BSBADM408A Prepare Financial Reports Assessment 1 What you have to do This assessment covers the competency elements listed in the table below: Task 1 Coverage Depreciation and disposal of non-current assets Depreciation Balance Day Adjustments Closing Journals and basic financial reports Competency BSBDM408A/1 Weighting 18 2 3 4 BSBDM408A/1 BSBDM408A/2 BSBDM408A/3 22 20 40 To demonstrate competency in these competency elements, the student must demonstrate their understanding
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Customers BSBCUS301A ASSESSMENT FOR WORKPLACE LEARNERS *NOTE: This assessment should be supported by a Supervisor’s Verification Report completed by an appropriate workplace supervisor. Please word process all responses. |Student Name: | | |Student Declaration: |I declare that the work submitted for this assessment is completely my own.
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Six Facets: Explanation is the first Facet. “Explanation is defined as sophisticated and apt theories and illustrations, which provide knowledgeable and justified accounts of events, actions, and idea” (Wiggins & McTighe, 2005). Activity 1: Students will use red and black checkers, to use to understand positive and negative integers. Students will use the checkers to help them visually see how many positive or negative checkers when performing problems. Activity2: Students will
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Solution Assessment and Validation TouchPoint Packaging Jan Morrison Capella University TS5343 September 23, 2011 Table of Contents 1 Introduction 3 1.1 Introduction to the Case Study – TouchPoint Packaging 3 1.2 Case Study Background 3 2 Proposed Solution Compliance with Functional Requirements – TouchPoint Packaging 3 2.1 Identify Functional Requirements 3 2.2 Evaluate current solution with Functional Requirements 3 3 Evaluate Compliance of Security Requirements 4 4.1 Compliance
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innovative, resourceful and values-oriented graduate through quality instruction, relevant research, community based extension and sustainable production. Department Goal: The Information Technology shall provide its students with the necessary knowledge, values and skills through research – basedendeavor in order to prepare them to meet the demands and challenges of the time. Program: BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY Program Objectives: The BS Information technology program
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Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school for children • Table 2: Outcomes & indicators of a positive start to school for families • Table 3: Outcomes & indicators of a positive start to school for educators Recommendations Further suggestions
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Focussed Assessment In the given case study patient has persistence vomiting for eight days and she took Antaacids to relieve the symptoms. She is dehydrated, and her lab results shows she has metabolic alkalosis. In focused assessment, detailed nursing assessment of particular body system(s) connected to the current problem is required. One or more body system may be involved.Nausea and vomiting can ocurr due to different reasons like food poisoning,chloecystitis or intestinal obstruction..For
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different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper
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applied knowledge of international business and management theory * Goal Five: Have developed a range of research skills and project capabilities * Goal Six: (Specialist programmes only) Have developed specialist knowledge about the theory and practice of your programme of study All of the learning that takes place within modules is designed to enable you to achieve the above goals and your assessment tasks are mapped directly to these goals as outlined in each assessment brief
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6. Assessment Tasks Assessment Task 1: Assessment Task Case Study: IKEA: A Long March to the Far East Schedule Week 4 Performance Criteria: Outcomes Assessed 1.1,2.1,2.2, 4.1 Also addresses some elements of required skills and knowledge as shown in the Assessment Matrix Description: From its humble beginning as a small general retail store in a village situated in the south of Sweden, IKEA has grown into the world's largest furniture retailer with 279 stores in 36 countries
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