Role of Computers in Accounting - 3502 Words

MODULE - 2 Trial Balance and Computers Computer and Computerised Accounting System Notes 12 COMPUTER AND COMPUTERISED ACCOUNTING SYSTEM With the expansion of business the number of transactions increased. The manual method of keeping and maintaining records was found to be unmanageable. With the introducton of computers in business, the manual method of accounting is being gradually replaced. And finally, the database technology has revolutionised the accounts department of the business. organisations. In this lesson, we will study about characteristics of computer, role of computers in accounting, need of computerised accounting, etc. OBJECTIVES After studying this lesson, you will be able to: state the meaning and characteristics of†¦show more content†¦In the course of this evolution, they have become faster, smaller, cheaper, more reliable and user friendly. Components of Computer A computer consists of the major components i.e., Input Unit, Central Processing Unit and Output Unit. Diagrammatically, these components may be presented as follows: Notes Fig. 12.1 Components of computer 228 ACCOUNTANCY Computer and Computerised Accounting System Input Unit Input unit is controlling the various input devices which are used for entering data into the computer. The mostly used input devices are keyboard, mouse, and scanner. Other such devices are magnetic tape, magnetic disk, light pen, bar code reader, smart card reader, etc. Besides, there are other devices which respond to voice and physical touch. Physical touch system is installed at airport for obtaining the online information about departure and arrival of flight. The input unit is responsible for taking input and converting it into binary system. Central Processing Unit (CPU) The CPU is the control centre for a computer. It guides, directs and governs its performance. It is the brain of the computer. The main unit inside the computer is the Central Processing Unit. Central Processing Unit is to computer as the brain is to human body. This is used to store program, photos, graphics, and data and obey the instructions in progra m. It is divided into three subunits: (a) Control Unit (b) Memory Unit (c) Arithmetic Logic Unit (ALU) Control Unit ControlShow MoreRelatedI Am A Candidate For Aass Accounting At St. Paul College And University992 Words   |  4 PagesI am a candidate for AAS in Accounting at St. Paul College and University in Minneapolis, Minnesota for a full degree in accounting. It is my long term goal to be a financial consultant. Nowadays, the business world is changing at a faster and faster pace. The reasons for this faster pace are globalization, information technology, and the faster pace in technological change. The role of IT has shifted over the last decades to become an important part of how firms manage and control their resourcesRead MoreThe Effects of Technology on the Accounting Profession600 Words   |  3 PagesThe Effects of Technology on the Accounting Profession In today’s business society, the accounting technology whether it be software or hardware is a vital part of just about every major business. Many people overlook the importance of the role of accounting technology in business and in the accounting profession. The fact is technology such as accounting information systems can make or break a business. Utilization of Information Technology in the Retail Businesses (Wal-Mart) To succeed in theRead MoreThe Effects of Technology in the Accounting Profession1069 Words   |  5 PagesThe effects of technology on the accounting profession are clear and undeniable. The advancements in technology have increased both the accuracy and efficiency of the accounting profession. Thus, the advancements also bring an increase to the education in the accounting profession. In order to stay competitive with today fast pace society accountants must become more and more technologically incline. The accounting profession has experienced remarkable growth and success in both the 20th and theRead MoreRoles And Activities Of Management Accounting Essay1568 Words   |  7 PagesChanges in roles and activities of management accounting due to rapid changes in technology, can be described on following points: a. Changes in activities of data collection and control With advanced in technology, most companies are using accounting software or even Enterprise Resource Planning (â€Å"ERP†) system (such as SAP, Oracle, etc.) has the potential to have significant impact on the work of management accountants, as it reduces routine information gathering and the processing of informationRead MoreHow Technology Affects The Role And Function Of Ais1459 Words   |  6 PagesTechnology and AIS Introduction Traditional accounting system is hard to adopt today’s dynamic and turbulent business environment as the changing business has much more data which needs to be analyzed than before. A dynamic AIS is important for today’s business especially large enterprises because it can help cut costs, control risks and better plan resources (Prasad, A. and Green, P. 2015, p. 124). Under this circumstance, technology plays an essential role on making AIS possible to response to internalRead MoreThe Impact Of Information Technology On Accounting Activities1051 Words   |  5 Pagessociety, Accounting has experienced approximately several stages. In theses stages, the development of advance technology for accounting is so important that its influence could not be overlooked. In today highly competitive, dramatically changed global economy, rapidly fluctuated business market, organizations have been forced to consider how to use information technologies to hold advanced competitiveness . As introducing of these information technologies into organizations, accounting activitiesRead MoreExplain How the Role of an Accountant Has Changed over Time. Essay1440 Words   |  6 PagesExplain how the role of an accountant has changed over time. Discuss the role of the accountant in modern business. I. Introduction. Thesis statement: Many changes have happened in Accounting in the last few years. Most of which are differences in styles and also ways to implement this knowledge in modern business. II. What are an older-style accountant and modern accountant? 1. Overview of the situation in the past. 2. Previous information about an older- style accountantRead MoreComputerized vs. Manual Accounting1630 Words   |  7 PagesPrepared For : Mr. Nelson Title: | Computerized Accounting should completely replaces Manual AccountingPrepared By : Ali H. Al-MuslimID#: 200628620Section# : 05SN#: 02Group#:01Word Count:1,333 | 10/7/2012 10/7/2012 Table of Contents Table of Contents II Introduction 3 I. Manual Accounting 4 A. Benefits 4 1. Cost effective 4 2. Availability 4 B. Limitations 4 1. Finding Errors 4 2. Time Factor 5 II. Computerized Accounting 5 A. Benefits 5 1. Speed 5 2. SavingRead MoreCareer Fair1124 Words   |  5 PagesAbstract Accurate accounting and the understanding can make or break your company or organization; not to mention possible jail time in the worse cases. The first way of ensuring accurate accounting is understanding the objectives. The second way is to understand the terminology of the accounting process and in the financial reporting aspects. The third way is to understand the ethics behind the accounting and reporting process. The forth way is to impement your role in the accounting process. â€Æ' CareerRead More Management Accounting Essay778 Words   |  4 PagesChallenge or threat?-Management Accounting Missing Article This article is a bout the changing demands of the business world and the impact it will have on management accounting. According to this article the business role that management accountants play will be significantly different in the future. While this change is inevitable it is unclear how many of todays accountants will be able or willing to adjust to the change and conform to what is being called New Accounting. Accountants in the future

Five Concepts Important for Successful Communication in an...

Five Concepts Important for Successful Communication in an Organization Jaime Leigh Plym COM 425: Communication in Organizations Jerry Simpson 08 October 2012 Five Concepts Important for Successful Communication in an Organization Successful communication is one of the most important aspects of an organization. Without it, nothing can be accomplished. There are many concepts of communication that must happen within the workplace. In this paper, I will discuss the five concepts that I feel are the most important for successful communication within an organizational setting. I will discuss how to practice active listening, the importance of organizational culture, how to resolve conflict, the key principles of human communication,†¦show more content†¦Most members all feel a bond with each other because of this culture. Organizational culture creates jargon and a common language, a value system, and visions and goals for the organization (Krebs, 2011). Conflict in an organization is inevitable, but that is not necessarily a negative thing. Knowing how to resolve and manage conflict is essential in successful communication within an organization. Conflict that is handled effectively can actually lead to better group decision making and better group cohesiveness. Tim Scudder, coauthor of the book Have a Nice Conflict, says that managing and resolving conflict is in knowing that it could happen. You need to be able to identify conflict so that when it inevitably does happen, you know (youtube.com). From that point, a resolution can be made. People have different opinions, experiences, and perspectives. This is what causes conflict in the workplace. This conflict can be good and healthy in a number of ways. For example, if the conflict is handled correctly, the conflict could share information that can provide different views and perspectives to the group. Arguing can help the group members find and identify different courses of action and solutions. Believe it or not, conflict can actually improve the organization’s camaraderie and pride. Conflict can be turned into a positive thing by encouraging open minds, promoting fairShow MoreRelatedEffective Business Communication : Th e Success Of An Organization1155 Words   |  5 PagesEffective business Communication is crucial to the success of an organization. The ability to communicate successfully with your audience shows your knowledge of the matter and your level of professionalism to handle the issue. Successful communication, ethical communication, collaboration, listening, nonverbal skills, business messages, direct and indirect approaches, business etiquette and establishing creditability, to name a few, are concepts that influence business communication and the abilityRead MoreCommunication Is A Process Of An Organization Afloat955 Words   |  4 Pageskeep an organization afloat, a system must be put into place to secure the effectiveness of communications. Communication is not something that is a given, according to Kreps, â€Å"communication is a process† and â€Å"communication does not start and stop; it is continuous, dynamic, ongoing, and cumulative. Whenever we create and respond to messages—either internally or externally generated messages—and create meanings in response to these messages, we are engaging in the process of communication. Since weRead MoreOrganizational Change Is Inevitable?1736 Words   |  7 Pageswhere the change is needed. In order to ensure viability, productivity and ultimate success of an organization, it is essential that the type of change be identified and proper steps and procedures developed to manage change appropriately. In every organization, cycles of change must happen for continued growth and successful progression toward in the overall mission. Leaders in an organization may be faced with minor changes such as updating of a policy or form, or addition of just one personRead MoreThe Five Dysfunctions of a Team Review1275 Words   |  6 PagesWorking in Teams Reflection After reading The Five Dysfunctions of a Team by Pat Lencioni, discussing the function of effective teams in class, and completing various team building exercises, I have developed a much better understanding of the importance of a proper team in a business setting and how good team work can produce more efficient and productive results. Having played a variety of team sports throughout my life, I saw a lot of parallels throughout the class work on team building betweenRead MoreOrganizational Structure And Management Process Essay1630 Words   |  7 PagesOne of the most important aspects of any organization is its structure and its management process. The success of any firm is directly related to how well it is organized and how effective it s managed. Organizational structure and management processes are interrelated and they provide a gauge as to how effective an overall business strategy is implemented. The measure of success in any business is how effectively it can compete in finding new opportunities and having the internal structure necessaryRead MoreManagement for Organization1603 Words   |  7 PagesMGT330: Management for Organizations Kyle Kontour May 18, 2015 Final Paper The five management functions are used in all organizations, which are planning, organizing, staffing, leading and control. Each one of these functions is applied to make sure that the organization is successful with hitting the goals, within the organization. This helps with employeesRead More5 Management Principles and Concepts1239 Words   |  5 Pages5 Management Principles/Concepts Management is the concept of getting work done through others. This concept began evolving in the 1880’s from being ideas and practices into a field of study. In Chuck Williams’ recent edition of â€Å"Management†, he establishes that there were several instrumental influences on the paradigm shift in the field of management. Those parties include but are not limited to, Fredrick Taylor, Frank and Lillian Gilbreth, Henry Gantt, and Henri Fayol. These parties developedRead MoreInnovation Process1310 Words   |  6 PagesInnovation Process In order for organizations to become successful or maintain an ongoing success, they need to accommodate any necessary changes needed while remaining on a competitive edge. With this known, companies such as Coca-Cola have easily shown their success by becoming the largest manufacturer, marketer, and distributor of nonalcoholic beverages by which the company has products sold in 200 counties world wide. In this paper Team B will identify and explain the four phases of theRead MoreMarketing Concept and the possible limitations to this concept.1458 Words   |  6 Pageswant through creating and exchanging products and values with others.(Kotler.P 2002 : 5) The goals of marketing is to attract new customers by promising superior value and keep and grow current customers by delivering satisfaction. There are five core concepts of marketing, which includes needs, wants and demand; products, services and experience; value, satisfaction and quality; exchanges, transactions and relationsh ips; and finally, market and marketing. After World War II, the variety of productsRead MoreEssay on Strategic Program Management Worksheet1683 Words   |  7 Pagescourse, to identify the key concepts involved that you will need to understand in order to solve whatever problems you might encounter in those situations. Complete the table below by identifying at least five concepts that you will study from the text on the rEsource page in order to resolve the situations presented; list and briefly describe them in column A. You have on the rEsource page a scenario that provides an examples of realistic situation in which these concepts apply. Examine this scenario

Law of Business Organization Corporate Fraud

Question: Discuss about the Law of Business Organization for Corporate Fraud. Answer: Introduction Corporate fraud has been happening all over the world and causing harm to the interests of various stakeholders. The greed of a few people results in millions of dollars being illegally taken away from thousands of investors who had placed their trust in the management of a company. It is the government in any country which is expected to protect the rights of such people and punish those who have committed fraud. But to achieve this purpose laws have to be framed and enforced in an intelligent and efficient way[1]. Corporate fraud in Australian companies Over the years there have been many cases of corporate fraud in Australia. Various laws have been enacted but, still, this has not stopped people in the business world to cheat others and break the law. In 1980s and 1990s in Australia there have been instances of business people misappropriating the money of investors illegally or misleading the investors by spreading wrong information relating to their businesses. The basic intention of these corrupt people is to make individual profits by applying means or methods that have been prohibited by law. Such people want to gain unfair advantage in the competitive business world though such illegal approaches to make money. They are ready to take the risk of breaking the law sometimes feeling that law enforcement agencies would not be able to detect their cheating. On many occasions they feel that even if they get caught they would be able to take advantage of the loopholes in the laws and get away with a mild punishment or payment of a m uch lesser compensation. In recent times the instances of Australian Companies bribing public officials in other companies to win contracts have increased. But that does not mean that other types of corporate frauds have come to an end. There is need for law making and law enforcing agencies to prevent any type of corporate fraud. The need is to promote a culture and an environment where companies realize that they have no option but to adopt fair practices in their business dealings and the investors and the customers also feel that their interests are protected. There are still significant cases of corporate frauds in Australia and the government should remain committed to eliminate such events. Corporate fraud by Allan Bond In a case in Australian courts, an individual Alan Bond was accused of being part of business dealings, also involving government, which resulted in loss of public money amounting to $ 600 million. Alan Bond was also accused of siphoning of money from one of the companies Bell Resources, controlled by the individual to another company named Bond Corporation owned by the person. Allan Bond was a manipulator with business interests in property industry, gold mining and brewing wine. But these risky methods led to the failure of many of the individuals businesses. Many shareholders who had invested in Allans companies lost money. The compensation provided to the creditors was considered very inadequate and many of them felt that they were unfairly treated by law[2]. Allan Bond was sentenced to seven years in prison for defrauding Bell Resources. The individual after being released from prison, got engaged in business, again made a fortune but lost it again due to malpractices and rash b usiness decisions. The individuals companies were liquidated[3]. There has been a legal case fought in courts for the recovery of money owed to creditors of Bell Group from which Allan Bond siphoned off money to Bond Corporation for last twenty years in various courts of Australia. Ultimately the government has set up a statutory authority to arrange for the payment of money to creditors as per a settlement[4]. This shows the far reaching consequences of a fraud committed by Allan Bond. Once money has been taken away illegally, it takes lot of time, efforts and expenses to recover the lost amount and compensate the victims of the crime. The judgement in such cases should be delivered much faster. There is the need to make the Corporation Act and other regulatory bodies more effective. There are many who feel that Allan Bond should have been given more severe punishment under the law for defrauding Bell resources because the amount involved in the fraud was very high. There have been instances where people who have misappropriated far lesser money have been given comparatively much harsher imprisonment in relation to their crime. This shows that there is the need to amend the present laws to provide a more effective deterrent to people who intend to commit such frauds. The punishment given to the guilty should be commensurate with the amount of money which has been taken away illegally. The law should be more transparent, reasonable and just in such cases. The severity of the crime committed and its far reaching effects should be recognized by the law. Corporate fraud by Rodney Adler In another case a person named Rodney Adler was sentenced to serve four years and six months in prison for the role the individual played in the collapse of the company HIH Insurance[5]. This company collapsed in 2001 with liabilities of $ 5.3 billion. Rodney Adler was held guilty of making false statements to induce purchases of HIH Insurance shares and also of lying to secure money from HIH Insurance for a company in which Adler had an interest. In this case the laws cited by the Supreme Court of New South Wales Common Law Division were Corporations Act 2001 (Cth) ss184 (1)(b), 997, 999,Crimes Act 1900 (NSW) s178BB, Crimes Act 1914 (Cth) Part 1B, Crimes (Sentencing Procedure) Act 1999 (NSW) . Insider trading by Hochtief AG In another case Australian Securities And Investment Commission has brought German construction company Hochtief AG into court for committing insider trading in a purchase of shares of Leigton Holdings. In this case it was alleged that Hochtief Australia Holdings Limited which held a large number of shares in Leigton Holdings, had information about the financial performance of Leigton Holdings before the financial results were declared. Hochtief AG knew that Leigton had better financial results as compared to the previous year. So Hochtief which had a majority shareholding in Leigton, unfairly, in 2014, pushed forward the last date for purchasing the shares of Leigton and made its subsidiary purchase shares of Leigton[6]. In this case it was argued that insider trading laws of Corporation Act had been breached. Insider information is the information about the company which is not generally available and likely to have an effect on the value of a financial product of the firm[7]. Financial products included under insider trading law include all securities that can be traded on the stock exchange. It is an offence under the Corporations Act to trade using inside information, or pass such information to others who are likely to trade on the basis of such inside information. Bribery in corporate world There are many companies from the world's most developed economies which are perceived to frequently pay bribes when doing business internationally, despite of new laws and international commitments to eradicate bribery in business. While many of the developed economic powers show slow economic growth, in many emerging economies the incomes of people have risen and there is greater demand for goods and services. Thus there are greater opportunities for foreign investment and trade in these countries. But the foreign companies have to compete with the local industry in these countries apart from competition between companies from the developed world. Moreover the business policies of the governments in many of these countries have also led to public officials demanding illegal payments to get government contracts in favour of these foreign companies. The culture in these relatively poor countries is also breeding corrupt practices of the foreign companies. But there has been growing a wareness among governments and people of different countries that there is a need to stop these corrupt practices and make international business clean[8]. The Australian federal government has laws which prohibit bribery of federal public officials,as well as foreign public officials[9]. The specific criminal offence of bribing a foreign public official is dealt with in Section 70.2 of the Bribery Act. There has been renewed focus on bribery and corruption by the Australian police. Steps have been taken for restructuring of investigative systems, improving cooperation within government agencies, as well as between Australian and foreign authorities. Many Australian companies have now realized that doing business abroad without taking effective anti-bribery and corruption measures would have serious adverse legal consequences for them. The government of Australia has also committed itself on international forums to adopt practices to prevent foreign bribery by Australian companies[10]. It has to be understood that victims of fraudulent acts are not only shareholders or customers of the company; innocent employees are at risk as they can lose their jobs as a consequence of these crimes. Sometimes the senior executes of a company collude with one another to commit frauds which are very difficult to detect. One of the effective ways to prevent such fraud is to make companies disclose their financial records and enforce better auditing controls. Steps have to be taken to ensure that regulators and the courts in Australia focus upon achieving effective enforcement strategies in regard to theCorporations Act. There are some people who argue that the investigation and enforcement powers of Australias corporate regulator, the Australian Securities and Investments Commission (ASIC) are probably narrower than those of some comparable foreign counterparts like in the United States of America and United Kingdom, and that there is an urgent need to expand its powers. Conclusion There is need for external regulation of corporations by law enforcement bodies and also internal regulation by the management of the companies to prevent frauds from happening. The aim should be to promote ethical culture in business organizations so that they can self regulate their behavior. If the thinking of people is changed then people would not make use of fraudulent ways to make money. But that should be the long term goal. The government needs to be vigilant and strengthen the legal system to detect illegal activities in the corporate world and punish those found guilty of breaking the law. References Abc.net.au, Bell Group Money To Be Disbursed By Statutory Authority (22 August 2016) https://www.abc.net.au/news/2015-05-06/bell-group-money-to-be-disbursed-by-statutory-authority/6450596 Abc.net.au, Hochtief Faces Leighton Insider Trading Case Brought By ASIC (22 August 2016) https://www.abc.net.au/news/2016-02-02/hochtief-leighton-insider-trading-asic/7133384 Asic.gov.au, Creditors- Liquidation (22August 2016) https://asic.gov.au/regulatory-resources/insolvency/insolvency-for-creditors/creditors-liquidation/ Australian Politics.com, Rodney Adler Sentenced To Four And A Half Years Jail (22 August 2016) https://australianpolitics.com/2005/04/14/rodney-adler-jailed-over-hih-collapse.html Financierworldwide.com, Australia Tells OECD It Is Getting Serious About Foreign Bribery (22 August 2016) https://www.financierworldwide.com/australia-tells-oecd-it-is-getting-serious-about-foreign-bribery/#.V7qUplt97Dc Jeremy Gans, Modern Criminal Law Of Australia (Cambridge University Press, 2011) 266 Perthnow.com, Alan Bond Is No Hero Say Victims (22 August 2016) https://www.perthnow.com.au/news/western-australia/alan-bond-is-no-hero-say-victims/story-fnhocxo3-1226663242823 Stephen M. Bainbridge, Research Handbook On Insider Trading (Edward Elgar Publishing Limited 2013) 1 Stuart H. Deming, Anti Bribery Laws In Common Law Jurisdictions (Oxford University Press, 2014) 10 Westlawn.com.au, Cost Of Fraud In Australia $8.5 billion (23 August 2016) https://westlawn.com.au/cost-of-fraud-in-australia-8-5-billion-only-5-of-businesses-protected/ Yahong Zhang and Cecilia Lavena, Government Anti Corruption Strategies: A Cross Cultural Perspective (CRC Press Taylor And Francis Group, 2015) 215

Short Stories Essays - Rhetorical Techniques,

Short Stories Nathaniel Hawthorne, Young Goodman Brown Goodman Brown was not asleep in this short story. As I read, I believed that Goodman did indeed meet the devil in the forest. If he had indeed dreamt about the trip he was sent on and meeting the devil, I think his nervousness would have been described in more detail then it was. Concentrating more on the anxiety he was feeling would have led the reader to believe that the events were not real. I also saw this story as an allegory. I saw the allegory after reading the story two times. I think it is centered on Goodman Brown having a bumpy past and that he wants to go beyond his past and reach heaven. The characters names also show the religious allegory in the story. The names Goodman and Faith are used and the characters are then soon faced with terrifying evil. I think that Goodman Brown and his wife, Faiths names symbolize that they are good, religious people and that Goodman is making up everyone being evil in his head. I found an essay by Alexa Carlson that described the symbolism in light vs. dark, forest vs. town, nature vs. human, and fantasy vs. reality. In her paper, Essay #1: Young Goodman Brown, she states that fantasy vs. reality are employed to reinforce the idea that good and evil have been set up as strict categories into which no one, not even the religious figures of the community, fit neatly. As she later writes, if Hawthorne was apprehensive about what he considers right and wrong in terms of human behavior, I think he would have spend more time building up his tragic end. Young Goodman Brown was a pretty sad story because he was happy with all the locals and his faith until the trip came into Goodman Browns life. Goodman is pure going into the forest, but in a sense comes out of the forest somewhat evil. He comes back thinking he is better than everyone else and ends up isolating himself to lead a very lonely life. Source: Carlson, Alexa. Essay #1: Young Goodman Brown. www.crwl.utexas.edu Nathaniel Hawthorne, My Kinsman, Major Molineaux I read some information about Nathaniel Hawthornes life and then thinking back to this story, I see his life somewhat reflected in the main character. I saw him relating himself to Robin and parallel the emotions and similarities to that of his own life. I remember reading that Hawthorne locked himself up in a room for twelve years and completely isolated himself from the people around him. In My Kinsman, Major Molineaux, Robin is given a lesson and isolated from the group of the new colony. He leads himself to his own misery and disrespect because he recognized himself as a kinsman and wanted something back. Both Hawthorne and Robin face the problem of being accepted by society. They both had their shares of complications and complexity fitting in with their surroundings. The first paragraph of the story is there to let you know something. There is a hint hidden in the paragraph about the fate of Major Molineaux. He states that uprisings are beginning to occur in the colonies. Robin is an 18 year old who travels across the ocean to see Major Molineaux. He seems confident that all will work out even though he does not know where his uncle lives. He goes with little money and asks where Major Molineaux lives. His first attempt to find his uncle is a disappointment. All the people he asks are mean to him but he still keeps looking. From the story, I get that Robin does not really want to find Major Molineaux. Once he sees his uncle tarred and feathered, he starts laughing and realizing how much he has grown from his trip. The older people in the story seem to be really mean. I think they have a greater hatred toward Major Molineaux. The man Robin sees with the black and red face scares him. I think the red and black represent danger and anger and possibly evil. The danger could represent either that the mob is supposed to be something evil or that the mob represents the violent changes

Understanding the Palestine Liberation Organization

Understanding the Palestine Liberation Organization Since its creation in 1964, the PLO has gone through several make-oversfrom resistance organization to terrorist organization to quasi-occupying and governmental force (in Jordan and Lebanon) to close to irrelevance in the late 1990s in the Occupied Territories. What is it today and what power does it wield? The Palestine Liberation Organization was created on May 29, 1964, at a meeting of the Palestine National Congress in Jerusalem. The Congress meeting, the first in Jerusalem since the 1948 Arab-Israeli war, was held at the then-brand new Intercontinental Hotel. Its earliest leader was Ahmed Shukairy, a lawyer from Haifa. His leadership was quickly eclipsed by that of Yasser Arafat. Arab Duplicity in PLOs Creation The blueprint for the PLO was drawn by Arab states at an Arab League meeting in Cairo in January 1964. Arab states, especially Egypt, Syria, Jordan, and Iraq, were chiefly interested in channeling Palestinian nationalism in such a way that Palestinian refugees on their soil would not destabilize their regimes. The motive behind the creation of the PLO was therefore duplicitous from the start: Publicly, Arab nations averred solidarity with the Palestinian cause of reclaiming Israel. But strategically, the same nations, intent on keeping Palestinians on a short leash, funded and used the PLO as a means to control Palestinian militancy while using it for leverage in relations with the West and, in the 1980s and 1990s, with Israel. It wouldnt be until 1974 that the Arab League, meeting in Rabat, Morocco, officially recognized the PLO as the sole representative of the Palestinians. The PLO As a Resistance Organization When the 422 Palestinian delegates claiming to represent half a million refugees formed the PLO in Jerusalem in May 1964, they rejected any plans to resettle those refugees in host Arab nations and called for the elimination of Israel. They declared in an official comuniquà ©: Palestine is ours, ours, ours. We shall accept no substitute homeland. They also created the Palestine Liberation Army, or PLA, though its autonomy was always doubtful as it was part of the armies of Egypt, Jordan, and Syria. Again, those nations used the PLA both to control Palestinians and use Palestinian militants as leverage in their own proxy conflicts with Israel. The strategy was not successful. How Arafats PLO Came to Be The PLA conducted several attacks on Israel but never amounted to a major resistance organization. In 1967, in the Six Day War, Israel demolished the air forces of Egypt, Syria, and Jordan in a surprise, pre-emptive attack (following rising belligerence and threats from Egypts Gamal Abd el-Nasser) and took over the West Bank, the Gaza Strip, and the Golan Heights. Arab leaders were discredited. So was the PLA. The PLO immediately began developing a more militant tenor under the leadership of Yasser Arafat and his Fatah organization. One of Arafats earliest moves was to amend the Palestine National Councils charter in July 1968. He rejected Arab meddling in the PLOs affairs. And he made the liberation of Palestine and the establishment of a secular, democratic state for Arabs and Jews the twin goal of the PLO. Democratic means, however, were not part of PLO tactics. The PLO immediately became more effective than Arabs intended, and more bloody. In 1970 it attempted a take-over of Jordan, which led to its expulsion from that country in a short, bloody war that came to be known as Black September. The 1970s: The PLOs Terrorist Decade The PLO, under the leadership of Arafat Also recast itself as an outright terrorist organization. Among its most spectacular operations was the September 1970 hijacking of three jets, which it then blew up after freeing passengers, in front of television cameras to punish the United States for its support of Israel. Another was the murder of eleven Israeli athletes and coaches and a German police officer during the 1972 Olympic Games in Munich, Germany. Following its expulsion from Jordan, the PLO established itself as a state-within-a-state in Lebanon, where it turned its refugee camps into armed fortresses and training camps used Lebanon as a launching pad for attacks on Israel or Israeli interests abroad. Paradoxically, it was also at the 1974 and 1977 Palestine National Council meetings that the PLO began moderating its ultimate goal by setting its statehood sights on the West Bank and Gaza rather than the whole of Palestine. In the early 198s, the PLO began edging toward recognition of Israels right to exist. 1982: The End of the PLO in Lebanon Israel expelled the PLO from Lebanon in 1982 in the culmination of Israels invasion of Lebanon that June. The PLO established its headquarters in Tunis, Tunisia (which Israel bombed in October 1985, killing 60 people). By the late 1980s, the PLO was directing the first intifada in the Palestinian territories. In a speech to the Palestine National Council on Nov. 14, 1988, Arafat recognized Israels right to exist by symbolically declaring the independence of Palestine while endorsing United Nations Security Council 242which calls for the withdrawal of Israeli troops to pre-1967 borders. Arafats declaration was an implicit endorsement of a two-state solution. The United States, led by a lame-duck Ronald Reagan at the time, and Israel, led by the hard-liner Yitzhak Shamir, scorned the declaration, and Arafat was himself discredited when he supported Saddam Hussein in the first Gulf War. The PLO, Oslo, and Hamas The PLO officially recognized Israel, and vice versa, as a result of the Oslo talks of 1993, which also established a framework for peace and a two-state solution. But Oslo never addressed two key issues: Israels illegal settlements in the Occupied Territories, and Palestinian refugees right of return. As Oslo failed, discrediting Arafat, a second Intifada exploded, this time led not by the PLO, but by a rising militant, Islamic organization: Hamas. Arafats power and prestige were further diminished by Israeli incursions into the West Bank and Gaza, including a siege of his own compound in the West Bank town of Ramallah. The PLOs fighters were to some extent incorporated into the Palestine Authoritys police force, while the authority itself took over diplomatic and administrative functions. Arafats death in 2004 and the Palestinian Authoritys decreasing influence over the Territories, compared with Hamas, further diminished the PLOs role as a significant player on the Palestinian scene.

War of the Worlds Radio Broadcast Causes Panic

War of the Worlds Radio Broadcast Causes Panic On Sunday, October 30, 1938, millions of radio listeners were shocked when radio news alerts announced the arrival of Martians. They panicked when they learned of the Martians ferocious and seemingly unstoppable attack on Earth. Many ran out of their homes screaming while others packed up their cars and fled. Though what the radio listeners heard was a portion of Orson Welles adaptation of the well-known book, War of the Worlds by H. G. Wells, many of the listeners believed what they heard on the radio was real. The Idea Before the era of T.V., people sat in front of their radios and listened to music, news reports, plays and various other programs for entertainment. In 1938, the most popular radio program was the ​Chase and Sanborn Hour, which aired on Sunday evenings at 8 p.m. The star of the show was ventriloquist ​Edgar Bergen and his dummy, Charlie McCarthy. Unfortunately for the Mercury group, headed by dramatist Orson Welles, their show, Mercury Theatre on the Air, aired on another station at the very same time as the popular Chase and Sanborn Hour. Welles, of course, tried to think of ways to increase his audience, hoping to take away listeners from the Chase and Sanborn Hour. For the Mercury groups Halloween show that was to air on October 30, 1938, Welles decided to adapt H. G. Wellss well-known novel, War of the Worlds, to radio. Radio adaptations and plays up to this point had often seemed rudimentary and awkward. Instead of lots of pages as in a book or through visual and auditory presentations as in a play, radio programs could only be heard (not seen) and were limited to a short period of time (often an hour, including commercials). Thus, Orson Welles had one of his writers, Howard Koch, rewrite the story of War of the Worlds. With multiple revisions by Welles, the script transformed the novel into a radio play. Besides shortening the story, they also updated it by changing the location and time from Victorian England to present day New England. These changes reinvigorated the story, making it more personal for the listeners. The Broadcast Begins On Sunday, October 30, 1938, at 8 p.m., the broadcast began when an announcer came on the air and said, The Columbia Broadcasting System and its affiliated stations present Orson Welles and the Mercury Theatre on the Air in The War of the Worlds by H. G. Wells. Orson Welles then went on air as himself, setting the scene of the play: We know now that in the early years of the twentieth century this world was being watched closely by intelligences greater than mans and yet as mortal as his own... As Orson Welles finished his introduction, a weather report faded in, stating that it came from the Government Weather Bureau. The official-sounding weather report was quickly followed by the music of Ramon Raquello and his orchestra from the Meridian Room in the Hotel Park Plaza in downtown New York. The broadcast was all done from the studio, but the script led people to believe that there were announcers, orchestras, newscasters and scientists on the air from a variety of locations. Interview With an Astronomer The dance music was soon interrupted by a special bulletin announcing that a professor at the Mount Jennings Observatory in Chicago, Illinois reported seeing explosions on Mars. The dance music resumed until it was interrupted again, this time by a news update in the form of an interview with an astronomer, Professor Richard Pierson at the Princeton Observatory in Princeton, New Jersey. The script specifically attempts to make the interview sound real and occurring right at that moment. Near the beginning of the interview, the newsman, Carl Phillips, tells the listeners that Professor Pierson may be interrupted by telephone or other communications. During this period he is in constant touch with the astronomical centers of the world . . . Professor, may I begin your questions? During the interview, Phillips tells the audience that Professor Pierson had just been handed a note, which was then shared with the audience. The note stated that a huge shock of almost earthquake intensity occurred near Princeton. Professor Pierson believes it might be a meteorite. A Meteorite Hits Grovers Mill Another news bulletin announces, It is reported that at 8:50 p.m. a huge, flaming object, believed to be a meteorite, fell on a farm in the neighborhood of Grovers Mill, New Jersey, twenty-two miles from Trenton. Carl Phillips begins reporting from the scene at Grovers Mill. (No one listening to the program questions the very short time that it took Phillips to reach Grovers Mill from the observatory. The music interludes seem longer than they are and confuse the audience as to how much time has passed.) The meteor turns out to be a 30-yard wide metal cylinder that is making a hissing sound. Then the top began to rotate like a screw. Then Carl Phillips reported what he witnessed: Ladies and gentlemen, this is the most terrifying thing I have ever witnessed. . . . Wait a minute! Someones crawling. Someone or . . . something. I can see peering out of that black hole two luminous disks . . . are they eyes? It might be a face. It might be . . . good heavens, somethings wriggling out of the shadow like a gray snake. Now its another one, and another one, and another one. They look like tentacles to me. There, I can see the things body. Its large as a bear and it glistens like wet leather. But that face, it . . . ladies and gentlemen, its indescribable. I can hardly force myself to keep looking at it, its so awful. The eyes are black and gleam like a serpent. The mouth is kind of V-shaped with saliva dripping from its rimless lips that seem to quiver and pulsate. The Invaders Attack Carl Phillips continued to describe what he saw. Then, the invaders took out a weapon. A humped shape is rising out of the pit. I can make out a small beam of light against a mirror. Whats that? Theres a jet of flame springing from the mirror, and it leaps right at the advancing men. It strikes them head on! Good Lord, theyre turning into flame! Now the whole fields caught fire. The woods . . . the barns . . . the gas tanks of automobiles . . its spreading everywhere. Its coming this way. About twenty yards to my right... Then silence. A few minutes later, an announcer interrupts, Ladies and gentlemen, I have just been handed a message that came in from Grovers Mill by telephone. Just one moment please. At least forty people, including six state troopers, lie dead in a field east of the village of Grovers Mill, their bodies burned and distorted beyond all possible recognition. The audience is stunned by this news. But the situation soon gets worse. They are told that the state militia is mobilizing, with seven thousand men, and surrounding the metal object. They, too, are soon obliterated by the heat ray. The President Speaks The Secretary of the Interior, who sounds like President Franklin Roosevelt (purposely), addresses the nation. Citizens of the nation: I shall not try to conceal the gravity of the situation that confronts the country, nor the concern of your government in protecting the lives and property of its people. . . . we must continue the performance of our duties each and every one of us, so that we may confront this destructive adversary with a nation united, courageous, and consecrated to the preservation of human supremacy on this earth. The radio reports that the U.S. Army is engaged. The announcer declared that New York City is being evacuated. The program continues, but many radio listeners are already panicked. The Panic Though the program began with the announcement that it was a story based on a novel and there were several announcements during the program that reiterated that this was just a story, many listeners didnt tune in long enough to hear them. A lot of the radio listeners had been intently listening to their favorite program the Chase and Sanborn Hour and turned the dial, like they did every Sunday, during the musical section of the Chase and Sanborn Hour around 8:12. Usually, listeners turned back to the Chase and Sanborn Hour when they thought the musical section of the program was over. However, on this particular evening, they were shocked to hear another station carrying news alerts warning of an invasion of Martians attacking Earth. Not hearing the introduction of the play and listening to the authoritative and real sounding commentary and interviews, many believed it to be real. All across the United States, listeners reacted. Thousands of people called radio stations, police and newspapers.  Many in the New England  area loaded up their cars and fled their homes. In other areas, people went to churches to pray. People improvised gas masks. Miscarriages and early births were reported. Deaths, too, were reported but never confirmed. Many people were hysterical. They thought the end was near. People Are Angry That It Was Fake Hours after the program had ended and listeners had realized that the Martian invasion was not real, the public was outraged that Orson Welles had tried to fool them. Many people sued. Others wondered if Welles had caused the panic on purpose. The power of radio had fooled the listeners. They had become accustomed to believing everything they heard on the radio, without questioning it. Now they had learned - the hard way.

E COMMERCE @ AMAZON OPM 5 Essay Example | Topics and Well Written Essays - 500 words

E COMMERCE @ AMAZON OPM 5 - Essay Example No geographical boundaries limit online transactions. Huge market penetration allows companies to gain popularity overnight without much cost. Another huge advantage that e-commerce has to offer is they can effectively evaluate the response to a particular campaign online with the help of tools like frequent visitors etc. Like any other business, online selling has its set of disadvantages. The biggest disadvantage is the lack of direct contact between the sales force and the customers. All the transactions take place online, limiting contact. Another disadvantage is the security issues that are rising in this medium of selling. With fraudulent activities on the rise, companies selling online now have to take expensive measures to protect the important credentials of their customers such as credit card numbers etc. These measures cannot be taken by small businesses limited on budgets and spending. Another important issue is the delivery of goods over the whole world. This problem however, has been counteracted by Amazon who now has alliances with different companies to deliver goods to various places all over the world. Also, perishable items have to be delivered on time, which requires exceptionally quick service. This problem has also been covered by Amazon as it is test marketing its service of de livering goods overnight in certain suburbs of Seattle. Books are one of the best selling products on Amazon.com. Many books are now available in formats which are downloadable. However, this phenomenon is not very popular. If online downloading of books start, Amazon will be faced by a downfall in sales and share price to a certain extent as one of their main products will not be available online. However, they can venture into this market of downloadable book purchase as well, to make up for the loss on their other sector. In short, Amazon has all the resources to venture into the market of downloadable books as well; they can take full

Interpersonal Communication Report Essay Example | Topics and Well Written Essays - 500 words

Interpersonal Communication Report - Essay Example But the use of heavy slang can sometimes pose a difficulty in getting a message accurately. I have to admit that my answers were calculated and safe. They are my parents so I have to be respectful and my answers should be consistent with what they want to hear. If I really voice out my opinion, I am afraid that it will just end up in argument just like the previous converation we had. To parents who uses a different context, it seems to be difficult to get messages across from a teenagers’ point of view.I like being with my parents but sometimes our conversations makes me think a lot. It was a typical teenage conversation that is characterized by a light and jovial type of talk with few exchange of banters. We talked about who is attractive in school and what is â€Å"in† and what is â€Å"out†. The main challenge in this type of interaction is that it is so informal that sometimes the conversations has no substance to get messages across. This type of conversation can be fun especially to a teenager like me but getting substantial message across can be sometimes futile because it will just be ridiculed. My sister asked me to accompany her in the mall to buy something which I did. I thought it will be just a quick trip because she will just buy something that she needs. We ended up scouring the whole for a shop that I understand and she ended up buying something that was not really intended to be bought. We argued and I do not know how to make my sister understand that it is not necessary to tour the whole mall just to buy a pair of dress. Girls can sometimes difficult to understand and talk to. I don’t do well conversing with girls especially when they talk about shopping and other things that interests

John Dewey and early childhood education Essay Example for Free

John Dewey and early childhood education Essay â€Å"Education is not preparation for life. Education is life itself. † – John Dewey (1859-1952) (Ministry of Education, Singapore, 2003) The set of Desired Outcomes of Pre-school Education that the Ministry of Education(MOE) had put together in 2003 highlighted the significant importance of pre-school education being the platform for lifelong learning. It’s intention were far beyond preparation of these children merely for Primary School curriculum (Wong,2000). Very much alike to John Dewey (Dewey)’s quote, MOE’s take on pre-school education exists similar context. I felt that it challenges the perceived notion that education is only about getting the necessary qualifications or securing a good job. However, with an open mind, education in fact occurs throughout life. This brings about a few educational principles of Dewey which had influenced me in my workings with children in a pre-school setting. I felt that the central concept of Dewey’s view of education was that there should be greater emphasis on allowing children develop problem solving skills, critical thinking skills, and being able to make decisions on their own, rather than simply on the memorization of lessons. Through real life experiences, instead of merely being on the receiving end of secondhand information, children were able to develop the required skills effectively (Seefeldt and Barbour, 1998). Active learning has been widely advocated in my child care centre. I often incorporate and encourage it too. Let’s say I will be teaching on the theme of occupation and doctors are the topic of the week. For the younger age group like pre-nursery and nursery, I would provide real materials like a doctor play set. Children would be encouraged to explore these materials at their own pace and interests. They would be able to experience how it feels like being a doctor and thereafter get an insight of what a doctor’s work scope is about. Concurrently, they would be exposed to the instruments that a doctor uses. I would also ask children open ended questions like â€Å"What does a doctor do? Which tool do you think a doctor uses to hear your heartbeat? If you are a doctor, how would you hear my heartbeat? †. I believe  that such open ended question encourages children to construct their own understanding of concepts. I would also drop hints and attempt to spur their interest when children become uninterested and seem clueless. On top of these activities, for the kindergarten classes, I would introduce a â€Å"Doctor of the day† where the child would, alongside the teacher, assist in the daily temperature taking of children. This way they would understand the concept of what is taken to be ill and what is not, and also who should they visit at times when they fall sick. I would also liaise with a nearby clinic and bring the children on a trip, getting the doctor to assist in giving the children a short demonstration of a regular consultation in the clinic. The children will not only be able to see how a clinic setting is like, they will also be able to pose questions to the doctor to find out more. Following which, I would plan for a clinic role play where children are free to express their own interpretation and ideas of a being a doctor. In tie with Dewey’s avocation of active learning, this concept of learning has been strongly supported by the local context too. In the Code of Ethics, professionals are obliged to promote and encourage children to be actively involved regardless of ability (Association for Early Childhood Educators, Singapore, 2005). Dewey also advocated that the school is a social institution (Flanagan, 1994). He believed that through social interaction with adults and peers, learning would be further reinforced (Henniger, 2002). Communication with peers or adults allows children to think, process their thoughts into verbal words and therefore encourages and stimulates a child’s thinking. Interactive learning is also vital to social development. Being able to develop a positive and satisfying relationship with peers and adults is crucial for effective social interaction and is often a focus of pre-school programs (Early Childhood Teachers’ Association, 2003). In my workings with children, I have realized the important role social interaction plays in a child’s development. Children across all pre-school levels enjoy talking and interacting with each other over their thoughts, opinions and experiences. One way I encourage this is by planning for problem solving in group discussions. For instance, the kindergarten children would be issued a problem at the start of the day: â€Å"What are the features of an insect? † They would then be divided into groups to explore the problem by going into the various learning centres I have set up toacquire the information. This can be followed up by bringing the children on a field trip to the Botanical Garden where children are able explore on the topic and make drawings and notes on their observations as a group. At the end of the day, they would discuss about their gatherings again in groups, and then present their findings. Other than learning how to function as a member of a group, children would also be able to learn cooperative skills and conflict resolution through the activity. Besides peer interaction, adult interaction plays an equally important role. In the Assessment of Licensing Standards in child care centre, staffs are to encourage interaction with children in order for children to be able to understand self and others (Ministry of Community Development and Sports, 2003). In the pre-nursery and nursery classes, I take time to listen, make eye contact and respond to children. This makes children feel comfortable and it motivates them to interact more with adults. I would also plan for activities like dough play and painting on large papers where children are able to proceed with the activity together. Through such activities, they are able to discuss, comment and communicate with each other too. I would also ask questions like, â€Å"What do you think Clarisse has molded? Does it look like a sandwich? † which allows for creative thoughts to be expressed and interaction to take place. Dewey’s philosophy perceived a teacher’s role as a guide and observer, rather than an instructor or a disciplinarian. The teacher is to provide and prepare the environment and curriculum to allow children to benefit and learn productively from it. Teachers were also expected to observe children and come up with activities designed to facilitate optimal learning (Feeney, Christensen and Moravcik, 2006). For the pre-nursery and nursery classes, I would provide a large variety of materials where children would be given the choice to choose based on their preference. I would not interfere in their choice activity as long as it conforms safety standards. I would also plan for activities where children could explore and exercise trial and error. For instance in the dough making session, they would be able to explore how much water is needed to achieve the texture of dough they would like, and what should be added when the dough becomes too soft. However, I would be guiding children whenever they are stuck or faced with much difficulty. I would also put up children’s work like their art work at a prominent corner of the classroom to make them feel that their work is valued. For the kindergarten classes, I would plan the lesson together with the children and come up with activities that could tap on their interest. For instance, discussing with children about which occupations interests them the most by showing them a variety of it. After the children have made their choices, I would plan activities catered to their interest. Throughout the lesson, I would make observational notes about each child and provide experiences or materials catered to individual’s interest. For example if a child shows immense interest in the occupation teacher, I would plan for the child to have a go at teaching his fellow classmates a song. Or if a child is interested in being a policeman, he could patrol the corridors before nap time to ensure that children are not hiding in the toilets or up to mischief. Similarly, under the Framework for Kindergarten Curriculum, MOE recommend putting their principles into practice in a few ways. These includes, preparing the learning environment by encouraging learning at their own pace and choice, planning meaningful activities based on children’s interest and abilities, allowing resources and materials to be easily and readily available and observing and monitoring children’s development. (Ministry of Education, Singapore, 2003) Through Dewey, I become aware of various methods and principles which plays a vital role in children’s pre-school learning. Though there were also controversies in Dewey’s philosophy, I believe that each philosopher possesses their own virtues and Dewey was one which struck me the most. References Association for Early Childhood Educators, Singapore (2005). Code of ethics. Retrieved March 23, 2010 from http://www. aeces. org/code_of_ethics Early Childhood Teachers’ Association (2003). Educating young children. Journal of early childhood teachers’ association inc and school of early childhood university of technology, 9(1) Feeney, S. Christensen, D. Moravcik, E. (2006). Who am I in the lives of children? : an introduction to early childhood education (7th ed). Upper Saddle River, New Jersey. Pearson Education. Flanagan, F. M. (1994). John Dewey. Retrieved March 24, 2010 from http://www. admin. mfu. edu/ctlf/Ed%20Psych%20Readings/dewey. pdf Henniger, M. L. (2002) Teaching young children: An introduction (2nd ed). Upper Saddle River, New Jersey. Pearson Education.

The Impact of Opium Use in Nineteenth-Century England :: European Europe History

The Impact of Opium Use in Nineteenth-Century England Introduction Evidence from contemporary newspapers and other sources suggest that by the mid nineteenth-century England was beginning to realize the depth of its opium problem. Opium had been introduced by the Arabs around the sixteenth-century, England began to seriously trade it around the late seventeenth- century. English citizens, by this time, through its exploits, were using the drug for medical reasons. However, most of these new cures all used opium in some form. No matter in which, form it was used, opium had only one effect. It gave a feeling of euphoria. From the opium pill to the plaster or its alkaloids it was a highly addictive drug, a new drug free from government constrains and open to public sale. In the early years opium was merely another piece of cargo to be traded. Â   The Beginnings of The Problem Opium had first arrived in London as a new medicinal trade product. It was new, compact, easily transported, and non-perishable. Trade with China proved very profitable and flourished for more than twenty years uninterrupted, until in 1835 China passed its first laws prohibiting the importation of opium (1). In the years following this prohibition, England responded simply by shifting the drop off points to other ports in China. China resisted these efforts, by England, to continue trade and began attacking their ships. These acts were seen as aggressive in the eyes of the English and the first opium war resulted. The war ended with the treaty of Nanking, which ceded China to Britain. The second opium war between 1856 and 1858 ended with the treaty of Tientsin (2). These two wars were prime examples of commercial imperialism, not only through the opening of treaty ports but through British control of Chinese customs which the 1842 treaty established, and continuing opium trade withou t restraint (3). All these acts on the part of British and the Chinese prove that there was real awareness of the depth of the opium problem. Â   Medicinal Uses During the years between and after both opium wars, England was developing more uses for opium. There were opium plasters, pills, cough drops, lozenges, troches, and scores of other the applications. Opium could be bought alongside food and spirits. Usually the opium was originally bought for some kind of ailment, and consequently the addiction would begin. One physician noted that he prescribed an opium plaster to a young girl, and discovered that three weeks later she was still using it (4).

Monash College Moodle

MCD2040 Managing People and Organisations Equivalent to MU:MGC1010, MGF1010, MGW1010 Unit Outline Prepared by: Department of Management Faculty of Business and Economics Monash University Produced and Published by: Monash College Pty. Ltd. Clayton, Victoria, Australia, 3800 First Published: January 2009 Revised & Printed: February 2013  © Copyright 2013 NOT FOR RESALE. All materials produced for this course of study are protected by copyright. Monash students are permitted to use these materials for personal study and research only, as permitted under the Copyright Act. Use of these materials for any other purposes, including copying or resale may infringe copyright unless written permission has been obtained from the copyright owners. Enquiries should be made to the publisher. MCD2040 Managing People and Organisations Unit Leader: Campus: Phone: Email: Ann Tahirovski Clayton 9905-8213 Ann. [email  protected] mcpl. edu. au Team Leader Phone: Email: Suresh Perera 9903 4365 suresh. [email  protected] mcpl. edu. au Contents Introduction Teaching and learning method Learning resources Assessments Policies 1 2 11 13 17 Unit Outline | MCD2040 Managing People and Organisations | Introduction This is a core unit in the Diploma of Business and the foundation unit for its majors in Management and Human Resource Management. This unit discusses: the nature of managerial work in organisations; theories of management and their historical development; contemporary issues and practices relating to managing people and organisations; and key factors in the organisation's environment that impact on how managers and organisations work. This unit aims to develop your knowledge, understanding, skills and abilities in management studies and give them a sound framework for further studies in business and commerce. Learning objectives When you have completed this unit, you are expected to be able to: †¢ †¢ †¢ †¢ †¢ define management and summarise the evolution of management ideas on how managers may influence, people, organisations and their contexts to achieve organisational goals. This includes an awareness of the cultural contexts of the original source and the development and contemporary application of management theory and practice. dentify and discuss contextual factors in the organisation's environment that impact on how people, managers and organisations interact describe how decision-making, planning, leading, organising and controlling can be managed in organisations examine the impact on individuals and organisations of contemporary issues in management, including stakeholder interes ts, ethics and social responsibility apply the skills of academic writing, research, questioning and analysis required of the management discipline. Unit structure This unit covers the following topics: 1. Introduction to Organisations and Managers 2. Management Yesterday and Today 3. Understanding and doing academic research, writing and referencing 4. The external environment 5. The internal environment 6. Social responsibility, managerial ethics and sustainable management 7. 8. 9. Decision making and Planning Organising and HRM Leadership bus-2040-uo-010612-v1. 0-da 1  ©Monash College Unit Outline | MCD2040 Managing People and Organisations | 10. Motivating Employees 11. Foundations of Control 12. Review and exam preparation Teaching and learning method This unit involves one 2 hour lecture per week and one 3 hour tutorial per week. Hours of independent study expected per week: minimum of 8 hours. This includes time spent in preparing for and completing assessment tasks, and time spent in general study, revision, and examination preparation. You are expected to attend lectures and tutorials, prepare for lectures by completing required readings and prepare for tutorials by completing weekly homework activities. You are also expected to use the unit site in Blackboard. This unit adopts a teaching and learning approach that is both student-centered and researchled. A student-centered approach places students at the centre of the learning process, allowing and equipping you to learn about Management theory and concepts through the learning materials and assessment tasks. Research-led teaching complements this approach by facilitating students’ understanding and experience of research and its contribution to the knowledge that underpins Management theory and concepts. The practical implications of student-centered learning and research-led teaching for you is that students will be asked and expected to actively participate in their own learning through Blackboard discussions and activities. You will also be given the opportunity to develop your own knowledge and understanding of Management by engaging with current Management research, participating in research activities and completing assessment tasks. Active participation is an important part of learning and a source of continuous feedback that increases understanding of the topic areas. Communication and feedback Monash College aims to provide a learning environment in which students receive a range of ongoing feedback. This may take the form of group feedback, individual feedback, peer feedback, self-comparison, verbal and written feedback, discussions (online and in class) as well as more formal feedback related to assignment marks and grades. You are encouraged to draw on a variety of feedback to enhance your learning.  ©Monash College bus-2040-uo-010612-v1. 0-da 2 Unit Outline | MCD2040 Managing People and Organisations | Schedule of unit activities The following tables detail the learning objectives, readings and learning activities for each topic. It is highly recommended that you use these as a study guide. Learning objectives On completion of this unit students should be able to: (Hint: Many of these objectives are the basis of final exam questions) Topic 1(a) Introduction †¢ Understand what is required for successful completion of this unit. †¢ Understand that management has been practiced and studied throughout human history. †¢ Provide examples of management and organisations. †¢ Start a glossary in which you define management concepts. Find your way around this unit’s Blackboard site. Topic 1(b) Organisations and managers †¢ Define an organisation and identify its major components. †¢ Describe managerial skills, roles and functions at different levels of managing. †¢ Discuss whether the manager’s job is universal. †¢ Question and discuss how far a manager should go to achieve efficiency and effectiveness in the organisation. Topic 2 Management yesterday and today †¢ Describe the main theoretical approaches to management including the: scientific, administrative, quantitative, behavioural, systems and contingency approaches. Understand the historical and cultural context of these theories. †¢ Review the ways in which these theories influence contemporary approaches to managing current trends and issues. Topic 3 Understanding and doing academic research, writing and referencing †¢ Cite references and prepare a Reference List using the APA method as shown in the Q Manual. †¢ Recognise some of the markers of academic writing. †¢ Recognise the elements of an essay and a report ( please see Q manual ) †¢ Gain familiarity with assessment criteria. †¢ Gain familiarity with ‘appropriate’ academic sources in the management discipline and be research literate. Topic 4 The external environment †¢ Know the difference between the organisation’s internal, specific and general environments. †¢ Identify each component in the organisation’s general and specific environments. †¢ Explain the relationship between an organisation and its stakeholders †¢ Question and discuss how organisational stakeholders can benefit or lose from globalisation. Topic 5 The internal environment †¢ Distinguish between social, national and organisational culture †¢ Identify the dimensions and sources of organisational culture. Understand how organisational culture is sustained †¢ Develop an awareness of the role of the manager in using, influencing and changing organisational culture. †¢ Review the values of organisations known to you ie: spiritual values. Topic 6 Social responsibility, managerial ethics and sustainable management †¢ Distinguish between the classical and socio-economic view of social responsibility. †¢ Describe environmentally sustainable business practices and understand why they are important. †¢ Identify how managers can improve the ethical behaviour of employees. Monash College bus-2040-uo-010612-v1. 0-da 3 Unit Outline | MCD2040 Managing People and Organisations | Demonstrate the ways in which sustainable and ethical business practices impact on the efficiency and effectiveness of organizations †¢ Question and discuss current social responsibility and ethics issues. Topic 7 Decision making and Planning †¢ Identify the steps in the rational decision-making process and understand how it may be affected by the managers bounded rationality and intuition. †¢ Understand the purpose of planning and why formal planning is less relevant in today’s organisations. Describe the strategic planning process and identify factors relevant to an organisation's internal and external analysis that may affect this strategy formulation. †¢ Question and discuss contemporary issues in planning Topic 8 Organising and HRM †¢ Identify why managers may need to organise. †¢ Compare and contrast mechanistic and organic organisational designs. †¢ Describe contemporary organisational designs. †¢ Explain how Human Resource Management (HRM) can improve individual and organisational performance. †¢ Review today’s organisational design challenges. Topic 9 Leadership †¢ Define the difference between a manager and a leader. Describe the contemporary approaches to leadership. †¢ Identify the sources of power that leaders may have. †¢ Review the issues affecting leadership in the 21st century Topic 10 Motivating Employees †¢ Define motivation. †¢ Understand the difference between content (what) and process (how) theories of motivation †¢ Identify what leaders and managers can do in practice to motivate their employees. †¢ Question and discuss the limitations of money as a motivation tool. †¢ Review current issues in motivation. Topic 11 Foundations of Control †¢ Explain the nature and importance of control and how it relates to other management functions. Describe the three steps in the control process. †¢ Explain how organisational performance is measured. †¢ Understand tools used to measure organisational performance. †¢ Discuss contemporary issues in control Topic 12 Review and reflection †¢ No new theory is introduced and the purpose of this week is for you to check your progress against the overall aims of the unit. Students should note that the program outlined above is a guide to the material to be covered in this unit and not a definitive statement of when that material will be covered. †¢  ©Monash College us-2040-uo-010612-v1. 0-da 4 Unit Outline | MCD2040 Managing People and Organisations | Unit Reading Resources Text and required readings: Readings are available online @ http://www. lib. monash. edu. au/resourcelists/ Topic 1 (a) Introduction Textbook: Nil Required Readings: †¢ Lamond, D (1998). Back to the future: Lessons from the past for a new management era,in G. Griffin (Ed. ) Management Theory and Practice: Moving to a New Era. MacMillan, Melbourne, 3 -14. Topic 1 (b) Organisations and managers Textbook: Chapter 1. Other Required Reading: †¢ Chapman, J. (2001). The work of managers in new organisational contexts, The Journal of Management Development, 20(1), 55-68. Readings which are relevant to assignment one: †¢ Bartlet, C. A. and Sumantra, G. (2003). What is a Global Manager? Harvard Business Review, 81 (8), 101-108. Carroll, S & Gillen, D (1987). Are the classical management functions useful in describing managerial work? , Academy of Management Review, 12(1), 38-51. †¢ Lamond, D. (2003). Henry Mintzberg vs. Henri Fayol: Of Lighthouses, Cubists and the Emperor’s New Clothes, Journal of Applied Management and Entrepreneurship, 8(4), 5-24. †¢ Mintzberg, H. (1975). The manager's job: Folklore and fact, Harvard Business Review, 53(4) July – August 49-61. †¢ Hales, C. (1999). Why do managers do what they do? Reconciling evidence and theory in accounts of managerial work, British Journal of Management, 10: 335-350. †¢ Mintzberg, H. (1994). Rounding out the Managers job, Sloan Management Review, 36(1), 11-26. †¢ Peterson, T (2004). Ongoing legacy of R. L. Katz: an updated typology of management skills, Management Decision, 42(10), 1297-1308. †¢ Rodrigues, C. (2001). Fayol’s 14 principles then and now: A framework for managing today’s organizations effectively, Management Decision, 39(10), 880-889. Topic 2 Management yesterday and today    Textbook: Chapter 2 up to p 69, Chapter 10 pp 370-371 (Contingency approach) Other Required Readings: Wren, D (1994). The advent of scientific management and The emergence of management and organisation theory in The Evolution of Management Thought, Wiley, New York, 10531, 179-94. Readings which may be relevant to assignments: Christensen, C. & Raynor, M. (2003). Why hard-nosed executives should care about management theory, Harvard Business Review, September, 67-74 Miller, T. & Vaughan, B. (2001). Messages from the management past: Classic writers and contemporary problems, SAM Advanced Management Journal, 66(1), 4-11. Parker, L. (2005). Fads, stereotypes and management gurus: Fayol and Follett today, Management Decision, 43(10), 1335-1357. Parker, L D. & Ritson, P A. (2005). Revisiting Fayol: Anticipating contemporary management, British Journal of Management 16,175-194  ©Monash College bus-2040-uo-010612-v1. 0-da 5 Unit Outline | MCD2040 Managing People and Organisations | Topic 3 Understanding and doing academic research, writing and referencing Textbook: None Required Readings: Kimberley, N. & Crosling, G. 2012) Student Q Manual. 5th ed. Faculty of Business & Economics, Monash University, Clayton, Vic. Topic 4 The external environment Textbook: Chapter 3 pp 82-96; Chapter 4 pp 144-149. Required Readings: Preble, J. F. (2005). Toward a Comprehensive Model of Stakeholder Management, Business & Society Review 110(4), 407-431 Topic 5 The internal environment Textbook: Chapter 3 pp 97-112, Chapter 5 p 183 (values-based management). Required Readings: Morrison, J. M. ; Brown, C. J. ; Smit, E. V. D. M. (2006). A supportive organisational culture for project management in matrix organisations: A theoretical perspective. South African Journal of Business Management, 37(4), 39-54. Recommended Readings: Hartog, D. (2004). High performance work systems, organisational culture and firm effectiveness, Human Resource Management, 14(1), 55-79. Jayne, M. E. A. , & Dipboye, R. L. (2004). Leveraging diversity to improve business performance: research findings and recommendations for organizations, Human Resource Management 43(4) 409-424. Topic 6 Social responsibility, managerial ethics and sustainable management Textbook: Chapter 5 p168—173, p174-180, p178-192, p 192-198 Other Required Readings: Basu, K. nd Palazzo, G. (2008). Corporate Social Responsibility: A process Model of Sensemaking, Academy of Management Review, 33 (1), 122-136. McDonald, G (2000). Business ethics: Practical proposals for organisations, Journal of Business Ethics, 25(2), 169-185. Twomey, D. F. (2006). Designed Emergence as a Path to Enterprise Sustainability, Complexity & Organization, 8(3), 12-23. Topic 7 Decision making and Planning Textbook: Chapter 7 pp 262-271, Chapter 8 pp 294-300, pp 308-313 and Chapter 9 pp 324-332. Other Required Readings: Eisenhardt, K. M. Sull, D. N. (2001). Strategy as Simple Rules, Harvard Business Review, 79(1), 106-116. Recommended Readings: Mankins, M. (2006). Stop making plans start making decisions, Harvard Business Review, 84(1), 76-84. Parker, A. M. and Fischhoff, B. (2005). Decision-making Competence: External Validation through an Individual-Differences Approach. Journal of Behavioural Decision Making, 18 (1), 127. Saha, M. (2005). Green Companies or Green Con-panies: Are Companies Really Green, or Are They Pretending to Be? , Business & Society Review, 110(2), 117-157. Topic 8 Organising and HRM Textbook: Chapter 10 p 360, pp 368-369, pp 372-383 Chapter 12 pp 426-433 Other Required Readings: Mintzberg, H. (1980). Structure in 5's: a synthesis of the research on organization design, Management Science, 26(3), no. 3, 322-641. Topic 9 Leadership Textbook: Chapter 16 p 604, pp 615-629, pp 629-633  ©Monash College bus-2040-uo-010612-v1. 0-da 6 Unit Outline | MCD2040 Managing People and Organisations | Other Required Readings: Kets de Vries, M. (1996). Leaders who make a difference, European Management Journal, 14(5), 486-93. Kotter, J. 1990). What do leaders really do? Harvard Business Review, 63(3), 103-111. Lopez-Zafra, E. ; Garcia-Retamero, R. and Landa, J. M. A. (2008). The Role of Transformational Leadership, Emotional Intelligence, and Group Cohesiveness on Leadership Emergence. Journal of Leadership Studies, 2 (3), 37-49. Ryan, M. K. and Haslam. S. A. (2005). The Glass Cliff: Evidence that Women are Over Represented in Precarious Leadership Positions. British Journal of Management, 16 (2), 81-90. Topic 10 Motivating Employees Textbook: Chapter 15. Other Required Readings: Reis, D. (2001). Reengineering the motivation to work, Management Decision, 39(8), pp 666-675. Recommended Readings: Katzell, R. (1990). Work motivation: theory and practice, American Psychologist, 45, 144153. Mitchell, T & Mickel, A. (1999). The meaning of money: An individual difference perspective, Academy of Management Review. 24(3), 568 – 577. Topic 11 Foundations of Control Textbook: Chapter 17. Other Required Readings: Seeck, H. , and Kantola, A. (2009). Organizational control: Restrictive or Productive? Journal of Management and Organization, 15, 241-257. Van den Broek, D. (2002). Monitoring and Surveillance In Call Centres: Some Responses From Australian Workers, Labour and Industry, 12(3), 43-58. Learning activities The following is a range of suggested activities to help you pass (and excel) in this unit. These activities are provided as a guide to assist you in your independent study activities. They include what to discuss online, what to read and study, timing the work for your assignments and how to relate what you are learning to managing in the real world. Other than the four compulsory graded assessments you are not required to hand in or complete any learning activities. It is advised you only do activities that best suit your personal learning style. You are not expected to complete them all. Topic 1(a) Introduction Familiarise yourself with the unit and its assessment requirements Navigate the unit Moodle site and check your PC is configured for Moodle. Getting to know each other by introducing yourself in class Get ready for assignment 1 by reading its requirements Watch the video and reflect on the guided questions Start your Glossary: Systems, Globalisation, Ethics, Workforce diversity, Spirituality, Stakeholders, Social responsibility, Sustainability. Topic 1(b)Organisations and managers Attend library research training session with tutor . Collect journal articles relating to A1 Do readings and textbook review questions in Chapter 1: 1, 5, 6, 7, 8, 9, 10, 11, 12 & 16. Watch the video and reflect on the guided questions Continue your Glossary: Organisation, Manager, Efficiency, Effectiveness, Management bus-2040-uo-010612-v1. 0-da 7  ©Monash College Unit Outline | MCD2040 Managing People and Organisations | Functions, Management Roles, Management Skills, Universal, Generic Test your knowledge on this topic in the online MyManagement Lab. Topic 2 Management yesterday and today Get ready for A1 by preparing a plan and rough draft of your essay Do readings and the textbook review questions in Chapter 2: 1, 3, 4, 6, 7, 9, 13, 14, 15, 17 &19. Watch week 4 of video and reflect on the guided questions Continue your Glossary: Scientific management, Behavioural / Human Relations, Administrative, Systems, Contingency, Situational, Workforce diversity Test your knowledge on this topic in the online MyManagement Lab Students will be asked to work in groups that represent different theories of management. Topic 3 Understanding and doing academic research, writing and referencing. Check out online LLS site in the Library @ http://www. monash. edu. au/lls/llonline/. Do online lesson on finding electronic data basis then complete ‘electronic find and cite’ exercise and get ready for A1 by finding and reading the abstract of two journal articles that could be used in your A1. Read Q Manual chapter on Referencing and then complete the APA test in the sample exam Watch the video and reflect on the guided questions Continue your Glossary: Take a questioning approach, Citations, Referencing, Q Manual, Analysis, Description, Critique, Argument, Academic writing, Being research literate. Topic 4 The external environment Complete and submit assignment 1 Do readings and the textbook review questions in Chapter 3: 3, 4, 6 & 7 and Chapter 4: 15 & 16 ( p154). Watch the video and reflect on the guided questions Continue your Glossary; External environment, General environment, Specific environment, Demographic, Socio-cultural, Legal-political, Pressure group, Multinational, Borderless corporation, Dimensions of culture, Cultural shock, Stakeholders Test your knowledge on this topic in the online MyManagement Lab Prepare your tutorial discussion with your reflection on any organisation to which you have been a member. It may be a school, club or place of employment or something similar. 1. Identify any four of its dimensions or sources of internal culture and 2. Describe any two of its shared values Do readings and the textbook review questions in Chapter 3: 8, 10, 11, Watch the video and reflect on the guided questions Continue your Glossary: National culture, Organisational culture, Cross-cultural, Socialisation, Rituals, Material symbols, Spirituality, Employee empowerment, Valuebased management Test your knowledge on this topic in the online MyManagement Lab Complete and submit you’re A1. Collect and bring to class information about an organisation that has pursued ethical and sustainable practices in recent years. Do readings and textbook review questions in Chapter 5: 1, 3, 4, 5, 6 7, 8 , 11 & 12. Watch the video and reflect on the guided questions. bus-2040-uo-010612-v1. 0-da 8 Topic 5 The internal environment Topic 6 Social responsibility, managerial ethics and sustainable management  ©Monash College Unit Outline | MCD2040 Managing People and Organisations | Continue your Glossary: Profit maximisation, Socioeconomic view, Social responsibility, Social obligation, Social responsiveness, Employee empowerment, Physical environment, Ethics, Code of ethics, Whistleblower Test your knowledge on this topic in the online MyManagement Lab Topic 7 Decision making and Planning Do readings and review questions in Chapter 7 : 2, 3, 4, & 5 Chapter 9 : 1, 2, 4, 6 & 7 Watch the video and reflect on the guided questions Continue your Glossary: Rational, Bounded rationality, Satisficing, Intuition, Resources, Capabilities, Strengths, Weakness, Opportunity, Threat, Competitive advantage Test your knowledge on this topic in the online MyManagement Lab Prepare and discuss in the tutorial a story (narrative) about any one HRM practice that you or another person has experienced. Do readings and textbook review questions in Chapter 10: 1, 2, 9, 10, 11, 14, 15 , 18; Chapter 12: 1 & 2 Watch the video and reflect on the guided questions Continue your Glossary: Organisational structure, Organisational design, Centralisation, Decentralisation, Specialisation, Departmentalisation, Mechanistic structure, Organic structure, Team structure, Matrix structure, Project structure, Boundaryless, Human resource management. Test your knowledge on this topic in the online MyManagement Lab Prepare and discuss in the tutorial the names of any two leaders you know from any of the following sources. Your school, workplace, spiritual group, politics, business, your sports team or any other source. List why you think they are leaders. Do readings and textbook review questions in Chapter 16: 1, 2, 9, 10, 11, 12, 13 Watch the video and reflect on the guided questions Continue your Glossary: Manager, Leader, Leadership, Power (Legitimate, Coercive, Expert, Referent) Test your knowledge on this topic in the online MyManagement Lab Topic 8 Organising Topic 9 Leadership Topic 10 Motivating Employees Prepare and discuss in the tutorial your reflection on what you can do to motivate yourself to reach your longer term goals. Do readings and textbook review questions in Chapter 15: 1, 2, 3, 5, 8, 11, 13, 14, 15 & 17. Watch the video and reflect on the guided questions Continue your Glossary: Motivation, Situational, Content theory, Process theory, Needs, Motivation factors, Hygiene factors, Reinforcement, Equity, Job Design, Expectancy, Self actualisation, Esteem, Physiological, Social, Safety needs. Test your knowledge on this topic in the online MyManagement Lab Complete and submit assignment 2 Prepare and discuss in the tutorial a list of real world examples where technology is used by organisations to monitor or control cash, financial results, individual employees, groups of workers, customers or machinery. Do readings and textbook review questions in Chapter 17: 1, 2, 3, 4, 5, 6, 7, 9 , 10, 11, 12, 13, 14, & 15. Watch the video and reflect on the guided questions bus-2040-uo-010612-v1. 0-da 9 Topic 11 Foundations of Control  ©Monash College Unit Outline | MCD2040 Managing People and Organisations | Test your knowledge on this topic in the online MyManagement Lab Continue your Glossary: Feedforward control, Concurrent control, Feedback control, Balanced-scorecard, Financial control, Information control, Benchmarking, Workplace control. Topic 12 Review and exam preparation Catch up on your textbook review questions, watch videos again and go over your glossary. Prepare revision notes in readiness for the exam. Use the unit and weekly learning objectives to guide you on what is examinable Test your knowledge on this topic in the online MyManagement Lab. Continuous improvement Monash College is committed to ‘Excellence in education' and strives for the highest possible quality in teaching and learning. To monitor how successful we are in providing quality teaching and learning Monash College regularly seeks feedback from students, employers and staff. Two of the formal ways that you are invited to provide feedback are through Unit Evaluations and through MonQueST Teaching Evaluations. Monash College administers the Unit Evaluation surveys online. MonQueST Teaching Evaluation surveys may be used by some of your teaching staff this trimester. They may be completed in class with a facilitator or online through the my. monash portal. The feedback is anonymous and allows the College to identify areas that students are satisfied with and areas for improvement. If you wish to view how previous students rated this unit, please go to http://www. monash. edu. au/unit-evaluation-reports/.  ©Monash College bus-2040-uo-010612-v1. 0-da 10 Unit Outline | MCD2040 Managing People and Organisations | Learning resources All students must ensure they have access to the resources required for successful completion of this unit. The minimum resources required for this unit include the prescribed textbook, unit online Blackboard site, Faculty Q Manual and journal articles from the Monash library data-bases. Readings Prescribed text(s) and readings Robbins, S. Bergman, R. Stagg, I. & Coulter, M. (20012) Management, 6th Edition, Pearson, Australia. Recommended text(s) and readings Recommended readings in this unit are available at: http://www. lib. monash. edu. au/resourcelists/. Other resources Databases Online journals and journal databases are available at: http://www. lib. monash. edu. au/databases/. Q Manual Students are required to meet the Faculty Q Manual standards for all assignment submissions. This includes using the Q Manual APA method for citation of sources, referencing and formatting your essays and reports. The Q Manual can be accessed at: http://www. buseco. monash. edu. au/publications/qmanual/ Moodle Moodle is an online teaching and learning environment which aims to enhance learning. It delivers important resources which may include: lecture and tutorial notes, links to websites, self assessment quizzes, and online discussions which allow you to interact with fellow students. To access this site, go to: http://mcpl. moodlesites. com and log in using your authcate username and password. Once you are logged in, you will see a list of units you are enrolled in that use Moodle. If you expect to see a unit and it is not there, contact your lecturer. Your lecturer will demonstrate how to use the Moodle site and explain what is expected of you including any online assessment that must be completed there. Check Moodle regularly to be kept up-to-date with important informa tion for your unit as it becomes available.  ©Monash College us-2040-uo-010612-v1. 0-da 11 Unit Outline | MCD2040 Managing People and Organisations | Getting help If you have technical difficulties with Moodle, please contact the Netspot Helpdesk. Phone: 1800 664 314 (ask for Monash College Moodle Support) Email: mcpl. moodle. [email  protected] com. au Library access The Monash University Library website contains details about your borrowing rights and how to search the catalogues. To learn more about the library and the various resources available, please go to: http://www. lib. monash. edu. au. For your current and future studies, you will need to build your knowledge and skills around academic searching, using databases, retrieving information and using correct referencing techniques. It’s a good idea to refresh and update your skills before you start the assessment tasks. You can do this by completing the tutorials available on the library website.  ©Monash College bus-2040-uo-010612-v1. 0-da 12 Unit Outline | MCD2040 Managing People and Organisations | Assessments Monash College Pty. Ltd. reserves the right to mod erate any or all internal assessments delivered at any partner location and make adjustments where required. The assessments and exam which contribute towards your final grade are summarised below. Please refer to the separate Assessment documents for a detailed description of each assessment item. Assessment task Tutorial attendance and homework completion before tutorials Active participation in tutorial work and activities Assignment 1 Essay Assignment 2 (a) Plan of report Assignment 2 (b) 2,250 word report Details Weight / Value 5% Due date / week Ongoing 5% 1,500 word limit. Tests topics 1-4. 250 word limit: plan for Assignment 2(b) 2,250 word limit To include a 250-word executive summary. Test topics 4-11. 15% 5% 20% Ongoing Monday Week 5 Tutorial Week 9 Monday Week 10 Examination (2 hours) Details – TBA Sample exams on Blackboard 50% Exam period Requirements/hurdles for passing the unit Internal assessment items are designed to assist you to achieve the learning outcom es of the unit. They are an integral part of your learning and you should complete all of them. In order to achieve a pass in this unit, you must: achieve at least 40% in the final examination Students who both fail to meet the hurdle requirement(s) outlined above and who would otherwise have received a pass or better grade, will automatically receive a 48N result. Monash College bus-2040-uo-010612-v1. 0-da 13 Unit Outline | MCD2040 Managing People and Organisations | Guidelines for presentation of written work All assignments are to be word-processed and include the following: one and a half or double spacing and a minimum font size 12 pt numbering of all pages pages stapled together at the top left corner (do not place pages in separate plastic sheets) a reference list. Word limit All assignments have a word limit. You should plan your work to adhere to this limit. Your marker will allow a flexible component of plus or minus 10%, without penalty. Referencing The reference list and in-text referencing must be in accordance with the APA style. For guidelines, please see the Student Q Manual available at http://www. buseco. monash. edu. au/publications/qmanual/index. html. Plagiarism, cheating and collusion Monash College is actively committed to preventing plagiarism, cheating and collusion for the protection of the college’s reputation and standards for current and future students. Severe penalties may be imposed on students who engage in, or who support other students engaged in, activities which seek to undermine the integrity of the unit assessme nt process. Plagiarism: To take and use another person’s ideas and/or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. Cheating: Seeking to obtain an unfair advantage in an examination or in other written or practical work required to be submitted or completed by a student for assessment. Collusion: The presentation of work which is the result in whole or in part of unauthorised collaboration with another person or persons. Penalties may apply. Refer to item 6 of the Monash College Assessment Policy: http://www. monash. edu/monashcollege/australia/currentstudents/policies/mcassessmentpolicy. df. Assignment submissions & cover sheets Your assignments will need to be submitted in hard copy (paper-based). You must also keep a personal electronic copy . All assignments submitted on paper must include a fully completed and signed Assignment Cover Sheet. Assignments will not be accepted or marked if it is not accompanied by a signed cover sheet. You can download the Assignment Cover Sheet from the college website at: http://www. monashcollege. edu. au/assets/doc/assignment-cover-sheet. pdf  ©Monash College bus-2040-uo-010612-v1. 0-da 14 Unit Outline | MCD2040 Managing People and Organisations | It is important that you download the cover sheet well before you submit your assignment as it contains important information about privacy, plagiarism and collusion and must be carefully read before signing. Your assignments must be placed in the secure assignment box on the respective campus by 9. 00am on the due date unless prior arrangement has been made with theUnit Leader. You must not submit / or give the assignment to your tutors or other staff. All assignments must have the unit code and name and your name and ID number on each page. You must keep an electronic copy of your assignment. We also recommend that you keep a hard copy. Assignment feedback Feedback will be provided to you within 2 weeks of submission. Feedback will consist of written within the assignment, verbal and a rubic indicating criteria required. After marking, assessments should be collected by and/or returned to students according to item 3. 9 of the Monash College Assessment Policy. Final Examination Exam Date and Location All queries regarding the time and location of examinations should be directed to Monash College student administration. Exam Duration This unit has a 2 hour examination plus 10 minutes rea ding time. Examinable Material All topics taught in this unit are examinable. Topics covered in the assignments may be included in the exam. Sample Exam A sample exam is available on the unit Blackboard site. Exam Instructions to Students The final examination in this unit has a total of 12 questions. The examination paper is divided into 2 sections. Part one (60%) requires students to answer 6 short answer questions from a choice of 8 valued at 10% each. Part two (40%) requires students to answer 1 question from a choice of 4, each of which has 2 (20%) parts and is of total value of 40%.  ©Monash College bus-2040-uo-010612-v1. 0-da 15 Unit Outline | MCD2040 Managing People and Organisations | Return of Final Marks for the Unit The final mark for this unit will be released by the Board of Examiners on the date nominated in the Monash College Calendar. Student results will be accessible through the my. monash portal. Special consideration for examinations A student whose work during a teaching period or whose performance in an examination or other assessment has been affected by illness or other serious cause may apply for special consideration. For more information on eligibility and how to apply, please refer to Student Administration.  ©Monash College bus-2040-uo-010612-v1. 0-da 16 Unit Outline | MCD2040 Managing People and Organisations | Policies Policies on assessment Applications for extension of time All applications for an extension to the time allocated to an assessment task must be made in writing (and supported by documentary evidence) to the Unit Leader or Team Leader. If granted, approval will be in writing and will be recorded on the Assignment Cover sheet accompanying the assessment task by the Team Leader. Penalties for late submission A penalty of up to 10% of the total marks available for that assessment task will be deducted for each day (including weekend days) that the item is late. Double marking of assessments When an assessment is given a Fail ( N ) , that piece of work will be handed to a second marker who will independently evaluate the work prior to the result being conveyed to the student. No student will be awarded a fail grade for final examinations that fall in the range of 30 â€⠀œ 49 or a fail grade for an assessment task, without an independent examiner confirming the result. Monash College Assessment Policy containing statements on: plagiarism, cheating and collusion  the grading scale   Other policies Monash College Policy on Special Consideration: http://www. monashcollege. edu. au/assets/doc/dip-special-consideration-policy. pdf Monash College Attendance Policy: http://www. monashcollege. edu. au/assets/doc/dip-attendance-policy. pdf Monash University Policy on Global Equal Opportunity: http://monash. edu/equity-diversity/policies/equal-opportunity-policy. html Students with disabilities If you have a disability or long term medical condition you can apply for support which aims to enable you to fulfil the inherent requirements of your course as independently as possible. You should firstly discuss your needs with the Associate Director – Business. For further information contact the Disability Liaison Office: Website: http://monash. edu/equity-diversity/student-equity/index. html Telephone: +61 3 9905 5704; Drop In: Equity and Diversity Centre, Level 1 Gallery Building (Building 55), Monash University, Clayton Campus.  ©Monash College bus-2040-uo-010612-v1. 0-da 17 Unit Outline | MCD2040 Managing People and Organisations | Responsibilities of students Students of Monash College have the following responsibilities: to apply themselves to their studies to the best of their abilities to become familiar with the rules and regulations governing the course in which they are enrolled to be aware of the policies and practices of the College in which they are enrolled and which are contained in the materials and information made available to them to be aware of the rules and regulations concerning the use of College computing, library and other facil ities, as set out in published material to meet deadlines for work to be submitted to take the initiative and consult appropriately when problems arise to submit original work for assessment without plagiarising or cheating to attend lectures, tutorials and seminars for each unit in which they are enrolled to accept joint responsibility for their own learning to contribute to the development of college programs and policies by participating in consultative and deliberative processes in a responsible and ethical manner to be aware of the College's commitment to equal opportunity and to demonstrate tolerance and respect for all members of the College’s community to respect the right of staff members to express views and opinions to respect the working environment of others in all areas of the college to retain a copy of all assignment work submitted for assessment. Copies must be held until a grade for the unit has been published to regularly scan personal computers for viruses and other destructive software and to ensure that â€Å"infections† are not transmitted to computers owned by the College, or to computers owned by other students, or by other individuals or organisations to regularly â€Å"back-up† documents, databases, presentations, spreadsheets and other files held on a personal computer which relate to their study at college and to arrange secure storage for these â€Å"back-up† copies.  ©Monash College bus-2040-uo-010612-v1. 0-da 18