Hate Has No Home Here - Free Essay Example

Sample details Pages: 7 Words: 2126 Downloads: 6 Date added: 2019/04/26 Category History Essay Level High school Tags: Holocaust Essay Did you like this example? Theres no place in civilized society for hate yet it exists and persists with a furor. Driving through my neighborhood, I still see a few signs that bear that infamous tagline that garnered countrywide acclaim during the 2016 presidential election; one in particular has a prominent location in a front window facing the street. When I see that sign I feel a little sad because its unfortunate that we need to be reminded not to hate. Don’t waste time! Our writers will create an original "Hate Has No Home Here" essay for you Create order What does it mean to hate someone and why does it appear to the norm? There no longer seems to be a middle ground, its either love and adoration or hate and injustice. People dont agree so they try and hurt each other or worse, kill. Its baffling that there is so much discontent due to ideological differences among certain people that the only perceivable way to resolve issues is with hateful rhetoric, discrimination and violence. Christianity is or was my religion. Many years ago, I checked off the box in the column of non-believers. Its okay, it feels right to me but my parents arent happy, although they keep it to themselves. Religion was forced down my throat during my childhood and I rebelled in every way I could think of and when I became old enough to start doing what I wanted, I stopped going and also stopped believing, or rather started trusting what Id already accepted: there was no God. Ive never said that out loud to my parents and I never will; that belongs to me. Despite my feelings toward the Christian religion I felt different when I attended Shir Ami synagogue in Newtown. Perhaps its because for me, it was new, different yet similar in ways to the Christian faith. Or maybe I welcomed it more because it was my decision, I went because I wanted to and hoped to learn something. Being there that evening, six days after the shooting at Tree of Life was a poignant moment for me. There were so many p eople there from different churches and different faiths just offering their support and I realized I would have been there even if it werent part of an assignment. The original reason I went that Friday night changed the minute I walked through the door and was greeted with Shabbat Shalom. I was a community member, grieving with fellow human beings about the tragedy of hate and how in a single instant, everything that matters in life can be changed forever. Everything about the service was lovely, the singing was beautiful, the accompanying band was energetic and stage-worthy, the Rabbi was gracious and welcoming, the regular members were helpful and friendly, and every single moment of the service from beginning to end was beautiful. Even in the face of insurmountable devastation and loss, the message delivered that night was one of hope. Hope to move forward, hope to rebuild the community, hope for a better future and most important, hope to forgive. During the sermon I reflected to myself about the historical hatred of Jewish people and the horror of the mass murder during WWII. How and why are peaceful people condemned on such a large scale? Adolf Hitler may have brought notoriety to the term anti-Semitism but he didnt invent the label or the idea. Hate toward those of Jewish faith dates back to ancient times, possibly even as far back as the inception of Jewish history. Jewish people wanted to retain their cultural identity and not succumb to pressure from conquering groups to convert to the dominant religion of the time. Theres strong evidence that Protestant reformist Martin Luther fostered a climate of anti-Semitism due to his initial call for acceptance and tolerance of Jews only to then reverse opinion when he saw they werent setting aside their Jewish ways and coming to Christ. His supporters will argue that his intolerance of them was theological and not based on race or ethnic standing. In 1543 he wrote a controversial book called On The Jews Their Lies where he charges Germans with the destruction of Jews. Fast-forward to 1941 where Nazi Germany fulfills that charge. It would appear that Martin Luther prophes ied the Holocaust or at the every least, laid the foundation for the propaganda that would propel a country to systematically exterminate human beings. While reading some of Luthers words in the book, he comes off as sort of jealous that the Jews regard themselves as the chosen people of God and that they descend from holy patriarchs and do nothing but boast about their place in the divine hierarchy. He talks about how God must endure them in their synagogues, with their prayers and songs and doctrines and how they come and stand before him (God) and plague him grievously (Luther, 9). He advises that their houses be razed and destroyed (Luther, 166). Luther seems bitter and suggests the Jewish people are being blasphemous and distorting the scripture or misinterpreting its meaning. This is interesting because Christianity emerged from Judaism, not the other way around. Jesus was a Rabbi first, his death and resurrection led to the belief that a new covenant had been forged with God and redemption was only possible through accepting him as Lord and savior. Its this disagreement over how to understand words in holy text that encompass both religions that has created such a riff in belief systems. By the time Hitler rose to power in 1930s Germany, Jewish people all over Medieval Europe had experienced discrimination and were forced to live in ghettos and in some countries, required to identify themselves as Jewish by wearing a yellow badge or a special hat. They were refused citizenship and other liberties including religious freedom. (History.com, Anti-Semitism 2018). In 1935 with the passing of the Nuremberg Laws, anti-Semitic practices and persecution of Jews became legal. The sad thing about these laws were they didnt take into account how an individual chose to identify, it proved their ancestry by determining how many Jewish grandparents they had and essentially if they had enough Jewish blood in their lineage, they were classified as Jewish. Even Jews that had converted to Christianity were no longer defined as such. Further steps were taken in efforts to render Jewish people helpless and destitute by taking away businesses and removing Jewish workers from companies, a process called Aryanizing (United States Holocaust Memorial Museum, The Nuremberg Race Laws.). Religiously, it didnt help that for hundreds of years, the Christian church taught people that it was the Jews that killed Jesus when in fact history will tell us it was the Romans. Jews were classified as a separate race and portrayed as weak and uncivilized. On a November night in 1938 violence against Jewish people swept across Germany, these bouts of rioting, violence and murder were called pogroms. Hundreds of synagogues and schools were burned, Jewish-owned business were pillaged and vandalized and dozens of Jews were massacred in an event that lasted two days and historically would be known as the Kristallnacht or The Night of Broken Glass symbolic of all the shattered glass during the riots. To make the tragedy even more unbearable, the Nazi government fined Jews the equivalent of $400,000,000 in U.S. dollars and forced them to clean up after the devastation and refusing to allow them insurance payments for damages to property. Following the pogroms, Jews are finally prohibited from all aspects of public life in Germany (United States Holocaust Memorial Museum, The Night of Broken Glass). The efforts to eradicate Jews from Germany had been going on for nearly a decade before the Final Solution came into existence. Jews were deported from countries all over Europe to extermination camps in occupied-Poland. During the invasion of the Soviet Union, mobile killing squads shot Jewish men, women and children, effectively extinguishing one million Jews from existence. Vans doubled as gas chambers and people were shuffled to killing centers where its estimated that approximately six million Jews were murdered. That number doesnt take into account others that perished as a result of Nazi regime. The Jewish Holocaust is considered the worst and most widely recognized acts of genocide in history. Anti-Semitism didnt commence with the Holocaust nor does it end there. There are still many incidents of racial discrimination against Jewish citizens all over the world, particularly in Western Europe. It affects more than just the intended races; it touches all the nearby residents, challenges beliefs about tolerance and puts democracies at risk. Islamic Extremism and Far-Right Extremism have legs in Anti-Semitic attacks on institutions and humans. Due to the ongoing conflict in Israel, the assumption by certain critics of the policies of the country believe it shouldnt even exist and that theyre nothing but a terrorist state and rally to delegitimize them as a country and a people. Holocaust deniers are Anti-Semitic because they refuse to accept that Jews can be victims of something so terrible. Governments have long steered clear of getting involved, which sends a message to society that the behavior is okay. Violence and discrimination is on the rise in the U.S., most recently a t the Tree of Life synagogue in Pittsburgh, PA but many other circumstances of hate against Jewish people have occurred at cemetaries, community centers and other Jewish locations. In the news back in October there was a prom photo circulating online of a group of male teenagers in Wisconsin giving what appears to be the Nazi salute. Its as if its become in vogue to be a racist. Intolerance in America and the world only seems to be getting worse or maybe its because the ways we hear about it are 24/7 via Twitter, Facebook, cable news and any other instant-gratification way of accessing the latest must know information. Its grip is strong and shows no sign of slowing down and with the current U.S. president stoking the fires at every turn, its no wonder people in certain groups have gained a new-found confidence to proudly wave the flag of bigotry. His refusal to denounce the white nationalist groups at the Unite the Right rally in Charleston, SC in August of 2017 stirred up significant controversy and inquiry into where his allegiances lie. Not only did he validate the state of white supremacy in this country, but he went so far as to say there was violence on both sides and that both parties were at fault. A woman named Heather Heyer was killed when a Nazi sympathizer deliberately drove his car into a group of counter protesters killing her and wounding doz ens more. Ironically, she almost didnt attend the rally due to warnings of danger but she changed her mind at the last minute because she wanted to take a stand against hate and intolerance. People must condemn these horrific actions and those that lead and govern need to denounce it as well, with a passion. Just like in Confucianism, members of society will look to their leader for guidance, acceptance and validation. There are many people out there that are vulnerable to hateful philosophies and are just waiting for the right person to give them the okay to behave as such. We, the people, have to change our hearts and our attitudes and come together to defend whats right. Were all humans first and if youre a believer then were all Gods children too. I enjoyed learning about Judaism, the beliefs are slightly different from Christianity but religious service is quite similar in structure. Everyone I met when I attended Shir Ami was welcoming, kind and hospitable, even those that werent members. A very nice woman sitting next to me from another synagogue offered some pointers in reading from the prayer book and I didnt even ask her for help. The rabbi was wonderful in his willingness to give a tour and answer as many questions as I had, knowing that congregants were across the hall also waiting to talk with him. He seemed genuinely pleased that I was there that night and invited me to return another time. The sanctuary was lovely, the Torah was amazing and I am so grateful I was able to see it up close. There was no hate there, nothing but love, respect and generosity. I knew more about the Jewish faith when I left that when I arrived and I feel lucky to have been part of their sacred moments. If we were all willing to step outside our own world and into someone elses with an open heart and open mind, we might learn that there is more that unites us than divides us and understanding that its the differences in each of us that can make societies stronger and progress us further into the future. Love and hope persist, always.

Juvenile Delinquency A Sociological Approach - 1408 Words

A juvenile delinquent is an individual under the age of eighteen years old who fails to abide by the law. When identifying the causes of juvenile delinquency society can slow down or prevent the behavior by using strategies. The quality of peers, family, parenting, community and school area can all be predictors of juvenile delinquency. Theories help us explain why juveniles are engaging in delinquent behavior and it is important to understand why because it helps us explain the motives for their actions. Reckless’s theory, Hirchi’s theory, labeling theory, and Agnew’s theory all seek to explain why delinquency happens mostly in the lower class societies. In the movie Boyz n The Hood by John Singleton there are many social factors that†¦show more content†¦The stronger the inner and outer control the more likely one is to conform to society’s norms. The Upper and middle classes usually have a good self-esteem compared to the lower class because t hey have stronger inner and outer containments. Therefore, the lower class has a weaker inner and outer containment that causes negative outcomes like low self-esteem, poor choices and delinquent behavior. For example, Doughboy from the movie â€Å"Boyz n The Hood† has no inner containment because he has no self-control, self-concept or internalization of social norms. He doesn’t have the ability to resist temptations because his low self-esteem was encouraged by his weak outer containment. He comes from a single family home and his mother talks him down, which caused him to have no hope for his future. He constantly reinforces the label of â€Å"good for nothing† that was given to him by his own mother. He has no love, support, encouragement or guidance to succeed in life. He lives in a poor neighborhood, has delinquent friends, he’s a high school drop out, he is not involved in no activities, sports or clubs therefore he lacks a person to look at as an example or to mentor him. Hirchi’s social bond theory describes the social bond that connects a person to the basic values and expected values of society. When the bond is weakened then people commit crime. This social bond is constructed in early childhood

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