Simple Linear Regression Model

This article considers the relationship between two variables in two ways: (1) by using regression analysis and (2) by computing the correlation coefficient. By using the regression model, we can evaluate the magnitude of change in one variable due to a certain change in another variable. For example, an economist can estimate the amount of change in food expenditure due to a certain change in the income of a household by using the regression model.A sociologist may want to estimate the increase in the crime rate due to a particular increase in the unemployment rate. Besides answering these questions, a regression model also helps predict the value of one variable for a given value of another variable. For example, by using the regression line, we can predict the (approximate) food expenditure of a household with a given income. The correlation coefficient, on the other hand, simply tells us how strongly two variables are related.It does not provide any information about the size of the change in one variable as a result of a certain change in the other variable. Let us return to the example of an economist investigating the relationship between food expenditure and income. What factors or variables does a household consider when deciding how much money it should spend on food every week or every month? Certainly, income of the household is one factor. However, many other variables also affect food expenditure.For instance, the assets owned by the household, the size of the household, the preferences and tastes of household members, and any special dietary needs of household members are some of the variables that influence a household’s decision about food expenditure. These variables are called independent or explanatory variables because they all vary independently, and they explain the variation in food expenditures among different households. In other words, these variables explain why different households spend different amounts of money on food.Foo d expenditure is called the dependent variable because it depends on the independent variables. Studying the effect of two or more independent variables on a dependent variable using regression analysis is called multiple regressions. However, if we choose only one (usually the most important) independent variable and study the effect of that single variable on a dependent variable, it is called a simple regression. Thus, a simple regression includes only two variables: one independent and one dependent. Note that whether it is a simple or a multiple regression analysis, it always includes one and only one dependent variable.It is the number of independent variables that changes in simple and multiple regressions. The relationship between 2 variables in a regression analysis is expressed by a mathematical equation called a regression equation or model. A regression equation, when plotted, may assume one of many possible shapes, including a straight line. A regression equation that g ives a straight-line relationship between two variables is called a linear regression model; otherwise, the model is called a nonlinear regression model. Simple Linear Regression Model This article considers the relationship between two variables in two ways: (1) by using regression analysis and (2) by computing the correlation coefficient. By using the regression model, we can evaluate the magnitude of change in one variable due to a certain change in another variable. For example, an economist can estimate the amount of change in food expenditure due to a certain change in the income of a household by using the regression model.A sociologist may want to estimate the increase in the crime rate due to a particular increase in the unemployment rate. Besides answering these questions, a regression model also helps predict the value of one variable for a given value of another variable. For example, by using the regression line, we can predict the (approximate) food expenditure of a household with a given income. The correlation coefficient, on the other hand, simply tells us how strongly two variables are related.It does not provide any information about the size of the change in one variable as a result of a certain change in the other variable. Let us return to the example of an economist investigating the relationship between food expenditure and income. What factors or variables does a household consider when deciding how much money it should spend on food every week or every month? Certainly, income of the household is one factor. However, many other variables also affect food expenditure.For instance, the assets owned by the household, the size of the household, the preferences and tastes of household members, and any special dietary needs of household members are some of the variables that influence a household’s decision about food expenditure. These variables are called independent or explanatory variables because they all vary independently, and they explain the variation in food expenditures among different households. In other words, these variables explain why different households spend different amounts of money on food.Foo d expenditure is called the dependent variable because it depends on the independent variables. Studying the effect of two or more independent variables on a dependent variable using regression analysis is called multiple regressions. However, if we choose only one (usually the most important) independent variable and study the effect of that single variable on a dependent variable, it is called a simple regression. Thus, a simple regression includes only two variables: one independent and one dependent. Note that whether it is a simple or a multiple regression analysis, it always includes one and only one dependent variable.It is the number of independent variables that changes in simple and multiple regressions. The relationship between 2 variables in a regression analysis is expressed by a mathematical equation called a regression equation or model. A regression equation, when plotted, may assume one of many possible shapes, including a straight line. A regression equation that g ives a straight-line relationship between two variables is called a linear regression model; otherwise, the model is called a nonlinear regression model.

My experience, role and learning support Essay

In accordance to the ethical guidelines written by The British Education Research Association (BERA, 2004), the names of the children and school, where used, have been changed in order to maintain confidentiality and anonymity. My role (Hancock et al. , 2013 p1) States that â€Å"the practice of learning support as carried out by teaching assistants has developed considerably in recent times†. In the nursery I work along side two higher level teaching assistants and the nursery teacher. At this stage of school life, the majority of learning is through play, so we encourage the use of structured, well thought out fun educational games and play either in small groups or on a one to one basis, I carry out structured activities i. e. drawing, writing, crafting and reading, either on a one to one basis or with a small group of usually 4-6 children. I help identify any child or children that may benefit from further one to one help, through keeping well informed observation notes (KU1. 1) (KS3. 1) (PPS4. 3) In my role as classroom assistant in year one, my role is very similar to that of the classroom assistant, Margaret Verrecchie, in reader book 1 (Hancock et al. , 2013, pg4) A classroom assistant) I work along side the teacher and one teaching assistant. I help the teacher in the classroom, prepare resources’ for the session and offer the children extra support with reading and writing, it depends on what the teacher wants and needs and on what she asks me to do. Each day is different, and my duties vary accordingly. (PPS4. 3) (KS3. 1) As a midday supervisor, I work along side 10 other midday supervisors, supervising the children in the dining area and other parts of the school during the lunch time break. I help the children with a variety of tasks such as cutting up food, unwrapping of pack lunches and help teach good eating habits, After the children finish eating, we go to the playground, or if it’s wet play, a classroom, where I supervise the children at play. I ensure pupils keep out of areas that are out of bounds, deal with misbehaviour, reporting any problems that I’m unable to resolve to my duty manager, I attend to all pupils who are sick or injured, ensuring they receive the appropriate medical attention, reporting all accidents in the accident report book, I am aware of my responsibilities under the child protection legislation, reporting any concerns I may have to my senior supervisor or child protection officer. I enjoy this role as it allows me to see the children in a more relaxed environment, giving me the invaluable opportunity to get to know the children, on a more personal level, getting to know their personalities outside of the classroom. As lunchtimes are a great opportunity for the children to burn of f some steam, I try to encourage the children to take part in lots of physical activities like skipping and hoopla hoops. (PPS4. 3) I can personally relate to the parent helper in the (The Open University, 2013) E111 DVD sequence –Pam Crawford is a parent helper with a son who is special needs statemented, In the sequence, Pam states that she originally started to volunteer mainly to support her son, but along the way she decided that being a teaching assistant was what she wanted to be, so started a college course to train to become a qualified teaching assistant, which is exactly the same as why I am doing this course. Framework I provide a varied and broad array of duties and tasks on a daily basis in support to the pupils, the teacher, the school and the curriculum, through performing activities on a one to one basis or as part of a team with my work colleagues. Although they do tend to regularly overlap each other, I offer the four levels of support as suggested in the DfEE framework. (PPS4. 3) To support the pupils I encourage them to act independently in an appropriate way, to interact with each other and engage enthusiastically in all the classroom activities. I try to establish a good relationship with all the pupils, acting as a good role model, being aware of and responding appropriately to all individual needs. I supervise and support all the pupils ensuring their safety and make sure they have access to learning at all times. I help them to develop their skills in listening, to express their feelings and ideas, help them to understand, describe, select and retrieve information, show them ways in which to help with problem solving, communication etc. I also attend to all pupils’ personal needs including social, health, physical, hygiene, minor first aid and general well being. To help support the teacher, I prepare the classroom as and when needed for the lessons then clear everything away at the end of the lesson. I also help display pupils work around the classroom; I keep records as and when asked to do so by the teacher. I also support the teacher by managing pupil behaviour, reporting all difficulties appropriately, to the relevant member of staff. I also gather and report and information to and from parents or careers at the end of the school day and I provide administration duties as and when the teacher requires. To support the school I participate in any training and learning activities and any performance development meetings as and when required, I contribute to the overall ethos of the school, I am aware of and support difference and ensure all pupils have equal access to opportunities to learn and discover and to be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person. To help support the curriculum I help prepare and maintain equipment/resources as directed by the teacher and assist the pupils in their use, also supporting the pupils in using basic ICT as directed by the teacher. I support the pupils in respect to national and local learning strategies e. g. literacy, numeracy, early years as directed by the teacher and help pupils understands instructions that have been given by the teacher. Previous interests and experiences I enjoyed school and took part in lots of school activities like the school productions and the school summer floats at carnival time, I also learnt to play the flute which gained me a place in the school orchestra. I was confident and never had problems making friends, although I did struggle with my school work, but I never let it beat me, I always strived to do my best. I have always been able to take the initiative and have a positive and adaptable personality. I find it easy to fit in with my surroundings and work well as part of a team or on my own. Since leaving school, I’ve worked for various companies, big and small. I’ve been a company administrator for a large company, which built up my confidence working as part of a team which encouraged me to be more efficient with my time as I had to work to strict deadlines, gaining knowledge on company policies and procedures and improving my ICT, and communication skills. I was also a care worker for a care agency where confidentiality was paramount; I went to client’s homes to perform various duties from personal care to shopping and housework. It’s through this job that I learnt skills to encourage people to be independent and carry out simple instructions/tasks. It’s also through this job that I learnt the importance of confidentiality and to keep completely accurate, up to date client observational records. I have three children of my own now and the experiences gained from being a mother, on top of the experiences gained from previous employment and my current employment, has enabled me to make the clear decision that I would like to pursue a career as a teaching assistant as I feel that the skills I’ve gained through life are all relevant to a teaching assistant’s role and skills that I have acquired for life. Key theories and concepts Both Piaget and Vygotsky were instrumental in forming a scientific approach on cognitive development in children. Jean Piaget was one of the first psychologists to reveal that children reason and think differently at different periods in their lives. Piaget considered development went through four stages: Sensori-motor: Pre-Operational: Concrete Operational and the formal Operational stage. The Sensori-motor period (0-2 yrs) is the first stage, as the infants interactions are based on exploring their environment through their senses and abilities, such as grasping and sucking, this also includes practice play as the infant is able to repeat actions continually, but with no intention. The pre-Operational stage (2-7 yrs) is where children’s language is rapidly developed, allowing them to express themselves. They start to use pretend play and parallel play which means children are talking but it is not directed at anyone in particular. The Concrete operation (7-11 yrs) and Formal Operational (11-adult) periods are the third and fourth stages. These are not usually considered in early childhood education but they are still equally important as they are able to think realistically and logically about situations and understand their world (Pulaski. 1980) Vygotsky believes children’s learning of new cognitive skills is guided by an adult or a more skilled child, such as an older sibling, who structures the child’s learning experience, a process Vygotsky called scaffolding. To create an appropriate scaffold, the adult must gain and keep the child’s attention, model the best strategy and adapt the whole process to the child’s developmental level. Vygotsky used this term to signify tasks that are too hard for the child to do alone, but can manage with guidance. Children do seem to follow a certain internal structure, for example grasping and touching, but not all children learn in the same way or at the same pace. A classic example of Vygotskys scaffolding theory can be seen with my two sons, the youngest that at the time was in nappies wanted to use the big toilet like his big brother, so as suggested by Vygotsky, my eldest son used the scaffolding technique. Vygotskys ideas have important educational applications, like Piagets, Vygotskys theory suggest the importance of opportunities for active exploration. But assisted discovery would play a greater role in a Vygotskian classroom than in a Piagetian class: The teacher would provide the scaffolding for children’s discovery, through questions, demonstrations and explanations. To be effective, the assisted discovery processes would have to be within the zone of proximal development of each child (Bee and Boyd, p38. (2009) Cognitive learning is not just internal but also external. Piaget believed that developmental growth was learned in stages. Vygotsky believed that learning was a social and progressive process that did not start or stop at a certain stage or age. A child’s activity plays a key role in the way they learn. I believe that both these theories go hand in hand and that the environmental factors do influence learning behaviours. Training needs My overall aim is to become a qualified teaching assistant, for primary school aged children, which I will gain through completing this course and with the ongoing training I am receiving at work. I aim to develop a better understanding of the ways in which children learn and be more involved in the planning and preparation of lessons. Even though I am a valued member of staff, I still feel that I need to develop my relationships further with professional bodies. I feel I also need to develop my leadership skills further, in order for me to improve my effectiveness in leading pupils through a class activity.

Accountant

How comfortable are you working long hours to achieve success? Working overtime or extra hours will not be a problem for me, because I used to work 10 hours per day and to work overtime to finish some special tasks in my previous Job. Sometimes, I spent my personal time on resolving some potential risks and problems that I found. 2. How eager are you to keep on learning to stay ahead of the curve? I am more than happy to learn in the work place because I value the process of continuous improvement. As long as I was instructed to handle something new in my previous ob, I felt excited and satisfied. The double-loop learning process benefits me from applying new knowledge and techniques to work-related areas and self-reflecting the aspects that I can improve. In addition, I am actively pursuing academic success outside work place. For example, I am the youngest CMA candidate in my CMA session. 3. Can you deal with the income volatility that you will be facing during the first few months? I have no financial problem preventing me from accepting a Job if the income is low at the beginning. I worked as a no pay intern during the first two months in my previous Job. Since I am still young, I never put salary as the top priority in searching for a Job. The thing I concern more is whether this Job can help me to develop my competitive edge or not. 4. How comfortable are you working long hours to achieve success? Working overtime or extra hours will not be a problem for me, because I used to work 10 hours per day and to work overtime to finish some special tasks in my previous Job. Sometimes, I spent my personal time on resolving some potential risks and problems that I found. . How eager are you to keep on learning to stay ahead of the curve? I am more than happy to learn in the work place because I value the process of continuous improvement. As long as I was instructed to handle something new in my previous Job, I felt excited and satisfied. The double- loop learning process benefits me from applying new knowledge and techniques to work-related areas and self-reflecting the aspects that I can improve. In addition, I am actively pursuing academic success outside work place. For example, I am the youngest CMA candidate in my CMA session. 6. Can you deal with the income volatility that you will be facing during the first few months? I have no financial roblem preventing me from accepting a Job if the income is low at the beginning. I worked as a no pay intern during the first two months in my previous Job. Since I am still young, I never put salary as the top priority in searching for a Job. The thing I concern more is whether this Job can help me to develop my competitive edge or not. 7. How comfortable are you working long hours to achieve success? Working overtime 8. How eager are you to keep on learning to stay ahead of the curve? I am more than session. 9. Can you deal with the income volatility that you will be facing during the me to develop my competitive edge or not. 0. How comfortable are you working long some potential risks and problems that I found. 11. How eager are you to keep on youngest CMA candidate in my CMA session. 12. Can you deal with the income 13. How comfortable are you working long hours to achieve success? Working overtime or extra hours will not be a problem for me, because I used to work 10 hours per day and to work overtime to finish some special tasks in my previous Job. Sometimes, I spent my personal time on resolving some potential risks and problems that I found. 14. How eager are you to keep on learning to stay ahead of the curve? I am more than happy to learn in the work place because I value the process of continuous improvement. As long as I was instructed to handle something new in my previous Job, I felt excited and satisfied. The double-loop learning process benefits me from applying new knowledge and techniques to work-related areas and self- reflecting the aspects that I can improve. In addition, I am actively pursuing academic success outside work place. For example, I am the youngest CMA candidate in my CMA session. 15. Can you deal with the income volatility that you will be facing during the first few months? I have no financial problem preventing me from accepting a Job if the income is low at the beginning. I worked as a no pay intern during the first two months in my previous Job. Since I am still young, I never put salary as the top priority in searching for a Job. The thing I concern more is whether this Job can help me to develop my competitive edge or not. 16. How comfortable are you working long hours to achieve success? Working overtime or extra hours will not be a problem for me, because I used to work 10 hours per day and to work overtime on resolving some potential risks and problems that I found. 7. How eager are you to keep on learning to stay ahead of the curve? I am more than happy to learn in the work place because I value the process of continuous improvement. As long as I was instructed to handle something new in my previous Job, I felt excited and satisfied. The double-loop learning process benefits me from applying new knowledge and techniques to work-related areas and self-reflecting the aspects that I can improve. In addition, I am actively pursuing academic success outside work place. For example, I am the youngest CMA candidate in my CMA session. 18. Can you deal with the ncome volatility that you will be facing during the first few months? I have no financial problem preventing me from accepting a Job if the income is low at the beginning. I worked as a no pay intern during the first two months in my previous job. Since I am still young, I never put salary as the top priority in searching for a Job. The thing I concern more is whether this Job can help me to develop my competitive edge or not. 19. How comfortable are you working long hours to achieve success? Working overtime or extra hours will not be a problem for me, because I used to work 0 hours per day and to work overtime to finish some special tasks in my previous job. Sometimes, I spent my personal time on resolving some potential risks and problems that I found. 20. How eager are you to keep on learning to stay ahead of the curve? I am more than happy to learn in the work place because I value the process of continuous improvement. As long as I was instructed to handle something new in my previous Job, I felt excited and satisfied. The double-loop learning process benefits me from applying new knowledge and techniques to work-related areas and elf-reflecting the aspects that I can improve. In addition, I am actively pursuing academic success outside work place. For example, I am the youngest CMA candidate in my CMA session. 21 . Can you deal with the income volatility that you will be facing this Job can help me to develop my competitive edge or not. 22. How comfortable are to finish some special tasks in my previous Job. Sometimes, I spent my personal time on resolving some potential risks and problems that I found. 23. How eager are you am the youngest CMA candidate in my CMA session. 24. Can you deal with the edge or not.

Information System Strategy Essay Example | Topics and Well Written Essays - 3000 words

Information System Strategy - Essay Example Wal-Mart, today has more than 9,600 retail stores in over 30 countries, employing some 2 million employees with 1.3 million in the US alone and annual revenues of approximately $430.349 billion as of 2012. Wal-Mart is an unavoidable and irresistible retail force that, as of the present, has not met any immovable objects. Larger than Tesco, AG, Metro, and Carrefour combined, Wal-Mart is the world’s top retail store (Roberts & Berg, 2012: p26). It ranked first in the Fortune 500 list of the largest organizations by revenues. Its main competitors were Carrefour in Europe that has annual revenues of approximately $121.27 billion, Target Corporations with annual revenues of $68.44 billion, Costco Corporations that has annual revenues of approximately $88.92 billion, as well as variety and discount stores, which have annual revenues of approximately $6.24 billion (Roberts & Berg, 2012: p28). An organizational structure refers to the typically hierarchical framework through which organizations arrange their communication and authority lines, as well as allocate duties and rights, determining the extent and manner to which the roles, responsibilities, and power are coordinated, delegated, and controlled and how the information moves between the various management levels. The structure of an organization is dependent entirely on the strategy and objectives that the organization chooses. In centralized structures, the power of decision-making is concentrated within the management’s top layer and tight control they exercise over divisions and departments that are evident in Wal-Mart’s organizational structure. Since all paths of decision making at Wal-Mart begin from the CEO to the executive and on to the branches, Wal-Mart uses a centralized structure (Roberts & Berg, 2012: p34). The top of their structure is Mike Dune, the CEO, who oversees the executive comm ittee that includes the CFO, CIO, and Executive Vice Presidents. The Board of Directors puts in place the

Assess the hierarchical structure of the court system in England and Essay - 1

Assess the hierarchical structure of the court system in England and Wales. To what extent does the common law doctrine of bindi - Essay Example The England and Welsh courts have a hierarchical structure that is found within both the criminal and civil courts and represents the different levels of authority within the courts. The supreme court of the United Kingdom is considered as the most superior and senior court in the land that is tasked with high ranking litigations and court cases. These courts are tasked with different roles and constitutional functions within the English jurisdiction. Legal systems are guided to a larger extent by judicial precedents and historical rulings on cases which have striking similarity with the cases at hand. Within the English law and precedent, processing of the applicability and quality of a precedential ruling enables the courts to only apply liable legal rulings that bear similarities to their cases. As stated by the doctrine of binding precedents, the rules and legal laws used in arguing the case in reference must be fully studied and used to form an informed basis of whether to apply the precedent or not (Thomas, 2005). In this paper, the legal system of the Wales and England judicial structures will be analysed to provide their roles as enshrined in the English law enactment of the United Kingdom legislative enactment. ... United Kingdom supreme court The United Kingdom Supreme Court is considered as the final court of appeal in the country that is tasked with various roles and responsibilities that has ensured the development of the English law. All cases heard by the court, whether they are appeal in nature must have been referred to it by other courts below it. According to Hondius (2007), the United Kingdom Supreme Court is the ultimate court of appeal in the United Kingdom that is allowed to hear all cases from all the four kingdoms in the union. It thus makes determination of cases brought before it from England, Wales, Scotland and Ireland after the cases have been referred to it by other courts below it. Apart from high profile civil cases, the court is tasked with the determination of high profile cases of public interest and concern which are beyond the jurisdiction of other courts below it. Apart from the general cases considered of great public interest, the court is also tasked with consti tutional interpretation functions especially on cases involving the different kingdoms and their internal governments (Stone, 2009). Appeal courts of England and wales It is considered as the most senior court below the Supreme Court and hears a number of civil cases brought before it by other courts within the land. One of the major roles played by the high court of appeal of England and Wales is the supervision and directional leadership it has over other subordinate courts below (Gillespie, 2007). As a major court within this judicial jurisdiction, the court has three branches tasked with different roles and responsibilities. The Queen’s Bench division, the family division and the chancery division are the

Training Effectiveness Essay Example | Topics and Well Written Essays - 1500 words

Training Effectiveness - Essay Example Employees are supposed to be equipped with some form of expertise such as knowledge, skill and attitudes regardless of the position he/she holds in an organisation. At the same time, it is not necessary that one should have all the expertise that the organisation demands from time to time. He/she may have to equip himself/herself with the current needs of the organisation that strives to maintain its survival amongst its rivals. This calls for imparting knowledge and training to all employees irrespective of the status/position. Training and development has become a necessity in the present day organisation as they have to meet many challenges posed by their environment in general and competitors in particular. Induction training is meant for employees who join the firm for the first time. In fact, the firm is known for its excellence in training programs and its induction training programs is one of the trainings recommended by Retail Industry Awards, 2004 (our people). At this juncture, it is desirable to have a deep knowledge about the training programs conducted by the firm and its effectiveness. The study mainly seeks to investigate how successful are the training programs of the firm to be reflected in the employee performance and organisational development. Employee training and development is one of the fascinating areas for researchers who are interested in exploring new insights from human resource development and workers’ empowerment. Modern organizations have realized that employee performance is a prerequisite for organizational success and as a result training and development programs are vital for organizational survival and success. ... ayeed Omer Bin reveals that business performance depend on high performance, which in turn is depended upon the employee training and development (Sayeed 1998). The present literature review covers only the recent studies and papers that have been published through books and academic journals in and outside the country. In a case based study undertaken by Amitabh Kodwani Deo and Singh Manjari entitled 'Towards Effective Training and Development in Indian Public Sector Enterprises', the authors argue that employee training is an effective tool in improving the individual and organizational performance. The authors further remind that training can result in employee and organizational performance only when the active participation from employees is made and the organization offers a congenial and learning environment Kodwani and Singh (2004). In another case study of S. Sudha to explore the effectiveness of training to the employees and the organization, it is explained that the imparting of training is performance oriented in the sense that training requirement of an employee is determined on the basis of his/her performance at the work (Sudha 2006). The study also finds that training is essential as a learning environment alone can influence the behaviour of employees. Alan Barrett and O'Connell Philip J undertook a study in 2001 to examine the productive effects of training through a survey research. The study includes all types of training such as general training and special training. The authors tried to observe the results of the study after a statistical analysis by which the positive impact of training was tested. It was found that there were no positive impacts on productivity out of specific training (Barrett and O'Connell 2001). C. Ostroff, in his study

English Literature Poetry Essay Example | Topics and Well Written Essays - 1500 words

English Literature Poetry - Essay Example Every religious book of any known religion reveals the contrasting qualities of man and his god. The Bible, the Christian's sacred book, also considered the most read of all literary works, chronicles man's never-ending struggle against sin and how God time and again reclaims him. The books of the bible from Genesis (Old Testament) to Revelation (New Testament) explicitly reveal the condition of man (a sinner) who is destined to die as a consequence of the inherent sin and how God, because of his great love, bore the consequence of sin by dying on the cross. In return, those who repent of their sins and accept God to have power over them will triumph over the consequence of sin. The condition set here is one's recognition of his sinful nature and acceptance that only by the power of God he may be saved. However, those who will harden their hearts and continue in their wicked ways will be chastised. 2 Peter 2:9 clearly states, "The Lord knoweth how to deliver the godly out of temptati ons, and to reserve the unjust unto the day of judgment to be punished:"(emphasis mine).4 That only goes to prove that the same loving God is a just God, who does not leave the unrighteous unpunished. Such is the case presented in Psalm 58, which unveils the nature of the Sovereign God who rules the universe, will establish His just rule on the earth in and through his people whereupon the righteous will prosper and the wicked will suffer. More on this will be discussed later. In this paper, a single thought (justice of God) is given two almost different interpretations. Both centers on the 58th Psalm, one is the King James Version and the other a version by Christopher Smart. As the explanation progresses, we will see two different pictures of the just God, first in the Old Testament, then in the New Testament. First we shall briefly examine the circumstances prior to the creation of this psalm. During the Old Testament times, judges, prophets, priests, and kings are considered God-ordained and empowered individuals, meaning they were not just elected by people, like we do when we need to change the rulers of the state, but are given inspiration by God to prophesy, to judge or to rule. They are political leaders to whom the Israelites looked up to and fulfill specific roles at a given time. A number of prophets were raised to speak for God, act on His behalf, and communicate His message courageously to the nation of Israel. Among them are Moses, Elijah, Samuel and Elisha, Isaiah and Jeremiah. The judges, on the hand, were used to deliver chastised Israel from the various enemies God permitted to oppress them during the first centuries in the land. Israel's priests fulfilled a more political role, whereas earlier they had led in the more religious sense - in worship, sacrifices and so on. David, was anointed king by Samuel while he was still a shepherd boy to reign after Saul, the first king of Israel, dies. I Samuel records how Saul transgressed against God when he disobeyed God's commission for him to utterly destroy the Amalekites. Instead he spared Agag, the king of the Amalekites, and took the best of the plunder.5 This incident incited Samuel to anoint David as

Improve Healthy Environment Zen Hair and Spa Research Paper

Improve Healthy Environment Zen Hair and Spa - Research Paper Example The concern has also been identified as a potential health hazard, especially to the attendants who are always in the shop. Objectives Application of artificial nail products is associated with environmental impacts that include emission of dust, vapor, and scent. The products use has also been associated with presence of bacteria. As a result, there is a normally developed irritation felt in the nose, throat, eyes, and the skin leading to discomfort. This has been the reason for the customers’ complaints. I therefore propose that we implement ventilation system that can improve healthy environment at the store. Planning The nature of work in a nail salon calls for measures to ensure health safety of all the people who may be exposed to the chemicals and the emissions within the shop. The environmental protection regulations therefore recommend that appropriate steps be taken in order to regulate possible contact with the used chemicals and their vapor. An exhaust system that drains vapor and dust from worktables is therefore recommended. Similarly, application of appropriate â€Å"room air cleaning devices† are required in every enterprise that operates a nail salon. A properly modeled and properly functional ventilation system is a necessity towards ensuring that people in the shop are protected from possible health hazards. EPA regulations further recommends that proper clothing be ensured while in the nail shops and that, chemical containers are tightly fixed to eliminate chances of possible infiltration of the immediate atmosphere by vapors and dusts from the chemicals. Proper cleanliness is also emphasized (EPA, P. 3-8). One of the equipments that Zen can use in order to reduce and possibly eliminate air pollutants in its workshop is â€Å"salon pure air I† (Salonpureair, p. 1). The equipment, like its alternative â€Å"Salon Pure Air II† costs about 950 dollars and has available accessories (Salonpureair, p. 1). An alternative to the salon pure air equipment is the Salon air purifier that is designed to ensure â€Å"healthy and comfortable environment† for personnel and customers in a nail salon. The salon air purifier is highly regarded for it quality services and is a favorite among magazine readers. It costs about 850 dollars and it is portable besides its capacity to operate without breaks. It efficiently filters out â€Å"nail dust, hair clippings, pollens, bacteria, mold spores, and other airborne dust debris† besides eliminating chemical fumes and smells during salon services (Aerovex, p. 1). Sunflower II is another air cleaner option that is available at only 218 dollars (Aerovex1, p. 1). The organization should therefore purchase and install one of these equipments to facilitate cleanliness and health safety in its shop. Due to product standardization, these equipments can be obtained from any reliable supplier. Aerovex systems company is particularly reliable due to its establishm ent, pricing and after sales services. Zen should therefore purchase Salon Air purifier. This is because while the equipment, being sold at 850 dollars, is less expensive as compared to Salon Pure air, its operational features such as portability, filtration and elimination of vapors are efficient in maintaining health safety in the salon (Aerovex1, p. 1). Responsibilities The nature and impacts

The US Exports Alot of Electronic Waste to Poorer Countries Essay

The US Exports Alot of Electronic Waste to Poorer Countries - Essay Example e, developing countries, well aware of involved environmental and health hazards, continue to import e-waste partly for cash, partly for reuse and /or recycling, and partly for acquiring "latest" technology at affordable prices. The United States, who refused so far to ratify Basel Convention, remains worlds biggest e-waste producer. China, India, Ghana, and Nigeria come at the receiving end. There has been efforts in the United States in order to impose stricter regulations on manufacturers of electronic products, especially given existing lax regulations overseen by Environmental Protection Agency. One such effort is a legistlation by Congressman Mike Thomson, notwithstanding criticisms. Aside from illegality of dumping e-waste on developing nations, European countries have, at least in theory, much more stricter rules and regulations on e-waste exportation comapred to the United States. A range of possible solutions has been proposed by non-for-profits, most prominently, Basel Action Network, a Seattle-based environmental group, as well as by experts in electronics manufacturing. Among solutions are suggestions to impose and enforce stricter regulations on e-waste products and to create-waste recycling programs (such as Dell and Apple did) in order to ensure a products lifecycle is managed in accordance with international environmental, health and safety

Tesco Essay Example for Free

Tesco Essay Introduction This report will discuss the downturn in Tesco’s profits and will describe the contribution of the key business functions to the changes implemented in the organization. (Finance, Marketing, Operations, and Human Resources). Also, it will explain the key stakeholders of the organization and the key issues in managing stakeholders. Furthermore, it will include a SWOT analysis and a Power and Interest Matrix about Tesco. Business functions In the case study of Tesco, it is stated that they will appoint more staff to win their customers back. This step is related to Human Resource Management. HRM is activity, which include recruitment and defining the organization’s demand for skilled staff. â€Å"HRM includes the training and development of existing staff along with the recruitment of new staff.† (Capon 2009, p195). HRM is concerned with the overall strategic contribution of people to the organization. This involves developing policies on how to recruit, reward, and retain people. Moreover, HR department is about the contribution of the employees to the organization and what are their skills, abilities, and career development needs. The key activities of HRM are Recruitment and Selection, Performance, Learning and Development, Appraisal and Rewards. The changes in HRM will help Tesco to overcome the downturn in the most effective and efficient way due to the fact that when there is a strong motivation and enthusiasm to achieve your goals and know how to run your own business it is highly possible to become more competitive on the market and to be a leader in the market place. To increase their revenues, organizations such as Tesco rely on changes in one main area, in our case – changes in HRM. With this step, Tesco managed to returns its profits and moreover, to increase them with nearly 18% at  £1.1bn. For chain as Tesco it is exquisitely important the Operations Performance. The five performance objectives, which affect Tesco, are Quality, Speed, Dependability, Flexibility, and Cost. Firstly, quality means high ‘specification’ of a product or service and it is important for Tesco to have ‘quality’ products in their shops. â€Å"Speed indicates the time between the beginning of an operations process and its end.† (Slack, Lewis 2008, p38). Dependability is to give to the customers a delivery time. Flexibility is essential for the quick and efficient response to the customers demand. The last and the most important performance objective is Cost. It is important for the retailers because the lower the cost of producing the products or services, the lower they can sell it to the customers. The third business function related to Tesco is marketing. Marketing is about understanding the costumer’s needs and succeed to satisfy their wants and needs. It is a functional activity, which is focused mainly on customers, and will they purchase and continue to purchase the certain product or service. â€Å"Because the purpose of business is to create and keep customers, it has only two central functions – marketing and innovation. The basic function of marketing is to attract and retain customers at a profit. â€Å"(Jobber 2010 cited Drucker, p3). Marketing explains that to retain the existing costumers is easier than to attract new ones. The marketing mix is important for Tesco because it covers and explains five different aspects. The marketing mix is composed of Product, Price, Place, Promotion, and People. Firstly, the product is something that you will sell to the customers so it has to be successfully launched. The second P is price and it can be different- can be reduced or increased. Promotion is about introducing your product, how you will launch it on the market. The certain product can be promoted and advertised in different ways, through press, television, radio, magazines, internet. The promotional activities for supermarket such as Tesco can be loyalty card s for getting extra points. The fourth P is Place and it ensures the delivery of the product at right time and in the right place. The last key business function, which affects Tesco, is Finance. Finance is related to usage of the finance by the organization and how the finance is managed in the certain enterprise. Because of the growing competition and the growing demand for internet shopping, Tesco started changing its marketing mix from a traditional to a more modern model. Instead of considering only physical placing the products, Tesco needs to devise reliable internet positioning of the products, which could be supported by effective e-marketing and guaranteed efficient delivers. The product life cycle is very useful for Tesco because it allows to determine the stage of your business and if it is prosperous. The product life cycle is the period of time in which a product or service lasts. Over the course of this cycle, there are five stages: Introduction, Growth, Maturity, Saturation and Decline. SWOT Analysis Strengths Weaknesses Tesco has very solid position in the global market It is a powerful retailer brand It is the winner of the Retailer of the year 2008 By creating a loyalty card they achieving loyal customers Tesco was trying to gain a new markets such as books and it was unsuccessful due to the fact that there are already approved shops Finance profit levels for Tesco were impacted through bad debt Opportunities Threats Can continue to try entering new markets with new products Trying to meet the needs of the customers International growth Making an online catalogue To create unique products There is a persistent threat of takeover from the market leader Wal-Mart Only in USA. ASDA is owned by Wal-Mart as well and it is threat to Tesco here in UK because of very good internet shopping and low prices Stakeholders Stakeholders are individuals who have an interest in an organization. Some of them can be external and others can be internal. External stakeholders include customers, competitors, financiers, suppliers, government. Internal stakeholders include managers, directors, employees, shareholders. Stakeholders are able to influence and contribute to the company. (Capon 2009). First main step is to determine your stakeholders, their influence, and power about the organization. Secondly, it is exquisitely important to identify what the stakeholders are interested about. Moreover, you should have answers to some main questions such as: What financial or emotional interest do they have about your project or organization? What motivates them? The main stakeholders for Tesco are customers. All customers want is variety of products to choose from and quality in services or products at low costs. Like most organizations, Tesco needs their customers because they are the income and they buy their products. Customers apply pressure on Tesco to meet their needs. Meeting the customer’s needs can be done in different ways such as opening a new store or variety of goods. Tesco have a feedback service so every customer can raise questions or express opinion how the store can be improve. This makes Tesco highly competitive at the market. Customers are the main and key stakeholders for Tesco due to the fact that they can express a certain opinion about improving the store. Moreover, they can say from customer’s view how to make shopping quicker, easy, and enjoyable. In the Power and Interest matrix, customers are in category D – a key player because they have a high power to change Tesco stores and a high interest to be a customer in such a high quality supermarket such as Tesco. Power and Interest Matrix about TESCO Category A Minimal effort Category B Keep informed Category C Keep satisfied Category D Key player TESCO’S CUSTOMERS Conclusion In conclusion, every aspect from the key business function to the stakeholders is very important for Tesco and can influence over it. Every organization has to deal with the business problems and to know how to run the company. Tesco undoubtedly knows what their customer wants and satisfy their needs and desires in the best possible way. The advantage of Tesco is that they are ready to accept the criticism and are ready to change their stores, products, services. List of References: Baines, P, Fill, C and Page, K (2008) Marketing Principles and Society, Chapters 1 and 2, Oxford: Oxford University Press. Balogun, J. and Hailey, V.H. (2008), Exploring Strategic Chance, 3rd Edition, Essex, Pearson Education Limited Barringer and Ireland (2012), Entrepreneurship, 4th edition, Essex, Pearson Education Limited Capon, C. (2009), Understanding the Business Environment, 3rd Edition, Essex, Pearson Education Limited Jobber, D. (2010), Principles and Practice of Marketing, 6th Edition, Berkshire, McGraw-Hill Education Pelsmacker, B., Geuens, M., Bergh, J. (2005), Foundations of Marketing Communications, Essex, Pearson Education Limited Slack, N. and Lewis, M. (2008), Operations Strategy, 2nd Edition, Essex, Prentice Hall

Analysing the communication process in McDonalds

Analysing the communication process in McDonalds I have made a document and analyze the communication process in one of the worlds successful and largest fast food chain, towards the achievement of business goal. I have chosen the organization is McDonalds situated in Manurewa. Primary data was collected by interviewing the Branch Manager, he is my relative. After the primary research, all the relevant findings were analyzed and evaluated based on the communication theories learned from secondary sources through our textbook, lecturer handouts, online resources and the organizations information resources. The research draws attention to the importance of these findings on how effective, efficient, accurate and up-to-date these communication processes that shoe great impact on the three levels of communication in the main team namely: Team Communication Interpersonal Communication Organization Communication Findings showed some communication barriers on each level that hinder the affectivity and efficiency of the communication processes towards the achievement of their Team goals affecting the organizational goals is well. Though some of the problems were being acted upon promptly, some were not; therefore, I came up with some suggestions that may be helpful to the subject organization towards the achievement of their business goals. 1. Introduction McDonalds is the one of the leading restaurant chains in the world, touching the lives of people every day. They improved their quality of products and services with the time. In the past McDonalds does not have drive through and 24 hour services. All of them are open for late nights. McDonalds primarily sells hamburgers, cheese burgers, chicken products, French fries, breakfast items, soft drinks, milk shakes, and deserts. 2. Interpersonal communication Interpersonal communication is communication between two people. Some books like to refer to it as face-to-face communication, or communication when people are physically present with each other. In the interpersonal communication, we research on communication between the manager and staff members and also research the communication between customers and staff. 2.1 Communication between managers and staff members When we research on McDonalds, it was found that all the restaurant employees are from different countries with different backgrounds. Employees are well educated and experienced. However, there are some drawbacks in the communication between managers and the staff members. This drawback is a language barrier. Because most of the employees have come from different countries, they speak different languages from each other. The meetings conducted at McDonalds involve managers and employees communicating to find out the problems being faced at the department. 2.2 Communication between staff members and customers In this McDonald, mostly women are in the front and attend the new customers. The woman who is attending customer is very friendly and has good communication. All staff members are trained well before to communicate effectively. To communicate well, it is necessary to talk politely and use gestures to convey meaning. The crew members give customer satisfaction through good customer service 2.3 Communication barriers There are some barriers in communication between employees and the manager:- ROLES: Roles are always defined in relationship to someone else and they determine the way you communicate with the other person. In any organisation, information flow depends on good relations of employees. Sometimes employees hide mistakes from manager because of personal relationship then it becomes a barrier in information flow. STATUS: Status become a barrier in motivation .Some of employees doesnt talk with other because of their status. New employees try to avoid communicate with the manager because of his status. POWER: Power becomes barrier in motivation and control. An organisation uses communication to motivate the employees. When we communicate, there is often some element of power or control being exercised by one person or the other, or by both. If power is too much used then the communication is frustrating. MIXED MESSAGES: It becomes a barrier in communication when non verbal communication not matches with verbal message. 3 Organisation communication In the interview with the manager we asked some general questions about the Mc Donald have to gain some knowledge about the Organisation with in the Mc Donalds. Organisation communication is divided into two major parts which is as follow:- †¢ Internal organisation communication †¢ External organisation communication 3.1 Internal organisation communication:- 3.1.1. Organisation goals:- Basic goal of McDonalds on the basis of yearly and they mainly consider about the customer service. It also includes the waste of the McDonalds. They also want to give the customer fast service they want to decrease their waste as much they can so. The few goals of McDonalds are as follows †¢ CSO (Customer satisfaction objective)-100 %( McDonalds main goal is to give customer full satisfaction) †¢ KVS (kitchen video system)-35% this is the time taken to make burgers and other fast food products in the kitchen area after every order and its normally 35 seconds. †¢ Labor-26% McDonalds want to save the labour up to 26% as they had given last year. †¢ Refunds- below 0.10 %( company wants to give less refund to the customer to earn more profit 3.1.2. Information flow within the organisation- In the organisation information flows from higher level to lower level as every information for instance a launch of new product or changing of rules firstly comes to restaurant manager and after that he pass on the information to the middle level manager or we can call them as shift manager and the shift manager pass on the information to the crew members by a team meeting or putting the information on the crew room so that everybody can read that information. And especially when a new product is launching They create a group training team and they trained them how to make new product and Kinds of precautions they have to consider while making those particular product 3.1.3. Organisation culture within the organisation:- In this organisation employees are from different communities. And mainly in this organisation islanders and Indians are working with very few of kiwi staff. The restaurant manager is kiwi and almost all the other middle level managers are islanders and including one manager belongs to china. And in this organisation everybody works without any racism and they are very comfortable with each other. The organisation climate of the McDonalds is very good because everybody communicates in professional way and they can understand each other way of communication very well. 3.2 External organisation communication:- 3.2.1 Dealing with customers:- This is the continuous part of the communication in the McDonalds and which is to be used 24 hours to serve the customer. And it is used to handle the problems of customers as well. In the McDonalds there is a specific pattern to deal with the customers which is described by the manager of McDonalds. In this part of communication is used to deal with every customer and this pattern is written is also written in every order taking register and this pattern is divided into part and those are as follows:- 1) First smile and greet to customer. 2) Take the order correctly by repeating the order to the customer 3) At last say enjoy your meal and good bye. 3.2.2. Communication with stakeholders:- In this organisation mainly restaurant manager and senior assistant manager communicate with the stakeholders and the organisation like McDonalds plays a vital role in communication with the stakeholders because they have to always to be ready to give the customer a better service and not to get a stock out of anything which is used within the organisation. 3.3 Communication barrier in organisation communication- 3.3.1 Barrier in internal organisation- Within the organisation there is communication barrier when in busy time of restaurant if crew and manager do not communicate with each other they cannot give better service to the customers and sometime it happens in heaps of busy time because everybody is busy in doing their task as faster as they can. So to get rid of it managers take the help of the other crew and manager which is available at that time to do a proper communication within the staff. 3.3.2. Barrier in external organisation- There is barrier which is occurs by the customers and stakeholders mainly because of there is sometime misunderstanding 3.3.2.1 Linguistic barrier- Along with this there is some linguistic barrier in the communication. as some of the employees which are from other countries they cannot speak as much good English to communicate and sometime it become barrier in communication in the organisation. 4 Team Communication 4.1. Team Goals Team goals are very simple make a plan and then follow it. In McDonalds teams are trained well to follow the pattern. Leader of the team asks the team to execute a plan and the whole team follows the plan. 4.2.Team Roles In a team each member has a role to fulfill the needs of the team. In McDonalds there is a branch manager, team leader or shift manager. Now there are three counters to serve the customers. On counter 1 there are three members working, on counter 2 there are two members and team leader working and on counter 3 again three members are working. Now cleaning team is there to do the cleanings and also to help the members of the team if anyone requires help and it consists of two members. So the information flow is from the both sides that are downward to upward and also upward to downward. Branch Manager Team Leader Counter Team 1 Counter Team 2 Counter Team 3 Cleaning Team 4.3.Branch Manager Now role of the branch manager is to give the order to the team leader and then team leader will give that order to the team and if there is any kind of problem to the member of the team he or she will let the team leader know and the team leader will let the manager know. So this way the information flows in a team that is both upward and downward. 4.4.Team Member The role of the team member is to contribute towards the goal of the organization. They just need to follow the orders and if they have any suggestions they can give it in the meetings organized by the team leader or by the head manager. 5.CONCLUSIONS 5.1. Interpersonal communication 5.1.1. Communication between manager and staff members According to the findings, we came up with the conclusion that due to the different background and culture of the stay members and managers, language becomes a barrier as far as communication is concerned. Because most employees are from different culture and they are new in this work might hesitate to talk to the manager about their problems. In the meetings, employees are always asked by the managers are they satisfied with their jobs and with the environment of Mc Donalds, which will ultimately motivate them to satisfy the needs of their customers as well. Indian and Chinese staff member hesitates a lot because English is not there first language. 5.1.1.1. Language barrier: Language becomes a barrier between manager and staff members because of employees are from different countries and hesitate when communicate with manager. 5.1.2. Communication between customers and staff members We find that the level of satisfaction depends on the quality of service a customer receives. In this restaurant, both men and women deal with the customers because they are trained well before they join the staff. While dealing with different customers of different background they have to communicate accurately to satisfy the customers needs. In this family restaurant every staff member communicates well with the customers to fulfil the customers needs. They speak well in English. 5.2. Organisation communication After going through all the aspects of McDonalds organisation communication we come to conclusion that both the internal and external communication of McDonalds is very necessary to run the business and earn profit. Without the proper communication, organisation cannot achieve the goals. In the McDonalds Manurewa, the staff got good communication skills and they are doing well in their business by communicating very well professionally in internal organisation as well as external organisation. 5.3 Internal organisation communication- In nutshell the McDonalds main aim is to earn profit and give the customer better service and for that they are achieving their aim by targeting this point of view. McDonalds Manurewa is very multicultural organisation so the employees enjoy each other occasion very happily. And along with this all the important information in this organisation flows from top to bottom level. 5.4 External organisation communication- In McDonalds external communication is mainly with the customers and stakeholders. And this communication is done by both the crew and managers .The dealing with customers is done by both the managers and crew but the communication with the stakeholders mainly done by managers of McDonalds. And on other side a better communication skills in the staff leads to profit of the organisation as if they can communicate well to the customers and as well as in the organisation they can achieve their goals easily. Now in McDonalds different ages, cultures and nationalities are working there together. So everybody is looking to give his idea which is good that shows there commitment towards the work but they all have different thinkings. So problems occurs in between the crew members just because they think that there idea is good but still not followed by the other members or by the group. 6. RECOMMENDATIONS 6.1. Interpersonal communication 6.1.1. Communication between customers and staff members Communication between staff member and customers is main part there. In this restaurant mostly women attend the customers. The staff is well trained and experienced. If the staff members are happy with their work environment, they can serve the customers better. Managers should also encourage members to deal with the customers to avoid any gender bias. 6.1.2 Create a positive climate The communication become better by creating a positive climate (Joan, 2001).The employees try to understand the roles of communication and working for win-win outcomes. They also enhance their communication by self disclosure. The employees should try to understand needs of the customers. Therefore, McDonalds good customer service is generated through employee satisfaction and a healthy work environment. Employees also try to learn more from old employees. 6.1.3. Communication between managers and staff members Communication between managers and staff members can be better if the meetings are held at least once a week in the organization. The managers should ask the staff members questions about their culture and background to get to know them better and to understand their behaviour, so their work environment could be set up according to their preference and comfort. Managers should also try to talk to the staff members as much as possible. 6.1.4. Making contacts Manager and employees try to make contacts with each other. We all need to be treated with respect and inclusion. These are basic human needs. Manager tries to give help to new employees who do not know about the work plan of the McDonald. New employees should make contacts with the experienced employees. Manager can help the employees who are best in communication but hesitate when they are speaking. 6.2. Organisation communication Organisation communication is vast area where everyone has to be including to targeting the aim and achieving that aim. In the organisation communication the important aspect is the organisation goals and the goals can only be achieved if the staff understand it and communicate about the goal by each other. In the organisation every individual employee has to contribute to the main organisation goal. Manger should do proper meeting with crew members to overcome communication gap in the organisation. They must take opinions of crew before implementing a new rule in the organisation so they can work as a team all the crew members must speak English with each other apart from any other languages. 6.2.1 Team communication 6.2.1.1 Conflict in Group If groups are to function well, there needs to be some conflict, because the value of group is that they bring people with diverse skills and ideas together. There, conflict is inevitable and necessary. If there is too much conflict, a group will cease to function, whereas too little conflict can lead to groupthink. Now in McDonalds a team needs to have a proper conflict shows in the diagram. If they discuss more than there is a problem and if they discuss less than there is a problem. If the team performance is not good enough then there will be a problem in Synergy. So they need to have proper to the point discussions rather than too short and to bigger meetings or discussions. 6.2.1.2 Group Dynamics Communication in a group is infinitely more complex than communication between two people. See Figure below. When two people communicate, there are two possible interactions. A B B A Now in McDonalds teams split in to four parts that is counter 1, counter 2, counter 3 and the cleaning team. On the bases of counter one there are three members that is A, B and C. Now A talks with B and B talks with C but there is no communication between A and C. If C does not talk with A then there is no interaction between team member A and C. They need to interact with each other to maintain a proper communication inside a group. If they interact with each they will automatically follow the group dynamics and the outcome will be good or improved.

Technology in the Classroom Essay -- Technology Education

Computers play a large role in today’s society, inside and outside of classrooms. Like many forms of technology, they have the power to hinder students learning in achieving goals in higher education classrooms. In her essay Lest We Think the Revolution is a Revolution: Images of Technology and the Nature of Change, Cynthia Selfe, a Humanities Distinguished Professor at The Ohio State University, discusses the continuous argument about the effects that computers have on education due to change in technology. As a college student, I am able to closely relate to various statements she makes because I deal with these â€Å"issues† on a daily basis. Thus, the subject of computers in higher education classrooms is a controversial to many people. However, I do not believe that computer technology is a necessity in classrooms. While growing up, it is apparent that students have always had the opportunity to engage in technology in classrooms. As a child, I remember computers in the school library at a very young age. Therefore, I was able to type, search the web, and do various other things on a computer. However, one would think that as students progressed and advanced to higher grades that the technology would also advance and become more challenging however, it did not. Students have primarily been utilizing the same types of technology in classrooms for years on end and no problems have arisen from that. However, other forms of technology could potentially be useful in classrooms such as projectors, smart boards, and tools that teachers are familiar with to use. If new forms of technology are not a major necessity, why spend the money to buy them and the time on them? Also, if a student is not planning to make a career out of utilizing ... ...y. "Lest We Think the Revolution Is a Revolution: Images of Technology and the Nature of Change Cynthia Selfe." From Inquiry to Academic Writing: a Text and Reader. Boston: Bedford/St. Martin's, 2010. Print. Wurst, Christian, Claudia Smarkola, and Mary Anne Gaffney. "Ubiquitous Laptop Usage in Higher Education: Effects on Student Achievement, Student Satisfaction, and Constructivist Measures in Honors and Traditional Classrooms." Jan. 2008. Web. 16 July 2008.

Essay: Analysis of Sonnet 33 -- Sonnet essays

Analysis of Sonnet 33 Full many a glorious morning I have seen Flatter the mountaintops with sovereign eye, Kissing with golden face the meadows green, Gilding pale streams with heavenly alchemy, Anon permit the basest clouds to ride With ugly rock on his celestial face And from the forlorn world his visage hide, Stealing unseen to west with this disgrace. Even so my sun one early morn did shine With all-triumphant splendor on my brow. But out, alack! he was but one hour mine, The region cloud hath masked him from me now Yet him for this my love no whit disdaineth, Suns of the world may stain when heaven's sun staineth. This sonnet houses nature imagery, personifying certain elements of nature. 1-2: 'Ý have seen a large amount of glorious mornings' "flatter the mountaintops with (a) soverign eye." The sun here is the eye of the morning, making the latter in semblance of a person. Using "sovreign" to describe the "eye" gives the reader the impression of the sun as, perhaps, the ruler of natur...

A Separate Peace :: Character Analysis, Phineas

Phineas, a main character in â€Å"A Separate Peace†, was a very athletic, cheerful young man. He was a friend through and through, and he was a buddy to everyone around him. That isn’t the only thing Phineas was. Phineas represented an innocence beyond this world that no normal human can find. He had a sincerity that was infused with all his words and a joyfulness that could not be dampened. Finny’s innocence is personified multitudes of times throughout the book. He shows great sincerity towards Gene when he tells Gene that Gene is his best friend on their day trip to the beach. (23) Finny’s unhindered joy finds ways to manifest itself in obscure ways, such as when he wore the pink shirt and the tie belt. â€Å"Well, we’ve got to do something to celebrate.† (25) What most people find fright in, Finny finds excitement, such as when he jumps from the tree and founds the Summer Suicide Society. â€Å"This is the most fun I’ve had in weeks. Who’s next?† (16) An example of Finny’s innocence is showed through blitzball, the game he created with no teams, therefore without any losers of winners, but it was loads of fun. (37-40) Though, with an innocence this perfect, there is bound to be corruption. Finny’s innocence was corroded by the jealousy and malice of his supposed best friend, Gene. Gene at first saw Finny as a good, but very influential friend. Although, partway through the book, Gene began to despise Finny, thinking that Finny was only trying to be better than him. â€Å"That way he, the great athlete, would be way ahead of me. It was all cold trickery, it was all calculated, it was all enmity.† (53) In all actuality Finny was a great person as shown by the above paragraph. â€Å"Now I knew that there never was and never could have been any rivalry between us. I was not of the same quality as he.† (59) Eventually this jealousy from Gene towards Finny’s perfection tried to wear away the wholeness Finny had found. This shown when Gene shook the limb of the tree. (59-60) This breaks Finny’s leg which ends, essentially, where his perfection originates from, his athletics. â€Å"Sports are finished for him, after an accident like that. Of course.† (63) Finny still retained his innocence but, it was not the same as before.

Taking Sides Essay

Taking Sides Essay Fonseca, Ricardo English Period 5 October 3, 2012 In the story â€Å"Taking Sides† by Gary Soto, Lincoln Mendoza, the main character, faces many conflicts that you may think that they won't affect him but when these problems become a major role, the result of them cause him to act differently. Lincoln deals with these problems in different ways. He tries to resolve them by talking to the people he has problems with. Another thing he does is that he tries to avoid the problem.I will give two examples of the kind of problems Lincoln Mendoza deals with. One of the first problems Lincoln is faced with is Roy, his mother's boyfriend. This problem affects Lincoln in many ways; one way this problem affects him is by taking time away from Lincoln and his mother. Lincoln already has little time to spend with his own mother, and the little time they have with each other is being used by his mother to date Roy. Lincoln doesn't like this because his mother can never go to his games and she is always busy with work.Roy was shorter than his mother, pudgy and pale, and drove a baby blue BMW, which Lincoln thought was a girl's color. Roy always flinches when Lincoln's dog, Flaco, barks. He doesn't like it when his mother dates men who flinch when the dog barks. Lincoln had a conversation with Roy and it was about basketball. He had no idea that Roy played basketball when he was his age, but Lincoln learned that when Roy told him about the game when Franklin played against Columbus.Roy told him about how his coach Yesutis cried when a player from Franklin punched him in the face. This is when Lincoln found out why his coach hated Franklin so much. Eventually the conflict of his mother using her time with Lincoln to date Roy was resolved by Lincoln getting along with Roy. They became friends because they had some similarities because of basketball. This changed Lincoln because before he disliked Roy for taking time away from Lincoln and his mother but n ow he likes him. Another problem in the story was his coach Yesutis.The coach is always too hard on him. He never gives Lincoln a break even though he is like the star player. When Lincoln is hurt, his coach still makes him practice or play. For example, Lincoln hurt his toe and he complained to his coach but the coach made him practice through it, he told him to toughen up. Lincoln talked with his friend James about coach always being too hard on him and James said that coach could be weird at times. Lincoln hates his coach for this and thinks that he shouldn't be on their backs all the time.James had told Lincoln that coach Yesutis is just making them stronger, but Lincoln said that you can't coach by calling them names, and he said that sometimes he doesn't even know I'd the coach knows what he is doing half of the times. Lincoln also says that his coach's plays are stupid, and watch when they play a black team. Another example of his coach being too hard on Lincoln was when Linc oln had hurt his knee when he was playing basketball in the rain with Monica and she jumped up and hit him under his chin, which caused him to fall to the floor and bang up his knee.His knee was swollen for days and it was as purple as an onion. His coach put him as someone's back up because he kept complaining about his knee, but he still made Lincoln play through it and didn't give him a break. What Lincoln learns from this is that he can be tough and play through these injuries, but he also learns how idiotic his coach can be. In this story Lincoln faced many conflicts and resolved them on his own. These problems changed him in a few different ways but mostly they changed him emotionally and the way he thinks. He learned a few things about his coach and also more things about himself and his friends.

Jamcracker Questions Essay

The factors that drive the ASPs emergence are )Increasing cost of specialized software that have far exceeded the price range of small-medium businesses. 2)Usual urgency of a company to set up a IT capability internally – which is similar to the infrastructure already used/developed by many companies 3)Less investment for the base functionalities (which are provided by ASP) of an IT firm 4)Companies’ urge to support their services 24*7 unlike the traditional business operations 5)Optimizing the number of IT staff inside the organization so that some of the required functionalities could be cosourced or outsourced to an ASP 6)Companies’ move towards mobile workforce Q2) How does Jamcracker fit in the ASP space? Explain the Jamcracker business model. Jamcracker’s business model was based on the ASP concept. But it wasn’t exactly the ASP. Rather, Jamcracker cooperated with ASP partners to combine application services through its enterprise IT management platform – â€Å"Jamcracker Enterprise†- into comprehensive offerings, including technical support and billing. For example, an ASP that provided an email application and another that provided desktop productivity application could, via Jamcracker technology, appear to the customer as an integrated service package. Customers could pick and choose from an â€Å"a la carte† menu of the applications in the virtual â€Å"ASP cafeteria†. Jam cracker would then provide those application services in a â€Å"IT department in a box†. This implies that the customer would maintain a single contractual relationship with the Jamcracker rather than numerous relationships with specialized ASPs. Users would login to the Jamcracker platform once rather than separately onto each of the ASP platform. Jamcracker’s Business Model The above explained â€Å"ASP Aggregation† methodology accomplished by Jamcracker solved problems inherent in the traditional ASP approach such as high customer acquisition cost, conflict between breadth of ASP offerings and scale economies and Data sharing. Revenues -The monthly fees that the customers paid for using Jamcracker’s Enterprise -A modest setup fee -Per-user-per-month fee for access to Jamcracker service infrastructure Reason: Network Effect Customers get the suppliers and the suppliers in turn get the customers – which could get a better deal for the customers from the suppliers and a lower cost of distribution for the suppliers – and end as a virtuous cycle for all the involved parties. Mainly Targeted Areas before targeting the huge clients such as â€Å"fortune 500† -The midsized â€Å"unfortunate 5000† companies since they cant afford huge IT investments and hence would go f$or ASPs -simple applications such as email, expense reporting etc web-native applications Q3) Identify critical challenges that Jamcracker must address to create a credible and sustainable business model. The following challenges must be addressed by Jamcracker to sustain in their business model. -Reselling and branding issues should be considered in a case-by-case manner and not as a whole -Educating its customers in the details of the new ASP ntegrator approach to reduce their IT investments -Making the existing ASP integrator infrastructure more robust as the business grew rapidly -Need for professional services that would help and support its customers to convert their legacy data to ASP based system which would easily confide their trust in ASPs and in Jamcracker through which the customers would avail the ASP integrator services from Jamcracker over the long run. -Addressing the customer’s concerns over the ASP model’s service levels, data security and privacy so that the customers would feel secured with the ASP technology.

Hawthorne Studies

This essay will review the writings of â€Å"Hawthorne, the myth of the docile worker, and class bias in psychology† an article by D. Bramel and R. Friend. It will then go on to further critique academic articles that both support and disagree with the primary source and demonstrate how the Hawthorne studies have influenced contemporary organizations. The Hawthorne experimental studies conducted at the Western Electric Company Works has attracted considerable amounts of sharp critical scrutiny; it has practically â€Å"become an intellectual battle† (Miner, J. 006. p. 68) as it has been interpreted in various ways. The studies basically concluded that social and psychological factors are responsible for workers productivity and job satisfaction. Many psychologists, sociologist and critics attack the research procedures and criticize the analyses of the data and their conclusions. Bramel and Friend (1981) are a classic example of those exact critics who consider the Hawt horne studies to be contradictive, distorted and overall undeserving of receiving recognition and respect for their research.Bramel and Friend’s main aim in the article however is to â€Å"show not simply that Mayo’s conclusions were unrealistic and politically reactionary† but to alternatively demonstrate that there is â€Å"bias at the level of interpretation of the available data† (p. 868) and how this had a negative influence in effecting the results, due to the assumption that their workers can be manipulated and fooled with ease (p. 869). There are many other critics that strongly support the views and opinions presented by Bramel and Friend in regards to the Hawthorne studies and how they consider the research to be insufficient and misleading.The article â€Å"Shining New Light on the Hawthorne Illumination Experiments† by M. Kawa, M. French, and A. Hedge (2011) reinforces the arguments that feature in Bramel and Friend’s work. Like them they agree that the studies performed at the Western Company Works provided inconsistent evidence and that all experiments conducted including the results were seriously flawed. Basically they conclude that the inadequacies in the experimental designs tell an incomplete and sometimes inaccurate story and show the inconsistent associations between working conditions and productivity. p. 546) The article â€Å"Questioning the Hawthorne effect† shares the exact same views that were established in â€Å"Hawthorne the myth of the docile worker†. It argues that the data collected from the experiments had never been analyzed rigorously, no systematic evidence was implemented and the inconsistent ways in which the experiments were executed has lead to a misleading interpretation of what happened. (â€Å"Questioning the Hawthorne Effect†, 2009, p. 74)Another article that strongly disapproves of the Hawthorne studies is A. Carey’s article â€Å"The Hawthorne Studies: a Radical Criticism†. In Carey’s (1967) opinion the research conducted is nearly absent of scientific merit and the conclusions drawn are supported by so little evidence that it’s basically inappropriate that the studies have gained a respected place within scientific discipline and have held this place for so long. (p. 403) However Carey does believe the importance of the studies is actually declining.In his opinion later studies are struggling to display any â€Å"reliable relationship between the social satisfaction of industrial workers and their work performance†(p. 403). Carey criticizes Mayo’s approach, research and assumptions and claims that his reports are completely bias and invalid. He states that the â€Å"Statistical analysis of the relevant data did not show any conclusive evidence in favor of the first hypothesis† (p. 405) which makes it extremely difficult to develop a correct conclusion.Although there are critics th at attack the Hawthorne studies and downplay the work of Mayo and Roethlisberger there is also many others that completely support the research conducted and believe it has been of crucial importance and consider it to be a â€Å"major intellectual building block of organizational behavior† (Miner, J. 2006. p. 68. ) A. Brannigan and W. Zwerman’s (2001) article â€Å"the Real Hawthorne Effect† completely disagrees with the arguments that were presented by Bramel and Friend. Their article in contrast strongly supports the Hawthorne studies and emphasizes just how valuable they.Brannigan and Zwerman actually view the studies as being â€Å"the single most important investigation of the human dimensions of industrial relations in the early 20th century† (Brannigan, A. Zwerman, W. 2001. p. 55). They recognize the fact that the Hawthorne studies have received harsh critical disapproval over the decades due to potential flaws in the research and experiments cond ucted. However Brannigan and Zwerman are able to look past that and purely see the innovative ideas that grew around these studies.They express that â€Å"the main idea should not be undermined by these shortcomings† and that sometimes the actual idea itself is more meaningful then the evidence on which it is based. (p. 59). B. Reiger’s article â€Å"Lessons in Productivity and People† also disagrees with the negative statements that are directed towards the Hawthorne studies. Reiger’s article aims to show how the studies executed had an enormous influence in the way managers and supervisors now interact with their employees.Which in result has positively affected worker productivity, Due to implementing a less mechanical view and paying more attention to the human influences within the workplace. Not only does Reiger (1995) view the studies as being critical to the positive change in the company and employee relationships but they also â€Å"provided so me clear insights into industrial operations and psychology, personal management, organizational development and human resources† (p. 58).Overall his intention is to show how the studies contributed to the improvement in manager and employee relationships by providing the employees with respect, attention and recognition will then in turn increase their productivity and efficiency. C. Hall (1984) further backs up the views of Reiger in his article â€Å"Hawthorne Effects- Still a Potent Supervisory Tool†. Although the experiments were conducted decades ago Hall still believes that they still have practical value today. (p. 6).Hall concludes that employees respond with greater job efficiency when they sense that they are being observed or â€Å"regarded as important valued members of an organization† ( p. 6) and that The behavioral approach can positively affect performance, group dynamics, encourage cooperation and overall increase work satisfaction. The Hawthorn e Studies and the behavioral approach has played a major role in shaping todays organizations, from the way manager interact with their employees, the way they use open communication and the way they design motivating jobs we are able to detect elements of the behavioral approach (Robbins, S. Bergman, R.Stagg, I. Coulter, M. 2012. p. 54) Telstra’s call centers are a classic example of a contemporary organization that has been influenced by the Hawthorne effect and the behavioral approach. Within the center they have managers, supervisors and team leaders that create a working environment that aims to provide a premium employee experience. More specifically their job entails implementing and executing programs, supervising and motivating their workers to ensure that they are effectively completing their tasks and meeting objectives and to basically respect and pay attention to their staff in order to establish good relations and co operation.The efficient supervision that take s place within the factories has definitely been influenced by the Hawthorne studies. They have recognized through the Hawthorne studies that subtly observing the workers and making them feel like a valuable member of the company keeps them motivated which in result maximizes employee productivity. The Hawthorne studies has played a fundamental role in the progression of organizational behavior and influenced the positive change in the relationship between managers and their employees.Although there have been flaws and inconsistencies in the ideas, research and conclusions that were developed they are still extremely influential. The results emphasized the value of group dynamics, interaction and applying a humanistic management approach. These factors overall are a crucial force of producing greater effectiveness and productivity in employees. Although there are critics that have attempted to crush the importance of the Hawthorne studies through their harsh criticisms it still has done little to shake the essential validity and influence of the research. (Miner, J. 2006. p. 67) References Bramel, D. & Friend, R. 1981). Hawthorne, the Myth of the Docile Worker, and Class Bias in Psychology. American Psychologist. 36,8,867-878. Brannigan, A. & Zwerman, W. (2001). The real â€Å"Hawthorne Effect†. Society, 38(2), 55-60. Retrieved from ABI/INFORM GLOBAL. (Document ID: 65713065). Carey,A. (1967). The Hawthorne Studies: A Radical Criticism. AmericaSociologyReview, 32,3,401-416. Finance and Economics: Light Work; Questioning the Hawthorne Effect. (2009, June). The economist. 391(8634),74. Retrieved from ABI/INFORM GLOBAL (Document ID: 1740340161) Hall, C. (1984). Hawthorne Effects- Still a potent supervisory tool. Supervision, 46 (10), 6.Retrieved from ABI/INFORM GLOBAL. (Document ID: 1322247). Izawa, M. French, M. Hedge, A. (2011). Shining new light on the Hawthorne Illumination experiment. Human Factors, 53,528. Retrieved from Academic Research Library. (Do cument ID: 2532057371). Miner, J. (2006) Organization Behavior 3: Historical Origins, Theoretical Foundations and the Future. America: ME Sharpe. Reiger, B. (1995). Lessons in productivity and people. Training and development, 49 (10), 56. Retrieved from ABI/INFORM GLOBAL. (Document ID: 7011573). Robbins, S. Bergman, R. Stagg, I. Coulter, M. (2012) Management: 6th Edition. Sydney: Pearson Australia Group.

Sddw

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.