The Journey With Emerson s Life - 848 Words

The journey with Emerson has opened my eyes not only in the morels and traditions in which I borrowed from my own upbringing but also the challenges and successes the come along the way while watching a child grow, change, and develop. I also discovered, loosely, how I think I would generally parent when the time comes. At the very end, Emerson reflected on my parenting and said that I was more accepting and warm than the average parent but was also more strict. During my own reflection, I interpreted this as a success. Since the early stages of childhood development, Emerson was a difficult child. He had tantrums, mood swings, and trouble with dealing with his emotions. Despite this hard time he was never diagnosed with a learning, social, or developmental disability. Upon entering daycare the trouble with socializing with other children began. At the start of school Emerson struggled with empathy and relating to other peoples ideas and opinions and would get upset with other childr en. It would take a while for Emerson to calm down after getting upset. The patten of behaviour continued though out this life and proved to be a problem at the age of 13 and 14 when transitioning into high school. His argumentative and slightly aggressive personality contributed to the loss of his close friends. Lawrence Kohlberg (1958) was an American psychologist best known for his theory of stages of moral development. His beast known work was a story which concerned a man named Heniz whoShow MoreRelatedAmerican Romanticism : The Highest Expression Of Imagination1721 Words   |  7 PagesAmerican Romanticism is a journey away from the corruption of civilization and the limits of rational thoughts, and toward the integrity of nature and the freedom of imagination. 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Organizational Structure And Leadership Style Of Greater...

Organizational Analysis: Greater Baltimore Medical Center The adaptability of healthcare industries in an evolving world of change requires dynamics to identifying weakness and distinction. Often times, these organizational modifications mirror changes in the society. They are inspired by collective experiences, perceptions, norms, values, economics and political forces at a given particular period (Thomas, 2014). The purpose of this paper is to explore the organizational structure and leadership style of Greater Baltimore Medical Center (GBMC), identify its culture, mission, values and goals. The complex adaptive system, level of greatness and readiness for change will also be addressed. Complex Adaptive System Currently, the complexity of the adaptive system of the healthcare organizational structure remains convoluted due to the opposition to change, the fear of the unknown and the acceptance of unpredictability. 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Sddw Free Essays

string(78) " including opening hours and contact details is available at: http://library\." 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. We will write a custom essay sample on Sddw or any similar topic only for you Order Now cook@uwl. 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. dalzell@uwl. 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 |jren@bournemouth. 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 Module Welcome 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 examines 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 will 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 itservicedesk@uwl. 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. support@uwl. 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 Floor, 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: onestopshop@uwl. 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 Library. 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. You read "Sddw" in category "Papers" 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 Global 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 within 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 Manag ement, 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 contains 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 quality 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. | |analysis. |evaluative and synthesised |integrated into the work as well| | | | |work. |as releva nt 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 assessment which is not his/her own, in the sense that all or part of the work has been copied fro m 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 students 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 method |Lectu re/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 Business | |Del ivery 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 Reading |Hill â €“ 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 me thod |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 tutoria ls 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 assessment |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 dead, long l ive 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 words Assessment 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. How to cite Sddw, Papers

Terrible Sexism is to Americans-Free-Samples-Myassignmenthelp.com

Question: Discuss about How terrible Sexism is to Americans. Answer: Rationale While the aim of the opinion column is to enlighten the public on how terrible sexism is to Americans it is also aimed to encourage them to take actions against it. Therefore, the opinion column is about an advertisement produced for Super Bowl on behalf of Mr. Clean Corporation. The advertisement is a cleaning product commercial which portrays the woman as a housewife since she is a stay at home mom. Most of the house chores in America are done by the women as shown in various research findings and so the woman sees something special in her husband cleaning. She finds it sexy that her husband is cleaning something that is expected of the women every day. The reason why the woman is portrayed as a housewife is because most of the house chores are done by women as shown in the American Use Time Survey. The survey shows that on average men use a total of one hour twenty-five minutes on households while women use an average of two hours fifteen minutes. This shows that women use more ti me in household chores than men. It shows that women use 2.3 hours on household activities while the men use an average of 1.4 hours per day. There is a higher percentage of women doing housework at 50% than men at 22%. Therefore, it is appropriate to say that the woman is a housewife. Using this opinion paragraph in gender biased advertisements is common. This is because people can express themselves in a free manner, make a call to action and criticize what is being unduly done from their point of view. Also, I tried to be conventional by using a conversational tone and making fairly short paragraphs, which in turn make the text easy to access and more likely to be read in full. Furthermore, I tried to support my opinions with persuasive arguments and use the anecdotes to adequately appeal to the intended audience. The opinion column is expected to be published in New York Times. This is because New York Times is known to have many progressive and liberal readers and so a feminist father could easily fit in (Kanner, 2006). Most of the readers in this publication are interested in this issue. To make my text informative, I used modes of persuasion such as ethos, pathos and logos. For example, I tried to use facts and acknowledge critics. Also, I tried to use informal American words and expressions such as cupcake and give a ring because the language of opinion columns is semi-formal and to sound as an American. Mr. Clean commercial couldnt be more sexist! Years after reaching the moon and just before reaching Mars, Mr. Clean Corporation are still stuck in their bubble that only presents sexist advertisements. Their commercial in 2017 is by all means one of the worst advertisements that I have ever seen (Richardson, 2012). The one Im referring to include the animated Mr. Clean character dancing while cleaning the house. At the end of the commercial, women are told that they gotta love a man who cleans. Ironically enough, my mother in the eighties always complained about my fathers bad jokes when he told her that she had to love him more when he sometimes cleaned his plate. 30 years later I still see the same statement but paraphrased. Are we still as sexist as we were years ago? The appeal that attempts to make us stop brainwashing the growing generation has been made far too many times, even though very few seem to have understood it. Pink clothes do not need to be the only choice for girls, and it does not hurt when our children believe that domestic chores can be taken care of by both partners equally. As opposed to my thoughts, the Mr. Clean commercial delivers the typical, sexist message that portrays women as housewives and sexual objects (Runcan, Rata Iovu, 2013). The cupcake, as the commercial makes the woman look like, gets excited when her husband helps her clean the house and hence she runs to kiss him. She is curvy and therefore more identifiable with a cup cake symbolism which is utterly disgusting. I do not understand how the ad-maker was convinced that 21st-century women would find his/her product appealing. I hope that after you have read my opinion column, all of you will give Mr. Clean Corporation a ring or at least send them a letter to inform them of the irritation that their commercial has caused. Also, you can teach them how to produce unprejudiced advertisements because I think that being fair and not biased is a common sense. America does not agree with letting its daughters down because it is the greatest country in the world and the Americans are the ones who should keep it great (HANNAM, 2016). Therefore, do keep it great. Bibliography: Didinger, R. (1990). The Super Bowl. New York: Simon and Schuster. HANNAM, J. (2016). FEMINISM. [Place of publication not identified]: TAYLOR FRANCIS. Kanner, B. (2006). The Super Bowl of advertising. New York: Association of National Advertisers. Richardson, J. (2012). Marketing 11/12. New York: McGraw Hill/Connect Learn Succeed. Runcan, P., Rata, G., Iovu, M. (2013). Applied Social Sciences. Newcastle upon Tyne: Cambridge Scholars Publishing.

Tourism Essays - Types Of Tourism, Leisure, Tourism,

Contents 1.Introduction to tourism 2.Responsibilities of the tourism stakeholders. 3.Positive impacts of tourism 4.Negative impacts of tourism 5.Conclusion Introduction The industry of Tourism has now become an essential part of the economy of any country. Countries use tourism as a tool for development and Revenue. Despite various economic crises, it has been proven that the tourism sector alone can withstand economic challenges and play a very important role in the development of Islamic countries. As an example, the tourism industry that only started 10 years ago in Qatar is now one of the main pillars the country depends on. Authorities in Qatar used the strategy of the 3S(sea, sand and sun) in their development plan and managed to create a positive image for the country, as a result, Qatar is now a luxurious travel destination seeked by many people from all over the world. This paper aims to discuss the various aspects of Tourism including the Positive and negative impact the industry has on the country and the responsibilities placed upon Tourism stakeholder. The Responsibilities of the tourism stakeholders. Stakeholders in general are any group that affects or gets affected by the achievements of a project. Stakeholders have the right to make legal decisions; they can control the budget and the schedule of a project. Project stakeholders have responsibilities to businesses that include educating developers, financing projects, creating schedules and providing project dates. Stakeholders can be divided into two generally accepted categories: -Primary stakeholders: the people who are related legally to the project. Such as: project owner, suppliers and investors. -Secondary stakeholders: they are the people and groups affected by the project but are not a part of it. One of the points of views discussed about tourism and Stakeholder management is the Functional approach; in which tourism is used as a power that maximizes the returns to a community and decreases the cost on the environment and the culture. The functional approach discusses the idea of having all the people involved in the management of a single market affected by the business collectively manage the tourism System. Stakeholders provide an essential role in managing and developing the Tourism sector in a country. Proper stakeholders involvement in the development of tourism could result into several outcomes: 1-Stakeholders will get well-informed about the issues facing the industry 2-The public opinion will be better incorporated into the decision making process 3-New ideas will emerge 4- The quality and legitimacy of the decision making process will increase 5-The number of the lawsuits will be reduced. Thus, a strategy incorporating the involvement of stakeholders in the industry is preferred and encouraged. Positive and negative impacts of tourism As an industry that many countries depend on, tourism provides a strong economic and social support for a country. However, like many other industries tourism has both negative and positive impacts on the country. Economically, Tourism generates extra Taxes and creates jobs, whether internally through employment in tourism companies, or externally through retail and transportations. Tourism also provides an opportunity for small-scale business to develop and the tourists who spend their money on goods and service provide more jobs for the residents. While economically tourism has a lot of positive aspects on the country there are also negative aspects any country has to take into consideration. Tourism requires a strong infrastructure .Roads, Hospitals, Hotels and various other establishments are needed for tourism to succeed in a country. The cost for those establishments usually falls upon the government and it comes out of the taxes paid by the citizens. While tourism provides more jobs for people, the jobs provided are usually seasonal and hard to maintain for a long while. Each country has a time during the year where tourists are rare and thus the amount of money generated from the industry decreases during that season. The money generated from tourism sometimes goes back to international hotel chains and companies instead of local communities. The positive and negative aspects of tourism are not only economic but social as well. The establishments built for tourisms sake generally benefits the citizens as well. Citizens get to enjoy their life with more quality. Tourism also encourages preserving traditions and customs within a country and the interactions between the visitors and the people increase the cultural awareness in the country. Tourism can affect

9 Steps to Complete an Extended Essay that Meets All the Demands

9 Steps to Complete an Extended Essay that Meets All the Demands 9 Steps to Complete an Extended Essay that Meets All the Demands At the end of studying, every undergraduate student should write a definite number of academic papers of various origin. Amongst them is an extended essay. One of the most remarkable requirements for this assignment is its length, which makes 4,000 words. It counts towards your future IB Diploma. Accordingly, you cannot skip this assignment if you wish to obtain it. When a student composes an extended essay, he or she should conduct an independent in-depth research or investigation. The length of this academic assignment is terrifying. Nonetheless, it’s not that bad as you might think. Firstly, you should realize that this is a simple essay. It is just larger than commonly. Secondly, you are free to select the topic you wish. This is solely your choice. Therefore, you will not be forced to write on boring or too complicated topics. Remember your previous experience and compose this essay just as many others who have already dealt with. 1. Choose a Topic Correctly Depending on the discipline, you should choose a topic, which would be interesting to you. You have a huge advantage. You select the main theme on your own. See not to miss it! Choose something you enjoy. While making the final decision on your topic, be picky and careful. Your topic is supposed to be interesting but not overused. It should not be too broad or too narrow. Find the middle ground. The too vast theme will involve many sub-questions that might be too difficult to cover. If choosing a too narrow topic, you might get stuck with lack of information and utterly problematic terms of evidence to analyze. 2. Learn All the Demands It goes beyond all doubts that you are obliged to follow strict rules. The violation of any demand will cost you essential grades. Consequently, you should learn and memorize all demands to fulfill them correctly. 3. Prefer the Right Advisor It’s important to choose a suitable advisor. It would be perfect if you find a person who shares your ideas and interests. If you have a lot in common, your academic supervisor will provide you with reasonable solutions to your main issue. Moreover, the right advisor will be constantly encouraging you showing the best way of reasoning, planning, and fulfilling your research. 4. Mind the Outline You ought to be absolutely sure that your essay has a clear structure and flow. It should include the typical major sections – introduction, main body, and conclusion. Every section will require some special attention and heaps of energy. The best way to tackle these sections is to craft a proper outline. Your outline is expected to contain every part of writing. In such a way, you will have a visualization of your steps. You will know how and when to undertake this or that stage. Some students recommend creating a temporary outline because there may take place some changes during the writing process. 5. Express Your Originality Undoubtedly, you should illustrate the fullness of your creativity. You should have something original to say. Your style is restricted to the definite extent. Nonetheless, it’s compromise-free. Your supervisor will expect from you an authentic work. Therefore, everything is in your hands. 6. Write a Temporary Thesis It’s recommended to create a temporary thesis, just like an outline. This is a very long essay, which requires lots of time and efforts. You may dramatically change your final opinion on the researched question at the end of the writing. Therefore, it would be wise to create the thesis statement for a definite period of time. Afterward, you can easily adjust it. 7. Write the Rough Draft It’s essential to begin with a draft. It shouldn’t be perfect. Write it roughly to see the big picture and change it in the correct way afterward. Thus, you will avoid lots of mistakes. 8. Add All Necessary Elements After you write the main parts, add the title page, abstract, contents page, and cited works. Mind that they should be added and written in strict accordance with the assigned format. Afterward, revise your research. Find all errors and drawbacks. Eliminate them or replace. This is when you’ll be done with this complicated extended assignment. At you can buy extended essay online on any topic. Your extended essay will be written from scratch by academic experts.

The Natural Rate of Unemployment Research Proposal

The Natural Rate of Unemployment - Research Proposal Example According to the model, the workers and the firms undertake negotiation in order to decide on the nominal this. This negotiation is done irrespective of the expected price level of the economy. The nominal wage is determined as the product of the target real wage rate and the expected level of price in the economy. Most of the economists are of the opinion that the nominal wage in the economy is sticky in the short run. With a sticky nominal wage in the economy, the prices would increase from P to P0. This would reduce the real wage rate in the economy. Since the wages are the prices for labor the demand curve for labor would be a downward sloping curve and the supply curve would be an upward rising one. The now the labor market would comprise of the employed and the unemployed labor force. Thus the total labor in the economy would be Therefore the level of unemployed in the economy would be LN, where L is the total labor force, N is the employed and U is unemployed. Therefore the natural rate of unemployment in the economy would be U* / L. Now the wage setting relation establishes a negative relationship between the real wage that exists in the economy and the rate of unemployment existing in the economy. This relation can be represented by the downward sloping curve that is shown in the diagram below. As the rate of unemployment in the economy would increase the wages that the laborers would demand would be less (Broughton, 2009. pp. 3-5).

Social policy Essay Example | Topics and Well Written Essays - 2000 words - 3

Social policy - Essay Example Therefore, the social workers carry forward the mission statement of standing against racism or other forms of discriminatory practices on any individual based on their personal freedom of choices, to ensure that individuals in a society are treated equally and fairly, also that every individual has equal access to quality education and health facilities, not to mention the basic right of entry to quality accommodation and justice system. Since social workers take up the mission of eradicating injustice from the society, it would be quite a paradox is they exhibit a character opposite to that expected from them. Though social workers are actively pursuing their causes, yet when it come to the rights of traveller and gypsy communities, the social workers either seem to be uninvolved or in extreme cases biased against them (Lloyd & Joan 2001). The sole purpose of choosing the thematic analysis of social worker`s contribution towards the cause of alleviating issues of the travellers community to identify the discriminatory practices against them, also to point out to the fact that the social workers are clearly violating their mission statement in this context. More so, the new coverage in the UK often speaks of the injustices inducted upon the travellers community. On one hand where the general social indicators of the UK as a whole and the minority`s in specific are getting better off, the case with the gypsies eviden tly points toward the opposite direction (Joanna and Andrew 2012). The Commission for Racial Equality (CRE) is quite vocal on the cause and thus, outcry against such practices can often be witnessed on the media. Also, it isn’t a hidden fact that the media is also unbiased towards the gypsies. Recently, The Travellers Movement has become quite vocal on the media over the biased and shameless broadcasting of the

Disciplines of Humanities, Social Science and Management Essay

Disciplines of Humanities, Social Science and Management - Essay Example One such idea, that hadn’t been put in place during the founder’s time, but that has since seen some use and development, includes Frederick Taylor’s (1856-1915) Scientific Management Method. The founding idea behind Frederick Taylor’s scientific management theory was the concept that â€Å"the principal object of management should be to secure the maximum prosperity for the employer, coupled with the maximum prosperity for each employee.†1 Taylor’s theories can be seen in many organizations that exist today, but perhaps most easily in the processes that characterize the popular fast food chain McDonalds, especially if one studies the means by which the company has redesigned their work areas since my teenage years to produce the greatest possible product in the least amount of time with the fewest manpower hours necessary to keep customers happy. Another development in management science that has occurred in the past 50 years, but accelerate d in the past 20, has been the concept of a knowledge society and economy. Rather than being focused upon products and materials, the new economies and philosophies are based more upon the concept of information management and communication. To understand some of these concepts, Taylor’s Scientific Management Method will be introduced and applied to one of my earliest positions as a McDonald’s employee, examining how application of the theory has changed this organization in the intervening years, before examining the changing base of management to one of information and how that applies to my current position as a network administrator. Frederick Taylor’s theory centered around the concept that management and the workforce should work in tandem for a mutual benefit, but that it was essential for management to make benefits directly applicable to the employee who

Vietnam Population Change Over Last 100 Years Cultural Studies Essay

Vietnam Population Change Over Last 100 Years Cultural Studies Essay Everybody knows Vietnam as a war country, truly, how long my historic country was, and it is how long wars were also. Those wars had affected a lot of my country including history, culture, environment, economy, policy, technologyà ¢Ã¢â€š ¬Ã‚ ¦ However, have you ever thought population which can be changed because of war? Actually, each war can decrease or increase population, but, how can this rate population relate with changing culture? Lets find the answer in the history of my home country in last 100 years. One-hundred years ago (19th century), it is the period when Vietnam was French colonization. Furthermore, this time could mark a new step forward of the changing population, especially culture. After possessing Vietnam, French had identified Vietnam by allowing the French who could immigrate in Vietnam, gathering military force into Vietnam to control. In this period of time, Vietnam population had regained balance, although almost Vietnamese didnt respond it so much. However, this time marked as beginning of innovated Vietnamese culture. When the French immigrated in Vietnam, they had their culture sharing with us including French was official language in almost school, French music, French art dance, French fashion French life style and modernization. For high society, this identification seemed to make them at the same level with French people, for other social classes, adapting French culture was enhancing knowledge and their business, for a few, this was by force. In general, du e to French colonization, Vietnamese culture has become diversity, especially borrowed language. Furthermore, at this time, the Vietnamese culture was distinguished North culture, Middle culture and South culture by some different policies, treatments and educations of French administration for each part in Vietnam. In one side, this made Vietnamese culture to become more multiform, and rich, but, otherwise, it made a barrier in Vietnamese relation between each part. About 1927- 1945, this was troublous time in Vietnam because of League for the Independence of Vietnam, and involvement between French administration, Japanese and United State. Furthermore, especially, in 1944-1945, due to the Japanese occupation of Vietnam, about two millions of Vietnamese people had died because of no food, natural disasters, grow just instead of rice, war by Japan and United State. This crisis seemed bringing to Vietnamese some phobias, at this time, only thing they could think that how to have food to survive. They werent interesting of showing off, festival, gastronomiesà ¢Ã¢â€š ¬Ã‚ ¦ however, at this period, the neighborly relation was more important than ever, all population in the South in one mind had supported the North overcoming this crisis. In fact, Vietnamese physical culture was farther and lost seriously, but, Vietnamese spirit culture was stronger. Fighting situation was constant until 1976, Vietnam was officially unified and renamed Socialist Republic of Vietnam, with Ha Noi which is its capital. From this period until now, Vietnamese population has grown regularly. Everybody started to recognize that they need to find lost cultures including traditional music, ancient architecture, royal dress and rural clothes,à ¢Ã¢â€š ¬Ã‚ ¦and complete other culture left to create Vietnamese own culture such as language, long-dress, art dance,à ¢Ã¢â€š ¬Ã‚ ¦in this period, life has been more stable and safe, economy has been developing, technology has grew, financial has improved, demand of life has increased, people has knew of taking care themselves and require more and more. Vietnamese culture had been perfect in short time, but, nowadays, with trend of globalization, culture is dissolve. When population increase a lots, it affects living space, education, employment, social benefit,à ¢Ã¢â€š ¬Ã‚ ¦ almost people in countryside emigrate to city to find a job, population density in city is higher than countryside, administration city lost control, education cant ensure its quality because of too students,à ¢Ã¢â€š ¬Ã‚ ¦in consequences, people has trend to live abroad, study a abroad, like to integrate outside culture. Beside, tourism is one of important business in Vietnam, it affects Vietnamese culture also. Actually, when population density is higher, everything is more difficult, serious and acute. In this environment, people take care themselves more than show excessive interest in other people. Therefore, Vietnamese spirit culture is weaker, and physical culture is just enjoyed as trendy entertainment for high social class such as some villas which has ancient royal architecture, royal gastronomies,à ¢Ã¢â€š ¬Ã‚ ¦ even though culture can have the right to refuse or agree integrating, but, in general, its result is also the same. Nowadays, Vietnamese government had some policies to solve these problems as the policy: each family should have two children, skyscrapers to improve living space, stimulating live in countryside, increasing amount of school, and manufactory to create job, building culture in educationà ¢Ã¢â€š ¬Ã‚ ¦ these policies has been useful, in consequences, in 2009, Vietnamese population has totally 85.5 million peoples, population growth is slowing down, economy is more stable with population structure of gold, social order is controlled, social benefit is improved and finally, Vietnamese culture was respected more for younger generation. Conclusion: Through this project, the population growth affects truly to change of the culture of my home country. Over the last 100 years in Vietnam, with population growth decreased and increased irregularly, it made Vietnamese culture own which is one of important factor to attack curiousness of tourist from whole the world. The culture is more strong or weak, more multiform or poorer, population growth is also one of important factor which affects it. As I mentioned before, culture has a strong relation with human, so, any change in human can also affect the change in culture. Have you ever thought when you change your life, when you have family and when you have children, everything you are doing now, it can impact your culture or the country when you live?

Mongolian Armies :: essays research papers

The Mongols were nomadic herders and hunters who spent their lives in the saddles of their steppe ponies. They learned to ride and use weapons, especially the composite bow, at an early age. For hunting and war, every able-bodied male under the age of 60 years was expected to take part. The armies of the united Mongol tribes consisted of the entire adult male population. They fought under a strict code of discipline. Booty was held collectively. The penalty was death for abandoning a comrade in battle. This discipline, together with leadership, intelligence-gathering, and organization, raised the Mongol force from a cavalry swarm into a true army. The Mongol army was organized according to a decimal system, with units of 10, 100, 1000, and 10,000 men. These numbers for units were probably rarely approached due to casualties and attrition. The 10,000-man unit was the major fighting unit, like a modern division, capable of sustained fighting on its own. Individual soldiers identified most with the 1000-man unit of which they were a part, the equivalent of a modern regiment. Original Mongol tribes fielded their own 1000-man units. Conquered peoples, such as the Tatars and Merkits, were broken up and distributed among other units so that they could pose no organized threat to the ruling family. Genghis Khan created a personal guard unit of 10,000 men. This unit was recruited across tribal boundaries and selection was a high honor. In its early stages it served as a form of honorable hostage-holding. It grew into the family household and the source of the growing empire's ruling class. Mongol soldiers at first received no pay other than booty. Advancement was based on merit. Once the rapid conquests slowed, a new system of pay was put in place. Officers were later able to pass on their posts to heirs. Each soldier went on campaign with approximately five horses, allowing quick changes and rapid movements.

Case Study on Environmental Health Food Safety Division Program

Running head: ENVIRONMENTAL HEALTH DIVISION FOOD SAFETY PROGRAM Environmental Management Department of Sacramento County: Environmental Health Division Food Safety and Protection Program Table of Contents Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 4 History and Development . . . . . . . . . . . . . . . . . . . 5 Goals and Objectives . . . . . . . . . . . . . . . . . . . . . 6 Description of Services . . . . . . . . . . . . . . . . . . . 9 Levels of Intervention . . . . . . . . . . . . . . . . . . . 9 Goal and Objective Relevance . . . . . . . . . . . . . . . . . 10 Target Population . . . . . . . . . . . . . . . . . . . . . .11 Program Evaluation . . . . . . . . . . . . . . . . . . . . . .12 Program Funding . . . . . . . . . . . . . . . . . . . . . . . 13 Personnel Qualifications . . . . . . . . . . . . . . . . . . . 16 Current Status . . . . . . . . . . . . . . . . . . . . . . . .19 Future Needs . . . . . . . . . . . . . . . . . . . . . . . . . 21 Changes to the Program . . . . . . . . . . . . . . . . . . .23 References . . . . . . . . . . . . . . . . . . . . . . . . . .26 Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . .28 Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . .29 Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . .30 Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . .32 Abstract Food is a vital ingredient to the survival of life on earth. Food gives people the energy to carry out everyday tasks. With food being so important to life, should it not be of highest quality? Food is prepared, cooked and consumed every minute of every day. How do consumers know that the food is safe? The group members of We 8 A Lot went on a mission to find out exactly how food consumers are protected and by whom. Through research and interviews with the Environmental Management Department of Sacramento County, it was found that there are a group of individuals who work diligently to protect food consumers by inspecting the 6,000 food facilities in Sacramento County. ENVIRONMENTAL MANAGEMENT DEPARTMENT OF SACRAMENTO COUNTY: ENVIRONMENTAL HEALTH DIVISION FOOD SAFETY AND PROTECTION PROGRAM Introduction For the case study, our group chose to investigate the Food Protection Program that resides within the Environmental Health Division which operates under the umbrella of the Environmental Management Department (EMD) of Sacramento County. The functions of this department not only protect residents and consumers of this county in the matter of retail food safety but, also by the regulation and enforcement of water protection and hazardous materials. On October 1, 2004, an interview was conducted at the Environmental Health Division office located at 8475 Jackson Road, in Sacramento, with June Livingston, Communications and Media Officer and Richard Sanchez, Environmental Program Manager. In the interview, Mr. Sanchez revealed that there are â€Å"close to 6000, food facilities in this [Sacramento] county† (personal communication, October 1, 2004) With this many retail food facilities in Sacramento County and the consumer culture of Americans, the potential for food-borne illness is staggering. Just one instance of improper handling, storage, or cooking of foods in retail food facilities can cause serious outbreaks of infections or in severe cases, death. On average, each day in the United States alone, â€Å"over 200,000 people fall ill with a food-borne illness and of those, fourteen will die† (Sizer & Whitney, 2003, p. 511) Keeping this in mind and the fact that food is one humanity's most basic needs for survival, this agency most definitely warrants study. Since our team was quite large, 8 members, and relative to food, we decided to name it, â€Å"We 8 a lot†. Similarly, due to our team size we decided to split it into halves. One-half of the team devoted their efforts to online and print research while the other half focused on interview and personal communication research. Project tasks were divided between the team members and each member was deemed responsible for his or her content area. Moreover, leadership positions of paper editor, Power Point manager, and team recorder were established on a volunteer basis to avoid any confusion during the project. The members of this team, listed alphabetically are: Simranjot Bains, David Chan, Lynn Gervacio, Safiya Nuur, Joy Pastones, Shantell Payne, Valerie Quitoriano, and Yvonne Rains. History and Development Prior to becoming a department, EMD program elements were housed in the County Health Department. But in 1988, the Sacramento County Environmental Management Department (EMD) became a consolidated, freestanding department consistent with separate City and County advisory body recommendations to merge and augment environmental regulatory activities. Initial program elements included Air Quality, Environmental Health (includes Food Protection Program), and Hazardous Materials Divisions. The Sacramento Air Quality Management District separated from EMD and County Government in 1995. The Environmental Management Department currently has three operating divisions, with Water Protection which was added in 2003. The organizational chart in Appendix A shows the various divisions of the Sacramento County. The Environmental Management Department is one of ten county service agencies. The organizational chart in Appendix B shows how the EMD is further divided. Within the Sacramento EMD, there are three subdivisions that have been listed above. Under the Water Protection, Environmental Health and Hazardous Materials Divisions, there are also a number of subdivisions. Goals and Objectives The Food Protection Program, which is part of the Environmental Health Division (EHD), is responsible for regulation and enforcement of state and local health codes at all retail food facilities in Sacramento County and all incorporated cities. The mission of the agency is to protect the health of the public from unsafe food, water and hazardous materials. The Food Protection Program's goal is to ensure food safety practices at all retail food facilities in Sacramento County and to become a world leader in terms of clean and uncontaminated food (http://www. hs. ca. gov/ps/fdb/HTML/Food/indexfoo. htm). Achieved Goals The Food Protection Program of Sacramento County has achieved many goals. First, the agency has increased the number of inspections from once a year to twice a year for facilities that prepare food. Second, it has developed an enhanced â€Å"Prioritized Inspection Frequency Compliance† on their website to assist businesses in the county (http:/ /www. emd. saccounty. net/Documents/Info/Bulletin0503-prioritized_inspection_frequency. pdf. ). This site answers many questions and has information about the laws and requirements. Third, as of July, 1 2003, the Food Protection Program has mandated all businesses to post their most recent inspection report in a visible place for customers to read. Fourth, the agency has â€Å"initiated an ‘Award of Excellence' in Food Safety to recognize operators of food facilities in Sacramento County and all incorporated cities who exhibit excellent food safety and sanitation standards† (http://www. emd. saccounty. net/EH/EMDFoodSafetyAwards. htm. ). Long Term Goals The Food Protection Program also has many long-term goals. First, the program seeks to increase the surveillance on food markets such as Raley’s, Bel-Air, Albertsons, Safeway, and smaller, family owned markets. The program wants to inspect these businesses twice a year instead of the current one-year inspection. The second long-term goal of the program is to change from hand written inspection reports to computer-based inspections. In order to do this, the program needs to purchase additional equipment such as laptops or some other computer devices that would allow employees to type their inspection. In order to achieve these goals, the program needs to save money and implement additional training for their employees. (personal communication, September 18, 2004). The third, long-term goal of the Food Protection Program is to generate more interest in this field. Ms. Livingston, who is the Communications and Media Officer of the Environmental Management Department, commented that â€Å"the people [public] are not quite sure who does th[is] work†, referring to the functions of EMD. Ms. Livingston also commented that they will do more â€Å"outreach and awareness programs to let people know that food protection is profession (personal communication, September 18, 2004). Description of Services Some of the services the Food Protection Program provides are permitting, inspecting and re-inspecting of retail food facilities. The agency also provides food safety education to train employees of food facilities to improve compliance in terms of food safety regulations and reduction of the incidence of food borne-illness. It also issues permits for new businesses and provides outreach programs for the public. The Food Protection Program investigates complaints and suspected cases of food borne-illnesses when they do occur. Finally, as a last resort, the agency can enforce closure of food facilities with consistent non-compliance (http://www. emd. saccounty. net/pdf/CURFFL. pdf. ). Levels of Intervention The levels of intervention of the Food Protection Program function on primary, secondary, and tertiary levels. Primary prevention of the agency is enacted through education, outreach, regulation, and inspection. The agency inspects food facilities to prevent contamination of food and food borne-illnesses from the public. Secondary prevention of the Food Protection Program is accomplished through the re-inspection process. When businesses have major violations, they are given a two week period to correct the problem. Once the problems have been corrected, the re-inspection process ensures compliance. Finally, the tertiary level of prevention of the Food Protection Program closes food facilities that have consistent major violations and or violations that are not corrected in a timely fashion. Major violations are those that pose public health hazards such as contaminated equipment (personal communication, September 18, 2004). Goal and Objective Relevance The goals and objectives of the agency address the human ecology and heath studied. The agency provides educational programs through scientific principals to protect the heath of the public and the environment. The Food Protection Program Agency completes these tasks through teamwork and a cooperative approach (http://www. emd. saccounty. net/pdf/CURFFL. pdf). As Richard Sanchez, emphasized, â€Å"the point [of the program] is not to try and fine people, but the first thing we want to do is to educate people and help them understand what it is that they are supposed to do (2004). † Mr. Sanchez also mentioned that â€Å"when people know what food borne-illness is, they are less likely to violate the laws. One of the big ones is hand washing. Something so simple can prevent so much† (personal communication, September 18, 2004). Target Population The Environmental Health Division goals are to deliver outstanding service to all Sacramento County residents including the incorporated cities of Isleton, Folsom, Elk Grove, Galt, Rancho Cordova and Citrus Heights. They also aim to service the visitors in the area as well. The population of this county is over 1. 2 million residents, which is about 1200 persons per square mile. There are food venues developing everywhere to meet the demand of the consumers. The venues where food is served, either cooked or prepackaged, will be subject to an inspection and will be given a permit once it has passed. The typical venues consist of: restaurants (fast food, ice cream shops, delicatessens, coffee shops, sandwich shops), mobile food units, bars, taverns, commissaries, bed and breakfasts, school cafeterias, day/child care facilities, senior non-profit nutrition programs, convenience stores, dairies, and farmers markets as well as special or temporary events such as the fair, and craft or street fairs. During the inspection, even the smallest attributes of food preparation and serving styles are observed. EHD is now striving to complete two inspections per year to better the service of the community and lessen the risk for any food-borne illnesses in the future. Program Evaluation The Environmental Health Division of the Food Safety Protection Program does not have a formal evaluation process; however, they do participate in voluntary evaluations. The purpose of an evaluation is to determine whether the objectives of the program are being met and to provide feedback to improve the program. If we were to evaluate this program, we would use summative evaluations, which are used to determine how well the program has met their predetermined short term and long-term goals and objectives. Summative evaluations use two types of procedures, impact and outcome. Impact procedures are used mainly for immediate, short-term effects while outcome procedures are used for long-term effects. For the EHD Food Safety Protection Program, we would assess a set number of food-borne illnesses and a set number of food safety violations and then evaluate how well the program worked to make sure they did not exceed those limits. Even though the food protection program does not have a formal evaluation process, ironically, they won a 2004 Challenge Award from the California State Association of Counties. Out of 163 Challenge Award entries from 38 counties, the Sacramento County Food Safety Education for Restaurants Program was one of the 10 recipients of the Award. The award was based on demonstrated leadership, innovation, creativity, resourcefulness and effectiveness, as well as the potential for successful elements of the program to be used as a model for other counties. One of the reasons hypothesized why they might have gotten the award was because of their affiliations. The Food Safety Program is a member of the California Restaurant Association (CRA), where the annual membership fee is based on the gross revenue of the program. CRA has been representing approximately 20,000 foodservice establishments in California since 1906. Some of the benefits of membership in the CRA are discounts and savings on essential products, programs and services. Moreover, members are also kept informed on the latest industry issues through newsletters, publications, and resources. Program Funding The Environmental Health Division's financing sources come from four different areas: reimbursements, charges for services, reserve release, and other revenues. The department receives no tax money from the government; however, the department does receive some government grants, but not of any significant amount under the food program. Most of the Environmental Management Department’s large grants are given to the Hazardous materials division, rather than the Environmental Health division, under which the food program is directed. The U. S. Federal Drug Administration did give the food program a small grant in the amount of $5,000 to get their staff training sessions. These grants are listed under the reimbursement area. The charges for services category consists of re-inspection fees, which are billed when food facilities use more time than what the permit pays for. These fees are allocated at the hourly rate of up to $149. 00. The third area, the reserve release, makes improvements possible and makes additional money available if needed. This financial source comes from saving extra money left over from the previous month’s finances. Once there is a need for money that isn’t being met by the three other financial resources, then money is taken out of the reserve. Also if improvements need to be made, such as a new computer system, then the reserve covers this cost. The Environmental Health Division earns the majority of their revenues from the services they provide, which is listed under the other revenue area. Every food facility requires a permit from the Environmental Health Division and is charged a fee for their inspection. Some facilities are inspected once a year, but recently the requirements changed for higher-risk facilities (food preparation sites) to be inspected twice a year. The total budget for the food program is $2,840,243, while the entire budget for the whole program is close to $13 million. Another service the Environmental Health Division provides and earns revenues from is the Food Safety Education program (FSE). The program encompasses two classes about food safety, in which they charge $20 per person for attending. They also offer to perform the classes at the actual food facility site for $400. Despite the fact that the Environmental Health Division receives no tax money from the government, Richard Sanchez believes it is a good thing. He states that when there is a tax cut in government funding, then agencies start having to cut people. He proudly claims that they have never had to cut people, but rather they are adding positions (personal communication, September 18, 2004). In fact, most of their expenditures are from staffing fees. The other two financial uses the department covers are reserve provisions and services and supplies. As mentioned earlier, the reserve provisions consist of extra money that is saved until further needed for improvements or in case financial sources are running low. The money spent on services and supplies is directed towards rent and office provisions. Some of the services the Food Program uses are classified into special interfund/intrafund charges and reimbursements. This would include lab analysis services from a Sacramento County agency. If the inspectors want to have a closer look at a particular facility’s food quality, then an analysis of that food would be performed. The services used by the Food Program would not be paid in cash, rather it would be seen as a trade out to the other Sacramento agency in return for services from the Food Program such as a permit or inspection of that agency’s food facility. Personnel Qualifications Currently, in the County of Sacramento Environmental Management Department there are 110 employees. Of those 110 individuals, 27 are employed within the Food Protection Program. Employment opportunity of the Environmental Health Division varies from what is referred to as a Level I to a Level IV position of Environmental Health Specialist. The minimum qualifications of the Level I position require one year of experience performing technical support or a completion of twelve semester units from a college or university in physical science, life science, or engineering. The salary offered to the Environmental Health Specialist I is $2509. 00 to $3398. 00 per month. The variation in salary is due to experience. If the employee has just started, the salary begins at $2509. 00, but as the person gains experience within the field, the salary increases up to a certain point; which is $3398. 0 per month. In order to grow within the field at all levels, the employee needs to complete the supplemental questionnaire, which encompasses: the employee’s level of education, experience in technical support and public health contact work, possession of current California driver’s license, knowledge of different cultures, and English fluency. Once the questionnaire is submitted, the panel group sets a date for the employee to take a test. The test is divided into ranks, and usually the first three ranks are chosen for the job. Once, the employee has qualified, then the new title given. The position of Environmental Health Specialist II, ranges in salary from $3659. 00 to $4447. 00 per month. This employee should be able to research, interpret, and apply environmental laws and regulations. This position requires the candidate to have: (1) graduation degree in health science, public health, natural science or physical science, (2) one year of experience in environmental research or regulation, or (3) Registered Environmental Health Specialist certification. The third level of employment known as the Environmental Health Specialist III covers field inspections and research. Some of the duties performed are: organization and analysis of environmental data collected, development and preparation of studies related to regulatory compliance, meeting with business owners to develop solutions to achieve compliance, training and guiding other staff members, and preparation of written analyses and recommendations. This position’s salary starts at $4367. 00 and ends at $5308. 00 per month. In order to qualify for this position, the candidate must have a Master’s degree in health science, public health, physical science, or environmental health and a one-year experience in environmental inspection, enforcement, regulation, analysis, or a previous title of Registered Environmental Health Specialist II certification. Environmental Health Specialist IV is the last level of employment and in this position, the candidate is considered a supervisor and is responsible for a team of scientific, professional, and technical staff. At this level, the candidate is paid from $5392. 00 to $5945. 00 per month. He or she plans, organizes, and reviews the work of the team. The candidate also participates in developing and implanting new policies, procedures, programs, regulations, and guidelines related to inspections, enforcement, compliance, and scientific studies. Besides these positions there are also student intern positions which require the student to perform basic duties such as answering the phone, filing, distributing the mail, and helping in research. The students are allowed to work a maximum of 24 hours per week and the only students who qualify for this position are those who are in their last year of completing their degree. Current Status Currently, the services provided by the food safety program are mandated by the State of California in accordance with local provisions and the California Uniform Retail Food Facilities Law (CURFFL), which finds and declares that the public health interest requires that there be uniform statewide health and sanitation standards for retail food facilities to assure the people of this state that food will be pure, safe, and unadulterated. It is the intention of this Legislature to occupy the whole field of health and sanitation standards for these food facilities . . and regulations adopted pursuant to its provisions shall be exclusive of all local health and sanitation standards relating to these facilities. (http://www. Emd. saccounty. net/pdf/CURFFL2004. pdf, p. 4) Since this program is mandated by the state, the food safety program of the Environmental Health Division is at no risk for disruption or dismantling. Twenty-seven, Registered Environmental Health Specialis ts will continue to inspect retail food facilities twice annually (effective July 1, 2003). Although the state mandates inspection twice yearly, Mr. Sanchez, conceded in the interview that markets such as Raley's are only getting inspected once annually. As of the end of September, 2004, the Environmental Health Division has completed â€Å"6,132† inspections of retail food facilities and â€Å"742† inspections of area dairies (http://www. saccounty. net/pdf/EMD-2004-10_Update. pdf. , p. 4). Aside from routine inspections and re-inspections of retail food facilities, Environmental Health continues to offer food safety education and certification classes as well as community outreach events designed to inform consumers and retailers about food safety and compliance with state and local health codes. This group attended an outreach event held at Carmichael Park, on September 18, 2004, where the Environmental Health Division booth activities included a hamburger cooking demonstration to demonstrate proper cooking temperatures as well as safe food handling techniques. Other activities performed by the Environmental Health Division include responding to consumer complaints, investigation of cases of food-borne illness, there have been â€Å"180† cases in Sacramento County as of the end September of this year, evaluation of plans for new food facilities, as well as the granting of permits for these new food facilities (http://www. accounty. net/pdf/EMD-2004-10_Update. pdf, p. 4). Moreover, the Environmental Health Division continues to collect fees for their services and proudly distinguishes qualifying retail food facilities with their â€Å"Award of Excellence† for food safety. Last year, ninety-three area establishments were the recipients of this award. Future Needs The Food Safety and Protection Program is a growing program. As the number of food facilities in the Sacramento area increase, so do the needs of the program. Some of the future needs of the program include an increase in the number of employees for the program, improved outreach programs, software program to improve inspections and inspection reports, and an implementation of a restaurant grading system. The first need of the program is an increase in the number of employees. With only 27 employees who actually do work under the Food Safety and Protection Program, the job of inspecting 6,000 food facilities plus other required tasks is certainly overwhelming. One might think, â€Å"Why don’t they just go ahead and hire more people? Working for the EHD not only requires a college degree but employees must also obtain certification deeming themselves Registered Environmental Health Specialists. Now one might think â€Å"What is a Registered Environmental Health Specialist? † To answer the above question, the program needs to create an awareness of the position. This leads us to the second need of the program. The Food Safety and Protection program is in need of an improved outreach program. Up until finding out what personnel qualifications were needed, we did not know what a Registered Environmental Health Specialist was. More concentrated efforts in outreach programs that introduce and educate people about the validity of their profession may generate more interest in the academic setting thus creating more potential professionals. Another need of the program involves a software program to improve inspections and inspection reports. This program needs to make the change from hand-written reports to typed reports. Going from hand-written to automation would make it much easier for people to read and understand the reports. The final future need of the Food Safety and Protection Program is to implement a restaurant grading system. The restaurant grading system would provide to customers knowledge of where the restaurant stands in terms of food safety compliance. According to June Livingston, â€Å"The restaurants would be given a grade ranging from A-F. â€Å"A† of course being the highest grade to be received and â€Å"F† the lowest. A grade of â€Å"C†, would mean that the restaurant meets minimum compliance requirements† (personal communication, October 27, 2004). The program is still working on the grading system in terms of how it will work and getting legislation to approve the system. Changes to the Program The Food Safety and Protection Program is an extremely successful program under the Environmental Management Department. For 27 employees to be able to inspect 6,000 food facilities is an incredible feat. However, with their measured success, there is some room for improvement. If we were administrators of the program there are a few things that we would do differently. One of the changes that we would make is to the outreach programs. Despite the fact that one of the goals of the program is to have more outreach programs, there is something that we would like to add. In addition to having more outreach programs, we would have the programs target people as early as high school. The outreach should also be targeted at people in colleges and universities. By doing this, a larger audience of people would become knowledgeable of the profession and quite possibly decide to take the path to becoming a Registered Environmental Health Specialist. Another change would be to hire on more employees. With more employees, more work can be done and the current practice of multi-tasking would cease to exist. More employees will allow for more inspections of food facilities thus reducing risk to the public. Increasing inspections of food facilities from annually/biannually to quarterly is another change that we would make as administrators. Food facilities currently undergo one, maybe two inspections a year. Every day new discoveries are made in terms of proper food handling, food-borne illnesses and much more. With these new discoveries, it would be particularly helpful and beneficial that inspections be made on a quarterly basis. Also, more frequent inspections would encourage food facilities to really meet compliance and go above and beyond what is needed for food safety. The final change that we would make to the program is to improve inspection report legibility and visibility. If one were to take a look at an actual inspection report and read the comments written, it usually is difficult to read. We would make the inspection reports typed so that everyone would be able to read exactly what was found at the inspection. We would also improve the visibility of the report. Truth be told, not every food facility has their inspection report visible to the public. We would change this by requiring that establishments post the reports either by the cash register, the doors, in the waiting area if applicable or even by the bathrooms. We would further enforce this requirement by charging the facility a certain fee if the inspection report is not fully visible to the public. The addition of a fee for not having the report visible would not only create added revenue for the program, but it would also get the food facilities to comply more strongly in order to avoid getting fined. With these reports visible, the public would have the ability to find out whether or not they are eating at a food safe establishment. References County of Sacramento Environmental Department Website. (2004). Award of Excellence in Food Safety. Retrieved November 12, 2004 from http://www. emd. saccounty. net/EH/EMDFoodSafetyAwards. htm County of Sacramento Environmental Department Website. (2004). California Uniform Retail Food Facilities Law (CURFFL). Retrieved November 3, 2004 from http://www. Emd. saccounty. net/pdf/CURFFL2004. pdf. County of Sacramento California Website. (2004). County Organization Chart. Retrieved October 16, 2004 from http://www. saccounty. net/portal/about/docs/county-org-chart. pdf. County of Sacramento California Website. (2004). Food Safety Program, Retrieved November 12, 2004 from http://www. dhs. ca. gov/ps/fdb/HTML/Food/indexfoo. htm. County of Sacramento Environmental Department Website. (2004). Prioritized Inspection Frequency, Retrieved November 12, 2004 from http://www. emd. saccounty. net/Documents/Info/Bulletin0503 prioritized_inspection_frequency. pdf County of Sacramento Environmental Department Website. (2004). Update. Retrieved October, 16, 2004 from http://www. saccounty. net/pdf/EMD-2004-10_Update. pdf. Sizer, F. , & Whitney, E. (2003). Food safety and food technology. In E. Howe, & J. Boyd (Eds. ), Nutrition: Concepts and controversies (pp. 509-556). Belmont,USA: Wadsworth/Thomson Learning. APPENDIX A: THE ORGANIZATION CHART [pic] Note. From â€Å"County of Sacramento California Website† http://www. saccounty. net/portal/about/docs/county-org-chart. pdf Copyright 2004 by County Executive. Reprinted with permission. APPENDIX B: ENVIRONMENTAL MANAGEMENT ORGANIZATION CHART Figure 1. The subdivisions within Environmental Management. APPEDNDIX C: PROPOSAL Proposal This case study seeks to explore the Environmental Health Division within the Environmental Management Department of Sacramento County. Investigation in this agency will reveal how the County of Sacramento protects its residents and consumers from potential health hazards and illnesses originating from retail food facilities. Today, the average consumer rarely worries about the risk of dining out or â€Å"grabbing a bite†; however, factors such as improper storage, cooking and handling of foods or poor sanitation practices have the potential to create serious illness and even death. This agency warrants investigation since food is one of man's most basic and vital needs for survival. ———————– Management Plans Private School Inspections Land Use Evaluation Toxic Site Clean Up Well Monitoring Septic Tanks Recycled Water Industrial Storm water Program Risk Evaluation Accidental Release HazMat Land Use Incident Response Storage Tanks Business Plans Mold Information Lead Illness Investigation Tobacco Retailer Program Medical Waste Recreational Health Food Protection & Safety Education Water Protection Hazardous Materials Environmental Health Environmental Management