Sunday, 21 May 2017

WORLD CITIZEN TALENT SCHOLARSHIP FOR INTERNATIONAL STUDENTS

Brief description:
The Hague University offers scholarships to prospective bachelor degree students for the 2016-2017 academic year.
Host Institution(s):
The Hague University of Applied Sciences
Field(s) of study:
Eligible Bachelor’s Programme offered at the Hague University, Netherlands
Number of Scholarships:
54 scholarships are available
Target group:
Students from outside the European Union (and not from Iceland, Norway, Liechtenstein, Switzerland or Surinam)
Scholarship value/inclusions:
Each scholarship is worth € 5,000.
Eligibility:
For Bachelor’s Programme, you are eligible to apply for one of these scholarships if:
•  You come from outside the European Union (and not from Iceland, Norway, Liechtenstein, Switzerland or Suriname)
•  You are enrolling for the first time and have not studied at any of the programmes The Hague University of Applied offers
•  You are a first year student joining one of their bachelor programmes
•  You would have to pay the full institutional tuition fee rate
•  You have never used this scholarship scheme before
•  You have been provisionally accepted also-called ‘offer of student position’ as a student on or before 31 March 2016
Application instructions:
Applications are currently closed.
To apply for the scholarship, you must first apply to the Bachelor programme of your choice and write an essay following the essay guidelines. Submit your essay by completing the scholarship application form between 1 November 2015- 31 March 2016.
It is important to visit the official website (link found below) to access the application form and for detailed information on how to apply for this scholarship.

University of Sydney International Scholarships

Brief description:
The University of Sydney invites candidates who are eligible to undertake a Postgraduate Research Degree or Master’s by Research program at this University to apply for the University of Sydney International Research Scholarship (USydIS).  The objective of the USydIS is to attract top quality international postgraduate students to undertake research projects which will enhance the University’s research activities.
Host Institution(s):
University of Sydney in Australia
Level/Fields of study:
Postgraduate Research Degree or Master’s by Research program in all research disciplines (but would depend on Faculty)
Number of Awards:
Not specified.
Target group:
International students
Scholarship value/inclusions/duration:
The USydIS will cover tuition fees and living allowance for up to three years with a possibility of one semester’s extension for PhD students.
Eligibility:
The USydIS is available to students commencing in both the March (Research Period 2) and July (Research Period 3).  For details on Scholarship Selection, please refer to theSupplementary information for research scholarship applicants.
Application instructions:
No separate application for a USydIS Scholarship is necessary. Students must indicate that they would like to be considered for the USydIS by completing the relevant section of the Postgraduate Research Application form.   To be considered for the award, completed applications MUST be received by the Admissions Office by:
  • – 31 July of the previous year for Research Period 2 (March) commencement
  • – 15 December of the previous year for Research Period 3 (July) commencement
It is important to visit the official website (link found below) to access the application form and for detailed information on how to apply for this scholarship.

TWAS RESEARCH FELLOWSHIPS FOR DEVELOPING COUNTRY SCIENTISTS

TWAS RESEARCH FELLOWSHIPS FOR DEVELOPING COUNTRY SCIENTISTS

TWAS Research Fellowships for Developing Country Scientists

Brief description:

in develop TWAS, the academy of sciences for the developing world offers fellowships to young scientists ping couCountry Scientists के लिए चित्र परिणामntries to enable them to spend between three and twelve months at a research institution in a developing country other than their own. The purpose of these fellowships is to enhance the research capacity of promising scientists, especially those at the beginning of th
eir research career, helping them to foster linkages for further collaboration.
Host Institution(s):Fellowships are provided for South-South visits only, i.e. for visits by researchers from developing countries to institutions in other developing countries.
Field of study:Natural Sciences
Number of Awards:Not specified
Target group:Scientists from developing countries.
Scholarship value/inclusions:
The fellowships are offered for a minimum of three months and a maximum of twelve months. TWAS covers international low-cost airfare plus a contribution towards subsistence amounting to a maximum of US$ 300 per month. No other costs will be provided by TWAS. The host institution is expected to provide accommodation and food as well as research facilities.
Eligibility:
  • • The fellowships are for research and advanced training. They are offered to young scientists holding at least an MS or equivalent degree.
  • • Eligible applicants for the fellowships are young scientists working in any area of natural sciences who are citizens of a developing country and are employed by a research institution in a developing country.
  • • There is no age limit. However, preference is given to young scientists at the beginning of their research career and those working in Least Developed Countries.
  • • Institutes of the Chinese Academy of Sciences (CAD), China, are not eligible host institutions under this programmer. Applicants interested in conducting a fellowships in China are required to check whether their chosen host is a CAD institute. Applicants wishing to attend a SAC institute should apply to either the TWAS-CAD Postgraduate or the TWAS-SAC Postdoctoral Fellowship programmers.
Selection Criteria:Fellowships are awarded by the TWAS Fellowships Committee on the basis of scientific merit.
Application instructions:
It is important to visit the official website (link found below) for detailed information on how to apply for this scholarship.   The application form can be downloaded from the official website as well. The deadline for receipt of applications is 1 October of each year.

HUMANISTIC LEARNING THEORIES ASSIGNMENT

Learning theory is defined as the process of how humans house a perpetual change of behavior (Feist & Feist, 2000). The learning theories include: the behaviorism of Skinner, the psychology of personal constructs of Kelly, the cognitive social theory of Mischel and Rotter, and the social cognitive theory of Bandura.
The existentialism  and Humanism theories of Rogers, Maslow, and May, embrace a holistic methodology to psychological human and health existence by defining the values , self-actualization, tragedy, meaning, human potential, spirituality, responsibility and personal (Colman, ed., 2010). Merging the understanding of learning and humanist theories shows a wide spectrum of the nature of humans and their individual personalities as it progresses by the response to their external environment, especially in the social structure while tolerating the authoritative affects of a human’s own internal environment.
Role of personality in affecting situational behavior
As depicted in the learning theory, humans will behave to the mutual benefit of their environmental, behavioral, and cognitive conditions. There is personal confidence if an individual achieves the task that influences a person’s capability to do it. According to Bandura this state is called expectation self-efficacy. Bandura believed the strong point of an individual effectiveness is heavily influenced on how an individual would react in any circumstance or situation. With the arrangement of the environment, individual variables for example personal anticipations and previous behavior cause behavior change (Feist & Feist, 2009).
The behaviorist learning theory involves learning in a trial and error manner. With this trial and error learning technique, an individual will attempt several behavioral patterns until he/she finds one that is supporting. The learning theory says that individuals take previously learned things as a way to develop detailed expectations and reward values in related situations (Feist & Feist, 2009). Before behavior can be introduced in a new position, the individual evaluates experiences from the past to conclude what would be the best achievement and choice to deduce a familiar outcome. Within some learning theories, the learner is unreceptive. He/she just responds to environmental motivations. The cognitive learning theory shows how individuals are caring, kind sensible humans and their behaviors are determined by the complexity of the thought processes. Rotter thought that there were certain variables that applied in situational behavior: “behavior potential, expectancy, reinforcement, and the psychological situation” (Feist & Feist, 2009, p. 544). He also believed that an individual’s situational behavior is fused with their anticipations of strengthening and the effects of their needs and demand in the condition (Feist & Feist, 2009). The cognitive-affective theory of Mischel has the claim that situational and the other behaviors are formed from a kind of sturdy set of characteristics and cognitive processes that blend together within that specific circumstance. Mischel acknowledged that this relative stability, he felt the setting has a strong influence on behavior (Feist & Feist, 2009). Kelly believed individuals selected behaviors from numerous selections from inside a personally created system, all this was made on the choices formed from their expectancy of events.
Humanism is a typical method that says learning is applied as a personal deed to accomplish character potential. Its actions of a human in a conditional behavior that is reliant on the level of motivated potential that an individual is capable of reacting to. In the humanistic theory, learners have emotional and cognitive needs that they react to a condition. When an individual is in a cooperative environment, an individual learns and reacts according in a situation. Giving a humanist viewpoint, replies to a precise situation will be openly related to the present needs and gratification of the individual in the specific circumstance. An individual will answer substantially to fulfilling present needs.
Personality Characteristics within attributed to each theory
Lifespan learning theories tend to belief that personality is an increase of learned preferences that continue. Kelly thought current awareness leads to the development of personality rendering to how an individual expects precise events and so all individual activity is partial by anticipation (Feist & Feist, 2009). Skinner was under the belief that genetics played a substantial role in the development of personality, and genetic modification accounts for unique personalities, but ultimately, environment shapes the personality (Feist & Feist, 2009). Skinner also thought geographical environment, climate, and personal physical strength in relation to animals shaped the overall personality of human-kind, but it’s the social environment that affects and produces the distinctive personality types. (Skinner, 1974, as cited by Feist & Feist, 2009, p. 472).
Bandura understood human nature as “proactive, self-regulating, self-reflective, and self-organizing” (Feist & Feist, 2009, p. 486). Bandura recognizes that learning enables individuals to learn minus a performing behavior. Rotter thought an individual’s personal history and knowledge characterizes their personalities and their set goals, but stresses the comparisons in individuals however Mischel’s thought was that a person’s individual variances and deviations in behavior more substantial. The theory of Kelly on dichotomy corollary says that personality constructs are double-sided and people choose the one they want to believe will lengthen their future options. Learning theories are critiqued for neither accommodating “individual differences, intelligence, genetic factors, nor the whole realm of personality” (Feist & Feist, 2009, p. 472).
Humanistic psychology’s belief says that the natural ambition toward personal development, and individuals freely make decisions no matter what the environmental factors are. Free will is important in the development of personality, and the ambition toward self-actualization is a dominant motivation for the creation of the personality (Boeree, 1997). Humanism contends people make choices and actively participate in the creation of their own personalities. Rollo hypothesized three kinds of relationships that form the basis for personality: an individual’s association with oneself, environment, and others. The encouragements of all three relationships produce and contribute to the individual’s ongoing development (Feist & Feist, 2009). Maslow showed us a biological component that provided the basic parameter for the individual; nevertheless, cultural and environmental affects form the ego identity or personality (Feist & Feist, 2009). Rogers acknowledged self-awareness in individuals and this mindfulness allows an individual to make choices and participate in the formation of their individual personalities (Boeree, 1997).
Interpersonal relational aspects associated with the human and learning theories
The humanist perception is that individual’s acquaintance with other individual’s and become involved in healthy relationships, and become productive, though eventually, the individual is alone. Maslow’s belief is that with belongingness, and fulfilling love a primitive need and has to be completed with creating a family, a friendship, a mate and having strong relationships with others Maslow proposed that fulfillment at this stage was vital for other stages of human success (Feist & Feist, 2009). Rogers thought that having a person who cared and gave a positive input for a child nurtured positive self-regard which promoted psychological growth. In order to have a positive esteem from others it is important to have a healthy growth and success toward self-actualization (Boeree, 1997). May’s suggestion was that although people associate with others and form healthy relationships; an individual will eventually choose what they want to become. In looking at the perception of humanism and existentialism it is observed that interpersonal relationships are essential part of the human life. Not having growth and development can cause an unhealthy psychologically growth (Hoffman, 2004). Humanism accentuated interpersonal relationships as a vital component to developed personality.
From a learning point of view, Individuals associate with others because they receive some type of reinforcement or reward for doing so. Originally, humans formed familial groups as protection from enemy clans or tribes or animals’ natural forces. Even when not rewarded or reinforced, people will maintain friendships because of personal associations in a group from which they receive support (Feist & Feist, 2009).
Social constructivism statements says that personality, knowledge, and behavior are created from social arrangement, and individuals shape new ideas and perceptions that are formed on present and past understanding or experience (Feist & Feist, 2009). Bandura thought that individuals learned from their experiences, while much of the person’s learning is resulting from the observing of others, and not having these experiences socially, the growth and development would be inhibited. Mischel was in agreement with Bandura in his belief that an essential component of personality development depends on the reflections of others within one’s environment. Rotter stressed the significance of learning in a social atmosphere and Mischel totally agreed with Rotter, but continued his belief in the prominence of the genetic factors. Kelly believed social effects were more momentous than the biological ones. Kelly also considered individuals are encouraged by one another in creating their personalities.
Conclusion
Learning theories describe individual learning and its consequence on one’s behavior and personality as a reply or response to environment with internal thoughts, while humanistic theory has a belief in a grander propensity for internal individual motivation to a level of self that is determined before hand or species-precise. The diverse viewpoints concerning the effect of different personalities on situational behavior, the individual categorizations of personality and the nature of individuals, the different descriptions of interpersonal relations show and offer a wealth of thought and an understanding of humanity in the environment of psychological belief and presentation.

UNIT NO 1 BUSINESS ENVIRONMENT

UNIT OUTCOMES COVERED 
1.1 Understand the organisational purposes of businesses
1.2 Understand the nature of the national environment in which businesses operate
1.3 Understand the behaviour of organisations in their market environment
1.4 Be able to assess the significance of the global factors that shape national business activities.
LEARNER NO :
LEARNER NAME :
DATE SET:      11 October 2013
Assessment schedule (submission dates)
Learning outcomesTasksSubmission date
1.11 and 212 December 2013
1.23 and 412 December 2013
1.3 and 1.45 and 624 January 2014

Assignment Brief

Scenario
Organisations exist for different purposes. Large organisations such as BT plc, have been in operation for many years. BT provides numerous services in the field of telecommunications. Your own college, CCL is, on the other hand, a significantly smaller organisation. Other charitable organisations such as Oxfam also provide a valuable service to the community.
Irrespective of size, purpose and nature, organisations need to have clear objectives. The strategies adopted by organisations, also determine their level of success. In addition, the behaviour of an organisation in the market can influence its direction.
In this assignment, you will have the opportunity to explore organisations’ purposes. You will study the environment in which organisations operate. Following this study, you will be able to understand the behaviour of organisations in their market environment. Finally, you will also assess the significance of the global factors that shape national business activities.
You are currently employed as a Business and Management Consultant at Dairy Produce Ltd. The company is a small enterprise based in North London. It specialises in the production of dairy based confectioneries including flavoured cheese, chocolates and fancy yogurts. The company employs around 10 people and is managed by the owner Mr Parks. Recently, the company has shown an increase in demand for its products. Mr Parks has decided to significantly improve its production and accordingly would like to have a good understanding how his business strategies could be improved and succeed in a very competitive market.
Note : This assignment covers Learning Outcomes 1.1, 1.2, 1.3 and 1.4
Tutor Notes
 












v  Your assignment should be handed in by the deadline.
v  This assignment must be your own work and original.
v  Plagiarism of other people’s work will be detected by anti plagiarism software.
v  The assessor reserves the right not to mark your assignment if there is ground of suspected unfair practice on your behalf
v  All sources of reference must be included using the Harvard System
v  You must check spelling mistakes and grammar.

Tasks

Task 1
In order for Mr Parks to expand his business, he needs to have a good understanding of organisations, their aims, objectives and structure.
Your first job is to produce a Powerpoint presentation for Mr Parks titled ‘The structure and aims of business organisations – how these can be applied to Dairy Produce Ltd.’
In order to carry out this task, you will
i)              undertake relevant research into 3 different types of well know organisations.
ii)             assess and describe the organisations’ stakeholders
iii)            identify the purposes of the different types of organisations
iv)           write a report on your findings.
v)            use the information that you have collected to produce the presentation for Dairy Produce Ltd. In your presentation, describe the extent to which Dairy Produce Ltd meet the objectives of the different stakeholders
Task 1 covers assessment criteria 1.1.1, and 1.1.2

Task 2
Mr Parks has expressed concerns about the current strategies used by the company. He would like to review these strategies and has asked you to assist him.
i)              Extend your research into the chosen organisations (re: task 1) and collect information about their responsibilities and the strategies employed to meet them.
ii)             Write a report addressed to Mr Parks about your findings. In your report, describe the responsibilities of Dairy Produce Ltd. Include sensible recommendations and advice of suitable strategies which Mr Parks must follow to meet  Dairy Produce Ltd objectives.
Task 2 covers assessment criteria 1.1.3 
Task 3
The national environment of the UK affects organisations’ operations.  The economic system of the country influences decisions made by organisations in manufacturing products or providing research.
i)  Prepare a comprehensive guide titled ‘Economic systems and scarce resources allocation’ for Mr Parks. You must include in your guide facts and illustrations obtained through your research which would be useful to Dairy Produce Ltd.
ii)  Using information currently available about the fiscal and monetary policy, carry out further research into how your chosen organisations react to these policies. Add an extra section to your guide covering the fiscal and monetary policy. Adapt the collected information to the needs of Dairy Produce Ltd.
Task 3 covers assessment criteria 1.2.1, 1.2.2.
Task 4
Dairy Produce Ltd and their stakeholders have recently noticed an increase in competition from similar companies. In order for Mr Parks to reassure himself that his company could react responsibly to competitors, he would like to have a clear view of competition policy and other regulatory mechanisms.
Carry out an evaluation of the impact of the competition policy and other regulatory mechanisms on the activities of Dairy Produce Ltd.
Write a report on your findings using suitable facts and examples obtained through research.
Task 4  covers assessment criteria 1.2.3
Task 5
Mr Parks has been invited to deliver a lecture to the members of his local Chamber of Commerce on the ‘behaviour of organisations in their market environment’. He has sought your help in putting together a Powerpoint presentation and fact sheet which he will use during the lecture. He has asked to carry out research into :
i) how market structures determine the pricing and output decisions of businesses
ii) illustrate the way in which market forces shape organisational responses
iii) how the business and cultural environments shape the behaviour of organizations.
You must ensure that the information that you have collected are suitably related to Dairy Produce Ltd. The lecture given by Mr Parks should lead to judgments and conclusions which the Chamber members would find useful to understand the needs of their own organizations.
Task 5 covers assessment criteria 1.3.1, 1.3.2 and 1.3.3
Task 6
It is a fact that global factors affect UK’s businesses. Consequently, Dairy Produce Ltd has set some clear targets on how to address this phenomenon. Mr Parks has decided to have a clear understanding of the position of his organisation.
Your final task is to carry out research into how global factors that shape national business activities. Your research should lead to the collection of appropriate information on the 3 chosen organizations.
Following your research, present the information to Mr Parks in a comprehensive and detailed report, taking care to include suitable examples and illustrations on the following :
i)  the significance of international trade to UK business organizations
ii)  analyse the impact of global factors on UK business organizations
iii) evaluate the impact of policies of the European Union on UK business organisations.
All the information that you include must be adapted to the needs of Dairy Produce Ltd.
Task 6 covers assessment criteria 1.4.1, 1.4.2 and 1.4.3
Translation of the general grading criteria to this assignment
Outcomes 1.1, 1.2, 1.3 and 1.4

Assessment criteria
Pass
1.1 Understand the organisational purposes of businesses




1.2 Understand the nature of the national environment in which businesses operate





1.3 Understand the behaviour of organisations in their market environment




1.4 Be able to assess the significance of the global factors that shape national business activities.



 
1.1.1 identify the purposes of different types of organisation
1.1.2 describe the extent to which an organisation meets the
objectives of different stakeholders
1.1.3 explain the responsibilities of an organisation and
strategies employed to meet them
1.2.1 explain how economic systems attempt to allocate
resources effectively
1.2.2 assess the impact of fiscal and monetary policy on
business organisations and their activities
1.2.3 evaluate the impact of competition policy and other
regulatory mechanisms on the activities of a selected
organization
1.3.1 explain how market structures determine the pricing
and output decisions of businesses
1.3.2 illustrate the way in which market forces shape
organisational responses using a range of examples
1.3.3 judge how the business and cultural environments
shape the behaviour of a selected organization
1.4.1 discuss the significance of international trade to UK
business organisations
1.4.2 analyse the impact of global factors on UK business
organisations
1.4.3 evaluate the impact of policies of the European Union on
UK business organisations.
Merit
Identify and apply strategies to find appropriate solutions





Select/design and apply appropriate methods/             techniques






Present and communicate appropriate findings

 
 M1 Relevant techniques have been applied when assessing the economic systems are relevant to the needs of the chosen organisations.
Effective judgments have been made on the performance of the chosen organizations within the national environment.

M2 A range of sources of information have been used to access issues around economic systems and market behavious of selected organisations – including websites and local organisations with whom the learner is familiar.
Complex data has been  effectively synthesised and processed to provide a detailed analysis of the organizational economic systems and global factors effect
M3 – Information has been presented in a clear and coherent manner;
An appropriate structure and approach has been used for the report, presentation and guide.  This includes clearly identified economic and market theories and practices adopted by organizations.
Appropriate technical language and terminology have been used in the report.

Distinction
Use critical reflection to evaluate own work and
justify valid conclusions








Take responsibility for managing and organising activities



Demonstrate convergent, lateral and creative thinking

 D1 – Information including clear illustrations and examples that leads to accurate conclusions. 
The validity of economic systems and market behavious have been checked/judged to ensure that they present an accurate picture to meet overall needs. 
An evaluation/analysis of the chosen organizations’ economic systems and market structures 
D2 Autonomy and independence has been demonstrated by the learner throughout.  Minimal tutor guidance and advice has been sought when accessing relevant information.
The substantial range of activities and investigative work involved in the analysis of organizations and their economic and market behaviour. 
D3 Up to date and relevant information using examples from current economic and market theories; Recommendations on the use of economic and market actives and how these could the improve the organization’s activities.
The learner also demonstrates creativity in how organisations use global factors; Conclusions drawn on how these factors impact on the organisation.

Friday, 19 May 2017

RUBY PROGRAMMING ASSIGNMENT HELP

Ruby is a general purpose programming language, which is based on the concept of object-oriented programming.Ruby was designed with an intention to increase the productivity of the developer by providing good features.Ruby programming is designed to fulfill the needs of the human, not computer. Hence, good user interface design is the primary motto of Ruby.
Ruby programming minimized the confusion for the users with experience. It is based on the principle of least Astonishment.Students struggle with Ruby because of the unfamiliarity with the language syntax. It is relatively new as compared to the established programming languages, such as Java, C#, PHP, C++, and Other. Our Programmers are proficient with the new frameworks and developments in the Ruby Programming itself.You can take assistance with Ruby Assignment. We ensure that you get a fully functional code and to support our claim we provide screenshots of the output.Don’t bother yourself with the intricacies of Ruby Programming assignment and get in touch with our experts to get the solution.

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PHP assignments are hard to crack for the students for two reasons.Not everyone is familiar with the programming using PHP,secondly, it is used for building web based applications. Working on a desktop is easy as compared to a website. In web applications, you have to work on both the client and server side Code. Moreover, Working with HTML and CSS is quite difficult for the beginners.
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Our objective is to de-stress the student mind by delivering the timely assignment help .Our primary focus is not to feed students with the solution to scoring passing marks. We try to provide solutions that can be used as a model answer to improving homework solving capability of a student.Our tutors are engaged in writing research papers, books, and academic stuff for a long time and they know how to provide the best possible support to turn around a student perspective towards homework solving.
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ROOM DIVISION OPERATIONS MANAGEMENT

Unit Title: Room Division Operations Management


Unit Code: 6

Date Issued


Assignment
Brief – General

Student Name


Student ID


Date Received


Lecturer Name: Chris Maugino


Internal Verifier Name

Jaya Govindaraj
 Rules and regulations: 
 Plagiarism is presenting somebody else’s work as your own. It includes: copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work.  Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the procedures set down by the College. Please see your student handbook for further details of what is / isn’t plagiarism.

 Unit-6-Room Division Operations Management:Coursework Regulations  
  • Submission of coursework must be undertaken according to the relevant procedure – whether online or paper-based. Lecturers will give information as to which procedure must be followed, and details of submission procedures and penalty fees can be obtained from Academic Administration or the general student handbook.
  • All coursework must be submitted to the Academic Admin Office and a receipt must be obtained. Under no circumstances can other College staff accept them. Please check the Academic Admin Office opening hours.
  • Late coursework will be accepted by Academic Admin Office and marked according to the guidelines given in your Student Handbook for this year.
  • If you need an extension (even for one day) for a valid reason, you must request one. Collect a coursework extension request form from the Academic Admin Office. Then take the form to your lecturer, along with evidence to back up your request. The completed form must be accompanied by evidence such as a medical certificate in the event of you being sick. The completed form must then be returned to Academic Admin for processing. This is the only way to get an extension.
  • General guidelines for submission of coursework:
  1. All work must be word-processed and must be of “good” standard.
  2. Document margins shall not be more than 2.5cm or less than 1.5cm
  3. Font size in the range of 11 to 14 points distributed to including headings and body text. Preferred typeface to be of a common standard such as Arial or Times New Roman for the main text.
  4. Any computer files generated such as program code (software), graphic files that form part of the course work must be submitted either online with the documentation or on a CD for paper submissions.
  5. The copy of the course work submitted may not be returned to you after marking and you are advised to have your personal copy for your reference.
  6. All work completed, including any software constructed may not be used for any purpose other than the purpose of intended study without prior written permission from St Patrick’s International College.
Unit-6-Room Division Operations Management: Remember to keep your coursework receipt. 
Outcomes and assessment requirements
OutcomesAssessment requirements
To achieve each outcome a learner must demonstrate the ability to:
LO1 Understand services provided by the rooms division in diverse contexts1.1 discuss accommodation and front office services for different organisations
1.2 analyse the roles and responsibilities of a range of accommodation and reception services staff
1.3 discuss legal and statutory requirements that apply to rooms division operations
1.4 evaluate services provided by the rooms division in a range of hospitality businesses
LO2 Understand the impact of contemporary management issues on the effective management and business performance in the front of house area2.1 assess the importance of the front of house area to effective management
2.2 discuss the key aspects of planning and management of the front of house area for a given hospitality operation
2.3 critically discuss the key operational issues affecting the effective management and business performance of the front office area for a given operation
LO3 Understand factors that contribute to effective management and business performance in the accommodation service function3.1 assess the importance of property interiors and design to effective management
3.2 discuss the critical aspects of planning and management of the accommodation service function for a given hospitality operation
3.3 analyse the key operational issues affecting the effective management and business performance of the accommodation service function for a given operation
LO4 Be able to apply techniques to maximise and measure occupancy and rooms revenue4.1 perform revenue/yield management activities to maximise occupancy and rooms revenue
4.2 discuss sales techniques that rooms division staff can use to promote and maximise revenue
4.3 discuss the purpose and use of forecasting and statistical data within the rooms division
4.4 calculate room division performance indicators to measure the success of accommodation sales
*Please see the Assignment Evaluation Sheet for Merit and Distinction criteria
Unit-6-Room Division Operations Management: Part 1 – Learning Outcome 1.1,1.2,1.4 
You are a trainee for the Room division Department of a five-star hotel. You have been asked to prepare a presentation regarding the similarities and differences between a 4* hotel and another Hospitality organisation of your choice. 
Unit-6-Room Division Operations Management:Description of problem to be solved
  • You must compare and contrast the range of accommodation and reception services in these two operations with each other and with the appropriate text book (hint: you may want to look at the guest cycle)
  • You must investigate the organisation of the Room Division Operation in both establishment, and identify the roles and responsibilities of the management and staff
Unit-6-Room Division Operations Management:Delivery
1 Group presentation (3 members max) – 15 minutes
1 Executive Summary (300 words)
1 handout (optional) 
Unit-6-Room Division Operations Management: Part 2 – All other learning outcomes except 4.4 
You and your team will be given in in-tray exercises (once as a Front Office Manager and once as a Housekeeping Manager) with tasks to complete.
Description of problem to be solved
After completing the in-tray tasks, you are to individually reflect on the 4 following topics:
  • key aspects of planning and management of the Room Division
  • key operational issues affecting the management of the Room division Department, including but not limited to compliance to legal and statutory requirements
  • The importance of interior design to the management of Front Office and Housekeeping department
  • The use of forecasting and subsequent revenue management activities the hotel can do and the sales techniques the staff can use to maximize occupancy/room revenue 
Unit-6-Room Division Operations Management:Delivery
Reflective portfolio – 2000 words 
Unit-6-Room Division Operations Management:Part 3 – Learning Outcome 4.4 
The following information is available about the Legendary hotel, a 5* hotel in London
Number of roomsRack RateNumber sold on July 14thBreakdown of sales
Room TypenumberPricenumberPrice
Grand Junior Suite2275618147564642.6
Club Studio Suite189361279365795.6
Classic One-Bedroom Suite1512601310126031071
Classic One-Bedroom apartment6132000132001122
Grand One-Bedroom Suite4174031174021479
The Royalty Suite1150010150011275
The Presidential Suite1240010240012040
The Infinity Suite1310000310002635
Classic Room **4251640365164438.6
Grand Room34576221157611489.6
Classic Executive2562416462412530.4
Classic Family Room296601576608561
Grand Executive38612311861213520.2
The Club room31689261068916585.65
Grand Special Room **20672946725571.2
** 1 of the classic room is used (complimentary) by the new Pastry Chef whilst he is trying to find a flat and 2 of the Grand Special Room were marked out of order for repairs.
Unit-6-Room Division Operations Management:Description of problem to be solved
Calculate the Average Daily Rate, the Revenue per Available Room, the Yield and the Occupancy percentage 
Unit-6-Room Division Operations Management:Delivery
Calculations (including steps) and results – circa 150 words 
Feedback
Strengths

Areas for Improvement
Lecturer Signature:                                                                                         Date: