Working with Federal Reserve's Publications Assignment

Working with Federal Reserve's Publications - Assignment Example Federal Reserve’s Assessment of the Current Economic Activity and Financial Markets and their View on Inflation The financial crisis is on the rise worldwide. Prices of commodities in the markets are shooting up and the consumers are finding it difficult to survive in these harsh financial situations. The financial organization, firms and industries are finding it unbearable to hold on to the competition. In the United States for instance, Fannie Mac and Freddie Mac which are government parastatals were put under receivership. Lehman brothers’ holdings and other large business institutions were either at the verge of collapsing or they actually did collapse. Others were acquired by their competitors under unavoidable circumstances of bankruptcy. Large withdrawals of money were made by stakeholders and investors which affected the money market mutual funds. This undermined the stability of short term funding markets and the bank wholesale funding markets. The strain on f inancial markets has also caused economic activities to decrease. The GDP was reported to have gone down at an annual rate of 6.2 percent in the last quarter of the previous year though recent indicators show some slight improvements. The rate of unemployment moved 7.6 percent .Reacting to deterioration of job markets, loss of equity, housing wealth and tightening of credit conditions, families cut on their spending habits. Buying of homes and construction of new ones are not doing well at all despite the fact that mortgage rates have gone extremely down. This reflects how our economy is uncertain and home prices are likely to fall even lower. Manufacturing sectors have also deteriorated in their output bringing its rate of capacity utilization very low. The weak economy has led to many premises cutting their capital expenditures. Businesses have done their best to reduce the number of investors. Sales will remain poor for some time and the cut down on production is to be evident in the coming months. This was a threat to international economic stability. This projected a devastating financial collapse globally. The treasury saved the situation by injecting 250 billion dollars in to the U.S.A. financial organization. Monetary Policy Tools The Federal Reserve Uses To Stabilize The Economy And Maintain Price Stability.   Late last year, Federal Reserve responded aggressively to the deterioration of financial markets. This was evident in the way they continued to ease monetary policy. The Federal Open Market Committee brought its fund rates at a very low rate of 1/4 percent where it has remained to date. Making the federal funds rates almost zero, the Federal Reserve is focused on other ways in which it can ease tough conditions at the credit markets. They have new facilities and have expanded existing facilities to facilitate the flow of credit services to its customers. (Monetary Policy And The Economy),notes that lower interest rates in the United States wil l lead to decline in the exchange value of the dollar and prompt an increase in price of imports and decline in the price of exports. Auction facility was also increased so that banks could obtain the funds they needed to serve their credit customers better. The FOMC also expanded its network swapping lines with foreign central banks to help in solving the global financial crisis which was now getting into the funding markets of the U.S.A.

Psychology and education in the twentieth century Essay Example for Free

Psychology and education in the twentieth century Essay The twentieth century was innovative in a multiplicity of fields, including psychology and education. The attempt to develop the understanding on how humans learn was a challenge upheld by a â€Å"huge and diverse cast of characters† (Harrà ©, 2005: p7), with some so prolific that they didn’t only affect the classroom but â€Å"have left an enduring mark on our understanding of ourselves† (Harrà ©, 2005: p7). For this essay, I will describe and reflect on the theories of Burrhus Fredrick Skinner and Jerome Bruner, particularly focusing on Operant Conditioning and Cognitive Learning and apply them to an educational setting. Jerome Bruner (1915-2016) is renowned as one of the most significant and influential cognitive and constructivist theorists of the twentieth century and specifically developed â€Å"the study of the mental processes of thinking† (Harrà ©, 2005: p49). His initial focus was the development of human cognition but psychology at Harvard, according to Bruner had become â€Å"centrifugal† (Bruner,1983: p252). In turn, this led Bruner to begin his exploration into child cognitive development, heightening the importance of categorization in learning as well as â€Å"challenge the old psychology in the latter years of the 20th century† (Harrà ©, 2005: p.60) Bruner was highly influential in educational thinking, especially after the release of his book â€Å"The Process of Education (1960)† that is now recognized as a classic. Himself and other cognitivist theorists such as Piaget were both interested in child development, and Bruner agreed with Piaget that biological organisation underlies cognitive development but queried whether age ranges were correct in his developmental stage theory and believed that â€Å"it paid insufficient attention to the role of social interaction† (Olson, 2005: p.25). Similarly to Bruner, I do not believe that a child’s age always indicates their level of understanding. Limited description is offered of a child’s learning necessities, capability level, or motivational influences; all of which will have an impact on their understanding. I believe that this is a notion that still hasn’t been explored deeply enough and has a negative impact on our education today, as some students are still failing as the curriculum is generalised â€Å"the exam boards adopt common ways of working† (Ofqal,2017). The Eminent Harvard Psychologist has contributed greatly towards psychology overall, but his works have been most recognized in education; he felt that it was substantial for a learner to attain the fundamental values of a subject – his theory generally expressed that learners develop new ideas and concepts based upon existing knowledge; correspondingly to Piaget, he used three phases to develop his theory on modes of representation (how a learner may think of an object). Each mode is foremost at different stages of development, but all are present throughout the process. The first stage (1-18 months), was termed â€Å"inactive†. Thinking is utterly based on the child’s physical actions rather than their internal thinking. This mode is continuously seen in the later years, an example of that would be when a child is learning how to get dressed for school or ride a bike. The second mode begins to develop when a child reaches 18 months and was named â€Å"iconic†, and is mainly obtained via pictures or icons. These are mainly based on the five senses (hear, touch, smell, visualise). In an educational setting, diagrams and/or illustrations are often useful when introducing a new topic. The third stage, mainly reached at the age of 6 is â€Å"symbolic† and is primarily based on the use of symbols. Language also serves the purpose of regulation in this stage; as children develop, they shift from being external to being internal in cognitive processes. Using language as a symbol is essential to develop the capacity to think in abstract terms. Based on this three-stage notion, Bruner recommended using a combination of concrete, pictorial and then symbolic activities which will lead into more effective learning. This remains true even for adult learners. The theory is conceptually useful in teaching, as it allows staff to engage with all learners regardless of their cognitive level. With a range of supplies (study materials, activities, and tools), a new topic can be taught easily as it can begin as a concrete representation, and eventually end as an abstract one. This also provides learners something they can return to if they come across any problems with the matter. A primary example would be to engross the learners to do physically create 3D shapes. The following exercise would be an illustration of a shape, and the names of the shapes would aurally be read out and explained by the tutor. Thirdly, the learners should discuss the concept of the lesson and discuss any findings. Not only is this a far more gradual and realistic way of learning, I believe it also encourages motivation; something Bruner felt strongly about â€Å"The act of grasping the meaning, significance or structure of a problem or a situation without explicit re liance on the analytic apparatus of one\s craft† (Bruner, 1966: p.) For Bruner, the purpose of education is not to impart knowledge, but instead to facilitate a child’s thinking and problem solving skills which can then be transferred to a range of situations. Bruner’s notions and concepts have been rejected and critiqued by other theorists. For example, Piaget trusts that patience is necessary to reach the stage where a child is ready, whereas Jerome Bruner believes that the speed of cognitive development process can be increased if necessary. Unlike Piaget who was â€Å"resistant to criticism, sticking to a fixed position in the face of theoretical objections and empirical refutations† (Harrà ©, 2005: p57), Bruner was â€Å"unafraid of words like mind, and expectation, and perception, and meaning† (Miller, 2003: p.142). Bruner places a broader focus on his theory and attempts to be more open-minded and take a variety of studies into account

Ram Jam - Black Betty :: essays research papers

â€Å"Black Betty† – Ram Jam   Ã‚  Ã‚  Ã‚  Ã‚   A man by the name of Charles Simic once said, â€Å"Poetry is an orphan of silence. The words never quite equal the experience behind them†(Quote Land). Poems have been written for thousands of years. When most people think of poetry, they either think of a sonnet, limerick, all the way down to a haiku. They also think that a poem is something that must be recited, but in reality a poem can also be sang as a song. Lately more and more songs that are being released have a story behind them, trying to express feelings of loneliness, death, or past experiences. One of the best examples would be rap. Rappers love to tell about â€Å"their† life in the city; when the times were rough because they were poor and all the violence going on. But rap isn’t the only type of music that can be interpreted as a poem.   Ã‚  Ã‚  Ã‚  Ã‚  William Huddie Ledbetter was born on January 29th, 1885 in Louisiana (Ledbelly). Huddie was the world’s greatest cotton picker, railroad track liner, lover, and drinker, but he was better known for his astounding guitar playing. He was a black man who traveled the south singing and recording folk songs. William Huddie Ledbetter was known as â€Å"Ledbelly†, and his one song â€Å"Black Betty† was widely known. On December 6th, 1949 Huddie died due to lateral sclerosis.   Ã‚  Ã‚  Ã‚  Ã‚  Ram Jam was an east coast band formed in the mid 70’s. It’s members consisted of Bill Bartlett, Howie Blauvelt, Peter Charles, Myke Scavone, and Jimmy Santoro. Ram Jam is known for being a one hit wonder by using William Huddie Ledbetter’s song â€Å"Black Betty† It reached number 18 on the charts in 1977, and in the UK it reached number 7 & it’s remix made number 13 (Ram Jam). â€Å"Black Betty† can be considered a poem because of its rhyme scheme and many other poetic devices.   Ã‚  Ã‚  Ã‚  Ã‚  When explicating â€Å"Black Betty† at first, it’s real meaning is hard to find. It takes more than one try to figure out what William Huddie Ledbetter was trying to dictate in his song. The song is about a black woman who lives in Alabama by herself. She was young and made a couple wrong decisions like drinking, drugs, and having a one-night stand with somebody. This caused her to conceive a child that she wasn’t ready for. She wasn’t ready for the responsibilities of being a mother.

Mussolini’s Childhood Influences Essay

Four factors stand out in the early formation of Mussolini’s character. These are the influence of his native land Romagna which was characterized by restlessness and rebellion; his father’s ideologies, an ardent socialist, a convinced revolutionary, an atheist and a blacksmith; his middle class heritage and the influences of his mother who was a devout gentle Catholic; and the poverty of individuals that surrounded him (Fermi, 1966). These factors influenced the life of Mussolini to a greater degree, shaping what he was to become in future. Mussolini’s father was an important influence in his life as he went with him to political meetings while Mussolini was still a young boy. His father was committed to socialism even though he lacked in formal education. His father was often considered dangerous by the local authorities and was thrown to jail in several occasions owing to his political beliefs. Mussolini’s life came to resemble that of his father to a great extent as he came to adopt the same kind of radicalism that his father exhibited. However, there are other personal attributes and events that also had a significant influence upon his life. From the moment that he was taken to school, Mussolini had numerous experiences that played a large role in shaping his life. It is these factors that form the subject of this paper. Before looking at how the mentioned influences manifested in Mussolini’s later life, it is important to dedicate some portion of this paper in looking at his life from his childhood through to adulthood. Not many people liked Mussolini when he was a young boy because of his violent behavior. His family was also not well off, a factor that made his life in school to be difficult. These two aspects of Mussolini’s; childhood life, poverty and violence, made him to be secluded from other pupils. He was hated by both his fellow pupils and teachers in school. He was often teased by his fellow students because they saw him as a poor boy. His violent nature might have come as a reaction to the way he was being treated by his fellow pupils and teachers. He could be reminded everyday that he was not as good as other pupils. In one occasion when another boy came to insult him, he told himself that he was not going to stomach the insults anymore. He reminded himself that he was no longer going to be a helpless victim. He got a knife from his pocket and stabbed the boy in the hand. These instances of violence point to the fact that Mussolini was developing a rebellious attitude towards the society which manifested later in his writings as a journalist. Mussolini was often involved in fights and even bullied other pupils. This behavior led him to be suspended in numerous occasions. It is at this stage that indications about his character begun to emerge. In reaction to the incident where he stabbed another student, one of the teachers told him that his soul was as black as soot, a remark which time came to confirm. The incident where he stabbed a fellow student had a profound effect in his life. Even though he was punished for stabbing the boy, Mussolini never forgot the experience which also came to influence the way he handled situations as an adult. One of the lessons he learned from the experience was that he had to stand for himself. In other words, he had to fight against all odds. Throughout Mussolini’s life, there is evidence that he was willing to fight for anything, going to the extent of embracing violence as the only way through which any remarkable change can be realized (Ridley, 1998). Mussolini did not seek the approval from anyone. He believed that others were bound to say he was wrong even if he was right. As he grew up, Mussolini scribbled upon his mind the justification of violence and fighting as a means to success. These were lessons that he came to employ for the rest of his life. This willingness to fight for anything that he wanted helped him achieve various things. Later in life, he was to become Italy’s dictator. He also came to be one of the most powerful personalities in the world through his radicalism and sometimes violence. Through these lessons that he learned, he also hurt many innocent victims. With the growth of his power came the growth of the number of individuals being harmed by him. Finally, as stated by one of his teachers, his soul grew as black as soot and much of the world came to curse him because of his lack of compassion. Environmental influence One of the most important influences that shaped the character and behavior of Mussolini was the village he was born. Its social, political and economic conditions influenced Mussolini’s perception of life. Mussolini was born on twenty ninth July, 1883 in Varano di Costa, a small Northern Italian village situated in the district of Predappio. The most important industry was agriculture. During the time of his birth, Italy was still at its infancy. The Italian peninsular had been fragmented into many small kingdoms and city-states for centuries. Some areas of the peninsular were under the control of foreign kings and Roman Catholic pope. As such, the region was not being controlled by a single leader. However, the city-states united during the mid-nineteenth century, driving out the foreign rulers and taking over the territories controlled by the pope. A unified kingdom was born in 1861. Industrial revolution also brought about remarkable changes in Italy. Not far from the town that Mussolini was born, large factories begun to be established. With the opening of these factories, many peasants who in most cases worked for low wages for rich land owners abandoned their difficult labor and took jobs in the factories. However, many individuals begun to advocate for more rights and among them were Mussolini’s parents. Mussolini’s father was a blacksmith while his mother was a schoolteacher. Alessandro Mussolini and Rosa Maltoni were not rich individuals even though they were considerably respected in their community. Alessandro took an active role in the local politics. He was a socialist who never failed to express his controversial views. The general belief among the Italian socialists like Benito’s father was that the control of the manufacture of goods was to be in the hands of the government. As such, they held that the government should own the factories where goods were being manufactured. They also held the view that the society should be under the workers and not the wealthy company owners. Again, they wanted better working conditions. Alessandro named his son after three socialist heroes: a Mexican revolutionary called Benito Juarez, Amilcare Cipriani who facilitated the unity of Rome with the rest of Italy and Andrea Costa who took an active role in organizing socialist riots and strikes in the later parts of the nineteenth century. Mussolini’s father served in the local politics for quite some time but he often got into trouble due to his politics. He had an unstable temper which showed whenever he disagreed with someone. After the beginning of socialist riots in 1902, Mussolini’s father was arrested and jailed even though he never participated in it. Mussolini’s parents valued education and by the time he was nine, he was sent to a boarding school in a neighboring town. During school, students spent all their time in school. Since the school was a catholic school, there were very strict rules enforced by the catholic priests. His experience with the priests in this school made him to form a negative perception about them as evidenced by later works. Benito did not perform well either in character or in academics. He was a very intelligent but restless and unmotivated. He only put effort on those subjects that he found to be interesting to him and was more often than not involved with fights. By the time he was eleven years of age, he was expelled from school. After his expulsion from the Catholic school, he was registered in a state school at Forlimpopoli. There were no priests in this school and some of Mussolini’s classmates were sons of teachers. As such, he was more comfortable in this school than he was at the Catholic school. However, he was still involved in fights, exhibiting his violent nature even in the new environment. His academic performance was better as compared to when he was still in the school run by the priests. He managed to pass the exams necessary for admission in college. He joined Collegio Giosue Carducci in Forlimpopoli where he studied agricultural sciences, mathematics and other disciplines. His favorite subjects were however arts. He performed well in literature and enjoyed music. He later discovered that he was talented in speech writing and giving. In 1901, he graduated with a diploma which enabled him to secure a place as a teacher in an elementary school. It was during his last year in college that he got his first public recognition. He was requested to make a public speech before his entire school about Verdi. Mussolini enjoyed lessons about the Roman Empire and admired it greatly. He frustrated his teachers due to his laziness and lack of discipline. He also frightened his peers. By the time he graduated, he had developed a strong personality and loathed his humble origin. He also became an instinctive socialist. His poor background made him to try and distance himself from poverty but the circumstances could not allow him to make any progress. Like many other graduates during the time, Mussolini found himself looking for work. He got employed as a schoolmaster in February 1902 in a small elementary school. He however developed problems from the first day as he despised textbooks. He felt that they made it hard for him to inspire his students. The townspeople thought that he interacted with the students excessively while others remarked that he spent much of his leisure time drinking and playing cards. Mussolini probably secured the job owing to the fact that the local socialist councilors were more impressed with his brand of politics than that of the other candidates. He however regarded his employers lowly, seeing them as weak and flabby (Neville, 2004). Mussolini was too restless to find happiness being a provincial schoolmaster. As much as he did not earn enough money, Mussolini did not stay away from playing cards and getting involved in political discussions. He got into serious trouble when he begun dating a married woman. The relationship was marked with problems which at times led to violence. Mussolini had established the behavior of bullying and abusing women early in his childhood. In one instance during an argument, Mussolini picked a knife and stabbed the woman in the arm. He was told by the administrators that he would not be hired again due to his conduct. In March 1902, Mussolini was elected by the local teachers’ association, marking the beginning of his politics. He was elected to represent the members at an educational congress. He managed to impress with his flexibility despite his wild and aggressive behavior. This covered for his moral and intellectual weakness. He was not satisfied with his success Mussolini was eighteen years old by the beginning of the 1902 summer. By the standards of the time, he was well educated, smart and was fluent in speech. He had an interest in politics and poetry and generally loved having a good time. However, Mussolini was never satisfied and was constantly restless. He was not certain of what he wanted to do with his future as there were scarce opportunities for people of his age and academic achievement in the rural parts of Italy. Many individuals shared inn this feeling. More than a million Italians emigrated between the years 1896 and 1914 with the majority seeking better opportunities in the United States of America. However, Mussolini opted to go northwards to Switzerland where he managed to further his education. The Italian law required that whenever an individual reached the age of nineteen, he was to be conscripted in the army. Mussolini might have avoided the draft by moving to Switzerland. He was also seeking for adventure. He also could not avoid leaving Gualtieri since he had been involved in a violent conflict with the local mayor which had also forced him to live the school. Mussolini’s move to Switzerland marked an important moment in his life. He did not change his mind about leaving even when he was informed of his father’s arrest as he waited for a train for Switzerland. His mother had given him some money to survive on but the money was soon spent living Mussolini broke. He was forced to perform hard and physical jobs which he did not like. He also took some other odd jobs and at times begged and slept on park benches when he did not have any money. He eventually realized that he could earn some money writing. He wrote for a socialist newspaper but often found himself on the wrong side of the law owing to his socialist views and his poverty. In numerous instances, he was arrested, thrown in jail and banned from one town to another. He however depended on his writing entirely. The contents of his writing were radical in the sense that it criticized the existing society and advocated for change. He constantly urged for the kings to be overthrown. He also criticized the Catholic Church as he believed that the priests and the bishops obstructed reform and justice. Mussolini’s radicalism and anti-clericalism were as a result of his early life and experiences.

The Impact of Family Relationships in “the Story of an Hour” & “the Yellow Wallpaper”

Family relationships, especially involving spouses can create difficulties and challenges for one or the other, in-turn could create an impact in their relationship. Kate Chopin’s â€Å"The Story of an Hour† and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper† are short stories centralized on the view of two married women, the challenges they endure in their relationships and coping with their spouse. Women wanting to have freedom, having to deal with an illness and their position in the household can create such challenges for spouses. Freedom to women means to be treated as an equal to their spouse, to avoid being controlled with every aspect of their lives. In Kate Chopin’s â€Å"The Story of and Hour and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper, both have a setting in the same era of men being dominant over their spouse. In â€Å"The Story of an Hour†, the protagonist Mrs. Mallard kept whispering to herself upon hearing the passing of her husband; â€Å"†¦she said it over and over under her breath: Free, free, free! † (Chopin 2) and â€Å"Free! Body and soul free! † (Chopin 3). In my point of view those feelings that Mrs. Mallard felt at that moment was finally being let go from her husband’s grasp and the shackles of marriage which was an imprisonment to her. In â€Å"The Yellow Wallpaper†, the narrator of the story was remained nameless is confined in a room with eccentric wallpaper, which I think seems to symbolize the complexity and confusion in her life. The narrator’s freedom in this case would be writing, which did not sit well with her husband based on this quote; â€Å"There comes John, and I must put this away – he hates to have me write a word† (Gilman 57). For those moments the narrator writes in her journal she feels to have freedom and to express herself from reality, but in secret. The way the narrator describes her room as; â€Å"it is a big, airy room, the whole floor nearly, with windows that look all ways, and air and sunshine galore†¦I should judge, for the windows, are barred for little children and there are rings and things in the walls† (Gilman 56). This portrayal of the room could be described as confinement for the narrator, and a sense feeling trapped. In both short stories, the main characters, Mrs. Mallard and the narrator have or ended up developing some sort of illness while in their marriages which can create difficulties in their relationship. In â€Å"Story of an Hour† it was stated Mrs. Mallard was â€Å"affiliated with heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death† (Chopin 1). According to the facts provided in the short story there was no hint or confirmation that she had this condition since her childhood, so objectively speaking, assumptions could be made such as Mrs. Mallard developing the illness over the course of her marriage. In â€Å"Yellow Wallpaper†, the narrator is mentally ill and with the advice of her husband, a physician advises her that nothing is wrong, according to the this quote â€Å"†¦you see, he does not believe I am sick†¦if a physician of high standing and one’s own husband assures friends and relatives that there is nothing the matter with one but temporary nervous depression – a slight hysterical tendency† (Gilman 55). For that fact, the husband advises her to be confined in a room, and stating her disapproval, she would say her husband â€Å"would not hear of it† (Gilman 56). As time went by in her room, she looks to have developed fascination with the wallpaper in the room, which she also disliked, using her imagination. Every aspect of the wallpaper was analyzed with thoughts such as â€Å"This paper looks to me as if it knew what a vicious influence it had† (Gilman 59) and â€Å"The faint figure behind seemed to shake the pattern, just as if she wanted to get out† (Gilman 63). These facts could be assumed that she was starting to get mentally unstable being imprisoned, with her spouse not willing to help her; a mental illness was present. The 18th century is known for husband’s being the dominant gender whereas their spouse is looked upon as â€Å"fragile† while their thoughts and suggestions being ignored. The husband’s duty would be that they are the income earners whereas the wife would preform her duties as what a typical wife would do during that era; run the household. Women would want to speak up but are afraid that it would show disrespect and as time goes on would eventually lead to resentment. In â€Å"Story of an Hour† Mrs. Mallard was hearing the news of her husband’s passing, upon receiving it, she would have such joy inside her which led to her death; â€Å"when the doctor’s came they said she had died of heart disease – of joy that kills† (Chopin 4). The story doesn’t elaborate the details of her marriage, only in the present, assumptions could be made how Mrs. Millard’s marriage was as a woman in the 18th century, and especially with the reaction she had upon hearing the news. In â€Å"The Yellow Wallpaper†, the narrator’s husband was the main income earner with a â€Å"high standing position† (Gilman 55), while the wife was home. A quote said by the husband was â€Å"what is it little girl? He asked. Don’t go walking about like that – you’ll get cold† (Gilman 63). The fact provided in my view is that the husband doesn’t see the narrator as his wife, but as a child. As time would go it would seem like the narrator would have resentment towards the husband, even though he is doing no harm such as â€Å" he is very careful and loving, and hardly lets me stir without special direction† (Gilman 56). In the end, she would say â€Å"I’ve got out at last, said I, in spite of you and Jane. And I’ve pulled off most of the paper, so you can’t put me back! † (Gilman 70). The fact would assume that she was able to free herself from him and would rip the paper off in spite of her husband, which would show hate. In conclusion, in the two short stories, â€Å"Story of an Hour† and â€Å"The Yellow Wallpaper†, have two women in the same era enduring difficulties and challenges with spouses. Women wanting to have freedom, being treated as equals, developing or encountering an illness and the position in the household would lead to challenges and in can have an impact on their relationship. Chopin, K. â€Å"The Story of an Hour. † The Mercury Reader: A Custom Publication. Comp. M. Rubens. Toronto: Pearson Custom Publications, 2006. 1-4. Gilman, C. â€Å"The Yellow Wallpaper. † The Mercury Reader: A Custom Publication. Comp. M. Rubens. Toronto: Pearson Custom Publications, 2006. 54-70.

Security Council Reform essays

Security Council Reform essays UN Security Council is the organ with primary responsibility for the maintenance of international peace and security, the UN Security Council must work constantly to enhance its potential for the prevention and settlement of conflicts. The Councils current structure is 5 permanent members (China, France, Russia, UK, the U.S.) each with the right to veto, and 10 non-permanent members elected by the General Assembly for 2 year terms. Under the UN Charter, it is the only body that can take decisions binding on all UN members. The U.S. and other permanent members of the Council must ratify any changes to the UN Charter, including any changes to the Councils size or powers. The creation of a broader, more representative Security Council should be pursued on the basis of general consensus, and with a view to ensure maximum efficiency and effectiveness of Council operations. The problem arose with the veto and closed-door antics of the five permanent members are behind a lot of whats wrong in the dysfunctional UN these days. Narrow national objectives, not international good, are what drives decisions. And a power structure based on the world 55 years ago has no place at the UN today. The Reform would affect all the world and the permanent members are the ones with the major say in this matter, but none of them state an explicit position. However, it seems like there are two things that are clear. First, there are odds about how large the Security Council should be and second, uncertainty about what would be appropriate allocation of seats between the permanent and non-permanent category and between the industrialised and developing countries in a reformed Security Council. Countrys involvement with the issue Bangladeshs priorities will be guided by our prime preoccupation to see an effective and efficient United Nations. It is our conviction that in the pot-Cold War era, the UN should assume its rightfu...

American Foreign Policy and Re essays

American Foreign Policy and Re essays Broadcast journalism has been used throughout recent history to shape popular opinion about how governments deal with international issues. If we look at major historical events related to American foreign policy such as the Vietnam war, the Persian Gulf War, the war in the former Yugoslavia, or the events of September 11, 2001 and its aftermath, they can hardly be imagined without the television images carried into American (and other) homes. The American media giant has a definite impact on what Americans understand about world events and how the US government responds to them. How has this so called free press been manipulated in the last three decades of world history? Wars and political movements through out developing nations have been played out on the stage of living room televisions and have held Americans and others as a captive audience. Television is able to rivet people to their televisions for up-to-date live coverage with an unquenchable thirst. The need to know is fed with the presses ideals of the public has the right to know. Are people manipulated by the news media? One has to wonder if the political gains of the world leaders are connected to their reactions to world events, or do world events control the policy makers. Edward Bickham former special advisor to the British foreign secretary says, The power of television in foreign policy is a mixed blessing. As a medium it plays too much to the heart and too little to the head. It presents powerful emotive images, which conjure strong reactions...Anecdotes about individual suffering make compelling television, but they rarely form a good basis to make policy. Wars on television have been the main topic of a great deal of compelling news coverage. At the time of the Korean War the television industry was still in its infancy stage, therefore not much material was given to the public through this medium. Many pe...

The Perils of Writing to Someone You Dont Know

The Perils of Writing to Someone You Dont Know The Perils of Writing to Someone You Dont Know The Perils of Writing to Someone You Dont Know By Maeve Maddox From a reader: I have a question.   I work for a large Canadian law firm and Ive noticed that many of the people here do not use Mr. or Ms., but rather address letters to John Smith.  Ã‚  Have I missed something?   Is this proper now? It may not be proper, but sometimes its safer. Addressing a letter in the old days was a fairly straightforward undertaking. If the name of the person was Michael Jones, youd say Dear Sir, or Dear Mr. Jones. If you were writing to a woman you could safely address her, married or unmarried, as Dear Madame. Back when the great goal of most women was to find Mr. Right, you could take a chance on starting a letter Dear Mrs. Jones even if you didnt know the recipients marital status. If she wasnt married, shed probably giggle at the error. In these more enlightened days, knowing how to begin a letter to a person you dont know is like walking through a minefield. Current letter-writing guidelines will tell you to address a man as Mr. Jones and a woman as Ms. Jones, but thats pretty simplistic, given the complications of feminism, reactions to feminism, multiculturalism, and creative child-naming. Ideally, the letter writer will check out the person being written to so as to know what form of address to use. But what if, despite your best efforts, you just dont know? How, for example, would you start a letter to Drew Barrymore, Daryl Hannah, or Michael Learned if you dont know all three are women? How are you supposed to figure out the gender of Jordan Dane, Alex Wright, Cory Black. Elliot Simpson, or Jamie Johnson if you know nothing about them but their names? In the age of the world-wide web, what about a name like Ananda Singh? A name ending in -a looks feminine to me, but in India, Ananda is a guys name. Say that you do know that the person youre writing to is a woman. Are you sure you want to address her as Ms. Jones? She may have a Ph.D. and prefer Dr. Jones. She may be a reactionary housewife and detest being called Ms. Or maybe shes single and proud of it and wants everyone to address her as Miss Jones. The people at your law firm are probably less concerned about proper usage than they are about avoiding ruffled feathers. Sometimes the best course of action is to play it safe by using the full name instead trying to juggle a courtesy title. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:70 Idioms with Heart50 Idioms About Roads and PathsComma After Introductory Phrases

Talk back to Mike Kefee Assignment Example | Topics and Well Written Essays - 250 words

Talk back to Mike Kefee - Assignment Example Instead of invading Gaza and occupying it once again, Israel is trying to protect its borders from the GPRs and missiles that rain upon their civilian homes and cities. The two men talking about the flotilla in the cartoon sum up the situation. If the flotilla comes through, possible arms and much needed supplies are delivered. If violence erupts, Israel looks bad in the light of the entire world. What is not known, or underreported, is Israel sends tons of food, medical supplies, tools, and other supplies monthly. These are from Israeli sources. The Israeli government told the flotilla, if they docked in Israel the supplies would be checked and transported to Gaza. The Israelis even said that the representatives could watch the IDF (Israel Defense Force) soldiers search the food. The representatives could have then accompanied the shipment to Gaza. The whole flotilla was a publicity stunt that got people killed. My audience is Colorado citizens. I kept them in mind by explaining events in the Middle East, since an average Colorado citizen probably does not keep up with events in Gaza and Israel. I am responding in a manner to inform about the issue through the cartoon. I expect most people to disagree with my point of view. My word choice and tone will be logical and to the point in order to explain the situation to my

Capital Punishment Essay Example | Topics and Well Written Essays - 6000 words

Capital Punishment - Essay Example While this is just one way in which the disputants talk past each other in the capital punishment debate, this particular disagreement helps to explain other aspects of the capital punishment dispute. Proponents of capital punishment speak the language of local option and states' rights not only because this insulates the pro-capital punishment orientation of most state governments from federal review, but also because states and localities are the levels of government that usually hold power over ordinary criminal justice decisions. State legislatures, local prosecutors and judges, and the particular values of specific communities are supposed to shape criminal justice outcomes. National government and constitutional values have little direct influence on most punishment decisions. If the availability of death as a criminal punishment were a garden-variety choice of punishment option, state and local power over them would be consistent with an important American tradition. If on the other hand, one regards capital punishment as a fundamental moral and political question, the national government and constitutional values are the appropriate vehicles for decisions. The p... ed nations and even the importance that the proponents of the penalty attach to it are powerful evidence that the death penalty is an issue of transcendent importance, one that is principally moral and political. (Gary, 783-805) There are certain reservations from some corners of public discussions as regards to the unreliable evidences that caused capital punishment but consequently proved false. It is hard to believe how prosecutors can admit evidence from unreliable sources. In some cases witnesses have later recanted or disavowed their testimonies claiming that they had only made their statements under pressure or coercion from prosecution and law enforcement. These false testimonies proved to be the condemning evidence in many cases. Lastly, most of the people charged in capital cases ca nnot afford defense attorneys. The appointed defense counsels in several cases have exhibited incompetence. Some of them did not even look for or missed important evidence that proved the innocence of their clients. In other instances, defense lawyers failed to conduct adequate pretrial investigations, talk to possible witnesses, obtain relevant police reports, or seek pretrial investigative funds. Michael Mello, a renowned capital punishment defense attorney in Florida from 1981-1995, has said "there is today a desperate (albeit difficult to quantify) shortage of competent capital post-conviction defense lawyers" (David, 1037-48). The Supreme Court in the Furman decision ruled that the death penalty is unconstitutional because it is a "cruel and unusual" punishment. Some allusions to racial discrimination appeared in the opinions, but more evidence seems called for.  

The Trail of Tears Term Paper Example | Topics and Well Written Essays - 2500 words

The Trail of Tears - Term Paper Example Between 1814 and 1824, Andrew Jackson became useful in negotiating 9 out of 11 treaties whose intentions were to divest Five Civilized Tribes, Chickasaw, Choctaw, Cherokee, Seminole and Creeks, of their eastern lands in exchange for free lands in the west. As a result of these treaties, the US was able to control three quarters of Florida and Alabama as well as parts of North Carolina, Mississippi, Kentucky, Georgia and Tennessee. This was a period characterised by voluntary Indian migration. However, only a small percentage of Cherokee, Choctaws and Creeks moved to the new lands . Around the same time, that is, during the 1820s, there was the creation of the Indian Territory which is the current-day Oklahoma. This marked the genesis of the reservation system for aboriginal Americans. In 1827, the Cherokee adopted their own written constitution declaring themselves to be an independent, sovereign nation and the Congress felt threatened by this. In 1828, there were three major things that contributed toward the creation of the Indian Removal Act. First, Andrew Jackson was elected to become the president of the US. In his campaigns, Jackson had made promises one of which was to â€Å"free land† later to be given to white settlers. The land specifically was to be in the southern frontier states. His appeal was primarily directed to settlers of Georgia. At that time, the Cherokee Indians occupied a total of 35,000 acres in Georgia. The second contributing even in 1828 was that the Georgian legislature passed a legislation incorporating or annexing all Cherokee country within the borders of the state. The state legislature also abolished all existing Cherokee customs and laws, and commissioned surveyors to map out 160-acre land lots out of Cherokee land. These lots were to be distributed through public lotteries to white citizens residing in Georgia2. The third contributing event was the discovery of gold near Dahlonega. This was a region located in northern Georgia and it was in the middle of the Cherokee territory. This led to tensions between the residents of Georgia and the Cherokees. President Jackson used this tension to pressure the Cherokee community to sign a removal treaty34. Jackson had no desire to protect the Cherokees using the powers vested in the national government5. In his First Annual Message to the Congress in 1829, Jackson called for the displacement of the Indian community from their nativ e lands. The same year, John Ross, who was the leader of the Cherokee, travelled to Washington D.C. in order to protest against the actions of the Georgian legislature, and plead for justice for the Cherokee community. While in Washington, Ross found sympathizers among the members of the Congress but unfortunately, most of them were anti-Jackson. Ross

The Bucket List movie Essay Example | Topics and Well Written Essays - 750 words

The Bucket List movie - Essay Example This research will begin with the statement that when a person reaches the final stage of his life, which according to Erik Erikson’s Psychosocial Development Theory called Integrity versus Despair, the person starts to reminisce or recall the things that have happened to his or her life in the past. The person tries to reflect back on the accomplishments or the disappointments on his life. These retrospections create different angles of impressions toward the person whether integrity or bitterness, felicity or sorrow and so on and so forth. We say integrity because he was able to fulfil his life’s purpose and was able to spend his lifetime with manifold accomplishments and bitterness in a sense that the person failed to undertake the enterprises that he thought he would have done in the past. Seen this way, he or she develops two senses toward these reflections – contentment and disappointment. In the movie â€Å"The Bucket List†, it was clearly evoked th e nature of human beings as they reach the final stage of their lives, especially on this case, the characters were facing a possible doom due to lung cancer. Erikson predicated that when we become old, we start to become dormant or unproductive and instead, we start to strive for enjoyment by spending the rest of our lives travelling and visiting those places we have never visited before, eating the foods we never had the chance to eat before or just simply doing the things that we never experienced.          In the following passages, I will cite some scenes on the movies and relate them to Erik Erikson’s Psychosocial Development Theory. As conveyed in the movie, both Carter and Edward were already senior citizens and both of them were lung cancer patients. Carter was black and broke and he was very thin due to his disease. Edward, on the other hand, was an opulent hospital mogul who was confined in treatment facility wherein he shared the same room with Carter. Both of them had unresolved conflicts during the earlier stages of their lives. Carter was not able to fulfil his childhood dreams of becoming a historian while Edward had a very miserable, forlorn life after he was disheartened by the repudiation of her daughter. First scene: As we can recall, Carter wrote a â€Å"bucket list† and there listed the things that he wish to do before he dies but he discarded it after learning that he only had 6 more months to live. If we cogitate on this scene, it suggested a sens e of Wisdom and acceptance. I say Wisdom and acceptance because he had become brave enough to accept that his death was very near. It also suggested that he accepted accountability of all his past actions and was willing to spend the rest of his days in a more significant way: to be able to help. Second scene: Carter went home to his wife and children and there he had wonderful time with his family. Carter had changed his view about his death. He started to appreciate all of the things that happened to him like the establishment of his family. He became a man of integrity and that he felt at least he was a good husband, a father and a grandfather after all when 3 he was not able to fulfil his childhood dream and did not make any improvement on his job as a mechanic. It shows that when a certain person faces his doom, he becomes more valiant. Another scene would be when Edward reconciled with his daughter. In this context, he attempted to reverse the events that had occurred between him and his daughter. He knew that they had conflict and it was part of his bitter past. There was an attempt to align the derailed relationship of Edward and his daughter which aimed for a more meaningful and mirthful life contrary to what he had in

The Effects of Global Warming Research Paper Example | Topics and Well Written Essays - 750 words

The Effects of Global Warming - Research Paper Example From this paper it is clear that  global warming is likely to cause an increase in temperatures, which results in flooding along the coast. Researchers show that the sea level has risen by around four to eight inches in the 20th century alone. The increase in sea level results from the expansion of sea water. Also, experts feel that global warming will result in a massive increase in vector-borne diseases. Pathogens reproduce very fast when in warm temperatures. Some of the most significant diseases include rodents and mosquitoes.This study highlights that  the consequences of global warming result in a lot of damages to the environment and will likely lead to adverse outcomes for the future generations. Some of the outcomes include deadly heat waves, rising of the sea level and flooding, droughts and wildfires. Also, global warming will result in an increase in diseases such as malaria. Moreover, the ecology of the earth will become imbalanced because of the melting ice and moun tain glaciers.  Global warming plays a huge role in the change of the planet’s ecology. Most of the causes of global warming are human activities. For example, production activities and energy production activities result in a release of gases into the atmosphere that traps the planet’s heat before it gets fully radiated. Therefore, it is important to conduct a study of the causes of global warming and the likely solutions to the problems that result from the phenomenon.

Outline the key factors influencing viability of desirable development Essay

Outline the key factors influencing viability of desirable development in Croydon, and discuss how they might be effectively mediated by the local planning authority - Essay Example Lastly, are my recommendations of policies to the council and justify them. Urban planning is best defined as a form of state intervention in a development process dominated by the private sector (David, P.2). As David stated, any form of planning including bargaining, negotiation, controlling is in the purpose of producing a better urban environment for people living in the area. It is a means to achieve sustainable development including the use of scarce resources, better social inclusion, long-term economic growth, which ensures better lives for ourselves and a better environment for future generations (NPPF, 2012). Solving the existing physical and social issues by making relevant policies, planning authorities are participating into the market in the role of moderately improving the situation towards a more acceptable position. Croydon Unitary Development Plan was the development plan for the borough until the LDF comes into force in 2012. Croydon, as the largest London borough, has the highest population among all London boroughs. It has a wide variety of residential areas. The residential neighborhoods comprise distinct communities that focus on established centers. Croydon has a significant commercial city center, which is built in the purpose of regional, as well as national importance in the Vision 2020 for Croydon Metropolitan Center. It has a fully developed infrastructure including convenient traffic linking to London and efficient public transportation. UDP (2006) indicates, the development strategy takes the Croydons location, role in the economic activity, and present situation into account. The city needs to grow positively by providing a certain amount of housing to meet the market demand, a series of jobs to meet employment needs, and the implementation of the Vision 2020 for Croydon Metropolitan Centre. Meanwhile, the plan also looks for opportunities for fully development

The Effects of Global Warming Research Paper Example | Topics and Well Written Essays - 750 words

The Effects of Global Warming - Research Paper Example From this paper it is clear that  global warming is likely to cause an increase in temperatures, which results in flooding along the coast. Researchers show that the sea level has risen by around four to eight inches in the 20th century alone. The increase in sea level results from the expansion of sea water. Also, experts feel that global warming will result in a massive increase in vector-borne diseases. Pathogens reproduce very fast when in warm temperatures. Some of the most significant diseases include rodents and mosquitoes.This study highlights that  the consequences of global warming result in a lot of damages to the environment and will likely lead to adverse outcomes for the future generations. Some of the outcomes include deadly heat waves, rising of the sea level and flooding, droughts and wildfires. Also, global warming will result in an increase in diseases such as malaria. Moreover, the ecology of the earth will become imbalanced because of the melting ice and moun tain glaciers.  Global warming plays a huge role in the change of the planet’s ecology. Most of the causes of global warming are human activities. For example, production activities and energy production activities result in a release of gases into the atmosphere that traps the planet’s heat before it gets fully radiated. Therefore, it is important to conduct a study of the causes of global warming and the likely solutions to the problems that result from the phenomenon.

Any organism or group of organisms Essay Example | Topics and Well Written Essays - 1000 words

Any organism or group of organisms - Essay Example Most have two auxiliary pairs of appendages. The first is the chelicerae, or mouthparts on which you find their fangs. These are used for feeding and defense functions, grabbing or poisoning prey. The second pair is called the pedipalps. They have mainly three functions: for feeding, movement and reproducing. Another feature of arachnids that makes distinguishing insects from them easy are the fact that arachnids do not possess any antennae or wings. All arachnids also contain exoskeletons just as all arthropods. Arachnids are typically meat-eating organisms. They feed on pre-digested remains of insects and other little organisms such as flies, bees, ants, crickets, wasps, grasshoppers, beetles, bugs and even others of their kind. Only two kinds, the  harvestmen also known and commonly called as the daddy longlegs,  and several mites like the house dust mite for instance, consume solid food particles. Because of this, they are out in the open to other internal parasites, though i t is not obscure for spiders to digest their own silk. Quite a lot of groups have the ability to exude  toxin and lethal venom  from specific  ducts or glands  to poison prey or threats. ... At the back of the mouth, there is a powerful hardened pharynx. This operates as a pump, drawing the food in to the body, from the esophagus which sometimes functions as a secondary further pump. The stomach in an arachnid is shaped like a tube, with a couple of outpouchings stretching all the way through the entire body. Both the stomach and these outpouchings called diverticula manufacture digestive proteins. They also soak up nutrients from the prey. This connects to a tiny hardened intestine and anus which is found in the rear part of the abdomen of the arachnid’s body. Eyes of arachnids are complex and very complicated, having two kinds namely the median ocelli and the lateral ocelli. Compound eyes have probably evolved into the lateral ocelli. They may possibly have a  tapetum. This helps in enhancing the absorption and the gathering of light. At the same time, the median ocelli may have been arisen from a crosswise crease of the  ectoderm. These eyes, in its ancient form, were probably both present in ancestors of arachnids. In contrast, modern arachnids that we see today are either lacking in one type or the other. The  cornea  acts as a light-focusing lens. underneath is a see-through body that resembles that of glass, then the  retina and sometimes, the tapetum. Nearly all arachnids have two other sensory organs. One of the most common and the most fundamental for most arachnids are the sensory hairs that are cover up the entire body. This also provides the arachnid’s sense of touch. Most other arachnids possess other sensory organs, even more complex and intricate such as trichobothria, or elongated hair-like structures that is used in detecting

Educational stages Essay Example for Free

Educational stages Essay Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. [1] Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts. Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems were also based on peoples religion giving them different curricula. [edit] Curriculum Main articles: Curriculum, Curriculum theory, and List of academic disciplines School children in Durban, South Africa. In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences. [5] Educational institutions may incorporate fine arts as part of K-12 grade curriculums or within majors at colleges and universities as electives. The various types of fine arts are music, dance, and theater. [6] [edit] Preschools Main article: Preschool education The term preschool refers to a school for children who are not old enough to attend kindergarten. It is a nursery school. Preschool education is important because it can give a child the edge in a competitive world and education climate. [citation needed] While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is â€Å"to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them. †[7] [edit] Primary schools Main article: Primary education Primary school in open air. Teacher (priest) with class from the outskirts of Bucharest, around 1842. Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising. [8] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school. In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on national curriculum framework designed by the National Council of Educational Research and Training. Students working with a teacher at Albany Senior High School, New Zealand Students in a classroom at Samdach Euv High School, Cambodia In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, post-secondary, or higher education (e. g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better  prepare students for white collar or skilled blue collar work. This proved to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history.

Organic Hair Dyes Essays -- cosmetics, history, ancient rome

Organic Hair Dyes Organic dyes in hair products and cosmetics have been used throughout history for many aspects of culture and art. Today organic dyes are used in the process of hair dying and colouring where many aspects of the organic molecule are taken into account. Some dyes are permanent where they stay until the hair falls out, where some dyes can be washed away due to their binding process into the hair1. Certain dyes have their own way of being set into hair fibres and easier ways to set these are being researched. Hair dyes have been used throughout history and have been remarkably improved on, many new colours and processes have been made and many issues have come with them. Hair dyes have been used throughout history and started out in very simple ways. Around 3150BC ancient Egyptians were one of the first to start using dyes in hair.2 From a plant called â€Å"Henna† they obtained the leaves and mashed them in mildly acidic conditions.3 When the leaves are mashed in these conditions the leaves release a molecule called lawsone.3 This molecule is the organic molecule responsible for the brownish red colour and is the dye acquired from this mixture. With small amounts of the molecule mixed with various other compounds, oranges can even be created. Mashed henna also incorporated with para-phenylenediamine (PPD) to give a dark black red colour. 3 This molecule will not stay in the hair unless it is somehow oxidized once in the hair fibres but was not discovered until the 1900s. It is speculated that the ancient Egyptians used slaked lime and water with lead oxide to make a paste where it was then rubbed into the hair for a long period of time .2 The slaked lime and water solution was very high in alkali metals,... ...hnology improves and the safer the process is becoming for all users. References 1. Clausen, T. Hair Preparations. Wiley . 2006. Volume 1.1-46. 2. Nayland, C. (2006, 10 26). [Web log message]. Retrieved from http://carlanayland.blogspot.ca/2006/10/ancient-egyptian-hair-dye-technology.html 3. Wikipedia. (2014, 04 02). Henna. Retrieved from http://en.wikipedia.org/wiki/Henna 4. The hair in ancient times. (2014, 04 04). Retrieved from http://thehistoryofthehairsworld.com/old_age_2.html 5. Raja et al. Pelagia Research Library. 2012, Volume 3.156-161 6. San Rafael. The Chemistry of Plant and Animal Dyes.1-5. 1981. Volume 58.1-5. 7. Discovery of hair dye. (2014, 04 04). Retrieved from http://humantouchofchemistry.com/discovery-of-hair-dye.htm 8. Morel. Olivier ,Christie. Robert. American Chemical Society. 2011. Volume 4. 2537-2561.

Comparing Twelve Songs by W.H.Auden and Do Not Go Gentle Into That Good

Comparing Twelve Songs by W.H.Auden and Do Not Go Gentle Into That Good Night by Dylan Thomas The two poems I am comparing are 'Twelve Songs' by W.H.Auden and 'Do Not Go Gentle Into That Good Night' by Dylan Thomas. Two themes run through both of these poems, those themes are grief and death. Although the subjects are the same, the poets each have a very different approach to the subjects. This is shown in many different ways, But although their approach to the subjects are very different, their overall views on grief and death are quiet similar. That being that neither grieving nor death is good, and no one wants it to happen. Someone who has lost a loved one, and feels nothing is important now that they have gone is narrating 'Twelve Songs'. A son is narrating 'Do Not Go Gentle Into That Good Night'. The son is telling his father not to die. 'Twelve Songs' is not talking to anyone he is talking about someone. Whereas 'Do Not Go Gentle Into That Good night' the son is talking to his father rather than talking about him. The tone of each poem is quite similar. They both use orders and commands but they use them very differently. 'Twelve Songs' uses a list of instruction or commands throughout the whole poem. 'Do Not Go Gentle Into That Good Night' uses two instructions: "Do Not Go Gentle Into That Good Night" and "Rage rage against the dying of the light". Dylan Thomas uses these two lines throughout the whole poem but only uses those two instructions either at the beginning or the end of each stanza. W.H.Auden uses a lot of Instructions, in fact the whole poem is just instructions:" Stop all the clocks''pack up the moon and dismantle the sun" But none of the instructions are repeated at any other poi... ...ave out that message to the reader. Dylan Thomas did not really give out a message to the reader apart from to put up a fight against death. His aim of begging his father not to die and to create an impact worked. He did use instructions but not in the same way as W.H.Auden, however his instructions did work as he used them to beg his father to 'not go gentle into that good night'. The main difference between these poems is that 'Twelve Songs' is about after death and 'Do Not Go Gentle In to That Good Night' is about before death. The main similarity is that they both use instructions and even though they use them very differently they are still very effective in both poems and are used well. Also both poems talk about personal feelings but only at the end. "I pray do not go gentle into that good night", and "I thought love would last forever I was wrong."

Emotionism religion Essay

I call my invented religion Emotionism. My religion will be based mainly on the belief that emotions are a manifestation of one’s faith. It will have the historical drama that is found in Roman Catholicism in that it will deliver faith by rooting this in accounts of people in the past who have been in contact with the founder of the faith. These accounts will be the foundation of my religion because they will fortify the faith by validating the love and compassion that one Jesus Christ had for His people. However, it will have none of the ritualistic practices of Catholicism because all these make it difficult to worship using the heart; instead, they focus on worship with the mind and the body. In the manner of adoration and worship, my religion will follow the ways of Buddhism and will focus on meditation and contemplation. Emotionism will seek to establish the beauty of worship using states of the mind and the heart. It will encourage journeys into one’s consciousness and discoveries into one’s self; and so, like Buddhism, will value man’s intelligence and encourage it to flourish. Emotionism, like Buddhism, will base its practices on the philosophies of transcendentalism so that each Emotionist will seek to rise beyond one’s current level. Emotionists will encourage links between the heart and the elements, between the mind and nature, and the spirit and the universe. My invented religion will promote harmony instead of division, which, although addressed by Catholicism through ecumenism, still exists among the many Christian sects. Emotionism will recognize the universality of things like Hinduism does. It will also adapt the religious passion of Hindus who believe that emotions are a potent force in altering one’s state of being. One other aspect of Hinduism that Emotionism will take into its folds is seeing beyond the physical self and recognizing the connection one human has with another in terms of the spirit – that each spirit comes from a single source and that all spirits are linked together by one common thread. Emotionism will also promote religious zeal the way Muslims do. The religious fervor and faithfulness of Muslims transcend barriers of time and space. Muslims live their faith and this is the kind of quality that I would like Emotionism to have. Emotionists will seek to defend themselves the way they defend their faith and vice versa, something Muslims are known for. Emotionism will therefore have the historical foundations of Catholicism, the adoration methods and philosophical precepts of Buddhism, the passion and recognition for emotions of Hinduism and the religious fervor of Islam. These elements of the various religions that I would like to combine would make for an almost perfect religion so that all the undesirable elements of each religion are discarded and only the desirable aspects adapted. While it is perhaps impossible that such a religion could exist, it is an exercise in intellect to know that religion can in fact be a conglomeration of beliefs and elements emanating from various other, more ancient practices and cultures. I envision my religion to be all encompassing so that no rules and laws determine who can join my religion. The most important aspect of my religion is the fact that it will attempt to unite all those divided by the eccentricities of religion, especially Christians and Muslims. It will seek to propagate understanding and the reality that even with different religions, all the peoples of the world actually just subscribe to a singular concept, and that is the concept of love and compassion.

Organizational Strategy and Change Essay

John Kotter in his book explained the significance of change intervention in any organization or business. According to him, adopting change has been the trend in our society for two decades now though sometimes traumatic; the result would be improved quality of products and services, new opportunities for growth and increase productivity (Kotter, p. 3). He stressed the significance of change management because there are many benefits that a company can get from it. He emphasized that an organization finds help in adapting to shifting conditions and have improved competitive mechanics over other competitors (p. ). However, if an organization is passive to change may face the adverse effects which according to Kotter are described as being pessimistic and suspicious of others who are pushing for transformation (p. 17); hence, this company will end up incompetent. A good example of a company that endorsed change after being attacked with bad publicity was McDonald’s. McDonald’s is a food chain that is leading in the global market; it serves more than 100 countries having about 30,000 restaurants all over the world. This company has started as the first food service retailer that offers informal eating-out market, which eventually paved the way for this kind of business. According to Eric Schlosser, at the growth of fast food chains in America, American society has gone tremendous change specially in the lifestyle and values of the American people; considering the fact that much money has been spent in fast food than in education. In the same way, due to this trend, many women and mothers are working with the convenience of food preparation since a family spent their meal at restaurants and fast food chains (p. ). With this trend, McDonald is considered as the largest purchaser of beef, pork and potatoes; it is also the largest owner of retail property according to Schlosser (p. 4). After many years of existence, Ray Kroc had continued to reinvent the image of the restaurant image by placing the smiling Ronald McDonald at restaurant and by creating a friendly environment around the area. However, despite of having a good reputation and being a fast growing business, McDonald’s had suffered enormous bad publicity from different sources. The first one was the libel case filed by the Greenpeace employees in 1990 and the second one was a documentary film written, directed and performed by Morgan Spurlock entitled â€Å"Super Size Me† in 2004. The appearance of these controversies had moved the McDonald’s Company to reshape their culture and focus. The libel case filed against McDonald was considered the longest libel case in the history of English that lasted in 314 days in 1990. The two Greenpeace employees issued many articles saying that McDonald’s prepared food are environmentally hazardous and physically harmful to the consumers. The libel suit also presented issues relating to discrimination to its employees, the company was responsible for cruelty to some of its animals used as foods, and children are exploited for using them in television campaign. This publicity was proven true after the US Congress made an investigation about the hearsay. In their report as discussed by Schlosser in his book, explained that there was presence of E-Coli in some of their food due to unclean surroundings and contaminated and/or lethal meat which they sold to many children (p. ), since children are their number one patronage. The â€Å"Super Size Me† ads which was produced and experimented by Spurlock himself for one month was a concrete explanation why McDonald’s foods are not good for the body. According to Thom and Geiger, Spurlock had gained twenty-five pounds after one month of eating all McDonald’s food which caused him to â€Å"suffer from fatigue, headaches, and indigestion; his blood sugar skyrocketed, his liver filled with fat, his cholesterol went off the charts, and his blood pressure was unmanageable† (p. 98). This experiment has just proven that fast foods are not healthy according to Thom and Geiger (p. 199); this has alarmed the whole America and started blaming fast food for unhealthy body and began to fight a war against obesity. The next question is: â€Å"What is the response of McDonald’s to this issue? † Galloway and Kwanash-Aidoo had described clearly the response made by the company to this very intriguing issue. At first, McDonald’s through its spokespeople did not make any comment saying that they have not seen the film yet. However, later, they told the press that the movie is just a distortion of reality. Kapica and Coffing (spokepersons) have said that the issue of obesity is a personal responsibility not theirs, since it is the person’s choice what they want to eat (p. 70). Nevertheless, in March after twelve weeks since the appearance of the ads, McDonald’s had announced that they would phase the super-sizing option in their restaurants and they introduced the â€Å"Happy Meals† with salad and pedometers (Galloway and Kwanash-Aidoo, p. 71). Yet, the story did not end there until the issue became national. For this reason, McDonald’s made a lot of public relation campaign just to offset the issue. Macmillan and McGrath has stated in their book that after that issue, McDonald’s and other fast food chains has introduced couple of lower fat options, including a Salad Shaker (with nonfat dressing), a Fruit and Yogurt Parfait (p. 160). The documentary film has helped American people to become health conscious people and industry to consider social responsibility. Despite the company’s attempt to change the food offerings, the issue continued that required crisis management approach. McDonald’s in Australia as well as in America used a proactive approach which allowed McDonald’s a fair hearing in the court of public opinion. This approach made the company showcased their management and the new direction that McDonald had initiated in order to minimize the impact of the movie. The result of the approach was very effective because they were able to â€Å"weaken and shorten the life-cycle of the issue† according to Galloway and Kwanash-Aidoo (p. 5). To sustain its campaign, in February 7, 2007, the McDonalds Australia has joined the foundation and they had come up with nine products with approval of the Heart Foundation Tick. Heart Foundation Tick is a program aiming to encourage food producing companies all over the world to espouse healthy and nutritious food to eliminate heart problem caused by food intake. The Australian Sports Medicine Federation explained what the Heart Foundation Tick is. According to them, this is a program that challenges all food companies since 1989 to produce healthier products to provide consumers enough choices of healthier foods available on shelves of the supermarkets or restaurants. And every company that responds to the challenge must generate or produce foods that conform to the strict standards of the organization. Specifically, the foods are to be tested for some chemical contents that are harmful to the body before they are given endorsement; the foods should not contain the following ingredients: saturated fat, Trans fat, salt and kilojoules. Once passed the quality, the company will be given the Heart Foundation Tick with corresponding logo that appears on the label of the product. Currently, based on the report released in 2006, McDonald’s restaurants all over the world serve its customer with 100% pure USDA inspected beef with neither no fillers nor additives, whitefish from the Pacific Ocean and Baltic and North Seas, vegetables and fruits are farm-fresh delivered on regular basis (Fact Sheet about McDonald’s). Remarkably, McDonald Company had enforced strategic actions in order to counteract bad publicity and maintain their status quo. In the report made by William Greider in a newspaper published online in July 2003 said that the company had taken a strong political will to advise its meat suppliers to stop using growth-stimulating antibiotics that are dangerous to human health. By this warning, the company would not be willing to purchase the said products; in the statement made by McDonald’s director, he said, â€Å"we would be a catalyst for change industry wide. This very significant affirmation from the company was a response to the controversy that thrown on them and to the call of social responsibility. During this crucial situation, it is very important that a company is always ready to initiate change. McDonald’s action for change is very critical but very essential because it turned the company upside down, and it was successful; McDonald’s remained as the number one fast food chain in the world. To categorize the perspective, the change is institutional and contingency; institutional because it is a change that considers the external forces such as social, governmental, legal and cultural. It is a contingency perspective because the top management must initiate the change that focuses on the most directly affected by the circumstances. McCalman once said, â€Å"Change is an ongoing process† (p. 8).

Industrial Relation

O LYMPIA B USINESS S CHOOL Advanced Diploma In Business Administration F ILO -T EXT INDUSTRIAL RELATIONS October, 1998 R AFFLES E DUCATION G ROUP Kuala Lumpur w Petaling Jaya w Penang w Singapore w Jakarta w Bangkok w Beijing w London w New-York School Of Business & Marketing Industrial Relations T ABLE OF C ONTENTS 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‚¬ ¦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 INTRODUCTION†¦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‚¬ ¦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‚¬ ¦ HOW TO USE THE FILO-TEXT? 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‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 ASSESSMENT †¦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‚¬ ¦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‚¬ ¦.. 5 Individual Assignment†¦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‚¬ ¦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‚¬ ¦ 5 Mid-term Examination†¦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‚¬ ¦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‚¬ ¦ Team Project †¦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‚¬ ¦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‚¬ ¦.. 5 FINAL E XAMINATION†¦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‚¬ ¦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 ATTENDANCE†¦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‚¬ ¦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 FEES†¦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‚¬ ¦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‚¬ ¦ CONTACT TIME †¦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‚¬ ¦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‚¬ ¦ 7 Full-time †¦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‚¬ ¦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‚¬ ¦.. 7 Part-time †¦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‚¬ ¦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‚¬ ¦.. 7 THE ACADEMIC TEAM †¦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‚¬ ¦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‚¬ ¦.. SUBJECT PLANNER†¦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‚¬ ¦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‚¬ ¦ 9 WEEK 1 †¦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‚¬ ¦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‚¬ ¦. 10 WEEK 2 †¦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‚¬ ¦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‚¬ ¦. 12 WEEK 3 †¦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‚¬ ¦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‚¬ ¦. 4 WEEK 4 †¦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‚¬ ¦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‚¬ ¦. 16 WEEK 5 †¦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‚¬ ¦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‚¬ ¦. 18 WEEK 6 †¦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‚¬ ¦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‚¬ ¦. 20 WEEK 7 †¦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‚¬ ¦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 WEEK 8 †¦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‚¬ ¦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‚¬ ¦. 24 WEEK 9 †¦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‚¬ ¦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‚¬ ¦. 25 WEEK 10 †¦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‚¬ ¦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‚¬ ¦.. 27 WEEK 11 †¦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‚¬ ¦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‚¬ ¦.. 9 WEEK 12 †¦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‚¬ ¦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‚¬ ¦.. 31 Olympia Business School Page 2 School Of Business & Marketing Industrial Relations INTRODUCTION THE SUBJECT INDUSTRIAL RELATIONS Olympia Business School Page 3 School Of Business & Marketing Industrial Relations HOW TO USE THE FILO-TEXT? The Filo-text is a tool to guide in this subject. It provides you general info rmation on the following: †¢ †¢ †¢ †¢ †¢ †¢ Assessment Attendance Fees Contact time The academic team The academic plannerFor every week, it then provides you with the following information: †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ The lecture Topic The objective(s) of the lecture The textbook and the chapter(s) and page(s) related to the given topic The other reference books available to you in the library Additional reference material for your own research The objective(s) of the tutorial Questions to prepare for discussion during the tutorial Questions for your personal assessment Use the Filo-text to prepare yourself prior to the lecture, between the lecture and the tutorial and after the tutorial.Olympia Business School Page 4 School Of Business & Marketing Industrial Relations ASSESSMENT Student assessment will be evaluated based on the following: 1) 2) 3) 4) Individual Assignment Mid-Term Examination Team Project Fi nal Examination 15 % 15 % 20 % 50 % 100 % Total Individual Assignment An individual assignment will be given to the student on week 2 and will have to be returned no later than week 6. The marked assignment will be returned to the student by no later than week 8. The assignment will be related to the topics covered between week 1 and week 4 inclusive.It will comprise a written report of no more than 1000 words. Should the student fail to submit his/her assignment on week 6, the result will automatically be nil. Mid-term Examination A mid-term examination will be conducted during week 8. It will assess the students’ knowledge and understanding of the topics covered up to week 6. The results, together with the answer scripts, will be returned to the students no later than week 10. Should a student be absent without a valid apology, the result will automatically be nil.Team Project A specific team project will be assigned. Any one of the team projects submitted for any one of th e other subjects of the course will be assessed as a tool of Business Communication. Olympia Business School Page 5 School Of Business & Marketing Industrial Relations FINAL EXAMINATION The final examination will be conducted week 13 or week 14 and its duration will be 3 hours. Registration for the examination is open from week 3 onwards and will close as per notification. Make sure you register on time. No late registration will be entertained.The format of the examination is as follows: †¢ †¢ †¢ Section A Section B Total Short Essay Questions Essay-type Questions 5 * 4 Points Any 4 out of 6 *20 Points 100 Points ATTENDANCE Attendance for both the lectures and the tutorials is compulsory. Any student not attending a class should provide a medical certificate or a written justification (signed by a parent or guardian in the case of a full-time student). Should a student fail to do so, he / she will be considered truant. Should a student’s attendance for a given subject be lower than 80%, he / she will not be allowed to sit for the final examination.Punctuality is equally important. The lecturer is entitled to refuse entry into the classroom to any student who is late. FEES The registration fee is to be paid upon registration. The course fee is paid either in full, per semester or by installments. For payments made in full, the payment is due before the first lecture. For payments made by semester, the payment per semester is due on the first day of the semester. For monthly instalments, the first payment is due on the first day of classes while the subsequent payments are due on the first day of each subsequent month.Should any student have difficulty to pay his / her fees on time, he / she must meet with the (Deputy) Principal to arrange an alternative. Any student who has not settled his / her fees and did not met with the (Deputy) Principal will not be allowed to attend classes or sit for an examination. Olympia Business School Page 6 School Of Business & Marketing Industrial Relations CONTACT TIME Full-time The duration of the classes on 12 weeks. Contact time consists of 1 1/2 hours of lecture and 1 1/2 hours of tutorial per week. Part-time The duration of the classes is 12 weeks. Contact time consists of 1 ? hours of lecture per week.For each hour of contact, the student is expected to spend at least 2 hours of unsupervised work, be it individually or in-group. Olympia Business School Page 7 School Of Business & Marketing Industrial Relations THE ACADEMIC TEAM At the beginning of the first lecture, please fill-in the following: †¢ †¢ Your Lecturer is The lecture takes place on the room . . between and in †¢ †¢ Your Tutor is The tutorial takes place on room . . between and in The lecturer and tutor are always there to help you. You are advised to consult them on a continuous basis. †¢ †¢ Your Class Lecturer is Your Class Lecturer consultations take place on in room †¢ . betwee n and The Lecturer-in-Charge of the School of Business & Marketing in your centre is . †¢ The (Deputy Principal is . Olympia Business School Page 8 School Of Business & Marketing Industrial Relations SUBJECT PLANNER INDUSTRIAL RELATIONS WEEK 1 2 3 4 5 6 7 8 9 10 11 12 DATE TOPIC An Overview of Malaysian Industrial Relations The Employment Laws I The Employment Laws II The Law on Occupational Safety & Health Trade Union I Trade Union II Collective Bargaining I Mid Semester Examination Collective Bargaining II Trade Dispute & Industrial Actions The Industrial Court Industrial Discipline FINAL EXAMOlympia Business School Page 9 School Of Business & Marketing Industrial Relations WEEK 1 Subject Objective : : †¢ †¢ †¢ †¢ †¢ †¢ An Overview Of Malaysian Industrial Relations Understanding what is Industrial Relations; Describing the Industrial Relations System : Unilateral, Bilateral and Tripartite system; Identifying who needs to study Industrial Relation s; Realizing the influence of International bodies; Government departments and agencies; Industrial Court Textbook(s): Malaysian Employment Law and Industrial Relations by Maimunah Aminuddin, 2nd ed, 1990 Chapter 1 Page No. 1 – 15Reference Books & Journals 1. 2. Industrial Relations in Malaysia Law & Practice by Dunston Ayadurai, 2nd Edition 1996 Malaysian Newspaper Olympia Business School Page 10 School Of Business & Marketing Industrial Relations Tutorial Questions 1. How far would it be correct to argue that the incidents of industrial conflicts is dependent on the presence of a positive legal framework assigned principally to regulate the actions of employers and trade unions. 2. Conflicts are not necessarily good or bad but must be evaluated in term of its individual and organizational function and dysfunction. Discuss. . Suppose you’re the HR Manager and are having the following problems. For each problem, which government agency would you turn to for assistance? a) An employee complains that the union will not allow members to speak up at the local union’s meeting. b) The company and the union are deadlocked over the term of a new labour agreement. Self Assessment Questions 1. 2. 3. 4. Who are the parties involved in the industrial relations system? Malaysia has a tripartite system of industrial relations. What does this mean? What is the role of the Ministry of Human Resources in the industrial relations system?List the major labour laws. What is the purpose of each? Which department of the Ministry of Human Resources is responsible for enforcing each of these laws? Olympia Business School Page 11 School Of Business & Marketing Industrial Relations WEEK 2 Subject : The Employment Laws I Objectives : †¢ †¢ †¢ †¢ †¢ †¢ Understanding the Malaysian Employment Act; The Enforcement of Employment Act; Describing the functions of Labour Court; Determining the issues covered by the Employment Act; Learning what is a Contract of service, Written and Oral Contracts; Duration of the Employment Contract;Textbook(s): Malaysian Employment Law and Industrial Relations by Maimunah Aminuddin, 2nd ed, 1990 Chapter 2 Page No. 18 – 27 Reference Books & Journals 1. 2. Industrial Relations in Malaysia Law & Practice by Dunston Ayadurai, 2nd Edition 1996 Malaysian Newspaper Olympia Business School Page 12 School Of Business & Marketing Industrial Relations Tutorial Questions 1. 2. 3. 4. 5. Should industry conflict be regarded as inevitable in an industry society? Why? What are the causes of industrial Conflicts? Evaluate the Contribution of the Human Relations school to an understanding of industrial Conflict. Over – emphasis on strikes results in an inability to detect the symptoms of Conflict other than strike symptoms and inappropriate policy Prescriptions’’. Discuss. Why are some industries more strike – prone than others? Self Assessment Questions 1. 2. 3. 4. What is the main purpose for the existence of the Employment Act? Which workers are protected by the Employment Act? What are the main matters that can be settled by the Labour Court? What is Contract of service? Olympia Business School Page 13 School Of Business & Marketing Industrial RelationsWEEK 3 Subject : The Employment Laws II Objectives : †¢ Understanding the process of termination of contract, Notice; †¢ Realizing Payment of Wages: Wage periods, Advances deductions, Truck system; †¢ Explaining the employment of Women †¢ Describing the Children and Young Persons Act, 1966 Textbook(s): Malaysian Employment Law and Industrial Relations by Maimunah Aminuddin, 2nd ed, 1990 Chapter 2 Page No. 29 – 41 Reference Books & Journals 1. 2. Industrial Relations in Malaysia Law & Practice by Dunston Ayadurai, 2nd Edition 1996 Malaysian NewspaperOlympia Business School Page 14 School Of Business & Marketing Industrial Relations Tutorial Questions 1. An industrial rel ations Professor once stated: â€Å" The Union business agent is the most important member of your personnel department†. Comment. 2. What is the proper role or first-line management in Contract administration? How can the first-line supervisor be made more effective in handling Grievance? 3. From the perspective of society, is there an argument to be made in favor of strikes? Is a strike ever in the public’s best interests? 4.Why should governments be regarded as important party to any system of industrial relations? 5. Explain the machinery, which the Federal Government has established for regulating the conditions of employment of its own employees? 6. â€Å"Public service employment can never be fully depoloticised†. Discuss the industrial relations implications of this statement. Self Assessment Questions 1) 2) 3) Explain the process of Contract termination. Outline the termination benefits. Describe the Children and Young Persons Act Olympia Business Schoo l Page 15School Of Business & Marketing Industrial Relations WEEK 4 Subject : The Law on Occupational Safety and Health. Objective : †¢ †¢ †¢ Describing the Factories and Machinery Act 1967; Identifying the Employees/Employers duties. Understanding the: – Notification of Accident and Occupational Diseases; – Improvement and prohibition Notices; Describing the: – Employees Social Security Act 1969; – Workmen’s Compensation Act 1952; †¢ Textbook(s): Chapter Malaysian Employment Law and Industrial Relations Maimunah Aminuddin 3 Page No 43 – 55 Reference Books: 1. 2.Industrial Relations in Malaysia Law & Practice by Dunston Ayadurai Second Edition 1996 Malaysian Newspaper Olympia Business School Page 16 School Of Business & Marketing Industrial Relations Tutorial Questions 1. 2. What are the reasons behind its (Occupational Health and Safety) becoming a more prominent issue in the 1980’s? In 1979, Gunningham and Creigh ton wrote that for Unions â€Å"Safety comes a good third behind wages and the maintenance of employment, and such attention as it does get is largely concentrated on compensation rather than prevention:.Is this still an accurate assessment of Union priorities? Do employees and their Unions have a role to play in promoting health and safety? 3. Olympia Business School Page 17 School Of Business & Marketing Industrial Relations WEEK 5 Subject: Objectives: †¢ †¢ †¢ †¢ †¢ †¢ Introduction to Union Movement; Explaining the legal definition of trade union; Find out why do workers join trade union? Realizing the Trade Union objectives; Illustrating the right to form and join a trade union; Explaining the registration process of a trade union; Trade Union 1Textbook(s): Chapter Malaysian Employment Law and Industrial Relations Maimunah Aminuddin 4 Page No 57-76 Reference Books: 1. Industrial Relations in Malaysia Law & Practice Dunston Ayadurai Second Edition 1 996 2. Malaysian Newspaper Olympia Business School Page 18 School Of Business & Marketing Industrial Relations Tutorial Questions 1. 2. 3. 4. In your own words, explain why Unions usually file the most grievance? How are local and national unions effected by International Competition? When an employee has a Complaint about a Management action in a unionized operation, how does he or she go about resolving us?What factors have led to the formation of employer associations? Self Assesment Questions 1. 2. 3. 4. 5. 6. Why do workers join trade unions? What are the main implications, which can be deduced from the legal definition of a trade union? What actions can employers take to discourage their employees from joining a trade union? Who can join a union? Who cannot join a union? Comment on the strength of the trade union movement today? Why do employers join unions? Olympia Business School Page 19 School Of Business & Marketing Industrial Relations WEEK 6 Subject: Objectives: †¢T rade Union II Identifying the Worker’s Unions; – Number of Unions; – Size of Union; – Types of Unions: In-house Union, National Union and Public union; Explaining the Employer’s Associations; Describing the MTUC, its functions and objectives; Explaining other trade union; – Malaysian Employers Federation functions and objectives; – Malaysia Labor Organization †¢ †¢ †¢ Textbook(s): Chapter(s) Malaysian Employment Law And Maimunah Aminuddin Reference Book & Journals 1. Industrial Relations in Malaysia Law & Practice Dunston Ayadurai, Second Edition1996 2. Malaysian Newspaper Industrial Relations 4 Pages 77-96Olympia Business School Page 20 School Of Business & Marketing Industrial Relations Tutorial Questions 1. 2. 3. 4. What factors unite and divide the employer associations? Has there been any trend towards wider union involvement in social and political issues? Has the government any real business in interfering with t he internal decision making process of trade union? To what extent can government regulations be successful in guaranteeing democracy within unions? Self Assessment Questions 1. 2. 3. 4. What is an in-house Union? Outline the difference between National and Public Union.What are the functions of the Malaysian Trade Union Congress? Outline the Malaysian Employers Federation objectives. Olympia Business School Page 21 School Of Business & Marketing Industrial Relations WEEK 7 Subject: Lecture Objectives: †¢ †¢ †¢ †¢ †¢ Understanding what is a Collective Bargaining; Find out the objectives in conducting a Collective Bargaining; Describing the Union Bargaining Strength: Recognition; Financial strength; Solidarity; Explaining the recognition and de-recognition procedures; Identifying the collective bargaining procedure and process; Collective Bargaining 1Textbook(s): Chapter Malaysian Employment Law and Industrial Relation Maimunah Aminuddin 5 Page No 99-111 Refe rence Books & Journals 1. 2. Industrial Relations in Malaysia Law & Practice, Dunston Ayadurai Second Edition 1996 Malaysian Newspaper Olympia Business School Page 22 School Of Business & Marketing Industrial Relations Tutorial Questions 1. GPL is a company employing between 100 and 200 skilled engineers and electricians backed by about twice as many unskilled and semi – skilled workers in each of 4 major urban areas. The head office employs about 300 clerks and three’s a substantial transport section.About half the drivers and no craft workers are members of union called General Transport Union and similar proportion of all the other workers are member of other union. GPL has been growing fast. Its management has hitherto determined salaries and condition of work without actually involving union officials and although in the past, there have not been any labour problems. There have been a number of occasions in the last year or when a dispute has only just been avoide d. Recently management was approached by General Trade Union official with a view to obtaining sole negotiating rights.Assuming GPL grants sole negotiating to the GTU, you’re required to a) Give 4 benefits, which may result from such representative system. b) Give 4 benefits of collective bargaining in such a situation. 2. Outline and explain unfair labour practiced by: a) Unions; b) Management. 3. Explain the main industrial actions that can be taken by a trade union. 4. What are guidelines for an effective negotiation? Self Assessment Questions 1. What is a collective bargaining? 2. What are the different between unilateral and bilateral decision making? 3. Describe the step in the collective bargaining process? . What factors influence the outcome collective bargaining? Olympia Business School Page 23 School Of Business & Marketing Industrial Relations WEEK 8 MID SEMESTER EXAM Olympia Business School Page 24 School Of Business & Marketing Industrial Relations WEEK 9 Subjec t : Collective Bargaining I Objective : i Find out the characteristic of offective negotiators; – Communication skills; – collections of information; – Deciding objective, strategies and tactic; i Understanding Collective Agreement; i Identifying Items Commonly Found in Collective Agreement; i Public Sector;Textbook(s): Chapter Malaysian Employment Law and Industrial Relation Maimunah Aminuddin 5 Page No 113 129 Reference Books & Journals 1. Industrial Relations in Malaysia Law & Practice, Dunston Ayadurai Second Edition 1996 2. Malaysian Newspaper Olympia Business School Page 25 School Of Business & Marketing Industrial Relations Tutorial Questions 1. Since labor–management co–operation is important to the economic success of the business and eventually to the union ability to negotiate wage gains and other benefits for members, what are some of the ways you could recommend improving labor management co- opera 2.Describe the major incidences of st rike? 3. Assume your company has properly conducted compensation program. If several employees ask you why they receive different hourly pay rates even though they perform the same job, how will respond? Self Assessment Questions 1. What are the characteristics of an effective negotiators? 2. Describe the item commonly found in the collective agreements. 3. Why is the wage – setting system in the sector public sector different from that in the private sector? Olympia Business School Page 26 School Of Business & Marketing Industrial Relations WEEK 10Subject : Trade Disputes and Industrial Action Objective : iUnderstanding the trade disputes; iFind out the different between Picketing , strike; iDescribing the industrial action could be taken by the employer; iExplaining the settlement of trade disputes: – Direct negotiations; – Conciliation; – Arbitration Textbook(s): Chapter Malaysian Employment Law and Industrial Relation Maimunah Aminuddin 6 Page No 131 – 154 Reference Books & Journals 1. 2. Industrial Relations in Malaysia Law & Practice, Dunston Ayadurai Second Edition 1996 Malaysian Newspaper Olympia Business School Page 27School Of Business & Marketing Industrial Relations Tutorial Questions 1. Should all workers have the right to strike? (Consider special groups such as doctors, post office staff and banking employees) 2. The Union of Transport Employees (UTE) had for the last six months been negotiating with XYZ Bus Company on proposals for their third collective agreement. However, after five meetings the company refused to continue negotiations. Advise the union representatives what actions they might take to solve this problem. Make sure you inform them of the possible consequence of their actions. 3.What are the economic consequences of strike action? 4. In case of impending strike action by employees what preparations might an employer make? Questions available for self-assessment: 1) 2) 3) 4) 5) 6) 7) 8) 9) What is a trade dispute and what causes such disputes? List the types of industrial action that may be taken by workers Are a picket and a demonstration the same? What is a lock-out? How can an employer continue production once a strike has been called? Under what conditions would a strike be illegal? What is the role of the Ministry of Human Resources in setting labor disputes?Explain the difference between voluntary and compulsory arbitration. What are the differences between conciliation and arbitration? Olympia Business School Page 28 School Of Business & Marketing Industrial Relations WEEK 11 Subject: Objectives: †¢ †¢ †¢ †¢ Understanding the structure and proceedings of the Court, Awards of the Court; Find out what is unfair dismissal claims; Explaining the code of conduct for Industrial Harmony Describing the cognizance of Collective Agreements. The Industrial Court Textbook(s): Chapter Malaysian Employment Law and Industrial Relation Maimunah Aminuddin 7 Page No 155 – 176Reference Books & Journals 3. 4. Industrial Relations in Malaysia Law & Practice, Dunston Ayadurai Second Edition 1996 Malaysian Newspaper Olympia Business School Page 29 School Of Business & Marketing Industrial Relations Tutorial Questions 1. For a trade dispute that will be settled by Industrial Court to exist, the employer or employee concerned must be represented by the union. However, there are two exceptions to this rule. What are those exceptions? Why has there been a recent trend towards co-operation between Union/Management? Outline the Industrial actions that can be taken by Employers. . 3. Questions for self-assessment: 1. 2. 3. 4. 5. 6. 7. What is the main purpose for having an arbitration system? What is the main function of the Industrial Court? Describe the structure of the Industrial Court? Who can represent the parties during Court proceedings? Can Court awards be appealed against? Describe the type of cases the Court has the jurisdiction to hear . What type of cases can be referred direct to the Court by the parties concerned? Olympia Business School Page 30 School Of Business & Marketing Industrial Relations WEEK 12Subject: Objectives: †¢ †¢ †¢ †¢ Find out the importance of Disciplinary Action Understanding the Disciplinary Actions, Disciplinary Action for Unsatisfactory Performance Illustrating the Guidelines for an effective Disciplinary Action Explaining Industrial court Award and unfair dismissal Misconduct / Industrial Discipline Textbook(s): Chapter Malaysian Employment Law and Industrial Relation Maimunah Aminuddin 8 Page No 177 – 193 Reference Books & Journals 5. 6. Industrial Relations in Malaysia Law & Practice, Dunston Ayadurai Second Edition 1996 Malaysian Newspaper Olympia Business School