The document provides guidance on writing essays, including analysing the question, doing research, creating an outline, drafting the essay, getting feedback, and revising. It discusses breaking down the topic and task words, researching from valid sources, creating a paragraph plan, writing cohesive paragraphs that use linking words and logical arguments supported by evidence, and constructing an effective introduction that provides context and previews the structure and main argument. The steps outlined are meant to help students write high-quality essays.
This presentation was designed for students at Massey University, New Zealand. It covers the process of essay writing, using some examples of effective planning and paragraph writing.
This presentation was designed for students at Massey University, New Zealand. It covers the process of essay writing, using some examples of effective planning and paragraph writing.
HBR.ORG APRIL !## REPRINT R!!#GFAILURE LEARN FROM ITJeanmarieColbert3
HBR.ORG APRIL !"##
REPRINT R!!"#G
FAILURE: LEARN FROM IT
How to Avoid
Catastrophe
Failures happen. But if you pay attention to
near misses, you can predict and prevent crises.
by Catherine H. Tinsley, Robin L. Dillon, and
Peter M. Madsen
This document is authorized for use only by Benjamin Lewis Co in Management Psychology - MGT-6026 - SHA1 at Hult International Business School, 2018.
How to Avoid
Catastrophe
Failure Learn from It
M
MOST PEOPLE think of “near misses” as harrowing
close calls that could have been a lot worse—when
a firefighter escapes a burning building moments
before it collapses, or when a tornado miraculously
veers away from a town in its path. Events like these
are rare narrow escapes that leave us shaken and
looking for lessons.
But there’s another class of near misses, ones that
are much more common and pernicious. These are
the often unremarked small failures that permeate
day-to-day business but cause no immediate harm.
People are hardwired to misinterpret or ignore the
warnings embedded in these failures, and so they of-
ten go unexamined or, perversely, are seen as signs
that systems are resilient and things are going well.
Yet these seemingly innocuous events are often har-
bingers; if conditions shift slightly, or if luck does not
intervene, a crisis erupts.
Consider the BP Gulf oil rig disaster. As a case
study in the anatomy of near misses and the con-
sequences of misreading them, it’s close to perfect.
In April 2010, a gas blowout occurred during the ce-
menting of the Deepwater Horizon well. The blowout
ignited, killing 11 people, sinking the rig, and trig-
gering a massive underwater spill that would take
months to contain. Numerous poor decisions and
dangerous conditions contributed to the disaster:
Drillers had used too few centralizers to position the
pipe, the lubricating “drilling mud” was removed
too early, managers had misinterpreted vital test re-
sults that would have con!rmed that hydrocarbons
were seeping from the well. In addition, BP relied on
an older version of a complex fail-safe device called
a blowout preventer that had a notoriously spotty
track record.
Why did Transocean (the rig’s owner), BP execu-
tives, rig managers, and the drilling crew overlook
the warning signs, even though the well had been
plagued by technical problems all along (crew mem-
bers called it “the well from hell”)? We believe that
the stakeholders were lulled into complacency by
a catalog of previous near misses in the industry—
successful outcomes in which luck played a key role
in averting disaster. Increasing numbers of ultra-
deep wells were being drilled, but significant oil
spills or fatalities were extremely rare. And many
Gulf of Mexico wells had su"ered minor blowouts
during cementing (dozens of them in the past two
decades); however, in each case chance factors—
favorable wind direction, no one welding near the
leak at the time, for instance—helped pr ...
HBR.ORG APRIL !## REPRINT R!!#GFAILURE LEARN FROM ITJeanmarieColbert3
HBR.ORG APRIL !"##
REPRINT R!!"#G
FAILURE: LEARN FROM IT
How to Avoid
Catastrophe
Failures happen. But if you pay attention to
near misses, you can predict and prevent crises.
by Catherine H. Tinsley, Robin L. Dillon, and
Peter M. Madsen
This document is authorized for use only by Benjamin Lewis Co in Management Psychology - MGT-6026 - SHA1 at Hult International Business School, 2018.
How to Avoid
Catastrophe
Failure Learn from It
M
MOST PEOPLE think of “near misses” as harrowing
close calls that could have been a lot worse—when
a firefighter escapes a burning building moments
before it collapses, or when a tornado miraculously
veers away from a town in its path. Events like these
are rare narrow escapes that leave us shaken and
looking for lessons.
But there’s another class of near misses, ones that
are much more common and pernicious. These are
the often unremarked small failures that permeate
day-to-day business but cause no immediate harm.
People are hardwired to misinterpret or ignore the
warnings embedded in these failures, and so they of-
ten go unexamined or, perversely, are seen as signs
that systems are resilient and things are going well.
Yet these seemingly innocuous events are often har-
bingers; if conditions shift slightly, or if luck does not
intervene, a crisis erupts.
Consider the BP Gulf oil rig disaster. As a case
study in the anatomy of near misses and the con-
sequences of misreading them, it’s close to perfect.
In April 2010, a gas blowout occurred during the ce-
menting of the Deepwater Horizon well. The blowout
ignited, killing 11 people, sinking the rig, and trig-
gering a massive underwater spill that would take
months to contain. Numerous poor decisions and
dangerous conditions contributed to the disaster:
Drillers had used too few centralizers to position the
pipe, the lubricating “drilling mud” was removed
too early, managers had misinterpreted vital test re-
sults that would have con!rmed that hydrocarbons
were seeping from the well. In addition, BP relied on
an older version of a complex fail-safe device called
a blowout preventer that had a notoriously spotty
track record.
Why did Transocean (the rig’s owner), BP execu-
tives, rig managers, and the drilling crew overlook
the warning signs, even though the well had been
plagued by technical problems all along (crew mem-
bers called it “the well from hell”)? We believe that
the stakeholders were lulled into complacency by
a catalog of previous near misses in the industry—
successful outcomes in which luck played a key role
in averting disaster. Increasing numbers of ultra-
deep wells were being drilled, but significant oil
spills or fatalities were extremely rare. And many
Gulf of Mexico wells had su"ered minor blowouts
during cementing (dozens of them in the past two
decades); however, in each case chance factors—
favorable wind direction, no one welding near the
leak at the time, for instance—helped pr ...
Space Shuttle Columbia Group Case StudyAssuming the perspective .docxwilliame8
Space Shuttle Columbia Group Case Study
Assuming the perspective of your role, consider how you would address the following case study questions:
1. What are the key issues surrounding this case?
2. What is the nature of the problems that exist?
3. Identify opportunities that may be involved.
4. In what ways were problems resolved or leveraged?
5. Recommend and justify additional courses of action that are most likely to be effective.
Student 3 - Human Resources RepresentativeJob responsibilities: Accomplishes human resource objectives by recruiting, selecting, orienting, training, assigning, scheduling, coaching, counseling, and disciplining employees; communicating job expectations; planning, monitoring, appraising, and reviewing job contributions; planning and reviewing compensation actions; enforcing policies and procedures.
After reading the case study in the PDF file attached separately, answer the 5 questions above from a Human Resources Representative. DON'T JUST GIVE GENERAL ANSWERS TO THE QUESTIONS. IT HAS TO BE FROM A HUMAN RESOURCES REPRESENTATIVE POINT OF VIEW. YOUR PERSONAL OPINION AS AN HR REPRESANTAITVE.
DON't list references or citations, as this is supposed to be your own personal opinion from a project HR point of view.
AT LEAST 50 Words for each answer.
Space Shuttle Columbia Group Case Study
Assuming the perspective of your role, consider how you would address the
following case study questions:
1.
What are the key issues surrounding this case?
2.
What is the nature of the problems that exist?
3.
Identify
opportunities that may be involved.
4.
In what ways were problems resolved or leveraged?
5.
Recommend and justify additional courses of action that are most likely to
be effective.
Student 3
-
Human Resources Representative
Job responsibilities: Accomplishes hum
an resource objectives by recruiting,
selecting, orienting, training, assigning, scheduling, coaching, counseling, and
disciplining employees; communicating job expectations; planning, monitoring,
appraising, and reviewing job contributions; planning and r
eviewing compensation
actions; enforcing policies and procedures.
After reading the case study in the PDF file attached
separately, answ
er the 5 questions above from a
Human
Resources Representative
.
DON'T JUST GIVE GENERAL ANSWERS
TO THE QUESTIONS. IT HAS TO BE FROM A HUMAN
RESOURCES REPRESENTATIVE POINT OF VIEW. YOUR
PERSONAL OPINION
AS AN
HR REPRESANTAITVE.
DON't list
references
or citations, as this is supposed to be
you
r own personal opinion from a project HR point of view.
AT LEAST
50 Words for each answer.
Space Shuttle Columbia Group Case Study
Assuming the perspective of your role, consider how you would address the
following case study questions:
1. What are the key issues surrounding this case?
2. What is the nature of the problems that exist?
3. Identify opportunities that may be involved.
4. In what ways were problems resolved or leveraged?
5. Rec.
Behavioral SafetyBehavioral Safety
I
Human
Error
A closer look at safety’s next frontier
By Dan Petersen
www.asse.org DECEMBER 2003 PROFESSIONAL SAFETY 25
IN THE U.S., ORGANIZED ATTEMPTS to prevent or
control workplace injuries have existed for a long time,
probably starting in the railroad industry in the 1800s.
But the real attempts in general industry were rela-
tively weak until the early 1900s. With the passage of
workers’ compensation laws in several states between
1908 and 1911, injuries became a cost to organizations.
This provided the impetus to do something about it.
The financial incentive gave birth to “safety pro-
grams” and “safety engineers,” and to both the
National Safety Council and ASSE. What began in the
1900s is starkly different from the safety systems of
today. As technology has changed, as management
theories have evolved, so has safety programming. It is
true that safety seems to change more slowly than
technology or management concepts; it seems to lag by
20 or 30 years, and is influenced less by good research
and experimentation than by the economy, govern-
ment dictates and people selling new “solutions.”
Consider the many safety approaches that have
been used:
•physical condition approach, 1911 to present;
•industrial hygiene approach, 1931 to present;
•“unsafe act” approach, 1931 to present;
•management approach, 1950s to present;
•noise control approach, 1954 to present;
•audit approach, 1950s to present;
•system safety approach, 1960s and currently;
•OSHA physical condition approach, 1971 to
present;
•OSHA industrial hygiene approach (when the
OSHA chief was an industrial hygienist);
•other OSHA approaches, depending on the year
and the current emphasis;
•ergonomic approach, anticipating an OSHA
standard;
•“safety program” approach, anticipating an
OSHA standard;
•environmental approach;
•total quality management thrust, using statisti-
cal process control;
•behavioral approach.
None of these were fads—they were real attempts
to control losses. They are all still used today as part
of safety technology. They are layers of things that
must be done. Since safety staffs are now much
smaller, management staffs have been cut and
employee staffs downsized, choices must be made.
In all of these approaches, one thing that has not
been tried is understanding the true cause of most
injuries—human error. Chapanis begins one of his
articles with the following case history:
In March 1962, a shocked nation read that six
infants died in the maternity ward of the
Binghampton New York General Hospital
because they had been fed formulas prepared
with salt instead of sugar. The error was traced
to a practical nurse who had inadvertently
filled a sugar container with salt from one of
two identical, shiny, 20-gallon containers stand-
ing side by side under a low shelf, in dim light,
in the hospital’s main kitchen. A small paper
bag pasted to the lid of one container bore the
word “Sugar” in plain handwriting. The ...
MGT 400 – INDIVIDUAL PAPER – Spring 202015 of Grade Due March 2.docxbuffydtesurina
MGT 400 – INDIVIDUAL PAPER – Spring 2020
15% of Grade Due March 23 This is an 8-10 page paper (content). Does not include the cover page, table of contents, and reference page.
Find a minimum of 5 articles that tie in with a topic or the topics of the book you have chosen. . Summarize and integrate the articles into a report. Do not use an article 1, article 2, article 3, . . . format. Integrate the material in a logical and coherent fashion. This is not a book report. Quality articles.
Avoid using all of one type of source (newspapers, Internet, databases, books). You Should use the University Databases. You CANNOT USE WIKIPEDIA. You can use Google and reputable websites.
Answer the Basic Research Questions – Who, What, When, Where, Why? When, and How?
This is NOT a Book Report
You will be graded using the COBA Writing Rubric. This can be found in the Course Documents for this class in Blackboard.
You also need to review the COBA Critical Thinking Rubric.
You may come and check out my library for another book of interest or present one of your own for approval. 5 Levels of Leaderhip by John Maxwell
17 Indisputable Laws of Teamwork by John Maxwell
21 Most Powerful Minutes in a Leader’s Day by John Maxwell
Women and the Art of Savior Fair: Business Sense and Sensibility by Mirelle Guilian
Lean In by Sheryl Sandberg
Apples are Square: Thinking Different About Leadership by Susan and Thomas Kucmarksi
How Remarkable Women Lead by Joanna Barsh, Susie Cranston, and Geoffrey Lewis Tempered Radicals: How People Use Differences to Inspire Change at Work by Debra Meyerson Confucius on Leadership by John Adair
The 8th Habit: From Effectiveness to Greatness by Stephen Covey
You may choose a different book. However, it MUST BE APPROVED BY THE INSTRUCTOR prior to receipt of the paper. If you chose to write on an UNAPPROVED TOPIC this will result in a letter grade deduction (10%). You would then start at a 90.
Make sure you have a
• Proper Cover Page (see the Course Documents)
• Table of Contents
• Cites (APA)
• Reference Page (APA)
• Pagination (see the Course Documents for directions – 2010 and 2013).
There are no running headings.
Use the Individual Paper Comment Sheet (found in the Course Documents) to ensure you have met most of the needed requirements.
You should submit to SafeAssign prior to final grading – Individual Paper DRAFT slot.
A 10% Match is allowed. Anything over that will be reviewed by the professor for acceptability with regard to plagiarism issues.
A PAPER WITH NO CITES WILL BE DOCKED FIVE POINTS (5) OFF THE BOTTOM LINE OF THE GRADE WHETHER THERE IS A 10% OR A 40% PLUS MATCH.
***CITES ARE REQUIRED***
PAPERS WHICH HAVE A 100% MATCH WILL BE GIVEN A 0. There will be NO resubmission.
Workload and Automation
ASCI 516
Module 6 Presentation
Workload Management
Effective workload management involves numerous factors, including:
Establishing priorities
Overload
Underload
Complacency
Management of automation
Management of available resour.
MGT 400 – INDIVIDUAL PAPER – Spring 202015 of Grade Due March 2.docxendawalling
MGT 400 – INDIVIDUAL PAPER – Spring 2020
15% of Grade Due March 23 This is an 8-10 page paper (content). Does not include the cover page, table of contents, and reference page.
Find a minimum of 5 articles that tie in with a topic or the topics of the book you have chosen. . Summarize and integrate the articles into a report. Do not use an article 1, article 2, article 3, . . . format. Integrate the material in a logical and coherent fashion. This is not a book report. Quality articles.
Avoid using all of one type of source (newspapers, Internet, databases, books). You Should use the University Databases. You CANNOT USE WIKIPEDIA. You can use Google and reputable websites.
Answer the Basic Research Questions – Who, What, When, Where, Why? When, and How?
This is NOT a Book Report
You will be graded using the COBA Writing Rubric. This can be found in the Course Documents for this class in Blackboard.
You also need to review the COBA Critical Thinking Rubric.
You may come and check out my library for another book of interest or present one of your own for approval. 5 Levels of Leaderhip by John Maxwell
17 Indisputable Laws of Teamwork by John Maxwell
21 Most Powerful Minutes in a Leader’s Day by John Maxwell
Women and the Art of Savior Fair: Business Sense and Sensibility by Mirelle Guilian
Lean In by Sheryl Sandberg
Apples are Square: Thinking Different About Leadership by Susan and Thomas Kucmarksi
How Remarkable Women Lead by Joanna Barsh, Susie Cranston, and Geoffrey Lewis Tempered Radicals: How People Use Differences to Inspire Change at Work by Debra Meyerson Confucius on Leadership by John Adair
The 8th Habit: From Effectiveness to Greatness by Stephen Covey
You may choose a different book. However, it MUST BE APPROVED BY THE INSTRUCTOR prior to receipt of the paper. If you chose to write on an UNAPPROVED TOPIC this will result in a letter grade deduction (10%). You would then start at a 90.
Make sure you have a
• Proper Cover Page (see the Course Documents)
• Table of Contents
• Cites (APA)
• Reference Page (APA)
• Pagination (see the Course Documents for directions – 2010 and 2013).
There are no running headings.
Use the Individual Paper Comment Sheet (found in the Course Documents) to ensure you have met most of the needed requirements.
You should submit to SafeAssign prior to final grading – Individual Paper DRAFT slot.
A 10% Match is allowed. Anything over that will be reviewed by the professor for acceptability with regard to plagiarism issues.
A PAPER WITH NO CITES WILL BE DOCKED FIVE POINTS (5) OFF THE BOTTOM LINE OF THE GRADE WHETHER THERE IS A 10% OR A 40% PLUS MATCH.
***CITES ARE REQUIRED***
PAPERS WHICH HAVE A 100% MATCH WILL BE GIVEN A 0. There will be NO resubmission.
Workload and Automation
ASCI 516
Module 6 Presentation
Workload Management
Effective workload management involves numerous factors, including:
Establishing priorities
Overload
Underload
Complacency
Management of automation
Management of available resour.
Essay on Water | Water Essay for Students and Children in English - A .... Importance of Water. - GCSE Science - Marked by Teachers.com. Water Conservation Essay Example - PHDessay.com. THE IMPORTANCE OF WATER - GCSE English - Marked by Teachers.com. Essay On Importance Of Water – Telegraph. Essay On Conservation Of Water – Telegraph. Conservation Of Water Essay – Telegraph. Importance of water-10 lines essay - YouTube. Write a short essay on Importance of Water | Essay Writing | English. Importance of Water Essay - DouglasexParsons. Write an essay on Water Conservation | Essay Writing | English. Save Water Essay For Grade 2 | Sitedoct.org. Essay writing water resources. Write an essay on Water | Essay Writing | English - YouTube. Essay Importance Of Water. write an essay on water ।। water essay writing ।। essay writing .... Essays on save water - thesisdefinicion.web.fc2.com. Importance of Water Essay - EllenrilloHowell. essay on importance of water - Brainly.in. Essay about water - College Homework Help and Online Tutoring.. Expert Essay Writers - save water essay - assignmentshelper.web.fc2.com. Essay Writing Water : Essay on what is culture. Reflection Essay: Conservation of water essay. Water Essay For Children.
P
A
P
E
R
S
December 2008 � Project Management Journal � DOI: 10.1002/pmj 5
Why Do Projects Fail?
Project failure rates are certainly cause for concern, but consider that more
and more organizations are adopting a project-based model of organization,
called PBO, and it is not surprising to find that addressing failures and learning
from them has become increasingly important (Eden, Ackermann, & Williams,
2005; Gray & Larson, 2006; Hyvari, 2006; Robertson & Williams, 2006; Thiry &
Deguire, 2007).
Failures occur despite the fact that we have significantly improved the
process of planning, executing, and controlling projects. Two contributions
would include the Project Management Institute’s (PMI’s) A Guide to the
Project Management Body of Knowledge (PMBOK® Guide) (2004) and the
literature on critical success factors (CSFs) (Cooke-Davies, 2002; Fortune &
White, 2006; Hyvari, 2006; Pinto & Slevin, 1987; Sutterfield, Friday-Stroud,
& Shivers-Blackwell, 2006).
To help us understand how projects fail, it may be useful to classify the
approaches represented by the PMBOK® Guide, Capability Maturity Model
Integration (CMMI), Earned Value Management (EVM), Critical Chain
Project Management (CCPM), and CSFs as the Rational Expectation view
of project management. They assume that project leaders follow a rational
and consistent approach to project management and strive to achieve spe-
cific organizational goals (Bazerman, 1994; Beach & Connolly, 2005). It is a
view that emphasizes what “should” be done. Argyris (1999) referred to this
as the “espoused” theory of individuals and organizations.
There is, however, another view, and it focuses on the way in which indi-
viduals within an organization actually behave and make decisions.
Borrowing from the work of Simon (1955) and Tversky and Kahneman (1974,
1981), it can be classified as the “behavioral” view of project management. It
emphasizes what individuals and groups “actually” do and how managers
make decisions involving values and risk preferences (Bazerman, 1994).
Argyris (1999) called this the “theory-in-practice.”
This article focuses on the behavioral view of project management and
how an understanding of systematic biases—those common to the human
decision-making process—can prove useful in diagnosing project failure. By
studying these systematic biases, we can learn how decision makers respond
to ambiguity, complexity, and uncertainty, as well as how their own particu-
lar psychological processes influence project decision making (Schwenk,
1984). From this behavioral view we can learn more about why management
approves an overly ambitious scope, why communications between teams is
limited, why a manager might ignore signs that the project is going badly, or
why a manager discourages the participation of a wider constituency in the
project management process.
The article begins with a framework for analyzing project outcomes,
introduces the systematic biases commonly associated with d.
A presentation given by Dr Harvey Maylor to the APM Planning, Monitoring and Control SIG and guests at the University of Warwick, Coventry 2015.
Dr Harvey Maylor, Major Projects Leadership Academy – Select the right people for the right job, then develop them. Use complex as a lens. Finally “all models are wrong”, although I am not sure he meant this literally.
Writing findings & discussion chapters for qualitative theses.pdfMartin McMorrow
This presentation was designed for postgraduate students at the University of Notre Dame Australia. It provides advice on how to write findings and discussion chapters for theses based on qualitative research.
This presentation is intended for students of the Bachelor of Nursing at the University of Notre Dame Australia. It focuses on the first two assessments in NURS 1018: an annotated bibliography and a report.
These slides were prepared for a workshop for teachers at King George V & Ellaine Bernacchi School in Kiribati. The presenter was Martin McMorrow, who was an English language advisor at the school in 2019 under the auspices of VSA (Volunteer Service Abroad), New Zealand.
These slides were prepared for Masters of Management students at Massey University, New Zealand. They focus on how to write a reflective journal for assignment 3 of Leading and Organising Change (152.707).
These slides were prepared for a workshop with postgraduate Management students at Massey University, New Zealand. They focus on writing scholarly critique paragraphs, as part of the reflective journals for 152707 Leading and Organising Change.
These slides were prepared for students at Massey University, Albany in 2018. They focus on writing analytical paragraphs as part of a reflective journal.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. ESSAY WRITING
CENTRE FOR TEACHING AND LEARNING LIBRARY 3RD FLOOR
09 441-8143 slc-alb@massey.ac.nz
1. Analyse the question
2. Do the research
3. Organise your essay plan
4. Write the first draft
5. Get feedback
6. Revise your draft
7. Submit your completed essay
http://tinyurl.com/essaywriting2013
2. STEP 1: QUESTION
ANALYSIS
• What is main, general
academic idea or theory in
the question?
• What are the elements of
this theory and/or the
context you need to apply it
to?
• What do you have to do?
Topic
Sub-topic(s)
Task(s)
Handouts: http://tinyurl.com/albanyhandouts
Presentation: http://tinyurl.com/essaywriting2013
3. SAMPLE QUESTION
Discuss the tools and methods available to managers
to assist decision-making. (1500 - 2000 words)
Topic:
Decision-making
Sub-topics:
Tools and methods for managers
Task:
Discuss
Handouts: http://tinyurl.com/albanyhandoutsHandouts: http://tinyurl.com/albanyhandouts
Presentation: http://tinyurl.com/essaywriting2013
4. SELECTED TASK WORDS
Break down an idea, concept or
statement into its components
Define the key topic word, make a
claim, then summarise a range of
opinions, evidence and arguments for
your claim
Point out the different aspects of a
problem, its causes and possible
solutions.
See : http://tinyurl.com/commandwords for more task words
Analyse
Discuss
Examine
Evaluate
Handouts: http://tinyurl.com/albanyhandouts
5. STEP 2: DO THE
RESEARCH
expert opinions
definitions
facts & figures
FROM readings
textbook
journal articles
high quality web sites
6. BE INTERNET-SAVVY
Use websites for
facts and figures
(NOT for theory)
for example ..
www.statistics.govt.nz
www.unesco.org
www.worldbank.org
If you’re using a company website to
research the organisation, treat the
information critically
!
Handouts: http://tinyurl.com/albanyhandouts
7. STEP 3: PARAGRAPH
PLAN
So for this essay, start off with a rough plan for:
10 - 15 paragraphs
Average words per paragraph: 120 - 200
Sample Question: Discuss the tools and methods available to
managers to assist decision-making. (1800 - 2000 words)
Handouts: http://tinyurl.com/albanyhandouts
8. SAMPLE PARAGRAPH
PLAN
2 : Overview: Causes of poor management decision-making
1: Introduction: frequency & importance of management decision-making
11: Conclusion: Summary, evaluation and application to present /
future of management
3/4 : Cause 1: What is it? What tool can be used? Strengths & limitations?
5/6: Cause 2: What is it? What tool can be used? Strengths & limitations?
7/8: Cause 3: What is it? What tool can be used? Strengths & limitations?
9/10: Cause 4: What is it? What tool can be used? Strengths & limitations?
Handouts: http://tinyurl.com/albanyhandouts
9. STEP 4: SAMPLE
PARAGRAPH (1ST HALF)
Given the frequency and importance of management decisions, it is
unsurprising that costly errors occur.
Recent examples include the disastrous strategy of Lehmann Brothers
and the inadequate response to Hurricane Katrina (White, 2009).
These errors may be attributed to external factors, such as time-
pressures or unpredictable changes in the environment, or internal
factors, such as a lack of expertise or tiredness.
However, why do managers not identify such factors and address them
rationally?
Handouts: http://tinyurl.com/albanyhandouts
10. STEP 4: SAMPLE
PARAGRAPH (2ND HALF)
The answer appears to be that rationality itself is limited or ‘bounded’ (Simon
1955; Kahnemann, Fredrickson, Schreiber, & Redelmeier, 1993), by a number
of psychological constraints which make humans prone to specific ‘cognitive
biases’ in their decision-making.
These cognitive biases are intuitive (Kahneman, 2003) and essentially
automatic tendencies which “shape how human beings select and process
information” (Krause, 2008, p. 28).
Numerous cognitive biases have been found, but this essay will focus on four
particular biases which have been identified as crucial to poor management
decision-making: reliance on past experience, self-interest, pre-judgements
and attachments (Finkelstein, Whitehead & Campbell, 2009).
The nature of these biases will be explored below, together with the
appropriate tools that managers can use to identify them and minimise
their impact.
11. ESSAY UNITY: keep using
topic/focus words
Given the frequency and importance of management decisions, it is unsurprising
that costly errors occur. Recent examples include the disastrous strategy of Lehmann
Brothers and the inadequate response to Hurricane Katrina (White, 2009). These errors may
be attributed to external factors, such as time-pressures or unpredictable changes in the
environment, or internal factors, such as a lack of expertise or tiredness. However, why do
managers not identify such factors and address them rationally? The answer appears to
be that rationality itself is limited or ‘bounded’ (Simon 1955;
Kahnemann, Fredrickson, Schreiber, & Redelmeier, 1993), by a number of psychological
constraints which make humans prone to specific ‘cognitive biases’ in their decision-
making. These cognitive biases are intuitive (Kahneman, 2003) and essentially automatic
tendencies which “shape how human beings select and process information”
(Krause, 2008, p. 28). Numerous cognitive biases have been found, but this essay will focus
on four particular biases which have been identified as crucial to poor management
decision-making: reliance on past experience, self-interest, pre-judgements and
attachments (Finkelstein, Whitehead & Campbell, 2009). The nature of these biases will be
explored below, together with the appropriate tools that managers can use to steer ....
12. PARAGRAPH UNITY: keep
using subtopic words
Given the frequency and importance of management decisions, it is unsurprising that costly
errors occur. Recent examples include the disastrous strategy of Lehmann Brothers and
the inadequate response to Hurricane Katrina (White, 2009). These errors may be
attributed to external factors, such as time-pressures or unpredictable changes in the
environment, or internal factors, such as a lack of expertise or tiredness. However, why do
managers not identify such factors and address them rationally? The answer appears to be
that rationality itself is limited or ‘bounded’ (Simon 1955;
Kahnemann, Fredrickson, Schreiber, & Redelmeier, 1993), by a number of psychological
constraints which make humans prone to specific ‘cognitive biases’ in
their decision-making. These cognitive biases are intuitive (Kahneman, 2003)
and essentially automatic tendencies which “shape how human beings select and process
information” (Krause, 2008, p. 28). Numerous cognitive biases have been found, but
this essay will focus on four particular biases which have been identified
as crucial to poor management decision-making: reliance on past
experience, self-interest, pre-judgements and attachments (Finkelstein, Whitehead &
Campbell, 2009). .....
13. PARAGRAPH COHERENCE:
keep referring back
Given the frequency and importance of management decisions, it is
unsurprising that costly errors occur. Recent examples include the disastrous strategy of
Lehmann Brothers and the inadequate response to Hurricane Katrina (White, 2009).
These errors may be attributed to external factors, such as time-pressures or
unpredictable changes in the environment, or internal factors, such as a lack of expertise or
tiredness. However, why do managers not identify such factors and address them
rationally? The answer appears to be that rationality itself is limited or ‘bounded’ (Simon
1955; Kahnemann, Fredrickson, Schreiber, & Redelmeier, 1993), by a number of
psychological constraints which make humans prone to specific ‘cognitive biases’ in their
decision-making. These cognitive biases are intuitive (Kahneman, 2003) and essentially
automatic tendencies which “shape how human beings select and process information”
(Krause, 2008, p. 28). Numerous cognitive biases have been found, but this essay will focus
on four particular biases which have been identified as crucial to poor management
decision-making: reliance on past experience, self-interest, pre-judgements and
attachments (Finkelstein, Whitehead & Campbell, 2009). The nature of these biases will
be explored below, ....
14. PARAGRAPH
DEVELOPMENT
Given the frequency and importance of management decisions, it is unsurprising
that costly errors occur. Recent examples include the disastrous strategy of Lehmann
Brothers and the inadequate response to Hurricane Katrina (White, 2009). These
errors may be attributed to external factors, such as time-pressures or
unpredictable changes in the environment, or internal factors, such as a lack of expertise
or tiredness. However, why do managers not identify such factors and address
them rationally? The answer appears to be that rationality itself is limited or
‘bounded’ (Simon 1955; Kahnemann, Fredrickson, Schreiber, & Redelmeier, 1993), by a
number of psychological constraints which make humans prone to specific ‘cognitive
biases’ in their decision-making. These cognitive biases are intuitive (Kahneman, 2003)
and essentially automatic tendencies which “shape how human beings select and
process information” (Krause, 2008, p. 28). ...
LOGICAL LANGUAGE: CAUSE & EFFECT WORDS, QUESTIONS & ANSWERS ETC
15. PARAGRAPH
DEVELOPMENT
Given the frequency and importance of management decisions, it is unsurprising that
costly errors occur. Recent examples include the disastrous strategy of Lehmann
Brothers and the inadequate response to Hurricane Katrina (White, 2009). These
errors may be attributed to external factors, such as time-pressures or unpredictable
changes in the environment, or internal factors, such as a lack of expertise or tiredness.
However, why do managers not identify such factors and address them rationally? The
answer appears to be that rationality itself is limited or ‘bounded’ (Simon 1955;
Kahnemann, Fredrickson, Schreiber, & Redelmeier, 1993), by a number of
psychological constraints which make humans prone to specific ‘cognitive biases’ in
their decision-making. These cognitive biases are intuitive (Kahneman, 2003) and
essentially automatic tendencies which “shape how human beings select and process
information” (Krause, 2008, p. 28). Numerous cognitive biases have been found, but
this essay will focus on four particular biases which have been identified as crucial to
poor management decision-making: reliance on past experience, self-interest, pre-
judgements and attachments (Finkelstein, Whitehead & Campbell, 2009) ...
LOGICAL ARGUMENT SUPPORTED BY RELEVANT THEORY, RESEARCH FINDINGS
& REAL WORLD EXAMPLES – with citations to show the source
16. 4. INTRODUCTION
PARAGRAPHS
… put the issue into a context that shows why
it’s both important and problematic
... include a brief definition of the topic
... briefly preview the structure of the essay
... present the main argument of the essay
in a thesis statement
17. 4. EXAMPLE OF EFFECTIVE
INTRODUCTION PARAGRAPH
During the early 2000s, the apparent success of the Euro increased
global interest in regional common currencies (Siddiqi, 2003). As
Mundell (2002, p. 4) argued, “if it’s right for Europe to scrap its
national currencies, why is it wrong for other countries to do the same
thing?” Especially, it might be added, when those countries have such
strong cultural, social, economic and historical ties as Australia and
New Zealand. It is unsurprising, therefore that a few years ago, a
majority of New Zealand businesses were said to support a move to a
currency union (Baker, 2007), though support has since slipped against
the background of ongoing problems with the Euro (Brown, 2011).
Currency union would involve the gradual reduction of monetary policy
flexibility between the two nations to the point at which the currencies
cease to be independent (Obiyathulla, 2008) – and can be merged. This
essay will examine the arguments for and against this proposed
currency union, evaluating its possible effects not only on the economy
but also on key sectors of New Zealand society. It will be argued that
although the adoption of a single currency with Australia might
strengthen New Zealand’s financial system and ease international
trade, it is not in New Zealand’s interests because its economy and
society are fundamentally different from those of its more powerful
neighbour.
18. 4. EXAMPLE OF EFFECTIVE
INTRODUCTION PARAGRAPH
context
During the early 2000s, the apparent success of the Euro increased
global interest in regional common currencies (Siddiqi, 2003). As
Mundell (2002, p. 4) argued, “if it’s right for Europe to scrap its
national currencies, why is it wrong for other countries to do the
same thing?” Especially, it might be added, when those countries
have such strong cultural, social, economic and historical ties as
Australia and New Zealand. It is unsurprising, therefore that a few
years ago, a majority of New Zealand businesses were said to
support a move to a currency union (Baker, 2007), though support
has since slipped against the background of ongoing problems with
the Euro (Brown, 2011). Currency union would involve the gradual
reduction of monetary policy flexibility between the two nations to
the point at which the currencies cease to be independent
(Obiyathulla, 2008) – and can be merged. This essay will examine
the arguments for and against this proposed currency
union, evaluating its possible effects not only on the economy but
also on key sectors of New Zealand society. It will be argued that
although the adoption of a single currency with Australia might
strengthen New Zealand’s financial system and ease international
trade, it is not in New Zealand’s interests because its economy and
society are fundamentally different from those of its more
powerful neighbour.
19. 4. EXAMPLE OF EFFECTIVE
INTRODUCTION PARAGRAPH
definition
During the early 2000s, the apparent success of the Euro increased
global interest in regional common currencies (Siddiqi, 2003). As
Mundell (2002, p. 4) argued, “if it’s right for Europe to scrap its
national currencies, why is it wrong for other countries to do the
same thing?” Especially, it might be added, when those countries
have such strong cultural, social, economic and historical ties as
Australia and New Zealand. It is unsurprising, therefore that a few
years ago, a majority of New Zealand businesses were said to
support a move to a currency union (Baker, 2007), though support
has since slipped against the background of ongoing problems with
the Euro (Brown, 2011). Currency union would involve the gradual
reduction of monetary policy flexibility between the two nations to
the point at which the currencies cease to be independent
(Obiyathulla, 2008) – and can be merged. This essay will examine
the arguments for and against this proposed currency
union, evaluating its possible effects not only on the economy but
also on key sectors of New Zealand society. It will be argued that
although the adoption of a single currency with Australia might
strengthen New Zealand’s financial system and ease international
trade, it is not in New Zealand’s interests because its economy and
society are fundamentally different from those of its more powerful
neighbour.
20. 4. EXAMPLE OF EFFECTIVE
INTRODUCTION PARAGRAPH
During the early 2000s, the apparent success of the Euro
increased global interest in regional common currencies
(Siddiqi, 2003). As Mundell (2002, p. 4) argued, “if it’s right for
Europe to scrap its national currencies, why is it wrong for other
countries to do the same thing?” Especially, it might be
added, when those countries have such strong
cultural, social, economic and historical ties as Australia and New
Zealand. It is unsurprising, therefore that a few years ago, a
majority of New Zealand businesses were said to support a move
to a currency union (Baker, 2007), though support has since
slipped against the background of ongoing problems with the Euro
(Brown, 2011). Currency union would involve the gradual
reduction of monetary policy flexibility between the two nations
to the point at which the currencies cease to be independent
(Obiyathulla, 2008) – and can be merged. This essay will examine
the arguments for and against this proposed currency
union, evaluating its possible effects not only on the economy but
also on key sectors of New Zealand society. It will be argued that
although the adoption of a single currency with Australia might
strengthen New Zealand’s financial system and ease international
trade, it is not in New Zealand’s interests because its economy
and society are fundamentally different from those of its more
powerful neighbour.
preview
21. 4. EXAMPLE OF EFFECTIVE
INTRODUCTION PARAGRAPH
thesis
statement
During the early 2000s, the apparent success of the Euro increased
global interest in regional common currencies (Siddiqi, 2003). As
Mundell (2002, p. 4) argued, “if it’s right for Europe to scrap its
national currencies, why is it wrong for other countries to do the
same thing?” Especially, it might be added, when those countries
have such strong cultural, social, economic and historical ties as
Australia and New Zealand. It is unsurprising, therefore that a few
years ago, a majority of New Zealand businesses were said to
support a move to a currency union (Baker, 2007), though support
has since slipped against the background of ongoing problems with
the Euro (Brown, 2011). Currency union would involve the gradual
reduction of monetary policy flexibility between the two nations to
the point at which the currencies cease to be independent
(Obiyathulla, 2008) – and can be merged. This essay will examine
the arguments for and against this proposed currency
union, evaluating its possible effects not only on the economy but
also on key sectors of New Zealand society. It will be argued that
although the adoption of a single currency with Australia might
strengthen New Zealand’s financial system and ease international
trade, it is not in New Zealand’s interests because its economy and
society are fundamentally different from those of its more
powerful neighbour.
22. 5. CONCLUSION
PARAGRAPHS
THE CONCLUDING PARAGRAPH typically ...
… rephrases the thesis statement
... highlights the main supporting arguments
... comments briefly on the implications for the
present or future (eg for the world, for NZ, for the
sector, for the field of study etc)
23. 5. EXAMPLE OF EFFECTIVE
CONCLUSION PARAGRAPH
As we have seen, although a currency union with Australia does
offer certain concrete financial advantages to New Zealand, it is
not in the wider national interests. We have argued that the loss
of control over fiscal policies and the different profile of the
Australian economy within international trade mean that such a
currency union poses unacceptable risks even from a purely
economic viewpoint. Moreover, a currency union would threaten
the social and cultural differentiation from its more powerful
neighbour which New Zealand has worked hard to achieve.
However, the strongest argument against such a move is the fact
that it is unnecessary, given the effectiveness of the current
interrelationship between the two economies. Whether this
positive evaluation will continue to hold in the future will depend
both on the commitment of the two nations to mutual co-
operation as well as the broader monetary environment. In
particular, the emergence of a common currency within Asia may
well require a reconsideration of this question, though the
broader national interests must remain our guiding principle.
24. 5. EXAMPLE OF EFFECTIVE
CONCLUSION PARAGRAPH
As we have seen, although a currency union with Australia
does offer certain concrete financial advantages to New
Zealand, it is not in the wider national interests. We have
argued that the loss of control over fiscal policies and the
different profile of the Australian economy within
international trade mean that such a currency union poses
unacceptable risks even from a purely economic viewpoint.
Moreover, a currency union would threaten the social and
cultural differentiation from its more powerful neighbour
which New Zealand has worked hard to achieve. However, the
strongest argument against such a move is the fact that it is
unnecessary, given the effectiveness of the current
interrelationship between the two economies. Whether this
positive evaluation will continue to hold in the future will
depend both on the commitment of the two nations to mutual
co-operation as well as the broader monetary environment. In
particular, the emergence of a common currency within Asia
may well require a reconsideration of this question, though
the broader national interests must remain our guiding
principle.
rephrases
thesis
statement
25. 5. EXAMPLE OF EFFECTIVE
CONCLUSION PARAGRAPH
As we have seen, although a currency union with Australia
does offer certain concrete financial advantages to New
Zealand, it is not in the wider national interests. We have
argued that the loss of control over fiscal policies and the
different profile of the Australian economy within
international trade mean that such a currency union poses
unacceptable risks even from a purely economic viewpoint.
Moreover, a currency union would threaten the social and
cultural differentiation from its more powerful neighbour
which New Zealand has worked hard to achieve.
However, the strongest argument against such a move is the
fact that it is unnecessary, given the effectiveness of the
current interrelationship between the two economies.
Whether this positive evaluation will continue to hold in the
future will depend both on the commitment of the two
nations to mutual co-operation as well as the broader
monetary environment. In particular, the emergence of a
common currency within Asia may well require a
reconsideration of this question, though the broader national
interests must remain our guiding principle.
highlights
the main
supporting
arguments
26. 5. EXAMPLE OF EFFECTIVE
CONCLUSION PARAGRAPH
As we have seen, although a currency union with Australia
does offer certain concrete financial advantages to New
Zealand, it is not in the wider national interests. We have
argued that the loss of control over fiscal policies and the
different profile of the Australian economy within
international trade mean that such a currency union poses
unacceptable risks even from a purely economic viewpoint.
Moreover, a currency union would threaten the social and
cultural differentiation from its more powerful neighbour
which New Zealand has worked hard to achieve.
However, the strongest argument against such a move is the
fact that it is unnecessary, given the effectiveness of the
current interrelationship between the two economies.
Whether this positive evaluation will continue to hold in the
future will depend both on the commitment of the two
nations to mutual co-operation as well as the broader
monetary environment. In particular, the emergence of a
common currency within Asia may well require a
reconsideration of this question, though the broader national
interests must remain our guiding principle.
Comments
on
implications
27. FULL REFERENCES IN A
LIST ON THE LAST PAGE
References
Finkelstein, S., Whitehead, J., & Campbell, A. (2009). Think again: Why good leaders make bad
decisions and how to stop it happening to you. Cambridge, MA: Harvard Business School
Press.
Kahnemann, D. (2003). Maps of bounded rationality: Psychology for behavioural economics. The
American Economic Review 93(5), 1449-1475.
Kahnemann, D., Fredrickson, B. I., Schreiber, C.A., Redelmeier, D.A. (1993). When more pain is
preferred to less: Adding a better end. Psychological Science 4(6), 401-405.
Krause, T.R. (2008, June). The role of cognitive bias in safety decisions. Occupational Hazards 70(6),
28.
Simon, H.A. (1955). A behavioural model of rational choice. Quarterly Journal of Economics 69(1),
99-118.
White, E. (2009, February 14). Why good leaders make bad decisions. The Wall Street Journal.
Retrieved March 13, 2012 from: http://online.wsj.com/article/SB123438338010974235.html
Handouts: http://tinyurl.com/albanyhandouts
28. STEP 5: GET FEEDBACK
revisewriteresearch & plan
F
E
E
D
B
A
C
K
F
E
E
D
B
A
C
K
A
N
A
L
Y
S
E
WEEK 1 WEEK 2 WEEK 3NOW
Handouts: http://tinyurl.com/albanyhandouts
29. STEP 6: REVISE YOUR
DRAFT
ADD?
• More use of topic words?
• More explanation in your own words?
• Clearer ‘looking back’ with ‘this’ ‘such’
‘Moreover,..’ etc?
• Additional referencing?
• Irrelevant points?
• Text ‘lifted’ from your source?
• Repetition of ideas?
• Unoriginal examples?
SUBTRACT?
30. STEP 6: REVISE YOUR
DRAFT
• Does anything in the introduction deserve
its own paragraph?
• Would my examples etc fit better with a
different point?
• Would my paragraphs flow better if they
were in a different order?
MOVE?
• Non-academic language?
• Thesis-statement (if it no longer
matches the essay)
• Do direct claims (‘it is’) need to be
hedged (‘it could be argued that ..’ ‘it
appears that that ..’)?
CHANGE?
31. STEP 7: SUBMIT YOUR
ASSIGNMENT
• Referencing
• Overuse of commas
• Monster or Mini-paragraphs
• Common spelling & grammar mistakes
PROOF-
READ
at the last
moment
Give yourself a big pat on the back!
You’ve done it!
Check submission
details!
• Date?
• Hard copy or only online?
• Only through Stream or on Turnitin?
32. KEY POINTS
•Analyse the question and plan your timeline
•Develop a paragraph plan
• Fish for definitions, expert opinions, facts & figures
from books and articles
• Ensure paragraphs have unity, coherence and
development
•Get feedback and revise your first draft!
Handouts: http://tinyurl.com/albanyhandoutsHandouts: http://tinyurl.com/albanyhandouts
Presentation: http://tinyurl.com/essaywriting2013