Mind and True Feelings Essay Example for Free

Mind and True Feelings Essay In the book Grendel, the author made the decision to use the character Grendel as the narrator. He knew that the readers would understand more about Grendel’s feelings. To know the real Grendel, you need to read it from his point of view, not anyone else’s. The story made more sense because it was written in stream of consciousness. Stream of consciousness means that the author writes down everything that he is thinking. In Grendel we got to read everything from his heart, his true feelings about everything. The story would have been really different if we hadn’t gotten to see who he was and what he was all about. Grendel from the book was a totally different Grendel from Beowulf. In Beowulf we see Grendel as an evil monster that wanted to kill everyone and had no feelings. But we know that he did have true feelings for people and for himself. â€Å"My head aches† (page 13), is an example of something we would have never known by watching the movie. We also know that he cared deeply about his mother and other people. We also would have never known that he was actually very intelligent and could speak. â€Å"I sobbed as if heartbroken† (page 19). We know that he had a heart; a real monster wouldn’t have a heart. He was sad because he didn’t have the life that he wanted; everyone was happy but he wasn’t. With everything that we know about Grendel and his feelings is all stuff that we learned from the book, not from the movie. The movie basically told us the opposite of what was true about him. We would have never known this stuff if the author wouldn’t have written in the stream of consciousness. Grendel had many feelings that we did not know about in Beowulf that we learned about in the book. In the movie we got the idea that he was a horrible monster who didn’t care about anything or anyone. Beowulf told the story from the dans point of view not Grendel’s. So by John Gardner choosing to use stream of consciousness we really saw who Grendel was. Grendel seems way more human in the book rather than the movie. â€Å"I laughed my ankle was numb; my leg was on fire to the hip† (page 21). Only a real human could feel pain and sorrow like that. Everyone hated him and wanted him dead because they thought he was such a horrible monster, but he couldn’t help it. He didn’t pick the way he looks; that’s just how he was created. In the end, he was just in so much pain he didn’t know what to do with his life anymore. So that’s why I’m happy that the author choose this form of writing because we understood who he was and what he was. Not just some monster who wanted to kill everyone. If the Danes could have seen him like we did I think that that would have changed their whole look about him. Those are all the reasons why I think that the stream of consciousness was a way better form of writing rather than formal writing. This is also why I think that we see Grendel more human than monster and understood him better. I sympathize him more this way and feel sorry for him because everyone hated him for the way that he looked. I think the author choose this way because he knew that we would understand him more. That’s why if he would have chosen formal writing everything would have been more confusing and hard to understand.

Halesowen College Essay Example for Free

Halesowen College Essay This report is being written to the Human Resources Manager to support my application for the above stated job. Procedure: This report was compiled by analysing the job description for the above post. I have also analysed the skills which I have acquired in my current temporary post as well as from past jobs and college. Findings: These are the skills that are stated that I feel should be filled and how I am a suitable candidate for the job. I have itemised them under headings shown. Employability Skills Inputting data onto the computer systems I have done this in my job in an opticians I entered the daily and weekly figures for the sales of glasses and contact lenses. Have good time management skills This was proven when I had to use my time to liaise with customers and also when I had to do a required task by a set date, I also arrived to work on time and met any targets that were set. Qualifications I have an English GCSE at a grade D and a Maths GCSE at a grade B. Be discreet and respect confidentiality of information This was a must have skill as I was handling patients personal data on a daily bases at the opticians. Retrieval of information from computerised system I had to retrieve information about the goods that were selling and that were not, I also had to get monthly profit sheets this was done on weekly and monthly basis, I have also retrieved work from my college work and copied it onto my memory stick. General administrative duties I had done this on a weekly basis for example when I was posting appointment reminder letters which were to advise patients to book an appointment because they were now due, I also did the filing on a weekly basis and sent out any faxes to NHS trusts as required, I also did this when working in HR when I had to send out letters to students regarding exams or any other information. Setting up exam data on a computer system I had done this while working in HR when I had to key in the dates and times that students had exams. Having fast and accurate keyboard skills I have done this when working in HR when I had to send out emergency letters to the parents of students regarding the behaviour of students, I also did this when working in the opticians when I had to inform patients that their contacts lenses or glasses had arrived. Be able to show a good standard of literacy and numeracy I have achieved this when I was in college as I have received G.C.S.Es in Maths and English. Processing enrolment fees, including cash handling and using an electronic cash register I had done this on a regular basis when working in the opticians as I was making sales on contact lenses and spectacles on a regular basis. I also did this while working in HR when I had to handle money for coach passes for students. Communication Skills Typing letters and memos I had done this when working in the opticians when communicating with suppliers and staff regarding orders and they day to day running process I had also done this while working in HR when I had to write to students regarding exam times and any other concerns for the attention of their parents. Answering and making telephone calls I had also done this frequently on a daily basis when reminding patients about their appointments and also regarding the completion of the spectacles, I also answered phones will working in Human Resources regarding people asking for application forms and prospectuses.

Theories Regarding The Latitudinal Diversity Gradient Biology Essay

Theories Regarding The Latitudinal Diversity Gradient Biology Essay Aim Different publications theories regarding the latitudinal diversity gradient were examined and analysed to attempt to show how theories explaining the latitudinal diversity gradient have changed in the period 1980-2010. Method In total, six main theories were identified from the literature and resources studied by searching abstracts and articles for relevant key words. Main Conclusions The main conclusion drawn was that no single theory can adequately explain the latitudinal diversity gradient. Species diversity is ultimately controlled by a combination of factors and until there is conclusive proof or agreement on this subject biogeographers and biologists will continue to hypothesize on the matter of the driving factors behind the latitudinal diversity gradient. Key Words Latitudinal Diversity Gradient, Geographical, Species, Species Richness, Taxa, Hypothesis, Biotic, Historical Perturbation, Climate Stability, Climate Harshness, Mid-Domain, Evolutionary Rate, Evolution. Introduction The latitudinal diversity gradient is the term used to describe the decrease in species richness as one moves away from the equator. [1] Discovered by Alexander von Humboldt in 1799, it has remained one of the key questions in Evolutionary Ecology. Understanding the latitudinal diversity gradient is essential in our understanding of the spread of invasive species, disease and more pertinently, the effects of global climate change (Bradford et al 2006) Hillebrand (2004) identified that this subject has received great attention but the majority of studies have concentrated on only one or a small number of organisms. An example of this being Krebs (1985) who examined snake and ant species throughout America. In the past 30 years there have been many different theories that attempt to explain the latitudinal diversity gradient, from further reading into each individual theory it became apparent that no individual theory is entirely self supporting, rather a combination of each is perhaps the best way to try and answer the question of what is the driving factor behind the latitudinal diversity gradient. Theories Species-Energy The species-energy theorem centres on the hypothesis that it is the amount of available energy that governs the potential species richness of the system. Fraser and Currie examined this hypothesis in their 1995 paper The Species Richness-Energy Hypothesis in a System Where Historical Factors are Thought to Prevail: Coral Reefs. They found that the best environmental predictors of diversity were temperature and biomass and also that there was little supporting evidence for other hypotheses such as environmental stability. Turner et al (1987) found that the diversity of butterflies, measured as the number of species is highly correlated with sunshine and temperature during May to September, with these two variables accounting for nearly 80% of the variance in diversity. Mid-Domain Effect Originally proposed by Colwell and Hurtt, (1994) this hypothesis works on the basis that it is geographical constraints that contribute to species richness. Colwell et al (2004) state that if species ranges are shuffled randomly within a bounded geographical domain free of environmental gradients, ranges overlap increasingly toward the centre of the domain, creating a mid domain peak of species richness. There is still debate over whether or not the Mid Domain Effect is responsible for the latitudinal diversity gradient as empirical support for it is often weak. Zapata et al (2005) Effective Evolutionary Time Effective evolutionary time hypothesizes that it is evolutionary time and the factors associated with it, such as environmental energy, mutation, generations and selection that are responsible for the diversity gradient. Rhode (1992) Climate Harshness and Climate Stability The Climate Harshness theory speculates that fewer species are found at high latitudes due to their inability to cope with the pressures that the environment places upon them. Climate Stability proposes that the reason for the diversity gradient is due to species specializing into narrower and narrower niches due to stable climate conditions, resulting in increased speciation and therefore resulting in temperate areas at high latitude having a low diversity as they experience more changeable weather events throughout the year. Climate stability is even observed in marine environments with strong latitudinal gradients being observed. Kaustuv et al (1999) as well as in terrestrial environments. Lima-Ribeiro et al (2009). Evolutionary Rate Cardillo et al (2005) argue that the increased diversity observed at lower latitudes is due to high evolutionary rates resulting in increased speciation. Mettelbach et al (2007) found that there was evidence for higher rates of diversification in the tropics, with studies of latitudinal variation suggesting greater speciation at lower latitudes. The results from these studies show that there is indeed a link between low latitudes and evolutionary rate resulting in increased speciation. Discussion Since the 1980s there have been suggestions of new theories and re examinations of others, for example Zapata et al (2005) re examine the mid domain effect and address its criticisms. Each of the individual theories discussed earlier proposes its own explanation for the latitudinal diversity gradient. Some hypotheses are circular and some are founded on insufficient evidence, Rhode (1992). In the past 30 years theories purporting to explain the latitudinal diversity gradient have changed from supporting one viewpoint as the sole cause of the latitudinal diversity gradient to being more inclusive of other hypotheses, the Evolutionary time theory is the most inclusive of other theories as it recognises that no single factor can be the cause of such a complex system. References and Literature Cited 1. On-Line Biology Book, L, Latitudinal diversity gradient http://mac122.icu.ac.jp/biobk/BioBookglossL.html Accessed on 17-08-2010 Hawkins, B.A, Diniz-Filho, J.A.F, Jaramillo, C.A., Soeller, S.A., 2006. Post-Eocene climate change, niche conservatism, and the latitudinal diversity gradient of New World birds. Journal of Biogeography. Cardillo, M. Orme, C. D. L., Owens, I.P.F. 2005. Testing for Latitudinal Bias in Diversification Rates: An Example Using New World Birds. Ecology. Colwell, R.K. Hurtt, G.C 1994. Nonbiological Gradients in Species Richness and a Spurious Rapoport Effect. The American Naturalist, Vol. 144, No. 4 October 1994 Colwell, R,K. Rahbeck,C. Gotelli, N,J. 2004 The Mid-Domain Effect and Species Richness Patters: What have we learned so far? Vol. 163. No.3 March 2004 Fraser, R.H, Currie, D.J. 1995. The Species Richness-Energy Hypothesis in a System Where Historical Factors are Thought to Prevail: Coral Reefs. The American Naturalist Vol.148, No. 1 July 1996 Hillebrand, H. 2004. On the Generality of the Latitudinal Diversity Gradient. The American Naturalist, Vol 163, No. 2. 2004. Kaustuv, R., Jablonski, D., Valentine, J. W. 1999. Dissecting Latitudinal Diversity Gradients: functional groups and clades of marine bivalves. The Royal Society Krebs, C.J.1985. Ecology. The Experimental Analysis of Distribution and Abundance. Third edition. HarperRow, New York. Lima-Ribeiro, M., Diniz-Filho, J. A. F., Barberi, M. 2010. Climate Stability and the Current Patterns of Terrestrial Vertebrate Species Richness on the Brazilian Cerrado. Quaternary International, Volume 222, Issue 1-2. August 2010 Mittelbach, G. G., Schemske, D. W., Cornell, H. V., Allen, A. P., Brown, J. M., Bush, M. B., Harrison, S. P., Hurlbert, A. H., Knowlton, N., Lessios, H. A., McCain, C. M., McCune, A. R., McDade, L. A., McPeek, M. A., Near, T. J., Price, T. D., Ricklefs, R. E., Roy, K., Sax, D. F., Schluter, D., Sobel, J. M. and Turelli, M. 2007. Evolution and the latitudinal diversity gradient: speciation, extinction and biogeography. Ecology Letters Rhode, K. 1992. Latitudinal Gradients in Species Diversity: The search for the primary cause. Oikos. Vol. 65, No. 3. December 1992 Turner, J.R.G. Gatehouse, C.M and Corey, C.A. 1987. Does Solar Energy Control Organic Diversity? Butterflies, Moths and the British Climate. Oikos, Vol. 48. No.2 Zapata, F.A., Gaston, K. J., Chown, S. L. 2005 The Mid-Domain Effect Revisited. The American Naturalist, Vol. 166, No. 5 November 2005.

Symbols, Symbolism and Feminism in Ibsens Hedda Gabler Essay example -

Symbolism and Feminism in Hedda Gabler  Ã‚     Ã‚  Ã‚   Henrik Ibsen's A Doll's House painted the picture of a strong and independent woman standing up to an oppressive and dominating society; the lead character, Nora, abandons not only her husband, but her entire family, in an effort to discover herself and become a liberated woman.   The play is known for its universal appeal, and the strong blow it dealt to a male-dominated society, by showing not only that a woman could break free from the restraints which society placed upon her, but that men were actually quite powerless in the face of a strong woman; Nora's husband, Torvald, is left weeping as she leaves him at the close of the play.   Ã‚  Ã‚  Ã‚  The strong feminist themes which were the defining elements of A Doll's House are equally evident in the play Hedda Gabler, though the latter seems to be lacking the directness, clarity, and strength of the former, in regards to its feminist ideals.   Hedda and Thea, the two female leads, posses within them both admirable and detestable female traits, and only in combination with each other can the characters reveal the true feminist message of the play.   In order to assist the reader in understanding these concepts, and to illustrate the distinct differences between the two characters, Ibsen uses symbolism.   The symbolic nature of hair, Lovborg's manuscript, and General Gabler's pistols, often seem to strip Hedda of her feminine characteristics, and emphasize the femininity of Thea.   Ã‚  Ã‚  Ã‚  During the time in which this play was written, and as is very true in modern times, a mark of feminine beauty was long, abundant, flowing hair.   Even today, short hair is often considered to be a mark of a more liberated female, and it has been used to charact... ...ety." Thesis. Brigham Young U, 1990. Dyhouse, Carol. "Mothers and Daughters in the Middle-Class Home: c. 1870-1914." Labor and Love: Women's Experience of Home and Family 1850-1940. Ed. Jane Lewis. New York: Blackwell, 1986. 27-45. Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. New Haven: Yale UP, 1979. Ibsen, Henrik.   Hedda Gabler.   New York:   Dover, 1990. Lewis, Jane. "Introduction: Reconstructing Women's Experience of Home and Family." Labor and Love: Women's Experience of Home and Family 1850-1940. Ed. Jane Lewis. New York: Blackwell, 1986. 1-26. Lyons, Charles R. Hedda Gabler, Role and World. 1990. Twayne's Masterwork Studies 62. Boston: Twayne, 1991. Salomà ©, Lou. Ibsen's Heroines. Ed. and trans. Siegfried Mandel. Redding Ridge: Black Swan, 1985.   

Anomalies are Not Always Wrong :: Transexual Transvestite Essays

Anomalies are Not Always Wrong Transsexualism, as well as transvestism, has had a long yet obscure history. Bryan Tully in Accounting for Transsexualism and Transhomosexuality writes, "In Antiquity, Hippocrates considered transvestism in men to be an illness sent by the Gods" (1). His comments indicate how long transvestism has existed and been recognized. Tully also explains that the first report of transsexualism in medical history took place around 1853, yet neither transsexualism nor transvestism were scientifically researched until after the Second World War. Around the 1950's the most famous account of transsexualism, meaning an actual operation, occurred when a Danish man named George Jorgensen was surgically castrated to make him "feel" more like a woman. He also got his name changed to Christine Jorgensen. By using these accounts, it can be understood that these are not "new" fads, but true dilemmas that have their own history. Transsexualism and transvestism are variations from society's views of "normal" sexual behavior. These variations of the norm are explained as being disorders and are almost exclusively found in men. Transvestism is the activity of cross-dressing for sexual arousal from that specific object, whether it be clothing, shoes, or what. This can simply be called a fetish. The reasoning behind the few cases reported of female transvestism is explained in the following statement. "The culture apparently permits a greater range of fashion to women. The male transvestite wears female undergarments and uses makeup to achieve a female appearance" (Feinbloom 17). The only reason transvestites do not cross-dress for is to "transform themselves temporarily into an entity that more closely matches their own identity" (Brown 36). This is a description of why a transsexual would cross-dress. This is the difference between transvestites and transsexuals. Transvestites feel that their assigned gender is "correct" for them, and transsexuals do not feel that theirs is necessarily "correct". This mind and body incongruity of the transsexual has also been recently referred to as gender identity disorder (GID). Male cross-dressing can be divided into three groups: homosexual (attracted to the same sex) transvestites, heterosexual (attracted to the opposite sex) transvestites, and bisexual (attracted to both sexes) transvestites. Homosexual transvestites dress for egotistical reasons or to be sexually attractive to other men. Heterosexual transvestites are compulsive cross-dressers. In the beginning their cross-dressing is purely for erotic purposes. "To use as a measure of the sources of genital pleasure and self-identity, both the homosexual and heterosexual male transvestite see themselves as male and would be most uncomfortable at the thought of sex-reassignment surgery" (Feinbloom 18). Anomalies are Not Always Wrong :: Transexual Transvestite Essays Anomalies are Not Always Wrong Transsexualism, as well as transvestism, has had a long yet obscure history. Bryan Tully in Accounting for Transsexualism and Transhomosexuality writes, "In Antiquity, Hippocrates considered transvestism in men to be an illness sent by the Gods" (1). His comments indicate how long transvestism has existed and been recognized. Tully also explains that the first report of transsexualism in medical history took place around 1853, yet neither transsexualism nor transvestism were scientifically researched until after the Second World War. Around the 1950's the most famous account of transsexualism, meaning an actual operation, occurred when a Danish man named George Jorgensen was surgically castrated to make him "feel" more like a woman. He also got his name changed to Christine Jorgensen. By using these accounts, it can be understood that these are not "new" fads, but true dilemmas that have their own history. Transsexualism and transvestism are variations from society's views of "normal" sexual behavior. These variations of the norm are explained as being disorders and are almost exclusively found in men. Transvestism is the activity of cross-dressing for sexual arousal from that specific object, whether it be clothing, shoes, or what. This can simply be called a fetish. The reasoning behind the few cases reported of female transvestism is explained in the following statement. "The culture apparently permits a greater range of fashion to women. The male transvestite wears female undergarments and uses makeup to achieve a female appearance" (Feinbloom 17). The only reason transvestites do not cross-dress for is to "transform themselves temporarily into an entity that more closely matches their own identity" (Brown 36). This is a description of why a transsexual would cross-dress. This is the difference between transvestites and transsexuals. Transvestites feel that their assigned gender is "correct" for them, and transsexuals do not feel that theirs is necessarily "correct". This mind and body incongruity of the transsexual has also been recently referred to as gender identity disorder (GID). Male cross-dressing can be divided into three groups: homosexual (attracted to the same sex) transvestites, heterosexual (attracted to the opposite sex) transvestites, and bisexual (attracted to both sexes) transvestites. Homosexual transvestites dress for egotistical reasons or to be sexually attractive to other men. Heterosexual transvestites are compulsive cross-dressers. In the beginning their cross-dressing is purely for erotic purposes. "To use as a measure of the sources of genital pleasure and self-identity, both the homosexual and heterosexual male transvestite see themselves as male and would be most uncomfortable at the thought of sex-reassignment surgery" (Feinbloom 18).

Free Catcher in the Rye Essays: Manic-Depressive Holden :: free essay writer

Manic-Depressive Behavior Exhibited in The Catcher in the Rye  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Catcher in the Rye, by J.D. Salinger, portrays Holden Cawfield a New York City teenager in the 1950's as a manic-depressive. Holden's depression starts with the death of his brother, Allie . Holden is expelled from numerous schools due to his poor academics which are brought on by his depression.   Manic depression, compulsive lying, and immaturity throughout the novel characterize Holden.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Events in Holden's life lead him to become depressed. Holden's depression centers on Allie. The manner that Holden sees himself and how he sees others leads him to be expelled from school. The speaker expresses, "One thing about packing depressed me a little," (51). Holden expresses these feelings when he packs his bags after being notified that he is expelled.   Holden leaves school and heads for New York City, where he finds himself to be more lonely and depressed than ever. He is all alone and he laments, " What I really felt like doing was committing suicide. I felt like jumping out of the window," (104). Holden says this while he is all alone in his motel room. He is too ashamed of himself to return home, he knows that his mother will be upset and his father will be angry with him. He also adds that " I wasn’t feeling sleepy or anything, but I was feeling sort of lousy. Depressed and all, I almost wished I was dead," (90). Ho lden states this during one of the first nights that he is staying in New York.   Holden expresses many thoughts of depression.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Compulsive lying is another characteristic that   Holden exhibits. Holden would tell people lies just so they could not become closer to the real Holden. Holden tells lies on numerous occasions to gain.   Holden pathetically tells Mrs. Morrow, " I have to have a tiny operation†¦ it isn't very serious. I have this tiny little tumor on my brain" (58). She tells Holden that she is very sorry and she is hopeful that he shall be well soon. Holden then catches him self in a lie and he remarkes, "Once I get started, I can go on for hours if I feel like it," (58). This compulsive lying shows that Holden is not satisfied with himself and that he feels that people will judge him critically.

Monash College Moodle

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