Enrollment System Essay

1.1 Background of the Problem The Enrollment System is a system by which the students transact business with the school, by knowing what section they belong through evaluating their grades by the teachers. In every year, it is expected that enrollees are increasing and the schedule of the enrollment system of the school is easier and reliable. Nowadays technology industry arises; each company needs to have its own computerized system that can manage their reports effectively. The team decided to conduct a study of their school Silway-8 National High School to enhance their knowledge and skills in computer regarding this Computerized Enrollment System. We will offer fast and accurate processing of enrollment system, implement a strong security in maintaining files and design a user a friendly interface. If this will push through, only this school in their district has this computerized system. The school will be pioneering of this program. We are looking forward for this program to install it earlier as long as po ssible. 1.2 Overview of the Current State of Technology Silway-8 National High School is one of the schools having big population located at Silway-8 Polomolok South Cotabato and establish on June 1987. Presently, it has 34 faculty staff and maximum of 1,350 students. And the school uses a manual system that takes a lot of time and effort. Since there are only one personnel assigned to each year level to accommodate students. They encountered problems too like experiencing flood and all the records are being gone. The chairman who is in charge will face a hard time about it. In this regard, this proposal, an Automated Enrollment System would solve the aforementioned burdens. This study serves as a total in so achieving a well-compiled data system as well as generating reports. 1.3 Project Rationale Computerized Enrollment System is design for the benefits of Silway-8 National High School. It helps the faculty in monitoring the records of the students. Automated Enrollment System is use to make the transaction fast, and accurate. It can display the records of each student through student ID number and all other information.

“Hunger Games” Movie vs Book

The Hunger Games The Hunger Games is the first novel of The Hunger Games series written by Suzanne Collins in 2008. This novel is written in the first person point of view of the main character, Katniss Everdeen. Throughout the story, Katniss’s opinions are made clear to the audience. This intriguing novel shares Katniss’s struggles and overall victory of the 74th Annual Hunger Games. The Hunger Games story takes place in a post-apocalyptic society. The Capitol is a highly advance city that holds reign over the 12 districts.The Hunger Games is an annual contest hosted by the Capitol in which each district offers one boy and girl chosen by lottery or by choice, if willing. These tributes fight to the death in an arena where they have to fight for weapons and necessities for survival. Prim Everdeen, Katniss’s sister, is chosen by lottery to be tribute for District 12. Without hesitation, Katniss volunteers to be the tribute for District 12. Katniss and Peeta, the b oy tribute from her district, are transported to the Capitol. This is where the audience gets to see the difference between the 12 districts.Katniss’s district, District 12, is the poorest, where many people starve to death; however, District 1 is the wealthiest and don’t face the same challenges as Katniss. The tributes from District 1 and 2 are trained from birth to be tributes in the Hunger Games. These â€Å"Career† tributes volunteer themselves to participate in the Hunger Games and believe it is an honor to serve their district. This story leads the audience in further when Peeta confesses his love for Katniss during the interviews held prior to the Games.When the Games begin, Katniss shows her true ability to survive in the wilderness. She uses her knowledge from surviving in District 12 to help her eat and sleep high in the trees. In the beginning of the Hunger Games, Peeta forms an alliance with the Career tributes, while Katniss forms an alliance and f riendship with Rue, the tribute from District 11. After Rue is killed, Katniss is back to surviving the games on her own until the announcer informs the tributes that two contestants can win if they are from the same district. Katniss finds Peeta and nurses him back to health.Finally, the only tributes that are left are Katniss, Peeta, and the Career Tribute from District 1. The tribute is eaten by â€Å"mutations†, which nearly killed Katniss and Peeta. However, the tributes from District 12 are not out of the Games, because the announcer tells them that the rules have changed once again and now only one may be victor. When neither Katniss nor Peeta can kill each other, they decide to eat the night lock berries which would kill them immediately. Quickly, the announcer declares that Katniss and Peeta are both the victors of the 74th Annual Hunger Games.The Hunger Games was later turned into a movie in 2012. The book and the movie have several similarities. In both the movie a nd the novel, Katniss volunteers for the Games, saving her sister Prim. Another comparison is the Capitol’s power amongst the 12 districts. The most important similarity is that in both the novel and the movie, Peeta states that he does not want the Games to change him, for he wants to stay true to himself. Katniss does not know how that is possible, until she participates in the Hunger Games.In both the movie and the novel, Peeta does not murder any other tributes during the Games. The novel has some major differences as well. The mockingjay pin that Katniss wears for good luck represents District 12. In the book she receives this gift from the mayor’s daughter, Madge; however, in the movie, Katniss receives this pin from her younger sister, Prim. Another difference is Katniss’s relationship with her ally Rue. In the book, the author emphasizes their relationship and how they work together as a team during the Hunger Games.However, in the movie they keep their relationship short. The last difference occurs at the end of the novel. In the novel the beasts that kill the last tribute are called â€Å"muttations. † There are 9 of these beasts which resemble the fallen tributes. In the movie they are just beastly looking mutated dogs. The Hunger Games is a great book. It shows the differences in social class and has many underlying meanings. The movie was just as good and follows the plot very well. It was a little more futuristic looking than I had imagined from the novel, but still captured the overall theme well.

Starbucks Case Study Example | Topics and Well Written Essays - 750 words

Starbucks - Case Study Example h explain to the public that prices charged in Starbucks’ restaurants in China are not the highest ones comparing to the prices charged in Moscow, Paris, and some other locations (English.cntv.cn, 2013). Taking into consideration this information it is possible to suggest that pricing issue of Starbucks coffee in China is not a result of discriminative approach of the company towards Chinese consumers but is a subject to various external factors (cost of rent, cost of coffee, etc.) and overall business strategy of the company. It is also necessary to compare Starbucks’ prices not among its international locations but prices charged for coffee and coffee products in the local market. How is Starbucks’s price for coffee different to the average price for coffee charged in the Chinese restaurant? It is worth to mention that Starbucks as a brand is positioning on the market itself as not just coffee-retailer but as a sophisticated place offering unique coffee experie nce to its visitors. People come to Starbucks not just for a cup of coffee but for this unique experience and comfortable relaxing atmosphere where visitor can socially interact with their friends, work, read, or surf the Internet via free Wi-Fi. Because of this positioning strategy Starbucks Corporation charges premium prices for its coffee products around the globe. This fact should be taken into consideration while debating the prices for Starbucks’ products in China and any other location. Moreover, the company is adapting to the needs of local consumers and adjusts its store’s design and layout based to cultural and social expectations. Snob can be defined as an individual who â€Å"blatantly imitates, fawningly admires, or vulgarly seeks association with those regarded as social superiors† (Snob 2012, n.p.). Another definition of the word is the following: â€Å"one who has an offensive air of superiority in matters of knowledge or taste† (Snob 2012, n.p.). Thus, applying this definition to

Does the EU have negative impacts on small states in the EU Does it Research Paper

Does the EU have negative impacts on small states in the EU Does it fringe them The divide between the north and the south - Research Paper Example It is to assess the impact of EU policies on the economic performance of small market economies within the EU, with special emphasis on Cyprus’s economy. Overall, there is a wealth of solid scientific research into the problem. Whereas books provide a comprehensive analysis of the relevant data and newspaper articles enlighten the reader on the latest developments in the region. Though the literature on the subject is abundant, there are some limitations in research too. A common thread from all sources reviewed suggests that EU policies have had an ambiguous effect on the economic performance of different small EU member-states. It would be wise to start this literature review by looking at how experts determine which EU economies are small and which are not. Today, there are as many approaches to defining small economies as there are scholars researching the problem. Indeed, there is no single yardstick by which to measure whether or not a particular economy is small. Some researchers look at the geographical area of the country and the amount of natural resources it has (Castello & Ozawa, 2014). It is with the believe that those factors are inexorably linked to the economic ability of a country. Others determine the country’s affiliation with a particular pool of economies by simply looking at its GDP (Gal, 2009). For example, Castello and Ozawa (2014) classify Belgium and the Netherlands as â€Å"small economies† (p. 29), even though the two countries have relatively competitive macroeconomic indicators. Ronald Schettkat (1999) broadens the list to include Ireland, Denmark, and Austria. Alt hough the number of EU member-states was smaller in 1999 and the economies of Austria and the Netherlands were weaker, they could be hardly classified as small. One plausible explanation for regarding these states as small economies is that some of their industries are characterized by concentrated market structures, which is a criterion of a small economy

Mosques in America Essay Example | Topics and Well Written Essays - 750 words

Mosques in America - Essay Example In order to develop a better understanding of the problem one should take a look at statistical dimension of Islam in the United States. Thus, the actual population of Muslims is two times larger that estimated one. In addition to that, the number of mosques increased greatly in the first decade of 2000. Moreover, the majority of mosques are relatively young: built less than 40 years ago. What is more important is that mosques in America feature a considerable amount of diversity. To begin with, it is not only Arabs, but various ethnic groups are represented in almost every mosque. Secondly, Shiite mosques which represent a second branch of Islam are also quite numerous in the United States. Thirdly, mosques can be found both in metropolitan areas and suburbs. As for the places which are used for a mosque, one should note that they include purchased, built or rented facility. The position of a mosque in the American society has had influence on its practices. It was found that mosques in the US preach flexible interpretation of Quran which is suitable for modern circumstances. The local spiritual leader feel general atmosphere of acceptable by the community. They also encourage Muslims to take active part in American society. Finally, the rate of conversion to Islam in the America reflects general interest to this religion. All in all, one might come to the following conclusions. First of all, the presence of Muslims in the American population may be more that it is estimated. Secondly, mosques were able to integrate successfully into American society. Finally, mosques reflect the diversity of the American social environment. This report contains all the necessary information that might be used to research the topic of a mosque in the United States. Another big advantage of it is the fact that the information that it is based on is relatively recent and reflects of the important cultural events that happened in the American society. The primary focus of

Eassy Essay Example | Topics and Well Written Essays - 500 words - 1

Eassy - Essay Example Globalization has significantly changed the dynamics of social structure and provided it with socio-cultural diversity that is indeed diverse in its application of ideas, ideologies and competencies across people coming from different race, culture, color and nationality. In such conditions, the role of HRM is crucial in creating a diverse workforce whose competencies are judiciously exploited for increasing organizational productivity (Gillham, Wood & Somerville, 2007). Indeed, in the transforming societal norms, cultural competencies can provide the organizations with unique competitive advantage that would be difficult to imitate. Thus, treating workforce as human capital is not only desirable but also essential in the changing environment of high competition. Moreover, environmental changes like globalization and technology are also intrinsically linked to other paradigms of business which have considerable impact on the overall performance of the firm. Computer and internet have redefined communication and provided people with huge entrepreneurial opportunities to expand their business across globe. They have diminished the geographical distances and increased the challenges for HRM. The job specifications have become more stringent and jobs less secure due to new trends of outsourcing in non-core areas of business. HR’s contribution to the human capabilities through training and development become vital facilitator of motivated workforce that generates job security and inculcates higher sense of self-worth (Zapata-Cantu et al., 2007). HRM is also responsible for creating an organizational culture that highlights cross cultural understanding, mutual respect, shared goals and strong teamwork. This is important in current times as diversity in workforce necessitates understanding of cross cultural values to inculcate mutual respect and strengthen teamwork

Critical Annotated Bibliography Tranexamic Acid Essay

Critical Annotated Bibliography Tranexamic Acid - Essay Example Amandip Singh is also a doctor in the department of anaesthesiology at DMCH. The researchers assert that tranexamic acid significantly decreases blood loss after operation and reduces the need for blood transfusion among students after undergoing total knee replacement (TKR).According to the researchers, Tranexamic acid, which is a synthetic derivative of amino acid lysine, is an effective antifibrinolytic agent. The acid is may reversibly block lysine-binding sites on the plasminogen molecules, thus hinder the formation of plasmin. Other researchers have showed increased use of tranexamic acid in orthopaedic surgery due to its safety, efficacy and low cost. The research was conducted in a tertiary health care facility after obtaining approval from the hospital heath ethics committee with informal consent taken from patients involved in the study. The researchers used randomized double-blinded study involving 40 patients scheduled to undergo unilateral TKR for osteoarthritis. Three s urgeons who had experience in the field to ensure validity of the test conducted the study. The first half of the population was injected with 10mg/kg of tranexamic acid. Conversely, the placebo group underwent the same procedure only that normal saline was used instead of tranexamic acid. ... It was concluded that routine administration of the acid was beneficial to patients undergoing operation. The limitation of the research is that it involved a limited number of populations. Also, the researchers did not monitor the plasminogen levels, D-dimer, thromboelastography, and fibrin degradation products. In addition, the researchers failed to measure hemoglobin levels of transfused blood and weigh sponges, which could have affected the accuracy of calculations. The text did not have sufficient clinical evidence and literature supporting the use of tranexamic acid in preventing preoperative blood loss. The relevance and usefulness of the text to my research is that it informed on the importance of the Tranexamic acid in reducing blood loss during operations in patients. Sekhavat, L., Tabatabaii, A., Dalili, M., Farajkhoda, T., & Tafti, A. (2009). Efficacy of tranexamic acid in reducing blood loss after cesarean section. The Journal Of Maternal-Fetal & Neonatal Medicine. Vol. 22(1), 72-75. The authors of this research journal are medical practitioners at the department of obstetrics and gynecology at Shahod Sehud Hospita, and Health Services, Yard, Iran. They have the ability to produce credible research that can be used in any academic research. The argument presented by the researchers is that cesarean section (CS) rate has been on the increase among women delivering and that CS posse many complications as compared to the normal vaginal birth due to complications related to postpartum bleeding. The medications that have been used to reduce bleeding include prostaglandins, oxytocin, and methylergonovine. The researchers however feel that tranexamic acid, a synthetic derivative of the amino acid lysine that has been applied for several years in the

Film Analysis of Dead Man Walking Term Paper Example | Topics and Well Written Essays - 1500 words

Film Analysis of Dead Man Walking - Term Paper Example In order to discuss these critically important principles and relate them to the film under analysis, first the particular scene to which each of them relates the most will be identified. Then, that principle will be scrutinized to appreciate what literature has to say about it and finally, the extent to which each principle relates to the scene described will be critically analyzed. A- Deindividuation Scene: After going through many sessions with Poncelet, Sister Helen develops a special relationship with him and also becomes his confidant. She strongly believes in the value of forgiveness and repeatedly attempts to inculcate the same belief in him in many earlier scenes. It is because of that emphasis that near the end of the film just sometime before Poncelet is about to be executed for his crime, he confides in Sister Helen that he did in fact kill the boy and rape the girl despite having denied these deeds before. In this scene, he takes full responsibility for the cruel demise of both teenagers. What is deindividuation? Deindividuation is popularly described as marked loss of self-awareness to the point that a person becomes uncaring about social code of conduct or norms of the society. The loss of self-awareness is so potent that a person refuses to take responsibility for any action taken by him/her. ... Such people have no regard for others’ lives and do not seem to mind the idea of them bringing suffering or acute distress in other people’s lives. Deindividuation also compels people to violate their personal norms because external norms become more powerful (Pastorino and Doyle-Portillo 473) and engage in activities they would not care about otherwise. It is associated with unbridled and offensive behavior because it lowers the sense of self-awareness leaving a person unable to conscientiously evaluate his/her actions. How the scene conforms to the principle of deindividuation? This scene illustrates how deindividuation played a destructive role in motivating Poncelet to murder two innocent people. Because of wrong influence in the form of Carl Vitello and his own weaknesses, he violated his person code of conduct and lived by the external norms which stimulated him to commit the crime. He had no self-awareness in that moment and even after that, he is not seen willin g to take responsibility for his heinous actions. Before this scene, he always admitted being high on drugs but blamed Vitello for killing the teenagers leaving himself out of the main action. His personal norm was to lie about the real situation and he tried to live by that norm. However, when the moment of execution finally dawns on him, he loses self-awareness and the will to protect himself. Here, the external norms of Sister Helen related to honesty and taking responsibility for one’s actions become more powerful. B- Schemas Scene: Near the end of the movie, Sister Helen tells Pocelet that he is a son of God and should expect forgiveness because while he is being executed, Christ would be here.

Good and Evil of Internet Essay Example for Free

Good and Evil of Internet Essay The onset of computers on the general population has given a boost to the Economy in the worlds market. People who werent much aware of the world became drawn to computers, which in turn brought about the Internet, connecting the world all over. The Internet has played a major role in the lives of people all over the world. Now, it is not limited to just important organizations or governments. Everyone who owns a computer is logged on to the Internet; and this has made the world seem smaller. No one has to wait for the postman to deliver the mail, but instead one can just connect to the Internet and right away, you got mail. The Internet has been a boon, yet there are its darker aspects, which has caused much harm. The world is now so dependent on the Internet that it seems unthinkable of living without it. The computer industry got a boost when the people discovered that the world was progressing in leaps and bounds, and should any country be left out would be considered a backward country. Developing countries caught on to the progress. Learning about computers in school was made compulsory. To enhance the knowledge, everyone, young and old had to learn about computers and that was the first step. From computers to the Internet is but just a step ahead. Families who have migrated to different parts of the world have the link of Internet to connect to their relatives and friends, in the fastest and cheapest way. Internet has brought families, friends and businesses closer than they actually are. Communications via the Internet is so fast and cheap that there is no hold to its progress. The Internet brought about a lot of developments around the world, which otherwise would have taken much longer. Employers could buy the best talent around the world at a cheaper price than they would have to pay for hiring local workers. The young and aspiring workers left their homes and found better employment abroad, by searching for jobs on the Internet. Businesses flourished, as they could be in touch with whom they were dealing with, fast and quick on the Internet. The Internet brought prosperity all around and every small and big business caught on to the fear of being left behind. Big and small schools opened up for teaching computers and the Internet. Cyber cafes flourished to the assistance of those who did not possess a computer. Various Internet service providers propped up offering a variety of discounts and benefits for Internet services. Industries prospered, employees and employers also prospered, and to say the least there is just no stopping to the growth of the Internet. Information is at your fingertips, there is no need for the newspaper; all you need to do is switch on the computer and go to the web page to read the news. The Internet certainly is responsible for the development of the world, but it also has its negativity, which has brought about considerable disruptions and problems in its wake. Bad characters had limitations before, but now with the Internet, their limitations have gained a spot over. Countries know the secrets of each other and are always trying to harm one another in some way. Recent September eleven attacks on the World Trade Center and the Pentagon, in which thousands perished and landmarks reduced to rubble, are living proofs of what the Internet is capable of. Hacking, junk mail, obscene mail, porn mail and viruses are all done via the Internet. There is much damage done via the Internet to the minds of young adolescent children and these are just a few examples. The world is full of good and bad people, and having the Internet at your fingertips leaves something to your imagination of where the world is progressing today. The discovery of Internet is definitely a boon to the world and the development and betterment it has done for countries and people throughout the world. The progress that the world has made is beyond imagination, thanks to the Internet. The Internet has its advantages and disadvantages too. Those who want the betterment of the world spread enlightment and those that are bad create trouble and Internet is just the media through which they have access to the minds of people fast and results are equally fast and damaging. Now it is the responsibility of each and every family, parents, teachers, and the well wisher of the world to educate their young impressionable children, to differentiate between the good and evil. We hope this awareness should eliminate the negative aspect of the Internet.

Introduction to People, Organization Andmanagement Essay Example for Free

Introduction to People, Organization Andmanagement Essay 1. Key Information Module title: Introduction to People, Organisations and Management Module Leader: Hermione McIntosh Chelmsford/Michael Ashcroft Building/ Room MAB 301 Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: * the Virtual Learning Environment (VLE) * the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue * Anglia Ruskin’s module search engine facility at www. anglia. ac. uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www. anglia. ac. uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module This 30 credit module covers four key areas. The organisational context: This module allows students to explore the organisational context and will furnish students with tools to analyse the organisational environment and the degree of dynamism and complexity in which organisations operate. Students will be encouraged to examine organisational responses to environmental turbulence. The development and impact of organisational culture will also be assessed. Organisation structures and approaches to management: Students will analyse the changes to organisational structure and architecture and the evolution from self-contained structures to boundaryless organisations. Approaches to management from scientific management to postmodern organisations will be evaluated and the way groups and teams are formed and structured. Motivation will also be examined as a motivated workforce can be a sign of a successful organisation and students will be encouraged to reflect critically on theories of motivation and apply them to real life situations and case study scenarios. Management processes: Intensified competition, technological innovation and increased knowledge intensity has resulted in a pattern of ‘repeat change’. The results of change programmes are often disappointing and students will examine the triggers for change, why change is resisted and organisations’ approaches to change management. This module will also investigate the difference between leadership and management and critically evaluate classical and contemporary approaches to leadership theory and the role power and politics play in organisational life. Individuals in the organisation: This part of the module focuses on individual differences. The ability to learn, and to continue learning, for individuals and organisations, is crucial in the 21st century. Students will be introduced to a number of learning theories which affect management practices and will have an overview of the learning organisation. Students will examine the role that personality and perception play in shaping and directing our own and other people’s behaviour. The role of communication will also be investigated as communication affects organisation performance and also individual career prospects. Students will therefore be equipped with a robust intellectual framework for analysing and understanding the past, present and future influences on their own thinking, attitudes, values and behaviours and to reflect on how these might impact their effectiveness and performance in practice. Please also refer to Sections 6a and 6b of the MDF. 3. Intended Learning Outcomes. Anglia Ruskin modules are taught on the basis of intended learning outcomes and on successful completion of this module, you will be expected to be able to demonstrate that you have met these outcomes. On successful completion you will be able to: 1. Understand and critically evaluate the underlying principles and concepts of the nature of organisations. 2. Understand and appreciate the contribution of effective people management to the success of organisations. 3. Explore a range of theories developed to aid the understanding of learning and human behaviour, reflecting on their learning experiences and career development. 4. Examine the application of theories in real world organisational settings. 5. Apply a range of theories and concepts on organisational design, structure and management in the analysis of managing employees with specific reference to leadership, power, motivation and teamwork. 6. Use simple psychometric and related instruments for self-analysis and learning tools for goal-setting, problem-solving and personal reflective practice within a framework for personal and career development. 4. Outline Delivery. Wk| Lecture A People| Lecture B – Organisation Management| Reading (Buchanan and Huczynski, 2010)| 1| Introduction to Part A of the module. Individual behaviour and personality| Introduction to Part B of the module. What is an organisation? Introduction to organisational behaviour. Orientation to work and the work ethic.. | Chapters 1 and 6| 2| Personality theories in the workplace. | The organisation’s environment. Business ethics and corporate social responsibility. | Chapters 2, 3 and 6| 3| Perception. | Organisational culture and socialisation. | Chapters 4 and 8| 4| Attitudes and values. | Organisational structure and architecture. | Chapters 15 and 17; Brooks Chapter 3| 5| Learning as a process. The Behaviourist and Cognitive approaches. | Approaches to organisations and management. (1)| Chapters 5, 14 and16| 6| Learning in practice and the Learning Organisation| Approaches to organisations and management (2)| Chapters 5, 14 and 16,| 7| Motivation: content theories| Groups and teams at work. | Chapters 9, 10, 11, 12, 13| 8|. Motivation: process theories| Organisational change| Chapters 9 and 18| 9| Communication| Leadership (part 1)| Chapters 7 and 19| 10| Career management and choices| Leadership (part 2)| Chapter 19| 11| Reflective practice and managing self. | Power in organisations| Chapter 22| 12| Module review. | Module review| | 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutors. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment This module will be assessed through two pieces of coursework which will allow you to evidence the demands of this module and meet the learning outcomes (see sections 7 and 9 of the MDF). Both pieces of coursework have a word limit of 3,000 words and have a 50% weighting. The assignment hand-in date is Tuesday, 8 May, 2012. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet . Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback. You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see  your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. ASSIGNMENT ONE Module Title: Introduction to People, Organisations and Management Module Code:BB130020SLevel: 1 Academic Year: 2011/12Semester: Two Module Leader:Hermione McIntosh. Instructions:See below Word Limit: 3000 words % Weighting:50% Written assignments must not exceed the specified maximum number of words. Assignments will not be accepted without a word count on the cover sheet. Submission Date:Tuesday, May 8, 2012 Work submitted after this date will receive a mark of 0 unless an extension has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. Further details:This assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. TASK Read the two organisational case studies attached and provide a critical comparative analysis of them in academic report format. You should consider how the two organisations differ in the way they operate and in the way they are managed. In particular, you should focus on the following areas: * Organisational design and structure * Teams and teamworking * Approach to leadership and management * Organisational culture Your analysis must be supported by relevant theories and concepts that have been covered in the module and you must demonstrate that you have read widely around the subject area and used this reading to support the arguments you are making. Do not rely solely on the key text but use a range of academic texts and journal articles. Refer to the reading list in your module guide for further guidance. It is essential that you use the Harvard Referencing System and it is recommended that you download the University’s Guide to the Harvard Referencing System from the library website. Assessment weighting for written assignment The following assessment weighting is provided for guidance: Introduction| 10%| Analysis of issues including use of the literature to support arguments| 60%| Conclusion and recommendations| 20%| Presentation and structure of the report including written expression and referencing| 10%| Case Study One Case study 1: Biogenta plc. Biogenta is a world-leading business, producing crop-protection products (herbicides, fungicides and insecticides). It currently employs 15,000 employees in over 80 countries and has manufacturing facilities in 10 countries. It is organised into four major functional areas: Research and Development, Manufacturing, Sales and Marketing and, finally, Support (covering financial services, human resources and legal services). Jane Morgan, the Chief Executive Officer of Biogenta, is a strong role model for her staff and has developed a mission and a set of values based on extensive consultation with Biogenta’s stakeholders. Biogenta’s mission is to be the most trusted provider of crop-protection products in the world and their values include: Be adventurous, creative and open-minded Pursue growth and learning Be passionate and determined Build open and honest relationships Create fun These values have been embedded in the culture of the organisation. Jane is deeply respected and many of her staff have even called her inspirational. She is very motivational and communicates high expectations of all staff. Her aim has always been to empower her staff and to stimulate staff to be  creative and innovation so that they try novel approaches and develop ground-breaking new products. Biogenta is committed to innovation and sees this as a major strength. It has a strong focus on recruiting extremely able and highly motivated employees. It is also committed to investing heavily in their development. As well as recruiting highly educated staff, many of whom are educated to doctorate level, the company offers numerous in-house training courses covering both technical and personal development issues. As a global organisation Biogenta wants to recruit the brightest and the best from all over the world. In Cambridge, alone, one of its four research and development ‘hubs’, it employs people of 20 different nationalities. It offers generous support to employees who want to further their education and training by paying fees and giving time off to attend courses. It also offers generous perks, such as opportunities for sabbaticals or gap years and subsidising gym membership. Office environments and even factories are designed to be light, pleasant places to work, with the company sponsoring a large amount of art work and landscaping to enhance the environment. It is also a major sponsor of a number of exhibitions and museums around the world with a ‘biological science’ theme. Staff are encouraged to contribute to community work, and the company sponsors a number of projects working with schools in a number of countries on biological science projects. Although Biogenta has a traditional structure, as would be expected of an organisation of this size, Jane believes that structures, job titles and power can put barriers up between people and inhibit innovation and performance. She believes it is far more effective to put her faith in people and in teamwork and there is minimal hierarchy. Although almost all employees work in one of the four functional areas mentioned above, the organisation also promotes cross-functional working in project teams, some of which are virtual teams. Project working is seen as essential to achieving constant product improvement and innovation. These teams can be large or small, short term or fairly long in duration. It recognizes that getting people from different functions to work effectively together can be a challenge and it has a number of ways of trying to minimise these, including the use of technology. Many of the support staff have at least undergraduate degrees in science subjects. For example Jacqueline Baryomunsi works in the marketing team but she has a degree in Biology, although she was later sponsored by Biogenta to do an MBA. Although originally based in Cambridge, she was recently posted to a nine month international assignment in South Africa where she worked on a project to develop a new herbicide, working with a team of four others. This included Jonathan Etherington, who has a PhD in chemistry from the USA and has been working on production in one of Biogenta’s manufacturing bases in Italy until recently. The other team members included two people from Biogenta’s research and development function (both based in South Africa) and the team was led by Kathryn Tate, originally from Australia, who has a PhD in molecular biology and is based within Biogenta’s support function as an IT specialist. This project involved long working hours but Kathryn Tate also made sure the team had time for some fun: team members spent quite a lot of time together outside work, even, on one occasion managing to go shark-fishing as well as regularly sampling the night life of Durban. (This is a fictional case study.) Case Study Two OUTBACK INC. Setting Tourism is a strong contributor to Australia’s economy, with over a half million people employed in the sector, and tourism spending reaching over $85 billion a year. The country promotes its beautiful landscapes, Aboriginal art and cultures, coastal lifestyles and the outback as the main attractions for visitors. Australia’s top five international tourism markets are New Zealand, the UK, Japan, the USA and China. Visitor numbers from China and India have grown strongly, while the number of Japanese and Korean tourists has declined in the last few years. China is now Australia’s fifth largest international tourism market, brining it into second place with New Zealand, and this is set to grow over the next decade. However, Australia’s share of global tourism continues to drop, with a decrease of 14 per cent between 1995 and 2008. Since its peak in 2001, it has also declined as a proportion of Australia’s gross domestic product. The Australian tourism industry continues to struggle from the effects of a series of crises, starting with a pilot strikes in 1989 and the worldwide economic outfalls of the Iraq War and the SARS outbreak. More recently, after four strike free years at Qantas, there has been a bitter pay dispute which closed the airline down in October this year. Qantas passengers could face further delays and cancellations after one of the unions locked in a wage dispute threatened more strikes and legal action if the airline did not improve its pay offer. Skilled staff shortages are also contributing to Australia’s tourism industry troubles, with an estimated 42,000 employees needed by 2015. Outback Inc Established in the early 1990s, Outback is an adventure-based tour company located in Sydney, Australia. The company offers a variety of services, including guided tours, accommodation and meals, to those wishing to visit remote and regional areas of Australia. Outback’s comprehensive packages of services have traditionally appealed to travellers from all over the world, particularly visitors from Japan, who typically make up over 80 per cent of their client base, but its product offering has not been updated for a number of years. Profitability has now been on a downward trend for some time and there is no clear vision or detailed strategy to move the company forward. Despite increased marketing efforts aimed at the general Asian market, the company has seen a decrease in bookings from its traditionally reliable Japanese sector. The poor exchange rate has negatively affected tourist numbers from the U. K. and Outback has yet to attract new clients from China or other Asian countries experiencing more favourable economic conditions. Although Outback grew from a small, family-owned business in the early 1990s to a moderately sized company with sales of several million dollars a year, it still retains its original functional organisational structure. Its Chief Executive Officer is a son of the original founder and his autocratic style of leadership, although dressed up in paternalism, has meant that he is not prepared to listen to staff members, particularly those at the lower end of the hierarchy. Outback’s managers, typically members of the company’s founding family, head up the various departments, which are structured around traditional functions such as marketing, finance and human resources. In order to satisfy the needs of family members, there are a number of hierarchical levels within the organisation which often negatively affects the organisation. There is limited teamwork and virtually no cross-functional working with each of the functions operating in a silo. At times this has resulted in a poor service to clients where their expectations have not been met, and the company has recently received some bad press in the Asian tourist magazines and newspapers. Although this is an adventure-based tour company, it is not a fun place to work and the culture and leadership style stifle creativity. As with most organisations in the hospitality field, the Outback management uses a traditional leadership style, with decisions made at the top levels of management and communicated downwards. The majority of Outback’s employees are young, highly motivated and eager for learning opportunities, but the company struggles to regain them, facing a turnover rate higher than even what is expected in an industry with a notorious turnover culture. Although the company does have its own website, management has been hesitant to move away from using standard travel agencies for their client booking purposes, which is relatively costly. Many of the younger staff have ideas on how to improve the product range, the service offered to clients and how to target the all important Asian market, but have given up voicing their ideas as these have not been listened to in the past and they are concerned about being blamed for the rise in client complaints. (This is a fictional case study which has been adapted from Bratton et al. , 2010) Specific assessment criteria for assignment one 70% + Extensive knowledge and understanding surrounding organisations and management is evident. A deep level of critical analysis has been provided throughout with coherent and convincing arguments made. Theory and practice (case studies) have been integrated convincingly. Analysis is supported by extensive reading (academic texts and journal articles). Conclusion is convincing, relevant and holistic. Written expression and referencing are excellent resulting in a credible assignment which is well-structured, concise and demonstrates clarity of thought. 60 – 69% Good knowledge and understanding surrounding organisations and management is evident. A good level of critical analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated well. Analysis is supported by significant background reading (academic texts and journals). Conclusion summarises the key issues convincingly. Good referencing with consistent citation and listing. Written expression is good resulting in an assignment which is well-structured, clear and concise. 50 – 59% Sound knowledge and understanding surrounding organisations and management is evident. Generally good analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated. Analysis is supported by background reading (academic texts). A satisfactory conclusion is included. An appropriate structure is used and style of writing is satisfactory. Referencing is to satisfactory standard. 40 – 49% Some knowledge and understanding surrounding organisations and management is evident. The assignment is more descriptive than analytical, but arguments are sufficiently identifiable and free of obvious contradiction. Limited integration of theory and practice (case studies). Limited background reading from academic sources to support the work. Conclusion is drawn, but not all key issues are included. The assignment is adequately referenced with an appropriate structure. Written expression is satisfactory, but there are weaknesses in the presentation. Fail – 39% and below Very limited knowledge and understanding surrounding organisations and management is evident. The assignment is very descriptive with poor application of relevant theories, concepts and models. Minimal evidence of further reading. No or limited conclusion. The report is weakly referenced and the structure is inadequate. Written expression is poor resulting in an assignment which lacks clarity. Overall the task is poorly presented and argued and does not achieve an adequate standard. ASSIGNMENT TWO Module Title: Introduction to People, Organisations and Management Module Code:BB130020SLevel: 1 Academic Year: 2011/12Semester: Two Module Leader:Hermione McIntosh Instructions:Answer all four questions Word Limit: 3000 words % Weighting:50% Written assignments must not exceed the specified maximum number of words. Assignments will not be accepted without a word count on the cover sheet. Submission Date:Tuesday, May 8, 2012 Work submitted after this date will receive a mark of 0 unless an extension has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. Further details:This assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. Complete ALL four of the following tasks. 1. What is personality? And what relevance has this concept to understanding behaviour in the workplace? 2. â€Å"Learning is the process of acquiring knowledge through experience which leads to an enduring change in behaviour. † (Huczynski Buchanan, 2010, p. 732) Explain this statement, showing how it relates to a learning theory that you have studied on this module and to your own approach to learning. 3. One way to understand different motivation theories is to interview your peers on what is important to them when choosing a job. Form a diverse study group, and discuss the following: How important is pay in choosing a job when you graduate? Is personal autonomy important in your work motivation? Explain your findings and discuss them in relation to appropriate motivation theory. 4. Choose FOUR barriers to communication and suggest, as a manager, how you might overcome such barriers. Within the 3,000 overall word limit, you should allocate words equally to each of the 4 tasks above. You should also illustrate your answer by referring to relevant literature, theory and experience. Each question is equally weighted in terms of the assessment marking. Specific Assessment Criteria for these written tasks: 70% + Extensive knowledge and understanding of the literature is evident. A considerable depth of application has been achieved with the literature and examples of practice. A high level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by extensive reading. Written expression and referencing are excellent; ideas are well structured, balanced, and succinct and demonstrate clarity of thought. 60-69% A good grasp of knowledge and understanding of the literature is evident. A very good depth of application has been achieved with the literature and examples of practice. A significant level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by good background reading. Written expression is of a very good standard and referencing is strong with consistent citation and listing. The ideas are well structured, balanced, and clear and concise 50-59% Sound knowledge and understanding of the literature is evident. Generally good application has been achieved with the literature and examples of practice. There is evidence of insight and thought throughout the arguments made and the findings presented. Analysis is supported by background reading. Written expression and referencing is of a satisfactory standard. The ideas are fairly well structured, and clear and concise. 40-49% Some knowledge and understanding of the literature is evident. Generally the work is more descriptive than applied. Limited evidence of insight and thought throughout the arguments made and the findings presented. Analysis is limited, and not all the key issues are addressed. Written expression and referencing is of a satisfactory standard, but there are weaknesses in the presentation. Fail 30-39% Very limited knowledge and understanding of the literature is evident. The work is very descriptive with poor application of relevant theories and concepts. Minimal evidence of insight, thought and analysis. Written expression is poor resulting in writing which lacks clarity. Poor presentation overall, and does not achieve an adequate standard. 6. Assessment Criteria and Marking Standards ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 1 GenericLearning Outcomes(Academic Regulations, Section 2)| Assessment criteria by level| Marking standards (by mark band)| | | 70%+| 60-69%| 50-59%| 40-49%| 30-39%| 1-29%|. | Characteristics of student achievement per mark band | Achieves module outcome/s related to this GLO at this Level of Study| Achieves module outcome/s related to this GLO at this Level of Study| Achieves module outcome/s related to this GLO at this Level of Study | Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study| Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation | Fails to achieve module outcome/s related to this GLO and is not eligible for compensation | Knowledge and Understanding | Level 1 (FHEQ level 4) intr.