...HRM 1110: Organisational Behaviour and Analysis Re-sits 2012/2013 If you have failed HRM 1110 (any grade 17 or above) you are required to re-sit the elements you failed or failed to submit. Please double-check this on MISIS. This also applies to all students who have a plagiarism case against them. This document outlines the re-sit/plagiarism assignments you will need to do in order to pass HRM 1110 as follows: If you failed the essay but passed the presentation and the online test, you will only have to do the essay again. Equally, if you failed the presentation but passed the essay and the online test, you will have to only do the presentation again. If you failed both the presentation and the essay but passed the online test, you need to re-sit both the presentation and the essay. If you failed to submit anything, you will have to re-sit all three elements. If you have submitted all elements but failed all of them, you also need to re-sit all the elements in order to pass the module. There is no re-sit assignment for the attendance marks due to logistical reasons, so this mark will be carried over from the original mark sheet. The newly developed re-sit assignments are outlined below. The deadline for all of the below-outlined re-sit assignments is Sunday September 1st 2013. Please submit a hard copy of all assignments to the Student office not later than 4 pm (Dubai local time). Additionally, you are required to submit a soft copy to OASISPlus (Turn-it-in)...
Words: 878 - Pages: 4
...Whistleblowing and ethics helplines in the 1Modes of Managing Morality Model Leon J van Vuuren Department of Human Resource Management University of Johannesburg Abstract The Modes of Managing Morality (MMM) model provides a heuristic device to assist business ethics scholars and practitioners to make sense of the differences that exist in the ways in which different organisations manage their ethics. Although it is difficult to demonstrate a clear distinction between ethics advice and whistleblowing, these activities are often fused in organisations and the seeking of ethics advice may of necessity sometimes spill over to a need for whistleblowing. The extent and ways organisations are tolerant to and utilise ethics communication in each of these modes were illustrated in this paper. In particular, the varied prominence of whistleblowing and ethics advice facilities in each of the reactive (some whistleblowing), compliance (ethics advice supplementary to whistleblowing) and integrity (whistleblowing supplementary to ethics advice) modes were indicated. The seamless integration of ethics talk and ethics advice in the TAO-mode makes whistleblowing superfluous in this mode. The necessity for leaders and managers to acquire an ethics management competence that would, among others, allow them to actively engage in and encourage ethics talk, was emphasised. Keywords: Ethics, ethics talk, hotlines, help lines, help desk, whistleblowing, Modes of Managing Morality Model, compliance...
Words: 8278 - Pages: 34
...# 2011 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria EDPHOD8/1/2012Ã2014 98753223 3B2 Karin-mod Style CONTENTS Learning unit PREFACE SECTION 1 A theoretical framework 1 The pastoral role of the educator in South African public schools: a theoretical framework SECTION 2 Practical examples 2 Understanding cultural diversity in my public school classroom 3 The ABC of building schools for an integrated South African society à diverse people unite 4 Education for human rights and inclusivity 5 Child abuse: an educator's guide for the Senior Phase and FET 6 HIV/AIDS education at school 7 Educators' pastoral role in their schools and communities: an opportunity to care SECTION 3 Crisis and trauma in adolescence 8 Crisis: the theory 9 The crisis intervener and the person in crisis: prevention, prejudice and the intervener 10 Crisis intervention: general models 11 The skills for ensuring a positive relationship and interview between the crisis intervener and the adolescent in crisis SECTION 4 The religious world of the learner 12 Understanding religious diversity in my school 186 122 136 144 168 16 24 41 57 81 92 Page (iv) 2 EDPHOD8/1/2012±2014 (iii) PREFACE The study material for this module comprises four sections. Section 1: The theoretical framework for the pastoral role of the educator (see learning unit 1) Section 2: Practical examples to illustrate the applied competence of the community...
Words: 100366 - Pages: 402