CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 1 of 11
La Trobe University
Department of Computer Science & Information Technology
CSE1IOO/CSE4IOO Assignment Specification
Semester 2, 2019
Objectives: the aim of this assignment is to practise analysing a problem in an object-oriented
manner, and designe and implement an object-oriented solution using JAVA language.
Due Date: 10:00am Monday October 14
, 2019.
1 General Information
General information about the assignment is specified in this section.
1.1 Assessment
This assignment contributes 30% of the final assessment for the subject.
1.2 Submission Instruction
Submit the electronic copy of your assignment via the ‘Online Assignment Submission’ system at
Alternately, you can also submit directly through the latcs8 server. In the Putty window, type:
submit IOO
Where is the name of the file you want to submit. You should run this for each file that
you intend to submit.
NOTE 1: While you are free to develop the code for this assignment on any operating system, your
solution must run on the latcs8 system.
NOTE 2: Please DO NOT zip your source code.
NOTE 3: You should only submit your .java files.
NOTE 4: The submission folder will only become available 3 days before the due date.
Submission after the deadline will incur a penalty of 5% of the final assignment mark per day. If
you have encountered difficulties that lead to late submission or no submission, you should apply
for special consideration. No assignment is accepted after 4 days’ delay.
1.3 Academic Integrity
This is an individual assignment. When submitting the assignment, students are required to submit
their own work only. La Trobe University treats plagiarism seriously. When detected, penalties are
strictly imposed.
Further information can be found on https://www.latrobe.edu.au/students/admin/academic-integrity
1.4 Programming Language
The program is required to be developed in JAVA.
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 2 of 11
1.5 Marking Scheme Overview
The assignment consists of two parts:
(1) The core tasks, as shown in sections 3.1 – 3.6
(2) An additional task in section 3.7 (Task 3.7) This is a mandatory task for CSE4IOO students.
For CSE1IOO students, this task is optional. A maximum of 10% bonus marks will be
awarded if a CSE1IOO student completes or partially completes the task.
Assignment marking is based on the following guidelines
(1) Implementation (Execution of code) (80%) (Do all parts of the program execute correctly?
Does the program behave according to requirements of the assignment?)
Note that your program must satisfy the requirement 3.6. Up to 40% of mark deduction will
be made for submitting a program with a different data structure. This also means any direct
or indirect decedent classes of Collection interface in JAVA API, such as LinkedList,
ArrayList, Vector or HashSet etc are not allowed in the assignment.
(2) Program Design and Structure (15%) (Does the program solve the problem in a welldesigned manner?)
(3) Layout and Documentation (5%) (Does the code follow the Coding Standard?)
1.6 Execution Test
The execution test for the assignment is conducted during the lab session in Week 12 (i.e. between
21st and 25
th October). During the test, your tutor will run the program with you while marking it.
The test will be conducted from the submission area, not from student accounts. Please ensure that
your code runs on latcs8 before submission.
2 Problem Description
WordLink is an English vocabulary game for two players. Players are required to present English
words in turns, and the first character of the word must be the same as the last character of the
previous word. For example, while player A and player B are playing the game, if A presents the
word “grass”, then B has to give a word starting with ‘s’ which is the last character of “grass”. If B
presents “sunny”, then A needs to supply a word starting with ‘y’. A word cannot be used twice in
one game. The game continues till one of the players loses. There are four scenarios in which a
player loses the game. These are
(1) the player cannot find a word to continue the game.
(2) the player has presented a word which starts with a different character.
(3) the player has supplied a repeated word.
(4) the spelling of the word is incorrect
In any case, if one player is lost, then the other player wins the game. A number of examples of the
game are listed as below.
Example 1
(Player A) “grass” – (Player B) “sunny” – (A) “yellow” – (B) “world” – (A) “dog” – (B) “grass”
The game is ended and Player A wins. This is because “grass” is used twice.
Example 2
(Player A) “grass” – (Player B) “sunny” – (A) “yellow” – (B) “world” – (A) “dog” – (B) “out”
The game is ended and Player A wins. This is because player B is expected to present a word
starting with ‘g’, therefore “out” is not a proper choice.
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 3 of 11
Example 3
(Player A) “grass” – (Player B) “sunny” – (A) “yellow” – (B) “world” – (A) “doog”
The game is ended and Player B wins. This is because “doog” is incorrectly spelt.
In this assignment, you are required to build a program that plays WordLink with a kindergarten
pupil. The pupil is player A and your program acts as player B.
A text file (dictionary.txt) containing a set of English words will be provided. You can assume
that dictionary.txt contains all English words that a kindergarten pupil may know. Words to be
used in playing the game must be selected from the file.
Each game should start by letting player A enter a word. Your program then needs to validate the
word (ie. if the word is included in dictionary.txt). If the word is invalid, then the game is
terminated and your program (player B) wins; otherwise your program needs to search the
dictionary to find and enter a proper word. Your program will then let player A to type a word to
continue the game. This can go back and forth a number of times till either your program or player
A wins.
3 Functional and Non-functional Requirements
Your program must satisfy the following functional and non-functional requirements.
3.1 Menu Driven
The program should be menu driven. It displays the menu displayed as Figure 1 at the start and
waits for the player to choose a function.
If A is selected, it allows the player to set a difficulty level. Details are described in 3.2.
If B is selected, it displays all words in the dictionary as described in 3.3.
If C is selected, it inserts a new word into the dictionary as described in 3.4.
If D is selected, it starts playing the game. Refer to 3.5 for details.
If E is selected, it saves all changes to dictionary.txt, and terminates the program execution.
A. set the difficulty level
B. display the dictionary
C. insert a word to the dictionary
D. play the game
E. exit
Select a function from the menu:
Figure 1 menu
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 4 of 11
3.2 Set the difficulty level
Your program should provide two difficulty levels for the game – level 1 and level 2.
dictionary.txt contains two sets of words – level 1 and level 2 words. When playing at level 2,
all words in dictionary.txt will be used, while level 1 games use only level 1 words.
Consequently, level 2 games are more difficult than level 1. At the start of your program execution,
the difficulty level is 1 by default.
If the player chooses to set the difficulty level, your program should prompt the player and wait for
an integer (1 or 2) input. The difficulty level is then set up.
A sample of dictionary.txt is displayed in figure 2.
3.3 Display the dictionary
If this function is selected, your program displays on the monitor all words in the dictionary
(including those being added). It displays words level by level with lower level at the front. Within
each level, words are displayed alphabetically in an ascending order. They should be displayed 7
words in a line and 5 lines for a screen. The player can press any key to display the next screen.
3.4 Insert a word to the dictionary
The player can insert a new word into the dictionary. To insert a new word, the player needs to
provide the word and the difficulty level. Your program must check to ensure the absence of the
word before adding. If the word is existing, then insertion cannot be performed and the player
should be informed.
3.5 Play the game
A game starts by your program prompting the player to enter a word. After a word is entered, your
program checks if the word exists in the dictionary. If it isn’t, then the player loses and the game is
over. If it is, then your program searches the dictionary and selects the first proper word to continue
the game. For instance, if “sad”, “sat”, “saw”, “say”, “sea”, “see”, “she”, “shy”, “sun” are all
available for selection, your program chooses the first word which is “sad”.
ant yes bag who and car cry do zoo dog ear
my mum eat are eye fat dad win fun go get
got he had has have her him his hand it
xmas ice icy jam jar jaw kick key lap leg
owl out baby me mug new not old you oil one
pat pie web why put rat pan say paw was run
she bye sat sea see sun tea toe too toy two
use red van we quack wag
quick arm box way cup day shy did egg fur
yum may foot gas hop hen ill lid low map
nod oak our pea ran saw sad top rub try
uncle won zero mob pink
words of level 1
words of level 2
Figure 2 sample of dictionary.txt
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 5 of 11
3.6 The dictionary
After your program is started, it should read from dictionary.txt to create the dictionary. The
dictionary in your program must be an array of linked lists shown in Figure 3. Each node represents
a word and its level. Words must be sorted alphabetically in an ascending order on the linked list. If
a new word is added, then the word with its level must be inserted to the linked list at a proper
Figure 3 Structure of the dictionary
S…… ……
zero 2
and 1 ant 1
baby 1
dad 1
gas 2
are 1 ……
sad 2
wag 1
yes 1 you 1 yum 2
zoo 1
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 6 of 11
3.7 Bonus Task (Mandatory for CSE4IOO students, optional for CSE1IOO)
Instead of only being able to play against the computer, add a menu option for a two-player game
and implement its functionality. A sample run of this is at the end of section 6.
4 Code Segments
Below are code segments that must be included in your program.
public class DictionaryNode {
//object of the class represents a single word
protected String word; // word to be stored
private int level; // level of the word
private DictionaryNode next;
public DictionaryNode(String _word, int _level) {
//add your implementation for the constructor
//add any other attributes or methods if needed
public class ListOfNodes {
//object of the class represents a linked list of words starting
//with a specific character.
private DictionaryNode head = null; //head of the linked list
//add any other attributes or methods if needed
public class Dictionary {
//object of the class represents the whole dictionery
private ListOfNodes[] data;
//add any other attributes or methods if needed
5 Program Development
The following is a suggested breakdown for completing this assignment:
Task 1 Creating the Menu
Create the menu display, collect user’s input and write a method stub for each menu option. Ensure
that the correct function is called.
Task 2 File Handling
In Task 2, you need to consider all issues related to reading the text file (dictionary.txt) to
obtain words and their levels. You can simply display contents read from the text file to ensure file
reading is correctly conducted.
Task 3 Defining Classes
In this task, implement major classes for the assignment. This includes the necessary menu and
interactions with the player for choosing options etc.
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 7 of 11
Task 4 Linked Lists
Implement classes required for linked lists and dictionary. Implement methods (such as
insertInOrder, search etc) which are operations associated with the list and any other methods.
Thoroughly test your linked list before integrating it into your program.
6 Sample of Execution
A sample of the program execution is as follows.
% java WordLink
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game
E exit
Select a function from the menu: A
Set the difficulty level
The current difficulty level is 1. Type the new level: 2
The difficulty level has now been set as 2.
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game
E exit
Select a function from the menu: B
Display the dictionary
Level 1
and ant are baby bag bye car
cry dad do dog ear eat eye
fat fun get go got had hand
has have he her him his ice
icy it jam jar jaw key kick
press a key to continue …
lap leg me mug mum my new
not oil old one out owl pan
pat paw pie put quack rat red
run sat say sea see she sun
tea toe too toy two use van
press a key to continue …
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 8 of 11
wag was we web who why win
xmas yes you zoo
press a key to continue …
Level 2
arm box cup day did egg foot
fur gas hen hop lid ill low
map may mob nod oak our pea
pink quick ran rub sad saw shy
top try uncle way won yum zero
press a key to continue …
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game
E exit
Select a function from the menu: C
Insert a word to the dictionary
Enter the word: wear
Difficulty level: 1
“wear” is inserted.
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game
E exit
Select a function from the menu: C
Insert a word to the dictionary
Enter the word: quack
Difficulty level: 2
“quack” exists in the dictionary. Insertion aborted.
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 9 of 11
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game
E exit
Select a function from the menu: B
Display the dictionary
Level 1
and ant are baby bag bye car
cry dad do dog ear eat eye
fat fun get go got had hand
has have he her him his ice
icy it jam jar jaw key kick
press a key to continue …
lap leg me mug mum my new
not oil old one out owl pan
pat paw pie put quack rat red
run sat say sea see she sun
tea toe too toy two use van
press a key to continue …
wag was we wear web who why
win xmas yes you zoo
press a key to continue …
Level 2
arm box cup day did egg foot
fur gas hen hop lid ill low
map may mob nod oak our pea
pink quick ran rub sad saw shy
top try uncle way won yum zero
press a key to continue …
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 10 of 11
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game
E exit
Select a function from the menu: D
play the game (Level 2)
Enter a word: tea
tea – and – day
tea – and – day – yes – sun
tea – and – day – yes – sun – new – what
“what” doesn’t exist in the dictionary. You didn’t win.
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game
E exit
Select a function from the menu: D
play the game (Level 2)
Enter a word: may
may – yes – say
may – yes – say – you – uncle
may – yes – say – you – uncle – ear – red
may – yes – say – you – uncle – ear – red – dad – day
may – yes – say – you – uncle – ear – red – dad – day – yum – my
Well done! You win.
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game
E exit
Select a function from the menu: E
Updating dictionary.txt … Bye
CSE1/4IOO Assignment Due 10:00 Monday October 14th, 2019 Page 11 of 11
A sample of the program execution containing the additional two-player task is as follows.
% java WordLink
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game (1 player)
E exit
F play the game (2 players)
Select a function from the menu: f
Play the game (2 Players – Level 1)
P1: Enter a word: has
P2: – has – see
P1: – has – see – ear
P2: – has – see – ear – run
P1: – has – see – ear – run – now
“now” isn’t in the level 1 dictionary!
–Player two wins!–
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game (1 player)
E exit
F play the game (2 players)
Select a function from the menu: F
Play the game (2 Players – Level 1)
P1: Enter a word: wag
P2: – wag – go
P1: – wag – go – oil
P2: – wag – go – oil – line
“line” isn’t in the level 1 dictionary!
–Player one wins!–
A set the difficulty level
B display the dictionary
C insert a word to the dictionary
D play the game (1 player)
E exit
F play the game (2 players)
Select a function from the menu: e
Updating dictionary.txt … Bye

Posted in Main

Discussion Question1 and 2
I support the argument that non-American natives have been marginalized by the U.S education system. It is important for the teachers and reading specialist to practice fair-mindedness, empathy, and ethical behavior in literacy instructions (Cunningham et al., 2010). For instance, it helps in enhancing communication with the diverse students to promote learning. This helps the teachers in creating a good relationship with the English learners (Walpole & McKenna, 2012). The ethical behaviors help to appreciate the cultural diversity and native languages of the students to treat all the students equally. They also assist the teachers in understanding the connection between the native and second language development of the learners. Therefore, the teachers must act with empathy, ethical behavior and fair-mindedness to enhance communication and learning among the diverse students in the classrooms.
As a reading specialist, I think the five key for success includes close interactions with the students, empathy, dedication and commitment, and maintaining positive attitude towards the students (Durgunoglu & Verhoeven, 2013). These dispositions help the specialist in fully understanding their abilities and capabilities of the students to promote learning. As a reading specialist, I think that the key dispositions are similar to the key dispositions for success as classroom teacher. Since, both the reading specialist and the classroom teacher seek to create good relations with the students to enhance learning through the dispositions.

Response to Moen’s Post
I agree with Moen’s post that key dispositions of a classroom teacher are similar to that of a reading specialist in enhancing success of literacy reading. The post offers detailed information on the learning expectations of the students from the classroom teacher and the reading specialist. The author also referenced all the information in the post to avoid plagiarism.
Response to Croxdale’s Post
I agree with Croxdale’s post with the argument that there is a need to treat the English learners equally. However, the authors do not provide detailed illustrations and examples on the teaching of the English learners. I also relate with the author’s post on the need to show empathy and close understanding of the students. Apart from the lack of detailed explanations, the author provided a sense of direction in dealing with the marginalization of the English learners.
Response to Archible’s Post
Archible agrees with the arguments that the English learners are marginalized in U.S. Archible’s post is more useful in understanding the need for ethical behaviors in literacy training and learning in the American schools. Most importantly, the author quotes from Cunningham et al.(2011) on the need to give the diverse students open ended projects. As a result, Archible’s post is useful in understanding the potential of the English learners.

Cunningham, J., Cunningham, P., Moore, D., & Moore, S. (2010). Developing readers and writers in content areas, 6th Ed. Boston, MA: Pearson.
Durgunoglu, A. Y., & Verhoeven, L. (2013). Literacy development in a multilingual context: Cross-cultural perspectives. London, UK: Routledge.
Walpole, S., & McKenna, C. M. (2012). The literacy coach’s handbook, second edition: A guide to research-based practice. New York, NY: Guilford Press.

Posted in Main

All posts must be written in current APA format in a substantive manner and must not contain spelling and/or grammar errors.

You will be required to write substantive replies to at least 2 other classmates’ threads. Each reply must cite a minimum of 2 sources. Acceptable sources include the textbook, the Bible, outside scholarly articles, etc. 2 page minimum of 450 words.

Substantive replies, in contrast to perfunctory replies, add value to the forum, enhance learning, and contain references to any new concepts or ideas presented.

The following suggestions will aid you in successfully composing substantive responses:
• Compare/contrast the findings of others with your research.
• Compare how the findings of others relate/add to the concepts learned in the required readings.
• Share additional knowledge regarding the key topic that relates to the thread.

Discussion Forum 2: Six Sigma and the DMAIC Improvement Process

Six Sigma and DMAIC Improvement Process
Key Concept Explanation
Six Sigma is a management practice that serves as structured methodology, comprised of defined stages that aim to meet pre-established goals. Six Sigma targets three areas: improving customer satisfaction, reducing defect and reducing cycle time. In addition, the levels of objectives make up the objective of Six Sigma: management innovation, strategic improvement by problem solving and statistical measurement and process evaluation (Mahdi, 2012). The goal of Six Sigma is to reduce process variations through defining, analyzing and a variety of measuring tools and techniques. I decided to choose Six Sigma as my key topic because of its unparalleled influence in the business community when it comes to problem solving and operational efficiency. It continues to be a common practice on a global level. When properly applied, Six Sigma can increase the efficiency and effectiveness of an organization or process.

Throughout my research, I was able to discover different variations of how Six Sigma is applied but the overall structure remains consistent with the acronym DMAIC–Define, Measure, Analyze, Improve, and Control. Typical tools and techniques associated with DMAIC were based on management tools and techniques like Pareto diagrams, quality function deployment (QFD), design of experiment (DOE), poka-yoke, among others (Paulo Augusto, Satolo & Calarge. (2012). Many companies used some part of the DMAIC application in their basic practices when working projects as well. Currently, only three tools and techniques used in the DMAIC methodology of Six Sigma appear to be apparent in daily practices: control chart, the Pareto diagram and histograms. (Paulo Augusto et al., 2012).
Additionally, there is significant value from Six Sigma in the service community, especially as it relates to quality. This particular area seemed to have the most gaps and contradictions with the perception of Six Sigma expectations which focus on quality determinants, quality delivery, quality specifications, and quality communication gap. Many of the concepts critical to understanding how to measure these service qualities, however, are available through other means like customer surveys and panels, competitive benchmarking analysis, transaction analysis, perception surveys, mystery shoppers, employee research, analysis of complaints, and intermediary analysis (Sony & Naik, 2012).
Understanding and utilizing critical success factors (CSFs) will help ease the application of Six Sigma in service organizations. The concept of CSFs and its implementation needed for managers are vital to businesses looking to consider Six Sigma. CSFs are those factors essential to the success of any program or technique, in the sense that, if objectives associated with the factors are not achieved, the application of the technique will perhaps fail catastrophically (Laureani, 2012).
Article Summary
Six Sigma has influenced today’s business world employees to use a structured approach for successful deployment of the program, which ultimately improves Six Sigma’s objectives of management innovation, strategic improvement by problem solving and statistical measurement and process evaluation. In the article, “Six Sigma-A Strategy for Increasing Employee Engagement”, questionnaires composed of 28 pointed questions under various phases of Six Sigma deployment were sent to more than 300 PI professionals across the globe (Sunder, 2013). Responses from 178 professionals expressed their qualitative and quantitative views about the impact of Six Sigma deployment on the human resources of organizations (Sunder, 2013). These findings resulted in thirty percent of respondents argued that Six Sigma practices are unique, and every project is new in its own way and hence felt project identification contributes to variety to work (Sunder, 2013). Additionally, twenty-six percent of the respondents confirmed that Six Sigma project execution at every level contributes to the organization’s business goals (Sunder, 2013). Twenty percent of the respondents also felt that Six Sigma project execution is an opportunity for developing relationships with co-workers. (Sunder, 2013).
Full engagement of employees is critical to Six Sigma’s success. This study proves the positive relationship between Six Sigma and organizational learning. It also confirms that Six Sigma’s role in organizational structure and focus on metrics directly contributes positively to organizational innovation.
Biblical Integration
In Deuteronomy, God talks to Moses as he advances into the hill country of the Amorites and explains to him that he will appoint leaders among the tribes to oversee the law and problems of the land. “But how can I bear your problems and your burdens and your disputes all by myself? Choose some wise, understanding and respected men from each of your tribes and I will set them over you” (Deuteronomy 1:12 &13, NIV). In addition, he charged these judges to address all problems, big or small, no matter who was involved. God wanted impartiality in judgment and genuine understanding. “Do not show partiality in judging; hear both small and great alike” (Deuteronomy 1:18, NIV). He is telling us to understand and discover the root causes of problems without judgment, and work to resolve them; Six Sigma tries to accomplish that. Through the DMAIC process it provides steps to truly discover problems and determine a root cause on a more statistical, objective basis.
The Six Sigma discipline has revolutionized many corporations over the past two decades. It has transformed many businesses from dissipation to profitability and effectiveness in a slew of areas. Six Sigma has been used to improve processes, including improving production systems for tangible products or services. The first generation of Six Sigma was for a period of 8 years (1987-1994) and the focus was on reduction of defects, originating from Motorola © as the premier first generation company success (Meredith & Shafer, 2011). The second generation of six sigma spanned the period from 1994 to 2000, focusing on cost reduction. General Electric and Du Pont were two successful second generation companies. The focus of the third generation is on creating customer values within the enterprise itself. Many of the first companies to adapt to the third generation of Six Sigma are internationally based companies like Samsung (Sony & Naik, 2012).
While, process improvement methodologies have evolved and provided success to organizations over time, the effectiveness of Six Sigma far exceeds these expectations. Six Sigma raises productivity, improves company efficiency in operations and lowers costs. This business strategy is critical to deploy because it involves human resources across a magnitude of levels within the organization. Additionally, Six Sigma has proved to differentiate itself and influences employees in operations and training.
Annotated Bibliography
Meredith, J. & Shafer, S. (2011). Operations Management for MBAs (5th ed.). Hoboken, NJ: Wake Forest University.
This reference is the textbook reading that outlines the Six Sigma and the naming origin of the concept. Six Sigma is executed in a well-defined disciplined improvement process called DMAIC. The acronyms stand for the five stages of the process: (1) define,
(2) measure, (3) analyze, (4) improve, and (5) control. Each stage is defined in the text and examples are provided twith regard to how Six Sigma is executed. Surprisingly, Six Sigma has been successful because it simplifies problem solving in business with great flexibility on how it can be applied. The text provide a basic information for Six Sigma that allow for further research, comprehension and understanding for a process that has had a significant influence on business practices for decades.
Laureani, A., & Antony, J. (2012). Critical success factors for the effective implementation of lean sigma. International Journal of Lean Six Sigma, 3(4), 274-283. doi:http://dx.doi.org/10.1108/20401461211284743
This article identifies several critical success factors (CSFs) that contribute to the implementation of Six Sigma in the manufacturing and service industry. The paper presents the continuous improvement initiative that businesses used from the Six Sigma process. Authors created this reading based upon two parts: the first part was to analyze the current literature on CSFs for all continuous improvement initiatives such as TQM,
Lean, Six Sigma and Lean Six Sigma. The second part was to design a survey questionnaire based on the literature that includes feedback from 600 companies on a variety of angles, mainly trying solicit takeaways of the benefits of Six Sigma and how it has impacted their individual businesses.
Mahdi, O. R., & Almsafir, M. K. (2012). Diagnosing of sustainable competitive advantage using six sigma methodology. International Journal of Business and Management, 7(7), 94-109. Retrieved from http://search.proquest.com/docview/1009641795?accountid=12085
This article considers the sustainability of Six Sigma. It diagnoses competitive advantages to use Six Sigma methods to collect primary data in an organization. Additionally, it explains the survey strategy used in the service industry called the “self-administered questionnaire”. I found this article helpful because it also breaks down the DMAIC process in its own definition and language. It was really helpful to utilize this reference to provide a qualitative introduction leading up the article summary. It mirrors the information from the text and narrows down the origin and intent of Six Sigma. This includes the certification belts that members can achieve when how to manage and execute the process.
Paulo Augusto, C. M., Satolo, E., João, M. A., & Felipe Araújo Calarge. (2012). Benchmarking the use of tools and techniques in the six sigma programme based on a survey conducted in a developing country. Benchmarking, 19(6), 690-708. doi:http://dx.doi.org/10.1108/14635771211284279
This article outlines the basics of the Six Sigma process so that businesses, worldwide, can take apply different tools and techniques from the practice. The article will support how Six Sigma allows managers to build on their business using this concept of continuous improvement. The paper was specifically designed for developing countries to learn from Six Sigma. The findings explain that Six Sigma is indispensable to the practice of the data-driven improvement cycle called DMAIC (an acronym for define, measure, analyze, improve and control). It is exemplary of how universal Six Sigma can be applied and only validates how and why Six Sigma is considered a pillar of business success.
Sony, Michael & Naik, Subhash. (2012). Six Sigma, organizational learning and innovation. The International Journal of Quality & Reliability Management, 29.8, 915-936. DOI: http://dx.doi.org/10.1108/02656711211258535
The purpose of this paper is to investigate the relationship between Six Sigma, organizational learning and innovation performance. Correlations are used to analyze the degree of relationship between these constructs and to further understand the direct and indirect effects of implementing Six Sigma. This article provides current, applied information for Six Sigma and the negative aspects of the practice as it relates to organizational innovation and learning. The study has contributed to clarifying the disputed relationship between Six Sigma practices and learning and innovativeness, and shows empirical evidence to confirm that the Six Sigma practices deployed by a firm has a positive impact on its organizational learning. Six Sigma focuses on role structure and metrics contributed positively to innovation, however the Six Sigma effect of procedure on organizational innovation is negatively related, thus opening new areas of Six Sigma-Innovation Paradox.
Sunder, V. (2013). Six sigma-A strategy for increasing employee engagement. The Journal for Quality and Participation, 36(2), 34-38. Retrieved from http://search.proquest.com/docview/1426765353?accountid=12085
This article identifies several process improvement (PI) methodologies of Six Sigma that have taken shape and provided success to organizations in the past few years. It explains the unparalleled influence of Six Sigma when it comes to improving a company’s operational efficiency, raising its productivity, and lowering its costs. This article was chosen as a historical reference to how Six Sigma has influenced business. Nothing compares to the effectiveness of Six Sigma, however, when it comes to improving a company’s operational efficiency, raising its productivity, and lowering its costs. Deploying this key business strategy involves human resources across all levels in the organization because it also requires a cultural change. It also details and highlights the DMAIC improvement process as that cultural change and provides tools and techniques that add value to the success of the process.

Response 2 to DB2 BUSI650
I think the post on Six Sigma and DMAIC improvement process is well organized with an in-depth analysis of the various concepts. First, I think that background information provided on the research topic is adequate in understanding the various tools and techniques related with DMAIC. The post also explained the various applications of Six Sigma in the current society. For instance, it indicates that Six Sigma is valuable in service community and organizations towards promoting quality (Evans & Lindsay, 2014). It also includes a better understanding of the critical success factors (CSFs) useful in promoting the success of the DMIAC techniques.
In addition, it provides a full article review including the responses to questionnaires aimed at examining the significance of Six Sigma models on the human resources activities of the organization. This matches my research on the selected research topic. Since, the responses from the participants are reliable in making relevant conclusions and recommendations. The post’s finding from the employee engagement study on the success of Six Sigma determined that there are exists a positive relationship between a Six Sigma model and organizational learning (De Mast & Lokkerbol, 2012). The nature of the relationship of the two variables explained the reliability of Six Sigma in supporting organizational effectiveness. Apart from all, the discussion integrated some biblical examples and events to foster a better understanding of the topic. Also, the author prepared a good annotated bibliography summarizing the various sources used in the post.
Moreover, Six Sigma’s DMAIC approach has been used in enhancing effectiveness and efficiency of the various processes in the current industry. It is useful in creating stronger performance standards and thus, enhancing the achievement of the business goals. I believe the paper should have recognized the significance of Six Sigma in training process specialists within the organizations. According to De Mast and Lokkerbol (2012), the training helps the specialists to improve the process quality that in turn enhances the financial metrics. Generally, the discussion is more comprehensive and useful in providing adequate knowledge on the subject of Six Sigma and DMIAC improvement process.

De Mast, J., & Lokkerbol, J. (2012). An analysis of the Six Sigma DMAIC method from the perspective of problem solving. International Journal of Production Economics, 139(2), 604-614.
Evans, J., & Lindsay, W. (2014). An introduction to Six Sigma and process improvement. Boston, MA: Cengage Learning.

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Please use two competitive advantage to answer the question: differentiate (willingness to pay by customers) and cost (reduce supplier opportunity cost).
1. Prior to efforts by competitors to match Dell in the 97-98 period, how big was Dell’s competitive advantage? As an example, specifically calculate Dell’s advantage over Compaq in serving a corporate customer.
To size up Dell’s competitive advantage, you must compare (a) the wedge that Dell drives between the willingness of customers to pay for its product and the costs that it incurs to provide those products to (b) the wedge generated by a Compaq/reseller team. To the extent that Dell’s wedge is larger, it has a competitive advantage. The case allows you to analyze relative costs in quantitative detail. The case allows you to compare willingness to pay across companies only qualitatively.
To examine relative costs, consider a typical PC equipped for the business market. From Exhibit 10b, you can calculate the price that Dell charged for such a machine in 1996. Next, you can use Exhibit 6 to calculated Dell’s COGS for such as machine. Using information in the case, identify the major categories of cost differences between Dell and the Compaq/reseller team; as they provide a typical corporate PC, how do the costs they incur differ? Finally, try to quantify the savings or extra costs associated with each difference.

2. How effective have competitors been in responding to the challenge posed by Dell’s advantage? How big is Dell’s remaining advantage?

Think about Dell competitive advantage, Dell’s core position, and whether and why is it hard to match Dell.

Case Note
Dell’s competitive advantage can be indicated by the willingness of the customers to pay good price for its product higher than the costs incurred. This helps the company in generating increased revenues. The calculated Cost of goods sold for Dell Computer Corporation includes $14,137, $9605, $6,093 and $4,229 million during the years, 1999, 1998, 1997, and 1996 respectively. On the other hand, the costs of goods sold of Compaq for the years 1998, 1997, 1996 and 1995 are $21,383, $17,386, $13,913, and $11,367 million. In terms of customer views on the PC performance and satisfaction, Dell receives positive feedback compared to the Compaq. This indicates the willingness of the customers to pay any price for the Dell PC products. The major categories of cost differences between Dell and the Compaq Corporation include the advertising costs, research and development costs and the selling and administration costs incurred. The advertising costs are equal at 1.1 per cent. On the other hand, Dell invests 1.5 per cent of its computer price to research development to 4.3 per cent of Compaq. In terms of selling and administration expenses, Dell incurs only 9.8 per cent while Compaq allocates 16.0 per cent. Finally, Dell Inc saves 9 per cent of its prices compared to Compaq Corporation that quantifies to $210.87 savings.
Considering the data of 1998 of the major PC manufacturers, it reveals that Dell is more competitive than other PC manufacturers in terms of its return on equity of 62.9 per cent. Dell still possesses some transparency of competitive advantage. However, Gateway had slightly surpassed Dell in 1994. The major PC manufactures were not able to challenge the competitive edge of Dell. First, the competitors could not be able to develop an efficient supply chain and production processes to compete with Dell corporation. In addition, Dell had developed a strong brand value and loyalty that could not be acquired by other firms. Based on the data of 2003 of the PC manufacturers, there is a small risk that Dell’s competitors could match its competitive advantage. However, Gateway has tried to reduce his inventory turnover days to 10 days. Therefore, Dell’s capabilities and competitiveness is difficult to match due its continued innovation and ability to maintain market leadership.

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Write three negative comments and three positive comments about this video

These comments should be based on the attachment Checklist.
you should write each comment in a separate paragraph. so, the total will be 6 paragraphs.
Quality Check for Online Courses
(This is based on a Department of Education federal regulation, 34 CFR 600.2(a).
† Instructor Interaction: Course must include regular and substantive interaction primarily initiated by the
† Instructor Driven: Course is NOT largely self-paced.
† Authentication: Course requires proof of student identity through a secure log-in (ex: Network ID used in SIU
Online), proctored exams, or other technologies.
† Academic Record: Course uses a system that documents academic activity to demonstrate regular and
substantive interaction (ex: SIU Online).
† Content for Reading & Collecting: Instructor provides methods to acquire and collect information.
† Activities for Reflection: Instructor provides multiple methods to reflect on content & concepts.
† Content & Activities for Visual Learning: Instructor provides methods to display content & concepts.
† Activities for Hands-on Application: Instructor provides methods to engage with content & concepts.
† Balanced Content & Participation: Course provides opportunities for student ownership in the learning process.
† Pre-Course Communication: Course clearly communicates to students in advance where and when to log-on.
† Syllabus: Instructor provides a thorough syllabus including course objectives, schedule, and expectations.
† Learning Objectives: Instructor clearly communicates the learning objectives in the syllabus.
† Instructor to Class Interaction: Instructor posts news/announcements on a regular basis.
† Instructor to Student Interaction: Instructor has provided opportunities and guidelines for students to contact
instructor and has set reasonable expectations for response turn-around.
† Student to Student Interaction: Instructor has built in opportunities for students to interact with each other.
† Guided Learning: Instructor provides ongoing, regular support to students.
† Check Student Learning: Instructor has incorporated multiple methods to check student learning.
† Feedback: Instructor has built in methods to provide regular feedback to students.
† Consistency: Course reflects consistency in design and placement of content.
† Accessibility: Course is accessible when using screen readers and other assistive technologies.
† Student Satisfaction: Instructor provides opportunities, during the course and at the end, for students to
provide feedback about the course and their learning experience (ex: Instructor and Course Evaluation).
† Course Review: Course content is regularly reviewed, especially after revisions and updates, to make sure that
the learning objectives still drive the content and instruction.
References: Bonk, C.J. & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, & doing. San Francisco, CA: Jossey-Bass.
Fisher, M. (2003). Designing courses and teaching on the web: A “how to” guide to proven, innovative strategies. Lanham, MD: ScarecrowEducation.

Video Comments
After watching the You Tube video on the nature of online education, I can summarize three positive and three negative comments. The positive comments include increased content and activities for visual learning. The online education uses the various methods to display content and information to the students. This is crucial in enhancing the understanding of theoretical concepts to be taught in the online class session. Therefore, the visual learning tools would promote their ability to gain more understanding of the classroom concepts and ideas.
Secondly, the video seems useful in explaining on how to reflection ideas and activities during class sessions. The various classroom sessions requires effective reflection to understanding the ideas and information be taught in the classroom. For example, the discussed based activities helps students in understanding in reflecting the class topics and information. Thus, the reflection activities were numerous maximizing the student’s ability to understand the various content and concepts discussed. Most importantly, the video handled specifics to ensure the learners were conversant with every detail.
Another positive impacts obtained from the video is the effective pre course communication. Clear communication with students in advance is important and useful in online learning. The video made significant impacts in explaining to the students the communication of learning objectives and ideas. This is crucial in influencing improved learning sessions with the students.
On the other hand, I can note some negative comments revealed from the video. First, I think that the video did not examine the concept of guided learning. Guided learning seeks to ensure that their instructors support students continually. The video seems not to capture such details. This would affect the learning and understanding of the students of the course work and information.
Secondly, the video does not provide any comprehensive and fully information regarding the online sessions and submissions. For instance, it does not cover the nature of student’s feedback to the instructor. Feedback is a necessary aspect that criticizes the teaching methods of the instructors. As a result, the video is not comprehensive enough and thus, not useful to the students.
Lastly, the video did not indicate the nature of determining student’s satisfaction with the course. The video dwells much on explaining the teaching methods and delivery of the course work. However, it ignores the ability to evaluate and assess the overall student’s acceptance and recognition of the instructor’s work.

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ASSESSMENT 2 – Individual Essay Assignment – MANUAL
This manual outlines the followings:
? Provision of essay topics
? Task requirements
? Format and printing requirements
? Submission requirements
? Provision of essay topics
You must select one of the following three essay topics.
Topic A: Financial statement analysis has long been a major instrument to predict the probability of bankruptcy of firms. However, significant corporate scandals like the bankruptcy of Enrol, Worldcom and Lehman Brothers have revealed that financial statements are not reliable to estimate the firm’s default (bankruptcy) risk. Use the supporting evidence from journal articles and discuss whether corporates need a new approach to bankruptcy prediction.
Topic B: Financial market regulators worldwide recently imposed short selling restrictions on financial securities. The primary purpose of this was to curb excess stock price volatility. Discuss if these restrictions successfully achieved their purpose. Use supporting evidence from journal articles together with your own analysis of actual financial market evidence.
Topic C: Negative gearing occurs when an asset (e.g. a house or share portfolio) is financed largely by a loan and the periodic interest payments on the loan exceed the income produced by the asset in the same period (e.g. monthly interest exceeds monthly rent receipts or monthly share dividend yield). Explain the advantages and disadvantages of such arrangements in terms of risk and return, especially in the context of increasingly volatile market conditions. Illustrate your answer with example calculations and references to the journal articles and financial press.
? Task requirements
1. The essay MUST be completed individually.
2. You must address all the questions of the topic chosen, and build up your own argument from reading the relevant journal articles and news articles in the financial press.
3. At least 6 journal articles should be included.
4. The maximum length of the essay (including abstract, body text, in-text citation and reference list) is 1,500 words. Essays exceeding the word limit will be penalised with 10% penalty.
Assessment 2 Trimester 3, 2016 Maria Kim
5. An abstract of no more than 200 words is to preface the essay.
6. The essay should follow the structure including Abstract, Introduction, Body text, Conclusion and the Reference List.
7. All essays must include a list of references in academic form using the Harvard citation style. All sourced material, including direct quotations, must be appropriately acknowledged.
8. Use your own words. Reference wherever necessary. Do NOT plagiarise.
? Format and printing requirements
1. Clearly state the TOPIC NUMBER you have chosen on the assignment coversheet (with bar code). Failure to do so will result in a 5% penalty.
2. The assignment must be typed (word processed), in font size 12 with 1.5 line spacing, on one side of the paper only.
3. Pages are to be consecutively numbered.
? Submission requirements
1. The essay is due on Wednesday, 12 October, 2016 at 12 pm (Week 8).
2. Do not wait until the last minute to submit your work. Server problems, network outrages, computer breakdowns, hard disc failures, and the like will not be considered for late submissions.
3. Assignment MUST be submitted through both of the following paths:
a. Submit the MS Word version via TURNITIN system, before printing out.
b. For a printed hard copy submission, you must print an assignment coversheet (with bar code) from http://businessfaculty.uow.edu.au/coversheets/
When you submit the hard copy of your essay report, you MUST attach both 1) a signed assignment coversheet with a bar code and 2) a hardcopy of the TURNITIN -originality report-. Failure to do so will result in a 10% penalty.
4. Place the signed coversheet (with bar code) to the front of the assignment and take it to Business Central to be scanned and submitted. The assignment will electronically be recorded as -submitted- and an electronic receipt will be issued to your University email account.
5. A 10% penalty will be incurred for each business day the assignment is late. Any late assignment should be submitted to Maria Kim directly.
6. You are NOT allowed to collaborate with anyone on this assignment. Sign the declaration stating that the submitted work is your own on the assignment coversheet.
Assessment 2 Trimester 3, 2016 Maria Kim

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Issues in Corporate Finance Spring 2016
Individual Assignment
• This assignment explores the pecking order theory of capital structure. You should begin your preparation by reading Chapter 17 of Hillier et al. (2012) (in particular, Sections 17.4 and 17.5), as well as Fama and French (2005). You should also read the conclusions in Myers (1984) and Myers and Maljuf (1984).
• The assignment uses data for a sample of U.S. firms, which can be found in the file Assignment Data.xls.
• The empirical results for Questions 2, 3, 5 and 6 should be presented in tables in an appendix entitled Appendix A: Tables. The estimated coefficients, t-statistics and R2 statistics for the three regressions in Questions 5 and 6 should be reported in a single table in that appendix.
• The graphical results for Questions 5 and 6 should be presented in an appendix entitled Appendix B: Graphs, with each graph appearing on a separate page.
• The main body of your submission (excluding the appendices) should not exceed six pages. The text should be formatted in a 12-point font, with double spacing between lines.
• The main body of your submission should consist of six sections, corresponding to the questions below, although you may include additional sub-sections. Please do not restate the questions themselves in your submission.
• The submission date is 17h00 on Tuesday, 11 October 2016. Attach a completed cover sheet to a printed copy of your assignment, using a single staple in the top-left corner, and deposit it in the allocated assignment box on Level 5 of Building 8. (Do not use any plastic sleeves or binders, etc.) Also submit a pdf version of your assignment, together with the Excel workbook containing your calculations, via Turnitin. • Your submission will be graded on the correctness of its analysis, the validity of its arguments, and the quality of its presentation (including its structure, clarity, and correct use of language).
• Note that this is an individual assignment, which you should complete independently, without collaboration or assistance. If you are uncertain about what this means, please consult the university guidelines on plagiarism and cheating.
Question 1. 10marks
(a) Write a brief overview of the pecking order theory of capital structure.
(b) What does the pecking order theory predict about new equity financing?
(c) What does the pecking order theory predict about share repurchases?
Question 2. 20marks
The following questions refer to Table 2 in Fama and French (2005).
(a) Interpret the evidence presented in Table 2 in relation to the pecking order theory. (b) Construct a table by extending Table 2 to include a fourth row for 2002 data.
(c) Compare the new row with the existing data in Table 2, and explain how it relates to the pecking order theory.
Question 3. 20marks
The following questions refer to Tables 2 and 3 in Fama and French (2005).
(a) Table 3 disaggregates firms into groups formed on size, profitability and growth, and examines how equity issuers differ from equity repurchasers in each group. Explain why this provides better evidence on the pecking order theory than the aggregate data in Table 2.
(b) Interpret the evidence presented in Table 3 in relation to the pecking order theory.
(c) Construct a table by extending the first three columns in Table 3 to include rows for 2002 data.
(d) Compare this table with the table you constructed for Exercise 2, and interpret the results.
Question 4. 10marks
The following questions refer to Table 3 in Fama and French (2005).
(a) Describe the two ‘patches’ on the standard pecking order theory that were introduced by Myers (1984) and Myers and Maljuf (1984).
(b) What does the ‘patched’ pecking order theory predict about new equity financing?
(c) What does the ‘patched’ pecking order theory predict about share repurchases?
(d) Can the ‘patched’ pecking order theory explain the results in Table 3?
Question 5. 20marks
Use the sample data provided to estimate the following cross-sectional regression models:
dLi Ei dSi Ei
= a + ß + e and = a + ß + e,
Ai Ai Ai Ai
where dLi is the net growth in debt issues for firm i, dSi is the net growth in its equity issues, Ai is the value its assets, and Ei is its earnings.
(a) Interpret the results of the regressions, paying specific attention to the magnitudes and statistical significance of the estimated coefficients.
(b) Create a scatter plot of new debt financing (dLi/Ai) against firm profitability (Ei/Ai), and include the predicted relationship between these two variables as a curve on the same graph.
(c) Create a scatter plot of new equity financing (dSi/Ai) against firm profitability (Ei/Ai), and include the predicted relationship between these two variables as a curve on the same graph.
(d) Are these scatter plots consistent with the (standard or ‘patched’) pecking order theory? Your discussion should consider what the two graphs imply, when considered individually and together. You should also relate your results to the evidence in Parts B and C of Table 5 in Fama and French (2005).
Question 6. 20marks
Use the sample data provided to estimate the following cross-sectional regression model:
dSi dAi
= a + ß + e,
Ai Ai
where the variables dSi and Ai are defined as before.
(a) Interpret the results of the regression, paying specific attention to the magnitudes and statistical significance of the estimated coefficients.
(b) Create a scatter plot of new equity financing (dSi/Ai) against firm profitability (dAi/Ai), and include the predicted relationship between these two variables as a curve on the same graph.
(c) Is this scatter plot consistent with the pecking order theory? You should separately consider the cases of low and high growth firms, and of net equity issuers and net equity repurchasers, in your discussion. You should also relate your results to the evidence in Parts B and C of Table 5 in Fama and French (2005).
(d) Explain why profitability and growth should be the two main explanatory variables for understanding variations in debt and equity issues, if the (‘patched’) pecking order theory is true. Based on the R2 statistics for your regressions, do you think this is the case?
Fama, E. F. and K. R. French (2005). Financing decisions: Who issues stock? J. Finan. Econ. 76(3), 549–582.
Hillier, D., M. Grinblatt, and S. Titman (2012). Financial Markets and Corporate Strategy (second European ed.). Maidenhead, Berkshire: McGraw-Hill Education.
Myers, S. C. (1984). The capital structure puzzle. J. Finance 39(3), 575–592.
Myers, S. C. and N. S. Maljuf (1984). Corporate financing and investment decisions when firms have information that investors do not have. J. Finan. Econ. 13(2), 187–221.

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MKT00720 – Marketing
Session 3 2015
Assignment 2: Report (on Facebook inc.)
Core Information:
Due: Due by midnight AEST, Friday 8th January 2015
Weighting: 30%
Individual/Group: Individual Assignment
Word limit: 1500-2000 words in total (plus or minus 10%)
Aim: The purpose of this assignment is to again provide you with an opportunity to apply knowledge, theory, frameworks and tools from the early part of the unit to an analysis of the strategy and strategic practices of a real organisation. In this assignment, you will work to analyse the strategies pursued by Facebook since its creation. You will evaluate marketing-related strategies and their effectiveness and relate those real-life experiences to relevant research and theory. The aim is to provide experience of marketing analysis and practice and to determine your ability to relate real marketing strategy to theory and research.
The Overall Task:
Facebook Inc is a global online social network that has about one billion member accounts. However the organisation is less than 10 years old. Despite intense media excitement when Facebook listed as a public company in May 2012, the share price has bobbed around quite a bit since. Many business analysts are beginning to question the company’s long-term viability because it is difficult to discern a coherent business strategy.
Your task in this case analysis is to answer two questions by critically analysing Facebook’s history, resources and market situation. Please do not just describe events, although you should read Facebook’s history to understand the background to your analysis. You should use the principles and concepts that you have learned throughout the unit to answer the following two questions:
1. What marketing strategy or strategies has Facebook adopted since it was created? Answer this question by applying one or more of the theoretical approaches discussed in the course.
2. What marketing options can you describe for Facebook if it wishes to remain a successful organisation throughout the next decade? Answer this question based on the circumstances that exist in 2014 and your best forecasts of relevant future industry factors.
These are wide-ranging questions and you should undertake extensive independent research into Facebook and its industry. You should explore different aspects of these issues and incorporate them into your report. This is a practical assessment of a real company, but you need to show an understanding of theory and research in your evaluation and suggestions.
1. Begin to gather information about Facebook and its marketing-related strategies. There are a range of sources you can make use including the company’s own corporate website and related publications, academic journals, business press and media, blogs and so on. The quality business press such as Forbes or Business Week or the Economist are in some ways good places to start.
2. However, you need to begin to study relevant course materials as the task requires you to analyse and evaluate Facebook’s marketing strategy in relation to theory, frameworks and research.
3. Consider each of the two questions carefully and begin to relate practice to theory in an attempt to answer each of them. The questions explicitly direct you to specific aspects of the unit material and to specific types of models, tools and theories.
4. It should be clear that there is no definitive right answer here. This also mirrors reality, in that companies are not able to find a single solution or pathway; they have to make difficult choices from alternatives. In the light of that try to explore different aspects of the two questions – there are no ‘correct’ answers and lots of valid arguments for and against all kinds of alternatives. The merits of your argument will depend to a large extent on how much evidence you can cite to support your point of view; that is why this is called a research project.
5. Write up your analysis. This should be in a report format. Here is a suggested structure: a. Executive Summary
b. Introduction
c. Background to the Company
d. Marketing Analysis
i. The Nature of Facebook’s Marketing Strategy or Strategies since it began ii. Strategic Marketing Options for Facebook moving forward e. Conclusion
f. References
g. Appendix
Ensure that you have related the real conditions of the company to theory and research and that you have read, cited and referenced appropriate academic material as well as more popular sources (which also need to be properly referenced).
6. Submit the report via the Turnitin Submission Link (under Assessment Details on the Blackboard site)…be fully aware of the plagiarism rules in the School; plagiarism will not be tolerated.
7. The marking criteria for the assignment can be found on the following page. They are published to give you detailed guidelines about the way in which your mark will be calculated. Please read them carefully. Note that they are a guide, not a definitive formula for allocating marks, and no set of criteria can accurately describe every possible assignment. Your final mark will reflect the application of academic judgement by your marker to your whole assignment.
Marking Criteria follows on the next page.
MKT00720 – Marketing (Session 3, 2015)
Assignment 2: Report (on Facebook Inc.)
School extension policy
Students wanting an extension must make a request at least 24 hours before the assessment item is due and the request must be received in writing by the unit assessor or designated academic.
Extensions within 24 hours of submission or following the submission deadline will not be granted (unless supported by a doctor’s certificate or where there are exceptional circumstances – this will be at unit assessor’s discretion and will be considered on a case by case basis). Extensions will be for a maximum of 48 hours (longer extensions supported by a doctor’s certificate or exceptional circumstances to be considered on a case by case basis).
A penalty of 10% of the total available grade will accrue for each 24-hour period that an assessment item is submitted late. Therefore an assessment item worth 20 marks will have 2 marks deducted for every 24-hour period and at the end of 10 days will receive 0 marks.
Please note: work commitments are rarely a sufficient reason to approve special consideration and being away on holidays is never a reason. There is no penalty for submitting an assignment BEFORE the due date, so if you are going away just manage your time to get assessment tasks finished before you go. You’ll enjoy your holiday more.
Extensions will NOT be approved because of problems with personal computers or storage devices. Back up your work every day to a secure location.

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BSBMKG501: Identify and evaluate marketing opportunities
Assessment task (4 of 4)
Presentation – PowerPoint, Presentation
Student name: XXXXXX
Student number: XXXXXX
Assessment number: 32070/04
Getting started
The assessment activities in this booklet are designed to provide you with the opportunity to demonstrate your competence in the unit BSBMKG501 Identify and evaluate marketing opportunities.
Assessment submission
When you are ready to submit your assessment, upload the file to OpenSpace using the Assessment Upload links in the relevant study period of your course. The Student Lounge provides a ‘Quick Guide to Uploading Assessments’ if you need further assistance. Uploading assessments to OpenSpace will enable Open Colleges to provide you with the fastest feedback and grading on your assessment. Alternatively, you can print and post your assessment to:
Open Colleges
PO Box 1568
Please ensure that you use the Open Colleges Assessment Cover Sheet (available in the Student Lounge in OpenSpace). Where assessments are submitted by post, grades and feedback will be released on OpenSpace. Please note that assessments submitted by post may take up to 21 days from the date received by Open Colleges to grade and are reliant on the efficiency of the postal service.
It is important that you keep a copy of all electronic and hardcopy assessments submitted to Open Colleges.
Competency details
This unit describes the skills and knowledge required to identify, evaluate and take advantage of marketing opportunities by analysing market data, distinguishing characteristics of possible markets and assessing viability of changes to operations. It applies to individuals working in a supervisory or management marketing or advertising role within a marketing or advertising team or media organisation.
To achieve a Pass (PA) grade for this assessment you must, at a minimum, address all the requirements specified in the assessment instructions to demonstrate your competency. To achieve a higher grade such as a Credit (CR), Distinction (DN) or High Distinction (HD), your assessor will be looking for additional details, research, and analysis and referencing, where appropriate. These particulars will demonstrate your in-depth understanding and application beyond the assessment requirements but within the context of the unit being delivered.
See your Student Handbook further information on grading.

Assessment summary
For this unit of competency you will be required to complete four assessment tasks to be deemed as competent.
1. Multiple Choice Questions
2. Multiple Choice Questions
3. Report – Marketing Opportunities
4. Presentation – PowerPoint, Presentation Plan
It is important to look at the evidence checklists provided in each assessment to ensure that you have completed all the set activities and tasks and submitted all the evidence which has been requested for each assessment before your final submission.
General instructions
The purpose of this assessment to provide you with the opportunity to display the necessary skills and knowledge to:
• identify marketing opportunities
• investigate the marketing opportunities which have been identified
• evaluate operations of the business and the changes needed to incorporate the new marketing opportunities.
Each of the assessments listed above are provided as separate documents and all required evidence for each assessment is to be uploaded into the Assessment Portal on Open Space.
Note: Please submit all assessment components in one file, or with as few attachments and separate documents as possible; i.e. do not include templates or emails in separate documents – place them all in the one document.
Presentation instructions
For this assessment, you will be required to using the CoffeeVille case study and complete the activities listed below.
You will need to conduct research to ensure that the information you are including is current and relevant to the case study.
You may also refer to the learning materials which have been provided, to assist you in completing the relevant activities.
CoffeeVille Case Study:
CoffeeVille is a Melbourne based café owned by Rufus and Emma Belcastran who are brother and sister. The business began operation in 2009; prides itself on its quality products and service and believes there is a need to be active in their local community.
CoffeeVille provides a range of food and beverages tailored to the breakfast/lunch service times within the busy Melbourne inner-city district.
Coffee products used by CoffeeVille are sourced globally and the organisation also supports communities on a global scale by purchasing quality products which have been bought based on fair trade best practice.
CoffeeVille supports communities in other ways by:
• sourcing local products where possible
• sourcing and using organic ingredients and products wherever they are able to
• tailoring their products to the needs of their customers (such as including both vegetarian and gluten-free products and menu items).
CoffeeVille has developed all the necessary policies, procedures and financial reports to monitor and review all their business practices on a regular basis to ensure the growth of the business by establishing the appropriate market trends to suit their style of café.
Due to the growth of their business, they have employed you as the Marketing Manager for CoffeeVille. Rufus and Emma originally managed this area of the business but have reached a point where they must relinquish this area to someone with the skills and knowledge to develop the products and services they are passionate about and expand the market where possible.
Activity 1: Presentation
Activity Overview: Preparing and presenting marketing opportunities to management
You have now completed your Marketing Opportunities Report (Assessment 2) which Rufus and Emma had requested. Before you can implement any of the information contained in your report to complete other marketing tasks as a part of your role as Marketing Manager, you will need to meet with Rufus and Emma to discuss your report findings.
Activity instructions:
For this activity, you will be required to complete two activities which will demonstrate your ability to communicate the information contained in your Marketing Opportunities Report to Rufus and Emma so that they can confirm their understanding of your findings within the report.
In preparation for your meeting with Rufus and Emma regarding the marketing opportunities you need to prepare a presentation on your findings and use the report which was created in Assessment 2, which you will deliver when you meet with them.
a) For this activity, you will be required to create a PowerPoint presentation which has a minimum of 10 slides and addresses the key points within your report. Your presentation will need to be submitted as evidence for this activity.
b) Your report must include the key points which include:
• identifying the two marketing opportunities
• justifying why are they viable for CoffeeVille and are a good fit for CoffeeVille
• briefly explaining what a marketing mix is (i.e. product, price, promotion, place)
• briefly outlining your proposed changes.
This only needs to be an outline so it is recommended you keep your points concise and use bullet points where possible.
You need to be creative with your slides and choose graphics, charts and any other visual components which will suit your audience.
You must use appropriate content and language throughout your presentation which is to a level which is suitable for management of CoffeeVille.

Activity 2: Communication skills
As part of your presentation, you will need to create a Presentation Plan using the template provided in Appendix A: Presentation Plan Template, which demonstrates how you will deliver the presentation you have created in Activity 1 above. Points which must be included within your template include:
• an explanation of the listening techniques you will use to ensure that you understand any questions or issues Rufus and Emma have with your report and presentation. Provide examples of how you can apply your listed techniques.
• include a list of prompts which you will use during your presentation to elicit opinions and feedback from Rufus and Emma. These should be directly related to the report you have created and the presentation you are conducting. For example, create some direct questions you could ask which will ensure that you get a response from your audience.
Note: You must submit the completed template provided in Appendix A: Presentation Plan Template for this activity.
Note: Remember to include all the required evidence for each activity and upload into the OpenSpace Assessment Portal as one single document.
Activity 1:
PowerPoint presentation – minimum of 10 slides addressing key points of the report
Activity 2:
Communication skills – Appendix A: Presentation Plan Template
Note: The field boxes above are a self-checklist. Double-click each check box to mark as complete.

Appendix A: Presentation Plan Template
Using the plan below, confirm all the listed points have been addressed and demonstrate how you will present the information using the appropriate presentation delivery techniques.
Presentation Points Prepared and included
Two new marketing opportunities have been identified and are:
The reasons the identified marketing opportunities viability has been included and is located on page:
The marketing mix has been included in the presentation and covers:
The proposed changes have been documented in the presentation and are located on page:
Verbal presentation skills which are to be used during the presentation include:
General presentation skills will include:

Questions which could be asked to elicit views and opinions from Rufus and Emma include:

Active listening techniques which will be used to ensure that questions or feedback are encouraged are:

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Due date: Friday Week 10
This assignment is to be submitted by the due date in both softcopy (Safeassign – Bb) and hard copy.
The assignment is to be submitted in accordance with assessment policy stated in the Subject Outline and Student
It is the responsibility of the student submitting the work to ensure that the work is in fact his/her own work. Ensure that when incorporating the works of others into your submission that it appropriately acknowledged.
Maximum marks: 20 (20%)
Assignment 1: You should attempt both parts to this assignment Note: you should incorporate all sections of the various Acts/regulations where appropriate.
Part 1: Case study
Periwinkle Pty Ltd (Periwinkle) is a bathtub manufacturer which sells bathtubs directly to the public. On 1 May 2013, Periwinkle provided one of its employees, Emma, with a car as Emma does a lot of travelling for work purposes. However, Emma’s usage of the car is not restricted to work only. Periwinkle purchased the car on that date for $33,000 (including GST).
For the period 1 May 2013 to 31 March 2014, Emma travelled 10,000 kilometres in the car and incurred expenses of $550 (including GST) on minor repairs that have been reimbursed by Periwinkle. The car was not used for 10 days when Emma was interstate and the car was parked at the airport and for another five days when the car was scheduled for annual repairs.
On 1 September 2013, Periwinkle provided Emma with a loan of $500,000 at an interest rate of 4.45%. Emma used $450,000 of the loan to purchase a holiday home and lent the remaining $50,000 to her husband (interest free) to purchase shares in Telstra. Interest on a loan to purchase private assets is not deductible while interest on a loan to purchase income-producing assets is deductible.
During the year, Emma purchased a bathtub manufactured by Periwinkle for $1300. The bathtub only cost Periwinkle $700 to manufacture and is sold to the general public for $2,600.
(a) Advise Periwinkle of its FBT consequences arising out of the above information, including calculation of any FBT liability, for the year ending 31 March 2014. You may assume that Periwinkle would be entitled to input tax credits in relation to any GSTinclusive acquisitions.
(b) How would your answer to (a) differ if Emma used the $50,000 to purchase the shares herself, instead of lending it to her husband?
( 12 Marks) Part 2: Question
An extract of the asset register of Alpha Pty Ltd (‘Alpha’) for the 2012-13 income year is as follows:
Asset Cost Opening
Value Method Effective
Life Decline in Value for
This Period Closing
Computer 1,350 1,350 Diminishing
Value 3 years 450 900
Furniture 5,000 3,000 Prime Cost 10 years 500 2,500
Cabinets 1,200 1,080 Prime Cost 10 years 120 960
All depreciable assets are for 100% business use and Alpha uses a low-value pool for all eligible assets. The closing value of the low-value pool at 30 June 2013 was $5,300. Alpha purchased a printer on 5 June 2014 for $700.
Advise Alpha of the income tax consequences arising out of the above information for
the 2013-14 income year. ( 8 Marks)

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