The Role of Women and Children in Nazi Germany - 1498 Words

Adolf Hitler In 1933, Germany became the living hell for a lot people in Germany. They were persecuted for their color and religion by a well known man named Adolf Hitler and his devoted followers. Hitler changed the way people saw life and felt about it because of the hate he got after his horrible experience in World War I. He believed that they lost because German people had become weak and pathetic, He basically thought and said that they lost because of the Jewishs or any other race that was not his pure white race. The Jewish suffered pain and were ridicule. The German women also felt pain and were made less. The role of women and children in Nazi Germany was greatly humiliating. They might not have gotten gassed or persecuted for their race, but the Nazi forced them to follow rules and treated them as animals. The only ones that had a word or say in anything were Nazi men. Women’s life as a hard working woman was not allowed anymore after Hitler took over. The education and music i n Germany were changed to fit Hitler’s views of the Master Race. However, there was a couple of things that Hitler did good such as creating campaigns against smoking and animal cruelty. Hitler was a great artist as well and he supported artists. No boy or girl should leave school without complete knowledge of the necessity and meaning of blood purity, said Hitler. Hitler changed the education system, 97% of the teachers believed completely in the Nazi party. Before 1933, girls andShow MoreRelatedThe Role of Women in Nazi Germany Essay747 Words   |  3 PagesThe Role of Women in Nazi Germany ‘The role of women in Nazi Germany?’ what is it? In this essay I will explain to you what the role of women in Nazi Germany was all about and how Hitler came to power in Germany and made changes which affected what women did. Hitler made changes in the way people lived their lives. I will also use the sources to back up my answers. I will then decide if the Nazis believed men were better than women. Adolf Hitler first came to powerRead More The Impact of Nazi Policies on the Position and Role of Women in Germany, 1933-391014 Words   |  5 PagesThe Impact of Nazi Policies on the Position and Role of Women in Germany, 1933-39 The Nazi regime aimed to utilize the family for its own needs. Women were obligated to marry and have children, instead of having their own personal decisions. The functions of the family were reduced to the single task of reproduction. They aimed to break the family, and to place it as a breeding and rearing institution completely in the service of the totalitarian state. The main objectiveRead MoreIb History Essay: Nazi Ideology1180 Words   |  5 PagesStrength and Weaknesses from the impact of Nazi ideology on Germany | | Jean-Vincent Mewald | 3/March/2012 | | Nazi ideology had a massive impact on the German people in the years from 1933-39. All aspects of the Germans where influenced by the Nazi ideology (culturally, socially and economical). Nazi ideology affected mostly the younger generation of Germans, as it was easier to manipulate them through school and youth groups. In addition, Nazi leaders thought it was of great importanceRead MoreThe Second Reich During The Weimar Government1434 Words   |  6 Pagesincrease the rights of women. Under the constitution, women had complete equality with men. This incredible step was entirely erased once Hitler came to power. In Hitler’s mind, the natural role for women was domestic, they were best equipped to look after the home, care for the husbands and raise children so that’s what they should do. Life under the Nazi’s control had many changes, most impacting for the worse for women however, despite this, the support for Hitler from women increased and remainedRead MoreT he Nazi Party And The Nazis1426 Words   |  6 PagesThe Nazi’s quest to unite Germany under the notion of ‘One People, One Empire’ affected and impacted many social groups in Germany. Women were utilized by the Nazi Party in ensuring the survival and ‘production’ of the future generations of Germany, and maintaining the ideal and traditional version of the Aryan mother and wife. There was also a lot of pressure directed towards artists and writers. Who in the eyes of the Nazi party, were meant to conform to art forms such as neoclassicism and traditionalRead MoreWomens Role During World War 11 Essay1210 Words   |  5 PagesWomen’s Role During World War II During World War II, thousands of women in various nations were deeply involved in volunteer work alongside men. Before World War II, the women’s role was simply to be a wife to her husband, a mother to her children, and a caretaker to the house (Barrow). As World War II raged on, women made enormous sacrifices for their family, and also learnt new jobs and new skills. Women were needed to fill many â€Å"male jobs†, while men went off to fight in the war. Women servedRead MoreThe National Socialist Party And The Downfall Of The Conquering Nazi Regime910 Words   |  4 PagesNational Socialist Party’s rise to power to the downfall of the conquering Nazi regime, the ideology of a racially and biologically superior Germany was a large motivating force for the actions taken by the regime’s leaders and its people. National Socialist supporters saw the fictitious Aryan race as the pure, master race of Germany, while minority races and religions, namely Jews, a s well as any subculture that did not follow Nazi ideology or social norms, were deemed as inferior sub-humans. DespiteRead MoreWomen in Nazi Germany1548 Words   |  7 PagesThe women in Nazi Germany had a very specific role set up for them. The specifications of their job consisted of revolving around their house duties, their husbands and their children. Most of the income in the family would come from the husband, while back at home, the women would tidy up and keep everything in place. The encouragement of marrying at a young age, and getting a proper family dates back to 1933, from when Hitler first rose to power, and the Law for the Encouragement of Marriage wasRead MoreHitler During The Nazi Era878 Words   |  4 Pages Hitler used many tactics to control German society during the Nazi era; his outlook on how women should act is embodied in the Speech to the National Socialist Women’s Association. The speech was given by Gertrud Scholtz-Klink, the organiz ation’s leader, with the intent to convince women to take their place in Hitler’s Nazi movement. The emphasis on women’s natural roles in the home, as mothers and wives, and the discouragement of women’s right are manifested in the persuasive languageRead MoreHitler s Influence On The Nazi Party1440 Words   |  6 Pagesto the Nazi state. The power and intelligence of the Nazi Party from 1933 to 1939 would forever change Germany and its way of life. Hitler was determined to influence the youth to support the Nazi movement and all the ethics and ideas that the party stood for. He was aware that it was crucial to encourage children and teenagers to be involved in order for the Nazi party to maintain their power for years to come. The Hitler-Jugend (Hitler Youth) was considered vital and became the sole Nazi youth

Essay on Increasing the Number of Organ Donors - 781 Words

Every time we hear the two words organ donation, we immediately let it slip our mind- as we simply don’t think it’s important enough. As this comes into play for many topics, we never truly recognise what others are put through on a daily basis. With 1,700 individuals on the Australian waiting list, we believe this number is very minor and can be benefitted easily. Truth is, while the numbers rise, many will have an unfortunate death having to wait up to 4 years or more at a time waiting for suitable organ transplantation. The current ‘Opt-In’ Organ Donation system in Australia is simply not providing enough donors. We feel unpleasant emotion related to the threat of danger and pain deriving from these words ‘organ donation’, as, to put†¦show more content†¦The bigger picture here is that the majority of people do not have strong views either way. Most will accept whatever default and go along with it without thinking. The opt-in or op t-out has a barrier of critical thinking that most choose not to overcome. Changing the default will dramatically increase donation rates and save many peoples lives who would otherwise die because the majority is too lazy to make their choice known. I dont think this is a matter of taking away someones right to opt out. Its simply applying the undecided middle to the donate column instead of wasting those organs. Due to a combination of fear and minimal education on the system, many individuals dread being on the organ donation list. The long-term benefits are simply not considered, thus allowing selfishness to hold back a lot of individuals, but with the proper education an understanding will be met. Yes, we do donate $1 here or there for breast cancer and whatnot, but believe it or not, you can do much more when youve passed on. As we progressively allow individuals to be educated on organ donation, it won’t be seen as such a shock- this allows for the recognising that organ donation is a normal procedure to do after death. As proven by countries with an ‘Opt-Out’ system (such as Belgium, Portugal and Austria and many more), the list of successful suitable organShow MoreRelatedArgumentative Essay On Organ Donation716 Words   |  3 PagesWe have an organ donor enigma in the U.S., as more than record number of Americans support organ donation, but half are registered to donate. This year, thousands of Americans will die needlessly for a need of an organ. As the demand for organs is increasing, it is essential to implement policies and strategies to improve organ supply. In the field of organ transplantation, the role of altruism is significant to the welfare of the society. Organ donation is founded on the principles of altruismRead MoreFree Market For Human Organs1329 Words   |  6 PagesMarket for Human Organs This paper introduces the consequences of allowing a free market for human organs and how it will help alleviate the shortage for such items, which has arisen a social problem worldwide, giving entry to black markets. A description of the market for living organ donors and cadaveric organs can be found below along with the advantages, disadvantages, and ethical issues these markets arise in modern society. This paper also discusses how the shortage of human organs has createdRead MoreThe Effects Of Organ Donation995 Words   |  4 Pages There are organ shortages in the United States, which makes organ donation a health concern: â€Å"Today, there are nearly 118,000 individuals waiting for an organ transplant to live healthier, more productive lives. For some people with end-stage organ failure, it is truly a matter of life and death,† (Moritsugu, 2013, p.245). Not only is there a shortage of organs but other consequences when it comes to organ donation, such as psychologica l concerns, complications after surgery and deciding who receivesRead MoreThe Organ Of Organ Transplantation1426 Words   |  6 Pagesmost significant issues concerning organ transplantation revolves around the just and fair distribution of organs. Due to the assorted and occasionally conflicting opinions of what constitutes as ‘fair’, in concurrence with a relative shortage of donated organs, many social, legal and ethical contentions have arisen. This shortage is portrayed by statistics shown on the NHS organ donation page, where approximately 10,000 people are on the waiting list for a solid organ transplant and approximately 1Read MoreAltruism Over Incentives For Organ Donation Essay1521 Words   |  7 PagesAltruism Over Incentives for Organ Donation Over the years, organ donation challenges and demands increased inversely in proportion to the organ shortages. The primary mission of donor’s organizations is to save as many terminally ill recipients at the end stages of their lives as possible with an end goal of giving these recipients a normal a life span. The significance of organ donation is to restore an ailing person’s quality of life. The ongoing issue of organ shortages may be a symptom ofRead MoreA Generous Gift or Financial Incentive?973 Words   |  4 Pagesdemand for organ donors far exceeds the supply of available organs. According to the United Network for Organ Sharing (UNOS) †¦ there are more than 77,000 people in the U.S. who are waiting to receive an organ (Organ Selling 1). The article goes on to say that the majority of those on the national organ transplant waiting list are in need of kidneys, an overwhelming 50,000 people. Although financial gain in the U.S and in most countries is ill egal, by legalizing and structuring a scale for organ donorRead MorePersuasive Speech About Organ Donation1369 Words   |  6 Pagesan organ transplant (â€Å"Data†). These people wait patiently as death knocks on their door. In America, we can do so much to ensure that people will live on with the donations of organs. Unfortunately, many are unaware of the amount of people who are dying that are waiting for an organ. Organ donation is a great way to save someones life, and continue the life of a loved one. Although it is a great way to give someone a new life many people are uninformed about donation and how valuable organs areRead MoreImportance Of Organ Donation1094 Words   |  5 Pagesof them die because of the lack of donor organs? Still don’t care? What if among all the persons there is someone whom you know? I suppose now you care. I will introduce you the myths about organ donation, real facts and solutions. Let me introduce you first the definition of organ donation and some details of the history of donation. Organ donation is the process of providing an organ, organs, or partial organ to transplant into one or more people. Organ donors can be deceased or living. AccordingRead MoreSave a Life842 Words   |  4 Pagesa Life TOPIC: Organ Donating ORGANIZATION: Problem/ Solution SPECIFIC PURPOSE: I would like my audience to believe that acquiring information about organ donating will save lives and encourage people to donate. INTRODUCTION: I. Attention Getter: You have the ability to save lives by simply dying. What am I talking about? I am talking about organ donors. According to the official U.S. Government web site for organ and tissue donation, about 74 people receive organ transplants eachRead MoreThe Current State Of Organ Transplantation1503 Words   |  7 Pages154,324 patients on the waiting list for an organ in the United States. Because of the lack of availability of organs, the grim reality is that only 18% received a transplant and 25 patients per day died while still on the waiting list. To alleviate this situation, a nationwide policy of compensation and incentives for organ donation will be implemented. The problems plaguing the current state of organ transplantation are more multidimensional than numbers. Issues are present from the national level

My Oedipus Complex Free Essays

My Oedipus Complex In the story â€Å"My Oedipus Complex†, Frank O’ Connor writes about a little boy Larry and his relationship with his parents. Everything was fine when his father was away for war because Larry got all the attention and love from the mother. When the father returned from the war, Larry felt that he had to share his mother with his father and disliked that. We will write a custom essay sample on My Oedipus Complex or any similar topic only for you Order Now Then, Larry tried to do everything he could to get his mother’s attention and started seeing his father as his rival. Later when Sonny, his little brother was born, the mother was totally busy and had even lesser time to spend with Larry. Larry is the real victim because his daily routine was changed suddenly, he had poor parenting, and he was ignored. Every one in the story has been a victim at some point but the main victim is Larry. Sonny was a victim. For example, Larry pinched little Sonny just to keep him awake so that he didn’t have to tiptoe in the house, â€Å" sometimes to keep him awake i pinched him as well† (166). Father was a victim. Larry tries to disturb his father every morning climbing in the bed and making noise, â€Å" He was taking more than a fair share of the bed, and I couldn’t get comfortable so I gave him several kicks that made him grunt and stretch†(160). Mother was a victim when the father yelled at Larry for talking back. Mother cries, ‘â€Å"Mick, Mick! †Ã¢â‚¬â„¢(164). However, Larry has been victimized in many ways and more than the father, the mother and Sonny have been victimized. The first reason that Larry is victim is because his daily routine was changed suddenly. When his father was away, Larry spent a lot of time with his mother, â€Å"After breakfast we went into town; heard Mass at St. Augustine’s and said a prayer for a father, and did shopping† (159). He talked to her about his idea; she took him for a walk and prayed together. When Larry says, â€Å"After that I went into mother’s room and climbed into the big bed† indicates that every morning he quietly squeezed in his mother’s bed which was also his daily routine until his father came back from war (159). Everything changed for him after his father came back. His mother stopped taking him for a walk. When he went to his mother’s bed, his father was there. His mother said he had to stop coming to the bed. But she did not make it clear to him why he had to stop. Since he was just a child, he could not understand. So, he felt victimized when all these routines changed all of a sudden. The second reason Larry is a victim because he had poor parenting. When the father says, ‘â€Å"Shut up! You little puppy! †Ã¢â‚¬â„¢ shows that he does not care about the word he used in front of his son (164). Father should be very careful because Larry is just a child and he learns from what he hears and sees. But, he is least concerned, uses the harsh words and smacks him, â€Å"‘I see he’s better fed than taught,’. . . ‘He wants his bottom smacked. ’† Larry’s father should have been nice to him and made him understand in a different rather than using these harsh words and smacking him. Gripping my arms very tightly† shows that the mother holds Larry’s arms tightly instead of making him understand with love(163). She expects him to stay quiet when he is just a child. These behaviors of the parents shows that Larry had a poor parenting. Third reason Larry is a Victim because he was ignored. Mother didn’ t give Larry much attention when his father came back from war, â€Å"‘Do be quiet Larry! † she said impatiently. â€Å"Don’t you hear me talking to Daddy? †Ã¢â‚¬â„¢(159). â€Å"He got up early and made tea, but though he brought mother a cup he brought none for me. indicates that Larry’s father brought tea only for his mother and nothing for him (162). When his little brother Sonny was born, the mother had even less time for Larry and stopped taking him for walks and also smacked him for nothing, â€Å" She stopped taking me for walks, became as touchy as blazes, and smacked me for nothing at all† (166). To conclude Larry is the main victim in the story where his daily routine is changed, he is poor parented and is ignored. Although everyone has become the victim at some point, the main victim is Larry. How to cite My Oedipus Complex, Papers

Time Management Eisenhower Matrix

Question: Discuss about the Time Managementfor Eisenhower Matrix. Answer: Introduction In todays busy world, with hectic schedules and engagements, it is impossible to keep track of time. An individual often faces the difficulty to efficiently manage the resource of time. As a result, time management gets disrupted, leading to the loss of opportunity to learn something new. Taking this point into consideration, the chief objective of the report is to make the readers understand the importance and necessity of time management and how this can be effectively done to utilise the resource of time. In the first section of the report, five theoretical concepts of time are elaborately discussed. This is done to properly explain the action steps which are taken, clarifying the necessity of time management for everyone. The second section is reflective. It assesses the concepts of time which are taken to elucidate the action plan, attempting to evaluate the usefulness of the theories. It also attempts to analyse whether the theories have been useful to fulfil the particular overall aim. Necessity ofTimeManagement It is important to know the art of time management. An individual need to understand how to conduct every important task and also to make time for other less important engagements. It is true that the most important work should be given topmost priority, however, the little, seemingly trivial tasks also need attention. In order to do this, the first and the most foremost thing which needs to be done, a to-do-list can be used to keep track of the tasks, assignments which demand most priority, this point leads to the importance of prioritisation (Cao et al. 2013). It is interesting to note that in spite of the differences, there is one visible similarity among all the theories of time management and that is prioritization, importance must be given based on necessity and necessity. The Eisenhower Matrix The theory of Eisenhower manages time by dividing the work/activities based on its importance and urgency. Chiefly four types of work are considered this is based on the rate of urgency and importance. The first type of work falls under the category of most important and urgent. This work is very much important which needs to be completed within a specific span of time. It can be a particular assignment, preparation for the examination, making short term planning and such. The theory states that this kind of work needs to be conducted as soon as it is assigned (Liu Li, 2014). The next section of work is important but not urgent, such as exercise, calling family and close people, planning long-term strategy, researching. In spite of being comparatively less urgent, these works are important and therefore needs to be performed after completing the most important tasks. The third type refers to the work which is not important but needs to be urgently done. This indicates the work such as booking flights, making reservations, replying emails and such (Look, Hodges Schiffman, 2014). Hence, for this kind of work, less time must be used. Lastly, the fourth section refers to the work which is not important neither urgent, therefore should be done when all the other three kinds of tasks are completed are completed by the individual. Making phone calls, being active on social sites are some examples. This method of time management is very much helpful to complete the important tasks or responsibilities by eliminating the unnecessary activities. The Pareto Principle The Pareto principle is thought to be the most effective useful method of time management. It teaches the technique to use the least amount of time to get the maximum results. It holds an 80/20 equation rule. Based on the theory, it is opined that 20% of inputs can lead to 80% of outputs. In simple terms, the theory suggests that an individual need to make a list of the most important things which needs be done and out of those, the individual needs to perform the two which are the most important ones (Pilgrim et al. 2014). However, in order to do this the individual need to have the justifiable sense to select the most important tasks. This enables the individual not only to get the desired outcome but also helps the individual to get the required amount of time necessary to do the other tasks, including the less important events. This time management process is much helpful to conduct important tasks especially when there is a scarcity of time. It allows the individual to be practical and calculative which enables the individual to achieve a maximum outcome with minimal effort. For example, a student learning the most important questions for an examination (Utvik Jahre-Nilsen, 2016). A manager concentrating out of the ten activities chooses to concentrate on the activities which are most important at the present moment, it is very helpful to construct and fulfil short-term goals and objectives. Coveys TimeManagementMatrix (Time Quadrants) The fact that time management can be effectively conducted is also supported by Coveys time theory. The theory divides activities into four sections, also referred to quadrants. The quadrant 1 is known as the necessity quadrant, tasks which are most urgent and important need to be given first priority and must be performed irrespective of the circumstance. The quadrant 3 is known as the deception quadrant, refers to the activities which are urgent but are less important such as making calls, attending emails. It is due to the urgency which makes the work seem important. Quadrant 4 is the waste quadrant, refers to activities which are neither important nor urgent but still most of the time is spent on them. The quadrant 2 is the opportunity quadrant, it refers to the activities which hold importance but does not seem like urgent such as relaxation, recreation, exercise and planning. These activities can yield a good result and are often responsible for making significant changes in li fe. Hence, activities of quadrant 2 must be given proper importance. Maslows TimeManagement theory The Maslows theory concerning time management stresses on the needs of the individual. There are tasks which are considered as the basis and must be fulfilled. This is followed by safety, social, esteem and self-actualization. The chief objective of the Maslow's theory is to perform the tasks/activities based on the basic needs and wants of the individual. This means if the individual feel that a certain task needs to be done, then the work needs to be conducted (Matheson et al. 2017). The issue or the downside of the theory is that the utility and the futility of this time management theory rest on the individual. The individual possessing a proper sense of rationale can achieve noticeable benefit from this management method, however, if the individual does not utilise time in a proper way, engaging in inessential activities, then the theoretical idea can lead to reverse results. Pickle Jar Theory The pickle jar theory is one effective theory which is easy to understand and is very useful to conduct effective time management. The concept of the theory is to conduct every kind of activities based on the importance which a particular work holds. It is interesting to stat that this theory is made up using the example of a pickle jar filled with stones, gravels and sands. An empty pickle jar is first filled with stones, followed by gravel. This leaves enough space to be filled up with gravels. Still enough space can be perceived to fill the jar with sand and water. This theory of time is very much helpful to organise and schedule activities based on the work importance. The pickle jar is signified as a single day (Werner, E., Zucker Matzkel, 2013). The rocks signify the most crucial tasks which need to be completed immediately. Fulfilling the important tasks enable the person to perform the lesser important activities which are nevertheless essential. The best thing about the pickle jar theory is that an individual does not need to eliminate the unimportant activities. it is important to note that these trivial activities such as making calls, talking with friends, participating in different types of engagements are very much necessary for an individual. Completing the important tasks enable the individual to perform the other activities. However, if the initial time is spent on the trivial tasks then sufficient time cannot be obtained for the most important tasks. Significance of the TimeManagement Theories There is one common opinion which can be perceived after assessing the theories and that is the factor prioritisation and urgency. The Eisenhower's theory states that only the most important should work should be tone, the rest which is unimportant and inessential must be eradicated from the to-do-list (Chukwu Mahajan, 2014). The Pareto principle is best suited for strategic time management when most work is to be done within a short span of time. Covey's time matrix demonstrates reason and sensibility. The speciality of Coveys is that it highlights the necessity of activities which does not seem urgent but are actually important and can make significant changes in life. Maslows theory is based on human needs and wants. However, the theory is useful for those who possess the necessary rationale to give priority to the activities which are truly important (Forster, 2014). The pickle jar theory is suitable and convenient for every purpose. The unique point of this theory is given impo rtance not only to the most important activities but also to the activities which are less important but are necessary for life. It can be said that the pickle jar theory is considerate and more thoughtful than the other theories. Reflective Report Based upon Theoretical Application of Time Management into the Action Plan Time is that crucial element that surrounds all our activities concerning our personal as well as work lives. Managing this in a well integrated form is suggested in the various theories discussed above. In context with those theoretical bases I shall be able to draw my action plan in a successful manner. All the relevant theories associated with the concept of time management lead to a gross understanding. What I have comprehended the fact that all of theories lead to a common convergent idea of fostering prioritisation of activities (Chase et al. 2013). The first week of the action plan must be utilised to formulate an effective plan to be able to correctly prioritise the activities in order of their significance. The theory postulated by Eisenhower Matrix has given me the basis to classify my activities according to the levels of priority. As a manager it is important for me classify my job roles in accordance with significance. The most urgent works will have to be done in the fi rst place followed by the less urgent. The time that I have to allot for each of these activities should also follow the similar sequence (Nawrot Doucet, 2014). The action plan that I have reformulated must comprise an adequately distributed allocation of time to be able to manage all the tasks with efficacy. Eisenhower is of the view that such works of urgent importance shall be completed within a stipulated span of time. I believe that formulating the creation of the action plan needs to follow this sort of a matrix. It will not only help me to categorically classify my jobs according to the high need to get prioritised but also enable to complete them within a fixed time span (Oettingen et al 2015). Eisenhowers time management matrix has allowed me to plan for developing long-term strategies. I can implement over my management programs within the workplace structure. Using this theory I shall be able to devote adequate amount of time for each of tasks that I take up in course of my scheduled plan. I shall a lot lesser amount of time for the tasks of lower priority (Arends, 2014). Adjacent to my urgent tasks to be performed I also need to accomplish my other works of lower importance. Attending to calls, being active in the different social sites are some among the least prioritised jobs which also need time to be allotted by me. I have initiated the action plan following this theoretical assumption. Time management has never been the major issue of concern for me. My grades were rather affected due to the attitudinal errors regarding the completion of the different tasks. I had always put up till the end of the session to complete my tasks which automatically involved less of hours towards my study (Reigeluth, 2013). The observation I have drawn from the pickle jar theory has helped me immensely to configure the entire structure of my job. This theoretical point of view has supplemented me with the basis to not only plan for long-term management programs but also enabled me to plan on a daily basis. Substantial replacement of the stones with the urgent topics of study as the prime content of importance should my first step towards implementation of this theory in real life (Werner, Zucker Matzkel, . (2013). The hardest of the contents of my study were delayed the most. This theory has transformed my approac h towards accomplishment of any particular tasks. I have not only gained knowledge with respect to management of time but have also identified the area where I lagged behind. My major flaw was procrastination. Every time I confronted with a task having a deadline time attached to it, I would put up the work till the last. Pickle jar theory in a big way has enabled me to reschedule my entire list of activities and prioritise each days plan according to the significance of work. Just as the solid rocks comprise the fundamental ingredient within the jar, the most difficult topics of my study are taken up with utmost priority (Forster, 2014). It has taught me that topics of lesser difficulty should never be held at a lower interest. Just because the topics are little less critical they need not be ignored or given lesser time. No task is treated unimportant while segregation of the tasks is conducted. The gravels constitute the next elements of content within the jar. Just after the mos t crucial part of the study is covered successfully their must be an automatic shift of paradigm. I have rather follow a gradual classification of tasks framing my entire as well as the entire session of the action plan this way (Panek, 2014). Applying the theoretical picture for my real life instance the gravels signify the relatively less crucial study matters. As I already have a grip over those topics a little more methodical and efficient effort on my part shall enable in successful accomplishment of this part. Just as the theory suggests, even after the jar is filled with hard rocks and gravels there remains sufficient space for other materials to get in. Managing time accurately has helped me synchronise each activities so effectively that there automatically remains time in the form of empty space for allocating it to other works. Each of our days comprise of a number of activities, some of great relevance, some moderate and some merely of high significance. The works of least importance also need to be performed each day to maintain a balance the routine thus scheduled. These gaps can never remain empty as it is. The daily chores of work are mostly treated as works of trivial significance (Coetzer et al. 2016). Tasks of daily needs such as keeping touch of with the virtual work through social sites, attending calls, discussing study matters with friends comprise those trivial tasks within my schedule. Although marked as least prioritised activities I shall place them in my jar of routine in place of the sand to fill the empty spaces ion the jar. I have essentially found most amount of effectiveness in this pickle jar theory as could easily establish a relatedness with the views it reflects. I also think that that this kind of framework can gain the widest acceptance in terms of times management and prioritisa tion in diverse sectors. Prioritisation of tasks into formation of a hierarchical segmentation is common viewpoint highlighted by almost all the theorists. I have found convergent yet effective observation from all of the theoretical outcomes. As all my activities are driven by some amount of need associated with it, Maslows Time management theory is found to be highly relatable by me. The prioritisation procedure is ultimately initiated according to my needs of urgency. Moreover, the theory helps me channelise and segregate all my activities in order of my needs. The best part of Maslows conception lies in giving value to the human needs. I have been benefited immensely through this characteristic feature as I have learnt to give equal significance to the activities that satisfy human needs keeping a balance within my bodily homeostasis. By implementing Coveys time matrix to perform activities within my action plan, its strictness has helped me generate discipline within my study (Miller Keenan, 2015). Quality improvement has been possible by segmenting each of my study topics into separate quadrants. Each quadrant is kept mutually exclusive and independent from one another. This has helped me to achieve command over each of the areas of issue with equal significance and priority on a daily basis. Applying these suggested methods to fulfil my action plan I have gained not only expertise over managing time but also learnt to improve and enhance my abilities. The pickle jar technique has been so effective for my studies that even after engaging into my prioritised tasks I still had sufficient time left for revising the entire work. My syllabus course is covered in such a manner that I had time to engage separately to gain in depth knowledge regarding each subject matter (Arends, 2014). I have successful been able to create an adequate framework scheduling the action plan of nine weeks of study. The course of study is not only completed within the stipulated time structure but sufficient time is left remaining for revision. Using the effective theoretical opinions stated by eminent theorists I have successfully been able to accomplish my activities. I have able to overcome by major drawback of procrastinating significant activities till the end of the session (Ziapour et al. 2015 ). Moreover, I have gradually evolved my skills of prioritising by gaining expertise over effective allocation of time as the most valuable resource. This has not only driven me towards devotion of adequate time for adequate tasks, but has eventually developed me towards improvement in my quality of work performed. In the entire span of nine weeks I have been able to implement each of theoretical suggestions in the different stages in relation to their relevance. An immensely positive, effective and evolved transformation is noticed in my work due to the incorporation of these valuable inputs during the practical application of the action plan. Reference List Cao, H., Jiang, J., Oh, L. B., Li, H., Liao, X., Chen, Z. (2013). A Maslow's hierarchy of needs analysis of social networking services continuance.Journal of Service Management,24(2), 170-190. Chukwu, U. C., Mahajan, S. M. (2014). Real-time management of power systems with V2G facility for smart-grid applications.IEEE Transactions on Sustainable Energy,5(2), 558-566. Forster, M., (2014).Do it tomorrow and other secrets of time management. Hachette UK. Gacheru, G. K., Mokaya, S. O., Wagoki, J. (2015). Effect of Project Schedule Control on the Effective Performance of Turnkey Power Distribution Projects in Kenya.International Journal of Research in Management and Social Science,1(1). Goetsch, D.L. and Davis, S.B., 2014.Quality management for organizational excellence. Upper Saddle River, NJ: pearson. Huggins, M., Lee, T. (2016). Time Management Techniques for Professional Office Staff: Repurposing Project Report. Liu, C., Li, H. (2014). The use of eisenhower matrix method in the sunlight sports activities in effect assessment.BioTechnology: An Indian Journal,10(15). Look, J. O., Hodges, J. S., Schiffman, E. L. (2014). Importance of time as a factor in the management of temporomandibular joint closed lock Response.INTERNATIONAL JOURNAL OF ORAL AND MAXILLOFACIAL SURGERY,43(10), 1303-1304. Matheson, J., Richard, E., Flaherty-Walia, K. E., Switzer, T. S., McMichael, J., Robert, H. (2017). The importance of time of day in structuring demersal ichthyofaunal assemblages on the West Florida Shelf.Bulletin of Marine Science. Pilgrim, C. H., Tsai, S., Tolat, P., Patel, P., Rilling, W., Evans, D. B., Christians, K. K. (2014). Optimal management of the splenic vein at the time of venous resection for pancreatic cancer: importance of the inferior mesenteric vein.Journal of Gastrointestinal Surgery,18(5), 917-921. Utvik, T. I. R., Jahre-Nilsen, C. (2016, April). The Importance of Early Identification of Safety and Sustainability Related Risks in Arctic Oil and Gas Operations. InSPE International Conference and Exhibition on Health, Safety, Security, Environment, and Social Responsibility. Society of Petroleum Engineers. Werner, E., Zucker, E., Matzkel, B. (2013).U.S. Patent No. 8,484,327. Washington, DC: U.S. Patent and Trademark Office. Chase, J. A. D., Topp, R., Smith, C. E., Cohen, M. Z., Fahrenwald, N., Zerwic, J. J., ... Conn, V. S. (2013). Time management strategies for research productivity.Western Journal of Nursing Research,35(2), 155-176 Nawrot, I., Doucet, A. (2014, April). Building engagement for MOOC students: introducing support for time management on online learning platforms. InProceedings of the 23rd International Conference on World Wide Web(pp. 1077-1082). ACM. Oettingen, G., Kappes, H. B., Guttenberg, K. B., Gollwitzer, P. M. (2015). Self?regulation of time management: Mental contrasting with implementation intentions.European Journal of Social Psychology,45(2), 218-229. Arends, R., 2014.Learning to teach. McGraw-Hill Higher Education. Reigeluth, C. M. (Ed.). (2013).Instructional design theories and models: An overview of their current status. Routledge. Werner, E., Zucker, E., Matzkel, B. (2013).U.S. Patent No. 8,484,327. Washington, DC: U.S. Patent and Trademark Office. Forster, M. (2014).Do it tomorrow and other secrets of time management. Hachette UK. Panek, E. (2014). Left to their own devices: College studentsguilty pleasure media use and time management.Communication Research,41(4), 561-577. Arends, R. (2014).Learning to teach. McGraw-Hill Higher Education. Miller, D. M., Keenan, T. (2015). The Time Management Study as a Tool for New Technical Services Managers.Library Leadership Management,30(1). Ziapour, A., Khatony, A., Jafari, F., Kianipour, N. (2015). Evaluation of time management behaviors and its related factors in the senior nurse managers, Kermanshah-Iran.Global journal of health science,7(2), 366. Coetzer, G., Coetzer, G., Gibbison, G., Gibbison, G. (2016). Mediating influence of time management on the relationship between adult attention deficit and the operational effectiveness of project managers.Journal of Management Development,35(8), 970-984.

Sikhism Essays (1445 words) - Punjab, Sikhism, Panentheism

Sikhism Sikhism is a Religion of uniqueness. It has beliefs from two other religions; Hinduism and Islam (Borak 53). This religion is very scarce in the United States. The main area for Sikhs is in the Northwest India (Borak 53). I had never heard of this religion before, so that is the main reason why I chose to study this religion. I have found it very interesting and different. The Sikhs have many unique qualities. Sikhism dates back to a long time ago. Making it more modern, it was introduced near the closing of the 15th Century (Borak 53). Guru Nanak Dev originated it, now making it a minority group. The Sikhs are found generally around northwest India, or Punjab, but can also be found anywhere in the world (Borak 53). Sikhism has a very rare formation. This religion is a mixture of two other religions, known as Hinduism and Islam. This joining together is known as syncretism (Hopfe 188). The Hindus and Islams began to mix and some thought of joining the two together. Not everyone agreed so they decided to make a new religion with practices from both religions while still keeping Hinduism and Islam separate religions (Borak 54). From the Hindus, the reincarnation of Jesus was put into practice for this newly accepted religion and also they kept "The True Name" sacred because He can do anything. One true God is used also as a practice, coming from the Islam beliefs (Hopfe 188). Its originality helps make this religion special in its own unique way. The Sikhs have many of their own beliefs but also the ones coming from Hinduism and Islam. The opening lines in their Holy Book, or Guru Granith Sahib, state "There is one supreme eternal reality; the truth; immanent in all things; creator of all things; immanent in creation. With out fear and without hatred; not subject to time; beyond birth and death; self revealing"(Philosophy). This statement summarizes their basic teachings, also adding equality to their beliefs (Hopfe 198). They believe every human is of the same sex even though chastity is not allowed. Women are equal to all men. Sikhs do not believe in burning women, women wearing veils, or marriages to widows. There is no separation by creed, color, race, or sex (Philosophy). All people are equal. Sikhs believe to worship in temples known as Gurdwaras, also meaning Gateway to the Guru. Daily attachment to God helps you become closer to Him, believes Narm Marg (Philosophy). Also, faith grows within the community while worshipping at the Gurdwaras.(Richards, 198) Serving others is their center of worship (Richards 198). Among the Sikhs are three other religions, The Udasis, Sahajdharis, and the Singhs. The Udasis is an order of Holy Men who follow the same practices as Buddhist, Hindus, and Jainism. They are celibate and wear a yellow coarse garment like Buddhist monks or go naked like Jain monks. They have one possession, a begging bowl and they are also poorly shaven (Hopfe 180). On the other hand, Sahajdaris are very reasonable and very clean- people. They reject the militancy of the Sikhs (Hopfe 192). The Singhs are just a break off of the Sikhs. Sikhs believe in God but they worship by Gurus (Richards 198). Guru means leader (Hopfe 189). They also believe in Guru Granith Sahib and other writing by the ten Gurus. They do not believe in any other religion, though (Richards 198). God is the creator, maintainer, and distructer who can not take human form (Philosophy). He appears only in spirit by believing and can not appear in human (Richards 198). Their five cardinal vices are Kam, or lust, Krodah, or anger, Lobh, or greed, Moh, or wordly attachment, and Ahankar, or pride (Philosophy). Some of their beliefs and vices are the same as Catholics. Sikhism doesn't really have any hierarchy that I could find but they do have certain positions. There are ten Gurus who would serve as our priest do, but now they worship what the Gurus taught and by the Scripture (Hopfe 189). Gurus were the leaders. (See pages seven for a listing of the ten Gurus.) Their first Guru who was chosen April 5, 1469, the day Sikhism formed was Guru Nanak, and the last Guru was Gobind Singh Dev from 1666 to 1708 when he died(Guru Nanak Dev). I did not find out why there are not any more Gurus. Gurus are the down face of the heavenly who provide leadership for humans (Philosophy). They still do have anniversaries for the Gurus which

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Loving the Living - Essay Example However, one has to understand that the way people view work is different from one generation to another. In Marjorie Ford’s book â€Å"The Changing World of Work†, the author explores several aspects of work such as the reasons for working, sense of fulfillment, workplace discrimination, work ethics, values, and environment. It is an insightful look at factors behind the consistently changing importance and meaning of work. These factors --- changing social values and culture --- will continuously shape how people and society view what they want and need in work (Ford 14-15). As stated above, viewpoints regarding work differ from one individual to another. However, work-related terms such as job, career, and calling are used interchangeably. This should not be the case as these three terms are vastly different from each other. Of the three terms, calling is the most profound. It has something to do with the sense of fulfillment one feels with what he or she does for a living. It gives meaning and difference to the work that one does. Career, on the other hand, is a line of work. One can have a career in medicine or banking, but could still have a different calling. Additionally, one can have different careers at different times in their lives. Compared to job, career is more long-term as it is a pursuit of achievements and developments in one’s profession, business, or public life. ... According to the Dalai Lama, having a higher purpose in work is similar as a calling. For example, being a cleaning lady may not really be a vocation or a calling, but finding a higher purpose in such job, such as supporting the family, may result in having the person love his or her job. The concept here is that in any work, there is always a purpose and impact to the society in general, thus one should always be happy and proud with his or her work. What is ultimately necessary is finding that purpose and knowing its worth. Hooks’ opinion on happiness in one’s work is albeit similar. Hooks states that people can be happy with their job if one has a positive outlook towards it (Ford 22). In her personal anecdote, Hooks states that she felt more fulfilled when she left her previous career and began following her heart’s desire. She said that life seems more enjoyable when she started doing her first love, which is writing. Therefore, this could mean that finding a purpose in one’s work can ultimately lead one to love it, thus enjoy doing it as if it is a calling. Hooks also mentioned the right livelihood several times. It has somewhat a deeper context that is rooted in the societal attitude towards work expectations. Discrimination in class, gender, and race still exist in some workplaces, and several individuals end up in jobs they do not want, yet have to do in order to earn money and survive. Hooks implied that through the concept of right livelihood, the blacks’ standpoint on work changed in time. How do these concepts from these readings explain the changing work value and meaning? One has to understand that all these have consolidated impact on work. Let us begin with the concept of right livelihood. For example, decades ago, blacks are forced to

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The Stock Market Values Of Usec Finance Essay

The Stock Market Values Of Usec Finance Essay The report values the existing operations and future projects of USEC and analyses whether the stock market is significantly over or undervaluing the business. USEC is the worlds leading provider of enriched uranium to the commercial power plants with a 50% market share in the North America. The current share price fairly reflects the existing operations and future growth of those operations. However, there are two important valuation issues. Firstly, the company has initiated the American Centrifugal Project (ACP) which will use new technology. It would reduce costs and double the current capacity. The total capital investment is expected to be $1.7 billion and the plant is expected to start production in 2011. The NPV of the ACP is -$220 million implying that the share is overvalued significantly. Secondly, the company has a very high amount of uranium inventory and if its market value is included then the market is significantly undervaluing the liquidation value. However, the liquidation value is likely to be lower than the market value of inventory because it will be difficult to sell all inventories without resulting in sharp drop in uranium prices. Overall, considering the high risks involved in the ACP, the market price is higher than the true worth of the company and hence the trading strategy would be to short USEC. Introduction USEC is the worlds leading supplier of enriched uranium fuel for commercial nuclear power plants. This report analyses whether the company is over or undervalued and suggests an appropriate trading strategy. The USECs share price of $10.80 fairly reflects the expectations of the cash-flow potential of companys existing operations. However, there are two main issues that can result in USECs valuation being significantly different from its market valuation. Firstly, the company was in the initial stages of implementing the American Centrifuge Project (ACP) which will not only double the scale of the company but also significantly improve its competitive position. The usage of a new technology in the ACP will reduce electricity costs substantially, a major cost contributor in enriching Uranium. Secondly, as a result of USECs contract with the US government and the Department of Energy (DoE), the company has a high inventory of uranium acquired at a cost which is less than 50% of the current market price. This could give a potential valuation boost. The above-mentioned two points are analysed in detail to understand their potential impact on the valuation of the company. Finally, a trading recommendation is made on the basis of the above analysis. Company background USEC operates the only uranium-enrichment facility in the US, a diffusion plant in Paducah, Kentucky. Uranium fuel for nuclear power plant is sold as Separate Work Unit (SWU) and USEC uses, on average, one pound of uranium to produce one SWU. The capacity of the Paducah plant is 3.5 million SWU. USEC has another plant which is placed in cold standby under a contract with the DoE. USEC also provides contract and consulting services to the DoE. The company supplied 50% of enriched uranium fuel to commercial nuclear power plants in the North America. Its global market share was 30%. Its main competitors are AREVA/Eurodif, Tenex and Urenco. USECs revenues and net profit for the year ended 31 December 2005 were $1,559 million and $22 million respectively. Rationale for investing in the ACP The company has recently initiated the American Centrifuge Project (ACP). ACP is a major investment and will cost $1.7 billion. The company is pursuing the ACP due to the following factors. USECs operating costs are significantly high due to its usage of a technology that consumes more electricity for enriching uranium into SWU. The electricity costs of the company have risen recently because a long-term contract with a power supplier has expired. The operating profit margin declined from 5.2% in 2004 to 4.3% in 2005. The new technology at the ACP will reduce enrichment-process energy consumption costs by 95% and overall enrichment costs would be cut by 50%, relative to the existing process. This would allow the company to target higher profit margins and/or higher market share by positioning itself as a low-cost producer. US government has entered into the Megatons to Megawatts contract with the Russian government under which USEC is bound to purchase 5 million pounds of uranium each year from Russia. The Paducah plant can process only 3.5 million pounds of uranium per annum. The higher purchase than consumption over the years has resulted in an inventory of 29 million pounds of uranium. The capacity of the ACP is 6.5 million SWU per annum. The high capacity will reduce the existing inventory over time. One of companys competitors, URENCO, is planning a new plant in New Mexico. The ACP may deter URENCO from opening the new plant. USEC will also save $8m and $30m in lease and capital expenditure costs respectively annually by putting Paducah plant in cold standby once the ACP starts production. NPV of the ACP currently implied by the stock market The stock market implied NPV of the ACP can be deduced from the difference between the market value of USEC and the NPV of its existing business. The current share price of $10.80 fairly reflects the discounted cash flows of the existing operations as well as the future growth of those operations. This implies that the stock market is assigning no NPV to the ACP. In spite of the new technology reducing costs and inventory, and increasing sales, the stock market doesnt seem to think that the ACP will change the value of the company. This could be due to a number of reasons. Firstly, USEC already has a very high market share and it would be difficult for the company to significantly increase its market share with the near doubling of production capacity. Secondly, ACP will be the first commercialisation of a new technology and actual benefits in terms of energy savings may not meet the projected figures. Flyvbjerg et al. (2009, p. 172) state that projects underperform due to numerous uncertainties such as project complexity, technological uncertainty. This would reduce the NPV of the project. Thirdly, the plant is expected to cost $1.7 billion and take 4 years to build. Large-scale projects typically cost much higher than the initial estimates (Touran and Lopez, 2006, p. 853). The time required to complete the project may also exceed initial estimates and could end up further increasing the cost. This could have a severe impact on USECs financials as the company will have to pay interest on high borrowings. Finally, the company may not be able to recoup a large part of its investment if the things did not go to plan because of the specialist nature of ACPs assets (McLaney and Atrill, 2007, p. 510). USECs WACC The WACC formula is given below. WACC = Cost of debt*(1-Tax rate)*(Debt/(Debt+Equity)) + Expected return on equity*(Equity/(Debt+Equity)) The expected return on equity is calculated according to the Capital Asset Pricing Model (Pagano and Stout, 2004, p. 14). Expected return on equity = Risk-free rate + Beta*(Market risk premium) The risk-free rate is 5.04%, yield on the 10-year US Treasury bonds. USECs beta is 1.3 and the market risk premium is expected to be 5.5%. Substituting values in the above equation, Return on equity = 5.04% + 1.3*5.5% = 12.19% The current yield on the companys debt is 9.04% and this will be the cost of debt. The tax rate (tax / profit before tax) in 2005 was 40%. The amount of debt was $475 million on 31 December 2005. It is assumed that the amount of debt has not changed in July 2006. The share price is $10.80. The number of shares was 86.1 million which gives the company a market capitalisation of $930 million. Substituting values in the WACC equation, the WACC of USEC is 9.90%. This WACC will be used for discounting APC. However, there are key issues in doing this. It assumes that the APC will be funded with same gearing as the existing business. This would require a large amount of equity funding which is unlikely. The APC will most likely have a different gearing and hence, its WACC will be different. Using same WACC also assumes similar risk profile. However, this ignores two important points. Firstly, the company will be using a completely different and new technology and additional risk should be reflected in higher WACC or risk-adjusted cash flows (Genus and Coles, 2006, p. 116). Secondly, the risks associated with long construction period should also be taken into account. Additionally, Lobe (2009, p. 45) states that a constant WACC rate must fail if the implied leverage ratio is time varying. It would be difficult to maintain a constant leverage ratio as the operating profits will change the gearing in the later years. This implies that constant WACC based on current gearing is incorrect. In light of the above points, the WACC of the ACP is likely to be different than that of USEC. NPV of the ACP The NPV calculations are based on the following assumptions: Same capital structure as the existing operations. The debt required to fund the ACP will be $817 million based on the current gearing and remaining investment of $1.6 billion. SWU price in 2006 of $127 per unit. Uranium cost in 2006 of $43 per pound. 2006 enrichment cost of the ACP of $21 per SWU. Annual increases in SWU and enrichment cost at long-term inflation rate of 3%. Selling and general expenses at 4% of revenues, in line with 2005 figures. 1% of revenue paid as royalty to the DoE. Tax rate of 40%. Appendix I shows the sales and cost data used in projecting profit and loss of the ACP. Appendix II shows the profit and loss projections over the useful life of the ACP. Appendix III shows the NPV calculations of the ACP. The NPV is $597 million. After deducting debt of $817 million, the net value addition to equity holders will be -$220 million. The negative NPV to equity implies that the companys equity will be destroyed by the ACP and hence, the current market price is significantly overvalued. The NPV is based on a number of key factors including sales volume projections, sales price and cost per unit. The sensitivity of the NPV to key factors is analysed below. Sales projections The table below shows the sensitivity of the NPV to changes in sales units, expressed as percents of the base case. Table 1 Sensitivity to change in sales volume of SWU NPV decreases with reduction in sales volume. The highest NPV is -$220 million because the plant cannot produce more than 6.5 million SWU. Inflation rate The sales price of SWU, the cost of uranium and enrichment are assumed to grow at the inflation rate. The table below shows the sensitivity of the NPV to changes in the inflation rate. The NPV is positive at inflation rate of 4.5% or higher. Table 2 Sensitivity to change in the inflation rate WACC The WACC is based on a number of assumptions and the actual WACC is likely to be higher because of additional risks in this projects. The table below shows the sensitivity of the NPV to changes in the WACC. Table 3 Sensitivity to change in the WACC The negative NPV means that the project is value destroying. However, higher production will help the company release a large amount of its working capital and reduce debt early. That could be the reason behind markets implied nil value of the ACP. Liquidation valuation USEC has a large amount of uranium inventory. The balance sheet values inventory at its cost price of $20 per pound. The current market price of uranium is $43 per pound. The more than double market price can have a significant impact on the value of the company if its business is liquidated immediately. The assets liquidation value per share based on the book value of uranium inventory is $5.1, which is 51% lower than the current market price. The assets liquidation value per share on the basis of market value of uranium is $13.1, which is 22% more than the market value. There are two important issues associated with the liquidation valuation if market value of uranium is used. Firstly, the amount of uranium held by the company is much more than the global annual requirement from the commercial nuclear power plants and it would be a major struggle to even sell a significant amount of uranium immediately. Secondly, the oversupply due to 29 million pounds will result in significant fall in the price of uranium. It is more likely that the company will realise a lot less than the market value if uranium stock is liquidated immediately and hence, market value of uranium should not be taken into account for the liquidation analysis. Conclusion The current share price fairly reflects the existing operations and future growth of those operations. However, there are two important and contrasting valuation issues. Firstly, the company has initiated the American Centrifugal Project (ACP) which will use new technology. The NPV of the ACP is -$220 million which implies that the share is overvalued significantly. Also, there are additional risks due to new technology and higher amount of funding. Secondly, the company has a very high amount of uranium inventory and if its market value is included then the stock market is significantly undervaluing USEC if the business is liquidated immediately. However, it is unlikely that the market price of uranium will be achieved if the firm is liquidated because the high inventory will result in a sharp drop in uranium prices. Overall, the company is facing higher operational costs and its reliance on the ACP to increase value is risky with a negative NPV. Costs and time overruns in implementing the project could severely impact the financial health of USEC. The investment strategy would be to short USEC as negatives of the ACP overweigh its positives, at least until the time the ACP becomes operational. Exhibit I Sales and cost data of the ACP Exhibit II Profit and loss of the ACP Exhibit III NPV of the ACP

The Role of the Teacher in Education :: Argumentative Persuasive Essays Education Essays

Schools are one of the first places where kids' behavior and future educational success is shaped. Teachers are carriers of either positive or negative behavior toward students. The reason why the first years of school are so critical is because kids learn the base of their educational life. I believe that teachers must love their career in order for them to pass enthusiasm, to assists, and to provide a warm environment to the students. In my opinion teachers are the second mothers for the students because students spend a lot of time with their teachers. At the same time. I believe a real teacher becomes through many years of training and experiences in the field. The same way, mothers are not born being great mothers but as their experiences with their kids expands they become experts on the field. We know that mothers look the best for their kids and one of their goals is to raise their kids so they can become professionals and pioneers for the society. Some of the mother's role t oward kids is to give them care, love, respect, lead, instruct and to try to form a safe and pleasant environment at their homes. Are these attitudes of the mothers toward their kids related to what the role of the teacher should be with the students in the classroom? If not, what should be the role of the teachers then? I believe that a teacher is someone who becomes through many years of training and experiences in the field. I have not found a teacher who is an expert the first day of their profession. I believe that is urgent for everyone who is a teacher or is planning to become one to get prepare in the field the best they can. All teachers who get prepare will know how to set up rules in the classroom. Those kind of teachers will probably have less problems in their classroom because they will be able to control the classroom. There are all types of teachers some are better than others. Through my life I had some professors who were well prepared and some who were not. I had some teachers who just came into the class and stared teaching. They did not get involve with the students. I rarely talked to them. Those teachers did not showed any concern about what the students were feeling. The Role of the Teacher in Education :: Argumentative Persuasive Essays Education Essays Schools are one of the first places where kids' behavior and future educational success is shaped. Teachers are carriers of either positive or negative behavior toward students. The reason why the first years of school are so critical is because kids learn the base of their educational life. I believe that teachers must love their career in order for them to pass enthusiasm, to assists, and to provide a warm environment to the students. In my opinion teachers are the second mothers for the students because students spend a lot of time with their teachers. At the same time. I believe a real teacher becomes through many years of training and experiences in the field. The same way, mothers are not born being great mothers but as their experiences with their kids expands they become experts on the field. We know that mothers look the best for their kids and one of their goals is to raise their kids so they can become professionals and pioneers for the society. Some of the mother's role t oward kids is to give them care, love, respect, lead, instruct and to try to form a safe and pleasant environment at their homes. Are these attitudes of the mothers toward their kids related to what the role of the teacher should be with the students in the classroom? If not, what should be the role of the teachers then? I believe that a teacher is someone who becomes through many years of training and experiences in the field. I have not found a teacher who is an expert the first day of their profession. I believe that is urgent for everyone who is a teacher or is planning to become one to get prepare in the field the best they can. All teachers who get prepare will know how to set up rules in the classroom. Those kind of teachers will probably have less problems in their classroom because they will be able to control the classroom. There are all types of teachers some are better than others. Through my life I had some professors who were well prepared and some who were not. I had some teachers who just came into the class and stared teaching. They did not get involve with the students. I rarely talked to them. Those teachers did not showed any concern about what the students were feeling.

Assignment 2: Reflection Essay

Overall I am doing pretty well with each of the four components of interpersonal effectiveness, competence, emotional intelligence, mindfulness and ethics. The person I interviewed as my partner, was my sister Tanya. This is how she thinks I am doing on each of the four components: She thinks that my interpersonal effectiveness: I have great relationships with family and close friends. She also says that I have a good balance between priorities and self-indulgence. Tanya also says that I have self-respect and I respect others as well. Now with the competence component she thinks that I am successful in everything as long as I stay focused on my goal. Tanya also says that I have accomplished and mastered several things such as earning an Associate’s Degree, a computer skills certificate, an office skills certificate, and I have long time experience in cashiering. She says that I am very in tune to others emotions and that I am a very emotional person myself. My sister also tells me that I instinctively know when someone is happy, sad, angry, or just simply needs a hug. She also tells me that I am very emotional and I outwardly show those emotions. With mindfulness and ethics my sister says that I demonstrate effective mindfulness in my everyday tasks, which leads to good ethical decisions. She also says that I am very mindful when it comes to making all of my decisions. In a nut shell my sister is trying to get across that because I am very mindful of the choices I make, it reflects on my highly ethical standards and practices. The results of the Emotional Intelligence Self-Assessment Test in Module 1 were very accurate. I have learned that what my sister has written about me is very accurate with what the assessment test has informed me of my true emotional intelligence assessment, which I have known all along. Although, I need to work on the competence more. These tenets of interpersonal communication affects me positively in my personal life and my academic life, but my professional life I have some ways to go yet. Two key insights for this assignment for me would be that I found out that I am more competent than I thought I was, (I still need to work on this area.) and I have very good emotional intelligence. Looking back on the goals that I set for myself, the new behaviors that I can practice that will help me reach them are the four  components of emotional intelligence, interpersonal effectiveness, competence, mindfulness and ethics. I take pride in myself because I do my best to always use the above mentioned components all day, every day.

In Pursuit of the Perfect Salad... essays

In Pursuit of the Perfect Salad... essays Forrest Gump is remembered for comparing life to a box of chocolates; so many to choose from, all equally delicious. Me, I like to think of life as a bowl of salad, offering lots of choices for toppings. My parents supplied me with the base of values and morals that I am thankful for and will use throughout my life. My mom supports me in everything I do, from baking brownies every meet for my swim team to giving me the occasional pep talk. My dad is a model of dedication, integrity, and ambition as he worked hard to create a business that would offer financial security for our family. Both my mom and dad have helped me explore my athletic and creative interests by exposing me to the world of art, of dance, and of swim. I consider myself a well-rounded person due to my parents love and understanding. Throughout my freshman and sophomore year, I found myself having difficulty balancing all the activities on my plate (no pun intended). My academics were suffering and I soon found myself facing an extremely challenging situation. I had lost all motivation to participate in events that I used to really enjoy and for academics that had once come easy to me in the past. Unfortunately, I ended my freshman year being academically ineligible to compete on the swim team. My ability to control my life was taken away from me and it was a very trying time. At that point, I made the decision to really look at my life. I started to think about my future and where I wanted to be when I was an adult. I thought about education considering my love for working with children and one of my main goals in life is to have children. As for my immediate future, I realized that I had to make the right choices so that I could swim again. I reached out to my teachers, counselors, and parents to help me get my life back together. I chose to work hard and focus so that my life dreams and goals could have the possibility of being fulfilled. ...

Conflict Resolution Strategies

Conflict Resolution Strategies Free Online Research Papers When working in a group setting, often times conflicts are going to occur, therefore, strategies for conflict resolution are needed. This paper will take a long look at conflict management to get a better understanding of the offect of specific conflict resolution strategies on group outcomes. All throughout our school days, and even on up through our careers, we will be instructed to work in groups. Group projects can be fun and run very smoothly, or they can lead to a great deal of frustration, as oftentimes the members chosen can not manage to work together as a team. One of the main purposes of group projects is to learn to work well in groups, considering most career paths will require some level of group work. This is where conflict resolution strategies come into play. The Role of Conflict Management in Team Outcomes Previous research suggests that a process for managing conflict can help to reduce the negative impact of conflict by restoring fairness, process effectiveness, resource efficiency, working relationships, and satisfaction of parties (E.G. Thomas, 1992). Team conflicts often show themselves as conflicts in the form of passive-aggressive behaviors such as power plays, blaming, tardiness, or withholding information (Edelmann, 1993; Wall Callister, 1995). There is a growing number of evidence to show that the actions and reactions groups have to performance outcomes and evolving group dynamics leave teams prone to conflict (Ancong Chong, 1996). If teams can not effectively manage conflicts that arise, the group will spend more time reacting to the conflicts, rather than the tasks at hand. The conflict resolution process encompasses a wide range of activities including communication, problem solving, dealing with emotion, and understanding positions (Brett, 2001; Pondy, 1992; Putnam Poole, 1987). Conflict Resolution strategies effects on Team Performance The purpose of this paper is to look at conflict resolution strategies in groups to better understand their effects on the group outcomes. Task conflict is a disagreement over differences in ideas, viewpoints, and opinions pertaining to the groups task (Amason Sapienza, 1997). When faced with a task conflict the strategy that seems to be most successful in resolving that conflict is the discuss/debate strategy. This strategy helps the members to consider both sides of the opinions, and solutions for those differences in opinion; therefore, coming to a concensus. Relationship conflict is a disagreement resulting from incompatibilities, which includes feelings of tension and friction when faced with a relationship conflict the strategies that need to be used are confrontation, punishment, or taking actions to avoid future reoccurences. For example: if a team member is rolling his eyes at another team member, then he would be asked to leave the room and docked for his lack of participa tion. Process conflict is conflict about dividing and delegating responsibility and deciding how to get work done (Jehn, 1997: 540). When faced with a process conflict, the strategy that seems to be the most successful is the compromise strategy. For example: instead of assigning tasks according to a group members expertise, then the team would assign then a task according to their interests. Steps to follow when working on group projects To get the most benefit out of group projects there are some simple steps that can be followed to make the process run more smoothly. Clarify the goals and tasks to be accomplished by the group. Work together to break the project up into separate tasks and assign people and due date for each piece. Communicate with other members of the team. Leave enough time at the end to pull all the pieces together and to make sure everything is done. (beyondintractability.org/user_guides/students/?nid=6577) Conclusion Throughout our lives weither in a grade school or a graduate school group project, the group will more than likely incure some conflicts. The conflict resolution strategies defined above will help to deal with those conflicts in a more productive manner. References Amason, A., Sapienza, H. (1997). The effects of top management team size and interaction norms on cognitive and affective conflict. . Journal of Management , (23), 496-516. Ancona, D., Chong, C. (1996). Entrainment: Pace, cycle, and rhythm in organizational behavior.. Research in Organizational Behavior, (18), 251-284. Beyond Intractability (). . Retrieved 03-15-07, from beyondintractability.org/user_guides/students/?nid=6577 Brett, J. (2001). Negotiating globally: How to negotiate deals, resolve disputes, and make decisions across cultural boundaries. . San Francisco: Jossey-Bass. Edelmann, R. (1993). Interpersonal conflicts at work. : British Psychological Society. Jehn, K. (1997). A qualitative analysis of conflict types and dimensions in organizational groups.. Administrative Science Quarterly, (42), 530-557. Pondy, L. (1992). Reflections on organizational conflict.. Journal of Organizational Behavior, 13, 257-261. Putman, L., Poole, M. (1987). Conflict and negotiation. In F. Jablin, L. Putnam, K. Roberts, L. Porter (Eds.), Handbook of organizational communication: An interdisciplinary perspective (pp. 549-599). Newbury Park: Sage Publications. Thomas, K. (1992). Conflict and negotiation processes in organizations. In M. Dunnette, L. Hough (Eds.), Handbook of Industrial and Organizational Psychology (pp. 651-717). Palo Alto, CA: Consulting Psychologists Press, Inc.. Wall, J., Callister, R. (1995). Conflict and its management . Journal of Management, 21(3), 515-558. Research Papers on Conflict Resolution StrategiesResearch Process Part OneRelationship between Media Coverage and Social andThe Fifth HorsemanIncorporating Risk and Uncertainty Factor in CapitalThe Project Managment Office SystemOpen Architechture a white paperThe Relationship Between Delinquency and Drug UseQuebec and CanadaThree Concepts of PsychodynamicAnalysis of Ebay Expanding into Asia

Discuss the reading. What did you think of the story Did it have any Essay

Discuss the reading. What did you think of the story Did it have any meaning in your life Is it still relevant today Things you didn't like - Essay Example He is not ready to accept his aging. The society, after all, celebrates youth and beauty and neglects the old and the ugly. Prufrock is also materialistic, because he is concerned of materialistic concerns, such as sophisticated dress and language. Urban decay is also described through images of â€Å"yellow fog† and â€Å"yellow smoke.† Yellow signifies the gangrene of materialistic modern living that destroys the environment and simplicity in people. The poem, in addition, uses repetition to express materialism. When Prufrock says â€Å"And indeed there will be time† several times, he is complaining of his boredom. It becomes palpable that he has no real social life and no permanent human relationships too, which indeed makes life boring. What I did not like about the poem is that it seems like it has been written by a schizophrenic person, because of the fragmented ideas that go circular. Prufrock does not focus on any idea and expands on it, because he gets easily distracted by different things or people. The poem demonstrates the mental decline of Prufrock and the citys urban decline. At the same time, it shows how materialism and vanity pervade in modern culture. A materialistic culture, hence, creates vain and superficial

Historical Roots of Christian Diversity Essay Example | Topics and Well Written Essays - 750 words

Historical Roots of Christian Diversity - Essay Example Orthodox and Roman Catholic Christians agree with the teachings of the first seven councils as genuine interpretations of the gospel, but only Roman Catholics acknowledge decrees formulated after the nineteenth century. Tradition is a particular interpretation of scripture as described within the Christian community and affirmed by the church. Given that tradition originally permitted new interpretations to meet questions not particularly addressed in the scripture, it was meant to be fluid rather than fixed. When a group shows a tendency to canonize tradition making it appear unbending, tension might result. This development of tradition was not meant to lead to religious rigidity, but was instead developed specifically to recognize the dynamic interaction between, the concrete fixed authority of scripture, and the fluid developing authority of everyday practice. Since it is dynamic, tradition adds a little new thing to Christianity as it enlarges upon scripture. People usually expa nd a tangible communication beyond tradition’s original scope, as it is a factor of exercising human ingenuity in the development of tradition (Weaver and Brakke 64). The power of Rome At a time when the Roman mystique was at its peak, Jesus was born into the Mediterranean world ruled by Rome. The world had never experienced an empire so vast that when people thought of Rome, they envisioned a set of related ideas. Caesar, who presided over Rome, was a central ruling authority who stood close to divinity and symbolized in his person the glory of Rome. The glory of Rome dimmed and then seemed to be restored to some level by Constantine. It was normal to wonder whether the old Rome might reclaim the world’s attention. If Rome can be seen more as an idea than a place, then perhaps it can be understood why it was extremely powerful and attractive. Rome became a goal, and an idea to nature policy. As a fact, it is not surprising that that attracted Constantine and Christian s in general. As the roman emperor, it was clear that Constantine had the best claim on the project. When he moved his capital from the city of Rome to a new site in the Eastern part of the Roman Empire, a political vacuum was left in the West which in turn invited rival claimants. Several groups were inspired to restore Roman glory in the West, and they included; old senatorial families, new barbarian families, and the bishops of Rome, who later are known as popes. The ancient forms of Christianity grew into separate churches generally because of extensively differing political experiences. The Orthodox Church was organized into two ways: at the local level and along the administrative lines of the Roman Empire. The patriarch of Constantinople understood that his position was tied to the emperor. Both the patriarch and the pope did consider themselves as Roman and as heirs of the greatest political empire in the world’s history. This led to a great schism between the two chu rches that lasted until the present day (Weaver and Brakke 78). The two Christian models The first Christian model is; Constantinople as the new Rome in the Greek Orthodox system. When the emperor reunited the fragments of the Roman Empire, he did so under the sign of the cross. Constantine’s bibliographer made a claim that Constantine was directly called by God to embrace Christianity.

Statistical Analysis of the Missing Values Assignment

Statistical Analysis of the Missing Values - Assignment Example This research is being carried out to evaluate and present the two cases that are defined as outliers because visual inspection reveals that they are several multiples of the standard deviation removed from the base pay range that accounts for 99.5% of all cases. It is highly probable that cases 158 and 379 are managers only because their base pay are more than twice the highest base pay levels of everybody else. Otherwise, there is no telling from their age or educational qualifications. One therefore runs the variant of the two-sample t-test with unequal variances assumed. The result (overleaf) shows, first of all, that the variances for gender and basic wage are truly worlds apart. This stands to reason, given the respective ranges of the two variables. Secondly, the output reveals a computed t value of 67.51 which is so high that the associated p statistic is microscopic: 0.21 with 219 leading zeroes. At 399 degrees of freedom, t = -67.51, p < 0.001. Going by the outcome of the t -test reported in item #5 above, we can reject the null hypothesis that there is no difference in basic pay by sex. The computed difference in item 6 is statistically significant. The output overleaf shows that the calculated F value is associated with a very low significance statistic, p < 0.05. This means we can safely assume that the variances for the two variables are not equal. Recognizing at this point that the Excel â€Å"Data Analysis† setup for the F test returns erroneous output, we change the way the variable ranges are defined and obtain a different result this time. The F statistic is now just 1.21 and the associated significance statistic is p > 0.05. This leads us to assume that the variance of bonuses across gender is equal. Accessing the two-sample t-test with equal variances assumed, one finds that the calculated t statistic is 0.99, for which the one-tailed p-value is p=0.16.

Q Manual Essay Example for Free

Q Manual Essay After the lecture Tutorials and your learning Reading in your study 2. 8. 1 Reading to understand or comprehend 2. 8. 2 Reading for critical comment Checklist for studying faculty units and courses 13 14 14 15 16 16 Chapter 3 The research process: A basic guide 3. 1 The research process 3. 1. 1 Step 1: Understand the assignment topic/question(s) 3. 1. 2 Step 2: Decide what sort of information you need to complete the assignment 3. 1. 3 Step 3: Decide where to look for this information 3. 1. 4 Step 4: Develop and use a search strategy for database searching 3. 1. 5 Step 5: Evaluate the information found and revise the plan 3. 1. 6 Step 6: Presentation 3. 1. 7 Step 7: Final evaluation Using the Internet for research 3. 2. 1 Some further tips for productive Internet research 17 17 17 17 18 18 20 22 22 23 23 3. 2 Chapter 4 Academic writing skills 4. 1 4. 2 4. 3 4. 4 Characteristics of successful writing 4. 1. 1 Responding to the task Exam question, Accounting and Finance 4. 2. 1 Initial analysis, key terms and directions Structuring your writing clearly 4. 3. 1 Writing structure Forming and expressing your perspective on the task 4. 4. 1 â€Å"Crystallised response† 4. 4. 2 Plan the response Supporting your perspective 4. 5. 1 Paragraph structure 4. 5. 2 Use of references Presenting a consistent and logical response Expressing your ideas clearly 4. 7. 1 Formal academic language 4. 7. 2 Some other features of academic language Checklist for academic writing skills 25 25 25 27 27 27 28 29 29 30 31 31 32 33 33 34 34 36 4. 5 4. 6 4. 7 4. 8 Chapter 5 Writing essays 5. 1 5. 2 5. 3 5. 4 Analyse the task Synthesise your information Plan the essay Reference the sources of information 37 37 37 37 38 Chapter 6 Writing a literature review 6. 1 6. 2 6. 3 6. 4 The nature of a literature review Procedure for completing a literature review Writing the literature review Checklist for a literature review 39 39 40 40 41 Chapter 7 Report writing 7. 1 The process 7. 1. 1 Identify the purpose of the report 7. 1. 2 Identify the readers and their needs 7. 1. 3 Research the topic 7. 1. 4 Outline the report 7. 1. 5 Write the draft 7. 1. 6 Edit the draft 7. 1. 7 The finished product 7. 2 Report presentation and layout 7. 2. 1 Structure of a report 7. 3 Report writing checklist 42 42 42 42 42 43 43 43 44 44 44 46 Chapter 8 Case study method 8. 1 8. 2 Some general issues Problem solving case format. 49 49 49 Chapter 9 Academic integrity and honesty: avoiding plagiarism in written work 9. 1 9. 2 What is plagiarism? Monash University Statute 4. 1 and policy regarding plagiarism 9. 2. 1 What happens when plagiarism is suspected 9. 2. 2 Students’ responsibility Using references appropriately in your written work Use of references in writing 9. 4. 1 Unsuitable use of references Suitable integration of references 9. 5. 1 Techniques for using an author’s ideas 9. 5. 2 A summary 9. 5. 3 Paraphrasing, or writing in your own words Conclusion 51 51 52 53 53 54 54 54 55 55 56 56 57 9. 3 9. 4 9. 5 9. 6 Chapter 10 Referencing. 10. 1 10. 2 10. 3 10. 4 What is referencing? When should you reference? Why should you reference your work? Referencing using the APA style 10. 4. 1 Creating in-text citations 10. 4. 2 Creating a reference list Footnoting 10. 5. 1 In-text citations using footnotes 10. 5. 2 Creating the bibliography 58 58 58 59 59 59 62 69 70 74 10. 5 Chapter 11 Presentation skills 11. 1 11. 2 11. 3 What is a presentation? Planning and preparation 11. 2. 1 Analysing your audience Presentation design 11. 3. 1 Objective 11. 3. 2 Content 11. 3. 3 Structure Visual support 11. 4. 1 Handouts Delivery 11. 5. 1 Methods of delivery 11. 5. 2 Rehearsal Nerve control 11. 5. 3 11. 5. 4 Your voice 11. 5. 5 Non-verbal communication Group presentations 11. 6. 1 Team balance 11. 6. 2 Transitions 11. 6. 3 Support for the speaker 11. 6. 4 Your role as coach Evaluating the presentation Why do some presentations go wrong? 76 76 76 76 76 76 77 77 79 79 80 80 80 80 80 81 82 82 82 82 82 83 83 11. 4 11. 5 11. 6 11. 7 11. 8 Chapter 12 Exam strategies Preparing for exams 12. 1. 1 Establish the type of exam 12. 1. 2 Develop a broad understanding of the unit’s objectives 12. 1. 3 Develop summaries of topics 12. 1. 4 Review unit material and topics 12. 1. 5 Practise past exam questions 12. 1. 6 Multiple choice questions 12. 1. 7 Short answer and essay questions 12. 1. 8 Calculation questions 12. 2 Operating in the exam 12. 2. 1 Reading and noting time 12. 2. 2 Completing the exam Answering multiple choice questions 12. 2. 3 12. 2. 4 Completing written response questions 12. 3 Checklist for exams 12. 1 84 84 84 84 85 85 85 85 86 87 87 87 87 88 88 88 Q Manual Preface and Acknowledgements The purpose of the Q (for Quality) Manual is to provide new students with practical and easily accessible information regarding university-level study. As its name suggests, this publication is aimed at increasing your effectiveness as a student. For many of you who have not experienced university level study, the Q Manual will provide you with ideas, suggestions and guidelines to enable you to achieve academic success by producing quality work, and getting it submitted on time. We suggest you read the Q Manual thoroughly and refer to it often throughout your course of study. The Q Manual commences with an overview of the Faculty of Business and Economics, its goals, structure and expectations regarding student performance, as well as important policy information about student assessment. The next chapter provides useful advice in relation to approaches to study at the university level. Then follows the bulk of the Q Manual, which focuses on research skills, academic writing skills, and in particular, chapters devoted to commonly required academic assignments, such as essays, literature reviews, reports and case study method. The section relating to academic writing and assignment preparation is followed by chapters covering academic honesty and referencing techniques. The final sections of the Q Manual cover oral presentation skills and exam strategies. There are many people whose valuable contributions to this edition of the Q Manual must be acknowledged. They include (in no particular order): Andrew Dixon, Caulfield Campus Library David Horne, Caulfield Campus Library Owen Hughes, Faculty of Business and Economics Sally Joy, Faculty of Business and Economics Lynne Macdonald, Faculty of Business and Economics Michael Scorgie, Department of Accounting and Finance Claire Tanner, Faculty of Arts Our special thanks go to Lynne Macdonald and Claire Tanner for the many hours spent collating and editing the content and for coordinating production of the Q Manual. Without your efforts and patience, this edition could not have been published. Sincere thanks also go to my dear friend and colleague, Glenda Crosling, who has collaborated with me for many years on a number of significant educational projects for the faculty. A dedicated educator, Glenda works enthusiastically and tirelessly, keeping an open mind, and most importantly, always retaining her wonderful sense of humour! Glenda also thanks Nell for her collegiality, dedication, inspiration and hard work on this and other educational projects. Together, we have produced a publication that we hope will assist you in your studies. Finally, we wish you a stimulating, challenging and rewarding learning experience throughout your undergraduate and postgraduate studies with the Faculty of Business and Economics. Nell Kimberley Department of Management Faculty of Business and Economics January, 2008 Glenda Crosling Education Adviser Faculty of Business and Economics Chapter 1 Introduction 1. 1 Welcome Congratulations on your selection to study one of the courses offered by the Faculty of Business and Economics at Monash University. This manual is intended to provide you with information on how to produce quality work and achieve the best possible results in your examinations. The major goal of the university is to assist you to obtain an excellent education so that you may take your place in society as a well-qualified graduate. It is important to note that while the courses provide the teaching support and the necessary framework for your studies, success can be achieved only through your personal commitment and dedication to hard work throughout all the years of your course. The following information is aimed at familiarising you with the Monash University study environment and increasing your effectiveness as a Monash student, thereby enabling you to reach your potential. For those of you who are experiencing university level study for the first time, this manual will lay an important foundation and prepare you for a new world. 1. 2 Monash University Monash University was established in 1961 and named after General Sir John Monash (1865–1931). Sir John was a soldier, scholar and engineer, and the Commanding General of the Australian forces in France in World War 1. In addition, as the first Chairman of the State Electricity Commission, he took on the immense task of overseeing the development of the LaTrobe Valley’s brown coal resources. Sir John was a man of wide interests and vast intellectual range. He was this country’s first Doctor of Engineering and exemplifies the University’s motto – Ancora Imparo (I am still learning). The university now has a population of more than 50,000 students from over 100 countries, who speak 90 languages. There are eight Monash campuses and two centres, in Italy and London. The primary pursuits of teaching and research are carried out in the university’s ten faculties. The faculties, which each cover a specific body of knowledge, are: Art and Design; Arts; Business and Economics; Education; Engineering; Information Technology; Law; Medicine, Nursing and Health Sciences; Pharmacy; and Science. 1. 3 1. 3. 1 Faculty of Business and Economics Goals The aim of the faculty is to use its scale, scope and unique internal diversity to become an international leader in the pursuit, dissemination and analysis of knowledge, particularly in the disciplines of accounting, banking, econometrics, economics, finance, management, marketing, and tourism. By the application of such knowledge, its staff and students will contribute to the economic, social and commercial development of Australia and other countries in an increasingly globalised environment. 1. 3. 2 Faculty structure The Faculty of Business and Economics is the largest faculty in the university, with more than 17,000 students enrolled over five Australian campuses at Berwick, Caulfield, Clayton, Gippsland and Peninsula, as well as in Malaysia and South Africa. In addition to a diverse range of undergraduate bachelors degrees, the faculty offers a comprehensive range of graduate courses including an executive certificate, graduate certificates and diplomas, masters degrees by coursework and research, the Master of Business Administration, the Doctor of Business Administration, the Master of Philosophy and the Doctor of Philosophy. Courses are delivered on campus, usually through lectures, tutorials and WebCT Vista, while offcampus students are catered for by distance education. 1 The Dean and the main faculty office are located on the Caulfield campus. In addition, there are faculty staff located at the other campuses. Go to http://www. buseco. monash. edu. au/student/contact/ for location and contact details. 1. 3. 3 Departments and centres The Business and Economics faculty is subdivided into organisations that are responsible for particular areas of knowledge. There are six departments and two research centres. The departments are: Accounting and Finance, Business Law and Taxation, Econometrics and Business Statistics, Economics, Management, and Marketing. The research centres are: Centre of Policy Studies, and Centre for Health Economics. They cover fields of study including accounting, banking, business law, business statistics, economics, econometrics, finance, international business, management, human resource management, marketing, taxation and tourism. Whatever your major or areas of study it is essential that you have an understanding of each of the disciplines and how they interact with each other in the overall operations of a business organisation. 1. 3. 4 Aims for learning at Monash University and in the Faculty of Business and Economics The university and the faculty recognise the needs of students for their lives following graduation. As a Monash graduate you will be operating in a globalised and rapidly-changing world, and the university and faculty aim to develop in students’ attributes beyond the ability to understand and operate competently with course and unit content. The aims are that students will develop in ways that will enable them to: †¢ Engage in an internationalised and increasingly globalised world; †¢ Engage in discovery, analysis, integration and application for problem solving and learning with knowledge; †¢ Communicate competently orally and in writing across cultures and settings, including their specific disciplines. As you undertake your studies, you will notice an emphasis on these attributes and you will be engaged in activities and tasks to help you develop them. In the following chapters of this guide, we explain the influences of these attributes on your approach to study. 1. 3. 5 Units Each department offers a wide range of undergraduate and postgraduate units. In a three-year undergraduate degree, there are twenty-four units, with four units to be taken in each semester (parttime students would normally undertake two units each semester). The unit leader or coordinator is responsible for the administration of the particular unit. You can consult with your unit leader, and or coordinator in larger units you may also consult with the other lecturers and tutors. 1. 3. 6 Role of lecturers/tutors Lecturers and tutors have a key role as facilitators of your learning. They are able and most willing to help you with your studies and can be contacted using your student email account. Their email addresses are located in the unit outline. Alternatively, academic staff can be contacted during their consultation hours which are often posted on their door or outside the main administration office. 1. 3. 7 Role of on-line sources of information Monash has adopted a learning management system which provides you with access to on-line unit information. The web contains information that you need to know for the unit, both of an administrative nature as well as useful material for your studies. 2 1. 3. 8 Role of course directors/coordinators If you are encountering academic performance issues, course progression and similar problems you should initially discuss these with enrolment officers or course advisers. You may, occasionally, then be referred to course directors or course coordinators to help with these issues. Undergraduate students are referred to course directors or course coordinators by the faculty office and postgraduate students by departmental administration staff. If referred, course directors and coordinators are available during their consultation hours. 1. 3. 9 Additional important information The Undergraduate and Postgraduate Handbooks and the Student Resource Guide provide important information regarding various aspects of university life. The Student Resource Guide is distributed to all students at the time of initial enrolment and is available on-line at www. monash. edu. au/pubs. It contains details of the university’s code of practice for teaching and learning, as well as grievance and appeals procedures. Further copies can be obtained from Student Service Centres on all campuses. An excellent resource for students is also available on-line via the student link on the Business and Economics Faculty webpage at http://www. buseco. monash. edu. au/student/. The site contains links to important information regarding: courses and units, admissions and enrolments, schools and departments, exams and results, administration, study resources, calendars and timetables, IT and computing, support services, careers and employment, international students, and clubs and associations. 1. 4 Faculty expectations of student performance As students of the faculty, there are a number of units that you will study as part of your course. Although these units may have differing methods of assessment, the faculty has the following expectations of your behaviour and performance. 1. 4. 1. Attendance and participation at lectures and tutorials Lectures and tutorials are central to your performance in the university. Lectures provide the material you require in order to understand the overall nature and direction of the unit. Important concepts and analysis can be emphasised by the lecturer and put into context for the student. Tutorials are a vital part of your studies. They reinforce lecture material and provide you with an opportunity to discuss material presented in lectures, as well as to ask questions. Tutorials also provide you with the opportunity to develop your oral communication skills. The material presented is not designed to give you one view on a topic but to facilitate your understanding of the issue under discussion. Where there are alternative views on an issue, you should learn to articulate, critically approach and assess these differing positions. 1. 4. 2 Special consideration and extension of time for submission of an assessment task Students need to use a Special Consideration Application when applying for Special Consideration for overall assessment, end-of-semester examinations, or additional assessment for a unit (or units) studied during the current semester. Please refer to the following webpage for information on both faculty and university special consideration policy and procedures: http://www. buseco. monash. edu. au/secretariat/policies/spec-con. html Students who require more time to complete a piece of work should apply for an extension of time for submission of an assessment task. Reasons for special consideration include serious short term circumstances beyond the student’s control, such as illness, accident, personal trauma, family emergency or compassionate grounds. Applications should be discussed with the examiner/lecturer/tutor responsible for assessing the task. Please refer to the current student faculty webpage for forms and further information: http://www. buseco. monash. edu. au/student/exams/specconsemester. html 3 1. 4. 3 Workload You are expected to undertake private study in addition to attending lectures and tutorials. Preparation of work to be discussed in tutorials is essential. You will also be required to complete assignments and projects and submit them on the due dates. When taking into account the work carried out during mid-semester breaks and exam weeks, you would expect to study more than thirty hours each week. 1. 4. 4 Self-reliance Compared to your school experience, at the university you are expected to be more independent and self-reliant. In contrast to teachers at school, lecturers and tutors usually teach large numbers of students, sometimes as many as one thousand. They are happy to assist you, but you need to approach the staff member and be clear about what you wish to discuss. It is also your responsibility as a self-reliant student to attend lectures and tutorials, prepare your tutorial work and submit all written work on time. 1. 4. 5 Time management. The expectation at the university is that you learn to manage your own time. This applies to full-time students who have a great deal of time available outside of classes, as well as for part-time students who have to balance work and study. The following chapter on study techniques in this manual provides, among other things, some helpful hints on how to best manage your time and get the most out of your career as a student. 1. 5 Student assessment Assessment in a unit may be made up of several components: a formal examination, essays, tests, assignments, oral presentations and tutorial participation. Assessment details for each unit are provided in the unit guide that you will receive in the first week of each semester. The final mark that a student receives in a unit will be determined by the board of examiners on the recommendation of the chief examiner, taking into account all aspects of assessment. The rights of students to have assessed work re-marked are determined at the departmental level. A student can only be failed after the exam paper has been marked by two staff members. All results are reviewed by the unit leader. You can find further information relating to the university’s assessment in undergraduate units and the responsibilities of examiners using the main policy bank link at: http://www. buseco. monash. edu. au/secretariat /policies/ 1. 5. 1 Examinations For details of examination regulations, please refer to the Monash University Calendar: http://www. monash. edu. au/pubs/calendar/ 1. 5. 2 Use of English dictionaries and calculators As English is the language of instruction within Monash University, foreign language translation dictionaries are not permitted to be used by students sitting examinations. Calculators are permitted if specified on the examination paper, but some units may have a calculator restriction. Students are advised to familiarise themselves with any calculator restrictions applying in units they are studying. For permitted calculator(s) for examinations and units of study go to the faculty policy link at: http://www. buseco. monash. edu. au/secretariat/policies/calculator. html 4 1. 5. 3 Results At the end of each semester, following the completion of examinations, a board of examiners considers student performance as a whole before the results are published. All undergraduate and coursework graduate students who pass are graded into the categories of high distinction, distinction, credit and pass. Honours courses use a different grading system, classified into first class, second class division A, second class division B, third class and pass. 1. 5. 4 Marks and grades Following is a list of marks and grades used within the faculty: 0–49 40–49 45–49 50–59 60–69 70–79 80–100 N NS NP P C D HD NE WH Fail Fail, supplementary exam awarded by Board of Examiners only to graduate students and under special circumstances Near pass is only awarded to undergraduate students. It may be awarded for the last unit to complete a degree. Pass Credit Distinction High distinction Not examined. Used when a unit is taught over two semesters Withheld. Used, for example, when assessment is outstanding due to a special consideration application or incomplete assessment. DEF Deferred examination granted SFR Satisfied faculty requirements This grading system will be current until 2009. For amendments after this time go to: http://www. buseco. monash. edu. au/secretariat/policies/methods-assessment. html 1. 5. 5 Honours grading Honours units are graded as follows: Below 50 50–59 60–69 70–79 80–100 Fail HIII HIIB HIIA HI 5 1. 5. 6 Examples of grades and corresponding achievement levels HD High Distinction 80–100% D Distinction 70–79% A very high standard of work which demonstrates originality and insight C Credit 60–69% Demonstrates a high level of understanding and presentation and a degree of originality and insight Thorough understanding of core texts and materials P Pass 50–59% Satisfies the minimum requirements N Fail 0–49% Fails to satisfy the minimum requirements General description. Outstanding or exceptional work in terms of understanding, interpretation and presentation Strong evidence of independent reading beyond core texts and materials Demonstrates insight, awareness and understanding of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of the discipline Demonstrates imagination or flair. Demonstrates originality and independent thought Highly developed analytical and evaluative skills Ability to solve very challenging problems Reading Evidence of reading beyond core texts and materials Evidence of having read core texts and materials. Very little evidence of having read any of the core texts and materials Knowledge of topic Evidence of an awareness Sound knowledge of and understanding of principles and concepts deeper and more subtle aspects of the topic Knowledge of principles Scant knowledge of and concepts at least principles and concepts adequate to communicate intelligently in the topic and to serve as a basis for further study Articulation of argument Evidence of imagination or flair. Evidence of originality and independent thought Clear evidence of analytical and evaluative skills. Well-reasoned argument based on broad evidence Sound argument based on evidence Very little evidence of ability to construct coherent argument Analytical and evaluative skills Problem solving Evidence of analytical and evaluative skills Some evidence of analytical and evaluative skills Very little evidence of analytical and evaluative skills Ability to solve non-routine Ability to use and apply problems fundamental concepts and skills Well developed skills in expression and presentation Good skills in expression and presentation. Accurate and consistent acknowledgement of sources. Adequate problem-solving Very little evidence of skills problem-solving skills Expression and presentation appropriate to the discipline Highly developed skills in expression and presentation Adequate skills in expression and presentation Inadequate skills in expression and presentation. Inaccurate and inconsistent acknowledgement of sources Source: University of Adelaide 2005 6 Chapter 2 Approaching study in the Faculty of Business and Economics Introduction Study at university is like a full-time job that requires commitment, and cannot just be added on to a range of other interests. It differs in many ways from study in other educational settings. A major difference is the independence and self reliance expected of students in their study. This idea concerns: †¢ Managing your time, balancing your study with other commitments. †¢ Your approach to learning in your units. In this chapter, we discuss the implications of independence and self reliance for the way you approach your studies. Assistance with time management is also available from university learning and personal support services, go to http://www. monash.edu/pubs/handbooks/srg/srg-266. html for faculty and campus contacts. 2. 1 The study â€Å"mindset† The units that you study present information, concepts and theories. It is expected that you will understand these fully. In addition, you must think critically and analytically so that you can evaluate and apply the knowledge, concepts and theories to different situations. You also need to think about the information from international and global perspectives, and to communicate your thinking clearly and appropriately orally and in writing. This means that you must do more in your written work than merely describe the concepts and knowledge, which will not get you good marks. There are times when you do need to provide definitions and an overview of concepts and theories, but such information usually only functions as an introduction for your integration of ideas, critical analysis and application, in relation to the issue, topic and task. Integration of information and critical and analytical thinking are central to the idea of independence in study. It means that you take an objective approach to the knowledge, concepts and theories. Such an approach is necessary so that you can: †¢ Integrate sometimes contrasting ideas from a range of sources and develop your own perspective on an issue or topic in relation to these; †¢ ‘Pull apart’ the knowledge in your units and explain how the parts all work together (analysis); †¢ Evaluate the strengths, weaknesses, advantages and disadvantages of knowledge, concepts and theories for particular situations (critical approach). This emphasis may differ from how you approached your study in other educational settings. For instance, you may have expected there to be one right answer, or two sides to an issue or topic. In your university studies, you need to understand that there are multiple views surrounding a topic or issue. The suitability of the view that you develop, often by synthesising several views, depends on the perspective from which you look at the issue. Such a concept of the relativity of knowledge applies to all the business and economics disciplines. In accounting, for instance, particular accounting situations are interpreted in terms of the Standard Accounting Concepts, and in econometrics and business statistics, a set of data is interpreted in relation to a particular purpose, or the needs of a particular user. Your ability to operate in the way explained above is based on you understanding the nature of academic enquiry and discovery, as we explain in the next section. 7 2. 2 Academic enquiry, discovery and independence in study Academic enquiry and discovery are concerned with the development or advancement of knowledge in a field of study, which occurs through research and investigation. Students engage in academic enquiry and discovery, to some degree, when they integrate and apply knowledge, concepts and theories to different situations. Thus, in university study, there are: †¢ No absolutes †¢ Knowledge evolves as researchers challenge, confirm or modify earlier understandings. When investigating an issue for an assignment task that is based on evidence from the literature, you need to overview and integrate the range of views surrounding the issue or topic. When you have formed your response and structured your written work to express this, you must indicate to your reader how you have arrived at that view. That is, the ideas and views that you read in the literature function as the ‘building blocks’ of your response. In your writing, if you do not explain to your reader the evidence or the building blocks for your view, you are only expressing opinions. These are ideas unsubstantiated by evidence and are not valued in university study. Another perspective The manager has a range of roles that are significant in the operations of an organisation, and decision making is one of these (Mintzberg, 1979) One perspective Decision making is an important aspect but only part of the manager’s role (Lee, 2000). Decision making in the manager’s role. Further perspective Decision making is the foundation of a manager’s role (Brown, 2002) Figure 1: Multiple views of a topic or issue Figure 1 depicts the situation in relation to a topic in a unit that relies on views in the literature. Note how decision-making in the manager’s role is seen from different perspectives by different authors. In a unit such as econometrics and business statistics, you may be required to analyse a set of data from a perspective of, for instance, a marketing manager, or a city council. Thus, the information in the data that would be relevant for the former would be on aspects such as sales, while for the city council which is concerned with providing services, the emphasis would be on the city’s population and its needs. Thus, in units that rely on data such as econometrics and business statistics, you need to analyse the data, form a perspective on the issue from the data analysis, and then select from your data to support the viewpoint you have developed. In a unit such as economics, it means being able to distinguish between facts and value statements. 8 2. 3 Approaching study in the faculty disciplines As you continue with your faculty study, you will realise that the approaches to knowledge in the disciplines of the faculty differ in some ways. Understanding such variation will help you adjust your thinking and approach across your units of study. This is particularly applicable if you are a double degree student and studying across two faculties. For instance, when you are studying a first year law unit in your Business and Economics degree, you will be presented with problem question assignments. You approach and think about these, and structure information differently, than you would for essays in a unit such as management, or, for example, reports in a marketing unit. You are using different forms of data and evidence, and applying critical analysis in ways that are particular to the unit and its discipline. The approach that the disciplines take to knowledge is reflected in the way information is put together in the texts and in lectures. These exemplify the characteristics of the particular discipline. To develop some understanding, you should think about your units in terms of: †¢ The type of data and info.