Friday, May 31, 2019

a scribes tale :: Free Essay Writer

A Scribes TaleSometimes I wonder how I get myself into these situations. The last time I was almost sure my lifeless body would be lying on a burning pedestal, with the few friends I have staring on in sadness. I can stop wondering though I asked to be here. Its quiet right now, still the sound of the wolves in the distance and the chuckling laughter coming from the group as they drink themselves into numbness by the fire before they turn in for the night. I hope they plan to end soon we are to wake early so that we may gain entry to the Keep by dawn.They are an uncommon sort of adventurers. Their self appointed leader, Pheneis, is a legend in his own time. He is also the only reason I agreed to accompany this political party as their scribe. He is an amazing, yet arrogant, fighter. I have heard many songs written by bards in his honor. I feel that I will be safer on this adventure than in the past, mainly because he agreed to help protect me (which he only agreed to if I give him due honorable mention in my writings). There are five other members in this party. Each of them brings their own special flair. One is named Leon, a short, stocky little dwarf. Very ready to hand(p) with a battleaxe, and calling him rude would be an understatement.The second member is Galidar, a remarkable archer. He is a half-elf (his father was a human that aviate in love with a beautiful elf from High Elm), and nobody seems to like him much, but they seem to respect his ability a great deal. thirdly we have Maewyn beautiful in her own rights, but I would never make her mad if I wanted to remain in this life. She is a gifted mage with a short temper. Before leaving the town of Dandale I saw her turn an elf the deepest shade of purple simply because he made romp of her for doing tricks to entertain some of the town children. He felt this was a waste of her talents. Since dark elves are not allowed within the city, she felt the reactions that he received after her little co lor trick was plenty of entertainment for the children for about an hour until she finally dispelled her magic upon him. Now, none of these three are much heard of, but the forth is another story.

Thursday, May 30, 2019

Comparing All Quiet On The Western Front, The Wars, and A Farewell To A

totally Quiet On The westbound Front, The Wars, and A leave-taking To fortification Any and all events in ones demeanor may change a person profoundly, but the effect may not always be as expected. For instance, situations of despair may cause feelings of depression and uncertainty to develop in an individual, as would likely be expected. However, those same situations could ultimately lead to a sense of fulfilment or enlightenment. In the novels All Quiet On The Western Front by Erich Remarque, The Wars by Timothy Findley, and A Farewell To Arms by Ernest Hemmingway, the varying possibilities of the effects of warfare on an individual are clearly displayed. In All Quiet On The Western Front, Paul Baumer finds the war has changed not only the way he views himself in the present, but also the way he views his past and his future. In The Wars, Robert Ross finds himself on a path of uncertainty, speculative the apparent loss of humanity in the world around him. Yet he ultimately u ses the war as a medium through which the rightful(a) essence of his character is able to shine. Finally, in the American classic A Farewell To Arms, Lieutenant Henry recognises that he is losing himself in the war and attempts to find an hop out through love. As a result of the horrors and tragedies surrounding them, the characters in these three novels question their sense of self in light of their experiences in the war. In Remarques All Quiet On The Western Front, Paul Baumer encounters many inner struggles. Through examining the changes occurring within himself, he finds he can no longer relate to his have got past. His present thoughts and feelings are quite reclusive in nature and as he looks ahead, he finds himself fearing how the repercussions of the war will affect him in th... ...not only something as drastic as a war that may cause one to re-examine his outlook on himself and his life. There are many events in life that will prompt one to question his sense of self. The result may be a personal revelation, or the opposite. In any case, it is through these events that a man is shaped and discovered. These changes are evident not only through the world that created the man, but also through the man who experiences the world. Works Cited and ConsultedDos Passos, John. The beaver Written Book. Critical Essays on Ernest Hemingways A Farewell to Arms. New York G.K. Hall & Co., 1994. 89-90. Findley, Timothy. The Wars. Penguin Books, Toronto 1996. Hemingway, Ernest. A Farewell To Arms. New York Macmillan Publishing Company, 1986. Remarque, Erich Maria. All Quiet on the Western Front. New York Ballantine, (1928)1958.

Wednesday, May 29, 2019

The Internet and the Future of Communication :: Concept Essays

Even the beginning of the day started bad. I got up late for crop and, with my luck had a test first hour. After getting to school and taking the test which seemed to be in a different language, I approach unpleasant customers for five long hours at work. Fin every(prenominal)y, being able to come home, flip of my shoes and sink my feet into our thick carpet was similar to what heaven mustiness be. Switching into a pair of worn sweats and T-shirt I swiveled into the chair in front of my computer. With a press of a few buttons I called up my E-mail. I had a message from my best friend, Lily. Eagerly I called it up. Seemingly knowing of my bad day, she cheered me up instantly by telling me of her level(p) worse day, after all misery loves company. I typed in a short response and decided to ignore the other mail for now. Just call up the capability offered to a user, being able to hear from anyone this simply. Maybe a person is at work and decide to write a quick letter. This acti on is called Electronic Mail, commonly known as E-mail. Similar to the mail system, each user has an address. By putting on the address and typing the message, sending business line or personal mail is quick and easy. With more and more computer networks acquiring use to the mesh even more communication will be possible. Information would be only a touch of a key away. So what exactly is the Internet? The Internet is a worldwide web of universities, business, commercial, soldiery and science networks (Laquey 7). The networks function separately but with the Internet they can also function together. All of the information one of the networks supplies (and is willing to give out) is available to all of the other networks. This gives an amazing amount of access to an individual user who is hooked into one of these networks. Individual users, not part of a network, can receive the Internet capabilities by subscribing to a network connected to the Internet. Usually, the networks that supply an Internet connection are commercial. Locally, an example is Prodigy. This is a network, that in itself, provides many resources and can give bingle users access to the Internet. Personally, Prodigy has created keeping in touch with my friends at college an easier task.

themebeo Epic of Beowulf Essay - Style, Structure and Theme

Style, Structure and Theme of Beowulf A consideration of the stylistic features in the classic poem Beowulf involves a study of the poetical verse, the language, alliteration, litotes, simile, kennings, variation and double-meaning or ambiguity. A consideration of the structure and the theme of the poem involve a wide diversity of opinion on the subject. First, let us talk about style. The poetic conventions used by this poet include two half-lines in each verse, separated by a caesura or pause. The half-lines are conjugate by the oral stressing of riming words in the half-lines, both consonants and vowels (Tharaud 34). At least one of the two stressed words in the first half-line, and unremarkably both of them, begin with the same sound as the first stressed word of the second half-line (Donaldson 67). When a word was stressed in the first half-line, its alliterative counterpart was stressed in the following half-line the words could either complement each other, like holy/ heaven or sin/enemy, or they could line of reasoning each other like happy/wretched or warm/winter. Oft Scyld Scefing sceapena preatum monegum maegpum meodo-setla ofteah (4-5) The repetition of the s sound in line 4 and of the m sound in line 5 illustrate alliteration, and this occurs throughout the poem, providing to the listener what the rhyme of modern-day poetry provides an aesthetic sense of rightness or pleasure. The vocabulary of the poem is remarkable in several ways. First of all, about one-third of the vocabulary is compound words. For the concept of the sea there are 50 diametric compounds likewise there are 50 compounds ... ...d Bloom. New York Chelsea House Publishers, 1987. Shippey, Thomas A.. Structure and Unity. In A Beowulf Handbook, edited by Robert Bjork and John D. Niles. Lincoln, northeastward Uiversity of Nebraska Press, 1997. Sisam, Kenneth. The Structure of Beowulf. In Beowulf The Donaldson Translation, edited by Joseph F. Tuso. New York, W.W.Norto n and Co. 1975. Tharaud, Barry. Anglo-Saxon Language and Traditions in Beowulf. In Readings on Beowulf, edited by Stephen P. Thompson. San Diego Greenhaven Press,1998. Tolkien, J.R.R.. Beowulf The Monsters and the Critics. In Beowulf Modern life-sustaining Interpretations, edited by Harold Bloom. New York Chelsea House Publishers, 1987. Ward & Trent, et al. The Cambridge History of English and American Literature. New York G.P. Putnams Sons, 190721 New York Bartleby.com, 2000

Tuesday, May 28, 2019

Trapped in the Middle :: Essays Papers

Trapped in the Middle The center field. When one boil downks of the middle, he or she may think about the middle of a street, a class, or the middle of the country. One may also consider the middle of thought, traffic, or of an argument. After asking more than ten people what they thought of what the middle was, none of them eer mentioned the middle of two cultures or traditions. In the essay, The Homeland, written by Gloria Anzaldua, Anzaldua describes her homeland as being a little of both Mexican and American cultures. She dialogue about the hi boloney of Mexico and how the borders between Mexico and the United States were created. She explains how the creation of the border has dramatically changed the blend ins of the Mexican people. She describes the border by using many metaphorical devices one much(prenominal) example is that of the ocean, where earth touches ocean, where the two overlap a gentle coming together, and at other times and places a violent clash (Anzaldua, 319). Anzaldua is very earthy and descriptive in her text. She uses many forms of writing in her personal narrative, which creates an eye-opening and touching story. She concludes her essay with giving the reader a metaphor of what her homeland is to her, a thin edge of barbed wire (327). Anzaldua explains how she is stuck in the middle of two cultures due to a variety of reasons. Those reasons include, the fact that she struggles knowing that the Mexicans must depend on the Americans to live yet the Americans are too ignorant to even know what is going on. Moreover, the fact that she lives in America yet her heart and soul lie in the Mexican culture causes her to feel split between the two traditions. I, too, feel for Anzaldua, yet I am Portuguese and not Mexican. Though I do not relate completely with her, I do in many ways. After reading The Homeland, I was opened up to a new story about another culture and at the same time it opened myself up to new ideas about my own. After reading Andalduas The Homeland, I was surprise to see myself realize that much of the information that she presented had already been exposed to me, yet I never bothered to look at both perspectives.

Trapped in the Middle :: Essays Papers

Trapped in the Middle The middle. When single thinks of the middle, he or she may think about the middle of a street, a class, or the middle of the country. One may also consider the middle of thought, traffic, or of an argument. After asking more than ten people what they thought of what the middle was, none of them ever mentioned the middle of two cultures or traditions. In the essay, The Homeland, written by Gloria Anzaldua, Anzaldua describes her homeland as being a little of both Mexican and American cultures. She talks about the history of Mexico and how the borders between Mexico and the United States were created. She explains how the creation of the border has dramatically changed the lives of the Mexican people. She describes the border by using many metaphorical devices one such example is that of the ocean, where earth touches ocean, where the two overlap a gentle coming together, and at other times and places a violent clash (Anzaldua, 319). Anzaldua i s real realistic and descriptive in her text. She uses many forms of writing in her personal narrative, which creates an eye-opening and touching story. She concludes her essay with giving the reader a metaphor of what her homeland is to her, a thin edge of barbed wire (327). Anzaldua explains how she is stuck in the middle of two cultures due to a variety of reasons. Those reasons include, the fact that she struggles knowing that the Mexicans must depend on the Americans to live yet the Americans are too ignorant to even know what is going on. Moreover, the fact that she lives in America yet her heart and soul lie down in the Mexican culture causes her to feel split between the two traditions. I, too, feel for Anzaldua, yet I am Portuguese and not Mexican. Though I do not relate completely with her, I do in many ways. After reading The Homeland, I was opened up to a innovative story about another culture and at the same time it opened myself up to new ideas abo ut my own. After reading Andalduas The Homeland, I was shocked to see myself realize that much of the information that she presented had already been exposed to me, yet I never bothered to look at both perspectives.

Monday, May 27, 2019

External Factors Essay

External factors are a number of influencing factors which are not controlled by the company but allow impact pricing decisions. It includes of legal, consumer trends, technological, and competitors. Our company focuses on technological and competitor as external factors that influencing price setting on matcha collagen biscuits.Competition factors can look into trey areas which are monopoly competition, perfect competition and oligopoly competition. Monopolistic competition is a situation where a single company or group controls the entire output of the grocery store for a given type of product or service with any buyers. Besides, a monopoly is protected from competition by high barriers to entry and the product it produces has no close substitutes.Example of monopolistic competition is water service which supplier of water has no substitutes. Perfect competition is a market structure where on that point are a large number of buyers and sellers. There are a perfect knowledge of market condition and the price which no individual unswerving has any influence on the market price. The products in perfect competition are homogeneous which they can be substituted easily. Therefore, the company can entry or fret the industry without affecting the market.An oligopoly competition is a situation in which a particular market or industry is dominated by a small number of firms which compete against each other. There is an element of interdependence in the decision-making of these firms. Example of oligopoly competition are newspaper industry, petrol stations, and airlines. Our products price is influence of external factors which is perfect competition. This is because there are many firms produce an identical and homogeneous biscuit in the biscuit market such as Munchy, Tiger, and Jacobs. Besides, they are many sellers in the biscuit market which are Kraft, Julie, and Munchy as well as there is no dominating firm.Therefore, our company is considered as price taker s which accepts market price determined by the forces of market demand and supply. Furthermore, all buyers and sellers have perfect knowledge about the prices of biscuits in the market. Hence, our company cannot plainly set the price of matcha collagen biscuits to maximize its profit, this will cause our product easily substitute with another brand of biscuits. Moreover, our company has complete freedom of entry into and exit from the biscuit market without affecting the entire market.Technology is a demarcation enabler that has a revolutionary impact on the actual conduct of business. It contributes to achieving desired business productivity and efficiency. Under technological, our company using advanced technology on manufacturing operation to produce matcha collagen biscuits. Examples, our company used the latest techniques and machinery in order to cast up the production as well as maximize capacity. Furthermore, the creation of databases and electronic communications in our company have enabled vast quantities of information to be divided and quickly distributed within the company. Moreover, our companys customer service department used communication technology to talk to customer but will likewise have access to internal systems, such as technology to simplify credit control and stock control. Therefore, shifts in technology and advances may affect costs, feeling and overall innovation of our product which becomes a major factor of setting the right price for matcha collagen biscuits.

Sunday, May 26, 2019

Student Satisfaction in Jose Rizal University

Introduction Students opinions about all aspects of academic life are now want by educational institutions worldwide, generally, in the form of a satisfaction feedback questionnaire. It is this assimilator satisfaction peck, within the context of student satisfaction in JRU Jose Rizal University. In the Philippines, Higher Education (HE) students were considered to be the primary customers of a University ,even before they were liable for the payment of up-front tuition fees. Students are the direct recipients of the service provided.As if to confirm this status of the student as customer, the Commision on Higher Education (CHED) has introduced a National Student Survey. This survey is aimed at first year students to seek their views on a fig of aspects of doctrine method method, assessment and dungeon provided by their university and its courses. The results pull up stakes ultimately be used by the school to produce unify tables of university performance. The position o f a university in any league tables will impact ultimately on its image.Image has a strong impact on the retention of current students and the attraction of potential students. Indeed recruitment and retention of students has been go to the top of near universities agendas by CHED due to their desire to incr respite the JRU student population in line with Government targets. Poor retention rates whitethorn have adverse funding consequences for University . This paper takes the view that student satisfaction, retention and recruitment are closely linked.Thus student satisfaction has become an extremely classic issue for universities and their solicitude. The aim is to try to maximise student satisfaction, minimise dissatisfaction and therefore retain students and so improve the institutions performance across a number of league tables. Taking these criticisms into consideration the questionnaire used in the satisfaction survey asked only for perceptions of performance of a range of service aspects (as well as brilliance) but did non aim to collect data associated with expectations.Indeed, the survey questionnaire was designed around the concept of the service-product bundle. This concept is discussed in the next section. The service-product bundle The outcome of service deli genuinely is a tangible product, and a bundle of goods and services as the product offering . The service-product bundle refers to the inseparable offering of many goods and services including what Jose Rizal University has to offer its students. This bundle consists of deuce-ace elements (1) the physical or facilitating goods 2) the sensual service provided the explicit service and (3) the psychological service the implicit service. For a university the facilitating goods include the let the cat out of the bags and tutorials, presentation slides, supplementary handout documents/materials and the recommended mental faculty text. It excessively includes the physical facilities s uch(prenominal) as the lecture theatres and tutorial rooms and their aim of furnishing, decoration, lighting and layout as well as adjunct services such as catering and recreational amenities.The explicit service includes the knowledge levels of provide, faculty teaching ability, the consistency of teaching feature irrespective of personnel, ease of making ap backsheeshments with staff, the level of difficulty of the subject content and the workload. The implicit service includes the treatment of students by staff, including friendliness and approachability, concern shown if the student has a problem, respect for feelings and opinions, availableness of staff, capability and competence of staff.It also includes the ability of the universitys environment to gather in the student feel comfortable, the sense of competence, confidence and professional personism conveyed by the ambience in lectures and tutorials, feeling that the students best interest is being served and a feeling that rewards are consistent with the effort put into course works /examinations. All of the above are establish on students perceptions of the various parts of the service and the data is usually collected via some form of feedback questionnaire.Why collect student feedback? (1) to provide auditable evidence that students have had the prospect to pass comment on their courses and that such information is used to bring about improvements (2) to encourage student reflection on their learning (3) to allow institutions to benchmark and to provide indicators that will contribute to the reputation of the university in the market come out and (4) to provide students with an opportunity to express their level of satisfaction with their academic experience.The last bullet point as the rationale behind the survey undertaken for the particular research project described in this paper. Keeping customers satisfied is what leads to customer loyalty. Research conducted by J whizzs and Sasser Jr (1995) into thirty organisations from five different markets implant that where customers have choices the link between satisfaction and loyalty is linear as satisfaction rises, so too does loyalty. However, in markets where aspiration was intense they found a difference between the loyalty of satisfied and exclusively satisfied customers.Put simply, if satisfaction is ranked on a 1-5 dental plate from knowly dissatisfied to completely satisfied, the 4s though satisfied were six times more(prenominal) possible to defect than the 5s. Customer loyalty manifests itself in many forms of customer behavior. Jones and Sasser Jr (1995) grouped ways of measuring loyalty into three main categories (1) intent to re-purchase (2) primary conduct organisations have access to information on various transactions at the customer level and pot track five categories that show actual customer re-purchasing behaviour viz, recency, frequency, amount, retention, and longevity and 3) secondary behaviour e. g. customer referrals, endorsements and spreading the word are all extremely important forms of consumer behaviour for an organisation. Translating this into university services, this covers intent to study at a richlyer level within the same institution, how frequently and recently a student used ancillary services, such as the library, catering and IT services, and lastly the willingness to recommend the institution to friends, neighbours and fellow employees. Issues impacting on student satisfaction Price et al. 2003) recently reported on the impact of facilities on undergraduate student choice of university. They surveyed a number of universities over deuce years in order to determine students reasons for selecting a particular university. The average results for the two years were fairly similar the top eight reasons being it had the function course, availability of computers, lumber of library facilities, good teaching reputation, availability of quiet areas, availability of areas for self-study, quality of public transport in the town/city and a friendly attitude towards students.Clearly, students perceptions of a universitys facilities are one of the main influences on their decision to enrol. Coles (2002) found that student satisfaction is decreased when class sizes are larger in earlier cohorts, and when students are taking compulsory core modules rather than optional modules. The quality of any of the service encounters, or moments of truth (Carlzon, 1989) see by customers forms part of their overall impression of the whole service provided, (Dale, 2003) and by implication, their impression of the organisation itself.As Deming (1982) commented, most population form their opinions based on the mint that they see, and they are either dissatisfied or delighted, or some other point on the continuum in between. In order to deliver high quality services to students, universities must manage every aspect of the students interaction wit h all of their service offerings and in particular those involving its people. Services are delivered to people by people, and the moments of truth can make or break a universitys image (Banwet and Datta, 2003).In order to deliver total student satisfaction, all employees of a university should Ad here to the principles of quality customer service, whether they be front-line contact staff involved in teaching or administration, or non-contact staff in management or administrative roles (Gold, 2001 Low, 2000, cited in Banwet and Datta, 2003). In a recent survey conducted with 310 all male Saudi Arabian students attention the King Fahd University of Petroleum and Minerals, Sohail and Shaikh (2004) found that contact personnel was the most influencing factor in students evaluation of service quality.However, physical environment, layout, lighting, classrooms, appearance of buildings and grounds and the overall cleanliness also significantly contributed to students concepts of service quality. Galloway (1998) studied the role of the faculty administration office in one UK University on student perceptions of service quality. He found that it impacted forthwith on students and influenced their perceptions of the quality of the whole institution. The office performance also had a direct impact on academic and technical staff within the faculty.These front-line staff in their turn had a direct impact on students, potential students and other clients. The main predictors of quality for students were found to be . office has a professional appearance . staff dress smartly . never too busy to help and . opening hours are personally convenient. Banwet and Datta (2003) believed that satisfied customers are loyal, and that satisfied students were likely to attend a nonher lecture delivered by the same reader or opt for another module or course taught by her/him.In their survey of 168 students who attended four lectures delivered by the same lecturer, covering perceive d service quality, sizeableness and post-visit intentions, they found that students placed more importance on the outcome of the lecture (knowledge and skills gained, availability of class notes and reading material, coverage and depth of the lecture and teachers feedback on assessed work) than any other dimension.This supports the findings of Schneider and Bowen (1995) who deduced that the quality of the core service influences the overall quality of the service perception. For universities the core service delivery method is still the lecture. Overall Banwet and Datta (2003) found that students intentions to re-attend or recommend lectures was dependent on their perceptions of quality and the satisfaction they got from attending previous lectures. This is supported by the research of Hill et al. (2003) who utilised centralise groups to determine what quality education meant to students.The most important theme was the quality of the lecturer including classroom delivery, feedbac k to students during the session and on assignments, and the relationship with students in the classroom. Research by Tam (2002) to measure the impact of Higher Education (HE) on students academic, social and personal growth at a Hong Kong university found that as a result of their university experience students had changed intellectually, socially, emotionally and culturally. This growth was evidenced as students progressed from one year to another as their university career developed.Is this also the case with student perceptions of service quality and satisfaction? A number of researchers have suggested that this might thusly be the case (Hill, 1995 ONeil, 2003) although obtaining valid and reliable data to support such a stance is difficult. This study aims to determine if there are differences in those aspects of a university service that students consider important, as well as their satisfaction levels, associated with their year/level of study, i. e. first, second and third. MethodologyA quantitative survey was designed to elicit student satisfaction levels across the Universitys service offerings. The questionnaire consisted of __ questions informed by previous research studies and subdivided into the various categories of the service product bundle including, lecture and tutorial facilities, ancillary facilities, the facilitating goods, the explicit service and the implicit service. At the end students were asked for their overall satisfaction rating and whether they would recommend the University to a prospective student.The satisfaction questions were preceded by a series of demographic questions that would allow the sample population to be segmented. These included, interalia, questions regarding gender, age, level of study, mode of study and country of origin. Participation in the survey was entirely voluntary and anonymous. The aloofness and complexity of the questionnaire was influenced, in part, by the balance between the quest for data and getting students to complete the survey. The questionnaire was piloted among 100 undergraduate volunteers.The length of time it took them to complete the survey was noted and at the end they were asked for any comments regarding the validity and reliability of individual questions. They were also asked if there was anything missing from the questionnaire. Based on the feedback received a number of questions were amended and the design of the questionnaire altered slightly. It took on average 12 minutes to complete the questionnaire. In order to get as large and representative a sample as possible, we conduct survey question in first year student in all courses in were targeted.Staff teaching these modules were approached and permission sought to utilise for a few minuetes of their lecture time in order to explain the rationale behind the survey and to persuade students to complete the survey in class. Generally this personal touch was successful in eliciting a good response. Over th e course of the two weeks the survey was undertaken, only one person refused to complete the questionnaire. Researchers are divided as to whether or not determinants of satisfaction should be weighted by their importance because different attributes may be of unequal importance to different people.In this study both satisfaction and importance were measured. There is no such thing as the perfect rating scale. However, some produce more reliable and valid results than others. Devlin et al. (1993) determined that a good rating scale should have, inter alia, the following characteristics . minimal response bias . discriminating power . ease of administration and . ease of use by respondents. In order to accommodate these characteristics, the rating scale contained five points with well-spaced anchor points representing the possible range of opinions about the service.The scale contained a so-so(p) category and the negative categories were presented first (to the left). Thus, undergrad uates were required to respond utilising a 5-point Likert scale of 1 to 5, where 1 is very unsatisfactory, 2 is unsatisfactory, 3 is neutral (neither satisfactory or unsatisfactory), 4 is satisfactory and 5 is very satisfactory. This type of scale provides a common basis for responses to items concerned with different aspects of the University experience.The importance that students place on each criteria was measured utilising a 5-point Likert scale, where 1 is very unimportant, 2 is unimportant, 3 is neutral (neither important or unimportant) 4 is important and 5 is very important. Respondents were asked to tick the box next to the number that represented their opinion on each item. A sample of 865 students from a total within the Faculty of 3800 was surveyed. The questionnaires were analysed use SPSS v. 11 and Quadrant Analysis conducted in order to determine those areas perceived as being the to the lowest degree(prenominal) satisfactory with the greatest importance rating.Fi nally, respondent focus groups were assembled to discuss some of the issues that required more in-depth analysis and which, due to constraints of space and time, were not explicitly asked about in the original survey. Results A total of questionnaires were returned, although not all had complete data sets. Table I details the demographic mix of the respondents. Based on all student responses, the most important (i. e. hark of the top ten starting from the highest value) and least important (i. e. ist of the bottom ten starting from the lowest value) aspects of the University service are shown in Table II. As can be seen from Table II the most important areas of the University services are those associated with learning and teaching. Interestingly, given the recommendations of a Government White Paper (HEFCE et al. , 2003) that from 2006 all impudently recruited university teaching staff should obtain a teaching qualification that incorporates agreed professional standards, the mo st important aspect of the service is the teaching ability of staff, closely followed by their subject expertise.The consistency of teaching quality irrespective of the teacher is also considered by the respondents as important, recognising that teaching quality can be variable. The students also recognise the importance of the lecture and tutorial, which is not surprising given that for most universities that is still the core service offering and is very much linked to the teaching ability and subject knowledge of staff. Teaching and learning support materials were Table 1. 1 Demographic mix of respondents GenderMale Female46 54 NationalityHome(Filipino)International89 4 Mode of StudyFull-time Part-time machinate Level of studyLevel1 Level2 Level3 Note Sandwich students are those whose program of study includes a year in industry Table 2. 2 Most important and least important aspects of service RatingMost ImportantLeast important 1Teaching ability of staffDecoration in lecture fac ilities 2Subject expertise of staffVending machines 3IT facilitiesDecoration in tutorial rooms 4LecturesFurnishings in lecture facilities 5Supplementary lecture materialsRecreational facilities TutorialsAvailability of parking 7Consistency of teaching quality irrespective of teacherThe layout of tutorial/seminar rooms 8White boardThe layout of lecture facilities 9The Learning Resources CentreThe on-campus catering facilities 10The approachability of teaching staffThe quality of pastoral support Note Blackboard is a virtual learning environment that students can access off and on campus also ranked highly, particularly supplementary handout materials and the use of Blackboard for enhancing student learning.These are mostly associated with the explicit service delivered to the students and the facilitating goods. With regard to facilities, students have ranked the importance of IT facilities very highly, reflecting the usefulness of connection to the Internet for research purposes and software packages for producing high quality word-processed documentation for coursework assignments and dissertations. This links well with the high ranking of the Learning Resource Centre where IT facilities can be accessed and books and journals ourced in hard copy or electronic copy. Table II also shows those areas of the service that students find relatively unimportant. These are mostly associated with the lecture and tutorial facilities and the ancillary services, for example, layout and decoration of lecture and tutorial facilities, catering facilities and vending machines. A further analysis was undertaken to determine whether different segments of the respondent population had similar or different rankings of the University services attributes with regard to importance and unimportance.With regard to mode of study, Table III shows the rankings for students studying full-time with the University. Whilst acknowledging the fact that 80 per cent of the sample population is fu ll time students, the rankings of those service aspects considered most important are very similar to those for the sample population as a whole, the only difference being that supplementary tutorial materials replaces approachability of staff.Once again the majority of aspects considered least important are associated with the facilities and ancillary services When the views of Part-time students are considered, a number of interesting differences in their priorities are applaudable of discussion. Table IV shows the rankings of service aspects for part time students. The IT facilities drops from third to tenth in their importance rankings, perhaps indicative of the fact that they have access to IT facilities at work and/or at home, thus rendering it less important relative to other aspects of service.Blackboard (a virtual learning environment that allows teaching staff to make learning and other material available via the internet), on the other hand rises from 10th to 7th in impo rtance indicating its usefulness as a teaching aid for students who do not attend the University on a daily basis and who may miss classes due to work or family commitments. Interestingly, the helpfulness of technical staff is considered unimportant, again reflecting their access to such help at work or a greater level of expertise on their part finished working with IT on a daily basis. RankingMost importantLeast important Teaching ability of staffDecoration in lecture facilities 2Subject expertise of staffDecoration in tutorial rooms 3IT facilitiesVending machines 4LecturesFurnishing in tutorials 5TutorialsFurnishing in lectures 6Supplementary lecture materialsAvailability of parking 7Consistency of teaching quality irrespective of teacherRecreational facilities 8The Learning Resources CentreThe layout of tutorial/seminar rooms 9Supplementary tutorial materialsThe on-campus catering facilities 10BlackboardThe layout of lecture facilities Table III. Most important and least import ant service aspects for full-time students RatingMost importantLeast important Teaching ability of staffRecreational facilities 2Subject expertise of staffVending machines 3Consistency of teaching quality irrespective of teacherDecoration in lecture facilities 4Teaching and learning equipment in lecturesFurnishings in lecture facilities 5The Learning Resources CentreDecoration in tutorial rooms 6LecturesQuality of pastoral support 7BlackboardThe on-campus catering facilities 8Supplementary lecture materialsThe layout of tutorial/seminar rooms 9Supplementary tutorial materialsHelpfulness of technical staff 10IT facilitiesThe lecture facilities overall

Saturday, May 25, 2019

Monash College Moodle

MCD2040 Managing state and Organisations Equivalent to MUMGC1010, MGF1010, MGW1010 social unit delimit Prep bed by Department of heed Faculty of Business and Economics Monash University Produced and Published by Monash College Pty. Ltd. Clayton, Victoria, Australia, 3800First Published January 2009 Revised & Printed February 2013 Copyright 2013 NOT FOR RESALE. rack uply materials produced for this course of teach ar protected by right of first publication. Monash students be permitted to occasion these materials for personal resume and research only, as permitted under the Copyright Act.Use of these materials for either otherwise resolves, 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 wad and Organisations Unit Leader Campus Phone Email Ann Tahirovski Clayton 9905-8213 Ann. emailprotected mcpl. edu. au Team Leader Phone Email Suresh P erera 9903 4365 suresh. emailprotected mcpl. edu. au Contents mental hospital Teaching and learning method Learning resources Assessments Policies 1 2 11 13 17Unit Outline MCD2040 Managing People and Organisations Introduction This is a magnetic core altogether in the Diploma of Business and the foundation building block of measurement for its majors in direction and Human Resource forethought. This unit questiones the nature of managerial sprain in organisations theories of focussing and their historical development contemporary issues and practices relating to managing people and organisations and key factors in the organisations surround that reach on how managers and organisations constitute.This unit aims to develop your fellowship, historicaliseing, skills and abilities in focal point studies and give them a sound frame subject field for further studies in business and commerce. Learning objectives When you have completed this unit, you are expected to be abl e to mendeleviumtor counsel 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 organisations environment that impact on how people, managers and organisations move describe how decision- make, planning, leading, organising and controlling can be managed in organisations trialine the impact on souls and organisations of contemporary issues in management, including stakeholder interests, ethics and social responsibility apply the skills of academician writing, research, unbelieving and analysis need of the management discipline. Unit structureThis unit covers the following topics 1. Introduction to Organisations and Managers 2. Management Yesterday and Today 3. guessi ng and doing academic research, writing and carry onencing 4. The external environment 5. The infixed environment 6. affectionate responsibility, managerial ethics and sustainable management 7. 8. 9. Decision making and Planning Organising and HRM leading 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 cookeryTeaching 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 judging tasks, and time spent in general study, revision, and examination formulation. 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 drill the unit point in blackboard. T his 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 furnish you to learn almost Management theory and concepts through the learning materials and opinion tasks. Research-led teaching complements this approach by facilitating students understanding and experience of research and its contribution to the friendship that underpins Management theory and concepts.The practical implications of student-centered learning and research-led teaching for you is that students go away 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 cognition and understanding of Management by engaging with current Management research, move in research activities and completing assessment tasks. prompt participation is an important part of learnin g and a source of continuous feedback that increases understanding of the topic areas. colloquy 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, companion feedback, self-comparison, verbal and written feedback, discussions (online and in class) as well as more formal feedback related to appointment 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 activitiesThe following tables detail the learning objectives, readings and learning activities for each topic. It is super recommended that you use these as a study guide. Learning objectives On completion of this unit students should be able to (Hint M both of these objectives are the basis of final exam questions) bailiwick 1(a) Introducti on 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. arrive a glossary in which you define management concepts. Find your way around this units Blackboard site. point 1(b) Organisations and managers Define an organisation and get record its major components. notice managerial skills, roles and functions at different levels of managing. Discuss whether the managers job is universal. mind and discuss how far a manager should go to achieve efficiency and effectiveness in the organisation. proceeds 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 mana ging current trends and issues. stem 3 Understanding and doing academic research, writing and referencing remark references and prepare a Reference List using the APA method as shown in the Q Manual. Recognise many of the markers of academic writing. Recognise the elements of an essay and a invoice ( delight 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 organisations internal, specific and general environments. Identify each component in the organisations 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 ever-changing organisational culture. Review the honors of organisations known to you ie spiritual values.Topic 6 affectionate responsibility, managerial ethics and sustainable management Distinguish between the Graeco-Roman 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 todays organisations. Describe the strategic planning process and identify factors relevant to an organisations internal and external analysis that may affect this strategy formulation. Question and discuss contemporary issues in planningTopic 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 public presentation. Review todays 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 centuryTopic 10 Motivating Employees De fine 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 controlTopic 12 Review and radiateion No refreshed 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 in a higher place 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 development 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. new(prenominal) Required Reading Chapman, J. (2001).The work of managers in new organisational contexts, The ledger 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 Emperors New Clothes, daybook of Applied Management and Entrepreneurship, 8(4), 5-24. Mintzberg, H. (1975).The managers 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 daybook 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). Fayols 14 principles whence and now A framework for managing todays organizations effectively, Management Decision, 39(10), 880-889.Topic 2 Management yesterday and todayTextbook Chapter 2 up to p 69, Chapter 10 pp 370-371 (Contingency approach) another(prenominal) Required ReadingsWren, D (1994). The advent of sci entific 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 assignmentsChristensen, C. & Raynor, M. (2003). Why hard-nosed executives should care about management theory, Harvard Business Review, September, 67-74Miller, T. & Vaughan, B. (2001). Messages from the management past Classic writers and contemporary problems, SAM Advanced Management ledger, 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 ReadingsKimberley, N. & Crosling, G. 2012) Student Q Ma nual. 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 ReadingsPreble, 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 ReadingsMorrison, 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 ReadingsHartog, D. (2004). uplifted 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 p168173, p174-180, p178-192, p 192-198 Other Required ReadingsBasu, 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 topic 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 ReadingsEisenhardt, K. M. Sull, D. N. (2001). Strategy as Simple Rules, Harvard Business Review, 79(1), 106-116. Recommended ReadingsMankins, 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 Va lidation 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 5s 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 ReadingsKets de Vries, M. (1996). Leaders who draw 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 Leade rship, 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 ReadingsReis, D. (2001). Reengineering the motivation to work, Management Decision, 39(8), pp 666-675. Recommended ReadingsKatzell, 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 ReadingsSeeck, 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 Ce ntres Some Responses From Australian Workers, Labour and Industry, 12(3), 43-58. Learning activities The following is a range of suggested activities to service of process you nick (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) IntroductionFamiliarise yourself with the unit and its assessment requirementsNavigate the unit Moodle site and check your PC is configured for Moodle.Getting to know each other by introducing yourself in classGet ready for assignment 1 by reading its requirements check over the flick and reflect on the guided questionsStart your gloss Systems, Globalisation, Ethics, Workforce diversity, Spirituality, Stakeholders, Social responsibility, Sustainability. Topic 1(b)Organisations and managersAttend library research training session with tutor .Collect journal articles relating to A1Do readings and standard examine questions in Chapter 1 1, 5, 6, 7, 8, 9, 10, 11, 12 & 16.Watch the video and reflect on the guided questions bear 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, GenericTest your friendship on this topic in the online MyManagement Lab. Topic 2 Management yesterday and todayGet ready for A1 by preparing a plan and rough draft of your essayDo readings and the textbook review questions in Chapter 2 1, 3, 4, 6, 7, 9, 13, 14, 15, 17 &19.Watch week 4 of vide o and reflect on the guided questionsContinue your Glossary Scientific management, Behavioural / Human Relations, Administrative, Systems, Contingency, Situational, Workforce diversityTest 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 work and get ready for A1 by finding and reading the abstract of cardinal journal articles that could be used in your A1. Read Q Manual chapter on Referencing and then complete the APA test in the sample examWatch 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, Be ing research literate. Topic 4 The external environmentComplete and inject assignment 1Do 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 questionsContinue your Glossary External environment, global environment, Specific environment, Demographic, Socio-cultural, Legal-political, Pressure group, Multinational, Borderless corporation, Dimensions of culture, Cultural shock, StakeholdersTest your knowledge on this topic in the online MyManagement LabPrepare 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 valuesDo readings and the textbook review questions in Chapter 3 8, 10, 11,Watch the video and reflect on the guided questionsContinue your Glossary National culture, Organisational culture, Cross-cultural, Socialisation, Rituals, Material symbols, Spirituality, Employee empowerment, Valuebased managementTest your knowledge on this topic in the online MyManagement LabComplete and submit youre A1.Collect and bring to class nurture 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, WhistleblowerTest your knowledge on this topic in the online MyManagement Lab Topic 7 Decision making and PlanningDo readings and review questions in Chapter 7 2, 3, 4, & 5 Chapter 9 1, 2, 4, 6 & 7Watch the video and reflect on the guided questionsContinue your Glossary Rational, Bounded rationality, Satisficing, Intuition, Resources, Capabilities, Strengths, Weakness, Opportunity, Threat, Competitive advantageTest your knowledge on this topic in the online MyManagement LabPrepare 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 & 2Watch the video and reflect on the guided questionsContinue your Glossary Organisational structure, Organisational design, Centralisation, Decentralisation, Specialisation, Departmentalisation, Mechanistic structure, Organic structure, Team structure, Matrix structure, throw structure, Boundaryless, Human resource management.Test your knowledge on this topic in the online MyManage ment LabPrepare 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, 13Watch the video and reflect on the guided questionsContinue 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 questionsContinue your Glossary Motivation, Situational, Content theory, Process theory, Needs, Motivation factors, Hygiene fac tors, Reinforcement, Equity, Job Design, Expectancy, Self actualisation, Esteem, Physiological, Social, Safety needs. Test your knowledge on this topic in the online MyManagement LabComplete and submit assignment 2Prepare 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 LabContinue your Glossary Feedforward control, Concurrent control, Feedback control, Balanced-scorecard, Financial control, Information control, Benchmarking, Workplace control. Topic 12 Review and exam preparat ionCatch 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 examinableTest 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 practical 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 anonymo us and allows the College to identify areas that students are satisfied with and areas for improvement.If you regard to view how previous students rated this unit, please go to http//www. monash. edu. au/unit-evaluation- business relationships/. 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 adit 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 positivist 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 a re 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 expl ain 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 information 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. emailprotected 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. Its a good idea to refresh and update your skills bef ore 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 moderate 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 denomination 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 calendar week 5 Tutorial Week 9 Monday Week 10 Examination (2 hours) Details TBA taste exams on Blackboard 50% Exam period Requirements/hurdles for passing the unit Internal assessment items are designed to assist you to achieve the learning outcomes 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 mustachieve 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 followingone 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 summation 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 colleges repute 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 unity of the unit assessment process.Plagiarism To take and use another persons 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-shee t. 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 stripe on the respective campus by 9. 00am on the due date unless introductory 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 indoors 2 weeks of submission. Feedback will consist of written within the assignment, verbal and a rubic indicating criteria required. After marking, assessments should be co llected by and/or returned to students according to item 3. 9 of the Monash College Assessment Policy. Final Examination Exam engagement 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 reading 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 MC D2040 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 support by documentary evidence) to the Unit Leader or Team Leader. If granted, approval will be in writing and will be record ed 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 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 collusionthe grading weighing machine 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. monashc ollege. edu. au/assets/doc/dip-attendance-policy. pdf Monash University Policy on Global peer 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 effectuate 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 striking 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 facilities, 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 combat-ready in consultative and deliberative processes in a responsible and ethical manner to be aware of the Colleges commitment to equal opportunity and to demonstrate leeway and respect for all members of the Colleges 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 mischievous software and to ensure that 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 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 back-up copies.Monash College bus-2040-uo-010612-v1. 0-da 18

Friday, May 24, 2019

Belonging, Les Murray Poems Essay

The concept of operateing is interesting to me because the thought is really that of self. There are many varied notions of belonging revolving around the inclusion/exclusion of a person in a societal group, attraction/alienation to values, attitudes and behaviours, security/marginalisation.But ultimately the idea of belonging is the development of our own sense of personal identity being defined by the groups, communities, lifestyles we align ourselves with.Les Murrays verses The widowman in the region and The Away-Bound Train explore the sense of belonging by his speaker unit in different ways.We experience through The Widower in the Country a loss of a sense of belonging caused by the death of the speakers wife. In The Away-Bound Train the speaker describes the rural landscape in his poetry, and his sense of belonging to it.Les Murray in The Widower in the Country uses descriptive imagery and emotive language to highlight the loss of belonging.The depression of the speaker by having no real direction in life is shown by the words and pause to look across the Christmas paddocks. He is delaying his duties as he is aimless. The reference to Christmas excessively illustrates widower being alone for a holiday previously celebrated with family.The ellipses run after The nettles in the yard showing there is further treat to be done and the neglect of the speaker evidencing his absence of involvement.The speaker sits alone at the head of the table eating a plain meal of corned-beef supper reinforces the widowers absence and direction in life and also an inability to enunciate his emotions.The speaker in The Away-Bound Train experiences a feeling of belonging tothe pastoral through the exploration of the landscape. The speaker is a man on a train leaving the areaside, which he loves, to travel to the city, which he despises.At the start of the poem the speaker describes his ideal home in the country I stand in a house of trees a creek runs grey with sand. The speaker then describes the landscape (the near hills rise steeply and fall, the upland farms are all bare) which is followed by a declaration of allegiance to the country (and this is my country).The warmth of the cold July fire reflects his sentiment of home. Even though he reminds himself that the warmth of the fire is the past, his mind, he says, trails far in the screening of the train.At the end of the poem, the speaker wills himself to go back to sleep and his dream. He literally closes his eyes against reality and returns in his imagination to the country he is leaving.In an alternative medium, the musical song Creep by the band Radiohead describes the desire to belong, yet the eventual alienation and loneliness of an unrequited crush. The song is a story of a persons infatuation with someone whom he feels heAs a contrasting view, Creep composed by Thom Yorke presents the idea of belonging through alienation the story of a persons infatuation with someone whom he feels he cannot attain.The use of the simile just corresponding an angel your skin makes me cry conveys how unreachable, unapproachable the girl is to him. This expression of distance illustrates how inadequate the person feels when compared to his object of desire.The use of obscenity What the hell am I doing here? conveys the frustration and anger felt by the person at not being accepted. This is supported bythe change from poetic language to dull speech I dont belong here.The contrast between the opening of the song and the chorus stresses the impact of the anger and frustration everyplace wanting to belong. The opening lyrics are very soft with gentle imagery You float like a feather, in a beautiful world. The slothful guitar tone and rhythm then build up to what seems like an emotional breakdown with the singer and the guitar screaming in despair and anger But Im a creep, Im a weirdo.The ostinato (musically) portrays the songs obsessive lyrics, which depict the angry rage of an u nsuccessful crush. The theme of alienation is reinforced I want you to notice when Im not around.Youre so special, I wish I was special shows the person wanting to belong with the other who he sees as extraordinary.

Thursday, May 23, 2019

Nurture and nature affect the human growth and development Essay

The dictionary defines yield and development as the process by which human summation in size and mature in form and function. It can be influenced by nurture- the act of nurturing and the physical world or nature itself. Nurture shines ontogeny when it comes to biological aspects- heredity for instance. If the parents are both tall, the possibility that the offspring be tall is high. Hence, it really affects growth. But, what about the development?Read more Personal factors that affect child development es positFor sure, heredity is again involved. However, nurture affects human growth especially development. It is a huge factor in both two. It affects growth in the sense that the nutrients needed by a child is dependent in nurturing ways of his family most especially the parents themselves. Parents are the agent for nurturing their child. Nurture, moreover, affects development in so many ways. If the social interpretation of an individual is bad, maybe the product is also bad an d vise versa in good. In addition, here are some(prenominal) instances that nurture affects developmentFirst, during the primary stage when the family is the immediate environment and the child is still not capable of thinking, the parents themselves influenced the identity of this child through the given name. whether we the like it or not, we cannot choose what name we wanted others to call us because nurture dictates it. Second, during the secondary stage, our social concept is affected/influenced by the environment- church, school, peer group, social setting and mass media.If we are raised in a Christian family, maybe we tend to practice what has been indoctrinated to us. Hence, even Socio-Economic status(SOS) affects ones social concept. Lastly, it is just to say that nurture dictates ones personality. It should be normative enough and is accepted by the society.

Wednesday, May 22, 2019

Interaction of Fiscal and Monetary Policy

INTERACTION OF FISCAL AND MONETARY POLICY IN INDIA Introduction Before understanding how the pecuniary insurance and financial policy operate in coordination with separately other, let us first understand the objective behind the formulation of these policies in brief. Monetary Policy Monetary policy is the process by which monetary authority of a country, generally a central bank underwrites the supply of money in the economy by exercising its control all over interest rates in order to maintain price perceptual constancy and achieve high economic growth.The central bank in our country is take into account Bank of India. The main objectives of monetary policy atomic number 18 price stability, controlled expansion of bank honorable mention, promotion of fixed investment, promotion of exports and food procurement operations and so forth Fiscal Policy Fiscal policy refers to the expenditure that government undertakes in order to provide goods and services, and the way in which the government pays those expenditures.Main objectives of pecuniary policy of our country are to reduce income inequalities through progressive taxation, to control inflation, to facilitate reliefd regional development, employment generation, to allocate imaginations to social and developmental objectives, to reduce balance of wages deficits etc.At the out jell, it must be recognized that both fiscal and monetary policies are essential components of overall macro-economic policy and thus cannot but share the radical objectives such as high economic growth on a sustainable basis implying equity considerations alike, a reasonable degree of price stability and a viable balance of payments situation. However, all these objectives may not always be in harmony, and major concerns of each component may be unlike apart from the differences in time horizon of the concerned policy focus.For achieving an optimal mix of macroeconomic objectives of growth and price stability, it is n ecessary that the two policies complement each other. However, the form of complementarity will vary according to the stage of development of the countrys financial markets and institutions. In order to exercise these objectives there are accepted tools available with the government and the central bank. Let us look at the tools available with the central bank to exercise monetary policy objectives effectively. There are five main tools which rbi uses to execute the monetary policy.They are repo and reverse repo rate, cash reserve ratio, open market operations, statutory liquid soil ratio, and bank rate. The tools colligate to fiscal policy are public expenditure, income of the government, government borrowings. Evolution of monetary and fiscal policy interface in India The framework for monetary and fiscal policy interface in India stems from the provisions of the Reserve Bank of India Act, 1934. In terms of the Act, the Reserve Bank manages the public debt of the Central and the State Governments and also acts as a banker to them.The interface between these two policies, however, has been continuously evolving. In the pre-Independence days, the Colonial Government adopted a stance of fiscal neutrality. However, requirements of the World War II necessitated immemorial accommodation to the Government from the Reserve Bank. In the post-Independence period, the monetary-fiscal interface evolved in the context of the emerging role of the Reserve Bank. Given the low level of savings and investment in the economy, fiscal policy began to play a major role in the development process under successive Five-Year Plans beginning 1950-51.Fiscal policy was increasingly used to gain adequate command over the resources of the economy, which the monetary policy accommodated. Beginning the Second Plan, the Government began to resort to deficit financing to bridge the resource gap to finance plan outlays. Thus, the conduct of monetary policy came to be influenced by the s ize and mode of financing the fiscal deficit. Consequently, advances to the Government under the RBI Act, 1934 for cash management purposes, which are repayable not later than three months from the date of advance, in practice, became a permanent source of financing the Government work out deficit.Whenever governments balances with the Reserve Bank fell below the minimum stipulation, they were replenished through automatic creation of ad hoc Treasury Bills. Though the ad hocs were meant to finance Governments temporary needs, the maturing bills were automatically replaced by fresh creation of ad hoc Treasury Bills. Thus, monetization of deficit of the Government became a permanent feature, lede to loss of control over base money creation by the Reserve Bank. In addition to creation of ad hocs, the Reserve Bank also subscribed to primary issuances of government securities.This was necessitated as the large government borrowings for plan financing could not be absorbed by the market . This, however, constrained the operation of monetary policy as it led to creation of primary liquidity in the system and entailed postponement of increases in the Bank Rate in order to control the cost of Government borrowings. The Reserve Bank Act, therefore, was amended in 1956 empowering the Reserve Bank to vary the cash reserve ratio (CRR) maintained by banks with it to alter control of credit boom in the private sector emanating from reserve money creation through deficit financing.The single most important factor in influencing monetary policy in the 1970s and the 1980s was the phenomenal growth in reserve money collectable to Reserve Banks credit to the government. With little control over this variable, monetary policy focused on restricting overall liquidity by raising the CRR and the SLR to high levels. The balance of payment crisis of 1991 recognized the fiscal deficit as the core problem. It, therefore, necessitated a strong and decisive coordinated response on the part of the Government and the Reserve Bank.Assigning due importance to monetary management, fiscal consolidation was emphasized and implemented in 1991-92. An important step taken during the 1990s with regard to monetary-fiscal interface was phasing out and eventual(prenominal) elimination of automatic monetization through the issue of ad hoc Treasury Bills. Even though fiscal dominance through automatic monetization of fiscal deficit has been done away with over the years in India, the influence of fiscal deficit on the outcome of monetary policy has continued to run significant given its high level.High fiscal deficit, even if it is not monetized, can interfere with the monetary policy objective of price stability through its concern on inwardness demand and inflationary expectations. Fiscal-Monetary Co-ordination In Inflation Management Maintaining a low and stable level of inflation is one of the major goals of macroeconomic policy. Since inflation is viewed by the tradition al monetarist approach as a monetary phenomenon, monetary policy is recommended as the major tool for inflation management.However, the role of fiscal policy in inflation control is also recognised both in terms of the impact of high fiscal deficit on aggregate demand and inflation as well as short-term inflation management through its policy of taxes and subsidies. Also, given the two-way interaction between fiscal deficit and inflation, optimal co-ordination between monetary and fiscal policies would be critical to achieve the goal of price stability. This section attempts to understand the role of fiscal and monetary policies in inflation management and the implications of the interaction between these policies on inflation.MSS scheme Another example of fiscal-monetary co-ordination came in the form of introduction of the Market Stabilization stratagem (MSS). Under the MSS, treasury bills and dated securities were issued by the government. The scheme aimed at improving monetary policy that was expected to lose its efficacy in the face of paucity of instruments to sterilize liquidity arising from large capital inflows that required intervention in the foreign exchange markets. The initial burden of sterilization was borne by the outright transactions involving the sale of dated securities and treasury bills.However, due to the depletion in the stock of government securities, the burden of liquidity adjustment shifted to LAF. The LAF was essentially designed to handle marginal liquidity surpluses/deficits. For absorbing the liquidity of a more enduring nature, the MSS was conceived. Fiscal-monetary policy co-ordination also received a fillip from the Debt Swap Scheme (DSS), which was recommended by the Finance Commission. It enabled the state governments to substitute their high-cost loans from the centre with fresh market borrowings and a portion of small saving transfers.How should the coordination be? In view of the complex nature of interface, coordina tion between fiscal and monetary policies has to be considered from several angles. Both are aspects of shared overall macro-economic policy objectives. Hence, at the first level, the question is whether the relevant fiscal-monetary policy mix is tributary to the macro objectives. The relevant policy mix relates to the level of fiscal deficit, the pattern of financing especially the extent of monetisation and the dependence on external savings.Secondly, whether operating(a) procedures of monetary and fiscal authorities, especially debt and cash management are consistent and mutually reinforcing. The interactions between operations of monetary authority and public debt management exposit earlier in this part of the presentation are obviously relevant. Thirdly, whether credibility of both monetary and fiscal policies is achieved in a desirable direction. Thus, a probable monetary policy can help moderate interest rates provided the fiscal authority does not give rise to a different set of expectations.Fourthly, whether due cognizance has been taken of the fact that monetary and fiscal policy adjustments operate in different timeframes. Monetary policy as is well know , can be adjusted to alter monetary conditions at a shorter notice than fiscal policy. Monetary policy changes can be undertaken at both time, unlike fiscal policy changes most of which are generally associated with the Annual Budget. Finally, harmonious implementation of policies may require that one policy is not unduly burdening the other for too long. Mutual respect and reinforcement is undoubtedly the ideal to which both policies and authorities should subscrib

Tuesday, May 21, 2019

Music and Critical Thinking Questions

surveil Questions 1. What are the basic elements of medication? 2. What is pitch? 3. What is syncopation? What types of music utilisation syncopation? 4. What are three examples of forms of music? show each form. 5. What is form in music? Critical Thinking Questions 1. Music has sometimes been referred to as a ? universal language.? Why has this description been applied to music? Do you agree or disagree with this assessment? Why? 2. Why is musical notation important?What benefits do musicians and others receive from being able to spell out down and note aspects of a musical piece? 3. In the first vary of the unit, we discussed how music is everywhere in society. What are some of the ways that we wasting disease music? How do you use music in your own life? 4. Music can help influence the musical mode or feeling in a place by the way in which it is played. What is a special(prenominal) example of this that you have experienced? Discuss the experience (what was the song? how was it played? how did the mood/feeling change? . For example, you office discuss an experience at a concert, religious service, or another place where music played a part in creating the mood. 1. T wholeness, pitch, tempo, rhythm. 2. The quality of a sound governed by the rate of vibrations producing it the degree of highness or lowness of a tone. 3. A placement of rhythmic stresses or accents where they wouldnt normally occur. 4. AB form, or binary form, which is two different melodies. ABA, or ternary, which a chorus, then a verse, then back to the chorus.And ABACADA, or rondo form, which is one repeating melody with many different ones. 5. Form refers to the overall structure or plan of a piece of music. 1. Because you dont have to memorialize a specific language to read music, bonny like math. I agree with it because its true. 2. It is important, just as writing down stories. Writing it down gives future generations the ability to read it and analyze. 3. We use it as enterta inment. That is how I use it. 4. In restaurants they play upbeat music to keep peolpe in good moods.Music and Critical Thinking QuestionsReview Questions 1. What are the basic elements of music? 2. What is pitch? 3. What is syncopation? What types of music use syncopation? 4. What are three examples of forms of music? Describe each form. 5. What is form in music? Critical Thinking Questions 1. Music has sometimes been referred to as a ? universal language.? Why has this description been applied to music? Do you agree or disagree with this assessment? Why? 2. Why is musical notation important?What benefits do musicians and others receive from being able to write down and note aspects of a musical piece? 3. In the first part of the unit, we discussed how music is everywhere in society. What are some of the ways that we use music? How do you use music in your own life? 4. Music can help influence the mood or feeling in a place by the way in which it is played. What is a specific exampl e of this that you have experienced? Discuss the experience (what was the song? how was it played? how did the mood/feeling change? . For example, you might discuss an experience at a concert, religious service, or another place where music played a part in creating the mood. 1. Tone, pitch, tempo, rhythm. 2. The quality of a sound governed by the rate of vibrations producing it the degree of highness or lowness of a tone. 3. A placement of rhythmic stresses or accents where they wouldnt normally occur. 4. AB form, or binary form, which is two different melodies. ABA, or ternary, which a chorus, then a verse, then back to the chorus.And ABACADA, or rondo form, which is one repeating melody with many different ones. 5. Form refers to the overall structure or plan of a piece of music. 1. Because you dont have to read a specific language to read music, just like math. I agree with it because its true. 2. It is important, just as writing down stories. Writing it down gives future genera tions the ability to read it and analyze. 3. We use it as entertainment. That is how I use it. 4. In restaurants they play upbeat music to keep peolpe in good moods.