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Arab Open University
B292: TMA – 1st Semester 2013-2014
Cut-Off Date: 8th of December2013






The TMA Questions
PART A: Activity Based Costing
A Wholesale distributor of health equipment and supplies serves a third of the United States market. This 20 year old, privately held company had multiple distribution centers each serving a geographic territory. The Company's wide breadth of product offerings includes surgical supplies, pharmaceuticals, supplies, and diagnostics.
Like many companies of its size, it sought to break through the $100 million glass ceiling. To make this critical transition they are considering new business strategies: expansion into different geographical areas, offer national buying groups discounts, and target large, growing national accounts.


Required:
1- Explain why a company's management accountants would be the first to understand and develop ABC in an organization.(120 words)
2- Explain who would be responsible for designing and developing an ABC system.(140 words)
3- Activity-based costing has several advantages, e.g. increased accuracy for product costing and added value for decision making; explain why for many years; the accountants used the “traditional” method. (150 words)
4- Discuss whether a company would benefit from structuring their departments to match the defined activities used in ABC so that costs would be easier to assign to the activities. (150 words)
5- Discuss how a company can use ABC and not have ABC management. (130 words)
6- Discuss the case when all the signs point to the need for costing system refinement, specifically ABC, and it is really too late to do anything. (160 words)


[Marks: (6+6+9+9+6+9) =45]




PART B: Decision making and relevant information
CIMA is the Chartered Institute of Management Accountants. It supports over 164,000members and students in 161 countries. CIMA works with some of the world’s leading businesses and provides a professional qualification in management accounting.
Management accounting plays a vital role in a business. Management accountants use financial information to help a business make key decisions about its future; in particular the Institution has promoted the use of Activity Based Costing, Budgeting and Management. This demonstrates the value of the qualification in supporting business.


Required:
1. In the study of financial accounting, a primary characteristic of accounting information is relevance. Explain how does that fits with the concept of relevance in relation to the management accounting. (110 words)
2. Explain the types of costs that can or can’t be stereotyped. (70 words)
3. Discuss the usefulness of the opportunity costs. (130 words)
4. Discuss how the concept of constraining factors, or resources, is related to the concept of the accounting system reflecting the underlying operations of a company. (100 words)
5. In dropping or adding customers or segments, explain the way in which costs are assigned to the cost objects. (100 words)
6. Explain the statement “All future costs are not relevant but all relevant costs are future costs.” (160 words)
7. Explain why a corporation's customer base is considered an intangible asset. (130 words)


[Marks: (7+6+8+7+7+10+10) = 55]


[Total Marks: 45 + 55 -10 Marks of deductions for general presentation and references]


In your answer, you should explain each point or inquire separately.
All answers should be supported by examples from the case study.


Use the following headings (below) to make up the different sections of your work:




The PT3 form
Title and contents page
Part A Activity Based Costing
Part B Decision making and relevant information
References (Recorded according to the Harvard style - Available on LMS)








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M129: Applied Calculus
Tutor Marked Assignment


M129 TMA Feedback Form






Q−1: [4+1 Marks] let




a) Find the zeros of g(x) and h(x).
b) Find the points of intersection, if any, of the graphs of y = f (x) and
y = 12 .








Q−2: [2+2+1 Marks] Let .
a) Find f (g(x)).
b) Find g (f (x)).
c) Describe the domains of f (g(x)) and g (f (x)).




Q−3: [2+3 Marks] find the slope of the tangent line to the following curves at the designated points:
a)
b)






Q¬−4: [2+3 Marks]
a) Use the definition of the derivative to find f ′(x) if


b) Find using implicit differentiation if =1


Q¬−5: [5×1 Marks] Let
a) Find f ′(x) and f ′′(x).
b) Find the intervals on which f (x) is increasing or decreasing.
c) Find the local maximum and minimum of f (x), if any.
d) Find the intervals on which the graph of f (x) is concave up or concave down.
e) Find the points of inflection, if any.






Q−6: [5 Marks] A rectangular page is to contain 18 square inches of print. The
margins at the top and bottom are .5 inches and on each side are 1 inch. What dimensions minimize the amount of paper used?




Q¬−7: [2+3 Marks]
a) Differentiate the function
b) Use the logarithmic differentiation to differentiate the function











Q¬−8: [2+1+2Marks] Suppose that the population of a colony of bacteria increases exponentially. At the start of an experiment, there are 6,000 bacteria, and one hour later, the population has increased to 6,400.
a) Find the value of the growth constant?
b) Write the formula for P(t)?
c) How long will it take for the population to reach 10,000?












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Faculty of Computer Studies
Course Code: M130
Course Title: Introduction to Probability and Statistics


M130 TMA Feedback Form


The TMA covers only chapters 1, 2, 3 and 4. It consists of six questions for a total of 60 marks. Please solve each question in the space provided. You should give the details of your solutions and not just the final results.


Q−1: [2+3+4+1 Marks] A study of the effects of smoking on sleep pattern is conducted. The measure observed in the time, in minutes that it takes to fall asleep. These data are :
Smokers 48.1 52.7 53.2 56 60.2 69.3 13.8 22.1 23.2 34.4 34.8 47.6
Nonsmokers 30.2 30.6 31.8 34.9 36 37.9 38.5 41.6 13.9 21.1 25.1 26.4 28.4 28.6 29.8


a) Calculate the mean, median for each group.
b) Find the inter-quartile range for each group .
c) Calculate the standard deviation for each group.
d) Comment on what kind of impact smoking appears to have on the time required to fall asleep.


Q-2: [3+2+3+2 Marks]
a) In a 10- question examination, each question is worth 10 points and it is graded right or wrong, considering the individual questions, in how many ways can a student score 80 or better?
b) How many permutations are there of the letters in the word REMEMBER?
c) The director of research and development for a company has nine scientists who are equally qualified to work on projects A, B and C. In how many ways can the director assign three scientists to each project ?
d) In how many ways can seven of ten books be arranged on a bookshelf? In how many ways can all ten books be arranged on the shelf?












Q-3: [5+5 Marks] The classification of faculty at a college is indicated in the following table:


Male Female Total
Professor 12 3 15
Associate professor 15 9 24
Assistant professor 18 8 26
Instructor 20 15 35
Total 65 35 100


a) If a committee of three faculty members is selected at random what is the probability that:
i) All females.
ii) A professor and two associate professor .
b) If a faculty member is selected at random from this college, find the probability that:
i) The faculty is male, given that the faculty is instructor.
ii) The faculty is not professor given that the faculty is female.


Q-4: [2+2+3+3Marks] A manufacturer has 3 machines , make 35%, 40% and 25%, respectively, of the products. It is known from past experience that 2%, 3% and 1% of the products made by each machine respectively are defective. If a finished product is randomly selected:
a) What is the probability that it is defective?
b) What is the probability that it is not defective?
c) If the product is defective, what is the probability it was made by machine ?
d) If the product is not defective, what is the probability that it was made by machine ?
Q-5: [3+2+2+3 Marks] An urn contains 10 marbles, each of which shows a number. Five marbles show 1,two marbles show 2 and three show 3.
A marble is drawn at random. If x is the number that shows find the followings:

a) The probability distribution and the cumulative distribution of the random variable x.
b)
c) Find the mean of the random variable X.
d) Calculate the variance and standard deviation of the random variable X.






Q-6: [2+2+2+2+2 Marks] The density function for a random variable X is given by



a) Find the cumulative distribution function.
b) Find
c) Find p(x<1)
d) Find the mean of the random variable x.
e) Find the standard deviation of the random variable x.








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ARAB OPEN UNIVERSITY
FACULTY OF BUSINESS STUDIES T205B – SYSTEMS’ THINKING THEORY & PRACTICE
2013/2014 SEMESTER II


T205 B - TMA- Semester II - 2013– 2014
_____________________________________


Question 01 (100 % marks)


(a) Read through the attached article “The Five learning Disabilities” by Jim Taggart. As you read through the article create one spray diagram to summarize the case content respecting the conventions, and techniques. It is advised that students submit hand drawn diagrams as opposed to computer generated ones. Photocopies of diagrams should not be accepted. Reflect on your diagram in no more than 200 words. (15% marks).
(b) Based on what you learned in T205B concept file 04 section II “Control”, and based on the content of the article, and taking “Creating a learning organization” as your goal draw one closed loop control model diagram to show the various inputs, and the transformation process, that can lead to reaching this goal. You need to show all the components of the control model diagram, the inputs’, processes, control (actuator, comparator, sensor), that can lead to goal achievement . Reflect on your diagram (15% marks)


(c) Using an essay format of no more than 2000 words, and based on what you learned in T205B concept file 04 section I “Organizations are They Rational”, readings 01 and 07, section III “Structure”, section IV development, section V culture and climate, and section VI “Decision Making” and based on the ideas put forth by Taggart in the attached article:


1- Discuss the learning disabilities identified by Senge and assess how an organization’s climate, and the existence of the unwritten rules of behavior, how they can lead to the creation of such learning disabilities.(Word Count 500; 20 Marks)
2- Discuss how a split between espoused theory and theory in use can affect organizational learning. (Word count 400; 15 Marks)
3- Discuss the five disciplines discussed by Taggart for overcoming the learning disabilities, (Word count 400; 20 Marks)
4- Assess the role of systems thinking and describe the principles of systems thinking, analyse their effectiveness for management, for problem solving and for decision making I relation to material form concept file 04 and 05 as applicable. (Word count 400; 15 Marks)


General Mark’s deductions of 20% as follows






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The Five Learning Disciplines From Individual to Organizational Learning Jim Taggart To practice a discipline is to be a lifelong learner. You ‘never arrive.’ The more you learn, the more acutely aware you become of your ignorance. Peter Senge In his seminal book on the learning organization concept, The Fifth Discipline: The Art & Practice of the Learning Organization (1990), Peter Senge lays the foundation from which organizations have the opportunity to grow and prosper. He states upfront that he assumes no credit for inventing the five disciplines; they are the product of the work done by hundreds of people over many years. He has devoted, however, many years to studying these disciplines. Senge is the Director of the Center for Organizational Learning at MIT’s Sloan School for Management and the founder of the Society for Organizational Learning. He has introduced his work to thousands of managers in dozens of organizations throughout North America and Europe. He continues to be seen as one of the world’s leading thinkers on organizational learning.1 This article examines Senge’s work, drawing principally from his book The Fifth Discipline, as well as from The Fifth Discipline Fieldbook (1994). Before delving into the five disciplines and what they mean for learning and leadership in organizations, we’ll begin with a look at the seven learning disabilities. Understanding what these disabilities represent, and the impact they have on how organizations function, is critical to developing a more complete picture of the organizational learning process. The 7 Learning Disabilities Most organizations, not surprisingly, have difficulty learning. To address this problem requires first identifying the seven learning disabilities: 1. I am my position. Because we are expected to be loyal to our jobs, we tend to confuse them with our own identities. As Senge explains: ‘When people in organizations focus only on their position, they have little sense of responsibility for the results produced when all positions interact.’ 2. The Enemy is Out There. We have a tendency to blame others when something goes wrong, whether it is another unit in the organization or a competitor. 3. The Illusion of Taking Charge. We hear all too often that we must be ‘pro-active,’ taking action to make something happen. However, pro-activeness can really be reactiveness in disguise. Senge
1 As a continuous learner, Senge continues to explore new areas. His new book delves into sustainability and has received very positive reviews. The Necessary Revolution: How Individuals and Organizations Are Working Together to Create a Sustainable World. New York: Doubleday, 2008
2
sees ‘true pro-activeness’ as coming from our ability to see how we contribute to our own problems. In essence, it is the outcome of how we think, not how we react emotionally. 4. The Fixation on Events. The ongoing discussions and conversations in organizations focus typically on events, those ‘urgent’ day-to-day issues that grab our attention. But the real threats to our survival are not events but rather the slow, gradual processes that creep up on us. We need to move away from short-term thinking to long-term thinking. 5. The Boiled Frog. This parable states that if you place a frog in boiling water it will hop out immediately. If you place it in cool water and gradually turn up the heat, the frog will remain in the pot, growing groggier until it cooks to death. What we learn from this parable is that if we wish to see the slow, gradual processes, we must slow down and pay attention to the subtle as well as the dramatic. 6. The Delusion of Learning from Experience. We learn best from direct experience. In organizations, however, we usually don’t experience directly the consequences of our decisions. A major underlying reason for this is the functional silos that exist. These silos impede the flow of communication among people. The organization’s ability to analyze complex problems is subsequently greatly weakened. 7. The Myth of the Management Team. This reflects the desire for management to appear as a cohesive group that is pulling in the same direction. The reality is that in most management ‘teams’ the need to uphold their image means that dissent is frowned upon and that joint decisions are ‘watered-down compromises.’ As Harvard’s Chris Argyris has discovered through his research (and referred to frequently by Senge), most organizations reward those who promote senior management’s views. Those who pose probing questions or who ‘rock the boat’ are penalized. This brief look at the seven learning disabilities helps set the context for an exploration of the five disciplines. One key point needing emphasis is that these disciplines are all interrelated. They do not stand independently. And this is the beauty of understanding the five disciplines: because they are interrelated, they help us make sense of the complexities and turbulence inside and outside our organizations. Our starting point is what Senge calls the cornerstone of the five disciplines: systems thinking. It underlies the other four disciplines: personal mastery, mental models, shared vision, and team learning. The only prediction that will hold true is that no predictions will hold true. Charles Handy Systems Thinking Systems thinking deals with seeing ‘wholes,’ or what some would say ‘the big picture.’ It’s a discipline that enables us to see interrelationships and patterns of change, as opposed to snapshots of situations. It helps us to determine cause and effect, an important point because it is never influenced in just one direction.
3
An important element of systems thinking is that of feedback and the role it plays in cause and effect. There are two types of feedback processes: reinforcing and balancing. An example of reinforcing feedback is a manager who does not fully appreciate the impact her expectations have on an employee’s performance. If she believes that the employee has potential, she will give him extra attention. In contrast, if she believes that an employee will be a poor performer, he will receive less attention. This type of behavior by a manager produces a self-fulfilling prophecy. In the first example, the employee will grow and develop, while in the second he will languish. In the latter example, a downward spiral can actually begin, one in which the interaction between the manager and the employee deteriorates, the consequence of mutual diminishing expectations. The second type of feedback is balancing. These processes abound in organizations and are difficult to address. For example, we are all familiar with the heroes who work long hours. They often complain about having to work on weekends. And it is often these people who advance in the organization because working long hours is considered a virtue and an informal requirement to advancement. Some organizations have attempted to eliminate this practice using formal communication. However, what they have found is that despite the official line from the CEO and other senior managers, the informal rule is that working long hours is still valued. Staff see management doing it, so it must be right. When managers attempt to implement a change, they often find themselves caught in a balancing process. They are surprised to discover resistance by staff. Managers must therefore model what it is they’re advocating. In the case of discouraging staff from working long hours, managers must practice what they are preaching. As Senge states: ‘Whenever there is resistance to change, you can count on there being one or more hidden balancing processes.’ These norms, in fact, are imbedded in the power relationships in the organization. The challenge facing managers is to be able to identify the source of the resistance and to focus on these norms and power relationships. Pushing harder against the resistance is futile because it only strengthens it further. In a true learning organization, managers come to understand the need to see the ‘whole’ and the interrelationships that make an organization what it is. They are then functioning as systems thinkers. Senge sees systems thinking as an art, in which the individual is able to see through complex issues to the underlying forces. Mastering systems thinking means ‘...seeing patterns where others only see events and forces to react to. Seeing the forest as well as the trees is a fundamental problem that plagues all firms.’ Senge speaks of what he calls The Primacy of the Whole. This refers to the concept that relationships are more fundamental than things, and that ‘wholes’ are of a higher order than ‘parts.’ Managers are conditioned to see their organizations as ‘... things rather than as patterns of interaction.’ They look for solutions that will ‘fix’ problems, instead of searching out the underlying causes. The consequence is the ‘... endless spiral of superficial quick fixes, worsening difficulties in the long run and an ever-deepening sense of powerlessness.’
4
While organizations learn through their people, this does not guarantee that organizational learning will result. This takes us to Senge’s second discipline. The ability to perceive or think differently is more important than the knowledge gained. David Bohm Personal Mastery Personal mastery is the term used by Senge and his followers to describe the discipline of personal growth and learning. People who possess high degrees of personal mastery are continually increasing their abilities to create the results they seek. Their never-ending quests for self-improvement and self-discovery underlie the spirit of the learning organization. When we speak of personal mastery, it’s important to be clear that we are not just referring to skills and competencies. Personal mastery includes spiritual growth and approaching life as a creative work. It means that we continually clarify what is important to us and continually learn how to see the real world more clearly. People who possess a high degree of personal mastery share some basic traits. First, they have a strong sense of purpose that supports their personal visions and goals. Second, they are individuals who work with change, not against it. Third, they feel connected to others and to life itself. And perhaps most importantly, they live in a continual learning mode. Systems thinking brings out the more subtle aspects of personal mastery, for example, combining reason and intuition, seeing the interconnectedness of events in the world, compassion, and commitment to the whole. To embark on a journey of personal growth means that one has made a conscious choice. It is impossible to force an individual to engage in personal growth. As Senge says, ‘It is guaranteed to backfire.’ There is a key lesson here for managers: you can’t push against a string. People must want to do change. Managers help create the environment, which includes modelling the desired behaviors. Senge explains that managers must work daily at creating a climate that promotes personal mastery. They must, above all, establish an environment in which people feel safe to create their personal visions, where they can challenge the status quo, and where inquiry and commitment to the truth are the norm. If managers live this on a daily basis, personal mastery will be strengthened in two major ways. First, it will reinforce the notion that personal growth is indeed truly valued in the organization. And second, it will provide a sort of ‘on-the-job-training,’ an essential part of personal mastery. The manager who is serious about her own quest for personal growth will send a powerful message to her followers. Personal mastery is seen as one of the two individual disciplines. The other one is mental models. However, it’s important to remember that the five disciplines are interrelated. In the case of mental
5
models, they are also intertwined with systems thinking because they deal with how we view the world. People don’t grow old. When they stop growing, they become old. Anonymous Mental Models Each of us carries our own sets of assumptions, views, and prejudices that affect how we interact with others. And while we often attempt to deny certain views or prejudices we hold, it’s difficult to maintain this stance when our actions are not consistent with our words. Chris Argyris explains: “Although people do not always behave congruently with their espoused theories (what they say), they do behave congruently with their theories-in-use (their mental models).” Our mental models strongly affect what we do because they affect what we see. As Albert Einstein put it: “Our theories determine what we measure.” From a management perspective, mental models are extremely important because of the associated consequences, whether good or bad. In fact, it is difficult, if not impossible, to develop systems thinking if one’s mental models are ingrained in past experiences and beliefs. For example, how can a manager deal effectively with an interpersonal problem in his unit if he has certain opinions about an individual? How can a manager bring her followers on board with a major change in the organization if she is unwilling to understand the underlying causes for the change and the many interdependencies involved? To be an effective systems thinker requires the discipline of mental models. These two disciplines fit together naturally. Systems thinking concentrates on how to modify assumptions in order to show the true causes of problems. Mental models, in contrast, look at revealing our hidden assumptions. For managers, it becomes essential that they take the time to reflect on their existing mental models until their assumptions and beliefs are brought out into the open. Until then, their mental models will not change and it is pointless to attempt to engage in systems thinking. To be a successful manager in the 21st century...calls for a new mental model of manager, one suited to a world of chaos. Toby J. Tetenbaum Shared Vision When we talk about shared vision, we don’t mean an idea. Instead, we’re referring to a force that is in peoples’ hearts. Senge states: “When people truly share a vision they are connected, bound together by a common aspiration. Personal visions derive their power from an individual’s deep caring for the vision.” Shared vision is an essential component of a learning organization because it provides the focus and energy for learning. The underlying force is the desire by people to create and accomplish something. And the ‘bedrock,’ as Senge calls it, for developing shared visions is personal mastery.
6
Shared vision emerge from personal visions, and this is how energy is formed and commitment created. Managers must therefore walk a fine line when they express their own visions. To master the discipline of building shared vision requires that managers understand that visions are not announced from the top or that they come from strategic planning processes. The traditional approach to creating a vision for the organization has largely failed in most organizations because employees have been unable to connect with the vision developed by management. In other words, the vision that is communicated to employees has not built on peoples’ personal visions. They are not enrolled in the vision. The consequence has typically been apathy and a lack of energy on the part of people. Of course visions can, and indeed should, be conceived by senior managers. But senior management must realize that their vision cannot be considered ‘shared’ until others in the organization feel part of it. Their personal visions must connect with the larger vision. Building shared vision requires daily effort by managers. It must be a central part of their work. And they must remember that the visions they develop are still their personal visions. As Senge asserts: ‘Just because they occupy a position of leadership does not mean that their personal visions are automatically the organization’s vision.’ Creating shared vision goes hand-in-hand with systems thinking. The latter enables people to understand what and how the organization has created. Vision portrays what people want to create. Because most managers don’t experience that they are contributing to their current reality, they have great difficulty in seeing how they can contribute to changing it. They see their problems as being caused by the system or by external factors. This attitude, as Senge explains, “...can be elusive to pin down because in many organizations the belief ‘We cannot create our own future’ is so threatening that it can never be acknowledged.” To be a ‘good’ manager (or leader) means that you are in charge of your own future. A manager (or non-manager for that matter) who openly questions the organization’s ability to accomplish what it is attempting is quickly labeled as being not on board or as rocking the boat. The underlying cause for this occurrence is that organizations tend to be dominated by linear thinkers instead of systems thinkers. This leads us to the final discipline: team learning. As we’ll see, team learning is all about ‘alignment’ and getting people working in synch with one another. And this is where creating shared vision can be a powerful force. The medium of leadership is the energy of other people. Dick Richards Team Learning Team learning builds on the discipline of personal mastery. It is a process that encompasses aligning and developing the capacity of a team to achieve the goals that its members truly want. While individual learning at one level is important, it is irrelevant at another level. Individuals may
7
learn but the organization as a whole does not. There is no organizational learning. Teams become, therefore, the essential ingredient for learning, a ‘microcosm’ for learning as Senge calls it. There are three key components of team learning. 1. Teams must probe and explore complex issues, drawing on the talents, knowledge, and experiences of one another. 2. They must work in concert, coordinating their efforts and communicating openly and closely. Trust is essential since members must be able to rely on one another. 3. Teams must interact with each other so that they can share what they learn. Senge invented the expression Nested Teams as a way to express this interaction. Just as there must be interdependency within a team, so too must there be interdependency among teams in an organization. Team learning must therefore be seen as being a collective discipline. To say that ‘I’ as an individual am mastering team learning is irrelevant. Team learning involves mastering the two primary ways that teams communicate: dialogue and discussion. By dialogue, Senge means ‘deep listening’ and the free exploration of ideas. (Stephen Covey uses the expression emphatic listening). Discussion, on the other hand, refers to searching for the best view to support decisions once all views have all been presented. For a team to grow and develop, and to be effective, it’s necessary that conflict be present. This notion may no doubt surprise some people, but unless a team’s members disagree at times, the team will not learn. To think creatively, there must be the free flow of conflicting ideas. Of course, the team must know how to use disagreements productively. Conflict becomes then a part of the continuing dialogue among the team’s members. As Senge explains: “...the difference between great teams and mediocre teams lies in how they face conflict and deal with the defensiveness that invariably surrounds conflict.” The issue of when and how to use conflict productively is one that escapes most organizations. The consequence is the regular use of defensive routines. To admit that one doesn’t know the answer to a question or problem is to reveal one’s supposed incompetence. This has particular applications to managers because they’re expected to know everything that is going on in the organization. This becomes part of managers’ mental models. Senge states: “Those that reach senior positions are masters at appearing to know what is going on, and those intent on reaching such positions learn early on to develop an air of confident knowledge.” When managers internalize this mental model, they create two problems. First, to maintain the belief that they have the answers they must shut themselves off from inquiry from their subordinates. They refuse to consider alternative views, especially if they appear provocative. The second problem they create for themselves is that they sustain their ignorance. To keep up the facade they become very skilled at being defensive. After all, they wish to be seen as being effective decision makers.
8
Through his work, Chris Argyris has found that such defensive behavior becomes an ingrained part of an organization’s culture. As he states: “...We are the carriers of defensive routines, and organizations are the hosts. Once organizations have been infected, they too become carriers.” Organizational learning is obviously severely impeded in such a culture. This is underscored especially when teams engage in defensive routines, which block their energy and prevent them from working towards their shared visions. The more that defensive routines take root in a team, and more broadly the organization, the more they hide the underlying problems. And in turn, the less effectively these problems are addressed, the worse the problems become. As Argyris puts it: “...defensive routines are ‘self-sealing’ − they obscure their own existence.” All is not lost, however. A team that is committed to the truth will find ways to expose and address its defensiveness. The same applies to a manager who has the courage to self-disclose and examine his mental models to determine where defensiveness may be hidden. This in turn creates energy and the willingness to explore new ideas. Openness and dialogue then become the norm in the organization. If dialogue articulates a unique vision of team learning, reflection and inquiry skills may prove essential to realizing that vision. Peter Senge A Final Note Senge notes that the five disciplines may also be called the leadership disciplines. As he asserts: “Those who excel in these areas will be the natural leaders of learning organizations....It is impossible to reduce natural leadership to a set of skills or competencies. Ultimately, people follow people who believe in something and have the abilities to achieve results in the service of those beliefs....Who are the natural leaders of learning organizations? They are the learners.” When Senge wrote The Fifth Discipline his intention was to portray what a learning organization could look like and how it could be created. He did not set out to convince people they should build a learning organization. By presenting this concept to people, he is offering them a choice. He states, however, “The choice, as is always the case, is yours.” The journey in between what you once were and who you are now becoming is where the dance of life really takes place. Barbara DeAngelis




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حل واجب 0.5.4.4.3.2.1.4.5.5 الجامعة العربية المفتوحة




حل واجبات الجامعة العربية المفتوحة O54.4.3.2.1.4.5.5 - OO96654.4.3.2.1.4.5.5
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حل واجبات الجامعة العربية المفتوحة
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حل واجب 0.5.4.4.3.2.1.4.5.5 الجامعة العربية المفتوحة




حل واجبات الجامعة العربية المفتوحة O54.4.3.2.1.4.5.5 - OO96654.4.3.2.1.4.5.5
ايميل : a_al_shora @ h.o.t.m.ail.c.o.m
سكايبي: a_al_shora
واتس اب: OO96654.4.3.2.1.4.5.5







Arab Open University
Faculty of Business Studies, KWB
T306B TMA- Spring 2014








Please read these instructions carefully. However, contact your tutor in case any difficulties with the instructions. You should submit your completed assignment to your tutor no later than May 3, 2014.




What to do and what to submit to your course tutor.
You are asked to submit 3 new pieces of work to your tutor for this assignment. You should produce:


1. A Tutor Report of about 2000 words that describes the situation you are addressing in course terms drawing freely on the concepts taught in T306. The discussion and argument should guide your tutor through your chosen method and demonstrate the progression and interconnectedness within your method from one stage’s outcome to the next. Your Tutor Report should include a range of diagrams to help your tutor make sense of the situation and subsequent analysis. It should also include the analysis method diagram and your Ethicality Statement. (60 marks)


2. A Client Report of about 500 words. This should be a briefing document aimed at your Client and in plain English that justifies and ‘sells’ the options for change and/or recommendations coming out of your study.


(20 marks)


3. Project Log. The whole of this document can be seen as ‘the story of your Project’ and is in two sections. The first part – the summaries – can be an extract from your Learning Album if appropriate. These should consist of weekly or period summaries, whichever is appropriate to you and your style of working, detailing your progress through the Project production period. The second part is an overall summary where you are expected to reflect, in course terms, on your experience of putting your project together. This is very much an opportunity to communicate to your tutor how you have reflected on your learning and applied your systems thinking in practice (see Block 5).
This item does not have a word limit specified but as a rough guide to upper limits:


(a) The weekly summaries should be no more than 200 words each.
(b) The overall summary should be no more than 1000 words.

(20 marks)

(Total = 100 marks)



Your report should be based around an explanatory commentary in course terms that guides your tutor through your analysis and includes:
1. Your description of the problem situation using appropriate systems language where possible. This should be as presented to, and seen by you. Your data collection should have been completed.

2. An analysis method diagram illustrating the procedural steps through the analysis method you have adopted or developed together with a rationale for its use in this context.


3. Your Ethicality Statement.


4. A Stakeholder Analysis that identifies all the stakeholder individuals and/or groups who should be considered in some way in your study.


5. Explanation of any problems you encountered in this project and how you dealt with them.


6. A reflection on how your understanding of complexity has developed so far while engaging in this project.




Good Luck,




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حل واجب 0.5.4.4.3.2.1.4.5.5 الجامعة العربية المفتوحة




حل واجبات الجامعة العربية المفتوحة O54.4.3.2.1.4.5.5 - OO96654.4.3.2.1.4.5.5
ايميل : a_al_shora @ h.o.t.m.ail.c.o.m
سكايبي: a_al_shora
واتس اب: OO96654.4.3.2.1.4.5.5

حل واجبات الجامعة العربية المفتوحة
اتصل : O544321455 - OO966544321455
واتس اب: 966544321455+
ايميل : a_al_shora@hot mail.com
سكايبي : a_al_shora


حل واجب 0.5.4.4.3.2.1.4.5.5 الجامعة العربية المفتوحة




حل واجبات الجامعة العربية المفتوحة O54.4.3.2.1.4.5.5 - OO96654.4.3.2.1.4.5.5
ايميل : a_al_shora @ h.o.t.m.ail.c.o.m
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واتس اب: OO96654.4.3.2.1.4.5.5










عمادة البرامج الأكاديمية في التربية
استمارة الواجب الدراسي (TMA Form)
مقرر الحضارة العربية الاسلامية.- GR111
الفصل الدراسي الثاني للعام الأكاديمي 2013/2014






الواجب الدراسي –TMA
مقرر الحضارة العربية الاسلامية- GR111
الفصل الدراسي الثاني 2014-2013




اجب عن الاسئلة التالية:-
" ظهر المجتمع الاسلامي مع ظهور الدولة الاسلامية في المدينة المنورة ... ثم تطورهذا المجتمع واتسع الى حيث وصلت الفتوح الاسلامية... وقد تميزالمجتمع الاسلامي بحياته المتعددة المظاهر والانشطة خصوصأ في العصر العباسي .
تكون المجتمع الاسلامي من عناصر سكانية متنوعة ومن طبقات اجتماعية مختلفة كان لكل منها دوره في الحياة الاجتماعية العامة.
كذلك كان للمرأه دورها الذي قامت به في هذا المجتمع حيث ساهمت بايجابية في مختلف نواحي الحياة "


في ضوء ذلك، اكتب عن الحياة الاجتماعية في الدولة الاسلامية مركزأ حديثك على النقاط التالية:


1- اذكرأهم عناصر السكان في المجتمع الاسلامي ودور كل منهم؟ ( 7 درجات )


2- تحدث عن طبقات المجتمع ودوركل منها في المجتمع الاسلامي؟ ( 7 درجات )


3- تحدث عن المراة ودورها في المجتمع الاسلامي ؟ ( 6 درجات )
ملاحظة : يجب توثيق اجابتك بالطريقة العلمية الصحيحة .


( انتهت الاسئلة )




حل واجبات الجامعة العربية المفتوحة
اتصل : O544321455 - OO966544321455
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حل واجب 0.5.4.4.3.2.1.4.5.5 الجامعة العربية المفتوحة




حل واجبات الجامعة العربية المفتوحة O54.4.3.2.1.4.5.5 - OO96654.4.3.2.1.4.5.5
ايميل : a_al_shora @ h.o.t.m.ail.c.o.m
سكايبي: a_al_shora
واتس اب: OO96654.4.3.2.1.4.5.5