BSBADM502 Diploma Leadership Management

BSBADM502 Diploma Leadership Management

BSBADM502 Diploma Of Leadership And Management
This unit describes the skills and knowledge required to manage a range of meetings including overseeing the meeting preparation processes, chairing meetings, organising the minutes and reporting meeting outcomes.

It applies to individuals employed in a range of work environments who are required to organise and manage meetings within their workplace, including conducting or managing administrative tasks in providing agendas and meeting material. They may work as senior administrative staff or may be individuals with responsibility for conducting and chairing meetings in the workplace.

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LSBM302 Corporate Risk Management

LSBM302 Corporate Risk Management

LSBM302 Corporate Risk Management

  1. Assessment 1 Details

5.1          Task

A review of Corporate Risk Failure - AIB/Allfirst (2002)

Banking failures due to weaknesses in risk management were exposed by the Global Financial Crisis in 2007-08. However, cases before this are informative as they highlight the importance of learning from business history and applying a critical perspective to continuing failures.

In 2002 John Rusnak, a "lone wolf" currency trader at Allfirst, racked up losses of almost US$700 million. It was Ireland's biggest banking scandal, and the fourth-biggest banking scandal in the world, at the time when it came to light. External advisors, law firm Wachtell, Lipton, Rosen & Katz reviewed the Allfirst treasury operation and produced a report (better known as the Ludwig report) providing advice to the boards of Allfirst and its parent, Allied Irish Banks (AIB).

You are given this report and three additional case studies on AIB/Allfirst, highlighting different perspectives: corporate governance, e-risk and financial risk.

You are required to:

  • Produce an assessment of the AIB/Allfirst failure with specific reference to its risk management
  • Draw on the evidence provided (the report and 3 case studies)
  • Ensure that you draw directly on the course and the teaching of each week to apply a corporate risk management perspective.
  • Use appropriate models, frameworks and example.
  • Use a range of academic sources for your report.
  • Use Harvard referencing throughout for your citations and the reference list.
  • Focus on analysis from the perspective of (a) Assessment of risk, (b) Risk response and (c) Risk governance and regulatory risk.

The assessment should be in the form of a report with the following structure:

  1. Introduction 

Provide an overview of:

  1. The AIB/Allfirst failure
  1. A summary of the key reasons why Allfirst failed – based on the literature.
  1. Assessment of risk
  1. Identify key risks and
  1. Classify these risks into categories - use recognised frameworks and models.
  1. Risk response 
  1. Review how AIB/Allfirst responded to its risk exposure and/or
  1. Identify any gaps and shortfalls in its approach by critically applying models and frameworks designed to measure and model different business risks
  1. Highlight any relevant aspects of Risk governance and regulatory risk
  1. Findings and conclusions
  1. Summarise the key points that explain why and how AIB/Allfirst failed from a risk management perspective
  1. Analyse, synthesise and evaluate the data to establish solutions
  1. Make recommendations to minimise the possibility of such failures happening in the future.

5.2          Submission requirements

You are required to submit this assignment by Friday/09 March 2018/3pm. You must submit your assignment by using the Turnitin gateway in the module’s Canvas site.

Please Note: The act of submitting your work electronically will be taken as an acceptance of the Declaration of Authorship (see Appendix 2).

  1. Extensions and Mitigating Circumstances

Applications for extensions and mitigating circumstances, with supporting evidence (such as medical certificates), should be made through the Student Self-service Portal (SSP).

6.1          Extensions

If a student experiences unforeseen circumstances that may prevent the student submitting an assignment at the first opportunity, it is possible to request an extension of up to two weeks. The length of extension requested will be evaluated by the Academic Administrator.

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LSBM302 AB1 Ludwig Report Allied Irish Bank Currency

LSBM302 AB1 Ludwig Report Allied Irish Bank Currency

LSBM302 AB1 Ludwig Report on Allied Irish Bank Currency

This report is submitted by Promontory Financial Group LLC and the law firm of Wachtell, Lipton, Rosen & Katz to advise the Boards of Directors of Allied Irish Banks, p.l.c. (“AIB”), Allfirst Financial Inc., and Allfirst Bank with respect to losses sustained by Allfirst Financial Inc. and Allfirst Bank (together “Allfirst”) in foreign exchange trading. The purpose of this report is to advise the Boards in connection with the questions that they have referred to us for our review and advice and it is not intended to represent the definitive report on the matters set forth herein. This report should be regarded as preliminary, because significant leads remain to be pursued. Indeed, the person primarily responsible for these losses, John M. Rusnak, has thus far refused to speak with us, and we have not had an opportunity to talk to the foreign currency traders with whom Mr. Rusnak dealt.

Our inquiry was authorized by the AIB Board of Directors on February 8, 2002. Thus far, we have interviewed approximately 55 present and former employees of AIB and Allfirst and have reviewed a substantial volume of electronic records and thousands of pages of printed documents. Given the complexity of the matter and the volume of materials to be reviewed, however, our interviews and review of the electronic and documentary record are not complete. We have emphasized from the outset that we believed that 30 days was inadequate to render a comprehensive report. Nevertheless, we understand the Boards’ need for timely guidance. Therefore, our work to date has focused primarily on the Allfirst treasury operation and, as this report reflects, we have drawn conclusions in that regard. Although we have confidence in our preliminary conclusions, it is likely that further inquiry will uncover additional material information or provide further clarification and insight into those events and practices of which we are aware.

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NRSG257 Case Study Assignment Help | Autodesk | Past Exam Papers

NRSG257 Case Study Assignment Help | Autodesk | Past Exam Papers

NRSG257 Case Study Assignment Help


Choose one (1) of the case studies below. Your Assessment will be written in academic essay format with an introduction, body and conclusion according to APA Guidelines.

Using evidence specific to your chosen case study, address the following two (2) points:

Describe the pathophysiology of the presenting complaint in the case study. (300-500 words)
Evaluation of the nurse’s role to deliver developmentally appropriate nursing care in relation to your chosen case study. Address:
growth and developmental theories,
family centred care and,
the effects of hospitalisation of the child, on the child and family. (1100-1300 words)

Case Study 1

Anne is a 10 year old girl who has presented to the emergency department in the local hospital with right iliac fossa pain. On further assessment by the emergency registrar, appendicitis is suspected.

The surgical team agree that the signs and symptoms are associated with appendicitis and take Anne to theatre for an appendectomy.

The handover on return to the ward is that the surgical team found a gangrenous perforated appendix with peritonitis. Anne has returned to the ward with a nasogastric tube in situ on free drainage, morphine PCA, IV therapy and triple IV antibiotics.

Due to the severity of the infection and the potential compliacations, Anne will need to remain in hospital for 10 days of IV antibiotics and pain management.

Anne is the oldest of five children and her parents own and run an Indian restaurant in the city.

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BSBMGT608 Manage Innovation Continuous Improvement | Management

BSBMGT608 Manage Innovation Continuous Improvement | Management

BSBMGT608 Manage Innovation Continuous Improvement | Management

. Introduction
• Briefly introduce the assignment details.
• Explain the purpose of this task
• Provide a brief overview/background of A.C. Gilbert
2. Key systems and process used by A.C. Gilbert (refer to student work book pages 17 and 18 and the diagram on page 15 and 16 of the appendix).Briefly explain what you mean by the following and how they are followed in A.C. Gilbert
a. Supply Chain
• Supply chains represent the procurement, production and distribution activities of an organisation.
• Within a supply chain, these activities are viewed as linked and reliant on one another to produce the final outcome.
• A.C. Gilbert supply chain includes - acquisition of raw material, systems and process and sales delivery

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Service Training EFL Faculty Members | English teacher | Esl Positions

Service Training EFL Faculty Members | English teacher | Esl Positions

Service Training EFL Faculty Members | English teacher | Esl Positions

Both primary and secondary research methods are applied in the given study. The use of secondary resources is more prevalent in the literature review where the use of academic journals, magazines, newspapers, public libraries has been made to find out literature in relation to the given research problem (Moskovsky, 2009).

A simple primary research methodology has been applied for the purpose of this study. Two questionnaires (Please Refer to Appendix A and Appendix B for the detailed questionnaire used) were used and distributed amongst the faculty members as a part of a small scale study. The respondents were randomly selected. The main source of gathering information was YIC website using which the questionnaire was e-mailed to the randomly selected faculty members and all the respondents and the participants were EFL teachers in Saudi. A total of only 13 respondents participated and were considered for the purpose of findings and analysis in this study. This leaves ample scope for more research in this given domain as a small number of respondents are certainly not enough to provide full proof evidence pertaining to the credibility of the research.

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Heritage Cultural Tourism Management | What Is Tourism|Cultural Tourism

Heritage Cultural Tourism Management | What Is Tourism|Cultural Tourism

Heritage Cultural Tourism Management | What Is Tourism|Cultural Tourism

This unit looks at heritage and cultural management and its role within the travel and tourism sector. Throughout the unit learners will gain an awareness of definitions of heritage and culture, the organisations involved in the management of heritage and the different types of ownership.

This unit will provide an in-depth understanding of the growth and development of the heritage and cultural industry. Learners will also be able to look at potential conflicts within the industry and the influence of technology.
Learners will also be expected to investigate the role and scope of interpretation within this sector and its impact on participants and management.
The aim of this unit is to enable learners to gain understanding of the heritage and cultural industry, the organisations within it, the purpose of attractions and methods of interpretation.

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Hospitality Management | Hospitality Management Careers | Utalca

Hospitality Management | Hospitality Management Careers | Utalca

Hospitality Management | Hospitality Management Careers | Utalca

Unit 1: The Contemporary Hospitality Industry Unit 2: Finance in the Hospitality Industry Unit 3: Customer Service Unit 4: Research Project Unit 5: Food and Beverage Operations Management Unit 6: Rooms Division Operations Management Unit 7: The Developing Manager Unit 8: Marketing in Hospitality Unit 9: Human Resource Management for Service Industries Unit 10: Work-based Experience Unit 11: Resource Management in Hospitality Unit 12: Hospitality Operations Management Unit 13: Conference and Banqueting Management Unit 14: Hospitality Contract and Event Management Unit 15: On-Licensed Trade Management Unit 16: Sales Development and Merchandising Unit 17: Quality Management in Business Unit 18: Facilities Operations and Management Unit 19: External Business Environment Unit 20: Business Health Check Unit 21: Small Business Enterprise Unit 22: Cellar and Bar Operations Management Unit 23: Law for Licensed Premises

Unit 24: Brewing Science Unit 25: Menu Planning and Product Development

Unit 26: Planning and Managing Food Production and Beverage Service 145 Unit 27: Contemporary Gastronomy Unit 28: World Food Unit 29: Creative Patisserie Unit 30: New Product Development in Food Unit 31: Food Safety Management Unit 32: Nutrition and Diet Unit 33: The Sport and Leisure Sector Unit 34: Heritage and Cultural Tourism Management Unit 35: The Entertainment Industry and Venue Management Unit 36: Sport and Leisure Tourism in the UK Unit 37: The Travel and Tourism Sector Unit 38: Sustainable Tourism Development Unit 39: Tourist Destinations Unit 40: Tour Operations Management Unit 41: Personal and Professional Development Unit 42: Employ ability.

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