...Unity is represented as a very significant part in Rachel Perkin's film Mabo and without unity the Mabo land rights case may never have succeeded; however, there are scenes where unity is forgotten. The most crucial display of unity is the unity between Eddie and Bonita and the continual support from Netta shown in numerous ways throughout the fillm. Another example is the unity amongst Eddie and his legal team as well as the Passi brothers because without them, Eddie would not have the same confidence. Nevertheless, a lack of unity is demonstrated in his argument with Netta and the physical abuse that followed. The most important demonstration of unity is depicted through the relationship Eddie has with Netta. The pair supports each other and this is shown through the active reminders from Netta reassuring him that his battle is respectable and that she is proud of him, ultimately giving him the will to continue with his case. Without the support from Netta, Eddie May never have been able to achieve what he had, such as the connection with his family and the land claim of Murray Island. Another example includes job resignation; Netta was unhappy at first but eventually accepts it and soon shows her support. Additionally, Netta threatens to leave him at one point, but she quickly forgives him and this shows that she is a strong woman and to allow her husband to reach his full potential and achieve his dreams was a respectable move. He admits this when he confesses to Netta...
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...Human Resource Management (Introduction) 200 Assessment 2 – Case Study Analysis and Essay INTRODUCTION: The purpose of this essay is to identify and describe four human resource issues faced by the companies affected by the earthquakes in Christchurch, New Zealand. As a human resource consultant working for the New Zealand government, four human resource solutions will also be discussed and suggested in order to assist these companies with the problems faced after the earthquake. The key issues brought about by the earthquake are; the shrinking talent pool for staff and the senior management, a fall in demand, a decrease in the morale of both staff and management and the temporary chance of Christchurch’s population to fall. It is important to address these issues because they affect the operations of the companies in a very negative way. These issues can be dealt with by using solutions which have been utilized in other countries which have faced natural disasters, as well as creating new ideas for future problems caused by such disasters. The issues and propositions will be discussed in further detail. Even though there is a low chance of such an event occurring in New Zealand again, they still leave companies not well prepared for the consequences of such an experience (FM Global, 2009). HUMAN RESOURCE ISSUES: The very first issue Christchurch faced was the shrinking talent pool of both their staff and senior management within their companies. This...
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...Commonwealth Bank Open Advice Review program Fourth Report Prepared by Promontory 2 February 2016 Promontory Financial Group Australasia Level 32, 1 Market St | Sydney, NSW, 2000 +61 2 9275 8833 | promontory.com Commonwealth Bank Open Advice Review program Fourth Report 2 February 2016 Promontory Financial Group Australasia (Promontory) has been engaged by the Commonwealth Bank Group (Bank) as an Independent Expert to oversee the Bank’s Open Advice Review program (Program). Promontory is responsible for monitoring, reviewing and reporting on the Program and its progress. This Report provides an update on the Program for the period between 1 September 2015 and 31 December 2015. A legal representative of the Bank reviewed a draft of this Report to identify any information subject to a claim for legal professional privilege. There were no such instances identified. Promontory also provided a draft of the Report to the Bank for the purposes of identifying any errors. Promontory retained final judgement on all views and information in this Report. Promontory’s role in the Program is limited and may not incorporate all matters that might be pertinent or necessary to a third party’s evaluation of the Program or any information contained in this Report. No third party beneficiary rights are granted or intended. Promontory is neither a law firm nor an accounting firm. No part of the services performed constitutes legal advice, the rendering of legal services...
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...Assessment details for ALL students Assessment item 2 — Individual Written Assessment Due date: Weighting: Length: Thursday of Week 8 30% 2500 words approximately ASSESSMENT 1 Objectives This assessment item relates to the course learning outcomes 1, 2, 3, 5 and 6. Required Case 1: Read ‘Resolving ethical business challenges’ on pp. 4-5 of the Ferrell, Fraedrich and Ferrell (2011) text and answer the following questions. a) Is John faced with an ethical issue or an ethical dilemma? Explain your answer. making framework in Figure 5.1 on p. 128 of the text. (1 mark) (6 marks) b) Discuss the unethical behaviour in the case using the four factors on the left of the ethical decision Case 2: Read ‘PETCO develops successful stakeholder relationships’ on pp. 458-465 of the Ferrell, Fraedrich and Ferrell (2011) text and answer the following questions. a) PETA questioned a number of practices at PETCO. Is PETA a primary or secondary stakeholder of PETCO? Justify your answer. (2 marks) b) Assess PETCO’s corporate citizenship using the four steps of social responsibility in Figure 2.3 on page 39 of the Ferrell, Fraedrich and Ferrell (2011) text. (8 marks) Case 3: a) Briefly explain how the ASX Corporate Governance Principles and Recommendations improve “transparency”. Include examples to support your discussion. (1 mark) b) Use the Connect4 database (available at the CQUniversity library website) to access the Corporate Governance Statement within the annual report...
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...UNIT OUTLINE Read this document to learn essential details about your unit. It will also help you to get started with your studies. BMA604 Consumer Decision Making Semester 2, 2015 THIS UNIT IS BEING OFFERED IN: HOBART & BY DISTANCE Taught by: Professor Aron O’Cass (Unit Coordinator) CRICOS Provider Code: 00586B BMA604, Consumer Decision Making 2 Contents Contact Details ........................................................................................................................................ 2 Unit Description ...................................................................................................................................... 3 Prior Knowledge &/or Skills OR Pre-Requisite Unit(s) ............................................................................ 3 Enrolment in the Unit ............................................................................................................................. 3 When does the unit commence? ............................................................................................................ 3 University of Tasmania Graduate Quality Statement ............................................................................. 3 Intended Learning Outcomes for BMA604 ............................................................................................. 4 Learning Expectations and Teaching Strategies/Approach ..........................................................
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...UNIT OUTLINE Read this document to learn essential details about your unit. It will also help you to get started with your studies. BMA604 Consumer Decision Making Semester 2, 2015 THIS UNIT IS BEING OFFERED IN: HOBART & BY DISTANCE Taught by: Professor Aron O’Cass (Unit Coordinator) CRICOS Provider Code: 00586B BMA604, Consumer Decision Making 2 Contents Contact Details ........................................................................................................................................ 2 Unit Description ...................................................................................................................................... 3 Prior Knowledge &/or Skills OR Pre-Requisite Unit(s) ............................................................................ 3 Enrolment in the Unit ............................................................................................................................. 3 When does the unit commence? ............................................................................................................ 3 University of Tasmania Graduate Quality Statement ............................................................................. 3 Intended Learning Outcomes for BMA604 ............................................................................................. 4 Learning Expectations and Teaching Strategies/Approach ........................................................
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...UNIT OUTLINE Read this document to learn essential details about your unit. It will also help you to get started with your studies. BMA247 Organisational Behaviour Semester 2, 2015 THIS UNIT IS BEING OFFERED IN: SHANGHAI OCEANS UNIVERSITY (SOU) Taught by: Dr Sarah Dawkins (UTAS Unit Coordinator) & Cindy He (SOU Lecturer) CRICOS Provider Code: 00586B BMA247, Organisational Behaviour 2 Contents Contact Details ........................................................................................................................................ 2 Unit Description ...................................................................................................................................... 3 Prior Knowledge &/or Skills OR Pre-Requisite Unit(s) ............................................................................ 3 Enrolment in the Unit ............................................................................................................................. 3 When does the unit commence? ............................................................................................................ 3 Intended Learning Outcomes and Generic Graduate Attributes for BMA247, Organisational Behaviour ................................................................................................................................................ 4 Learning Expectations and Teaching Strategies/Approach ........................................
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...Asia. 053e .FM Page 1 Thursday, April 6, 2006 12:07 PM LAWS OF MALAYSIA REPRINT Act 53 INCOME TAX ACT 1967 Incorporating all amendments up to 1 January 2006 PUBLISHED BY THE COMMISSIONER OF LAW REVISION , MALAYSIA UNDER THE AUTHORITY OF THE REVISION OF LAWS ACT 1968 IN COLLABORATION WITH MALAYAN LAW JOURNAL SDN BHD AND PERCETAKAN NASIONAL MALAYSIA BHD 2006 053e .FM Page 2 Thursday, April 6, 2006 12:07 PM 2 INCOME TAX ACT 1967 First enacted … … … … … 1967 (Act No. 47 of 1967) Revised … … … … … 1971 (Act 53 w.e.f. 21 October 1971) … PREVIOUS REPRINTS First Reprint … … … … … 1980 Second Reprint … … … … 1993 Third Reprint … … … … … 2002 PREPARED FOR PUBLICATION BY MALAYAN LAW JOURNAL SDN BHD AND PRINTED BY PERCETAKAN NASIONAL MALAYSIA BERHAD KUALA LUMPUR BRANCH 2006 053e .FM Page 3 Thursday, April 6, 2006 12:07 PM 3 LAWS OF MALAYSIA Act 53 INCOME TAX ACT 1967 ARRANGEMENT OF SECTIONS PART I PRELIMINARY Section 1. Short title and commencement 2. Interpretation PART II IMPOSITION AND GENERAL CHARACTERISTICS OF THE TAX 3. Charge of income tax 3A. (Deleted) 3B. Non-chargeability to tax in respect of offshore business activity 3C. (Deleted) 4. 4A. Classes of income on which tax is chargeable Special classes of income...
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...200087 Strategic Marketing Management School of Business│Learning guide Autumn 2012 HOW TO USE THIS LEARNING GUIDE ICON KEY Activity Checklist Deadline Handout Hint Important information Online activity Reading Toolkit Warning This learning guide supplements the unit outline and is designed to help you navigate through the unit. It will help you focus on what you need to do for classes and the various assessment tasks. You should consult the relevant section of the learning guide as you plan your study – it will highlight the main things that you should be getting out of the resources available and provide guidance on teaching activities and class preparation. The learning guide also offers some study tips to assist you in developing the skills and techniques of an effective learner at university level. In addition to acquiring information and skills relevant to this unit, you should also focus on developing the habits and tools of a successful university student. As an adult learner you need to take control of your own learning and ensure your own success. This learning guide is specifically designed to help you achieve this. A standard set of icons is used throughout the learning guide to make navigation easier. Use the icons to quickly identify important information, things you need to do and hints for doing them. STAFF Unit Coordinator Peter Cordina Building ED.G.68, Parramatta campus Phone: 9685 9583 Point of first contact Unit administration...
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...Professional Assessment Evaluation II EBay’s Strategy in China: Alliance or Acquisition? Outcomes Assessment Committee International School of Management DBA Program Instructions Professional Assessment Evaluation II Case Study EBay’s Strategy in China: Alliance or Acquisition? I hope you are enjoying the learning experience as you work your way through the DBA program and that you are finding the seminars both enjoyable and professionally beneficial. The institution is committed to delivering quality academic programs that add value to program candidates. If you have a moment, I would be interested in receiving feedback on your experience to date. Please drop me a quick email at: peter.horn@ism.edu. We want to make sure that we are meeting your expectations. Also included are the Professional Assessment Evaluation II instructions and the Case itself – EBay’s Strategy in China: Alliance or Acquisition . As per our Accreditation Outcomes Assessment Policies and the degree requirements of the DBA program, the assessment is required to be completed by each program candidate enrolled in the DBA program. This case was developed to introduce you to various issues in corporate strategy with regards to: 1. Market entry – entering a new / foreign market (eg: China) 2. Market Capture – obtaining and maintaining a company’s competitive advantage. It is designed to: 1. Provide you with an understanding of the advantages and disadvantages of acquisitions and joint ventures. 2. Examine...
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...Risk Paper #2 Case Study – Tender Evaluation Marjorie Spitz Keller Graduate School of Management PROJ 595- Project Risk Management Instructor: Professor Bill Lewis Week 7 Date: April 20, 2013 Introduction In a tender evaluation process, it is vital to identify, assess and quantify risks that might be associated with the tender. According to Cooper, Grey, Raymond and Walker (2005), risk management is vital in the tender evaluation process, because risks associated with specific tender responses are identified at an early stage, so they can be addressed explicitly in the tender evaluation. The high-risk areas on which the greatest attention and effort should be focused in the evaluation of tender responses are identified. (Managing Risk in Large Projects and Complex Procurements.Ch.13, pg 148). The goal of this paper is to compare and contrast the two phases of the case study Tender Evaluation. “Phase 1 is concerned with establishing a baseline against which tenders can be assessed, prior to bids being received. Phase 2 compares each submitted tender offer with the baseline, to develop a comparative risk assessment for each one.”(Cooper, Grey, Raymond and Walker, 2005). Both phases are important in order to understand the risks during the tender evaluation process. ...
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...Mr. Ronald Hor Yew Kheong | Telephone | 603-5623 2800 (UOW Program Office) | Email | ronald.hor@gmail.com | Room | UOW Program Office | Consultation Times | To be advised | Email Etiquette: Consultation with your subject coordinator and/or teachers via email Your teachers receive many emails each day. In order to enable them to respond to your emails appropriately and in a timely fashion, students are asked to observe basic requirements of professional communication: Consider what the communication is about * Is your question addressed elsewhere (e.g. in this subject outline or, where applicable, on the subject's eLearning site)? * Is it something that is better discussed in person or by telephone? This may be the case if your query requires a lengthy response or a dialogue in order to address. If so, see consultation times above and/or schedule an appointment. * Are you addressing your request to the most appropriate person? Specific email title/ header to enable easy identification of subject related/ student emails * Identify the subject code of the subject you are enquiring about (as your teacher may be involved in more than one subject) in the email header. Add a brief, specific header after the subject code where appropriate Professional courtesy * Address your teacher appropriately by name (and formal title if you do not yet know them). * Use full words (avoid 'text-speak' abbreviations), correct grammar and correct spelling. ...
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...borders, economies, and cultures. This course introduces the student to the global brand dynamic, and focuses on why a global brand is important, how to nurture and protect a global brand, global brand management, and the importance of the brand’s authenticity in the formation of the consumer’s brand trust and commitment. The students will draw on their oral and written presentation skills and will be highly involved in bringing the course material to life. Subject to availability, this course provides the opportunity for the student to apply course content to an assigned case/consulting client. Emphasis is placed on the practical application of branding concepts to global business. Prerequisites: MKTG 658 Marketing Management. Student Learning Outcomes Having successfully completed this course, students should at a minimum be able to: 1. Understand the nature, importance and context of a global brand strategy 2. Recognize that in many situations there is a range of alternatives which should be evaluated 3. Apply appropriate theoretical concepts, models, frameworks, tools and techniques which facilitate the development of global brand strategy 5. Analyze alternative approaches to developing a global brand strategy 6. Analyze the role of global...
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... |Duration |Level |Subject Coordinator | | B Bus (Accg); B Bus (Mgt & Finance) |1 trimester |Level 2 | Richard Chang | | | | |richard@koi.edu.au | 1.2 Core / elective: This is a core subject for B Bus (Accg) and an elective subject for B Bus (Mgt & Fin) 1.3 Subject/unit weighting: Indicated below is the weighting of this subject/unit and the total course points. |Subject Credit Points |Total Course Credit Points | | 4 |BBus(Accg) 96; BBus (Mgt & Finance) 96 | 1.4 Student workload: Indicated below is the expected student workload per week for this subject/unit: |No. timetabled hours/week* |No. personal study hours/week** |Total workload hours/week*** | |4 hours/week |5 hours/week |9 hours/week | |2 hour Lecture + 2 hour Tutorial | | | * Total time spent per week at lectures and tutorials ...
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...Contents 1. Overview 3 2. System Users 3 3. Functional Requirements 3 4. Use Cases 4 5. State Transition Sub-StatesDiagram 5 6. GUI Sketches 5 7. Non-Functional Requirements__________________________________ 6 8. Organizing Requirements_______________________________________ 7 9. References___________________________________________ 8 1. Overview WordBlank is an online assessment system designed to help students worldwide improve their learning and teachers to identify students’ needs and strength. The system uses the formative and summative assessment concepts, aimed at building better assessment and confidence. 2. System Users 1. Students (Test Takers) - These are the users that will make use of the system more frequently than any user. They will take the assessment tests, check there grades and much more. 2. Teachers (Test Makers) – These are the users that give the test, grade and present it and also give feedback to the students. 3. Administrator (Test Designer) – These are the users that design the system, give permissions, roles and also take care of any system administrative issues. 3. Functional Requirements 1. The system will register students using their names and email address. 2. The system will allow presentation of grades by teachers. 3. The system will have different test formats and types. 4. The system will give multiple-choice answer to a miss word in the assessment. 5. The system will allow teachers to give feedback...
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