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.

Essay on Colonists Identity - 590 Words

The colonies had developed a strong sense of their identity and unity as Americans by the eve of the Revolution. The Pre-Revolutionary Period showed how the English colonies buckled down and united. They grew into one major entity which was not going to be taken for a fool, especially not by England. nbsp;nbsp;nbsp;nbsp;nbsp;When England engaged in the French and Indian War (1754-1763), the colonies and their mother country joined together to fight the French. The colonies used popular images to entice people to join the war effort. The colonies wanted to move westward into what was then French territory. When England won the war, the colonists were happy because now hey could move west. However, England drew a Proclamation Line†¦show more content†¦They also boycotted good coming from England. The colonies put up a constitutional argument that said that taxation without representation was tyranny. 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