Ensure a safe workplace for a work area

Ensure a safe workplace for a work area

BSBWHS521


Ensure a safe workplace for a work area


Student Assessment Guide


STUDENT NAME:
STUDENT ID:
ASSESSOR NAME:
UNIT CODE AND TITLE: BSBWHS521


Ensure a safe workplace for a work area

ASSESSMENT RECEIPT FORM


NOTE:


1. This form must be attached on top of the completed Student Assessment Booklet when


submitting.


2. The Assessment Receipt Form must be signed and dated.


DECLARATION:


1. I am aware that penalties exist for plagiarism and cheating.


2. I am aware of the requirements set by my assessor.


3. I have retained a copy of my assessment.


Student


Signature:
_________________________________ Date: _____________________
Assessment received by APSLEY COLLEGE Staff
Name: Signature:

=================================TEAR HERE ==================================


Students must retain this as a Record of Submission


Assessment handed on:


Unit code and title: BSBWHS521 -Ensure a safe workplace for a work area


Student ID: ………………………..


Student Signature: …………………


Assessment received by APSLEY COLLEGE staff


Name: ……………………………………………………


Signature: ………………………………………………..

About this booklet


This assessment booklet has been designed for students undertaking face-to-face mode of study to


provide information before they undertake these assessments. It also contains assessment tools to


assess the skills and knowledge required from you to be deemed competent in this unit.


Please read all the information given to you when you receive this assessment booklet. If you do not


understand any part of this booklet, please inform your assessor.


The assessment booklet contains two (2) parts:


PART 1: Assessment information: This part contains information on the assessment for this unit


of competency and how an assessment will be conducted throughout this unit to achieve the


competency. It includes:


Application of the unit of competency


Purpose of assessment


Elements, performance evidence and knowledge evidence requirements of the unit


Conditions, context, required resources and location of the assessment


Assessment tasks


Outline of evidence to be collected


Administration, recording and reporting the requirements including special adjustments,


appeals, reasonable adjustments and assessors’ intervention.


PART 2: Assessment tasks: This part contains the information to undertake the assessment task


successfully. In each assessment task, students will find the following information:


Task instructions


Role play/Practical Demonstration information


Information on resources required, where applicable.


PART 1


Application of the unit of competency:


This unit describes the skills and knowledge required to establish, maintain, and evaluate an


organization’s work health and safety (WHS) policies, procedures and programs in a work area to


ensure a safe workplace, according to WHS legislative requirements. It takes a systems approach


and addresses compliance with relevant legislative requirements.


The unit applies to those working in a range of contexts who have, or are likely to have, responsibility


for WHS as part of their broader management role. It is relevant for people with obligations under


WHS laws, for example persons conducting a business or undertaking (PCBUs) or officers, as


defined by WHS laws.


No licensing, legislative or certification requirements apply to this unit at the time of publication.


Purpose of assessment:


The primary objective of assessment is to support and encourage your learning.


Assessment results give the assessor an indication of how well you learnt in class and or areas you


may need extra support


Performance evidence:


The candidate must demonstrate the ability to complete the tasks outlined in the elements,


performance criteria and foundation skills of this unit, and to:


establish, implement, maintain, and evaluate one work health and safety management system


(WHSMS) for a work area of an organization that complies with WHS laws, and organizational


policies and procedures.


During the above, the candidate must:


establish, implement, maintain, and evaluate effective and compliant consultative


arrangements for managing WHS, including:


identifying duty holders


identifying and approving required resources


developing and implementing a training program


establish, implement, maintain, and evaluate procedures for effectively identifying hazards, and


assessing and controlling risks using the hierarchy of control measures.


Knowledge evidence:


The candidate must demonstrate the knowledge to complete the tasks outlined in the elements,


performance criteria and foundation skills of this unit. This includes knowledge of:


details of relevant WHS laws relating to ensuring a safe workplace


WHS organizational policies, procedures, programs and practices required for the


performance evidence


hazard identification and risk-management processes


key principles, uses and components of the hierarchy of control measures and procedures for


applying it in the workplace


organizational and WHS legislative reporting requirements.


Context and conditions for assessment:


To comply with the assessment conditions of this unit:


Skills for this unit of competency will be demonstrated in APSLEY COLLEGE (8/8-10 Hunter


Street Parramatta, NSW 2150)
You will have access to suitable facilities, equipment and


resources, including template documentation, policies and procedures to undertake the


assessment tasks for this unit of competency (refer appendix 1,2,3,4,5, 6)


Resources required:


The assessor will ensure that assessment is conducted in a safe environment and you have access


to the following resources for the unit:


• Computer with internet connection to refer to various resources


• Student assessment booklet


• APSLEY COLLEGE Learners’ resources for the unit BSBWHS521 – Ensure a safe workplace


for a work area


Clustering/holistic assessment:


There is no provision for clustering of assessments in this unit.


Competency requirements:


To be deemed competent in this unit, you must satisfactorily complete all assessment tasks.


Students with unsatisfactory completion of any of the assignment tasks will be deemed Not Yet


Competent (NYC).


Assessors will ensure that the evidence collected meets the requirements of the Rules of Evidence


(authentic, current, sufficient, and valid) prior to entering results into the competency record sheet.


Students unsuccessful at achieving “Satisfactory” for any assessment at the first attempt will be given


two opportunities for reassessment. If the student is still deemed Not Yet Competent (NYC) after two


reassessments in a unit of competency, student will be required to repeat the unit as per the scheduled


delivery of the course. For further details, refer to APSLEY COLLEGE Re-Assessment Policy and


APSLEY COLLEGE Course Progress Policy.


Assessment tasks Assessment description Location of


assessment
Assessment Task 1


(AT1):


Written


Knowledge test
Students are required to complete the Written


Knowledge test to be deemed competent. The


learners are required to answer in brief. They must


answer all the questions correctly to be marked


satisfactory.
APSLEY


COLLEGE training


campus

Assessment tasks:


To achieve competency in this unit, you must satisfactorily complete all the following assessment tasks


within the date and time specified by your trainer/assessor. This will demonstrate that you have all the


required skills and knowledge for this unit.


Outline of evidence to be collected:


You must submit the following evidence to be marked competent for this unit. Your assessor will ensure


that the evidence submitted meets the Rules of Evidence which are
valid, sufficient, current and


authentic.


You must read and follow this information carefully while completing assessments for this unit of


competency and if you are unsure of any instruction, please contact your assessor to clarify.


The assessments are intended to be equitable, fair, and flexible.


Assessment Task 2


(AT2):


Project & Role


play
This assessment requires students to complete a


series of tasks which includes role play.
APSLEY


COLLEGE training


campus
Assessment Task 3


(AT3):


Role play and


Presentation
This assessment requires students to complete a


series of tasks where they need to conduct role play


and presentation
APSLEY


COLLEGE training


campus
Assessment Task 1


(AT1):


Written


Knowledge test
Answer all questions correctly and submit it to the Assessor electronically.


Complete and sign the cover sheet for assessment task.
Assessment Task 2


(AT2):


Project & Role play
Completed Appendix 2-7


Completed report in Word format to be printed


Completed and signed Assessment cover sheet for assessment task
Assessment Task 3


(AT3):


Role play and


Presentation
Completed observation checklist


PPT Slides


Completed and signed Assessment cover sheet for assessment task.

Submission of assessment:


You must ensure that the completed assessment tasks are submitted along with the assessment


cover sheet:


Your assessor will mark the submitted assessment, provide feedback to you and complete the


comments section against each task, where applicable.


ALL tasks must be completed in legible English. It is preferred that the tasks submitted for


assessments are typed.


You must submit all assessments on or before the due date specified by the assessor as per


the training plan.


Extensions for individual assessment tasks may be negotiated in specific circumstances with


your assessor/trainer. However, you need to provide genuine evidence documents when


seeking an extension to due date (e.g. extensions due to illness will require a medical


certificate). To arrange an extension, you must speak to your assessor prior to the due date.


Extensions must be confirmed by the trainer in writing.


You are permitted to use dictionaries and to seek support (as required) unless it puts in jeopardy


the integrity of the assessment, your assessor will let you know if this is the case.


Unless the assessment task specifically allows pair work or group activities such as


brainstorming, you must submit your own original work and must not copy the work of other


students. Plagiarism is unacceptable.


Recording an assessment result:


Once the assessments have been completed, the assessor will record the assessment results on


the student assessment record sheets and all results will be approved by the Training Manager.


Assessors will check that you have completed the signed student declaration prior to filling out the


assessment sheet.


Retaining assessment records:


APSLEY COLLEGE will securely retain all completed student assessment items for each student


for a period of six months from the date on which the judgement of competence for the student was


made. APSLEY COLLEGE will also retain sufficient data to be able to reissue AQF certification


documentation for a period of 30 years.


The assessor will ensure that the student records are securely retained and stored in accordance


with the APSLEY COLLEGE record control policy accessible by the Student Administration Officer.


Assessment outcomes: –


For unit of competency:


There are two outcomes for assessments: C = Competent and NYC = Not Yet Competent (requires


more training and experience).


You will be awarded C = Competent on completion of the unit when the assessor is satisfied that


you have completed all assessments and have provided the appropriate evidence required to meet


all criteria in line with the Rules of Evidence. If you fail to meet this requirement, you will receive the


result NYC = Not Yet Competent and will be eligible to be re-assessed in accordance with the


APSLEY COLLEGE Re-Assessment Policy and APSLEY COLLEGE Course Progress Policy.


For assessment task:


There are two assessment outcomes for tasks. S = Satisfactory and NS = Not Satisfactory.


On the individual assessment cover sheet for assessment tasks you will be marked Satisfactory, if


you have completed the task successfully, submitted all evidence and satisfied the assessment


criteria and Not Satisfactory, if you have not completed the task, the evidence is not sufficient or


does not meet the requirements of the assessment criteria.


Re-assessment:


If you are unsuccessful at achieving competency at the first attempt, you will be given two further


opportunities for re-assessment at a mutually agreed time and date. For further details, refer to the


APSLEY COLLEGE Re-Assessment Policy and APSLEY COLLEGE Course Progress Policy. As


this is a competency-based program, the assessment continues throughout the program until you


either achieve Competency in the assessment tasks or a further training need is identified and


addressed.


Student access to records:


You have the right to access current and accurate records of your participation and results at any


time. You can request a copy of your records (results or attendance progress) by contacting the


student administration or assessor.


Support:


You may seek clarification about the assessment information and the instructions and tasks at any


time from the assessor.


Reasonable adjustments and special learning needs:


APSLEY COLLEGE works to ensure that students with recognized disadvantages can access and


participate in education and training on the same basis as other students. Disadvantages may be


based, for example, upon age, cultural background, physical disability, limited or non-current


industry experience, language, numeracy, or digital literacy issues.


Where pre-training interviews and LLN assessments reveal that a student may require special


support or where, after enrolment, it is made apparent that the student requires special support,


reasonable adjustments will be made to the learning environment, training delivery, learning


resources and/or assessment tasks to accommodate the particular needs of the student. An


adjustment is reasonable if it can accommodate the student’s particular needs, while also taking into


account factors such as the student’s views, the potential effect of the adjustment on the student


and others and the costs and benefits of making the adjustment.



Any adjustments made must:


be discussed, agreed, and documented in the assessment record


benefit the student


maintain the integrity of the competency standards and course requirements as stipulated in


the training package


be reasonable to expect in a workplace.


Reasonable adjustment may consist of:


providing additional time for students to complete learning and assessment tasks


presenting questions orally for students with literacy issues


asking questions in a relevant practical context


using large print material


extending the course duration


Presenting work instructions in diagrammatic or pictorial form instead of words and


sentences.


Complaints and appeals:


If you are dissatisfied with an assessment outcome, you may appeal the assessment decision. In


the first instance, you are encouraged to appeal informally by contacting the assessor and


discussing the matter with them. If you are dissatisfied with the outcome of such discussion, you


may appeal further to training manager. If you are still dissatisfied, you may appeal formally and in


writing to have the result reviewed. For more information, refer to the Assessment Policy and the


Complaints and Appeals Policy and Procedures available in APSLEY COLLEGE Website.


Assessor intervention:


Assessors will check if you are ready for the assessment and defer the assessment if you are not.


Feedback will be given to you at the completion of the assessment.
During role play, the assessor


may act as a client or employer, where required, but the assessor will not interfere with the


assessment. If the assessment activities might impact on your safety or that of others, the assessor


will stop the assessment immediately.


Plagiarism, cheating and assessment dishonesty:


APSLEY COLLEGE considers plagiarism and cheating as a serious misdemeanour. Evidence of


plagiarism and cheating is treated on a case-by-case basis and the consequences for students


engaging in such practices may include failure of the assessment or unit or exclusion from the


course. For more information, refer to APSLEY COLLEGE’s Assessment Policy.


Note: Referencing is a way of acknowledging the source of information that a person uses to


research your assignment. References should be provided whenever someone else’s words. Ideas


or research is used. One should also provide references for any information used. Website, journals,


Research paper, Blogs, article, and any other online sources needs to be referenced.


Assessor feedback:


Assessors will provide feedback on the assessment that you have submitted. This can identify your strengths


and weaknesses or be an overall comment on your submission. A copy of the feedback along with your


submission will be given to you and you must keep a copy of it throughout the completion of the course.


Student Declaration:


I…………………………………………………………………… (Student Name) have read and understand the


information provided above and understand and accept that any act of plagiarism and academic


dishonesty may have penalties including cancellation or suspension of my enrolment with APSLEY


COLLEGE. I further declare that:


All assessment work submitted for this unit competency is my own original work and plagiarism


and collusion has not occurred.


Assessment work has not been copied or submitted for any other unit/course.


I have taken proper care and effort to ensure my work has not been copied by another person.


I have retained a copy of this assessment for my own records in the event I have to reproduce


my work.


I am aware that any assessment deemed unsatisfactory will require me to undergo


reassessment which may be different to the one originally submitted.


Student signature: ……………………………………………………… Date: ……/……/…….


PART 2


Assessment Task Cover Sheet Task 1 (AT1)


Student details
Student Name: Student ID:
Assessment details
Unit of Competency: BSBWHS521 – Ensure a safe workplace for a work area
Assessment Task 1: Written Knowledge test
Date of Submission:
Assessment Outcome: Satisfactory Not Satisfactory Not completed
Feedback:
Student Plagiarism Declaration: By submitting this assessment to the institute, I declare that this


assessment task is original and has not been copied or taken from another source except where this work


has been correctly acknowledged. I have made a photocopy or electronic copy or photograph of my


assessment task, which I can produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable, and


flexible assessment of this student, and I have provided appropriate


feedback. I also declare that I have undertaken the indicated


assessment integrity checks


Check for plagiarism Software Yes No


Check for copying/collusion Yes No


Check for authenticity (own work) Yes No


Cheating or use of model answers Yes No
Student: I have received,


discussed, and accepted my


result as above for this


assessment and I am aware of


my appeal rights.
Signature: ………………………………………………… Signature: ……………………………..
Date: ……………………………………………………….. Date: …………………………………..

Assessment task 1: Written Knowledge test


Required documents and equipment:


Computer with internet connection to refer to various resources.


APSLEY COLLEGE Learners’ resources for the unit BSBWHS521 – Ensure a safe workplace


for a work area (organised by the trainer/assessor)


Learner’s notes


Instructions for students:


This assessment will be conducted in Apsley College classroom with access to the resources listed


above.


You must answer all knowledge questions as part of this assessment and can submit answers in either


electronic or paper based.
The assessor will verify the authenticity of the work by asking questions


regarding the answers provided. You must satisfactorily answer all knowledge questions to be deemed


Satisfactory for this assessment.


Planning the assessment


Access all resources mentioned in required resources, either printed copies or access via the internet.


You must answer all questions in the Written Knowledge test assessment.


Time allocated to complete this assessment is 4 hours.


Complete and submit the assessment on the same day of the assessment.


Assessor will set a time to provide feedback.


Evidence specifications:


At the end of the assessment, student will be required to submit the following evidence on the same


day of the assessment.


Completed assessment task with all questions answered.


Completed and signed cover sheet for the assessment.


Evidence submission:


Documentation must be submitted electronically.


Assessor will record the assessment outcome on the assessment cover sheet.


Written Knowledge test


QUESTION


NUMBER
QUESTIONS Students’


response


(to be


completed


by the


assessor)
Question 1: Describe the following terms usually mentioned in the codes of practice, WHS Acts


and regulations in 5-20 words each


Hazard


Incident


Risk


Risk register


Risk assessment


Risk control


Risk analysis


Risk management process
S


NS
Question 2: List state/territory WHS Act, WHS Regulation, WHS Codes of practice for:


Victoria (Vic)


New South Wales (NSW)


Tasmania (Tas)
S


NS
Question 3: Describe why each of the following are important to your role in the business


setting:


a. Acts (10-30 words)


b. Regulations (10-30 words)


c. Regulating agencies (10-30 words)
S


NS
Question 4: Answer the following questions:


a. Who is responsible for providing the primary duty of care to ensure the health and


safety of workers while they are at work in the business or undertaking. (10-30 words)


b. What other responsibility does this person has other than the primary duty of care?


(10-30 words)
S


NS
Question 5: Explain the duties of a person conducting a business or undertaking (PCBUs) in the


business service sector? (20-50 words)
S


NS
Question 6: Explain the rights and responsibilities and duty of care obligations of each of the


following in 30-70 words:


a. Employer


b. Worker
S


NS
Question7: What basic information should you keep to comply with the WHS legislative


requirements for record-keeping and reporting? (20-50 words)
S


NS
Question8: Explain the term due diligence in your own words and what reasonable steps an


officer must take to ensure the business complies with its work health and safety


obligations and the officer is exercising and demonstrating due diligence and


general duty requirements? (50-70 words)
S


NS
Question9: What particular regulatory requirements, policy, procedures or systems are


relevant in the Business Service sector for infection control and managing hazards


common to the work environment? List any 3.
S


NS
Question10: What are the legislative requirements and “duty to consult requirements” on the


following:


a. Consulting with workers (20-50 words)


b. Consulting with other duty holders at the same workplace (50-70 words)
S


NS
Question11: Explain when a PCBU must consult with workers according to WHS regulations


and guidelines? (30-70 words)
S


NS
Question12: Answer the following questions:


a. What is the definition of “hazardous manual tasks” according to the Work Health


and Safety Regulations 2011 (WHS Regulations)


b. Provide 3 (three) examples of hazardous manual tasks in a community service


sector?
S


NS
Question13: Discuss the link between infection prevention and control and compliance with WHS


legislation in your own 30-50 words.
S


NS
Question14: What are the five (5) common types of safety hazards in the business service sector


and how can you minimise them? (20-50 words)
S


NS
Question15: Explain the importance of the following factors in a compliant WHS policy


framework in your own 10-20 words each


hazard, incident and injury reporting


hazard identification, risk assessment and control


human resources policies and procedures


consultation and participation


incident investigation and record-keeping


quality system documentation


designated person/s for raising issues


workplace support services


use of personal protective equipment (PPE)


emergency procedures
S


NS
Question16: Describe each of the following principles of hazard and risk management and how


these can be applied in the workplace in your own 50-100 words:


a. risk analysis


b. hazard identification procedures


c. hierarchy of control and its application


d. principles of risk assessment


e. examples of health and safety benchmarks


f. principles of safe design processes
S


NS
Question17: What are the 4 benefits of effective record keeping and WHS documentation


procedures? (5-15 words)
S


NS
Question18: What are the 3 common types of WHS documentation? (5-15 words) S


NS
Question19: How would you raise a health and safety issue with designated persons in the


workplace? List three (3) ways.
S


NS
Question 20: Write the name of correct safe design principle for the following explanations


(Reference: Guidance of the principles of safe design for work (May 2006),


Australian Safety and Compensation Council, Canberra):


a. All products, processes and tasks must be systematically assessed for risk.


This involves identifying hazards, assessing risk and putting in place risk


controls to eliminate or control that risk.


b. There must be effective communication and documentation of all design and


risk control information between all persons involved. This applies through


the whole lifecycle of the product/process.


c. The people who have the decision-making power to design processes,


facilities and so on must be able to promote their safe with the people at the


coal face. Where there are several people involved in the design process,


there must be collaboration between them.
S


NS
d. Every product has a lifecycle – for example children’s play equipment starts


as a concept, then it is designed, manufactured, supplied and installed,


used, maintained, decommissioned and disposed of. Hazards must be


identified and controlled as early in the lifecycle as possible. For example,


it is better to fix up a weak point in the equipment frame during the design


phase than to strengthen it after it has been made.


e. The people who are in control of designing a process or product must have


the knowledge and capability to do this safely. If the knowledge or capability


are not held, they must be acquired.
Question 21: Write down five (5) ways a consultation about WHS issues may take place in an


organization? (10-20 words)
S


NS
Question 22: Write down three (3) potential barriers in effective evaluation and management of


WHS processes for improvement? (10-20 words)
S


NS

Written Knowledge Questions checklist – to be completed by the assessor


Marking criteria Students’


response (to be


completed by


the assessor)
After the Written knowledge questions, the student has provided authenticity for the


following questions:
1. Describe the following terms usually mentioned in the codes of practice, WHS Acts and


regulations in 5-20 words each


Hazard


Incident


Risk


Risk register


Risk assessment


Risk control


Risk analysis


Risk management process
S NS
2. List state/territory WHS Act, WHS Regulation, WHS Codes of practice for:


Victoria (Vic)


New South Wales (NSW)


Tasmania (Tas)
S NS
3. Describe why each of the following are important to your role in the business setting:


a. Acts (10-30 words)


b. Regulations (10-30 words)


c. Regulating agencies (10-30 words)
S NS
4. Answer the following questions:


a. Who is responsible for providing the primary duty of care to ensure the health


and safety of workers while they are at work in the business or undertaking? (10-


30 words)


b. What other responsibility does this person has other than the primary duty of


care? (10-30 words)
S NS
5. Explain the duties of a person conducting a business or undertaking (PCBUs) in the


business service sector? (20-50 words)
S NS
6. Explain the rights and responsibilities and duty of care obligations of each of the following


in 30-70 words:


a. Employer


b. Worker
S NS
7. What basic information should you keep to comply with the WHS legislative


requirements for record-keeping and reporting? (20-50 words)
S NS
8. Explain the term due diligence in your own words and what reasonable steps an officer


must take to ensure the business complies with its work health and safety obligations


and the officer is exercising and demonstrating due diligence and general duty


requirements? (50-70 words)
S NS
9. What particular regulatory requirements, policy, procedures or systems are relevant in


the Business Service sector for infection control and managing hazards common to the


work environment? List any 3.
S NS
10. What are the legislative requirements and “duty to consult requirements” on the


following?


a. Consulting with workers (20-50 words)
S NS
Marking criteria Students’


response (to be


completed by


the assessor)
After the Written knowledge questions, the student has provided authenticity for the


following questions:
11. Explain when a PCBU must consult with workers according to WHS regulations and


guidelines? (30-70 words)
S NS
12. Answer the following questions:


a. What is the definition of “hazardous manual tasks” according to the Work Health


and Safety Regulations 2011 (WHS Regulations)


b. Provide 3 (three) examples of hazardous manual tasks in a community service


sector?
S NS
13. Discuss the link between infection prevention and control and compliance with WHS


legislation in your own 30-50 words.
S NS
14. What are the five (5) common types of safety hazards in the business service sector and


how can you minimise them? (20-50 words)
15. Explain the importance of the following factors in a compliant WHS policy framework in


your own 10-20 words each


hazard, incident, and injury reporting


hazard identification, risk assessment and control


human resources policies and procedures


consultation and participation


incident investigation and record-keeping


quality system documentation


designated person/s for raising issues


workplace support services


use of personal protective equipment (PPE)


emergency procedures
16. Describe each of the following principles of hazard and risk management and how these


can be applied in the workplace in your own 50-100 words:


a. risk analysis


b. hazard identification procedures


c. hierarchy of control and its application


d. principles of risk assessment


e. examples of health and safety benchmarks


f. principles of safe design processes
17. What are the 4 benefits of effective record keeping and WHS documentation


procedures? (5-15 words)
18. What are the 3 common types of WHS documentation? (5-15 words)
19. How would you raise a health and safety issue with designated persons in the


workplace? List three (3) ways.
20. Write the name of correct safe design principle for the following explanations (Reference:


Guidance of the principles of safe design for work (May 2006), Australian Safety and


Compensation Council, Canberra):
b. Consulting with other duty holders at the same workplace (50-70 words)
Marking criteria Students’


response (to be


completed by


the assessor)
After the Written knowledge questions, the student has provided authenticity for the


following questions:
All products, processes and tasks must be systematically assessed for risk. This


involves identifying hazards, assessing risk and putting in place risk controls to


eliminate or control that risk.


There must be effective communication and documentation of all design and risk


control information between all persons involved. This applies through the whole


lifecycle of the product/process.


The people who have the decision-making power to design processes, facilities and


so on must be able to promote their safe with the people at the coal face. Where


there are several people involved in the design process, there must be collaboration


between them.


Every product has a lifecycle – for example children’s play equipment starts as a


concept, then it is designed, manufactured, supplied and installed, used, maintained,


decommissioned and disposed of. Hazards must be identified and controlled as


early in the lifecycle as possible. For example, it is better to fix up a weak point in


the equipment frame during the design phase than to strengthen it after it has been


made.


The people who are in control of designing a process or product must have the


knowledge and capability to do this safely. If the knowledge or capability are not


held, they must be acquired.
21. Write down five (5) ways a consultation about WHS issues may take place in an


organization? (10-20 words)
22. Write down three (3) potential barriers in effective evaluation and management of WHS


processes for improvement? (10-20 words)
Task outcome S NS
Assessor’s remarks
Assessor’s signature Date
Assessment date
Student’s signature Date

Assessment Task Cover Sheet Task 2 (AT2)


Student details
Student Name: Student ID:
Assessment details
Unit of Competency: BSBWHS521 – Ensure a safe workplace for a work area
Assessment Task 2: Project & Role play
Date of Submission:
Assessment Outcome: Satisfactory Not Satisfactory Not completed
Feedback:
Student Plagiarism Declaration: By submitting this assessment to the institute, I declare that this assessment


task is original and has not been copied or taken from another source except where this work has been correctly


acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can


produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable, and


flexible assessment of this student, and I have provided appropriate


feedback. I also declare that I have undertaken the indicated assessment


integrity checks


Check for plagiarism Software Yes No


Check for copying/collusion Yes No


Check for authenticity (own work) Yes No


Cheating or use of model answers Yes No
Student: I have received,


discussed, and accepted my result


as above for this assessment and


I am aware of my appeal rights.
Signature: ………………………………………………… Signature: ……………………………..
Date: ……………………………………………………….. Date: …………………………………..

Assessment Task 2: Project & Role play


Required documents and equipment:


Computer with internet connection to refer to various programs such as MS word, MS excel,


MS PowerPoint or any other recognised software program.


APSLEY COLLEGE Learners’ resources for the BSBWHS521 – Ensure a safe workplace for a


work area (organized by the trainer)


Learner’s notes


Appendix 2


Appendix 3


Appendix 4


Appendix 5


Appendix 6


Appendix 7


Instructions for students:


This is a scenario-based assessment where you are required to read the brief provided and


answer the questions at the end of this task.


This assessment will be conducted in APSLEY COLLEGE’S Campus with access to the resources


listed above.


You must provide all required documents as part of this assessment and submit in electronic copy.


The assessor will verify the authenticity of the work by asking questions regarding the answers


provided. You must satisfactorily answer all questions to be deemed Satisfactory for this


assessment.


Be concise provide explanation according to the given word-limit and do not provide irrelevant


information. Be careful, quantity is not quality.


Be careful to use non-discriminatory language. The language used should not devalue, demean,


or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race,


religion, sexual preference or age. Gender inclusive language should be used.


When you quote, paraphrase, summarise or copy information from the sources you are using to


write your answers/research your work, you must always acknowledge the source.


You are required to mention your name and student Id in either header or footer of the assessment


document to be submitted.


Planning the assessment


Access all resources mentioned in required resources, either printed copies or access via the


internet.


Time required for assessment: 15-20 hours (this will be completed over multiple sessions,


but student must submit assessment on or before the due date provided by the


trainer/Assessor) and 10 min role play per student.


Complete and submit the assessment on the date given by the Assessor.


Assessor will set a time to provide feedback.


Evidence specifications:


At the end of this assessment, you will be required to submit following evidence before due date


specified by the assessor.


Completed report in Word format to be printed


Completed and printed Appendix 2-7


Completed and signed Assessment cover sheet


Evidence submission:


Documentation must be submitted electronically.


Assessor will record the assessment outcome on the assessment cover sheet.


Overview


Declaration by a WHS officer to his/her IT Manager:


Subject: REPORT ON HAZARDS ANALYSIS AND CONTROL FOR THE WORLD


COMPUTERS STORE AND ASSEMBLY/INSTALLATION SITE.


Sir, in view of the safety concerns of the company, (World Computers) a detailed safety audit was


carried out at the hardware store and assembly/installation area. The purpose is to identify, analyze


and adopt control measures for hazards associated with the job.


The safety audit is also meant to assess the present state of the company’s Work Health Safety and


Environment (work health and safety (WHS) and environment management system: WHS&E – MS) –


Management system to bring about improvements.


HAZARDS AND UNSAFE WORKING CONDITIONS


During the audit exercise, we identified several hazards and unsafe working conditions associated with


the hardware store and assembly/installation area project and are stated below.


1) Incomplete personal protective equipment’s (PPEs): Most of the workers were seen working


without their personal protective equipment’s because they were not given. The absence of


these protective equipment is of great risk because some injuries which would have ordinarily


been prevented are left unguarded due the absence of these equipment. The most essential


required personal protective equipment (PPEs) for the job are:


Safety Boots


Hand Gloves


Splash Goggles


Safety Glasses


Safety Suits


Safety Caps


Safety Belts


2) Absence of fire emergency response personnel and facilities:


Absence of fire extinguisher at the computer hardware store and assembly/installation


site.


There is no trained and competent fire watch on site.


Absence of fire alarm, flash point detectors and other fire safety aids around the


company premises.


3) Occupational Health hazards to the workers resulting to their exposure to adverse weather


conditions:


The direct effect of the sun rays on the workers working in building 2A and 3C (Heat


Stroke and ultraviolet exposure).


Absence of workshop shade to prevent rain and electrical discharges that might result


from thunder strikes.


The work site lacks a standard toilet facility; hence the workers take advantage of any


available space within the company premises for such needs. This action is very


unhygienic, coupled with the man hour lose it takes.


Faulty air-conditioning (thermal comfort) as it has not been serviced from last two years.


When it should be done every six months.


Poor air quality because of faulty air-conditioning unit.


Improper lighting (as some areas are not properly and adequately have lights) which is


causing tripping hazards.


Workstation set up that is not compliant to ergonomic standards


Excessive workload on to the workers that cause them finding shortcuts and


compromising with the quality of the work.



4) Some of the very essential working equipment/tools are defective and in some cases absent.


This has left the workers with no option but to resort to unsafe actions.


Absence of comprehensive scaffolds and ladder for climbing heights.


There are no facilities for lifting heavy equipment; hence the workers resort to manual


carrying even without their PPES.


Some of the electrical wiring and cables are old, defective, and potential sources of


electrical leakage/shock.


5) Complete absence of barricades and caution signs along the River blank which happens to be


very close to the computer hardware store. In fact, the River blank is just a few meters away


from the work site and is a major safety concern, especially because most of the workers


working around there are unable to swim.


6) General lack of awareness to safety, good housekeeping, and contingency management.


HAZARDS ASSESSMENT AND CONSEQUENCE


Having identified some of the hazards and unsafe conditions associated with the computer hardware


store and assembly/installation store job, we also need to analyze the consequence in order to


understand and avert the impending contingencies that might arise.


When we place the frequency level of hazards and unsafe conditions around the work area, against the


ISO1400 risk assessment matrix, there is a very high probability of an impending undesired occurrence


(accident). The potential damage that might result to life, assets, environment, and reputation of the


company is such that cannot be overlooked. The situation is one that calls for immediate response by


management to ensure that appropriate measures are taken to control the above risk factors to “as law


as reasonably practicable” (ALARP).


Part A: Risk Assessment


This assessment task activity requires student to read and understand a declaration written by a WHS


Officer and complete the following activities:


Conduct a workplace risk assessment and record the results, including:


identification of potential hazards and actual hazards


risk assessment


evaluation of policy/procedure in line with state/territory legislation and industry guidelines


development of risk controls and measures


You are now required to complete the following activities:


1) Fill the attached workplace risk assessment form. (Appendix 2 &3)


2) Complete the recommendations for hazard analysis and control report (Appendix 3)


Part B: Consultation and participation activity (Role play 10 minutes)


In this assessment task, you are required to conduct a meeting with IT Manager and IT Officer. The role


of duty holders i.e. IT Manager and IT Officer will be played by your colleagues. You will play the role


of WHS Officer. The purpose of this meeting is to set up and maintain participation arrangements


according to relevant WHS legislation and organizational standards.



IT Officer is a newly joined employee of the organization and this will be the first meeting s/he will be


attending.


IT Manager is with the organization from last three years and one of the key high managerial agents in


the organization and a representative of IT department.


You must record the meeting minutes in Appendix 4.


Your meeting agenda should include the following:


1) Compliance with WHS legislation and standards


2) Organizational WHS policies and procedures


3) Hierarchy of risk control and how it can be applied


4) Commitment to comply with WHS legislation and organizational WHS policies and procedures


5) Defining the duty holders and their job roles to ensure compliance


6) Discuss budget and human resource requirements to comply with WHS legislation


requirements


7) Providing recommendations for hazard analysis and control


Role Play Information- WHS Officer
Role title WHS Officer
Role played by Student
Is party playing the


role is being


assessed?
Yes
Other parties


involved in role play


and their roles
2 other students from the class playing the role of


IT Manager and IT Officer
Are other parties


involved are being


assessed during


role?
No
Time allocated 10 minutes for each student playing the role of WHS Officer
Purpose of role You are required to play role of WHS Officer where you need to conduct a


meeting to set up and maintain participation arrangements according to


relevant WHS legislation and organizational standards with IT Manager and IT


Officer for 10 mins.
Role play script You will arrange time with your assessor, and you will organize the time


to brief the other participants.


You will ensure that you discuss that the organization is compliant with


WHS legislation and standards
You will discuss organizational WHS policies and procedures


You will discuss hierarchy of risk control and how it can be applied


You will discuss commitment to comply with WHS legislation and


organizational WHS policies and procedures


You will ensure that you define the duty holders and their job roles to


ensure compliance


You will discuss budget and human resource requirements to comply with


WHS legislation requirements


You will be providing recommendations for hazard analysis and control


You will record the meeting minutes in Appendix 3
Role play


information
It is important that you are prepared for this session, ensuring you:


prepare for the session to ensure everything is covered


develop and provide relevant documentation / supporting materials to


your group


Things to consider whilst performing this task:


Be organized – prepare and plan for the session thoroughly.


Know your position as owner of the company


Know your company.


Arrange access to all required documentation for this process.


Be prepared to ask questions.


Be prepared to be asked questions.


Answer all questions to the best of your ability
Role Play Information- IT Manager and IT Officer
Role title IT Manager and IT Officer
Role played by 2 Students
Is party playing the


role is being


assessed?
No
Other parties


involved in role play


and their roles
Other Student playing role of WHS Officer
Are other parties


involved are being


assessed during


role?
Yes
Time allocated 10 mins for supporting each student playing the role of WHS Officer.
Purpose of role You are required to play role of IT Manager and IT Officer where you will be


required to support the WHS Officer during the role play
Role play script WHS Officer


You will arrange time with your assessor, and you will organise the time


to brief the other participants.


You will ensure that you discuss that the organization is compliant with


WHS legislation and standards


You will discuss organizational WHS policies and procedures


You will discuss hierarchy of risk control and how it can be applied


You will discuss commitment to comply with WHS legislation and


organizational WHS policies and procedures


You will ensure that you define the duty holders and their job roles to


ensure compliance


You will discuss budget and human resource requirements to comply with


WHS legislation requirements


You will be providing recommendations for hazard analysis and control


Other participants as an IT Manager and IT Officer


You will receive an instruction from WHS Officer before the


commencement of this task.


Your team member (WHS Officer) will start by introducing self and the


participants.


IT Officer is a newly joined employee of the organization and this will be the


first meeting s/he will be attending.


IT Manager is with the organization from last three years and one of the key


high managerial agents in the organization and a representative of IT


department.


You are required to participate actively during the role play.


You must provide suggestion and feedback to WHS officer.
Role play


information
It is important that you are prepared for this session, ensuring you:


prepare for the session to ensure everything is covered


Things to consider whilst performing this task:


Be organized – prepare and plan for the session thoroughly.


Know your position as a team member


Know your company.


Arrange access to all required documentation for this process.


Be prepared to ask questions.

Part C: Writing a recommendation for hazard analysis and control report


Write a report to present your recommendations (on the basis of the scenario discussed in this


assessment task) to your IT Manager. The report should be written in 250-300 words.


You must use the template provided in Appendix 5 to complete this report.


The report should include the following criteria:



1) Pre-task planning


2) Adequate provision of personal protective equipment (PPES)


3) Policies and procedures required at the organization


4) Training opportunities to employees


5) Rewards for maintaining safety at workplace


6) Provision of safety signs, pictures, and slogans


7) Working equipment and infrastructures/installation area


8) Summary


Part D: Developing WHS procedures for ongoing hazard identification, and assessment


and control of associated risks


This task requires you to develop procedures to comply with WHS legislation and organizational


standards and requirements. The procedure should be written in 200-250 words.


You must use the template provided in Appendix 6 to complete this assessment activity.


The WHS procedure must include the following sections:


1) Purpose


2) Workplace rules and regulations


3) Workplace amenities


4) Workplace security


5) Workplace signage


6) Personal protective equipment


Part E: Develop and provide a WHS Induction and training program


In this assessment activity, you are required to develop a WHS Induction and training program for


all workers in
the hardware store and assembly/installation area.


You must use the template provided in Appendix 7 to develop the WHS Induction and training


program.


You must provide it your WHS Manager to receive constructive feedback. The role of WHS Manager


will be played by your trainer/assessor.


You are then required to provide this WHS Induction to the newly joined IT Officer.



Project checklist – Assessor to complete:


Student Assessment Criteria Assessor to tick the appropriate


box
Assessor to tick


the appropriate


box
Section 1 Section 2
Communication | Is the learner


able to:


Communicate clearly with


others


Ask for help when needed


Follow instructions


Identify the task requirements


including document purpose


and proposed audience


Consult with others to


determine meeting concepts


and requirements


Clarify task requirements with


supervisor (assessor) as


required
Yes


No
Safety | Is the


learner able to:


Work safely at


all times


Ensure your


actions do not


put the safety of


yourself or


others at risk
Yes


No
Section 3 Assessor to tick the appropriate


document completed by the student.
Completed the workplace risk assessment form and all its particulars Yes


No
Completed risk assessment based upon the information provided. Yes


No
Completed the risk control plan/ WHS action plan based upon the information


provided
Yes


No
Involved other people such as


Assessor


Fellow students


Other consultants


For expert advice on WHS risk assessment plan
Yes


No
Clearly named the person responsible Yes


No
Developed and provided consultative WHS activities to provide advice in


relation to work health and safety issues
Yes


No
Feedback mechanisms discussed Yes


No
Monitored processes for ensuring that workers have an opportunity to


contribute feedback on health and safety issues
Yes


No
Documented outcomes of consultation to be communicated to workers Yes


No
Developed and implemented the processes to make sure that


responsibilities and duties are documented, and accountability processes


are in place
Yes


No
Date of monitoring and extra control mentioned Yes


No
Date of extra controls completed nominated Yes


No
Potential hazards correctly identified from the information provided Yes


No
Risk assessment matrix used to complete the risk management plan Yes


No
Required evidences attached Yes


No
Assessor’s feedback:
Student outcome: S


NS
Assessor Name and Signature:
Date:

Assessment Task Cover Sheet Task 3 (AT3)


Student details
Student Name: Student ID:
Assessment details
Unit of Competency: BSBWHS521 – Ensure a safe workplace for a work area
Assessment Task 3: Role play and Presentation
Date of Submission:
Assessment Outcome: Satisfactory Not Satisfactory Not completed
Feedback:
Student Plagiarism Declaration: By submitting this assessment to the institute, I declare that this assessment


task is original and has not been copied or taken from another source except where this work has been correctly


acknowledged. I have made a photocopy or electronic copy or photograph of my assessment task, which I can


produce if the original is lost.
Assessor: I declare that I have conducted a fair, valid, reliable, and


flexible assessment of this student, and I have provided appropriate


feedback. I also declare that I have undertaken the indicated


assessment integrity checks


Check for plagiarism Software Yes No


Check for copying/collusion Yes No


Check for authenticity (own work) Yes No


Cheating or use of model answers Yes No
Student: I have received,


discussed, and accepted my result


as above for this assessment and


I am aware of my appeal rights.
Signature: ………………………………………………… Signature: ……………………………..
Date: ……………………………………………………….. Date: …………………………………..

Assessment Task 3: Role play and Presentation


Required documents and equipment:


Computer with internet connection to refer to various programs such as MS word, MS excel,


MS PowerPoint or any other recognised software program.


APSLEY COLLEGE Learners’ resources for the APSLEY COLLEGE Learners’ resources for


the BSBWHS521 – Ensure a safe workplace for a work area (organised by the trainer)


Students’ notes for previous assessment


Instructions for students:


This is a scenario-based assessment where you are required to read the brief provided and


answer the questions at the end of this task.


This assessment will be conducted in APSLEY COLLEGE’S Campus with access to the resources


listed above.


You must answer all questions as part of this assessment and submit answers in electronic copy.


The assessor will verify the authenticity of the work by asking questions regarding the answers


provided. You must satisfactorily answer all questions to be deemed Satisfactory for this


assessment.


Be concise provide explanation according to the given word-limit and do not provide irrelevant


information. Be careful, quantity is not quality.


Be careful to use non-discriminatory language. The language used should not devalue, demean,


or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race,


religion, sexual preference or age. Gender inclusive language should be used.


When you quote, paraphrase, summarise or copy information from the sources you are using to


write your answers/research your work, you must always acknowledge the source.


You are required to mention your name and student Id in either header or footer of the assessment


document to be submitted.


Planning the assessment


Access all resources mentioned in required resources, either printed copies or access


Time required for assessment: 10 minutes per role play per student and 10 minutes for


presentation per student.


Complete and submit the assessment on the date given by the Assessor.


Assessor will set a time to provide feedback.


Evidence specifications:


At the end of this assessment, you will be required to submit following evidence before due date


specified by the assessor


Power point presentation


Completed observation checklist


Completed and signed cover sheet for the assessment.


Evidence submission:


Documentation must be submitted electronically.


Assessor will record the assessment outcome on the assessment cover sheet.


Overview


Scenario (outcome of an additional risk assessment recently been conducted)


The assessment of the hardware store and assembly/installation area identified the following changes:


1. The use of proper shelter has decreased the Ultraviolet (UV) radiation and temperature


(heat/sunburn) hazards but created significant lightening issues.


2. There are two work offices identified with confined spaces and issues with noise hazard.


3. Staff is not taking regular breaks, and this is causing a number of health hazards such as dehydration,


stress, fatigue and increased the number of sick leaves.


4. Air-conditioning (thermal comfort) have been fixed but workers have the access to increasing and


decreasing the temperature and no two workers agree on one fixed temperature, therefore, throughout


the day workers experience cold to hot temperature depending upon who have the access of the remote


control.


5. There are few staff members complained about the Lifting / Carrying and Pushing / Pulling and a


number of them had to go through the First Aid treatments.


6. Staff not completing the incident report/risk assessment forms as required according to WHS


legislation and organizational standards.


You as a WHS officer are responsible to identify, evaluate, consult, and address these issues in


collaboration with other duty holders.


Activity a: Role Play


In this assessment activity, you are required to participate in a role play with fellow students. Students


will take the following roles:


1. WHS officer


2. IT Manager


3. IT officer


a. Conducting the following consultative activities with the workers:


I.


II.
Resolve issues identified through the given scenario


Discuss the outcomes of participation and consultation

Requirements


Discuss what has happened? Either act it out or describe out loud what has happened.


Discuss the requirements set in the workplace policies and procedures.


Look back over your risk assessment activities and analysis you completed and discuss the


following:


Discuss how the problem/issues and hazard should be solved.


o Does the person involved need first aid?


o Do you require assistance with this problem?


Discuss the need of maintaining personal protective equipment (PPE) for the work role.


Discuss do you need to fill out any of incident report/risk assessment forms?


Discuss the level of stress/fatigue.


Confirm from the student who is playing the role of IT Officer that he understands the


requirement of complying with the work health and safety guidelines and organizational


requirements.


Role Play Information- WHS Officer
Role title WHS Officer
Role played by Student
Is party playing the


role is being


assessed?
Yes
Other parties


involved in role play


and their roles
2 other students from the class playing the role of


IT Manager and IT Officer
Are other parties


involved are being


assessed during


role?
No
Time allocated 10 minutes for each student playing the role of WHS Officer
Purpose of role You are required to play role of WHS Officer where you need to identify,


evaluate, consult, and address the issues in collaboration with other duty


holders( IT Manager and IT Officer) for 10 mins.
Role play script You will arrange time with your assessor, and you will organise the time


to brief the other participants.


You will ensure that you resolve issues identified through the given


scenario and outcome is discussed.


You will discuss what has happened?


You will discuss the requirements set in the workplace policies and


procedures.


You will discuss your risk assessment activities and analysis


You will discuss how the problem/issues and hazard should be solved.


You will discuss does the person involved need first aid?


You will discuss the need of maintaining personal protective equipment


(PPE) for the work role.


You will discuss the need to fill out any of incident report/risk assessment


forms


You will discuss the level of stress/fatigue.


You will ensure that you confirm from the student who is playing the role of


IT Officer that he understands the requirement of complying with the work


health and safety guidelines and organizational requirements.
Role play


information
It is important that you are prepared for this session, ensuring you:


prepare for the session to ensure everything is covered


develop and provide relevant documentation / supporting materials to


your group


Things to consider whilst performing this task:


Be organized – prepare and plan for the session thoroughly.


Know your position as owner of the company


Know your company.


Arrange access to all required documentation for this process.


Be prepared to ask questions.


Be prepared to be asked questions.


Answer all questions to the best of your ability
Role Play Information- IT Manager and IT Officer
Role title IT Manager and IT Officer
Role played by 2 Students
Is party playing the


role is being


assessed?
No
Other parties


involved in role play


and their roles
Other Student playing role of WHS Officer
Are other parties


involved are being


assessed during


role?
Yes
Time allocated 10 mins for supporting each student playing the role of WHS Officer.
Purpose of role You are required to play role of IT Manager and IT Officer where you will be


required to support the WHS Officer during the role play
Role play script WHS Officer


You will arrange time with your assessor, and you will organise the time


to brief the other participants.


You will ensure that you resolve issues identified through the given


scenario and outcome is discussed.


You will discuss what has happened?


You will discuss the requirements set in the workplace policies and


procedures.


You will discuss your risk assessment activities and analysis
You will discuss how the problem/issues and hazard should be solved.


You will discuss does the person involved need first aid?


You will discuss the need of maintaining personal protective equipment


(PPE) for the work role.


You will discuss the need to fill out any of incident report/risk assessment


forms


You will discuss the level of stress/fatigue.


You will ensure that you confirm from the student who is playing the role of


IT Officer that he understands the requirement of complying with the work


health and safety guidelines and organizational requirements.


Other participants as an IT Manager and IT Officer


You will receive an instruction from WHS Officer before the


commencement of this task.


Your team member (WHS Officer) will start by introducing self and the


participants.


IT Officer must confirm that s/he understands the requirement of complying


with the work health and safety guidelines and organizational requirements.


You must provide suggestion and feedback to WHS officer.


You must actively take part in the role play.
Role play


information
It is important that you are prepared for this session, ensuring you:


prepare for the session to ensure everything is covered


Things to consider whilst performing this task:


Be organized – prepare and plan for the session thoroughly.


Know your position as a team member


Know your company.


Arrange access to all required documentation for this process.


Be prepared to ask questions.


I. Assessment on the developed procedures (from previous assessment task)


i. Based upon the given scenario your assessment on the new hazards


ii. Based upon the given scenario your assessment on the hazards all-ready


identified in Assessment task 2.


iii. Based upon the given scenario your assessment on the risk assessment plan,


consultation and WHS procedures and induction and training programs


developed as part of Assessment task 2.


iv. Based upon the given scenario discuss the three rights of an employee

Activity b: Presentation (10 minutes)


In this assessment activity, present your evaluation of the effectiveness of risk control and management


processes. You must assume yourself WHS officer and ensure you covers:


1. the right to know about workplace hazards and to receive training on how to


do the job safely.



2. the right to participate in solving health and safety problems, and in the


identification and control of workplace hazards.


3. the right to refuse dangerous work


II. Assessment on the hazard identification at the planning, designing and evaluation


stages


i. Is there information available to workers?


ii. Are hazards and risk control procedures in place?


iii. How effective were/are hazards and risk control procedures?


iv. What changes would you suggest/implement at the planning, designing and


evaluation stages of risk-assessment and risk-control?


III. Control of existing hazards through selecting and implementing risk controls according


to the hierarchy of control and WHS legislative requirements


i. Control of associated risks according to the following criteria:


a. administrative


b. as specified in WHS Acts, regulations and codes of practice


c. counselling/disciplinary processes, such as those associated with


alcohol and other drugs


d. education about alcohol and other drugs work-related issues


e. engineering


f. hazard elimination


g. housekeeping and storage


h. issue resolution


i. personal protective equipment


j. purchasing of supplies and equipment


k. workplace inspections, including plant and equipment.


IV. Identify inadequacies in existing risk controls according to the hierarchy of control and


WHS legislative requirements, and promptly provide resources to enable


implementation of new measures


V. Identify requirements for expert WHS advice, and request this advice from WHS


Manager (Assessor)

Activity c: Role Play


In this assessment activity, you are required to participate in a role play with fellow students. Students


will take the following roles:


1. WHS officer


2. IT Manager


3. IT officer


You are required to evaluate and maintain the WHS management system for the work area mentioned


throughout Assessment task 2 and Assessment task 3, activities a and b.


Requirements: You are required to:


I. Use a system for WHS record keeping to allow identification of patterns of occupational


injury and disease in the organization, and to maintain a record of WHS decisions made,


including reasons for the decision



II. Measure and evaluate the WHSMS in line with the organization’s quality systems


framework


III. Develop and implement improvements to the WHSMS to achieve organizational WHS


objectives


IV. Ensure compliance with the WHS legislative framework to achieve, as a minimum, WHS


legal requirements


Role Play Information- WHS Officer
Role title WHS Officer
Role played by Student
Is party playing the


role is being


assessed?
Yes
Other parties


involved in role play


and their roles
2 other students from the class playing the role of


IT Manager and IT Officer
Are other parties


involved are being


assessed during


role?
No
Time allocated 10 minutes for each student playing the role of WHS Officer
Purpose of role You are required to play role of WHS Officer where you need to evaluate and


maintain the WHS management system for the work area with IT Manager and


IT Officer for 10 mins.
Role play script You will arrange time with your assessor, and you will organise the time


to brief the other participants.


You will ensure that you use a system for WHS record keeping allowing


identification of patterns of occupational injury and disease in the


organization, and to maintain a record of WHS decisions made, including


reasons for the decision


You must measure and evaluate the WHSMS in line with the


organization’s quality systems framework


You must develop and implement improvements to the WHSMS to


achieve organizational WHS objectives


You must ensure compliance with the WHS legislative framework to


achieve, as a minimum, WHS legal requirements
Role play


information
It is important that you are prepared for this session, ensuring you:


prepare for the session to ensure everything is covered
develop and provide relevant documentation / supporting materials to


your group


Things to consider whilst performing this task:


Be organized – prepare and plan for the session thoroughly.


Know your position as owner of the company


Know your company.


Arrange access to all required documentation for this process.


Be prepared to ask questions.


Be prepared to be asked questions.


Answer all questions to the best of your ability
Role Play Information- IT Manager and IT Officer
Role title IT Manager and IT Officer
Role played by 2 Students
Is party playing the


role is being


assessed?
No
Other parties


involved in role play


and their roles
Other Student playing role of WHS Officer
Are other parties


involved are being


assessed during


role?
Yes
Time allocated 10 mins for supporting each student playing the role of WHS Officer.
Purpose of role You are required to play role of IT Manager and IT Officer where you will be


required to support the WHS Officer during the role play
Role play script WHS Officer


You will arrange time with your assessor, and you will organise the time


to brief the other participants.


You will ensure that you use a system for WHS record keeping allowing


identification of patterns of occupational injury and disease in the


organization, and to maintain a record of WHS decisions made, including


reasons for the decision


You must measure and evaluate the WHSMS in line with the


organization’s quality systems framework


You must develop and implement improvements to the WHSMS to


achieve organizational WHS objectives
You must ensure compliance with the WHS legislative framework to


achieve, as a minimum, WHS legal requirements


Other participants as an IT Manager and IT Officer


You will receive an instruction from WHS Officer before the


commencement of this task.


Your team member (WHS Officer) will start by introducing self and the


participants.


You must provide suggestion and feedback to WHS officer.


You are required to actively participate in the role play and support WHS


officer wherever required.
Role play


information
It is important that you are prepared for this session, ensuring you:


prepare for the session to ensure everything is covered


Things to consider whilst performing this task:


Be organized – prepare and plan for the session thoroughly.


Know your position as a team member


Know your company.


Arrange access to all required documentation for this process.


Be prepared to ask questions.

Observation checklist – Assessor to complete:


Student Assessment Criteria Assessor to tick the appropriate


box
Assessor to tick


the appropriate


box
Section 1 Section 2
Communication | Is the learner


able to:


Communicate clearly with


others


Ask for help when needed


Follow instructions


Identify the task requirements


including document purpose


and proposed audience


Consult with others to


determine meeting concepts


and requirements


Clarify task requirements with


supervisor (assessor) as


required
Yes


No
Safety | Is the


learner able to:


Work safely at


all times


Ensure your


actions do not


put the safety of


yourself or


others at risk
Yes


No
Section 3 Assessor to tick the appropriate


document completed by the student.
Discussed what has happened by participating in a role play activity


Correctly identified the information from the scenario provided.
Yes


No
Discussed the requirements set in the workplace policies and procedures


Yes


No
Applied comprehension skills to:


explain the basic WHS/OHS legislative requirements which will be


applicable to own work


explain the meaning of safety requirements


identify workplace hazards; and


presented information according to the basic principles of risk


management.
Yes


No
Applied communication/interpersonal skills to:


clarify WHS/OHS legislative requirements


report workplace hazards and risks


relay information to others; and


discuss WHS/OHS issues and information.
Yes


No
Discuss the requirements of having personal protective equipment (PPE)


where required for the job-role
Yes


No
Discussed the incident report form and/or risk management plan


Yes


No
Discussed the level of stress and fatigue Yes


No
Confirmed from other student his/her understanding of complying with WHS


guidelines
Yes


No
Discussed the workplace risk assessment form and all its particulars Yes


No
Discussed risk assessment based upon the information provided. Yes


No
Discussed the risk control plan/ WHS action plan based upon the


information provided
Yes


No
Involved other people such as


Assessor


Fellow students


Other consultants


For expert advice on WHS risk assessment plan
Yes


No
Discussed the person responsible for each activity/action


Listed on the risk management plan
Yes


No
Developed and provided consultative WHS activities to provide advice in


relation to work health and safety issues
Yes


No
Explanation of the job description and work tasks Yes


No
WHS responsibilities of the employer and the employees discussed Yes


No
Applied comprehension skills to:


explain the basic WHS/OHS legislative requirements which will be


applicable to own work


explain the meaning of safety requirements


identify workplace hazards; and


presented information according to the basic principles of risk


management.
Yes


No
Applied communication/interpersonal skills to:


clarify WHS/OHS legislative requirements


report workplace hazards and risks


relay information to others; and


discuss WHS/OHS issues and information.
Yes


No
WHS communication and consultation processes discussed Yes


No
Training programs relating to WHS discussed Yes


No
Monitoring mechanisms and relevant programs relating to WHS discussed Yes


No
Required evidence attached Yes


No
Assessor’s feedback:
Student outcome: S


NS
Assessor Name and Signature:
Date:

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48


Final Assessment Record
Student name: Student ID:
Assessor name: Date of


completion:
Unit of competency: BSBWHS521 -Ensure a safe workplace for a work area
Assessments Student results
Satisfactory Not Yet


Satisfactory
Not Submitted
Assessment task 1: Written Knowledge test
Assessment task 2: Project & Role play
Assessment task 3: Role play and Presentation
Comments/ Feedback:
Unit outcome: Competent Not Yet Competent
Is re-assessment required? Yes No
Assessor Signoff


By signing this final assessment record:


I confirm that the student has attempted all requirements of this unit of competency


I am satisfied the work submitted is their own work.


I have informed the participant of the assessment decision.
Assessor signature: Date:
Student Signoff


By signing this final assessment record:


I have received, discussed and accept the outcome from my assessment as above for this unit of competency


and I am aware of my right to appeal.
Student signature: Date:

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Candidate Feedback Form


Unit: BSBWHS521


Ensure a safe workplace for a work area
Candidate’s Name:
Assessor’s Name:
Please provide us some feedback on your assessment process.


Information provided on this form is used for evaluation of our assessment systems and processes.


This information is
confidential and is not released to any external parties without your written consent.
Please tick Yes or No for the questions below: Yes No
Did you receive information about the assessment prior to the date?
Were the instructions to the assessment clear and easy to understand?
Did you understand the purpose of the assessment?
Were you advised of the performance criteria?
Were you advised of the process of the assessment?
Were there any surprises in your assessment?
Did you feel the assessment was fair?
Was your assessor professional?
Did you feel the assessment was accurate?
Were you comfortable with the outcome?
Did you receive feedback about your assessment?
If you answered no to any of the above questions are you aware of the appeals process?
Comments:

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50


Appendix1- Assessment resource in simulated business


environment


APSLEY COLLEGE will conduct this assessment in a simulated environment which is safe and


complies with WHS laws, legal responsibilities and duty of care and typical activities undertaken by


individuals carrying out WHS duties in the workplace. The following resources will be made available


to the learner:


APSLEY COLLEGE office equipment and resources


sample organizational WHS policies and procedures and WHS laws


Copyright: Instructions in this tool have been developed by APSLEY COLLEGE for sole purpose of use by APSLEY COLLEGE. Any part of


these assessment instructions cannot be reproduced in full or part for without approval of APSLEY COLLEGE and NTA which holds


authorship rights.



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51


Appendix 2:


WORKPLACE RISK ASSESSMENT FORM


Managing Workplace Health and Safety Risks procedure
Form


WHS
Workplace:
Local Assessment No:


If applicable
Assessment Date:


/ /
Next Review Date: / /


(3 years maximum)
Sign-off: (by a person with


safety responsibility for the risk


being assessed, for example:


Head of Research Group,


Workshop Supervisor, Academic


Supervisor, Project Leader, Head


of School, Director of Institute,


School/Institute Manager)


Name:


Position:


Date:
/ /
What is being assessed? Describe the item, job, process, work arrangement including the location or facility
People involved in the assessment


Assessor(s):


Others consulted:
(eg safety consultant, manager or supervisor, elected health and safety representative, people familiar


with the hazards, other personnel exposed to risks)
Risk assessment Risk control plan/ WHS Action


Plan/Procedures

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52


Ite


m
Hazard


description/


how exposed
Risk control measure(s)


in place


Evaluation of current


policies/procedures/doc


umentation


(If existing controls need


improvement or new controls


introduced, record under the


Risk Control Plan columns)
Curren


t risk


level


(H/M/L/


VL)


with


control


s
Extra


controls


needed


to reduce


risks to low or


very low


(The item


should not be


used or the


process started


until the


remaining


‘residual risk’


is L or VL)
Person


respon


sible
Date


extra


contr


ols to


be


done
Date


extra


controls


complet


ed
1
2
3
4

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53


What hazards might be present? Select the correct ones.


Hazards: Potential to cause harm to people, property or the environment.
General Work Environment Health and Security Plant and equipment
Restricted access or egress Food Vehicles
Confined spaces Poisoning or contamination Mobile and fixed plant
Air-conditioning (thermal comfort) Communicable diseases Powered equipment
Air quality Intoxication Non-powered equipment
Lighting Dehydration Elevated Work Platforms
Noise (discomfort) Violence or assault Pressure vessel
Outdoors (sun exposure) Working alone or in isolation Laser (Class 2 or above)
Uneven walking surfaces Working in remote areas Traffic control
Working at height Bites / Stings Electrical
Ergonomic/manual handling Chemical Vibration
Workstation set up Hazardous chemicals Moving parts
Poor posture Explosives Acoustic / Noise
Lifting / Carrying Engineered nanomaterials Temperature / Weather


effects
Pushing / Pulling Gas cylinders Heat
Reaching/overstretching Radiation Cold
Repetitive movement Ionising radiation Rain / Flood
Bending Ultraviolet (UV) radiation Wind
Eye strain Radiofrequency/microwave In or on water
Work design and management Infrared radiation Pressure (Diving / Altitude)
Fatigue Biological Lightning
Workload Microbiological Smoke
Mental stress Animal tissue / Fluids OTHER
Organizational change Human tissue / Fluids
Work violence or bullying Allergenic
Inexperienced or new personnel Other Biological
Volunteer or work experience safety
Children or U18 students

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54


Appendix 3:


Risk Assessment Matrix


RISK SEVERITY/CONSEQUENCE
LIKELIHOOD CRITICAL


(may cause


severe injury or


fatality – more


than two weeks


lost time)
MAJOR


(injury resulting


in at least one


day lost time)
MINOR


(medical


treatment injury –


back to work)
NEGLIGIBLE


(first aid


treatment – no


lost time)
VERY LIKELY


(exposure happens frequently)
High High Medium Medium
LIKELY


(exposure but not frequently)
High Medium Medium Low
UNLIKELY


(exposure could happen but only


rarely)
Medium Medium Low Very low
VERY UNLIKELY


(Exposure can happen but


probably never will)
Medium Low Very low Very low

RISK PRIORITY TABLE


Risk


priority
Definitions of priority Time frame
High Situation critical, stop work immediately or consider cessation of work process.


Must be fixed today, consider short term and/or long term actions.
Now
Medium Is very important, must be fixed urgently, consider short term and/or long term actions. 1 – 3 weeks
Low Is still important but can be dealt with through scheduled maintenance or similar type


programming. However, if solution is quick and easy then fix it today.
1 – 3 Months
Very low Review and/or manage by routine processes Not applicable

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55


Appendix 4- Meeting minutes template


Meeting Title |MINUTES


Meeting date | time Date | Time | Meeting location Location


Meeting


called by
Name
Type of


meeting
Purpose
Facilitator Name
Note taker Name
Timekeeper Name
Attendees


Attendees

Agenda topics


Time allotted | Time | Agenda topic Topic | Presenter Name


Discussion Conversation


Conclusion Closing


Action items Person


responsible
Deadline
Topic 1 Presenter Name Date | time
Topic 2 Presenter Name Date | time

Time allotted | Time | Agenda topic Topic | Presenter Name


Discussion Conversation


Conclusion Closing


Action items Person


responsible
Deadline
Topic 1 Presenter Name Date | time
Topic 2 Presenter Name Date | time

Time allotted | Time | Agenda topic Topic | Presenter Name


Discussion Conversation


Conclusion Closing


Action items Person


responsible
Deadline
Topic 1 Presenter Name Date | time

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56


Action items Person


responsible
Deadline
Topic 2 Presenter Name Date | time

Time allotted | Time | Agenda topic Topic | Presenter Name


Discussion Conversation


Conclusion Closing


Action items Person


responsible
Deadline
Topic 1 Presenter Name Date | time
Topic 2 Presenter Name Date | time

Observers Name


Resource persons Names


Special notes Type additional notes here



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57


Appendix 5- Recommendations for hazard analysis and control report


Version 1.0


Page |
58


Appendix 6- Develop procedures for hazard analysis and control


Purpose


Workplace rules and regulations


Workplace amenities


Workplace security


Workplace signage


Personal protective equipment



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59


Appendix 7- Develop and provide a WHS Induction and training


program


7.a. Worker induction and training program


The WHS officer will work with other employees to ensure a site-specific induction is


provided for all workers before starting work. This induction is only limited to WHS area.


This induction must outline:


Requirement Completed Comments
the expectations


outlined in this WHS


Management System,


including all policies and


procedures
Yes No
the emergency meeting


point
Yes No
the site rules Yes No
the facilities Yes No
any site-specific


hazards
Yes No
high risk work activities Yes No


REQUIREMENTS>.
Yes No

7.b. Worker training


Write in 20-70 words how WHS officer has provided the training.

Organisational Behaviour and People Management

Organisational Behaviour and People Management

PROJ 6006_Module_1_Case_Study.Docx 1


PROJ 6006 Organisational Behaviour and People


Management


Case Study


J&J Furnishings, Ltd.


Case Study


Background:


J&J Furnishings, Ltd. started building and selling home furniture in 1965, in Sydney, Australia. Started


by siblings, Jack and Jessica, J&J added a line of office furniture in the mid-1980s. Over the past 25


years, J&J has opened furniture showrooms in New York, London, and Tokyo. In the early 1990s, J&J


increased its sales by shipping furniture to general furniture and home decorating distributors


throughout Europe and the United States. With annual revenues of nearly $50,000,000 USD, Jack


and Jessica are pleased with how much their original neighbourhood furniture shop has grown.


The current ordering system at J&J Furnishings typically juggles an average of 130,000 units per year,


but J&J is adding a line of patio and pool-side furniture, so their unit sales average is expected to


increase.


At this time, J&J Furnishings has approximately 200 employees over various functional areas, or


departments, including Research & Development, Manufacturing, Marketing, Sales, Human


Resources, IT, Accounting, Finance, and Legal. The leadership team is made up of J&J’s founders,


Jack and Jessica, and directors/managers from each of the organisation’s functional areas.


Project Goals:


Goal 1:


In the past few years, the leadership team of J&J Furnishings has become concerned about the


environmental impact that its manufacturing and shipping processes are having on consumer


perspectives and on the communities surrounding J&J’s manufacturing plants. The company’s goal is


to persuade stakeholders, partners, and critics that its growth strategy includes plans for long-term


sustainability. The J&J leadership team believes that focusing on corporate social responsibility will


boost public relations and provide a higher return on investments. The team knows that delivering


social responsibility and focusing on sustainability will deliver shareholder and strategic benefits.


With regard to manufacturing, the J&J team is looking closely at environmental factors, such as


pollutants, manufacturing materials, and safety, as well as energy. The team would like to grow J&J’s


furniture line made from recycled wood products and develop a tree replanting initiative to restore


wood products used in the company’s existing wood furniture inventory. In addition, wood furniture


is often treated with stains and oils. The J&J leadership team is interested in learning about


alternative products, with an eye on both the environment and the safety of employees using those


products in the manufacturing process.



PROJ 6006_Module_1_Case_Study.Docx 2


Shipping furniture orders around the world uses gas and oil. It also can produce pollutants, so the


J&J Furnishings leadership team is working with environmental consultants on alternative fuels and


procedures for transportation and shipping processes.


Goal 2:


In the past few years, it has become apparent that J&J Furnishings needs to upgrade its nearly 20-


year-old ordering, shipping, and billing software and processes. In addition, the CEO has also decided


that, as part of this estimated 18-month project, J&J’s marketing and sales should include social


networking. In order to remain successful during the transition of its technology, J&J knows it must


identify, mitigate, and manage any potential risks throughout this large project.


Upper management of J&J Furnishings realize that an IT upgrade should produce enormous benefits


for the organisation, so they want a more sophisticated system that will help the company minimize


lost sales, create efficiencies in the supply chain, and keep costs down as the company moves


forward. In preparation, the leadership team began by collecting information from every functional


area of the company in order to identify the best sales, ordering, billing, and shipping processes to


target their current and future customers, as well as retailers. The leadership team also examined


what other organisations had done in similar projects to avoid loss of revenue during their projects.


From the research, the team identified three potential risks that could occur during this project of


upgrading the IT systems and processes:


Loss of business due to inability to process orders in a timely fashion


Loss of credibility because of a lack of quality in the shipping process


Loss of sales as competitors took advantage of any down time


It was also determined that employee disruptions needed to be minimized, perhaps by temporarily


reallocating employees and providing immediate training on the new systems and processes. In


addition, the leadership team determined that disruptions might be less impactful if employee


feedback is included and incorporated into the project.


Goal 3:


J&J Furnishings has several ongoing projects due to its strategic plans to keep up with customer


needs and improve its efficiency. These projects include a new line of furniture, which created the


need for expanded manufacturing capabilities.


Starting as a small family-owned furniture store, the legacy this organisation leaves to future


generations is just as important to the leadership team as is the impact J&J leaves on its customers


and employees, as well as the various local and global environments in which it does business.


Having this many projects at one time will impact J&J’s policies as assets, and the global of the


leadership team is to have a strategy for growth and development that keeps J&J functioning well


into the future.



PROJ 6006_Module_1_Case_Study.Docx 3


It is important to J&J Furnishings’ portfolio management to focus on a continued level of the


efficient delivery of quality products and services. This means you must consider each of the


following elements:


Any constant and continued improvement to processes of order, billing, and shipping


efficiencies;


Any changes that may occur due to the current multiple projects; and


New initiatives that may be created by the current multiple projects.


Project Human Resource Plan:


The J&J Furnishings leadership team recognizes the need to establish a number of project teams in


order to achieve the above goals. You and your group are responsible for developing a Project


Human Resource Plan that will develop a formal plan for developing, staffing, managing and


assessing the teams that will in turn manage the projects aimed at addressing the goals. The plan


will be developed in two parts:


Part I will include the following:


A draft organisational chart for the project teams: Which of the functional roles will be


represented on each of these project teams?


A staffing/recruitment plan: What strategies and approaches will you use to bring the


appropriate individuals onto these project teams?


A team building plan: What strategies and approaches will you use to effectively build a


team that will work together in a project management approach to achieve each of the


goals?


Part II will include the following:


A staff management plan: What strategies and approaches will you use to manage the


project teams?


A communications plan: What strategies and approaches will you use to effectively manage


communications among (and, if necessary between) each project team? Assume some


stakeholders are remote.


An assessment plan: What strategies and approaches will be used to assess the effectiveness


of each project team?


An improvement plan: Describe the improvement plan proposed to address any


shortcomings in the performance of the project teams.


The Project Teams:


The projects that address the above goals require management of the complexity various project


teams distributed among multiple backgrounds, experiences, and even time zones. These individuals


are located in Australia, Europe, Japan, and the United States and include representatives from J&J’s


Information Technology, Human Resources, Manufacturing, Sales, Marketing, Accounting, Finance,


and Legal departments.



PROJ 6006_Module_1_Case_Study.Docx 4


J&J Furnishings’ external stakeholders include their existing and potential customers, suppliers, and


investors.

Task Solutions of Next Generation Scanner Program of Telstra

Task Solutions of Next Generation Scanner Program of Telstra

Project Work Answers | Understanding the Entity: 5QQMN531

Project Work Answers | Understanding the Entity: 5QQMN531

Question 1a Understanding the entity and its environment The company has anew CEO and there is information that two non-executive directors left the c …

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Question 1a Understanding the entity and its environment The company has anew CEO and there is information that two non-executive directors left the company because they could not relate well with him. The staff are under pressure from the CEO to increase profitability. low quality products are being purchased to lower production costs. There are cut-off errors, and misstatement on inventory balances. accounting for foreign currency differences arising from international trade. There is amoderate audit risk in auditing Frodo ltd. A medium amount testing should be conducted on the company ’sledger balances. The test of controls should be tested on revenue recognition and on stock movement because these balances have misstatements. Test of details will be useful to determine the occurrence of transaction posted in various subledger used a sources for information used in preparing the financial statements. substantive test will be conducted to examine the accuracy of balances posted in the books of accounts. Analytical procedures will help analyze changes in financial ratio, horizontal analysis of financial statement line items to determine changes observed over the years is important to identify abnormal movement of balances. Question 1b The accounts that could be affected by increased pressure on profitability are sales, trade receivables, cost of sales, and operating expenses. Audit procedure on sales will include testing sales transaction and agreeing them to shipping documents. A sample will be selected and tested to ascertain that no dubious sales are posted. Trade receivable balance will be tested for recoverability by checking if there are long outstanding debtors and obtaining information why they are long outstanding. Understatement of cost of sales is likely to occur. A sample will be collected and cost of sales agreed to requisitions from the warehouse. On the other hand, unrecorded expenses will be tested through the search unrecorded liabilities step. Question 1c Ratio 2021 2020 2019 1.Gross profit ratio= gross profit /net sales =20,926,424/75,568,814= 27.69% =21,165,269/74,293,019 =28.49% =21,349,124/72,343,207 =29.51% 2.Net profit ratio =2,227,556/75,568,814 = 2.94% =2,098,284/74,293,019= 2.8% =2,728,570/72,343,207 3.77% 3. inventory turnover= net sales / inventory 75,568,814/15,968,011 =11.86 =74,293,019/12,768,599 =17.23 =72,343,207/12,635,752 18.23 4. accounts receivable turnover = net sales/ average receivables 75,568,814/6,371,083 =11.86 =74,293,019/4,309,929 =17.23 =72,343,207/3,968,205 =18.23 The appropriate analysis will be ration analysis as itmeasures the movement in financial statement ratios over different period. It was noted that the gross profit reduced from 29.51% in 2019 to 27.69%. the company ’snet profits decreased from 3.77%, 2.8% and 2.94% in 2019, 2020 and 2021 respectively. The inventory days reduced from 17.23 in 2020 to 11.86 days. The company ’saccount receivable. Since the inventory turnover reduced but there was amarginal change in sales in 2021, the inventory balance is misleading and the projected sales are incorrect. Question 3a Cut-off sales testing aims at ascertaining that the sales made at the end of the accounting year are recorded in the correct period. It also tests whether sales made early in the beginning of the new accounting period are not included in the sales in the period being audited. Sales should be recorded in the period they relate to and the management should not defer sales to the next reporting period or include sales related to the next reporting period to the current reporting period. The accounting figure affected by sales cutoff is the sales balance and accounts receivable balance. Question 3b The cut-off procedure helps identify sales happening at the end of the accounting period or at the beginning of an accounting period but itis recognized in the wrong accounting period. It is expected that if sales booking are based on the shipping document number, all sales with shipment document number of 5572 and below should be recognized as sales for the period ended 31 December 2021. In addition, all the sales with shipment document of 5573 and above should be recognized in 2022 reporting period. Below is analysis of the sales journal obtained during the sales cut-off audit. Day of the month Sales Invoice Number Amounts of sales Shipment reference number Recorded in the correct period (Yes/No) 1 6897 £7,236.49 5568 No 1 6889 £96.87 5577 Yes 1 6898 £423.32 5574 Yes 2 6876 £567.22 5573 Yes 2 6891 1,520.09 5576 Yes Invoice 6897 should have been recorded on the year ended 31 December 2021, but has been posted in the sales journal entered in 1January 2022. The revenue report on 31 December 2021 is understated by £7,236.49. Question 3c. The first thing Iwould do is to obtain the company ’srevenue recognition policy and estimate asufficient period to test for sales cut-off. Obtain documents that accompanies invoices including delivery notes, shipment documents for sales made before and after year end. Identify material sales before and after year end as recorded in sales journals and select them using a target testing audit approach. The remaining sales will be uploaded the audit sample selecting software and anon-statistical sampling used in identification of sales sample to test. The sample obtained used target testing selection method and non-statistical testing will be agreed to their accompanying documents to determine if those sales were recorded in the correct accounting period. Audit adjustments will be passed on sales recorded in the wrong accounting period. Question 4a When auditing the financial statement, the auditor is required to give areasonable assurance that the financial statements prepared by the management gives atrue and fair of the company ’sfinancial performance. Therefore, since no absolute assurance is required, itfollows that the auditor is not required to audit all each transaction posted by the management during the accounting period being audited. Based on the assed audit risk, the auditor determines the financial statement line-item balance to test to give an audit opinion. The materiality selection criteria depended on the objective behind the existence of acompany. For instance, the company companies that operates to create wealth to their shareholders often used profit before taxes to determine their materiality. The financial statement materiality also known as the overall materiality are misstatement that could be made on the financial statement which would have no impact on decisions made by the financial statement users. On the other hand, performance materiality is less than the overall materiality. It used to determine specific financial statement line items that an auditor should audit. If there are financial statement line items below the performance materiality the auditor does not require to perform audit work on them as long as those balance when aggregated are below the performance materiality. Before passing the adjustment, itappropriate to consider if the balance would cause material misstatement on the company ’sfinancial statement if an adjustment is not passed. Below is acalculation of the company ’soverall materiality and performance materiality. Description Calculation Financial statement materiality @ 3% of income from operations =3%* 2,227,556 =66,826.68 Performance materiality =66,826.68*60% =40,096 The aggregated misstatement of inventory balance is £46,050, which is greater than performance misstatement of £40,096. Therefore, the misstatement is material and an audit adjustment should be made on the inventory balance. Question 4b Types of audit opinions that an auditor can give in afinancial report. Unqualified opinion: This is an audit report issued by an auditor to confirm that the company ’s financials statements are free from material misstatement. Investor can rely on the audited accounts to make decisions. Qualified opinion: This is an audit opinion issued when some financial statement balances have misstatements while others do not. The misstatements affect specific accounts, hence the financial statement as awhole is deemed to be misrepresented. The auditors mention the specific accounts that have misstatement to support the basis for issuing aqualified audit opinion. Disclaimer of opinion: This audit opinion is issued when the auditor is unable to collect enough audit evidence to issue an audit opinion. That occurs if the company ’sbooks of accounts are incomplete or not maintained at all. The amount of misstatement that could exist in the financial statement would be severe, and as aresult, adisclaimer opinion is issued Adverse opinion: If acompany fails to adhere to appropriate accounting practice such as non- compliance with International Financial Reporting framework (IFRS), its books of accounts cannot be declared to have complied with IFRS requirements. The departure from using IFRS is against the UK ’sfinancial reporting standards. An adverse opinion will be issued to confirm that there is aserious misstatement of the company ’sfinancial statement balance due to non- compliance with the required reporting standards. Question 4c Iwould issue an unqualified audit report if the management would allow audit journals to be passed on revenues to recognize the revenue omitted but identified during the cut-off testing. On the other hand, the management should allow an audit adjustment to be made on the inventory balance to adjust for the identified misstatement for unqualified audit opinion to suffice. On the other hand, the management fails to allow for audit journals to be passed, Iwill issue aqualified audit opinion citing the misstatements identified during the audit.

Case Study Answers of Wood Products and Insulation

Case Study Answers of Wood Products and Insulation

Assignment Answers PDF On Cost Management Consider CIV3CPM

Assignment Answers PDF On Cost Management Consider CIV3CPM

Cost Management Consider one of the most important processes in all projects as well as companies,
whether for the engineers who would estimate wheth …

Preview text

Cost Management Consider one of the most important processes in all projects as well as companies,
whether for the engineers who would estimate whether budget or tendering or cost control for the project.
According to PMI, cost management isdivided into three parts: Estimate cost, Determine Budget, and
Control. Estimating the Cost, first step is taking each of task codes from the WBS tree diagram and
definite whether material, labor, or equipment.
Figure 1WBS Tree Diagram
After knowing all types of tasks, step two is identifying the timeline and the resources that are required
then using the duration to use the hours into the formulas for calculating project total.
Figure 2Quantities and time
Materials cost :The cost of raw materials can be therefore calculated as follows =
Quantity per unit xMaterials cost. Furthermore, the total cost of the materials as shown
below is $18,392.00.
Figure 3Cost Materials calculation
Labours cost
Estimated by: -Rupesh Kingring
Note: -All amounts are in Australian dollars refers to this project
S.
N
Description Total
Hours
Assume
working
hours
10 per
day
Rate
per
hour
($)
Total
($)
1. Design of
laboratory
layout, visual
aids, architect
design
– – – 4,500
/-
2. Architect and
Civil Engineer
216 90 50 4,500
/-
3. Electrician
(internal +
external)
336 140 80 11,200
/-
4. Bricklayer 96 40 50 2,000
/-
5. Roof installer 48 20 50 1,000
/-
6. Concreter 48 20 53.5 1,070
/-
7. Carpenter 192 80 80 6,400
/-
8. MEP
(Mechanical,
electrical,
plumbing)
(Phase ii and
216 90 30 2,700
/-
phase iii)
Total amount of
labour ’scost ($)
33,370 /-
Amount in words Thirty-three thousand three hundred seventy dollars
only
Note: -10 hours working day is assume as legal working right.
Calculation:
Cost of commercial construction per square meter= $2000 to $5,500
浐浐煮խ媨ኴ 浐 t ࢘࢕媨
浐浐煮խ媨ኴ ࢘媨 th t tܕ܍ܚ thܕ܍t ܕ hܚܕ ܕ t܍t tܕ ܍h ܚtܕ
浐浐煮խ媨ኴ 浐࢛࢓࢓࢓ ࢕࢛࢓࢓࢓࢓
Design cost of any project is around 5 % of the cost hence,
Design cost of project is = $4500
Average rate of worker in per hour:
Labours Average
Rate
per
hour
Architect and Civil
Engineer
50
Electrician 80
Bricklayer 50
Concreter 80
Roof installer 50
Carpenter 53.5
MEP (Mechanical,
electrical, plumbing)
30
Calculation formula for labours cost: –
ኹ煮࢘ 浐ኹ煮࢘ ࢘媨 ࢛ 煮࢘浐 ࢘媨煮࢘媨ኴ խ媨媨
Calculation of hours:
Labours Number
of days
Hours
required
Assumed
working
10 hours
per day
Architect and
Civil Engineer
9 216 90
Electrician 14 336 140
Bricklayer 4 96 40
Concreter 2 48 20
Roof installer 2 48 20
Carpenter 8 192 80
MEP
(Mechanical,
electrical,
plumbing)
9 216 90
Reference
https://www.salary.com/research/salary/posting/mep-engineer-hourly-wages
https://blog.iseekplant.com.au/blog/labour-hire-cost-guide
https://www.coa.gov.in/index1.php?lang=1&level=2&sublinkid=299&lid=86
Materials cost :The cost of raw materials can be therefore calculated as follows =
Quantity per unit xMaterials cost. Furthermore, the total cost of the materials as shown
below is $18,392.00.
Figure 3Cost Materials calculation
6.2 Material BOQ
Prepared by Luca Taylor:
No Description Units Quantity Unit Price Total
1 Alarm system – A
security system in
which sensors relay
asignal to set off an
alarm and notify
authorities.
2 1 $600.00 $1,200.00
2 Sensors -A device
that is used to
detect any
movement and send
asignal to the alarm
16 1 $30.00 $480.00
system.
3 Lighting System -A
system in place in
order to be able to
properly light the
building.
2 1 $140.00 $280.00
4 Electronic
Equipment –
Electronic
infrastructure and
equipment that are
going to be used
within the building
4 1 $870.00 $3,480.00
5 Mechanical
Equipment –
Mechanical objects
and equipment that
are required within
the facility.
3 1 $1,600.00 $4,800.00
6 Wood -Used in the
construction of the
factory.
45 1 $60.00 $2,700.00
7 Windows -To allow
for natural lighting
and for added
circulation.
4 1 $188.00 $752.00
8 Concrete footing –
Required for the
base of the building
39 1 $80.00 $3,120.00
9 Roof -The various
roofing materials
required such as
2 1 $450.00 $900.00
roof tiling and other
augments.
10 Pipes -Infrastructure
to ensure clean
water supply to
various faculties.
7 1 $20.00 $140.00
11 Valves -Used to
control the flow of
water and other
useful liquids/gasses
10 1 $30.00 $300.00
12 Tank -A water tank
that is used to store
water.
6 1 $40.00 $240.00
13 Total 140 1 $4,108.00 $18,392.00
6.3 Equipment BOQ
Prepared by Luca Taylor:
Equipme
nt
Item
Description
Quantity Duration
(years)
Rate Total Cost
($ AUD)
Duplex
Vacuum
Vacuum that
allows for
any cleaning
of debris or
other waste.
1 5 $2,440 $12,200.00
Mixer Machine
that mixes
the concrete
in order to
create a
1 8 $476.56 $3,812.50
product that
can be used
for building.
Cement
Truck
A vehicle to
transport
cement.
1 – – (Owned)
Crane A machine
that is used
to carry
heavy items
to higher
heights.
1 – – (Owned)
Dozer A vehicle
that can
push large
amounts of
sediment
and carry it
elsewhere.
1 – – (Owned)
Miscella
neous
Various
other
devices
needed for
construction.
– 4 $1,800 $7,200.00
Remarks/Instructions: Subtotal: $23,212.50
Other
(Additional
):
$0
Total: $23,212.50
EQUIPMENT Cost :The equation for the equipemnt that would be use is
(equipment price -alvage value) /= investment period. The tax and insurnce
are included in the price of the equipment. Table 3 show the equimpents,
prices, and the duty life of each equipment. The total cost of equipment is
$23,212.50
Table 3 Equipment Cost
Indirect cost
prepared by :Guanghan Liu
Bill template:
N
o
Descriptio
n
Units/Quantit
y
Unit
price
Total
1 Sick
Leave
1 $2,78
0
$2,780
3 Legal
Fees
3 $2,00
0
$2,000
4 Accountin
gFees
1 $2,00
0
$2,000
5 Rent 1 $3,00
0
$36,00
0
6 Cleaning
Fees
2 $200 $500
7 Total Cost $4328
0
.
Process of estimating
The indirect cost
1 Sick Leave base on the fairwork Australia 4 weeks during per annual(8.33%
paid salary)
Base on the labour cost is 33,370
So the sick leave cost will be 33,370x 8.33%= 2780
2 Legal Fees during the project indeed 3 times legal service each time need
660 average however the cost may floating so we consider 3 times as 2,000
3 Accounting Fees during the project each service need $200-300 so we
consider total accounting fees as 2,000
5 Rent average rent will be$363m^2 $36,000 per annual base on research
6 Cleaning Fees will be $500 after the construction
https://www.fairwork.gov.au/leave/annual-leave
https://legalvision.com.au/how-much-lawyer-cost-fixed-fees-hourly-rates/
https://www.businessinsider.com.au/how-to-weigh-up-whether-your-small-
business-needs-an-accountant-and-how-much-it-will-cost-2018-6
https://www.realcommercial.com.au/for-lease/dandenong-vic-3175/industrial-
warehouse/
https://www.spcleaning.com.au/covid19cleaning/?gclid=CjwKCAjw49qKBhA
oEiwAHQVTo_5-eDG3XSC_eDxhyQbAE4e_UR5EI6S2d-
PxhxStwD2liRFfUm2onhoCg0AQAvD_BwE
Abdullah Alheijress.
Project total cost:
=Material cost+ Labor cost+ Equipment+ Indirect cost
$18,392.00+$3 3370 +$23,212.50+ $43280
=$118,254.5

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least 3 credible references.
Fair

Point range: 7079 31 (31%) – 34 (34%)
Responds to some of the discussion question(s).

One to two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with fewer than 2 credible references.
Poor

Point range: 069 0 (0%) – 30 (30%)
Does not respond to the discussion question(s).

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only 1 or no credible references.
Main Posting:

Writing–

Excellent

Point range: 90100 6 (6%) – 6 (6%)
Written clearly and concisely.

Contains no grammatical or spelling errors.

Further adheres to current APA manual writing rules and style.
Good

Point range: 8089 5 (5%) – 5 (5%)
Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.
Fair

Point range: 7079 4 (4%) – 4 (4%)
Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.
Poor

Point range: 069 0 (0%) – 3 (3%)
Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Posting:

Timely and full participation–

Excellent

Point range: 90100 9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.

Posts main discussion by due date.
Good

Point range: 8089 8 (8%) – 8 (8%)
Posts main discussion by due date.

Meets requirements for full participation.
Fair

Point range: 7079 7 (7%) – 7 (7%)
Posts main discussion by due date.
Poor

Point range: 069 0 (0%) – 6 (6%)
Does not meet requirements for full participation.

Does not post main discussion by due date.
First Response:

Post to colleague’s main post that is reflective and justified with credible sources.–

Excellent

Point range: 90100 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Good

Point range: 8089 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
Fair

Point range: 7079 7 (7%) – 7 (7%)
Response is on topic, may have some depth.
Poor

Point range: 069 0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
First Response:
Writing–

Excellent

Point range: 90100 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.
Good

Point range: 8089 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.
Fair

Point range: 7079 4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.
Poor

Point range: 069 0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.
First Response:
Timely and full participation–

Excellent

Point range: 90100 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.

Posts by due date.
Good

Point range: 8089 4 (4%) – 4 (4%)
Meets requirements for full participation.

Posts by due date.
Fair

Point range: 7079 3 (3%) – 3 (3%)
Posts by due date.
Poor

Point range: 069 0 (0%) – 2 (2%)
Does not meet requirements for full participation.

Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.–

Excellent

Point range: 90100 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Good

Point range: 8089 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
Fair

Point range: 7079 7 (7%) – 7 (7%)
Response is on topic, may have some depth.
Poor

Point range: 069 0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
Second Response:
Writing–

Excellent

Point range: 90100 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.

Response to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in Standard, Edited English.
Good

Point range: 8089 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in Standard, Edited English.
Fair

Point range: 7079 4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.
Poor

Point range: 069 0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.
Second Response:
Timely and full participation–

Excellent

Point range: 90100 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.

Posts by due date.
Good

Point range: 8089 4 (4%) – 4 (4%)
Meets requirements for full participation.

Posts by due date.
Fair

Point range: 7079 3 (3%) – 3 (3%)
Posts by due date.
Poor

Point range: 069 0 (0%) – 2 (2%)
Does not meet requirements for full participation.

Does not post by due date.
Total Points: 100
Name: NRNP_6645_Week5_Discussion_Rubric

RECENT ASSIGNMENTS

  • Write an argument analyzing how device/e-tech addictions overlap and intersect with other addictions (gaming, gambling, shopping, relationships/sex) and/or lead to new theoretical addictions and disorders (compulsive info seeking, social media addiction, cyberchondria).
  • Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
  • Write a literary analysis of “One Flew Over the Cuckoo’s Nest”.
  • Does the current tax treatment of marijuana sales need to be changed?
  • Write an analysis based on the basic needs approach of the International Labour Organization.
  • Discuss the Bathsheba syndrome.
  • Describe any cultural norms you may have observed in the social groups.
  • Discuss the importance of clinicians identifying violent offenders, the benefits of identifying this behavior earlier, the possible consequences of identifying this behavior too late, the education and training that clinicians have to aid them in identifying violent behavior, and anything else you can think of that directly relates to why it is important for clinicians to identify violent offenders.
  • Identify the emotional responses associated with the stages of parents reaction to their childs disability.
  • Explain how you think sexism in America might be explained based on these ideas (or another explanation you may have that’s not listed here)?

Global Environmental History HIST 112

Global Environmental History HIST 112

Solution
The learning for the course was based on history subject. I am a keen learner of history, I love
history and related topics like p …

Preview text

Solution
The learning for the course was based on history subject. I am a keen learner of history, I love
history and related topics like philosophy and sociology that is well connected with history
subject. The education system has been well with fundamental concepts and logic to teach
and provide students with practical knowledge. The best type of le arning is reflection, which
allows us to comprehend our own strengths and weaknesses. The curriculum for graduate
learning focuses on education; it is critical for history learners to understand how to
implement the settings and take actions to execute the learning. Reflection allows us to
analyze all of our decisions as well as our decision -making processes. When performing their
own profession or working for an organization, it is critical for the student to demonstrate
confidence in order to maintain soc iety’s trust. I took this course to understand in -depth the
concepts, techniques, and characteristics needed to handle a future profession as a historian or
history lecturer. The finest element of the course is that we gain practical experience while
study ing the theoretical aspects of the subject. The initial learning aim was to ensure that I
improved my empathetic and logical reasoning. This career requires interaction with people
who have a wide range of attitudes and skills in interpreting historical in dicators. Developing
and honing abilities such as organization, communication, critical thinking, effective
listening, compassion, and expertise in understanding a situation and taking the appropriate
actions to reach a goal. I learned these talents after beginning my university degree.
An acquaintance does not simply refer to the first time we learned or observed a subject,
theory, or classwork. It is also important to understand what we want to do in our future jobs.
As a result, it is the first stage of the course. The second was the analysis that occurred when
we began to look around the society and began to connect the course and real -life theories.
The final one is seeing the practical outcome. We may now apply the theory to real learning.
Interning at a social service center is one of the finest methods to comprehend how each
concept we learn in class relates to real -life situations. Also, in class, the tutor constantly
offered a practical example of how the world would appear if we used this terminolo gy and
abilities to the problem, and how neatly it would change the scenario into a good
arrangement. Some of the concepts we acquired throughout the workshop were analytical
skills and communication skills for engaging stakeholders.
The module that we had to complete was very long, based on the time we got to complete.
Most of the topics that were taught were completed by me, still, I left a few due to the interest
and time factors. That will be covered in a few months soon. The beginning was from the rise
of Christianity, started in the mid of march overcoming of jew monotheism, and studying the
life of Anthony. Also, I understood the transformation of the Roman empire (Kelly, 2021) .
We had the spring break in between in which I studied the books. My major concern mine
was to understand why did Roman empire fell, being one of the most powerful empires. The
understanding of their beliefs, god, and psychology. Then we studied the battle of
Adrianople, and the history of barbarians (Baraz, 2019) . These were gr eat learning to
understand the major reason for the rise and fall of the Roman empire.
We moved to medieval civilization in which we started the topic with “defender of the
Christian people”, how did the byzantine empire rose to power to establish the chu rch and
Christianity in the world. Islam and its monotheism how started to expand the whole of the
world. What does Islam mean and what are its values (Roth et al., 2017) . The best part was
understanding Islam’s religion with so many restrictions for two different genders. Also, there
were many questions in my mind related to the roman empire and their beliefs, also, did
Islam was born out of these old religions, or was it a completely new concept that the world
was going to accept (MacMullen, 2019) . The e ra was establishing new religions for the next
whole of the time for humans.
By the beginning of April, we were learning about the communication of the pagan world, a
completely new topic. The emerging world of lords and vasals (Ramsay, 2020) . The Islamic
law, also, the disintegration of the Carolingian empire. A heavy lecture on war as salvation,
was a bit confusing for me to understand some of the points. Why there was a crusading
movement only. Was that even needed. While studying the Europe traditions I felt like
humans’ thinking processes and belief molds society (Meri et al., 2018) . The lessons on
feudalism, schism, and death were scary as I never thought humans can go to such extremes
to prove their religion right even in the olden days. At least we came across the major
pandemic in Europe, the black death, and how it changed the society after it. The impact on
the economy and building a new economy from the scratches (Rabello, 2016) . The biggest
player in the market that changed how we look at busine ss today.
To understand the in -depth I saw youtube videos and referred to the online library. Some of
the points explained on the net are far more nicely explained when compared to books. The
best part of the course is that we get hands -on experience whil e learning about the subject
theoretically. The first learning goal was to develop my sympathetic and logical reasoning
skills. This job needs interaction with people who have a diverse set of attitudes and abilities
when it comes to understanding historic al information. Developing and developing skills for
suitable measures to achieve a goal. I discovered these abilities after commencing my
undergraduate studies.
References
Baraz, Daniel. “Medieval cruelty.” Medieval Cruelty . Cornell University Press, 2019.
Kelly, Christopher. “Ruling the later Roman empire.” Ruling the Later Roman Empire .
Harvard University Press, 2021.
MacMullen, Ramsay. “Changes in the Roman Empire.” Changes in the Roman Empire .
Princeton University Press, 2019.
Meri, Josef W. Medieval Islamic civilization: an encyclopedia . Routledge, 2018.
Rabello, Alfredo Mordechai. “The legal condition of the Jews in the Roman Empire.” Band
13 Recht (Normen, Verbreitung, Materien) . De Gruyter, 2016. 662 -762.
Ramsay, William M. The Church in the Roman Empire: Before AD 170 . Wipf and Stock
Publishers, 2020.
Roth, Norman. Medieval Jewish civilization: an encyclopedia . Routledge, 2017.

Does the current tax treatment of marijuana sales need to be changed?

Does the current tax treatment of marijuana sales need to be changed?

Review this link: https://www.irs.gov/businesses/small-businesses-self-employed/marijuana-industry-frequently-asked-questionsLinks to an external site.

Do you agree with how the federal government treats income from the sale of marijuana in states where such sales are legal? Do you agree with what types of expenses are allowed as deductions for these businesses? How would you propose to change the law to make it more equitable?

This is a packback assignment, I just need a short write up that answers the questions above.

RECENT ASSIGNMENTS

  • Write a literary analysis of “One Flew Over the Cuckoo’s Nest”.
  • Does the current tax treatment of marijuana sales need to be changed?
  • Write an analysis based on the basic needs approach of the International Labour Organization.
  • Discuss the Bathsheba syndrome.
  • Describe any cultural norms you may have observed in the social groups.
  • Discuss the importance of clinicians identifying violent offenders, the benefits of identifying this behavior earlier, the possible consequences of identifying this behavior too late, the education and training that clinicians have to aid them in identifying violent behavior, and anything else you can think of that directly relates to why it is important for clinicians to identify violent offenders.
  • Identify the emotional responses associated with the stages of parents reaction to their childs disability.
  • Explain how you think sexism in America might be explained based on these ideas (or another explanation you may have that’s not listed here)?
  • Discuss how the organization handle the crisis using online marketing channels?
  • Discuss Implications (what are the implications of the suggested use of MIS on the hotel industry?).

Describe any cultural norms you may have observed in the social groups.

Describe any cultural norms you may have observed in the social groups.

The setting of the observation was a Friday night football game. We were at Demon Stadium. It was a nice fall evening.
Players were teens both black and white. They were tackling, blocking, holding, offsides, field goals, penalties, and tackles.

Coaches in there earlier 40s and mid 50s screaming and hollering at players, sending in plays, switching players out, running up and down the sidelines. Throwing headsets.

There was an old man in his mid 60s white kept going to the fence telling his grandson what to do. He also was back and forth getting the crowd involved.

There was a black couple male and female in there late 40s watching there son play. They would get up and cheer when we score or made a first down.
Mid 30s women white hollering the whole game block them, hit him, run, that was a bad throw, sack him, come on yall get him.

2 kids around 5 male one white one black running back and forth across the front of the bleachers screaming and hollering. It was annoying.

Mid 20s white couple male and female just sitting and enjoying the game. I think they were there watching his brother play.

With these findings describe the setting for the observation include location, time of day and weather.
Describe the patterns of group behavior you observed that may have been influenced by each of the following factors:
Setting
Gender/sex
Race/ethnicity
Age
Describe any cultural norms you may have observed in the social groups.

Explain any social or economic factors that may have influenced the dynamics of the social group.

Explain how observing social patterns and group dynamics may help you succeed in culturally diverse environments.

RECENT ASSIGNMENTS

  • Write a literary analysis of “One Flew Over the Cuckoo’s Nest”.
  • Does the current tax treatment of marijuana sales need to be changed?
  • Write an analysis based on the basic needs approach of the International Labour Organization.
  • Discuss the Bathsheba syndrome.
  • Describe any cultural norms you may have observed in the social groups.
  • Discuss the importance of clinicians identifying violent offenders, the benefits of identifying this behavior earlier, the possible consequences of identifying this behavior too late, the education and training that clinicians have to aid them in identifying violent behavior, and anything else you can think of that directly relates to why it is important for clinicians to identify violent offenders.
  • Identify the emotional responses associated with the stages of parents reaction to their childs disability.
  • Explain how you think sexism in America might be explained based on these ideas (or another explanation you may have that’s not listed here)?
  • Discuss how the organization handle the crisis using online marketing channels?
  • Discuss Implications (what are the implications of the suggested use of MIS on the hotel industry?).