Philippine Labor Force Essay

Just from investigating the unmistakable truth of Philippine Society today, any one would state that it would be a no †brainer to respond to the subject of conceivable change. Change, in the Philippines? They state. Unthinkable. However despite the diminish reality we are in do I gain the daringness to state that the Philippines is certainly not a sad case, I trust it isn't, for the straightforward the explanation that on the off chance that I accept that there is no hope to change our nation, at that point that is the means by which it will be. in the event that I accept that there is despite everything trust, that something should be possible, at that point I can be an antecedent of progress, and consequently, something should be possible. Anyway, we don't have anything else to lose, and everything to pick up, and as such we should place ourselves in that viewpoint. I think the explanation the Philippines is how it is today is on the grounds that by one way or another, someway, we, us Filipinos, by one way or another made the entirety of this transpire. Obviously no individual would set out purposefully want for themselves neediness, what I mean is, as a group, as a people, as a whole race that had spread over ages and ages of culture, we have some way or another permitted our general public †which could have thrived into a rich country †to decay, extremely, about to the final turning point. We have permitted ourselves to aimlessly control into the bearing of neediness when we were going into the heading urban communities, for example, Shanghai, Singapore, and Hong Kong are in now. Numerous really accept we are by then of no arrival as of now. In any case, in the event that everybody imagined that we can't change, at that point how at that point will change be conceivable? In the event that we all in all continue denying that we are liable for this Philippine wreckage we have on the whole gotten ourselves into, at that point change gets inconceivable. In the event that we acknowledge totally that we are †at some level †all at reason for how things are presently truly, generous; until we acknowledge duty regarding the entire of our world will we gain the ability to change some portion of it. So therefor, I will acknowledge that I am additionally liable for this chaos. As a young with specific belief systems, this is one thing I can do, acknowledge that I have added what exactly is. I am liable for the disintegration of my nation, of its rich culture, of it’s society. I have permitted wrongdoing, destitution, debasement to thrive. So therefor will I become an igniter of progress. I will carry individuals to the mindfulness that change is as yet conceivable. In the event that ALL of us would acknowledge everything as a piece of their creation will we have the option to make a huge difference. As Jose Rizal had astutely said,† Ang kabataan ay ang pag-asa ng kinabukasan,† never has that statement seemed well and good as of not long ago. Envision if everybody thought that way. Progress would occur to our nation decently fast, wouldn’t you think? My obligation as an understudy may not be as vainglorious as the individuals who make a special effort to change lives, manufacture towns, and embrace babies from those out of luck. My obligation is basic, yet completely indispensable. My obligation is bring all that I have said above to as much individuals as possible. Mindfulness is beginning of shrewdness, as the maxim goes, and in juxtaposition, aggregate mindfulness is a totally amazing igniter of progress. In the event that we as a whole need it enough, it occurs. I insightful individual once let me know, that the individuals are the genuine movers of progress, never the administration authorities. Government authorities follow the individuals. This has been totally shown across history; from Greek administration through popular assessment, to the separating of the Berlin Wall, to the Chinese upsets which moved 1920’s Communist China which began through understudy dreams of a superior China, to our own special EDSA unrests, our own 1986 unrest. Change comes in numbers. Genuine change is an aggregate exertion, People Power at its generally ground-breaking. As such I can't pressure any further the significance to ingrain the thoughts in others a feeling of expectation and confidence for what's to come. From mindfulness, comes activity. Thoughts generate activity, thus does my activities as an understudy in the wake of giving the thoughts of would like to other people. I would likely, as an understudy †planner, truly help In ventures that expect to give lodging to oppressed people in scales like Gawad Kalinga, and perhaps soon, ideally, furnish them that with my own assets. I would most likely additionally, achieve new imaginative and helpful structure answers for the devastated, for example, the ongoing brain blowingly inventive making of the coca-cola light jug, wherin a constant flow of light is made accessible in ease lodging from simply introducing a 1. L bottle into housetops. Some other creation that would significantly profit the mass populace is something I might want to make. Presumably additionally, I might want to show other people who need to get into the development business deceives and tips and picking up ranges of abilities required for stone work and carpentry. I need to assist individuals wit h figuring out how to get fish with an angling pole, rather than giving them the fish. I figure they would incredibly profit by that. This has made me see the chance of what we can do to improve Philippine Society. Call me insane however may it be conceivable that we were given this system of neediness that we may discover the force inside ourselves to transform it? Would you be able to engage the likelihood that we were naturally introduced to this nation, this setting of neediness, that we may transform it ourselves? Singapore has done it. The US has done it. China is doing it. Why can’t we? We don't have anything else to lose, and everything to pick up, and as such we should place ourselves in that point of view, and watch reality change before our eyes.

The Reeves Rebuttal :: essays research papers

The Reeve's Rebuttal The Reeve of Geoffrey Chaucer’s The Canterbury Tales I depicted in the first as â€Å"old and irritable and thin†(605), irascible significance touchy and yellow. All of Chaucer’s depictions of the travelers in his stories give a knowledge into and foretell the their story to come, and the Reeve is obviously no special case. His depiction keeps, depicting him with a preservationist and resolve appearance, and one of savage position. Astute, ascertaining, and heartless appear to summarize his character, an overwhelming persona in a debilitating body. Furthermore, when it comes his opportunity to tell his story, he is snappy t battle story to story with the Miller to humiliate him all the more along these lines, being a woodworker himself and having the Millers story just so insultingly discrediting another craftsman. His portrayal is promptly evident, as his irritability brings his story of a hapless and savage miller’s rout so as to criticize the Miller. In the Reeve’s story, two researchers visit a cheat of a mill operator from the neighborhood college with corn to granulate. These young men in the end reverse the situation on the mill operator, and subsequently it is no little shock that the position these young men are in is like the Reeve’s vocation also. The young men, astute and mindful, watch to ensure they wouldn’t get cheated by the mill operator, so thus the mill operator lets free their pony, postponing their arrival home and letting the mill operator keep a cut of the corn. To reclaim what’s theirs promotion have the last affront, one of the young men has his way with the mill operators little girl, and different his way with the spouse. Despite the fact that unsure, this could be a cunning supplementing of the reeve’s more youthful life. The story, however complete with a lesson of the fiendish getting their fair rewards, is minimal more than kill at the genuine Miller, having him be be aten, deceived, and disrespected by the more youthful Reeve’s renditions. In the preface of The Canterbury Tales, the Reeve is a worn out more established form of the young men later to come in his story.

How to be Tim The Beaver

How to be Tim The Beaver 1. Reply to random email asking for Tim volunteers. As soon as it popped up on my phone, I knew I was born for this moment. So for everyone wondering how you know youre meant to be Tim- the answer is, youll feel it deep in your bones. You dont choose the Suit. The Suit chooses you. 2. Find a partner! Being Tim is Hard Work, and you need someone to guide you around since youre quite literally flying blind in there. This took me some time-   beats me why there werent more people pumped about wearing a giant beaver suit- but finally Yhiedhania 20 took one for the team! 3. Watch the videos on how to unpack, wear and re-pack Tim, and guidelines on how to keep cool inside the suit. 3. Complete a quiz to show you know how to properly care for and wear the suit. 4. Sign Tim out from the Student Activities Office, transport them to the venue and find a place to Transform. 5. Put ice packs in vest and head pockets, turn the head fan on, and zip the vest up the front, step into the form, secure gold connections, and zip up the back- 6. Transformation is complete. Re-emerge into society as Tim the Beaver. The adventure begins. Trying to make Tim do the dab, but the head nearly fell off in the process- Here, Tim was starting to feel just a wee bit hungry. Eager to make new friends! Thanks, Yhiedhania 20, for being a good beaver friend!In the words of Miles Morales (Spiderman: Into the Spider Verse), Anyone can wear the mask. You can wear the mask. If you didnt know that before, I hope you do now. Cuz Im [Tim the Beaver]. And Im not the only one. Not by a long shot. Post Tagged #BeaverEngineer #TimTheBeaver

Frankenstein Nature As Medicine - 1119 Words

Jaz Schultz Mr. Berens Great Books Hour 6 1 November 2017 Nature As Medicine In the novel Frankenstein by Mary Shelley, the self-reliance, spirituality and individuality that Victor Frankenstein finds in nature shows the relation of nature and the human feeling; when one finds himself in nature, he is restored mentally, physically and spiritually. In the beginning of Victor’s life he is described with naturalistic metaphors and other analogies in order to give the reader a better understanding of the connection Victor has with the environment. When Victor is mourning his friends and family, he frequently avoids humanity and attempts to find health and relaxation in nature. Victor takes sustenance from nature, and it becomes his coping†¦show more content†¦He compares his life to the course or current of the river, and as the river flows into sharp rocks, his life flows into misfortune. This metaphor of the mountain river shows the relation of nature and human feeling. The metaphor used to relate Victor’s feelings and experience is a nat ural setting rather than intellectual description or by dialogue with other characters. This displays the romanticism and attractive image of a swelling mountain stream. The most important uses of nature are found after William and Justine are killed by Victor’s creation. His brother, William’s death really strongly disturbs Victor and he falls into a profound gloom. His depressed state prohibits him from finding help or comfort from Henry, his close friend. Victor travels through nature to Geneva to find his family in hope of relief and restfulness, but it is the nature he encounters along the way that rebuilds him: â€Å"I remained two days at Lausanne, in this painful state of mind. I contemplated the lake: the waters were placid; all around was calm, and the snowy mountains, the palaces of nature, were not changed. By degrees the calm and heavenly scene restored me, and I continued my journey towards Geneva. ...Dear mountains! My own beautiful lake!...Your summits are clear; the sky and lake are blue and placid. (Shelley, 47). Victor’s attitude toward the earth and nature that is visible throughout the story shows how only n ature can heal and strengthen Victor’s health.Show MoreRelatedThe Debate Of Science And Medicine1423 Words   |  6 Pagesinformation about. Simply observing and explaining nature failed to bring seekers of knowledge satisfaction. It was not enough to have knowledge, people desired to apply that knowledge, using it to create an advantage over nature. The eagerness to control nature sparked one of humankind’s largest debates. Pre and post enlightenment thinkers alike questioned the role of science and whether or not it should continue on the path of being master to nature. In the modern world, science still faces the sameRead More To what extent is Frankenstein typical of gothic literature?1272 Words   |  6 PagesTo what extent is Frankenstein typical of gothic literature? In you answer make close references to its context and Mary Shellys use of language. This essay will assess how typical of the gothic genre writings is Mary Shellys Frankenstein. The novel was written at a time when electricity was first discovered and Galvanism was being explored, mainly for medical reasons. People at this time were ignorant and sceptical of medicine and so most people would have been disgusted by these studiesRead MoreThe Anxieties Of Modernity In Frankenstein And Dracula981 Words   |  4 PagesIn select gothic literature, anxieties of the times in which they were written tend to surface through important themes, characters and settings. Frankenstein written by Mary Shelley in 1818 and Dracula written by Bram Stoker in 1897 both share this characteristic by working through the anxieties of modernity, here meaning â€Å"the condition of being modern† , specifically between new world science and technology versus old world spirituality and faith. This manifests predominantly as the old traditionalRead MoreSome Readers Have Seen Frankenstein as an Illustration of the Fear of the Power of Science. to What Extent Do You Agree with This View Based on Your Reading so Far?1734 Words   |  7 Pagesenlightenment where philosophical thought began and mans concern for a greater psychological form developed. However, during this time of enlightenment and exploration, the values of religion and ethical thought challenged science and its moral reasoning. Frankenstein could be seen as an illustration of the fear of the power of science due to these social changes; however there is evidence within the text to support other aspects such as society and religion being the focal point of fear. On a basic level,Read MoreEssay on Should Science be Boundless?1369 Words   |  6 PagesShellys Frankenstein, we see an example of how a scientist, who was not given any restrictions, created a monster and was fearful of his own invention. In the article Biotech Century: Playing Ecological Roulette with Mother Natures Designs, Jeremy Rifkin presents reasons why some scientists need to be given boundaries. Even hundreds of years ago people were toying with the ideas of recreating matter. In Mary Shellys book Frankenstein she creates a character named Victor Frankenstein. AlthoughRead MoreChapter Summary And Analysis Of Frankenstein 808 Words   |  4 PagesFrankenstein Journal and Chapter by Chapter Summary and Analysis Sam Thompson Letters I-IV Captain Robert Walton is on a ship bound for the North Pole, and describes to his sister back in England the progress of his mission. Soon, the ship becomes trapped in impassable ice. Walton encounters Victor Frankenstein, who has been traveling via dog sled across the ice. Walton takes the sick Frankenstein aboard, and thus Victor begins the story of the monster he created. Walton tells us through theRead MoreThe Transformation of Frankenstein into Modern Science800 Words   |  3 Pages The transformation of Frankenstein into modern science Mary Shelly is the author of Frankenstein, which has been recognized in creating the oldest horror character to be used today, since 1817. Almost 200 years later human life has extended thanks to advances in medical technology. Extending human life or even creating life from death was the goal of Victor Frankenstein. Following in Frankenstein’s footsteps and passion, scientists at MIT are researching ways to advance human life. FrankensteinsRead MoreWhat is Cloning?931 Words   |  4 Pages This could be a significant breakthrough for the human race, however dabbling in artificial creation remains unhealthy and factitious. Just as cloning falls under the same pretence of unnatural and dangerous life, so does the life that Victor Frankenstein created as he surpasses the accepted limits of human life. Once Victor is awakened to the danger in his discovery, his creation soon destroys everyone and everything near to him. If cloning will soon keep humans living for longer than th ey shouldRead MoreFrankenstein: The Danger in Knowledge, Science and Playing God 1846 Words   |  7 Pagesdoes he reveal to us the dangers of playing God? Mary Shelley’s Frankenstein uses Victor Frankenstein’s creation to expose the dangers of knowledge and playing God. Shelley exposes the readers to how in the pursuit of knowledge, man too often opens Pandora’s Box and unleashes unforeseen dangers unto the world. Shelley uses Victor Frankenstein and his creation to expose how knowledge and the pursuit of knowledge are explosive. Frankenstein is set during the Enlightenment Era. During the Age of EnlightenmentRead MoreThe Tragedy Of Mary Shelley s Frankenstein1518 Words   |  7 Pages It is human nature to push knowledge beyond normalcy because the public wants to use it to help the world. For example, doctors and nurses are using the knowledge they have to find ways to lessen psychological problems and birth disorders. Also, different inventions are created every day to make the world less polluted and plagued. However, when helping the world, experiments can go wrong and create disasters. For instance, in Mary Shelley’s Frankenstein, after Victor Frankenstein finishes the creature

The Selection And Presentation Of Music - 916 Words

The concept of this recital has been evolving from different directions since I began to think about it midway through the previous semester. At first I was preparing the recital as if it were going to be just me until Sofia Gomez, the person I am now doing this joint recital with, approached me and asked if I would be willing to play a duet with her. Eventually, we decided to combine our recitals to satisfy one of the school’s requirements about wanting shorter thirty minute recitals together to make a full one hour long recital. I was very happy with the setup. Unfortunately, this is where one of the first issues I faced in preparing this recital. As I mentioned before, I had be planning to do a recital by myself and had consequently selected repertoire for it. From the beginning I wanted it have a theme that would help guide the selection and presentation of music. As a solo recital, I was hoping to have an all-French composer program, partly because of the beautiful nature of some of the pieces in this area and because I had been working on a French piece when I began planning the recital. So when we decided on making a joint recital, I met with Sofia and suggested the idea of having a themed performance. We tossed around some ideas, looked at some of the repertoire we might be interested in, and decided to make it something akin to â€Å"Flavors from Around the World.† Our joint recital would be about composers from around the world who have composed for the classical fluteShow MoreRelatedSpan 110 Complete Course Span110 Complete Course695 Words   |  3 PagesTeam assignments in this course. Obtain faculty approval for your selections. Research  the cultural customs, such as dance, music, theater, and the visual arts for each of your selected countries. Write  a 700- to 1,050-word paper on the cultural customs in your selected countries. Include the following:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Illustrate any similarities and differences in the cultures of each country.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Include topics such as dance, music, theater, and the visual arts.    ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Find examples of at leastRead MoreListening Log724 Words   |  3 PagesA. Sound of the music: What does the first selection sound like? (How can we describe it in terms of melody, harmony, rhythm, tone color, and form? How is the sound similar to or different from music you are more familiar with?)(2 points) Answer below: The first selection, â€Å"Hotter Than That†, is a very colorful, upbeat presentation of traditional jazz. The tempo is in 4/4 and is played at around 100 beats per minute. Mr. Armstrong moves quickly and widely with the trumpet from high, vibratoRead MoreWhat Is The Relationship Between The Anxiety And Depression Of The Floor Nurses?797 Words   |  4 Pages and standard deviation (SD) and inferential statistics such as paired’ test and independent t ‑test. Repeated measures Analysis of Variance (ANOVA) and multiple comparisons by Boneferroni correction will be used to determine the effectiveness of music class on anxiety and depression levels of the floor nurses. Spearman’s correlation coefficient will be used to analyze the relationship between the anxiety and depression of the floor nurses. Statistical software Statistical Package for the SocialRead MorePros and Cons of Competitions1230 Words   |  5 PagesWhat are the pros and cons of competition s? How would you prepare your pupils for competitions? Competitions, especially in the context of music, have been traditionally highly debated. Many arguments have been made in support and against competitions judging on musical performance. The fact that this question is so hotly debated over the years, with growing concerns as time goes on, is because of the spirit of competitiveness of human beings in the modern world. The world is becoming more challengingRead MoreSample Project : Composer Of The Month1186 Words   |  5 PagesMonth: Groups of 2 or 3 students will choose a composer to research. The following items must be presented: Birth and death years, birth and death locations, or where they live if still livingÍ ¾ 3 music facts about themÍ ¾ 3 life facts about themÍ ¾ name at least 3 songs that they wroteÍ ¾ what style the music isÍ ¾ major awards they have earned. Also include at least one close ­up and one fuller length photo of this composer. Cite all sources on a separate write ­up page, or within the project. Jobs couldRead MoreHuman Resource Development (HRD) which is any process over the activity that is of a short term or800 Words   |  4 Pagesassessment, we make a final decision and come to an ideal activity named â€Å"Constellations in a jar†. Hence, we proceed to the design stage whereby it is to determine the objectives, develop of the lesson plan, sourcing for require materials, selection of the trainer, selection of the method and schedule of the program. In the design stage, firstly we have identified the objective which is to do a â€Å"Constellations in a jar in five steps†. Secondly, we source for the logistics that are needed for the activityRead MoreAnalysis of Catholic Worship Service871 Words   |  4 Pagespeople sitting near the aisles, especially the children. Describe the worship leaders song selection. Did the individual songs bring to mind any passage of Scripture (if so, which one/s)? The worship leader was the presiding priest, but he did not seem to be very much involved with the music, so I asked the choir director about the music. He told me that the music liturgy committee guides him in the selection with a lot of input from the choir and parishioners. He also explained that the CatholicRead MoreFacial Ambiguity Study Experiment On The Perception Of Emotions1675 Words   |  7 Pagesidiosyncrasies and basic survival. The prediction of the result was made by using participants, which consisted two groups, young adults and faculty, 30 pictures of neutral faces while music was playing in the background. The music consisted of sad and happy songs. While looking at the pictures and listening to the music in the background, the participants had to select which rating from a scale of 1 to 5, 1 being very sad and 5 being very happy, to categorize the emotion of each picture they saw. TheRead MorePersonal Narrative : Choosing A Computer1049 Words   |  5 Pageson t he computer. 3. Are you planning on doing a significant amount of office work (that is, writing papers, analyzing numbers, creating presentations, or writing computer programs) on your computer? A. Yes, I am using my computer mostly for my work like doing assignments. As a student I had a lot of work on a computer like preparing projects and presentations as well as writing research papers on particular styles. I am always planning to do my work regularly on my personnel computer. 4. Do youRead MoreClassical Music And The Music1478 Words   |  6 Pagesattention of everyone in the music hall. The conductor, Evan Feldman, and the UNC Symphonic and Woodwind Orchestra at Memorial Hall elegantly performed several classical pieces that was widely enjoyed by classical enthusiasts and family members. The concert supplied the audience with a night that at times, brought calmness and serenity, but at others gave abrupt aggression and force. Today, classical music is considered traditional and one of the earliest forms of music played in concert halls. Thus

Government Spending on Healthcare Free Essays

Government Spending on Healthcare Talia Oliver 10/22/2012 HCS/440 Donna Lupinacci, MSN The article I read was written by Margaret Cuomo, M. D. and it focused on health care costs and how the government is doing unnecessary spending in health care. We will write a custom essay sample on Government Spending on Healthcare or any similar topic only for you Order Now According to the article, the government has spent about $750 billion dollars on medical care that was not needed. Some of the areas where the author believes that the money has been wasted have been in unnecessary services, excessive administrative costs, inflated prices, prevention failures and fraud. The issue is that this spending is not actually contributing to the improvement of patient health. The author the author had stated that â€Å"Flaws in the current system of cancer treatment contribute to unnecessary spending† (Cuomo, 2012). There is so much money being spent on the blood tests, diagnostic scans and other medical procedures that deal with cancer and it is costing about $200 billion every year. With their being so much unnecessary spending on healthcare, Cuomo discussed how a group called the IOM committee was able to come up with ways in order to cut the spending and be able to continue to provide quality health service. Government Regulation on Media in America iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/government-regulation-on-media-in-america/embed/#?secret=sgsT8FbfP9" data-secret="sgsT8FbfP9" width="500" height="282" title="#8220;Government Regulation on Media in America#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe The article discusses that the IOM believes that â€Å"Eliminating wasteful spending for just one year ($750 billion) would be equal to more than 10 years of Medicare cuts† (Cuomo, 2012). This wasteful spending according to the article can’t continue to happen and it is important that we understand where the money is being spent and how the excessive spending can be changed. My opinion of the article is that there is too much money being spent by the government on healthcare that is not contributing to ensuring the improvement of patient health. When you look at the unnecessary medical care, there are services that are not needed but the money is being wasted when it could be spent somewhere else. Cancer is a serious issue and I believe it is important for patients to get assistance to help treat cancer. However, there are times that some patients are a bit paranoid and believe they have cancer and request tests to be sure. This is not necessary if the patient shows no signs of having cancer and the money can be saved. I believe that the article is very valid with saying that a lot of the spending is going to unnecessary things. The reason why I believe this is because there are those patients who are able to afford care and can’t get covered for care due to the fact that there is not enough funding available. The article is also valid in identifying ways that the unnecessary costs can be cut without disrupting the quality of care given to the patients. The ability to save money by cutting the unnecessary spending can help the money go to services like Medicare. I believe that the spending discussed in this article is way too much on unnecessary services that are not helping to improve patient’s health. There is no reason that $750 billion is being wasted and it could go to services that can help those who can’t afford healthcare and those on Medicare. I believe that the government could focus that money on prevention methods that would help to avoid patients requiring more care. Prevention efforts are important and yet the government doesn’t invest enough money in it. The article had stated that recently â€Å"The House of Representatives voted 236 to 183 to repeal the Affordable health Care Act’s Prevention and Public Health Trust Fund† (Cuomo, 2012). Instead of trying to prevent the spending on unnecessary services and issues, repealing this act just ensures that there will be more costs to come due to the fact that prevention efforts are not being taken seriously. In conclusion, this article talked about the fact that a lot of the government spending on healthcare is being wasted on unnecessary services. The government is spending money on healthcare that can be cut in order to spend money where it is needed in healthcare. If the government focused more on being able to cut costs and provide quality care, $750 billion can go to Medicare services or even to state agencies that are trying to help uninsured patients get proper care. The government spending on healthcare should be spent on ensuring the improvement of patient’s health. References Cuomo, M. (2012, September 25). Margaret I. Cuomo, M. D. : The Truth About Health Care Costs. Breaking News and Opinion on The Huffington Post. Retrieved October 23, 2012, from http://www. huffingtonpost. com/margaret-i-cuomo-md/health-care-costs_b_1901742. html How to cite Government Spending on Healthcare, Papers

The Role of Accounting in Society-Free-Samples-Myassignmenthelp

Question: Discuss about the Role of Accounting in Society. Answer: Unethical Issues in Seven Eleven As per 7 Eleven (2018) it is an American chain of convenience stores which is known worldwide. It is a Japanese owned chain and is headquartered in Irving, Texas. Seven Eleven Japan Co. Ltd is headquartered in Chiyoda, Tokyo and it is owned by Seven I Holdings Co. It has employed around 45000 employees in its stores. The company supplies proprietary food and continues to innovate new edible products for its time constrained consumers. However, in 2015, the company was accused to use unlawful and unfair labor practices to decrease its labor costs in its stores located in Australia. The young and foreign laborers who were working at the companys stores had been paid less than 50 % of the minimum wage rate. This problem continued for some time in the company and it was confronted by every person who was employed in the company. As a result, the chairperson of Seven Eleven , Mr. Russ Withers and the CEO Mr. Warren Wilmot resigned from their designations. It was stated that the wage rate of the laborers were intentionally kept low to keep the costs down and the profits increased for the benefit of the franchisers and the parent company (Zi?czuk, Cichorzewska and Walczewski , 2013) . The workers were paid for every alternate hour and the foreign laborers were threatened to be reported if the lodged any complaints to the higher authorities. They were paid $ 12 per hour which was below the minimum wage rate. Also, they were paid wages for 20 hours a week while they worked for around 40-60 hours a week. The payment of low wages was also reported in 2016 in which it was found by the Fair Work Ombudsman that the franchisees paid full payment to the workers and afterwards half of the payment was to be given back to them by the workers. The reason behind this was that the executives and the head offices were receiving 57 % of the gross profits while the stores received the rest 47 % of the revenue. It became difficult for them to manage the huge staff cost from this meager amount. It led to the exploitation of the workers (Ogbari et al., 2016). The stakeholders affected in this scandal are the employees who were paid less than their working hours. Also, the future owners of the franchisees and the customers were affected as nobody would like to commercially transact with the unethical company. The parent company 7-Eleven Malaysia Holdings Berhad which was listed on the Malaysian Stock Exchange saw a sudden downfall in the value of its shares .The return on the shares was also affected due to the loss of goodwill of the company. After the scandal was settled, the workers left the company and the new ones were reluctant to join it. So, it had a negative impact on its operations (Bieler and Lee, 2016). The decisions made by the involved parties in this issue was unethical and it affected badly on the operational activities of the business. In this case, the workers specially the international students who worked in the stores were blackmailed to be reported to the immigration department if they spoke about the low wage rates. After the allegations, the franchisees stated that it was impossible for the company to earn profits without exploiting the employees which was completely unethical (Ollus, 2016). The unethical activities of the company led to its downfall in the market. According to Fair Work Ombudsman (2016) as a result of various investigations on the company for not complying with the Federal Workplace Laws .The franchisees of the company were falsifying the records regarding the payment of wages to the workers (KPMG, 2015). It had a great impact on the future owners of the franchisees and the customers of the company. They withdrew themselves from the operations of the company. After the settlement of the scams, the employees left the company and the new ones were reluctant to join it. This further had an influence on the downfall in the value of the shares and the returns of the parent company which was listed on the Malaysian Stock Exchange. Before I joined the lecture, I related ethics to moral principles which arise in the business environment. After attending the lectures, I felt that the ethical principles such as individualism, utilitarianism , Kantianism and the virtual theories are manipulated by the organizations for their own benefit and selfish interest. The ethical principles are meant for the common good and not for the benefit of the upper class of the society (Adeyeye et al., 2015). Hence, to conclude, it can be said that the environment of the company sets the tone for its employees and it should provide an ethical framework so that the employees and the management can be motivated for behaving responsibly. The ethical framework of 7 -11 lacked internal control systems regarding the payment of wages References 7 Eleven (2018) About Us [online] Available from: https://corp.7-eleven.com/corp/about#corp_about_intro [Accessed 9th April 2018]. Adeyeye, J.O., Adeniji, A. A., Osinbanjo, A.O., Oludayo, O.A. (2015) Effects of Workplace Ethics on Employees and Organizational Productivity in Nigeria. International Conference on African Development Issues [online] Available from: https://pdfs.semanticscholar.org/123e/bf2aa954d98622997fe03c1da8f5e800d603.pdf[Accessed 9th April 2018]. Bieler, A. and Lee, C.Y. (2016) Exploitation and resistance: a comparative analysis of the Chinese cheap labor electronics and high-value added IT sectors. Globalizations. DOI : 10.1080/14747731.2016.1204698. Fair Work Ombudsman (2016) Statement on 7-Eleven [online] Available from: https://www.fairwork.gov.au/about-us/news-and-media-releases/2016-media-releases/april-2016/20160409-7-eleven-presser[Accessed 9th April 2018]. KPMG (2015) Fraud Ethics at the Workplace in Switzerland[online] Available from: https://assets.kpmg.com/content/dam/kpmg/pdf/2016/04/ch-fraud-and-ethics-at-the-workplace-in-switzerland-brochure-en.pdf [Accessed 9th April 2018]. Ogbari, M.E., Oke, A.O., Ibukunoluwa, A.A. , Ajagbe, M.A. and Ologbo, A.C. (2016)Entrepreneurship and Business Ethics: Implications on Corporate Performance. International Journal of Economics and Financial Issues. 6(S3), pp. 50-58. Ollus, N. (2016) Forced Flexibility and Exploitation: Experiences of Migrant Workers in the Cleaning Industry. Nordic Journal of Working Life Studies. 6(1),pp. 25-45. Zi?czuk, B., Cichorzewska, M. and Walczewski , M.(2013) The Analysis of Unethical Behavior Among Employees In Enterprises A Pilot Study in The Automotive Industry. Management Knowledge and Learning International Conference 2013 [online] Available from: https://www.toknowpress.net/ISBN/978-961-6914-02-4/papers/ML13-249.pdf [Accessed 9th April 2018].

Social media effect on the purchase decision of the young generation in Saudi Arabia

Introduction Social media sites such as Facebook, Twitter and LinkedIn have gained a lot of popularity in recent years among the young generation. Due to this popularity, social media has had a lot of influence on major decisions made by the young generation.Advertising We will write a custom proposal sample on Social media effect on the purchase decision of the young generation in Saudi Arabia specifically for you for only $16.05 $11/page Learn More An increasingly higher number of individuals are now relying on social media while deciding on the type of products to purchase based on the opinions and recommendations made by their friends. The views and opinions of friends on social media sites like Facebook help to push users into making certain purchases. The aim of this research proposal is to determine the effect of social media on the purchase decision of the young generation in Saudi Arabia. Objectives of the study The study shall endeavor to explo re the following objectives: To examine the effect of social media on the purchase decisions made by the young generation in Saudi Arabia To assess the level of use of social media sites by young people in Saudi Arabia in making purchase decisions To determine if the young generation in Saudi Arabia visit social media sites for help with their purchase decisions. To determine the level of satisfaction among the young generation in Saudi Arabia in the use of the social media as a tool in making purchase decisions To determine if the young generation who use social media in Saudi Arabia have abandoned certain products following negative comments about them from social media sites Study questions The current study shall endevour to answer the following research questions: Which media site is most popular with the young generation in Saudi Arabia? Do social media affect the purchase decisions of the young generation in Saudi Arabia? To what extent does the young generation in Saudi A rabia rely of social media in making purchase decisions? Are young people satisfied with the social media as a tool for making purchase decisions? Do the social media influence decisions made by the young generation in Saudi Arabia to abandon certain products in favor of others? Methodology The study shall adopt the methodology outlined below: Respondents The study shall target the young generation in Saudi Arabia. In this case, the young generation has been defined as young people of between 18 and 35 years of age. Research design The current research shall use descriptive research designAdvertising Looking for proposal on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research instrument A semi-structured and close-ended interview questionnaire shall be the research instrument of choice. It shall be administered to the study’s respondents in order to capture research objectives. Contact method The studyâ€⠄¢s respondents shall be contacted in person either online or via the telephone. Data collection Use shall be made of both primary and secondary methods of data collection. Secondary data shall be used to provide an insight into the background of the study by reporting on the findings of other related studies. On the other hand, primary data shall be obtained by administering a survey interview to the study’s respondents. Data analysis Once the data has been collected and complied, it shall be analyzed using statistical tools of data analysis such as the MAXQDA software. Limitations of the study – The study is anticipated to have a limited timeframe, meaning that only a limited number of participants can be interviewed. – Financial constraints will also limit the number of respondents who can take part in the study. This proposal on Social media effect on the purchase decision of the young generation in Saudi Arabia was written and submitted by user Ibrahim V. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

3 Tips for Careful Writers

3 Tips for Careful Writers 3 Tips for Careful Writers 3 Tips for Careful Writers By Mark Nichol 1. Know the Rules This doesn’t mean to simply remember what you learned or what you think you learned five or fifty years ago. Careful writers continuously educate and reeducate themselves about grammar, syntax, usage, and style. In preparing to write my posts over the last few years, I have engaged in extensive research, consulting print and online authorities to confirm or correct my own understanding of what constitutes good writing. Confront your prejudices, and check your recall and understanding of the basics. Most important, don’t believe everything you think. 2. Be Open to New and Unusual Usage Language changes, and writers must change with it. This doesn’t mean that you should abandon your high standards and accept colloquial language; some contexts simply do not allow for a relaxation of the rules. But most forms of writing are flexible, and you should be, too. Adapt the language to the content, but consider also adapting the content to the language. 3. Verify When in doubt, look it up. When not in doubt, look it up. Don’t be content with spell-checking programs; check not only definitions of words, phrases and expressions but also their connotations. When discussing a person, place, or thing, don’t simply double-check the spelling and treatment of the term; reacquaint yourself with the person, place, or thing to confirm or correct your impression that the reference is appropriate for the content. (And check your facts.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceHow Long Should a Paragraph Be?Predicate Complements

Comparing and contrasting the Frye standard, [Frye vs. United States Term Paper

Comparing and contrasting the Frye standard, [Frye vs. United States (293 F. 1013 (DC Cir 1923)], with the Daubert standard [Daubert v. Merrell Dow Pharmaceuticals (509 U.S. 579 (1993) - Term Paper Example s called â€Å"Fyre in drag.† Problems have come up with this standard, due to the fact that it has led to eyebrows being raised regarding the vitality of the standard and on its flexibility to be able to adjust to different situations and fresh and new scientific matters, where "general" or "widespread" approval is not gathered. Conversely, whether fresh or new, supposedly scientific matters are issues of significance to the court have been quizzed. As a substitute to this standard, many law courts apply Rule 702 of the  Federal Rules of Evidence, as the basis for professional testimony and scientific evidence. In my essay I will provide an explanation of how courts view science and how that view has changed over the last century. I will make also make a prediction of future evidentiary issues for forensic evidence and explain whether forensic evidence in criminal investigations and trials will increase or decrease over the next two decades.   Jason Daubert and Eric Schuller were born with abnormal birth problems that relate to the physicality of the body. Both them together with their real parents had decided to take legal action against Merrell Dow Pharmaceuticals Inc, which is a branch of Dow Chemical Company, which is solely situated in some state court in the state of California in the United states of America, They believed that a specific drug in the name of Bendectin had caused the birth abnormalities. Merrell Dow thus transferred the case to federal court, and then made the move for Summary judgment owing to the fact that their legal committee submitted records indicating that no published scientific research and experimentation pointed out a connection between Bendectin and birth abnormalities. Daubert and Schuller, forwarded their professional evidence formulated by themselves which postulated that Bendectin might cause abnormalities resulting from the birth process. In the case in the year 1923, Frye vs united states, 293 F1013(D.C Cir 1923), the

Creative memoir Essay Example | Topics and Well Written Essays - 750 words

Creative memoir - Essay Example My nanny saw me and took me in her arms and tried explaining that my beloved grandmother had passed away and the people were mourning for her. My grandmother laid on a makeshift wooden bed in the living room. Soon people started moving from the house to go prepare the burial ground where she would be buried and I could not understand the burial process. I had a lot of questions about it and I approached my father who was accompanied by other men. He explained that they were burying her in the ground in a hole and close up the hole with dirt. Even though I did not understand the ritual, I knew that underground was full of insects and they would surely eat my grandmother and harm her. There was also a lot of mud on the ground and I was adamant right then that I would not go underground amidst all the mud and insects but this statement only raised laughter all around my uncles. I realize now after reflecting on that moment that all of us have to die someday and according to my culture be buried underground in a grave. Further reflection makes me understand that they were laughing at my innocence and lack of knowledge of our culture and the world in general like I do now. Meanwhile inside the house, my mother who was stricken with grief sat done on my grandmother’s bed crying her eyes out. Since no one was providing me with answers about death, I assumed my grandmother would hear me and explain it herself. All my efforts to talk to her were futile as she could obviously not hear or understand. Throughout my childhood, I did not understand the issue but years later I came to understand the issue of death. My mother fainted soon afterwards and was taken to my grandmother’s bedroom to be attended. I accompanied her out of curiosity as to what had happened to her as well as out of concern mixed with fear. The room was filled with nine other people all talking animatedly about the life of my grandmother and her good selfless deeds all around the neighborhood and

Pakistani Community In Britain Sociology Essay

Pakistani Community In Britain Sociology Essay Ali (1982) Pakistanis main concentration is in U.K. where they began in the early 20th century as sailors in the Merchant Navy and soldiers in the British army. They had an opportunity to migrate in large numbers following the economic expansion and shortage of labour resulting from the two world wars. However, their migration did not have a set pattern up until the last half of the 1950s. (p. 5-7) Post world war two migration to Britain from the Asian subcontinent was based on imperial ties and largely driven by economic imperatives. Rebuilding post war economy entailed a demand for labour that could not be satisfied by the British population itself. After 1945, virtually all countries in Western Europe began to attract significant numbers of workers from abroad and by the late 1960s they mostly came from developing countries in Africa, Asia, the Caribbean, and the Middle East (Massey, D. et.al , 1993, p. 431). Islam in the UK has a South Asian character. The largest number of Muslims originates from Pakistan (Samad Sen, p.43). Further to this, the largest group of Muslims from the Indian subcontinent have come from Pakistan, both West and East (Ibid.) In Pakistan, major impetuses to emigrate came from the poorer agricultural areas of the Mirpuri district in southern Kashmir and the Cambellpur district of the north-eastern Punjab. Smaller numbers left from the North-west Fron tier Province next to the Afghani border. In the case of Mirpur, a further factor was the disruption caused by the Mangla Dam project which started in 1960, and was ultimately to flood about 250 villages. In East Pakistan, which was later to become Bangladesh, the two main sources of immigration were in the Sylhet district in the north-east and the maritime region around Chittagong. Due to the struggles of a newly developed state and poverty, many Pakistanis took the opportunity to come and work in Britain. (Neilsen, 2004, p. 41) Before 1962, Pakistanis were British subjects (under the 1948 British Nationality Act) and could enter Britain without restriction. There was a dramatic increase in the rate of immigration just before the Commonwealth Immigrants Act 1962  [1]  was passed. Before the act of 1962 was passed about fifty thousand people entered Britain within 18 months, in comparison the 17,000 who entered between 1955 and 1960 (Shaw, 1998: 25). The threat of Britains immigration controls also coincided with a change in the Pakistani Governments policy on immigration. In 1961, when the 1962 Common wealth Act was imminent, Pakistani government withdrew restrictions on immigration and promoted the migration of 5,000 people in a move to compensate Mirpuri villagers who had been dispossessed of land by the construction of the dam (Shaw, 1998: 25). Until the beginning of the 1960s, entry into the UK by the citizens of British colonies and member countries of the Commonwealth Immigration Act of 1962, introduced restrictions on immigration to the UK. Although it was intended to discourage Pakistanis and people from Commonwealth countries from migrating to the country, it turned out to have the opposite effect. The unintended effect of the 1971 Immigration Act  [2]  was that a significant number of Pakistanis and from the other countries entered the UK to beat the ban (Shaw, 1994, as quoted in Samad Sen, 2007, p. 28). 1970s family reunification marked a turning point for the establishment of Islam in Europe. Along with emergence of community through family reunification, some of the conventional norms rooted in social relations, through the practice of Islam began to emerge (Ibid., p.38) These labour migrants despite their social origins and qualification levels were largely confined to low-paid manual work and faces racial discrimination when being recruited for jobs (Modood, 2005, p. 60). In the 1970s Ethnic minorities were branded as scroungers and the threat of overcrowding was becoming a grave concern. Enoch Powell, in 1967, openly advocated a policy of repatriation where he argued not for migrants; families to be reunited in Britain but rather that migrants should be returned home and reunited with families over there (Jones and Wellhengama, 2000: 16). Further to this, by emphasising that Britishness comprises common biological roots, a common language and an allegiance to the Crown; parliamentarians easily excluded certain migrants (Ibid, p. 31). With the consequences of state led policies of migration, and arrival and settlement of a growing Pakistani community, emerged socio-economic problems that this new community had to face. The next part of the essay will discuss the various ways in which the British Pakistanis are disadvantaged and ways in which they responded to the underlying and changing political, social and economic conditions in Britain. While the disadvantage of Pakistanis actually predates the rise of anti-Muslim prejudice, the latter threatens to exacerbate the former and to prevent the formation of goodwill required to act against the chronic disadvantage of Pakistanis in Britain. (Modood, 2005, p. 80) As the Labour force survey (Spring, 2000 as quoted in Saman Sen, p. 45) illustrates, Pakistanis are two and a half times more likely than the white population to be unemployed and nearly three times more likely to be in low-paid jobs. According to Cessari (p. 58) the socio-economic marginality of Pakistanis is most often accompanied by residential segregation. She argues that the data from the British census show that Pakistani immigrants tend to live in the most dilapidated or unhealthy housing conditions. Chain migration processes have a strong influence on locating minorities in clusters. Hostility from the society within which the settlement takes place can reduce the ability of the group to disperse and defence may be an important element in clustering. There are both positive and negative reasons for clustering in most ethnic clustering patterns and, given their simultaneous presence in many situations, it is difficult to disentangle dominant from recessive factors. Nevertheless, it is important to recognize that not all segregation results from negative factors such as white racism (Peach, 1996, p. 228) Rex and Moore (1967) demonstrated high levels of discrimination against immigrants, particularly against Pakistanis, in their field area of Sparkbrook in Birmingham. They showed high concentrations of Pakistans in their lowest housing class, the rooming house. Work by Dahya (1974), on the other hand, argued that Pakistani concentration in multi-occupied accommodation was a preferred, not an enforced, strategy. He argued that chain migration by village and family, the desire to maximize savings, shared language and religion, culinary needs and so forth all argued in favour of sharing accommodation. Thus, although discrimination existed, it was not material to the patterns of concentration that arose. Many of the early Pakistani migrants to Britain have been the most reluctant to attach a British identity to themselves. With the effects of globalisation, Pakistanis are also worried about losing their traditions, customs and values and hence hold onto the security of their close knit society with a hesitance in accepting anything British; (Jacobson, 1997, 185). Pakistani British Muslims have been vastly influenced by cultures and customs emanating from the subcontinent, and this will continue to happen for another generation or two. The context within which they practice their religion is after all, Pakistani one: not only because they younger generation learned about Islam from their Pakistani parents but also because Pakistanis are the dominant group within the local Muslim community. They are used to hearing Urdu spoken in mosque, eating Pakistani food and wearing Pakistani clothes at religious festivals, follow Pakistani customs at weddings and other religiousceremonies and abide by and rail against definitions of moral behaviour which have more to do with the norms of Pakistani village life. For them the interconnections between ethnic culture and religion are dense and intricate (Jacobson, J. 2003, p. 147) V.S. Khan (1979), writing on Mirpuris in Bradford, discusses the effect of migration on those arriving in Britain and ways in which this shapes their socio-cultural behavior. He maintains that the very means of coping with migration could lead to inherent stresses, in that the knowledge of traditional culture in the homeland, constant evaluation through the process of migration to Britain and prior expectations have a direct affect on the migrants life-style and values. The stressful experience of migration is alsoa crucial determinant of a migrants perception of his situation, and the actual options open to him. While many of the supportive institutions of village life buffer confrontation with the new and alien world in Britain, in the long term they not only restrict access to it, but also hinder the attainment of things valued (Ibid. p. 55) Werbner discusses similar factors: the social stresses experienced by Pakistani migrants in Britain derive from three main `arenas; the traditional culture and emigration area; the migration process; and settlement in the new environment and society (1990: 37). Her analysis however, presents a more positive view of the adaptability of Pakistanis to new circumstances, in particular to those concerning women, and regarding the expansion of kinship networks to inculcate friends and members of other sub-castes. (Imtiaz, 1997, p. 36) Significance of Bradford: The Bradford Metropolitan District is situated west of Leeds; north of the trans- Pennine highway. To the north and east lies North Yorkshire, with its manor houses, farms and cathedral cities, while to the west and north lies the Lake District. The city has been the centre of the wool trade since the 18th century and, until recently, wool dominated the local economy. Even the engineering and chemical industries were associated with the wool trade by supplying the needs of the textile industry. Throughout the 19th century it was mainly a working class city structured around a low wage economy. The global networks, stretching out to the colonies, in particular, were constructed around importing wool and reprocessing it for export. These networks persisted into the mid-twentieth century (Samad Eade, Community Laison Unit) Although Pakistani Muslims settled in various parts of the United Kingdom, Bradford still has one of the highest concentrations of Pakistani Muslims in the country (and more than any other Yorkshire and Humber region) (Din, 2006). Bradford is one of many towns and cities that have ethnically diverse populations in terms of religion as well such places as Tower Hamlets, Birmingham and Slough (National Census, 2001). The Bradford area also has one of the highest numbers of individuals who were born outside the European Union (National Census, 2001). The majority of Muslims in Bradford have roots in rural areas, with a large majority of Pakistanis from Mirpur in Azad Kashmir, a mountainous region and one of the least northern areas of Pakistan. This Pakistani community has a growing underclass with a significant section of young men under achieving in schools. They are generally characterised by low educational qualifications and occupational concentrations in restaurants and taxi driving. Along with low participation of women in the formal labour market and marriage at an early age, fewer years of education, lower educational skills and large average family and household size contributes to multiple deprivations (Lewis, 2007). Bradford has a rich religious, ethnic and cultural diversity. With a range of ethnic communities, it is predominantly Muslim (16.1 per cent) and largely of Pakistani origin with 14.5 percent of the total population of the city (National Statistics, 2003 as quoted in Gilligan, 2005). The Pakistani communities are very much concentrated in the inner wards of the city, where they tend to live amidst a relatively self-contained world of businesses and institutions, religious and cultural, which they have created to service, their specific needs (Lewis, 2002, p. 203.) Compared to other majority white communities, Bradfords Asian population is relatively young (National Statistics, 2003). They also tend to be located in areas facing relatively high levels of deprivation and disadvantage (DETR, 2000; Cantle, 2001; Denham, 2001 as quoted in Gilligan Akhtar, 2005). According to the Change Institutes report on the Pakistani Muslim Community in England, (2009) currently Bradford has the largest proportion of its total population (15%) identifying itself as of Pakistani origin in England. The report suggests that the latest estimates (from Bradford Metropolitan District Council) have indicated that the South Asian population has grown considerably over the last decade to 94,250, and that the people of Pakistani/Kashmiri origin number about 73,900. It further states that the South Asian population now represents about 19 per cent of the total population of Bradford and 16 per cent of Bradfords residents are Muslims, compared to the national average of 3 per cent. Therefore, the overwhelming majority of Pakistanis (young and old) have an attachment to Bradford. For many older Pakistanis, who arrived in the late 1950s and early 60s, Bradford is Mirpur is their home from home. For the young generations of Pakistanis it is their home (Din, 2006) Studies on Mirpuris: Much of the literature on Pakistanis in Britain, particularly from the late 1970s up to the late 1980s, tends to be based on studies of communities in particular towns, such as Anwar (1979) on Rochdale, Currer (1983) on Bradford, Jeffrey (1979) on Bristol, Shaw (1988) on Oxford, and Werbner (1985 1990) on Manchester. A number of studies have explored the extent of Asian (or Pakistani) migration and settlement across various geographical towns and cities (see Khan, 1974, 1979; Anwar, 1979; Shaw, 1988, 1994; Werbner, 1990). Some have had a particular focus on employment and housing issues (in particular Dahya, 1974; Werbner and Anwar, 1991; Anwar, 1991). Measuring the economic position of communities is easier to determine; what is more difficult is to examine the experiences and attitudes of young people towards their parents/elders; their community and the wider British society. There is an enormous amount of published work on the early immigrants (Rose et al, 1969; Dahya, 1974; Khan 1979). Rose et al (1969) is a good starting point for cultural studies relating to the Pakistani community. Rose explored issues such as the need to recruit labour immigrants to meet the needs of the British economy and the settlement process of the early immigrants in textile cities like Bradford. In addition he explored the problems encountered, such as obtaining suitable accommodation, access to public services, integration and the problems of adapting to a very different way of life. The experiences of families of early settlers joining their husbands in the United Kingdom have also, to an extent, been explored. This shows close-knit family ties which exist in Pakistani families, arranged marriages, biraderi and gender inequalities in Pakistani households (Khan, 1979). One of the earliest writers on Pakistanis in England is Dahya (1973 1974), who began his research in Birmingham and Bradford in 1956 and continued to publish into the 1980s. He remains amongst a hand full of researchers who have endeavoured to describe daily life amongst the single, male migrants and the control exercised over them by heads of families back in Pakistan. He clearly explained the nature of the links between the migrants in England and the social structures operating in Pakistan, based on the need for the migrant, whose family has sent him abroad in order for him to send back remittances and thus benefit not only immediate relatives but also the whole of the biraderi or kinship group. He concludes that: the Pakistani migrant community is in a very real sense a transitional society going through the phase of development from a rural to an urban industrial society (1973: p, 275). Today, with the constant movement between the villages of origin of Pakistani migrants and their places of inhabitancy in Britain, paving way for a constant, rapid social and economic change in both societies, his conclusion tends to be within a situational context of a time, when both were much more separate than they are today. Jamal (1998) carried out a research to explore food consumption experiences the British-Pakistanis in Bradford, UK and the ways the British Pakistanis perceive their food, and their perception of English food in the UK. He identified that the first generation of British-Pakistanis perceive their own food to be traditional, tasty but oily and problematic. Various English foods are perceived by them as foreign, bland, but nonetheless, healthy. The young generation of British-Pakistanis are increasingly consuming mainstream English foods while also consuming traditional Pakistani food. Rex and Moore (1967) demonstrated high levels of discrimination against immigrants, particularly against Pakistanis, in their field area of Sparkbrook in Birmingham. They showed high concentrations of Pakistans in their lowest housing class, the rooming house. Work by Dahya (1974), on the other hand, argued that Pakistani concentration in multi-occupied accommodation was a preferred, not an enforced, strategy. He argued that chain migration by village and family, the desire to maximize savings, shared language and religion, culinary needs and so forth all argued in favour of sharing accommodation. Thus, although discrimination existed, it was not material to the patterns of concentration that arose. According to the Labour force survey (Spring, 2000 as quoted in Saman Sen, p. 45), Pakistanis are two and a half times more likely than the white population to be unemployed and nearly three times more likely to be in low-paid jobs. According to Cessari (p. 58) the socio-economic marginality of Pakistanis is most often accompanied by residential segregation. She argues that the data from the British census show that Pakistani immigrants tend to live in the most dilapidated or unhealthy housing conditions. Another study of south Asian Muslims in Bradford by Khan (2009) refutes the commonly held belief that British Muslim alienation is an entirely Islamist narrative. In fact, the subjects of the study are alienated not only from British society but also from the cultural traditions and values of their own families. The author of the study was struck by their disconnected individualism and described them as libertines. This clearly contradicts the stereotype of Islamists radicalised by a hatred of Western society. Recent study by Bolgnani (2007) highlights forms of homeland attachment and analyses their significance among second- and third-generation British Pakistanis by comparison with the myth of return that characterised the early pioneer phase of Pakistani migration to Britain. He highlights that Homeland attachment for young British Pakistanis is constituted through school holidays spent in Pakistan, participation there in life-cycle rituals involving the wider kinship network, and the older generations promotion of the idea of Pakistan as a spiritual and cultural homeland. It further suggests that, for the pioneer generation, the myth of return justified a socio-economically motivated migration. He further argues that for the second and third generations, the homeland attachments and the idea of a possible return to Pakistan is a response to contemporary political tensions and Islamophobia. Therefore, he concludes that while myth of return still remains, for the majority, that myth has been revitalised and has a new political significance in the contemporary political context of British Pakistanis. However, another study of south Asian Muslims in Bradford by Khan (2009) refutes the commonly held belief that British Muslim alienation is an entirely Islamist narrative. In fact, the subjects of the study are alienated not only from British society but also from the cultural traditions and values of their own families. The author of the study was struck by their disconnected individualism and described them as libertines. This clearly contradicts the stereotype of Islamists radicalised by a hatred of Western society. Marriages: The governing principle of marital choice in any community is homogamy the selection of a partner from a similar social background shaped, for example, by race, class, ethnicity, religion, age and education, thus those who do not conform to these norms, in some circumstances, suffer sanctions, ranging from disapproval to ostracism (Bradford Commission Report 1996). For Pakistanis, the life-cycle with weddings, births and funerals is particularly lived in a shared way by the family extended and split over two continents, Europe and Asia. Adults make return trips for various reasons, but most centrally to arrange or perform a childs marriage (Ballard 1987, p. 21; Shaw 2001, p. 319-325). Among British Pakistanis marriage is not only within the same ethnic group, but consanguineous-arranged with relatives-according to clan as well as caste systems. In a complex context of ethnicity and caste, marriage is often seen as the chosen mechanism to consolidate biradari  [3]  loyalties. Furthermore, due to chain migration, stronger village and kin networks were created, that were later reinforced by transnational arranged marriages, often with cousins from the same area or village. Pakistanis, like many other groups, consider it an important parental responsibility to find spouses for their children. They prefer to select someone they know well, to be sure that he or she has the qualities they appreciate and will make a caring partner. However, Khan (1977) argues in his research that ethnic minorities such as Pakistanis, face two problems namely the limited availability of suitable persons in the restricted local community, and another the fact that their circle of acquaintance in the country of origin tends to shrink within the limits of the extended family. Therefore, for groups with a tradition of consanguineous marriage, it is only natural for the choice of partner to fall progressively closer within the family circle. This argument is supported by Rao Inbaraj (1979) who give evidence to support this view from South India, arguing that for South Asians monogamous, close consanguineous marriage has been practised for thousands of years. Moreover, Bano (1991) discussed the upward social mobility through the institution of marriage amongst British Pakistanis, which she sees as being marked in the Netherlands in comparison to Pakistan. She described the practice of cousin marriages explaining their common prevalence amongst relatively wealthy, rural, as well as landowning families. She then discusses the extension of cousin marriage (Ibid. p.15), proposing that it could include partners being chosen from distant family, or from the same religious tendency, or from the parents close business contacts. According to a research conducted by Overall and Nichols (2001), the U.K. Asian population, particularly within the Pakistani communities, tends to have high levels of consanguineous unions which are correlated with high rates of morbidity and mortality (Darr and Modell 1988; Terry et al. 1985; Bundey et al. 1991 as quoted in Overall Nickols, 2001). It is not unusual to observe a proportion of first-cousin marriages of around 50% (Darr and Modell 1988). Modood et al. argue that the Asian older generation prefers marriages to be arranged by families within the clan or extended family and that love marriages were not the most appropriate way of finding a life-partner. The most frequent argument supporting this view was that love marriages are equated with high levels of divorce. Arranged marriages are seen as diminishing the likelihood of divorce because the partners are chosen for their compatibility and suitable family backgrounds (Modood et al. 1997). According to most researchers there is a continuing prevalence for high rates of intercontinental and intra-caste marriages (over 50%) between British Pakistani spouses and brides or grooms in Pakistan (Charsley, 2003; Shaw, 2001). It is suggested that the pressure for such marriages is apparently exerted by close relatives in Pakistan who use marriage as a route for their children to migrate legally to Britain. According to recent research, however, the spouses marrying into Britain often suffer isolation, and have poor employment prospects (Charsley, 2003). Furthermore, most Pakistani children are compliant and agree, however reluctantly, to cousin and intercontinental marriages (Jacobson, 1998). The Home Office statistics show an influx of 15,000 prospective marriage partners (male and female) from the Indian sub-continent arriving in Britain in 2001 alone, the vast majority arranged by parents for their British-born children (Werbner, 2005). Charsley (2003) reports that, in 2000, there were 10,000 people both men and women, who married into Braitian. Werbner (2005) explains this phenomenon by arguing that Islam permits marriage with a wide range of close kin and affines, and according to recent researches, the majority of Pakistani marriages continue to take place within the biradari; a local agnatic lineage and, more widely, an ego-focused kindred of traceable affines and consanguineous kin. She argues that this notion of biradari helps mediate between kinship, locality and zat (caste), and that such biradaris are ranked and reflect class and caste status in the Pakistani society (Werbner, 2005). Darr and Modell (1988) conducted a research that carried inculcated an enquiry answered by 100 randomly selected British Pakistani mothers in the postnatal wards of two hospitals in West Yorkshire, Bradford, showed that 55 were married to their first cousins, while only 33 cases had individuals whether their mother had been married to her first cousin. Darr and Modell argued that there results indicated an increasing rate of consanguineous marriage in the relatively small group studied, contrasting with the decreasing rate which was observed in some other countries. They had enquired 900 women in hospitals in Lahore, Pakistan, in 1983 showing 36% first cousin marriages, 4% first cousin once removed, 8% second cousin, and 53% unrelated (of which 25% were in the Biraderi (same kinship). These figures are almost identical with those reported in Britain for the grand parental generation (who were married while they were in Pakistan), and supported their conclusion that the frequency of c lose consanguineous marriage was increasing among British Pakistanis (p. 189). According to another research by Modell (1991) both in Pakistan and the UK about 75% of marriages are between relatives, but the frequency of closely consanguineous marriage has increased with migration, about 55% of couples of reproductive age in England being married to a first cousin. In many cases the relationship is closer than first cousins because of previous consanguineous marriages in the family. The proportion of cousin marriages is likely to fall but the absolute number will increase, at least for the next generation, because the population is growing. According to the results of a study by Alam Husband (2006), Muslims comprise the UKs largest religious minority, and are the object of analysis and concern within various policy arenas and popular debates, including immigration, marriage and partner selection, social cohesion and integration. Their research analysed experiences and narratives from 25 men aged 16 to 38, their accounts shedding light on what it means to be a Bradfordian of Pakistani and Muslim heritage. It also highlighted the policy context surrounding the mens attitudes toward various facets of their lives, including marriage, family, work, the city in general, and the neighbourhood in which they lived. Alam Husband concluded that although there were some generational continuity of cultural values and norms, several significant changes were also simultaneously taking place. Shaw (2001) began his study by supposing that in the 1990s, forty years after Pakistani migration to Britain began, the rate of consanguineous marriage among British Pakistanis would show signs of decline, as the urbanized and British-educated descendants of pioneer immigrants adopt the values of many contemporary Westerners and reject arranged marriages. However, on the contrary based on the statistical data he gathered, he saw that Pakistani marriage patterns showed no such clear trend, and instead there was some evidence that, within certain groups of British Pakistanis, the rate of first-cousin marriage had increased rather than declined. The study offered an analysis and interpretation of a high rate of marriage to relatives, especially first cousins, in a sample of second-generation British Pakistanis. It argued that the high rate of such marriage is not a simple reflection of a cultural preference. The research also underlines the inadequacy of a blanket category Pakistani in relation to marriage patterns and choices. Shaw suggested that certain variations in region of origin, caste, socio-economic status, and upbringing must be considered in analysis in order to reveal the processes that have generated this pattern and allowed it to persist. Simpson (1997) claims that in Bradford 50 per cent of marriages are trans-continental, i.e. the partner sare from Pakistan. He has proposed two reasons that help explain the reasons for choosing partners from outside Britain, and has analysed the ways these reasons operate independently or may reinforce each other. Firstly, there is a cultural preference for consanguinity, usually marriage to a cousin, which is prevalent among the Pakistani community. As Sarah Bundey et al. (1990) showed in her research that 69 per cent of Birmingham Pakistani marriages are consanguineous and it is expected that if current researchers were carried out they will show similar levels in Bradford, considerably higher than in Pakistan itself. Simpson (1997) further argues that since emigration from Pakistan to Britain is usually seen as a positive achievement, marriage also functions specifically to fulfil a commitment to improve the family fortunes. He gives the second reason that many Muslim young peopl e in Bradford express a cultural preference for partners with traditional values and that sentiment is echoed by their parents who then arrange or help to arrange their marriage partners from Pakistan. Simpson nevertheless points out that, this trend should not be seen as simply a preference for subservient wives albeit this may be true for some. He further points out that there is qualitative evidence that some young Muslim women see men with traditional values from Pakistan as providing a more secure family future than the more liberal friends with whom they have grown up in Bradford. This Simpson points out may coincide both with the strong Muslim and the strong Pakistani identities that are noted among Bradford young women, based on researchers by Kim Knott and Sajda Khokher (1993) and by Kauser Mirza (1989). Modood and Berthoud (1997) carried out a research to show that among ethnic minority groups 20 per cent of African-Caribbeans

Economics †monopoly Essay

A monopoly is an enterprise that is the only seller of a good or service. In the absence of government intervention, a monopoly is free to set any price it chooses and will usually set the price that yields the largest possible profit. Just being a monopoly need not make an enterprise more profitable than other enterprises that face competiton the market may be so small that it barely supports one enterprise. But if the monopoly is in fact more profitable than competitive enterprises, economists expect that other entrepreneurs will enter the business to capture some of the higher returns. If enough rivals enter, their competition will drive prices down and eliminate monopoly power. Why do economists object to monopoly? The purely â€Å"economic† argument against monopoly is very different from what noneconomists might expect. Successful monopolists charge prices above what they would be with competition so that customers pay more and the monopolists (and perhaps their employees) gain. It may seem strange, but economists see no reason to criticize monopolies simply because they transfer wealth from customers to monopoly producers. That is because economists have no way of knowing who is the more worthy of the two parties—the producer or the customer. Of course, people (including economists) may object to the wealth transfer on other grounds, including moral ones. But the transfer itself does not present an â€Å"economic† problem. Rather, the purely â€Å"economic† case against monopoly is that it reduces aggregate economic welfare (as opposed to simply making some people worse off and others better off by an equal amount). When the monopolist raises prices above the competitive level in order to reap his monopoly. Profits, customers buy less of the product, less is produced, and society as a whole is worse off. In short, monopoly reduces society’s income. The following is a simplified example. Consider the case of a monopolist who produces his product at a fixed cost (where â€Å"cost† includes a competitive rate of return on his) of $5 per unit. The cost is $5 no matter how many units the monopolist makes. The number of units he sells, however, depends on the price he charges. The number of units he sells at a given price depends on the â€Å"demand† schedule shown in Table 1. The monopolist is best off when he limits production to 200 units, which he sells for $7 each. He then earns monopoly profits (what economists call â€Å"economic rent†) of $2 per unit ($7 minus his $5 cost, which, again, includes a competitive rate of return on investment) times 200, or $400 a year. If he makes and sells 300 units at $6 each, he earns a monopoly profit of only $300 ($1 per unit times 300 units). If he makes and sells 420 units at $5 each, he earns no monopoly profit—just a fair return on the capital invested in the business. Thus, the monopolist is $400 richer because of his monopoly position at the $7 price. Table : 1 Price Qty. Demanded Monopoly Profit/Year 7 200 400 6 300 300 5 420 0 The main kind of monopoly that is both persistent and not caused by the government is what economists call a â€Å"natural† monopoly. A natural monopoly comes about due to economies of scale-that is, due to unit costs that fall as a firm’s production increases. When economies of scale are extensive relative to the size of the market, one firm can produce the industry’s whole output at a lower unit cost than two or more firms could. The reason is that multiple firms cannot fully exploit these economies of scale. Many economists believe that the distribution of electric power (but not the production of it) is an example of a natural monopoly. The economies of scale exist because another firm that entered would need to duplicate existing power lines, whereas if only one firm existed, this duplication would not be necessary. And one firm that serves everyone would have a lower cost per customer than two or more firms. Whether, and how, government should regulate monopoly is controversial among economists. Most favour regulation to prevent the natural monopoly from charging a monopoly price. Other economists want no regulation because they believe that even natural monopolies must face some competition (electric utilities must compete with home generation of wind power, for example, and industrial customers can sometimes produce their own power or buy it elsewhere), and they want the natural monopoly to have a strong incentive to cut costs. Besides regulating price, governments usually prevent competing firms from entering an industry that is thought to be a natural monopoly. A firm that wants to compete with the local utility, for example, cannot legally do so. Economists tend to oppose regulating entry. The reason is as follows: If the industry really is a natural monopoly, then preventing new competitors from entering is unnecessary because no competitor would want to enter anyway. If, on the other hand, the industry is not a natural monopoly, then preventing competition is undesirable.

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n k m Module Study Guide Global Business Practice West London International Business School West London International Business School Global Business Practice Module Study Guide |Module Code |MS70069E | |Level |7 | |Credits |20 | AY2012-2013 Version No 01  © UWL 2012 Global Business Practice Module Study Guide Contents |Page No. | |Module Leader and Teaching Team Details | | | | | |Facts and figures | | | | |Section A Overview and Content | | |1 Welcome and Introduction to the Module |5 | |2 Administrative and Technical Support | | |3 Timetable/Venue/Rooms | | |4 Student Support and Guidance |6 | |5 Content of the Module |8 | |6 Aims of the Module | | |7 Learning Outcomes | | |8 Learning Resources |10 | | | | |Section B Assessment and Feedback | | |9 Assessment: General Information |11 | |10 Details of Assessment | | |11 Summative Assessment Grid |14 | |12 Statement on Plagiarism | | |13 Evaluation of the Module | | |14 Personal Development Plan (PDP) | | |15 Frequently Asked Questions (FAQ) | | | | | |Section C Module Programme | | |16 Guide to Learning Sessions |15 | | | | Module Leader and Teaching Team Details Module Leader |Roger Cook | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |roger. [email  protected] ac. uk | |Phone |0208-231-2470 | |Location |Paragon – Annex | Module Tutor |Alex Dalzell | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |alex. [email  protected] ac. uk | |Phone |0208-231-2130 | |Location |Paragon – Annex | Module Tutor |Jessie Ren | |Field and School |Strategy, Marketing & Supply Chain Management, | | |West London International Business School. | |Email |[email  protected] ac. uk | |Phone | | |Location | | Facts and Figures Module Code |MS70069E | |Level |7 | |Credits |20 | | | | |Total Guided Learning Hours |200 | |Consisting of: | | |Teaching Contact Hours |42 | |Guided Independent Study Hours |158 | | | | | | | |Assessment: | | |Percentage of final marks assessed by: | | | | | |Coursework |100% | | | | Section A Overview and Content Welcome and Introduction to the ModuleWelcome to this Level 7 module: Global Business Practice. This is a core compulsory module for all the Business and Management Masters programmes within the West London International Business School. The module examines the shifts occurring globally in production patterns, economic activity, and industry evolution. The changing contours of the global economic map reflect new trends in production, trade and FDI and increasing complexity in the global economy. Much of this change is technologically driven which particularly impacts on financial services and flows of capital. This drives the need for businesses to innovate in production, supply, distribution and marketing processes.Corporate architectures are also shifting and the module examin es emerging transnational corporations, looking at why and how TNC’s develop and their relationship to the nation states in which they operate. The state’s role as competitor, collaborator, regulator and container is examined, together with the dynamics of the bargaining processes between the Nation State and the TNC. The module also develops an understanding of Governance issues and CSR for TNCs, and how issues of people, profit and planet interrelate. 2Administrative and Technical Support The administrators for the module are Jackie Forbes-Steers and Susan Broomfield. (TC375) 3. Timetable/Venue/Rooms Rooms as per Masters programme timetable. 4. Student Support and Guidance West London Online (Blackboard)All the key information you require to complete this module will be made available through West London Online (Blackboard). Please check the module site regularly for additional resources or information made available while the module is running. Updates or changes wi ll be communicated to you via Blackboard announcements and/or email – so please also ensure that you check your student email account regularly. Help and support There are Help Pages at http://uwl. ac. uk/westlondononline – these provide guidance for all students in making use of the University's online learning platforms. All technical issues with Blackboard, Turnitin and PebblePad should be reported to the IT Service Desk. You can do so by: †¢ Talking to staff in any IT Suite or Library Calling 0300 111 4895 (internal phone extension 4895) †¢ Emailing [email  protected] ac. uk Learning Support Learning Support is free and available to all UWL students. Your first point of contact for any enquiry about support available for writing, maths, structuring essays, revision techniques, or any other support you require with academic skills is learning. [email  protected] ac. uk . You will also find online self-help and self-tests on academic writing, plagiarism , grammar and punctuation and time management. This is available at Study Support Online. Look for the link to Study Support Online when you log on to West London Online (Blackboard) http://online. uwl. ac. uk .The University also offers you the opportunity to test and improve your own academic skills at leisure, in your own time. This test is free and available for the duration of the course. It can be found on the Study Support Online community inside West London Online (Blackboard). Look for the link to Study Support Online when you log on at http://online. uwl. ac. uk One-Stop-Shop Students can benefit from a variety of support services during their studies. The One-Stop-Shop offers professional services which are free, impartial and confidential. They offer information, advice and guidance to students in a variety of ways e. g. face to face, telephone, email, Skype.They aim to answer all your questions, or direct you to someone who you can talk to. They are located on Ground Fl oor, C Block, St. Mary’s Road, Ealing with a satellite service to Paragon and Reading, including drop-in sessions (these are advertised on each site). Opening hours:Monday to Thursday9. 00 to 5. 00pm Friday10. 00 to 5. 00pm For further information on each area go to: http://www. uwl. ac. uk/students/Support_for_students. jsp Email: [email  protected] ac. uk Telephone: 020 8231 2573 / 2991 / 2739 The University Library The University Library provides a wide range of services, resources, advice and help to support teaching, learning and research across the institution.There are two physical libraries: †¢ The main campus Library in St Mary’s Road, which comprises of four floors †¢ The Health Library on the second floor of Paragon House †¢ There is also a virtual library at the Berkshire Hub providing access to all our e-resources and which is fully supported with professional Library and IT help and advice. All students are automatically members of the Li brary. The Unique card is also the Library card, and borrowing rights are automatically set according to course and status. Self-service machines are available at all Libraries, allowing for independent borrowing when service desks are not staffed.The Academic Support Librarians provide help and support throughout the learner journey, running training sessions on a regular basis on topics such as Reworks and referencing, or database search strategies, and offering one-to-one advice on finding detailed resources for assignments by appointment. Further information including opening hours and contact details is available at: http://library. uwl. ac. uk/use/sites/opening_hours. html 5. Content of the Module 1. Global shift: Introduction to scope of the module Nature and scope of globalisation: Economic shifts, production patterns, and TNC activity. The role of information technology in economic transformation and product and process innovation. Geographies of technological innovation. 2 .Complexity in the global economy Features, actors and characteristics. Unravelling complexity Global shift: Changing contours of global economic map: production, trade and FDI. 3. Transnational corporations Why and how TNC’s develop. Internal and external networks. Structural types. Global and multinational business models. 4. Role of the state State’s role as competitor, collaborator, regulator and container. Bargaining processes between the State and TNC’s. 5. Governance and CSR for TNC’s States, Institutions, and issues of Corporate Governance. TNC’s and CSR. Ethics in International Business 6. International Trade Theory Benefits of Trade Patterns of Trade.Instruments of trade Policy 7. Foreign Direct Investment Trends, directions, shifting ideologies 8. Regional Economic Integration The case for / against its development. Implications for international companies. 9. Global monetary system Functions of foreign exchange market. Functions of Glob al Capital Markets 10. Global logistics and international trade Logistics and international trade. Procurement and outsourcing. 11. Global food industry Food supply and production processes. Corporate strategies in the food industry. 12. Production and Supply Chain Strategies Lean production. Supply chain strategies Agile supply chains / mass customisation. 13.Global fashion industry Clothing supply and production processes. Corporate strategies in the clothing industry. 14. Global car industry Car supply and production processes. Corporate strategies in the car industry. 6. Aims of the Module 1. Highlight a range of pertinent issues appropriate to the understanding and analysis of global business developments and shifting economic activity and power. 2. Examine the role of supply chain management within the global economy as a whole. 3. Examine the role of TNC’s supply chain management within the growth of the global economy. 4. Highlight the importance of sustainability wit hin global business models. 5.To explore issues relating to global institutional governance and corporate social responsibility and business ethics in the global economy. 7. Learning Outcomes 1. Critically evaluate key issues appropriate to the role and power of TNC’s. 2. Identify the main factors related to effective global supply chain management. 3. Conceptualise the role of sustainable business models in the global economy. 4. Debate the importance of CSR and ethics in international business. 5. Research the likely winners and losers in a shifting global business environment. 6. Critically evaluate key issues appropriate to global economic shifts. 8. Learning Resources Library Services (including e-resources)UWL’s Library Services offer the best possible learning environment, with one of the largest, electronic collections of resources in the higher education sector. We have invested heavily in updating our traditional library and computing facilities. They provide workstations offering full internet access. There is also an extensive collection of electronic databases covering virtually all subjects. The libraries hold a substantial stock of specialist books and journals, housed in a combination of open and private study areas. There is also a wireless network available for personal laptops within each library. Support staff at each library can help you get the most from the resources, and subject-specialist librarians can help with more detailed research queries.Self-issue machines for book loans in/out of service hours are available in Ealing and Brentford. UWL is a member of the Society of College, National and UK Libraries (SCONUL), and M25 Libraries consortia. These organizations allow access to other HE institutions’ libraries and specialist libraries within London and throughout the UK. Student learning resources Essential Reading: †¢ Dicken,P (2009) Global Shift, London: Sage †¢ Hill,C. (2012) International Business: Competing in the Global Marketplace Maidenhead: McGraw Hill Other recommended texts (Relevant chapters will be used in the module for specific topics): †¢ Crane and Matten (2010) Business Ethics, Oxford De Wit and Meyer (2010) Strategy, an international perspective, C-Engage †¢ Mangan et al, (2011), Global Logistics & Supply Chain Management, Wiley Other useful texts (these provide useful additional reading and plenty of examples): †¢ Christopher, Martin (2011), Logistics & Supply Chain Management, Prentice Hall †¢ Hargroves, K. C & M. H. Smith (2006), The Natural Advantage of Nations London: Earthscan. †¢ Malin, C (2010), Corporate Governance, Oxford: OUP †¢ Tricker, (2012) Corporate Governance, Oxford: OUP †¢ Sandel, M. J (2009), Justice, London: Allen Layne. †¢ Singer, P (2002), One World, Melbourne: Text. †¢ Starkey, R & R. Welford (2005), Business and Sustainable Development, Earthscan.Blackboard: The UWL e-learning platform contain s all the module material including the module study guide, lecture slides, tutorial commentary and links to useful websites. Section B Assessment and Feedback 9. Assessment: General Information Assessment for the module consists of coursework weighted at 50% and a final assignment weighted at 50%. The pass mark for the module is 50%; in addition a minimum of 50% must be obtained in both pieces of assessment. 10. Details of Assessment Assessment 1 Briefing: 1. The purpose of the essay is to ascertain how companies may best be structured and organised to conduct international business activities 2.Your work should evidence a clear understanding of the respective nature and roles of TNC’s and Nation states and the tensions that exist in their respective powers, influence and operations. 3. You should display evidence of current debates and also consider the changing contours of global business practice in coming years. 4. You should also make reference to the role and influence of global institutions ( such as WTO and the World Bank ) and C. S. O’s. 5. Your work should evidence an understanding of Institutional Governance and C. S. R. 6. You will be marked on your argument and on the quality of supporting evidence and examples, not on your opinion which may be freely expressed, but should be justified in your discussion. Assessment 2 Briefing: 1.Your work should evidence a clear understanding of international trade and supply chain management in your chosen transnational company. You will need to consider: a. The procurement of raw materials / materials / components / sub-assemblies / services. b. An overview of the production/ service processes used by the transnational company should make reference to lean production/ service techniques. c. You will also need to describe the distribution of finished products to the market. 2. Your report should be supported by appendices giving a supply chain diagram(s) and a table giving key economic / financial data relating to the status of your chosen transnational companies international trade. 3.You will be marked on your understanding and analysis of the economic and supply chain strategies employed by your trans-national company and also by the use of models and concepts to illustrate economic and supply management issues. ASSESSMENT GRID |Organisation / Coherence and Clarity of | | | | | |Expression |25 |0 – 8 |9 – 17 |18 – 25 | |Introduction. | |Poorly organised as well as |Reasonable structure with some|Very good structure with a clear| |Clear and logical structure. |broadly illogical structure |consistent and logical |and logical structure as well as| |Presentation. | |with unjustifiable |conclusions. Presentation of |reasonably deduced conclusions. | |Relevant issues discussed. | |conclusions. |a reasonable standard. |Excellent presentation. | |Soundly based conclusions. | | |Comments clear enough though |Fluent commentary with excellent| |References and qu ality of academic | |Poor spelling and grammar as |there remains room for |spelling and use of grammar. | |literature. | |well as vague comments with |improvement | | |Clear, articulate and fluent expression. |little or no insight into the | | | |Accurate spelling and grammar. | |real issues. | | | | | | | | | |Content |25 |0 – 8 |9 – 17 |18 – 25 | |The contents must be relevant | |Incorrect application of |Reasonable application of |Very good application of | |Application of theory to practice. | |concepts and principles. |theoretical concepts. |concepts and principles. | | | | | | | | | | | | |Level of Analysis and Synthesis |25 |0 – 8 |9 – 17 |18 – 25 | |Clear, critical, incisive analysis and | |Largely a descriptive exercise|Some evidence of critical |Clear evidence of critical and | |comment well integrated and evaluated as | |with little or no meaningful |analysis with some evidence of|incisive analysis well | |appropriate. | |analy sis. |evaluative and synthesised |integrated into the work as well| | | | |work. |as relevant evaluation and | | | | | |synthesis. | | | | | | |Application of Methodology |25 |0 – 8 |9 – 17 |18 – 25 | |Choice of models and concepts to | |Largely inappropriate choice |Reasonable choice of models |Excellent selection of models | |illustrate economic and supply management| |of models and concepts. |and concepts for the most part|and concepts, clearly and | |issues. | | |though not always convincing |convincingly applied and | | | | |in application. |explained. | 11. Summative Assessment Grid |Type of assessment |Module learning |Word |Due date (week |Threshold |Pass |Weighting | | |outcomes |count or equivalent |no. | |Mark | | |Individual management |2,3,5,6 |2,000 |15 |35% |50% |50% | |report: TNC economic & | | | | | | | |supply chain management | | | | | | | 12. Statement on Plagiarism Plagiarism is defined as the presentation by a student of work for asses sment which is not his/her own, in the sense that all or part of the work has been copied from that of another person (whether published or not) without attribution, or the presentation of another's work as if it were his/her own.Any student who knowingly permits another student to plagiarise his/her own work will also be regarded as having breached the General Regulations. Self-plagiarism can also occur if a student does not reference their own, previous, work. See also: Student Handbook Section 3. University Regulations and Student Code of Conduct For further advice on plagiarism go to the UWL website: http://www. uwl. ac. uk/students/current_students/Advice_to_students_on_plagiarism. jsp As detailed in Section 4 above, the Learning Support Team are available to help with any issues you may have with academic writing and referencing. 13. Evaluation of the Module The module will be evaluated on line by students. 14. Personal Development Plan (PDP) Not relevant to postgraduate stude nts 15.Frequently Asked Questions (FAQ) This is a new module, any queries to be answered in seminars Section C Module Programme 16. Guide to Learning Sessions |Theme Number |1 | |Theme |Introduction | |Key concepts / issues |Overview of global business development: economics, | | |production patterns, CSR and TNCs. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapters 1, 4 | |Background Reading |Hill – Chapter 1 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill: Starbucks( p. 36,7) | | |Healthcare (p. 2) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |2 | |Theme |Global Shift | |Key concepts / issues |Changing contours of global economic map: Features, actors | | |and complexity | |Delivery metho d |Lecture/Tutorial. | |Formative assessment opportunities Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assignments | |Essential Reading |Dicken – Chapter 2,3 | |Background Reading |De Wit & Meyer – Chapter 1 | |Independent Study |Read in Hill:Indonesia (p:64) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |3 | |Theme |Transnational corporations | |Key concepts / issues |Why and how TNC’s develop. Internal and external networks. | | |Structural types. Global and multinational business models. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 5 | |Background Reading |Hill – Chapter 14 | | |De Wit & Meyer – Chapter 10 | |Independent Study |Read in Hill:Microsoft (p. 484,Tata:615) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |4 | |Theme |Role of the state | |Key concepts / issues |State’s role as competitor, collaborator, regulator and | | |container. | | |Bargaining processes between the State and TNC’s. | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Dicken – Chapter 6 | |Background Reading |Dicken – Chapter 7 | |Independent Study |Read in Hill:Japan (p. 5) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |5 | |Theme |Governance and CSR for TNC’s | |Key concepts / issues |States and issues of Institutional Governance. TNC’s and | | |CSR. Ethics in International Busi ness | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to summative assessment |Final assessment. | |Essential Reading |Dicken – Chapters 15,16,17 | |Background Reading |Hill – Chapter 5 | |Independent Study |Read in Hill:Etch a Sketch (p. 72) | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |6 | |Topic |International Trade Theory | |Key concepts / issues |Benefits, Trends, directions, political economy and | | |instruments of policy | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 6 | |Background Reading |Hill – Chapter 7 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |7 | |Theme |Foreign Direct Investment | |Key concepts / issues |Trends, types ,and theories | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 8 | |Background Reading |Hill – Chapter 15 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |8 | |Theme |Regional Economic Integration | |Key concepts / issues |Case for and against further integrations – implications | | |for TNC’s | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Readi ng |Hill – Chapter 9 | |Background Reading |Dicken – Chapter 14 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |9 | |Theme |Global Monetary system | |Key concepts / issues |Functions of foreign exchange market | | |Functions of Global Capital Markets | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Both assessments | |Essential Reading |Hill – Chapter 10 | |Background Reading |Hill – Chapter 12 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | Theme Number |10 | |Theme |Global logistics | | |and international trade | |Key concepts / issues |Logistics and international trade. | | |Procurement and outsourcing. | | Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Mangan – Chapters 1, 2, 3 | |Background Reading |Hill – Chapters 16, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |11 | |Topic |Global food industry | |Key concepts / issues |Food production processes. Corporate strategies – food | | |industries | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 9 | |Background Reading |Hill – Chapter 15, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |12 | |Theme |Production and Supply | | |Chain Strategies | |Key concepts / issues |Lean production. Agile supply chains and mass | | |customisation. |Delivery method |Lecture/Tutorial. | |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment. | |Essential Reading |Mangan – Chapter 4 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |13 | |Theme |Global fashion industry | |Key concepts / issues |Clothing supply and production processes. Corporate | | |strategies in the clothing industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessm ent |Final assessment. | |Essential Reading |Dicken – Chapter 10 | |Background Reading |Hill – Chapter 5, 17 | |Independent Study |Practice tutorial questions. |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | |Theme Number |14 | |Theme |Global car industry | |Key concepts / issues |Car supply and production processes. | | |Corporate strategies in the car industry | |Delivery method |Lecture/Tutorial. |Formative assessment opportunities |Tutorials questions offer opportunities for formative | | |self-assessment | |Links to assessment |Final assessment | |Essential Reading |Dicken – Chapter 11 | |Background Reading |Hill – Chapter 17 | |Independent Study |Practice tutorial questions. | |Links to Blackboard |Lecture slides and commentary to tutorials will be | | |available on Bb. | ———————– Assessment task: †¢ Essay: ‘The Nation State is d ead, long live the TNC’. Critically assess the changing relationships between TNC’s and nation states. Weighting: 50% Date/time/method of submission: Week 9 Word count or equivalent: 2,000 wordsAssessment criteria & marking grid: see below. Timing of feedback: Week 12. Students will be given written feedback. There will also be verbal collective feedback for the whole group. Assessment task: †¢ An individual Management Report: Analysing how international trade and supply chain strategies are implemented, supported, delivered and developed in a chosen trans-national company agreed with your tutor. Weighting: 50% Date/time/method of submission: Week 15 Word count or equivalent: 2,000 words Assessment criteria & marking grid: see below. Timing of feedback: After Module Assessment Board. There will be an opportunity for students to prepare for the re-sit assignment.