limit is an essential component of professional and academic work. Reading and writing critically are fundamental skills which demonstrate an understanding and an ability to make judgements and solve problems, hence why only 10% of a word count should be direct quotes. That is, if the word count is 1500 words only 150 of those words should be direct quotes. Word counts provide students with an indication of the amount of detail and work required for each assessment item.
What is included in a word count?
Essentially, all text within an assessment item from the introduction through to the conclusion is counted in the word count. This includes all in-text citations, direct quotes and headings. The word count does not include the following:
• Title page
• Reference list
• Appendices
• Tables
• Figures and legends
ASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIME
Please note that if you submit your assignment, notice that the similarity index is high but do not have time to revise your assignment before the due date has passed, then you are advised to:
• contact the Lecturer in Charge and request that your assignment be removed.
• revise the assignment, submit it within three days of the due date and incur a late submission penalty.
• submit it into the regular drop box. Do not submit into the extension drop box.
Please review the Academic Integrity and Misconduct policy if you choose not to do this.
REFERENCING
This unit requires you to use the APA referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the Student Portal.
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
(1) any numerical marks returned to students are provisional and subject to moderation;
(2) students will not be given access to overall aggregated marks for a unit, or overall unit grade calculated by Gradebook in LEO; and,
(3) students will be given a final mark and grade for their units after moderation is concluded and official grades are released after the end of semester.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy and the Academic Misconduct Procedures are available from the website. Please read them, and note in particular that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and can include being excluded from the course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be used as a means of submitting, marking and returning assessment tasks and so a text matching percentage will appear on your submission automatically.
FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowing’s are embedded in curricula for the benefit of all students at ACU.
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a resume and employment application, and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential, and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible.
INHERENT REQUIREMENTS
• To support your progression in this unit, students are directed to access the course inherent requirements, on the link below, to understand the essential aspects of their course. If you require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the inherent requirements, please speak with your academic and or a disability advisor for support.
• www.acu.edu.au/inherent-requirements
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/discussion forums. https://leo.acu.edu.au/course/view.php?id=33843
Key activities that have been provided to support your learning include

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A SSESSMENT 2 BRIEF
Subject Code and Title MGT501 Business Environment
Assessment Internal and External Stakeholder Analysis
Individual/Group Individual
Length 2,500 words
Learning Outcomes This assessments addresses the following Subject Learning Outcomes:
c) Analyse and synthesise the fundamentals of business inthe contemporary environment.
d) Construct and Justify a professional value propositionas a business practitioner
Submission 12 Week Delivery: By 11:59pm AEST/AEDT Friday of Module 5.2 (week 10)
Intensive Class: Due By 11:59pm AEST/AEDT Friday of Module 5 (week 5)
Weighting 50%
Total Marks 50 marks
Context:
Business stakeholder analysis is a technique for identifying stakeholders and analysing their roles. The aim of the analysis is to map out the stakeholders’ level of influence and degree of interest with regards to the business. Stakeholder analysis can also be used to assess the relationships between different stakeholders and the issues they care about most.
Internal stakeholders are individuals or groups who are directly involved in the business, such as owners, board members, managers, employees, and investors. External stakeholders are indirectly influenced by the business activities, like customers, suppliers, competitors, society and government.
By understanding both perspectives, the business can engage and enhance communication with relevant stakeholders, reduce or prevent risks, identify business opportunities, improve internal stakeholders’ commitment in the business and the reputation of the business amongst external stakeholders.
Instructions:
In this assessment, you will examine a business in an industry that you have either previously worked in or would like to in the future. Leading up to the assessment submission, you must participate in the Assessment 2 weekly discussions in the Discussion Forums on Blackboard. You will locate this discussion forum in the Assessment Area of blackboard. Weekly contributions are required in Modules 2-4.
Please Remember your contributions to the discussion topics are one of the assessment attributes.
(LMS please create an Assessment 2 Discussion Forum separately in the Assessment area of blackboard as students are required to participate in this to complete the assessment)
Presenting a business example and contributing to the discussion forum, you will:
• identify and analyse functional areas in the business
• identify and analyse the internal and external stakeholders
• compare two industries with each other
• create a stakeholder matrix
• discuss chosen stakeholders and industries in the context of relevant theories and frameworks
Suggested format
Your individual stakeholder analysis should follow standard report structure and include the following:
• Cover page
• Executive Summary o A concise summary of the main report in bullet points
• Introduction and background information on your business example
• Main body
o Identify functional areas
o Identify internal and external stakeholders and their roles
o Identify the nature and degree of main stakeholders’ interests, and implications of conflicting interests
o Identify the level of main stakeholders’ influence
o Create a stakeholder matrix
o In the discussion forum, choose an example from your peers and compare the industry your business operates in with their industry, identify the main points of stakeholder dissimilarities and analyse the differences in stakeholder interests and influences
• Conclusion
• References
• Appendices (if necessary)
Support your observations and statements by incorporating links to theory and conceptual frameworks. Please ensure your sources are referenced clearly in the APA 6th style both in-text and in the reference list.
Referencing:
It is essential that you use the appropriate APA style for citing and referencing research. Please see more information on referencing here
http://library.laureate.net.au/research_skills/referencing
Tips to get started:
PESTLE is a good tool to use to help you identify all stakeholders. By considering political, economic, social, technological, legal and environmental/ethical factors and how they relate to the business, it’s easy to identify stakeholders.
Submission Instructions:
Submit your Assessment 2 Internal and External Stakeholder Analysis in the submission link in the main navigation menu in MGT501 Business Environment by the end of Module 5.2 (week 10).
Intensive Class: Due By 11:59pm AEST/AEDT Sunday of Module 5 (week 5)
A rubric will be attached to the assessment. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Marking Rubric:
Your reports will be marked against the rubric, which is shown on the next pages. Please ensure that your submission addresses all five of the Assessment Attributes in the rubric.
Learning Rubric: Assessment 2 Internal and External Stakeholder Analysis
Assessment Attributes Fail (Unacceptable) 0-49% Pass
(Functional)
50-64% Credit
(Proficient) 65-74% Distinction
(Advanced)
75 -84% High Distinction
(Exceptional)
85-100%
Knowledge and
understanding
Understands theory
and concepts
Percentage for this
criterion
30% Limited understanding of required concepts and knowledge.
Key components of the assignment are not addressed.
Knowledge or understanding of the concepts and theory.
Resembles a recall or summary of key ideas.
Often confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Thorough knowledge or understanding of the concepts and theory.
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
Highly developed understanding of the concepts and theory.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts.
A sophisticated understanding of the theory.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Mastery of concepts and application to new situations/further learning.
Contribution to the
discussion forum
Percentage for this
criterion
10% Never or rarely posted messages with very little or occasional activity.
Simple entries lack insight, depth or are superficial.
The entries are short and are frequently irrelevant to the events.
Entries show some insight, depth and are connected with events, topic or activity.
Entries are typically short and may contain some irrelevant material. Entries show insight and depth.
The content of posts is connected with events, topic or activity.
Entries show insight,
depth and understanding.
The content of posts is connected with events, topic or activity, and are
They do not express opinion clearly and show little understanding.
There are some personal comments or opinions which may be on task.
These entries may contain some irrelevant material but are for the most part on task.
supported by evidence and examples.
Entries are relevant with links to supporting material.
Analysis and application with synthesis of new
knowledge
Demonstrates a clear understanding of the practical applications and implications of relevant concepts
Percentage for this
criterion
30%
Limited synthesis and analysis.
Limited application based upon analysis.
Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature.
Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.
Thoroughly developed and creative analysis and synthesis with application of pretested models and/or independently developed models and justified recommendations linked to analysis/synthesis.
Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested models and/or independently developed models. Recommendations are
clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.
Effective
Communication
Well-structured report with a clear line of reasoning Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.
Audience cannot follow the line of reasoning. Information, arguments and evidence are presented in a way that is not always clear and logical.
Line of reasoning is often difficult to follow.
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.
Line of reasoning is easy to follow.
Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence.
Demonstrates analytical skills. Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments.
Percentage for this
criterion
20%
Engages and sustains audience’s interest in the topic, demonstrates high levels of insight and analytical skills.
Correct citation of key resources and evidence
Percentage for this
criterion
10%
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
Demonstrates use of high quality, credible and relevant resources to support and develop ideas.
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence
Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing
evidence

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Business Intelligence Degrees

The changing scope of business, technology and the link between these two disciplines with the ever increasing demands for human control of data and information have led to the development of a wide range of disciplines to meet the current and future trends. For instance, the educational curriculum in Turkey has adopted the teaching practice of Business Intelligence and Analytics as a relatively new field in the business and technology world. At the core of Business Intelligence and Analytics as a degree course in Turkey as provided by the Sabancı University is the specialization of the individuals studying the course in certain useful industrial techniques. This analysis considers the nature of the Business Intelligence and Analytics degree courses in Turkey as offered by Sabancı University. Moreover, the analysis will also delve into the a comparison of different institutions that offer Business Intelligence and Analytics degree courses within Turkey with a view to developing a postulate on the future trends that the course may have on the business and technological niche.
Business Intelligence and Analytics degree at Sabancı University pays special focus on the tools or mechanisms that experts usually adopt in a bid to categorize data for proper synthesis. The synthesized data is important in the sense that it helps organizations as well as other public and international agencies to obtain the requisite set of information from the available data (Zhang, 2011). The field of Business Intelligence and Analytics is most relevant since the graduates from such a bachelor’s degree or master’s degree in Business Intelligence and Analytics Sabancı University have the opportunity to obtain highly paying placements within the industry as technology or business decision makers under the support role in organizations. Sabancı University offers both the bachelor’s degree and master’s degree in Business Intelligence at the school of engineering as seen in the categorization of the degree course as either a bachelor’s or a master’s of science degree. The university also mentions the operational angle of the graduates of the degree course by explaining that the professionals within the niche of business intelligence operate in unique way from the traditional support information technology experts (Jordan, 2014). For instance, this distinction is readily evident in the sense that the professionals in Business Intelligence and Analytics adopt the usage of complex software in programming as well as other essential management skills as a basis to complete the support decision making function in the context of an organization.
This approach to bachelor’s degree or master’s degree in Business Intelligence Sabancı University fundamentally differs from the rest of the universities in Turkey which also offer courses in business intelligence. The universities under comparison in this analysis include Bahcesehir University which offers a course in Big Data Analytics and Management, Istanbul Sehir University which offers a course in Business Analytics both on a thesis and non- thesis basis (Guha & Kumar, 2018). The current trend that is easily notable from the analysis of the Business Intelligence and Analytics degree by Sabancı University is that this course seeks to explore and manage information in a fun provoking manner that is enjoyable to the professionals within the field or students under the course (Maheshwari, 2015). For instance, at the current moment, the Business Intelligence and Analytics degree is crucial in the sense that it enables an individual to acquire the useful set of skills in information gathering and analysis. This is a venture that is crucial for the present times as well as for the future of business information technology in the manner in which the skill allows a person so sieve through a large amount of data in a very short period of time to eradicate unreliable or data that is majorly irrelevant to the demands of the moment (Minelli, Chambers & Dhiraj, 2013). The Business Intelligence and Analytics course within Turkey is crucial towards the future of business and technological success since it will help businesses to narrow down on the time that is consumed in analysis of information or big data as well as the decision analysis and decision making (Haertzen, 2012). These are important frontiers that determine the future success of businesses hence this discipline is likely to prove most important to large organizations as more stakeholders seeks methods to ensure success.
The Business Intelligence at Sabancı University is similar to the courses offered by Bahcesehir University which offers a course in Big Data Analytics and Management as well as Istanbul Sehir University which offers a course in Business Analytics in certain ways (Fong et al., 2015). For instance, all the courses emphasize the need for the adoption of business intelligence as a crucial tool towards gauging the needs of the business as well as the changing scope of consumer behavior within the market environment (Salahshour, Nilashi & Mohamed, 2018). However, the three universities are essentially different in their conceptualization of the courses in business intelligence since the modes of instruction of the learners vary depending on the combination of the use of data knowledge, statistics as well as computer programming and software engineering knowledge. The field of Business Intelligence has different concentration areas under the course stipulation within Sabancı University and the career choices could include: program developer, BI manager, statistical and data analyst as well as system analysts within the different organizations (Anderson, 2012). The emphasis is heavily placed on the learners within the context of Business Intelligence degree to enable the optimum attainment of the general knowledge under the bachelor’s degree. The specialization initiatives under Business Intelligence usually occurs at the master’s level as the professional narrows down on a smaller niche to grow the skills and knowledge set under demand within the industry (Akhgar & Arabnia, 2013).
In conclusion, the Business Intelligence and Analytics course of Sabancı University in Turkey is peer- based and it runs for a total duration of about twenty one months and is majorly undertaken within the Behavioral Analytics & Visualization Lab. The programme is taught in English language and prior to the admission; an individual is bound to attend an entry level exam as well as a rigorous process of interviewing. The online resources that are used in the course training include the use of practical Behavioral Analytics & Visualization Lab, the use of webinars and podcasts for long- distance learning and sharing of notes and other useful resources through the e-learning portal and blackboards.

University Similarity Differences
Sabancı University Long-distance learning for all; online resources like e-learning portals and blackboards; peer- based learning Use of Behavioral Analytics & Visualization Lab;
Bahcesehir University Long-distance learning for all; online resources like e-learning portals and Peer- based learning process
Big Data Analytics and Management
Istanbul Sehir University Long-distance learning for all; online resources like e-learning portals and Peer- based learning process
Business Intelligence and Analytics are both thesis and non- thesis

References
Anderson, R. K. (2012). Visual data mining: The VisMiner approach. Chichester, West Sussex, U.K: Wiley.
http://tamusa.worldcat.org/title/visual-data-mining-the-visminer-approach/oclc/793340277&referer=brief_results
The article discussed the important role that the concept of data mining plays in the search for simple solutions in complex databases by use of business intelligence and analytics skills.
Jordan, K. (February 01, 2014). Initial Trends in Enrolment and Completion of Massive Open Online Courses. International Review of Research in Open and Distance Learning, 15, 1, 133-160.
http://tamusa.worldcat.org/title/initial-trends-in-enrolment-and-completion-of-massive-open-online-courses/oclc/5602810303&referer=brief_results
The author considers the rate of growth of open online courses as a consequence of the advent of more data platforms. The work also highlights the rising number of enrolment as a result of increased participation of people due to information availability.
Guha, S., & Kumar, S. (September 01, 2018). Emergence of Big Data Research in Operations Management, Information Systems, and Healthcare: Past Contributions and Future Roadmap. Production and Operations Management, 27, 9, 1724-1735.
http://tamusa.worldcat.org/title/emergence-of-big-data-research-in-operations-management-information-systems-and-healthcare-past-contributions-and-future-roadmap/oclc/7848270570&referer=brief_results
The work renders a comprehensive discussion on the rise of big data projects and the extent to which this new digital footprint dominates websites as well as its influence on the daily lives of individuals.
In Akhgar, B., & In Arabnia, H. (2013). Emerging trends in ICT security. Waltham, Massachusetts: Morgan Kaufmann/Elsevier.
https://books.google.co.ke/books?id=ndqwAAAAQBAJ&printsec=frontcover&dq=open+data+trend+in+jordan&hl=en&sa=X&ved=0ahUKEwiLhbzg5cvdAhXKpo8KHdnlAT8Q6AEIMTAC#v=onepage&q&f=false
The author explains the recent trends in Information Technology and links them to the foundational aspects of open data and its analysis in the current world order as discussed under the Jordan State.
International Conference on the Applications of Digital Information and Web Technologies, In Mizera- Pietraszko, J., & In Fong, S. (2015). Advances in digital technologies: Proceedings of the 6th International Conference on Applications of Digital Information and Web Technologies 2015. Amsterdam: IOS Press.
http://tamusa.worldcat.org/title/advances-in-digital-technologies-proceedings-of-the-6th-international-conference-on-applications-of-digital-information-and-web-technologies-2015/oclc/914229932&referer=brief_results
The author explains the concept of Business Intelligence and its crucial nature towards the future of business and technological success since it will help businesses to narrow down on the time that is consumed in analysis of information or big data as well as the decision analysis and decision making.
Haertzen, D. (2012). The analytical puzzle: Profitable data warehousing, business intelligence and analytics. Westfield, NJ: Technics Publications.
http://tamusa.worldcat.org/title/analytical-puzzle-profitable-data-warehousing-business-intelligence-and-analytics/oclc/824876084&referer=brief_results
The article explains that business intelligence is an important frontiers that determine the future success of businesses hence this discipline is likely to prove most important to large organizations as more stakeholders seeks methods to ensure success.
Maheshwari, A. (2015). Business intelligence and data mining. New York, New York (222 East 46th Street, New York, NY 10017): Business Expert Press.
http://tamusa.worldcat.org/title/business-intelligence-and-data-mining/oclc/900878630&referer=brief_results
The article captures the fact that professionals in Business Intelligence and Analytics adopt the usage of complex software in programming as well as other essential management skills as a basis to complete the support decision making function in the context of an organization.
Minelli, M., Chambers, M., & Dhiraj, A. (2013). Big data, big analytics: Emerging business intelligence and analytic trends for today’s businesses. Hoboken, New Jersey: John Wiley & Sons, Inc.
http://tamusa.worldcat.org/title/big-data-big-analytics-emerging-business-intelligence-and-analytic-trends-for-todays-businesses/oclc/818985740&referer=brief_results
The author conceptualizes the important role that the availability of Big Data plays in both the present and future of information analysis and how this is likely to affect organizations and other future trends in business intelligence and analytics.
Salahshour, R. M., Nilashi, M., & Mohamed, D. H. (June 01, 2018). Information technology adoption: a review of the literature and classification. Universal Access in the Information Society: International Journal, 17, 2, 361-390.

http://tamusa.worldcat.org/title/information-technology-adoption-a-review-of-the-literature-and-classification/oclc/7673148924&referer=brief_results

This article emphasizes the intensive nature of the research work that is currently ongoing in the field of information technology as a basis for search of innovation on the usefulness of open data to governments, organizations and other corporate bodies.

Zhang, S. (July 01, 2011). Information enhancement for data mining. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 1, 4, 284-295.
http://tamusa.worldcat.org/title/information-enhancement-for-data-mining/oclc/5156301868&referer=brief_results
The author discussed enhancement techniques that are crucial in the process of invention of the usefulness of open data in the rapidly evolving digital world.

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