Discuss how epidemiological investigations were used to identify and monitor the spread of the 2009 Swine Flu Pandemic. What effective intervention strategies were used and measured? Include a discuss Discuss how epidemiological investigations were used to identify and monitor the spread of the 2009 Swine Flu Pandemic. What effective intervention strategies were used and measured? Include a discussion regarding the use of surveillance systems to monitor the infectious disease you are addressing. What and how were interventions used to flatten the Epi Curve? Your paper should be at least five pages in length, be double-spaced, and be typed in 12-point Times New Roman font. Include at least five peer-reviewed sources. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed. Please follow the directives to the letter. Show more

Discuss how epidemiological investigations were used to identify and monitor the spread of the 2009  …

Discuss how epidemiological investigations were used to identify and monitor the spread of the 2009 Swine Flu Pandemic. What effective intervention strategies were used and measured? Include a discussion regarding the use of surveillance systems to monitor the infectious disease you are addressing. What and how were interventions used to flatten the Epi Curve?

Your paper should be at least five pages in length, be double-spaced, and be typed in 12-point Times New Roman font. Include at least five peer-reviewed sources. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

Please follow the directives to the letter.

Study on Malaysian Consumers

Study on Malaysian Consumers …

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Online Advertising: A Study on Malaysian Consumers
Article in SSRN Electronic Journal · July 2010
DOI: 10.2139/ssrn.1644802
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Title of Paper: ONLINE ADVERTISING: A STUDY ON MALAYSIAN CONSUMERS
Electronic copy available at: http://ssrn.com/abstract=1644802
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ONLINE ADVERTISING: A STUDY ON MALAYSIAN CONSUMERS
Khong Kok Wei
Nottingham University Business School Malaysia Campus
Theresa Jerome
Sunway University College
Leong Wai Shan
Sunway University College
ABSTRACT
Online advertising is a new platform for marketers to create awareness and increase
brand equity. The aim of this paper is to examine the impact of online advertising features on
purchase intentions. Three features of online advertising were discussed and examined, i.e.
multimedia, pictures and content features. An empirical study was carried out involving a
survey on 150 sample size. The dataset underwent a statistical analysis, ie structural equation
modelling (SEM). Findings reveal that features of online advertising do generate positive
influence on purchase intentions. Results further revealed that pictures feature generates the
highest possibility of consumers’ purchase intentions. Marketers will find these results useful
as they can maximise the impact of advertising efforts to generate purchase intentions.
INTRODUCTION
The fast and rapid pace of Information Technology (IT) has transformed Internet into
the most popular channel of communication in the world today. The Internet’s speed, userfriendliness, low cost and wide accessibility have contributed to the commercialization of
Internet, ie online marketing. Online marketing is a new platform to generate attention and
awareness among consumers, in particular online advertising (Rowley, 2001).
Companies benefit in the aspect of evaluating the effectiveness of online advertising as
well as assessing their investment in these advertisements. There are considerable number of
companies that spent huge amount of money on online advertising. According to a Nielson
Media Research study in 2008, the total online advertising spending in Malaysia was RM 1.5
billion. Hence, it is critical that companies ensure that online advertising is effective in
generating reasonable returns. Furthermore, there are huge opportunities for the growth of
online advertising in Malaysia as the Internet penetration increased dramatically from 15% in
Electronic copy available at: http://ssrn.com/abstract=1644802
3
2000 to 65.7% in 2009 (Internet World Stats, 2009). With this continuous increase, there is a
sustainable growth in the Internet population in Malaysia. Consequently, companies need to
create effective online advertising strategies to capitalize on this lucrative market segment.
Therefore advertisers need to incorporate effective features in online advertising. It is also
important to evaluate the advertisements’ effectiveness and how well consumers respond to
them. Therefore the aim of this paper is to examine the causal relationship between the
antecedents of online advertising on purchase intention among Malaysian consumers.
Online advertising is widely used by companies or advertisers to promote their
products and services in the Internet (Kaye and Medoff, 2001). The effectiveness of online
advertising is crucial for companies to generate favourable responses from consumers.
Therefore online advertising features play a significant role (Armstrong, 2001; Adam, 2003;
Baltas, 2003;Yoo et al, 2004; Quester et al, 2007; Kumar, 2008; Online Publishers
Association, 2008; Taylor et al, 2008; Tsang and Tse, 2005; Wise et al, 2008). Although
consumers have favourable responses towards online advertising, there are few research
examining the impact of this advertising on behavioural response, i.e. purchase intention.
Empirical research of this nature particularly in Malaysia is limited. The aim of this paper is to
examine the impact of online advertising features on purchase intention. This study will use
Structural Equation Modelling (SEM) to estimate hypothesized models in order to test the
relationships between the features of online advertising and purchase intention. Figure 1
depicts the processes in conducting this research in a systemic framework.
4
Figure 1: Systemic framework of the research paper
T H E L I T E R A T U R E R E V I E W
Overview of Online Advertising
The emergence of technology has made online advertising as the major channel of
communication around the world. Advertising is defined as any paid-form of non-personal
communication of ideas and products in the media with the objective of creating brand image
(Kotler et al, 2006). The objective of advertising is to create awareness of a company, a brand,
a website or an event to stimulate sales and increased profits. For a long time, television,
1) INTRODUCTION
Research Questions, Significance of the research
• Overview of Online Advertising
• Types of Online Advertising
• Features of Online Advertising
(2) LITERATURE REVIEW
Online Advertising Consumer Behavior
• Consumer Attitude
• Purchase Intention
Attitude-toward-the-advertising Model
Purchase Intention
3) RESEARCH METHODOLOGY
Developing theoretical based model, Constructing path diagram, Research Design questionnaire, Sampling frame and Data
collection
4) FINDINGS AND DISCUSSION
Assessing path diagram, Examining hypotheses, Discussion of findings
5) CONCLUSION
Overall findings, Research limitations, Recommendation for future studies
5
radio, newspaper or magazine have long dominated the advertising media. Now advertising
has evolved from these traditional media channels to the Internet (Kotler et al., 2006). Internet
consists of globally interconnected computer networks that offer companies inexpensive and
convenient tools for advertising and communicating with their customers. This was known as
online advertising (Palumbo and Herbig, 1998; Kaye and Medoff, 2001). There are various
types of online advertisements available in the Internet. According to Rodgers and Thorson
(2000), online advertisements can be banner advertisements, pop-advertising, sponsorship,
hyperlinks as well as the websites. Although online advertising acts as an effective tool to
reach larger audiences, it is important that advertisers incorporate features to make it more
effective. According to Tsang and Tse (2005), online advertising are effective if it is able to
generate immediate response from consumers. There are various forms of features used in
online advertising. Table 1 below summarises the findings on the online advertising features.

Features Description Authors
Animation with moving images and graphics enhances the
presentation of persuasion messages.
Yoo et al., (2004) Multimedia
Mini games or advert-games, a form of digital video advertising
which feature products’ brand in a gaming environment, create a
more elaborate and detailed virtual experience to consumers
Wise, Bolls, Kim,
Venkataraman, and
Meyer, (2008)
Short video promotes 82% of brand awareness and improves
67% of brand favourability in online video advertising
Online Publishers
Association (2008)
Pictures and images can make the online advertisements appear
more attractive to the consumers
Taylor et al (2008) Pictures
Consumers are more attracted as the advertisements are easily
understood by the consumers without involving large amount of
texts
Kumar (2008)
Celebrities pictures can promote products or services and
generate positive responses from consumers
Quester et al (2007)
Short and concise messages contribute to the effectiveness of
banner advertisements
Baltas (2003) Content
Consumers are attracted to click on advertisements that contain
knowledgeable information about the products and services
Adam (2003)
Advertisers focusing on contents will fail to attract large
consumer response rate
Armstrong (2001)

Table 1: Features of Online Advertisements
6
Features of online advertising
~ Multimedia
Multimedia is a form of expression to describe online contents in multimedia elements,
such as audio, video and animation (Rosenkrans, 2009). According to Yoo, Kim and Stout (2004),
animation is one of the unique innovational features that are created to improve the design and
interactivity of online advertisements, in particular banner advertisements. Animation carries
moving images and graphics to enhance the presentation of the content which include several
technological developments involving plug-ins, JAVA script, Flash, and streaming media (Yoo et
al., 2004). It was discovered in Tsang and Tse (2005) that consumers responded favourably to
animated colours, texts and graphics on the website. Although animation has positive influence on
consumers’ attitude toward the advertisement, Sundar and Kim (2005) argued that it can have
negative effect on product involvement such as product knowledge. Hence, digital video
advertisements are developed to increase consumer involvement of the brand. Digital video can be
in the form of streaming video, gaming, or music video (Rosenkrans, 2009). Glass (2007)
suggested that consumers who are engaged in video games are more likely to develop favourable
responses to the in-game brands. This was further supported in Wise et al (2008) where their
findings showed that companies that build thematic connections between the game and the
product’s brand would invoke a positive influence on consumers’ attitude toward the brand.
~ Pictures
Apart from the multimedia, pictures play a significant role in creating effective online
advertising. Pictures and images can make the advertisements appear more attractive to the
potential consumers (Taylor et al., 2008). In fact, Kumar (2008) said that pictures are more
effective than content in terms of capturing consumers’ attention in online advertising.
However, the major drawback of incorporating pictures in online advertising is the time it
takes to download them. This is deterrence to consumers. For example, the average time a
person spends on a webpage is 30 seconds before clicking onto another webpage; hence,
pictures that take more than 15 seconds to download will risk not reaching their audiences
(Adam, 2003).
~ Content
Content in online advertising provides consumers with information about the products
and services. According to Baltas (2003), short and concise messages would lead to effective
7
banner advertisements. Adam (2003) claimed that advertisers focus on delivering concise
messages on banners in order to draw favourable consumer responses. Online advertising
which focuses on content usually use simple and static text as it loads faster than pictures and
multimedia files (Moses, 2009). For example, Google focuses on their content by using plain
html format to maintain its basic ethos of the sites. They managed to attract a wide range of
consumers who perceived the published content as concise and accurate (Adam, 2003).
Besides that, Online Publishers Association (2008) revealed that 66% of online consumers do
remember advertised messages on content websites and are likely to develop brand
favorability and purchase intention. Therefore, content plays a significant role in generating
consumers’ favourability and purchase intention. Nevertheless, companies that solely focus
on content may attract smaller number of potential consumers. Armstrong (2001) argued that
companies that focus on online content will generate low response rate because it will only
attract interested consumers looking for particular information.
The relationship between online advertising and attitude towards online advertisement
The study of consumer attitude has been an integral part of advertising literature.
Arens and Schaefer (2007) stressed that understanding consumers’ profile, behaviour and
attitude are the key in developing effective advertising strategy. Since different consumers
exert different attitudes towards advertising, it is important to form theoretical frameworks or
models to standardise the measurement of consumer attitudes (Edell and Burke, 1987). One of
the most influential models to examine the relationship between consumer attitude and
advertisement is the attitude-toward-the-ad model (Edell and Burke, 1987; Burke and Edell,
1989). According to Burke and Edell (1989), consumers form attitude toward traditional
means of advertising such as television and magazine. Such attitude toward the
advertisements will then influence consumers’ attitude towards the brand. Figure 2 depicts the
relationships of variables in attitude-toward-the-ad model. The model is adapted in the context
of research conducted by Escalas and Rutgers (2003).
Based on the attitude-toward-the-ad model in Figure 2, exposure to advertisement
induces feelings and judgments from the consumer. Feelings are the affective components
while judgments are the cognitive components of consumer attitude. Consumers form feelings
(happy, annoyed or amused) and judgment (informative or factual) when they are exposed to
advertisements. Perceptions formed from feelings and judgments will influence consumers’
8
attitude toward online advertisements. For example, consumers’ attitude toward the
advertisement is ‘favourable’ when they read/click/play it or ‘unfavourable’ when they ignore
it (Burke and Edell, 1989; Escalas and Rutgers, 2003). In short, favourable attitudes will have
a positive impact on purchase decision (Edell and Burke, 1987; Escalas and Rutgers, 2003).
From the path diagram in Figure 2, a list of variables is identified. These variables manifest
the dimensions mentioned in the literature, ie Multimedia, Pictures and Content features. The
following table depicts these variables (see Table 2).
Adapted from Burke and Edell (1989) & Escalas and Rutgers (2003)
Figure 2: Attitude toward the ad and brand model

Multimedia Pictures Contents
• Multimedia features in online
advertisements give consumers a
positive feeling towards the
product or service
• Multimedia features in online
advertisements will stimulate
consumers to learn more about
the product or service
• Multimedia features in online
advertisements will persuade
consumers to click on the
advertisement
• Multimedia features help
generate favourable consumer
response to the brand of the
product or service
• Pictures in online advertisements
give consumers a positive feeling
towards the product or service
• Pictures in online advertisements
will stimulate consumers to learn
more about the product or service
• Pictures in online advertisements
will persuade consumers to click
on the advertisement
• Pictures help generate favourable
consumer response to the brand
of the product or service
• Contents in online
advertisements give consumers a
positive feeling towards the
product or service
• Contents in online
advertisements will stimulate
consumers to learn more about
the product or service
• Contents in online
advertisements will persuade
consumers to click on the
advertisement
• Contents help generate
favourable consumer response to
the brand of the product or
service

Feelings on online
advertisements
Judgment of online
advertisements
Attitude towards online
advertisements
Attitude towards the
brand
Purchase Intention
9

• Consumers will consider
purchasing the product or service
based on the multimedia features
in the online advertisement
• Consumers will consider
purchasing the product or service
based on the pictures in the
online advertisement
• Consumers will consider
purchasing the product or service
based on the contents in the
online advertisement

Source: Burke and Edell (1989) and Escalas and Rutgers (2003)
Table 2: Manifesting variables of CSM
THE SURVEY
In order to examine the impact of online advertising features on consumer purchase
intentions, a survey was conducted. A sampling frame was used amongst students in a
university college in the Klang Valley. The students within the sampling frame are elements
of an unbiased subset that represents the population of the university (Collis and Hussey,
2009). Table 2 shows the sampling frame of this research.
Sampling
Frame
Table 3: The University College Sampling Frame
Based on Table 3, the sampling units are the students in the university which consists
of various departments, i.e. School of Business and Law, School of Computer Technology,
Financial programmes and Pre-University programmes. Of the 8,569 elements in the sampling
frame, 150 (representing 1.75% of the sampling frame) is the targeted sample size. Selection
of elements in the sampling frame was random. This was to ensure that each element has an
equal chance of being selected. A self-administered questionnaire was used where elements in
the sampling frame complete the questionnaires given by the interviewers. A face-to-face
contact with the respondents at the university cafeteria allowed them to effectively quell
doubts when completing the survey instrument. This approach also increased the response
rate. Of the 220 qualifying respondents approached, 150 completed the questionnaires
(representing 68% response rate). Table 3 shows the number of respondents in each of the
sampling units.

Sampling Units Elements in each sampling
units
School of Business and Law Students
School of Computer Technology Students
Financial programmes Students
Pre-University programmes Students

10
Table 4: The number of respondents in each sampling units
Based on the Table 4, there are 40 students from Pre-University programmes, 30 from
Financial programmes, 76 from School of Business and Law and 4 from School of Computer
Technology. Female respondents overwhelm males by more than 67%. Respondents from the
School of Business and Law represent approximately 50% of the sample size.
DATA ANALYSIS AND FINDINGS
SEM was conducted to empirically examine the impact of online advertising features
on purchase intentions. These tests were conducted via a statistical software package called
SPSS Analysis of Moment Structures (AMOS). SEM is a test of dependence relationships
among latent variables or constructs to estimate the causal relationships in the measurement
model (Lattin, Corrall and Green, 2003, p. 353; Hair et al, 2006, p. 711). Causal relationships
refer to the hypothesized cause-and-effect relationships (Hair et al., 2006 p. 720). Latent
variables are the unobserved variables which cannot be measured directly (Lattin et al., 2003,
p 352) while the measurement model specifies how indicators manifest respective
hypothetical constructs (Hair et al., 2006, p. 709). In short, SEM estimates the extent to which
the theoretical model fits into the variance covariance matrix of the dataset (Schumaker and
Lomax, 2004). SEM amalgamates a wide array of statistical techniques such as regression,
path analysis, confirmatory factor analysis and latent variable analysis (Maruyama, 1998).
SEM is advantageous when examining multiple interrelated dependence relationships linking
to the hypothesized model (Hair et al, 2006, p. 711). It is able to test the entire set of
relationships simultaneously by estimating regression weights and shared variances
(Schumaker and Lomax, 2004). Therefore, SEM is an appropriate analysis to estimate the
strength of causal (e.g: attitude toward the ad, attitude toward the brand) and effect (e.g:
consumer purchase intention) relationships in the above mentioned hypothesized model (see
Figure 2). Based on Figure 2, the two exogenous variables (Feelings and Judgment) are
11
correlated with one another. These two exogenous variables form causal relationships with
three endogenous variables (Attitude towards online advertisements, Attitude towards the
brand and Purchase intention).
Examining the hypothesis
In order to analyse the hypothesised model, the researchers will first examine the
impact of online advertising features, ie Multimedia, Pictures and Content, respectively. The
researchers used regression weights in path analysis to test the strength of the relationships.
After obtaining the results of the 3 models, the simultaneous test of 3 models is deployed on
the overall Purchase Intention. In order to examine these models, twelve hypotheses were
formed to test the relationships of variables in the models. These variables are features of
online advertising which are Multimedia (H1), Pictures (H2) and Content (H3). In each of
these features, Judgment (Variable A), Feelings (Variable B), Attitude towards online
advertisements (Variable C), Attitude towards the brand (Variable D) and Purchase intention
(Variable E) are examined. The following hypothesis follows:
~ Multimedia Feature
H1a: Variable A has a positive influence on Variable C
H1b: Variable B has a positive influence on Variable C.
H1c: Variable C has a positive influence on Variable D.
H1d: Variable D has a positive influence on Variable E.
~ Pictures Feature
H2a: Variable A has a positive influence on Variable C
H2b: Variable B has a positive influence on Variable C.
H2c: Variable C has a positive influence on Variable D.
H2d: Variable D has a positive influence on Variable E.
~ Content Feature
H3a: Variable A has a positive influence on Variable C
H3b: Variable B has a positive influence on Variable C.
H3c: Variable C has a positive influence on Variable D.
H3d: Variable D has a positive influence on Variable E.
Findings on Multimedia Feature
The first set of hypotheses (H1a, H1b, H1c, and H1d) examines the impact of multimedia
feature on online advertising. Table 5 shows the results via SEM.

Path P Regression Weights (γ)
H1a
H1b
H1c
H1d
Judgment Attitude_ad 0.402 0.068
Feelings Attitude_ad *** 0.360
Attitude_ad Attitude_brand *** 0.530
Attitude_brand Purchase Intention *** 0.360

12
Note: Attitude_ad = Attitude towards online advertisements
Attitude_brand = Attitude towards the brand
*** denotes that significant at α = 0.01
Table 5: Regression weights in the model (Multimedia Features)
Based on the results in Table 5, there is strong evidence to assert H1b, H1c and H1d.
This indicates that respondents’ feelings on online advertisements have significant influence
on attitude towards online advertising. Attitude towards online advertisements has significant
influence on attitude towards the brand and attitude towards the brand has significant
influence on purchase intention. These tests were significant at α = 0.01. However, the
relationship between judgment of online advertisements and attitude towards online
advertisements is insignificant at α = 0.01 (p: H1a = 0.402; λ: H1a= 0.068; where λ is
regression weight), therefore, H1a is rejected. There is inadequate information to suggest that
judgment of online advertisements does influence attitude towards online advertisements. The
strength of relationship between variables is indicated by the values of regression weights (λ).
Figure 3 depicts the path diagram as well as the λ on the hypothesized model for multimedia
feature in the online advertisement.
Findings on Pictures
The second set of hypotheses (H2a, H2b, H2c, H2d) examine the influence of pictures
feature on online advertisements. Table 6 shows the results.

Path P Regression Weights (γ)
H2a
H2b
H2c
H2d
Judgment Attitude_ad *** 0.395
Feelings Attitude_ad *** 0.290
Attitude_ad Attitude_brand *** 0.580
Attitude_brand Purchase Intention *** 0.327

Note: Attitude_ad = Attitude towards online advertisements
Attitude_brand = Attitude towards the brand
*** denotes that significant at α = 0.01
Table 6: Regression weights in the model (Pictures Features)
Based on Table 6, H2a, H2b, H2c and H2d are significant at α = 0.01. Hence, this
provides strong evidence to assert H2a, H2b, H2c and H2d. When pictures features are used in
online advertisements, judgement of online advertisements and feelings on online
advertisements have a positive influence on attitude towards online advertisements. The latter
also has a positive influence on attitude towards the brand. Subsequently, consumers with
positive attitude towards the brand will generate purchase intention. Figure 3 depicts the
results of pictures features in a path diagram.
13
Findings on Content Features
The third set of hypotheses (H3a, H3b, H3c, H3d) examine the influence of contents in
online advertising on the hypothesized model. The significance (p-value) and the λ of
relationship between variables are shown in Table 7.

Path P Regression Weights (γ)
H3a
H3b
H3c
H3d
Judgment Attitude_ad *** 0.380
Feelings Attitude_ad *** 0.262
Attitude_ad Attitude_brand *** 0.472
Attitude_brand Purchase Intention *** 0.399

Note: Attitude_ad = Attitude towards online advertisements
Attitude_brand = Attitude towards the brand
*** denotes that significant at α = 0.01
Table 7: Regression weights in the model (Content Features)
According to Table 7, there are strong evidence to assert H3a, H3b, H3c and H3d as
they are significant at α = 0.01. When content features are used in online advertisements,
judgement of online advertisements and feelings on online advertisements have a positive
influence on attitude towards online advertisements. The latter also has a positive influence
on attitude towards the brand. Subsequently, attitude towards the brand will influence
positively the purchase intention of consumers. When content features are applied to online
advertisements, respondents will have favourable judgment and feelings and subsequently
form positive attitude towards the advertisements and the brand. These positive attitudes will
then lead to purchase intention. Figure 3 depicts the results of content features in a path
diagram.
14

Multimedia Feature Pictures Feature Content Feature

Figure 3: SEM results in path diagrams for Multimedia, Pictures and Content features
15
The overall model
The overall model combines the three hypothesized models of multimedia, pictures and
content features to test their relationships simultaneously on consumer purchase intention. The
purpose of the overall model is to determine which of these features would generate the
highest influence on purchase intention. Hence, a construct for purchase intention was formed
manifested by variables in the hypothesized models, i.e. multimedia purchase intention (P1),
pictures purchase intention (P2) and contents purchase intention (P3). Results of the overall
model are depicted in Table 8 and Figure 4.

Path P Regression Weights (γ)
Multimedia_attitude_brand
Pictures_attitude_brand
Content_attitude_brand
Purchase_Intention 0.053 0.58
Purchase_Intention 0.006 0.69
Purchase_Intention 0.043 0.51

Note: Attitude_brand = Attitude towards the brand
*** denotes that significant at α = 0.01
Table 8: Results of the overall model (Multimedia, Pictures and Content Features)
Figure 4: Path diagram and results of the overall model
16
Based on Table 8, the relationships between attitude towards the brand of three
different features (Multimedia, Pictures and Contents) and purchase intention are significant
at α = 0.05, where attitude towards the brand (multimedia feature) p = 0.053 with γ = 0.20,
attitude towards the brand (pictures feature) p = 0.006 with γ = 0.30 and attitude towards the
brand (content feature) p = 0.043 with γ = 0.21. This indicates that using pictures feature on
online advertisements generates the highest positive attitude towards the brand and
subsequently creates the highest possibilities of purchase intention. This is followed by
content features and multimedia feature has the least influence on purchase intention (see
Figure 4)
To mathematically notate the overall model in Figure 4, let the general equation of the
3 hypothesized models be given as:
a x
Y X = Λ +δ … (1)
Y X Y b x a a = Λ + + β ρ … (2)
where
a
Y is the endogenous variable attitude towards to online advertisement and Yb is the
endogenous variable attitude towards the brand. δ and ρ are the measurement errors for
variables
a
Y and
Yb
(note E(δ ) and E ( ρ ) = 0) (Anderson & Fornell, 2000). The
corresponding equations for variable Ya and Yb could be written as:
1
1 1
2 2 2
3 3 3
4 4 4

5
0 0
λ
5
δ
   

5
6 6
6
0 0
0 0
0 0
0 0
0 0
m a m a p a p a c a c a
y y y
X
y y y
λ δ
λ δ
λ δ
λ δ
λ δ
 
 
 
 
= +  
 
 
 
… (3)
1
1 1

2 2
0 0
λ
 
1
0
β
0

2
3 3 3
2
4 4

4
ρ
3
β

5 5
5
6 6
6
0 0
0 0
0 0
0 0
0 0
0 0
0 0
m b m b p b
a
p b c b c b
y y y
X Y
y y y
λ ρ
ρ
λ ρ
β
λ λ ρ
λ ρ
 
 
   
= + +    
       
 
… (4)
17
where λ is the regression weights of judgement of online advertisements and feelings on
online advertisements and
ya and yb are the endogenous variables attitude towards to online
advertisement (for multimedia, pictures and content features) and attitude towards the brand
(for multimedia, pictures and content features) respectively. β is the regression weights of
a
Y , attitude towards to online advertisement.
Let the general equation of the overall model be given as:
Yb
η ζ = Λ + … (5)
where η is the criterion purchase intention and ζ is the measurement error for the criterion
(note E(ζ ) = 0) (Anderson & Fornell, 2000). Λ is the regression weights of multimedia,
pictures and content features manifesting the criterion. Figure 4 elucidates the overall model
given the equations (1) and (5). Based on these equations, the structural model would be
notated as:
1 2 3
m
p b
c
Y
γ ζ
η γ ζ
γ ζ
 
 
= +  
 
 
… (6)
Using the standardised estimates from the results in figure 4, the equation of the overall model
could be simplified as:
0.20 0.30 0.21 m p c
η = + + y y y b b b … (7)
DISCUSSION
Based on the findings, the outcome can be summarised in Table 9. From Table 9,
results show that pictures feature generates favourable judgment towards online
advertisements. The cognitive and affective emotions will eventually generate high
possibilities of purchase intentions. Meanwhile, Content and Multimedia features generate
favourable feelings toward online advertisement. However these features generate mediocre
possibilities of purchase intentions. According to the literature, respondents with high
exposure to familiar pictures in their past react positively to similar pictures and content
features in online advertisements. This helps generate favourable responses from consumers,
eg attitude towards the advertisement and the brand. When responses are favourable, this
experience normally leads to purchase intentions. Nevertheless multimedia and contents
18
features play little influence (compared to pictures feature) on consumer attitude towards the
advertisements. This implies that respondents are unlikely to form favourable judgement
when exposed to multimedia features. However there is evidence to suggest that respondents
may form favourable feelings when exposed to multimedia features. This maybe due to the
attractive nature of multimedia animation, video or games in online advertisements. For
example, the statement with multimedia features (Do you wish to lose 10 kgs in a week? Click
here to find out how!) may appeal to overweight respondents as it relates to their desire to lose
weight. In such situation, their feelings would highly influence them when they read these
statements.

Relationship Multimedia Pictures Contents
Judgment Attitude_ad Low High Average
Feelings Attitude_ad High Average High
Attitude_ad Attitude_brand High High High
Attitude_brand Purchase Intention Average High Average
Note: Attitude_ad = Attitude towards online advertisements
Attitude_brand = Attitude towards the brand

Table 9: Summary of the strength of relationship between variables in the overall model
From Table 9, multimedia, pictures and content features will have high influence on
generating favourable attitude towards the brand. In short these features play a significant role
in creating positive attitude towards the brand of the product or service. When there is
favourable attitude towards the brand, purchase intention is generated (see Figure 2). Pictures
feature generate the highest possibility to purchase intention while the influence of contents
and multimedia features on purchase intention is average. There is reason to believe that
features of online advertising portray the reality from respondents’ point of view or the
intended message ties well with the product or service, thus the positive influence on purchase
intention.
CONCLUSION
Based on the discussion above, the aim set out in this paper has been achieved.
Findings show that features of online advertising do generate significant influence on attitude
towards the brand as well as purchase intention (see Table 9). This implies that advertisers can
intelligently utilize these features to boost sales or increase brand equity. Based on the
research findings, pictures in the online ads have the strongest influence to form favourable
attitude towards brand and purchase intention. Therefore advertisers can increase their efforts
on pictures feature in online advertisements.
19
Small sample size was limited due constraints on funding and resources. The
researchers choose a sample size of 150 to ensure there is sufficient data for meaningful
analysis (Hair et al, 2006). The data can be more representative if the sampling frame is
extended to the Klang Valley in Malaysia. Another limitation is the possibility of common
bias in the survey instrument where only the internal factors were considered. External factors
which influence consumers’ purchase intention are important too because the R2 of the model
was less than 20%. In short, this research focuses on the individual’s aspect of consumer
behaviour (consumer attitude) and did not include the social group’s aspect into the analysis.
Hence, these factors may affect the findings should it be taken into consideration. Future
research may strive to resolve the above mentioned limitations. This may involve the
provision of a more representative sample of the population and inclusion of external factors
which may influence consumers’ purchase intention such as psychological, marketing stimuli
and cultural factors. In conclusion, there are still more room for improvements when
examining the effectiveness of online advertising features.
REFERENCES
Adam, R. (2003). www.advertising: Advertising and Marketing on the World Wide Web. UK: Cassell Illustrated
Anderson, E., & Fornell, C. (2000). Foundations of the American Customer Satisfaction Index. Total Quality
Management, 11(7), 869-883
Arens, W. F., & Schaefer, D. H. (2007). Essentials of Contemporary Advertising. USA: McGraw-Hill Irwin
Armstrong, S. (2001). Advertising on the Internet (2nd ed.). USA: Kogan PAGE Limited
Baltas, G. (2003). Determinants of internet advertising effectiveness: an empirical study. International Journal of
Market Research, 45(2), 505
Burke, M.C., & Edell, J.A. (1989). The impact of feelings on ad-based affect and cognition. Journal of
Marketing Research, 26(1), 69-83
Collis, J., & Hussey, R. (2009). Business research: a practical guide for undergraduate and postgraduate
students (3rd ed.). USA: Palgrave Macmillan
Edell, J.A. & Burke, M.C. (1987). The power of feelings in understanding advertising effects. Journal of
Consumer Research, 14(3), 421-433
Escalas, J. E., & Rutgers, B.S. (2003). Antecedents and Consequences of Emotional Responses to Advertising.
In P.A. Keller & D.W. Rook (Eds), Advances in Consumer Research, 30, (pp. 85-90). UT: Association
for Consumer Research
Glass, Z. (2007). The Effectiveness of Product Placement in Video Games. Journal of Interactive Advertising,
8(1). Retrieved from http://www.jiad.org/article96
Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (2006). Multivariate Analysis (6th ed.). USA, New
Jersey: Prentice Hall International
20
Internet World Stats (2008). Malaysia: Internet usage statistics and marketing report, Internet World Stats.
Retrieved from http://www.internetworldstats.com/asia/my.htm
Kaye, B. K., & Medoff, N. J. (2001). Just a Click Away: Advertising on the Internet. USA: Pearson Education
Company
Kumar, A.K. (2008). Term paper: Online advertisement. Hochschle Furtwangen University. Retrieved from
http://webuser.hs-furtwangen.de/~heindl/ebte-08ss-Online-Advertisement-kumar.pdf
Lattin, J., Carroll, J. D., & Green, P. E. (2003). Measuring Multivariate Data. USA: Thomson Learning
Moses, L. (2009). Context matters for online ads: Findings undercut networks that target prospects based on
internet use habits. ADWeek. Retrieved from http://www.adweek.com/aw/content_display/news/
e3ic709b 2a7b82e176c4a705e2cf521e852
Nielson Media Research (2008). Malaysia sees buoyant 22% Advertising Growth for First Half 2008. Nielson
News. Retrieved URL:http://my.nielsen.com/news/20080808.shtml
Online Publishers Association (2008). Improving Ad Performance Online: The impact of advertising on branded
content sites. Online Publishers Association. Retrieved from http://www.onlinepublishers.org/media/image/ImprovingAd_Effectiveness_Online_OPA_08_2008(1).pdf
Quester, P., Neal, C., Pettigrew, S., Grimmer, M., Davis, T., & Hawkins, D. I. (2007). Consumer Behavior:
Implications for Marketing Strategy (5th ed.). Australia: McGraw-Hill Irwin
Rowley, J. (2001). Remodeling marketing communications in an Internet environment. Internet Research:
Electronic Networking Applications and Policy, 11(3), 203-212
Rodgers, S., & Thorson, E. (2000). The Interactive Advertising Model: How Users Perceive and Process Online
Ads. Journal of Interactive Advertising, 1(1). Retrieved from http://www.jiad.org/article5
Rosenkrans, G. (2007). The Creativeness and Effectiveness of Online Interactive Rich Media Advertising.
Journal of Interactive Advertising, 9(2). Retrieved from http://www.jiad.org/article49
Sundar, S. S., & Kim, J. H. (2005). Interactivity and Persuasion: Influencing Attitudes with Information and
Involvement. Journal of Interactive Advertising, 5(2). Retrieved from http://jiad.org/article59
Tsang, P. M., & Tse, S. (2005). A hedonic model for effective web marketing: an empirical examination.
Industrial Management and Data System, 105(8), 1039-1052
Taylor, N. J., Loiacono, E. T., & Watson, R. T. (2008). Alternatives Scenarios to the Banner Years.
Communication of the Associations of the Computing Machinery (ACM), 51(2), 53-58
Wise, K., Bolls, P. D., Kim, H., Venkataraman, A., & Meyer, R. (2008). Enjoyment of Advergames and Brand
Attitudes: The Impact of Thematic Relevance. Journal of Interactive Advertising, 9(1), 27-36
Yoo, C. Y., Kim, K., & Stout, P. A. (2004). Assessing the Effects of Animation in Online Banner Advertising:
Hierarchy of Effects Model. Journal of Interactive Advertising, 4(2). Retrieved
http://www.jiad.org/article49
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Statistics for Business Decisions

Statistics for Business Decisions …

Assessment Task – Tutorial Questions
Unit Code: HI6007
Unit Name: Statistics for Business Decisions
Assignment: Tutorial Questions Assignment
Due: week 13 (23rd of Feb 2021)
Weighting: 50%
Purpose: This assignment is designed to assess your level of knowledge of the key topics covered in
this unit
Unit Learning Outcomes Assessed.:
1. Understand appropriate business research methodologies and how to apply them
to support decision-making process.
2. Understand various qualitative and quantitative research methodologies and
techniques.
3. Explain how statistical techniques can solve business problems;
4. Identify and evaluate valid statistical techniques in a given scenario to solve
business problems;
5. Explain and justify the results of a statistical analysis in the context of critical
reasoning for a business problem solving
6. Apply statistical knowledge to summarize data graphically and statistically, either
manually or via a computer package;
7. Justify and interpret statistical/analytical scenarios that best fits business solution;
8. Explain and justify value and limitations of the statistical techniques to business
decision making and;
9. Explain how statistical techniques can be used in research and trade publication
Description: Each week students were provided with three tutorial questions of varying degrees of
difficulty. The tutorial questions are available in the Tutorial Folder, for each week, on Blackboard.
The interactive tutorials are designed to assist students with the process, skills and knowledge to
answer the provided tutorial questions. Your task is to answer a selection of tutorial question for
weeks 1 to 11 inclusive and submit these answers in a single document.
The questions to be answered are;
Question 1 (7 marks)
a. With your own words, using relevant examples briefly define types of probability assigning
methods (3 marks)
b. Transport trade association conducted a survey of their members to determine what they felt
were the important issues to be discussed with the management. The survey results showed
that 74% felt that the job security was the important issue, while 65% felt that salary
increment was an important issue. Of those who felt salary increment was an important issue,
60% also felt that job security was an important issue.

i. What percentage of the members felt that both job security and salary increment
were important? (2 marks)
ii. What percentage of the members felt that at least one of these two issues was
important? (2 marks)

AssignmentTutorOnline

Question 2 (7 marks)
Annual food consumption survey shows that number of instant food meals consumed per month by
university students is normally distributed with a mean of 10 and a standard deviation of 3.
a. Calculate the proportion of students consume more than 12 instant meals per month?
b. Estimate the probability that in a random sample of 25 students’ more than 275
instant meals are consumed.
Question 3 (11 marks)
D Dax limited installed a new safety equipment in order to reduce the number of person hours lost as
a result of industrial accident. In a test to of the effectiveness of the equipment, a random sample of
50 departments was chosen. The number of person- hours lost in the month prior to and the month
after the installation of the safety equipment was recorded. The percentage change was calculated
and recorded. Assume that the population standard deviation is 5 and sample mean is -1.2. Can we
infer at the 10% significance level that the new safety equipment is effective?
You are required to
a. Formulate hypotheses (3 marks)
b. Decide the suitable test statistics and justify your selection. (1 mark)
c. Calculate the value of the relevant test statistics and identify the P value (3 marks)
d. Based on the test statistics in part (III), decide the decision criteria. (2 marks)
e. Make the final conclusion based on the analysis. (2 marks)
Question 4 (11 marks)
The table below shows data on research to examine the perception of business ethics among 3 groups
of employees (higher score indicates higher ethical values).

A B C
6 5 6
5 5 7
4 4 6
5 4 5
6 5 6
4 4 6
5 5 6
4 6 6
6 5 4
5 6 5

a. State the null and alternative hypothesis for single factor ANOVA to test for any significant
difference in the perception among three groups. (1 marks)
b. State the decision rule at 5% significance level. (2 marks)
c. Calculate the test statistic. (6 marks)
d. Based on the calculated test statistics decide whether any significant difference in the mean
price of gasoline for three bands. (2 marks)
Note: No excel ANOVA output allowed. Students need to show all the steps in calculations.
Question 5 (7 marks)
Relax mortgage has gathered following data to examine the relationship between housing starts and
mortgage interest rate.

Interest
rate
3.5 3.0 2.8 3.6 2.75 3.4 3.12 2.86 3.02 2.6 3.3
Housing
starts
100 120 150 130 170 135 130 185 127 190 96

You are required to;
i.

Derive the regression equation (3 marks)
Estimate the no of housing starts if mortgage interest rate is 2.5% (2 marks)
Calculate and interpret the correlation between interest rate and no of
housing starts. (2 marks)

ii. iii.
Question 6 (7 marks)
D& T LTD marketing team needed more information about the effectiveness of their 3 main mode of
advertising. To determine which type is the most effective, the manager collected one week’s data
from 25 randomly selected stores. For each store, the following variables were recorded:
Weekly gross sales
Weekly expenditure on direct mailing (Direct)
Weekly expenditure on newspaper advertising (Newspaper)
Weekly expenditure on television commercials (Television)
Following is the regression output based on the above-mentioned data.

SUMMARY OUTPUT
Regression Statistics
Multiple R 0.442
R Square A
Adjusted R Square 0.080
Standard Error 2.587
Observations 25
ANOVA
Df SS MS F Significance
F
Regression B 34.1036 E F 0.1979
Residual 21 D 6.6933
Total C 174.6631
Coefficients Standard
Error
t Stat P
value
Lower 95%
Intercept 12.31 4.70 2.62 0.02 2.54
Direct 0.57 1.72 H 0.74 -3.01
Newspaper 3.32 1.54 2.16 0.04 0.12
Television G 1.96 0.37 0.71 -3.34

a. Complete the missing entries from A to H in this output (2 marks)
b. Assess the independent variables significance at 5% level (3 marks)
c. Does the model is significant at 5% level? (2 marks)
FORMULA SHEET
K = 1 + 3.3 log10 n
Summary Measures (n – sample size; N – Population size)

Intellectual Property Statement

Intellectual Property Statement …

KII6022 Manage Knowledge and Information Assessment Guide
Kingsford International Institute |CRICOS: 03689D RTO: 45363| April 2019 v1.0 1
KII6022 Manage Knowledge and Information Assessment Guide
Kingsford International Institute |CRICOS: 03689D RTO: 45363| April 2019 v1.0 2
Intellectual Property Statement
VET Fair (ABN 44 983 956 589) is a provider of educational products and services for the vocational education and
training (VET) sector.
By purchasing the ‘BSBINM601 Manage Knowledge and Information’ assessment resources (“Product”), you are
entitled to use it for educational purposes only, but the intellectual property remains with VET Fair. This Product
includes the following components:

Assessor Guide
Student Assessment Guide
Student Assessment Workbook

AssignmentTutorOnline

 any other material to support the implementation of the Product (e.g. policy and procedures, templates, etc.).
VET Fair owns all copyright to the Product as subject to the provisions of the Copyright Act 1968.
This purchase grants you a non-exclusive, perpetual, non-sublicensable, and non-shareable right to use and
contextualise this Product. You have the right to distribute unlimited copies of this Product to your students or
internal staff, limited to only for educational purposes; however, you must not:
a) reproduce this Product or produce other assessment resources based on this Product
b) share this Product with any other external person or entity other than your students and internal staff through
physical or electronic including online access
c) use this Product for any other purposes than education (e.g. assessing student competency, conducting
validation and moderation activities, etc.)
d) resell this Product to any party of individual
e) use this Product without affixing the following statement in each copy of a modified, adapted, customised or
contextualised version of this Product that is distributed electronically or in a physical format to your target
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derived from BSBINM601 Manage Knowledge and Information
assessment resources provided by VET Fair. VET Fair owns all
copyright to this information and the intellectual property of this
resource remains with VET Fair.”
Breaches of this copyright will result in VET Fair claiming for loss of sales.
KII6022 Manage Knowledge and Information Assessment Guide
Kingsford International Institute |CRICOS: 03689D RTO: 45363| April 2019 v1.0 3
Table of Contents
ASSESSMENT INFORMATION…………………………………………………………………………………………………………………………………… 1
ASSESSMENT EVENT 1 – KNOWLEDGE QUESTIONS……………………………………………………………………………………………………… 4
QUESTION 1………………………………………………………………………………………………………………………………………………………………… 4
QUESTION 2………………………………………………………………………………………………………………………………………………………………… 4
QUESTION 3………………………………………………………………………………………………………………………………………………………………… 5
QUESTION 4………………………………………………………………………………………………………………………………………………………………… 5
ASSESSMENT EVENT 2: COFFEE HUSE ……………………………………………………………………………………………………………………….. 7
TASK 1: COMPILE BUSINESS REPORT ……………………………………………………………………………………………………………………………………. 7
1.1 Review and prepare data ………………………………………………………………………………………………………………………………….. 7
1.2 Set objective for analyses ………………………………………………………………………………………………………………………………….. 7
1.3 Analyse store performances ………………………………………………………………………………………………………………………………. 7
1.4 Undertake statistical root-cause analysis ……………………………………………………………………………………………………………. 7
1.5 Analyse the conditional means…………………………………………………………………………………………………………………………… 8
1.6 Apply further analysis……………………………………………………………………………………………………………………………………….. 8
1.7 Undertake sensitivity analysis ……………………………………………………………………………………………………………………………. 8
TASK 2: TAKE DECISIONS ON BUSINESS ISSUES IDENTIFIED…………………………………………………………………………………………………………… 9
2.1 Manage risks for proposed actions …………………………………………………………………………………………………………………….. 9
2.2 Make decisions in consultation with the Area Manager ………………………………………………………………………………………… 9
TASK 3: DEVELOP A SYSTEM FOR INFORMATION AND KNOWLEDGE MANAGEMENT ……………………………………………………………………………. 10
3.1 Develop the decision support tool for dissemination …………………………………………………………………………………………… 10
3.2 Develop the initial components of the system ……………………………………………………………………………………………………. 10
APPENDIX A: COFFEE HUSE……………………………………………………………………………………………………………………………………. 11
SIMULATION BACKGROUND…………………………………………………………………………………………………………………………………………….. 11
SIMULATION PHASES…………………………………………………………………………………………………………………………………………………….. 11
YOUR ROLE IN THE SIMULATION ……………………………………………………………………………………………………………………………………….. 11
Phase 1: ……………………………………………………………………………………………………………………………………………………………… 11
Phase 2: ……………………………………………………………………………………………………………………………………………………………… 12
Phase 3: ……………………………………………………………………………………………………………………………………………………………… 12
SIMULATION SETUP ……………………………………………………………………………………………………………………………………………………… 13
ASSESSMENT CONDITIONS FOR THE OBSERVATION………………………………………………………………………………………………………………….. 15
APPENDIX B: OBSERVATION CHECK SHEET ………………………………………………………………………………………………………………. 16
KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 1
Assessment Information
Welcome to your Student Assessment Guide for KII6022 Manage Knowledge and Information. Following Unit/s of
competency will be covered in this subject.

Unit of Competency
BSBINM601 Manage Knowledge and Information

This Guide provides you with information on the assessment particularly what you have to do and to what level of
performance.
This assessment has the following two events:

Assessment Event 1 – Knowledge Questions
There are four questions that will provide us with evidence of your general knowledge of concepts in relation to
management information systems, decision support systems, statistical analysis, and quantitative methods that are
commonly used in business decision making.
This assessment is completed in your own time and by a submission date provided by your Assessor. You may use
support material in the development of your responses, but you must indicate the source. In addition, you must not
‘cut and paste’ content from your source, rather, use your words, unless it is a direct quote.
Assessment Event 2 – Simulation: Coffee House
You will complete a number of tasks with compiling a business report based on a series of quantitative statistical
analyses you will apply on various data sets. These tasks will be based on your role as a Business Intelligence Officer
for a coffeehouse chain called Coffee House.

To complete the Simulation, you will need to refer to the following resources:

Timeseries Data.xlsx Provides you with the historical business performance for each store. You will use this
dataset throughout Task 1 to conduct a timeseries analysis and in Task 3 to develop a
decision support tool.
Survey Data.xlsx Holds customer satisfaction records for baristas. It also provides figures about price for
each coffee type and time to wait for serving a cup of coffee. You will use this dataset in
Task 1 to conduct statistical analysis.
Training Data.xlsx Holds training records for baristas. It also provides figures about speed of serving, taste of
coffee and customer satisfaction. You will use this dataset in Task 1 apply quantitative data
analysis techniques.
Update Database.txt Update on store performances including rent, sales, cogs, and EBITDA figures. You will use
these records to update the organisation’s database.
Organisational Policy
and Procedures
Sets out the standards and practical instructions to conduct appropriate data analyses on
corporate knowledge sources and document findings accordingly. Also, it provides
mandatory requirements on the organisational decision-making process, company values,
and dissemination of information. You will refer to these organisational standards
throughout the simulation.

Remember, you do not type your responses in this Student Assessment Guide, but use the Student Assessment
Workbook, which is a separate document. This document is simply a guide to explain what you are required to do,
and by doing so, this will assist you to perform at your best.
KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 2
Please note that your responses for both assessment events can (where appropriate) use dot point format. See
below for an example of a dot point response and a full sentence response.

Dot point format Presentation Plan includes the following:
 outcomes
 needs of the audience
 context.

KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 3

Full sentence format When you are preparing for a Presentation, there are a number of tasks that must be
carried out. These are; listing the outcomes that you want to achieve, followed by the
identification of the needs of your audience. When you have completed these two tasks,
you then check on the room you will be conducting the simulation in etc.

Performance required






complete all of the questions and tasks listed in the Student Assessment Workbook
meet all the requirements listed in this Student Assessment Guide
your responses to the questions and tasks must be relevant, accurate and specific
submit your completed Student Assessment Workbook to your Assessor within the set timeframes
your work must be in your own words
where you use an external source of information, you must provide citation.

Please be aware that your Assessor is here to provide you with the necessary support throughout the assessment
process. If you have questions, then contact them for guidance.
KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 4
Assessment Event 1 – Knowledge Questions
The information contained in this assessment event lists the questions that you will need to develop a written
response. These questions are theoretical and provide evidence of your understanding of concepts in management
information systems, decision support systems, statistical analysis, and quantitative methods that are commonly
used in business decision making. Each question includes the requirements which indicate what you have to do and
the depth of your response to achieve a satisfactory result.
Question 1
In the table below, give examples of existing and emerging technologies and how they can be used in knowledge and
information management.
R 1.list five examples of technologies used in knowledge and information management
R 2.for each technology, list five examples of their use in knowledge and information management.

Technology Use in Knowledge and Information Management
1.
2.
3.
4.
5.

Question 2
In the table below, explain statistical analysis and other quantitative methods commonly used in decision making.
R 1.explain the use of table item providing an example of use in decision-making
R 2.word count is approximately 50 words per item.

Analysis/Method How it can be used in business decision making
Correlation calculations
Trend analyses
Probability assessment
Regulation analyses
Dynamic programming
Linear programming
Queuing theory
Simulation modelling
Transportation methodology
Surveying
Sensitivity analyses

KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 5

Analysis/Method How it can be used in business decision making
Break-even analyses

Question 3
Using the table below, outline the key features of management information systems (MIS).
R 1.list four types of MIS
R 2.for each type, list five examples of which business area it can be used
R 3.in approx. 100 words, explain three types of management reports MIS can produce for decision-making.

Type of MIS Example of business area
Type of Report Example of the report

Question 4
Using the tables below, outline the key features of decision support systems (DSS).
R 1.in approx. 200 words, explain four types of DSS
R 2.list five features that differ between MIS and DSS.

Type of DSS Example of business area
MIS DSS

KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 6
KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 7
Assessment Event 2: Coffee Huse
In this assessment, you will undertake a number of tasks associated with formulating evidence-driven strategies to
improve the business performance of a local coffeehouse chain, Coffee Huse, utilising its corporate knowledge.
In this simulation, you will perform the following actions:




obtain, analyse, and evaluate the organisation’s corporate knowledge derived from various sources
document evidence-driven recommendations incorporating data analysis to nourish the business
develop a decision support tool to aid in the managerial decision-making process
establish a knowledge repository in line with organisational requirements.

Please ensure that you familiarise yourself with this set of requirements that underpin this activity. This includes
understanding the background and the criteria you will be assessed on. These are located in the Appendix of this
document.
Task 1: Compile Business Report
In this task, you will compile a report to create a business case in regard to the Coffee Huse’s business performance
to be presented to the higher management in future (Task 2). To achieve this, you will ensure the reliability of data
collected, apply various statistical data analysis techniques, and document your findings in line with organisational
requirements.
1.1 Review and prepare data
R 1. prepare survey and timeseries data
R 1.operation must be in accordance to organisational procedures.
1.2 Set objective for analyses
R 1. write the objective for further analyses required in the business
R 2. include three business questions to be analysed
R 3. explain how further analyses will benefit the organisation
R 1.word count is approximately 100 words in total.
1.3 Analyse store performances
R 1. calculate the corporate performance measure EBITDA for all stores and period
R 2. table store performances by EBITDA and year
R 3. visualise Mosman’s historical performance
R 4. document interpretations
R 5. actions must be in sync with organisational procedures
R 6. word count is approximately 50 words in total.
1.4 Undertake statistical root-cause analysis
R 1. validate the Shop Manager’s hypothesis on poor performance by analysing the relationships between:


price and customer satisfaction via regression analysis
wait and customer satisfaction via correlation analysis

R 2. plot each relationship
R 3. document interpretations including rationale
R 4. actions must be in sync with organisational procedures
KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 8
R 5. word count is approximately 200 words in total.
1.5 Analyse the conditional means
R 1. table the patterns in average customer satisfaction and preparation time for the below categories:



coffee product
barista
workday

R 2. plot each relationship
R 3. document interpretations
R 4. actions must be in sync with organisational procedures
R 1.word count is approximately 200 words in total.
1.6 Apply further analysis
R 1. using an appropriate statistical technique, analyse the relationship between customer satisfaction and:



speed of serving
taste of coffee
training received
R 2. document interpretations showing output as an evidence
R 3. actions must be in sync with organisational procedures
R 4. send an email to the Area Manager:
attach all the work completed

 include a report which summarises all the findings
R 1.word count is approximately 300 words in total.
1.7 Undertake sensitivity analysis
R 1. create a spreadsheet model and apply the sensitivity analysis based on the management’s proposal received
from the Area Manager
R 2. document suggestions on this proposal with a rationale
R 1.word count is approximately 100 words in total.
KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 9
Task 2: Take Decisions on Business Issues Identified
In this task, you will develop an action plan in consultation with the Area Manager. This will involve you to present
your evidence-driven solutions to the Area Manager and agree on solutions that are in line with the organisation’s
values and decision-making procedures.
2.1 Manage risks for proposed actions
R 1. list three strategies to improve the store’s business performance
R 2. explain the rationale of each strategy
R 3. for each strategy, list three potential risks
R 4. for each risk, list two control measures
R 5. word count is approximately 150 words in total.
2.2 Make decisions in consultation with the Area Manager
R 1. hold a 30-minutes meeting with the Area Manager:






overview the background to the business and objective for analyses
summarise the issues
discuss the root causes for these issues
provide evidence to support discussion including all analyses and visualisations to date
propose recommendations employing a data-driven approach
include risks and control measures

R 2. actions must meet all requirements listed in the Observation Check Sheet in Appendix B
R 3. note input during the discussion
R 4. amend proposed actions incorporating the Area Manager’s input.
KII6022 Manage Knowledge and Information Customer Service Assessment Guide
BSBINM601 Student Assessment Guide v4.0 Page 10
Task 3: Develop a System for Information and Knowledge Management
In this task, you will develop a spreadsheet-based decision support tool, create an internal communication plan, and
implement a cloud-based knowledge repository system. You will also apply updates to this system as required. Read
the background information for these tasks in Simulation Background Phase 3 (see Appendix A).
3.1 Develop the decision support tool for dissemination
R 1. create the decision support tool in accordance to the Area Manager’s requirements
R 2. develop a communication plan for its dissemination
R 3. all actions must conform to organisational procedures
R 4. email your tool to the Area Manager for their review
R 5. amend the tool in light of the Area Manager’s feedback (where required)
R 1.update the tool’s database importing the new data received from the Area Manager.
3.2 Develop the initial components of the system
R 1. apply the new security policy to the decision support tool
R 2. implement the new cloud-based knowledge repository
R 3. update the communication plan to reflect on the new business dynamics
R 4. upload all the files with previous and current versions to the new repository including the:



business report
decision support tool
communication plan

R 5. grant access to the Area Manager
R 1.attach screenshots of the final look of the knowledge platform to your Student Assessment Workbook.
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BSBINM601 Student Assessment Guide v4.0 Page 11
Appendix A: Coffee Huse Simulation
Simulation Background

Coffee Huse is an Australian coffee company and coffeehouse
chain based in Sydney, NSW. Coffee Huse is one of the largest
coffeehouse company in the world with 2,861 stores in 12
countries.
Coffee Huse specialises in selling superior coffee beans which
are sourced from world’s top-quality coffee producers,
including El Salvador, Colombia, Kenya, Indonesia, Guatemala,
Panama, Brazil, Puerto Rico, and Hawaii. The company has its
own coffee roastery facilities which are equipped with in-house
roasting equipment.

Coffee Huse also sells espresso machines and accessories which are used to brew espresso from coffee capsules. The
company manufactures and sells both machines and capsules which can be purchased through a number of online
stores and supermarkets.
The new Area Manager has been appointed to the position and realised that the Mosman store has been facing a
drastic drop in its business performance figures within the last few years. He has been verbally informed that the
customers who have been not returning are loyal and long-term.
Mosman Shop Manager thinks it is because of the higher prices compared to other surrounding coffee shops and
lowering the prices will solve the problem. Albeit this idea is compelling and reasonable, the Area Manager is not so
sure of this and looking for someone to further investigate.
The department currently operates on a traditional information system which is comprised of hard-copy files and
spreadsheets. Email is used as a method of sharing confidential information.
Currently, there is neither a sufficient management information system present, nor required skillset to conduct
business intelligence analysis techniques to mine out the underlying business issues. Therefore, the Area Manager
has contacted you, the Business Intelligence Officer, to further investigate on this matter and provide a timely report
on the actual parameters.
Simulation Phases
This simulation is divided into the following phases:

Phase 1: you will analyse corporate data and compile a business report.
Phase 2: you will present findings and evidence-driven recommendations to aid in collaborative decision making.
Phase 3: you will develop, implement, and maintain an information and knowledge system.

Your Role in the Simulation
Your roles and responsibilities throughout the simulation are as follows:
Phase 1:
Phase 1 occurs in Task 1. In Phase 1, you will:
 create a business case for analysis
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obtain and prepare datasets to conduct analyses
analyse datasets by applying a number of statistical techniques
interpret and document findings in a business report.

Phase 2:
Phase 2 occurs in Task 2. In Task 2.2, you will deliver a 30 minutes’ interactive session with a stakeholder, Area
Manager, who will be external to your class. This is to present your evidence-driven findings and strategies on the
store Mosman’s declining performance derived from earlier analysis in Task 1, and then make decisions to improve
store performance in collaboration with the Area Manager.
Note that your Assessor will not play a role in this observation activity as they will be observing your interaction with
the stakeholder and documenting evidence in the Observation Check Sheet provided in Appendix B.
Phase 3:
Phase 3 occurs in Task 3. In Task 3.1, you will:



design and develop a decision support tool to aid in managerial decision making
establish a cloud-based knowledge repository
manage corporate digital assets in accordance to the confidentiality policy.

Refer to the following background information for the tasks in this Phase:
Task 3.1

The department’s information system is outdated and lacking a functional tool which aids in the managerial
decision-making process. Performance data is archived in various spreadsheets and current policy allows sharing
confidential information via email; hence you have been exchanging the Business Report with the Area Manager by
email.
Also, Area Manager was highly impressed with the quality of your time series data analysis and thought it would be a
good idea to have a tool to help mid-tier managers to continuously gauge business performance. Therefore, he has
requested you to design a spreadsheet-based decision support tool to aid in the business decision making process.
This decision support tool must show store performances by EBIDTA grouped by year for the North Shore shops
(Mosman, North Sydney, Hornsby, and Chatswood) in a cross-tabulation format, and include an interactive chart to
compare the performances of each store with each other.

Task 3.2

There has been a leak in one of the staff’s email which contained confidential information. The content of the email
is now at public disclosure which has impacted Coffee Huse’s reputation. Moreover, there was a spreadsheet
attachment which was not secured. The information in this sheet was also compromised.
The IT forensics investigation yielded that the leak happened because the responsible staff member accidentally
included an outsider (CC’d) to the email.
The management has concluded that the current organisational policy is quite weak on corporate confidentiality and
need for a cloud-based knowledge repository is now essential. This will also ensure that:
 large files can be shared through an online medium which is not possible via email
 this new system has the ability to keep track of what has been deleted
 this new system can sync files across iOS and Android based smartphones and tablets
 this new system will optimise the use of knowledge and learning throughout the organisation
 this new system will encourage team facilitation through real-time collaboration.

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The Management has also hardened the orgnaisational policy which now states that:
 sending files with critical information through email is not allowed; instead, this cloud-based system must be
used
 all electronic files must be password protected prior uploading to the new system
 the password combination must be strong ensuring:
 at least eight characters which include both upper-case and lower-case letters
 inclusion of one or more numerical digits and special characters (e.g.; @, $, &, etc.)
 prohibition of user’s personal information or use of company name
 files and folders in the new system must only be shared with relevant staff
 each employee must ensure an intuitive folder hierarchy.

Simulation Setup
The simulation chosen is to give you the opportunity to provide evidence that demonstrates your ability to develop,
maintain, and optimise information processing systems to support organisational decision making. We have tried to
make this simulation as real as possible within a classroom setting through using scenarios that are typical of a
workplace.
To carry out your role in this simulation will require you to follow these steps:

Step 1. At the commencement of the unit, your Assessor will overview the assessment with you. You will then
sign the declaration of your understanding located in the Student Assessment Workbook (Pre-Assessment
Checklist).
Step 2. Your Assessor will select an appropriate stakeholder who are external to your class and experienced in
making decisions in a collaborative fashion incorporating statistical discussions. This stakeholder will play
a key role in making decisions to improve store Mosman’s business performance.
Step 3. Before you commence on your work, your Assessor will arrange the equipment and facility needs for you
to undertake simulation activities. These will include the following at a minimum:
 quite room (for the observation)
 computer
 Internet access (to setup the cloud-based knowledge space and conduct research where required)
 word-processing software (to document your responses in your Student Assessment Workbook)
 spreadsheet software (to undertake statistical data analyses)
 slideshow software (if you choose to deliver a slideshow presentation)
 data projector (if need be, for your interactive session).
In case you have special needs within the context of this simulation, you must immediately communicate
this with your Assessor.
Step 4. You will review and prepare the datasets (Timeseries and Survey) in line with organisational procedures
(Task 1.1).
Step 5. You will set the objective for analyses in accordance to the business needs (Task 1.2).
Step 6. You will statistically analyse and visualise the corporate data, and document findings with your
interpretations in accordance to the organisational procedures:
 timeseries analysis on the Timeseries Data (Task 1.3)
 correlation and regression analyses using the Survey Data (Task 1.4)
 conditional means using the Survey Data (Task 1.5.)

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 further analysis of their choice of technique(s) on the Training Data (1.6).
Upon the completion of your analyses, you will send the Area Manager (your Assessor) an email attaching
all your findings. The Area Manager will respond to your email providing you with their feedback and
attaching the Management’s proposal on bank loan. You will refer to this information to undertake the
sensitivity analysis in Task 1.7.
Step 7. You will undertake the sensitivity analysis referring to the Management’s proposal (Task 1.7).
Step 8. You will develop three strategies with their associated risks and control measures (Task 2.1).
Step 9. You will hold a 30-minutes session with the Area Manager who will be role played by the RTO staff or a
suitable external professional. In this session, you will present your findings and recommendations to this
stakeholder to further improve the store’s business performance. Your Assessor will observe your
interaction with this stakeholder and document feedback using the Observation Check Sheet provided in
Appendix B. After the session, you will amend your recommendations where needed (Task 2.2).
Step 10. You will develop the decision support tool and the communication plan in accordance to the Area
Manager’s requirements and organisational procedures. You will send the Area Manager (your Assessor)
an email attaching your draft tool. The Area Manager will respond to your email providing you with
feedback and attaching the Update Database.txt file (see the background given in Phase 3). You will then
update your decision support tool as required (Task 3.1).
Step 11. You will apply the new confidentiality policies and create a cloud-based knowledge repository. You will
then upload all your files to this repository and share with the Area Manager (your Assessor). You will also
update your communication plan in sync with the new change in business dynamics (see the background
given in Phase 3).
Step 12. Upon the completion of the assessment, finalise your Student Assessment Workbook to be submitted to
your Assessor.

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BSBINM601 Student Assessment Guide v4.0 Page 15
Assessment Conditions for the Observation
The information in this section outlines the assessment conditions for the Observation which occurs in Phase 2 and
involves your interaction with a stakeholder (Area Manager).
Before the Observation:



you must ensure that you have read and understood any documents required to undertake the Observation
you must ensure that you have read and understood all performance requirements listed under Task 2.2
you must ensure that you have read the requirements listed in the Observation Check Sheet as your
performance will be judged based on these criteria (see Appendix B)
you must inform your Assessor to arrange the equipment and resources you need to deliver your session
your Assessor will inform you of the date of your Observation.

During the Observation:




you will be interacting with the stakeholder who is external to your class
the session will have a total duration of 30 minutes
other students will not be observers during the session as this will give them an unfair advantage
you cannot refer to the Observation Check Sheet while undertaking the Observation
your Assessor will:
observe you individually based on the criteria in the Observation Check Sheet

– document their observations in detail on the Observation Check Sheet
– provide extensive written feedback

ensure that the session will be free from distractions

you must comply with WHS requirements
you must demonstrate all the criteria in the Observation Check Sheet to achieve a satisfactory result for the
Observation.

After the observation:


if you are successful, your Assessor will summarise your performance during the observation
if you are unsuccessful, your Assessor will:
provide written feedback on the Observation Check Sheet explaining their justification in detail

– communicate this feedback to you
– arrange another suitable time to observe your second attempt.
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BSBINM601 Student Assessment Guide v4.0 Page 16
Appendix B: Observation Check Sheet
We have provided the Observation Check Sheet for you to prepare for your assessment with the Assessor.
Remember, you will not be able to use this Check Sheet during this session. However, we recommend you use this as
a planning tool so that you are fully prepared for the observation.
Note that you must demonstrate all the criteria listed in the following Observation Check Sheet to be deemed
satisfactory.

Student Name Student ID
Performance Requirements:
1. Introduction
 welcomes the Area Manager with a friendly tone
 summarises the purpose of the session in a clear and concise manner
 states clearly what they would like to achieve
 explains how long this will take
 seeks confirmation of this process
2. Body
2.1. Overviews the business:
 gives summary on the store Mosman’s historical performance
 compares store performance with other stores
 summary includes reference to timeseries analysis
 explains the datasets utilised in further analyses
2.2. Highlights issues:
 explains the root causes behind the store’s performance
 gives rationale for each root cause
 rationales are based on evidence from earlier data analysis
 incorporates data visualisations throughout the discussion
 invites Area Manager to share their views
2.3. Provides recommendations:
 summarises recommendations with a high-level view
 explains why each recommendation will be beneficial to improve the store’s performance
 explanations are data-driven
 outlines the risks involved in each recommended action
 discusses the control measures for each risk area

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BSBINM601 Student Assessment Guide v4.0 Page 17

Performance Requirements:
 invites Area Manager to share views
 clarifies solutions to confirm understanding
 takes notes
 seeks agreement on their proposed recommendations
3. Throughout the Body
3.1 Language and Verbal:
 language is clear, vivid, and understandable
 language includes basic jargon relating to statistical analysis
 delivers speech enthusiastically with vocal expressiveness and fluency
 has good pronunciation for clarity
 tone is pleasant
 volume is audible
 pace is at the right speed to achieve clarity
 pitch is low in general and high at times to grab attention
 does not engage in fallacies of reasoning (e.g. hasty generalisations, arguing from false, ad hominem attacks,
etc.)
3.2 Listening and Questioning:
 level of formality shows respect to the Area Manager
 questions are open ended that assist in uncovering views
(e.g. ‘what do you mean by that’)
uses valid and sufficient warrants to respond to audience questions (e.g. examples, illustrations, analogy,
causation, anecdotes, etc.)
 questions are encouraging and invites for collaboration
(e.g. ‘I totally understand. How about also…?’)
 seeks detailed responses using funnel questions
(e.g. ‘have you thought about this? Did it work? How was it?’)
 attempts to elicit feedback from the Area Manager
(e.g. ‘Do you think the same?’)
 listens the Area Manager attentively without interrupting
 paraphrases comments/questions to ensure the Area Manager has the correct understanding to points raised
 provides relevant and logical responses to the questions directed by the Area Manager
 confirms listening through positive body language (e.g. nodding of their head)
 encourages the Area Manager to continue with small verbal comments (e.g. ‘Yes’, ‘uh huh’)

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BSBINM601 Student Assessment Guide v4.0 Page 18

Performance Requirements:
 uses pauses correctly to allow time for thought
(e.g.; a two second pause after a question)
 concludes a discussion or a decision
(e.g. ‘do we agree on that?’)
 takes notes without losing focus
4. Conclusion
 overviews what has been covered
 provides an insight into the next steps
 finishes the session in 30 minutes

Poster presentation of Proposed Social Research

Poster presentation of Proposed Social Research …

1
Poster presentation of Proposed Social Research Project
It is your responsibility to read through ALL this document, and to meet all 3 deadlines
Although this assignment is called a ‘Poster presentation’ it is still an academic piece of work. Academics
often present their research in the form of a poster at conferences, and this is your chance to practice
this form of research dissemination.
An academic poster is a summary of your research in a visual way. It must be academically sound.
You should remember;
• It is written in a formal style.
• It uses academic references.
• It is a concise presentation of the research topic you have been thinking about all semester
Students are strongly advised to be under the 750 words limit.
Your submission should be up to 3 A3 pages (including references).
Exceeding this will result in a marks deduction (i.e. nothing will be marked on any other pages that are
submitted).
Assessment Deadline:
(Please note the 3 dates below. You must meet all to maximise your marks)
Deadline 1. Complete Quiz 2: prior to 3rd January 11.59pm (Feedback will not be automatic).

Deadline 2. Turnitin submission (Assessment 3 submission box): Sunday 7th February 11.59pm and
on assigned Peer Review Discussion Group Forum: Monday 8th February, 11.59pm
this is a mandatory assessment point – if not completed you automatically fail the unit
Deadline 3. Peer Review submission (your assigned poster presentation forum): by Sunday 14th
February. 11.59pm
As other students’ marks are dependent on this submission, you may lose 50% of your

AssignmentTutorOnline

Assessment 3 marks if you do not submit your poster to the discussion board on the
required date.
• You will not access to a poster presentation forum until you have submitted your poster
through Turnitin
Submit your assessment as a PDF – this is the only way to ensure that your formatting is conserved.
Turnitin will not allow you to submit any other document.
Step One: Understand what this task is asking you to do.
All semester you have been thinking about Social Research Methods and now it’s your chance to
imagine you are a researcher.
2
This task is asking you to present a poster that is a proposal for a research project that you could
undertake about a topic of interest in your everyday social world. As this is a proposal, you should NOT
undertake any research data collection or results analysis. You should not present any results, as this is a
project that could be undertaken in the near future, rather than one which you have already completed.
Other things you need to consider
• Consider your audience. In this task you are presenting to an academic audience.
• Know the content presentation requirements.
• Submission requirements. The poster must be submitted to Turnitin and to your group
discussion forum.
You are being asked to think about;
1. Problem statement and Research Question (200 words) – (20%)
2. Research Process (350 words) – (40%)
3. Potential Ethical Implications (100 words) – (15%)
4. Strengths and Limitations (100 words) – (15%)
5. Presentation component (including title)– (10%)
Step two: Make sure you have a look at these resources BEFORE you start your
assignment.
• The Social Research Methods Learning Guide (in vUWS) – Assessment 3 instructions
• Poster Presentation Marking Rubric (in vUWS)
• Awareness of content on vUWS, and any notes you have made during the semester that might
be relevant to the different sections of the assessment task
Step three: decide on your topic and research question
You woll need to submit your topic and research question during Quiz 2.
At this point you need to articulate (without references) an answer for the following questions
1. What is the problem/issue you have identified in the world around you?
2. Why do you think this is an important topic to be researched?
3. What is the specific research question you would look to answer?
The expectation is 1 sentence for each question, written without jargon (i.e. in lay language) with the
intention that the unit coordinator will be able to understand what you are talking about.
See Step Five – point 2. For further information
Step four: Map out your task.
The word count for the presentation is 750 words (no 10% over leeway).
You have six sections to complete
1. Title (not included in word count, but part of the presentation component)
3
2. Problem Statement and Research Question
3. Research Process
4. Ethical implications
5. Strengths and Limitations
6. References (not included in word count, not minimum in-text citations for each component)
Step five: Complete your task.
The task has five sections
1. Title (under 15 words)
In this section you will provide a title for your research. This is not the same as your overall research
topic or your research questions. It can be the main idea of your research topic.
2. Problem statement and Research Question (200 words)
In this section you will need to think about a research topic that has interested you over the
semester. This topic can be inspired by your academic, professional and/or personal life, and should
reflect something your find of interest in the world around you. This research topic might be broad,
and it might be related to you own chosen profession. In this section you also need to think about
what questions are related to your topic, why you chose the topic and what you want to know or
learn by studying this topic. This is not the same as the more defined researchable question that you
have to come up with. A good discussion on why you chose this topic, and the topic and broader
research questions will reference the academic materials you have been reading, watching and
engaging with.
In this section you also need to come up with a well-defined researchable question. Go back to
tutorial one and look at the steps and activities you participated in related to this. This question has
to be precise enough for you to be able to apply the methods you chose in the next section. Here
you also need to discuss how you will undertake or operationalize this researchable question. Think
back to the discussions in the online modules and tutorials on key concepts and constructs and how
these need to be defined before you undertake research. A good discussion on concepts and the
operationalisation of your research will reference the academic materials you have been reading,
watching and engaging with.
• What is the problem/issue/concern?
• Why do you think it is important to research this? (this should have a strong academic
undercurrent, but can also include personal knowledge/reasons that come from lived
experience)
• What is your research question? (1 simple question that the research will seek to answer) try
not to state this as a simple yes/no question, but as something that would foster deeper inquiry
(i.e. what, where, how, why, when questions are better)
• What aims and/or objectives (at least 2) could help to answer this question?
• Identify the key concepts that underlie your research, and think about how you will
‘operationalise’ these? (operationalisation is the process of defining how you will study
something: for example, if you are studying success in education, you would acknowledge that
success in education can take many different forms (e.g. the ability to participate in society,
4
getting a job, feeling like you’ve learnt something knew, being able to talk or write about
something in detail), but then say that your research is operationalising this concept as
“successfully passing all subjects”.
• You need to include at least 1 scholarly
reference in this section
3. Research Process (350 words)
In this section you need to think about how you
will carry out the research and the steps you will
need to take (see the flow chart to the right). This
will include examples of methods you use (survey
questions for example).
You have to think about the most appropriate
method to help you gain data for your
researchable question. Think carefully about the
method or methods you choose and why you
choose them. Why would you choose an interview
over a survey for example? In this section you also
need to think about your population and your
sample. How will you go about obtaining your
sample? What is the best sample for this research
and why? You can include some critical discussion
here too. You might also like to think about social
research methods more generally and include a
few methods.
A good discussion on method will reference the
academic materials you have been reading,
watching and engaging with.
• Outline the entire research process that you
would adopt for the project, from project
creation to dissemination. You will need to
review the content of learning module 1, to
ensure that you cover all aspects.
• Think about the reading that you would need
to do to come to an understanding of what we
already know (and don’t know) about this
issue (i.e. what topics would you explore in a
literature review).
• Identify at least one method of data collection that you would use to investigate the project
(most researchers would likely use two methods of data collection). Explain what the method is,
how it will give you the data you need to answer the question, and how you will analyse that
Define and understand research problem
•Define Research questions
Literature review
•What will you need to read?
•Concepts and theories that you might need to understand
Sampling
•Population of interest
•Sampling process
•if not using human/animal participants, how will you
choose the places, objects, sites, ‘things’ that you want to
focus on as examples
Data Collection
•What methods used to collect information?
Data Analysis
•What process will you use to analyse/understand the
information you collected?
•Qualitative and/or quantitative approaches
Dissemination
•who are you going to tell about your research and how
5
data. You are not expected to devise an entire questionnaire or interview schedule. However, a
good student will identify key questions that they would investigate.
• Think about the implications of this research? Who will be interested in the findings of your
research? How will you disseminate the results to them?
• You need to use at least 2 scholarly references to develop this section (and cite them). These
should help to justify the decisions you make about your research process.
• You may use dot points and/or flow charts/diagrams, to maximise the information that you
convey. However, make sure that you adequately explain and justify your intended research
process.
4. Potential Ethical Implications (100 words)
As a researcher you need to show that you are aware of the ethical consideration. Think about
power, politics, harm, dignity, confidentiality, protection, privacy, consent, anonymity, conflicts of
interest, transparency and even misleading information.
• Think about potential risks of harm that might arise to the research participants and/or the
researcher from your project. How might you counter these so that you still gain social scientific
knowledge, whilst minimising harm?
• You should include at least 1 citation to a scholarly reference in this section (this can be the same
as those used elsewhere).
5. Strengths and Limitations (100 words)
Go back to your online modules and tutorial activities. What are some of the strengths of the
methods you have chosen, what might be some of the limitations? Link this section directly to the
methods YOU chose.
A good discussion on strengths and limitations will reference the academic materials you have been
reading, watching and engaging with.
• A good project sells itself by saying what it will do well (i.e. its research and knowledge
strengths), as well as what it will not do (limitations – NOT weaknesses). In this section, you are
demonstrating your deeper knowledge of the social research process (including methods).
• You should include at least 1 citation to a scholarly reference in this section (this can be the same
as those used elsewhere).
Other Components to be considered
Presentation component – 10%
• Your poster should be presented in an interesting and visually appealing manner, utilising no
more than 1 A2 page (including all headings and references).
• Referencing should be done correctly.
6
• If you use images or figures, these are not included in the word count, but should be referred to
in your text (i.e. see figure 1) and should be appropriately captioned and referenced (also not
included in the word count).
References (not included in word count) – check each section for minimum requirements
You are expected to use academic and other references in your poster presentation. You are expected
to use at least three unique academic readings, to support and justify your decision marking HD posters
will likely have many more.
Good assignments might use
• Any of the unit materials such as the research wall and lay readings
• Your own academic research from academic journals, texts and other peer reviewed material
The preferred reference styles are Harvard or APA Style
All published works (academic and lay readings, textbooks, websites, newspapers, videos, etc .) need to
be referenced in the reference list. The reference list needs to be included at the bottom of your slide in
8pt font.
A good assessment will not depend on Unpublished works from vUWS (slides, online modules, research
wall videos). These are a starting point only and should never be the final resource in assessment.

SIT740 Research and Development in Information

SIT740 Research and Development in Information …

SIT740 Research and Development in Information
Technology
High Distinction Task 8.2: Pitch an Idea
Congratulations! Now you may have finalized your research proposal by completing Tasks 6.2C, 7.1C and 7.2D if
you have chosen to do. In this task, pitching the idea that you have used in your research proposal. A pitch is a “sales”
presentation, characterized with convincing, and compact session with informative information for people to consider
investing in your idea.
Submission Details
Create a screencast recording of a concept or software demonstrator you built (or a mock-up of a system) (in
.mp4 format). The length of the pitch video should be no more than 3 minutes.
The goal is to provide a compelling demo of your idea (think convincing your boss, a sponsor, or a client to buy into
that solution); please post the video to DeakinAir or an online video sharing service and then provide a link to it in a
PDF or as a comment
Instructions
• Do some research on what a “pitch” is.
• For this task, you can use a software tool to implement/build a demo of your idea/solution/concept.
• If you do not use a software tool to build a demonstrator, you could also use diagrams and figures to do a
mock-up of your system, or concept (e.g., a mock-up of a mobile app, an IoT device, etc).
• The pitch video should be
o A pitch of your idea
o A well-timed presentation
o Engaging and interesting presentation

AssignmentTutorOnline

SIT740 Research and Development inInformation

SIT740 Research and Development inInformation …

SIT740 Research and Development inInformation
Technology
High Distinction Task 9.2: Solution Review
Congratulations! You have just secured a job in a R&D team at a giant company in the AI industry. Your
first task is to analyze and compare different solutions and tools and identify the most effective solution
and tools that you could use in a specific AI related project.
Submission Details
Submit the following files to OnTrack:
• A PDF document with your report (700 to 850 words)
Instructions
Your client is an online retailer, and your client would like to use AI in their digital marketing. Your first task is
to implement a recommendation system in their online retailing system to recommend the products that the
customers might be interested in buying when they are browsing the website. You will have access to their
dataset that includes the previous customers’ behaviors/patterns. Now you need to find what ML/AI algorithms
you could possibly use and how you are going to implement the recommendation system. You need to
present all the options and your solution to the client. Before the meeting, you need to prepare a report
detailing different options you have researched, your solution, and the reason for choosing a particular
solution. Your report should have 700 to 850 words. You may want to list down the options that you have
researched and compare them against the different performance metrics including (not limited to) accuracy,
effectiveness, speed, applicability and memory requirements. Use your creativity to prepare the report as this
is your first task at your new workplace and you may want to leave a good impression with your new
colleagues, supervisors and also the client.
Once you have completed the report, submit your report to OnTrack.

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Australian College for Microcomputers

Australian College for Microcomputers …

Copyright – The Australian College for Microcomputers Pty Ltd Sydney 2020 1

Week 1 – Tutorial Key Phrases / Tax Payable

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Question 1
a) Doug (resident of Australia) earns $190,000 from his employment as an IT specialist. He has
no allowable deductions.
b) Doug (resident of Australia) earns $32,500 from his employment as an IT specialist. He has
no allowable deductions.
c) XYZ Pty Limited (resident of Australia and not an SBE / BRE) has assessable income of $32,500 for
the tax year. It has no allowable deductions.
Required:
Calculate the net tax payable / refundable that would be assessed in relation to t h e situations
referred to above for the year ended 30 June 2019.
Question 2
a) Doug (resident of Australia) earns $190,000 from his employment as an IT specialist. He has
no allowable deductions.
b) Doug (resident of Australia) earns $32,500 from his employment as an IT specialist. He has
no allowable deductions.
c) XYZ Pty Limited (resident of Australia and not an SBE / BRE) has assessable income of $32,500 for
the tax year. It has no allowable deductions.
Required:
Calculate the net tax payable / refundable that would be assessed in relation to t h e situations
referred to above for the year ended 30 June 2018.
Question 3
a) Doug earns (non-resident of Australia) $190,000 from his employment as an IT specialist. He
has no allowable deductions.
b) Doug earns (non-resident of Australia) $32,500 from his employment as an IT specialist. He
has no allowable deductions.
c) XYZ Pty Limited (non-resident of Australia and not an SBE / BRE) has assessable income of
$32,500 for the tax year. It has no allowable deductions.
Required:
Calculate the net tax payable / refundable that would be assessed in relation to t h e situations
referred to above for the year ended 30 June 2019.
Question 4
a) Doug earns (non-resident of Australia) $190,000 from his employment as an IT specialist. He
has no allowable deductions.
b) Doug earns (non-resident of Australia) $32,500 from his employment as an IT specialist. He
has no allowable deductions.
c) XYZ Pty Limited (non-resident of Australia and not an SBE / BRE) has assessable income of
$32,500 for the tax year. It has no allowable deductions.
Required:
Calculate the net tax payable / refundable that would be assessed in relation to t h e situations
referred to above for the year ended 30 June 2016.
Copyright – The Australian College for Microcomputers Pty Ltd Sydney 2020 2
Question 5
Doug, a resident of Australia, receives a $10,000 dividend franked to 100% ($4,285 franking credits).
He has also earned bank interest of $1,500 and has allowable deductions of $510 for the year of
income.
Required:
Calculate Doug’s net tax payable / refundable that would be assessed in relation to the year ended 30
June 2019.
Question 6
In addition to his salary of $47,000, Doug receives a $20,000 dividend franked to 50 % ($4,285
franking credits). Pay As You Go (“PAYG”) of $6,250 was deducted from his salary during the year of
income. He was also lucky at Star Casino and won $10,000 at blackjack.
Required:
Calculate Doug’s net tax payable / refundable that would be assessed in relation to the year ended 30
June 2019.
Question 7
During the year ended 30 June 2019 Jane, a resident taxpayer, received salary and wages income of
$86,000 and a franked dividend of $4,800 with $1,200 of attached franking credits. Her employer
deducted PAYG instalments of $21,250. She has no dependents and no deductions.
Required:
Calculate Jane’s net tax payable / refundable for the income tax year ended 30 June2019.
Question 8
During the year ended 30 June 2018 XYZ Pty Limited, a resident Australian private company and not an
SBE / BRE, received a franked dividend of $9,800 with $3,200 of attached franking credits. XYZ Pty
Limited had allowable interest deductions of $800 for the year ended 30 June 2018.
Required:
Calculate XYZ Pty Limited’s net tax payable or refundable for the income tax year ended 30 June 2018.
Question 9
During the year ended 30 June 2018 XYZ Pty Limited, a resident Australian private company and not an
SBE / BRE, received a franked dividend of $9,800 with $3,200 of attached franking credits. XYZ Pty
Limited had allowable interest deductions of $3,800 for the year ended 30 June 2018.
Required:
Calculate XYZ Pty Limited’s net tax payable or refundable for the income tax year ended 30 June 2018.

business of selling comic books

business of selling comic books …

Revision Question 5.docx
Revision Question 5
Timmy and Tammy are in partnership in equal shares and carry on a business of selling comic books. They
agree that Timmy will receive a wage of $50,000 because he works in the shop. Tammy received interest of
$20,000 on her partnership capital account. Timmy has wages from his lecturing job of $70,000 and Tammy
has unfranked dividends of $60,000. Both have individual gift deductions in the amount of $4,500 for Timmy
and $3,500 for Tammy. They do not employ any staff.
The accounts for the 2018 tax year showed the following:

Sales of comic books $440,000
Purchase of comic books
Value of comic books on hand 30 June 2017
Value of comic books on hand 30 June 2018
Wages to Timmy
Interest to Tammy on her capital account
Shop Rent
Electricity and Telephone for the shop
$225,000
$85,000
$46,000
$50,000
$20,000
$30,000
$7,000

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Required:
(a) What is the net income or net loss of the partnership for the 2018 tax year?
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Revision Question 5.docx
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(b) What is the distribution of the net income or net loss of the partnership between the partners for the 2018
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Eric is a mechanic

Eric is a mechanic …

Revision Questions 3.docx
Revision Question 3
Eric is a mechanic who is employed by Mechano Pty Ltd. He earns an annual salary of $45,000 plus overtime.
During the 2017 tax year in addition to his salary he also worked 50 hours overtime at $70 per hour. 10 of
these hours were performed in the last week of June 2017 and were not paid to him until 14 July 2017. In
addition to his salary he also received a Tool Purchase and Maintenance Allowance of $1,500. On 15
December 2016 Eric bought himself a new set of tools worth $950.
During the 2017 tax year he also bought miscellaneous spanners, screwdriver etc. for a total of $800. None of
the miscellaneous spanners etc. cost more than $300 and were generally to replace items he had lost or that
were no longer working properly. Eric also bought overalls for work which cost $340 to purchase (these were
only expected to last a year) and a further $100 in laundry expenses during the year.
Eric received franked dividends of $2,200 which had franking credits of $300 attached. In addition, Eric
received a lump sum legacy of $80,000 from his grandmother who died during the year.
Two years ago, Eric had sold a number of assets which resulted in a net capital loss of $33,000. No other assets
had been sold since that time.
Eric was required to travel to the homes of some clients and carry out services on their cars. He had to take
with him his full toolkit to enable him to properly carry out the work. This travel fell into the following
categories:
• Travel from Eric’s home to clients’ homes $200
• Travel from clients’ homes to work $180
• Travel from work to clients’ homes $300
• Return to work from client’s homes $300
Assume all depreciating assets, if any, have an effective life of 5 years and Eric wants to minimise his taxable
income.
Required:
Calculate Eric’s taxable income for the income tax year ended 30 June 2017.

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