Project Management Processes And Product Oriented Processes

ITEC 640 Mid Exam Nenna Sanoir October 21, 2016 Introduction The project management processes and product-oriented processes overrun throughout projects. Project management processes are interested in the work of the project and product-oriented processes as needed to produce a product, service, or information system. The project management processes are suitable to most projects. The project management processes are: Initiating Planning Executing Monitoring and Controlling Closing The initiating process defines the business need and the high expectations, resource budgets, and starts to identify those that may play a role in your strategy. The planning process details the project scope, time, resources, and risks, as intended approaches to communications, quality, and management of external acquisitions of goods and services. The working process establishes and guides the project team, communicating with and maintaining project listeners, and implementing the plans. The monitoring and controlling process handles the capture of performance. The closing process concludes in the end of all project activity. Product oriented processes are concerned with generating the project product. Product oriented processes are usually designated by the project life cycle and differ by application area. The product-oriented or the Software Development Life Cycle or SDLC phases are: Planning Design Coding Testing Deployment Maintenance The Planning is theShow MoreRelatedProject Management1673 Words   |  7 Pages2. What are product-oriented processes? Give one example. Product-oriented processes are those, which focus on the tangible results of the project. They require specific domain knowledge, tools, and techniques in order to complete the work. An example would be the creation of a software application package. 4. Describe the initiating processes. Give one example of an initiating process to support a particular phase of oil exploration project methodology. The initiating processRead MoreProject Quality And Quality Management Project926 Words   |  4 PagesQuality is the amount to which a project satisfies the requirements. Project Quality is a set of different criteria and objectives that are inserted into success criteria used by project customers to accept the project results. Project Quality is an explanation of requirements desired by the project clients, and they refer to explanation of: †¢ Relative value of the project results which the customers expect to obtain at certain costs; †¢ Effectiveness of project results gaged by detailed requirementsRead MoreA Project Management Methodology For Managing Projects996 Words   |  4 Pagesability and capability to organize project management could determine the success of an organization. Generally, project managers use formal project management methodology to run projects efficiently. This article describes the explanation of the differences between PMBOK and PRINCE2, the advantages and disadvantages of those models, and the example of a project which use PMBOK methodology. The differences between PMBOK and PRINCE2 â€Å"PMBOK† stands for Project Management Body of Knowledge. PMBOK GuideRead MoreThe Cross-Functional Conflict and Coordination Problems of the EPD Division of Allentown Materials Corporation1101 Words   |  5 Pagesperformance on new product development, service, morale, and decision making. Part of the reason for these issues could be due to declining market conditions and poor divisional performance but there seems to be fundamental organization problems. EPD markets have been shifting as a result of decline in military spending by government. The result has been increasing sales in the computer, telecommunications, and consumer electronics markets, which required rapid development of product extensions at competitiveRead MoreDeveloping Layout Strategies1505 Words   |  7 PagesProduction and Operations Management Chapter 9: Developing Layout Strategies Submitted in partial completion of the requirements For the course Production and Operations Management Submitted by: Dote, Jane Frances A. Submitted to: Dr. Pedrito A. Salvador January 29, 2011 2nd Term, School Year 2010-2011 PRODUCTION AND OPERATIONS MANAGEMENT CHAPTER 9: DEVELOPING LAYOUT STRATEGIES The objective of office layout strategy is to develop a cost-effective layout that meets a firm’s competitiveRead MoreA Formal Change Management Process1477 Words   |  6 Pagesresearch and analysis conducted, four key recommendations are offered. Formal change management processes A formal change management process should be developed and implemented in order to allow a consistent methodology, tools and language to be applied to relevant initiatives. Although effective change management also requires the development and application of a unique set of soft skills such as conflict management and negotiation, a formal process would provide the first step in helping employeesRead MoreApplied Project Management : Integrated Change Control1005 Words   |  5 PagesApplied Project Management I 1a Individual Assignment Total words-999words Firstly we shall be defining and explaining the meaning of the integration as defined by PMBOK. So basically Integration management is an essential element of the project management which controls all the aspects of any project. All the processes in a project run quite smoothly and in an oriented way when Project integration is performed properly. Project integration, when properly performed, ensures that all processesRead MoreHigh Performing Innovative And Creative Individual With Over 20 Years Of Experience Essay907 Words   |  4 Pagesenvironment. Participated and led several intensive product developments. Dependable Product Developer bringing management experience and a willingness to take on added responsibility to meet tight deadlines. Enthusiastic team player with a strong work ethic and advanced complex problem-solving skills. Engineering Manager dedicated to continuous process improvement in the face of rapidly evolving and changing markets. Extremely results-oriented and proactive in addressing and resolving problems.Read MoreCase Study of Prostitution1406 Words   |  6 Pagesaccounting, finance, business administration or related field. Relevant experience may substitute for the degree requirement on a year-for-year basis. Eight years of progressively responsible, professional experience related to area of assignment at a management level. Depending on area of assignment, Certified Public Accountant Certification or Certified Purchasing Manager Certification may be strongly preferred or required. KNOWLEDGE AND SKILLS Knowledge of: †¢ Managerial principles; †¢Read MoreEvaluation Of A High Energy, Quality And Results Oriented Manager With Extensive Customer Service Essay853 Words   |  4 PagesPROFILE A high energy, quality and results-oriented manager with extensive customer service experience, leading teams to anticipate, respond to and action requests, via phone, email, web and face-to-face interactions. Oversees teams enthusiastically through day-to-day activities and change, focusing on setting clear expectations, effective feedback, training, documentation and standardized best practices. Excellent time management and ability to analyze business challenges critically and apply

Similar Values of Native Amercians and Puritans Essay

Values are defined as the importance or preciousness of something. A long time ago, around the early 16 century the puritans came to the America they live with the Native Americans and had a set of values they both believed in and lived by. One may not expect to find many similarities between both of these groups, but there are many. The Native Americans were not very different than the Puritans. Native Americans valued many things like religion, family, and the concept of things being balanced. Specifically, they strongly appreciated their family. Puritans similar to the Native Americans, the Puritans were more civilized and valued family, life, religion. Native Americans strongly believed that family and religion were very†¦show more content†¦Religion had a powerful impact on Puritans lives. Many Puritan people had faith in a supreme being, God, and the teachings of his Divine Son, Jesus Christ. They’d assume that if you weren’t a good Christian they would suffer in hell, but if you were one would be saved by god. An example would be in the sermon â€Å"Sinners in the Hands of an Angry God† the speaker strongly describes about how being a bad Christian has its consequences and the good things that come of being a good Christian. â€Å"Many that were very lately in the same miserable condition that you are in are now in a happy state, with their hearts filled with love to him who has loved them, and washed them from their sins in his own blood, and rejoicing in hope of the glory of God.†(152)This explains how they had a strong feeling towards god’s ways. By being concerned about their relig ious life and being good Christians. Both Native Americans and Puritans have similar values and beliefs like family, religion, and balance in life. For example, in the myth â€Å"The World on the Turtles Back† (25) â€Å"In the Sky-World there was a man who had a wife, and the wife was expecting a child† This is a Native American myth, and it is describing how there was a god who had his wife pregnant and that’s how it relates to the world being made. However in a poem called â€Å"Upon the Burning of Our House† It states â€Å"I, starting up, the light did the light did spy, And to my God my heart did cry

Public Speaking Essay Example For Students

Public Speaking Essay A Moment of Immense Success Over the years, I have always admired those who have had great accomplishments in their lives. Since graduating from high school in 1989, my experiences have been mixed but they have been largely good. Some of my experiences included serving in the military for seven years, living and working in Germany for 12 years, and learning a foreign language. One person who I greatly admire for her Public Speaking Essay skills and overall success is Ms. Oprah Winfrey. Despite all the obstacles in her life, she has managed to overcome and accomplish many great things. Although Oprah is the richest woman in the entertainment field, she seems to be very humble, and treats everyone with the same amount of respect, whether they are rich or middle-class. In many ways, I can relate to some of the issues that she has dealt with publicly. For example, it is no secret that she has been publicly dealing with her weight going up and down. Over the years, I too have been dealing with my weight fluctuating up and down. Every time that I watch her show, I sit back with amaze on the way that she delivers her point across to her audience with such perfection. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now Considering that she has approximately 3 million viewers per show, and does not appear to be nervous at all. In comparison with my background in the U.S. Army, I can remember making several speeches to my soldiers, and I did not feel nervous one bit at all. In my opinion, it is very refreshing to see a celebrity of her stature, to be so down to earth, and so giving if her time (and money). Along with the rest of world, I have grown to listen when Ms. Winfrey speaks, who is currently one of the most powerful business persons in the world. During my high school days, my grades were satisfactory, but not to boast about, you can trust me on that issue. The fact that I can seen Oprah become the person that she is today, make me want to be the best person that I can possible become. Most recently, I have decided to return to school to obtain my bachelors degree in business management. In addition, it is my goal to obtain my masters degree in business administration directly after finishing my bachelors degree. In todays business world, I have noticed that without a vital education, one will not be able to climb the corporate ladder. Since I have been attending the University of Phoenix, I have been increasing my public speaking skills, which I feel are become one of the best amongst my peers. Like Oprah, I have had many obstacles in my life, but I am willing to work hard to get where I need to be. On a recent episode of the Oprah Winfrey Show, where the subject was regarding teenage violence, Ms. Oprah spoke for several minutes with people from all walks of life, and delivered her speech very effectively. Also, she looks the audience in the eye, does not talk above their head, appears to be well prepared, and adds a little bit of humor to make it less formal. My obsession of wanting to be successful, making my parents proud of me and obtaining a lifestyle that I can appreciate has been such a huge part of my life. Currently, I am maintaining a 3.8 grade point average, in addition to working full-time job, where I am required to work approximately 50 hours per week. Many people may say that I am trying to be an over achiever, but I now realize that nothing in life is free. At this point in my life, I can truly say that Oprah has taught me a thing or two, when it comes to public speaking. Normally when I am required to make a pubic speech at work or school, I do not like to index cards, as this tends make me appear unprepared. I would recommend to anyone who has issues regarding public speaking to watch the Oprah Winfrey show to improve their skills. .u3f167f9b84a1a18d8dfb5246c117efd2 , .u3f167f9b84a1a18d8dfb5246c117efd2 .postImageUrl , .u3f167f9b84a1a18d8dfb5246c117efd2 .centered-text-area { min-height: 80px; position: relative; } .u3f167f9b84a1a18d8dfb5246c117efd2 , .u3f167f9b84a1a18d8dfb5246c117efd2:hover , .u3f167f9b84a1a18d8dfb5246c117efd2:visited , .u3f167f9b84a1a18d8dfb5246c117efd2:active { border:0!important; } .u3f167f9b84a1a18d8dfb5246c117efd2 .clearfix:after { content: ""; display: table; clear: both; } .u3f167f9b84a1a18d8dfb5246c117efd2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3f167f9b84a1a18d8dfb5246c117efd2:active , .u3f167f9b84a1a18d8dfb5246c117efd2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3f167f9b84a1a18d8dfb5246c117efd2 .centered-text-area { width: 100%; position: relative ; } .u3f167f9b84a1a18d8dfb5246c117efd2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3f167f9b84a1a18d8dfb5246c117efd2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3f167f9b84a1a18d8dfb5246c117efd2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3f167f9b84a1a18d8dfb5246c117efd2:hover .ctaButton { background-color: #34495E!important; } .u3f167f9b84a1a18d8dfb5246c117efd2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3f167f9b84a1a18d8dfb5246c117efd2 .u3f167f9b84a1a18d8dfb5246c117efd2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3f167f9b84a1a18d8dfb5246c117efd2:after { content: ""; display: block; clear: both; } READ: Zinc Essay . Public Speaking Essay Example For Students Public Speaking Essay i.A survey in 1994 showed that only 16 percent of college freshmen discussed politics frequently. ii.Public Speaking Essay may be most valuable at just the time when it seems most difficult. iii. The audience-analysis aspect of rhetorical competence will be especially helpful here because finding our own voice often requires discovering what others think and want. 1.Percentage of students describing their mother as a full-time homemaker declined from 31.4 (in 1979) to 12.9 (in 1994). 2. 90% of todays married couples met in a relatively homogeneous social settings. 3.The term stereotype: entered the social-science lexicon during a period of time when Americas population was shifting from small towns to large urban centers. 4.Todays public speakers will need to attune themselves both to the increase in sociological diversity and to the psychological urge for similarity. 1. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now eight out of ten Americans are likely to respond that they have to attained or expect to attain the American Dream of freedom, equality, happiness, and financial security. 2.Public speakers in the 1990s will want to take note of the alternating mood of the public. 1.The American Dream brings to mind, people mention both desirable results and favorable personal circumstances. 2. Below the surface of Americas middle-class aspirations and expectations lurks concern that oppressive social conditions may hold back personal progress. 3.Since the 1970s international competition and reorganization of the economy have brought a decline in the average persons job security and real wages. 4.All people like to think that they have a bright future; but in an era where change and diversity loom large, it also may be appealing to believe that our failures are not our own. c. Public Talk: Merging personal and social responsibility 1.Public talk gets us to the heart of the post-modern dilemmas by helping us work outfor a particular issue at a particular timethe relative roles of individual and society. 2.in the 1930s, Americans accepted that the scope of depression-era problems demanded that national agencies be given freedom to manage life in areas ranging from electricity to welfare. 3.Audience analysis is a key to making sure that public talk is worthwhile for speakers and helpful for listeners. 1.People interpret what is going on around the, and then they work out a line of action appropriate to what they think. 2.Given an active audience, all we an realistically expect is that listeners will weigh our words, compare what we say against their existing views, and then think or act in ways appropriate for them. 3.The term image system sometimes is used to designate the personal knowledge of life held by listeners. 4.The image system may be divided into three kinds of thoughts: beliefs, attitudes and values. 1.Two types of beliefs: verifiable beliefs-amount to factual knowledge of the world, and Primitive beliefs-do not provide specific factual information as much as they give us a view of how the world works. 2.You should be concerned with the audiences store of verifiable and primitive beliefs that pertain to your speech topic. 1.An attitude is a tendency to approve or disapprove of an object, event, or condition. 2.Rokeach-attitudes are overall judgments of peoples beliefs. a.Terminal- Deals with conditions in which people live, such as freedom and world peace. b.Instrumental- Deals with human conduct such as courage or honesty. 2.Members of your audience hold values that pertain to your speech content-serve as sources of motivation for listeners. 3.Tendencies of people to share images make successful audience analysis possible for speakers. 1.Demographics are characteristics of a group of people. 2.Calls our attention to such features of our listeners as sex, age, education, income and religious creed. 3.Useful to public speaker because members of a particular group often have had certain experiences in common. .ue751d70b63616d2adb2854d320e38472 , .ue751d70b63616d2adb2854d320e38472 .postImageUrl , .ue751d70b63616d2adb2854d320e38472 .centered-text-area { min-height: 80px; position: relative; } .ue751d70b63616d2adb2854d320e38472 , .ue751d70b63616d2adb2854d320e38472:hover , .ue751d70b63616d2adb2854d320e38472:visited , .ue751d70b63616d2adb2854d320e38472:active { border:0!important; } .ue751d70b63616d2adb2854d320e38472 .clearfix:after { content: ""; display: table; clear: both; } .ue751d70b63616d2adb2854d320e38472 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue751d70b63616d2adb2854d320e38472:active , .ue751d70b63616d2adb2854d320e38472:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue751d70b63616d2adb2854d320e38472 .centered-text-area { width: 100%; position: relative ; } .ue751d70b63616d2adb2854d320e38472 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue751d70b63616d2adb2854d320e38472 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue751d70b63616d2adb2854d320e38472 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue751d70b63616d2adb2854d320e38472:hover .ctaButton { background-color: #34495E!important; } .ue751d70b63616d2adb2854d320e38472 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue751d70b63616d2adb2854d320e38472 .ue751d70b63616d2adb2854d320e38472-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue751d70b63616d2adb2854d320e38472:after { content: ""; display: block; clear: both; } READ: Business Law and Ethics : Physicians and Professio Essay 1.Age is related to values and lifestyles. 2.Generalizations about the age of you listeners can help you prepare a speech. 1.We live in an era in changing sex rules gender based generalizations are difficult and controversial. 2.Women put time to take more of a nurturing-helping role. 1.Level of education can serve as a basis of some for predictions of some on how they will respond to speeches. 2.Use generalizations about educational attainment as basis of speech preparation. 1.Attitudes and values of Americans vary according to place of residence 2.Dividing country into geographic regions also supplies useful information about audiences. 1.Knowing the occupational status of listeners gives clues about their views on life. 1. Census data shows that racial and ethnic diversity is on the rise in . Public Speaking Essay Example For Students Public Speaking Essay In the past, I have participated in a lot of classes and training dealing with many different topics, but unfortunately, Public Speaking Essay and/ or communications was not one of them. In fact, the last class that I took even relatively close to this one was in junior high school. In some sense, I guess that this could be thought of as a good thing, because now I can learn at a college level to begin with. My goals for this class are fairly numerous, but all are based on all around knowledge and improvement of public speaking in a general sense. I want to be able to get up in front of a group of people and deliver a message in a way that makes people want to listen. Im planning a career in the field of psychology, and as much as I may not like it, I think public speaking will definitely show its face many times. My specific goals for the course include improving on my stance, speaking more clearly, and improving on my fear of speaking in front of a large group. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now After reviewing my videotaped speeches, I have noticed that, among other things, I am constantly fidgeting and doing something with my hands like playing with my note cards or something. Also, I am clearly not comfortable with standing up there. Although it is not overly visible on the tape, I can tell that I look very nervous, and I tend to stutter a little and lose my place and focus in the middle of the speeches frequently. I really dont understand why speaking in front of the class bothers me so much. If I were to give the speech from my desk, even though everyone would still be looking at me, I think that I could do a much better job and be more relaxed as well. I think that improving on these previous aspects will give me enough experience and confidence to at least have a working knowledge and ability to successfully speak publicly. Although my career will probably not involve an immense amount of public speaking, it will require some, and this course will surely provide valuable practice. . Public Speaking Essay Example For Students Public Speaking Essay In the past, I have participated in a lot of classes and training dealing with many different topics, but unfortunately, Public Speaking Essay and/ or communications was not one of them. In fact, the last class that I took even relatively close to this one was in junior high school. In some sense, I guess that this could be thought of as a good thing, because now I can learn at a college level to begin with. My goals for this class are fairly numerous, but all are based on all around knowledge and improvement of public speaking in a general sense. I want to be able to get up in front of a group of people and deliver a message in a way that makes people want to listen. Im planning a career in the field of psychology, and as much as I may not like it, I think public speaking will definitely show its face many times. My specific goals for the course include improving on my stance, speaking more clearly, and improving on my fear of speaking in front of a large group. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now After reviewing my videotaped speeches, I have noticed that, among other things, I am constantly fidgeting and doing something with my hands like playing with my note cards or something. Also, I am clearly not comfortable with standing up there. Although it is not overly visible on the tape, I can tell that I look very nervous, and I tend to stutter a little and lose my place and focus in the middle of the speeches frequently. I really dont understand why speaking in front of the class bothers me so much. If I were to give the speech from my desk, even though everyone would still be looking at me, I think that I could do a much better job and be more relaxed as well. I think that improving on these previous aspects will give me enough experience and confidence to at least have a working knowledge and ability to successfully speak publicly. Although my career will probably not involve an immense amount of public speaking, it will require some, and this course will surely provide valuable practice. . Public Speaking Essay Example For Students Public Speaking Essay In the past, I have participated in a lot of classes and training dealing with many different topics, but unfortunately, public speaking and/ or communications was not one of them. In fact, the last class that I took even relatively close to this one was in junior high school. In some sense, I guess that this could be thought of as a good thing, because now I can learn at a college level to begin with. My goals for this class are fairly numerous, but all are based on all around knowledge and improvement of public speaking in a general sense. I want to be able to get up in front of a group of people and deliver a message in a way that makes people want to listen. Im planning a career in the field of psychology, and as much as I may not like it, I think public speaking will definitely show its face many times. My specific goals for the course include improving on my stance, speaking more clearly, and improving on my fear of speaking in front of a large group. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now After reviewing my videotaped speeches, I have noticed that, among other things, I am constantly fidgeting and doing something with my hands like playing with my note cards or something. Also, I am clearly not comfortable with standing up there. Although it is not overly visible on the tape, I can tell that I look very nervous, and I tend to stutter a little and lose my place and focus in the middle of the speeches frequently. I really dont understand why speaking in front of the class bothers me so much. If I were to give the speech from my desk, even though everyone would still be looking at me, I think that I could do a much better job and be more relaxed as well. I think that improving on these previous aspects will give me enough experience and confidence to at least have a working knowledge and ability to successfully speak publicly. Although my career will probably not involve an immense amount of public speaking, it will require some, and this course will surely provide valuable practice.

Unit Guide Essay Example

Unit Guide Essay List of changes since first version was published Learning Outcomes Graduate Capabilities Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Creative and Innovative Effective Communication Engaged and Ethical Local and Global citizens Capable of Professional and Personal Judgement and Initiative Problem Solving and Research Capability 4 5 6 6 6 7 7 8 8 8 Assessment Tasks Group Presentation Written Assignments Class participation 10 10 11 12 Unit Schedule Delivery and Resources Policies and Procedures Student Support Student Enquiry Service Equity Support IT Help 14 18 22 2 22 22 22 Page 2 of 22 General Information Convenor and teaching staff Unit Convenor: Shirley Chan Email: shirley. [emailprotected] edu. au Credit Points 3 Prerequisites CHN209 or permission of Executive Dean of Faculty Corequisites N/A Co-badged status N/A. Unit Description This course focuses on some central topics in the field of Chinese history. Such topics may include a parti cular historical period or event, a school of thought, particular philosophical or historiographical texts, or issues relating to the process of history making itself, that helped to shape the socio-cultural spheres of China’s existence.Students will read and analyse sources in Chinese and English relevant the specific topics. A level of Chinese approximately equal to HSC for Background Speakers is required as class discussions will be mainly in Chinese. Page 3 of 22 List of changes since first version was published Date 13/07/12 30/01/12 30/01/12 Change The Description was updated. The Description was updated. The Description was updated. Page 4 of 22 Learning Outcomes At the end of this unit students will have developed the following skills: 1. To appreciate the long and dynamic Chinese history and culture. 2.To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources. 3. To gain familiarity and facility with concept s, themes and theoretical perspectives on Chinese history and Chinese historiography. 4. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities 5. To engage in independent and reflective learning through assessing and responding to ideas 6. To develop an ability to work with and collaborate with others effectively and communicate findings to other fellow studentsPage 5 of 22 Graduate Capabilities This unit provides opportunities to develop in the graduate capabilities in the following ways: Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards.They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome Learning Outcome Learning Outcome Learning Outcome Assessment Task Assessment Task Assessment Task Class participation and attendance 2 Written Assignments (30% each) To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources.To gain familiarity and facility with concepts, themes and theoretical perspectives on Chinese history and Chinese historiography. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities Group Presentation To appreciate the long and dynamic Chinese history and culture. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questio ning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique Page 6 of 22 onstraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendance Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge.They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each ) Class participation and attendance Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences.We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 7 of 22 Assessment Task Class participation and attendance Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nations historical context.They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendanceCapable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30 % each) Class participation and attendanceProblem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and Page 8 of 22 solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 9 of 22Assessment Tasks Task Weight Due Date Linked Learning Outcomes Group Presentation 20% one week in Week 3-13 Written Assignments 60% Weeks 7 and 12 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6, 8 2 Written Assignments (30% each) Class participation 20% Every week in class 1, 2, 3, 4, 5 1, 2, 4, 5, 6, 8 Class participation and attendance 1 , 2, 3, 4, 5, 6 Linked Graduate Capabilities 1, 2, 3, 4, 5, 6, 8 Group Presentation Brief Description Group Presentation Due Date: one week in Week 3-13 Weight: 20% There will be one group (2 people) presentation. In the beginning of the semester, you will be asked to choose a tutorial topic.You are expected to lead a discussion on your chosen topic for that week. Your oral presentation is expected to be 6-7 minutes in length (no more than 4 min each person). You have to finish your presentation within the time limit or marks will be deducted. The group project should reflect the collective efforts of every member of your group. You should be prepared that the rest of the class will raise questions. You will need to prepare a 2 page report which needs to be handed in. In preparing to lead discussion, you may wish to consider the following questions: 1)What are the readings about? )What are the main points being argued? 3)What evidence is marshalled to support the author’s arg ument? 4)Do you agree/disagree with the arguments put forward in the readings? Page 10 of 22 5)What did you find most interesting about the topic or the reading? 6)How does this topic/discussion contribute to your understanding/knowledge of Chinese culture and society? Written Assignments Due Date: Weeks 7 and 12 Weight: 60% Students will submit two written assignments, one in Chinese and one in English on a chosen topic which needs to be approved by the convenor. Details will be posted in Blackboard.These assignments should be your own original work. Plagiarism is not acceptable (For further information and advice, see www. student. mq. edu. au/plagiarism). You marks will be determined by but not limited to: a) Grasp of the task and focus. Are you really answering the question(s)? Is there a well-defined framework or scope of argumentation? b) Knowledge of content and research. For example, is there a well-developed argument/critique? Does the essay re? ect a clear insightful knowl edge of the topic in a clear and critical analysis? Does the written work re? ect a substantial and skilful research e? rt? The essay may incorporate text materials linked together with your own commentary and conclusions. This will involve research activities such as locating materials, books and journal articles. c) Creativity and judgement. Does the essay show good judgement in the selection or arrangement of materials? Is there an evidence to support your argument/thesis? d) Communication and presentation. Does the work show a good job of the technical aspects of writing an essay? What will be assessed here also include such matters as grammar, punctuations, spelling, presentation of source citations, etc. ) Referencing and ethical use of materials. All cited works need to be properly acknowledged. Is referencing consistent and precise? Required and recommended resources Readings in research and translation methodologies, see also: Page 11 of 22 Writing a Research Paper An excel lent guide from Purdue University http://owl. english. purdue. edu/owl/resource/658/03/ There are many more guides available online as well as in the library. Students will only be granted extensions/special consideration with valid reasons (eg. serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this. The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Class participation Due Date: Every week in class Weight: 20% Class attendance and participation in discussion is required.Participation will be marked on attendance, willingness to participate in class discussion, preparation and performance of reading and responding to questions. Students are expected to b e well prepared in order to participate in class discussion – this will ensure good use of class time as well as improving your learning skills and sharing your knowledge with others. Class attendance and participation is expected and will be part of the assessment. This means you not only come and sign in the class but come well prepared and participate in class discussion.You need to read the assigned reading material and think about the topics and share your thought with others. Your marks for class attendance and performance will be determined by a) Whether you attend class regularly or not; Page 12 of 22 b) How much effort you have taken to prepare for the class; c) How actively you participate in class discussion; and d) How helpful your comments are on the work of our fellow students. Page 13 of 22 Unit Schedule Lecture Tutorial readings /discussions Assessment Week 1 Introduction to the unit Meet your peers and introduce yourself; choosing a presentation topicThe Stud y of Chinese History: Retrospect and Prospect Week 2 Early Chinese Historical Works Yu in Kao, pp. 7-26; or Yu Yingshi, pp. 1-20. Class participation/discussion (The Study of Chinese History: Retrospect and Prospect) Week 3 Archaeology and History Burton in Kao, pp. 35-48. Class participation/discussion (Early Chinese Historical Works) Week 4 Palaeography, Philology and History Li, pp. 47-80. Class participation/discussion (Archaeology ; History) Week Page 14 of 22 Class 5 The Various Medium of Historical Writings I Li, pp. 81-156. participation/discussion (Palaeography, Philology and History)Week 6 The Various Medium of Historical Writings II Li, pp. 157-234. Class participation/discussion (The Various Medium of Historical Writings I) Week 7 Myth, History, Cultural Values, Social Tensions Li, pp. 234-264. Class participation/discussion Assignment 1 due today (The Various Medium of Historical Writings II) Week 8 Power of Writing http://www. east-asianhistory. net/textbooks/PMChina/c h12. htm Class participation/discussion (Myth, History, Cultural Values, Social Tensions) Page 15 of 22 Week 9 History and Writing the State Lewis, pp. 1-11. Class participation/discussion Power of Writing) Week 10 History and Writing the Masters Lewis, pp. 13-48. Class participation/discussion (History and Writing the State) Week 11 Writing the Past Lewis, pp. 53-98. Class participation/discussion (History and Writing the Masters) Week 12 The Political History of Writing Lewis, pp. 195-240. Class participation/discussion Assignment 2 due today (Writing the Past) Week 13 Revision Feedback/evaluation Lewis, pp. 287-307. Class participation/discussion (The Political History of Writing) Page 16 of 22 Page 17 of 22 Delivery and Resources Recommended Texts and/or MaterialsChang, K. C. The Formation of Chinese Civilization: an Archaeological Perspective. Yale University Press. 1988. Ebrey, Patricia, Buckley. Cambridge Illustrated History of China. (2 nd ed). Cambridge University Press. 20 10. (Available in the Co-op bookshop) Elman, Benjamin ; Kern, Martin (eds). Statecraft and Classical Learning: The Rituals of Zhou in East Asian History (Studies in the History of Chinese Texts). Brill Academic Publishing. 2009. Hsu, C. Y. Ancient China in Transition: An Analysis of Social Mobility 722-222 B. C. Stanford University Press. 1965. Kao, George.The Translation of Things Past: Chinese History and Historiography. Hong Kong: the Chinese University Press. 1982. Lewis, Mark, Edward. Writing and Authority in Early China (SUNY Series in Chinese Philosophy and Culture). State University of New York Press. 2007. Li Xueqin ; Guo Zhikun. . Shanghai: Shanghai Keji Jiaoyu. 2002. Page 18 of 22 Pine, Yuri. Envisioning Eternal Empire: Chinese Political Thought of the Warring States Era. University of Hawaii Press. 2009. Puett, Michael J. To Become a God: Cosmology, Sacrifice, and Self-Divinization in Early China (HarvardYenching Institute Monograph) Harvard University Asia Centre. 004. Schwartz, Benjamin. I. The World of Thought in Ancient China. Belknap Press of Harvard University Press. 1985. Schuberg, David. A Patterned Past: Form and Thought in Early Chinese Historiography (Harvard East Asian Monographs). Harvard University Asia Centre. 2002. Wang, Aihe. Cosmology and Political Culture in Early China (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press. 2000. . . . 1985. Zhao Yi bookshop) , Zhao Yifeng (eds). Ancient Chinese History. Beijing: Higher Education Press. 2010. (Available in the Co-opYou will find some of the URL links containing materials on Chinese history, archaeology, art, culture extremely handy. Among these are: http://www. chinapage. com/ http://www. princeton. edu/~classbib/ Page 19 of 22 This pointer will bring up the introduction page of the Classical Chinese Historiography for Chinese History. Scroll down to get to the table of contents. The display includes full-style Chinese characters (fanti z i), but you will only be able to display them if the computer you are using is equipped with Chinese script. Otherwise they will display as gobbledy-gook, but this does not matter to the rest of the bibliography.The most useful section for this course is section 9: Select Bibliography of Chinese Classics and Literature in Translation With Recent Related Histories; Section 10: Selected English Bibliography For Chinese Civilization: A Brief Historical Survey. You can reach this by using the contents page. Unit Webpage and Technology Used and Required Students should check iLearn regularly under the unit concerned, for announcements and updated information. Library Databases Students should make good use of the library databases for scholarly articles, books and other sources of information, which is an essential part of learning and research skills. ttp://www. library. mq. edu. au/ Please note that attendance at all classes is compulsory. This applies particularly to assessments. Stud ents will only be granted extensions/special consideration with valid reasons (eg. , serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this.The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Special Consideration Policy Page 20 of 22 http://www. mq. edu. au/policy/docs/special_consideration/policy. html Applying for Special Consideration Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts. For an application to be valid, it must include a completed Application for Special Consid eration form and all supporting documentation.The on-line Special Consideration application is found at:http://www. arts. mq. edu. au/current_students/undergraduate/admin_central/special_consideration. Page 21 of 22 Policies and Procedures Macquarie University policies and procedures are accessible from Policy Central. You may find of particular interest those which can be found in the Learning and Teaching category. Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://www. mq. edu. au/currentstudents/. Student Enquiry ServiceDetails of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/ . When using the universitys IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 22 of 22 Unit Guide Essay Example Unit Guide Essay List of changes since first version was published Learning Outcomes Graduate Capabilities Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Creative and Innovative Effective Communication Engaged and Ethical Local and Global citizens Capable of Professional and Personal Judgement and Initiative Problem Solving and Research Capability 4 5 6 6 6 7 7 8 8 8 Assessment Tasks Group Presentation Written Assignments Class participation 10 10 11 12 Unit Schedule Delivery and Resources Policies and Procedures Student Support Student Enquiry Service Equity Support IT Help 14 18 22 2 22 22 22 Page 2 of 22 General Information Convenor and teaching staff Unit Convenor: Shirley Chan Email: shirley. [emailprotected] edu. au Credit Points 3 Prerequisites CHN209 or permission of Executive Dean of Faculty Corequisites N/A Co-badged status N/A. Unit Description This course focuses on some central topics in the field of Chinese history. Such topics may include a parti cular historical period or event, a school of thought, particular philosophical or historiographical texts, or issues relating to the process of history making itself, that helped to shape the socio-cultural spheres of China’s existence.Students will read and analyse sources in Chinese and English relevant the specific topics. A level of Chinese approximately equal to HSC for Background Speakers is required as class discussions will be mainly in Chinese. Page 3 of 22 List of changes since first version was published Date 13/07/12 30/01/12 30/01/12 Change The Description was updated. The Description was updated. The Description was updated. Page 4 of 22 Learning Outcomes At the end of this unit students will have developed the following skills: 1. To appreciate the long and dynamic Chinese history and culture. 2.To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources. 3. To gain familiarity and facility with concept s, themes and theoretical perspectives on Chinese history and Chinese historiography. 4. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities 5. To engage in independent and reflective learning through assessing and responding to ideas 6. To develop an ability to work with and collaborate with others effectively and communicate findings to other fellow studentsPage 5 of 22 Graduate Capabilities This unit provides opportunities to develop in the graduate capabilities in the following ways: Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards.They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome Learning Outcome Learning Outcome Learning Outcome Assessment Task Assessment Task Assessment Task Class participation and attendance 2 Written Assignments (30% each) To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources.To gain familiarity and facility with concepts, themes and theoretical perspectives on Chinese history and Chinese historiography. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities Group Presentation To appreciate the long and dynamic Chinese history and culture. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questio ning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique Page 6 of 22 onstraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendance Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge.They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each ) Class participation and attendance Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences.We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 7 of 22 Assessment Task Class participation and attendance Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nations historical context.They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendanceCapable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30 % each) Class participation and attendanceProblem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and Page 8 of 22 solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 9 of 22Assessment Tasks Task Weight Due Date Linked Learning Outcomes Group Presentation 20% one week in Week 3-13 Written Assignments 60% Weeks 7 and 12 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6, 8 2 Written Assignments (30% each) Class participation 20% Every week in class 1, 2, 3, 4, 5 1, 2, 4, 5, 6, 8 Class participation and attendance 1 , 2, 3, 4, 5, 6 Linked Graduate Capabilities 1, 2, 3, 4, 5, 6, 8 Group Presentation Brief Description Group Presentation Due Date: one week in Week 3-13 Weight: 20% There will be one group (2 people) presentation. In the beginning of the semester, you will be asked to choose a tutorial topic.You are expected to lead a discussion on your chosen topic for that week. Your oral presentation is expected to be 6-7 minutes in length (no more than 4 min each person). You have to finish your presentation within the time limit or marks will be deducted. The group project should reflect the collective efforts of every member of your group. You should be prepared that the rest of the class will raise questions. You will need to prepare a 2 page report which needs to be handed in. In preparing to lead discussion, you may wish to consider the following questions: 1)What are the readings about? )What are the main points being argued? 3)What evidence is marshalled to support the author’s arg ument? 4)Do you agree/disagree with the arguments put forward in the readings? Page 10 of 22 5)What did you find most interesting about the topic or the reading? 6)How does this topic/discussion contribute to your understanding/knowledge of Chinese culture and society? Written Assignments Due Date: Weeks 7 and 12 Weight: 60% Students will submit two written assignments, one in Chinese and one in English on a chosen topic which needs to be approved by the convenor. Details will be posted in Blackboard.These assignments should be your own original work. Plagiarism is not acceptable (For further information and advice, see www. student. mq. edu. au/plagiarism). You marks will be determined by but not limited to: a) Grasp of the task and focus. Are you really answering the question(s)? Is there a well-defined framework or scope of argumentation? b) Knowledge of content and research. For example, is there a well-developed argument/critique? Does the essay re? ect a clear insightful knowl edge of the topic in a clear and critical analysis? Does the written work re? ect a substantial and skilful research e? rt? The essay may incorporate text materials linked together with your own commentary and conclusions. This will involve research activities such as locating materials, books and journal articles. c) Creativity and judgement. Does the essay show good judgement in the selection or arrangement of materials? Is there an evidence to support your argument/thesis? d) Communication and presentation. Does the work show a good job of the technical aspects of writing an essay? What will be assessed here also include such matters as grammar, punctuations, spelling, presentation of source citations, etc. ) Referencing and ethical use of materials. All cited works need to be properly acknowledged. Is referencing consistent and precise? Required and recommended resources Readings in research and translation methodologies, see also: Page 11 of 22 Writing a Research Paper An excel lent guide from Purdue University http://owl. english. purdue. edu/owl/resource/658/03/ There are many more guides available online as well as in the library. Students will only be granted extensions/special consideration with valid reasons (eg. serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this. The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Class participation Due Date: Every week in class Weight: 20% Class attendance and participation in discussion is required.Participation will be marked on attendance, willingness to participate in class discussion, preparation and performance of reading and responding to questions. Students are expected to b e well prepared in order to participate in class discussion – this will ensure good use of class time as well as improving your learning skills and sharing your knowledge with others. Class attendance and participation is expected and will be part of the assessment. This means you not only come and sign in the class but come well prepared and participate in class discussion.You need to read the assigned reading material and think about the topics and share your thought with others. Your marks for class attendance and performance will be determined by a) Whether you attend class regularly or not; Page 12 of 22 b) How much effort you have taken to prepare for the class; c) How actively you participate in class discussion; and d) How helpful your comments are on the work of our fellow students. Page 13 of 22 Unit Schedule Lecture Tutorial readings /discussions Assessment Week 1 Introduction to the unit Meet your peers and introduce yourself; choosing a presentation topicThe Stud y of Chinese History: Retrospect and Prospect Week 2 Early Chinese Historical Works Yu in Kao, pp. 7-26; or Yu Yingshi, pp. 1-20. Class participation/discussion (The Study of Chinese History: Retrospect and Prospect) Week 3 Archaeology and History Burton in Kao, pp. 35-48. Class participation/discussion (Early Chinese Historical Works) Week 4 Palaeography, Philology and History Li, pp. 47-80. Class participation/discussion (Archaeology ; History) Week Page 14 of 22 Class 5 The Various Medium of Historical Writings I Li, pp. 81-156. participation/discussion (Palaeography, Philology and History)Week 6 The Various Medium of Historical Writings II Li, pp. 157-234. Class participation/discussion (The Various Medium of Historical Writings I) Week 7 Myth, History, Cultural Values, Social Tensions Li, pp. 234-264. Class participation/discussion Assignment 1 due today (The Various Medium of Historical Writings II) Week 8 Power of Writing http://www. east-asianhistory. net/textbooks/PMChina/c h12. htm Class participation/discussion (Myth, History, Cultural Values, Social Tensions) Page 15 of 22 Week 9 History and Writing the State Lewis, pp. 1-11. Class participation/discussion Power of Writing) Week 10 History and Writing the Masters Lewis, pp. 13-48. Class participation/discussion (History and Writing the State) Week 11 Writing the Past Lewis, pp. 53-98. Class participation/discussion (History and Writing the Masters) Week 12 The Political History of Writing Lewis, pp. 195-240. Class participation/discussion Assignment 2 due today (Writing the Past) Week 13 Revision Feedback/evaluation Lewis, pp. 287-307. Class participation/discussion (The Political History of Writing) Page 16 of 22 Page 17 of 22 Delivery and Resources Recommended Texts and/or MaterialsChang, K. C. The Formation of Chinese Civilization: an Archaeological Perspective. Yale University Press. 1988. Ebrey, Patricia, Buckley. Cambridge Illustrated History of China. (2 nd ed). Cambridge University Press. 20 10. (Available in the Co-op bookshop) Elman, Benjamin ; Kern, Martin (eds). Statecraft and Classical Learning: The Rituals of Zhou in East Asian History (Studies in the History of Chinese Texts). Brill Academic Publishing. 2009. Hsu, C. Y. Ancient China in Transition: An Analysis of Social Mobility 722-222 B. C. Stanford University Press. 1965. Kao, George.The Translation of Things Past: Chinese History and Historiography. Hong Kong: the Chinese University Press. 1982. Lewis, Mark, Edward. Writing and Authority in Early China (SUNY Series in Chinese Philosophy and Culture). State University of New York Press. 2007. Li Xueqin ; Guo Zhikun. . Shanghai: Shanghai Keji Jiaoyu. 2002. Page 18 of 22 Pine, Yuri. Envisioning Eternal Empire: Chinese Political Thought of the Warring States Era. University of Hawaii Press. 2009. Puett, Michael J. To Become a God: Cosmology, Sacrifice, and Self-Divinization in Early China (HarvardYenching Institute Monograph) Harvard University Asia Centre. 004. Schwartz, Benjamin. I. The World of Thought in Ancient China. Belknap Press of Harvard University Press. 1985. Schuberg, David. A Patterned Past: Form and Thought in Early Chinese Historiography (Harvard East Asian Monographs). Harvard University Asia Centre. 2002. Wang, Aihe. Cosmology and Political Culture in Early China (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press. 2000. . . . 1985. Zhao Yi bookshop) , Zhao Yifeng (eds). Ancient Chinese History. Beijing: Higher Education Press. 2010. (Available in the Co-opYou will find some of the URL links containing materials on Chinese history, archaeology, art, culture extremely handy. Among these are: http://www. chinapage. com/ http://www. princeton. edu/~classbib/ Page 19 of 22 This pointer will bring up the introduction page of the Classical Chinese Historiography for Chinese History. Scroll down to get to the table of contents. The display includes full-style Chinese characters (fanti z i), but you will only be able to display them if the computer you are using is equipped with Chinese script. Otherwise they will display as gobbledy-gook, but this does not matter to the rest of the bibliography.The most useful section for this course is section 9: Select Bibliography of Chinese Classics and Literature in Translation With Recent Related Histories; Section 10: Selected English Bibliography For Chinese Civilization: A Brief Historical Survey. You can reach this by using the contents page. Unit Webpage and Technology Used and Required Students should check iLearn regularly under the unit concerned, for announcements and updated information. Library Databases Students should make good use of the library databases for scholarly articles, books and other sources of information, which is an essential part of learning and research skills. ttp://www. library. mq. edu. au/ Please note that attendance at all classes is compulsory. This applies particularly to assessments. Stud ents will only be granted extensions/special consideration with valid reasons (eg. , serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this.The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Special Consideration Policy Page 20 of 22 http://www. mq. edu. au/policy/docs/special_consideration/policy. html Applying for Special Consideration Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts. For an application to be valid, it must include a completed Application for Special Consid eration form and all supporting documentation.The on-line Special Consideration application is found at:http://www. arts. mq. edu. au/current_students/undergraduate/admin_central/special_consideration. Page 21 of 22 Policies and Procedures Macquarie University policies and procedures are accessible from Policy Central. You may find of particular interest those which can be found in the Learning and Teaching category. Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://www. mq. edu. au/currentstudents/. Student Enquiry ServiceDetails of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/ . When using the universitys IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 22 of 22