Sociology and Family Structure - Free Essay Example

Sample details Pages: 6 Words: 1657 Downloads: 2 Date added: 2017/09/20 Category Sociology Essay Type Argumentative essay Tags: Children Essay Family Structure Essay Mother Essay Did you like this example? Ricky DeBlasio Dr. Ficco Sociology 101 3 May 2010 Social Changes in Family Desmond Tutu once stated, â€Å"You dont choose your family. They are Gods gift to you, as you are to them. † This statement cannot be truer with regards to my family. Growing up in a close family is something that I will always cherish and something that both my parents were able to do as well. My nuclear family consists of my dad Rick who is 54, my mom Debbie who is 51, my sister Mary Rose who is 17 and me I am 21. We are a very close family, in fact we lived right across the street from one of my uncles and my grandma on my mom’s side my whole life. My dad’s parents were at the house almost every day and it is something that I will cherish forever. My grandfather on my mom’s side passed away when I was five and the rest of my grandparents passed away last year but I have memories of all them and their efforts made our family very strong and gave us strong ties, cultura l heritage and a love that will always stay with my family. Although I am very close with my dad’s side of the family, I am going to compare my nuclear family with my mom’s nuclear family because my dad was an only child and my mother’s side is larger and I have taken more of the customs of my mom’s family. My mom’s family would be considered a bigger family in today’s society but in terms of the time, when my mom grew up, her family was considered just a little above the average size family. My Grandmother, Mary and my grandfather, James had six children all together. Rita is the oldest at age 78, then Theresa at age 70, then Jimmy who is deceased and died at age 55, then Anthony who is 65 now, George who is 58 and finally my mother Debbie who is 51. As it can easily be seen there is a large age gap between the oldest and youngest child in the family. Something that is unique about my mom’s family is that my Aunt Rita was marri ed before my mother was born. In today’s society that is not usually the case and is something that would have been impossible in my family because there is only a five years age difference between my sister and I. Because my Aunt Rita and Theresa were so much older than my mother, they helped my grandmother a lot by taking care of my mother and as she stated, â€Å"Your Aunt Rita and Aunt Theresa were just like mothers to me, we had a unique relationship because they were so much older than me. This is hard for me to understand because Mary and I are more like friends than anything and we help each other out because we are so close in age. One thing that my parents instilled in my sister and I is a strong connection to our ethnicity and our religion. The reason why is because my grandparents instilled the same thing into them. Every Sunday my parents, my sister and I go to church together at St. Johns Maronite Catholic Church and then we go to lunch together as a family. When my mother was younger she did the same thing with her family. In this sense going to church has been a custom for my mother since she was a child and now it has become a ritual for my sister and I too. Another thing that my grandparents instilled in their children are strong ties to their ethnicity. My grandparents on my mom’s side were both full blooded Lebanese. They were proud to be Lebanese and passed that on to their children and their children passed it on to my cousins and my sister and I. Coming from an ethnic home is something that I am proud of because our family is very close and we follow tradition within our culture. It is not unlikely to see my mother and her sisters making Lebanese dishes such as kibbie, grape leaves or lamb, on Sunday afternoons. This is something that my grandmother and her sisters did as well and the tradition has just carried on, also my sister and my female cousins learned how to make these dishes as well so the tradition of cooki ng will carry on for more generations of our family. My grandfather worked at a steel mill and my grandmother did not have a job, so my mother’s family was in the lower middle class. But with six children it was very tough for them to spend money. It was not uncommon in that time for the mother of a home to not work so it is understandable why my grandmother did not have a job, she had to take care of the children, cook, clean the house and wash cloths, all the stereotypical things a house wife would do. My grandfather made about $40,000 a year, which is a good income but as stated above not enough to live comfortably with six children. Neither my grandmother nor my grandfather had anything above a high school education; in fact my Uncle George and my mother (two youngest siblings) are the only two in the family with a college degree. My grandfather knew the times were changing in the 1960’s and a college degree would be needed to get a good job and made it a poi nt for my Uncle George and my mother to attend college although they were forced to commute due to the financial situation. With all this in mind it is time to compare my mother’s family with my own. Both of my parents work, in fact my mother has a larger income than my father. My mother is a principal in the New Castle School District and my father is a Lawrence County Commissioner. Both of my parents have a college degree, my dad has a Bachelor’s degree and my mother has both a Bachelor’s and Master’s degree, this is interesting compared to my grandparents who did not even attend college. Together my parents make over $150,000 a year, which puts us in the upper middle class. Our financial situation is also made easier because we only have two children in the family compared to six. It is easily seen that intergenerational mobility has occurred; the distinctions in levels of income, occupational status, and education level are very different betwee n the two generations. The gender roles in my mother’s family were stereotypical roles for example the men worked, cut the grass and performed outside chores, while the women cooked, cleaned, washed the dishes and did the laundry. My grandfather was a strict parent, my mom and her siblings had a curfew every night and had to perform the household tasks before they could even think about doing something fun. If the curfew was broke or the household tasks were not performed my grandfather would discipline them accordingly, my grandmother was the one who always would let them get away with breaking curfew and not doing the chores. My grandfather was also very particular about dinner, dinner was to be at five o’clock every night and everyone was to sit around the table and eat together. This is an example of socialization because my mother and her siblings became accustomed to it and did the same thing with their families. In my mother’s family, my grandfather was definitely the head authority in the household, which was common for the times my mother grew up in. My family is different than my mother’s family in most of these respects. One thing that is different is the division of labor, no one in my family does any chores around the house because we hire others to do it for us, this is something that spoils us and something that I am not proud of but it is necessary because both of my parents work, my sister is busy with her high school activities and I am only home on the weekends. Another thing that is different is that my mother is more of an authority figure in the household, especially when it comes to my sister and me. My father is more laid back and just tries to explain to my sister and I what the difference is between right and wrong, he does this because that’s how his mom and dad raised him whereas my mom grounds us or screams to get her point across, which is something she learned from my grandfather. The d ifferences in the gender roles of the family deal with how my parents were raised and their occupations. Many traditions and customs have not changed from my grandparent’s generation to mine, customs such as going to church together, cooking and overall closeness will go on in this family for a long time because it is something that was instilled in my sister and I by my parents and we will instill it in our kids as well. But many things have also changed such as family structure, socioeconomic status, education levels, and authority structure. Family structure has changed because my family only has two kids compared to the six kids in my mother’s family. Socioeconomic structure has changed because my parents make more money and both of them work. Both of my parents went to college and received degrees whereas my grandparents only had high school diplomas. My mother is also more of an authoritative figure than my dad because of the difference in how my grandparen ts raised my mother and father. It is interesting to look at the family from this prospective and realize that although many things remain the same in a family, many things do change as well. Don’t waste time! Our writers will create an original "Sociology and Family Structure" essay for you Create order

Democrats Republicans Compare Contrast Essay - 614 Words

Rashid Jarrell Brian Ash College Writing 5 March 2010 Republicans and Democrats Throughout history, Republicans and Democrats have known to emphasize the differences between their parties and policies. Although there are similarities between the parties, they tend to be overshadowed by individual party ideologies. With so many fundamental differences between the parties, finding topics or issues upon which constituents agree upon can at times be somewhat difficult. Although there are chasms between the voting practices of the parties, there are also some fundamental similarities as well. Both Republicans and Democrats have unequivocal pockets of political support. When running for office, votes come from various sectors of†¦show more content†¦Democrats express that the values America supports must evolve over time, and therefore tend to support controversial issues such same-sex marriage and abortion. Republicans values tend to be religious in nature which means Republicans will most likely disapprove of abortions for any reas on and disagree with same-sex marriage. In today’s society the majority of American taxpayers want to know which party gives them the most â€Å"bang for their buck.† The Democrats favor the Keynesian theory, which suggests managing the economy by keeping it on an even keel and avoiding fluctuations in the business cycle. This theory suggests stimulating the economy by putting money in the hands of consumers to trigger demand. This would increase government spending and possibly cut taxes in the process. On the contrary, Republicans tend to favor the Supply Side theory. This theory suggests economic stimulation can be achieved by focusing on increasing supply rather than demand. In other words, if companies make it, consumers buy it. Though the arguments tend to start with differences between both political parties, the two parties do have some things in common. Both Democrats and Republicans want to win, and win by a landslide. Democrats and Republicans both elect a c andidate to represent their party in local and national elections. Along with wanting to please the public, both parties advocate their policies. The donkey and elephant used asShow MoreRelatedComparing Parliamentary and Presidential Systems of Government741 Words   |  3 Pages2. Compare and Contrast a parliamentary system a presidential system, analyzing their strengths and weaknesses. Use specific examples. Do you think one system is more or less â€Å"democratic†. Why? Which system do you prefer? Why? In a parliamentary system of government the head of state (usually called a prime minister) is the head of the party with the majority of legislative representation. That is, unless one party fails to win a majority of the legislative seats or 50%+1. 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Pprf Free Essays

string(190) " may take place through tasks set and theory/practice related discussions including Handbook and Guidance Booklet – 2011/12 Page 7 The Professional Project research into career paths\." Professional Project Handbook and Guidance 2011/12 The Professional Project Handbook and Guidance Booklet – 2011/12 Page 2 The Professional Project Foreword Please may I extend a warm welcome to those students studying the Professional Project (PP). We intend the Project to be a rewarding experience and one which encourages and supports you in your time at Newcastle Business School. This is a demanding element of your programme but one which we hope you will find engaging and helps focus on your future career. We will write a custom essay sample on Pprf or any similar topic only for you Order Now Wishing you well in your studies. Regards Dr. Simon Lillystone Module Tutor NX0315 – The Professional Project Handbook and Guidance Booklet – 2011/12 Page 3 The Professional Project Handbook and Guidance Booklet – 2011/12 Page 4 The Professional Project CONTENTS PAGE Page SECTION 1 – Introduction 7 SECTION 2 – Section A of Project 10 SECTION 3 – Section B of Project 11 SECTION 4 – Reflective Statement 12 SECTION 5 – Written Presentation Format 13 SECTION 6 – Reference Specifications and Format 18 SECTION 7 – Project Submission Information 20 APPENDIX A – Specimen Title page 3 APPENDIX B – Specimen Declarations Page 22 APPENDIX C – Specimen Contents Page 24 APPENDIX D – Ethics in Research Consultancy (Guidelines Procedures for Students Undertaking UG Projects) 25 Handbook and Guidance Booklet – 2011/12 Page 5 The Professional Project Handbook and Guidance Booklet – 2011/12 Page 6 The Professional Project S ECTION 1 – INTRODUCTION Module Background Information The Professional Project is a 30 point module which will be taken by all direct entry final year students to an undergraduate programme of study at NBS. It counts for 25% of the marks on the final year of the Honours degree and its importance should not be underestimated. The module provides an opportunity to explore the key study competences required to achieve academic success and develop these into employment competences to promote career success. These competences will be developed, practised and written up as part of the Project and applied to an investigation of a business issue/problem. To support this individual investigation into an applied business problem or issue the student will be given a defined topic to research and relevant information relating to the topic. The information will be set in the context of an appropriate academic framework and the student will be expected to draw relevant conclusions, write up and submit the work in an approved format. The target length of the whole project will be 8,000 to 10,000 words. A workshop programme and eLearning Portal will support the process. Learning Outcomes This module is intended to be taken by direct entry final year students to an undergraduate programme of study at NBS. At the end of the module students will be able to: 1. Apply key intellectual competences at level six and critically appraise their employment competences to support continuing professional/career development 2. Conduct a literature review involving the critical evaluation of appropriate theories, models, frameworks and principles and apply those principles to a particular business problem or issue drawing appropriate inferences and conclusions. Aims The Professional Project promotes the development of key competences required to achieve academic and professional career success. These competences will be developed, practised, written up and applied to an investigation of a business issue/problem. The student will be supported in their learning by an eLearning Portal and a workshop programme. The student will be given guidance as to the nature of work to be undertaken in the workshop programme. The module will make use of current research activity related to the chosen subject and, where appropriate, to that specifically carried out by staff of Newcastle Business School. Formative assessment will take place within the contact sessions and may take place through tasks set and theory/practice related discussions including Handbook and Guidance Booklet – 2011/12 Page 7 The Professional Project research into career paths. You read "Pprf" in category "Papers" Approaches to Teaching and Learning and Formative Assessment The module is intended to deliver knowledge of and attendance to the competences and abilities for effective study at level six together with entry to and participation within the graduate labour market. It provides an opportunity to undertake a major piece of academic research into a specific business related problem. The module necessitates a broad syllabus where much use will be made of directed study supported by the facilities of the Careers Service, Study Skills Centre and Library. This approach will facilitate the development of students as independent learners. The creation of Learning Sets will be encouraged to facilitate understanding of the issues and problems associated with the completion of the project. The process leading to the completion of the project will include reading, reflection and research. This will be incorporated into the workshop programme which will support the student throughout the process. It is intended that the project will be closely allied to their preferred field of employment. Through the project and workshop activities it is envisaged that students will appreciate the importance of active engagement in competences and career development to improve NBS graduate success in securing appropriate careers or future study opportunities The module is supported by a Learning and Teaching Plan that outlines the formal sessions and by an elearning Portal. The assessment for this module will be an individual project, incorporating the writing up of the student’s understanding of personal and professional competence development and an investigation into an applied business problem or issue. The student will be given a defined topic to research and relevant information relating to the topic. The information will be set in the context of an appropriate academic framework and the student will be expected to draw relevant conclusions, write up and submit the work in an approved format. The target length of the whole project will be 8,000 to 10,000 words. The learning outcomes will be achieved through the lecture/workshop programme and will culminate in the completion of the final project. The project will demonstrate the student’s understanding of the above learning outcomes. Formative assessment will take place within the workshop sessions and may take place through tasks set and theory/practice related discussions. Workshop Support Programme This is a taught programme with weekly workshops during the first semester followed by six workshops in the second semester. The Project will not be individually supervised. Instead the students will be expected to work in learning sets. However, it must be noted that the final project is to be an individual piece of work. Handbook and Guidance Booklet – 2011/12 Page 8 The Professional Project Recommended Reading List for Module Cottrell, S (2008) The Study Skills Handbook 3rd Edn Palgrave MacMillan Basingstoke Armstrong (2005) A Handbook for Leadership and Management: a guide to managing for results. Kogan London Toplis, J. Dulewicz, V. and Fletcher, W. (2005) Psychological Testing – a Manager’s guide. CIPD London Cameron (2007) The Business Student’s Handbook: learning skills for study and employment (available as an e-book) Bolles, RN (2008) What colour is your parachute? A practical manual for job hunters. Ten Speed Publishing Walliman, N (2001) Your Research Project Sage Publications Bell, J (2005) Doing your research project Open University Press Cottrell, S. (2008) Critical Thinking Skills Palgrave Basingstoke Jankowicz,A. D (2005) Business Research Projects Thompson Business Press Remenyi,D, Williams,B, Money,A Swatz,E (2007) Doing Research in Business and Management Sage Publications Bryman,A Bell E (2003) Business Research Methods Oxford University Press Price, G. Maier, P. (2007) Effective Study skills – unlock your potential. Pearson Education McMillan, K. Weyers, J. (2009) The Smarter Student Prentice Hall / Pearson London McMillan, K. Weyers, J. (2007) How to write dissertations project reports Prentice Hall/ Pearson London Additional Learning Resources (e. g. websites, CD Roms) Blackboard Site The module is supported by the e-learning portal. It is imperative that the site is fully utilised by the students. Certain links to psy chological tests are available under the site which will be used to support the learning process. eLearning platform at Northumbria http://elearning. unn. ac. uk/ Handbook and Guidance Booklet – 2011/12 Page 9 The Professional Project SECTION 2 – SECTION A OF THE PROJECT The Project is intended to link personal and professional career development with an academic piece of work in the form of a literature review. The appreciation of professional, career and personal development should not be underestimated. It should provide evidence to support that development with critical reflection by the student. A series of psychometric tests are available via BlackBoard to support your self-analysis. The outline of Section A of the project should take the form seen below with supporting evidence shown in the appendices. Part 1: Who I am as a learner? †¢ †¢ Implications for your learning Family friends to comment Discuss the implications of the questionnaire findings and show how these relate to how you learn. Appendix A – VARK, Myers Briggs, Belbin Inventory Part 2: Implications for career choice †¢ †¢ †¢ Lifelong learning Transferable skills Justify chosen career choice Discuss how your personality type and how you learn affect your choice of career Appendix B – curriculum vitae, two job adverts, a standard application form Appendix C – PowerPoint Presentation Handbook and Guidance Booklet – 2011/12 Page 10 The Professional Project SECTION 3 – TOPIC SELECTION (SECTION B) General topic areas will be defined by the nature of the programme e. g. , those students studying finance would be expected to focus their topic on this area. However, the selection of a final suitable question or issue for Section B of the Project rests with the student. In some cases ideas can be gleaned from many sources. Work placement experiences, aspired career paths, tutor research interests, course work and readings are just a few. Copies of recent projects may suggest ideas as well. Normally projects that are available for inspection have achieved a mark of 60% or more. It is intended that suitable projects will be made available on the Blackboard site. Originality The question or issue needs to be related to business or management or to the specific named degree the student is studying. It is the student’s responsibility to verify that the title and the approach of the project are original. However, a student may not claim exclusive rights to a topic area. Guidelines for Suitable Questions The student can assume that the question as initially conceived will evolve as the project progresses. By evolve it is meant that the particular aspect of the question which becomes centred to the project may well change in one direction or another as the project progresses. This evolution or â€Å"fine tuning† of a question is quite usual and should be expected. The goal is to find a question which is general enough to be significant, but specific enough to become focused. In any event, the final title as established should not be changed without consent of the Project Supervisor. Handbook and Guidance Booklet – 2011/12 Page 11 The Professional Project SECTION 4 – REFLECTIVE STATEMENT A vital element of the project is critical reflection by the student. It is important therefore to produce a reflective statement which will link the two sections of the project together. This is a very important area of the project and should be a considered and well thought out element of the final piece of work. The workshops will provide guidance and support on critical reflection as part of the programme. Handbook and Guidance Booklet – 2011/12 Page 12 The Professional Project SECTION 5 – WRITTEN PRESENTATION FORMAT Length The total length of the project should not exceed 10,000 words. As a general guide Section A of the project should be between 3,000 and 4,000 words while Section B of the project should be between 5,000 and 6,000 words. The word count is to be declared (Appendix B). Summarising and compressing the information in your project into 10,000 words is one of the skills that students are expected to acquire, and demonstrate as part of the project process. The word count does not include abstract, title page, contents page, glossary, tables, appendices and end material. If the project is to be very much shorter (i. e. ess than 8,000 words), it is necessary to clear this in advance of the final deadline with your tutor. Some slippage is acceptable but anything in excess of 11,000 words will be penalised. Referencing It is the student’s responsibility to see to it that all ideas, opinions, conclusions, specific wordings, quotations, conceptual structures and data taken directly or indirectly from the work of others and used in the project are approp riately cited and referenced. (THE IMPORTANCE OF PROPER REFERENCING – SEE SECTION 7 – CANNOT BE OVER EMPHASISED). Structure and Components TABLE OF CONTENTS Title page Declaration and Word Count Abstract (to cover both sections) Acknowledgements Contents Page List of figures Glossary (if appropriate) Section A Part 1: Who I am as a learner? Implications for your learning Family friends to comment Part 2: Implications for career choice Lifelong learning Transferable skills Handbook and Guidance Booklet – 2011/12 Page 13 The Professional Project Justify chosen career choice Appendix A – VARK, Myers Briggs, Belbin Inventory Appendix B – Curriculum vitae, two job adverts, a standard application form Appendix C – PowerPoint Presentation Section B Part 1 Introduction Reason for choice of topic Academic objectives of Project Outline of sections Part 2 Setting the Scene – (if required) Part 3 Literature Review Rationale for literature reviewed Critical review of literature relating to academic objectives Part 4 References Bibliography Appendices A B C Reflective Statement Last Page o o It is useful to specify the last page so that the reader may ensure that no pages have been omitted in error. Summary and Conclusions Title – The title should be succinct yet clearly specify the content of the report. This should be descriptive and explicit rather than poetic or implicit. Twelve words is normally the maximum length. It should be agreed and finalised as part of the final draft. It may be different from the original proposed title. Acknowledgements – The student may wish to thank those people who have been particularly helpful in the preparation of the project. Consideration of persons external to the NBS is particularly appropriate. Facetious acknowledgements are not acceptable. Abstract – The purpose of the abstract is to summarise the entire project, including a description of the problem, the student’s contributions, and conclusions. Four keywords are required. (See sample Appendix C. ) Handbook and Guidance Booklet – 2011/12 Page 14 The Professional Project Declarations and Word Count – To be included (See sample Appendix B). Do not forget to sign. No signature: No Mark. Introduction – The purpose of this section is to contextualise the study. This means that the significance or importance of the subject is set out. If there is no apparent importance to the study to any external reader, the topic may not be appropriate. Personal interest may inspire selection of the project topic, but ultimately, its mportance to others should be specified. This can often be done by positioning the project in relation to other work that has been published, either as an advancement, continuation, compilation or verification. This part should also tell the reader how the topic will be unfolded and the order of forthcoming material. Literature Review – A review of the current literature surrounding the q uestion or issue should provide a clear understanding. It should be up-to-date and relevant. Conclusion – This section explains the relationship between the body of knowledge and the question. It should present the case for the project’s success in meeting its goals, as well as any shortcomings and limitations that apply. It may suggest further work or study needed on the question or issue, as well as ways the new work can be used or applied in other cases. It is not meant to be a summary or restatement of the entire project, which belongs in the abstract. If the student has developed any strong personal opinions about the subject which seem appropriate to relate, this is the place where such content is appropriate. Appendices – Often the concepts of the study can be clarified in graphic form, or data presented in tabular form. Normally, this material should be entered into the text at or near the place it is referred to in the text. Where such material would be inconvenient to include in the text itself, it can be included in an appendix. As a general rule, if figures, tables, charts or quotes are less than a full page and can be conveniently included in the text, you will want to do so, since reference to appendices is awkward for the reader. All such material, in the text or at the end, should be titled and sequentially numbered. Tabular material which is presented in landscape format should be bound with the top of the table to the spine. Appendices are labelled alphabetically, although if there is little such material and it is all of a similar nature, it may all be included in one Appendix. Appendices are referenced in text in parentheses (Appendix A) not (see appendix A). Writing Style The level of writing must be appropriate to the level of the Bachelor’s degree. Specifically, acute attention should be paid to correct spelling, grammar, punctuation, sentence structure and clarity of style. Also, it is the student’s responsibility to edit the text for typing errors, uncover all spelling errors even if the document is, typed by another party. Note that a spell-check programme does not uncover all spelling errors, e. g. principal v principle. Normally, there should be no first person references (I, we, us) in Section B of the project. If self-reference is required, reference may be made to â€Å"the present author† Handbook and Guidance Booklet – 2011/12 Page 15 The Professional Project or â€Å"this study†. The exception to this is in the conclusion section B and Section A, where personal comments may be appropriate. Students from overseas who wish to develop their English style and grammar may wish to make use of the Study Skills Centre. Page Layout Pages should be numbered in sequence at the top right hand corner, starting with and including the title page (Appendix A). Margins and headings: the specifications are 1? † left margin, 1? † on the other three sides. The page number should be above the top margin line. The right margin should be unjustified (left ragged), since the spacing between words used to make the right margin even inhibits readability greatly, while adding little aesthetically. Headers and footers are to be used with discretion. Please do NOT include your name in any header or footer. Tables and charts should be numbered in sequence by chapter, e. g. Table 3. 1 is the first table in Chapter 3. Each figure should be properly referenced and accompanied by a descriptive title which completely explains the contents of the figure. It is not acceptable to insert photocopies of tables into the body of the project. Tables should be word processed into the project. In broad terms this principle also applies to diagrams – no photocopies from books etc. There will, of course, be occasions when a photocopy of a table or a diagram is specifically required in order to illustrate points peculiar to the original. Use of such photocopies must be cleared with the supervisor. Similar principles apply to the appendices with regard to tables and diagrams. It is recognised that there will be circumstances (e. . a project on advertising) where photocopies are necessary. The project must be word-processed, and final copy must be printed single sided on A4 paper. Spacing may either be set at double or one and a half line spacing, depending on the machine used. Spacing greater than double spacing is not acceptable. The body of the project should be in Font size 12 (This is written Font Size 12) or similar. Arial is the pref erred font face. Legibility Both the draft and final copies of the project must be produced in such a manner that the text is entirely legible. This means an image suitable for good reproduction from a photocopier. Colour Printing Handbook and Guidance Booklet – 2011/12 Page 16 The Professional Project Black printing is the norm. Colour printing must be used with discretion. There are no extra marks for colour. The University makes no guarantee as to the provision of colour printing facilities. Retention of Working Papers The working documents (e. g. notes, any photocopies of articles used, drafts etc) used for your project MUST be retained by the student until formally notified of the award of their degree. As part of the NBS quality control a stratified sample of students will be asked by letter (after projects have been handed in) to submit their working papers. Please ensure you keep you working papers so that if called for they can be produced. The University tries to be reasonable over this. We do not expect you to keep every scrap of paper. We do expect you to keep the bulk of the important working papers. Thus students would normally (for example) be expected to include in their working papers some (but not necessarily all) successive drafts of the project. Any photocopies of library material etc you use should also be kept. Working Papers MUST be accessible. i. e. DO NOT pack them away in some inaccessible place such as luggage you are shipping home. If your project includes calculations, the working papers for those would be expected. And if your project includes a survey or questionnaire the original papers for those should be kept – along with names and addresses of any firms or individuals involved. Keep all computer based material in digital format, CD, etc. Production of â€Å"working papers† includes being able to produce the discs. Do not keep material on the hard drive. Failure to produce working papers when requested by the University to do so constitutes an Academic Irregularity, which may adversely affect the awarding of the students’ degree. If it is not possible to establish, by inspection of the working papers, the sources of material in the project the award of the degree will be delayed until the matter is resolved. Handbook and Guidance Booklet – 2011/12 Page 17 The Professional Project SECTION 6 REFERENCE SPECIFICATIONS AND FORMAT Plagiarism and Citation The intellectual work of others which is being summarised in the report must be attributed to its source. It is assumed that all ideas, opinions, conclusions, specific wordings, quotations, conceptual structures and data, whether reproduced exactly or in paraphrase, which are not referenced to another source is the work of the student. If this is not the case, an act of plagiarism may have occurred, which is cause for disciplinary action at the course or University level. Plagiarism Please pay particular attention to originality and the proper acknowledgement of your sources. It is important that the work you submit: †¢ Is original in as far as the Project constraints allow †¢ Gives proper acknowledgement to any work by others which is used in completing your project Originality means that the project subject is presented in a way which differs from any other: †¢ Published works †¢ Study guides †¢ Projects/Projects of other students, past or present This does not preclude the use of the same material from wider reading (to support it with examples, or relevant opinions and ideas, or to place it within the context of existing knowledge). In fact, credit is specifically given for references in the assessment scheme. It does mean, however, that the sources of any such material MUST be identified. You should ensure that: †¢ Words or phrases taken verbatim from published works are placed in quotation marks and the source acknowledged. †¢ Quotations take the form of brief relevant extracts (only exceptionally exceeding 100 words in length). Where lengthier use of a published work is appropriate, you may summarise or paraphrase an author’s words, but the source of the summary or paraphrase must again be fully acknowledged by textual reference. Unacknowledged use of the work of others (plagiarism) is regarded as dishonest practice and will be dealt with on that basis, as per the University’s Regulations. Format in Text The format for reference styles is laid out in the Northumbria University Library publication Cite Them Right and is available on the UNN Website. Two styles of Handbook and Guidance Booklet – 2011/12 Page 18 The Professional Project referencing are defined, the British Standard (Numeric) System and the Harvard System. Please use the Harvard System for your project. A comprehensive discussion on referencing is laid out in the library’s publication, which must be followed in detail. The following is a brief sample for illustration only: The Harvard (Name/Date) System uses name and year in text, e. g. According to Steinman (2003) there are three parts†¦ or A recent study (Steinman 2003) states there are three parts†¦ Direct quotes should have author, year and page number. This should be done as (Steinman, 2003:6) or Steinman (2003:6). If a quote crosses over pages you would write (Steinman, 2003:6-7). The purpose of the page reference is to enable the reader to find easily your source material. Particular points should also have page references whereas general themes from a complete article do not require the precise page number. Format in References Section The Harvard (Name/Date) System is listed at the end of the text in alphabetical order by author and date, e. g. Lafferty, B. A and Hult, M. T. (2001) A Synthesis of Contemporary Market Orientation Perspectives, European Journal of Marketing. Vol. 35:no. 12:pp. 2-109 Full specifications and examples are illustrated in the library’s monograph. Referencing Electronic sources: e. g. from the World Wide Web should be as follows: PC MAGAZINE. URL: http//www. ziff. com/~ PC Mag/(date of downloading/viewing) (Name, Date (of article), Title) (i. e. as well as any date attached to a document on the web, electronic references should also include the date on which the web was read for the particular source). The citation for non En glish works should follow the same order as English works. For books: author, date, title of book, publisher. For articles: author, date, title of article, title of journal, volume and page numbers. Further details for other electronic referencing are in the Library’s monograph â€Å"Cite them Right† Handbook and Guidance Booklet – 2011/12 Page 19 The Professional Project SECTION 7 – PROJECT SUBMISSION INFORMATION Projects are to be submitted to SHAPE UNN Office (room 309C) by no later than 4. 00 PM Friday 23rd March 2012. You must NOT exceed the deadlines given without an approved PEC. In exceptional circumstances late submission of the Project, up to a maximum of 2 weeks, may be sought. These must be approved in advance, with appropriate evidence, and are not meant to cover administrative difficulties. INCLUSION OF A DISK COPY OF THE PROJECT THREE CDs containing a complete copy of the body of the Project (appendices may be omitted as may diagrams within the body of the Project) is to be submitted along with the Project. The title page of the Project must be the first page on the disk. Non submission of a disk, or submission of a corrupt or blank disk will be regarded as an Academic Irregularity. Computer programmes are available which detect changes in grammar and style. The University uses such programmes as an aid in detecting plagiarism. Evidence from such programmes will be used in any disciplinary action taken by the University in cases of alleged plagiarism. Confidentiality This is regarded as an exceptional procedure and this must be agreed by the Tutor [who must be asked to the confidentiality form available on the blackboard site] and declared by the student to Reception on submission. The confidential Project will be pulped. If the confidentiality form is not submitted at hand in the Project will be regarded as non-confidential. It would be prudent to also state that the Project is confidential in footer on each page of the Project. Binding Requirements for Undergraduate Projects All Projects are bound in standard Business School covers. Students are required to submit TWO copies of the completed project. Newcastle Campus Projects submitted at Newcastle campus are submitted bound in standard Business School format. Handbook and Guidance Booklet – 2011/12 Page 20 The Professional Project Please note the Declarations statement must be signed and all pages in the correct order before taking the copies of the Project for binding. The procedure is: †¢ †¢ †¢ Pick up binding materials from SHAPE UNN office. Take the binded copies and CDs along to SHAPE UNN office by no later than 4. 00 pm on or before your hand in date with your Disc. Sign on the submission log sheet at the Reception to signify you had submitted the Project on time. Failed Projects A failed Project may or may not, depending upon the student’s overall performance, be re-submitted. That decision is made by the Examination Board. If a student’s performance merits a re-submitted Project according to the assessment regulations such that it would enable a student to improve upon the class of degree awarded the University (i. e. Examination Board) will invite the student to re-submit their Project. The student may accept or reject this offer. The Examination Board may direct that a new and unrelated topic be investigated. Any student whose Project falls into this category is so advised via the standard University Examination results letter sent at the end of the summer term. That letter will state whether re-submission is invited or not. Re-submitted Projects are submitted following the same process as described for first submission. The fees payable will be notified to students in their offer to retrieve and students should note that they will need to pay for the binding of this resubmission. Supervision is limited to one 20 minute meeting with the original tutor who will review the problems with the original submission. Mark Disclosure It is impossible for the prospective mark which a Project might achieve to be accurately estimated before a Project is formally marked. Every Project is marked and a sample is moderated. Some are marked a third (or more) time(s) either by External or Internal Examiners. The mark attached to a Project is a result of this process. It is therefore simply not possible for a tutor to give a definitive view as to exactly what standard a Project might reach. This does not, of course, preclude a tutor giving general guidance as to the calibre of the students work, but such guidance should be given and taken with due consideration to the above and can not be considered a binding assurance . Students will receive a copy of the completed assessment sheet following the conclusion of the examination boards. Handbook and Guidance Booklet – 2011/12 Page 21 The Professional Project APPENDIX A Proforma Note: This information must fit within the outline shown so that it will be visible through the window in the front cover. Please ensure your family name is in BLOCK CAPITALS NAME This is the position of the window in the front cover sheet Thomas JONES BA (Hons) Business Administration Helen Smith The Ethics of Advertising April 2009 Newcastle DEGREE TUTOR TITLE DATE O CAMPUS STUDENT No: 00/123456 Project submitted in partial fulfilment of the requirements of the BA (HONS) BUSINESS ADMINISTRATION of Northumbria University Handbook and Guidance Booklet – 2011/12 Page 22 The Professional Project Appendix B DECLARATIONS I declare the following:(1) that the material contained in this Project is the end result of my own work and that due acknowledgement has been given in the bibliography and references to ALL sources be they printed, electronic or personal. (2) the Word Count of this Project is: Section A: †¦Ã¢â‚¬ ¦. Section B: †¦Ã¢â‚¬ ¦.. Reflective Statement: †¦Ã¢â‚¬ ¦. Total Word Count: †¦Ã¢â‚¬ ¦.. (3) that unless this Project has been confirmed as confidential, I agree to an entire electronic copy or sections of the Project to being placed on Blackboard, if deemed appropriate, to allow future students the opportunity to see examples of past Projects. I understand that if displayed on Blackboard it would be made available for no longer than five years and that students would be able to print off copies or download. The authorship would remain anonymous. 4) I agree to my Project being submitted to a plagiarism detection service, where it will be stored in a database and compared against work submitted from this or any other School or from other institutions using the service. In the event of the service detecting a high degree of similarity between content within the service this will be reported back to my supervisor and second marker, who may decide to undertake further investi gation which may ultimately lead to disciplinary actions, should instances of plagiarism be detected. 5) I have read the University Policy Statement on Ethics in Research and Consultancy and the Policy for Informed Consent in Research and Consultancy and I declare that ethical issues have been considered and taken into account in this research. SIGNED: 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‚¬ ¦. DATE: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Handbook and Guidance Booklet – 2011/12 Please remember to sign the declaration before submitting your Project. Page 23 The Professional Project Appendix C TABLE OF CONTENTS Title page Declaration and Word Count Abstract (to cover both sections) Acknowledgements Contents Page List of figures Glossary (if appropriate) Section A Part 1: Who I am as a learner? Implications for your learning Family friends to comment Part 2: Implications for career choice Lifelong learning Transferable skills Justify chosen career choice Appendix A – VARK, Myers Briggs, Belbin Inventory Appendix B – Curriculum vitae, two job adverts, a standard application form Appendix C – PowerPoint Presentation Section B Part 1 Introduction Reason for choice of topic Academic objectives of the Project Outline of each part Part 2 Part 3 Setting the Scene – if required Literature Review Rationale for literature reviewed Critical review of literature relating to academic objectives Part 4 References Bibliography Appendices: Reflective statement Last Page o o It is useful to specify the last page so that the reader may ensure that no pages have been omitted in error. Handbook and Guidance Booklet – 2011/12 Page 24 Summary and Conclusions The Professional Project Appendix D Ethics in Research The Northumbria University policy for ethics in research is to be found on the NBS Research Group Blackboard site. Checklist for NBS Students designing and conducting primary research Completely based on secondary data which has previously been published, is desk based and does not involve people in data collection? NO Does your research involve engagement with people in primary data collection? e. g. interview, focus group, questionnaire etc. YES YES There are not normally ethical issues to address. However you should remain ethically aware. Please ensure that you have not breached plagiarism or copyright regulations and have adequately referenced your material Handbook and Guidance Booklet – 2011/12 You should not involve children or vulnerable adults in your research (other than authorised exceptions with CRB checks) If researching in an NHS context, please discuss ethical approval with a representative from your workplace and gain advice from your supervisor/School Ethics Sub Committee before proceeding Read the policy on informed consent: http://northumbria. c. uk/static/worddocuments/informe dconsent and gain consent from the organisation and people involved. Use implied, verbal or written consent and complete, where appropriate, an informed consent form (available on Blackboard) Read guidelines and address anonymity/confidentiality in research design and writing up: http://northumbria. ac. uk/static/worddocuments/ethicsp olicy. doc Read guidelines on data protection : http://northumbria. ac. uk/sd/central/uso/ndp/nudpp Ensure that you have NOT used inducements to obtain participants Page 25 How to cite Pprf, Papers

Institutional Pressures and HRM †Free Assignment Solution

Question: Describe about the Institutional Pressures and HRM? Answer: Introduction There was a time when Human Resource Management was considered as a secondary function in the organization. With time, organizations have expanded in different parts of the world and HRM has emerged as a critical organizational function. The role of HR managers have also evolved from a reactive role to proactive role. Today, it is expected that HR managers would be able to bring transformational change in the organization (Pochet, 2011). This era is market with high competition and organizations have realized that their employees is their biggest asset. The role of HR managers is to ensure that organizations can get and can retain best of the talent. It can be said that in todays world, HR managers are not only the managers that do operational work but they also have to exhibit thought leadership in the organization. In this era of globalization, multinational organizations have expanded in different parts of the world. Today, companies like Microsoft; Walmart has to work in different cultures. The companies like Google and Facebook have their presence in almost every part of the world. There are certain cross-cultural issues that arises in multicultural environment. It is the role of HR managers to ensure that cultural issues could be resolved. Today, HR managers are also involved in strategic nature of the business (Taplin, 2013). The role of HR managers has evolved from operational work to strategic work. In todays world, there exists a strong integration with Human Resource Management and other core organization function like Marketing and Finance. Organizations have realized that eventually the management is all about People management and it is the people that can help organizations to develop and grow. The objective of this paper is to discuss and analyze various roles of a Human Resource Function and its practitioners. Analysis With a change in time, organizations have changed, organizations functions have evolved, and HRM function has also changed. Therefore, the time demands that the traditional function of HR function should also be changed. The traditional roots of HR managers could be traced back to the era of trade unions. In current time, trade unions functions has also changed. It would be good if trade unions can work and perform along with strategic HRM function in an organization (Dunn, 2009). People may have the opinion that HRM is a cosmetic function but it can be said that HRM is a strong function and with time, this function has evolved. Today, HRM is not only a support function in the organization and HRM function is definitely more than people management. It can be said that establishment of HRM practices in a formal way have definitely help to handle employee grievances. With the increase focus on HRM as a critical organizational function the employee productivity and employee motivation has gone high. Today, most of the organizations have been focusing on matrix organization structure. In this organizational structure, employees typically have business managers and HR managers. (Valle, 2008) highlighted that the role of HR managers is to ensure that employees remain motivated and the issues of employee could be resolved immediately. The HR managers have to perform the traditional role of recruitment, employee relationship, compensation and benefits and at the same time HR, managers have to perform the role of leadership in the organization (Meardi, 2012). Some of the varying role of Human Resource Function and its practitioners can be discussed as: Traditional roles of HR function These would be the most basic roles of HR managers. It is believed that one of the most important and basic function or role of HR managers is recruitment. HR managers are expected to manage internal employees. Traditionally, HR function is considered as an internal function only with the focus on employee grievances and employees issues. HR managers also have to design the compensation packages of employees. In an organization, setting the salary structure is developed by HR managers only (Messersmith, 2012). The role of HR managers would also include training and development. The employees would look towards HR managers to get training. It is important that Human Resource manager should ensure that every new employee of the company gets training. Compliance with labor and employment laws is another critical HR function. Noncompliance can result in workplace complaints based on unfair employment practices, unsafe working conditions and general dissatisfaction with working conditions that can affect productivity and ultimately, profitability. The traditional role of HR managers would also include employee engagement and employee relationship. In several cases, HR managers also have to act as mentor for new employees (Guthrie, 2010). It is the role of HR managers to ensure that new employees can break the ice with existing employees. It is critical that HR managers should have good relationship with employees as employees looks forward to HR managers as a guide. It is also that HR managers should try to bridge the gap between employees expectations and management perception of employees expectations. It would not be an exaggeration to say that the role of HR managers is to act as layer between employees and management. HR managers have to ensure that any friction should not come between management and employees. As discussed above the traditional role of HR managers would include: Service provision role: The employees are the internal customers for HR managers and they have to ensure that all the needs of employee could be meet. Guidance and advice: HR managers are the first point of contact for employees and it is duty of HR managers to guide and advice the employees at every step. HR managers in multicultural environment HR managers have to manage the workforce not only in domestic region but also in international market. As far as the compliance with local laws is considered, MNCs have to comply with the local laws at place. It is important that MNCs should adhere to the local laws when they are expanding into other countries. The role of HR managers is to help organizations to comply with the local law (Boselie, 2009). As far as the matter of discrimination is considered, it can be said that MNCs should adopt anti-discrimination policies in the work place. Under no conditions, MNCs should allow the discrimination of workers. In fact, MNCs can also have the tie up with government officials of countries in order to establish a fair and just job culture. It is a role of HR managers to ensure that organizations should not be discriminating employees in any of the form, knowingly or unknowingly. There was a time when companies used to operate only in domestic boundaries, however with the wave of e commerce companies have expanded well beyond domestic boundaries. It is imperative for companies to understand the local culture of foreign country. In this business model, also the companies have to integrate with local suppliers and distribution channels. In a nutshell, integration is one such thing that cannot be avoided (Ceulemans, 2014). It is better that companies can realize that cultural differences would exists and people have to perform amidst these differences. In fact, these differences could be taken as a positive conflict of mind. Organizations should try to get positive things from these differences. People should respect the views of other people and they should understand the culture of other employees. People or employees should have a tendency to learn good habits from other cultures. This will not be possible unless people leave the feeling of individualism (Mit chell, 2013). It is the role of HR managers to ensure that employees can leave the feeling of individualism and employees are able to work with people from different cultures. It is the responsibility of HR managers to ensure that a good level of integration is achieved among all the business functions. The above discussion would highlight that HR managers have to take the role of Business partner: It is the role of HR manage to ensure that business as usual is not getting affected due to change in internal environment of the company. Strategist role: It is the role of HR manager to participate in the development of the high-level strategy of the company. Equal opportunity for all employees: One of the most important objectives for organizations is to ensure that discrimination at work place could be avoided altogether. It is important that organizations should set strong standards in order to avoid discrimination at workplace. Discrimination can be done on the basis of gender, religion, caste, social culture etc. (Hirsh Kornrich , 2008) mentioned that discrimination at work place is an issue not only for small organizations but also for large organizations. There are various legislations in place that ensures that employers should not adopt discrimination activities. The standards and policies to avoid discrimination can be avoided altogether only when all the employees works against discrimination with the support of HR managers. HR managers have to realize that discrimination would always change its nature and it is almost impossible to leave the discrimination behind. Discrimination could be thought of as something that would just change its nature. The old form of discrimination would go out and new forms would emerge. There was a time when discrimination was about white and black, though it still exists today. In the current time, new ways of discrimination have emerged, such as; discrimination based on interpersonal skills, discrimination based on looks etc. The time is not far when discrimination would also have lot other parameters such as technology. The focus of organizations is to eliminate the negative impacts of discrimination rather than to eliminate the discrimination itself. This role highlights that HR managers acts as guardian for values in an organizational setting. HR managers as innovation and change agents Organizations have realized that have to change in order to develop and grow. It demands that organizations should be flexible and agile. Human resource managers have to wear the hat of multiple organizational functions. The change in the organization could be triggered from a business leader or sales head but the change could be implemented effectively only with the support of human resource managers. HR managers also act as link between employees and management. It is the uncertainty associated with change that acts as a resistance for employees. Therefore, before implementing any change, it is important for management to unfreeze employees. Lewin model of change management is based on the steps of unfreeze, change and refreeze. Therefore, it is important that a holistic understanding of the change should be gathered before implementing any change. It is the tendency of human to get accustomed to a thing that then becomes a comfort zone. It is correct that it would be difficult to sell change or implement change when employees are in their comfort zone. To avoid these situations, HR managers should focus on cross training of employees. Typically, it has been observed that project managers or delivery managers may not willing to let resource go to some other project (Beaufays, 2010). This could not be a best practice because by this managers are putting employees in comfort zone. For example, At Google, engineers are free to select the team, project, and employees and encouraged to change the team. It ensures that employees do not really attain a comfort zone. At Google, an employee working in the Maps team can easily switch to Search Engine team. It would be right to say that HR managers should keep employees vigil and out of comfort zone, so that change management is effective and efficient (Heidenreich, 2014). Talking about the peer pressure, when enlisted, they are changes most powerful allies; when resisted, they are its most stubborn foe. Peers in large organizations are invaluable in spreading behavior change across an enterprise. In that respect, they constitute a woefully underused set of resources, mostly accessible within the informal elements of our organizations. Therefore, it is up to managers and senior leaders that how can they utilize the peer pressure and peer power towards the organizational change, HR managers as internal consultant Emergence of HRM has ensured that employees are made aware of their right and employers can ensure that employees can work without any operational and other issues. With globalization, internationalization, e-commerce and Internet organizations have advanced to more open culture rather than being closed ended (Buren, 2011). In todays fast pace culture, the work matters. Organizations want to have employees that can perform. It is the role of HR managers to provide internal consultancy to employees so that employees can keep pace with organizational goals and objectives. Therefore, in an organizational setting, employees should be asked to speak up for themselves. Management should foster a culture when employees can resist the changes openly. In fact, any resistance from employees should be debated within the organization. Any resistance should be taken up as the avenue for new ideas. It is important that HR managers should also monitor the performance of employees. The performance management is also a critical role of HR managers. The role of HR managers would include to develop performance based reward system. The performance based reward system would ensure that employees motivation and productivity remains high. Conclusion The above paper discussed the role of HRM function and HR managers. With the above discussion, it can be said that the role of HR managers have evolved to contribute to different organizational functions. There was a time when the role of HR manager was internal in nature. In recent times, HR managers are also supposed to keep a watch on external environment of the company. One of the biggest and most challenging role of HR managers is to manager the change. HR managers should realize that resistance to change should not be taken as a bad thing. In fact, any resistance to change in an organization acts as the opportunity to bring new ideas that can make change better. Having said that, it is also important that this resistance to change should be active in nature and not passive. Any resistance to change would be useful only when employees are provided enough freedom to speak up their mind. It is important that Human Resource Managers should develop a culture when communication is op en and two ways (Jimmieson, 2011). It means that low-level employees should also be able to reach out to higher management. It should be the responsibility of HR managers to ensure that some good points of discussion could be derived from resistance to change. Any resistance to change should not be hidden from employees of organization. It would be good if managers and change agents shall communicate freely with all the employees in an organization. References Bordia, P., Restubog, S. L. D., Jimmieson, N. L., Irmer, B. E. (2011). Haunted by the past: Effects of poor change management history on employee attitudes and turnover.Group Organization Management, 1059601110392990. Boon, C., Paauwe, J., Boselie, P., Den Hartog, D. (2009). Institutional pressures and HRM: developing institutional fit.Personnel Review,38(5), 492-508. Dunn, S. (2009) Labour Market Policy for the 21stCentury: Journal on the Future of Trade Unions, pp.1-18 (Online) (Accessed 23/02/2015) Frankland, R., Mitchell, C. M., Ferguson, J. D., Sziklai, A. T., Verma, A. K., Popowski, J. E., Sturgeon, D. H. (2013).U.S. Patent No. 8,484,111. Washington, DC: U.S. Patent and Trademark Office. Glassner, V., Pochet, P. (2011). Why trade unions seek to coordinate wages and collective bargaining in the Eurozone: past developments and future prospects. Glynn, P. J., Taplin, R. (2013). The Role of Employers Organisations and Trade Unions in the Development of Climate Change Policy.International Journal of Climate Change: Impacts Responses,4(4). Jimnez-Jimnez, D., Sanz-Valle, R. (2008). Could HRM support organizational innovation?.The International Journal of Human Resource Management,19(7), 1208-1221. Lozano, R., Ceulemans, K., Seatter, C. S. (2014). Teaching organisational change management for sustainability: designing and delivering a course at the University of Leeds to better prepare future sustainability change agents.Journal of Cleaner Production. Meardi, G. (2012). Union immobility? Trade unions and the freedoms of movement in the enlarged EU.British Journal of Industrial Relations,50(1), 99-120. Messersmith, J. G., Guthrie, J. P. (2010). High performance work systems in emergent organizations: Implications for firm performance.Human resource management,49(2), 241-264. Minkov, M., Hofstede, G. (2011). The evolution of Hofstede's doctrine.Cross Cultural Management: An International Journal,18(1), 10-20. Paauwe, J. (2009). HRM and performance: Achievements, methodological issues and prospects.Journal of management studies,46(1), 129-142. Parkins, I. S., Fishbein, H. D., Ritchey, P. N. (2006). The influence of personality on workplace bullying and discrimination.Journal of Applied Social Psychology,36(10), 2554-2577. Preuss, L., Gold, M., Rees, C. (2014). 1 The rise of corporate social responsibility asa challenge for trade unions.Corporate Social Responsibility and Trade Unions: Perspectives across Europe. Schalkwyk, J., Beeferman, D., Beaufays, F., Byrne, B., Chelba, C., Cohen, M., ... Strope, B. (2010). Your Word is my Command: Google Search by Voice: A Case Study. InAdvances in Speech Recognition(pp. 61-90). Springer US. https://hbr.org/2010/04/positive-peer-pressure-a-power/ Talke, K., Heidenreich, S. (2014). How to Overcome Pro Change Bias: Incorporating Passive and Active Innovation Resistance in Innovation Decision Models.Journal of Product Innovation Management,31(5), 894-907. Van Buren, H. J., Greenwood, M., Sheehan, C. (2011). Strategic human resource management and the decline of employee focus.Human Resource Management Review,21(3), 209-219.

File Sharing Systems Essays - , Term Papers

File Sharing Systems Universit?t St. Gallen Hochschule f?r Wirtschafts- Rechts- und Sozialwissenschaften ITM / MCM Wahlteil Neue Medien / Medienarchitektur Prof. Dr. Beat Schmid FILE SHARING SYSTEME P2P Von Philipp Brunner Hans Geiser Roman H?gg Stefan Kress Beat Meier Olivier Salamin Abgabetermin: 5. Dezember 2000 Inhaltsverzeichnis Einf?hrung Seite 3 1. Theoretische Grundlagen 3 1.1. Netzarchitekturen 3 1.1.1. Client Server 3 1.1.2. Peer to Peer 4 1.1.3. Verzeichnisserver 4 1.2. Netzwerkprotokolle / TCP/IP 4 1.2.1. Transmission Internet Protocoll 4 1.2.2. Internet Protocoll 5 1.2.3. TCP/IP ist das Internet 6 1.2.4. IP ? Adressierung 6 1.3. Proxyserver 7 2. Fallbeispiele 8 2.1. MP3 8 2.1.1. Allgemeine Aspekte 8 2.1.2. Technische Aspekte 8 2.1.3. Wirtschaftliche Aspekte 9 2.1.4. Konklusion / Extrapolation 9 2.2. Napster 10 2.2.1. Allgemeine Aspekte 10 2.2.2. Technische Aspekte 10 2.2.3. Wirtschaftliche Aspekte 11 2.2.4. Konklusion / Extrapolation 12 2.3. Gnutella 13 2.3.1. Allgemeine Aspekte 13 2.3.2. Technische Aspekte 13 2.3.3. Wirtschaftliche Aspekte 14 2.3.4. Konklusion / Extrapolation 14 2.4. Freenet 15 2.4.1. Allgemeine Aspekte 15 2.4.2. Technische Aspekte 15 2.4.3. Wirtschaftliche Aspekte 16 2.4.4. Konklusion / Extrapolation 16 2.5. Mojonation 17 2.5.1. Allgemeine Aspekte 17 2.5.2. Technische Aspekte 17 2.5.3. Wirtschaftliche Aspekte 18 2.5.4. Konklusion / Extrapolation 19 3. Neue Problematiken / Denkanst?sse 19 3.1. Staat 19 3.2. Juristik 20 3.3. Kriminalit?t / Cyber Terrorismus 20 3.4. Vom gl?sernen B?rger zum gl?sernen Kunden 20 4. Konklusion / Extrapolation 21 4.1. Ausblick: Groovenet 21 4.2. P2P Prognosen 21 4.3. Trendabsch?tzung 22 Anhang I Literaturverzeichnis I Abbildungsverzeichnis I URLs I CD ? Rom I Einf?hrung Die als weitgehend institutionalisiert geglaubten, auf Client ? Server ? Modellen basierenden Kommunikationsstrukturen des Internet unterziehen sich zurzeit einem rasanten Wandel, dessen Konsequenzen das Internet und seine Community wieder zu ihren Wurzeln archaischer wie auch basisdemokratischer Verst?ndigung f?hren k?nnte. Client ? Server ? Modelle, synonym f?r kostenintensive Infrastruktur, Wartung und Bedienung wie aber auch f?r leichte Kontrolle und somit problemlose Einbindung in bestehende Gesch?ftsmodelle der Old Economy, scheinen zurzeit vom Organismus Internet wie ein systemfremdes Bakterium abgestossen zu werden. Tats?chlich liess der als zentral zu wertende Bereich der Kommunikationsformen als Basis jedweder Verst?ndigung bisher stark Attribute wie Innovationskraft, wie Wandel und Dynamik vermissen. Innovative File ? Sharing ? Systeme wie namentlich Peer to Peer Modelle (P2P) beginnen zunehmend am althergebrachten Diktat der Client ? Server ?Systeme zu r?tteln, werden wom?glich diese Mauern innerhalb k?rzester Zeit zum Einsturz bringen. Begleitet vom Hauch des Illegalen, des Subversiven, haben sich diese Modelle mittels einiger Protagonisten dieser Entwicklung (Napster, Gnutella etc.) einen breiten Zuspruch der Internet Community erk?mpft. Peer ? gleichgestellt; ungleich der hierarchischen (und somit der Grundideologie des Internet quasi systemfremden) Ordnung der Client ? Server ? Systeme agieren bei der P2P Kommunikation alle teilnehmenden Rechner als Client wie auch als Server. Dieses relativ trivial anmutende Prinzip erm?glicht somit die effizente (effizienteste?!) Aufteilung aller technischen Ressourcen wie Speicherkapazit?t, Rechnerleistung und Bandbreite. Es erstaunt nicht, dass die Exponenten der Old Economy mit einer auf Tausch (sprich: geben und nehmen) basierenden Kommunikationsform M?he bekunden, zumal es noch nicht gelungen ist, dieses Konzept ungeachtet seines Erfolges in bestehende Business ? Modelle einbinden zu k?nnen. Die vorliegende Arbeit verfolgt die Zielsetzung, dem unkundigen Leser mittels eines deduktiven und ganzheitlichen Ansatzes ein Bild der aktuellen Kommunikationsformen des Internet zu vermitteln. Gem?ss dieser Motivation sollen in einem ersten Schritt die theoretischen Grundlagen f?r ein besseres Verst?ndnis der in einem zweiten Schritt folgenden Fallbeispiele geschaffen werden. Um dem angedeuteten ganzheitlichen Ansatz Rechnung zu tragen, werden in einem dritten Schritt im Sinne von Denkanst?ssen soziale, wirtschaftliche, juristische etc. Aspekte diskutiert. Die Arbeit m?ndet schliesslich in einer Konklusion, einer Beurteilung und m?glichen Extrapolation der Gegenwart seitens der Autoren. Es wurde bewusst auf eine intensive Illustrierung der Arbeit verzichtet, um eine h?chstm?gliche Informationsdichte und somit einen inhaltlich maximalen Mehrwert zugunsten des Lesers zu gew?hren. In Bezug auf eine detaillierte Illustrierung sei an dieser Stelle auf die der Arbeit im Sinne eines Anhangs beigelegten CD ? Rom verwiesen, welche nebst den zitierten Quellen eine umfangreiche Daten- und Programmsammlung beinhaltet. 1. Theoretische Grundlagen 1.1. Netzarchitekturen 1.1.1. Client-Server Zu Beginn der Computer?ra war sowohl Rechenleistung als auch Speicherplatz stark beschr?nkt und sehr teuer. Gerade aber diese beiden Faktoren machten den Vorteil maschineller Informationsverarbeitung aus und deswegen wurden verschiedene Konzepte entwickelt, die vorhandenen Ressourcen m?glichst effizient zu nutzen. Man ging in der Regel von einer zentralen Rechenmaschine aus, welche sowohl die Berechnungen ausf?hrte als auch alle Informationen speicherte. Daneben existierten ?dumme? Terminals, welche auf diese Ressourcen zur?ckgreifen konnten. Aus dieser hierarchischen Struktur wurde die Bezeichnung des Client-Server-Modells abgeleitet, welche somit das ?klassische? Netzwerkmodel darstellt. 1.1.2. Peer-to-Peer Mit zunehmender Weiterentwicklung der Computer wurde es nun aber auch m?glich, die Terminals intelligenter werden zu lassen und schlussendlich ganz von ihren Servern zu l?sen.

“Master Harold”…and the boys Essay Essays

â€Å"Master Harold†Ã¢â‚¬ ¦and the boys Essay Essays â€Å"Master Harold†Ã¢â‚¬ ¦and the boys Essay Essay â€Å"Master Harold†Ã¢â‚¬ ¦and the boys Essay Essay Essay Topic: Black Boy Essay on â€Å"Master Harold†Ã¢â‚¬ ¦and the male childs Introduction Master Harold†¦and the male child is a drama written Athol Fugard in early 1982 picturing apartheid in South Africa. Fugard wrote a figure of novels. short narrative. and plays having political turbulences and particularly apartheid in South Africa. In the book. he introduced friendly relationship between Whites and inkinesss where Sam. Willie. the inkinesss and Harry. a white interacts together in close friendly relationship. He contradicted it with how racism could botch friendly relationship among friends. a factor that contributed to extension of apartheid. Racism is the major subject of the drama where Harry’s parent shows favoritism against inkinesss. Her female parent discriminated her retainers. Sam and Willie stating Harry non to pass most clip with them. His male parent has been found most of the clip imbibing in Whites place. Although. Harry. Willie. and Sam were in good relationship. his racism that has been instilled by his parents is apparent and largely rup ture them apart. Harry being raised by a racialist household and in environment full of racism. he developed racial favoritism character that was evidenced when interacting with his monsters Sam and Willie. Harry developed prejudiced personality from the fact that he was raised by racialist installation. Harry’s female parent was depicted as a racialist in the drama where she employed inkinesss as retainers. They were ill paid since she believed that they did non merit good wages and good occupation. She was found forbearing her boy. Harry from interacting with them because they were black. These actions resulted to development of racism character in Harry. He sometimes addresses them as the foreman despite Sam and Willie being older than him. Willie calls him â€Å"Master Harold† and in some cases demand Sam who was like his male parent to name him the same name. He did this from what he experienced from his parents. Harry grew up in topographic points where people were segregated in races with designated topographic points for Whites and inkinesss. In the book. the writer wrote about different topographic points that were marked for Whites and inkinesss. Blacks were non allowed to interact with Whites at certain areassince they were regarded as â€Å"whites only’† ( Fugard 56 ) . For illustration. when Sam made a kite for Harry. the writer pointed out that he tied it to a place labeled Whites and since inkinesss non permitted to play at that place. they left Harry entirely. In add-on. when Harry’s father got rummies and was stack in white people pub. Harry had to seek permission in order for Sam to come in and pick his male parent. This was grounds that Harry grew up in a racism environment and therefore ended up as a racism. The effects of turning in a racism environments and with racialists household was apparent Harry broke an statement with same and spat on him. Harry lived with a rummy male parent who was a racialist. Since he grew up in this environment. he had developed a negative attitude about black. When Sam informed him about his father’s discharge from the infirmary. â€Å"Harry tongue on him† to let go of his choler of that fact that he did non desire his male parent place ( Fugard 56 ) . He demanded to be called â€Å"Master Harold† by Sam because of his self-importance as white adult male. Although Sam had reacted on it. he was kept on toes by Willie who reminded him that Sam was merely kid who did non cognize what he was making. This evidenced that racial favoritism played a great function in making hostility and force during the apartheid epoch in South Africa. Decision Master Harold†¦and the male child was a drama written by Fugard picturing how racism could be developed by down the household and interaction with the environments. Harry was brought up in a racialist household and environments that advocated for racism. His female parent refrained him interaction with Sam and Willie for their colour backgrounds. Although Sam. Harry. and Willie grew up as friends for a long clip despite their age differences. racial favoritism resulted in force that was evidenced when Harry spat to Sam to alleviate his choler of life with his male parent. This was a mark that Harry had developed racism from the environment he grew in. Hence. Fugard used literary work to turn to immoralities in the society. which can be explained by passage of a figure of statute law on apartheid after the drama was published. Mentions Fugard. Athol. â€Å"master Harold† and the Boys. New York: Vintage Books. 2009. Print. Beginning papers

Business opportunities Essay Example | Topics and Well Written Essays - 250 words

Business opportunities - Essay Example The business should also possess a unique and superior way of doing things. Building an efficient scalable plan requires an entrepreneur to focus on the consumers as the critical component of the business growth. A business that values customers attracts them and enables them to spend considerably. This also ensures sustainability whereby more customers are anticipated in the future than their current numbers. A scalable plan should describe the industry of operation of the business and identify a niche that the competitors cannot fill. Focus on the business’s environment can be especially difficult if the competitors are of the same size or experience the difficulties of monopoly dominance. Once the business has identified the marketing niche, it should apply the necessary strategies that enhance its expansion into a prominent player. Health care scalable plan focuses on strategic performance, project management and process improvement (CeÃŒ line, BeÃŒ rard and Luc, Cassivi 160). The emergency management operations have been improved through improving the emergency response and crisis management. The health care has also focused on application of the technology in the improvement of the business operations and dissemination of the health information related to health. Performance has also been enhanced through improved training of the employees to equip them with the necessary information related to improved productivity in the changing health environment. How can the management tools be applied in health care to ensure

Leadership and Management Assignment Example | Topics and Well Written Essays - 1500 words - 2

Leadership and Management - Assignment Example oup Problem Solving: Leadership and Motivation: The performance of different members in a business organization largely depends on the leadership style followed within the organization and the factors that motivate the employees personally. Employees may be motivated either by external factors like wages and rewards or by internal factors like their relationship with their work. Based on the different needs of different individuals, there are three motivational theories that are applicable for business organizations. These are the Maslow’s Hierarchy of Needs, Alderfer’s ERG Theory, and McClelland’s Theory of Needs (Nader n.d.). Maslow divided the needs of humans into five divisions that include their psychological needs, safety needs, relationship needs, esteem needs, and self-actualization. Psychological needs involve the basic needs of an individual like food, shelter, and clothing. Safety needs include security of jobs, a good working environment, and plans fo r pensions and insurances. Relationship needs reflect the need to socialize and have friends and companions around. Esteem needs are those that are more than the basic needs such as need for appreciation and recognition. Finally, self-actualization is the stage where an individual feels the need to pursue further to achieve something for his own. This need may completely vary from one man to another and tend to become individualistic in nature (Nader n.d.). Alderfer’s theory focused on an individual’s need for existence, thus requiring suitable conditions and materials; the need for relatedness that may be achieved through interactions and communications with others; and the need for growth reflected through their achievements and self-actualization. According to McClelland’s theory individuals feel... From the assignment presented by the researcher, it can be concluded that Lee, who was analyzed as the leadership manager of the company proved to be an effective leader as far as finding solution to the problems that were established from the start, such as customer dissatisfaction and employee motivation that was concerned. The researcher analyzed his recommendations and states that instead of ignoring the problem, the leadership manager surveyed and determined that a reward program might prove to be effective to motivate the employees towards effective performance that was lacking in the present situation. The leadership manager also proved to be a responsible leader trying to improve the performance of all the team members such that the organizational goals may be achieved. The proposal for a standardized method of recruitment that was described in the assignment can also be said to be an effective measure suggested by the manager for recruitment of effective people which is othe rwise not achieved through unstructured interview patterns. The researcher then mentiones that understanding the particular needs of employees and hence fulfilling them would be a better option for future improvement and successful work. Moreover, transformational leadership would be recommended in such cases as described in the assignment as it allows to establish better communications between the leader and the employees, thereby improving the relation and move towards more cognitive consensus for problem solving.

Term paper on one of the following Example | Topics and Well Written Essays - 1250 words

On one of the following - Term Paper Example In 1945, she was chosen by Hitler as his assistant. She had been typing his speeches, correspondence including his private testament and last will. In this book, she described how she was blinded by her boss’ activities because of his fatherly approach. Details of her luxurious life as a secretary were also included. In 1943, she married Junge, one of Hitler’s military orderlies. However, they were not married for long because Junge was killed in a combat during the war. As Germany began losing in the war, Hitler expressed he would not want to surrender to the Russian army. Thus he thought of cyanide poisoning as a better way to end his life. Towards the end of the book, Hitler shot himself in the temple with cyanide in his teeth. Traudl was later captured by Soviet armies but was never charged. Why would Hitler with such a stern character end his life that way? I cannot tell you the reason why but I will tell you what I like about the book. First, Traudle gave her readers something to ponder about Hitler especially when she mentioned the other side of his personality. Known for his tyrannical approach who killed directly or indirectly almost 30,000,000 people to pursue his cause, he has the charm and kind personality after all which is unknown to many. This was evident when Traudl mentioned he served as the father figure despite being her secretary. The father –daughter relationship was felt precisely because Hitler spent quality time with her during work and outside her work. Aside from this, Traudle also mentioned her conversations with Hitler which is unusual for leaders to have chats with their secretaries most often. Traudl mentioned that life could be boring without work because precisely she will not have a talk with Hitler. She came to realize that she misse s the monologues every night with Hitler. Perhaps, there is kindness on

Principal Issues For Research On Secret Trust Social Work Essay

Principal Issues For Research On Secret Trust Social Work Essay I consider that I have reached this outcome and the associated skills because I can identify the principal of issues for research on a specific legal topic. I have conducted my research on a specific topic Secret Trust. I also have found the principal issues of research as required for this topic by expressing a research question. I think the doctrine of secret trust is not a unproductive issue. The difficulties pose in the test and finding of this doctrine clearly point out that it is worth a research topic. The difference between the Wills Act theory and outside the Wills theory makes it extremely grey issue which needs careful consideration. With just a simple attitude the fraudulent party may not be able to take the benefit for him or his family. To identify secret trust, the definition of Wills Act and secret trust and how these are operated need to be considered. I thought that there is some unclear and merely enforceable thought about secret trust. I realised that the case Backwell Vs Blackwell is a significant step to identify the doctrine of frustration. The difference between Wills Act and outside the Wills theory can be identified from it. While dealing with the difference I came across various debatable issues where Wills Act is more preferable to the courts. I found that secret trust can make fraud very easily.According to the court the contracting parties should bare the risk .To avoid these entire complexity force major clause is the proper solution. While preparing my research I thought I need to start from the basic points of law of Trust. Why we make a trust? Why trust is failed? How secret trust is different from the requirement of Wills Act? In Blackwell Vs Blackwell , Re Falkiner and Re Keen Secret trust has three essential element that is intention to create trust, communication of the intention of secret trust to the secret trustee and acceptance of the trust by the secret trustee. After Blackwell various new cases came into force and the doctrine of secret trust has developed but those were not important for my research. The important part was the gift which is absolute but informally agree with the trustee that this is a trust. And it causes problem for the court to prove that it is trust and actual beneficiary is in vary difficult situation he/she may not even know about the trust. To solve it new cases have developed but still remain some confusion. Evidence The first and the second paragraph of my essay clearly indicate that I have demonstrated my skill in successfully identifying the principal issues. In my topic I have tried to identify the problems and complexity in relation to the application of secret trust and tried to focus on the solution to it. I have identified various legal areas in the form of case law which are essential for my research work. The first two paragraphs clearly indicates that I have managed to successfully identify the key issues for research in my topic and demonstrated the required skills of 1) legal sources and research and 2) freedom and the ability to learn. The formulation of my research question regarding the topic plays a vital role in the process. At first I tried to identify the key problems of the current secret trust and commentator view. Text books, journals and other supporting materials helped me considerably in the process. Later I evaluated the probable solutions represented by the legal scholars and the case law. There were several case laws which I studied during th e research process and found them very informative and useful in order to get the total understanding of the current law, e.g. Edwards V Pike, Re Snowden, Re Young, McCormick V Grogan, Allen V Snyder and others. These cases brightened up my understanding regarding the topic. There were some very informative and useful articles I found at the online database. I am Thankful to the University of London for providing such a great source of materials, that helped me a lot as I could not have found those journal in the local database. The article and journal from online library, J E Penners law of trust, the subject guide helped me a lot.Patricia Critchleys comment in dehors theory, Viscount Sumners comment about relation to the statute law and secret trust help me understanding in depth. Lord Hailsham L.C.s comment about destroying the whole object of creating of secret trust and fraud on the beneficiaries gave a very in depth reflection on the chosen topic and guided me maturely through out the process. Outcome 2 Locate and retrieve relevant information on a specific topic using primary and secondary legal sources, in paper or electronic media (including use of the world-wide web). Claim I can locate and retrieve relevant information on a specific topic namely Secret Trust, using primary and secondary legal sources, in paper or electronic media (including use of the world-wide web). In doing the research I first studied my The Law of Trustt text-book written by J E Penner. There I have gone through the Formalities and secret trust chapter, the relevant paragraphs and studied the relevant materials. At this stage I have found necessary information which helped me to get the initial ideas. I went through Westlaw via online law library. There I searched for the Secret trust and this helped to identify the potential research materials. I also went through Lexis Nexis for the cases on Secret trust. First I have studied the definition of formalities as laid down in Statute and text book and after secret trust as laid down in text book and by the case law. Then I have picked the exact definition which is important and I put it in my research. I also studied the examples of secret trust or the areas which can be regarded as secret trust and I felt that some of those were important for my research as they dealt with formal trust and secret trust. I have then studied the difference between the full secret trust and half secret trust which was very crucial and also have gone on study the limitation of secret trust which is basically the main part of my research. I have picked the part which I felt important and wrote my research accordingly. I also studied at some relevant books available in my academy law library; however I decided not to include them in my project as this would mean going into much bigger detail than was required for present purposes. I knew from the very beginning that if I go through the text book and Westlaw I would be able to locate these materials important for the research. Evidence The first step in my work on this project was to search for all necessary cases and other supporting materials. From reading the subject guide and resource books I have identified the most important cases for my research. I have gone through the cases on my text book, the subject guide and study pack. Apart from this I have extensively studied academic arguments, which helped me lot to develop my research. In my research I have used the online sources. I have used both the Westlaw and Lexis-Nexis Library. I went for arguments and article there. I also studied the secondary sources and organize my research consequently. The bibliography of my research essay lists the primary and secondary sources I studied for my research. The case summaries and commentators argument verify that I found primary legal sources relevant to my research area. Outcome 3: Use sources in a critical and reflective way. Claim I can use sources in a critical and reflective way. In paragraphs 3-16 of my research essay. I describe a critical and thoughtful analysis of a range of cases addressing the issue of the doctrine of secret trust. I identified those cases by examining the relevant sections of the text book, subject guide and commentary in Westlaw and then used the Lexis-Nexis database to find the cases and download full case report I have read the cases, found out the specific information addressing the issue of the doctrine of half secret trust and full secret trust, their differences, links and also tried to find the solution to the complexity regarding this area. While preparing my research I always check whether the topic which I have studied has any impact on my research. I have particularly checked Blackwell V Blackwell case and cases related to it. At the time of studying I checked whether any issue deals with half secret trust, full secret trust, their differences and links. I have asked mysel f whether the issues which I was reading have anything to deal with formalities and can help me to find that the distinction between half and full secret trust. For me an issue would be relevant if it anything to deal with secret trust. I have gone through the conflicting decisions and their arguments in favour of those and I got idea for my research. I have come to the knowledge that an argument is important if it has reliability and used for proper purposes. In my research the legal arguments which I have given has strength and weakness. Whenever an argument has the persuasive power in relation to the topic and it can clearly put the picture to the reader then that argument has strength and if it is uncertain and unclear then the argument is unclear. In this regard I gave my effort to provide with the proper argument which put the clear picture to us. Evidence In my research essay I displayed my capability to use both primary and secondary legal sources and reference materials in a critical and reflective way. The case summaries and commentators view as given in the evidence for outcome 1 illustrate my ability to assess the primary legal sources judging their relevance and importance for my research. Outcome 4: With limited guidance, and using a range of legal resources, plan, research and produce an original piece of legal writing some of which should address areas of law not previously studied in depth. Claim I can, with limited guidance, and using a range of resources, plan, research and produce an original model of legal writing some of which addresses areas of law not previously studied in depth. I finished a research essay using primary and secondary legal resources as I already mentioned in outcome two earlier. I had previous idea on law of secret trust. With those slight ideas I started my work. I have attended few group works with my classmates and personal session with my teacher. I drawn my research with these and the oral presentation helped me a lot to complete the research. I have gone through the secret trust and its increasing use in various aspect of law of trust. I studied the purpose of the secret trust, enforcement of the secret trust, dehors theory, criticism of dehors theory, fraud theory and criticism I also studied the issue of testamentary trust. While reading secret trust I have read the impact of half secret trust and full secret trust and thus eventually I have studied the effects of formalities both under common law and under the statute (Wills Act 1837). In dealing with all these issues I have found that the university subject guide does not provide us with material information on this depth area. Evidence My research essay clearly indicates that this area has not been studied in depth. In our class secret trust chapter was dealt in a very short time and we did not have the opportunity go in depth with our teachers. The research essay is my original piece of work it is a genuine writing on a particular legal issue. I am stating that this is my original work. I received limited guidance while doing it. I am aware of the penalties for plagiarism. My claim that this work goes beyond my previous learning is absolutely based on the case analysis I have done while doing my research essay. Outcome 5: Make an accurate assessment of your progress and the quality of your work and, using feedback, identify areas for improvement. Claim I believe that my research essay provides the necessary evidence to show that I am able to correctly identify and critically assess source materials to produce a credible answer to my research question. I consulted a variety of supporting materials, made an accurate assessment of them and drew probable conclusions. I believe I succeeded in selecting the most relevant materials and rejected those materials which were not related to the work or which duplicated information. I received feedback from my classmate Baezid, which allowed me to identify areas in need of change, improvement or clarification. I prepared a short presentation of my work outlining the topic and presenting the principal arguments. I believe that my oral presentation (Outcome 7) increased my understanding of some issues and highlighted those areas that need further work. In addition, the feedback I received from Baezid made me realize that I should focus on selected aspects of my research question and choose the two to three most important articles on the subject in order to be able to produce an essay within the word limit. I consider that I have produced an answer to my research question which is as nearly as possible given the scope of the task. I believe that this work is highly original; it includes many valid questions and thought and could form the basis of a bigger research project. Evidence My research essay and portfolio provide evidence that I have achieved this outcome. In evaluating my work I focused on my research skills, my ability to analyse legal texts and my presentation of arguments. I worked with other students (Elahi and Mahmudul) which allowed me to evaluate my legal research and presentation of argument skills. Each of us prepared a short presentation in which we explained briefly and coherently our research proposals and the main aspects of our work. This was a good practice for my oral presentation (see the PowerPoint slides in Appendix C). In my presentation I focused on the conclusions. As I gave my presentation it became clear that I could not easily explain these, and my friends thought, even from what I had said, that my conclusion contradicted my own evidence. After my presentation, I reviewed my conclusions and saw that I was overstating my case and I needed to moderate my argument and make my points both clearer and more subtle. This presentation with other students also gave me an opportunity to reflect on my presentation skills and help me prepare for the formal oral presentation (see the discussion under Outcome 7 below). Outcome 6: Produce a word-processed portfolio, with footnotes, using appropriate formatting tools, and communicate and exchange documents by email. Claim I can word-process text, with footnotes, using appropriate formatting tools, and communicate and exchange documents by email. I officially state that the full portfolio I have submitted was word-processed by me. The full assignment was completed in Microsoft Word software. I have used font Arial in size of 12 point. I also designed my headings, subheadings etc by using bold and underline format. In my whole legal research I have used 1.5 lines spacing to build it easier to read. the each outcome are in bold and size 14 point, the question of outcome are in 14 point and normal, the heading of claim and evidence are in 14 point size and with underline. In various tome to do my legal research I have faced many sort of problem, in that moment I have take very much support from my teacher and friends. They help me to solve the problem to how can my research essay become well. Without internet this research can not be possible to complete well. I have tried my best to utilize this opportunity by using my University of London portal. After completing my research I have exchanged my research with my teacher friends by email. And I also take suggestion by this email. Evidence The provided legal research essay is the best and appropriate evidence of my achievement. The use of word processed portfolio, footnotes, screen shots of the emails I have exchanged, using a variety of formatting tools etc showed that I have completed this achievement. Outcome 7 Briefly and accurately present and discuss, orally in English, legal information from standard textbooks, leading cases or statutes in a way that responds relevantly to the question asked or topic set and is understood by the audience. Claim I can briefly and accurately present and discuss orally in English, legal information from standard textbooks, leading cases or statutes in a way that responds relevantly to the question asked or topic set and is understood by the audience. I made an oral presentation face-to-face at the Intensive Weekend in my Bhuiyan Academy H 13, R 7, Dhanmondi Dhaka 1205 Bangladesh on 2 February 2011 ( Morning Session). My assessor was Shajib sir senior teacher of my academy. Evidence I include as evidence the PowerPoint slides (Appendix C) which I used as the basis of my presentation, a certificate proving that I completed the presentation (Appendix D) and the assessment pro forma with feedback from Shajib sir (Appendix E) indicating that I reached a high level of competence in the task. Outcome 8: Work as an active and effective member of a team contributing productively to the groups task. Claim I can work as an active and effective member of a team and contribute productively to the groups task. To do research I have took help from two of my associates. They help me very much. They help me to sort out what was the problem of my research, how can I prepare my power point slide, what is the mechanism of screen shots of the emails I exchanged are included as Appendix B. I also improve my research by taking help from my teacher. He also plays a very effective role as a guide of mine. Evidence In my legal research Appendix B and Appendix C I have tried to show my evidence that I have described above. These two appendixes is a mirror of my take help and group work with my teacher and friends. These also provide that how much I have afforded in a group work.