Is poverty a human rights violations Essay Example | Topics and Well Written Essays - 1000 words

Is poverty a human rights violations - Essay Example Poverty cannot be realistically or morally confined within the convectional parameters such as living under less than dollar a day as is the trend. Sane criticizes these ceiling and claims that their very existence in a way seems to legitimize and justify the existence of poverty (3). While governments are supposed to strive to achieve the millennium development goals in regard to halving poverty in the world, they needs must take cognizance of the fact that this goals justify the very existence of poverty which is in contradiction of all moral and human principles. In his quest to classify poverty as a human rights violation, Sane creates and systematic irrevocable connection between poverty and the five families of human rights, he argues that poverty invariably violates social rights and to a various extent all the other classes of human rights. By his reasoning, poverty is without doubt just as serious as genocide and political crimes; however, since these two are considered ille gal and against human rights, governments and international communities take it as their onus to expedite their elimination to whatever extent they can with a remarkable, albeit not complete success. When human beings are disenfranchised of any or one of all their social, cultural political or economic rights, poverty inevitably gains ingress into their life, therefore as long as individuals and communities are deprived of their basic human rights, poverty inevitably results (Sane 3). Governments are tasked with the responsibly of ensuring the welfare of their citizens, therefore in every society or state where poverty exists the government can be viewed as having failed in its mandate of protecting its citizenry. Poverty is just like any other injustice and atrocity that faces humanity; consequently, at the end of the day in the self-same way the state rushes to protect its people from epidemics such as floods or violence, it should mobilize support against the scourge of poverty. By considering the existence of poverty as a violation of human rights, the steps towards the development of a lasting solution can be taken from local and international perspectives. The elimination of poverty can only commence if its perception as a natural qualitative or qualitative shortfall is radically changed, this way, the political will and by extension means to tackle it will be galvanized into action. Sane makes a bold claim to the effect that poverty should be abolished, this comes off initially as a naive point and the writer admits that much, nevertheless he argues that the notion should not be dismissed on the basis of face value. Poverty can be abolished but for this to happen the lenses through which society considers it were to undergo a radical change, to this end, poverty should not be seen as passive condition a deplorable consequence of the struggle for limited resources. Instead it should be seen as a systematic and enduring violation of hum rights therefore a nd injustice that required expedient redress (Sane 3). By virtue of the fact that human rights are universal and the bodies charged with the task of enforcing them such as the UN have global latitude automatically makes poverty a global issue. Nevertheless, despite the fact that globalization is popularly perceive as a progressive concept but global corporates and governments use it to conceal their sinister agenda under euphemism such as free trade (Klein 247). Through

Durkheims Theory of Suicide

Durkheims Theory of Suicide Suicide is a very complex subject triggered by various complex factors. The failure to meet ones expectations which may have been instilled as early as childhood may bring about a wide variety of emotions leading to people committing suicide for various reasons. Depression, physical or sexual abuse, horrible disappointments, severe financial loss, mental or emotional disorders, all trigger feelings of emptiness and hopelessness and are just some of the few psychological factors which may influence an individuals final and distorted decision of committing suicide as a means to put an end to these insufferable emotions. The foregoing, however, is just a superficial analysis touching merely upon the surface of the deep-seated source of suicide. This paper will thus attempt to provide a more in depth analysis of why people commit suicide by looking primarily at the sociological factors and in particular in relation to Durkheims work. Durkheim defines suicide as a general state of extreme depression and exaggerated sadness, causing the patient no longer to realize sanely the bonds which connect him with the people and things about him -pleasures no longer attract [Durkheim,1951:63]. Durkheim further stated that man cannot become attached to higher aims and submit to a rule if he sees nothing above him to which he belongs to free him from all social pressure is to abandon him to himself and demoralize him [Durkheim,1951:110]. In Durkheims Interdiction to Suicide: A study in Sociology, Durkheim expresses his concern in developing the conduct of sociology. He sees the main problem to be that sociology is mostly constructed on philosophical overviews, and does not answer the exact social questions. he suggests a methodology that will give the science of sociology strong baselines and real results. In his book, Durkheim applies these propositions and shows how sociology should be conducted, and firmly draws conclusions that expose to us the way in which we should be able to approach the difficulties of society. This study has been presented in such a way that it is probable to assess the relevance and accuracy of its meanings and deductions. Durkheim gives the importance of sociology far more than being just a tool to fix the world, but it is a lens, through which we see reality as a shared reality, one included of individuals who are determined by their realities. In this introductory chapter he investigates the act of suicide and explores its social roots by examining suicide rates in different social classes and correlating that with the characteristics of the society . [Durkheim,1970:41] A differentiation is made between two types of suicide, positive and negative. In Durkheims words suicide is thus described as all cases of death resulting directly or indirectly from a positive or negative act of the victim himself, which he knows will produce this result [Durkheim,1986:64]. A positive performance would be to discharge or to suspend an act. In this case, death comes as a straight product of the action. A negative act would be the scenario of remaining in a burning house or to refuse eating to the point of hunger. Death in this case is the indirect result of an individuals act. Durkheim believed that the areas with the highest rates of mental illnesses and alcoholism are not necessarily the areas with the highest suicide rates , esquirol wrote that suicide may be seen to be for us only a phenomenon resulting from many different causes and appearing under many different forms ; and it is clear that this phenomenon is not characteristic of a disease.[Esquirol,1838:528] Durkheim believed that suicide is not an individual act nor a personal achievement. It is produced by some power which is over and above the individual. Durkheim studied suicide vis a vis the relationship between individuals and society affirmed that suicide is a social phenomenon as well as establishing that there are no societies in which suicide does not occur. He asserted that what most people regard as an individual act is in reality the result of the social world. The evidence supporting this view are numerous. In addition to the start differentiation made between positive and negative acts of suicide , Durkheims research concluded that the institution of marriage protects against suicide making the observation that suicide rates are higher among people that have lost their spouse and those whom are divorced.. In additional Durkheim observes that suicide rates are higher among couples who have no children than couples who do, concluding that a human being needs to be loved and have a purpose in life. People who does not experience this in their life are the ones more susceptible to suicide. [Durkheim,1951:175]. The institution of marriage may thus play a vital role in ones decision to commit suicide Whether marriage should be viewed positively in relation to suicide is however debatable. While on the one hand marriage may play a role in protecting against suicide by providing love, purpose and stability in ones life it may on the other hand be a volatile institution that once shattered may instead be an instigator of suicide Durkheim interestingly further observed that suicide rates are higher during times of peace than times of war because during war people need to be untied in defending their country [Durkheim,1951:229] This observation may therefore suggest that feelings of patriotism, honor as well as purpose tend to distant an individual from suicide. Suicide rates also tend to be higher during rapid economic changes than in economic crises as rapid economic changes are sudden and difficult to endure. [Durkheim,1951:241]This observation made by Durkheim may suggest that people are required to work harder in such economic times constantly being pushed to their limits in order to keep up to such rapid changes bringing about feelings of despair, restlessness and being under appreciated. According to Durkheims research, religion may have an affect on suicide rates. Durkheims collected data suggested that Protestants are more likely to commit suicide than Catholics, due to the fact that Protestants are more idiosyncratic while Catholics are more communitarian. [Durkheim,1951:153] In other words Catholics tend to have more social support. According to Durkheim people connecting and validating each other within a community plays an important role in preventing suicide making this kind of social integration important. Without this type of connection people may experience feelings of depression , isolation pushing them towards suicide. Durkheim, however, seemed to identify two sides a coin in relation to social integration pointing out that where social integration is high, people are more likely to commit suicide in order to avoid becoming burdens to society . Two distinct features are therefore identified by Durkheim; namely, social regulation and social integration. In tegration is described as the degree to which collective sentiments are shared and regulation refers to the degree of external constraint on people [ Ritzer,1992:90] . Based on these two social forces, four types of suicide have been proposed by Durkheim. Durkheim differentiated between four types of suicide, the first being egoistic suicide. [Durkheim,1951:152] Egoistic suicide is viewed as stemming from an absence of social integration and is committed by people who are outcast by society and are insufficiently integrated into social groups and societies, they depend more on themselves than on a group of objectives and instructions. They are not socially combined or not socially tied to a community or group. These types of individuals find themselves powerless in finding their own individual place in society and experience problems adjusting to other groups and are given little or no social care. Suicide is therefore perceived as a solution to free themselves of the loneliness or excessive individuation , this brings Durkheim points out that this type of suicide is mostly prevalent amongst those who are unmarried, widowed, divorced, have no children as well as those without any strong attachments to religious, social or community gr oups. The second type of suicide identified by Durkheim is anomic suicide. Anomic suicide is viewed by Durkheim as disillusionment and disappointment occurring when a person goes through extreme changes in wealth and is ultimately caused from a lack of social regulation. This type of suicide is most notable at times when society is rapidly changing leading to uncertainty. It is a type of suicide that stems from sudden and unexpected changes which Durkheim found mostly occurs during rapid economic changes than in economic crises. Durkheims interestingly points out that suicide is more evident in crisis that brings out disturbances in ones life rather than being attributed to poverty. [Durkheim,1951:245] Altruistic suicide is the third type of suicide that has been identified and according to Durkheim this type of suicide occurs when individuals or a group are too close and intimate ,and stems from being overly integrated into society. It is the other side of the spectrum in social integration when an individual is so well integrated into society that they choose to sacrifice their own life in order to fulfill some obligation. Altruistic suicide, being a complex concept, can further be broken down into three types: optional, acute and obligatory altruistic suicide. Optional altruistic suicide is brought about by societal pressures that may in fact be well-intentioned. This can be seen in Japan where there is a high level of suicide amongst students because of stress and high expectations from others and the constant pressured to excel at school exams. Often the accompanying stress and anxiety pushes them to commit suicide; suicide in the victims perspective becomes the answer to free dom of oppression from what society expects individuals to be Acute altruistic suicide occurs when an individual kills himself in order to save another life. For example when a fire-fighter saves a person from a burning fire but the fire-fighter dies as a result. This is an act of heroism and self-sacrifice. It could be argued that it may by flawed to categories this as a type of suicide which is mainly associated with a troublesome and stressed life when in fact such an act may be a form of righteous act Obligatory altruistic suicidal refers to a type of suicidal where respect and honor plays an important factor. For example in hind women should kill themselves in the funeral of their husbands after the death of their husbands they are not allowed to live anymore. If such a person insists on living he loses public respect; in one case the usual funeral honors are denied, in another a life of horror is supposed to await him beyond the grave. [Durkheim,1951:219] Durkheim points out that altruistic suicide is part of the collective spirit [Durkheim,1970] for example when the spirit inquires you to do something you are obliged to do so and which we therefore see in environments where society places a substantial amount of pressure and expectations on individuals which may in turn push an individual towards suicide as a means of escape. The final type of suicide is fatalistic suicide. Durkheim discussed this type briefly because it was seen as a rare phenomenon in the real world. Fatalistic suicide occurs in social conditions where an individual experiences universal persecution resulting from excessive regulation whose passions [were] violently choked by oppressive discipline [Durkheim,1970] Slavery and persecution are examples of fatalistic suicide in which an individual may feel that they are destined by fate to be in such conditions and choose suicide as the only means to escape such conditions These four types of suicide are categorized by the degree of integration and regulation of individuals in their surrounding society. According to Durkheim people commit suicide because of either too high or too low integration or regulation , Suicide is a social fact and is due to social forces. Individuals are more likely to commit suicide each time the condition of society leaves from a state of stability. Society preserves stability by integration and regulation Durkheims work has been critiqued on many grounds for example his emphasis on consensus and morality ,his positivist method and negligence of the individual as an actor , his description of suicide rates . Durkheims concept of suicide is thought to be more reinforced by argument than by fact. However, he is contributed to the growth of sociology and over a difficult theoretical framework To conclude suicide is not an individual act it is a social act. People commit suicide because they are not supported by society or they do not feel loved by their own family, if a person has no support in his life and no one to care about him than they can feel valueless and this will lead to depression which may lead to suicide , Suicide rates are correlated with how well a person is integrated into society and the degree to which society regulates individual behavior . in general suicide has some connection with social rules or standards and the individual

Raymond Chandlers Writing Techniques in The Big Sleep Essay -- Chandl

Raymond Chandler's Writing Techniques in The Big Sleep      Ã‚  Ã‚   I sat at my desk, wondering what I could possibly write about The Big Sleep. I mean, there are so many possibilities. This guy, Raymond Chandler's writing style is so different from anything I have ever read before, that there are many things that I could talk about. I heard that Chandler once said, "I live for syntax!" It does not surprise me that he would say something along those lines. I mean, this writer is all over the page with different writing techniques. Whether it is his use of similes or the lack of punctuation, Chandler's novel is easy to read, process and enjoy.    I wouldn't say that this book requires an in-depth reading to understand the plot. The style that Chandler writes in is easily understood. His narrative voice is almost what I would consider conversational. Conversational, in the sense that everyday speech is very similar to the written language of this novel; it is uncommon to write the same way that one talks. It was easy for me to hear the voices of Marlowe and Vivian in my head; I could hear the sarcastic tones of the protagonist as I read. The flow of this novel does not have the normal novelistic style that most books consist of; that is, layered, detailed and a bit wordy sometimes. It is written very much how people talk to one another. Chandler uses a lot of slang, not in conversations, but in his narrative.    In order to easily describe the way Chandler writes it is best to break down a few bits and pieces of the text. For instance, the lack of punctuation throughout Chandler's text is an example of his style. It takes a while to find a semi-colon or a colon anywhere in the novel. I have already ... ...the spice of life, is it not? Chandler is probably one of the easiest writers to remember; once you have read Chandler, it is not easy to forget the style he writes in. The story itself may be forgotten, but his language, his rhythm, his style, never is. Chandler was lucky in the sense that he was in the right place at the right time, his books became well-known and well read almost immediately after publication.    These days, it is much harder to have such an instant success as Chandler did. Chandler was lucky indeed, but it was not entirely luck that put him at the top of the lists for one of the best hard-boiled detective writers ever. His witty, charismatic style did that for him.    Works Cited    Chandler, Raymond. The Big Sleep. New York: Vintage Books, 1996. Kemp, William. The Writing Process: Chandler 202. January 14, 1999

Monash College Moodle

MCD2040 Managing People and Organisations Equivalent to MU:MGC1010, MGF1010, MGW1010 Unit Outline Prepared by: Department of Management Faculty of Business and Economics Monash University Produced and Published by: Monash College Pty. Ltd. Clayton, Victoria, Australia, 3800 First Published: January 2009 Revised & Printed: February 2013  © Copyright 2013 NOT FOR RESALE. All materials produced for this course of study are protected by copyright. Monash students are permitted to use these materials for personal study and research only, as permitted under the Copyright Act. Use of these materials for any other purposes, including copying or resale may infringe copyright unless written permission has been obtained from the copyright owners. Enquiries should be made to the publisher. MCD2040 Managing People and Organisations Unit Leader: Campus: Phone: Email: Ann Tahirovski Clayton 9905-8213 Ann. [email  protected] mcpl. edu. au Team Leader Phone: Email: Suresh Perera 9903 4365 suresh. [email  protected] mcpl. edu. au Contents Introduction Teaching and learning method Learning resources Assessments Policies 1 2 11 13 17 Unit Outline | MCD2040 Managing People and Organisations | Introduction This is a core unit in the Diploma of Business and the foundation unit for its majors in Management and Human Resource Management. This unit discusses: the nature of managerial work in organisations; theories of management and their historical development; contemporary issues and practices relating to managing people and organisations; and key factors in the organisation's environment that impact on how managers and organisations work. This unit aims to develop your knowledge, understanding, skills and abilities in management studies and give them a sound framework for further studies in business and commerce. Learning objectives When you have completed this unit, you are expected to be able to: †¢ †¢ †¢ †¢ †¢ define management and summarise the evolution of management ideas on how managers may influence, people, organisations and their contexts to achieve organisational goals. This includes an awareness of the cultural contexts of the original source and the development and contemporary application of management theory and practice. dentify and discuss contextual factors in the organisation's environment that impact on how people, managers and organisations interact describe how decision-making, planning, leading, organising and controlling can be managed in organisations examine the impact on individuals and organisations of contemporary issues in management, including stakeholder interes ts, ethics and social responsibility apply the skills of academic writing, research, questioning and analysis required of the management discipline. Unit structure This unit covers the following topics: 1. Introduction to Organisations and Managers 2. Management Yesterday and Today 3. Understanding and doing academic research, writing and referencing 4. The external environment 5. The internal environment 6. Social responsibility, managerial ethics and sustainable management 7. 8. 9. Decision making and Planning Organising and HRM Leadership bus-2040-uo-010612-v1. 0-da 1  ©Monash College Unit Outline | MCD2040 Managing People and Organisations | 10. Motivating Employees 11. Foundations of Control 12. Review and exam preparation Teaching and learning method This unit involves one 2 hour lecture per week and one 3 hour tutorial per week. Hours of independent study expected per week: minimum of 8 hours. This includes time spent in preparing for and completing assessment tasks, and time spent in general study, revision, and examination preparation. You are expected to attend lectures and tutorials, prepare for lectures by completing required readings and prepare for tutorials by completing weekly homework activities. You are also expected to use the unit site in Blackboard. This unit adopts a teaching and learning approach that is both student-centered and researchled. A student-centered approach places students at the centre of the learning process, allowing and equipping you to learn about Management theory and concepts through the learning materials and assessment tasks. Research-led teaching complements this approach by facilitating students’ understanding and experience of research and its contribution to the knowledge that underpins Management theory and concepts. The practical implications of student-centered learning and research-led teaching for you is that students will be asked and expected to actively participate in their own learning through Blackboard discussions and activities. You will also be given the opportunity to develop your own knowledge and understanding of Management by engaging with current Management research, participating in research activities and completing assessment tasks. Active participation is an important part of learning and a source of continuous feedback that increases understanding of the topic areas. Communication and feedback Monash College aims to provide a learning environment in which students receive a range of ongoing feedback. This may take the form of group feedback, individual feedback, peer feedback, self-comparison, verbal and written feedback, discussions (online and in class) as well as more formal feedback related to assignment marks and grades. You are encouraged to draw on a variety of feedback to enhance your learning.  ©Monash College bus-2040-uo-010612-v1. 0-da 2 Unit Outline | MCD2040 Managing People and Organisations | Schedule of unit activities The following tables detail the learning objectives, readings and learning activities for each topic. It is highly recommended that you use these as a study guide. Learning objectives On completion of this unit students should be able to: (Hint: Many of these objectives are the basis of final exam questions) Topic 1(a) Introduction †¢ Understand what is required for successful completion of this unit. †¢ Understand that management has been practiced and studied throughout human history. †¢ Provide examples of management and organisations. †¢ Start a glossary in which you define management concepts. Find your way around this unit’s Blackboard site. Topic 1(b) Organisations and managers †¢ Define an organisation and identify its major components. †¢ Describe managerial skills, roles and functions at different levels of managing. †¢ Discuss whether the manager’s job is universal. †¢ Question and discuss how far a manager should go to achieve efficiency and effectiveness in the organisation. Topic 2 Management yesterday and today †¢ Describe the main theoretical approaches to management including the: scientific, administrative, quantitative, behavioural, systems and contingency approaches. Understand the historical and cultural context of these theories. †¢ Review the ways in which these theories influence contemporary approaches to managing current trends and issues. Topic 3 Understanding and doing academic research, writing and referencing †¢ Cite references and prepare a Reference List using the APA method as shown in the Q Manual. †¢ Recognise some of the markers of academic writing. †¢ Recognise the elements of an essay and a report ( please see Q manual ) †¢ Gain familiarity with assessment criteria. †¢ Gain familiarity with ‘appropriate’ academic sources in the management discipline and be research literate. Topic 4 The external environment †¢ Know the difference between the organisation’s internal, specific and general environments. †¢ Identify each component in the organisation’s general and specific environments. †¢ Explain the relationship between an organisation and its stakeholders †¢ Question and discuss how organisational stakeholders can benefit or lose from globalisation. Topic 5 The internal environment †¢ Distinguish between social, national and organisational culture †¢ Identify the dimensions and sources of organisational culture. Understand how organisational culture is sustained †¢ Develop an awareness of the role of the manager in using, influencing and changing organisational culture. †¢ Review the values of organisations known to you ie: spiritual values. Topic 6 Social responsibility, managerial ethics and sustainable management †¢ Distinguish between the classical and socio-economic view of social responsibility. †¢ Describe environmentally sustainable business practices and understand why they are important. †¢ Identify how managers can improve the ethical behaviour of employees. Monash College bus-2040-uo-010612-v1. 0-da 3 Unit Outline | MCD2040 Managing People and Organisations | Demonstrate the ways in which sustainable and ethical business practices impact on the efficiency and effectiveness of organizations †¢ Question and discuss current social responsibility and ethics issues. Topic 7 Decision making and Planning †¢ Identify the steps in the rational decision-making process and understand how it may be affected by the managers bounded rationality and intuition. †¢ Understand the purpose of planning and why formal planning is less relevant in today’s organisations. Describe the strategic planning process and identify factors relevant to an organisation's internal and external analysis that may affect this strategy formulation. †¢ Question and discuss contemporary issues in planning Topic 8 Organising and HRM †¢ Identify why managers may need to organise. †¢ Compare and contrast mechanistic and organic organisational designs. †¢ Describe contemporary organisational designs. †¢ Explain how Human Resource Management (HRM) can improve individual and organisational performance. †¢ Review today’s organisational design challenges. Topic 9 Leadership †¢ Define the difference between a manager and a leader. Describe the contemporary approaches to leadership. †¢ Identify the sources of power that leaders may have. †¢ Review the issues affecting leadership in the 21st century Topic 10 Motivating Employees †¢ Define motivation. †¢ Understand the difference between content (what) and process (how) theories of motivation †¢ Identify what leaders and managers can do in practice to motivate their employees. †¢ Question and discuss the limitations of money as a motivation tool. †¢ Review current issues in motivation. Topic 11 Foundations of Control †¢ Explain the nature and importance of control and how it relates to other management functions. Describe the three steps in the control process. †¢ Explain how organisational performance is measured. †¢ Understand tools used to measure organisational performance. †¢ Discuss contemporary issues in control Topic 12 Review and reflection †¢ No new theory is introduced and the purpose of this week is for you to check your progress against the overall aims of the unit. Students should note that the program outlined above is a guide to the material to be covered in this unit and not a definitive statement of when that material will be covered. †¢  ©Monash College us-2040-uo-010612-v1. 0-da 4 Unit Outline | MCD2040 Managing People and Organisations | Unit Reading Resources Text and required readings: Readings are available online @ http://www. lib. monash. edu. au/resourcelists/ Topic 1 (a) Introduction Textbook: Nil Required Readings: †¢ Lamond, D (1998). Back to the future: Lessons from the past for a new management era,in G. Griffin (Ed. ) Management Theory and Practice: Moving to a New Era. MacMillan, Melbourne, 3 -14. Topic 1 (b) Organisations and managers Textbook: Chapter 1. Other Required Reading: †¢ Chapman, J. (2001). The work of managers in new organisational contexts, The Journal of Management Development, 20(1), 55-68. Readings which are relevant to assignment one: †¢ Bartlet, C. A. and Sumantra, G. (2003). What is a Global Manager? Harvard Business Review, 81 (8), 101-108. Carroll, S & Gillen, D (1987). Are the classical management functions useful in describing managerial work? , Academy of Management Review, 12(1), 38-51. †¢ Lamond, D. (2003). Henry Mintzberg vs. Henri Fayol: Of Lighthouses, Cubists and the Emperor’s New Clothes, Journal of Applied Management and Entrepreneurship, 8(4), 5-24. †¢ Mintzberg, H. (1975). The manager's job: Folklore and fact, Harvard Business Review, 53(4) July – August 49-61. †¢ Hales, C. (1999). Why do managers do what they do? Reconciling evidence and theory in accounts of managerial work, British Journal of Management, 10: 335-350. †¢ Mintzberg, H. (1994). Rounding out the Managers job, Sloan Management Review, 36(1), 11-26. †¢ Peterson, T (2004). Ongoing legacy of R. L. Katz: an updated typology of management skills, Management Decision, 42(10), 1297-1308. †¢ Rodrigues, C. (2001). Fayol’s 14 principles then and now: A framework for managing today’s organizations effectively, Management Decision, 39(10), 880-889. Topic 2 Management yesterday and today    Textbook: Chapter 2 up to p 69, Chapter 10 pp 370-371 (Contingency approach) Other Required Readings: Wren, D (1994). The advent of scientific management and The emergence of management and organisation theory in The Evolution of Management Thought, Wiley, New York, 10531, 179-94. Readings which may be relevant to assignments: Christensen, C. & Raynor, M. (2003). Why hard-nosed executives should care about management theory, Harvard Business Review, September, 67-74 Miller, T. & Vaughan, B. (2001). Messages from the management past: Classic writers and contemporary problems, SAM Advanced Management Journal, 66(1), 4-11. Parker, L. (2005). Fads, stereotypes and management gurus: Fayol and Follett today, Management Decision, 43(10), 1335-1357. Parker, L D. & Ritson, P A. (2005). Revisiting Fayol: Anticipating contemporary management, British Journal of Management 16,175-194  ©Monash College bus-2040-uo-010612-v1. 0-da 5 Unit Outline | MCD2040 Managing People and Organisations | Topic 3 Understanding and doing academic research, writing and referencing Textbook: None Required Readings: Kimberley, N. & Crosling, G. 2012) Student Q Manual. 5th ed. Faculty of Business & Economics, Monash University, Clayton, Vic. Topic 4 The external environment Textbook: Chapter 3 pp 82-96; Chapter 4 pp 144-149. Required Readings: Preble, J. F. (2005). Toward a Comprehensive Model of Stakeholder Management, Business & Society Review 110(4), 407-431 Topic 5 The internal environment Textbook: Chapter 3 pp 97-112, Chapter 5 p 183 (values-based management). Required Readings: Morrison, J. M. ; Brown, C. J. ; Smit, E. V. D. M. (2006). A supportive organisational culture for project management in matrix organisations: A theoretical perspective. South African Journal of Business Management, 37(4), 39-54. Recommended Readings: Hartog, D. (2004). High performance work systems, organisational culture and firm effectiveness, Human Resource Management, 14(1), 55-79. Jayne, M. E. A. , & Dipboye, R. L. (2004). Leveraging diversity to improve business performance: research findings and recommendations for organizations, Human Resource Management 43(4) 409-424. Topic 6 Social responsibility, managerial ethics and sustainable management Textbook: Chapter 5 p168—173, p174-180, p178-192, p 192-198 Other Required Readings: Basu, K. nd Palazzo, G. (2008). Corporate Social Responsibility: A process Model of Sensemaking, Academy of Management Review, 33 (1), 122-136. McDonald, G (2000). Business ethics: Practical proposals for organisations, Journal of Business Ethics, 25(2), 169-185. Twomey, D. F. (2006). Designed Emergence as a Path to Enterprise Sustainability, Complexity & Organization, 8(3), 12-23. Topic 7 Decision making and Planning Textbook: Chapter 7 pp 262-271, Chapter 8 pp 294-300, pp 308-313 and Chapter 9 pp 324-332. Other Required Readings: Eisenhardt, K. M. Sull, D. N. (2001). Strategy as Simple Rules, Harvard Business Review, 79(1), 106-116. Recommended Readings: Mankins, M. (2006). Stop making plans start making decisions, Harvard Business Review, 84(1), 76-84. Parker, A. M. and Fischhoff, B. (2005). Decision-making Competence: External Validation through an Individual-Differences Approach. Journal of Behavioural Decision Making, 18 (1), 127. Saha, M. (2005). Green Companies or Green Con-panies: Are Companies Really Green, or Are They Pretending to Be? , Business & Society Review, 110(2), 117-157. Topic 8 Organising and HRM Textbook: Chapter 10 p 360, pp 368-369, pp 372-383 Chapter 12 pp 426-433 Other Required Readings: Mintzberg, H. (1980). Structure in 5's: a synthesis of the research on organization design, Management Science, 26(3), no. 3, 322-641. Topic 9 Leadership Textbook: Chapter 16 p 604, pp 615-629, pp 629-633  ©Monash College bus-2040-uo-010612-v1. 0-da 6 Unit Outline | MCD2040 Managing People and Organisations | Other Required Readings: Kets de Vries, M. (1996). Leaders who make a difference, European Management Journal, 14(5), 486-93. Kotter, J. 1990). What do leaders really do? Harvard Business Review, 63(3), 103-111. Lopez-Zafra, E. ; Garcia-Retamero, R. and Landa, J. M. A. (2008). The Role of Transformational Leadership, Emotional Intelligence, and Group Cohesiveness on Leadership Emergence. Journal of Leadership Studies, 2 (3), 37-49. Ryan, M. K. and Haslam. S. A. (2005). The Glass Cliff: Evidence that Women are Over Represented in Precarious Leadership Positions. British Journal of Management, 16 (2), 81-90. Topic 10 Motivating Employees Textbook: Chapter 15. Other Required Readings: Reis, D. (2001). Reengineering the motivation to work, Management Decision, 39(8), pp 666-675. Recommended Readings: Katzell, R. (1990). Work motivation: theory and practice, American Psychologist, 45, 144153. Mitchell, T & Mickel, A. (1999). The meaning of money: An individual difference perspective, Academy of Management Review. 24(3), 568 – 577. Topic 11 Foundations of Control Textbook: Chapter 17. Other Required Readings: Seeck, H. , and Kantola, A. (2009). Organizational control: Restrictive or Productive? Journal of Management and Organization, 15, 241-257. Van den Broek, D. (2002). Monitoring and Surveillance In Call Centres: Some Responses From Australian Workers, Labour and Industry, 12(3), 43-58. Learning activities The following is a range of suggested activities to help you pass (and excel) in this unit. These activities are provided as a guide to assist you in your independent study activities. They include what to discuss online, what to read and study, timing the work for your assignments and how to relate what you are learning to managing in the real world. Other than the four compulsory graded assessments you are not required to hand in or complete any learning activities. It is advised you only do activities that best suit your personal learning style. You are not expected to complete them all. Topic 1(a) Introduction Familiarise yourself with the unit and its assessment requirements Navigate the unit Moodle site and check your PC is configured for Moodle. Getting to know each other by introducing yourself in class Get ready for assignment 1 by reading its requirements Watch the video and reflect on the guided questions Start your Glossary: Systems, Globalisation, Ethics, Workforce diversity, Spirituality, Stakeholders, Social responsibility, Sustainability. Topic 1(b)Organisations and managers Attend library research training session with tutor . Collect journal articles relating to A1 Do readings and textbook review questions in Chapter 1: 1, 5, 6, 7, 8, 9, 10, 11, 12 & 16. Watch the video and reflect on the guided questions Continue your Glossary: Organisation, Manager, Efficiency, Effectiveness, Management bus-2040-uo-010612-v1. 0-da 7  ©Monash College Unit Outline | MCD2040 Managing People and Organisations | Functions, Management Roles, Management Skills, Universal, Generic Test your knowledge on this topic in the online MyManagement Lab. Topic 2 Management yesterday and today Get ready for A1 by preparing a plan and rough draft of your essay Do readings and the textbook review questions in Chapter 2: 1, 3, 4, 6, 7, 9, 13, 14, 15, 17 &19. Watch week 4 of video and reflect on the guided questions Continue your Glossary: Scientific management, Behavioural / Human Relations, Administrative, Systems, Contingency, Situational, Workforce diversity Test your knowledge on this topic in the online MyManagement Lab Students will be asked to work in groups that represent different theories of management. Topic 3 Understanding and doing academic research, writing and referencing. Check out online LLS site in the Library @ http://www. monash. edu. au/lls/llonline/. Do online lesson on finding electronic data basis then complete ‘electronic find and cite’ exercise and get ready for A1 by finding and reading the abstract of two journal articles that could be used in your A1. Read Q Manual chapter on Referencing and then complete the APA test in the sample exam Watch the video and reflect on the guided questions Continue your Glossary: Take a questioning approach, Citations, Referencing, Q Manual, Analysis, Description, Critique, Argument, Academic writing, Being research literate. Topic 4 The external environment Complete and submit assignment 1 Do readings and the textbook review questions in Chapter 3: 3, 4, 6 & 7 and Chapter 4: 15 & 16 ( p154). Watch the video and reflect on the guided questions Continue your Glossary; External environment, General environment, Specific environment, Demographic, Socio-cultural, Legal-political, Pressure group, Multinational, Borderless corporation, Dimensions of culture, Cultural shock, Stakeholders Test your knowledge on this topic in the online MyManagement Lab Prepare your tutorial discussion with your reflection on any organisation to which you have been a member. It may be a school, club or place of employment or something similar. 1. Identify any four of its dimensions or sources of internal culture and 2. Describe any two of its shared values Do readings and the textbook review questions in Chapter 3: 8, 10, 11, Watch the video and reflect on the guided questions Continue your Glossary: National culture, Organisational culture, Cross-cultural, Socialisation, Rituals, Material symbols, Spirituality, Employee empowerment, Valuebased management Test your knowledge on this topic in the online MyManagement Lab Complete and submit you’re A1. Collect and bring to class information about an organisation that has pursued ethical and sustainable practices in recent years. Do readings and textbook review questions in Chapter 5: 1, 3, 4, 5, 6 7, 8 , 11 & 12. Watch the video and reflect on the guided questions. bus-2040-uo-010612-v1. 0-da 8 Topic 5 The internal environment Topic 6 Social responsibility, managerial ethics and sustainable management  ©Monash College Unit Outline | MCD2040 Managing People and Organisations | Continue your Glossary: Profit maximisation, Socioeconomic view, Social responsibility, Social obligation, Social responsiveness, Employee empowerment, Physical environment, Ethics, Code of ethics, Whistleblower Test your knowledge on this topic in the online MyManagement Lab Topic 7 Decision making and Planning Do readings and review questions in Chapter 7 : 2, 3, 4, & 5 Chapter 9 : 1, 2, 4, 6 & 7 Watch the video and reflect on the guided questions Continue your Glossary: Rational, Bounded rationality, Satisficing, Intuition, Resources, Capabilities, Strengths, Weakness, Opportunity, Threat, Competitive advantage Test your knowledge on this topic in the online MyManagement Lab Prepare and discuss in the tutorial a story (narrative) about any one HRM practice that you or another person has experienced. Do readings and textbook review questions in Chapter 10: 1, 2, 9, 10, 11, 14, 15 , 18; Chapter 12: 1 & 2 Watch the video and reflect on the guided questions Continue your Glossary: Organisational structure, Organisational design, Centralisation, Decentralisation, Specialisation, Departmentalisation, Mechanistic structure, Organic structure, Team structure, Matrix structure, Project structure, Boundaryless, Human resource management. Test your knowledge on this topic in the online MyManagement Lab Prepare and discuss in the tutorial the names of any two leaders you know from any of the following sources. Your school, workplace, spiritual group, politics, business, your sports team or any other source. List why you think they are leaders. Do readings and textbook review questions in Chapter 16: 1, 2, 9, 10, 11, 12, 13 Watch the video and reflect on the guided questions Continue your Glossary: Manager, Leader, Leadership, Power (Legitimate, Coercive, Expert, Referent) Test your knowledge on this topic in the online MyManagement Lab Topic 8 Organising Topic 9 Leadership Topic 10 Motivating Employees Prepare and discuss in the tutorial your reflection on what you can do to motivate yourself to reach your longer term goals. Do readings and textbook review questions in Chapter 15: 1, 2, 3, 5, 8, 11, 13, 14, 15 & 17. Watch the video and reflect on the guided questions Continue your Glossary: Motivation, Situational, Content theory, Process theory, Needs, Motivation factors, Hygiene factors, Reinforcement, Equity, Job Design, Expectancy, Self actualisation, Esteem, Physiological, Social, Safety needs. Test your knowledge on this topic in the online MyManagement Lab Complete and submit assignment 2 Prepare and discuss in the tutorial a list of real world examples where technology is used by organisations to monitor or control cash, financial results, individual employees, groups of workers, customers or machinery. Do readings and textbook review questions in Chapter 17: 1, 2, 3, 4, 5, 6, 7, 9 , 10, 11, 12, 13, 14, & 15. Watch the video and reflect on the guided questions bus-2040-uo-010612-v1. 0-da 9 Topic 11 Foundations of Control  ©Monash College Unit Outline | MCD2040 Managing People and Organisations | Test your knowledge on this topic in the online MyManagement Lab Continue your Glossary: Feedforward control, Concurrent control, Feedback control, Balanced-scorecard, Financial control, Information control, Benchmarking, Workplace control. Topic 12 Review and exam preparation Catch up on your textbook review questions, watch videos again and go over your glossary. Prepare revision notes in readiness for the exam. Use the unit and weekly learning objectives to guide you on what is examinable Test your knowledge on this topic in the online MyManagement Lab. Continuous improvement Monash College is committed to ‘Excellence in education' and strives for the highest possible quality in teaching and learning. To monitor how successful we are in providing quality teaching and learning Monash College regularly seeks feedback from students, employers and staff. Two of the formal ways that you are invited to provide feedback are through Unit Evaluations and through MonQueST Teaching Evaluations. Monash College administers the Unit Evaluation surveys online. MonQueST Teaching Evaluation surveys may be used by some of your teaching staff this trimester. They may be completed in class with a facilitator or online through the my. monash portal. The feedback is anonymous and allows the College to identify areas that students are satisfied with and areas for improvement. If you wish to view how previous students rated this unit, please go to http://www. monash. edu. au/unit-evaluation-reports/.  ©Monash College bus-2040-uo-010612-v1. 0-da 10 Unit Outline | MCD2040 Managing People and Organisations | Learning resources All students must ensure they have access to the resources required for successful completion of this unit. The minimum resources required for this unit include the prescribed textbook, unit online Blackboard site, Faculty Q Manual and journal articles from the Monash library data-bases. Readings Prescribed text(s) and readings Robbins, S. Bergman, R. Stagg, I. & Coulter, M. (20012) Management, 6th Edition, Pearson, Australia. Recommended text(s) and readings Recommended readings in this unit are available at: http://www. lib. monash. edu. au/resourcelists/. Other resources Databases Online journals and journal databases are available at: http://www. lib. monash. edu. au/databases/. Q Manual Students are required to meet the Faculty Q Manual standards for all assignment submissions. This includes using the Q Manual APA method for citation of sources, referencing and formatting your essays and reports. The Q Manual can be accessed at: http://www. buseco. monash. edu. au/publications/qmanual/ Moodle Moodle is an online teaching and learning environment which aims to enhance learning. It delivers important resources which may include: lecture and tutorial notes, links to websites, self assessment quizzes, and online discussions which allow you to interact with fellow students. To access this site, go to: http://mcpl. moodlesites. com and log in using your authcate username and password. Once you are logged in, you will see a list of units you are enrolled in that use Moodle. If you expect to see a unit and it is not there, contact your lecturer. Your lecturer will demonstrate how to use the Moodle site and explain what is expected of you including any online assessment that must be completed there. Check Moodle regularly to be kept up-to-date with important informa tion for your unit as it becomes available.  ©Monash College us-2040-uo-010612-v1. 0-da 11 Unit Outline | MCD2040 Managing People and Organisations | Getting help If you have technical difficulties with Moodle, please contact the Netspot Helpdesk. Phone: 1800 664 314 (ask for Monash College Moodle Support) Email: mcpl. moodle. [email  protected] com. au Library access The Monash University Library website contains details about your borrowing rights and how to search the catalogues. To learn more about the library and the various resources available, please go to: http://www. lib. monash. edu. au. For your current and future studies, you will need to build your knowledge and skills around academic searching, using databases, retrieving information and using correct referencing techniques. It’s a good idea to refresh and update your skills before you start the assessment tasks. You can do this by completing the tutorials available on the library website.  ©Monash College bus-2040-uo-010612-v1. 0-da 12 Unit Outline | MCD2040 Managing People and Organisations | Assessments Monash College Pty. Ltd. reserves the right to mod erate any or all internal assessments delivered at any partner location and make adjustments where required. The assessments and exam which contribute towards your final grade are summarised below. Please refer to the separate Assessment documents for a detailed description of each assessment item. Assessment task Tutorial attendance and homework completion before tutorials Active participation in tutorial work and activities Assignment 1 Essay Assignment 2 (a) Plan of report Assignment 2 (b) 2,250 word report Details Weight / Value 5% Due date / week Ongoing 5% 1,500 word limit. Tests topics 1-4. 250 word limit: plan for Assignment 2(b) 2,250 word limit To include a 250-word executive summary. Test topics 4-11. 15% 5% 20% Ongoing Monday Week 5 Tutorial Week 9 Monday Week 10 Examination (2 hours) Details – TBA Sample exams on Blackboard 50% Exam period Requirements/hurdles for passing the unit Internal assessment items are designed to assist you to achieve the learning outcom es of the unit. They are an integral part of your learning and you should complete all of them. In order to achieve a pass in this unit, you must: achieve at least 40% in the final examination Students who both fail to meet the hurdle requirement(s) outlined above and who would otherwise have received a pass or better grade, will automatically receive a 48N result. Monash College bus-2040-uo-010612-v1. 0-da 13 Unit Outline | MCD2040 Managing People and Organisations | Guidelines for presentation of written work All assignments are to be word-processed and include the following: one and a half or double spacing and a minimum font size 12 pt numbering of all pages pages stapled together at the top left corner (do not place pages in separate plastic sheets) a reference list. Word limit All assignments have a word limit. You should plan your work to adhere to this limit. Your marker will allow a flexible component of plus or minus 10%, without penalty. Referencing The reference list and in-text referencing must be in accordance with the APA style. For guidelines, please see the Student Q Manual available at http://www. buseco. monash. edu. au/publications/qmanual/index. html. Plagiarism, cheating and collusion Monash College is actively committed to preventing plagiarism, cheating and collusion for the protection of the college’s reputation and standards for current and future students. Severe penalties may be imposed on students who engage in, or who support other students engaged in, activities which seek to undermine the integrity of the unit assessme nt process. Plagiarism: To take and use another person’s ideas and/or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. Cheating: Seeking to obtain an unfair advantage in an examination or in other written or practical work required to be submitted or completed by a student for assessment. Collusion: The presentation of work which is the result in whole or in part of unauthorised collaboration with another person or persons. Penalties may apply. Refer to item 6 of the Monash College Assessment Policy: http://www. monash. edu/monashcollege/australia/currentstudents/policies/mcassessmentpolicy. df. Assignment submissions & cover sheets Your assignments will need to be submitted in hard copy (paper-based). You must also keep a personal electronic copy . All assignments submitted on paper must include a fully completed and signed Assignment Cover Sheet. Assignments will not be accepted or marked if it is not accompanied by a signed cover sheet. You can download the Assignment Cover Sheet from the college website at: http://www. monashcollege. edu. au/assets/doc/assignment-cover-sheet. pdf  ©Monash College bus-2040-uo-010612-v1. 0-da 14 Unit Outline | MCD2040 Managing People and Organisations | It is important that you download the cover sheet well before you submit your assignment as it contains important information about privacy, plagiarism and collusion and must be carefully read before signing. Your assignments must be placed in the secure assignment box on the respective campus by 9. 00am on the due date unless prior arrangement has been made with theUnit Leader. You must not submit / or give the assignment to your tutors or other staff. All assignments must have the unit code and name and your name and ID number on each page. You must keep an electronic copy of your assignment. We also recommend that you keep a hard copy. Assignment feedback Feedback will be provided to you within 2 weeks of submission. Feedback will consist of written within the assignment, verbal and a rubic indicating criteria required. After marking, assessments should be collected by and/or returned to students according to item 3. 9 of the Monash College Assessment Policy. Final Examination Exam Date and Location All queries regarding the time and location of examinations should be directed to Monash College student administration. Exam Duration This unit has a 2 hour examination plus 10 minutes rea ding time. Examinable Material All topics taught in this unit are examinable. Topics covered in the assignments may be included in the exam. Sample Exam A sample exam is available on the unit Blackboard site. Exam Instructions to Students The final examination in this unit has a total of 12 questions. The examination paper is divided into 2 sections. Part one (60%) requires students to answer 6 short answer questions from a choice of 8 valued at 10% each. Part two (40%) requires students to answer 1 question from a choice of 4, each of which has 2 (20%) parts and is of total value of 40%.  ©Monash College bus-2040-uo-010612-v1. 0-da 15 Unit Outline | MCD2040 Managing People and Organisations | Return of Final Marks for the Unit The final mark for this unit will be released by the Board of Examiners on the date nominated in the Monash College Calendar. Student results will be accessible through the my. monash portal. Special consideration for examinations A student whose work during a teaching period or whose performance in an examination or other assessment has been affected by illness or other serious cause may apply for special consideration. For more information on eligibility and how to apply, please refer to Student Administration.  ©Monash College bus-2040-uo-010612-v1. 0-da 16 Unit Outline | MCD2040 Managing People and Organisations | Policies Policies on assessment Applications for extension of time All applications for an extension to the time allocated to an assessment task must be made in writing (and supported by documentary evidence) to the Unit Leader or Team Leader. If granted, approval will be in writing and will be recorded on the Assignment Cover sheet accompanying the assessment task by the Team Leader. Penalties for late submission A penalty of up to 10% of the total marks available for that assessment task will be deducted for each day (including weekend days) that the item is late. Double marking of assessments When an assessment is given a Fail ( N ) , that piece of work will be handed to a second marker who will independently evaluate the work prior to the result being conveyed to the student. No student will be awarded a fail grade for final examinations that fall in the range of 30 â€⠀œ 49 or a fail grade for an assessment task, without an independent examiner confirming the result. Monash College Assessment Policy containing statements on: plagiarism, cheating and collusion  the grading scale   Other policies Monash College Policy on Special Consideration: http://www. monashcollege. edu. au/assets/doc/dip-special-consideration-policy. pdf Monash College Attendance Policy: http://www. monashcollege. edu. au/assets/doc/dip-attendance-policy. pdf Monash University Policy on Global Equal Opportunity: http://monash. edu/equity-diversity/policies/equal-opportunity-policy. html Students with disabilities If you have a disability or long term medical condition you can apply for support which aims to enable you to fulfil the inherent requirements of your course as independently as possible. You should firstly discuss your needs with the Associate Director – Business. For further information contact the Disability Liaison Office: Website: http://monash. edu/equity-diversity/student-equity/index. html Telephone: +61 3 9905 5704; Drop In: Equity and Diversity Centre, Level 1 Gallery Building (Building 55), Monash University, Clayton Campus.  ©Monash College bus-2040-uo-010612-v1. 0-da 17 Unit Outline | MCD2040 Managing People and Organisations | Responsibilities of students Students of Monash College have the following responsibilities: to apply themselves to their studies to the best of their abilities to become familiar with the rules and regulations governing the course in which they are enrolled to be aware of the policies and practices of the College in which they are enrolled and which are contained in the materials and information made available to them to be aware of the rules and regulations concerning the use of College computing, library and other facil ities, as set out in published material to meet deadlines for work to be submitted to take the initiative and consult appropriately when problems arise to submit original work for assessment without plagiarising or cheating to attend lectures, tutorials and seminars for each unit in which they are enrolled to accept joint responsibility for their own learning to contribute to the development of college programs and policies by participating in consultative and deliberative processes in a responsible and ethical manner to be aware of the College's commitment to equal opportunity and to demonstrate tolerance and respect for all members of the College’s community to respect the right of staff members to express views and opinions to respect the working environment of others in all areas of the college to retain a copy of all assignment work submitted for assessment. Copies must be held until a grade for the unit has been published to regularly scan personal computers for viruses and other destructive software and to ensure that â€Å"infections† are not transmitted to computers owned by the College, or to computers owned by other students, or by other individuals or organisations to regularly â€Å"back-up† documents, databases, presentations, spreadsheets and other files held on a personal computer which relate to their study at college and to arrange secure storage for these â€Å"back-up† copies.  ©Monash College bus-2040-uo-010612-v1. 0-da 18

Bottled Water Industry

Running Head: Competition in the bottled water industry in 2006. The intent of this paper is to provide possible course of action according to analysis made for this case. Table of Contents Title Page Table of contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Executive summary†¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Macro-Environmental Analysis†¦Ã¢â‚¬ ¦ †¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Industry and competitive analysis†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦6 Economic traits of the industry.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Five forces analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Strategic group mapping†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Key Competitor’s analysis†¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Key success factors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Is this industry attractive or unattractive?.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 Company situation analysis.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 13 EXECUTIVE SUMMARY The present Case Analysis is the result of the rapid growth of the bottled water Industry in the last decade. Many authors and analysts believe that this Industry has become a very important part of the economy, therefore the importance of the analysis of the sector, its competitors and its strategies. With global revenues exceeding $62 billion in 2005, bottled water was among the world? most attractive beverages categories (Gamble, John E. – Thompson Jr. , Arthur A. , 2007, p. 254) and an expected growth of 30 percent between 2005 and 2010; the companies in the sector have noticed the importance of good strategies to compete not only in local but in globa l markets. History and statistics show us that strategies and the products by themselves can make the difference between success and failure. This Case Analysis provides coverage of essential data that allow us to see the evolution of the Bottled Water Industry, its competitors, markets, forecasts, strategies and possible alternative courses of action. We also analyze the situation and performance of Coca-Cola as a key competitor in the Industry. And finally we present some recommendations that companies in the sector can use to have competitive advantages in front their competitors. MACRO ENVIRONMENTAL ANALYSIS Technology Almost 50% of bottled water consumed in US in 1990 was delivered in returnable five-gallon containers and dispensed through coolers, called HOD due to home and office delivery. At that time, only 186 million gallons of water were sold in one-liter or smaller single-serving polyethylene terephthalate (PET) bottles. In 2005 there were high-density polyethilene (HDPE) containers for 1-2. 4 gallons. (Gamble, John E. – Thompson Jr. , Arthur A. , 2007, p. 257) Technology needed in this industry is not cutting edge technology, so it is considered as medium technology since quality controls must be pretty high due to health problems might appear and sink a company. Legislation & Regulations Bottled water producers in the United States were required to meet the standards of both the Environmental Protection Agency (EPA) and the Food and Drug Administration (FDA). Like some other food and beverage products sold in US, bottled water was subject to such food safety and labeling requirements as nutritional labeling provisions and general good manufacturing practices (GMPs). Bottled water GMPs were mandated under the 1962 Kefauver-Harris Drug Amendments to the Federal Food, Drug and Cosmetic Act of 1938 and established specifications for plant construction and design, sanitation, equipment design and construction, production and process controls, and record keeping. Bottled water producers could also voluntarily become members of the International Water Association (IBWA) and agree to comply with its model code, which went beyond the standards of the EPA, FDA, or state agencies (Gamble, John E. – Thompson Jr. , Arthur A. , 2007, p. 258) Societal values & Lifestyles Convenience and portability were two of a variety reasons US consumers were increasingly attracted to bottled water. A heightened emphasis on healthy lifestyles and improved consumer awareness of the need for proper hydration led many consumers to shift traditional beverage preferences toward bottled water. A certain amount of industry growth was attributable to increased concerns over the quality of tap water provided by municipal water sources (Gamble, John E. – Thompson Jr. , Arthur A. , 2007, p. 257). Religion in most of the countries won’t be a big influence for this industry since it is a basic need. Similar situation with General economic conditions and population demographics, water is a basic need and tables below shows poor countries like Mexico are in the top places consuming bottled water, actually near 100% of the water consumed in Mexico is bottled. INDUSTRY AND COMPETITIVE ANALYSIS Market Size and growth rate: Global revenues exceeding $62 billion in 2005, bottled water was among the world’s most attractive beverage categories. Industry revenues were forecast to grow by an additional 30 percent between 2005 and 2010 to reach approximately $82 billion. Bottled water had long been a widely consumed product in Western Europe and Mexico, where annual per capita consumption approached or exceeded 40 gallons in 2005, but until the mid-1990s bottled water had been somewhat of a novelty or prestige product in the United States. In 1990, approximately 2. 2 billion gallons of bottled water were consumed in the United States and per capita consumption approximated 9 gallons. U. S. per capita consumption had grown to more than 25 gallons by 2005. The rising popularity of bottled water in the United States during the late 1990s and early 2000s had allowed the United States to become the world’s largest market for bottled water, with annual volume sales of nearly 7. 5 billion gallons in 2005. In 2006, emerging-country markets in Asia and South America seemed to be replicating the impressive growth of bottled water in the United States, with annual growth rates exceeding 20 percent. Even though it was the world’s largest market for bottled water, the United States remained among the faster-growing markets for bottle water according to per capita consumption rates. Whereas the bottled water market in the United States grew by 10. 7 percent between 2004 and 2005 to reach 7. 5 billion gallons, the U. S. carbonated soft drink market declined by 0. percent. Beginning in the late 1990s, consumers began to appreciate the convenience and portability of water bottled in single-serving PET containers that could be purchased chilled from a convenience store and drunk immediately. By 2005, bottled water sold in two-liter or smaller PET containers accounted for 60. 8 percent of industry volume. The unit sales of bottled water packaged in PET containers grew by 22. 5 percent betw een 2004 and 2005. Water sold in five-gallon containers used in the home and office delivery(HOD) market accounted for only 17. percent of industry volume in 2005 and grew by only 0. 2 percent between 2004 and 2005. Similarly, water sold in 1-or 2. 5-gallon high-density polyethylene containers accounted for just 16. 5 percent of industry volume in 2005 and grew by only 1. 0 percent between 2004 and 2005 (Gamble, John E. – Thompson Jr. , Arthur A. , 2007, p. 254-257). Number of rivals: Although there might a lot of local brands, this case is focused in 4 main giants: Nestle Waters, Groupe Danone, The Coca-Cola Company, and PepsiCo Inc. , a) Economic traits of the industry. The segment of bottled water is not only the one with the faster growth of the industry of soft drinks, but the most profitable. The best of all, from the point of view of the bottled water industry, is that people is paying for water, a product that used to be free. Now, the consumers accept the price not only as fair, but as preferable. Consumers all around the globe have shown their desire to spend money in bottled water. We can see a fast growth rate of bottled water sales in the United States, Mexico, China, Brazil, Indonesia, and some countries of Europe. From 2003 to 2008 we have seen compound annual growth rates of 15. 6 % in China, 9. 6% in Indonesia, 8. 3% in Mexico, and 6. 7% in United States (exhibit 4. 1). |GLOBAL BOTTLED WATER MARKET | |Leading Countries’ Consumption and Compound Annual Growth Rates | |2003 – 2008 | |2008 Millions Of Gallons CAGR* |Rank Countries 2003 2008 2003/08 | |1 United States 6,269. 8 8,665. 6 6. 7% | |2 Mexico 4,357. 6 6,501. 5 8. 3% | |3 China 2,523. 6 5,207. 7 15. % | |4 Brazil 2,842. 0 3,775. 7 5. 8% | |5 Italy 2,734. 2 3,140. 5 2. 8% | |6 Indonesia 1,834. 7 2,899. 5 9. 6% | |7 Germany 2,628. 2,863. 1 1. 7% | |8 France 2,352. 9 2,218. 4 -1. 2% | |9 Thailand 1,303. 4 1,705. 6 5. 5% | |10 Spain 1,346. 8 1,291. 3 -0. 8% | |Top 10 Subtotal 28,193. 5 38,268. 9 6. % | |All Others 9,917. 3 14,427. 9 7. 8% | |WORLD TOTAL 38,110. 8 52,696. 8 6. 7% | |* Compound annual growth rate | |Source: Beverage Marketing Corporation Exhibit 4. | The revenues exceeded $62 billion in 2005, and indust ry revenues were forecasted to grow by an additional 30 percent between 2005 and 2010, to reach approximately $82 billion. With averages prices of $5. 00 for a 24-pack of bottled water in 2005 and a consumption of gallons per capita shown in exhibit 4. 2, we can say that the economic reality of the Bottled Water Industry is really promising. | | |GLOBGLOBAL BOTTLED WATER MARKET |Per Capita Consumption by Leading Countries | |2003 – 2008 | | | |2008 Gallons Per Capita | |Rank Countries 2003 2008 | |1 Mexico 41. 5 59. | |2 Italy 47. 1 54. 0 | |3 United Arab Emirates 25. 4 39. 7 | |4 Belgium-Luxembourg 35. 1 39. 0 | |5 Germany 31. 9 34. 8 | |6 France 39. 1 34. 6 | |7 Spain 33. 5 31. 9 | |8 Lebanon 25. 30. 5 | |9 Hungary 16. 2 29. 2 | |10 United States 21. 6 28. 5 | |11 Switzerland 25. 4 26. 3 | |12 Austria 22. 7 26. 1 | |13 Thailand 20. 26. 0 | |14 Slovenia 20. 5 26. 0 | |15 Czech Republic 22. 2 25. 6 | |16 Qatar 19. 6 25. 6 | |17 Saudi Arabia 23. 3 25. 2 | |18 Croati a 16. 4 25. | |19 Cyprus 22. 8 24. 0 | |20 Bulgaria 11. 4 23. 1 | |GLOBAL AVERAGE 6. 0 7. 9 | | | |Source: Beverage Marketing Corporation Exhibit 4. 2 | b) Five Forces Analysis. 1. – The threat of substitute products or services. The buyer propensity to substitute products is a reality in the bottled water industry, people is looking for healthier and innovative products, such as flavored water, non calories water, and vitamin added water. Other substitute products are tea, coffee, milk, and beer, but bottled water has surpassed these beverage categories in term of consumption in the United States since 2003. And there is no way the relative price performance of substitutes is going to be better than the price of the bottled water. 2. – The threat of the entry of new competitors. Profitable markets that yield high returns will draw firms. This results in many new entrants, which eventually will decrease profitability. Unless the entry of new firms can be blocked by incumbents, the profit rate will fall towards a competitive level. But in this case, the biggest competitors have the majority of the global market, only a few small competitor are capable of maintain their consumers. Just a competitor who is able to offer big quantities of bottled water at a low price is going to enter this industry. Such is the case of beer producers who have the technology and infrastructure, but that according to some experts, they are just waiting for the industry to reach its maturity. . – The intensity of competitive rivalry. For most industries, the intensity of competitive rivalry is the major determinant of the competitiveness of the industry. There are a few global competitors in the industry, such as Nestle Waters, Groupe Danone, The Coca-Cola Company, and PepsiCo Inc. , but almost in every country there are small competi tors who only have part in a specific segment of the industry, and the consumers are loyal to the brand because of its exclusiveness and quality of the water. 4. – The bargaining power of customers. The bargaining power of customers is also described as the market of outputs: the ability of customers to put the firm under pressure, which also affects the customer's sensitivity to price changes. The price sensitivity of buyers around the globe is big concern for the leading sellers of the industry, but consumers will not stop buying bottled water just because a high price, they may only change from one brand to another or in the best scenario form one flavor to another, because bottled water today is considered as a basic product. The uniqueness of the industry products lies in the interest of the consumers to have a healthier lifestyle; this is a benefit that no other soft drink can provide to the buyer. 5. – The bargaining power of suppliers. The bargaining power of suppliers is also described as the market of inputs. Suppliers of raw materials, components, labor, and services (such as expertise) to the firm can be a source of power over the firm, when there are few substitutes. Suppliers may refuse to work with the firm, or, charge excessively high prices for unique resources. The suppliers to the bottled water industry include municipal water systems; spring operators; bottling equipment manufactures; deionization, reverse osmosis, and filtration equipment manufactures; manufactures of PET and HDPE bottles and plastic caps; label printer; and secondary packing suppliers. Sellers of purified water are able not only to pay less for a bottle of water, but also to avoid spring water? s inbound shipping costs since water arrives through the municipal water system. c) Strategic Group Mapping. d) Key competitor’s analysis. The leading sellers in the industry of bottled water in the world are just a few, beginning with Nestle waters, Groupe Danone, The Coca-Cola Company, PepsiCo, CG Roxanne, Fiji, Voss, Penta and Trinity Springs. Since bottled water gained wide spread acceptance in the United States, most sellers introduced in 2006 a variation of products that included flavoring, vitamins, carbohydrates, electrolytes, and other supplements. The competitors in the industry have not only bottled water but enhanced waters or functional waters available in every single market. The top four U. S. bottled water marketers for 2003-2004 are shown in exhibit 4. . SOURCES 1. Bolman, L. G. & Deal, T. E. (2008). Reframing organizations: Artistry, Choice, and Leadership. San Francisco, CA :Jossey-Bass. 2. Gannon, Martin J. (2004). Understanding Global Cultures. London, UK: SAGE Publications. 3. Neulip, James W. (2009). Intercultural Communication. London, UK: Sage Publications. 4. Pugh, D. S. & Hickson, D. J. (1997) . Writers on organizations. London, UK: Penguin Books. 5. Jabil Circuit Co. (2009). Retrieved March 15, 2009 at http://www. jabil. com 6. Jabil Circuit de Mexico (2009). Retrieved March 15, 2009 at http://jabilweb intranet.

Facebook Ethics Aspects

Facebook Ethics Aspects Introduction Business ethics revolves around ensuring that various moral and ethical principles in business environments are adhered to. This is because there are distinct and diverse ethical issues and problems that can arise in a given business environment or surrounding (Bradburn 2001, p. 9). As much as business ethics applies to all issues that are supposed to be undertaken by businesses, they are expected to guide the general conduct of individuals and organizations at a given period of time (Handy 2002, p. 12).Advertising We will write a custom essay sample on Facebook Ethics Aspects specifically for you for only $16.05 $11/page Learn More It should be known that there are various approaches to business ethics. This means that they might always vary depending on the prevailing circumstances at that particular time (Handy 2002, p. 13). As a matter of fact, the whole aspect of business ethics has come out as a vital corporate practice that all organizati ons are supposed to carry out. Facebook ethics is a very complex and diverse issue that has emerged in recent years. This is because of the popularity that the social networking site has gained as time goes by (Hoffman 2008, p. 13). As a matter of fact, it is a major branch of philosophy. In this case, it revolves around the right conduct of individuals as they socialize on the social networking site. In a broad perspective, people on the networking site are supposed to carry out themselves by observing the expected code of conduct. From my own point of view, Facebook is unethical as far as the whole aspect of ethics is concerned. This is because the social networking site has changed many things in our society (Hoffman 2008, p. 17). As much as change is acceptable, there are various issues that need to be looked at as far as ethical issues are concerned. This can be looked at from the general societal and business ethical point of view. Discussion Business ethics can be used to eva luate a business or organization as far as economic issues are concerned. This will therefore give a true reflection and picture of the business in the society (Handy 2002, p. 16). It should be known that business ethics is very important in the society. This is based on the fact that some businesses have been known to be unethical in recent years. As a matter of fact, there is a lot of evidence to support this argument that there are unethical business practices going around the corporate scene. As much as businesses and people operate in a natural and social environment, they are supposed to observe business and societal ethics. Because they exist in diverse and distinct environments, they are supposed to be accountable for their actions (Goree 2007, p. 13). As a matter of fact, they are duty bound to be accountable as time goes by. This will give them the positive image that they need in the society that they operate in. It should be known that various businesses have their own g oals and objectives that they are supposed to fulfill and get at the end of the day. Therefore, irrespective of this pressure, they should not deviate from acceptable business ethics and practices (Hoffman 2008, p. 19). This therefore gives businesses a reason to be ethical in their operations. Businesses are supposed to be ethical because whatever they do generally affects various stakeholders in the society.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More As a mater of fact, the existence of businesses depends on good and ethical behavior. In this case, the emergence of multinationals has been the reason why the whole issue and aspect of business ethics has gained prominence in recent years (Goree 2007, p. 14). This has been brought about by the urge for high trust and the development of face to face businesses. Facebook ethics revolves around the right conduct of individuals on the social networking site. In this case, Facebook ethics is guided by various principles that are supposed to be adhered to. As a mater of fact, they are supposed to exercise sound judgment when they are going about there activities (Stone 2008, p. 21). This includes networking and being in touch with friends. Therefore, individuals ought to be highly moral in all their undertakings. There have been various efforts to define Facebook ethics because some people have misused the site for their own private gains. As much as Facebook has been a good advancement in technology, it is vital for people and various stakeholders to look at ethical issues for sustainability (Hoffman 2008, p. 26). From my own point of view, Facebook is unethical. This is based on various issues that have arisen as time goes by. As a matter of fact, people have breached ethics while networking (Stone 2008, p. 27). In this case, there are various instances of unethical behavior that have come out of the social networking site. People have always posted bad pictures that are not supposed to be exposed in public. In extreme cases, people have been engaging in illegal business because there are no control measures to regulate such activities. Unethical behavior can also be witnessed in the posting of bad and nasty comments that might cause pain to others (Stone 2008, p. 29). As a matter of fact, such comments have raised a lot of anxiety yet they can not be verified for authenticity. In this case, some comments cause a lot pain to other users with serious implications. Because other users can access an individual’s wall, they have ended up posting unnecessary statements with no concern for privacy. Privacy is very important but Facebook has not made an effort to protect its user’s privacy because its security measures are not sophisticated. Some people end up discussing insensitive topics on Facebook thereby irritating others (Stone 2008, p. 31). This is because the site has ma ny users with distinct and diverse backgrounds that can not be easily understood by different users. Some of these topics revolve around sexuality, politics and religion (Hoffman 2008, p. 34). The idea of tagging people on Facebook is not ethical because some of those pictures are always irritating. As far as ethics is concerned, people are not supposed to lie, but some users have always cheated around to obtain information from others on Facebook.Advertising We will write a custom essay sample on Facebook Ethics Aspects specifically for you for only $16.05 $11/page Learn More Conclusion Because Facebook has continued to attract a lot of people and users, ethical issues are supposed to be reinforced or dealt with for long term sustainability. Ethical issues are very important in our society because they guide our daily lives (Handy 2002, p. 17). In this case, we are supposed to make individual ethical decisions as we relate with distinct and diverse people in the society. As a matter of fact, there are general business ethics that every individual, business and organization is expected to follow. Businesses are supposed to take care of shareholders interests but this underlying fact is not justifiable for them to be unethical in their operations (Bradburn 2001, p. 15). Good and ethical behavior is a personal decision that we are supposed to make as we relate with others. Reference List Bradburn, R., 2001. Understanding Business Ethics. New York: Continuum Goree, K., 2007. Ethics in the Workplace. USA: Thompson South-Western. Handy, C., 2002. What’s a Business for. Harvard: Harvard business review. Hoffman, C., 2008. The Battle for Facebook. USA: Rolling Stone Stone, B., 2008. Judge Ends Facebook’s Feud with ConnectU. New York: The New York Times.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More

LA Riots essays

LA Riots essays Believe it or not, Los Angeles was just waiting for an event like the Rodney King verdict to explode. All that was needed was that one spark to ignite the anger in the citizens of South Central and cause the area to explode. One of the recent and most significant riots took place on the streets of Los Angeles on April 29, 1992. The case was controversial because Rodney King was a black male beaten with excessive force by four white Los Angeles police officers. The not guilty verdict of the four officers may have been the initial cause, but the riots were not about Rodney King and the issue of racism; rather they were more about the class tension between poor and rich. The riots were due to all the underlying festering rage that had been building up in the residents of Los Angeles and the disbelief that police, even when caught on tape, could get away with such brutality. Although many people believe the riots were caused solely by the King verdict, in reality, these widespread brutal actions were a justified protest to the social injustice and economic inequality in which people live. It was obvious that the media focused on the issue of discrimination and portrayed the riots as black rage on the streets due to the not guilty verdict of the four Los Angeles policemen that were facing excessive force charges. As we saw in the TV news channel: The live broadcast from a hovering TV news helicopter of a black man striking unconscious with a brick, kicking, and then dancing over the body of white truck driver Reginald Denny(Whitman). The bloody images of the riots indeed proved the violent side of it. In addition, the six days of rioting resulted in the death of 52 people, the injury of 2,383 people, and the arrest of 16,291 people. There was an estimated around $1 billion in property damage in Los Angeles County, not since the Watts riots of 1965 was there so much damage (USA Today). Just to look at the figures and the med...

UNC Asheville (UNCA) Admissions Facts

UNC Asheville (UNCA) Admissions Facts With a 76  percent acceptance rate, the University of North Carolina Asheville has largely open admissions. Successful applicants typically have unweighted GPAs in the B range or higher, and SAT/ACT scores that are at least a little above average. The majority of admitted students had averages in the A range. The admissions process is holistic, so non-empirical measures such as essays, extracurricular involvement, and a letter of recommendation can all play a role in the decision of the admissions committee. Will you get in? Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) UNC Asheville Acceptance Rate: 76  percentGPA, SAT and ACT graph for UNC AshevilleTest Scores: 25th / 75th PercentileSAT Critical Reading: 530 / 640SAT Math: 510 / 610SAT Writing: - / -What these SAT numbers meanBig South Conference SAT score comparisonTop NC colleges SAT comparisonSAT scores for public NC campusesACT Composite: 23  / 28ACT English: 22  / 30ACT Math: 21 / 26What these ACT numbers meanBig South Conference ACT score comparisonTop NC colleges ACT comparisonACT scores for public NC campuses UNC Asheville Description The University of North Carolina at Asheville is the designated  liberal arts college  of the UNC system. The schools focus is almost entirely on undergraduate education, so students can expect more interaction with the faculty than at many large state universities. Located in the beautiful Blue Ridge Mountains, UNCA provides an unusual mix of a small liberal arts college atmosphere with the low price tag of a state university. In athletics, the UNC Asheville Bulldogs compete in the NCAA Division I  Big South Conference. Enrollment (2016) Total Enrollment: 3,821  (3,798 undergraduates)Gender Breakdown: 42  percent male / 58 percent female85 percent full-time Costs (2016-17) Tuition and Fees: $6,977  (in-state); $23,372 (out-of-state)Books: $1,200Room and Board: $8,746Other Expenses: $2,400Total Cost: $19,323 (in-state); $35,718 (out-of-state) UNC Asheville Financial Aid (2015-16) Percentage of New Students Receiving Aid: 76 percentPercentage of New Students Receiving Types of AidGrants: 65 percentLoans: 53 percentAverage Amount of AidGrants: $7,362Loans: $5,681 Academic Programs Most Popular Majors:  Art, Biology,  Business Administration, Communication Studies, English, Environmental Studies, History, Political Science, Public Health Education, Psychology, Multimedia and Web DesignWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Retention and Graduation Rates First Year Student Retention (full-time students): 78  percentTransfer-out Rate: 19 percent4-Year Graduation Rate: 39  percent6-Year Graduation Rate: 62  percent Intercollegiate Athletic Programs: Mens Sports:  Soccer, Tennis, Basketball, Baseball, Track and FieldWomens Sports:  Swimming, Volleyball, Tennis, Basketball, Track and Field If You Like UNC Asheville, You May Also Like These Schools: Appalachian State University: Profile | GPA-SAT-ACT GraphNorth Carolina State University: Profile | GPA-SAT-ACT GraphElon University: Profile | GPA-SAT-ACT GraphWake Forest University: Profile | GPA-SAT-ACT GraphDuke University: Profile | GPA-SAT-ACT GraphHigh Point University: Profile | GPA-SAT-ACT GraphClemson University: Profile | GPA-SAT-ACT GraphFlorida State University: Profile | GPA-SAT-ACT Graph UNC Asheville Mission Statement: complete mission statement can be found at the UNC Asheville website UNC Asheville is distinctive in the UNC system as its designated liberal arts university. Our practice of the liberal arts emphasizes the centrality of learning and discovery through exemplary teaching, innovative scholarship, creative expression, co-curricular activities, undergraduate research, engaged service, and practical experience. UNC Asheville is primarily undergraduate, with all programs of study leading to the bachelor’s degree, with the exceptions of teacher licensure programs and the master’s degree in Liberal Arts and Sciences (MLAS). UNC Asheville offers a liberal arts education characterized by high quality faculty-student interaction. We offer this challenging educational experience to all promising students who are committed to liberal learning and personal growth... Data Source: National Center for Educational Statistics

Court Case Scenario Study Example | Topics and Well Written Essays - 1250 words

Court Scenario - Case Study Example Even when Walt concurs that the fault may have occurred due to improper pre-testing of the machine before being installed at the customer's work site, he (Norm) is not willing to implicate that his company is at fault, obviously to save its reputation and market standing especially, because it is now passing through a very difficult phase. Walt Winters is guilty of not having assessed the technical facts thoroughly, before advising Norm to arrange to replace the machinery. He should have conducted necessary tests and overhauled the machine before passing judgment about it. There seems to be a clear case of communication gap between the Technical Department and Customer Servicing Department, and lack of clarity about where the realm of technical responsibility ends, and decision making management begins. All along Walt Winters was under the opinion that the matter was a management decision, whereas Norm felt it was a technical one. However under NSPE Code III I A, Engineers Code is violated when: "Engineer does not admit and accept his own errors related to the action, or Engineer distorts or alters the facts in an attempt to justify his errors related to the action." (NSPE Code of ethics. 2007). So, if the mistake was on the part of R & M Machinery, the company should not have kept silent and it was obligatory on their part to inform their long-standing customer about the deficiency in their service. Their silence, on a crucial aspect of acceptance of fault for defective machinery, has implicated them in this case. Defense: The deficiency of service on the part of the seller regarding the defective machine has not been conclusively proved, but has just been inferred by the prosecution on circumstantial evidence. It is quite possible that a perfect machine delivered by R & M Machinery may have been mishandled, or wrongly used by Exes. The fault may have occurred, not due to the inherent defect in the machine, but due to wrong handling or mal-operational techniques, which could have led to the parts being damaged or rendered unsuitable, thus making the machine inoperative. However, the seller has agreed to replace the machine on good faith and it has been done to the full satisfaction of the buyer. Here the economic factor is absent, since no losses or damages have accrued to the plaintiff. Since no real losses have occurred and the matter has now been amicably settled, the question of any further queries on this issue shall not arise in future. JUDGE: There has been a breach of trust on the part of the seller in not informing the buyer, regarding the actual fault of the machine and the reason for its failure, despite the fact that, with the exercise of due reasonableness and diligence on its part, this could have been done. Prima facie, there seems to be no evidence to suggest that a deviation of Professional Code of Conduct of Engineers has not taken place in this instance. "In addition to being able to use one's mastery of a professional body of knowledge, this knowledge must be applied consistently, reliably and according to a legal and ethical framework." (Nicole Radziwill.

Hydraulics Essay Example | Topics and Well Written Essays - 1000 words

Hydraulics - Essay Example Most of the ancient towns and cities in United Kingdom are close to the river always experiencing damages from flooding over time. SuDS are small scale source control measures which are useful in draining surface water in a more natural way through infiltration, retention and storage devices in urban areas. They employ methods that mimic natural drainage systems by passively removing contaminants in surface water and naturalizing flow rate (JEFFERIES, 2011 p 189-221). After reducing the water volumes and pollutants near the water source, a corresponding reduction in the rate of flow downstream and flood discharges are evident. Reducing rate of downstream flow and flood discharges contribute in improving the quality of water. Further improvements are realizable due to reduced storm water into sewers because little surface water spills over into the sewer system, this spillage if often allowed force raw sewer discharge into the water courses. Certain infiltration based systems such as permeable pavements, swale and detention ponds are always important in controlling the effect of storm water in built-up areas. Permeable pavements are alternative grounds that allow storm water to filter through the voids into the underlying stone reservoirs for temporarily storage (KING, & WISLER, 2008 p 117-131). Permeable pavements consist of permeable surface layer, bedding a layer, underlying stone aggregate reservoir and a filtration layer laid at the bottom. Swales are shallow channels for collecting, and removing pollutants from water (KING, & WISLER, 2008 p 207-231). Swales have shallow side slopes and a flat bottom. They usually have grass covers and mostly water flows in a thin layer through the grass. Detention ponds are for improving the quality of urban runoff and reducing the rates at which the peak storm flows this is possible by providing temporary storage during large storms. Slow sand Filters have a filtration rate of 0.15 m3/m2†¢h, the

Introduction to Law and Contracts Essay Example | Topics and Well Written Essays - 750 words

Introduction to Law and Contracts - Essay Example An agreement that is binding to one party and at the option of the other party is a voidable contract. For a contract to be valid, the objective must be legal. An objective can be unlawful if the law forbids it, it is fraudulent, and the court considers it to be immoral or against public policy. Agreements opposed to public policy can be banned by law to protect the public interests (Walston-Dunham, 2009). Acts that are contrary to public policy are void. Some of the acts considered to be against public policy include transacting with an enemy country and interfering with the administration of justice. The law of the contract is based on the doctrine of equity and substance of common law. Among its main elements are offer, acceptance, lawful consideration, capacity to contract, intention to create a legal relationship, capacity to contract, legal formalities, lawful objects possibility of performance, and, not expressly, the declared void. In this scenario, Chappelle is the defendant while on the other hand; Mustafa, who is his former manager, is the plaintiff. Chappell who is an actor and a comedian is sued for breach of contract. Chappelle and Mustafa entered into a management agreement on September 2005. Moreover, the two parties did not reduce their contract in writings, and for this, it is an oral agreement. By this, the defendant can deny the allegations charged against him because there is no evidence of the agreement passed. Mustafa is now suing Chappelle for stiffing him over $864,500, and is therefore, seeking monetary compensation. On the other hand, Chappelle claims that Mustafa’s incompetency made him lose millions of dollar (Abramovitch, 2005). In this case, the presence of witnesses may be assistive in proving the legality of the contract. However, every contract has its terms and condition, and if one party breaches this, then they should face the consequences. In Chappelle’s case, terminating Mustafa’s

Globalization is Good Essay Example | Topics and Well Written Essays - 2000 words

Globalization is Good - Essay Example According to him there are three major arguments namely network society, informational capitalism and the development of contemporary global politics acts as a unifying thread for globalization. His trilogy works on the interaction of these three forces leading to globalization. It is this informational and technological revolution that led to network society where all society structure and activities are based on electronically processes information (Castells, 1998). This network society along with informational capitalism is the globalization system, which gives rise to globalized networks in the form of enterprises and political movements etc. This has only been made possible with the advancement information and communication technology (ICT). This ICT revolution has seeped in all aspects of our society and the economy and is responsible for the current phase of globalization. According to him the changes in economic policy resulting in liberalization and deregulation of economy i s also made possible due to changes in ICT (Castells, 2000). It provided the technological capacity to the system to work as a single global unit. Castell’s view is different from Gidden’s on globalization who talks about globalization in totality whereas Castell’s emphasizes on the transformation to global society and the leading factors. According to Castells this informational capitalism is quite unique in its form and shape from the earlier forms of market society. it is argued that this form emerged in the wake of failure of capitalism in the 70’s due to declining profits, burgeoning social cost, rising standards of living and the post war settlements which led to full... This essay aims at studying the meaning and characteristic of globalization along with the social developments. What are the driving forces and factors for the globalization and network society? What role internet has played in transforming the functional capabilities of the social networks? This essay also aims at studying various dimensions of globalization along with different social experiences and configurations of globalization as well as their alignment with each other. After studying the forces, such as changes in communication and technology, that is responsible for transformation in globalization it is evident that globalization is inevitable. It has entered into every sphere of our life, including economy, politics, society etc. Society network has led to informational capitalism and has influenced the global economy. This globalization has not only been limited to economy and business it has changed the concept of nationality and identity as well. The new concept is of gl obal citizenship that transcends national boundaries. The impact of globalization has generally been positive although it has led to more ethnic violence in some cases, but it is argued that such violence and hatred can also be resolved by introducing globalization at the grass root level. Globalization has also created some disruptions in the concept of jurisdiction and sovereignty but these problems can be resolved with appropriate legal measures. Hence generally globalization has been inevitable but good.