CW1 Portfolio

Answer

1. CW1 PORTFOLIO

    

   1.0 INTRODUCTION   2

   2.0 ROLE OF HR, FINANCE, AND MARKETING WITHIN ORGANIZATIONS  3

   2.1 Role of HR   3

   2.1.1 Enhancement of Organization Commitment 3

   2.2 Role of Finance  4

   2.3 Role of Marketing  4

   3.0 COLLABORATIVE WORKING PRACTICES  4

   3.1 A common purpose  5

   3.2 Mutuality  5

   3.3 An enabling environment 5

   3.4 Trust 6

   4.0 ROLE OF FINANCIAL MANAGEMENT AND REPORTING WITHIN ORGANIZATIONS  7

   4.2 Sustains Long-term Viability  7

   4.3 Financial decisions and controls  8

   4.4 Financial Planning and Forecasting  8

   4.5 Capital Management 8

   4.6 Allocation and Utilization of financial resources  8

   4.7 Cash Flow Management 9

   List of References  10

    

    

    

    

    

    

   1.0 INTRODUCTION

   This report explores principles of management, namely: (1) role of HR, finance, and marketing within organizations, (2) collaborative working practices, and (3) role of financial management and reporting within organizations, contained in learning outcomes 1, 2, and 4 respectively.

   2.0 ROLE OF HR, FINANCE, AND MARKETING WITHIN ORGANIZATIONS

   2.1 Role of HR

   Three roles of HR are subsequently discussed:

   2.1.1 Enhancement of Organization Commitment

    The nexus between human resource (HR) practices and organizational commitment has been the focus of sufficient amounts of scholarship.  Indeed, parametric studies on tech specialists by Rose and Raja (2016) have since established positive correlations between HRM practices and organizational commitment. Research findings established that “commitment to goals, to the job, to the supervisor, or to the workgroup” had positive outcomes on organizational commitment (Rose and Raja, 2016). In other words, the research concluded that HR practices had significant influence on general perceptions of employee obligations and organizational outcomes. The study alludes to the active role of employees in discerning their work environment, and HR practices as a basis for determining their commitment.

   2.1.2 Organizational Performance

   Mwaniki and Gathenya (2015) identified recruitment of “the right people in the right places at the right time” as the principal role of HR. The study which focused on the impact of “labour efficiency and crap rate” on 30 US strip mills showed that organizations with highly motivated workers displayed superior efficiency and excellence.  Similar longitudinal studies on the influence of organizational HR practices on firm output revealed that prosperous organizations had a grasp of `the big idea’: “a clear vision and a set of integrated values” as a way of engendering success through people (Mwaniki and Gathenya 2015). 

   2.2 Role of Finance

   Ekpo, Etukafia and Udofot (2017) delineate finance as a process that influences the “identification, estimation, sourcing, and allocation, returning, and appropriating pecuniary values of economic units”. The studies further demarcate the finance function as an aggregate of three core activities: (i) planning, (ii) acquisition of funds, and (iii) appropriation of funds. Planning is essential for proper delimitation of opportunity costs, particularly among competing projects. As pecuniary resources are scarce, finance function guides the identification of the most appropriate and cost-effective financing options available. Finally, once secured, the finance role facilitates appropriation of funds by ensuring that priority programs are given preferential treatment. The researchers caution that finance roles must be geared towards optimization of firm operations and higher returns on investment (ROI).

   2.3 Role of Marketing

   Market orientation and organizational output have in recent times become synonymous with marketing. Indeed, Jochen, Tuzovic and Kuppelwieser (2015) perceive marketing as crucial for development of expertise and proficiency necessary for linking prospective clients with company products. Theoretical evidence underline the importance of marketing function by defining it as the packaging of the firm’s value proposition to yield value for the customer in a manner that exceeds the “firm’s market orientation” (Jochen, Tuzovic and Kuppelwieser 2015). Correspondingly, the scholars link marketing skill sets with positive outcomes on the quality of new products. The authors also contend that the stated outcomes are not moderated by inconsistencies emanating from the firm’s market orientation.

   3.0 COLLABORATIVE WORKING PRACTICES

   A study by Roberts, van Wyk and Dhanpat (2016) encase collaborative working practices into five critical antecedents namely: (1) a common purpose, (2) mutuality, (3) enabling environment, (4) trust, and (5) specific personal characteristics. 

   3.1 A common purpose

   Authorities on collaborative practices characterize achievable targets; common strategic trajectories and distinct value propositions as imperatives to effective collaboration (Roberts, van Wyk and Dhanpat 2016).

   3.2 Mutuality

   Other scholars have suggested that collaboration is only attainable through symbiotic engagements among participants in commercial activities (Roberts, van Wyk and Dhanpat 2016). In business, mutual relationships, involving equitable distribution of human resources, funds and materials are key determinants of collaboration (Roberts, van Wyk and Dhanpat 2016). Studies have shown that firms which perpetuate a knowledge sharing culture also tend to leverage on superior information engender positive outcomes (Roberts, van Wyk and Dhanpat 2016). Thus, shared “mission, culture and commitment” tend to increase the proclivity to share wealth while ensuring that selfish interests do not stonewall the collaborative effort. 

   3.3 An enabling environment

   Both parametric and nonparametric studies have shown positive relationships between working environment and employee output. To this end, extant reviews have singled out leadership as a key enabler of collaboration through social cohesion, personal growth in knowledge and expertise (Roberts, van Wyk and Dhanpat 2016).  Enabling environments are products of legitimate and authentic leadership. These traits are crucial for the management of “structural and relational” practices that underpin coordination and teamwork (Roberts, van Wyk and Dhanpat 2016). Additionally, suitable vocational settings have been idealized as indispensable in the quest for equitable resource allocation, scheduling of activities, and the application of associated penalties or benefits (Roberts, van Wyk and Dhanpat 2016). The leader is not only expected to actively participate in the development of protocols that promote teamwork and but eliminate impediments to collaboration. Effective occupational systems are essential in this role as may be entrenched through firm-wide systems, structures, and guidelines that promote collaborative endeavors. Additionally, environmental factors such as access to career and emotional support services, and elements of the immediate vocational setting, including “lighting, noise, temperature and safety” impact employee capacity to cooperate are essential elements of the enabling environment (Roberts, van Wyk and Dhanpat 2016).

   3.4 Trust

   Many studies perceive trust as a vital building block for enhancing collaboration in vocational settings. Accordingly, Roberts, van Wyk and Dhanpat (2016) define trust as the belief that interlocutors will act in good faith by honoring contractual obligations without taking undue advantage of others. In other words, trust is presented as an interactive component of teamwork. Further, Roberts, van Wyk and Dhanpat (2016) perceive collaboration as natural outcomes of complete and cordial relationships anchored on “formally designed role structure”. This view negates the popular view which advocate for extreme bureaucratic controls as a mean of entrenching loyalty. Indeed, available evidence delineates bureaucratic organizational designs with reduced trust levels among workers (Roberts, van Wyk and Dhanpat 2016). To put it differently; controlled employees tend to engender resentment as they associate organizational control with adverse perception of their abilities and personality by superiors.

   4.0 ROLE OF FINANCIAL MANAGEMENT AND REPORTING WITHIN ORGANIZATIONS

   4.1 Efficient Management of Firm’s Financial Resources

   Siminica, Motoi and Dumitru (2017) identify financial management with the key function of overseeing firm’s finances. These roles include, acquisition of capital, to augment traditional roles of management (organization, planning, execution, control and directing the financial activities of the organization), with a heavy focus on finances. From the fiscal point of view, the aforestated functions of financial management involve analysis of hedging funds, projection of aggregate capital needs, and demarcation of various financing channels, and effective acquisition of sufficient funds and fiscal discipline (Siminica, M., Motoi, A.G. and Dumitru).  Systematic review of primary and secondary data obtained by f Uvaneswaran and Mekonnen (2017) focusing on 37 medium sized firms in Jimma town, Nigeria, concluded that profitability was considerably impacted by proficiency (or lack of it) in financial management processes, including, “accounting, reporting, & analysis, working capital management, fixed asset management and financial planning and financial characteristics such as current ratio and debt ratio” (Uvaneswaran and Mekonnen 2017).

   4.2 Sustains Long-term Viability

   Apart from effective control of financial resources, financial management and reporting is pivotal for long term sustainability and viability of businesses. Consequently, drawing from the aforestated roles, Haustein, Lorson, Caperchione and Brusca (2019) define financial management as the “effective and efficient planning, organizing, directing and controlling of financial activities and processes of an organization and generally focus on issues such as fund procurement, allocation of financial resources, utilization of funds, among others” (Uvaneswaran and Mekonnen 2017).

   4.3 Financial decisions and controls

   Financial management and reporting is essential in fiscal decision making as they facilitate overall financial oversight through interpretation and analysis of data on “ratio analysis, financial forecasting, profit and loss analysis” (Uvaneswaran and Mekonnen 2017).

   4.4 Financial Planning and Forecasting

   Both financial management and reporting have gained currency as demand for finance managers soar. This is because of the greater demand for financial planners responsible for forecasting of financial outlook of the firm in relation to available resources (Uvaneswaran and Mekonnen 2017). The net result of this is that firms will be compelled to rely on their available data to internalize necessities and urgent projects in light of the prevailing financial environment and budgeting constraints (Uvaneswaran and Mekonnen 2017). 

   4.5 Capital Management

   One of the most important concerns of financial management and reporting is the delimitation of present and future capital prerequisites both on a continuous and regular basis (Uvaneswaran and Mekonnen 2017).

   4.6 Allocation and Utilization of financial resources

   The process of financial management and reporting is also critical for facilitating efficient utilisation and investment of pecuniary assets for the attainment of long-term profitability, sustainability and viability of the firms.

   4.7 Cash Flow Management

   This role entails enhancement of the firm’s capacity to retain sufficient amounts of “working capital and cash flow” to cater for operational expenses and emergencies (Uvaneswaran and Mekonnen 2017). In this regard, financial management and reporting functions include, scrutiny of documents pertaining to “account payable and receivable” to shore up cash flow reserves.

   4.8 Disposal of Surplus

   In contemporary business practice where firms rely on equity capital for expansion, it may be necessary at some stage to share profit among shareholder. Financial management and reporting is important in this regard, as they guide senior management in decision making on matters pertaining to sharing, retention, or reinvestment of realized profits. Typically, these decisions impact on whether dividends should be shared, the amounts, and the percentage of revenues to be retained

   4.9 Risk Management

   Rigorous financial management and reporting have become useful as tools for prediction of future risks, thus informing necessary design and execution of extenuation strategies against unanticipated threats.

    

    

    

    

    

    

   List of References

   Ekpo, N.B., Etukafia, N. And Udofot, P.O., 2017. Finance Manager and the Finance Function in Business Sustainability. International Journal Of Business, Marketing And Management, 2(1), Pp.31-38.

   Haustein, E., Lorson, P.C., Caperchione, E. And Brusca, I., 2019. The Quest for Users’ Needs in Public Sector Budgeting And Reporting. Journal of Public Budgeting, Accounting & Financial Management.

   Jochen, W., Tuzovic, S. And Kuppelwieser, V., 2015.  The Role of Marketing in Today’s Enterprises. Journal Of Service Management, 2(4), Pp. 2-39.

   Miller, B.F.A. And Katz, J.H. 2015. 4 Keys to Accelerating Collaboration. Od Practitioner, 46(1): 6– 12.

   Mwaniki, R. And Gathenya, J., 2015. Role of Human Resource Management Functions On Organizational Performance With Reference To Kenya Power & Lighting Company–Nairobi West Region. International Journal Of Academic Research In Business And Social Sciences, 1(5), Pp.432-448.

   Roberts, M.D., Van Wyk, R. And Dhanpat, M.N., 2016. Exploring Practices for Effective Collaboration. Proceedings of The 28th Annual Conference Of The Southern African Institute Of Management Scientists ISBN: 978-0-620-71797-7 06 September 2016.

   Rose, S. And Raja, K.G., 2016. Role of HR Practices, Job Satisfaction, and Organization Commitment in Employee Retention. Clear International Journal of Research In Commerce & Management, 7(10).

   Siminica, M., Motoi, A.G. And Dumitru, A., 2017. Financial Management as Component of Tactical Management. Polish Journal of Management Studies, 15.

   Uvaneswaran, S.M. And Mekonnen, N. (2017). An Appraisal about Financial Management Practices Pursued by the Selected Business Organizations.

    

   48.QUESTION

    EPE111 Unit support  

   • Makaton Link (you could also search videos or images)

     · Student grievance policy (Student Advocacy could help you)

     · BEDEC course information

     · Online text (Dr, S. D., & Dr, A. M. (2015). Educational psychology for learning and teaching. ProQuest Ebook Central https://ebookcentral.proquest.com

     · Early Childhood set text: (Casuarina Campus Main 305.231 BERK )

     · Professional Experience Guidelines

     · Shared document

     · Unit Outline (attached)

     · Assignment and support documents (attached)

     · PDFs Weeks 1-6 (no week 3 as it was a public holiday)

     I did placement at La Creche Avenue childcare centre iN Darwin with 2 years children so you have to make an assignment on that base please. Please deliver at 9 am of australia.

   Write a first-persondescription of a child-centred classroom scenarioyou have personally encountered.  

   The scenario may be a problem or a magical teaching moment.

   Part One

    

    1

    

    EPE111 Professional Experience 1: Planning for learning development

    

   Assignment One	Written evaluation of a scenario
   Value:	50% - Pass Ungraded
   Due Date:	Monday Week 7
   Length:	2000 words
   Relates Learning Outcomes	1,2, 3, 4, 5, 6

   ANSWER

   Child-Centred Scenario Analysis

   Within the classroom, there are always moments that can be used by the teacher to create memorable lessons and inspire a transformative mind-set in the student. These moments are always unusual and can be applied to create lasting impressions on the students themselves, or even on the teacher. This analysis looks at the case of young Amoth whose troublesome student life was exposed when I came face to face with him as he hit one of his classmates. The paper includes a detailed explanation of the scenario and a discussion of the scenario in light of Social and Emotional well-being, Moral Development and Language Acquisition.

   Part 1: Child-Centred Scenario

   At La Creche Avenue Childcare Centre in Darwin, I entered the Year 2 classroom for the first class of the morning. A group of six male students were around Amoth. He was cornered. Amoth had only been in this classroom for three weeks, and the initial thought was that he was adjusting well to his new life at La Creche. As it turned out, the boys were trying to get hold of him and bring him to me for what they thought was his affinity for violence. “This is the second time he has threatened to beat up his desk mate for looking at him too much,” one of the boys says. When the boys let him go, Amoth runs to his desk and hides his face in his hands while bowing over the desk.

   Amoth had not always been a resident of Darwin. A month ago, her mother had emigrated from Southern Sudan following conflicts there and now they lived not far from the Childcare Centre. The mother was fleeing violence, and she had brought him with her. The truth is that in South Sudan, Amoth had not stepped into school. The only socialization he had was the one he experienced at home with the constantly changing friends as he and his family attempted to escape the deadly violence. Fresh from the inadequate socialization that Amoth had experienced back in South Sudan, the boy was thrust into the realities of not only strange children but also a totally new language. Here, Amoth was alone.

   Amoth was not only a stranger in terms of the language spoken; he was a stranger to the environment too. People acted differently here. People sat with books, pens and crayons. His mother had to come to school. Amoth had to understand that his class was not a place where there were enemies; it was a place where there were people who could be friends like the ones he had in South Sudan. It was my estimation that without the backing of his friends in the class, Amoth would almost never come out of this zone. He had to begin seeing his classmates as people he could belong with, not people he had to protect himself from. Henceforth, there would be no mobbing him when he did something unusual and the two camps had to shake hands.

   Two of the boys who were for bringing him to me were to guide him so he could understand the meaning of lessons, breaks, timetable, the bell, and other aspects of the school routine. The whole class was to accept Amoth into their games and groups without conditions. The school, having learnt of the difficulties that Amoth had to go through in his bid to fit in, decided that it was now time to revise entry activities by focusing on the aspect f language, exposure to school environment and letting the new entrants learn about the school and the expectations long before the actual formal learning even begins.

   Scenario Conclusion

   EAL Student: A month later, Amoth had essentially transformed from the combative student he had was to being friendly and outgoing. Whereas he had been a reserved lonely student, now he was at the helm of collaborative efforts. His language was growing and he no longer needed the two enemies turned friends to show him around. La Creche was his home now. Unlike many students here who were only familiar with the surroundings of Darwin, Amoth had the privilege of knowing about some little geography of where he came from, how it looked like, how the people there looked like and why they had to move. The other students were not only learning from him, they were also making him believe in himself. He had something to bring to the table too.

   Teacher: The teacher was shocked at the quick turnaround that Amoth was able to make from a violent little one to a sociable student ready to join others in groups, during play and during school activities. She found out, and made the conclusion that overcoming the language barrier is the first way towards attaining self-confidence, and that once Amoth could talk to the others without having to listen most of the time, he could begin to collaborate with the rest in class and in play. The teacher requested the school to begin language programs and familiarisation tours for new students who do not speak the English language to make them faster integrate into the school system. These efforts must not only target the new student. The old one too must understand that there is need for them to be patient, welcoming, tolerant and understanding of new students who may still find life unbearable and may need to respond in unusual ways.

   The class: Within the month, everyone wanted to be Amoth’s friends. Everyone remarked that he had great stories about many experiences that he had not forgotten. They all wanted to play with him. On the day I had found them mobbing him at first, they had been doing it like enemies but now, they were mobbing him still, but like great friends.

    

    

    

    

   Discussion

   Amoth’s scenario above can be explained in light of several themes outlined in the unit. Within this paper though, Amoth’s case is discussed in light of the Social and Emotional well-being, Moral Development and Language Acquisition.

   Social and Emotional well-being

   Optimal learning requires that the student’s social and emotional well-being are taken into consideration. How the student relates to their family, neighbours, friends and teachers plays a huge role in the socialization process. Similarly, Chandler and Tricot (2015) admit that when the emotional well-being of a student is assured, the student can settle and begin the learning process. Social and emotional well-being mean that the student feels free to join others in performing tasks in groups or as teams, and that he or she is confident that regardless of their individual differences, no one will victimize them (Agarwal and Roediger, 2018). It stems out of the realization that there is value in the connections that are created between people, and that any element of exclusion is strongly rebuked. It is this process of persistent interaction that that helps in building self-confidence and thus leading to overall emotional well-being.

Answer

Chirality- Isolation of Limonene from Citrus Fruits

INTRODUCTION

The purpose of this experiment is two-fold: (i) to obtain Limonene from citrus fruits through steam distillation and (ii) to analyze the optical rotation and enantiomeric excess (optical purity) of the fruits using polarimetry.

Limonene belongs to a class of aromatic compounds, mainly terpenoids in composition and characterized by several isoprene repeat units (Ludwiczuk, Skalicka-Woźniak & Georgiev, 2017). These include monoterpenes which comprise 2 isoprene units, sesquiterpenes with three isoprene units, diterpenes containing 4 isoprene units and triterpenes with 6 isoprene units (Asia, Nicholas, Segui & Ballivian, 2020).

Limonene is extracted by steam distillation, as aromatics are thermally decomposable under high temperatures (Valderrama & Ruiz, 2017). Subsequently, polarimetry is deployed to determine the chirality of the limonene. Chirality is the “direction of rotation” of the substance (Telo, 2016). Additionally, chirality confirms optical activity and the presence of a chiral center, a carbon attached to four other groups (Weldegirma, 2016; Telo, 2016). Polarimetry is a necessary tool for establishing optical purity through measurement of enantiomeric excess (ee), or optical purity.

Findings from the experiment show the specific rotation to be about “half of the literature value” (Asia, Nicholas, Segui & Ballivian, 2020). Many studies associate this outcome with a high concentration of limonene in the samples being investigated. Similarly, the optical rotation of the sample was found to be 11 (Asia, Nicholas, Segui & Ballivian, 2020). The ee was found to be 11.34%, one possibility for this result could be that our sample was not pure, therefore accounting for the low percentage. A percentage of 100% means a pure enantiomer (Weldegirma, 2016).

Figure 1: Schematic Diagram for Extraction of Limonene

Source: Asia, Nicholas, Segui & Ballivian (2020)

Figure 2: Schematic Diagram for Polarimetry

Source: Asia, Nicholas, Segui & Ballivian (2020)

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