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

Costco Wholesale in 2012 Essay

Costco is one of United States’ largest retailers, serving over 3600 variants of convenience products at excellent quality with competent prices. Founded in 1983, Costco quickly expanded in its operations to over 598 stores worldwide. One of the unique selling propositions of Costco is the fact that they offer very low prices as compared to their competitors without requiring to compromise quality. This paper will analyze Costco’s key success factors in terms of its strategic management. Business Model Costco’s business model is simple and straightforward; they offer high quality products at affordable rates. The centerpiece of Costco’s model entails high sales volume and rapid inventory turnover. Costco enjoys high inventory turnover which means that they don’t need to stock a particular good for long period of time. Also, before they need to pay the suppliers, they are able to sell it. Which means, they are able to pay suppliers with the cash derived from sales, leading to low working capital. This shows significance in financial health and good financial management. This kind of business model is appealing for several reasons; low prices can generate high number of customers, indicates healthy operations, encourage rapid turnover, decrease warehouse costs and many more. However, in order to keep up with this business model, Costco needs to continually maintain overhead costs, which will be discussed further into the paper. Strategy Costco’s low pricing strategy highly depends upon several factors. In terms of pricing, they offer bargain products at low prices. Their earnings highly come from membership fees, over which members can join in an annual subscription and enjoy promotional rates as members. Even though Costco enjoys less profit margins, they have high number of annual members and earn their profit by membership revenues. In terms of product, their Kirkland Signature is also of good quality as a representation of their brand. They are also ready to experience loss of sales by customers who do not want to purchase in larger quantities. Treasure-hunt merchandising is also a smart  method to continually renew their product lines to encourage members to purchase the item right away in fear of not having them available at the next visit. Jim Sinegal and Core Values as CEO Jim Sinegal shows good examples of leadership as a CEO. He conducts an open-door policy which makes him accessible to staff, thereby increasing employee motivation. Jim also conducts regular store visits as opposed to working at a desk, which shows his willingness to step down to the field to help improve the store. The business environment is made to be causal and unpretentious, so employees feel sense of belonging and are often committed to the organization, in benefit of themselves and the company. Low employee turnover shows the compatibility of the employees and the company, which means that the corporate culture can be maintained or enhanced. Financial Perspective We have come to understand that Costco achieves much of their revenue from membership renewals. Observing the financial data, we see that Costco’s membership fees if four times over from 2000 up to 2011. This signifies their proficiency in making member packages attractive. Their actions in prioritizing members have been successful as we see that members are continually signing up. Therefore, membership is encouraged to be sustained. However, we see that sales also increase significantly over the years, almost 3 times over. Therefore, we can conclude that despite having less marketing activities, Costco is able to attract customers by emphasizing on price efficiency. Their working capital ration (current assets minus current liabilities) is kept at a low level due to high inventory turnover. Competitive Advantage over Competitors A key competitive advantage owned by Costco over its competitors is, without a doubt, their low prices. Although they do not invest much in store layout, store ambiance, labor and marketing, they have low overhead costs which contributes to being able to keep prices low. Also, they offer a wide array of product categories from food products to gasoline, although within a product category, they offer less brands than usual retailers (Llopis, 2011). Strategic Weaknesses in Comparison to Competitors The fact that Costco carries only 3600 selections of merchandises could potentially be a major flaw in their strategy. Generally, other stores carry over 10.000 selections. Customers may initially feel the thrill of shopping at cheap prices at Costco but could eventually dislike the lack of choices in terms of brands and may choose to shop at stores with larger varieties. Secondly, Costco spend less for advertisements and rely on word-of-mouth and certain campaigns. However, their competitors, Sam’s Club and BJ’s Wholesale Club spend much more on advertisements. Presently, Costco’s financial conditions show steady results in sales but the power of marketing is such that customers may choose to shop elsewhere for various reasons. It is also important to note that customers’ switching costs (from Costco to another) is relatively low. Compensations Policies Costco offers attractive compensations as compared to their competitors. The employee benefits covers all aspects such as fixed wages, health benefits, medicinal discounts, eligibility for company profits, counseling services and many more. At a quick glance, we notice that Costco spends much on compensation, despite the comparatively lower amount of labor, due to the vast varieties of compensations. In my opinion, it shows good corporate culture to take care of employees. In most companies, CEOs are the first ones to be rewarded with sky-high numbers. It is different in the case with Costco, where CEOs are paid enough without failing to reward employees appropriately. Conclusions and Recommendations Although from a management and operation point of view, Costco is doing everything to a tee, there are several recommendations provided to further improve its performance: Increase product lines to above 3600 in order to compete in terms of product choice with their competitors, especially after understanding that customers’ switching costs are low. Costco already has a big advantage in terms of prices and can do wonders when they also hold product advantage. Prepare some funds for marketing. Branding and brand awareness are two of the most important factors for warehouses to remain sustainable in the market to be seen as reliant. With more marketing, Costco can retain top-of-mind positioning as the â€Å"place to shop† in customers’ mindsets. Maintain membership fees at a fair rate. Currently, Costco’s membership fees are higher compared to their competitors. They can maintain their fees at this level only if they can provide more attractive member benefits to their customers compared to their competitors. Reference: Llopis, G. (2011, January 31). The Costco Factor: To Win The Business Game, You Need to Change How You Think. Retrieved February 20, 2015, from Forbes: http://www.forbes.com/sites/glennllopis/2011/01/31/the-costco-factor-to-win-the-business-game-you-need-to-change-how-you-think/

In the Words of Frank Lloyd Wright

In the Words of Frank Lloyd Wright American architect  Frank Lloyd Wright was known for his Prairie Style house designs, his tempestuous person life, and his prolific writings, including speeches and magazine articles. His long life (91 years) gave him time to fill volumes. Here are some of Frank Lloyd Wrights most notable quotations- and our favorites: On Simplicity In contrast to his tumultuous personal life, Wright spent his architectural life expressing beauty through simple, natural forms and designs. How does an architect create beautiful yet functional forms? Five lines where three are enough is always stupidity. Nine pounds where three are sufficient is obesity....To know what to leave out and what to put in, just where and just how, ah, that is to have been educated in knowledge of simplicity- toward ultimate freedom of expression.The Natural House, 1954 Form and function are one. Some Aspects of the Future of Architecture (1937), The Future of Architecture, 1953 Simplicity and repose are qualities that measure the true value of any work of art....An excessive love of detail has ruined more fine things from the standpoint of fine art or fine living than any one human shortcoming; it is hopelessly vulgar. In the Cause of Architecture I   (1908) Organic Architecture Before there was Earth Day and LEED certification, Wright promoted an ecology and naturalness in architectural design. The home should not be on a plot of land but be of the land- an organic part of the environment. Much of Wrights writings describes the philosophy of organic architecture: ...it is in the nature of any organic building to grow from its site, come out of the ground into the light- the ground itself held always as a component basic part of the building itself. The Natural House (1954) A building should appear to grow easily from its site and be shaped to harmonize with its surroundings if nature is manifest there, and if not try to make it as quiet, substantial, and organic as she would have been were the opportunity hers. In the Cause of Architecture I   (1908) Where does the garden leave off and the house begin? The Natural House, 1954 This Architecture we call organic is an architecture upon which true American society will eventually be based if we survive at all. The Natural House, 1954 True architecture...is poetry. A good building is the greatest of poems when it is organic architecture. An Organic Architecture, The London Lectures (1939), The Future of Architecture So here I stand before you preaching organic architecture: declaring organic architecture to be the modern ideal... An Organic Architecture, The London Lectures (1939), The Future of Architecture Nature and Natural Forms Some of the most famous architects were born in June, including Wright, born in Wisconsin on June 8, 1867. His youth on the prairie lands of Wisconsin, especially the times he spent on his uncles farm, shaped the way this future architect incorporated natural elements into his designs: Nature is the great teacher- man can only receive and respond to her teaching. The Natural House, 1954 The land is the simplest form of architecture. Some Aspects of the Past and Present in Architecture (1937), The Future of Architecture, 1953 The prairie has a beauty of its own.... In the Cause of Architecture I   (1908) Primarily, nature furnished the materials for architectural motifs...her wealth of suggestion is inexhaustible; her riches greater than any mans desire. In the Cause of Architecture I   (1908) ...go to the woods and fields for color schemes. In the Cause of Architecture I   (1908) I have never been fond of paints or of wallpaper or anything which must be applied to other things as a surface....Wood is wood, concrete is concrete, stone is stone. The Natural House (1954) The Nature of Man Frank Lloyd Wright had a way of seeing the world as one whole, not differentiating between the living, breathing home or of the human being. Human houses should not be like boxes, he lectured in 1930. Wright continued: Any house is a far too complicated , clumsy, fussy, mechanical counterfeit of the human body. Electric wiring for nervous system, plumbing for bowels, heating system and fireplaces for arteries and heart, and windows for eyes, nose, and lungs generally. The Cardboard House, the Princeton Lectures, 1930, The Future of Architecture What a man does- that he has. The Natural House, 1954 A house that has character stands a good chance of growing more valuable as it grows older...Buildings like people must first be sincere, must be true.... In the Cause of Architecture I   (1908) Plaster houses were then new. Casement windows were new....Nearly everything was new but the law of gravity and the idiosyncrasy of the client. The Natural House, 1954 On Style Although realtors and developers have embraced the Prairie style home, Wright designed each home for the land it was on and the people who would occupy it. He said: There should be as many kinds (styles) of houses as there are kinds (styles) of people and as many differentiations as there are different individuals. A man who has individuality (and what man lacks it?) has a right to its expression in his own environment. In the Cause of Architecture I   (1908) Style is a byproduct of the process....To adopt a style as a motive is to put the cart before the horse.... In the Cause of Architecture II   (1914) On Architecture As an architect, Frank Lloyd Wright never wavered in his beliefs about architecture and the use of space inside and out. Homes as different as Fallingwater and Taliesin have the same natural, organic elements he learned about as a boy in Wisconsin. ...every house...should begin on the ground, not in it.... The Natural House (1954) Form follows function is mere dogma until you realize the higher truth that form and function are one. The Natural House (1954) The house of moderate cost is not only Americas major architectural problem but the problem most difficult for her major architects. The Natural House (1954) Had steel, concrete, and glass existed in the ancient order we could have had nothing like our ponderous, senseless classic architecture. The Natural House, 1954 ...architecture is life; or at least it is life itself taking form and therefore it is the truest record of life as it was lived in the world yesterday, as it is lived today or ever will be lived. So architecture I know to be a Great Spirit. The Future: Valedictory (1939) What is needed most in architecture today is the very thing that is most needed in life- integrity. The Natural House (1954) ...architectural values are human values, or they are not valuable....Human values are life giving, not life taking. The Disappearing City (1932) Advice To The Young Architect From the Chicago Art Institute Lecture (1931), The Future of Architecture The influences of the old master, architect Louis Sullivan, stayed with Wright all of his life, even as Wright was more famous and became the master himself. Think simples, as my old master used to say- meaning to reduce the whole to its parts in simplest terms, getting back to first principles. Take time to prepare....Then go as far away as possible from home to build your first buildings. The physician can bury his mistakes, but the architect can only advise his clients to plant vines. ...form the habit of thinking why....get the habit of analysis.... Regard it as just as desirable to build a chicken house as to build a cathedral. The size of the project means little in art, beyond the money matter. So, architecture speaks as poetry to the soul. In this machine age to utter this poetry that is architecture, as in all other ages, you must learn the organic language of the natural which is ever the language of the new. Every great architect is- necessarily- a great poet. He must be a great original interpreter of his time, his day, his age. An Organic Architecture, The London Lectures (1939), The Future of Architecture Quotations Popularly Attributed to Frank Lloyd Wright Frank Lloyd Wright quotes are as abundant as the number of buildings he completed. Many quotations have been repeated so many time, its difficult to accurately source when they were said, or, even, if they are accurate quotes from Wright himself. Here are some that often appear in collections of quotations: I hate intellectuals. They are from the top down. I am from the bottom up. TV is chewing gum for the eyes. Early in life I had to choose between honest arrogance and hypocritical humility. I chose honest arrogance and have seen no occasion to change. The thing always happens that you really believe in; and the belief in a thing makes it happen. The truth is more important than the facts. Youth is a quality, not a matter of circumstances. An idea is salvation by imagination. Get the habit of analysis- analysis will in time enable synthesis to become your habit of mind. I feel coming on a strange disease- humility. If it keeps up, man will atrophy all his limbs but the push-button finger. The scientist has marched in and taken the place of the poet. But one day somebody will find the solution to the problems of the world and remember, it will be a poet, not a scientist. No stream rises higher than its source. What ever man might build could never express or reflect more than he was. He could record neither more nor less than he had learned of life when the buildings were built. The longer I live the more beautiful life becomes. If you foolishly ignore beauty, you will soon find yourself without it. Your life will be impoverished. But if you invest in beauty, it will remain with you all the days of your life. The present is the ever moving shadow that divides yesterday from tomorrow. In that lies hope. I find it hard to believe that the machine would go into the creative artists hand even were that magic hand in true place. It has been too far exploited by industrialism and science at expense to art and true religion. The screech and mechanical uproar of the big city turns the citified head, fills citified ears- as the song of birds, wind in the trees, animal cries, or as the voices and songs of his loved ones once filled his heart. He is sidewalk-happy. Note: Frank Lloyd Wright ® and Taliesin ® are registered trademarks of the Frank Lloyd Wright Foundation.

Self Assessment and Writing a Graduate Admissions Essay

Self Assessment and Writing a Graduate Admissions Essay The  admissions essay  bewilders most graduate school applicants yet it is a vital part of the application that cannot be ignored.  The  admissions essay serves an important purpose because it permits you to speak directly to the graduate committee. This is an important opportunity thats also a big source of stress for applicants. Most admit that they dont know where to begin. Writing your admissions essay is a process, not a discrete event. Writing an effective essay requires preparation  You must gather the information needed to compose the essay, understand the task at hand, and decide what you would like to convey. Here are some tips to help you gather the information needed to compose a graduate admissions essay that sets you apart from the rest. Conduct a Personal Assessment The first step is to conduct a thorough self-assessment. Leave yourself plenty of time because this is a process of self-exploration that you dont want to rush. Sit down with a pad or at the keyboard, and begin writing. Dont censor yourself in any way. Just write what feels natural. Begin taking notes on what drives you. Describe your hopes, dreams, and aspirations. What do you hope to gain from graduate study? Granted, most of this information may not make it into the essay, but your goal at this point is to brainstorm. Identity as much of your personal history as possible so that you can carefully sift through and sort out events and personal items that will strengthen your essay. Consider: HobbiesProjects that youve completedJobsResponsibilitiesAccomplishments in the personal and scholastic arenaMajor life events that have changed youChallenges and hurdles youve overcomeLife events that motivate your educationPeople who have influenced you or motivated you  Traits, work habits, and attitudes that will ensure your success your goals Carefully consider your academic record and personal accomplishments. How do the attitudes, values, and personal qualities that youve listed correspond to these experiences? Try to pair them up. For example, your curiosity and thirst for knowledge may have led you to conduct independent research with a professor. Consider how each pair of attitudes/personal qualities and experiences show that youre prepared to excel in graduate school. Also, consider these questions that will help you gather information that will be useful in writing your essays. Once you have a master list, carefully examine the information that youve listed. Remember that the information that you chose to present can portray you as a positive and upbeat person or as a tired and discouraged student. Think about the image that you want to portray and revise your master list accordingly. Use the revised list as a basis for all of your admissions essays. Carefully consider  what you should (and should not!) include in your essay. Do Your Research Research the programs that interest you. Read the brochure, check the website, gather all information possible to help you determine what the admissions committee is looking for from potential students. Your research should provide enough of a knowledge base about the school to tailor your essay to it. Show that youre interested and that youve taken the time to learn about the program. Take careful notes on each program and note where your personal interests, qualities, and accomplishments coincide. Consider the Questions Posed If youre truly interested in the  graduate programs to which youre applying (and with a $50 application fee for most schools, you should be interested!), take the time to tailor your essay to each program. One size clearly does not fit all. Many applications require that students address specific questions in their admissions essays, such as  these common admissions essay topics. Make sure that youre answering the question. Take time to think about the question, the central theme asked, and how it corresponds to your master list of experiences/personal qualities. Some applications offer a string of questions. Pay attention to your responses and try to avoid being redundant. Consider How to Organize Your Essay Before you begin your essay,  familiarize yourself with the basic structure of admissions essays. As you begin to write, remember that this is your chance to present your strengths and really shine. Take advantage of it. Discuss your accomplishments, valuable experiences, and emphasize the positive. Make it involved and engaging. Show that youre motivated. Remember that the committee is composed of professionals who have read hundreds, even thousands of such statements over the years. Make yours stand out. Your admissions essay is a story that tells the graduate admissions committee who you are and what you can offer. Granted, the questions posed will differ by program, but the general challenge is to introduce yourself and describe your potential as a successful candidate. A careful self-assessment and consideration of the program and the questions posed will aid in your endeavor to write a winning personal statement.

Peer's comment Assignment Example | Topics and Well Written Essays - 500 words

Peer's comment - Assignment Example Besides, he could have cited the Cliff palace as an ancient architectural structure. It was created by the ancient Pueblo people who inhabited the Taos Pueblo continuously for over 1000 years from CE 700 - 1250 in the current Colorado state, and related structures in Mesa Verde National Park from the 12th through to the 16th century. I also agree with him that the colonial architecture construction unlike the Native Indians was dependent on resources like brick and wood and had common elements of English buildings of New England such as the Wren Building of the College of William (1695-1702). It is true that the Native American architectural structures differed greatly from those of the early Colonial Americans’. For instance, according to Hayley, the long house and the colonial residential house were distinctly different as shown in the figures below. However, Hayley fails to not that the tepees were built by and the poles were actually covered with buffalo’s skins. On the other hand, I also agree with Hayley’s answer that when the Europeans settlers arrived in America, they brought with them their own construction techniques and architectural traditions. The settlers’ buildings were made of timber frames that were filled inside with wickerwork covered with clay. The outside walls were covered with wooden boards for weather protection. The roof top was steep and covered with grass that was dried (Corner, 134). However, both of them cite the wigwam and tepees as examples of Native American structures and provide images of the structures. Besides, they all argue that the colonialists’ architectural designs were dependent on resources like brick and