Cognitive Explanations of Learning | My Assignment Tutor

Cognitive Explanations of Learning | My Assignment Tutor thumbnail

Module 4: Cognitive Explanations of LearningMetacognition: • John Flavell + Lev Vygotsky + Jean Piaget • Metacognition is the monitoring and control of thought, thinking about cognition, self reflection • Metacognition is the process of being self-aware of one’s own personal learning strengths and weaknesses; strategy knowledge and use; and a capacity for self-reflectionStrategies to Improve Metacognitive Awareness: Discuss with the class the importance of metacognitive knowledge Model your own metacognitive processes for students Ensure there is time for group discussion and reflection about learning activities Make visible the cognitive strategies students are using Improve regulation of cognition by checking planning, monitoring and evaluating strategy useExamples of Reflective Questions: What is your goal? What strategies are you using? Who can you ask for help? How often are you studying? Do you think your strategies are working? Do you need to make changes to your strategies? Did you achieve your goal? What strategies worked? What will you do differently next time?Benefits and Limitations of Metacognition; Self-awareness More efficient use of study time by using strategies Taking control of learning Not always easy to identify learning strategies Hard to be honest about strategies Introspection can lead to doubt

Guidance on groundwater inflow assessment into tunnels | My Assignment Tutor

Guidance on groundwater inflow assessment into tunnels | My Assignment Tutor thumbnail

Avon Gorge A4 Realignment – Guidance on groundwater inflow assessment into tunnels It is not possible to accurately calculate water inflows without detailed knowledge of the hydrogeology and in situ permeability. However, a first approximation based on some simplifying assumptions for the groundwater conditions can be made in order to gain an insight into the potential scale or extent of the problem. For example, assume conditions for the worst case, initially. If these assumptions give water inflows which do not pose any difficulties to tunnel excavation, then the actual conditions are likely to be favourable. However, if the converse is true, and the inflows from this estimate suggest difficult tunnelling conditions, then the groundwater regime and in situ permeability would warrant further consideration and investigation. This approach eliminates those areas along the tunnel alignment that pose no groundwater difficulties and so allows resources to be targeted to problem areas. Possible procedure – the ‘what if’ approach: Estimate the probable coefficient of permeability, k (m/s) using either established relationships or typical values for similar materials published in the literature, for example, Hazen proposed a relationship between D10 and k for loose granular soils. If a value cannot be defined with confidence, consider a range of likely values and proceed using the maximum and minimum values to estimate the possible range of inflows.Using Darcy’s law, the inflow (Q, quantity of flowing water) can be estimated (Q = k.A.h/l (m3/s), in which A is the area of the tunnel surface through which water may flow (face + perimeter), h is the water head differential (m) and l is the flow path length (m).The worst case would equate to vertical flow into the tunnel, i.e. where the difference in head of water is equal in magnitude to the length of the flow path or h/l = 1. Hence, Q = k.A.For a circular tunnel, A will be the perimeter area, defined, as .D.l (ignoring the face area) or (.D.l) + (.D2/4) (inclusive of face area). The contribution from the face area might be significant only during excavation of the tunnel, and only when excavating through high k zones.Inflow should be expressed in terms of litres/minute per 10m run. The values calculated may be compared with those given in rock mass classification schemes.If the estimated inflows are a concern, then the recharge potential should be considered to establish whether flows can be sustained.Consider what control measures might be utilised should inflows cause concern, eg. dewatering, grouting, compressed air, ground freezing, or a slurry supported TBM during construction. As an alternate procedure, look at: Goodman, R.E., Moye, D.G., Van Schalkwyk, A. and Javandel, I. (1965). Ground water inflow during tunnel driving. Bull. Assoc. Engineering Geologists, vol. 2(1), 39–56.

Corporate and financial accounting | My Assignment Tutor

Corporate and financial accounting | My Assignment Tutor thumbnail

Student Number: (enter on the line below) Student Name: (enter on the line below) HA2032Corporate and financial accountingfinal assessmeNt Trimester 1, 2021 Assessment Weight: 50 total marks Instructions: All questions must be answered by using the answer boxes provided in this paper.Completed answers must be submitted to Blackboard by the published due date and time.Submission instructions are at the end of this paper. Purpose:This assessment consists of six (6) questions and is designed to assess your level of knowledge of the key topics covered in this unit Question 1 (7 marks) XYZ Ltd was registered on 30 June 2020. The next day, the directors issued a prospectus inviting applicants for 200,000 ordinary shares with an issue price of $1. The shares were payable in full on application. By 31 July, the company had received 400,000 applications, together with the application monies. The directors allotted 200,000 shares on 1 August and returned the money for additional applications. Required: Prepare general journal entries to record the above data. (3.5 marks) ANSWER: ** Answer box will enlarge as you type Enter the above data into the ledger tables below. (3.5 marks) Debit$Credit$Balance$Trust account2020Application2020Paid-up capital2020Bank2020 Question 2 (7 marks) (a) Why is the EPS (earnings per share) figure useful to the users of general purpose financial reports (GPFR)? Give reasons to support your answer. (4 marks) (b) Why might the usefulness of EPS (earning per share) be limited? Give reasons to support your answer. (3 marks) ANSWER: Question 3 (7 marks) What is a ‘business combination’ and which Australian accounting standard deals with this topic? (2 marks)Does any goodwill or bargain purchase need to be reported on acquisition? If so, where is the goodwill / bargain purchase amount reported? (2 marks)Parma Ltd purchased a parcel of assets and liabilities comprising a business directly from Pauls Pty Ltd. The parcel, measured at net fair values, consisted of: Balance of Accounts: Plant 250,000 Land 340,000 Vehicles 320,000 Accounts receivable 130,000 Accounts payable (148,000) Total 892,000 Required: Prepare journal entries to record the acquisition by Parma Ltd, if the cost of acquisition was $1,100,000 cash. (3 marks) ANSWER: Question 4 (7 marks) On 1 July 2019, Canola Ltd acquired 100% of the share capital to gain control of Palm Ltd. The following intra-group transactions occurred during the financial year ending 30 June 2020. (i) During the 2019 – 2010 financial year, Canola Ltd sold inventory to Palm Ltd for $1,000,000. Canola Ltd purchased this inventory at $700,000. By 30 June 2020, Palm Ltd has sold 70% of that inventory to an outside third party. (ii) Palm Ltd sold a vehicle to Canola Ltd for $100000. The vehicle had been fully depreciated by Palm Ltd at 30 June 2020 and valued at $0 on Palm’s books. Required: Prepare the journal entries required to eliminate the intra-group transactions above. Ignore any tax effects. (6 marks)When are consolidated profits recorded for inventory transfers within the group? (1 mark) ANSWER: Question 5 (11 marks) On 1st July, 2018 Murray Ltd acquired 70% of the share capital of Darling Ltd for $100,000,000. Equity of Darling Ltd at acquisition date was: Share Capital $ 60,000,000 General Reserve $ 20,000,000 Retained Earnings $ 10,000,000 All assets and liabilities of Darling Ltd were recorded at fair value on acquisition. Ignore Tax effects. Required: Complete the worksheet below using the partial goodwill method with the NCI measured at the proportionate share of the acquiree’s identifiable net assets. (5 marks) Elimination of Investment in Darling LtdDarling Ltd (S) $,000Murray Ltd (70% of Darling) (P) $,00030% NCI $,000Fair Value of consideration transferred Less: FV of identifiable assets acquired & liabilities assumed Share capital on acquisition date60,000General reserve-acquisition date20,000Retained earnings-acquisition date10,000Fair value adjustmentGoodwill on acquisitionNon-controlling interest Prepare the consolidation adjustments and eliminations entries and recognise the NCI in the pre-acquisition equity of Darling Ltd, using the partial goodwill method with the NCI measured at the proportionate share of the acquiree’s identifiable net assets. (6 marks) ANSWER: Question 6 (11 marks) The following information relates to Sonata Ltd. (a) At the beginning of the accounting period the company has a salary payable liability of $300 and at the reporting date a salary payable of $400. During the year the salary expense shown in the income statement was $700. (b) At the beginning of the accounting period the company has property plant and equipment (PPE) with a carrying amount of $300. At the end of the accounting period, the carrying amount of the PPE is $1,000. During the year depreciation charged was $90, a PPE with a carrying amount of $70 was sold for $50. (c) At the beginning of the accounting period the company has retained earnings of $1000 and at the end of the accounting period the balance of the retained earnings is $1500. The reported profit for the year was $3800. (d) Sonata Ltd also provides you with the following information on its sale and collection of accounts receivable: Sales for the year $20,000 Discounts provided to customers for early payment $500 Doubtful debts expense for the year $200 Opening balance of accounts receivable $4,000 Closing balance of accounts receivable $3,500 Opening balance of the allowance for doubtful debts $400 Closing balance of the allowance for doubtful debts $320 Required: (a) Calculate the cash paid for salary (2 marks) (b) Calculate the cash paid to buy new PPE (3 marks) (c) Calculate the dividend paid (3 marks) (d) Calculate cash collected from customer (3 marks) ANSWER: END OF FINAL ASSESSMENT Submission Instructions: Save submission with your STUDENT ID NUMBER and UNIT CODE e.g. EMV54897 HA2032Submission must be in MICROSOFT WORD FORMAT ONLYUpload your submission to the appropriate link on BlackboardOnly one submission is accepted. Please ensure your submission is the correct document.All submissions are automatically passed through SafeAssign to assess academic integrity.

Complex Lending Assessment | My Assignment Tutor

Complex Lending Assessment | My Assignment Tutor thumbnail

Assessment cover sheet For your assessment to be marked, you must complete and upload all tasks and this cover sheet via the AAMC Training Group portal. Your assessment tasks must be uploaded in an electronic format, i.e., Word, Excel, PDF, or Scan. Please see the step-by-step instructions in your Member Area on how to upload assessments. Student detailsCourse nameFNS50315 Diploma of Finance and Mortgage Broking ManagementAssessment nameComplex Lending AssessmentStudent name When you upload your assessment you will be asked to confirm that your assessment submission to AAMC Training is your own work and NOT the result of plagiarism or excessive collaboration, and that all material used from any third party has been identified and referenced appropriately. AAMC Training may conduct independent evaluation checks and contact your supervisor to discuss your assessment. Checklist of attachments for submission: Task 1 ☐ Case Study A (Investment property and construction loan) Checklist and embedded documents OR ☐ Case Study B (Plant and equipment loan) Checklist and embedded documents Task 2 ☐ Short answer questions Please indicate style of course undertaken: ☐ Online ☐ Classroom Trainer’s name:       Once your assessment has been uploaded it will be pending review with your nominated course assessor and marked within 5-10 working days. You will receive an email advising you have been marked as “satisfactory” or “additional information required”. If you have queries relating specifically to your assessment, please log an ‘Assessment Query’ under the HELP tab on your Members Area dashboard and a Student Support officer will respond. Alternatively, if you have an administration query please go to ‘Admin Query’. For example: I am having trouble with uploading my assessments and require assistance – can you please help me with this? Should you need to speak to someone during office hours, please contact us by:Phone: +61 (03) 9391 3643 / +61 (0)8 9344 4088 OR Email: info@aamctraining.edu.au COMPLEX LENDING ASSESSMENT CREDIT TRANSFER You may be able to claim credit transfer for a unit/s of competency that you have previously completed with AAMC Training or another RTO. If you have been awarded a record of result or statement of attainment for any of the units detailed below then please go to the Credit Transfer tab in your Learning Centre and follow the prompts. This assessment relates to the following units of competency: FNSFMB502 Identify and develop complex broking options for client FNSFMB503 Present broking options to client with complex needs FNSFMB504 Implement complex loan structures Please refer to AAMC Training’s full Recognition Policy for further details. PLEASE READ THESE IMPORTANT INSTRUCTIONS BEFORE COMMENCING YOUR ASSESSMENT: This assessment enables you to choose from an investment property and construction loan OR a plant and equipment loan. In addition to thoroughly reading and understanding the contents of the Learner Guide, we require you to open and read the documents embedded below – Complex Lending Application Preparation and the Complex Lending Case Study Details – the background information and scenarios to make an informed decision of which Case Study you wish to submit. It would be time consuming if you changed your mind in the middle of one of the Case Studies. There are two checklists – one for each different scenario. Once you have chosen A or B, please ensure you locate and use the correct Checklist to access all embedded documents that will assist you in collating all the required documents for your chosen scenario. If you have any difficulty opening any embedded documents you can also access them from your Members Area Dashboard – see under the Useful Resources section of the Knowledge Centre tab. Alternatively you may use documents from your own business instead, remembering to replace them in the checklist. As you may be aware, our Learning Centre allows for five uploads per assessment. As there are many attachments required for this assessment, you may wish to embed documents or submit zip files as a way of minimising document uploads. Please see instructions on how to do this if you are not familiar with this practice. Case Study Option A – Investment Property and Construction Checklist This checklist forms your assessment if you have chosen to complete Case Study A.All sections need to be completed and submitted for review.Remove this checklist from the document if you chose to use Option B. Fully completed AAMC Training Assessment Cover Sheet (page 1)☐Fully completed AAMC Training Document Checklist (this page)☐File notes for Complex Lending and Costing Sheet☐Credit Guide, Privacy Statement and Consent Form☐Client Needs Review – Business & Commercial☐Credit Proposal Disclosure☐Cash Flow Forecast (Ensure you enable Macros for this document)☐Serviceability Calculator (Ensure you enable Macros for this document)☐Evidence of supporting documents.Complete the embedded “Evidence of supporting documents’ template to confirm information you checked/verified from the supporting documents that you supplied to the lender.☐Preliminary assessment checklist☐Compliance file checklist☐Complex / Commercial Loan Application☐Notes to lender with details of: Clients’ background, business background Requirements Reason for product chosen Borrowing structure and reason why Reasons for variances in the two years’ financial statements A SWOT analysis Financial ratio analyses including Current ratio, Debt ratio and Equity ratio Your recommendation for approval For training purposes, we are going forward with Notes to the lender instead of a Memorandum of Credit.☐Anti-Money Laundering/Counter Terrorism Financing ID requirements Remember to complete one form for each applicant.☐ Case Study Option B – Plant and Equipment Checklist This checklist forms your assessment if you have chosen to complete Case Study B.All sections need to be completed and submitted for review.Remove this checklist from the document if you chose to use Option A. Fully completed AAMC Training Assessment Cover Sheet (page 1)☐Fully completed AAMC Training Document Checklist (this page)☐File notes for Complex Lending and Costing Sheet☐Credit Guide, Privacy Statement and Consent Form☐Client Needs Review – Business & Commercial☐Combined Credit Quote and Proposal* OR Statement of Credit Advice☐Cash Flow Forecast (Ensure you enable Macros for this document)☐Serviceability Calculator (Ensure you enable Macros for this document)☐Evidence of supporting documents – Plant and equipment loan.Complete the embedded “Evidence of supporting documents’ template to confirm information you checked/verified from the supporting documents that you supplied to the lender.☐Preliminary assessment checklist☐Compliance file checklist☐Complex Loan Application☐Notes to lender with details of: Clients’ background, business background Requirements Reason for product chosen Borrowing structure and reason why Reasons for variances in the two years’ financial statements A SWOT analysis Financial ratio analyses including Current ratio, Debt ratio and Equity ratio Your recommendation for approval For training purposes, we are going forward with Notes to the lender instead of a Memorandum of Credit.☐Anti-Money Laundering/Counter Terrorism Financing ID requirements Remember to complete one form for each applicant.☐ Task 2 Short answer questions As part of your client’s retirement plan, they are interested in buying a camping ground that allows 40 camping sites for tents only and has ten environmentally friendly cabins. The client is keen to add ten caravan/motor home sites to increase his revenue. It appears the land has native title rights, which your client is unfamiliar with, and what this entails. Explain what restrictions, requirements, and issues might be evident around native title rights. A client has come to see you regarding the purchase of a heritage-listed terrace with two bedrooms and one living area with an open concept kitchen. The client intends to live in this property with their partner; however, they would like to build a second story main bedroom with an ensuite and study. What issues might you come across with a heritage-listed property? Include in your answer how you can overcome some of these issues. How do you communicate verbally and non-verbally when dealing with clients who have the following special needs:Visual or hearing impaired English as a second language Cultural differences. Explain the complex issues that can arise when using the following as security:Implications of borrowing against leased premises Multiple securities of differing kinds Rural/residential, crown, and rural land. Specialised securities such as hotels. Identify how the following forms of security can be utilised in complex loan structures:Assignment of rental income to the lender Joint and several personal guarantees or related company guarantees, Multiple mortgages Registered company charges Second mortgages The involvement of a unit or family trusts as either borrowers or guarantors. Please refer to your chosen case study in Task 1 and answer question 6 based on the scenario. After you analysed and prioritised options for the client and compared the features, fees, charges, and risks, you would have rejected inappropriate options. Please list two options that would have been inappropriate for the client and explain why. Option 1Option 2

Management Report | My Assignment Tutor

Management Report | My Assignment Tutor thumbnail

Element 011 Management Report Student Name:Student ID: Table of Contents Introduction 2 Recent Change of the process 2 Recommendations 4 Conclusion 5 References 5 Introduction The changed process is being discussed for the company of Google. As per the experience, the change is for the naturally occurring activity with the business world that is found to be competitive. Hence, for the proper survival, Google has been exceptionally achieving, with the commanding of the web search and then handling the basics of the lives through items like the Google Maps and the Gmail. It is for the R&D groups which are for looking for the fellow benefactory that named the “moon-shot” with the ventures that are completely unimaginable things. From the span of the human life, there are independent vehicles for the wearable tech, with the shrewd home gadgets and the made consciousness. Recent Change of the process As per the recent changes, Google is the organization with the complete association which is inexorable and then there are inconceivable substances with the entwined objectives as well. The groups and the assets or the directors are being aware of the disturbing on the long lasting periods with the extra-ordinary tech organizations with the page including the time which includes the Google fellow benefactor Sergei Brin as the president and then there are long term executives of Google who are working as the administrator. There are organization like Alphabet that has its own objectives to work on the concentration of the objectives (Turner, 2019). The general approach has been for permitting the administration scales with pioneers and freedom. The page is seen to be conceded with the radical approach and the innovation business with certain thoughts that are progressively able to drive the zones of development. Hence, the page lets Google for the reasoning and then dispatch of Alphabet which is considered to be clarifying for the re-arrangement which is free from the representatives. Here, the organization is also completely liable to the consumptions and the payments with the feeling about the different circumstances that includes the logical results with the enhanced progressiveness. The page has the ability for the extra piping subsidized approach with the need to emerge. The approach is based on the tasks with the completion without any of the hitches. The cultural diversity roles are for the change of the leadership skills and the competencies with the handling of inclusion skills with the group of people in the social, economic, political and the cultural background (Rosenbaum et al., 2018). It comes with working together and then embrace towards the cultural diversity leadership with the inclusiveness of the future. The adaptability is for the different factors with the cultural diversity with the adaptability with the ability to perceive the cultural environment. Hence, the leaders tend to perceive with the skills to adopt on the flexibility for the cultural change. The strategies of framing is for the managing on the cultural difference with the framing that comes through the policies with the countries involved with the business operations. The organization tends to perform with the complete consistency and the involvement. The sense of ownership and the leaders responsibility is found to be highly involved with the different cultural ownership sectors and the autonomy increased capacity (Alharbi, 2018). Theoretical Approach The change is considered to be important for the different parts of the organization with the activities that are for the todays business. Hence, the competitiveness is based on the rapid change of the world with the accommodation of the needs. The organization is based on the factors with handling the mature periods with the bringing of the management principles with the sustaining of the growth and also to properly achieve the gains. The matured periods are for the changes on the organizational standards with the maintaining of the marketing place. It involves the declined periods with the re-organizing and the downsizing for the order to survive. The maintaining of the changes with the organization with the company succeeding towards the different periods for the organization with nearing its end. The duration is for the period of the leaders with accepting to the changes as well. Hence, the different stages are for the denial, anger and then handle the bargaining, degression or the acceptance (Grimstead, 2020). The people are involved with the methods for doing the work and then feel comfortable about the environmental standards. Change is depending on the person’s feeling with the allowing to be the changing part. Hence, the personal leadership is for the individual capability with utilising the time character, discipline and the vision traits. It tends to work on the external factors with the chance for the deciding on the future destiny. Hence, the competitive life is for the personal leadership and the development plan with the grabbing on the maximised approach with the personal development plan. The individuals are not only the personal life but with this, there ae targets about the achieving of the important intellectuals and the greater achievers for the time with the crucial consideration. It comes with the execution of the one’s plan without which the qualities are able to determine the leadership qualities as well (Ziersen et al., 2017). The three stages for the leadership change is the Kurt Lewin where: The unfreezing approach is about the traditional methods with putting away and then learning the new ones. The leaders need to help the workers with completely being rid of the old procedures. Hence, the processes are for the providing of smaller training amounts with the unlearning of the old ways and sectors.The changing approach is for the coaching with learning and understanding about the motivational efficiency for the effect of excitement.Refreezing approach is for the processes with the emotional acceptance. There has been learning with the practicing about the jobs in the effective manner. Recommendations The management support is for the change with the workers to build up the solace level with the board that supports the procedures. Hence, the important approaches are for handling the change with the board supporting procedures. The focus is on the exhibiting of the help to impart and then cooperate with the staff. There is nothing more regretting than to send for the message for the representatives. Hence, there is a need to focus on the fall to the pieces with the cases for the change purposes. It is for the emergency for the different sources that tends to have a major affect effect of the information that is gathered for the rate of imperfection. The customer loyalty review is for the worker fulfilment study with the client remarks about the cards business objectives with the proper arrangement of the meeting and the financial planning (Lee et al., 2018). The use of information is for the different approaches for recognizing and then legitimizing the regions for the improvement of the activities related to change. The involvement of the employees is for the change endeavours with the including of workers and then handling the authoritative change. It comes with the enormous clarified and imparted changes with influencing the workers to play out the employment. The change is for the work procedures with the improved customer loyalty with the discovering on the decreased costs with the encountering of the profit for the change that arrange the execution process. The communicating of the change is for the organized and the orderly with the workers that are helpless with the changes that are involved with the gossip plant with the spreading of the bits that are for the change. It is for the making of the protection that is from the change. The proactive approach is for the correspondences with the obstruction of limits and the cause with the workers for the feeling on the piece of the procedures. The people have been working on the different work style with the improved skills of the leadership. The easy approach is for the accommodation for the support with the ultimate objectives with the self-esteem issues with the job tasks to get the higher efficiency (Hayes, 2018). Conclusion Hence, one 5should be copying the life goals of the individual with planning about one’s own approaches. It comes with the planning on the SMART approaches with the goal lacking the qualifies. The goals are not measurable and then the individuals are not able to monitor the development and then plan or make the changes as needed. The approach is about the plan which is not realistic and attained. Hence, the hard work and the energy is for the individual concerns that tend to be in vain with the personal leadership and development plan which is SMART. The change management plan is for ensuring the employees with the guiding through the journey of change. It is for the professional service change management with the handling of the clearly defined changes and then align to the goals of business. References Alharbi, M. F. (2018). An analysis of the Saudi health-care system’s readiness to change in the context of the Saudi National Health-care Plan in vision 2030. International journal of health sciences, 12(3), 83. Alharbi, M. F. (2018). An analysis of the Saudi health-care system’s readiness to change in the context of the Saudi National Health-care Plan in vision 2030. International journal of health sciences, 12(3), 83. Grimstead, C. (2020). Change management: When planning to make a change, plan also for the” Social Consequences” of that change. IQ: The RIM Quarterly, 36(3), 34-35. Grimstead, C. (2020). Change management: When planning to make a change, plan also for the” Social Consequences” of that change. IQ: The RIM Quarterly, 36(3), 34-35. Hayes, J. (2018). The theory and practice of change management. Palgrave. Lee, J., & Jeon, G. (2018). Risk Assessment of Adaptation to Highway Climate Change and Management Plan. 심포지움, 2018(1), 532-532. Rosenbaum, D., More, E., & Steane, P. (2018). Planned organisational change management: Forward to the past? An exploratory literature review. Journal of Organizational Change Management. Turner, C. (2019). CHANGE MANAGEMENT STRATEGY A PLAN FOR HOW TO MAKE SOMETHING DIFFERENT. Quality, 58(10), 20-20. Ziersen, J., Clauson-Kaas, J., & Rasmussen, J. (2017). The role of Greater Copenhagen Utility in implementing the city’s Cloudburst Management Plan. Water Practice and Technology, 12(2), 338-343.

Developing an inquiry and a rationale for planned learning in the arts | My Assignment Tutor

Developing an inquiry and a rationale for planned learning in the arts | My Assignment Tutor thumbnail

Assignment 2a: Developing an inquiry and a rationale for planned learning in the arts Art is an expression of unnamed feelings and unidentified emotions and a way that artists communicate with the world. Art is the connecting thread between individuality and culture, nature, family, beliefs, and characters. Today’s children are growing up in a different world than us. The way of teaching has changed, and media art is an integral part of that. In formal early childhood education, art has been prioritized as “play-based and arts-based approaches to learning are engaging children in ways that are rich and meaningful for them”. (Dinham & Chalk, 2018, p.54). As a prospective early childhood educator, it is essential to create an enriched and encouraged learning environment that promotes analytical and creative thinking, encourage active student participation, contributes to academic learning through ‘play’ and meets the five outcomes of the Early Learning Framework (EYLF) of Australia where children can “explore ideas, characters and settings in the community through stories in images, sounds and text” (ACAMAM054) (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015, p.1). My art class experience and the ‘Big Idea’ The primary goal of the specialist workshops was to gain “art knowledge and aesthetic understanding” and to use “related languages, symbols, techniques, processes, and skills of” digital media. (ACARA,2013, p.3). One of the features of media art is ‘storytelling’ and animation is an excellent medium to interact with the junior mind. During the specialized art experience, I was wondering ‘how do we explore community through media arts?’ Storytelling through multimodal technology will be an engaging way to involve children in the open-ended art experience where they drive the creation process connecting them to their surroundings. As an educator, I will adopt digital artifacts to support the children to become confident individuals using available technologies, resources, and skills. This experience involves the combination of visual art, audio and drama, which helps “to express themselves, connect with others and extend their learning” (Department of Education, Employment and Workplace Relations [DEEWR], 2009, pp. 40-41).  Rationale: Every early childhood centers and schools are a micro-community and children are part of that along with the bigger community they come from. “By ‘being in tune’ with their surroundings, children enhance their sense of place and their belonging in that environment” (Dinham & Chalk, 2017, p.99). Digital storytelling is such a platform where children can communicate with the world visually with or combination of any of the five types of play identified by Walker (2011) to improve cognitive and social skills. The initial stage of storytelling starts with storyboarding, children initiate ‘art-based play’ by playing as a character or while making props, metaphorically using materials, or can play ‘constructively’ using 2D or 3D elements (Dinham & Chalk, 2018, pp. 49-52). “Students learn to apply key concepts, story principles, and elements of media (symbolic and technical) as they design, produce, distribute and analyze media artworks” (ACARA, 2016, p.27). In animated storytelling activities children become part of the interrelated art-making and art-responding process while they critically analyze their or their peers’ work. While implementing the big idea into in-class activities, I as an educator and the children will engage in interpreting the stories about their world and their community, considering multiple perspectives (ACAMAM057, (ACARA), p.4).  Planning for the Learners  The role of an atelierista or educator in a classroom directs an art experience toward an embedded experience, making it a part of life. He/she develops a relationship between creative art, emotions, intended knowledge through an organized learning plan, documentation, and communication with children and other educators. (Tarr, 2008, p.20). I have chosen two different age groups to initiate the concept of the big idea into their learning plan. Though the pedagogical approach will be the same, involvement level and learning experience will be different for the different age groups. I am intended to use animation as a pedagogical and storytelling tool. Apps like stop-motion, Play-school art maker, PicsArt animator, etc. are famous apps to make short-animated films. The lesson plan should be designed in a way to relate the children to their community. In their everyday life, they come in interaction with different people, community places, and nature. Parents are the primary connector with the children, so they can help the educators to know about their interests and help them to arrange the class environment. The class environments will be co-created with the children that are spacious, safe, and aesthetically simulating with colors, decoration, and lights that encourage their learning and development process. (Dinham & Chalk, 2018, pp. 345-347)  0-2yrs:  My activity for this group of children is- animal and “stories being told in a sequence of images” (Dingam & Chalk, 2018, p. 320) (2-3mins). This educator-guided session will be planned to conduct in a group setting of 2-3 toddlers (2yrs) for 1-2 days. Children will be provided with-   Printed human/animal cut-outs Animal figurineiPad/Tablets papers, scissors, pencils, colorsToys (available in the classroom)Playdough Children will choose 3-4 animals (under-water, forest, domestic) for their groups and they will be seated around small tables. They can pick up necessary items for the ‘creative-corner’. They will actively participate in creating a scenario. Educators will guide them to build up the story dialogues encouraging their effort to communicate (verbal and non-verbal) and taking pictures with the tab/iPad. After taking pictures, children will sequence the images and background audio with the help of educators. The outcome of this activity is to connect with the living creatures effecting fine motor skills, numerical and literacy. The assessment will be done by observing correct identification of animals, creation of/ chosen background scenario based on the habitats of animals, and the quality of the scripted lines. The National Quality Standard mentions the importance of introducing children to animals based on the contemporary theories and Maguzzi’s ideology (Australian Children’s Education & Care Quality Authority [ACECQA], n.d.). The projects will be shown in the class and the children can analyze critically on those short stories. This session is directly linked to EYLF outcome- 1.2: “Children develop their emerging autonomy, inter-dependence, resilience, and sense of agency”1.4: “Children learn to interact in relation to others with care, empathy, and respect”2.1: “Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation”2.4: “Children become socially responsible and show respect for the environment” (DEEWR, 2009). 5-8 yrs:  The Australian Media Art Curriculum aims to connect the children’s opinions, thoughts, and perspectives regarding their community with the audience, enabling them aesthetic and skilled in multimodal technologies (ACARA, 2016). The children of 5-8 yrs can create a story with the critical use of available technologies like voiceover, editing images, understanding the key message and delivering it properly to the audience, etc. (Dinham & Chalk, 2018, p. 330). Children of 5-8 yrs are more independent, confident about ‘being’, active participant of surroundings, compassionate and thoughtful. They understand socially complex relationships, are emotionally controlled, and have a good knowledge of conscience. (McLean, 2020). Co-creating the learning environment with the children, their parents and other educators will provide scope for them to be aesthetically creative. My lesson plan is- creating a scenario with a professional from their everyday life (2mins). Students will be divided into a group of 3-4 people and they will design the storyboarding, plan a list for necessary elements for the props, and the duration of this activity is 1-2 weeks. The provided materials are-  Figurine and Playdough (depending on the profession and scenario students want to create)iPad/ Tablets papers, colors, pen, pencils, scissors toys (available in classroom/bring from home) Children will choose their groupmates and arrange private discussion spaces around the classroom. Each group will decide on one occupation and scenario after discussing it in the group. I may need to help them to combine close-up or focusing shots, edit the lighting, attaching the recorded audio clip or music to the photo clip in the stop-motion app. The students can choose to create the scenario with playdough, papers, or downloaded/in-built app images. They will learn about layout, framing, cropping, point-of-view while taking pictures for the story and involve and engage in different types of text (ACAMAM054, ACAMAM055, ACAMAM056 (ACARA, 2016)). I will observe their in-class activity (storyline, sequence, use of color, clothing of the characters, script, emotion in the voice, image quality, editing quality, etc) and participation in the project with the help of other educators. Children will practice the symbolic codes, i,e; professional uniforms, expressing moods with voice tone or colors. After submission, these projects will be analyzed critically and combined feedback from the audience (students), and the educators will decide the grade. The main idea of this project is to connect the children with their surroundings, their everyday community, and the people. Such active, and practical media art projects can help them to be confident and to understand the social protocols, dependent as well as being respectful at others while interacting verbally with each other. They become aware of social responsibility, acknowledge risks, and share knowledge contributing to the five outcomes of the EYLF (DEEWR, 2009).  The use of scissors, pins or any other sharp objects will be under observation for safety purposes. The children from both the group will be responsible proper use and storage of the materials, digital media-encouraging their active participation.  Bibliography Australian Children’s Education & Care Quality Authority (n,d.). The National Quality Standard: Quality Area 3 | Keeping pets and animals in education and care services. https://www.acecqa.gov.au/sites/default/files/2019-07/QA3_InfoSheetKeepingPetsAndAnimalsInEducationAndCareServices.pdf Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2013). Australian Curriculum: The Arts Foundation to Year 10. https://docs.acara.edu.au/resources/Australian_Curriculum_The_Arts_2_July_2013.pdf Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2015). The Arts: Sequence of content F-10 Sub-strand: Exploring ideas and improvising with ways to represent ideas(Version 8.1). https://docs.acara.edu.au/resources/The_Arts_-_Sequence_of_content.pdf Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). The Arts (Version 8.3). Department of Education, Employment and Workplace Relations. (2009). Belonging, being & becoming: The early years learning framework for Australia.  https://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Dinham, J., & Chalk, B. (2018). It’s Arts Play EBook. Oxford University Press Australia & New Zealand. McLean, S. (2020). Understanding child development: Ages 5–8 years. National Workforce Centre for Child Mental Health. https://d2p3kdr0nr4o3z.cloudfront.net/content/uploads/2020/08/13145409/Understanding-child-development-5-8-factsheet.pdf Tarr, P. (2008). New Visions: Art for Early Childhood a Response to Art: Essential for Early Learning a Position Paper by the Early Childhood Art Educators Issues Group (ECAE). Art Education, 61(4), 19-24. https://doi.org/10.1080/00043125.2008.11652064

NZ obligations based on Te Tiriti o Waitangi | My Assignment Tutor

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Team Report Questions: (Compulsory) If and how does the selected health initiative/solution meet the NZ obligations based on Te Tiriti o Waitangi? How does the solution/initiative respond to the four Articles of the Treaty? What are some recommendations that could enhance the initiatives’/solution’s effectiveness in relation to the Treaty? (500 words +/- 10%)(Compulsory) If and how is the chosen health initiative/solution considered sustainable in the NZ context? Identify and discuss which UNSDGs are relevant to this initiative/solution. What are the barriers and discuss some recommendations that could enhance the sustainability of this initiative/solution for the health focus/issue? (500 words +/- 10%)

Anatomy and Physiology assignment | My Assignment Tutor

Anatomy and Physiology assignment | My Assignment Tutor thumbnail

I really need this assignment done by professional people who are expert in Nursing assignments for my Anatomy and Physiology assignment Assessment Task 2 A Consider the following scenario: Bertha is an Indigenous elder who is recovering from abdominal surgery. She has been reviewed and is permitted to mobilise to the shower for the first time. She gets up and stands at the side of the bed. She immediately tells you that she “feels funny and all dizzy”. She looks pale. You immediately help her to sit on the side of the bed and undertake vital signs assessment. Her heart rate is 110 bpm, and her blood pressure is 100/60 mmHg. She tells you she still feels dizzy, and you help her back to bed. In 500 words, explain why Bertha is showing a low blood pressure (she is normally 130/70) and elevated HR. In your answer you should refer to the factors involved in the generation of blood pressure and how these may have been compromised resulting in Bertha’s presentation. You should discuss what compensatory mechanisms are evident in Bertha’s data and how these are contributing to maintaining her blood pressure. Your writing: Is consistently clear and fluent and has few or no spelling, typographical or grammatical errors. You have always used correct scientific and clinical terminology. Short Answer Questions (Cardiovascular System) 1. Demonstrated detailed and well-developed knowledge of the generation of blood pressure by providing an accurate, succinct, and logically sequenced explanation of the factors altered in the clinical scenario and their effect on blood pressure, with correct reference to the structures involved and the evidence of their involvement drawn from the clinical scenario? 2. Demonstrated detailed and well-developed knowledge of the maintenance of blood pressure by providing an accurate, succinct, and logically sequenced explanation of the compensatory mechanisms engaged in the case scenario, with reference to the structures involved and the evidence of their involvement drawn from the clinical scenario? References: Harvard Style, Sources can only be used with academic writing Journal articles or research, literature review and peer reviewed Only. Due date 19/06/2021 Sharp 5:00pm Sydney Time

Project Descriptions Midterm Exam | My Assignment Tutor

Project Descriptions Midterm Exam | My Assignment Tutor thumbnail

Project Descriptions Midterm Exam: No Midterm exam required No quizzes are required The Topic selection, Thesis Statement, Outline, and Bibliography (T.O.B) take the place of midterm and quizzes. The research paper using your skills of analysis and critical thinking in political science is a standard UMUC requirement. The research project is divided into three parts: Topic selection 3% course grade, week -2-3 Thesis statement, Outline, Bibliography, (T.O.B) 10% Week 5 Link to UMUC Library scholar Jorunal and article Peer review site of Journals http://www.umuc.edu/library/libhow/scholarlyjournals.cfm Research paper – 25% due end of week 7 GVPT 100- 6382 Spring 2015 Research Paper requirements: Format: 8 pages double-spaced, including reference page and bibliography, 12 point font saved in Microsoft Word APA format, 5 sources, at least two annotated as to their usefulness in the research paper, one a scholarly publication. Proper use of grammar, complete sentences and paper organization. 20% 1. Introduction: Thesis statement, Origins of tensions between Iraq and Kuwait . What you hope to prove or disprove in your paper.10% 1. Country governance: Brief description type of governance in Kuwait and Iraq during the period cited in the mini case study in context of its political, social and economic landscape. 20% III. Type of governance in Iraq and Kuwait 2015. 20% 1. Country Capabilities: Analyze the capability of the Iraq and Kuwait regionally and globally, and the threat each might pose to our world in the 21st century. Include, the use of the Internet and other new media sources by country. 20% 2. Conclusion: As a Political Scientist, what is there a threat, domestic or international, to the United States? 10% Mini Case Study on International Crisis: Iraq-Kuwait relations and stability in the Middle East. In 1990, Iraq invaded Kuwait, claiming that Kuwait was stealing oil from an oil field that straddled the Iraq-Kuwait border and that the territory of Kuwait had historically been a province of Iraq. Iraq quickly overran Kuwait, which was much smaller and militarily weaker than Iraq. Once Iraq had taken over Kuwait, it destroyed property records and other important documents, as if to eradicate the legal vestiges of the Kuwaiti government. Iraq also postured in a way that was widely viewed as threatening Saudi Arabia, home to the most important oil fields in the world. In 1991, the United Nations Security Council authorized military action to evict Iraq, and a multinational force with 34 members soon evicted Iraq from Kuwait and restored the Kuwaiti government. The League of Arab States also approved of military action to reverse the invasion of Kuwait; both Iraq and Kuwait were (and still are) members of the league, and a number of Arab states participated in the military action. Under the terms of the 1991 ceasefire after the restoration of the Kuwaiti government, Iraq pledged to dismantle its weapons of mass destruction (WMD) programs. It was widely believed that Iraq was developing nuclear weapons. Furthermore, it was documented by the UN that Iraq had actually used chemical WMDs against Iranian troops during the Iran-Iraq War of the 1980s and against a minority population in Iraq in 1988. In response to Iraq’s noncompliance with the commitments it made in the 1991 ceasefire, the UN authorized economic sanctions against it. Despite the sanctions, Iraq continued to defy the UN inspectors who were responsible for checking on Iraq’s progress in dismantling its WMD programs, and relations between Iraq and the United States reached a critical level. In part, this may have been a reaction on the part of the United States to the September 11, 2001, terrorist attacks on New York City and the Pentagon. Iraq had nothing to do with the attacks, but the attacks heightened the concerns of US leaders about the dangers of nuclear weaponry in the hands of adversaries. Convinced that Iraq was developing WMDs, the United States raised its concerns at the UN, but did not request Security Council authorization for military action against Iraq to enforce the WMD terms of the 1991 ceasefire. UN authorization may not have been requested because the United States knew that the Security Council would not authorize the action; five members of the Security Council have veto power, which is to say any one of them could have prevented the authorization from being passed. The United States claimed that a UN authorization was not necessary because the 1991 ceasefire agreement provided the necessary authority; this view was not widely shared. In 2003, the United States and several allies (the United Kingdom, Australia, and Poland) invaded Iraq to enforce the WMD provisions of the ceasefire, but even after defeating Iraqi military forces, no WMDs were found. Setting aside your personal views of the Iraq War and its aftermath of violence, compare and contrast the 1991 and 2003 military actions with respect to the roles of the United States, the United Nations, and other states

Accounting for busniss Decisions | My Assignment Tutor

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Student Number: (enter on the line below) Student Name: (enter on the line below) HI5001Accounting for busniss Decisionstutorial AssIGNMENt Trimester 1, 2021 Assessment Weight: 50 total marks Instructions: All questions must be answered by using the answer boxes provided in this paper.Completed answers must be submitted to Blackboard by the published due date and time. Submission instructions and information about the adapted Harvard referencing are at the end of this paper. Purpose:This assessment consists of six (6) questions and is designed to assess your level of knowledge of the key topics covered in this unit Question 1 ( 10 marks) Mac Ltd. provides legal advice to customers for fees. On 30 June 2020, Mac Ltd. completed its first year of operations. Some of the ledger account balances of the business, before any financial year end (30 June) adjustments, are provided below: $Fees Revenue354,000Rent Expense17,568Electricity Expense6,768Wages Expense130,560Advertising Prepaid2,160 No adjusting entries have been made to these accounts at any time during the year. An analysis of the business records reveals the following. The total Fees Revenue recorded includes $1,800 that was prepaid by a client as a deposit for legal advice to be provided in July 2020.The balance in Advertising Prepaid represents the amount paid for an advertising on a legal magazine for 6 months. The agreement with the publisher of the magazine covers the period 1 May 2020 to 31 October 2020.The Electricity Expense ledger balance does not include the amount for June 2020. The account amounted to $1,260 and was received and paid during July.The firm’s lease agreement for the office premises commenced from 1 July 2019. The agreement indicates a rent of $1,220 per month is to be paid on the first day of each month. In addition, an annual amount equal to 0.2% of the entity’s total fees revenue earned each year should be paid. This extra rental is payable within 15 days of the end of the reporting period.The entity hired part-time employees. Wages are paid fortnightly on Fridays (5 working day each week and each pay period covers Monday from preceding week to Friday in the pay week). In 2020, 30 June falls on a Tuesday and the wages for the two-week pay period ended on Friday 3 July 2020 is $9,360. All employees worked the normal office hours during the two–week pay period. Required: Journalise the necessary adjusting entries at the end of the period. (6 marks)Apply the knowledge that you have learned from Lecture 4, using an example to explain the differences between cash basis and accrual basis accounting, and further discuss why adjusting entries are necessary. (4 marks) ANSWER: ** Answer box will enlarge as you type Question 2 (9 marks) You are the bookkeeper of Mel Traders. You undertake a bank reconciliation at the end of every month. Mel Traders received its bank statement for the month ending 31 May 2021. The bank reconciliation at the end of April showed a deposit in transit of $11,700 and two outstanding cheques (no. 663 for $3,060and no. 671 for $6,300). The adjusted cash balance in the entity’s records was $106,305 debit at the end of April. Below are the entity’s May bank statement and the entity’s book records that indicate the deposits made and cheques written during the month of May: AU Bank – Bank Statement For the period 01/05/2021 – 31/05/2021 Mel TradersDrCrBalance $Balance brought forward103,965CR1MayDeposit11,700115,665CR3MayDeposit10,620126,285CRMayCheque # 6824,680121,605CR6MayDeposit6,120127,725CR8May# 6716,300121,425CR9MayDeposit7,560128,985CR12MayDeposit3,780132,765CRMay# 6846,300126,465CR13May# 68315,300111,165CR15MayDeposit14,580125,745CRMay# 68713,320112,425CR20MayDeposit5,040117,465CR22May# 68512,240105,225CR26MayDeposit13,680118,905CR29May# 68611,340107,565CR30May# 6807,74099,825CR31Mayinterest345100,170CR31MayTransaction fees19599,975CR Mel Traders’ Book RecordsDateDeposits madeCheques written$No.$May310620# 679432066120# 680774097560# 6816210123780# 68246801514580# 68315300205040# 68463002613680# 685122402911340# 6866480$ 72,720# 68713320$ 76,590 The cash at bank account balance on 31 May was $102,435. In reviewing cheques, a mistake was discovered: Cheque no. 686, written for insurance expenses of $11,340, was recorded in the general journal as $6,480. Required: As the entity does not use special journals, prepare the necessary general journal entries to bring the cash at bank account up to date as at 31 May 2021. (3 marks)Prepare a bank reconciliation statement for Mel Traders at 31 May 2021. Please ensure you indicate the balance of each amount with either a debit or credit in the bank reconciliation statement. (6 marks) ANSWER: Question 3 (7 marks) The information in the following table relates to the accounts receivable and allowance for doubtful debts of Prime Moving Ltd. The company’s accounting period ends on 30 June each year. The company policy is to provide an allowance for doubtful debts at the rate of 3% of accounts receivable at 30 June each year. The balance of the Allowance for Doubtful Debts account on 1 July 2019 was $14 000. The following information is given for the year ending 30 June 2020 and 30 June 2021, in order to determine the bad debts expense for each year and the balance of allowance for doubtful debts at the end of each year. 20202021Accounts receivable (ending balance at 30 June)$560,000$630,000Bad debts written off during the year8,4000Allowance for doubtful debts at 1 July (Beginning of the period)(a)(d)Bad debts expense for the year(b)(e)Allowance for doubtful debts at 30 June (Ending balance)(c)(f) Required: Determine the missing amounts in the table. (3 marks)Discuss how the following accounts are recognised or disclosed in the entity’s financial statements and their effect on the financial statements. (2 marks)discount alloweddiscount receivedbad debts expensesbad debts recoveredShow the relevant section of the balance sheet prepared at 30 June 2021. (2 marks) ANSWER: Question 4 (8 marks) You are the senior accountant for a shoe wholesaler that uses the periodic inventory method. You have determined the following information from your company’s records, which you assume is correct: Inventory of $296,064 was on hand at the start of the year.Purchases for the year totalled $2,028,000. Of this, $1,694,400 was purchased on account; that is, accounts payable was credited for this amount at the time of the purchase.A year-end inventory count revealed inventory of $389,760 Required: Assume that the company uses periodic inventory system, calculate cost of sales. (2 marks)Assume now that your company uses the perpetual method of inventory control, and that your records show that $1,857,990 of inventory (at cost) was sold during the year. What is the adjustment needed to correct the records, given the inventory count in item 3 above? (2 marks)What might the need for this adjustment indicate about company operations? (1 marks)Assume that during the year, total inventory was sold for $3,360,000 on credit. What would be the entries to record the sales transaction under periodic inventory control system? What would be the entries to record the sales transaction under perpetual inventory control system? (3 marks) ANSWER: Question 5 (10 marks) Adam’s mowing Limited purchased a group of new lawnmowers for $26,000 at 1 July 2020. As the accountant of the business, you have estimated that the mowers are to last five years and to have $650 residual value at that point. The entity’s business plan projects cutting 6,000 lawns over the five years, with per-year projections of 650, 1,300, 1,460, 2,140 and 550 lawns over the five years. Required: Calculate the accumulated depreciation balance at the end of the second year using each of the following depreciation bases. Show your working. (6 marks) straight-linediminishing balance (52 per cent rate)units-of-production. You are asked by the owner of the business which depreciation basis would result in the entity paying less tax at the end of the second year and so you should adopt that method for the mowers as it would save cost for the entity. Provide appropriate response to the owner’s question and request. (3 marks)If the 52 per cent reducing balance method is used, accumulated depreciation will be $25,350 at the end of the fifth year. Suppose that, on the first day of the sixth year, all the lawnmowers are sold as junk for $100 cash in total. Ignoring income taxes, calculate the loss on sale that would be recorded that day. (1 mark) ANSWER: Question 6 (6 marks) The following events occurred during the year ended 30 June 2020 for Electrical Limited. On 1 June 2020, Electrical Ltd. signed a three-month 9% per annum bills payable to purchase a new equipment costing $576,000. Interest and principal are paid at maturity.On 29 June 2020, Electrical Ltd. received deposit in advance of $10,000 from a construction company for completing the electrical work for a new project during the next 6 months.Electricity charges of $50,000 from 24 April to 23 June are payable on 10 July.Electrical’s main product is backed by warranty. Sales of this product for the year totalled $445,000. The opening balance of provision for warranty claims was $15,900. During the year, Electrical’s warranty expense was $47,550 and claims paid to customers totalled $37,800.June sales totalled $252,000. Electrical Ltd. collected GST of 10% on this amount. This is due to be paid to the tax office by the seventh day of the following collection.On 30 June 2020, Electrical Ltd. took out a loan for $150,000 from AUZ Bank. Repayments of principal are scheduled evenly over a five-year period. Interest on the loan is paid in the year it is incurred. Required: For each item, indicate the account name and the amount to be included as a current liability on Electrical’s balance sheet prepared at 30 June 2020. (show your working for your calculation for each amount). ANSWER: END OF TUTORIAL ASSIGNMENT Submission instructions: Save submission with your STUDENT ID NUMBER and UNIT CODE e.g. EMV54897 HI5001Submission must be in MICROSOFT WORD FORMAT ONLYUpload your submission to the appropriate link on BlackboardOnly one submission is accepted. Please ensure your submission is the correct document.All submissions are automatically passed through SafeAssign to assess academic integrity. Adapted Harvard Referencing Holmes has now implemented a revised Harvard approach to referencing. The following guidelines apply: Reference sources in assignments are limited to sources which provide full text access to the source’s content for lecturers and markers.The Reference list should be located on a separate page at the end of the essay and titled: References. It should include the details of all the in-text citations, arranged alphabetically A-Z by author surname.  In addition, it MUSTinclude a hyperlink to the full text of the cited reference source.  For example:P Hawking, B McCarthy, A Stein (2004), Second Wave ERP Education, Journal of Information Systems Education, Fall,  http://jise.org/Volume15/n3/JISEv15n3p327.pdfAll assignments will require additional in-text reference details which will consist of the surname of the author/authors or name of the authoring body, year of publication, page number of content, paragraph where the content can be found.For example:“The company decided to implement an enterprise wide data warehouse business intelligence strategies (Hawking et al, 2004, p3(4)).” Non-Adherence to Referencing Guidelines Where students do not follow the above guidelines: Students who submit assignments which do not comply with the guidelines may be required to resubmit their assignments or incur penalties for inadequate referencing.Late penalties will apply per day after a student or group has been notified of a resubmission requirements. Students whose citations are identified as fictitious will be reported for academic misconduct.