Andrew Jackson Campaign Speech of 1828 Essay Example for Free

Andrew Jackson Campaign Speech of 1828 Essay My fellow Americans, the upcoming national elections present a very important choice. We can forge a â€Å"true† representative democracy for the first time in history, and be led by our directly elected leaders. Or we can continue to live in an aristocratic republic run by over-educated elitists who are not beholden to the will of the people, but only to themselves. As you all know, three years ago I won the popular vote for President, but was denied the office because of a â€Å"corrupt bargain† between the dishonorable Henry Clay and President Adams. The people’s choice was disregarded by the elite in power. As a result, I immediately resigned from the Senate and returned to Tennessee, where the legislature immediately nominated me for President again. I have spent the last three years preparing to right this terrible wrong and take back the people’s power to choose their own leaders. My opponent Mr. Adams dismisses me as a â€Å"military chieftain. † I have fought two wars for this country, and I am proud of it. I think one of the most important qualifications a President should have is a military background. We were invaded by the British only 15 years ago. That enemy is still in the Canadas agitating Indians to attack us, and waiting for another chance to invade. We have foreign enemies at our every border. Don’t forget the Spanish forces just to the south in Florida, and Mexico to the west, and Indians constantly raiding settlements all along the frontiers. These foreign threats are many and dire, and we need a President who has the experience to defend our nation against them. There are threats to our nation from within as well. The Second National Bank is a threat to our economic well-being. President Adams and Vice-president Clay both support the bank claiming that it provides stability. I say it does great harm to the average American. It is a financial monopoly controlled by a few wealthy easterners. It controls the credit for the entire country, prints paper money of dubious worth, and it is just plain unconstitutional. Out west thousands of ordinary shop keepers, millers, farmers and other business owners cannot get the currency and the loans they need to run their concerns. How do you develop and grow the economy of a new state without currency, or worse yet, with paper currency of dubious worth? I say let us do away with all paper money, I do not trust it. Gold and Silver coin have intrinsic and eternal value, paper does not. We should also rely on our local and state banks, run by the people who live in and understand our communities, to control the currency needed for commerce, not some faceless, monopolistic national bank. Another threat from within are the abolitionists. They care about one issue only, and would tear the nation apart to get their way. Slavery is necessary to the economy of the south. If we outlaw it, we will make criminals of thousands of slave owners overnight, and collapse all of the southern states’ economies. How will southern families feed and clothe themselves without their labor force? I say let the people and their states decide this issue for themselves. Many northern states have already outlawed slavery, and one day the southern states may follow. You cannot force a cultural change like this on people; you must let them come to it in their own way and time. That is the nature of democracy. President Adams is afraid of internal threats as well. His biggest fear is YOU! The people of this nation, the ordinary citizens of the United States are the gravest threat he faces. Our President doesn’t trust us. To him, we are the unwashed, ignorant masses who, given the chance, would run the country into the ground. The president has stated many times that he believes his precious republic will soon â€Å"degenerate into democracy; that government of the people will become government by the people. † I say it’s about time. I say â€Å"we the people† built this nation. We have marched across the continent, scratching out a living, and burying our children along the way to do it. I say â€Å"we the people† understand better than anyone what it takes to make this nation grow and prosper. I trust the common people of this nation, because I am one of the common people. I am not yet another wealthy land owner from Virginia, nor am I an aristocratic lawyer from Massachusetts. I am a just an old Indian fighter from Tennessee. I believe â€Å"we the people† who have sacrificed the most for this great nation have earned the right to govern it. But I need your help to make this happen. Already, the new states are entering the union with few restrictions on the vote. This has caused many the old states to change their ways as well. Eighteen of our states now choose their electors by popular vote, while only six still allow the legislature to choose their representatives for them. I urge you all to go to the polls on Election Day. With this election we can finally take back power from the old aristocracy. We can establish the legitimacy of majority rule based upon direct voting for candidates by the electorate, and guarantee preservation of the Union, with states rights as the fundamental basis of American liberty. This is the dawn of a new day for democracy and modern American politics. Please vote on Election Day. Thank you.

Air France SWOT Analysis and Organisational Culture

Air France SWOT Analysis and Organisational Culture Air France-KLM is an international airline company and a member of the Skyteam airline partnership. The company was formed on May 2004, following the merger of Air Frances and KLM Royal Dutch Airlines (KLM), thus creating the worlds largest airline group by earnings and second largest worldwide cargo operator in terms of revenue-tonne kilometers. The company operates under two major networks hubs, Paris-CDG and Amsterdam-Schiphol. The Companys three main businesses are passenger transportation, cargo operations, engineering and maintenance. The company counts more than one hundred thousands employees all over the world. Passenger transports being the major business of the company with more than three hundred destinations worldwide. The majority of the employees are based in France and the Netherlands. Both Air France and KLM continue to operate flights under their distinct brand names as subsidiaries of Air France-KLM. LIST OF ACCRONYMS AF Air France NWA Northwest Airline CSR Corporate Social Response MRO Maintenance Repair and Overall CDG Charles de Gaulle IT Information Technology E M Engineering and Maintenance GDP Domestic Growth Product HR Human Resource CHAPTER 1 Introduction AIR FRANCE KLM AIR FRANCE KLM is the combination of two big airlines such as Air France and KLM. Since their merger in 2004, KLM works closely with Air France within the AIR FRANCE KLM holding company. In terms of financial turnover, AIR FRANCE KLM is the worlds largest airline partnership; it also transports the most passengers and is the worlds second-largest cargo transporter. Air France and KLM carry  more than 71 million passengers per year. They operate more than  594 aircraft enabling them to fly to  236 destinations worldwide with 2,500 daily flights. The two airlines world networks can be combined, forming a vast network organized around the two major hubs of Amsterdam-Schiphol and Paris-CDG. The head offices are located at Amstelveen and Paris. Alitalia AIR FRANCE KLM and Alitalia agreed to strengthen their partnership in January 2009 by AIR FRANCE KLM taking a minority stake in Alitalia. The agreement gave AIR FRANCE KLM greater access to the Italian market. SkyTeam Alliance SkyTeam is a global airline alliance which includes AirEuropa, Air France, Alitalia, China Southern Airlines,  , Delta Air Lines, Aeroflot, Kenya Airways, KLM, Korean Air (including Northwest Airlines), CSA Czech Airlines, Tarom and Vietnam Airlines, Aeromà ©xico. Air France and KLM are members of the SkyTeam alliance. Income Over the fiscal year 2009-2010 the turnover of Air France-KLM was 20.9 billion euros. Together, the two airlines have over 107.000 employees. For more information on AIRFRANCE KLM Finance, please  go to www.airfranceklm-finance.com. Shares The Air France-KLM shares are listed in Amsterdam, Paris and New York. Aim Air France-KLM comprises a holding company which controls two airlines, Air France and KLM, each of which retains its own separate identity and brands. The group is the worlds largest air transport group in terms of revenue, second largest in terms of air traffic (in passenger-km) and cargo (ton freight-km), and third largest in terms of maintenance revenue. Both airlines run their own operations from their respective hubs Paris-Charles de Gaulle and Amsterdam-Schiphol. Passengers Passenger transport is the largest of the groups three core businesses, generating around 80% of its revenues (as of 31 March 2008), with 74.8 million passengers carried. Cargo Cargo was the first fully-integrated commercial activity at Air France-KLM in 2005. Client companies now have a single point of entry, and a full, simplified offering with flights departing from both hubs and benefiting from both networks. Air France-KLM Cargo ranks first worldwide among air freight carriers (excluding integrators). Maintenance The combination of Air France Industries and KLM Engineering Maintenance allows the group to offer a comprehensive range of aircraft maintenance and overhaul services with complementary areas of specialization. Maintaining the two fleets accounts for two-thirds of the groups maintenance operations, further supplemented by maintenance repair and overall (MRO) operations for 150 third-party airlines. Mission and Vision The mission of Air France KLM is to provide its customers a high quality service adaptable to their changing needs. The overall vision is to become the worlds biggest and leading airline company. Company Background Air France Air France founded on 7 October 1933. The background of the company has been striking by a number of milestones, including investing the acquired capital of UTA in early January 1990 and the combination with Air Inter in 1997. Air France and Delta Air Lines joined forces with Aeromà ©xico and Korean Air to launch the Sky Team alliance in June 2000. Air Frances main hub at Paris-Charles de Gaulle is Europes number one in terms of connecting opportunities. KLM Meanwhile KLM was first founded on 7 October 1919 being the oldest airline still operating under its original name. The recently background has been marked by the formation of a joint venture with Northwest Airlines (NWA) in 1989 and its achievement of the investment of Kenya Airways in 1996. KLM has Amsterdam Airport Schiphol as its home base. Air France and KLM Royal Dutch Airlines have become the largest European airline group Since May 2004 but each airline has retained its individual identity, trade name and brand which mean three businesses, two airlines, and one group SWOT Analysis of Air France Mullins (2007) explained that, in order to evaluate the nature of the business environment and its strategic capability an organization may undertake a SWOT analysis focuses on Strengths, Weaknesses, Opportunities and Threats facing the organization. (S)TRENGTHS Strengths are those positive aspects or distinctive attributes or competencies which provide a significant market advantage or upon which the organization can build. Against a backdrop of increased Liberalization which serves to intensify competition, the profitable growth strategy plays to the groups strengths, the following are the air France KLM group strengths. A modern fleet the groups chief asset Guaranteeing energy and economic efficiency and greater safety levels, the groups aircraft fleet is its chief asset when it comes to meeting the challenges of sustainable development. The dual Roissy Schiphol hub and a balanced network The Air France and KLM route networks complement each other extremely well. The dual hub concept is central to group strategy and is designed to make the most of this. The benefit of dual brand strategy Air France and KLM took an original approach to the merger, choosing to retain the two brands while developing a unified strategy. Air France and KLM each enjoy strong brand identities and are extremely complementary. Enhanced competitiveness thanks to cost control To maintain its competitiveness, the group launched Challenge 10,designed to save 1.4 billion euros by 2009-10, through a 3% cut in unit costs. The plan is four-pronged: Process optimization and productivity gains; Fleet modernization, which will generate fuel and maintenance cost savings; Purchasing, and optimizing group synergies; External distribution costs. The development of high growth areas The groups ambition is to seize growth opportunities in countries driving global economic growth, mainly Brazil, Russia, India and China. In the years ahead, the Air France-KLM group plans to grow by 4.7% per year in terms of available seat-km on its long-haul network. (W)EAKNESSES Weaknesses are those negative aspects or deficiencies in the present competencies or resources of the organization, or its image or reputation, which limit its effectiveness and needed to be corrected to minimize their effect. International economic instability Faced with soaring oil prices, international economic instability, and signs of waning demand, air transport has entered a period of great uncertainty. Our Group can count on its strategic assets, the quality of its fuel hedging and its resolute policy of cost control to meet this challenging period of turbulence and low visibility (O)PPORTUNITIES Opportunities are favorable conditions and usually arise from the nature of changes in the external environment. The organization needs to be sensitive to the problems of business strategy and responsive to changes. Sustained demands In an increasingly global society, the demand for mobility is also increasing. Air transport is a key factor in a countrys economy. Over the last 20 years, air transport has grown twice as quickly as gross domestic product (GDP). In 2008, the rapid development of emerging countries is stimulating growth in Latin America, the Middle East and Asia. This will compensate for the slowdown in the US economy. As for the future, IATA forecasts an increase in global capacity of around 5% per year by 2011. A key contribution to the economy Air transport carries over 2 billion passengers annually. Tons of cargo shipped by air each year represent 35% of the total value of export trade in manufactured goods. By connecting people, businesses and goods around the world, air transport makes an essential contribution to global economic activity. Both directly and as a promoter of growth in other industries. (T)HREATS Threats are the converse of opportunities and refer to unfavorable situations that arise from external developments likely to endanger the operations and effectiveness of the organization. Air France KLM like any other organizations is faced with a number of threats, these includes Increased pressure Growth in European low-cost carriers has been strong for some years and Middle Eastern carriers are planning considerable expansion: Gulf carriers plan 20% seat growth per year for the next three years. This represents stiff competition for European airlines on traffic between Europe and Asia or Australia. Development limited by infrastructures Europe is experiencing air traffic congestion, leading to significant delays, increased costs and CO2 emissions. This is partly a result of the fragmentation of airspace and of the air traffic control process. There is considerable room for improvement. For 10 million flights a year, it is estimated that the actual route flown is 5% longer than ideal. For some routes, such as Amsterdam-Zà ¼rich, it is even 20%. The annual cost of fragmented European skies is estimated at 3.4 billion euros. A sector subject to heavier taxation Air transport is subject to strict regulation, mainly regarding security, safety and infrastructure. The sector is also subject to high charges, among them airport or navigation charges, plus dedicated fees to finance security. Moreover, air transport is the only means of transport to finance soundproofing measures, as it does in numerous European countries. Climate change awareness General awareness of the reality of climate change continued to increase in 2007. This was coupled with local environmental constraints that have always affected air transport activities. Air transport accounts for between 2 and 3% of all man-made CO2 emissions. In Europe, its relative contribution will increase due to growth in traffic and the expected reduction of emissions in other industries. In the past 40 years, the sector has made considerable progress, reducing CO2 emissions per passenger by more than 70%. Summary In spite of its merger Air France KLM is still operating under its identity and brand name with their home bases located at Amsterdam airport Schiphol for KLM and Paris-Charles de Gaulle for Air France. The main core duties of the airline are to transport passengers, cargo and engineering and maintenance. As any other organization Air France KLM has the opportunities to grow much bigger and become the first largest airline company in the world. One group, two airlines, three businesses. Organisational structure The pattern of relationship between various positions in the organization and among members of the organization is referred as structure. Organization is essentially a group of people with a common objective or goal to archive. The structure can either be formal i.e. documented or informal i.e. unofficial. Mullins (2007) defined, Organization Structure as the division of work among members of the organization, and the co ordination of their activities so they are directed towards the goals and objectives of the organization. It is the relationships among positions in the organization and among members of the organization. It makes possible the application of process of management and creates a framework of order and command through which the activities of the organization can be planned, organized, directed, and controlled. It defines tasks and responsibilities, work role and relationships, and channels of communication. Essentially there are various types of organizational structures depending on the nature of organization, such as centralized, complex, stratified and formalized structures. An effective structure is the one that coordinates various parts of the organization and different work areas. Meanwhile the structure of the organization can either be tall i.e. with a long hierarchical chain of command where the freedom and responsibility of the subordinates is restricted or flat i.e. with a short chain of command, there is more effective between management and workers but employees may have more than one manager. However both of two structures above are highly affected by the number of employees who reports direct to a certain manager that is Span of Control. Hellriegel et al (1998) explained, that span of control refers to the number of employees reporting directly to one manager. When the span of control is broad, relatively few levels exists between the top and bottom of the organization. C onversely when the span of control is narrow, more levels are required for the same number of employees. Although there is no correct number of subordinates that a manager can supervise effectively, the competencies of both the manager and employees, the similarity of tasks being supervised and the extent of rules and operating standards all influence a managers span of control. Organisational culture According to Hellriegel et al (1998), the organization itself has an invisible quality a certain style, a character, a way of doing things that may be more powerful than the dictates of any one person or any formal system. Armstrong M (2006) defined, organizational culture as the pattern of values, norms, beliefs, attitudes, and assumptions that may not have circulated but shape the ways in which people behave and get things done. Values refer to what is believed to be important about how people and organizations behave; norms are the unwritten rules of behavior. To understand the soul of the organization requires that we travel below the charts, rule books, machines, and buildings into the underground world of corporate cultures. Indeed there are several ways in which organizational cultures are formed, maintained and changed. Meanwhile there is a very possible relationship between organizational culture and performance, the relationship between organizational culture and ethical b ehavior, the challenge of managing a culturally diverse work force and finally how organizations socialize individuals to their particular cultures. There are several types of organization cultures, these includes labels of baseball team, club, academy and fortress. Organizational culture represents a complex pattern of beliefs, expectations, ideas, values, attitudes and behaviors shared by the members of an organization. More specifically, organizational culture includes routine behaviors, norms, and dominant values held by organization. Essentially the issue of cultural differences and cultural compatibility in mergers between Air France and KLM has gained much attention among the two companies. Since the two companies operate under its brand name and culture, the effects of cultural clashes on the result of a merger and their employees are numerous. Cultural differences may result to poor or low productive behaviour among the employees, such as low level of commitment, trust and cooperation between the groups of employees from the two merging companies. Loss of productivity caused by luck of trust and cooperation is particularly frequent in case of top managers. This is because cultural clash is strongest when the contact between the opposing cultures is greatest; and executives is the people involved in the merger from its beginning till its end. This is a very bad sign for companies, since motivation and commitment of the top managers has a major influence on the motivation of other subordinates. Cultural differe nces mainly influence employees of the merging companies, but perceived cultural distance may also influence potential foreign investors and shareholders who may want to avoid direct ownership because of high information costs and the difficulty in transferring management techniques and values. Organization cultural aspects may be beautiful both for the investors, who find the business models of the foreign partner a considerable advantage and for the managers who expect more opportunities for themselves by working for the partner firm, which they perceive to be high prestige worldwide leader firm and which corporate culture better addresses their expectations. In this situation managers are willing to adopt new culture. Whether cultural differences hinder or facilitate the integration process, their meaning is undeniable. Only some of them notice the complexity of the international mergers where not only two different organisational cultures come together, but organisational cultur es which are deeply nested in national cultures. Common cultural differences embrace differences in communication styles, planning and decision making practices, negotiation strategies, and management or leadership styles. All of them are shaped by both national and organisational cultures, considering the role managers play in the merger and post-merger integration process, it is at the top management level that national cultural differences play the most important role in the life of merging organisations. That is why Air France KLM before making any decisions and signing any contracts should conduct an in depth cultural audit of the future partner. It is important to realise that cultural distance and cultural differences do not necessarily have to mean troubles. Cultures do not have to be the same; it is sufficient if they are complementary. Consequently, the major advantage of such a cultural due diligence is that it raises awareness of issues that should be managed during the integration process. Leadership and management As Hellriegel et al (1998), defines leadership as the process whereby a person influences others to achieve a goal, i.e. is a process of creating a vision for others and having the power to translate the vision into reality. The ways in which leaders attempt to influence others depend in part of the power available to them and in part on their competencies. Leaders draw on five sources of power to influence the actions of others: legitimate, reward, coercive, referent and expert. Vision, empowerment, meaning through communication and self understanding are the competencies that help leaders become more effective. Mullins (2007) defined; management is active, not theoretical. It is about changing behavior and making things happen. It is about developing people, working with them, reaching objectives and achieving results. Indeed, all the research into how managers spend their time reveals that they are creatures of the moment, perpetually immersed in the nitty gritty of making things happen. Teamworking and Mentoring As defined by Katzenbach and Smith (1993) cited in Armstrong M (2006), A team is a small number of people with complementary skills who are committed to a common purpose, performance goals and approach for which they hold themselves mutually accountable. For example, after KLM and Air France merged, management decided to create teams of people from both companies to exchange information about particular topics. à ¢Ã¢â€š ¬Ã¢â‚¬ ¢The most valuable part is the intangible part, teaming up the guy from IT with the CRM guy from marketing, with the network planning guy, who normally dont speak together. Resourcing and Training According to Bratton Gold (2007), human resource planning is the process of systematically forecasting the future demand and supply for employees and the deployment of their skills within the strategic objectives of the organisation. Armstrong M (2006) said, people resourcing is concerned with ensuring that the organization obtains and retains the human capital it needs and employs them productively. It is also about those aspects of employment practice that are concerned with welcoming people to the organization and if there is no alternative, releasing them. It is a key part of human resource management. Mullins (2007) explained that, one of the major areas of human resource management function of particular relevance to the effective management and use of people is training and development. Few would argue against the importance of training as a major influence on the success of the organization. Staffs are crucial, but very expensive resource. In order to sustain economic and ef fective performance it is important to optimize the contribution of employees to the aims and goals of the organization. The purpose of training is to improve knowledge and skills and to change attitudes. It is one of the most important potential motivators which can lead to many possible benefits for both individuals and organization. Since the combination of Air France KLM, each company has kept its own set of policies, especially for Human Resources issues, while developing new common policies in some other areas. Air France-KLM rates as the sector leader on human resources issues and actively addresses all of the challenges relevant to its business Overall, Air France KLMs performance on human resources issues remains stable compared to the last rating. Alongside the environment of the recent merger, severe competition and tough boundaries, the major labour relations issues for the company are to develop employability and staff mobility, essentially through training and proactive social exchange of ideas. Other critical issues for the company entail promoting non discrimination, diversity, and equal opportunities, and safeguarding health and safety in the workplace. Communication skills Cook et al (1997) describes that, communication begins when one person sends a message to another with the intent of evoking a response. The effective communication occurs when the receiver interprets the message exactly as the sender intended. Effective communication is essential for the functioning of any organization. Managers need to transmit orders, and polices, build cooperation and team spirit, and identify problems and their solutions. Performance and Motivation Armstrong M (2006) defined; a motive is a reason for doing something. Motivation is concerned with the factors that influence people to behave in certain ways. All organizations are concerned with what should be done to achieve sustained high levels of performance through people. Giving close attention to the individuals can best be motivated through such means as incentives, rewards, leadership and importantly, the work they do and the organization context within which they carry out that work. Essentially motivation can take place in two ways; such as people can motivate themselves (intrinsic motivation) by seeking, finding and carrying out work that satisfies their needs and secondly people can be motivated by management (extrinsic motivation) through such methods as pay, praise, promotion and punishments such as disciplinary action. In terms of career management, AF-KLM has put increased emphasis on developing careers for older employees. Extensive means are put in place to deal with health and safety issues, although key performance indicators are not disclosed on a group-wide basis, but separately for Air France and KLM. Air France KLM is one of the few companies who show transparency on how to deal with atypical working hours. Air France-KLM has an above average performance compared to its sector peers on Business Behaviour issues. The Group scores very well on its product safety and security commitments and has thorough commitments and implementation measures on responsible contractual agreements, making its management of client issues among the best in the sector. The Groups performance in terms of passenger satisfaction has been stable over the past three years. Air France-KLMs approach to suppliers issues (embedded in its Procurement Charter for Sustainable Development) and anticompetitive practices is similarly comprehensive, although AF-KLM faced a minor allegation related to anti-competitive employment legislation. Overall, the Groups performance improved slightly compared to last rating, and remains far above the sector average. Management systems Earlier this year, Air France-KLM introduced a new combined executive management structure on a functional basis, replacing the separate management structures in Air France and KLM. In place of the Strategic Management Committee, which had supervised the development of Air France and KLM over 2004.2007, the business is being managed from 2007 through an Executive Committee whose members has a group level responsibility and can come from either Air France or KLM while retaining their responsibilities at a company level. Management of change Hellriegel et al (1998) explained, many sectors of the economy, organizations must have the capacity to adapt quickly and effectively in order to survive. To a certain extent all organizations exist in a changing environment and are themselves constantly changing. Increasingly organizations that emphasize bureaucratic or mechanistic system are ineffective. Organizations with rigid hierarchies, high degrees of functional specialization, narrow and limited job descriptions, inflexible rules and procedures, and impersonal management cant respond adequately to demands for change. Organizations need designs that are flexible and adaptive. They also need systems that both require and allow greater commitment and use of talent on the part of employees and managers. Organisational change can be difficult and costly. Despite the challenges, many organizations successfully make needed changes. Adaptive, flexible organizations have a competitive advantage over rigid ones. Thus managing change has become a central focus of effective organization worldwide. There are so many pressures for change, these includes global market, the spread of information technology and computer networks and changes in the nature of the workforce employed by organizations. Thereby, we conclude for the organization to exist there must be innovation process to constantly integrate with the new technologies worldwide. Air France KLM has managed to cop with those technological changes at various aspects so as to comply with customer needs, these includes the revolution of electronic ground services. Air France KLM satisfied the demand autonomy and transparency expressed by passengers. The company is extending the use of the current technologies, i.e. mainstreaming electronic ticketing, extending check in at self service kiosk. The spread of e service offers the company genuine opportunities to reduce the cost and improve quality of service and customer satisfaction. Combination of internet or self service check in is a key e service component replacing the paper ticket with the electronic ticket. This reduces the stress generated by loosing or forgetting ones airline ticket. Meanwhile the service is only accessible at the time of booking either on web, t elephone or at ticket office. As a part of change management the Air France KLM maintain development policy by cutting down on paper use. The self service kiosks can be used by customers without internet access to check in at a self service. Conclusion and Recommendations Air France-KLM is pursuing a strategy of customer-focused profitable growth, based on ongoing cost focus and the synergy between the two airlines. A prerequisite for profitable growth is operating on a level playing field. The complementarity of Air France and KLM in their three businesses (passenger, cargo and maintenance) is a source of significant synergies

A Future Conservation Officer: Battling Physical Challenges :: Personal Narrative Career Essays

A Future Conservation Officer: Battling Physical Challenges The career that I would like to achieve is the one that I have dream of since my dad inspired me as a little boy. I have always wanted to be a conservation officer for northern Michigan. A conservation officer must be able to perform all the tasks set before him. Some of these are enforcing fish and wildlife laws, patrolling and protecting parks and forests, and maintaining the environment. For me as a dyslexic this makes learning and mean tanning a professional standard in the job field hard. This not only poses a physical challenge, it header’s my outlook on life. I not only see thing a different way also learn thing in a different way. For me I am an auditory, hands on learner. As conservation officer they should also be able communicate verbally and nonverbally with people and deal with high levels of pressure. In order for a conservation officer to be successful, that why I am here at like state delaying with my physical handicap. To reach these dreams here at lake state the computer technology is off the chats I have an hp laptop that I have software that I can read to me called read please and I can read to my computer with dragon. I also have a scanning pen that works great for homework and notes. I also got a digital tape recorder that will link to my computer and I can convent that in to typed later notes. The ORSC can get any and all books on tap for me and I can lessen to him instead of reading them with all the technology I can archive my goals her at lake state. I interviewed Casey Elliot from the Shiawasse Conservation Office. In his short time there, he said that he had learned that it was important to volunteer your time as a student. He graduated from Central Michigan University two years a go. He told me that prospective employers looked at his graduation records and if he had spent any time as a volunteer while attending college it would have helped his job chances. He talked a little about his job and what he does. He really does not have a typical day, but some days he walking farm fields to make sure that farmers are farming the land they claim to be farming. A Future Conservation Officer: Battling Physical Challenges :: Personal Narrative Career Essays A Future Conservation Officer: Battling Physical Challenges The career that I would like to achieve is the one that I have dream of since my dad inspired me as a little boy. I have always wanted to be a conservation officer for northern Michigan. A conservation officer must be able to perform all the tasks set before him. Some of these are enforcing fish and wildlife laws, patrolling and protecting parks and forests, and maintaining the environment. For me as a dyslexic this makes learning and mean tanning a professional standard in the job field hard. This not only poses a physical challenge, it header’s my outlook on life. I not only see thing a different way also learn thing in a different way. For me I am an auditory, hands on learner. As conservation officer they should also be able communicate verbally and nonverbally with people and deal with high levels of pressure. In order for a conservation officer to be successful, that why I am here at like state delaying with my physical handicap. To reach these dreams here at lake state the computer technology is off the chats I have an hp laptop that I have software that I can read to me called read please and I can read to my computer with dragon. I also have a scanning pen that works great for homework and notes. I also got a digital tape recorder that will link to my computer and I can convent that in to typed later notes. The ORSC can get any and all books on tap for me and I can lessen to him instead of reading them with all the technology I can archive my goals her at lake state. I interviewed Casey Elliot from the Shiawasse Conservation Office. In his short time there, he said that he had learned that it was important to volunteer your time as a student. He graduated from Central Michigan University two years a go. He told me that prospective employers looked at his graduation records and if he had spent any time as a volunteer while attending college it would have helped his job chances. He talked a little about his job and what he does. He really does not have a typical day, but some days he walking farm fields to make sure that farmers are farming the land they claim to be farming.

L’Oreal Case Study Essay -- Business Marketing

L’Oreal Introduction     Ã‚  Ã‚  Ã‚   L’Oreal is the largest cosmetics company in the world. It shouldn’t be a surprise that L’Oreal doesn’t sell all of its product lines in every market in which it sells, and the market in the Netherlands is no exception. Upper management of the Netherlands’ L’Oreal subsidiary have to make decisions on which product lines will succeed in their respective market and which ones will falter. In this particular case, L’Oreal needs to decide if it would like to introduce Garneir product lines such as the Synergie skin care line and the Belle Couleur permanent hair colorants line into the Netherlands market. The basic problem is whether or not to introduce these lines into the Dutch market. Situation Audit   Ã‚  Ã‚  Ã‚  Ã‚  In the Netherlands, unlike in France, L’Oreal and Garneir are both sold under the same sales force. This must be taken into consideration considering that L’Oreal has products in both hair colorants (Recital) and in skin care (Plenitude). Fortunately, the Dutch market maybe able to handle both of these product lines from L’Oreal and Garneir if it is felt that they could both be profitable.   Ã‚  Ã‚  Ã‚  Ã‚  When looking at the Dutch market, the most surprising thing is the youth of population. 40% of the population is under the age of 25. This is an important demographic stat because a lot of younger women are the ones who use cosmetics, but it is important to note that the fastest growing populations are those of age 25 and older which might be important to the market of hair colorants. Another interesting trend is the number of Dutch women who work outside the home with a labor force rate of 29% and it is increasing more rapidly than those of other countries like the United States and the United Kingdom. This is very interesting because these women will have more money, independence, and self-confidence. In these terms, these women will more than likely use more cosmetics because of the increase in time that they spend outside of the home. A final insight into the Dutch market shows that Dutch women tend to shop for value, especially in cosmetics, which needs to be taken into account. The overall Dutch market looks somewhat promising to the introduction of Synergie and Belle Couleur lines, but other factors must also be looked at.   Ã‚  Ã‚  Ã‚  Ã‚  While the overall Dutch market is important in the analysis, the product markets might give a be... ...o use our product because they are out in public and they also have more money to spend on things such as cosmetics. The Dutch women in this market need the Synergie line to give off the idea of a self-concept that can relate our brand image to their needs as a workingwoman. An idea for the advertising campaign could be â€Å"You’re working the hardest, shouldn’t you look the best too!† While this product line is marketed towards the workingwoman, the L’Oreal product Plenitude could be marketed towards keeping a youthful look with its ability to delay the signs of aging. The best bet for the profitability of both products is to effectively find a certain image that each consumer can identify herself with. With this, I believe that both products can succeed in the same market and both can have the potential to have large market shares. Bibliography Datamonitor, Feb. 2004. Haircare In The Netherlands. Retrieved on April 23, 2005. http://dbic.datamonitor.com.proxy.lib.ohio-state.edu/industries/industry/?iid=Haircare Datamonitor, Feb. 2004. Makeup In The Netherlands. Retrieved on April 23, 2005. http://dbic.datamonitor.com.proxy.lib.ohio-state.edu/industries/industry/?iid=Skincare

Interpretation of A Feminist View on Pornography Essay -- Critique Reb

Interpretation of A Feminist View on Pornography The article that I will be breaking down in the following paper is â€Å"Pornography, Civil Rights, and Speech† by Catherine A. MacKinnon. I believe the best area to start is to briefly describe MacKinnon and her article. MacKinnon is a professor of law at the University of Michigan. The article deals with the affects of pornography on society. MacKinnon feels that some pornography should be illegal. Her reason for this view is not that she finds it offensive, but rather that she considers it as a form of sexual discrimination. There are many different views on pornography ranging from the belief that it is harmless fantasy all the way to it being a prime factor of the deterioration for society. MacKinnon says that pornography subordinates women and institutionalizes male supremacy. She even goes so far as to say that it is a political practice. Advocates of pornography claim its ultimate end to be pleasure, but MacKinnon says that the actual end is power. The article will att empt to prove a correlation between pornography and the violence taken against women, as well as their social and economic inequality. I feel that the article itself is poorly written, but will attempt to make her points a little easier to understand. I feel the necessity to state that the feelings of the paper are that of my views on MacKinnon’s article. They are not my views and may in fact be, misinterpretations of her views. To spare us the confusion, I will rebut it with my views that pornography is harmless, at the end of the paper. The article starts with a brief passage on sexual equality in society. Her presentation of the argument is to explain it as if she agreed with it, only to refute it by say... ...hy. It is a genre in which men are completely subordinate, and women have all the power. Her article is so weak because it does not take that into account. I know that is only one case, but we have stated time and again that philosophy must be consistent. If she cannot/does not take dominatrix into account, then her philosophy is inconsistent. To fully explain this article and pornography would require a lengthy paper that exceeds the requirements and purpose of this prà ©cis. I will end my paper by saying that I believe everyone has a right to free speech and equality, and I appreciate the article for what it was worth, but I do not feel it is justifiable or relevant to society. She bases her entire argument on an improvable correlation of pornography and sexual discrimination. Not to mention the fact that women also buy pornography. But that is a whole other prà ©cis.

Q Manual Essay

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

Hoover Dam: Project Risk and Reward

The PMBOK Guide 4th ed. defines a project as: proj ·ect [n. proj-ekt, -ikt; v. pruh-jekt]- a temporary endeavor undertaken to create a unique product, service, or result. The construction of the Hoover Dam is an example of a project. It is considered a project because it was a temporary endeavor and it had to go through the five stages of a project. There was an initiation phase. This phase defines the needs and of the project. The Hoover Dam construction project was initiated due to the flooding of the salt mines in the area. By damming the Colorado River, flooding could be reduced while having electricity produced.There are many tools that can be used in this phase. Among those tools, the problem definition tool, the problem tree tool, and the IS-IS NOT tool are all examples that may have been used during this phase, because they help define what the project need is. Then the planning phase was conceptualized. This phase is responsible for establishing the scope of the project, d efining objectives and the course of action. It took place during 1920's to pacify the Colorado River because of the constant flooding of the Imperial Valley. The planning phase took over 15 years.Tools that may have been used in this phase might include the information gathering plan, the organizational structure tool, and the information matrix tool. â€Å"These tools provide information such as team member responsibilities, quality control tests, and other information that is crucial to the success of the project. † (Office Design Concepts, n. d. ) The third phase of the project is the execution phase. In this phase, the processes that were agreed upon in the planning phase are performed. The processes of building Boulder City up to the completion of the dam were included in this phase.Tools that would be useful in this phase would be the ghant chart tool, the project communication plan, and the project contract. These are all useful tools because they help lay out time li nes, communication expectations, and stakeholder expectations. The monitoring phase is the fourth phase of the project. This phase tracks, and reviews the progress of the project, to help regulate the standards of quality. This phase was actually done throughout the execution phase, by inspection of the setting concrete and the monitoring of tunneling standard of the period. One of the tools that would be useful in this project is the Pareto tool.The Pareto tool lists all the defects that occurred by frequency from most frequent to least frequent. This helps to identify where the greatest problem areas occurred. The final phase of the project is the closing phase. This phase takes place after all the other phases are completed. The phase is usually identified with change management, and the signing off by the stakeholders of the project. The tool that would be most useful in this phase is the stakeholder communication plan. This is useful because it allows the project team to get fe edback from the stakeholders.The feedback can be used for future use as a â€Å"lessons learned† tool, and can also help decide whether to undertake a similar project in the future. Overview Even with today's standards, the construction of the Hoover Dam is considered a mega project. When the dam was completed, it was the world’s largest project made with concrete. The construction project is also the largest public works project in US history. To this day it is still a great engineering feat. After fifteen years of planning, the project broke ground during the middle of the Great Depression in 1931. This made it easy to find to workers.The construction took five years to complete. The average crew had about 3500 men that worked daily. 21,000 individuals that worked on the dam worked over this period. The first job was to divert the river. (Hoover Dam Info, n. d. ) It was done in two stages. The first part was done by building two cofferdams to prevent flooding. The se cond part was to â€Å"divert the water around the construction site† (Hydraulic Ram Pumps Textbook, n. d. ) using diversion tunnels. While the diversion phase started, another phase to prepare the canyon walls to hold the new dam began by removing loose rocks with dynamite and bulldozers.The rocks that were removed were then used in the building of the cofferdams. The dam is a massive 725 feet high, and produces over 2000 megawatts of power. Besides being a dam that creates electrical power, it also provides a great recreational area for outdoorsmen, Lake Mead. The lake is named after the dam’s project manager, Elwood Mead who became a giant in the engineering industry for finishing this historic feat. The Problems As with any project, there are a number of issues that occurred during the construction.Things like having a construction site near the desert, concrete issues, and having little housing, food, or goods available for site workers. Before construction could get started certain concerns had to be met. The first concern was the housing shortage. The area was deserted, rough and hot, with an average temperature reaching 119 degrees in the summer and the thermometer dropping below freezing in the winter. With the Great Depression not showing an end in sight, every type of worker imaginable rushed to the dam project. It was then Boulder City was erected. The city development housed both government and contract employees.When Boulder City was completed in 1932 it had large dorms for single men to reside, and 1-3 room buildings for men with families. Once the city was completed, a highway was built from the city to the construction site. Along with the highway, a railroad that reached from Las Vegas, Nevada to Boulder City was created. The thick concrete has its own set of problems. As the dam height increased, a new mixing plant need to be constructed. Instead of pouring a single block of concrete, the dam was built in sections of individual columns. It resembled a trapezoidal in shape, and the columns were built in five foot sections.One of the problems that this created is that to produce the level of strength the concrete required, dry mixed concrete needed to be used. Using this type of concrete was difficult because it left very little time for it to be moved from the mixing plant to the dam. This meant that if took too much time for the concrete to reach where it needed to be poured; the concrete would initially set still in dump buckets, and would have to be removed by chipping it out by hand. The construction solved this problem by paying the crane operators higher wages and having them lead teams of seven, to make sure the buckets made it to the right place.The buckets would be lifted and lowered into place by overhead cranes. There were a total of nine cranes used to place the concrete. As each bucket reached its destination, it was then dumped, while seven puddles would use â€Å"shovels and rubber-booted f eet to distribute the concrete† (Bureau of Reclamation, n. d. ). The forms were also fitted with pneumatic vibrator to make sure the concrete had no voids. Another problem with using the dry mix is that he curing process created heat. This made it difficult for the large sections of concrete to cure evenly. If concrete is not cured its strength will become brittle and start cracking.The uneven curing issue also led to the problem of staying on schedule. If the concrete did not set fast enough, the next section would not be able to be started. To address these problems the concrete sections were embedded with cooling pipes, to run water through the concrete. This helped to cool the concrete evenly and quickly. There was more than 580 miles of one inch pipe that was embedded throughout the dam. When the concrete was first poured it was initially cooled with river water. Then the chilled water circulated through the pipes to finish the cooling.Once each block cooled, the pipes wo uld be cut off and pressure grouted. The final problem I will discuss is the rugged working conditions. The work was dangerous and hot. There were no official number about how many lives were lost from site accident, but it ranged for about 96 to 112 lives lost from accidents such as, heat stroke and heart failure, falling rocks, and blasting accidents. In the early phases of the construction there was a worker’s strike attempt that failed because of so many people willing to work during the depression, however the strike did bring attention to keeping workers hydrated more regularly.The Outcome At its completion, the Hoover Dam was the tallest dam in the world. It is a national land mark, and considered a modern marvel. â€Å"The Hoover Dam stands at a massive 725 feet high, 1244 feet wide, and measuring 660 feet thick at the base while tapering to 45 feet at the top† (Wilson, n. d. ). The dam had a total cost of $165 million to build and was completed two years ahead of schedule. The name of the dam has changed several times. The original name of the dam was Boulder Dam, because it was constructed at the base of Boulder Canyon. It later became known as Hoover Dam when Secretary of the Interior Ray L.Wilbur named it that during a strike diving ceremony, in honor of President Herbert Hoover. Then, in 1933 President Franklin D. Roosevelt‘s Secretary of the Interior Harold Ickes, changed it back to Boulder Dam. Fourteen years later, Congress changed the name back to Hoover Dam. References A Hoover Dam History – Aerospace Engineering Courses page. (n. d. ). Retrieved from http://aeweb. tamu. edu/whit/Classes/214_WEB/C_7_heatTransfer/A%20Hoover%20Dam%20History%20-%20Concrete. htm Barber, P. (09/28/2010). Hoover Dam Construction. Online Nevada Encyclopedia.