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.