Purpose of the Electrocardiogram (ECG) in Paramedic Practice

Purpose of the Electrocardiogram (ECG) in Paramedic Practice Lachlan Donnet-Jones Intro Electrocardiogram, commonly abbreviated to ECG or EKG, is defined as â€Å"a graphic tracing of the variations in electrical potential caused by the excitationof the heart muscle and detected at the body surface† (Dorlands). An ECG monitor is the device that has the ability to read and graphically present an ECG reading (Mosby’s Dictionary of Med) via a digital monitor or printed on a strip of special graph paper designed to show the rhythm of the heart over time (Mistovich). There are many different manufacturers of ECG monitors such as Philips and Physio-Control (ASNSW Protocols). An ECG monitor allows two methods of recording electrical activity, a 4-lead reading and a 12-lead reading. The ECG readings consist of three segments; a P wave, QRS complex and a T wave. The PQRST waves are the components that create the ‘waves’ or ‘spikes’ presented on an ECG reading. Electrocardiography has an extensive history dating back many centuries as pione ers of medical science were eager to understand the electrical functionality of the heart. History of ECG, what was before ECG? In the year 1600 William Gilbert discovered static electricity, a discovery that would eventuate in the development of one of the most important medical inventions of all time, the electrocardiogram. In the early nineteenth century the first instruments were invented that were sensitive enough to detect small electrical currents in the heart. The first functioning electrocardiogram was created by Willem Einthoven, a Dutch doctor and physiologist, in 1903. Einthoven won the Nobel Prize in medicine in 1924 for his electrocardiogram invention. Prior to the invention of the electrocardiogram an instrument called the string galvanometer was used to detect electrical activity, it was an earlier invention of Einthoven’s. The string galvanometer could be used to measure cardiac electrical activity in a procedure where patients would submerge three of their limbs into a saline solution creating ‘Einthoven’s Triangle†, a principle still used in contemporary electrocardiogram recording. Before both the electrocardiogram and string galvanometer were invented a device called the capillary electrometer was invented by Gabriel Lippmann in 1872. The capillary electrometer consisted of â€Å"sulphuric acid and mercury in a capillary tube with wires at each end† (WEST INDIAN MED JOURNAL). Similar to the string galvanometer Lippmann’s device requires the patient to place limbs into tubs of saline solution and was the first device to read cardiac activity using this method (WEST INDIAN MED JOURNAL). Little did these early inventers know that their inventions would go on to be used thousands of times per day at all corners of the globe with its purpose and functionality continually polished and refined over the years as is evident in modern day ECG monitors. http://www.jchimp.net/index.php/jchimp/article/view/14383/html http://caribbean.scielo.org/scielo.php?script=sci_arttextpid=S0043-31442005000300012lng=en http://www.ieeeghn.org/wiki/index.php/Willem_Einthoven http://en.wikipedia.org/wiki/Lippmann_electrometer [Naming the waves of ECG their genesis.pdf] [The origins of the electrocardiogram as a clinical instrument.pdf] http://search.credoreference.com.ezproxy.utas.edu.au/content/entry/dicscientist/einthoven_willem_1860_1927/0?searchId=1a112bd3-b32d-11e3-9ce6-12c1d36507eeresult=0 http://search.credoreference.com.ezproxy.utas.edu.au/content/entry/ehsmed/einthoven_s_triangle/0 http://search.credoreference.com.ezproxy.utas.edu.au/content/entry/columency/galvanometer/0 http://www.ecglibrary.com/ecghist.html Purpose functionality The ECG machines purpose and functionality is to provide information and understanding of the heart’s electrical functionality. (MISTOVICH) This includes information on the current rate at which the heart is beating, whether the heartbeat rhythm is regular or irregular, how strong the electrical signals are and the timing between the electrical signals. There are two methods to procure an ECG reading, a 4-lead and a 12-lead. The main difference is the number of leads used to obtain a reading which in effect allows for a better or worse reading. They are both effective in attaining information on the hearts electrical activity, however they are different and have their advantages and disadvantages. The 4-lead method, sometimes called 3-lead, typically uses three limb-leads: RA (right arm), LA (left arm) and RL (right leg). Each lead is attached to the torso despite the lead labels indicating otherwise. The RA lead (white) is placed ‘to the right side of the anterior chest just under the clavicle at the midclavicular line’ and is the negative lead, meaning it augments the signal of the LA lead. The LA lead (black, brown or green) is placed OPPOSITE the RA lead and is the grounding lead. RL lead is the final lead and is placed ‘to the left lower chest at about the seventh intercostal space on the anterior axillary li ne’ and is the positive lead. 4-lead monitoring is useful as it is quick to apply and †¦ 4-lead monitoring has its benefits however it cannot deliver the same level of comprehensive and detailed information that a 12-lead reading is capable of. The application of a 12-lead ECG monitor requires applying 10 leads, 4 ‘limb leads’ and 6 ‘precordial leads’. 4 lead 12 lead PQRST Graph paper Defibrillation Phillips, lifepak Other functions [Guidelines for electrocardiography.pdf] http://www.southsudanmedicaljournal.com/archive/may-2010/how-to-read-an-electrocardiogram-ecg.-part-one-basic-principles-of-the-ecg.-the-normal-ecg.html ECG contribution to patient assessment ECG Monitoring is typically used following a primary assessment especially in cases where there is a suspected issue with the heart or cardiovascular system. An ECG provides paramedics with information about the electrical functionality of the cardiovascular system. This is done by analysing the electrical activity displayed on the ECG reading and observing any changes in the waveform in relation to the rate and rhythm. As well as the rate and rhythm the paramedic would note any changes in the P wave, PR intervals, QRS complex, S-T segments and the P to R ratios (REFERENCE). Through this method of analysis the sign and symptoms of a patient assumed to be having cardiac issues can be confirmed for the initial diagnosis (REFERENCE). For example during the primary assessment the patient is suspected of having a myocardial infarction and is showing symptoms of chest pain, hypotension, diaphoresis and a weak and rapid pulse the paramedic’s primary goal would be to obtain an ECG rea ding which can then confirm the initial assessment by virtue of the PQRST waveform. Ambulance Service New South Wales protocols provides a list of common conditions that may require ECG monitoring, the list includes: â€Å"Acute Coronary Syndrome (ACS), Dyspnoea (SOB), trauma, lowered level of consciousness (LOC), post syncope episode, cardiac dysrhythmias† and many other conditions which interfere with the hearts normal capacity to function (ASNSW Protocols). Provides paramedic information in a situation (subsequent to primary assessment/surgery) that may involves cardiac issues, events or abnormalities via reading the ECG reading and linking any abnormalities in the PQRST waveform to the patient’s symptoms condition. (LOOK IN MISTOVICH, PP. 1463ish) Situations or indications that may require ECG monitoring include: post syncopal episode, a decreased level of consciousness, chest pain, acute coronary syndrome, shortness of breath, dysrhythmias or if any cardiac occurrence is suspected (ASNSW Skills 2011, 103.5.2). FOR EXAMPLES: Myocardial Infarction etc. Use a med journal/article/study? Strengths, weaknesses challenges faced by paramedics (critique) An ECG monitor such as the Phillips carried by Ambulance Tasmania or the Lifepak15 carried by Ambulance Service New South Wales are incredibly versatile diagnostic tools. They are portable and can be taken into the field to patients even in challenging situations such as the small interior of a crumpled car or a in a remote bush area (ASNSW Protocols; AT Protocols). The ECG monitor allows for immediate and continuous monitoring of the electrical functionality of the heart permitting a critical assessment of the patient’s condition to be made. The paramedic can then inform the receiving hospital of the patient’s condition and allow for the necessary measures for treatment to be organised prior to the patient’s arrival. (REFERENCE) One of the significant faults of an ECG is it can only illustrate the electrical activity of the heart, it does not tell us how well the heart is functioning mechanically (Jones, 2008). Though there are clear benefits of using an ECG monitor in the paramedic field there are also certain weaknesses in its use such as the unreliability of consistent and accurate ECG readings. It is essential for paramedics to accurately interpret ECG readings to avoid mistaken initial diagnosis which can prove costly for patient well-being in time-critical situations. Contributing factors to inaccurate ECG interpretation include cognitive bias and heuristics (mental shortcuts) (ECG READINGS BY DOCTORS). Properly cleaning skin with swabs, removing any hair in the way and certifying that the area is dry before application of electrodes will help to increase ECG accuracy and reduce inaccuracies (MISTOVICH; ASNSW Protocols). Other environmental factors such as vehicle movement can contribute to inaccurate ECG readings by virtue of unstable leads creating artefacts. Similarly if the patient is in a combative or wrestles state it can interfere with clear ECG readings, so keeping the patient calm, reducing anxiety and eliminating stressful factors can be beneficial to both acquiring vital information and the patient’s well-being. (REFERENCE) References 2011 Electrocardiogram inDorlands illustrated medical dictionary, Elsevier Health Sciences, Philadelphia, USA. 2012 Electrocardiogram (ECG, EKG) inMosbys dictionary of medicine, nursing, health professions, Elsevier Health Sciences, Philadelphia, USA. Accessed: 30 March 2014, from Credo Reference Goy, Jean-Jacques; Staufer, Jean-Christophe; Schlaepfer, Jà ¼rg; Christeler, Pierre 2013, Electrocardiography (ECG), e-book, accessed 19 March 2014, http://UTAS.eblib.com.au/patron/FullRecord.aspx?p=1310813>. Jones, SA 2008,ECG Success [Electronic Resource] : Exercises In ECG Interpretation / Shirley A. Jones, n.p.: Philadelphia : F.A. Davis Company, c2008., Items in the Library Catalogue, EBSCOhost, viewed 19 March 2014. Resources http://www.nhlbi.nih.gov/health/health-topics/topics/ekg/ http://www.nlm.nih.gov/medlineplus/ency/article/003868.htm http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Electrocardiogram http://eds.b.ebscohost.com.ezproxy.utas.edu.au/eds/detail?sid=59a6c19e-901d-440a-b791-a71625c1f886%40sessionmgr114vid=1hid=104bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=cat02831aAN=UTas.b1560119 http://eds.b.ebscohost.com.ezproxy.utas.edu.au/eds/results?sid=127dd355-fcfc-42af-a93e-9ccff2e157c5%40sessionmgr115vid=1hid=104bquery=ecg+(PT+book+OR+PT+ebook)bdata=JmNsaTA9RlQxJmNsdjA9WSZ0eXBlPTAmc2l0ZT1lZHMtbGl2ZQ%3d%3d Page 1 of 8

Moderate Drinking and Reduced Risk of Heart Disease :: essays research papers

Alcohol use has been widely studied and documented, as I have found in my research. One article in particular, "Moderate Drinking and Reduced Risk of Heart Disease" by Arthur L. Klatsky, appears to be a good source that I will be able to use in my final research paper. This article will be a good source for two main reasons: first, Klatsky's article adds to my knowledge of my research topic, and second, Klatsky provides good evidence for his claim. Thus, Klatsky's article will help me write my final research paper. I learned from this article that moderate drinkers have the lowest risk of coronary artery disease and death from cardiovascular disease when compared to lifelong abstainers and heavy drinkers. According to Klatsky, alcohol has "protective" effects. It raises the level of HDL (artery-clearing, high-density lipoprotein) cholesterol and lowers the level of LDL (artery-clogging, low-density lipoprotein) cholesterol in the blood stream (18). This information about a specific disease and its relation to alcohol is the kind I need to write a good research paper. In addition, Klatsky does a good job of defining "moderate" drinking, a definition that is essential to the article and to my research. He defines moderate consumption as one or two drinks per day (15). A "drink" equals one five-ounce glass of wine, twelve ounces of beer, or one and a half ounces of liquor, all of which contail one half an ounce of alcohol (15). I will use Klatsky’s definitions in describing "moderate" drinking. Klatsky also provides sound evidence to support his claims. He claims that moderate drinkers are at the lowest risk of death from cardiovascular disease and cites a study from the American Cancer Society. This nine-year study of 490,000 people showed a 30-40 percent lower mortality rate from cardiovascular disease among those who consumed one to two drinks per day (20).

Aristotle and the Techne of Rhetoric Essay -- History Aristotle Essays

Aristotle and the Techne of Rhetoric Between the third and fifth centuries B.C. there existed a â€Å"golden and classical age† of thought in the ancient world, with the majority of this activity centered in the polis of Athens, Greece. Although the city is historically recognized for its legendary conflict with rival polis Sparta, Athens is perhaps best known for the creation of democracy—that noble political experiment that laid the preliminary structure for most of the rights we Americans enjoy today. First among these rights was the freedom of speech. Each Athenian citizen (meaning male land owners numbering around five thousand) met regularly in public forums (in an open-air auditorium called the Pnyx) to discuss laws and issues. Each man had a voice in the matter, and his success in dissuading or persuading his audience meant the action Athens would potentially take. So outstanding rhetoric, and the study, teaching, and delivery of it, became the center of attention among the Athenians; democracy meant individual empowerment, and good rhetoric meant the power to make change. The first notable scholars to take on the challenge of analyzing and teaching the art of rhetoric were Isocrates, Socrates, and later, Plato. Plato soon created an academy in Athens, appropriately called the Plato Academy that attracted men who were interested in the art. One of the first students was Aristotle, who like Plato, had a lasting effect not only on the study of rhetoric, but the discipline itself. Aristotle was born in 384 BC at Stagirus, a Greek colony and seaport on the coast of Thrace. His father, Nichomachus, was a respected physician to the King Amyntas of Macedonia. This connection with the royal family served Aristotle we... ...tain an audience in an effort to create change. So no, technology is not always simply a machine spitting out rivets or a computer humming away in some lab somewhere. It can be, as Aristotle argues, found in the logic of the human mind; for the mind is, and will always be, humankind’s greatest techne. Works Cited Aristotle. On Rhetoric: A Theory of Civic Discourse. Ed. G. A. Kennedy. Oxford: New York, 1991. â€Å"Aristotle (384 – 322 BCE.) Overview† The Internet Encyclopedia of Philosophy. Available Online: www.utm.edu/research/iep/a/aristotl.htm. Accessed: 12 Feb. 2003. Foss, S.K. Rhetorical Criticism; Exploration and Practice. Prospect Heights, IL: Waveland, 1996. Newbold, Dr. Webster. â€Å"Review of ‘Understanding technology’ Unit: Writing and Technology.† Available online: www.bsu.edu/web/00wwnewbold /213/213unit1review.htm. Accessed: 11 Feb. 2003.

IDEA – due process & procedural safeguards

Idea: Due Process & A ; Procedural SafeguardsIDEA stresses the cardinal importance of the function of educational decision makers every bit good as parent ‘s in the affair of each single pupil ‘s academic public presentation. IDEA outlines the necessary actions for a school territory to implement an single educational plan, besides known as an IEP. The first measure each territory must follow is to inform the parents of the pupil in inquiry. â€Å" IDEA sets forth demands for States and local educational bureaus ( school territories ) in supplying particular instruction and related services to kids with disablements, ages 3 through 21 ( US Dept. of Educ. , 2010, para.1 ) . The territory must besides supply a â€Å" anterior written notice † to the parents. At specified times, the school territory must supply parents with a â€Å" procedural precautions notice † which explains their rights under Part B of the IDEA. Prior to July 1, 2005 province and federal ordinances required school territories to supply the parent with a transcript of procedural precautions upon each presentment of an Individualized Education Program ( IEP ) meeting ( US Dept. of Educ. , 2010, para.1 ) . The typical province ordinance used today â€Å" school territories merely require the proviso of procedural precautions statement to be given to the parent one clip per school twelvemonth, during initial referral for rating for pupils, besides on the day of the month to do any alterations to the pupils IEP, every bit good as a parental petition for any extra transcripts, and moreover upon the first happening of the filing of a due procedure hearing petition or kid ailment is another clip a parent will have the precaution statement † ( DESE, 2010, portion B parity. 2 ) . Under 34 CFR AA §300.503 ( degree Celsius ) , each single school territory must give parents a written in the native linguistic communication of the parent and dated when any opportunities are made in the instruction of the pupil. Under 34 CFR AA §300.503 ( a ) the school territory must advise parents if a pupil is refused any educational services pending rating consequences. Taylor, S ( 2005 ) . Basically after eligibility is determined, parents are notified, and if in understanding, the IEP for the pupil will be developed and implemented. However concerns originate with parents and pedagogues of what is deemed appropriate for the single pupil. Typically a ailment made by either a parent or school decision maker deems a demand for a due procedure hearing. Each party will show their grounds with an ample sum of factual information to make a decision of action. Parents and pedagogues will explicate their grudges in an appropriate mode. Parents and pedagogues will routinely mention back to the pupils IEP. If plaintiff makes a ailment that is non portion of the pupils IEP, typically the consequence will non be favourable for that peculiar party. Each party demands to hold grounds to back up their statement. The end is to convert the justice to do a determination in favour of the grounds provided. The ailment must be caused by the school ‘s actions, or deficiency of action, refering to the pupils educational public assistance, and/or if the pupil is non having educational benefit that is stated in IEP and without disciplinary steps, the pupil ‘s instruction will be harmed. Each school territory must take appropriate steps, including the proviso of auxiliary AIDSs and services determined appropriate and necessary by the kid ‘s IEP Team, to supply kids with disablements an equal chance for engagement in instruction. Section 300.308 requires that the IEP squads finding the eligibility for kids suspected of holding a learning disablement are to include: the kid ‘s parents ; a squad of qualified professionals including the kid ‘s regular instruction instructor ; at least one individual qualified to carry on single diagnostic scrutiny of kids, e.g. a school psychologist or reading specializer. Section 300.309 ( a ) a squad can happen that a kid has a learning disablement if the kid does n't accomplish adequately for the kid ‘s age or does n't run into grade-level criterions. When difference declaration, mediation have non helped a due procedure hearing is the following measure to do a more definite program of action refering to a pupils educational demands. What is due procedure? A due procedure hearing is normally an functionary, test between parents and school territories. Each party will be represented by their ain chosen council. Harmonizing to William B. nor shall any State deprive any individual of life, autonomy, or belongings, without due procedure of jurisprudence. Typically a parent or school functionary will convey a compliant to either party. The compliant will include a description of the issue and possible redresss to the job or alteration. Then the following measure is a response, that is necessary within 10 yearss of reception of a due procedure petition ; the non-complaining party ( school or parent ) must direct a written response to the kicking party. Within 15 yearss, the hearing officer and the other parties must be notified in composing if the hearing notice is thought to be deficient. The hearing officer has 5 yearss to find the importance of the notice. Parents and members of the IEP squad meet to discourse and to seek and decide the ailments. Typically a hearing would be held within 15 yearss of reception of petition for hearing unless both parties: agree to travel to mediation or hold in composing to relinquish the hearing. In a Due Process Hearing, the Judge will do a determination based on testimony and facts submitted to the tribunal on a finding of whether the pupil received a ( FAPE ) free and appropriate public instruction and/or whether a procedural misdemeanor occurred. Either party has the right to appeal the justice ‘s determination to federal or province tribunal, or every bit far as the Supreme Court. The Due Process hearing can be financially dearly-won for all parties. The determination to bespeak a Due Process Hearing requires thoughtful consideration and should be contemplated merely after all other options have been exhausted. In the terminal a judgement is made and will necessitate one party to supply a service or pay a amount of money to the other party. Sometimes the losing party feels victimized by the Court and refuses to pay or go on with the judgement made by the tribunal. These actions typically lead to more struggle. An illustration of would be after the U. S. Supreme Court instance of Brown v. Board of Education, some Virginia school boards closed their schools. These school boards used monolithic opposition to avoid following with the determination. Harmonizing to Brown v. Board of Education, 347 U.S. 483 ( 1954 ) â€Å" Resistance besides slowed execution of the Brown determination in schools and led to many extra tribunal instances. For illustration, Prince Edward County, Virginia, closed all of its public schoolsaa‚ ¬ † for Whites every bit good as blacksaa‚ ¬ † instead than incorporate. The most influential instance I researched was TINKER v. DES MOINES SCHOOL DIST. , 393 U.S. 503 ( 1969 ) . This instance focused on pupil have oning armbands in protest of the Vietnam War. Petitioners, three public school students in Des Moines, Iowa, were suspended from school for have oning black armbands to protest the Government ‘s policy in Vietnam. They sought nominal amendss and an injunction against a ordinance that the respondents had promulgated censoring the erosion of armbands. However due to the insisting of pupils following in the political societal propaganda as their parents a choice of pupils fitting and decided to do a base by have oning armbands to school as a signifier of protest of the war. When word of this new sense of an anti-war message reached the school functionaries, â€Å" principals of the Des Moines schools on December 14, 1965, the school adopted a policy that any pupil have oning an armband to school would be asked to take it, and if he refused he would be suspended until he returned without the armband. The pupils were cognizant of the new school policy, yet ignored the warning. It upheld [ 393 U.S. 503, 505 ] the constitutionality of the school governments ‘ action on the land that it was sensible in order to forestall perturbation of school subject. 258 F. Supp. 971 ( 1966 ) . Harmonizing to TINKER v. DES MOINES SCHOOL DIST. , 393 U.S. 503 ( 1969 ) The District Court dismissed the ailment on the land that the ordinance was within the Board ‘s power, despite the absence of any determination of significant intervention with the behavior of school activities. The District Court recognized that the erosion of an armband for the intent of showing certain positions is the type of symbolic act within the Free Speech Clause of the First Amendment. The decision of the school governments was sensible because it was based upon their fright of a perturbation from the erosion of the armbands. Another interesting point made by TINKER v. DES MOINES SCHOOL DIST. , 393 U.S. 503 ( 1969 ) â€Å" Their divergence consisted merely in have oning on their arm a set of black fabric, non more than two inches broad. They wore it to exhibit their disapproval of the Vietnam belligerencies and their protagonism of a armistice, to do their positions known, and, by their illustration, to act upon others to follow them. They neither interrupted school activities nor sought to irrupt in the school personal businesss or the lives of others. They caused treatment outside of the schoolrooms, but no intervention with work and no upset. In the fortunes, our Fundamental law does non allow functionaries of the State to deny their signifier of look. † In the terminal, the instance was to be a â€Å" affair for the lower tribunals to find † The instance was reversed and remanded. TINKER v. DES MOINES SCHOOL DIST. , 393 U.S. 503 ( 1969 ) . What is interesting is that merely 7 pupils of 18,000 disobeyed the new policy sing the armbands. Five pupils being from the Tinker household ages 8-15. Another instance that demonstrates the usage of due procedure in instruction is, â€Å" West Virginia v. Barnette, supra, this Court held that under the First Amendment, the pupil in public school may non be compelled to toast the flag. Our job lies in the country where pupils in the exercising of First Amendment rights collide with the regulations of the school governments. † Another contention is the cost of the due procedure hearing. Parents and School Districts have to utilize the household nest eggs and or the school budget for lawyer fees, tribunal cost, and execution of either transit for pupils, new plans and or auxiliary AIDSs and learning resources for instructors. Parents worry about the preparation and experience of the instructors who are educating their kids. This is a important obstruction of trust and communicating that can be missing from both parties. Appraisal is critical in the early instruction of all pupils. The earlier any intercession can be performed the better a pupil will be to accomplish the satisfactory scene with equals. The stairss involved include doing certain the pupil is eligible for services, find what the pupil needs to be evaluated on, find what appraisal is best for the pupil, observe the pupil, evaluate and construe the findings, and so make a course of study that fits the pupils larning abilities best. Possible inquiries to remind an pedagogue during appraisal and observation is: Does the kid have a need/deficiency in the accomplishment or ability? Does the kid have a get downing degree of accomplishment or ability? Or does the kid have a mastery degree of accomplishment or ability?

Week 9’s Final

Part One †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Write an essay of at least 700 words. Comprehensive writing skills must be used. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The First Amendment to the Constitution bars Congress from infringing on the freedom of speech of the citizenry of the United States. It does not prohibit private restrictions on speech. With this in mind, many universities have over the years instituted speech codes or have banned hate-speech. If you were in charge of a university what rules would you make for student conduct online?Explain your reasoning and support your answer with examples and other evidence. If our legal reality truly reflected our political rhetoric about liberty, Americans and especially American college and university students would be enjoying a truly remarkable freedom to speak and express controversial ideas at the dawn of the twenty-first century. Virtually every public official declares a belief in â€Å"freedom of speech. † Politicians extol the virtues of freedom and boast of America’s unique status as a nation of unfettered expression.Judges pay homage to free speech in court opinions. Even some fringe parties’ communists and fascists who would create a totalitarian state if they were in power have praised the virtues of the freedom they need for their survival. Few individuals speak more emphatically on behalf of freedom of speech and expression, however, than university administrators, and few institutions more clearly advertise their loyalty to this freedom than universities themselves.During the college application process, there is a very high probability that you received pamphlets, brochures, booklets, and catalogs that loudly proclaimed the university’s commitment to â€Å"free inquiry,† â€Å"academic freedom,† â€Å"diversity,† â€Å"dialogue,† and â€Å"tolerance. â€Å"You may have believed these declarations, trusting th at both public and private colleges and universities welcome all views, no matter how far outside the mainstream, because they want honest difference and debate.Perhaps your own ideas were â€Å"unusual† or â€Å"creative. † You could be a liberal student in a conservative community, a religious student at a secular institution, or even an anarchist suffering under institutional regulations. Regardless of your background, you most likely saw college as the one place where you could go and hear almost anything—the one place where speech truly was free, where ideas were tried and tested under the keen and critical eyes of peers and scholars, where reason and values, not coercion, decided debate.Freedom and moral responsibility for the exercise of one’s freedom are ways of being human, not means adopted to achieve this or that particular point of view. Unfortunately, ironically, and sadly, America’s colleges and universities are all too often dedicate d more to censorship and indoctrination than to freedom and individual self-government. In order to protect â€Å"diversity† and to ensure â€Å"tolerance,† university officials proclaim, views deemed hostile or offensive to some students and some persuasions and, indeed, some administrators are properly subjected to censorship under campus codes.In the pages that follow, you will read of colleges that enact â€Å"speech codes† that punish students for voicing opinions that simply offend other students, that attempt to force religious organizations to accept leaders who are hostile to the message of the group, that restrict free speech to minuscule â€Å"zones† on enormous campuses, and that teach students sometimes from their very first day on campus that dissent, argument, parody, and even critical thinking can be risky business. Simply put, at most of America’s colleges and universities, speech is far from free.College officials, in betraying th e standards that they endorse publicly and that their institutions had, to the benefit of liberty, embraced historically, have failed to be trustees and keepers of something precious in American life. This  Guide  is an answer and, we hope, an antidote to the censorship and coercive indoctrination besetting our campuses. In these pages, you will obtain the tools you need to combat campus censors, and you will discover the true extent of your considerable free speech rights, rights that are useful only if you insist upon them.You will learn that others have faced and overcome the censorship you confront, and you will discover that you have allies in the fight to have your voice heard. The  Guide  is divided into four primary sections. This introduction provides a brief historical context for understanding the present climate of censorship. The second section provides a basic introduction to free speech doctrines. The third provides a series of real-world scenarios that demons trate how the doctrines discussed in this  Guide  have been applied on college campuses.Finally, a brief conclusion provides five practical steps for fighting back against attempts to enforce coercion, censorship, and indoctrination. Part Two †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Write an essay of at least 700 words. Comprehensive writing skills must be used. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Between 1949 and 1987, the Fairness Doctrine was an FCC rule designed to provide â€Å"reasonable, although not necessarily equal† opportunities in presenting opposing viewpoints in radio broadcasting in order to avoid one-sided presentations.The practice was repealed under President Reagan as part of a wider deregulation effort. Do you think the Fairness Doctrine should be revived, revised, or left dead? Why? The  Fairness Doctrine  was a policy of the United States  Federal Communications Commission  (FCC), introduced in 1949, that required the holders of  broadcast licenses  to both present controversial issues of public importance and to do so in a manner that was, in the Commission's view, honest, equitable and balanced.The FCC decided to eliminate the Doctrine in 1987, and in August 2011 the FCC formally removed the language that implemented the Doctrine The Fairness Doctrine had two basic elements: It required broadcasters to devote some of their airtime to discussing controversial matters of  public interest, and to air contrasting views regarding those matters. Stations were given wide latitude as to how to provide contrasting views: It could be done through news segments, public affairs shows, or editorials.The doctrine did not require equal time for opposing views but required that contrasting viewpoints be presented. The main agenda for the doctrine was to ensure that viewers were exposed to a diversity of viewpoints. In 1969 the  United States Supreme Court  upheld the FCC's general  right  to enf orce the Fairness Doctrine where channels were limited. But the courts did not rule that the FCC was  obliged  to do so. 3]  The courts reasoned that the scarcity of the broadcast spectrum, which limited the opportunity for access to the airwaves, created a need for the Doctrine. However, the proliferation of cable television, multiple channels within cable, public-access channels, and the Internet have eroded this argument, since there are plenty of places for ordinary individuals to make public comments on controversial issues at low or no cost. The Fairness Doctrine should not be confused with the  Equal Time  rule.The Fairness Doctrine deals with discussion of controversial issues, while the Equal Time rule deals only with political candidates. The Fairness Doctrine has been both defended and opposed on First Amendment grounds. Backers of the doctrine claim that listeners have the right to hear all sides of controversial issues. They believe that broad-casters, if left alone, would resort to partisan coverage of such issues. They base this claim upon the early history of radio.Opponents of the doctrine claim the doctrine's â€Å"chilling effect† dissuaded broadcasters from examining anything but â€Å"safe† issues. Enforcement was so subjective, opponents argued, there was never a reliable way to determine before the fact what broadcasters could and could not do on the air without running afoul of the FCC. Moreover, they complain, print media enjoy full First Amendment protection while electronic media were granted only second-class status. I'll be honest, I'd never even heard of the Fairness Doctrine until I read this question.After looking it up on a few different sites, I'd have to say I’m still not entirely sure whether or not I think it should be reinstated. I see both pro's and cons to requiring licensed broadcast stations to present controversial public issues (which tends to apply mainly to political situations) in a fair, equal and honest way. I think this would create a more balanced source of rational discourse and  information  for the public on such issues and in this way serves the public interest.That being said, I think this is getting uncomfortably close to infringing upon freedom of the press and speech. I understand that the Fairness doctrine has the best of intentions and has even served us well in the past, But often, even good legislation leads to increased powers and control for government. No matter how many checks and balances our government has, It only takes one government official's loose interpretation of a law in order to justify abusing his office and encroaching up the basic rights our constitution grants us.

All about russia

Every society in the world with its embolic powers of coexistence with the nature’s upheavals and society’s turbulence is always on the move towards growth and development for assuring the maintenance for the generation next. This typical feature of the Society is its Character by which it is recognized. This Character is further determined by the interaction of traditional culture, its Land and its social and political tendencies, which since centuries are digging deeper roots in the consciousness of the citizens and their intellectual attitude towards life and society.In 989 when St. Vladimir accepted Christianity, Russia took its first step forward to take over the heritage of Constantinopole. Again in 1453, when New Rome of Constantinopole had fallen to Turks, Moscow emerged as a â€Å"Third Rome† and the Soviet Union after taking its own course became a new synthesis of the dialectic of history and its Duke became the â€Å"Tsar of All the Russians†. The history of Russia begins with the East Slavs, an ethnic group, which was eventually split into Russia, Ukrainian and Belarusians.This group emerged from the Vikings who were the barbarian tribes and illiterate pagans indulged in the activity of raping and pillaging, but they were technologically quite advanced and had stable organizational set up. These Vikings entered the Black sea through the Russian river systems known as â€Å"Varangians† (from their name in Slavic, now Varyag in Russian), but when they settled in the area, they came to be known as Rus. Primary Chronicle even says that, â€Å"These particular Varangians were known as Russes. † (Ross, Successors of Rome: Russia, 862-Present, Grand Princes of Kiev, Para.1). Kievan Rus was the first East Salvic state that was converted to Christianity in 988(Online, Russian Church Architecture) and they brought with it the Cyrillic alphabet, which got authenticity by the Soviet Union along with the other unrelated languages like the Turkish of Central Asia. Poland and the Baltic States brought Latin alphabet characteristic of Francia and the Jews of Poland wrote Yiddish in the Hebrew alphabet. And with the passing time, the small nations of the Caucasus like the Armenians and Georgians started using their own alphabets.(Ross, Successors of Rome: Russia, 862-Present, Introduction, Para. 2) After the 13th century, Moscow became the vast cultural centre and by 18th century, the Grand Duchy of Moscow formed the huge Russian Empire, stretching from Poland towards the Pacific Ocean. By 19th century, development in the Western Countries created an incredible influence on the Russia, which led Russian regime to make the way for reforms for the overall growth and development. As a result, Russian serfdom was abolished in 1861 but it proved to be fruitless for the peasants that led to the building of revolutionary pressures.With the abolishment of Serfdom and the beginning of World War I in 1914, Russ ia saw numerous changes in the economy and politics. The most prominent reform was the reform of Stolypin agrarian reforms, which transferred the archaic obshchina form of Russian agriculture towards more progressive and capitalist oriented form of agriculture, giving private ownership rights to the farmers, second was the First constitution of 1906 which was also known as fundamental laws and was enacted on April 23rd, thirdly there was the establishment of State Duma.A State duma constituted one of the several representative assemblies of modern Russia. These reforms brought about numerous changes in economy and even in the politics of Russia, but still the autocratic rule of the Tsars did not vanish completely and the result was the Russian Revolution in 1917. There were two revolutions in Russia: First Revolution was the overthrowing of the Tsar and formation of the Provisional Government and the other was the October revolution in which Bolsheviks overthrew the Provisional Gove rnment.The life in Russia during Revolution saw the immense change and uncertainty. On one hand cities and industries were mushrooming whereas on the other hand there was great level of uncertainties. Rural population began to migrate more and more towards the Industrially centered areas, middle class of white-collar employees, businessmen, and professionals like doctors, lawyers, teachers, journalists, engineers, etc. were on the rise. Nobles too were undergoing through different stages, finding ways to adjust themselves in this changing economy.Two types of classes emerged- proletarians and capitalists, who were divided along the lines of status, gender, age, ethnicity, and belief. There was emergence of different groups- migrating peasants, worker intellectuals, gentry professionals etc. which changed the whole texture of the life of people inculcating themselves into the world of materialism. This rapid industrialization led to the over crowding of the urban areas and poor condi tions for urban industrial workers.A new proletariat was formed between 1890 and 1910 due to the increase in the population of the St Petersburg and Moscow from 1,033,600 to 1,905,600. Thus there was unrest everywhere which was the ground enough for the Russian revolution to fuel. The Russian revolution brought the coalition of liberals and moderate socialists to power on the one hand and then Communist Bolsheviks on the other. Between 1922 and 1991, there was the beginning of the new era in the history of Russia when Soviet Union came into existence, a union that held the roots of ideological thoughts and perceptions.The beginning of the post-Stalinist in 1919’s saw the growth of media and intervention of TV and radio programs in its vicinity, which led to the real awakening among the Russians in all the social, political and economic spheres. Stalinism with this Marxism and Leninism approach replaced the New Economic Policy (NEP) in the year 1920 with Five Year Plans of 192 8 and collective farming, which by the end of 1930 led the Soviet Union to be emerged as the major Industrial power in the world, but this had adverse effect on the peasants due to the collective policy and the repressive measures of the Government.The repressions and political, social and economical upheavels led to the â€Å"era of stagnation† in the 1980s. But by the late 1980s, the weaknesses in the economic and political structures led the Communist leaders to embark upon the major reforms, resulting in the collapse of the Soviet Union and the emergence of the Russian Federation. By the mid of 1990 when Yeltsin came to power he adopted most unpopular Yegor Gaidar’s shock therapy for putting an end to the price controls, cutting in state spending, and starting of the open foreign trade regime in early 1992.These reforms were the blow to the living standards of most of its citizens, especially for the groups who were enjoying the benefits of Soviet-era state-control led wages and prices, state subsidies, and welfare entitlement programs and consequently Russia suffered an economic downturn much more severe than the United States or Germany had undergone six decades earlier during the Great Depression. On the other hand these economic reforms opened the doors of the World Bank and the International Monetary Fund, for the largest and fastest privatization in the world.The big enterprises were acquired by the old managers, leading to criminal mafias and Western investors, and at the bottom level there was inflation, unemployment, prostitution, and crime. Tax revenues had collapsed and Russia's economy was further plunged into the Financial crises in 1998. Russian Economy again recovered in 1999, due to the increase in the world price of oil and gas. (Wikipedia Encyclopedia, Russian Federation, para. 5) By 2000, Yeltsin gave his resignation, and gave the reigns of the government to the Prime Minister, Vladimir Putin.The whole of the character of th e Russian Industry was dependent on the combined efforts from the various spheres of economy. Russia did not rely on the European powers but leaped towards the development on its own efforts, the separate branches made tremendous progress, which rose with extraordinary speed especially between the first revolution and the war and made the Russian historians say, â€Å"We must abandon the legend of backwardness and slow growth. † When the war was at its peak the tzarist Russia had prospered to considerable degree; as for every one hundred square kilometres of land, Russia had, at the time of war, 0.4 kilometers of railroads, Germany 11. 7, Austria-Hungary 7. (Trotsky, Peculiarities of Russia’s Development, Para. 17). The Financial Institutions had also developed in Russia to implement the growth of Industrial Revolution but the heavy industries such as metal, coal and oil were all under the control of foreign finance capital, which had created auxiliary and intermediate system of banks in Russia, and it was true for light industries also. The other nations were holding 40 per cent of the stock capital of Russia, but in the leading branches of industry this percentage was much higher.The Russian industry even influenced the social character of the Russian bourgeoisie and its political physiognomy and the concentration of the industries meant that there was no hierarchy of transitional layers between the capitalist leaders and the popular masses, but the ownership of the foreign hands led to un-stability. All these factors along with the concentrated oppressions of tzarism led the Russian workers towards the revolutionary thoughts. Russia at the onslaught of the twentieth century had a population of about 150 million, out of whom more than 3 million were in Petrograd and Moscow, from which emerged social differences.From the artisans and independent peasants of the army of Cromwell and through the sansculottes of Paris – to the industrial pro letarians of St. Petersburg, the revolution deeply changed its social mechanism methods, and its aims. (Trotsky, Peculiarities of Russia’s Development, Para. 24). Thus this Russian Revolution made the tzarism to fall and the bourgeoisie became economically more powerful. In the beginning, the Russian revolution was called as the democratic revolution but caused the problem of political democracy.Once Vladimir Lenin says, â€Å"If you have no opportunity to implement the proclaimed slogans, revoke them! And in fact the Bolsheviks lacked the skill to do that† (Birshtein, Russian Character In The Aspect Of Reflexive Comprehension, Para. 27) Russia’s character now lies in its perusal of regional policies for nationalistic, strategic and for the development of economic resources, but there never emerged the need for reducing regional and income disparities in the standard of living of the people.Even Lenin said once, â€Å"Russian Empire was a â€Å"prison-house of nations† but so was the Soviet Union and so is the Russian Federation of today†. (Watkins, Economy of Russia, para. 1) Russia by now is not just a geographical space but its citizens by inheriting their ancient traditions have cultivated new behavioral and spiritual moulds. The number of Billionaires has grown up-to 53, which makes Russia in the third place of Forbis list with billionaires of the world. Russia is also the second biggest Oil manufacturer after Saudi Arabia. The estimated growth rate of Russia is 6.6% in 2006 and now above 6%. Its foreign debt is totaled 8% of the GNP but it is also true that majority of the Russian population is crushing under the poverty line, there is hindrance in the expression of civil liberties, centralization of power and decline of all societal values. (Stanfel, Social Unrest In The Land Of Billionaires, Para. 6) On one hand there is an upsurge of Billionaires whereas on the other hand for common citizens, life in Russia is a stru ggle. Even though there is a considerable reduction of the inflation rate it is still on the higher rate, which goes up-to nine percent a year.The average salary of the citizen amounts to half the average salary in Croatia. Russian peasants are below the poverty line whereas Billionaires are using expensive yachts to cross the rivers because of the slow traffic on the roads. (Stanfel, Social Unrest In The Land Of Billionaires, Para. 8. ) Looking at the social life in the 20th century, and with the advent of the new technology in Media and cultural affairs it was analyzed by the Intellectuals that the role of Media could exert a negative impact on the social ideologies and evolution of human beings in capitalist and socialist countries.The advocates of the socialist ideologies consider that the penetration of western social ideas and artistic values into the minds of Soviet people can lead the Soviet youth towards the violence and pornography of bourgeois pop-art which has started sp reading like wild fire and is taking the rich culture of Russia in its vicinity. As expressed by Ashin: â€Å"one who approaches the analysis of `mass culture' predominantly from the assumption about its content and social functions is compelled to deny it in the conditions of socialism†.(Yerofeyev, Youth and The System of Cultural Reproduction: Rethinking the Critique of Mass Culture in the Soviet Union†, Para. 6) Thus, in the past ten years, the life of Russia has considerably changed in all the economic, political and cultural spheres. The contemporary younger generation Russians are growing up in a pluralistic, westernized society and does not recognize themselves with the totalitarian government and are following the free market rules in all their business activities.The biggest group of Russians participated in the democratization and glasnost movement. The oldest group are finding themselves outplace and with communism enshrined in their blood, they are more cons ervatives and are finding very difficult to adjust to the fast pace Russia. The changes in the business arena also are going on at a rapid pace but there is no clear-cut rule. Younger generation is not allowing the rule of central planning and bureaucratic structure to enter in economic field and on the other hand the older generations are against capitalist way of thinking.Though it is a Patriarchy society, women are making their mark felt in the economic development in the large numbers though they have to involve themselves in the domestic chores. They can work, own property and sign contracts. The soul of Russia is hospitality of its people. Their openness and friendliness with which they welcome the strangers cannot be forgotten in the generations ahead. (Olga Ivanova-Nuss and Katrin Franz, People and Life in Contemporary Russia, Para. 8-10).Thus the character of Russia as said by classical philosophical thinker Nikolai Berdyaev (1874-1948), who was persecuted in Soviet Russia and was emigrated in 1922 to Berlin and then to Paris said that the spiritual structure of the Russian people is their attribute towards the Westernization, basically Russia is the Christian East. â€Å"This contradiction-filled nature of the Russian soul was determined by the complexity of the Russian historical destiny, collision and antagonism of the Eastern and Western elements in it†¦.Among the Russian â€Å"the nature† is a spontaneous force stronger than among the Western people†. (Birshtein, Russian Character In the Aspect of Reflexive comprehension, Para. 20) WORKS CITED 1. Birshtein I. B â€Å"Russian Character In The Aspect Of Reflexive Comprehension† Internet (2003) Available: http://72. 14. 235. 104/search? q=cache:P-QWqYb3dXMJ:www. reflexion. ru/Library/EBirshtein2003. doc+development+of+Russian+character+through+ages&hl=en&ct=clnk&cd=9&gl=in&ie=UTF-8, April 26, 2007 2. Ivanova-Nuss Olga & Franz katrin, â€Å"People and Life in Contemporary R ussia,† Internet Available:http://216. 239. 59. 104/search? q=cache:lTkoqb_4BF8J:www. culturalawareness. com/Newsletter-2002-04. pdf+Social+life+of+Russia&hl=en&ct=clnk&cd=4&gl=in, April 26, 2007 3. Kaboub Fadhel â€Å"A Rising Tide Cannot Lift All Boats† Internet (February 2001) Available: http://f. students. umkc. edu/fkfc8/RisingTide. html, April 26, 2007 4. Reuters, Javno. com â€Å"Russia-Berezovsky: Tycoon Stands by Threat to Topple Putin† Internet Available: http://www. javno. com/en/world/clanak. php? id=35911, April 26, 2007 5. Ross L. Kelley, â€Å"Successors of Rome: Russia, 862-Present† Internet (1999) Available:http://www. friesian. com/russia. htm, April 26, 2007 6. Stanfel Nikolina, â€Å"A New Revolution? † Internet (March 11, 2007) Available: http://www. javno. com/en/world/clanak. php? id=25573, April 26, 2007 7. Trotsky Leon, â€Å"Peculiarities of Russia’s Development† Volume One: The Overthrow of Tzarism, The Histo ry of the Russian Revolution ONLINE VERSION: Translated by Max Eastman, 1932, Transcribed for the W. W. W by John Gowland (Australia), Alphanos Pangas (Greece) and David Walters (United States) 1997 through 2000 Internet (Updated:15. 4. 2007) Available: http://www. marxists.org/archive/trotsky/1930/hrr/ch01. htm, April 26, 2007 8. Watkins Thayer, â€Å"The Economic History and Economy of Russia† Internet. Available: http://www. sjsu. edu/faculty/watkins/russia. htm, April 26, 2007 9. Wikipedia Encyclopedia, â€Å"History of Russia† Internet (Last Updated: 24 April 2007) Available: http://en. wikipedia. org/wiki/History_of_Russia, April 26, 2007 10. Yerofeyev Sergey, â€Å"Youth and The System of Cultural Reproduction: Rethinking the Critique of Mass Culture in the Soviet Union† Internet Available: http://lucy. ukc. ac. uk/csacpub/russian/yerofeyev. html

Introduction to People, Organization Andmanagement Essay

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