Simon Character in Lord of the Flies Essay Example for Free

Simon Character in Lord of the Flies Essay In this extract all of the boys take part in the murder of Simon. Simon is described as ‘the beast’ during his killing. Lord of the Flies is an allegorical novel, the death of Simon also symbolises the death of spirituality. After his brutal death Golding describes ‘his check silvered and the turn of his shoulder became sculptured marble’ this almost romantic description is an emblem of Simon’s purity. The setting is a frightening one. It is night time, but not completely dark as there are ‘flashes of lightning’ this gives a hint to the reader that this chapter will not have a happy ending. Golding uses pathetic fallacy throughout the extract to build suspense and add to the atmosphere, ‘sulphurous explosion’ this is a contrasting quote compared to the beginning peaceful setting of the novel, ‘the brilliant fish flicked away’ this is evidence of the shift within the novel from good to evil. The sounds Golding describes are the sounds of fear. The extract starts with just a few drops of rain but even when these drop they make ‘Individual sounds’ this shows that even a small thing can have a big effect. Golding starts with just small sounds to help build the tension. The rain also reminds the reader rightly of world war two as Ralph says ‘you’ll have rain like when we dropped here’ which links to the atom bomb and the irony that Piggy keeps on saying ‘what would the grown-ups think?’ when they themselves are in a war. Twice the thunder is said to ‘blow’ as if it is whipping the boys like a master would whip an animal, as a means of controlling them, Golding uses the weather to alter the mood and to help build the boys up into a frenzy. The use of monosyllabic chanting, ‘kill the beast! Cut his throat! Spill his blood!’ shows a very concentrated power source which drives the boys to do what they would never image on any ordinary day. The use of exclamati on marks means the extract becomes very loud.

The Ethical and Moral Business Practices of Nestle

The Ethical and Moral Business Practices of Nestle In recent years the issue of ethical and unethical business practices have received lots of attention around the world especially by media. Ethics in business can be defined as behaviours that a business tie to in its daily dealings with the world or in other words what society believes is right or wrong which involves or impact how a business is carried out. Ethical or unethical business practices concerns not only to how the business interacts with the world at large, but also to their one-on-one dealings with individuals. Many businesses are interested in making money, and that is the bottom line or in other words they just want to be in business; on the other hand there are many businesses that making money does not mean everything to them, but doing the right thing and having responsibility and commitment toward society have far more importance. In past years there have been numerous reports from global businesses, including most of the major brands that the public use for their poor business ethics, which have received a huge attention by people around the world. One of the most shocking reports came from a well-known company Nestlà ©. The main ethical issues concerning Nestlà © company was endorsing infant formula with ambiguous and unsafe strategies, using suppliers that violate human rights and promoting harmful food. On the other hand in recent years many companies gained a huge reputation mainly because of their ethical business practices, such as Xerox, Pepsi, Solae and many other well-known companies. Solae Company was positioned as one of the most Worlds Most Ethical Companies in Food Industry in 2010. Solae mostly gained its reputation through its core value which cornerstone of that they are and what they stand for, values such as public safety and health, high ethical behaviour and respect for people. 1.0 Nestlà © S.A 1.1 Nestlà © History Nestlà © S.A is the world largest fast moving customer goods company in the worldwide; Nestlà © was originated, founded and headquartered in Vevey, Switzerland in 1906 by merger of the Anglo-Swiss Milk Company and the Farine Lactà ©e Henri Nestlà © Company. Nestlà © start growing after the First World War following the Second World War by expanding its market from 13 to 86 countries around the world, the company currently has more than 283,000 employees. In 2000 Nestlà © joined the World Coca Foundation (WCF) in order to deal with issues associated by farmers, the WCF goal is to help farmer in earning more income, encouraging them for more efficient farming technique and environmental and social practices (Mcspotlight, 2002). The Nestle Business Principles form the companys culture which has been developed over the period of 140 years. Nestlà ©s Corporate Business Principles are handed out to its 282,000 worker along with training tool in order spread out the companys core values and mission. The Company management is allocated according to its demographic location, along with the exception of Nestle waters and nutrition which are managed by a global department (nestle, 2010). 2.0 Nestlà © Controversy and Criticism In past ten years Nestlà © Company was accused by many of experts and organisations around the world for unethical business practices in the way the company does its business, the company was involved in serious boycotts which ruined the company overall reputation in past years. In this essay we have discussed and analysis some of the most serious Nestlà © unethical business practices (Phdinparenting, 2010). 2.1 Unethical Marketing of Artificial Baby Milk One of the most critical issues that Nestlà © has been criticised for during past 15 years is the promotion of the use of infant formula to mothers across the world. Many believe that Nestlà © strategy for promoting its infant formula was misleading and harmful that violates both International Symbols of Marketing of Breast milk Substitutes and WHO Code amendable the marketing of breast milk substitutes (Mcspotlight, 2002). Nestlà ©s marketing campaign encouraged mothers across the world for bottle feeding instead of breast feeding, they used free sample to pursue this mission in addition Nestlà © implies that malnourished mothers and mothers with twins have not the ability to Breastfeed their child, despite many international health organisations claimed that there is no sufficient evidence to shore up this statement which could put both the mothers and babies life in danger (Corporatewatch, 2003). There have been numerous reports of direct advertisement targeting mothers across the world in countries such as Malaysia, South Africa and Ireland as a result advocacy groups and health organizations accused Nestlà © of unethical methods of promoting its milk and demand the company to immediately stop its marketing strategies (Mcspotlight, 2002). One of the Health organisations that criticised Nestlà © for its marketing strategy was IBFAN which believed Nestlà © is harming misleading mothers by offering them a free sample of milks as they are in hospitals, because as mothers are released from hospitals they have to continually buy Nestlà ©s formula since babies get adapted to the Nestlà ©s milk. IBFAN also maintained that Nestlà © exercise Humanitarian Aid to form markets by offering striking gifts and different sponsorships to influence health officials to market and promote its products by targeting young mothers who have given birth (Corporatewatch, 2003). 2.2 Using Suppliers That Violate Human Rights Another controversy issue faced by the company during past years was using suppliers that violate human rights, in 2009 BBC reported that Nestlà © buy its milk from a farm seized from its white owners which is now owned by the wife of Zimbabwes President Robert Mugabe, they supply between 10% to 15% of Nestlà ©s local milk supply (Corporatewatch, 2003). However the company denies the proclamation and claims that the only reason they purchase their milk supply from its African supplier is to help meet the food needs of Zimbabwean consumers (BBC, 2009). 2.3 Exploiting Farmers In 2001, Nestlà © faced huge criticism for purchasing cocoa from the Ivory Coast and Ghana suppliers, which may have been produced using child slaves. An investigation by BBC showed that hundreds of children who lived in Mali, Burkina and Togo were being purchased from their parents and sent to countries such as Ivory Coast and Ghana to be used in production of coca (BBC, 2001). Most of the children who work in coca farms are ranged between 12 to 14 years old, and are forced to work 80 to 100 hours each week while they are not paid fairly, barely fed and beaten regularly (Corporatewatch, 2003). After the widespread of these reports Nestlà © Company faced huge criticism from health and labour organisations around the world to put a stop to these anti-humanities act, as a result the company did not have any choice except to express its concern over the use of child labour in coca farms to, however the company never confirmed that non of its chocolate products derived from these anti-humanities resources (Mcspotlight, 2002). 2.4 Union Busting In late 2001, labour organisations accused Nestlà © for denying its worker right; one of the countries that most of the accusation came from was Columbia, in which eight worker of the company got assassinated because they were part of food and drink labour union called SINALTRAINAL; however there have been no evidence linked Nestlà © to these assassinations. In another example involving Nestlà © union busting, in 2001 the management of Nestlà © subsidiary Comestibles La Rosa threatened the company worker that they must either renounce their union membership or they should leave the company (Corporatewatch, 2003). 2.5 Promoting Unhealthy Food Nestle was recently criticized after a report by the UK consumers association claiming that 7 out of 13 of the Nestlà ©s breakfast cereals containing the highest level of fat, sugar and salt. In addition the company is accused for denying and ignoring the role of community responsibility in promoting its product to public, however the company has made so many changes in past few years in order to gain back its reputation as healthy food provider but still there are many who critics the company despite all the changes (Corporatewatch, 2003). 2.6 Illegal Extraction of Groundwater The company was also accused for abusing and ruining water resources in Brazil and United State. In the region of Serra da mantiqueira in Brazil which is known for its susceptible groundwater resources, Nestlà ©s over pumping action has resulted in exhaustion and long term damages to the region water resources (Corporatewatch, 2003). Nestlà ©s was accused because people of the Serra da mantiquira believe that the company action has changed the taste of their drinking water and also the over pumping has caused complete dry out on the main region water resources. Nestle used these water resources for producing mineral water called Pure Life (Phdinparenting, 2010). Unfortunately, after analyzing Nestlà ©s corporation act, clearly ethics has no place in the company long term strategy. This fact has greatly influenced companys reputation and has ruined its position in food industries around the world. After the widespread of these reports Nestlà © Company faced huge criticism from health and labour organisations around the world to put a stop to these anti-humanities act, as a result the company did not have any choice except to express its concern over the use of child labour in coca farms to, however the company never confirmed that non of its chocolate products derived from these anti-humanities resources (Mcspo tlight, 2002). 3.0 Solae Company 3.1 Solae History Solae LLC is an international soy supplier which is based in Louis, Missouri. This company is the world leader in developing and producing innovative soy technologies, meat and other nutritional products. The company was founded in 1958 by producing just industrial soy protein products; however Solae started producing other food product (such as baked goods, meats, beverages and nutrition bars) in 1973 after DuPont and Bunge created Solae Company as a joint venture (Solae, 2010). Solar use soybean resources around the world in order to create nutritious and great-tasting ingredients including baked goods, meats, beverages and nutrition bars which are consumed by thousands of customers and consumers in more than 120 countries worldwide. The company has approximately 2,400 employees in different parts of the world as well as North America, Asia, Latin America and Europe (Solae, 2010). Solaes commitment to innovation and development has resulted in production of new soy product tag along by more than 98 patent and 338 patents pending which is more than any other soy provider in the world (Solae, 2010). On 26 of March 2010, Solae Company was identified by the Ethisphere Institute as one of the worlds most ethical companies in food industry. Each year Ethisphere Institute gathers a list of 100 companies which it believes are the most ethical companies in the world. The institute recognise these companies on basis of attitude and future refinement (Ethisphere, 2010). The world most ethical companies are recognize not only making statements about doing business ethically but also translating those statements into action. Solae was ranked among on of the 100 most ethical companies in the world along with giant companies like Pepsi, Nike, Ford, Xerox, Henkel and LOreal in addition the company was positioned at top 5 most ethical companies in food and beverage industry joined by Campbell, Mills and PepsiCo (Ethisphere, 2010). Solaes commitment to environment is one of the core value developed by the company which has allowed the company continually improve and implement main manufacturing process and activities to reduce its impact on Mother Nature, It is believed that Solae track its activities across all manufacturing department in order to replicate successful improvement where it is needed. 4.0 Solae Ethical and Decent Practices Solae ethical and moral practices are inspired by the companys core value which mostly concentrate on what the company is and what it is stand for, Solae top executives believes the strength of the company begins with a deep commitment to ethics from the top to bottom in the company, ethical behaviour is one of the core values at Solae, which is important in both the companys professional and personal lives. According to Solae officials, at Solae ethic codes are designed to make sure that each of the companies personnel are constantly upholds the companys standards and objectives. Any act that deliberately violates the law or regulation to screen non-compliance with this Code of Conducts, or company overall policy is an ethical violates (Solae code of conduct, 2010). 4.1 Safety and Health Solae Company believes that in doing business all occupational illnesses, environmental incidents and injuries are preventable and can be controlled by implementing the right business practices along with providing the best and high quality foods to consumers. The companys overall goal is zero for incidents, meaning that safety and health are the most central aspects of Solae Company in different levels involved in manufacturing and promoting its products (Solae, 2010). Every employee at Solae is responsible for acting in reliance with safety and health law which was developed to prevent any incident involving employees and other Solae personnel. Managements in each department are responsible for training, educating and motivating employees to understand and act accordingly to applicable safety and health laws. 4.2 Sustainable Practices for Society Solae core value of environmental custodiantion is a significant example of the companys commitment for people in different societies. At Solae employees are expected to compete lawfully at all manners, they are also expected to protect the environment and to be a responsible keeper of the company operations, services and products in all levels of the company (Ethisphere, 2010). 4.3 Environmental Practices Since the company was founded, Solae mission has been to be the preferred universal partner in the expansion and delivery of nutritional and efficient solutions for its customers, the Company is constantly committed to promise to conduct business and operations with respect and care for the Mother Nature. Since Solae main business is product of soybean resources, the company pays a great respect and attention to environmental practices which helps to keep our nature green and un harmful. At Solae managers at each corporate level are held responsible for educating, training, motivating and instructing employees to understand the important of Solaes commitment to protect environment in addition each employee at Sola company has the responsibility to meet and fulfil the terms of Health and Environment which were developed to guide each employee in pursuing the companies mission and vision (Solae code of conduct, 2010). Solaes commitment to environment is one of the core value developed by the company which has allowed the company continually improve and implement main manufacturing process and activities to reduce its impact on Mother Nature, It is believed that Solae track its activities across all manufacturing department in order to replicate successful improvement where it is needed. The company has received several awards because of its environmentally friendly business practices around the world. For example: In 2009, the company headquarter in St.Lous was given a Leadership in Energy and Environmental Design Green Building Certificate for having the most energy efficient, greenest and high productive building in the region (Solae, 2010). In 2005, Solae received two awards from different non-profit organisations for reducing total energy consumed by the company by more than 10 percent and decreasing greenhouse emissions by 7.7 produce by the company (Solae, 2010). 4.4 Ethical Competition Law Practices It is believed that, Solae competes forcefully in the marketplace to best supply its customers needs and preferences. Solae Company has gain most of its reputation as a result of its Competition Laws which the company follow in most of the countries that operates, these laws are compound and can vary from country to country depending to its market place competition condition and pressure (Solae code of conduct, 2010). 4.5 Water and Energy Consumption Solae is well known around the world for its efficient water and energy consumption in compare with other companies involved in food industry. The company uses very low water resources in compare with other food manufacturing companies because soy uses less water than other kind of proteins such as meat, milk and eggs. In addition soy is known to be an efficient source of protein based on return amount of energy use in compare with other resources of proteins. C:UsersArmanDesktopvirtuawater.jpg C:UsersArmanDesktopenergyefficiency.jpg USDA; FAO/ UNICEF, USA Protein Advisory Group (2005) As it can be seen beef, pork and chicken consume 5 or 6 times more water than soy products and soy much more efficient source of protein based on return amount of energy use in compare with milk, chicken, eggs and beef. 4.6 Equal Opportunity Non Discrimination Solae Company is strictly against any discrimination regarding any companys personnel or new application who wishes to join the group because of race, sex, age, colour, national origin, marital status, expression or ancestry. According to Solaes core value employees are treated the same despite their position in the company (Solae, 2010). Conclusion To sum up, Core values are particularly critical in these days as we operate in markets around the world and aiming to serve customers with different needs and ideas. Obviously at Solae Company the central attention is to understand responsibilities and obligations toward individuals and environment. As experiment has shown us a companys success is pretty much dependent on ethics and moral which builds a long term reputation for both the company and industry. Unfortunately, after analyzing Nestlà ©s corporation act, clearly ethics has no place in the company long term strategy. This fact has greatly influenced companys reputation and has ruined its position in food industries around the world. As a result the concept of ethics has become one of the most important aspects of management duty. For companies as big and successful as Solae and Nestle training employees to follow ethical and social principles are key success factor and has to be observed and practice continually. Many businesses are interested in making money, and that is the bottom line or in other words they just want to be in business; on the other hand there are many businesses that making money does not mean everything to them, but doing the right thing and having responsibility and commitment toward society have far more importance. Solae has to continue its effort in practicing ethical principles in all company levels and Nestle has to change its long term strategy and pay attention to what is right and wrong.

Stadium Safety Structure Development In The Uk Criminology Essay

Stadium Safety Structure Development In The Uk Criminology Essay With our entry into the 21st century, the stadium safety issue has been basically solved by a series of complete stadium safety structure regulations in the UK. However, there are many British football fans who still have memorized the traditional football culture, which is the terrace culture (Ruthven, 2011). It is ironic that this terrace culture has brought many tragedies to UK football and UK society, many British football fans are still thinking terrace culture is the true way of watching a football match. Therefore, the Football Supporters Foundation (FSF) campaign was organized to bring back terrace culture (Kilmore, 2011). The whole process of terrace culture was replaced by all-seater stadiums, which took many authorities and peoples blood and efforts. The whole process of changing is a successful stadium safety reform course. The stadium safety reform faced many issues, which came from both external and internal influences. For example, some issues came from the inaction of some football authorities, the over loyalty of football fans and the neglect of politicians (Ingle, 2005). Fortunately, stadium safety has made their legislation to protect those loyalty football fans lives and health. Johns (2004) stated that One of the philosophies of the Football Licensing Authority is safety cannot be achieved by means of externally- imposed regulations; those responsible must understand and believe in it for themselves'. Therefore, only if the whole of football industry realizes the significance of safety, then the stadium safety structure can be run effectively. Moreover, it also needs to be updated very often to tackle challenges and to fit the modernist footballs changes in the future. This essay is written to answer the question of how the stadium safety structure in the UK developed and what challenges and changes face it in the future? Current stadium safety structure in the UK: Currently, the structure of UK stadium safety is composed by Football Licensing Authority, Safety Certificate, Green Guide, Safety Advisory Group, Safety Officer, Ground Regulations, Football Association (FA) and Police. Although these elements do overlap slightly, it has completely achieved the safety mission (Football Safety Structure in England, 2005). The process of stadium safety development: The process of football stadium safety development was always with horrible tragedy; almost every little progress was caused by victims blood and grief. Fortunately, nowadays, a comparatively completed stadium safety structure has been conducted. This comparatively completed stadium safety structure took a long time to complete. Inaction of legislation: The football industry was very hysteretic compared to other industries in the area of safety legislation. In 1840, with the first railway regulation released, government had started to establish a statutory regulation of transport in the UK. Moreover, in the entertainment industry, because some moral concerns to monitor the performance were shown, every single music theatre and hall had been approved by local authorities licensing since the 1880s. In addition, because of two horrible disasters that happened at Victoria Hall in Sunderland in 1883 and at Exeter theatre in 1887 respectively, the fire legislation had been followed in the entertainment industry. Football was seen to be a wholesome pleasure sport, and so dodged the intendance from the moral concerns aspect, and because a football stadium is an outdoor building, so its safety shortage had been ignored by related monitory authorities. However, many issues had appeared about the stadium safety in the football industry (Johns, 2004). Since the sports codification was released in 1863, the popularity of the football industry had developed rapidly. It was often to see, over 20,000 fans crowed in a stadium to watch a game (John, 2010). In order to contain as many fans as possible, football clubs began to establish bigger stadiums. The bigger stadiums location was dependent on the cheap land price and proximity to urban areas. This resulted in many stadias locations that were not suitable and safe. For example, many stadias entrances were along narrow streets, it was often to find overcrowding and injuries occurred as a result. Moreover, the quality problem of stadiums stands also caused a few accidents. For example, on the 5th of April 1902, the disaster of a collapsed wooden stand caused 25 spectators to die and over 500 spectators injured at Ibrox Park, Glasgow. In the aftermath, the disaster was attributed to the wooden stands quality but no person was charged regarding the overcrowding at that stand. However, th e Ibrox Park disaster was a signal to the Football Association (FA) that they need to protect themselves against litigation from football fans in the accident of future tragedies. Therefore, one legal legacy of the disaster appeared for football industry in the UK. That was that the FA was registered to be a limited liability company (BigSoccer, 2011). Since the tragedy of Wembley FA Cup final happened in 1923 and over 1000 spectators were injured, people and related authorities began to regard and blame the overcrowding issue. Because some members of Parliament criticised the stadium, they pushed pressures on this issue. The government organized an inquiry, and former Home Secretary Edward Shortt was in charge of the inquiry. Consequently, he stated that there was abnormally large attendance on special occasions (Johns, 2004). Subsequently, the chief constable of Birmingham claimed that because the quality of stadium could not be guaranteed and the overcrowding happened frequently, football should establish a safety licensing system like other industries. However, this proposal was laid aside due to FAs uncooperative attitude, but some of this proposals technical recommendations began to impact the management of football stadium safety (The Time, no date). In the next 20 years, there were some accidents in football stadia caused by overcrowding. Due to overcrowding only occurring in some particularly significant games and infrequently resulting in injuries to the public, there was no sustained pressure for football stadium safety progress. From the police aspect, police claimed in some regards in stadium safety, but due to the absence of legislation, they took a laissez-faire attitude towards safety in the football industry. For example, in 1932, the Chief Constable of Cardiff stated publicly that Ninian Parks maximum capacity was not 25,000 spectators, but its records were double that maximum number in the past. The Welsh FA only simply warned the club to concern the issue (Johns, 2004). In 1934, a man died in overcrowding at Hillsborough stadium. A local MP of Sheffield made an inquiry immediately to Parliament. The explanation of the accident from the Sheffield chief constable was that some clubs were not complying with the stadium safety advice of police (Hillsborough Stadium, no date). In 1936, there was a fatality at a rugby match in Cardiff, which caused a licensing scheme from Police Federations. Therefore, the main reason of police inactivity was facing much opposition from the football authorities and government, when they were warning clubs on safety in absence of legislation. In the post-war period, football became the most popular sport for entertainment in the UK. Because of the horrible and grieved memories of war, people enjoyed football match more than before (Johns, 2004). As mentioned previously, the overcrowding situation only happened in some big games, but the attendances of match were very high for every match after the Second World War. Therefore, some crude quality of stadiums could not bear such a high burden and thus caused disaster. In 1946, 33 people died and 400 people were injured at Burnden Park, Bolton. In the official inquiry, Justice Moelwyn Hughes stated that the overcrowding i ssue had happened again and again, and it had become a frequent type of accident. Consequently, Moelwyn Hughes suggested running a licensing system by local authorities, which should include a penalty for disobeying these regulations. However, the licensing proposal was rejected by the cabinet due to the burden of local authorities, materials shortage in post-war and the absent of legislation. Thus, the proposal of licensing by local authorities was replaced by another Moelwyn Hughes recommendation, which was a system of self-regulation. The self-regulation was an application for the Football Association that their stadium safety should pass the qualification inspection. (Oddculture, 2011) A system of self-regulation in any industry does not work unless its objectives are deeply rooted in the culture of the industry. Football enjoyed no over-riding commitment to ensuring safety. Therefore, in 1952, the Police Federation proposed legislation for the safety of fans like the safety legislation of audiences at theatres and cinemas. This proposal also blamed some inaction reports from the police and the FA (Johns, 2004). In the hooliganism aspect, this emerging problem provided a different channel to deal with the crowd management issue for clubs and authorities. Because of the emerging problem of hooliganism, the 1969 government report claimed that although the self-regulation systems performance was good enough, the 1948 certificates still needed to be updated regularly for inspections (Kurland, 2010). Finally, the FA of England, Scotland and Wales forced their clubs whose stadias capacity were 10,000 or more, to accept an annual certificate inspection. The first legislation: The signal of self-regulations failure was the disaster of Ibrox Park, Glasgow in 1971. There were 66 people dead in this crush of overcrowding. It was the fourth incident of crushing on that stairway in the previous ten years. In 1961, two people had been killed and 44 injured, in 1967 11 people were injured, and in 1969 30 people were seriously injured. The disaster of Ibrox Park caused a controversy about the legislation. Subsequently, Wheatley called a recommended for licensing system run by local authorities (BBC, no date). In the report of Wheatley, the existing controls were not enough, legislation was necessary. The Safety at Sports Grounds Act was proposed by the Conservative government then it was passed by the Labour government in 1975. This Act built a system of inspection, which was run by local authorities, and also created a series of technical safety criterions in football stadia. Nevertheless, the implementing cost was a huge burden for small clubs. Wheatley thought the issue of overcrowding was not vital enough for smaller clubs in the short term. Therefore, only the clubs that were in the first division of English and Scottish and plus the three international rugby stadiums were included in the initial Act plan. In 1979, the Act would include the Clubs of the English second division. This Act also cared some anomaly, for small stadiums, such as Shrewsbury Towns stadium of division two, which only had 16,800 capacities, but some large stadiums, such as Sheffield Uniteds stadium of division three, which was 44,000 capacity, which were not included in this Act. (Sefton Council, 2010) Significant changing in 1980s: On the 11th May 1985, 56 people were killed in a stand fire in Bradford. At that time, the 1975 Safety Act had not covered the Third division, if it was covered the maybe this disaster would be avoided by licensing inspection. After the disaster of Bradford, the Act was conducted to all Football League clubs as soon as possible and the Fire Safety and Safety of Places of Sport Act was passed immediately for preventing another fire disaster. In 1924, the Shortt report had already noted that the danger of fire in wooden stands was another risk in football stadium, apart from overcrowding. After the disaster of Bradford, Mr Justice Popplewell made a report and he stated many questions of hooliganism rather than safety. Popplewell also stated that there were fences built around the football pitch at Bradford, which caused the higher death toll (FireSafe, no date). He also recommended such fences were not effectively addressing hooligan concerns, but instead disturbed the evacuation effor ts. Unfortunately, these fences that guarded against hooligans became one of the reasons that caused the Hillsborough disaster (Taylor, 1989). On the 15th April 1989, such fences contributed to the death 96 Liverpool fans during the match of FA Cup semi-final against Nottingham Forest at Hillsborough, Sheffield. As well as these fences, inadequate policing and signposting were also the main reasons for such a high death toll (Taylor, 1989). After this disaster, senior police officers claimed misinformation and that hooligan should be blamed for this disaster, and some newspapers followed this misinformation. Lord Justice Taylor investigated this accident. Taylor considered the situation of society the anger of Liverpool residents and football fans, and he dismissed such theories held the police responsible for the tragedy (Taylor, 1989). The result of Hillsborough was the all-seater stadium safety policy, which was applied to the first and the second divisions. This was the recommendations of Taylors report. Graham Kelly, then chief executive of the FA, thought that Thatcher despised football, had little or no interest in sport and drove those around her who were interested in the national sport underground. There was no football lobby because she wouldnt give the game room (Taylor, 1989). Therefore, from Thatchers personal position, the government was never to allow football to develop along its wrong way. The government insisted to conduct an all-seater stadiums policy to also try and combat the increasing threat of hooliganism (Johns, 2004). After the Hillsborough disaster, a new department called the Football Licensing Authority was established to monitor the licensing and regulation of stadia. The government also had power to reassess clubs financial position during the process of stadium safety improvement (Taylor, 1989). Therefore, the Hillsborough not only resulted in the rebuilding of stadiums safety structure, but also for reinventing football clubs themselves. It built a base for the later boom of the Premier League. Critical Analysis: Hillsborough brought a determination to ensure that football did not suffer again and the fans safety was now the highest concern of authorities. Why did British football need to suffer such tragedies to truly realize the significance of stadium safety? There are three main reasons. Firstly, football is not an ordinary industry. The custom of football fans is very traditional, which is dependent on loyalties rather than value for money or safety. Football fans were simply not to change their loyalties of clubs even if their clubs had stadium safety issues (Ingle, 2005). In fact, the terrace culture was an important element to attract them to watch games in the stadium. Secondly, football fans were composed predominantly by the working-class. Generally, some fundamental needs such as health, education and housing are normally concerned by working-class. The issue of football fans safety was not a fundamental need, so football fans did not push many pressures on the government over thi s issue. Therefore, there were not many pressures from customers, so government did not need to demand a change (Peter, 1979). Thirdly, The football authorities did not expect the relationship between clubs and local authorities to be close, because the football authorities feared that any regulatory scheme run by local authorities might err on the side of excessive caution, resulting in clubs being put to considerable expense and being subject to a great deal of official interference (Johns, 2004). Consequently, this too close relationship would negatively impact the development of football industry. Finally, only by football fans, football authorities and government cooperating together, would the new approach to prevent another tragedy be found as soon as possible (University of Leicester, 2002). Challenges and changes in the future: Hooliganism: Hooliganism will be a challenge for British football safety in the future. The issue of Hooliganism is hard to solve because of its specific character. Mr Justice Taylor stated that it is hard to explain the cause of hooligans misbehaviors and it is hard to recognize hooligans when they have not been previously charged for any misdemeanor. Moreover, according to Taylors report (1989), hooligans were separated into two groups and almost every normal football fans can be classified in one group, which is depends on the different characters of different groups. For example, the first group is composed by some football fans misbehaving spontaneously in the game because of an external impact. Some worse hooligans are the new hooligans. They plan their violence for fun and the football match itself is not important to them. The second group would be likely to imitate the first element, which we have just identified. Thus the first group always have follower to misbehave with them (Taylor, 1989). Football Supporters Federation (FSF): The all-seater policy was established due to the issue of overcrowding. However, the standing terrace culture is not the main reason to cause overcrowding. If standing terrace gets a good management, it also can be very safe like all-seater stadiums. The Football Supporters Foundation (FSF) campaign is organized for Safe Standing and the FSF petition for Safe Standing had amassed over 5,000 signatures within a day. Four reasons will be stated below to prove Standing terrace should be reused (Ruthven, 2011). Atmosphere of watching The perception of safe standing with football game is better than all-seater. In the safe standing areas, groups of mates can all congregate together and stand together. But now it is a near impossibility if you cannot afford season tickets. Some supporters escaped from all-steater stadiums because it has killed the atmosphere of truly football watching (Ruthven, 2011). Prices of tickets With the more comfortable and better all-seater stadiums established, ticket prices also increased. The high price is even hard to afford for the average football fans to enjoy a game with their whole family. In Germany, the Bundesliga is still keeping the standing terrace, so the tickets prices are cheap. British football fans do not believe that the prices can be as low as the Bundesliga, but they hope the appearance of standing terrace will decrease the British football tickets prices (Kilmore, 2011). Choice of fans The current situation with illegal standing often sees fans who do want to sit to watch the game, but also many fans are forced into seats, when they like standing. In fact, government should make more choice for fans. Some people want to sit and enjoy the game in peace and others wish to stand and generally want to be louder. By creating a designated standing area again, it keeps everybody happy. Proven it is available In fact, some records and evidences have proven that standing terrace is viable for stadium safety. With many fans using the example of the Bundesliga in Germany, who maintains the existing terracing with good managing even safer than the all-seater stadiums. Many English fans think German fans enjoy games better, with much lower ticket prices. the German football authorities improved the fans match day experience better, but the English football authorities only saw the revenue all the time(Kilmore, 2011). Conclusion: A complete safety structure cannot be only achieved by external element, the internal element is also very important. Especially, football is not an ordinary industry. The custom of football fans is very traditional, which is dependent on loyalties rather than value for money or safety. The external element such football clubs and authorities do not have many pressures from internal that football fans on the issue of safety. Therefore, the process of stadium safety development took much longer time than other ordinary industries. Nowadays, the complete stadium safety structure of UK has finished the safety very well, but it still cannot satisfy British football fans request. Football fans want to get back the soulness nature of their super stadiums (Kilmore, 2011). The UK football authority falls into an awkward situation that they are committed to improving the football fans match day experiences; they have to prevent risks of hooliganism and overcrowding. Therefore, UK stadium safe ty structure will still need to face many challenges and change in the future.

Becks Music :: essays research papers

Music is central to my life. Without music, the world would be naked, cold, and quiet. Music can set the rhythm for a long day of work, the mood for a date, for a party, for your whole life. It can wrap you in a blanket of comfort when you are lonely, or inspire you when you are down. Music is a vehicle for expressing love, telling a story, or showing happiness. My love for music has grown immensely throughout the past few years and continues to grow without bounds. Playing musical instruments, such as the piano and guitar, has deepened my appreciation for the sounds I hear when I listen to music. From personal experience playing in concerts and writing my own songs, I have captured the views of both sides of music's artistic prism: creation and presentation. Creation, I have learned, can be a tremendously tedious task. It involves much more than perseverance and determination. Creating music requires the harmonious articulation of one's feelings and thoughts through instrumental or vocal sounds. There is no one who accomplishes the feat more cleverly than Beck.Beck Hansen, known as Beck, is a musical genius who performs an unparalleled, funky, and melodic music style. At the age of 29, he has produced six full albums and will soon be releasing his seventh. Beck has become an inspirational icon among rising musicians and has defied the classification system of musical genres. Much disagreement has arisen over what kind of music it is that Beck performs, but the resistance to classification is what makes it unique. He merges coinciding genres, such as psychedelic hip-hop, folk, rap, and country, to define his own genre. Beck's dynamic music adjusts to the latest musical trends and builds off of talent from past generations. Like a catfish feeding on the bottom of a lake, Beck's music feeds off of the styles of other successful musician, such as Bob Dylan and The Beastie Boys. However, this does not mean that Beck is a copycat artist. It means that his music is based on a collaboration of the sounds of the world, and this makes his music very diversified. Beck is one of the most original musicians of all time, and to classify him as anything but a genius would be even more absurd than Beck himself. He is always "courting cultural disaster, and part of his genius is that he's always on the verge of making a complete ass of himself"(Rotundi).

Politics Paper :: essays research papers

One of the first things we have learned about politics this semester is that there is a constant struggle over the true definition, especially in how broad or narrow the definition is. When Thomas Jefferson wrote that â€Å"Politics are such torment that I would advise everyone I love not to mix with them.† it is understood that he is referring to the electoral and governmental aspects of politics. If Dr. Michael Rivage-Seul and Leslie Cagan were to read this quote, they would argue that Jefferson has an extremely narrow view of politics and that if one were to desire a more accurate definition, they would have to look further than the restrictive culturally accepted definition. Martin Luther King, Jr. would also disagree with this definition but he I think he would have a bigger problem with the advice that Jefferson is giving. All three of the authors that we have looked at would, in one way or another, be forced to disagree with Jefferson based on the principles that they try to uphold and emphasize in their writings and speeches.   Ã‚  Ã‚  Ã‚  Ã‚  According to Dr. Michael Rivage-Seul, we are living in a world full of deceit and human frailty. He stresses this particular point in his essay â€Å"Taking Risks in Plato‘s Cave† which helps to illustrate that not everything we know to be true is actually true. He also believes that, just as in the parable, we have an obligation to ourselves to look at all aspects and trey to understand all observed viewpoints. His words enforce this belief when he says â€Å"We can’t begin our escape from ignorance without the intervention of an outsider, without listening to others.† (Rivage-Seul, 6). In his teachings, Rivage-Seul tries to highlight the importance of thinking for ourselves and always being weary of a socially accepted truth.   Ã‚  Ã‚  Ã‚  Ã‚  If Leslie Cagan, author of the essay â€Å"What is Politics?† was asked to comment on Jeffersons’ quote, I would imagine that she would probably scorn him for his narrow minded view of politics. I am also led to believe that she would say that Jefferson was no more politically aware than the rest of the general public because of the common ignorant definition they share. Cagan would argue that politics has to do with just about everything in the world and he stresses the complexity and immeasurable depth in the word when he says â€Å"How we understand (and therefore act out of that understanding) â€Å"politics† and â€Å"political struggle† is no small matter.

His Fathers Pain :: Personal Narrative Essay Example

His Father's Pain All his life Peter had carried the pain about with him. Sometimes intense. sometimes no more than a dull ache. Sometimes for months at a time he was hardly aware of it, but it was always there. He knew that. It had a precise location, always the same, a spot below the ribs, an inch inside, four fingers from the point where his lower ribs met. He could put his fingers in there, feel it. All his life be had been aware of it. He had taken the pain to doctors. They had poked and probed at various intervals. Once they had diagnosed ulcers. They had prescribed milky medications, which had relieved it only for the moment. Then it came back. Sometimes it was so intense he feared it could be cancer, a burning growth expanding inside him. Sometimes he was afraid of dying. It was like a death inside him, so intense, so obdurate. And sometimes the pain would lie low, more of a shadow than a pain, a dis-ease lurking quietly in the rib cage. The pain was with him thirty years, the length of his adult life. Until he found its healer. At first he did not know this would be the healer of the pain. For many weeks, they talked. They talked about the fears, the insecurities, the longings, and the needs. They talked about the rage he had carried with him all his life. They talked about his weakness and his strength. Some of these things he knew, some he didn't. Some of these things they enacted. Always there was the empty chair, his partner, his antagonist. Whoever came to mind was invited there, to sit in it: his wife, his father, his anger, his fear. Whoever came to mind, whoever was necessary to the occasion, whoever needed to be addressed, whoever needed to bc heard from - there was always someone. They came unbidden from wherever it was they lived, from dark, hidden parts of him, from unexamined corners of his body: the awkward tilt of the head, the crick in the back, the back, the avoided gaze. There was always someone. It was weeks, months even, before the healer touched him. When the trust was there. Once the defenses had begun to fall. When the body was ready with its invitation. The first time, the healer went only where he was invited, his fingers probing the depth to which the pain was tolerable.

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