Mel Gibson’s The Passion of the Christ Essay -- Movie Film Essays

Mel Gibson’s The Passion of the Christ Despite the rebuke of Jewish and Christian communities in our culture today, Jews and Christians have faced a thickening wall of inter-faith tension for quite a while; it is an issue our society does not often bring to the forefront among popular current events.   However, the release of Mel Gibson’s film, The Passion of the Christ, not only drew out the results of this tension among Jewish and Christian communities, but also reinforced those age-old tensions in our society.   Various Christian denominations have responded by bringing attention to their respective condemnations of anti-Semitism, and stressing the importance of inter-faith tranquility between Jews and Christians, bringing to light the common elements of the two faiths while respectfully acknowledging the differences.   These concerns, addressed hitherto, do not just come from biased faith communities 4, but from objective sources as well, concerned merely with the preservation of peaceful relations among several groups, such as the Anti-Defamation League (ADL).   While the ADL has admitted it cannot and will likely never have any evidence by which to accuse Mr. Gibson of being an anti-Semite, it does fear effects of the film on strengthening current waves of anti-Semitism, as well as creating an inaccurate image among impressionable observers unfamiliar with Jewish or Christian theological teachings 1.   Mr. Gibson has, wittingly or unwittingly, reinforced these tensions by following the film up with a harsh branding of all non-Christians as followers of Satan, a message that Jewish and Christian leaders alike fear could become the demise of inter-faith relations among Jews and Christians around the globe, as Dr. David Elco... ... 12 Feb. 2004.   Obtained from http://www.ajc.org/InTheMedia/OpinionsDetail.asp?did=202&pid=2091.   7) Evangelical Lutheran Church in America.   ?Declaration of the Evangelical Lutheran Church in America to the Jewish Community.?   18 Apr. 1994.   Obtained from http://www.elca.org/ecumenical/interfaithrelations/jewish/declaration.html.   8) Fisher, Eugene.   ?National Workshop on Christian-Jewish Relations.?   23 Sep. 1996.   Obtained from http://www.ibiblio.org/bgreek/archives/96-08/1004.html.   9) The Pontifical Biblical Commission.   ?The Jewish People and their Sacred Scriptures in the Christian Bible.?   Vatican Press; 2002.   Obtained at http://www.bigbrother.net/~mugwump/jcrelations/. 10) Sandmel, David Fox.   ?The Passion of the Christ ? Jewish Reaction and Commentary.?   Obtained from http://www.elca.org/ecumenical/interfaithrelations/thepassion/jewish_reaction.html.  

Law Office Management Unit 5

PA305: Law Office Management Unit 5 Assignment ? Goals 1. Always be approachable 2. Always be responsive 3. Efficiency 4. Devote ourselves and our work to our clients 5. Dedication to the satisfaction to the satisfaction of our clients 6. Dedicated to the well-being of the client 7. Make sure all clients are happy 8. Develop a sophisticated system 9. All clients questions and concerns will be addressed in an organized and timely manner 10. Exceed expectations of the client 1. Supply donations and Pro Bono work each month. 12. Morally and ethically work to ensure justice is served for everyone. Mission Statement Crystal Jones is an innovative general practice firm, specializing in civil procedure and family law. Here you get a small town feel from a city firm; we will always be approachable, responsive, efficient and devoted to our clients. Our staff is dedicated to the satisfaction, well-being and happiness of each and every client. Technologically sophisticated systems, mean inquiries and concerns will always be addressed in an organized and timely manner. Crystal Jones is ever evolving, raising the bar for clients in the future. We promise to do our best to exceed all expectations of our clients, devoting ourselves to the issues at hand, until they are fully resolved. Our dedication does not stop at our clients; we are fully dedicated to our community supplying donations and Pro Bono work each month. At Crystal Jones we will morally and ethically work to ensure justice is served.

November Calendar of Famous Inventions and Birthdays

November is the month of Thanksgiving and some of the best inventions that made their official public debut with the registration of their patents, trademarks, or copyrights. Literary works, new methods of manufacturing, and new products all made their appearance for the first time in November. Throughout history, the 11th month of the year has also been when many great  inventors and scientists were born, and you can find out which famous figures and inventions share your November birthday below. Patents, Trademarks, and Copyrights From the birth of Apple Jacks cereal  to several special  Thanksgiving  Day inventions, there are many great creations that got their official start with the registration of their patents, trademarks, and copyrights in the month of November. November 1 1966: Apple Jacks cereal was trademark registered. November 2 1955: Jim Hensons Kermit the Frog, the first Muppet, was copyright registered. November 3 1903: Listerine was trademark registered. November 4 1862: Richard Gatling received a patent for the machine gun. November 5 1901:  Henry Ford received a patent for a motor carriage. November 6 1928: Colonel Jacob Schick patented the first electric razor. November 7 1955: The movie Guys and Dolls, based on stories by Damon Runyon,  was copyright registered. November 8 1956: Cecile B Demilles The Ten Commandments was copyright registered. November 9 1842: George Bruce received the first design patent for printing typefaces. November 10 1981: The board game Trivial Pursuit was registered. November 11 1901:  NABISCO, the snack food manufacturer, was trademark registered. November 12 1940: Batman, the original comic strip, was trademark registered. November 13 1979:  Robert Jarvik was granted a patent for an artificial heart. November 14 1973: Patsy Sherman and Samuel Smith obtained a patent for a method for treating carpets known as Scotchguard. November 15 1904: Patent Number 775,134 was granted to King C. Gillette for a safety razor. November 16 1977: Stephen Spielbergs Close Encounters of the Third Kind was copyright registered. November 17 1891:  Emile Berliner was issued a patent for a combined telegraph and telephone. November 18 1952:  ELMERS glue was trademark registered. November 19 1901:  Granville Woods was issued a patent for a third rail to operate electrified railways. November 20 1923: Patent Number 1,475,024 was granted to Garrett Morgan for a traffic signal. November 21 1854: Issac Von Bunschoten patented a rosin-oil lamp. November 22 1904: Design patent for the Congressional Medal of Honor was granted to George Gillespie. November 23 1898:  Andrew Beard was granted a patent for a railway car coupler. November 24 1874: Patent Number 157,124 was granted to Joseph Glidden for barbed wire fencing. November 25 1975: Robert S. Ledley was granted patent Number 3,922,522 for diagnostic X-ray systems known as the CAT-Scan. November 26 1895: Russell Penniman received a patent for a transparent photographic film. November 27 1894: Mildred Lord was granted a patent for a washing machine. November 28 1905: ARM HAMMER baking soda was trademark registered. November 29 1881: Francis Blake was granted a patent for the speaking phone. November 30 1858: John Mason patented the screw neck bottle called the Mason Jar. November Birthdays From Marie Curie, who discovered radium, to the Fourth Earl of Sandwich, who invented the sandwich, November has given birth to a number of influential scientists and inventors throughout history. Listed by date and year they were born, the following famous figures changed the world with the accomplishments they made in their lifetimes. November 1 1950: Robert B. Laughlin  was an American physicist who won the 1998 Nobel Prize in physics for producing  body wave function in the  fractional quantum Hall effect.1880: Alfred L Wegener was a German meteorologist that revealed the continental shift.1878: Carlos Saavedra Lamas was an Argentinian who was the first to be awarded the Latin American Nobel Peace Prize in 1936. November 2 1929: Amar Bose was an electrical engineer with a Ph.D. from MIT and the founder and chairman of Bose Corporation, which patented advanced speakers that mimic being inside a concert hall.1942: Shere Hite is an author and sex therapist, who wrote the Hite Report. November 3 1718: John Montague was the Fourth Earl of Sandwich and the inventor of the  sandwich. November 4 1912: Pauline Trigere was the fashion designer that created bell-bottom pants.1923: Alfred Heineken was a beer brewer that founded Heineken  beer. November 5 1534: Carlos Saavedra Lamas was a German botanist and physician who wrote the first horticulture catalog.1855: Leon P Teisserenc de Bort was a French meteorologist who discovered the existence of Earths stratosphere.1893: Raymond Loewy was an American industrial designer that designed everything from Coca-Cola vending machines to  Pennsylvania Railroads S1 steam locomotive.1930: Frank Adams was a British mathematician, who greatly advanced concepts of  homotopy theory.1946:  Patricia K Kuhl is a speech and hearing scientist and a major contributor to the neuroscience, language acquisition, and speech recognition communities. November 6 1771: Alois Senefelder invented  lithography.1814: Adolphe Sax was the Belgium musician who invented the saxophone.1861:  James Naismith  invented the rules of basketball. November 7 1855: Edwin H. Hall was an American physicist who discovered the Hall effect.1867: Marie Curie  was the French scientist who discovered radium and won the Nobel Prize in 1903 and 1911.1878: Lise Meitner was the Austrian-Swedish physicist who discovered protactinium.1888: Chandrasekhara Raman was the Indian physicist who won the Nobel Prize for Physics for his advancements in the study of light scattering in 1930.1910: Edmund Leach was a British social anthropologist who greatly influenced the field of British structural-functionalism.1950: Alexa Canady was the first black woman to become a neurosurgeon. November 8 1656: English astronomer Edmund Halley discovered the Halley comet.1922: Christiaan Barnard was a South African surgeon who performed the first heart transplant.1923:  Jack Kilby  was an American scientist who  invented the integrated circuit (the microchip).1930: Edmund Happold was the structural engineer who founded engineering constituency. November 9 1850: Lewis Lewin was a German toxicologist who is considered the father of psychopharmacologist.1897: Ronald G. W. Norrish was a British chemist who won the Nobel Prize in 1967 for the development of flash photolysis.1906: Arthur Rudolph was a German rocket engineer who helped develop the American space program. November 10 1819: Cyrus West Field financed the first transatlantic cable.1895: John Knudsen Northrop was an aircraft designer who founded Northrop Air.1918: Ernst Fischer is the German chemist who won the Nobel Prize in 1973 for pioneering the field of organometallic chemistry. November 11 1493: Paracelsus was the  Swiss scientist who is known as the father of toxicology. November 12 1841: John W. Rayleigh was the English physicist won the Nobel prize in 1904 for discovering argon. November 13 1893: Edward A. Doisy Sr. was an American biochemist who invented a way to manufacture Vitamin K1 and won the Nobel prize in 1943.1902: Gustav von Koenigswald was a paleontologist who found Pithecanthropus erectus. November 14 1765:  Robert Fulton  built the first steamboat.1776: Henri Dutrochet discovered and named the process of osmosis.1797: Charles Lyell was  a Scottish geologist who wrote The Principles of Geology.1863:  Leo Baekeland  was a Belgian-American chemist who invented the  bakelite. November 15 1793: Michel Chasles was a  French mathematician who  specialized in geometry. November 16 1857: Henry Potonie was a German geologist who studied coal formation. November 17 1906: Soichiro Honda was the founder and first CEO of the Honda Motor Company.1902: Eugene Paul Wigner was a  Mathematician and physicist and the co-inventor of the A-Bomb who won the Nobel Prize in 1963. November 18 1839: August A. Kundt was a  German physicist who researched sound vibration and invented the test of Kundt.1897: British physicist, Patrick M. S. Blackett invented a nuclear reaction won the Nobel Prize in 1948.1906: American physiologist/biologist, George Wald won the Nobel prize in 1967. November 19 1912: George E Palade is cell biologist who discovered ribosomes and won the Nobel Prize in 1974.1936: Yuan T. Lee is a Taiwanese chemist who was the first from the country to win a Nobel Prize for his work on the dynamics of chemical elementary processes. November 20 1602: Otto von Guericke invented the air pump.1886: Karl von Frisch was a zoologist and bee expert who won the Nobel Prize in 1973.1914: Emilio Pucci is an Italian fashion designer known for his prints.1916: Robert A. Bruce was a pioneer in exercise cardiology. November 21 1785: William Beaumont was a surgeon who was first to research digestion.1867: Vladimir N. Ipatiev was a  Russian petroleum chemist who made huge advancements in the field. November 22 1511: Erasmus Reinhold was the German mathematician who calculated planetary table.1891: Erik Lindahl was a  Swedish economist who wrote The Theory of Money and Capital.1919: Wilfred Norman Aldridge was a biochemist and toxicologist. November 23 1924: Colin Turnbull was an anthropologist and one of the first ethnomusicologist who wrote The Forest People and The Mountain People.1934: Rita Rossi Colwell is an  environmental microbiologist  whos known around the world for her research. November 24 1953: Tod Machover is an  American composer who invented the use of new technology in music. November 25 1893: Joseph Wood Krutch was an American environmentalist and writer whose nature books on the American Southwest and critiques of reductionistic science made him famous.1814: Julius Robert Mayer was a  German scientist who was one of the founders of thermodynamics.1835: Andrew Carnegie was an industrialist and a noted philanthropist. November 26 1607: John Harvard was a clergyman and scholar who founded Harvard University.1876:  Willis Haviland Carrier  invented air-conditioning equipment.1894: Norbert Wiener was the American mathematicians who invented cybernetics.1913: Joshua William Steward invented polymath. November 27 1701: Anders Celsius was a Swedish scientist who invented the centigrade temperature scale.1894: Forrest Shaklee founded Shaklee Products.1913: Frances Swem Anderson was a technologist who researched nuclear medicine.1955: Scientist actor, Bill Nye is a scientist and actor who hosts a show on Netflix about science based on his original Bill Nye the Science Guy show from the 80s and 90s. November 28 1810: William Froude was an English engineer and a naval architect.1837:  John Wesley Hyatt  invented celluloid.1854: Gottlieb J. Haberlandt was a German botanist who discovered plant tissue cultures. November 29 1803: Christian Doppler was an Austrian physicist who invented Doppler effect radar.1849:  John Ambrose Fleming  invented the first practical electron tube called the Fleming Valve and the vacuum tube diode.1911: Klaus Fuchs was a British atomic physicist who was arrested for being a spy.1915: Earl W. Sutherland was the American pharmacologist who won the Nobel Prize in 1971 for discoveries concerning the mechanisms of the actions of hormones. November 30 1827: Ernest H. Baillon was a French botanist who wrote The History of Plants.1889: Edgar D. Adrian was an  English physiologist who won the Nobel Prize in 1932 for his work on neurons.1915: Henry Taube was a chemist who won the Nobel prize in 1983 for his work  in the mechanisms of electron-transfer reactions, especially in metal complexes.

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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Instead of running away, he took advantage of the American legal system and sued for his freedom. He pushed as hard as he could for his freedom in court. Many years of court appeals and reversals eventually put his case in the United States Supreme Court. Dred Scott’s fight for liberty is considered one of the most famous court cases ever. During the 1800’s many slaves were treated like animalsRead MoreAnalysis Of `` Leaves Of Grass `` By Walt Whitman1518 Words   |  7 Pages During the 19th-century people were deterred from the idea that through Christ you found your righteousness and the ability to be reliant not only Him, but upon yourself as well. Ralph Waldo Emerson dug deeper into this theory of being a self-reliant person in his writing, â€Å"Self-Reliance†. His rhetorical language throughout the speech, turned book, he explains exactly how an individual of the 19th century, becomes self-reliant. 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A young beautiful Costa Ricin woman Katia Solaz, accused of murder and terrorism, her two attorney s Paul Madriani and Harry Hinds and Liquida, a hired assassin from the Tijuana cartel also known as the â€Å"Mexecutioner†. There is a character named Emerson Pike a CIA agent who is killed off early in the book. Yokof Nitikin Katia’s grandfather and Maricela Solaz Katia’s mother Other characters in this book are Orville

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. According to Plesk Greenhalgh (2001), the complex adaptive system (CAS) in the 21st-century healthcare organization comprises of a group of individual representatives with the autonomy to operate in a manner that is not entirely foreseeable thereby hindering the outcome of other agents. Due to multiple disciplines operating collectively to achieving the desired outcome, work environment could be inhabitable for some while adapting to change. One of the challenges of the transformation of the CAS is the perception of seeing the whole as the sum of its parts,Show MoreRelatedLibrary Management204752 Words   |  820 PagesLibrary and Information Center Management Recent Titles in Library and Information Science Text Series Library and Information Center Management, Sixth Edition Robert D. Stueart and Barbara B. Moran United States Government Information: Policies and Sources Peter Hernon, Harold C. Relyea, Robert E. Dugan, and Joan F. 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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.