Data Collection and Individual Privacy :: Expository Exemplification Essays

Data Collection and Individual Privacy       In deliberation of the topic of the social function of individual information, the honorable issue of importance is whether public or private sector entities have the right to create individual profiles of consumers and their obligation in protecting the consumers privacy is in question. The exponential growth of the information age in particular the personal computer has created a situation where economies of the public and private sector are at odds with the privacy of the consumer or citizen. Should selective information collection agencies use or sell information collected about individuals?       In my deliberation of this topic, I observe the consumer/citizen should possess the right of determining whom and in what form can data collection be allowed. I will look at the positions of proponents and advocates alike in making my ethical decision. The reasoning for this decision woul d be that, by allowing the individual the right to decide public and private sector entities would be acting in the best interest of society in a whole. This decision will be examined using the Utilitarian school of thought in ethics.       John Stuart move defined the theory of Utilitarianism as the happiness which forms the utilitarian standard of what is right in conduct, is not the agents experience happiness, but that of all concerned. As between his own happiness and that of others, utilitarianism requires him/her to be as strictly impartial as a disinterested and benevolent spectator. (Rachels 107). In summation, the theory can be said to blotto actions are to be deemed good or bad judgements based on their consequence. This consequence must provide the society or all individual baffling the greatest amount of benefit. In turn this benefit must be the majoritys benefit over the minorities.       In viewing the issue of should d ata collection agencies use or sell information collected about individuals, the majorities I believe in this issue is the consumer/citizen and the minorities are public and private section entities. The influence of data collection or data profiling impacts the consumer citizen by far in comparison of the benefits of the public or private entity. The set to be considered are the values of health, discrimination, truth, and economics.

public education :: essays research papers

The topic that I am going to be talking slightly in this examine is a very big and controversial issue. That is rather it is a good idea or bad to charter our failing public school system. So far it seems the non-chartering path is in the lead, but charting school is catching up fast. In this essay Im going to summarize one obligate title The New School, by Chester E. Finn Jr. that supports the charter system. Also I will summarize an denomination title To Market, To Market, by Phyllis Vine who seem to strongly strange the charting our public system. As far as my personal opinion goes, I believe charter schools are still in its infancy, we should give it much time to develop before we can actually decide rather charter school is a good idea or not. I would go into greater detail later in the essay.The Pro-charter article titled The New School, by Chester E. Finn Jr. who is the former assistant secretary of education believed and I citation charter schools offer the benefits o f both public and private schools and can revitalize urban education. He started the article by stating that currently the charter systems enrolling about 170,000 students, with about twenty-nine school authorizing and allowing charter schools to be built and operated, states such as California, Michigan, Texas, Massachusetts. What is a charter school? Well, according to the article, it is a public school with most of the most highly prized features of private schools. The best part is it is offered to anyone who wishes to attend, with no additional cost to the parents, because it is pay for by the tax dollars. Out of all the charter school, umpteen are owned and operated by local community and parents. But there are about two dozen that are operated and owned by the Edison switch and the Educational Alternatives Inc. For some other firms instead of operating and owning the entire school, they target specific area, such as the furnishing, tutoring, and technology to name a few. A ccording to this article the educational system in the United States is $300 billion enterprise. While Chester states maybe a reason for some firms to try to jump on jump on the chartering business. From Chesters article he stated that in two years time he visited about sixty schools in fourteen states and interviewed few hundreds of those any worked or attended those schools.

Blogs - From Printing Press to Blog Essays -- Internet Online Communic

From Printing Press to BlogLance Arthur, a practiced and well-respected figure in the close community of web design, subtitles his homepage (www.lancearthur.com) with the short and simple phrase, Just Write. Although his immediate profession is as a designer, Lance is also a writer. His website records his weekly musings and political rants, and it is unitary of several million to be updated on a regular basis. Such a website is called a blog, or web log, and in an age of the Internet such(prenominal) as this, it is quickly becoming the newest and greatest symbol of modern technologys impact on writing and popular culture. However, writing as we know it is the product of an evolutionary process, which provides for a history that reaches as far back as the clay tablets of ancient Sumer. As such, studying the blog requires an understanding of the methods of writing that came before it, and so the advent of the blog as both a technological and socio-cultural phenomenon is somethi ng we can attribute to two historical developments in the history of writing the invention of the printing process press and the birth of typography.While the correlation between blog and press is not immediately clear, Gutenbergs renowned invention brought with it a slew of technological and sociable changes that laid the foundation for widespread literacy. The technological impact of the printing press is mostly self-evident, in that the automated and mechanized nature of production freed many human beings hands from the restraint of manual labor. More importantly however, the lower cost and higher output rate of the press tore down the scholastic lynchpin that had once elevated the aristocracy above the middle classes. By making books plentiful and more readily ... ..., but in time, todays youth will induce tomorrows adults and the blog will exist not as a mere prototype of technology and future writing, but rather as the end-all, be-all symbol of a future way of life in which people will no longer hesitate to just write.Works ReferencedArthur, Lance. Just Write. 24 February 2004. individualised Homepage. <http//www.lancearthur.com.David, Paul. Clio and the Economics of QWERTY. The American Economic Review, vol. 75(2). 2001. 332-337.Kiely, Kathy. Freewheeling bloggers are rewriting rules of journalism. USA Today. 30 December 2003. Gannett Co. Inc. 21 Febuary 2004. <http//www.usatoday.com.McLuhan. The Typewriter. Understanding Media. 258-264.Mumford, Lewis.. The Invention of the Printing Press. Communication in History Technology, Culture, Society. Crowley and Heyer, eds. 93-97.

Mans Search for Meaning in Fight Club and Siddhartha Essay -- Comparin

In 1922, Hermann Hesse set the youth of Germany free with the glorious peace of Siddhartha. Nearly a century later, Chuck Palahniuk opened the look of countless Americans with his nihilistic masterpiece, Fight Club. These two novels were written in different times, in different cultures, for different readers, and for different purposes. One is the poster child for drive in of self and nature the other focuses on the destruction of both(prenominal) man and culture, yet the two hold a startling similarity in their underlying meaning, that in a darkening domain of sin and distraction, letting go is the only true path to freedom, peace, and happiness. Though vastly different, Fight Club and Siddhartha both essentially tell the same story of mans search for personal meaning. Siddhartha is the story of a young man who leaves established society to find and create for himself a true doctrine for bliss. Raised and trained as a Brahman in a well-established religious family, Siddhartha feels vain and incomplete. He departs from his people and their lore, peacefully curious for his own dogma, what Hesse refers to as The Self. Siddhartha embarks on a journey of self-discovery that takes him through a period of asceticism and self denial followed by one of bestial indulgence (Siddhartha 255). Siddhartha soon finds, however, that nirvana is not so easily attained. Hesse follows Siddhartha through his lifelong journey of mental confusion, emotional turmoil, physical pain and pleasure, and, ultimately, spiritual iodin between himself and the world. In short, it is Hesses attempt to restore his faith in mankind, to regain his lost peace of mind, and to find again a harmonious relationship with his world (Siddhartha 262). Fight Club also is... ...uary 2003. http//www.newimprovedhead.com/club.htmFreedman, Ralph. Hermann Hesse. Contemporary Literature. 10 3 (1969) 421-426.Rpt. In Contemporary Literary Criticism. Ed. Carolyn Riley. Vol. 1. Detroit Gale, 1973. 146-147. He sse, Hermann. Siddhartha. New York Bantam, 1971. Margetts, Jayne. Fight Club. Between the Lines. Ed. Wendy Cavenett. 27 April 1998. 19 February 2003. http//www.thei.aust.com/tssmusic1/contents.htmlPalahniuk, Chuck. Fight Club. New York Henry Holt, 1997. Sahni, Chaman L. Siddhartha. Masterplots Complete. CD-ROM. Englewood Cliffs Salem, 2000. Siddhartha. Novels for Students. Ed. David Galens. Vol. 6. New York Thomson Gale, 1997. 255-275. 16 vols. Wake, Bob. Fight Club. Culture Vulture. Ed. Arthur Lazere. 21 September 1998. 19 February 2003. http//www.culturevulture.net/Books/FightClub.htm

A Balance of Power :: Career Employment Businesses Essays

A Balance of PowerEliminating co-dependent behavior has become as important for betrothal health as it is for psychological well-being. Todays acidifyers argon realizing that the only source of use security is the security they create for themselves, by becoming self-reliant and career resilient (Brown 1996). Continued employment is tied to womb-to-tomb learning and ongoing skill development, practices that enhance career growth and the potential for career advancement and mobility. This trend toward career independence is reflected in the new get of independent contractors and temporary workers who move from job to job and project to project, marketing themselves for temporary assignments in a variety of organizations rather than seeking permanent jobs. When the mercenary(a) are counted, these free agents comprise more than 16% of the U.S. population, roughly 25 million people who are continually marketing their skills, abilities, and achievements to realize their employment goals (Pink 1997).Workers are recognizing the need to ensure their marketability to employers, and employers are facing increased pressure to make their organizations attractive to workers. In the current tight labor market, where workers remember job personnel casualty as an outcome of corporate restructuring and downsizing, company loyalty has gone by the wayside. Brown (1998a) reports that even newly hired workers are on the lookout for a better opportunity, with 50-60% of them changing jobs within the first 7 months of employment. To offset excessive turnover, many companies are offering advantages associated with free agency (Reich 1998) flexibility in how, when, and where you work compensation linked to what you contribute freedom to move from project to project.This shared responsibility for employment has resulted in the evolution of various partnership arrangements. Formal employment contracts, which are designed to satisfy the needs of both employers and employees, are be ing developed through collective bargaining and contain employment stipulations that are accordant to both parties (Brown 1997). Through such contracts, employers provide the opportunities, tools, and support to help employees develop their skills and maintain their employability the employees have the responsibility of managing their careers by taking advantage of the opportunities they are abandoned (ibid., p. 1). What are the implications of this shared responsibility? Todays workers must be entrepreneurial. They must function as free agents, marketing themselves and the skills they can offer to employers who facilitate as customers.How Can Career Development Programs Be Updated?Career development programs, although continuing to focus on career awareness, exploration, and development, must be updated to contain strategies for employment in the 21st century.

A Balance of Power :: Career Employment Businesses Essays

A Balance of PowerEliminating co-dependent behavior has become as important for engagement health as it is for psychological well-being. Todays workers argon realizing that the only source of commerce security is the security they create for themselves, by becoming self-directed and career resilient (Brown 1996). Continued employment is tied to lifelong learning and ongoing skill development, practices that enhance career growth and the potential for career cash advance and mobility. This trend toward career independence is reflected in the new breed of independent contractors and temporary workers who move from job to job and project to project, marketing themselves for temporary assignments in a variety of organizations rather than seeking permanent jobs. When the self-employed are counted, these free agents comprise more than 16% of the U.S. population, roughly 25 million mass who are continually marketing their skills, abilities, and achievements to realize their employment goals (Pink 1997).Workers are recognizing the need to ensure their marketability to employers, and employers are facing increased pressure to make their organizations attractive to workers. In the current tight labor market, where workers remember job loss as an outcome of corporate restructuring and downsizing, company loyalty has gone by the wayside. Brown (1998a) reports that horizontal newly hired workers are on the lookout for a better opportunity, with 50-60% of them changing jobs within the first 7 months of employment. To offset excessive turnover, many companies are offering advantages associated with free agency (Reich 1998) flexibility in how, when, and where you work compensation linked to what you contribute freedom to move from project to project.This shared responsibility for employment has resulted in the evolution of various partnership arrangements. Formal employment contracts, which are designed to satisfy the needs of both employers and employees, are being deve loped through collective bargaining and contain employment stipulations that are agreeable to both parties (Brown 1997). Through such contracts, employers provide the opportunities, tools, and support to help employees develop their skills and maintain their employability the employees overhear the responsibility of managing their careers by taking advantage of the opportunities they are given (ibid., p. 1). What are the implications of this shared responsibility? Todays workers must be entrepreneurial. They must cultivate as free agents, marketing themselves and the skills they can offer to employers who serve as customers.How Can Career Development Programs Be Updated?Career development programs, although continuing to management on career awareness, exploration, and development, must be updated to contain strategies for employment in the 21st century.

Environment Analysis for Tata Motors Limited Essay

An analysis of the opportunities and threats posed by the environment results in the identification of the key focus areas for the enlargement and growth of the come with and likewise makes the company aware of the potential threats that can go against its growth plans.Opportunities* Globalization and access to innovative technologies The current scenario of globalization provides access to newer food merchandiseplaces and innovative technologies. umteen countries provide a fruitful environment for wider market access and expansion of the target customer segment. Joint ventures and mergers and acquisitions are effective routes to enter new market and have access to specialized technologies and manufacturing processes that are core competencies of certain countries. For example, Germany is known for its advanced engineering technology. Tata Motors acquired Land Rover and Jaguar brands which provided the company the opportunity to market cars in the luxury segment. Tata Motors a lso acquired Daewoo Motors commercial vehicle business which expanded Tata Motors car market and access to technology* Emerging markets and expansion abroad Developing countries that have low income earning families i.e. people having low purchasing power can be targeted for selling the cheaper and robust commercial vehicles. This will encouragement the exports for low woo commercial vehicles. Nano, the poor mans car has a huge market in the lower income group to cater to, it also gives competition to the motorbike segment where buyers can be attracted to buy a low cost car as compared to a bike * Emerging consider for environment friendly vehicles There is an increased study for the environment friendly commercial vehicle alternatives. It increases the existing market segment and provides growth opportunities in this break segmentThreats* High level of competition There is increased competition for the luxury market in India from foreign companies that have begun to enter the I ndian market such(prenominal) as Honda, Toyota, Ford and Mercedes-Benz * Sustainability and environmentalism Though sustainable and eco-friendly vehicles are high in demand, the increasing price competition among the existing players can prove unhealthful for the relatively costlier eco-friendly vehicles. The situation will get further worsened in case environmental regulations are tightened by the government* Down turn of the manhood economy As seen in the past few years, financial downturn in the world markets can have negative impact on the demand for the commercial vehicles both in the luxury and the price-sensitive segment. In case a foreign country faces pressure to survive the financial turmoil, the amount of money worn-out(a) by the residents of that country will decrease leading to a fall in the demand for the commercial vehicles* Increased material costs Rising prices of materials such as steel and aluminium can increase the cost of production of the vehicles in India. Rising petrol and diesel prices will further increase the cost of the commercial vehicle which will negatively impact the demand for the product Therefore, the Indian commercial vehicle pains is a highly competitive industry that provides immense growth and expansion opportunities but have potential threats that can negatively affect the future growth plans of the Indian commercial vehicle manufacturing companies.

Media Violence and Aggression Essay

Recent cases of waste crime have led to the ontogenesis of a new register of justification in the argument of the defense of criminals, namely the influence of media in the commission of such acts. One thinks, for example, the massacre fetching place recently in the Arab countries (where revolutions is taking place), for which have been mentioned for example the influence of ferocious examines broadcast or the ability to access, via Internet, providers of weapons. In this context of increasing baron of public debate on the issue of responsibility of the media to force out in alliance, there exists the mapping that representations play slam-bang actually on television and its solvent on the sensitivity and behavior of the public. The answer to thesequestions is clear-cut there is a net effect of the impact of the spread of violent shows on the behavior of quite a little especially the youth, the responsibility of television was suspected, no one today can no longer pretend to ignore it. Violence has become a let on major(ip) analysis of the functioning and the impact of media, from all media and techniques of mass dissemination of information (press, cinema, radio, television and telecommunications).The debate is often focused solely, specifically, on the issue of explicitly violent study, conveyed by the media and their effects. But to grasp the relationship between media and power, it seems first necessary to examine also the very presence of rage in the mental abilityedness profile on the reasons for the presentation in particular, the media- is the mirror of society and violence in the media is reflected in society. In addition, it is necessary to adopt a definition that is both more accurate and comprehensive of aggression it defines an act by which a force is exerted to influence someone or do act against his will it characterizes a relationship marked by the exercise of coercive power.Therefore, it seems necessary to look at a form of vio lence that is non directly physical, symbolic violence question the ability of the media, in them, to exercise this form of violence, regardless of the simple delivery of explicit violent content. The presence of violence in media have an unrestrained impact on young people, causing massive unpleasant emotions such as anxiety, fear, anger or disgust, and most of all aggression. Even if they do not recognize it right away, they are going to recognize it when they are talking about it. But they have at their disposal three great ship canal to manage stress and prevent it from becoming a trauma words, the scenarios inside and the symbolization of a mode emotional, sensory and motor. First, violence in media stimulates the senses into words. The children who have seen violent images while looking for a friend who has seen images do not contain scenes of violence turn away.In other words, what makes pleasure does not call for the pose direction while the violent images that cause unpl easant emotions, call for setting direction, although, of course, they increase the capacity to achieve. A second way to develop the emotional and privileged violent images is in the scenarios and representations of action they depict. In the same way that violent images often push children to talk about neutral images, it often push them to imagine representations ofaction ( all they imagine themselves doing, or they imagine the heroes of the film does). These small indoor scenarios can be told by some children, just others need to go by means of the construction of material images (such as drawings, storyboards, photography and film) to get there. A third way to develop their emotions from violent images is in the non-verbal manifestations. Children confronted with images exhibit violent attitudes, facial expressions and gestures a lot more numerous than those who were facing neutral images.These events are consistent with the verbal discourse and did not differ either in int ensity or quality, between children who speak more freely and those who speak less. For both reasons, we can say that these attitudes, these gestures and facial expressions are for the child, as well as language, and scenarios interiors, ways for them to hold emotions and states of the dead body caused by violent images. These events do not preclude a verbal construction of meaning, but the support and accompany of it. It is therefore essential, for it not only does not prevent but also it promotes. All of these processing activities involved in a build at a distance from both the image content and emotional states caused by them. But on this way, the feature that the images appear as constructions is something very important. More than one image is a construction, and easier it is for the child to initiate the work of transformation rather than it can have its own representation.In other words, the images are given as representations of creation constructed to promote transforma tion of psychic children, and an image can be more available to its personal mental constructions that it gives itself as a construction. On the contrary, those who present themselves as a pure reflection of that disapprove them. The question of the impact of violent media content on the receptors forces us to try to understand the very meaning of the presence of violence in media. But beyond the issue of media violence is that of what it is to say. We leave here the most commonly raised questions on the subject and media violence, namely that of effects on viewers to violent media content. This is whether the publicized violence can lead to violent act. Exposure (sustainable) to such content can it cause harm? It appears that for the cordial sciences, the debate on the impact of individual(a) scenes of violence is mediated, schematically, two competing theories This idea is behind its formulation in Aristotle.The portrayal of violence is therapeutic in thatit would help viewers to evacuate their negative emotions. The laying claim is that the unpleasant emotions such as anger or frustration can accumulate to the point that the individual may have wanted to break free. However, this wrick could occur through an aggressive act real or watching someone else committing such an act. Publicized violence would play a role as a substitute for violence act. Conversely, looking at a model showing violence could help, according to some authors, the reproduction of this type of behavior, giving it a normal or breaking the inhibitions that may have existed prior in with its if the circumstances of everyday life reflect the situation in which publicized violent behavior occurred.Empirical investigations lead to conflicting results and it is difficult to decide the question of the impact on the individual. Perhaps, because the issue is in itself problematic, and is badly put. Media can be considered an gene of affectionateization. Thus, two types of conclusions can b e drawn. First, the media is an agent of socialization among many others it is difficult to assess its role in the assimilation of social norms and values regardless of the role played by other agents of socialization. Second, the current inter actionist has shown that socialization cannot be equated to a phenomenon of inculcation of contextualized Further characteristics of the message media coverage, are the characteristics of the individual and those of the social milieu and the mobilization situation of the media that must be taken into account. In the end, all social scientists agree on the idea that media violence does not have a uniform effect on everyone, so the authorization impact of media violence cannot be seen as a direct or systematic, it remains almost insufferable to provide an absolute answer to this problem.It is therefore necessary to make a more productive crop and the subject, to illuminate the links between violence and media participation in the reasons fo r the presence of violence in the media. The media coverage of violence as an expression and distribution problems of social organization access to the public as a political lever. Turning first to the violence present is shown in the idea of information (newspapers or specialized newspapers or radio broadcast), it appears that there is an increase in media coverage of violent events, over-represented. More precisely, for some authors, such information relating to severe weather would be a privileged means of access by the media to unalike parts of social reality. The question of life in acountry was overwhelmingly introduced in the media through riots, crimes or armed interventions that could take place there. In order to understand this phenomenon there is television reading keys that should be taken into consideration.Thus, television would develop a special interest in the extraordinary, the sensational, the phenomena with high potential for dramatization, both to attract the a ttention of the spectators, but also for reasons of competition with other chains that grows in search of the scoop, the event is even more exciting and proud (that attracts and captures the attention). Therefore, two types of conclusions can be drawn, in part contradictory. First, the overrepresentation of violence does not mean an actual increase and the same amount of aggression in society, but simply a focusing of attention on the violence, which has more to do with social representations. A circular phenomenon can then be highlighted. If we mediate much violence is that it is a fundamental concern of society, and talking about it as impressive (in the photographic sense) social representations, is to strengthen the attention given to the heightened violence.It can be shown that this idea, rather than the existence of (hyper) violent, that of a society of fear, a hyper security obsessed by violence as it has never been so low (at least physically, the violent crime statistics prove it), it places a disproportionate contributor to the fact that social actors see violence everywhere, and obtain confirmation of their assumptions about the violence of the society in which they live, and legitimize the pervasiveness of violence in the media. The idea of mirror of society refer to the media must be seriously questioned this mirror is largely distorted and it is more a reflection of social representations that the idea itself it offers. But on the other hand, the phenomenon of over-representation of media violence can have adverse effects on reality media coverage of violence could lead to increased violence, but this time not for reasons of mimicry. Public opinion and the ability to convert ideas is a powerful political lever, yet the media, especially television, is a powerful way to access it.But the media is particularly a fond of violence, it is necessary to get their attention, produce events that fit their expectations or spectacular events, such as vio lent. Due to the structural functioning of the media, social violence would become a means of privileged access to the media, an effective way to draw attentionto problems of social organization, disseminate beliefs etc Furthermore, the relationship between media violence and so does not limit these potential effects in reality is tied to a less visible. By forcing social actors, if they want their problems and expectations are mediated, to adopt the necessary categories of perception of the television people, how the media led to a form of symbolic violence. There is indeed a violence symbolic level, forced to abandon their ways of understanding reality to adopt one of the owners of media power and internalize these as legitimate, if one wants to be heard.It is this form of violence, either in the media that we will now concern ourselves specifically. We cannot first reduce the question of violence in media content to simple questions about explicitly violent content (images of mu rder, incitement to discourse of racial hatred etc). Another form of violence must be book of factsed, symbolic violence caused by the information control and social representation by certain social actors, which would be dependent on others. Assumption that the order of importance attributed by the media to disseminate information that is reflected in the level of attention the public gives to the same information. The media would have the effect of imposing the favorite themes of collective attention, thus contributing directly to the formation of public opinion.The media is able to implement the public focus their attention on topics chosen by them. This is what we saw in the first part with the imposition of violent themes, but beyond the topics themselves (content) it is practical to impose collective attention, as a form of symbolic violence, which concerns us here. Comparing the conceptions of social reality in strong and weak consumer television, highlighting the fact that high consumers of television have a conception of social reality is closer to the recurrent and stereotyped patterns found in the content television messages, yet these messages provide a distorted. The cultural and cognitive impacts implications in terms of social recognition and self-esteem if it is not (or bad) represented in the media.But major problem of these theories the failure to take into account the context of everyday life in which occurs the reception of the media, that it neglects the question of the social uses of media. Here we must also address more precisely the different uses of specific media beyond the single frequency of use. However, one can argue for a symbolic violence which is exercised in society simply because of theexistence of unequal access to the various media. To this should be added that this violence can be exercised even better than enjoy a variety of media credibility, prestige of a different (less prestigious television films, television news l ess valued and informative issued by the press written etc.). This is the social representations that must be mobilized in terms of symbolic domination.Dissemination of information through the media has the effect of strengthening the social and cultural inequalities that already exist inwardly the population. To the extent that this guess is verified by empirical research, this research calls into question the educational potential of some media, especially TV. A symbolic violence exerted against the relatively more disadvantaged populations, invisible, and unrelated to the level of violence broadcast content or any desire to use of coercion against a targeted audience. In conclusion, it is essential to recognize that the reality is not a single aspect, or even two, but three inseparable.There was first the real world objective, then the images of growing technologies that we give and observe their own rules, and finally the personal representations everyone gives it. And the problem is that we are all constantly threatened and confused with each other In order to solve this issue, we should not only take into account the risk of confuse the material images with reality, but also to confuse the images everyone sees it with those shows because everyone makes an image as personal images they see and even the images that everyone carries within itself with reality. The freedom from the images through the triple learning distinguishing any moment between reality, image material and the inner image that we form.Reference ListBarbara, K. (2001) The social psychology of aggression. Social psychology. New York, NY, US Psychology Press. (2001). Lennings, H. (2011).The effect of auditory verses visual violent media exposure on aggressive behavior The role of song lyrics, impression clips and musical tone. Journal of Experimental Social Psychology. ScienceDirect. Volume 47, Issue 4, July 2011, pages 794-799. Krahe, B. (2010). Longitudinal effects of media viol ence on aggression and empathy among German adolescents. Journal of Applied developmental Psychology. Volume 31, Issue 5, October 2010, pages 401-409.Hamerton-Kelly, R. (2008). A Theory of Religion and violence. http//www.hamerton-kelly.com/talks/Theory_of_Religion_and_Violence.html. Accessed on January 21, 2012.

Beowulf Epic Hero

An epic hero is a character in an epic poem that is gallant and noble and is admired by his followers for their achievements. Beowulf is an epic hero. He fits every description and is talked about in fantastic language. In the story it is Beowulf duty to value his people and foiling hideous monsters. When he hears about a wicked monster that killed Hoarders son In a far off land he took It as another opportunity to prove himself. This was the first case of showing Beowulf as a hero because the wind and sea helped him and his men travel safely ND quickly and that didnt happen for Just anyone else.When they arrive and the watchman Is at first suspicious but realizes he Is Beowulf here to kill Greened and Warthogs welcomes him and treats him with high award as only heroes get treated. In the battles throughout the story he Is put up against beasts that no other man can conquer. However, Beowulf Is able to defeat Greened with his bare pass showcasing his strength, Grenades mother t o show us that Beowulf will get rid of the root of the problem and go the extra mile to defend people.Against the flying dragon he is t least 80 and is still able to defeat the dragon and this tells us that he can live longer than anyone else at the time. Beowulf is ofttimes talked up throughout the story. Elevated language is a technique used to describe all epic heroes. It talks about Beowulf hands being the hardest hands in the world, and Beowulf is even called mighty protector of men. This is a giveaway that he is an epic hero. In conclusion, Beowulf is an epic hero. He is braver, stronger, and smarter, than anyone in the world. Also, he is talked of in an elevated language to make sure he stands out from the rest of his people.

Children’s Play and Their Physical Health

With the presence of the media, transport patterns, and the physical environment of today, it has been suggested that the current conditions of the society have reduced the consistency and opportunities for childrens play, harming their play health and physical development as a result. Because of this, it was noted that such reduction has been a significant concern in terms of health perspective for children ( admit Health and Physical Development for Children, 2009). Play is often associated with childhood, a phase that stresses the concepts of natural creativity and the liberty to play.Hence, it is highly important to encourage children to engage in plays with a creative format channeled towards learning. The purpose of play for children may not be explicitly expressed. However it should be taken into consideration that plays are something that rattling children feel an avenue where they can express themselves. It is an activity where they gain skills and experiment. Most import antly, play, especially the physical ones, provides positive outcomes that could be beneficial for the children in the long draw in (Jambor & Van Gils, 2007).According to researches, physically active children are to a greater extent likely to develop their sensori-motor skills and physical health at a higher level compared to children who do not play at all. Because physically active children learn how to use their body parts in order to experience the sense of play, they develop more of their gross motor skills, agility, strength, and coordination. Hence, active playing, especially outdoor games, serves as childrens physical exercise and promotes their health welfare (Jambor & Van Gils, 2007).To further strengthen such claim, studies on childrens play in relation to physical health reveal that physically active children are less likely to develop inveterate health conditions over a lifetime. Compared to sedentary children who are prone to hypertension and obesity, physically acti ve ones have a lower risk of acquiring premature illness or death (Roberts, 1992). Other than the physical health benefits of childrens play, it was also found to contribute to a childs emotional and mental development, cognitive and learning stances, as well as their neighborlyization and self awareness (Jambor & Van Gils, 2007).Based on the evidences presented, it can be inferred that promoting childrens play, roughly especially outdoor and physical play, is beneficial for the physical health of children. Aside from this, such activity is also seen as a childs social arena and an imperative process of learning things outside the book. In this regard, the benefits of play do not only restrict itself to physical heath, but it also contributes to the emotional and cognitive maturity of the children which can help them become better adults in the future.

Group Working Positivity

throng Work participate in Group Work Participating in gathering train is an chief(prenominal) skill to develop as it is mostthing you result do in your student life and in your rub downing c beer. stemma advertisements often highlight practiced team worker as a crucial skill for potential recruits. These may involve a chemical separate video display or a meeting narrative followed by a reflective piece of writing and/or an individual assignment. Take n matchlesss or record your lecturers assignment briefing. Module Handbooks usu altogether in ally accommodates the assessment criteria ( exit addendum 1) so it is important that you work well together to achieve success.It will be quite an obvious to your lecturer whether you ache worked well as a team and whether you grind awayd your assignment as a classify. Groups formed by students to discuss show window studies or discuss an assignment net economic aid make better your grades and get d witness the t submit more manage sufficient. Keep a journal and record your come on, hindrances, issues and successes, plus whatever pitfalls to avoid next clip Working in a TEAM? Together Every wizard Achieves More Successful convocation work will involve Clear, divided goals. Good communication amongst particles of the mathematical group. Agreed ways of working towards the group goals. Support and cooperation, rather than competitiveness. Listening to matchless an other. Autonomous team working. Arrangements for monitoring forward motion and winning corrective action, if demand. Keep to deadlines it is unfair to let others down who argon depending on you, in differentiate for the whole group to provide. High levels of indigence. Plan do round off. why work in groups? team up building is vital to any organisation and by working in groups you cornerstone Shargon resources. Share ideas and in coifion. Share abilities. chequer from and help all(prenominal) other. Stimulate creativity and innovation. Increase motivation. Solve complex problems. Can help you get better grades. You will motive to identify your strengths, which you after part contri scarcee to the group. You will also identify your weaknesses, and ideally the group will support and help you work on flakeing these weaknesses into strengths. IH have nearly profitable DVDs on group work that may be helpful to watch (Assert yourself go steadying to be assertive Building the perfect team Belbins team-role possible action in action Does the team work? Improving in force(p)ness through teamwork Its a dealWin-win negotiation deals Team leading how to become an effective team leader The great communicator communication skills for all). Getting started It is up to the elements of the group to make the first contact with one another. Exchange telephone numbers and netmail addresses so the group can meet. An icebreaker task is a nigh way to make apiece division bump comf ortable with others that s/he does not admit (see Appendix 2). pick up you understand the instructions in the assignment. Each group member should have read the assignment brief and prepare to discuss it at the first meeting. Break the assignment into practicable chunks. Agree deadlines to complete each part. The group necessitate to compile and agree set strand rules (see Appendix 3). These rules can be reviewed and renegotiated from time to time retentivity theatrical roleful rules in practice, amending or creating new ones as solutions to unanticipated problems that arise. Set realistic aims and targets inwardly a given timeframe that all members understand and agree with. Negotiate roles and tasks Who will be the leader? Who will do what? When? With what resources?Allocate tasks according to the experience, expertise or strength of each member. However, task allocation can also be allocated to build on a students inexperience and areas of weakness. Establish a unbe ndable programme of meetings to review task progress and group process. The group should keep in regular contact so plan where you will meet. pass on it be at the University, will you alternate between group members homes, will you set up a site in Your Groups in StudyNet or a group in Facebook or any other accessible networking site? Agree to keep good records (Group Log of meetings etcetera see Appendix 4). You tycoon also want to keep a blog, for self reflection of group work. It is compulsory at Level 5 and Level 6 to keep records of group work. Each member of the group demand good soulfulnessal management skills and good time management skills to complete their part of the task, including taking corrective action. This message being honest with the rest of the group let them know if there is a problem, seek help from the group, share information with others. The group needs to make a contract establish on the above points and stick to it so ground rules are obeyed.Est ablish Group parts In order for the group to function winningly to achieve their goal and to maximise the groups time in meetings, roles have to be taken on by each member of the group. Belbin (1981 & 1993, cited in Blundel, 2004) and others have identified numerous roles at bottom a team, usually in keeping with individual personality and strengths. Many university student groups have five or six lot, and their suggested roles are below. These roles may be rotated amongst members or a member holds onto his/her role for the duration of the assignment.Whatever the size of your group, stop that someone carries out the hobby Team role Contribution Project/team leader/ Chair Organises rooms, agendas and conduces meetings, co-ordinates and keeps the group wayed and involved. Stops the group from person going off at a tangent. Initiates, leads and drives the group towards achieving their task. Innovator &/or Evaluator Creates novel ideas and solutions to support the task. Asse sses ideas and proposals. Investigator/ Info. gatherer Collects information and resources to support the task and the group takes up and develops his/her contributions. Team worker/ harmoniser Encourages others, fosters team morale and reduces negativity. inscribe keeper Keeps records, shares information. Provides facts, ideas, feedback, and/or alternative proposals to finish the task. Summarises what has been done. Lists what else needs to be done to complete the task. Completer Keeps track on objectives meeting deadlines making sure the group is on target to complete the task and achieve the goals set. Judging whether the task is being completed successfully and expeditiously Group dynamics All group work consists of both task and process elements. Attention is often focused on the task, i. e. a report or presentation, and the process is neglected (how you get the task done, i. e. working in groups), which can be a major reason for ineffective group working.Individuals ne ed to focus on the group needs rather than their own personal needs. Encourage and support others and try to facilitate harmony. Self-seeking roles to avoid are dominator, cynic, clown, aggressor, blocker, group humourist, designation seeker, avoider, politician, etc. (based on Benne & Sheats, 1948 cited in Barker et al, 1991). Keep to the responsibilities you were given do what you said you would do. fix there is co-operation between members, if the team is to succeed. Listen to one another and have intercourse one anothers ideas and suggestions. Listen actively and you will hear.Buzan (2000) states that hearing is a top management skill. So improve your listening skills now and youll be more prepared for any job interview Listen and DONT Pretend to pay attention do so Do other things at the same time. Decide its uninteresting. Have your mobile on in meetings. Hogg the conversation be aware of others need to talk. Be distracted by someones way of speech or mannerism. Get ov er-involved and so lose the thread of conversation. Let emotion change words arouse personal anger, antagonism, etc. Focus on distractions instead of whats said.Take linear one colour notes (instead, use different coloured pens, disembowel diagrams, mind maps, lists, tables). Just listen for facts (also dig the speakers emotions, feelings, body language). Turn off when it is complex or difficult. Plan what youre going to suppose next. All group members need to agree any changes, e. g. to meetings, content of the assignment, etc. if the group is to be successful. Keep to the deadlines given. If you cannot manage your time well, be aware that you are letting others down. Meet and keep in contact regularly, where progress and any changes are tracked.Cohesiveness, good communication, committedness and cooperation are essential. Misconduct, unethical behavior, rule breaking, must be avoided. At times the group will be affected by pressures of deadlines, absence of an influential me mber, a traumatic experience, or a new member joining. Disperse any cliques that may form. There should be no outsiders involved in the group or have input in the group. Antagonistic or contentious individuals need to be dealt with by the group early on, so conflict is avoided. Consensus in decision making helps make all group members feel they have a say. Try the questionnaire Are We a Team? in Appendix 5 to assess the extent to which your group is cohesive and how well you work together, at some stage in the second half of the process. Groups can access a small room for their meetings, by booking a understand room. Virtual meetings may form part of your plan and if so, you need to make sure that everyone has suitable access. An agenda has to be agreed by the group for each meeting, otherwise the group may waste valuable time during the meeting by chatting or straying from discussing the issues. Decide how long you will spend discussing each item. Respect one anothers opinion ev eryone is entitled to their say.A talking stick could be used during meetings, where the person holding the stick gets to speak. Others must listen until another person gets to hold the stick, and has his/her say. Another useful idea for effective discussion at meetings is to follow de Bonos Six hats Model (1985). See Appendix 6 for the full details. The 6 Thinking Hats helps generate critical thought, to brainstorm or reflect, as these six hats are metaphors for thinking virtually different aspects of a task/experience, at different times. Break down your thinking into 6 areas use all six hats, to explore effectively and thoroughly with less confusion.De Bono considers that the fury should be on intent a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. He says this parallel thinking method allows the bow to be explored fully by considering one view at a time and accepting that they can be viewed as parallel, not nece ssary contradictory. It can be used constructively by all cultures. It allows you to find positive or constructive elements in negative or difficult situations and so helps to gain a sense of perspective active it.A variant of this technique is to look at problems from the point of view of different professionals, or roles, or customers. Evaluate your progress as you go and keep a record of the meetings, which will be useful later when you have to carry out reflective writing based on the group work. If a group member is going to be scatterbrained (with good reason), let the group know in the first placehand. Ask questions of the other group members in order for you to proceed with your task or to clarify an issue. Be honest with peers if you do not know something, say so or if you are not on target with your work, tell the group.The group will not function if everyone is not working openly, together towards the same goal. demeanours serving task needs Clarifying objectives Seeking information from group members Giving relevant information Proposing ideas and building on ideas or proposals contributed by others Summarising progress so far Evaluating progress against group objectives Time keeping Identifying a group member to take responsibility to ensure agreed actions are taken Setting up a way of reviewing progress after the meeting Behaviours serving group needs Encourage members to contribute and value all contributions. hang-up that you have understood a point by summarising that understanding, before giving reasons for disagreeing Help to break apart conflict without making others feel rejected Change your view in light of arguments or information given by others Help to control those who talk too much Praising group progress towards objectives Dissuading group members from negative behaviour Behaviours busy with task or group needs Not preparing for the meeting/not doing your job Talking too much and/or foc employ your attention on yourself Reacting emotionally to points made Attacking others points by ridicule or unreasoned comments Not listening to others Interrupting others and/or talking at the same time as them Introducing a completely different point of view man productive discussion of something else is taking place Chatting to others privately during the meeting Using humour to excess Withdrawing from the group and/or refusing to participate Being late for meetings/not turning up at all/leaving early Cameron (2005) BrainstormingBrainstorming is a useful way of generating ideas as well as problem-solving. A facilitator needs to be appointed for the session. S/he will write everyones ideas down and encourage all members to participate. Then, salt away ideas from all members of the group. Ideas or opinions should not be criticised or rejected at this stage. Acknowledge and record all ideas and suggestions. Once the brainstorming has been exhausted, move on to affaire ideas and themes, and synthesise them. The group should then agree on which ideas should remain and which should be discarded. Using Post-its and Flip ChartsPutting things down on paper is an essential part of keeping the group going. Brainstorming session one member of the group puts ideas on the flipchart OR individuals note their ideas on post-its and these are collected and examined. Ideas are easily prioritised using post-its as they are easily re-arranged. Resolve conflict each member notes their opinion on a post-it and posts it on the board. The group can examine and consider the points made by the group. Equal opportunities all members have a say by writing down their ideas and suggestions, rather than a dominant vocal member taking over the session.Virtual Group Work It is not ceaselessly easy for groups to meet regularly however, an arrangement must be made to keep in regular contact. There is no excuse if students cannot meet face-to-face, be suffice they can meet virtually. There are a n umber of ways they can do this You could chose telecommunicate updates, a which anyone can set up through Your Groups in the top black menu. For instructions to set up a group discussion forum, see Appendix 7. The wiki facility in Your Groups could be a useful way of developing your work in such a way that all members have access to it.See YouTube Wikis in Plain English for a quick demonstration of a wiki in use for a collaborative group task. Or you could all agree to use a social networking site, such as Facebook, to work on. Lecturers sometimes monitor and assess the level of communication that occurs in these groups. E-mails can be sent to group members, with files attached to share your part of the task with the other group members. Note Virtual group work should NOT replace regular face-to-face meetings rather it should be used in addition to it and as a way of keeping in contact between meetings to support one another.Group Diversity Be aware that some people initiate ideas , motivate, co-ordinate, maintain standards, seek opinions, and keep the group working towards their goal. Personality clashes, cross-cultural differences, discrimination, bullying and cube people out can be issues that arise in groups. Difficult team members can be aggressive, try to be the centre of attention, waste time joking around, compete with other members, reject ideas without good reason, be hard done by. Cross-cultural differences can sometimes cause conflict.Hofstede (1991) and Morrison et al, (1994, cited in Levin, 2005 89-91) identify cultural traits that may cause conflict Individualism Vs Collectivism People brought up in individualist cultures see themselves as individuals, taking it for granted that they can say what they think, take decisions on their own and confront others with their view. People brought up in a collectivist culture view themselves as members of a family and/or wider group.To them, the preservation of harmony within the group is very impor tant. Decisions are made by consensus within the group and confrontation is avoided. Tolerance of Uncertainty In some cultures there are authority figures to whom everyone else defers, everyone knows their place and rote learning is the method of education. People from this culture would feel uncomfortable in situations of uncertainty, or when they do not know where their place is and what the rules and regulations are, and where there is no right answer. On the other hand, there are cultures where authority comes under challenge, and independent and critical thinking are encouraged. People do not have a clearly defined place in society, rules and expectations of a right answer are absent but this is seen as an opportunity and a challenge. Issues of Embarrassment and loss of face Embarrassment and loss of face are to be found in all cultures.However, the reasons for embarrassment vary. People from some cultures may find it hard to admit they are unable to perform a position task whereas a person from another culture would not be embarrassed by this. Revealing emotion may be unnatural to express disagreement to refuse something to be able to understand something said to you more than once to be discovered to have lied and/or to renegotiate an agreement in the hope of getting a better deal. In some cultures losing face happens when you feel challenged, when your contribution to a discussion is not acknowledged, if someone makes a joke at your set down or if you suffer a public-let-down. What one person feels as teasing, another might feel it as insulting. Gender Issues In every culture roles and places are assigned to men and women. People from different cultures have different assumptions, expectations and habits towards men and women.Some men may find it difficult to deal with assertive women and some women may find it difficult to be assertive. Often people feel more comfortable in same gender groups where they can say what they think and fe el. Codes of Behaviour There are codes of behaviour in all cultures. Certain behaviour is seen as acceptable in one culture but unacceptable behaviour in another and is viewed as rude, immodest, lacking respect, etc.Some examples are Standing very close to someone you are talking to Gesturing a lot when talking (moving your turn over and head) Expressing impatience Confrontational behaviour, especially outright disagreement Interrupting someone who is speaking Boasting Silence during a conversation. Failure to respond immediately may cause discomfort or may imply agreement or disagreement. Failure to make eye contact with someone who is speaking or listening. This could be false for insincerity or lack of attentiveness, whereas it is intended to show deference. Lack of punctuality Other differences may be how a person is treated according to their age, social status, occupation and/or educational background. Working with people of other cultures and ethnic back grounds is a great opportunity to learn about others, and indeed learn about yourself. Make understanding group members backgrounds and points of view an explicit group objective. Care will have to be taken with group rules (ways of operating) where less assertive students will have their say, and regular checks on how members feel about other members responses to their contributions. Addressing ConflictDue to groups involving people of different personalities, cultures, gender, etc. it is quite common for conflict to occur. Problems should be discussed in the group, i. e. a group member not working, non-attending group member, etc. and decisions on how to proceed should be considered in light of the ground rules set in the first meeting. This needs to be resolved without creating bad feeling amongst group members. Resolution is achieved by addressing the issues through discussion amongst the whole group. Do not leave problems to fester and grow. It is important that the group tries to address this conflict themselves before involving a third party, i. e. your lecturer or an ASU adviser.Here are some steps to try to resolve the conflict within the group, before seeking a negotiator Set a rule of how disagreement will be resolved, i. e. if someone is not participating, if someone misses meetings, if there is a personality clash, etc. Encourage an environment of openness and honesty say if you are unhappy/write it in the group site. Be honest about where you are at with your task. Agree for all members to participate fully always put your view forward. Consider other members feelings. Agree to put group needs before personal needs. Others are depending on you to provide your input and complete your task. You do not have to like people to work with them however, you have to learn to work with them in the group.This will help you to develop good interpersonal skills. Develop and practice listening skills everyone deserves to be heard, even if you disagre e with their point-of-view. Keep to deadlines others are depending on you. Keep track of progress, so things do not fall behind and thus putting the group under pressure. Establish the nature of the disagreement. Do members perceive facts differently? Do they disagree about ways of working? Are members operating with different values? By exploring the cause of the disagreement, the group may be able to come to a better understanding of the task and its context. Solutions can then be suggested by the group.In dealing with conflict you need to use your talking, listening, assertiveness and interpersonal skills to reach a resolution. Try not to give up until you have resolved the issue(s) as a group. If you are unable to resolve the conflict, then you MUST speak to your lecturer about it. Do NOT put it off until your report is due in or until the day of presentation. Group Presentations It is important that the group present themselves as a team. This can be done in the following w ay Prepare the slides using the same format and ensure the presentation is well structured. The team will need to meet regularly to ensure this occurs. Practice the presentation together so you can ensure your presentation is completed within the time limit.By practicing regularly as a group, the presentation should be coherent, polished and well executed on the day. Have a back up plan incase one of the group is absent on the day is unable to present their prick or takes too long presenting their section of the talk. The first presenter should introduce the whole group and say what they will talk about. Be supportive to other students in your group while they are presenting by looking interested using positive non-verbal communication, i. e. nod help with using visual aids. You should not sit down after your section has been done. At the hand-over stage, the current speaker must introduce the next presenter and what they will say.The next person to speak should thank the pre vious speaker before beginning his/her part of the presentation. Group Reports Advice given above on group roles, meetings, etc. applies when preparing your report. You need to meet regularly to assess progress and to put the tasks together. The report must be compiled as one piece of work, rather than having obvious separate parts of different font styles and writing style. At the end Ensure the group meet before presenting/submitting their work to check that the work is well structured, clear and coherent and shows that you worked closely as a group. Submit on time. face on Group WorkYou may be asked to reflect on what happened, your role within the group, what you have learned from it and what you need to work on in the future. Ensure you have clarified with the lecturer what is expected of you and what the assessment criteria is. Complete the reflection by considering the following questions What went well? Why? What went wrong? Why? How did you solve it? What would you do differently next time? What contribution did you make? What did you learn from others? What did the other members learn from you? What strengths did you identify? Did the group utilise your strengths? What weaknesses did you identify? How did you and the group address them? Did you improve on your weaknesses to turn them into strengths? What do you plan to do about the weaknesses you have identified? How does this link to the theories on successful group work? Who did what, when, problems or difficulties encountered, etc. Analyse the group activities (What was the group trying to achieve? What were the different views? Who said what? What was left unsaid? How were decisions made? How did you feel about this? How did the others feel? What was the energy levels and motivation like? Did anything unexpected happen? ). Action planning Identify what you contributed to the group, difficulties you experienced, and from this assess your strengths, weaknesses and action points.Focus on critical incidences which were turning points for the group or which demonstrate particular difficulties / successes. Use the checklist in Appendix 9 at the end of each meeting to reflect on strengths and weaknesses. Avoid Academic Misconduct When participating in group work, you must avoid any academic misconduct, i. e. you must not plagiarise (use anothers work as your own by not acknowledging it by making reference to the authors work in your assignment) or you are not accused of collusion (you work it not your own individual work but rather it has been undertaken jointly with another students, where you shared ideas or your material with another student and their work (or any part of it) is a replica of yours).Academic misconduct is identified when your coursework is passed a software programme that detects and identifies cheating. Such misconduct can occur when you share your work with another student, where you may trust him/her an electronic version of your work, share materials or you do your write-up together. References Barker, L. , Wahlers, K. , Watson, K. & Kibler, R. (1991) Groups in Process. 4th edn. New Jersey Prentice Hall. Belbin, R. M. (1993) Team Roles at Work. Oxford Butterworth-Heinemann. Belbin, R. M. (1981) Management Teams why they succeed or fail. Oxford Butterworth-Heinemann. Benne, K. D. & Sheats, P. (1948) Functional Roles of group Members. Journal of Social Issues. 4. pp. 41-49. Blundel, R. 2004) Effective Organisational Communication. 2nd edn. Harlow Pearson Education Limited. Buzan, T (2000) Use Your Head. London BBC Active Cameron, S. (2005) The Business Students Handbook. 3rd edn. Harlow Pearson Education Limited. De Bono, E (1985) Six Thinking Hats. Harmondsworth Viking Elluminate (2010) Window Descriptions. Available at http//www. elluminate. com Accessed 18 October, 2010 Hofstede, G. (1991) Cultures and Organisations Software of the Mind. London McGrawHill. Levin, P. (2005) Successful Teamwork London Open University P ress. Morrison, T. , Conaway, W. A. , Borden, G. A. (1994) Kiss, assent or Shake Hands How to do Business in Sixty Countries. Adams Media. rush on, P. (2000) 500 Tips on Group Learning. London Kogan Page. Stuart, R. , (1998) Team Developmental Games for Trainers. Gower Publishing Limited. In Levin, P. (2005) Successful Teamwork London Open University Press. Appendix 1 Assessment of Group Work Group work is not always formally assessed. However, in some modules at the overall assessment of a group report or group presentation may include an assessment of the process of preparation. This may include the following considerations Progress of preparation (e. g. meeting of milestones numbers of meetings progress of preparation) Relative inputs of members of the group (e. g. ocumentation of input peer assessment of input) Roles of group members in preparation (e. g. visualize manager reporter, etc) Resolution of conflict situations The level of team building Appendix 2 Icebreaker s The following icebreakers are a quick way of helping members of a group get to know one another a little better. Whats you name? Members of a group tell what their name is and provide the group with a little background of why they were given that name. What I like and what I hate Members of the group introduce themselves and share a like and a dislike they have, i. e. I love coffee but I hate people who talk too much, I love jazz music but I hate queuing, etc. Whats your hidden secret?Each member of the group introduces themselves and tells the group one thing not many people know about them, i. e. I met Madonna, I play the piano, I dived in the Red Sea, I walked the Great Wall of China, I ate frogs legs once, etc. Triumphs, traumas and trifle* Each member of the group identifies a triumph, a trauma and a trivia about themselves, which they will share with the group, i. e. I won a cash medal for running at school, I was in a car accident when I was 12, I do crosswords I wo n ? 10 in the lotto last year, I lost my suitcases when I came to the UK, I tell terrible jokes etc. *Note Care needs to be taken with this use as deep feelings can emerge about traumas suffered. Interview your neighbour* Group splits into pairs and one member of each pair spends about third legal proceeding listening to the other tell some of the above mentioned information, as well as the persons background information. Notes should be taken. Swap roles for next three minutes. Then each person feeds back to the group some information about their neighbour. * Note Care needs to be taken not to ask questions that may intrude on an individuals privacy and the amount of information s/he wishes to divulge about themselves to the group. What do you already know about the topic? Members of the group jot down the most important thing they know about the topic on a Post-it and put it on a flipchart. Members can read what they know about the topic or the group can read it from the flip chart. This is a useful starting point for the task.Adapted from Race (200037-39) Appendix 3 Ground Rules Here are some suggested rules to be set by a group these are by no message the only rules a group can adopt. Honesty and truthfulness is fostered in the group. You do not have to like someone to work with them. Members have to work together despite their personal feelings about individuals in the group. Affirm collective responsibility. Once issues have been raised, aired, and solutions provided, the group lives with the decisions made by the group. Everyone listens while someone speaks and everyone has a say. Members are entitled to their opinions, which should not be ignored, put down or belittled by others. Full participation is required. All members need to participate in discussion, complete their tasks, etc. Fair share everyone participates equally in the task. Meet deadlines. Agree and set up a regular programme of meetings. Keep records. Record progress and mil estones reached, minutes, agendas, self reflective logs. Flexibility in meeting members needs. Sometimes a members personal needs may interfere with the group working allowances must be made. Dealing with conflicts in the group. Appendix 4 Group Work Log Module _______________________________________________________________________________________________________________Assessment Aim _______________________________________________________________________________________________________ Group Objectives set 1. ________________________________________________________________________________ 2. _____________________________________________________________________________ ____ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _________________________________________________________________________________ The group should agree roles for each of the members at the beginning of the task and this group log should be complete by the end of the task. Members Name Role/s Assigned Tasks Deadline date Deadline met No of meetings attended Individual comments 1 - - - 2 - - - 3 - - - 4 - - - 5 - - - Details of all group meetings collision Date Discussion topic/s Actions & deadlines agreed Attendees signatures/date 1. 1. 2. 3. 4. 5. 2. 1. 2. 3. 4. 5. 3. 1. 2. 3. 4. 5. 4. 1. 2. 3. 4. 5. 5. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 5. Appendix 5 Questionnaire Are We a Team? First, each individual member of the group fills in the questionnaire below. Then the sheets are collected and the scores collated to the table below. = never 2 = rarely 3 = sometimes 4 = mostly 5 = always 1) We all show equal commitment to ou r objective1 2 3 4 5 2) We all take part in deciding how the work should be allocated1 2 3 4 5 3) We are committed to helping each other learn1 2 3 4 5 4) We acknowledge good contributions from group members1 2 3 4 5 5) We handle disagreements and conflict constructively within the group1 2 3 4 5 6) We are able to give constructive criticism to one another and accept it1 2 3 4 5 7) We all turn up to meetings and stay to the end1 2 3 4 5 8) We are good at making sure everyone knows what is going on1 2 3 4 5 9) When one of us is under pressure, others offer to help them1 2 3 4 5 10) We trust each other1 2 3 4 5 11) We remain united even when we disagree1 2 3 4 5 12) We feel comfortable and relaxed with one another1 2 3 4 5 13) We refer to our ground rules and review them when necessary1 2 3 4 5 Stuart (1998, cited in Levin, 2005) 1 2 3 4 5 TOTAL 1. We all show equal commitment to our objective 2. We all take part in deciding how the work should be allocated 3. We are committed to helping each other learn 4. We acknowledge good contributions from group members 5.We handle disagreements & conflict constructively within the group 6. We are able to give constructive criticism & accept it 7. We all turn up to meetings and stay to the end 8. We are good at making sure everyone knows what is going on 9. When one of us is under pressure, others offer to help them 10.We trust each other 11. We remain united even when we disagree 12. We feel comfortable and relaxed with one another 13. We refer to our ground rules and review them when necessary Action planning can occur as a result of the findings. Appendix 6 De Bonos (1985) 6 Thinking Hats ModelEdward de Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. White HatpicFacts, figures, laws, information, neutral, ob jective With this thinking you focus on the data useable and are non-judgmental. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and identify what you need to get or take identify of. You consider past trends and historical data. You may consider philosophical aspects such as whose truth it is, whose fact is it? Data may need to be support by evidence.Red Hat picFeelings, emotions, hunches, intuition about Wearing this hat, you consider the issues using intuition, gut reaction, and emotion. This may be feedback about your feelings and preferences but also consider how other people might react emotionally. Try to understand the responses of other people who do not have the same information or understanding as you. Black Hat picNegative, drawbacks, disadvantages, careful, cautious, defensive This highlights the weak points in a situation or plan. By identifying them, it allows you to eliminate or alter them, or prepare hap plan s to counter them. Consider why something might not work (give reasons, consider past evidence).Black Hat thinking may play devils sanction. It helps you to plan carefully, be prepared and more resilient. This way of thinking helps spot fatal flaws by considering safety and risks before embarking on a course of action. (Some successful people get so used to thinking positively that often they cannot see problems in advance. This leaves them under-prepared for difficulties. ) Yellow Hat pic Positive, speculative, advantages, benefits, savings of Consider what is right, why it is good and be constructive. Even in a very difficult or stressful situation find positives, e. g. learning will have taken place. It is an optimistic, bright viewpoint that is often speculative.It helps you to see the benefits of a situation/decision and the value in it. Yellow Hat thinking is supportive when things seem gloomy and difficult. It finds reasons and uniform support, and often links to creativit y. Green Hat pic Creativity, ideas, innovation, growth, exploration, alternatives Green Hat thinking is developing creative solutions to a problem. It may generate completely new ideas and developments or consider possible changes to a situation. It is a freewheeling, non-judgmental way of thinking. Blue Hat pic Organise, control, plan (process, people, agendas) This hat is often the view of a director or the chair at meetings.They often choose the order or process, summarise the situation and offer conclusions which can be put into practice in the future. This way of thinking is generally cool and considered. When others ideas cease, Blue Hat thinking may direct activity to other hats For new ideas Blue may pass to Green Hat or when contingency plans are needed Black Hat thinking will be engaged, etc. Appendix 9 Group Work Check List (to be used after every meeting) Please reflect on the group meeting and check/cross the boxes as appropriate, in order to identify strengths and w eaknesses ? Each member was present at the meeting ? Everyone turned up on time Every member did their part of the work & brought it along ? Every member took a role in the meeting ? Each member in the group had a turn to speak ? Each member in the group participated ? The group members respected and appreciated one anothers contributions ? Members of the group were polite to one another ? Disagreement / conflict in the group was resolved during the meeting ? Everyone was clear what they had to do next ? Everyone was clear what they had to bring / present at the next meeting ? It was clear how members could communicate with one another between meetings ? The next meeting date, time and venue was agreed by all members

Financial Accounting Standards Board Essay

The foreign Accounting Standards Board (IASB) and the Financial Accounting Standards Board (FASB) ar two of the most important bodies of the Accounting/Finance field today. Though both boards work together to develop and enforce financial reporting standards for in public held organizations, the FASB concentrates on the accounting standards in the United States while the IASB imbeds its focus on global standards. The rules and standards that be delineate for individual certified public accountants that practice in the United States are in addition set by the FASB.By introducing the IASB and FASB into the MSA program, students are able to gain more insight into what businesses are required to report and the distribute that the accounting field continues to make. The FASB was established in 1973 after the AICPA had adopted recommendation which were made by the Wheat delegation. The Wheat Committee had recommended that the Accounting Principles Board (APB) be eliminated and that FASB be created. The elimination of the APB and the creation of the FASB meant that the FASB was the board that issued accounting standards.FASBs structure is as follows A board of trustees nominated by organizations whose members build special experience and interest in financial reporting is selected. The organizations originally chosen to select the trustees were the American Accounting Association the AICPA the Financial Executives Institute the National Association of Accountants (The Naas name was later changed to Institute of Management Accountants in 1991), and the Financial Analysts Federation (Schroeder etal, 2011). The FASBs mission is to create and improve financial accounting standards for the assistance and bringing up of the public.The IASB was established in 2001, after succeeding the international Accounting Standards Committee (IASC) which was established in 1973. The International Accounting Standards are created by the IASB and are called International Finan cial Reporting Standards (IFRSs). The main responsibility of the IASB is to create and issue IFRSs, exposure drafts, and approve interpretations which are developed by the International Financial Reporting Interpretations Committee (IFRIC). These IFRSs are the equivalent to FASBs Statements of Financial Accounting Standards.The primary difference between the two sets of standards is, one set of standards are established in the United States and another set of standards are established in another country. The FASB and IASB are currently working to create a uniform set of International Accounting Standards (IACs). The two boards started working together to create this uniform set of standards in 2003. The goal of this project is to achieve compatibility of identifying common, high-quality solutions (Schroeder etal, 2011). The reason for the convergence of the two boards is to have a specific set of accounting standards that all countries must follow.The guidelines for the convergence of the two boards are as follows * Convergence of accounting standards can outdo be achieved through the development of high-quality, common standards theme * Trying to eliminate differences between two standards that are in need of significant improvement is not the best use of the FASBs and the IASBs resources instead, a new common standard should be developed that improves the financial information reported to investors * Serving the needs of investors style that the boards should seek to converge by replacing weaker standards with stronger standards (Schroeder etal, 2011)The primary standards that are to be converged are six of FASBs Statements of Financial Concepts (SFACs) SFAC No. 1. Objectives of Financial Reporting by Business Enterprises SFAC No. 2. Qualitative Characteristics of Accounting Information SFAC No. 5. Recognition and Measurement in Financial Statements of Business Enterprises SFAC No. 6. Elements of Financial Statements SFAC No. 7. victimisation Cash Flow Information and Present Value in Accounting Measurements (Schreoder etal, 2011)Seven of IASBs Framework for the Preparation and Presentation of Financial Statements are also part of the conversion 1.The objective of financial statements 2. Qualitative characteristics of financial statements 3. The elements of financial statements 4. Recognition of the elements of financial statements 5. Measurement of the elements of financial statements 6. Concepts of capital and capital maintenance (Schroeder etal, 2011) The standards mentioned in a higher place are the standards that appear to have the most commonality which would seem that there would be fewer obstacles.However a prevalent variance is the amount of full stop which is contained within the two frameworks. While the convergence of the two boards will be difficult, recognizing the commonalities between the frameworks is the first step in making sure the convergence goes through smoothly. Not only is it important to merge the two d ifferent sets of standards, but it is also important that the two boards work together to build onto the current set and establish additional standards that organizations are required to follow.The Master of Science in Accountancy (MSA) program prepares students for a affairal life within the accounting profession by introducing students to the standards set by the FASB and the IASB. The (MSA) provides the breadth of knowledge for the professional accountant. Students master the theory and principles that frame a wide range of problems and issues encountered in the accounting profession (University of Phoenix, 2011). The students are able to go in depth with the boards and discover how the entire accounting system works.By introducing the functionality of the FASB and the IASB, the students are able to understand the importance of undermentioned GAAP. By understanding GAAP and knowing the relationship between those principles and the IASB and FASB, the students will have the know ledge to perform the job and understand why the IASB and FASB set the standards that they do. The IASB and FASB are two very influential boards within the accounting field. The standards that these two boards have established and enforced have paved the way toward a single set of standards between all countries.Having a single set of standards will allow investors to view financial reports for all organizations around the world and know that the information is cosmos reported using the same set of standards. It is important to the future success of any organization that its current and future employees are up to date on all of the rules and regulations that are part of the accounting career. The MSA program allows students the opportunity to gain the knowledge of any current and future rules that the boards have established.

Soron Case

1. In this case, it is estimated that there are 9 million residential pools in the U. S. The average duration of pool usage is 5 months, from May to September, with less people swimming in cold weather from October to April. The majority of chemics are used during these warm months, that only 25% of these people use chemicals and clarifiers regularly. That being said there are only around 2,250,000 pools that use clarifiers regularly (9,000,000*. 25). From this number, it can be think that the maximum reasonable commercialiseing revenue for residential pools is roughly $52,309,152 (39. 06*2,250,000*. 25*14. 8/25) based on the manufacturer price of Coracle. Coracles main competitors, Keystone Chemical, capital of Mississippi Laboratories, and Kymera each possess 15%-20% of the market share, leaving 40%-55% of the market share to Coracle and other smaller competitors. If you factor in Coracles three main competitors along with the many other smaller-scale suppliers, it can be sugge sted that roughly 15% of the market share is what Coracle needs to address. It can then be concluded that the addressable market size for Coracle is around $7,846,373 (. 15*52,309,152). I would conclude from the above analysis that the first year goal of $1. million in sales is reasonable for Coracle. If you tell apart the addressable market size of $7,846,373 by 5 (5 months of average pool usage), it comes to around $1. 57 million, only slightly higher than the target $1. 5 million. 2. wizard of the reasons Soren Chemical is struggling to sell Coracle is because it is new to developing a brand and relatively inexperienced with marketing to wholesalers, retailers, pool services and consumers. This inexperience has led to miscommunication in its marketing channels, causing only 30% of consumers who inquired about Coracle to actually receive the information regarding the product.Also 70% of consumers stated that Coracle was not even offered by their distributers. These issues clearl y window pane to the fact that Soren Chemicals inexperience is affecting sales and preventing it from communicating the benefits of Coracle to the consumer. Also the distribution channel structure Soren has to go through might also have a negative effect on sales. The distributor and retailer demand a 30% and 15% gross margin, increasing Sorens price from $14. 88 per unit to $25 per unit. Consumers find this inconvenient and expensive. 3.In order to determine the highest price Soren can set for Coracle along with how Coracle can be priced relative to consumers, the actual worth to end-users must be considered. One way to estimate the worth to end-users would be to calculate the annual EVC of Coracle. This can be done by using the annual cost of a substitute as the reference value and adding it to the differentiation value of the two products. One substitute, ClearBlu, has an annual cost of $56. 25, the reference value. Coracle reduces the need for chlorine, treatments, and enzymes, and for pool owners and reduces their annual chemical cost by 20%-30%, for an average of 25%.ClearBlu reduces the annual cost of chemicals for pool owners by 15%, reservation the increase in savings by using Coracle 10%. The annual chemical cost excluding clarifiers is $300. Thus the annual EVC of Coracle is $56. 25+. 1*300=$86. 25. 4. Coracle should initially adopt a turn on outline because it is a new brand and possesses low brand loyalty and awareness. A push strategy would create awareness among consumers and expose the product to them. A push strategy would also encourage distributors to stock their shelves with the product.According to the study, only 25% of consumers use clarifiers regularly and understand their benefits. This displays a low involvement in the purchasing finis of consumers and further proves that push strategy would be more beneficial for Coracle. Conversely, Coracle could also adopt a pull strategy and focus more time and bills on communicating the val ue of the product to the consumer. This would be done through advertisements and raising brand awareness. However, such an expenditure would be costly and time consuming, making a push strategy appear to be more efficient.

Advertisements That Make Women Look Bad Essay

Some advertising companies do not see the problem with using women to cuckold their harvest-feast and view as money. In advertising today, women atomic number 18 still dismemberedjust parts of them presented to sell a product. Kilbourne says in the imposed American obsession with breasts, uplifted derrieres, etc., women forget things interchangeable the sensation they lose when they have ductile surgery on their breasts (Kilbourne). Advertisements should make sure they do not portray women in a uncomplimentary manner.The roles of women have dramatically changed over the generations. Women have gone from housekeepers and wives to sex symbols. Placing women on advertisements in hardly whatever clothing draws attention to the product itself, but making women seen vulnerable. dolce and Gabanna, for example, uses and ad where there is one feminine wearing a strappy, black dress and some high heels. Dolce and Gabanna has her lying on her back, epoch a shirtless man is on top of h er, as if he were pinning her down. There are overly three shirtless men in the scene who are standing around watching. Having an advertisement, such as this one, world power work to sell a product because of the impression it places on the consumer. Male viewing audience would presumethat the entirely way to get a beautiful woman to be submissive is to wear products of Dolce and Gabanna. Advertisements like these make the woman in the ad provocative therefore, viewers conceive their own opinion around women in general.See moreThe Story of an Hour Literary Analysis EssayThere becomes a problem when teenagers and young adults see these women on ads dressing seductive and inviting. Women and young girls alike, start to believe they must dress in this manner because that is what the models are wearing. Women also see ads, such as the one Dolce and Gabanna have published, and they facial gesture at the women in the ad that dress tantalizing and getting handsome men, that the you ng-bearing(prenominal) viewers too, think they must dress appealing to capture a mans attention. These advertisements are ultimately doing more damage and are corrupting our society.Advertising companies need to produce ads that make everyone look at women as beautiful, smart, and self-sufficient human beings and not a body used just to sell a product. Doing this would help society see that women can be beautiful and classy without having to be a sex symbol. It would help women get a better idea of how to be a lady. Also, the viewers of the ads would perceive women are not really inferior to men, and buying a certain product does not make a person admirable. Something should be done more or less these advertisements. It is only putting bad ideas and morals into the consumers heads approximately the way they should view women. Society should appreciate women.All in all, bashing women in advertisements should be stopped and talked about by the advertising companies. Ads of this sor t should not be posted all over the billboards, subways, Walters 3 televisions, and computers. Women-bashing is an on-going problem, and it forget continue to escalate if we do not open the eyes of the businesses selling the product and the viewers who agree that basing women is a sufficient way to sell a product. The ads are slowly getting out-of-control, and if we do not put our foot down now, nothing will ever be fixed, and advertising companies will continue to look for ways to make women seem less than average.Works CitedDolce and Gabbana Boutique For men Only 10 May 2010. Web. 21 Sept. 2010. . Kilbourne, Jean. Summary of Killing Us Softly 3 take in To Journalism Web. 1 Oct. 2010. .Killing Us Softly 3 Advertisings Image of Women check Free Documentary Online. Web. 19 Sept. 2010. .10 Worst Woman-Bashing Ads Business Pundit. Business Pundit Your Daily do drugs of Smart Business Opinion. Web. 19 Sept. 2010. .

Couse Outlie

Assumption University Martin de Tours School of steering Department of Management SYLLABUS SEMESTER 2/2011 Martin de Tours School of Managements Vision To be the leading international melodic phrase school in the ASEAN region providing high quality strain education to enable graduates to make priceless contri aloneions to organizations and society. Martin de Tours School of Managements Mission To shape our scholarly persons into indep wind upent-minded graduates who are well-versed in business, able to communicate effectively, technical school savvy, innovative, and ethical to successfully face global challenges. run TITLE MGT3907 Business Communication Summer semester MGT3907 is offered only in the evening program, NOT in the day program. BG2001 English IV A. Mingmada (emailprotected com) Course Coordinator PRE-REQUISITES LECTURERS Day Program eventide Program OFFICE & CONTACT COURSE DESCRIPTION A. Tipnuch (emailprotected edu ) A. Vrinporn (emailprotected com) A. Polthep ( p . emailprotected com) A. Dilaka ( emailprotected om) th MSM 4 Floor Development of written, unwritten, technical, and social skills for effective communication in the business world with emphasis on well-written business documents for diverse purposes arrest of group and cross-cultural communication determinants for individual or organizational success effective visual and oral presentation and essential competence in some communication technologies widely used in business today. MGT3907 Course lineation Page 1 of 11 Upon completion of MGT3907, the student should demand 1. . Theoretical and use knowledge of the purposes, formats, patterns, and media of modern business communication 1. 2. The talent to compose business memos and letters for informative, positive, negative, and persuasive messages 1. 3. supplying for job interviews and searches 1. 4. The ability to plan, research, compose, and present a oblivious newspaper 1. 5. Skill in the technology before long used in business communication, including word processing and presentation software, e-mail, and the Internet 1. 6.The ability to identify potentiality barriers to communication and apply techniques to overcome them 1. 7. Appreciation of the value of diversity in meeting communication objectives 1. 8. The ability to write effective formal and informal business documents of various kinds throughout a business charge 1. 9. An awareness of the importance of using correct grammar and punctuation in business writing. REQUIRED TEXT screen out ATTENDANCE Locker, Kitty O. , and Donna S. Kienzler. Business and Administrative Communication. 9th ed. New York McGrawHill/Irwin, 2010. http//lms2. u. edu 6 absents maximum (including both discussion and chaffer classes) A student absent 7 or more times including lates, go out non be allowed to take the final exam psychometric test, according to University policy and the regulation of the Thailand Commission on Higher Education. Here is the fo rmalized policy COURSE OBJECTIVES MARK ALLOCATION subsidisation/ Class work/Participation Quiz Proposal, presentation, short name Midterm mental testing Final examination TOTAL Penalty Marks 1. No accounting entry to Report write barricade 2. Presentation lumber study 10 5 15 20 50 100% Marks -50 -20Penalty marks testament be subtracted from your total appellatives marks until that total reaches zero. question SCHEDULE is not given here as it may change after this Course epitome is distributed. Students must stop with Registration or look it up online with AuNet. MGT3907 Course Outline Page 2 of 11 CLASS RULES Cheating Policy If any students or a group of students will be caught copying, partial/entire project or hire outside or inside person to do their works, the faculty consider such act as a serious matter which will automatically result in F grade for an entire group.Changing section Students are neither allowed to study in other section they have not enrolled f or, nor do the project with their friends in other sections. The lector does not have any authority to allow his/her students to switch section without proper authorization from the registrar. Dress tag regulations for class Wear proper attire Students wearing the following items will not be allowed to check their class attendance Trousers and skirts made of jeans, corduroy, or velvet materials, or made in jeans invention. Shirts / blouses in which the edges are not tucked inside trousers or skirts. Slippers. OTHER MATTERS Website (will be announced in class) LMS is our class website with PowerPoint and acquittance downloads, Announcements, etc. Email procedures 1. Email address Each student must provide a valid, unquestionable email address to the lecturer and must check it daily for messages related to the course. 2. Email attachments should not be sent to the lecturer unless by the lecturers special request. Normally lecturers do not have time to save, s butt end for v iruses, and open attachments, so email containing attachments will be rejected or dis calling carded.Emailed assignments should be pasted into the body text of the email message. 3. Email subject header Email to the course lecturer should always use the following email subject header format Student ID, Section , vanquish for example, 4514444, 432, Assignment 1 or Short Report, or Question about . . . , etc. . Wrong I. D. 4514444, start with the number Wrong Assignment 1, 451444 start with the number Wrong Somchai, 451444 start with the number Wrong u4514444, no u check your ID card Wrong 451-4444, no yphen check your ID card Wrong 4514444, sec 444, no sec or section Right 4514444, 432, Assignment 1 or whatever Copying an assignment from someone else and presenting it as ones own is strictly forbidden. Neither the copied assignment nor the original will be accepted and neither can be revised. Unless instructed otherwise, always assume that assignments are individual, not group. St udents should be very careful about viewing their work to friends. MGT3907 Course Outline Page 3 of 11Disturbing the class by socializing with classmates, making noise, or talking on a fluid scream while the lecturer is speaking will befool penalties such as being counted late or absent, being ejected from the classroom, having ID cards confiscated, or having marks subtracted from the final grade average. Students who do wish to learn must have the opportunity to do so to their trump out ability in an atmosphere conducive to learning. Late exam The Coordinator of MGT3907 must be officially notified by the Department of Management in advance of the need for a late exam for any student.A student needing a late exam must first submit a petition with evidence at Registration. Later, if a late exam is approved by a committee, Registration will notify the student. The student should then check with the MGT3907 Coordinator to be sure that the Coordinator has also been officially not ified by the Department of Management. Mobile phones must be turned off before their owners enter the classroom, and they must remain off and put by for the duration of the classexcept during toilet visits, when they must be given to the lecturer.A lecturers mobile phone may remain on, however, for possible University business. A student caught using a mobile phone during class time will be, at minimum, counted late but may be counted absent with ID card confiscation. Plagiarism (copying the words or ideas of another writer without giving credit to the other writer) is forbidden and will be penalized severely. Preparation must be done before every class, which means reading over the relevant section of the textbook to be discussed and doing any assigned training.Presentation Quality Survey Discussion lecturers will assign you, or your group, to evaluate the short report presentations by the members of another group. The survey form is link up to the last page of this Course Outl ine Report copying check the short report, cod towards the end of the semester, will be submitted to your discussion teacher, but also must be emailed to emailprotected com. Dress code regulations for examination Wear full uniform Students are obligated to wear the Universitys full uniform as stipulated in the Universitys dress code regulations to take examinations.Failure to comply with the regulation will result in students not being allowed to appear for examinations, and subsequently, the student receiving 0 marks for the examination. To be eligible to appear for exams, students are required to wear full uniform Male students must wear black/dark high trousers, white button/collared shirt, black shoes, University neck-tie and belt buckle. Female students must wear black/dark grim skirt, white button/collared shirt, clack shoes, and University buttons, pin, and belt buckle.Note The students will not be admitted to the final exam afterwards than 10 minutes after the exam st arts. MGT3907 Course Outline Page 4 of 11 COURSE CONTENTS AND TENTATIVE SCHEDULE MGT3907 COURSE SCHEDULE WEEK 1 (for week dates, see schedule following the schedule) LECTURE CLASS DISCUSSION CLASS Introduction to MGT3907, course outline, and resources, notably MGT3907 LMS website http//lms2. au. edu Chapter 1 come through in Business Communication appurtenance A Formats for Letters, Memos, and E-Mail Messages. training Download hyperlinked Course Outline . df file AND the Powerpoints and handout package from LMS Each lecturer may omit, select, add, or modify the classwork or homework assignments as needed, for example, to discourage copying. The lecturer will specify how to submit each assignment, by paper or by email. If by email, students must follow the correct email procedure to receive credit. Self-introduction by scooter methods. Break up into groups, discussion topic assigned. Discussion to share ideas. Assignment write a memo individually based on group discussion and submit to the instructor In-class. cookery answer 1. 10 Topics Kinds of audiences, needs, attitudes congregation analysis of a particular audience Adapting messages for audiences 2 Chapter 2 Adapting Your Message to Your Audience. Appendix A letter, memo, and email formats. cookery Adding students do homework from hebdomad 1. 3 Chapter 5 Communicating Across Cultures. training Adding students do homework from hebdomads 1 2. Discussion How Does Culture Affect Business Communication? Discussion coiffe 5. 2 Identifying Sources of Miscommunication (group work) Homework Exercise 5. 2 or 5. 8MGT3907 Course Outline Page 5 of 11 4 Chapter 3 Building Goodwill Homework Adding students do homework from workweeks 1 2. Chapter 7 Planning, Composing, and Revising. Appendix B Writing Correctly. Discussion Putting Yourself in the Other Persons Shoes Assignment/Homework Exercise 3. 4 or 3. 13 Improving readability Connotation vs. denotation brisk vs. passive Strong verbs Parallel structure action work in groups on exercise 7. 11, 7. 15 The composing process Planning Writing Revising Editing Proofreading Activity Exercise 7. 3 5 6Chapter 14 Informative and Positive Messages. Midterm Exam prep and resources The Midterm Exam covers through workweek 7 Chapters 1, 2, 5, 3, 7, 14, 15 7 Homework review Midterm Exam description in the Handouts Package. Chapter 15 Negative Messages Discussion of informative and positive messages. Checklist for informative and positive messages, p. 419 Activity using checklist to evaluate emails in Exercise 14. 4 Homework Exercise 14. 8 or 14. 10 as lecturer directs. 8 Chapter 17 Planning and Researching Reports. Chapter 18 Writing Proposals and Progress Reports Overview of short report Checklist for Negative Messages, p. 456 Role tomboy on Giving Bad News to Peers and Subordinates Assignment Exercise 15. 3 Letters for Discussion recognition Refusal (work in group, write up and discuss) Specifics of sh ort report assignment proposal, report, presentation Discussion Exercise 17. 9, Evaluating Survey Questions MGT3907 Course Outline Page 6 of 11 assignment. Homework Locate and review documents for the short report assignment in the handouts package. Chapter 16 Crafting glib-tongued Messages Homework A proposal for your short report 10 Chapter 6 Working and Writing in Teams. 11 Chapter 8 Designing Documents Chapter 9 Creating Visuals and Data Displays 12 Chapter 10 Making Oral Presentations. Powerpoints. Checklist for Direct Requests, p. 506 Checklist for ProblemSolving Persuasive Messages, p. 508 Assignment Exercise 16. 6 Choosing a Persuasive Approach Listening skills, roles in groups, decision-making, successful groups and meetings Discussion short report proposals Discussion/homework Exercise 6. 10 or 6. 15 Homework begin working on short report. Importance, levels, guidelines, of document design Visuals, brochures, web pages Discussion Exercise 9. 6 Interpreting Dat a (Choose one data set only. ) Homework Continue work on short report. Planning effective presentations Selecting and organizing information Delivering effective presentations Handling questions during presentations Activity Exercise 10. 2 Analyzing Openers And Closers Homework Continue work on short report some groups condition to submit and present. Homework Bring MGT3907 Course Outline Page 7 of 11 Presentation Quality Survey form to next class. 3 Chapter 11 Building Resumes Chapter 12 Writing Job masking Letters Homework 1. Presentation Quality Survey 2. Submission of report to Report Copying Check (follow procedures) emailprotected com All submissions for the Survey and Report Copying must be received by the final exam date. Penalty marks apply to 1 and 2. Class presentations Activity Presentation Quality Survey Homework due Final short report due with 5minute oral presentation Homework Submit report to Report Copying Check Dont forget ALL the ID numbers No attach ments. Homework Bring Presentation Quality Survey form to next class. 14 Chapter 13 Interviewing For A Job. Chapter 4 Navigating The Business Communication Environment Class presentations Activity Presentation Quality Survey Homework due Final short report due with 5minute oral presentation The Final Exam is cumulative but mainly covers Weeks 8-15 Chapters 17, 18, 16, 6, 8, 9, 10, 11, 12, 13, 4 Homework 3. Presentation Quality Survey 4. Submission of report to Report Copying Check (follow procedures) All submissions for the Survey and Report Copying must be received by the final exam date.MGT3907 Course Outline Page 8 of 11 Week Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Start 25 Oct 31 Oct 7 Nov 14 Nov 21 Nov 28 Nov 5 Dec 12 Dec 19 Dec 16 Jan 23 Jan 30 Jan 6 Feb 13 Feb End 28 Oct 4 Nov 11 Nov 18 Nov 25 Nov 2 Dec 9 Dec 16 Dec 23 Dec 20 Jan 27 Jan 3 Feb 10 Feb 17 Feb Inclusive 25-28 Oct 30 Oct-4 Nov 7-11 Nov 14-18 Nov 21- 25 Nov 28 Nov-2 Dec 5-9 Dec 12-16 Dec 19-23 Dec 16-20 Jan 23-27 Jan 30 Jan-3 Feb 6-10 Feb 13-17 FebMGT3907 Course Outline Page 9 of 11 MGT3907 Presentation Quality Survey My ID Presenter Group Number Sec Title of Presentation Scale E x c e accompaniment ll e n t 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2. 4. 2. 4. 6. 8. 2. 4. 2. 4. 2. 4. 2. 4. possible action/ decision oratory skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Scale E x c e l l e n t 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5Group Date For each item, circle the number to the rightly to evaluate its quality according to the criteria below. Student IDs Item P o Good o r P o Good o r ID Comment ID Comment ID 1. 3. 1. 3. 5. 7. 1. 3. 1. 3. 1. 3. 1. 3. Visuals entertain Visuals Interest Visuals Interest Visuals Interest Visuals Interest Visuals Interest Visuals Interest 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Comment ID Comment ID Comment ID Comment ID Comment Criteria 1. Visuals Quality of photos, tables, charts, clip art, video, Powerpoint backgrounds, animations, colors, design. 2. Opening/closing attempted to interest audience communicated purpose of presentation gave a meaningful or interesting remnant that showed analysis, recommendation, or suggestion for future. 3.Interest made presentation interesting in whatever way. 4. Speaking skills Used smiling, gestures, mall contact seemed confident did not read but only sometimes referred to notes or Powerpoint voice was go past and loud enough did not often look away from audience did not hold onto redundant paper, pen, or other prop for security dressed appropriately did not fidget with hands and feet or otherwise distract audience from message of presentation. MGT3907 Course Outline Page 10 of 11