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  • SWK356 Social Work in Healthcare Tutor-Marked Assignment 2026

    SWK356 Tutor-Marked Assignment

     

    Question 1 (30 Marks)

    Using only ONE (1) of the three health conditions in case examples below, answer all the questions.

    • Amir, 7 years old, recently received a diagnosis of epilepsy after experiencing multiple seizure episodes at home and school. He attends a mainstream primary school and lives with his parents and a 10-month-old sibling in an HDB flat. Both parents are currently working full-time.
    • Mdm Lakshmi, 45 years old, employed on a renewable contract role as an administrative assistant, recently received a diagnosis of Stage 3 cervical cancer following routine health screening. She is married with three school-aged children (7, 10, 12 years old) and resides in a 4-room HDB flat. Husband works as a PHV driver. He is unable to work long hours due to health conditions.
    • Mr Ong, 78 years old, recently received a diagnosis of early-stage Alzheimer’s disease following specialist assessment. He lives alone in a 2-room rental flat. He has a 55-year-old daughter (widowed) who lives separately. She is not working and is the primary caregiver to her two grandchildren (3 and 5 years old).

    (a) Through literature search, describe and illustrate the incidence of the condition that you have chosen and the trajectory of the disease in your local context. (10 marks)

    (b) Using the Biopsychosocial-Spiritual (BPS-S) model, appraise the impact of the health condition on the individual and his/her family. (20 marks)

    Question 2 (30 Marks)

    Mdm Salmah, aged 79, comes from a traditional Malay Muslim background that values family unity, filial responsibility, modesty, and spiritual acceptance. She was recently admitted to the hospital after experiencing recurrent shortness of breath, dizziness, and reduced appetite.

    Following clinical assessment and investigations, the medical team diagnosed her with Stage IV chronic kidney disease (CKD), with significantly reduced renal function. They have recommended initiating dialysis as part of a long-term management plan to stabilise her condition and potentially extend her life expectancy.

    During a recent care round, however, Mdm Salmah stated clearly that she does not want to undergo dialysis, expressing that she has “lived a full life” and prefers to focus on comfort, prayer, and time at home rather than participate in what she perceives to be burdensome medical procedures.

    She specifically requests that the healthcare team not inform her adult children about the full extent of her diagnosis and prognosis, stating: “I do not want them to worry or sacrifice their own lives because of me. Let me carry this quietly. This is my choice.”

    Her eldest son, who has been attending appointments with her, becomes increasingly distressed as he notices her physical decline. He insists that the healthcare team fully disclose her medical condition and treatment options, arguing: “As her child, I am responsible for her. You must tell me. We need to know the truth so we can plan and protect her.”

    There is no documented Advance Care Planning, Advance Medical Directive, Lasting Power of Attorney, or written record of prior preferences. However, Mdm Salmah communicates clearly, demonstrates consistent reasoning, and appears able to understand information related to her illness and its consequences.

    (a) Using relevant Bioethical Principles and/or the SASW Social Work Code of Ethics, identify and discuss two ethical dilemmas that you may face in working with Mdm Salmah and her family. (10 marks)

    (b) Apply Reamer’s Ethical Decision-Making Framework to propose a reasoned, defensible course of action that balances patient’s autonomy, cultural sensitivity, therapeutic alliance and the best possible care outcomes. (20 marks)

    Question 3 (35 Marks)

    Read the case study and answer all the questions.

    Mr Tan Boon Huat, 58, a taxi driver, recently survived a mild myocardial infarction (heart attack) and was diagnosed with coronary artery disease (CAD). Although he was medically stabilised, he continues to experience fatigue, occasional chest tightness, and reduced exercise tolerance, especially on long driving shifts. He has been advised to make significant changes to his lifestyle, medication adherence, and follow-up care, including cardiac rehabilitation and regular monitoring.

    Mr Tan has a 10-year history of hypertension and high cholesterol, with inconsistent medication adherence due to long work hours, irregular meals, and the pressure of being the family’s sole income earner. He tends to downplay the seriousness of his condition, expressing worry about taking time off work, and often says he “cannot afford to rest” because the family needs his income.

    His wife, Mdm Lim, 52, works part-time as a school canteen assistant and earns a modest income. Their two children, aged 13 and 15, are both in secondary school. The younger child (13) has mild Intellectual Disability and requires more guidance with schoolwork, daily routines, and managing tasks independently, which places additional caregiving demands on the family.

    The family lives in a 3-room HDB flat with limited extended family support. Since the heart attack, the household has been experiencing increased emotional tension, as family members struggle to adjust to new caregiving responsibilities, fears about relapse, and worries over financial stability.

    (a) Using components of Rolland’s Family Systems Illness Framework, analyse patient’s possible responses and needs AND family’s possible responses and needs in relation to the illness. (20 marks)

    (b) Using Bronfenbrenner’s Ecological Systems Perspective, develop a holistic multi-level social work intervention plan that integrates relevant healthcare and community resources. Your answer should propose suitable interventions across three (3) different ecological levels. (15 marks)

    5 marks are awarded for grammar, organisation and referencing in APA 7 style. (5 marks)

  • SST102 Human Factors and Systems Design Group-based Assignment 2026

    SST102 Group-based Assignment

     

    This assignment is worth 16% of the final mark for SST102 Human Factors and Systems Design.

    The cut-off date for this assignment is 11 March 2026 (Wednesday), 23 55 hours (mark deduction will start at 12 noon on 12 March 2026).

    This GBA covers materials studied from Study Units 2, 3 and 6. You should review these materials in your course textbook, unit notes and tutorial presentation material before beginning the assignment. In addition, you may find it necessary to perform additional research in order to provide better answers to the questions.

    Warning on Plagiarism or Collusion

    Plagiarism and collusion are forms of cheating and are not acceptable in any form of a student’s work, including this assignment. You can avoid plagiarism by giving appropriate references when you use some other people’s ideas, words or pictures (including diagrams). Refer to the American Psychological Association (APA) Manual if you need reminding about quoting and referencing. You can avoid collusion by ensuring that your submission is based on your own individual effort.

    The electronic submission of your assignment will be screened through a plagiarism detecting software, Turnitin.

    For more information about plagiarism and cheating, you should refer to the Student Handbook. SUSS takes a tough stance against plagiarism and collusion. Serious cases will normally result in the student being referred to SUSS’s Student Disciplinary Group. For other cases, significant marking penalties or expulsion from the course will be imposed.

    Note on using ChatGPT or AI for your assignment

    ChatGPT is a powerful tool that can assist you in generating content and exploring ideas. However, we strongly recommend that you do not rely solely on ChatGPT for your assignments for the following reasons.

    Assignments are designed to enhance your understanding of your subject. Thinking through your course materials, seeing their relevance in real life applications, and applying them to solve problems will help you develop a deeper understanding and appreciation of the subject. By depending heavily on ChatGPT, you thus lose the opportunity to develop your critical thinking and problem-solving skills.

    While ChatGPT can generate responses for you, it cannot understand the specific context of your assignment. This could result in irrelevant answers which will impact your grades negatively. Worse still, it could generate inaccurate responses or errors, which again will result in a lower grade for you. Lastly, you must maintain academic integrity throughout your educational journey. If you must use ChatGPT or other AI systems, be sure to verify the accuracy of the generated content and rephrase in your own words, before integrating it into your own work in a responsible manner. Note that Turnitin can detect both AI generated content and plagiarism, and you will be subject to the same penalties outlined above.

    As part of your submission, declare how you have utilized AI tools in preparing your report. The declaration should cover the following points:

    Non-Usage Declaration

    If you did not use any AI tools, please explicitly state this in your declaration. Example: “I did not use any AI tools in preparing my answers for this exam. The work submitted is entirely my own.”

    Usage Declaration

    • AI Tools: Specify the AI tools or platforms you have used (e.g., ChatGPT, Grammarly, Copilot).
    • Purpose: Describe the purpose for using these tools (e.g., generating ideas, checking grammar, coding assistance).
    • Extent of Use: Explain the extent of using AI (e.g., occasional help, significant part of the process).
    • Originality: Confirm that the final submission is your own work and that AI tools were used to support, not replace, your own efforts.

    Note that Turnitin can detect AI generated content, and you will be subjected to the same penalties outlined under plagiarism.

    Assignment Question (Total 100 marks)

    Each member of your group is to carry out an assessment of one Singapore-based ride-hailing App for booking a standard car from a standard residential location to a standard destination in the city. Some typical examples you can use are Grab, Gojek, TADA, Ryde, etc.

    The task for each App should be carried out and completed on a smartphone. The assessment should cover the design of the App and your entire task flow to meet your intended objective of using the App for your selected booking.

    Note: You should start your task assessment after the sign-in stage (if any) and end just before the actual booking confirmation. You are not to include any comparison of prices between the different Apps in your discussion.

    While your evaluation should largely be based on usability and human-computer interaction, you can also discuss your points based on cognitive ergonomics and display design principles. You are to identify and describe good design features and shortcomings of the App. Your group should collectively conclude which is the best App design and explain your choice. Show or highlight your points with screenshots or illustrations of the App screens/pages.

  • Unit DRM702 Strategic Risk Management (M/650/5657) Assignment Brief 2026

    Qualifi Level 7 Unit DRM702 Assignment Brief 2026

    Qualification Level 7 Diploma in Risk
    Management (610/2175/1)
    Unit Reference Number M/650/5657
    Unit Code DRM702
    Unit Title Strategic Risk Management
    Unit Level 7
    Number of Credits 20
    Total Qualification Time (TQT) 200 hours
    Guided Learning Hours (GLH) 100 hours

    Unit Aim

    This unit aims to introduce learners to the critical examination of strategic in relation to the setting and continuous improvement of performance standards; the establishment and maintenance of an effective system of risk management; all aspects of risk management are considered including, but not limited to, health and safety, environmental and security; planning and alignment of risk objectives with other corporate strategy.

    Learning Outcomes, and Assessment Criteria

    Learning Outcomes 

    When awarded credit for this unit, a learner will:

    Assessment Criteria 

    Assessment of this learning outcome will require a learner to demonstrate that they can:

    1. Understand the nature of strategy risk and  the different types of strategy risk. 1.1 Define strategy risk in an organisational  context.
    1.2 Evaluate an organisation’s primary  strategy risks.
    1.3 Evaluate the impact of strategy risks on a business.
    2. Understand how to review an organisation’s strategy and risk plans. 2.1 Explain the significance of reviews of the development of an organisation’s strategy and risk plans.
    2.2 Evaluate the methods that can be used to review an organisation’s strategy and risk plans and their suitability.
    2.3 Analyse the competitive strengths and  weaknesses of an organisation’s current  business strategy and business plans. 

    2.4 Review the position of an organisation in its current market using appropriate tools.

    3. Understand ethics and  corporate 

    social responsibility in risk management systems.

    3.1 Analyse the STEP framework on risk management.
    3.2 Assess contemporary challenges that affect CSR risk management systems.
    3.3 Evaluate the implications for an organisation and its stakeholders if it does not function ethically.
    4. Understand the development, implementation and role of business continuity planning with regard corporate strategy. 4.1 Assess an organisation’s sensitivity to  a breakdown of continuity.
    4.2 Evaluate the significance of doing a  business impact analysis (BIA).
    4.3 Assess approaches to crisis management and business continuity planning with regard to corporate strategy.

    Indicative Content 

    • Topics will include but not limited to the following: Liability risk, Marketing risk, Project risk, Innovation risk, Merger &Acquisition risk, Security risk, Compliance risk, Economic risk, Procurement risk, Liquidity risk.
    • Market position; market share analysis; life cycle analysis; Boston growth share BCG Matrix
    • SWOT analysis, resource analysis, competitive analysis, skills and competencies audit, benchmarking sustainable competitive advantage; pricing strategies; resource analysis; economies of scale and scope for this; market equilibrium.
    • Social, Technological, Economic and Political CSR risk management includes conventional elements.
    • Risk management strategies.
    • Employment practices, fraud prevention measures, health and safety policy, protection of physical assets and business continuity, process management, benchmarking, disaster management.

    Suggested Resources 

    • Godfrey, P.C., Lauria, E., Bugalia, J. and Narvaez, K. (2020). Strategic risk management : new tools for competitive advantage in an uncertain age. Oakland, Ca: Berrett-Koehler Publishers, Inc.
    • Hopkin, P. (2018). Fundamentals of risk management : understanding, evaluating and
    • implementing effective risk management. London, United Kingdom ; New York, Ny: Kogan Page Limited.
    • SPECIFICATION | OCTOBER 2020 WWW.OTHM.ORG.UK Roberts, A., Wallace, W., Mcclure, N. and Heriot-Watt University. Business School (2003). Strategic risk management.
    • Harlow: Pearson Education.

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  • DRM703 Responsible Leadership and Governance (R/650/5658) Assignment Brief 2026

    Qualifi Level 7 Unit DRM703 Assignment Brief 2026

    Qualification Level 7 Diploma in Risk
    Management (610/2175/1)
    Unit Reference Number R/650/5658
    Unit Code DRM703
    Unit Title Responsible Leadership and
    Governance
    Unit Level 7
    Number of Credits 20
    Total Qualification Time (TQT) 200 hours
    Guided Learning Hours (GLH) 100 hours

    Unit Aim

    This unit aims to provide learners with an understanding of the modern organizational necessity of governance which leads to  an examination of efficient corporate governance practice. This unit gives learners an understanding of the impact of law and global integration on organizational decisions, policies, processes and activities.

    Learning Outcomes and Assessment Criteria

    Learning Outcomes 

    When awarded credit for this unit, a learner will:

    Assessment Criteria 

    Assessment of this learning outcome will require a learner to demonstrate that they can:

    1. Understand the key socio cultural, ethical and moral challenges that organisations face  in the current economy. 1.1 Assess an organisation’s obligations for enhancing employee well-being.
    1.2 Compare approaches to the management of diversity in organisations.
    1.3 Compare organisational approaches to promoting positive workforce diversity policies.
    2 Understand the role of leadership to manage strategic and operational risk in the organisation. 

     

    2.1 Analyse strategic leadership and its links to risk management in organisations.
    2.2 Evaluate key leadership and management theories.
    2.3 Explain how leadership and management styles should change to meet the needs of different risk situations found in organisations.
    3. Understand the importance of corporate governance in organisations. 3.1 Evaluate the importance of responsible corporate governance in orgnisations.
     

     

    3.2 Evaluate the impact of major frameworks, regulations and acts on corporate stakeholders’ interests in an organisation.
    4. Understand the role and impact of corporate governance in the management of companies. 

     

    4.1 Evaluate the principles of corporate governance in the management of the corporations.
     4.2 Critically evaluate the role of a board in   corporate governance issues and different  approaches taken.
    4.3 Recommend duties of directors in complying with principles of governance in the management of corporation.

     Indicative Content

    • Social, cultural, ethical and moral issues: equal opportunities, diversity; disability; discrimination; racism; harassment; bullying; whistleblowing; privacy; confidentiality (upto-date legislation covering these issues must be used)
    • Workforce profiling; dignity in the workplace; multi- culturalism, stereotyping; labelling; prejudice, glass ceilings; human rights; Citizen’s Charter, moral imperatives; value rigidity; empowerment; management styles; work-life balance; childcare provision; professional development; employee participation.
    • Ethical standards in business activities (finance, human resources, marketing, dealing with stakeholders); affirmative action; codes of practice; organisational policies; staff training Concepts of leadership and management. • Leadership and management theories.
    • Frameworks, regulations and Acts: Cadbury report;
    • Rutteman guidance; Greenbury report; Hampel report; Turnbull report; Higgs report; Companies Acts (2004, 2006); the 8th Company Law Directive of the European Union (2006), Sarbanes Oxley Act (2002, US) – impact on domestic business; UK Corporate Governance Code; stock exchange listing requirements; incorporation of legal and regulatory requirements into organisational policies, practice and procedures.
    • Different board structures, role of the board on governance issues, types and policies and procedures leading to best practice, requirement under company law for governance framework within companies.
    • Conflicts of interest and policies e.g. bribery, compliance, data protection regulations. Rules – based versus principles approach.
    • Corporate rescue and liquidations.
    • Rationale of corporate rescue, role of Administrator, voluntary winding up, creditors

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  • DRM704 Organisational and Environmental Risk (T/650/5659) Assignment Brief 2026

    Qualifi Level 7 Unit DRM704 Assignment Brief 2026

    Qualification Level 7 Diploma in Risk
    Management (610/2175/1)
    Unit Reference Number T/650/5659
    Unit Code DRM704
    Unit Title Organisational and Environmental Risk
    Unit Level 7
    Number of Credits 20
    Total Qualification Time (TQT) 200 hours
    Guided Learning Hours (GLH) 100 hours

    Unit Aim

    The aim of this unit is to help learners develop knowledge and understanding of the importance of managing risks in business organisations and enable them to develop an effective risk management plan and review risk financing options.

    Learning Outcomes and Assessment Criteria

    Learning Outcomes 

    When awarded credit for this unit, a learner will:

    Assessment Criteria 

    Assessment of this learning outcome will require a learner  to demonstrate that they can:

    1 Understand the effects of risks on business organisations. 1.1 Assess the impact of various types  of risk on businesses.
    1.2 Evaluate the activities which are high risk of different sectors in the economy.
    2 Understand the role of risk management functions in organisations. 2.1 Assess the role and importance of risk management in organisations.
    2.3 Evaluate the role of business functions in risk management.
    2.3 Evaluate the effectiveness of various approaches to risk assessment and management in organisations.
    3. Be able to prepare an effective risk management plan followed by an environmental screening. 3.1 Assess an organisation’s activities to determine the potential for risks.
    3.2 Evaluate the possible  impact to an organisation of identified risks.
    3.3 Evaluate the strategic benefits to an organisation of an effective risk.
    3.4 Prepare a risk management plan by an environmental screening to help mitigate potential risks.
    4. Understand risk control techniques. 4.1 Assess the most frequent kinds of hazard controls.
    4.2 Assess the suitability of a variety of risk financing solutions available to an organisation.
    4.3 Review the best risk financing options for an organisation of your choice.

    Indicative Content 

    • Drivers, Strategic risks (e.g. competition, changes in society or markets), financial risks (e.g. liquidity, foreign exchange, credit risk), operational risks (e.g. product failure), hazard risks (e.g. natural Disasters), information risks (e.g. computer hacking). Operations: Identifying risks in business operations
    • High risk areas • Data, systems integrity, reputation, financial theft, health and safety. Risks vary between organisations in different sectors e.g. primary – importance of mitigating risks associated with health and safety.
    • Functions that have a role in managing risk • Strategic planning, marketing, compliance operations, legal and accounting, insurance, treasury/accounting, management and quality assurance, internal audit, health and safety, environmental.
    • Risk management process • Risk assessment, risk reporting, decisions, risk treatment, residual risk reporting, monitoring – ongoing and formal audit, modification. Potential risks
    • Uncertainty in profits e.g. legal issues, market trends, stock market fluctuations, increase in production costs, changing trends and fashions, inadequate forecasting.
    • Danger of loss e.g. natural disasters such as floods and earthquakes, technology failures, physical factors such as machine failure, fire, theft; personnel issues such as strikes, talent management
    • Events e.g. political factors such as change of government, compliance and regulations, global incidences, security breaches.
    • Business impact analysis.
    • Analysing level of risk (consequence x likelihood), rating risks e.g. severe, high, moderate, low Risk management plan.
    • Prevention, preparedness, response, recovery. Preventive, corrective, directive and detective.
    • Risk financing options.

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  • DRM706 Advanced Research Methods in Risk Management (F/650/5661) Assignment Brief 2026

    Qualifi Level 7 Unit DRM706 Assignment Brief 2026

    Qualification Level 7 Diploma in Risk
    Management (610/2175/1)
    Unit Reference Number F/650/5661
    Unit Code DRM706
    Unit Title Advanced Research Methods in Risk
    Management
    Unit Level 7
    Number of Credits 20
    Total Qualification Time (TQT) 200 hours
    Guided Learning Hours (GLH) 100 hours

    Unit Aim

    The aim of this unit is to develop learners’ ability to prepare for various types of academically based management research through the development and design of a research proposal. Learners will develop a critical understanding of the philosophical, practical and ethical concepts of research within the context of the business environment.

    Learning Outcomes, and Assessment Criteria

    Learning Outcomes 

    When awarded credit for this unit, a learner will:

    Assessment Criteria Assessment of this learning outcome will require a learner  to demonstrate that they can:
    1. Be able to develop research  methods in context of risk management. 1.1 Appraise research problems.
    1.2 Develop and justify appropriate research aims and objectives within a defined scope and timeframe.
    1.3 Critically explore, select and justify research approaches.
    2 Be able to critically review literature on a risk management topic. 2.1 Analyse different theoretical approaches to a research problem.
    2.2 Create a structured and thorough critical literature review.
    3 Be able to design research methodologies. 3.1 Critically evaluate relevant research methodologies to reflect the research objectives.
    3.2 Design an appropriate methodology in terms of the research objectives for a defined population.
    3.3 Justify the methodology selected in terms of the research objectives within agreed ethical guidelines.
    4. Be able to develop a research  proposal. 4.1 Create a research question, literature review and methodology.
    4.1 Create a research question, literature review and methodology.
    4.2 Propose techniques for use with quantitative and qualitative data collection and analysis.

    Indicative content

    • Understanding the research context; research problem identification for investigation; research topic identification; the conceptualisation of a research problem; developing insights; and feasibility and possibilities.
    • Definition, features and ways to do literature review; the generic selection of literature; spotting the sources of literature; justification of an appropriate selection of literature; : the selection of appropriate theories for the research; conceptualisation of the research phenomenon; including relevant theories and the justification of choices; the strength and credentials of relevant theoretical framework; the understanding and interpretation; and developing the theoretical framework.
    • Designing a research using the most appropriate method; research question or hypothesis test; reliability and validity test; ethical issues consideration; quantitative methodology; questionnaire design and distribution; conducting interviews; surveys; qualitative methodology; interviews; observation; and case studies.
    • Writing a research report for professional audiences; following a criteria sequence as rationale of the research, formatting, editing, critical analysis, discussions of evidence and findings.

    Suggested Resources

    • Bryman, Alan and Emma Bell (2015). Business Research Methods (4th ed.). Oxford: Oxford University Press
    • Chilsa, B. (2012) Indigenous Research Methodologies London: Sage
    • Denzin, N.K., Lincoln Y.S., and Tuhiwai Smith, L. (2008, Eds.) Handbook of Critical and Indigenous Methodologies London: Sage
    • Hantrais, Linda (2009). International Comparative Research: Theory, Methods and Practice. Basingstoke and New York: Palgrave
    • Piekkari, R. and Welch, C. (2011, Eds.): Rethinking the Case Study in International Business and Management Research, Cheltenham, UK: Edward Elgar
    • Marschan-Piekkari, R. and Welch, C. (2004, Eds.): Handbook of Qualitative Research Methods for International Business, Cheltenham, UK and Northampton, MA: Edward Elgar
    • Neuman, W.L. (2011) Social research methods: qualitative and quantitative approaches. Boston and London: Pearson Education

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  • DRM705 Risk Analysis and Modelling (D/650/5660) Assignment Brief 2026

    Qualifi Level 7 Unit DRM705 Assignment Brief 2026

    Qualification Level 7 Diploma in Risk
    Management (610/2175/1)
    Unit Reference Number D/650/5660
    Unit Code DRM705
    Unit Title Risk Analysis and Modelling
    Unit Level 7
    Number of Credits 20
    Total Qualification Time (TQT) 200 hours
    Guided Learning Hours (GLH) 100 hours

    Unit Aim

    This unit aims to provide learners with an understanding of the core concepts and tools used to build modern risk analysis models. It introduces learners to the foundations of risk analysis. These core concepts are then combined to explore a number of modern risk analysis modelling techniques. This unit will provide learners with the skills needed to apply these techniques in real life situations.

    Learning Outcomes and Assessment Criteria

    Learning Outcomes 

    When awarded credit for this unit, a learner will:

    Assessment Criteria 

    Assessment of this learning outcome will require a learner to demonstrate that they can:

    1 Understand the concept of operational risk and the Basel II model. 1.1 Explain the concept operational risk.
    1.2 Discuss the Basel II’s ten ‘Sound Practices’ concepts.
    1.3 Analyse seven types of official Basel II events.
    2 Understand how to apply risk models in an organisational setting. 2.1 Identify and apply three common methods to calculate operational risk capital  
    2.2 Explain the scope of Standardised Measurement Approach (Basel III)  
    2.3 Assess the Standardised approach for credit risk as per Basel III recommendations.
    3 Be able to apply financial models in an organisational context. 3.1 Explain the concept and equation of Black– Scholes model.
    3.2 Assess situations were Black–Scholes model can be applied.
    3.3 Analyse Knightian uncertainty, Ellsberg paradox, Black swan events.
    3.4 Discuss how Dynamic Financial Analysis can be used in an organisational context.
    3.5 Explain Value at risk (VaR) based risk management
    3.6 Explain and apply the mathematical models of VaR, CVaR and EVaR

    Indicative Content

    • Black–Scholes in practice: Tail risk, Liquidity risk, Volatility risk, Gamma hedging.
    • Knightian uncertainty, Ellsberg paradox – examples.
    • Top Black Swan Events in History: Fukushima Accident, Collapse of the World Trade Centre, The Collapse of The Soviet Union.
    • DFA: Business mix, reinsurance, asset allocation, profitability, solvency, and compliance.
    • VaRo: variance-covariance VaR or delta-gamma VaR, historical simulation VaR or resampled VaR.
    • Conditional Value-at-Risk (CVaR).
    • Entropic value at risk (EVaR).
  • Explain why you selected your dataset and which statistical test you applied. Discuss whether your analysis has sufficient statistical power. Use one of the statistical tests covered in this course. Visually display your results using

    Using one of the data files provided below, develop and test a research hypothesis. Your paper must be written in APA style and include the following sections:

    Introduction

    Sample

    Measures

    Methods/Design

    Results

    Conclusions and Recommendations

    You must also include appropriate tables and figures, formatted in APA style.

    As you work on your Final Project, keep the following guidelines in mind:

    Clearly present your research question.

    Explain why you selected your dataset and which statistical test you applied.

    Discuss whether your analysis has sufficient statistical power.

    Use one of the statistical tests covered in this course.

    Visually display your results using APA-formatted tables and/or figures.

    Describe how your findings may contribute to social change.

    Your final paper should be 7–10 pages, formatted according to APA guidelines.

    Please be sure to review the two Final Project documents found in the Learning Resources—originally introduced in Week 3. Throughout the course, you responded to a series of assignments and prompts designed to help you apply key concepts. If you’re unsure how to proceed, revisiting your previous assignments can help guide your analysis.

    You May Not collaborate with your peers on the final project

    Final Project Guidelines: USW1_RSCH_8260_finalProject_guidelines (1).pdfDownload USW1_RSCH_8260_finalProject_guidelines (1).pdf

    Acceptable Statistical Models.

    You must employ one of the Statistical Models listed below:

    1: Multiple Regression Analysis (MRA), you must have at least 2 IVs.

    2: MRA with Dummy Variables, you must have at least 2 IVs, 1 must be a Dummy Variable and 1 must be a scaled variable.

    3: Testing for Moderation using MRA

    4: Testing for Mediation Using MRA

    5: Logistical Regression Analysis, you must have at least 2 IVs.

    6: Factorial ANOVA, 2 IVs

    7: Mixed Model Factorial ANOVA (aka Split-Plot) design.

    8: ANCOVA at least 1 IV 1CV

    9: MANOVA at least 3 DVs

    10: Reliability Analysis

    Please note a Oneway Repeated Measures ANOVA is not an acceptable design.

    PS: One fundamental problem that students sometimes encounter when selecting appropriate data for the final project involves scales of measurement, namely nominal, ordinal, interval or ratio measures. Please note that interval and ratio level data is sometimes referred to as quantitative, magnitude, continuous data – scores.

    Fortunately, you learned the fours scales of measurement in your previous RSCH classes, and you reviewed them during week of this semester when you read Chapter 1 of the Warner textbook. As per my instructions, you would have asked questions on any scale that you did not fully understand.

    In week 1 of this semester you also learned about parametric and non-parametric statistical tests, and the assumptions of these tests. That knowledge is also key to developing a statistical model for the final project. Also, as per my instructions, you would have asked questions on aspect of parametric and non-parametric tests that you did not fully understand.

    Starting in Week 1, and each week through Week 10 you learned a new statistical tests as you read the assigned chapters in the Warner text; and watched the instructional videos in those weeks. Each assigned chapter in the Warner text presented the assumptions of the statistical test being presented. And, as per my instructions each week, you posted questions on any element of the statistical test that you did not fully understand.

    If you want to do a quick check to make sure that you are employing the appropriate scales of measure for the statistical analysis you plan to use, there are a number of websites that you can consult.

    Will Trochim, of Cornell has a useful website that can help: See, https://www.socialresearchmethods.net/selstat/ssstart.htmLinks to an external site.

    Penn State University has a site: See, https://onlinecourses.science.psu.edu/stat414/book/export/html/248Links to an external site.

    John McDonald’s website: http://www.biostathandbook.com/testchoice.htmlLinks to an external site.

    Claremount Graduate School http://wise.cgu.edu/wise-tutorials/tutorial-choosing-the-correct-statistical-test/Links to an external site.

    The purpose of this assignment is to determine if students have the knowledge and ability to design a quantitative study, employing one of the statistical tests covered in the class.

    I cannot help you select a statistical test, or to tell you if the data you plan to use meets the assumptions of that test. That’s part of the assignment – to assess whether, or not, you possess that knowledge.

  • Task You are required to write a structured research brief analysing how modern businesses use cloud-based Business Information Systems (BIS) and Internet of Things (IoT) to enhance operations. You are expected to: Demonstrate an understanding

    ASSESSMENT GUIDE

    ICT501 Business Information Systems

    Semester 1, 2026

    Assessment Overview

     

    Assessment ID Assessment Item When due Weighting ULO# CLO# for MITS CLO# for GDITS CLO# for GCITS
    1 Presentation (Individual) Session 5 20% 1, 2 1, 3 1, 3 1, 3
    2 Case Study (Individual) (1000 Words) Session 9 30% 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
    3* Project Report and Presentation (Group) (2000 Words) Session 12 50% 1, 4, 5 1, 3, 4, 5 1, 3, 4, 5 1, 3, 4, 5

     

    Note: * denotes ‘Hurdle Assessment Item’ that students must achieve at least 40% in this item to pass the unit.

    Referencing Guides

    You must reference all the sources of information you have used in your assessments. Please use the IEEE referencing style when referencing in your assessments in this unit. Refer to the library’s referencing guides for more information.

    • https://elearning.vit.edu.au/pluginfile.php/473840/block_html/content/VIT%20Library%20Referencing%20-%20IEEE%20-%2007042020.pdf

    Academic Misconduct

    VIT enforces that the integrity of its students’ academic studies follows an acceptable level of excellence. VIT will adhere to its VIT Policies, Procedures and Forms where it explains the importance of staff and student honesty in relation to academic work. It outlines the kinds of behaviours that are “academic misconduct”, including plagiarism.

    Late Submissions

    In cases where there are no accepted mitigating circumstances as determined through VIT Policies, Procedures and Forms, late submission of assessments will lead automatically to the imposition of a penalty. Penalties will be applied as soon as the deadline is reached.

    Short Extensions and Special Consideration

    Special Consideration is a request for:

    • Extensions of the due date for an assessment, other than an examination (e.g. assignment extension).
    • Special Consideration (Special Consideration in relation to a Completed assessment, including an end-of-unit Examination).

    Students wishing to request Special Consideration in relation to an assessment the due date of which has not yet passed must engage in written emails to the teaching team to Request for Special Consideration as early as possible and prior to start time of the assessment due date, along with any accompanying documents, such as medical certificates.

    For more information, visit VIT Policies, Procedures and Forms.

    Inclusive and Equitable Assessment

    Reasonable adjustment in assessment methods will be made to accommodate students with a documented disability or impairment. Contact the unit teaching team for more information.

    Contract Cheating

    Contract cheating usually involves the purchase of an assignment or piece of research from another party. This may be facilitated by a fellow student, friend or purchased on a website. Other forms of contract cheating include paying another person to sit an exam in the student’s place.

    Contract cheating warning:

    • By paying someone else to complete your academic work, you don’t learn as much as you could have if you did the work yourself.
    • You are not prepared for the demands of your future employment.
    • You could be found guilty of academic misconduct.
    • Many of the cheating companies recycle assignments despite guarantees of “Original, plagiarism-free work” so similarity is easily detected by TurnItIn.
    • Penalties for academic misconduct include suspension and exclusion.
    • Students in some disciplines are required to disclose any findings of guilt for academic misconduct before being accepted into certain professions (e.g., law).
    • You might disclose your personal and financial information in an unsafe way, leaving yourself open to many risks including possible identity theft.
    • You also leave yourself open to blackmail – if you pay someone else to do an assignment for you, they know you have engaged in fraudulent behaviour and can always blackmail you.

    Grades

    We determine your grades to the following Grading Scheme:

     

    Grade Percentage
    A 80% – 100%
    B 70% – 79%
    C 60% – 69%
    D 50% – 59%
    F 0% – 49%

     

     

     

    Assessment Details for Assessment Item 1: Overview

     

    Assessment ID Assessment Item When due Weighting ULO# CLO# for MITS CLO# for GDITS CLO# for GCITS
    1 Presentation (Individual) Session 5 20% 1, 2 1, 3 1, 3 1, 3

     

     

    ASSESSMENT ITEM 1: Individual Research Brief – BIS in the Age of Cloud and IoT

    Word Count: 1500 (+/-10%)

    Task

    You are required to write a structured research brief analysing how modern businesses use cloud-based Business Information Systems (BIS) and Internet of Things (IoT) to enhance operations. You are expected to:

    • Demonstrate an understanding of how BIS and IoT technologies operate and are deployed in different industries.
    • Explore the strategic and operational roles of these systems in enhancing business performance.
    • Integrate academic research and real-world data to show how theory is applied in practical settings.
    • Examine how BIS and IoT technologies are transforming decision-making, service delivery, automation, and data analytics in business environments.
    • Include examples from published case studies and scholarly literature.

    Your brief should not just describe these technologies, but critically evaluate their benefits, limitations, and application contexts, supported by high-quality references and business cases.

    Structure Guidelines

    1. Introduction (approx. 200-250 words)

    • Define BIS, cloud computing, and IoT
    • State the purpose of the brief and key points you will address

    2. Strategic and Operational Benefits (approx. 400-500 words)

    • Explain how BIS and IoT contribute to real-time decision-making, automation, efficiency, and customer engagement
    • Link these technologies to business strategy and competitive advantage

    3. Risks and Limitations (approx. 300-400 words)

    • Discuss risks such as data security, cost, dependency on vendors, and system integration challenges
    • Include considerations for SMEs versus large enterprises

    4. Case Studies (approx. 300-400 words)

    Include two real-world examples of companies using cloud BIS and/or IoT. Suggested case studies include:

    • Walmart: use of cloud-based BIS and IoT technologies for supply chain visibility, stock control, logistics coordination, and customer service improvement
    • Tesla: use of connected devices, cloud systems, and real-time data for vehicle monitoring, predictive maintenance, software updates, and service optimisation

    For each case study, learners should:

    • describe the business context
    • identify the BIS and/or IoT tools used
    • explain how these technologies were implemented
    • evaluate the outcomes achieved, including both benefits and limitations

    5. Conclusion and Recommendations (approx. 150-200 words)

    • Summarise the main findings
    • Recommend how businesses should approach BIS and IoT adoption strategically and responsibly

    6. References

    • Minimum 6 scholarly or industry sources
    • Use IEEE referencing style
  • Task You are required to write a structured research brief analysing how modern businesses use cloud-based Business Information Systems (BIS) and Internet of Things (IoT) to enhance operations. You are expected to: Demonstrate an understanding

    ASSESSMENT GUIDE

    ICT501 Business Information Systems

    Semester 1, 2026

    Assessment Overview

     

    Assessment ID Assessment Item When due Weighting ULO# CLO# for MITS CLO# for GDITS CLO# for GCITS
    1 Presentation (Individual) Session 5 20% 1, 2 1, 3 1, 3 1, 3
    2 Case Study (Individual) (1000 Words) Session 9 30% 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, 3
    3* Project Report and Presentation (Group) (2000 Words) Session 12 50% 1, 4, 5 1, 3, 4, 5 1, 3, 4, 5 1, 3, 4, 5

     

    Note: * denotes ‘Hurdle Assessment Item’ that students must achieve at least 40% in this item to pass the unit.

    Referencing Guides

    You must reference all the sources of information you have used in your assessments. Please use the IEEE referencing style when referencing in your assessments in this unit. Refer to the library’s referencing guides for more information.

    • https://elearning.vit.edu.au/pluginfile.php/473840/block_html/content/VIT%20Library%20Referencing%20-%20IEEE%20-%2007042020.pdf

    Academic Misconduct

    VIT enforces that the integrity of its students’ academic studies follows an acceptable level of excellence. VIT will adhere to its VIT Policies, Procedures and Forms where it explains the importance of staff and student honesty in relation to academic work. It outlines the kinds of behaviours that are “academic misconduct”, including plagiarism.

    Late Submissions

    In cases where there are no accepted mitigating circumstances as determined through VIT Policies, Procedures and Forms, late submission of assessments will lead automatically to the imposition of a penalty. Penalties will be applied as soon as the deadline is reached.

    Short Extensions and Special Consideration

    Special Consideration is a request for:

    • Extensions of the due date for an assessment, other than an examination (e.g. assignment extension).
    • Special Consideration (Special Consideration in relation to a Completed assessment, including an end-of-unit Examination).

    Students wishing to request Special Consideration in relation to an assessment the due date of which has not yet passed must engage in written emails to the teaching team to Request for Special Consideration as early as possible and prior to start time of the assessment due date, along with any accompanying documents, such as medical certificates.

    For more information, visit VIT Policies, Procedures and Forms.

    Inclusive and Equitable Assessment

    Reasonable adjustment in assessment methods will be made to accommodate students with a documented disability or impairment. Contact the unit teaching team for more information.

    Contract Cheating

    Contract cheating usually involves the purchase of an assignment or piece of research from another party. This may be facilitated by a fellow student, friend or purchased on a website. Other forms of contract cheating include paying another person to sit an exam in the student’s place.

    Contract cheating warning:

    • By paying someone else to complete your academic work, you don’t learn as much as you could have if you did the work yourself.
    • You are not prepared for the demands of your future employment.
    • You could be found guilty of academic misconduct.
    • Many of the cheating companies recycle assignments despite guarantees of “Original, plagiarism-free work” so similarity is easily detected by TurnItIn.
    • Penalties for academic misconduct include suspension and exclusion.
    • Students in some disciplines are required to disclose any findings of guilt for academic misconduct before being accepted into certain professions (e.g., law).
    • You might disclose your personal and financial information in an unsafe way, leaving yourself open to many risks including possible identity theft.
    • You also leave yourself open to blackmail – if you pay someone else to do an assignment for you, they know you have engaged in fraudulent behaviour and can always blackmail you.

    Grades

    We determine your grades to the following Grading Scheme:

     

    Grade Percentage
    A 80% – 100%
    B 70% – 79%
    C 60% – 69%
    D 50% – 59%
    F 0% – 49%

     

     

     

    Assessment Details for Assessment Item 1: Overview

     

    Assessment ID Assessment Item When due Weighting ULO# CLO# for MITS CLO# for GDITS CLO# for GCITS
    1 Presentation (Individual) Session 5 20% 1, 2 1, 3 1, 3 1, 3

     

     

    ASSESSMENT ITEM 1: Individual Research Brief – BIS in the Age of Cloud and IoT

    Word Count: 1500 (+/-10%)

    Task

    You are required to write a structured research brief analysing how modern businesses use cloud-based Business Information Systems (BIS) and Internet of Things (IoT) to enhance operations. You are expected to:

    • Demonstrate an understanding of how BIS and IoT technologies operate and are deployed in different industries.
    • Explore the strategic and operational roles of these systems in enhancing business performance.
    • Integrate academic research and real-world data to show how theory is applied in practical settings.
    • Examine how BIS and IoT technologies are transforming decision-making, service delivery, automation, and data analytics in business environments.
    • Include examples from published case studies and scholarly literature.

    Your brief should not just describe these technologies, but critically evaluate their benefits, limitations, and application contexts, supported by high-quality references and business cases.

    Structure Guidelines

    1. Introduction (approx. 200-250 words)

    • Define BIS, cloud computing, and IoT
    • State the purpose of the brief and key points you will address

    2. Strategic and Operational Benefits (approx. 400-500 words)

    • Explain how BIS and IoT contribute to real-time decision-making, automation, efficiency, and customer engagement
    • Link these technologies to business strategy and competitive advantage

    3. Risks and Limitations (approx. 300-400 words)

    • Discuss risks such as data security, cost, dependency on vendors, and system integration challenges
    • Include considerations for SMEs versus large enterprises

    4. Case Studies (approx. 300-400 words)

    Include two real-world examples of companies using cloud BIS and/or IoT. Suggested case studies include:

    • Walmart: use of cloud-based BIS and IoT technologies for supply chain visibility, stock control, logistics coordination, and customer service improvement
    • Tesla: use of connected devices, cloud systems, and real-time data for vehicle monitoring, predictive maintenance, software updates, and service optimisation

    For each case study, learners should:

    • describe the business context
    • identify the BIS and/or IoT tools used
    • explain how these technologies were implemented
    • evaluate the outcomes achieved, including both benefits and limitations

    5. Conclusion and Recommendations (approx. 150-200 words)

    • Summarise the main findings
    • Recommend how businesses should approach BIS and IoT adoption strategically and responsibly

    6. References

    • Minimum 6 scholarly or industry sources
    • Use IEEE referencing style