Category: Essays

Discussion questions (DQ): In your opinion, how should managers utilise organisational learning and knowledge to better construct work systems? Based on what you have learned this week, what type of framework would you propose for the management of organisational learning? Explain your answers with real-life examples, including examples from your experience wherever possible. Satisfactory answers will demonstrate clear understanding of the topics and issues related to the DQ. Good answers will be able to explain the reasons in more depth. Excellent answers will be able to raise appropriate critical questions.

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The USSR placed offensive missiles in Cuba and lied to President John Kennedy about the missiles. U-2 surveillance flights discovered the missiles, and President Kennedy called for meetings of the National Security Council, a presidential advisory group, to discuss the options the United States should pursue to get the Russians to remove the missiles from Cuba, while at the same time avoiding a nuclear confrontation with the USSR. For this activity, you will role play the position of a member of the National Security Council. Decide on which option the United States should pursue in response to the Cuban Missile Crisis. Take a position for or against the use of a blockade, an airstrike, an invasion, or negotiations. Before beginning, please make sure you have read the required readings in the text, Thirteen Days in order to understand the background of the crisis. There are two movies about the Cuban Missile Crisis—1974 Missiles of October with William Devane and Martin Sheen and the 2000 Thirteen Days with Kevin Costner, Bruce Greenwood, and Steven Culp. If you have the time and access to them you might want to watch one of them during this module. Then, in your initial post, identify the strengths and weaknesses of each choice and explain which option you favor and why you feel it is the best choice. In your post, identify the goals of the President and the American objectives during the crisis and how your choice meets both. Remember to cite any sources in your response, if necessary.

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This course has introduced and assessed many noteworthy figures related to the continuing buildup of the United States and its place within the world and globalization during the last 140 years. For this assignment, you will choose a noteworthy civil rights leader from the mid-20th century to the present. Your selection may be taken from speakers or religious, economic, or social leaders. You may not use any U.S. President. This assignment is open to any reform discussed in this course (e.g., creed, race, age, status, or gender). Prepare an outline of how you would choose to communicate that figure’s relevance to today. This is not a biography. Your argument should highlight how society remembers him or her now. For this assignment, you will be creating a one-page outline (minimum of 300 words) about your chosen figure.

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Essay 1: Formative Academic Essay Students are required to write a formative academic essay of 800 words, answering one of the following essay questions, in academic essay format, drawing on the ideas and concepts taught in this unit:

1. Has the recent change in Prime Minister from Mr Abbott to Mr Turnbull changed the nature of the relationship between the federal government and ? If so, how? If not, what has remained the same?

2. Can the Commonwealth take over responsibility for funding public transport in Australia? Why or why not?

3. Is the ACT Government’s Capital Metro light rail system proposal more about improving public transport or increasing land tax revenue through increased property values along the route? Discuss.

4. Using one of the four main political ideologies taught in this unit, critique government’s role in funding higher education in Australia. Given the increased focus on graduate employability, discuss the efficacy of state funding of skills training that will ultimately benefit businesses.

5. Increasingly, free trade agreements include clauses that allow foreign investors to sue governments when a law or policy harms their investment. What are the ramifications of such clauses for the power of national governments in making policy? Required: Students are to use at least 5 different sources (references) to provide at least 5 different in-text references in their essay. At least one reference is to be a journal article. Students are to write the essay in full prose, using appropriate paragraphs (approximately 100-150 words each paragraph), and a variety of high quality, academic sources (references) in order of quality from highest to lowest as follows:

1. Academic journal articles;

2. Academic books, including edited books;

3. Reports from international institutions such as the OECD and World Bank;

4. News media articles;

5. Government websites; and

6. Websites from businesses, industry groups, consumer groups or professional bodies A reference list (a list of the references actually cited in-text) must be included as part of the essay (separate files will not be accepted). The reference list must use a recognised scholarly referencing system using the author/date format. All information relating to the reference is to be included – if you cannot find the year of publishing or the author, then it is probably not an appropriate academic reference. Page numbers are required for in-text references. Word Count Rules: The word count is conducted by using the word count function in Microsoft Word by highlighting the first word of the first sentence to the last word of the last sentence. The word count includes all in-text references and quotes but does not include the title or the reference list. Plus or minus 10% leeway is given for the word count, for example Essay 1 (800 words) must be between 720-880 words. Markers will ignore those parts of the essay that exceed the word limit, and essays which are under the word limit will be considered as not representing a completed assessment task. Excessive use of quotes will be heavily penalised. Writing to a set word count is a requirement in almost every profession, and presenting an argument within the bounds of a word count demonstrates partial achieving of Learning Outcome 5. please choose any topic as above. i need atleast 8 references. 2 journal minimum. Formative Academic Essay (800 words, minimum 5 academic references) Due Date: 5pm Friday Week 7 Resubmissions: Maximum mark is 50%, due 5pm Friday Week 13 by email to the unit convenor. Fail grades achieved due to late penalties, non-submissions or decisions made by a formal Summary Inquiry are ineligible for resubmission. Weighting Percentage: 20% (must be attempted and submitted before the submission cut-off date to pass this unit) Addresses learning outcome(s): On successful completion of this unit, students will be able to: 1. Understand the roles of government and business in pursuing social and economic goals; 2. Contrast theoretical traditions about and global approaches to the economic role of government; 3. Relate political, social and economic changes to changes in the national and global environments; 4. Demonstrate a sound knowledge of the ways that business and government respond to the dynamics of globalisation; and 5. Undertake projects requiring research, analysis and the effective communication of the results in writing. Related graduate attribute(s): 1. UC graduates are professional – communicate effectively 1. UC graduates are professional – display initiative and drive, and use their organisation skills to plan and manage their workload 1. UC graduates are professional – employ up-to-date and relevant knowledge and skills 1. UC graduates are professional – take pride in their professional and personal integrity 1. UC graduates are professional – use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems 2. UC graduates are global citizens – adopt an informed and balanced approach across professional and international boundaries 2. UC graduates are global citizens – behave ethically and sustainably in their professional and personal lives 2. UC graduates are global citizens – think globally about issues in their profession 2. UC graduates are global citizens – understand issues in their profession from the perspective of other cultures 3. UC graduates are lifelong learners – adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas 3. UC graduates are lifelong learners – be self-aware please use The reference list must use a recognised scholarly referencing system using the author/date format. All information relating to the reference is to be included – if you cannot find the year of publishing or the author, then it is probably not an appropriate academic reference. Page numbers are required for in-text references.

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Please use this position: As a member of the Executive Committee for National Security in 1962, I would advocate the option of blockade/quarantine to address the Cuban Missile Crisis. A strong response is required to show the strength of our repose especially considering such items as the Monroe Doctrine. That being said, the response needs to be a measured one so it does not escalate an already delicate situation. Assignment: By the end of this module, you are required to submit an outline (including subtopics) showing how your paper will be organized, as well as an annotated bibliography of sources that you plan to use. You are expected to use sources in addition to the class text books. These sources should include, but are not limited to, on-line websites about the Cuban Missile Crisis, scholarly articles, and books. Primary sources such as transcripts of the Executive Committee of the National Security Council are available both in book form and on line. Military planning documents for air strike, blockade, and invasion are also available on-line. Please note that Wikipedia is not an acceptable outside resource.

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The plan was already written as you know. But the professor gave us a detailed guidelines and I felt that we were missing so many things. Please ready the guidelines carefully. There is a detailed explanation about each headings and subheadings as well as a corresponding example in order to better understand what we need to write.

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As the discussion’s opening image attests to, film has always provided opportunities for cross-cultural communication. Before the 1960s however, this communication involved primarily the most developed countries of the world broadcasting content to the less developed world. The high cost of film, cameras, and production made it very difficult for most of the Third World to produce its own cinema. As independence movements swept the Third World, cultures were freed from the shackles of outside interference, allowing the development of cultural forms such as film, which had been impossible before given their tendency to be very critical of colonial authorities. Our earlier film, The Battle of Algiers, is one such example of Third World cinema in action. These early days of cinema in the developing world were hardly something that could be called independent. As Glauber Rocha and Ousmane Sembène experienced, significant connections to the West did much to help them gain the technologies and audiences to find success as filmmakers (Sembène often filmed in French for example). Their work, nonetheless, signaled a stark deviation from “traditional” film narratives seen throughout the Western and Eastern blocs. The views Rocha and Sembène expressed in this week’s content reflect the thinking of many early Third World directors. Their films sought to invigorate native cultures that had long been suppressed by colonial leadership. Just as important, they sought to address (former) imperial powers directly to speak of the consequences of their actions, especially for those indigenous peoples who had, like those in the picture above, chosen to settle in the land of the colonizer. Please be sure to read and view the following for this discussion: Hunt, The World Transformed, Chapters 5-6 Discuss what you see as the primary goals of these pioneering filmmakers as it relates both to film and their own cultures. Using some of the material you are collecting for the M6A1 Annotated Bibliography, consider how effective your chosen country’s own film industry was at invigorating national popular culture in the 1960s and 1970s, or how its absence affected that same goal of an independent national culture.

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Expanding on what we learned in Module 4 about race-based efforts for change, in this module we read a lot in Hunt about dramatic changes in the United States and Europe related to women’s rights in the 1960s and 1970s. But movements to redefine women’s roles in the public and private spheres were hardly limited to the West. In China, women found a much stronger footing with respect to social status. Gould, likewise, provides varied examples of women in Latin American cultures in movements for political change. As Hunt explains, particularly for African women, colonization had significantly affected gender norms. Although national independence movements offered women hope for greater power in domestic politics, the desire for raw materials in many Third World countries put economics far ahead of individual rights. Independence movements geared toward globalization were fairly indifferent towards women regaining their former status. The global village had ample room for gender inequality. For all the pressures that superpowers’ popular cultures placed on Third World peoples, demands for increased women’s rights was one area where that influence was muted. This is because the relationship between the United States and the Third World often revolved around American economic desires rather than social change, leaving greater wiggle room for indigenous peoples in the Third World to assert and define their own social roles. Please be sure to read the following in preparation for this discussion: Hunt, The World Transformed, Chapters 5-6 For your two chosen countries, how much had globalization and the movements for change affected the status of women there? Consider Gould’s evidence about political and cultural change in Latin America. Given the United States’ longstanding claims (via the Monroe Doctrine) to interfere in affairs throughout the region, how much do you believe it exerted that influence when it came to human rights issues, such as the treatment of women?

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• Week 2 Hand-in Assignment For this assignment you will need to read the following article: Nonaka, I. & von Krogh, G. & Voelpel, S.C. (2006) ‘Organizational knowledge creation theory: evolutionary paths and future advances’, Organization Studies, 27 (8), pp. 1179-1208, Sage Premier 2009 [attached] After you have read the article, complete the following: Present a written analysis of the findings offered in the journal article regarding how the organisational knowledge creation theory has evolved over the past 15 years. How might the theory be advanced in the future? Do you agree with this view? Why or why not? Explain your answer with practical examples where possible. You are especially encouraged to include references in support of your analysis which you may find in current contemporary media sources.

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Discussion questions (DQ): In your opinion, how can organisational knowledge contribute to value creation for an organisation in the new economy? How can the processes and systems of the organisations be effectively utilized to support the sharing and creating of knowledge? Explain your answers with real-life examples, including examples from your experience wherever possible. Good answers will be able to explain the reasons in more depth. Excellent answers will be able to raise appropriate critical questions. Weak answers will demonstrate only a partial grasp of what is important in the context of the DQ. In working out your responses to the Discussion Question, you should choose examples from your own experience or find appropriate cases on the Web that you can discuss. Credit will be given for references you make to relevant examples from real companies. Attached is the lecture notes for the writer’s preferences.

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