this is Global issues in accounting
ACF3900 Global Issues in Accounting Assignment 2 Integrated Reporting and Integrated Thinking (Individual) Weighting: 55% of the total marks for the subject (marked out of 100 in total – Hurdle requirement 50 points of Assignment 2) Due Date: 5 pm Monday 9 November 2020 !!!! SUBMIT ALL MATERIAL AS TWO FILES !!!!! 1) PDF document merging all answers (with the exception of point c) 2) Video file (point c) Requirements: a) Prepare a short PowerPoint (save as: .ppt; .pptx; pdf) presentation to the CEO of the organisation selected discussing i) the limits of the 2018 IFRS Conceptual Framework and ii) how the integrated reporting/sustainability report addresses some of the limits of the 2018 IFRS Conceptual Framework by providing relevant examples from the organisation you selected. This is limited to 8 slides. b) Prepare and report a visualisation of this Integrated Report /sustainability report for the Instagram account of the organisation you choose. You will need to identify 3 pictures, include a short description and the associated hashtags for each picture (max 50 words per picture). You will report the information required in this point in a word/pdf document (1 photo including description and hashtags per page). c) Prepare a short video presentation to the Chief Risk Officer of a fictitious accounting firm to explain how you will change/adjust firms’ corporate social responsibility related strategies during the COVID-19 period. For instance, will you continue investment in CSR? Will you adjust aspects of CSR-related investment? What about internal practices and external communication? Why? You may choose 2 initiatives to support the adjustment you would like to see in the accounting organisation. How you address these points is totally up to you. This video is limited to 3 minutes. You have free choice of any visual aids or presentation style. However, you will need to appear in the video. You are NOT required to submit any presentation material other than the video file. It is your responsibility to ensure well before the deadline that you have created a suitable video presentation and that this is uploaded to Moodle Assignment Dropbox ‘Final Assignment Submission’ prior to the assignment deadline. You must ensure you clearly convey your message within your presentation. Your presentation will be marked based on the marking rubric appended to this document. d) Read the article on the “permaculture principles” and design an accounting system for a fictitious organisation (e.g., a café, a carmaker, clothing manufacturing, a tech firm etc). Specifically, use the template outlined below to create the objectives you want to achieve and the measures (indicators) in relation to their business for at least 6 permaculture principles (max 250 words for the entire table). Permaculture principle Objective Measures (Indicators) […] […] […] You will need to complete this for each of your permaculture principles and it will need to be comprehensive, feasible and realistic for the organisation given its operating context and industry. e) What is the impact of COVID-19 on the future of higher education? Analyse and report resources and come out with key recommendations and strategic conclusions. Include references (max 300 words – references excluded). f) You are required to take photographs of objects, places, people, events and things that relate ‘ what it means to be an accounting professional in the COVID-19 period’ for you, as you go about your life before you hand in your assessment. You will need to take a minimum of 3 photographs that have a personal meaning to you about being an accounting professional in the COVID-19 period. You will need to take these photographs yourself (i.e. they cannot be taken from the internet) and for each photo, you will need to describe the significance this photograph has for you and your future career (approx. 80 words per picture). Appendix: Assessment Criteria (100 Marks) 1. Develops own Perspective / Position 20 Marks Emerging Developing Mastering Total 0-2 3-5 6-9 10-13 14-17 18- 20 Learner’s position or perspective is clearly inherited or adopted with very little original consideration. Position includes some original thinking that acknowledges, refutes, syntheses or extends other assertions. Position or perspective demonstrates ownership for constructing knowledge or framing original questions, integrating objective analysis and intuition. Addresses a single source or view of the argument, failing to clarify the established position in relation to one’s own beliefs. Presents own position or perspective, though inconsistently. Appropriately identifies own position on the issue, drawing support from experience and information not available from assigned sources. Fails to justify own opinion or forward perspective. Presents and justifies own position without addressing other views, or does so superficially. Clearly presents and justifies own perspective or position while qualifying or integrating contrary views or interpretations. Position or perspective is unclear or simplistic. Position or perspective is generally clear, although gaps may exist. Position or perspective demonstrates sophisticated, integrative thought and is developed clearly throughout. 2. Supporting Data/Evidence 15 Marks Emerging Developing Mastering Total 0-2 3-5 6-7 8-10 11-13 14-15 No evidence of search, selection or source evaluation skills. Demonstrates adequate skill in searching, selecting and evaluating sources to meet the information need. Evidence of search, selection and source evaluation skills; notable identification of suitable found objects. Repeats information provided without question or dismisses evidence without adequate justification. Use of evidence is qualified and selective. Examines evidence and its source; question its accuracy, relevance and completeness. Presents evidence and ideas out of sequence. Attempts to develop a logical, coherent, argument though may still be flawed. Sequence of argument reflects clear organisation of ideas. 3. Developed Personal Understanding and Thought 20 Marks Emerging Developing Mastering Tota l 0-2 3-5 6-9 10-13 14-17 18- 20 A learner makes no to little attempt to articulate the impact the activity has had on themselves and their learning. A learner is beginning to articulate the impact the activity has had on themselves and their learning. This is often disjointed remaining less coherent. A learner is able to clearly articulate the impact the activity has had on themselves and their learning. No to little degree of reflective ability of their learning. Demonstrate a developing degree of reflective ability of their learning. Demonstrate a high degree of reflective ability of their learning. No to little evidence of learner’s growth and achievement. A learner fails to see the need for continued professional learning. Limited evidence of learner’s growth and achievement. A learner fails to see the need for continued professional learning. Evidence of a learners growth, achievement and include goals for continued professional learning. No to little attempt to articulate between the learning they have obtained from the activity and their future development as a business professional. Learner attempts to weakly articulate between the learning they have obtained from the activity and their future development as a business professional. Learner is able to articulate a clear link between the learning they have obtained from the activity and their future development as a business professional. 4. Quality of Writing and Communication 20 Marks – Overall from written components Emerging Developing Mastering Total 0-2 3-5 6-9 10-13 14-17 18- 20 There are numerous grammatical, spelling or punctuation errors. The writing includes some grammatical, spelling or punctuation errors. The writing is free of grammatical, spelling or punctuation errors. The style of writing does not facilitate effective communication and requires major editing and revision. The style of writing requires some editing and revision. The style of writing facilitates communication and no editing is required. Few sources are cited and used correctly. Most sources are cited and used correctly. All sources are cited and used correctly. 5. Presentation 25 marks – (b) 0 1 2 3-4 5 Total Structure (5 marks) Appropriate opening & introduction (incl. purpose and overview), clear structure & transitions, smooth flow of ideas, adequate conclusion Opening & introduction inadequate/Poor structure & transitions/ Poor flow of ideas & arguments/ Inadequate conclusion. Opening & introduction mostly adequate/ Structure & transitions partly clear/Flow of ideas & arguments recognisable/ Conclusion mostly adequate. Opening & introduction adequate/Structure & transitions clear/Flow of ideas & arguments clearly recognisable/ Adequate conclusion. Engaging opening & introduction/Structure & transitions very clear/ Well suited flow of ideas & arguments/ Well balanced conclusion. Stimulating opening & introduction/Excellent structure and transitions/ Impeccable flow of ideas & arguments/ Well pointed conclusion. 0-2 3-4 5-6 7-8 9-10 Total Verbal and non- verbal delivery (10 marks) Including pronunciation, volume, gesture, and stance. Delivery detracts from content; e.g. unclear pronunciation, speech mostly inaudible, quite a few filler words/slang and distracting gestures, mostly reading from notes with hardly any eye contact. Delivery detracts from content only in places; e.g., pronunciation mostly clear, speech mainly audible; some distracting filler words and gestures, occasional eye contact with audience. Delivery supports content; audible, clear pronunciation, minimal distracting gestures, regular eye contact with audience. Delivery effectively supports content by allowing audience to focus on message. Nervousness may be evident but mostly under control. Confident delivery does not just convey the message but significantly enhances it; excellent use of volume, pace, etc. Nervousness