This document provides instructions for an assignment involving spatial analysis of pipeline accident data in the United States. Students must choose a single US state with sufficient accident data and not North Dakota. They must produce a map of pipeline incidents in that state and a spatial analysis evaluating potential human and environmental exposure to contamination. The spatial analysis requires integrating pipeline incident data with population data, land use data, and environmental data like rivers. Students must conduct spatial analysis techniques like buffers and overlays and write a report of no more than 2500 words explaining their analysis and results in maps, tables and figures. Code must be included as an appendix.
BIZ102_Assessment 4 Brief.Docx Page 1 of 6 ASSESSMEN.docx
1. BIZ102_Assessment 4 Brief.Docx Page 1 of 6
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and
Organisations
Assessment Reflective Report
Individual/Group Individual
Length 1,500 words (+/- 10%)
Learning Outcomes
a) Explain the importance of self- awareness and
emotional intelligence, and analyse their impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 6.1
(week 11)
2. Weighting 40%
Total Marks 100 marks
Context
In the dynamic 21st century economy where mobility is often
not only possible but also
integral to a successful career, being able to work in an
intercultural and diverse
environment is essential. Organisations frequently need their
people to develop their
capacity to work effectively in diverse teams and resolve or
diffuse conflicts and
miscommunication quickly and efficiently.
The keys to your ability to work effectively in intercultural and
diverse teams are the
development of emotional intelligence and awareness of cultural
differences. Emotional
intelligence enables the ability to consciously examine group
and team dynamics in real
time in order to facilitate effective individual and team
performance.
3. This assessment aims to develop your understanding of how
intercultural and diverse teams
function, and how you can use this knowledge to help them
develop into high performing
teams.
BIZ102_Assessment 4 Brief.Docx Page 2 of 6
Instructions
The assessment requires the completion of an individual
reflective report. You will analyse
the expected strengths and weaknesses of your group, then as a
group, you will choose,
conduct and document a team-building activity. Each member
of the group will then reflect
on their own contribution to the group, and how this may be
improved. Finally, each
student will prepare an individual reflective report based on the
experience.
It is expected that your report will:
• be written individually, but include some common elements
4. with your teammates
• be presented in a business report format
• show evidence of research and application of concepts and
theories
• demonstrate effective referencing skills (APA 6th ed. style)
Steps
Step 1: Team allocation and initial assessment (Individual)
Your learning facilitator will randomly assign you to a group.
After that has occurred, each team
member will write their own response to the two issues below
(the response is included as part of
your individual Reflective Report):
1. Using information about team members’ LPA, EI and Clifton
Strengths to support your views,
discuss why you think this group of students has the potential to
form an effective work
group.
2. Using information about team members’ LPA, EI and Clifton
Strengths to support your views,
anticipate possible areas of weakness or conflict within the
group.
5. Step 2: Team-Building (Group)
As a group, design or choose a 25-30 minute team building
activity and explain in your report why
you believe it will increase the effectiveness of the team (this
part of your individual report will be
common to all team members). Remember that this is a team
building activity – not a “getting to
know you” session. Then conduct the team-building activity as a
group, documenting the experience
using video/moving screen-capture technology such as a
recorded zoom meeting.
Step 3: Analysis and Reflection (Individual)
You can now build on what you have written for your report as
part of step 1 by analysing the
dynamics and roles you have observed within the team,
discussing in your report how you believe
they were influenced by team members’ LPA’s, Strengths Quest
Talents, EI and cultural backgrounds.
You should also use academic resources to support your ideas.
In your report, you should also reflect on what you have learnt
about your capacity to contribute
effectively to a team and provide recommendations regarding
how you could further improve your
6. contribution to a team in your future professional practice.
BIZ102_Assessment 4 Brief.Docx Page 3 of 6
General requirements
Your report should:
count), formal introduction (where
you state the purpose of the paper and how it proceeds – i.e. the
structure) and logical
headings and sub-headings that generally match the instructions
and steps in this brief.
-5 that
support your reflection. Include
at least five academic references to sources learning resources
for this subject that present
the theoretical concepts identified, to support your ideas.
academic resources and provide
your reference list.
7. the report, as evidence of
team-member contribution, as well as a link to the group
activity recording.
the report.
Submission Instructions
Submit your Reflective Report via the Assessment link in the
main navigation menu in BIZ102
Understanding People and Organisations. The learning
facilitator will provide feedback via the Grade
Centre in the LMS portal. Feedback can be viewed in My
Grades.
The Learning Rubric below is your guide to how your
assessment task will be marked. Please be sure
to check this rubric very carefully before submission.
BIZ102 Assessment 4 Brief Page 4 of 6
Learning Rubric: Assessment 4 Reflective Report
Assessment
Attributes
Fail (Unacceptable)
9. backgrounds help
explain team dynamics
and roles with
no/limited attempt to
apply these tools to
anticipate areas of
weakness or conflict
within the group.
Report demonstrates a
basic attempt to reflect
on how the results of the
Laureate Professional
Assessment, EI and
Clifton Strengths and
cultural backgrounds
help explain team
dynamics and roles with
a basic attempt to apply
these tools to anticipate
areas of weakness or
conflict within the group.
Report demonstrates an
adequate reflection on
how the results of the
Laureate Professional
Assessment, EI and Clifton
Strengths and cultural
backgrounds help explain
team dynamics and roles
with a critical application
of these tools to anticipate
areas of weakness or
10. conflict within the group.
Report demonstrates a
thorough reflection on
how the results of the
Laureate Professional
Assessment, EI and
Clifton Strengths and
cultural backgrounds
help explain team
dynamics and roles with
a critical and in-depth
application of these tools
to anticipate areas of
weakness or conflict
within the group.
Report demonstrates an
expert reflection on how
the results of the
Laureate Professional
Assessment, EI and
Clifton Strengths and
cultural backgrounds
help explain team
dynamics and roles with
an in-depth, critical and
meticulous application of
these tools to anticipate
areas of weakness or
conflict within the group.
Identification and
11. justification of
appropriate team-
building activity
20%
Report fails to identify
an appropriate team-
building activity or
evidence of a team-
building activity is not
provided.
There is no/limited
attempt to justify the
group’s selection of the
team-building activity.
Report properly
documents an activity
used by the group as a
team-building activity;
however, its suitability as
such is questionable.
There is a basic attempt
to justify the group’s
selection of the team-
building activity.
Report properly
documents a good team-
building activity and
justifies its selection by the
12. group.
Report properly
documents a very good
team-building activity
and thoroughly justifies
its selection by the
group.
Report expertly identifies
and documents an
excellent team-building
activity.
There is a thorough and
critical justification of the
team-building activity
and its suitability for the
assessment task.
BIZ102 Assessment 4 Brief Page 5 of 6
Professional practice
reflection and
recommendations
13. 20%
Report shows no or
limited evidence of
reflective thinking in
regards to how gained
insights from group
activity could be used
to improve student’s
future professional
practice in diverse
teams.
Report shows some
evidence of reflective
thinking and generically
articulates how gained
insights from group
activity could be used to
improve student’s future
professional practice in
diverse teams.
Report shows evidence of
adequate reflective
thinking and generically
articulates how gained
insights from group
activity could be leveraged
to improve student’s
future professional
practice in diverse teams.
14. Report shows evidence
of thorough reflective
thinking and clearly
articulates how gained
insights from group
activity could be used to
improve student’s future
professional practice in
diverse teams.
Report shows evidence
of thorough and critical
reflective thinking and
clearly articulates how
gained insights from
group activity could be
used to improve
student’s future
professional practice in
diverse teams.
Structure and flow of
ideas
20%
Report does not
present sufficient
information, ideas or
evidence.
Report lacks
logical/clear structure
15. and flow of ideas,
making it difficult to
understand.
Line of reasoning is
unclear and difficult to
follow.
Report presents
information, ideas and
evidence sufficiently,
however these require
further logic and clarity.
Report has a sufficient
structure, however flow
of ideas are a challenge
and can be difficult to
understand.
Line of reasoning is
passable, however, can
sometimes be difficult to
follow and requires
clarity.
Report presents
information, ideas and
evidence clearly and
logically.
Report has a good
structure, with a good flow
of ideas.
Line of reasoning is of a
16. good standard and easy to
follow.
Report presents
information and
arguments in a logical
and clear way, which is
well supported by
evidence.
Report has a very good
structure, with a strong
flow of ideas; opinions
and ideas are expressed
in a clear and concise
manner with obvious
connection to topic.
Line of reasoning is clear,
logical and easy to
follow.
Report is expertly
presented; descriptive,
concise and informative,
exceptionally developed
and well supported by
evidence.
Report has an excellent
structure, with a strong,
clear flow of ideas;
engages and sustains the
audience’s interest in the
topic and the reader can
17. immediately grasp the
relevancy.
Line of reasoning is
excellent; demonstrating
a clear, logical flow of
BIZ102 Assessment 4 Brief Page 6 of 6
ideas and arguments
that are easy to follow.
Correct use and
citation of key
resources
10%
Does not use sufficient
high quality academic
resources beyond the
Laureate Professional
Assessment, EI and
Clifton Strengths.
Does not include
18. correct references or in-
text citations; does not
use APA 6th style.
Uses sufficient academic
sources beyond the
Laureate Professional
Assessment, EI and
Clifton Strengths,
however can be greatly
improved.
Attempts to include
references or in-text
citations, however these
are sometimes
insufficient for research
purposes, or incorrect;
uses APA 6th style,
however may contain
some citation or
referencing errors.
Uses good academic
sources beyond the
Laureate Professional
Assessment, EI, Clifton
Strengths.
Includes in-text citations
and references from
suitable sources; uses APA
6th style, however may
19. contain minor citation or
referencing errors.
Shows evidence of wide
scope of academic
sources beyond the
Laureate Professional
Assessment, EI, Clifton
Strengths.
Includes in-text citations
and references from
suitable sources; uses
APA 6th style, containing
minimal and or no errors.
Shows evidence of
extensive scope of
academic sources
beyond the Laureate
Professional Assessment,
EI, Clifton
Strengths
Includes in-text citations
and references from
suitable sources; uses
APA 6th style, containing
no errors.
20. GY7707 Geospatial Analytics
CW Assignment 1
Note: The CW1 assignment below is a CHOICE. For those who
have access to R on a
computer then Task 1 involves the analysis of a real data set.
For those students who do
not have access to a sufficiently fast computer and/or R, then
Task 2 is an essay question.
SELECT ONE of these ONLY.
Task 1: Pipeline Accidents in the US
This part of the assignment makes use of real data supplied by
the US Department of
Transportation Pipeline and Hazardous Materials Safety
Administration on pipeline accidents
involving gas or oil for the period 1986 to 2017 and gathered
together and edited by (and
supplied courtesy of) Dr. Richard Stover. This consists of 8890
incidents! This is available as
the file pipeline.csv on Blackboard (along with this file). You
may like to view the web page at
http://www.biologicaldiversity.org/campaigns/americas_dangero
us_pipelines and the
21. associated video at
https://www.youtube.com/watch?v=3rxqUXqPzog&feature=yout
u.be.
Select a single US state (note: NOT North Dakota, and ideally
with sufficient accident data) so
that each student has a different state (check the selection of a
state with me), and use R to
produce:
(a) A map of pipeline incidents (20%)
The incident data set includes a variable (coded YES or NO)
corresponding to whether or not
the data use recorded latitude/longitude coordinates. As we
want exact coordinates for the
spatial data analysis you should subset the data to exclude those
data which do not (i.e., NO).
It is entirely up to you how to present the data on a map: e.g.,
you could generate a choropleth
map at county level, but I will be looking for some novelty and
effective visualisations
alongside otherwise complete maps (scale/legend/orientation
etc).
(b) A separate spatial analysis of the data set enabling an
evaluation of the potential human
and environmental exposure to contamination within the state
22. (80%)
1. It is *YOUR* choice as to what spatial data and analysis
steps you include in addition to the
pipeline incident data and state boundary. How you deal with
spatial analysis with temporal
data is also an issue. Spatial analysis should include the kinds
of spatial analysis operations
discussed in some of the lectures/practicals, e.g., buffers,
overlays, kernel densities etc. The
course text Lovelace et al. (2019) might well be a source of
inspiration, or also the Brunsdon
and Comber (2015) book.
2. You should include population data and environmental data
such as land use and rivers (as
well as associated water bodies). Spatial data is available from
various sources via (for
example) the R OSMAR package. Population data can be
obtained from a variety of sources
(for example http://zevross.com/blog/2015/10/14/manipulating-
and-mapping-us-census-
data -in-r-using-the-acs-tigris-and-leaflet-packages/ and the
USCensus2010 R library (see
lecture 7) but there are many others). Other geospatial data are
available via
24. an appendix, or in line with the text and images if you are
creating a document using
RMarkdown. Your write-up should ideally be no more than
2500 words (not including code
and references) and include appropriate results in terms of
tables and figures.”
4. You may like to refer to Obida et al. (2018) and Park et al.
(2016) for some ideas about
similar data and some approaches to spatial analysis using the
incident data in North Dakota.
References
Brunsdon, C. and Comber, L. 2015. An introduction to R for
spatial analysis and mapping.
Sage: London
Lovelace, R., Nowosad, J. and Muenchow, J. 2019.
Geocomputation with R. CRC Press. This is
also available on-line: https://geocompr.robinlovelace.net/
Obida, C.B., Blackburn, G.A., Whyatt, J.D. and Semple, K.T.
2018. Quantifying the exposure of
humans and the environment to oil pollution in the Niger Delta
using advanced geostatistical
techniques. Environment International, 111, 2018: 32-42.
25. Park, Y.S., Al-Qublan, H., Lee, E. and Egilmez, G. 2016
Interactive spatiotemporal analysis of
oil spills using Comap in North Dakota. Informatics, 3(2), 4;
doi:10.3390/informatics3020004.
Task 2: Essay
“What is spatial autocorrelation and how it is measured? Assess
its importance to spatial
analysis as implemented in GIScience”
Answer the essay above with reference to a single application
context and include examples
and illustrations. Essays should be academic with references
and figures and ideally no more
than 2500 words (not including references).
This CW is due to be submitted (electronically via Turnitin) by
May 4 2020.
Nick Tate
March 2020
https://ckan.geoplatform.gov/
