Advantages of Homework

Almost every individual who underwent formal studying (traditional, distance learning, home schooling etc) experienced being assigned with a homework or assignment. A homework/assignment is a task delegated by a teacher to the student, a take-home chore that the student should accomplish at home and present/submit at the start of the following school day. Assignments and homework tasks inside school setting is, without a doubt, one of the oldest tools being used by teachers and academicians who believe that such tasks contribute to the learning of the student. The use of homework and assignment is largely observed in different parts of the world. Asian, American and European schools, as well as other learning institutions, use homework and assignment to impart lessons and to train students towards acquiring a habit of reading and writing. Furthermore, it develops other faculties of thinking and behavior to achieve the idea of â€Å"learning,† both academics-wise and the implication of this knowledge in more practical and real-life application. Homework, pop culture, socially-shared beliefs and the student stereotype Homework has been an integral part of the systematic, school-based learning process. Because the academic learning process is a significant aspect of the social life both for children (who are studying) and adults (who are parents or guardians of studying children), it should come as no surprise when student life, learning and the learning tools like homework and assignment was easily integrated in the social culture. The pop media portrays diligent and studious individuals as those who take time to work on their homework and assignment. While the accomplishment or failure to accomplish assignment and homework requirements are socially accepted cultural symbolisms for the lax, the academically-challenged or those who are not too serious about learning anything from school. Take for example, the case of the characters Hermione Granger and Ronald Weasly of the book and movie fame Harry Potter series. Hermione possesses the characteristic of being a bright and smart student, while her friend Ron was not as good in their academics while studying at Hogwarts. This is established with many different instances, including the several times Ron asked Hermione to help him with his assignment and homework. The times when Ron would grumble about lengthy homework and assignment, and the instances wherein Hermione would attribute her knowledge by studying well ahead and doing their homework and assignment as required by their teacher, implying that her knowledge was a result of many different things, and that includes homework and assignment. Mainstream media, like movies and television shows, portrays not just the stereotypes represented by their attitude towards assignment and homework. It also represents the different perspective of students towards homework and assignment, and the attitude the students take become role models or key influence-sources for other students for their attitude towards assignment and homework. â€Å"Students reported that they were distracted from schoolwork and homework by inappropriate role models on television. They complained that their parents did not sufficiently monitor the kinds of television programs they watch or how much time they spent watching television (Ogbu, 2003, p. 240). † In the movie American History X, the character played by Edward Furlong was summoned to the principal’s office because of a scandalous output in one of his history homework tasks. The principal made another assignment, and it was the accomplishment of this assignment that Furlong’s character managed to get a perspective of his life and how he is affected by the people around him and the society in general. The assignment/homework in the movie represents the many different touchstones for self realization, self assessment and a way to ventilate thoughts and feelings so that constructive knowledge can come in and help shape the person towards how the society expects one to be. This idea points to the fact that the state of homework and assignment culture reflects the students as much as it reflects the status of this particular tool in the society. If there are too many signs saying that the society condones dissatisfaction over the tasks involved in assignment and homework compliance, then the society should re-assess its position. It should take a very good look at the positive impact of homework and assignment in the learning process of a student before it allows the feeling of negativity towards this particular learning tool to go any further. In print and in television, fictional scenarios in books, television shows, comic strips, movies and other types of entertainment, tackle the issue of assignment and homework by featuring a dutiful mother or father encouraging their child to work on his/her assignment and homework. Amidst futile protests and childish grumblings, symbolizing the fact that homework and assignment is not particularly popular in some members of the student population. In real life, many students are not fond of assignments, and some of them may have very valid points in arguing for the abolition of the use of assignment and homework as a learning tool. In some cases, the inability of teachers and parents to use strategies for effective assignment and homework tasking removes whatever possible positive impact that assignment and homework posses. Most teachers see the value of assigning homework, but get bogged down in its management. Most parents see the value of homework (Mierzwik, 2005, p. 23). † But clearly, the above mentioned considerations are mere meager and insignificant compared to what students all in all are set to gain if the school systems are allowed to continue using homework and assignment to infuse the learning experience to the students. The reasons why assig nment and homework are educational tools advantageous to the learning of the students far outweigh the reasons why the academe should do without it. Problem Statement Despite the long use of assignment and homework inside the academic learning process, there are those who believe that homework and assignment is archaic, anachronistic and overall a waste of time. This is largely because they consider assignment and homework as futile and a waste of time for students and teachers since nothing advantageous is extracted from it. This paper will try to refute this idea and present proof that contrary to the belief of those batting for the abolition and removal of assignment and homework. The use of this particular tool inside schools and learning institutions in fact provide a very important contribution towards the overall growth and development of the knowledge and intelligence level of a student owed to a productive learning process maximized by the input of homework and assignment in the learning process. The root of the problem is the emergence of the belief that school systems and teaching styles is better off without the use of assignment and homework. Looking at the life cycle of assignments, it is easily noticeable how there are many different weak points in the homework and assignment accomplishment process that somehow contributes to the weakening of the desired effects of homework and assignment, and these factors cannot be easily remedied. The desired effect to students who accomplish the homework and assignment tasks given by the teacher is clearly jeopardized in many different instances, and because of this, some people believe that the system is better without such set of tasks. Proponents of those going against the idea of using assignment and homework believe that the use of such tool is pointless in many different instances which are constantly occurring and is not something alien to the way of life of students everywhere. Roots of the problem: Providing a hypothetical analysis to the reasons and the factors involved in the perceived failure and futility of the use of assignment and homework To be able to see the weak points where the essence of the advantages of homework and assignment seeps out even before it is used and maximized by the students, there should be an analysis of some of the common instances and factors that should be addressed before homework and assignment returns to its previously potent state. Why is assignment and homework not doing what it is supposed to do to students? The very first weak link in the armor is found in the participation of the students. But these are problems which can be remedied. These problems decreases the impact of assignment and homework but this alone does not make homework and assignment useless. The educational institution cannot just remove an age old learning tool just because it was more convenient to do so. The problem was there were factors that limit and adversely affect the impact of homework and assignment on the students. This does not mean that homework and assignment are useless and was useless from the start. The rest of the paper will elaborate on the perceived advantages of the use of assignment and homework, in the hope that these advantages are convincing enough for it to be the catalyst of change towards the manner by which homework and assignment is appraised, considered and utilized. The paper hopes to accomplish this through by proving key points about the issue by referencing some of the previously published works that support the overall claim and stand of the paper about homework and assignment. Literature Review To be able to establish the claim that the use of homework and assignment as part of the academic progress and learning process of the student is indeed useful and advantageous for the student, this research will rely on the input from several literary sources proving that the paper's claim stands on solid grounds. Proof of the advantages of Homework Artzt and Armour-Thomas (2001) explicitly stated in the book â€Å"Becoming a Reflective Mathematics Teacher† about the importance and significance of assignment and homework in student learning. Most teachers agree that homework is a critical part of the teaching-learning process (Artzt, Armour-Thomas, 2001, p. 130). † Artzt and Armour-Thomas believed that the role of homework and assignment is that this allows the student to demonstrate what he or she learned in school. Through this exercise, the lessons are retained more effectively in the consciousness of the student, therefore making assignments and homework integral in the learning process. This particular line of thought can be seen in different research and study efforts wherein researchers used real students and real learning experience to see the effect of providing assignment and homework and other learning tools and support structures to see if improvement is noticeable after exposure to such methods. Cooper and Valentine (2001) wrote in detail about these types of studies so that researchers can reference previous research and study results involving students and the effect of homework and assignment in their performance after long term and short term experimentation. Students with learning disabilities and average-achieving students with homework problems showed significantly improved rates of homework completion ad weekly quiz performance in response to â€Å"real-life† assignments, homework planners and graphing (Cooper, Valentine, 2001, p. 175). † The learning process, as Artzt and Armour-Thomas suggested, is not confined in the four corners of t he classroom but instead involves the family and the home. Since it is not always easy to consistently gauge if all of the students are learning, the outcome in of the assignments and homework which the student submit will allow the teacher an additional avenue which the teacher can use to have an insight in the academic development and learning progress of the student. Assignment and homework is an important support structure in learning because through assignment and homework, the information that the student needs to remember constantly to be able to learn and master is tackled during and after school. Yes, those who oppose assignment and have no faith in the positive effect of homework may argue that indeed, there are many other different learning tools which can be used to teach students and make their learning process a success. But what is more important is that while assignment and homework alone cannot provide the holistic academic and learning development a student needs. It is nonetheless a very integral and significant part that without which there will be a clear struggle to learn and retain information which was absorbed by the student while in school. With access to these various support structures, students' ability to successfully learn mathematics was enhanced. One student†¦ stated, ‘in algebra when I first started, I didn't understand something like writing equations, so I would go in after school. I got help everyday until I understood (Kitchen, Celedon-Pattichis, De Pree, 2006, p. 102). † Mierzwik (2005) was in total agreement about the proposition on the idea about the significance of the role of assignment and homework in student learning and the overall Learning Process. Everyone would agree that the more you practice a skill, the better you will be at performing that skill. Homework provides a valuable opportunity to ‘monitor student learning, practice of a skill or concept that has been taught, tie in school learning with real world experience, actively involve the family in the student's education and prepare for in-school activities (Mierzwik, 2005, p. 23). † Several books talk about how teachers, researchers and academicians study the impact of homework and assignment in different subjects, different age level and in different situations. There are results that lead to the conclusion that homework indeed helps students improve in their academics and be more susceptible to learning. Cooper and Valentine (2001) wrote in a book entitled â€Å"Homework† about a study involving students who were provided with homework. Before the use of homework, the researcher noted the academic performance and strength of all of the students involved, and the researcher noted that 50 percent of the students involved in the experiment showed improvement after being subjected to assignments. Rosenberg (1989) compared the effect of direct instruction plus supplemental homework on the math performances of six elementary students with learning disabilities. Homework improved the performance of three students while three showed inconsistent performances (Cooper, Valentine, 2001, p. 175). † Cooper and Valentine (2001) talked about studies focused on the role of homework and equal significance of their supporting learning tools. The completion of homework and the ability to make the most out of homework and assignment is harnessed among the target students, writing about how a group of researchers â€Å"trained parents of students who were both learning disabled and gifted to use homework compliance timetable (e. g. homework is to be done from 4:45 to 5:50 p. m. ) and noncoercive behavioral discipline techniques. From baseline to study end, students showed improved grades and behavior (Cooper, Valentine, 2001, p. 175). † Homework, active participation and the positive end result. Working on assignments and homework can bring out the best in the student especially for shy and timid students who would not recite or actively participate in class. This is because assignment are done inside the house, inside the student’s room where the student is not conscious with the approval and appraisal of his/her teacher/classmate with what he or she is doing. Because of this, the inhibition decreases and the student becomes more relaxed, allowing the student to be able to focus and bring out everything that he or she learned at school and apply it in the assignment. Mathematics, in particular, is one of the subjects which can be better learned if the learning set up and situation is like this, making it more conducive to learning. â€Å"Learning mathematics necessitates active involvement on the student’s part. Giving students problems to do on their own in the privacy of their homes affords them the opportunity to practice what they have learned, to discover what is they do not understand, and possibly to extend their learning through new applications (Artzt, Armour-Thomas, 2001, p. 30). † Rosenblum-Lowden (2000) explained the importance of assignment and homework in the teaching and learning cycle of the life of students and teachers by describing homework and assignment as something regularly and consistently seen. Teachers have a very crucial role in the preservation of the culture of assignment and homework inside the classroom because if the teachers give in to the demand for the â€Å"no-assignment† policy. Students would stop expecting it altogether, and that is a problem, not just in the behavior of students in learning-related tasks but as well as their outlook in assignment and homework after long stretches of not experiencing one. Because of this, there is a need for a consistent, regular and expected assignment and homework tasks. â€Å"It is a good idea to have a short daily homework assignment prepared from Day 1. They’ll groan, but don't be put off by it. They expect homework! I always put my assignments in the same spot on the board. When my students walk in my room, they automatically look at the upper left-hand corner of the board. It just makes for an easy routine, and homework becomes something they expect – and should get (Rosenblum-Lowden, 2000, p. 39). † Having provided sufficient input to prove that assignment and homework is an important part of a student’s life which enables the learning process to take its course in a way that is productive and effective, it is also important to point out that there are people and institutions that are still doing everything they can. They can better understand the nature of giving assignments and homework and how this particular tool helps (and can better help) the students, the teacher, the teaching style, the learning process and experience and the facilitation of retention of knowledge through repetitive action and exercise. Researchers constantly focus on the understanding of different factors affecting the effectiveness of homework and assignment and why it can also fail for some students. The effort to understand assignment and homework better always have in it the potential to be able to improve assignment and homework design in a way that it can allow students and teacher to use it better and expect more positive impact with the use of this tool. â€Å"We wanted to include factors such as student’s attitude to the subject and their relevant prior knowledge in relation to the task as it was likely to be relevant to their response to a particular homework assignment (Poulson, Wallace, 2003, p. 130). † Other implications of homework and assignment in student and learning process Aside from the role of assignment and homework in student learning per se, some professionals believe that there are other roles that homework and assignment takes on, roles which yield output that is still advantageous to the pursuit of learning of the student. â€Å"Earlier research had suggested that student’s engagement with homework may be related to their learning identity (Poulson, Wallace, 2003, p. 90). † The full impact of the role of homework and assignment, professionals believe, is yet to be discovered despite available information that already shows the significance of homework and assignment. Aware of such situation, some researchers are still putting effort towards finding out more about homework and its impact and effect in the student and in the student learning process. Researchers anticipate results that are inclined towards proving that homework and assignments are overall useful and advantageous to the student. â€Å"We wished to discover whether a particular homework assignment had increased any student's knowledge of the topic, provided the student with new skills or understanding, or helped her or him to make connections with out-of-school learning. Following Pollard and Filer, we were interested in looking at wider learning outcomes, such as whether the completion (or non completion) of a homework assignment had any impact on a student’s self esteem, attitude towards the subject or wider orientation towards learning (Poulson, Wallace, 2003, p90). † Some teachers and academicians believe so much in the power of homework and assignment in student learning that they even organize groups and school-based clubs designed specifically to maximize the use and impact of homework and assignment in the life of the students, using it to learn more and consistently. An additional means for supporting student learning was an afterschool homework club staffed with volunteer tutors from the community. One teacher†¦ explained, ‘the school†¦ offers a homework club that runs Monday through Friday. ’ Finally, most teachers were available everyday after school for additional support (Kitchen, Celedon-Pattichis, D e Pree, 2006, p. 102). † Literary support outside the educator’s readings for understanding homework and assignment problems and solutions. In the effort to understand the nature of the student’s reaction towards assignment and homework, academicians and teachers should also try exploring other fields and profession which utilizes homework and assignment. Through this, teachers and academicians can better appreciate and understand the impact of homework and assignment even outside academic life and in the process learn new things which it can integrate to the teaching paradigm involving the use of assignment. Take for example, the assessment of assignment and homework compliance and the attitude and the factors involved in this analysis. This aspect is important if the academic world wants to preserve the use of assignment and homework. But for them to do so, it is not enough to understand merely the positive impact of assignment and homework. It is also important that they have a very good perspective when it comes to analysing the probable chinks in the failure of the assignment and homework as a teaching strategy. The field of psychology maybe the best first stop in the effort to circumnavigate the different professions that are dependent on the use of assignment which are capable of understanding the nature of homework when it breaks down. When clients fail to do homework, respond in a neutral but curious manner and focus on identifying the problems that may have contributed to homework noncompliance. If the homework was not completed (or attempted) set aside the entire session to review why the homework was not done†¦ Did we make the homework too difficult? Were the homework instructions unclear? Did some u nanticipated problem arise (Koocher, Norcross, Hill, 2004, p. 323)? † This particular style in insight towards understanding assignment and homework and the factors that affect it may not just minimize the rise of negativity over assignment and homework all in all. But this may also lead to a more constructive appraisal and assessment of the problem and the possible solutions and adjustments so that assignments and homework can be used and improved. Recommendation The investigation of the paper about the different important aspects related to the establishment of the presence of advantage and gain in the use of homework and assignment also brought to light some important points of discussion. The perceived positive characteristics of assignment and homework are maximized by the student, teacher and the academic /educational institutions. As the presence of the good effect of assignment and homework is already seen and felt, it is nonetheless paramount that factors that deter the further development of assignment and homework as a learning tool are identified and necessary actions taken regarding such factors. There are less and less reasons for cynics and sceptics to doubt the potency of homework and assignment. Seek parent support in utilizing and maximizing the effect of assignment and homework – The active role of parents also is an important consideration if teachers and academicians want to take assignment and homework to another level and make the most of the effect of homework and assignment. This is something that researchers have already looked into in the past, and they have contributed several important insights in the importance of parent roles in the success and positive impact of assignments and homework. If parents think that they are not instrumental in the success of homework and assignment and the overall academic performance of their student-children, they are completely mislead by this belief. â€Å"The importance of parents’ supervision of homework was not lost on the students. For example, MAC scholars reported that parents’ supervision of their schoolwork and homework was an important reason for their academic success (Ogbu, 2003, p. 240). † Cooper and Valentine (2001) wrote about the positive impact of assignment when used alongside effective parenting in the learning and education process of a student. Cooper and Valentine (2001) discussed about a study featured the training of â€Å"parents of sixth and seventh grade at-risk youth to monitor and check homework, use materials provided, and role-play homework situations. Students were trained to (a) self monitor, (b) self record, (c) self-reinforce, and (d) self-instruct and set goals. Students whose parents implemented program strategies accurately and consistently showed increased homework completion, homework quality, and scores on a standardized math test than students who parents did not follow through (Cooper, Valentine, 2001, p. 175). † But parents should understand that the meaning of parent’s participation refers to the presence of encouragement and guidance in having the student accomplish the assignment or homework. Parent involvement in the homework does not mean that teachers should make very difficult assignments that the parents are forced to do it themselves. Homework is also a parent-teacher relationship too. The homework represents you. Make sure it isn't just busywork, or so difficult that you expect parents to play a major role in it (Rosenblum-Lowden, 2000, p. 39). † Take active role in the breaking down of culture and practices surrounding students today which enables them to escape the task of doing their assignment and hom ework Many parents, individuals and groups are talking about the possible decay of the educational institutions because of the worsening case of the ability of students to learn. But adults who are influential in the educational system of the society should also take a good look at their role as policy makers in the educational system. Instead, they should support the development and continued use of learning tools such as assignment and homework by doing their part in removing and blocking social trends that inhibit the undertaking and effectiveness of homework and assignment. Some may think that this issue should be addressed solely by the members of the educational institutions and parents. But there are those who believe that the change in educational system involves the entire society in itself. All of the aspects found here contribute greatly to how educational system and culture is shaped, and that includes the shaping of the attitude towards assignment and homework by students, parents, academicians and other members of the society, some of them indifferent to the problem itself. â€Å"We also needed to recognise that these specific contexts were in turn located within a range or wider social, political and cultural contexts. For example, as already mentioned, we would be carrying out our study in a time when there was considerable support and enthusiasm for homework from politicians and policymakers (Poulson, Wallace, 2003, p. 90). † There are also other significant inputs for this particular issue. For one, it is important that there is an effort to redesign, if necessary, assignment styles and structures in a way that it is more exciting and stimulating to do, moving away from the copy-and-paste approach that question and answer assignment types solicit from students who are answering their assignments in a robotic function. Believe it or not, your students understand that homework is a sign that a teacher cares about them. It is easier not to give homework, but we must give challenging assignments. Of equal importance is the manner in which the assignments are treated by the teacher (Rosenblum-Lowden, 2000, p. 39). † One of the possible reasons why assignments, over time and long exposure of students to it, becomes ineffective is the redundancy and the lack of exciting and stimulating challenge that students get from it. Learning is more easily achieved if the experience features excitement due to mental stimulation, powered by the fuel of genuine inquisitiveness and not forced by role-playing chores or by authoritarian pressure. It is important to remind the teachers and the academicians that as much as students are learning everyday, so should they. The focus of learning is how to move away from overused assignment and homework styles, try to move out of their comfort zone and study new ways and means to make assignment and homework more intellectually stimulating. If the students find homework and assignment as exciting as the other things that they do in their own accord and will, then the learning process that goes with it will be able to function. â€Å"In addition to thoughtfully assigning problems from the text, teachers should also try to assign interesting problems by consulting other sources and or using their own creativity (Artzt, Armour-Thomas, 2001, p. 130). † Conclusion One of the important points raised here, is that, despite the fact that there are already many different available information about homework and assignment and the role of this learning tool not just in learning but also in the overall development of a student as a person, there are still many individuals who are bent on knowing more about the impact of homework and assignment to a student. There are other important information about homework and assignment, which maybe usable in the near future for homework/assignment assessment and other related endeavor. The other information coming from the pursuit of knowing the advantages of homework and assignment to a student’s learning process also yields information that is interesting and quite useful for demographic breakdown on other assignment and homework-related problems (i. e. the ratio of the different types of students and how they respond to assignments and homework and the reason for such occurrence, etc). â€Å"There is evidence that female students do more homework than males (Poulson, Wallace, 2003, p. 90). †

Industrial Relation

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

Demand and Supply Analysis Term Paper Example | Topics and Well Written Essays - 750 words

Demand and Supply Analysis - Term Paper Example Economists assume all factors are held constant (ie do not change) except one – the price of the product itself. A change in a factor being held constant invalidates the ceteris paribus assumption. (Riley, 2006) There is an income effect when the price of a good falls because the consumer can maintain current consumption for less expenditure.   Provided that the good is normal, some of the resulting increase in real income is used by consumers to buy more of this product.  (Riley, 2006) There is also a substitution effect when the price of a good falls because the product is now relatively cheaper than an alternative item and so some consumers switch their spending from the good in competitive demand to this product. (Riley, 2006) Firstly, there is a profit motive. Whether the increases in market prices (for example, after a surge in demand), it is more advantageous for companies to increase production. Signs of higher prices for companies that can increase profits by market demand. Production and cost: With increasing production, increasing production costs of a company, so a higher price is necessary to justify the additional production and cover the additional costs of production. New competitors enter the market: rising prices create an incentive for other companies to enter the market leading to increased supply. The price where the demand and supply meet is known as equilibrium price or market price. This is the point where the buyers and sellers come together at a common point. In a market a good will always be traded at its market price as this maintains equilibrium between the supply and the demand. (Sloman, 2006) The outward shift in the demand curve causes a movement (expansion) along the supply curve and a rise in the equilibrium price and quantity.   Firms in the market will sell more at a higher price and therefore receive more in total revenue. Similarly a backward/inward shift creates the opposite

Motel Essay Example | Topics and Well Written Essays - 1500 words

Motel - Essay Example In the report, there is a summary of the issues that cropped up in the scoping process, some of which need to be addressed in the full AEE. Some of the relevant issues for consideration include environmental impacts such as pollution, legal considerations and accessibility. In case of any queries, kindly contact the person undersigned. Sincerely, _____________ Department Manager, Engineering Section. Development of the waterfront hotel in Dunedin: Scoping Report Introduction Purpose and need The scoping process is necessary for identification of various issues such as land, conflicts the environment, ecological issues, cultural issues, health issues and social issues. In order to have a viable scoping report, it was essential that various public meetings were held. The scoping process is more so important in that it identifies all the relevant issues. Such issues stem from the introduction of information or some changes in circumstances. Addressing of the environmental impacts is als o essential due to various concerns that may arise. It can also be relevant to address that might need realignment due to new information. Planning area The proposed project is the building of a 27 storey, five star hotels on an unused section of industrial land. This land is located near Dunedin at 41 Wharf St. This report will be a documentation of the scoping process for the development of the hotel. The scoping report will include the process and an overview of issues realized in the scoping process. Scoping process and limitations Being the first stage in any planning process, scoping largely involves public input in the identification of issues, provision of the requisite resources and any other information, and development of criteria for the planning process. This process is required for the development of an EIS for determination of the scope of issues related to the proposed feat lime the building of the hotel. With such, issues relevant for the management of the area are identified, including those that call for more considerations. This process requires a lot of public input. There were some limitations, however, that came up in the scoping process for the building of the waterfont hotel. Public involvement was limited by the time scheduled for scoping. In order to have a fully representative report, it was essential that the process was accorded more time, for more involvement of the public. Discussion of issues Environmental impacts Among the key considerations the constructors must make include the effects of the facility on the environment. The environment is a primary factor that every construction project must make. Pollution may result either from the construction process or from the completed structure. The constructor must thus consider such with the view of minimizing the effects of pollution. The site for the construction of the twenty seven-story hotel is an unused park. This implies that the park that overlooks a water body is idle thu s open for development. However, people live in the area around the park in both private and public formal settlement structures. The height of the perceived structure demands a deeper foundation. The presence of a water body just within the land may imply that it is a wetland a feature that may affect depth of the foundation thus the height of the hotel by extrapolation. The architecture must consider

Marco Polo's Travel Account Essay Example | Topics and Well Written Essays - 1750 words

Marco Polo's Travel Account - Essay Example After having analyzed Marco Polo`s travelogue in detail along with the second hand accounts on his writings written afterwards, a few patterns can be identified conveniently. These accounts suggest that the Mongolian Empire which belonged to the Kublai Khan (1214-1294) was a highly glorified one, in the sense that the architecture of the farfetched land, especially Kublai`s palace was beyond imagination, also the Mongolian culture unlike that perceived by the Westerners is a highly enriched one which escalates the senses of anyone experiencing it. Moreover, though Marco Polo had also mentioned the hardships and distance which he had to face in detail, which implies that the journey was a highly difficult one, even after they possessed the VIP pass, however on experiencing their cultures and having the experience of staying close to Kublai Khan for so long, he finally concludes that the hardships were worth it. However, those who have reflected on the works of Marco Polo have further doubted the credibility of Marco Polo on the account that neither had he learnt the Chinese language during all those years, and adding insult to injury, some of the accounts which he had presented are way too amazing to be true. "When a man is riding through this desert by night and for some reason -falling asleep or anything else -he gets separated from his companions and wants to rejoin them, he hears spirit voices talking to him as if they were his companions, sometimes even calling him by name. Often these voices lure him away from the path and he never finds it again, and many travelers have got lost and died because of this. Sometimes in the night travelers hear a noise like the clatter of a great company of riders away from the road; if they believe that these are some of their own company and head for the noise, they find themselves in deep trouble when daylight comes and they realize their mistake.† ---- Marco Polo  Travels Quoted above is an account from the Marco Polo travels, an excerpt which indicates the hardships which he and even his companions had to face on their way to Cathay. Analyzing the excerpt, like the one quoted above, one may literally experience the intensity of hardships on the way, also the feelings of helplessness and extreme hunger and isolation while there is no way back. One might even start imagining that he is rather accompanying Marco Polo on his journey, given the quality of writings produced by Marco Polo where he has poured his heart out. Since Marco Polo`s father was a great merchant who had visited Cathay early on for trade, he had the honor of having met Kublai Khan, the emperor of Cathay, and thus the emperor had bestowed the merchant with a VIP passport, which allowed them to access horsebacks and other necessities and luxuries when the Polo brothers were to accompany their father. Relying on these where he experienced an adrenaline rush all that time while he was away, having gathered both good and bad tim es with him driving on either extreme like a pendulum. However, his stay in Cathay being close to Kublai Khan was rather more of a compensation for all he had experienced during his journey, and once Kublai Khan died, the miseries of Marco Polo still continued however these miseries contributed towards the writings

Analyse a case of Georgia v Russian Federation Essay

Analyse a case of Georgia v Russian Federation - Essay Example At this time both Georgia and South Ossetia were basically Christian territories. As the time passed by, the increased intermarriages between residents of Georgia and South Ossetia resulted in emergence of autonomous groups which were multi-ethnic (Hafkin, 2009, pp. 222). The attack by Russia in 1990s ruined these relations and heightened political unrest between Russia and Georgia that would further result into a series of incidents that resulting into loss of lives, displacement of people and massive destruction of properties (Nichol, 2008, pp. 4-5). In the case, the question of which of the two states invaded the territories of the other and for what reasons has been a hard one to define. Historically, South Ossetia declared itself an independent state from Georgia in 1990s, this is the incident that led into a civil war between Georgia and South Ossetia militants that lasted for at least three years and led to thousands of deaths and thousands of displacements before an agreement was reached by these two nations in 1992 (Nichol, 2008, pp. 4; Hafkin, 2009, pp. 222). Was Georgia responsible for these deaths or was it Russia? Russia had a stake in the 1991 war since Russia provided South Ossetia with the necessary arms and mercenaries to fight Georgia. Who was responsible for the deaths and displacement of thousand people? Both Russia and Georgia fully participated in war in one way or another. This did not end here. After reaching a peace agreement between the three states, there still existed tensions between Russia and Georgia . People from Georgia and Ossetia had to live with mistrust amongst them for Georgia viewed South Ossetia as a tool of Russians to destroy them (Nichol, 2008, pp. 5). According to Toal (2008, pp. 1-2), it is clearly evident that Russia led South Ossetia into a retaliatory fight against Georgia that resulted into numerous damage all over Georgian State. This conflict

Fair Trade Brands - Secrets of the Worldwide Popularity Coursework

Fair Trade Brands - Secrets of the Worldwide Popularity - Coursework Example Fairtrade mainly exists in developing countries and it targets specific areas, for instance, the Handicrafts, Coffee Industry, Tea Industry etc, it does so in order to make sure that the workers and the producers are benefitted and their economic stature improves by participating in Fairtrade. To understand the concept better, its principles should be well understood and they are as follows: â€Å"Creating opportunities for economically disadvantaged producers, Fairtrade is a strategy for poverty alleviation and sustainable development. Its purpose is to create opportunities for producers who have been economically disadvantaged or marginalized by the conventional trading system.† The most important principle of Fairtrade is to ensure that there are ample opportunities provided to the producer, the sole aim of Fairtrade is to ensure the well being of the workers and the producers and in this process the first is to provide opportunities to the producer because only when the producer has opportunities, it can be passed on to the workers. â€Å"Transparency and accountability, Fairtrade involves transparent management and commercial relations to deal fairly and respectfully with trading partners.† Another important principle of Fairtrade is to make sure transparency exists in every activity initiated by it, in the sense that every activity initiated by Fair trade should be without any fusses and problems, fair rules and policies are followed hence ensuring the economic and financial safety of the producer. Another important principle is to make sure that the producer gets complete independence, in the sense that he/she shouldn’t have restrictions hampering their growth, it provides a very good platform for the growth of the producers and it also improves their marketing skills by giving them access to the market where they get to know so many things which they wouldn’t have learned had they not participated in Fairtrade.

Globally relevant Essay Example | Topics and Well Written Essays - 1500 words - 2

Globally relevant - Essay Example It changes the course of the history since wars impose economic and social implications in the countries involved. A government at war allocates its resources to its military forces, leaving social welfare and education with minor operating funds. Men are at times forced to join the infantry. Battles result to death, as well as destruction of infrastructures and facilities. Aside from the visible effects of wars, it dampens the spirit of the country’s citizens. Because of the serious effects of war, effort is thus put on promoting peace. The rise of social networking sites has made the promotion of peace an advocacy of anyone. It is a venue for even an ordinary person to talk or to share his thoughts with one or more members of the community from the convenience one’s home or workplace (Preston, 2011). In effect, it speeds up and widens information dissemination, organizes people, as well as provides a sense of community to its users. With the Internet and its networkin g sites, a local issue becomes a global occurrence. Such community built is special in a sense that it leads to what was called as networked individualism, implying the equal importance of community and individuality, since there is decentralization and more independence in this setting (Zhuo, Wellman & Yu, 2011, p. 6). Arguably, the biggest of them all is Facebook, which already reached one billion users in 2012 (Smith, Segall & Cowley, 2012). These people come from various countries and different socioeconomic strata. It thus has a potential of becoming a vital part of information dissemination and advocacy promotion worldwide. The freedom of expression in this medium, however, may also be used to instigate disagreements that can lead to war. Because of the double-edged potential of Facebook, this paper aims to discuss the role this social networking site has played in the promotion or suppression of peace in Egypt. In order to do this, these following questions should be answered : a. What are the instances that Facebook was used to promote or suppress peace in Egypt? b. What is the potential of Facebook in the peace process in the country? c. Is Facebook beneficial or deterrent in improving the social and political aspects of Egypt? Empowering Egypt through Facebook According to the article of Zhuo, Wellman & Yu (2011, p. 6) that discussed Egypt’s use of Facebook during its political struggle, the rise of social networks in the country resulted from the increase in the availability of internet and mobile phones. This lead to the emergence of socially relevant organizations that mobilize the community. Protests and social critique in venues such as Facebook has been found to be important in this country that is dominantly Islamic and authoritarian, since it is relatively free from state control, as compared to other media like TV, radio and newspapers. In addition, it resulted to increased communication with other countries, allowing the local issues of Egypt to be heard globally. In Egypt from 2008 to 2011, mobile access to Facebook became a vital part of protests that caused the end of ex-President Hosni Mubarak regime, which at that time prevented information dissemination, particularly citizens’ access to personal computers. The dates and locations of nonviolent protests were announced through groups such as the April 6 Youth Movement. Aside from being a

Political Campaign Videos Essay Example for Free

Political Campaign Videos Essay Shifts in the campaign films â€Å"The Sky is the Limit† by George Bush and â€Å"A New Beginning† by Ronald Reagan must have been very evident to expert media critics, but were not at all noticeable for average reasonable television viewers, making the films more effective materials in campaign. Let us first take a look at the campaign film of George Bush. The first of the film â€Å"A New Beginning† engaged the viewers to listen and take a look at Bush’ personal life. It contained clips of Bush’ father, mother and wife talking about him and that is where â€Å"personal† or â€Å"emotional appeal† comes in, because it was the family of Bush speaking. Bush’ parents talked about how loving and wonderful he is as a son. Even his love life was discussed by his wife, telling the audience that Bush is a type of person who keeps his words which he proved when he married Laura right away as promised. At this early part of the film, the film seemed to be just a simple documentary of George Bush’ personal life, until a clip of George Bush saying â€Å"I am the person who likes to smile† came in. He was saying that he likes to laugh, with his face extremely closed up while driving, followed by a very short clip showing himself laughing at a political assembly. This, then, is the start of political campaign and is also the first shift in the movie. The shift was made very subtly, though, because there was a mix of personal appeal and political campaign. The next clip was Carlos Ramirez talking about Bush being a person full of family values. While the topic was still very personal, the interviewee was a political person, Carlos Ramirez being the mayor of El Paso. With this, the combination of politics and personal appeal was created, signaling the second shift that was about to happen. This is indeed a clue that the next shift will be from personal-political to something that’s purely political. The third shift is marked by an interview with Ernie Ladd, a co-founder of a mentoring program for leadership called â€Å"PULL. † Ernie Ladd was talking about Bush’ performance as a leader. When the topic is about leadership, it clearly shows that the current focus of the clip was into politics. To soften the blow, Bush was shown on TV again, being back to a regular guy for another shot at personal appeal. Then again, it was still political because here, he was talking about change. At first, he was sympathizing over children who were coming from very difficult situations and comparing it to his wonderful life. He said he wanted to change this and make lives better for all children, while uttering the purely political line â€Å"This is the reason why I want to run as a governor of Texas. † The campaign, at this stage, is at its full swing. Another shift was created, but this time, there was an effort in emphasizing the goals of Bush in the elections. Phyllis Hunter, a representative from READ of the state of Texas, talked about changed which Bush caused in the state. She further explained the positive changes which took place in Texas which may not have been impossible without Bush. â€Å"She gave testimonials on how helpful Bush is as a person which can be seen through her exact words, I have seen a big difference since he has been governor of the state of Texas in the amount of supports that we have to help us as educators reach the standards. He said if you need it, we’ll get it for you. We have websites, we have grant programs, we have teacher training in the state of Texas, and we have George leading the way (Parmelee, 2003, p. 52). † From this point, the film became highly political because what were shown were purely campaign materials. There was Bush talking to kids while reading their letters to him, in which a letter even contained a wish for Bush to win. Here, Bush tells the kids that he hopes he wins, too. This campaign material was given drama and personal appeal when the kids were involved. Lastly, Bush was uttering the words â€Å"I’m confident I can do the job that people want me to do. I’m a proud member of my party, but Im more than that; I’m an American. I love my country. I love what America stands for. I’m going to remind people that were lucky to be Americans (Parmelee, 2003, p. 52). † Ending the film is a song entitled â€Å"We the People† matched with a loud applause. Ronald Raegans film â€Å"A New Beginning†, on the other hand, starts with a footage of his inauguration. While uttering his constitutional oath, a montage of Americans leading a normal life was overlapping with his voice. His oath, then, functioned as a voice over to regular citizens who tended animals, tilled the lands, worked in offices, and the likes. It was indeed a technique that made the film strong because the film was able to make portray that the heroes of the United States are the Americans, and not Ronald Raegan himself. From this scene, a shift was made to Raegan talking about how he finds his job in the political arena, saying that â€Å"hearing honest views while having meetings† coming from the executive branch of the government makes him inspired as a political leader. After mentioning people from the executive branch, the film shifts to ordinary people again, giving testimonials on how they have learned values like patriotism, respect and pride because of Reagan. It was in the fourth shift when a sudden change can be noticed, because the music suddenly became dramatic, having the lyrics â€Å"Freedom, they cant take that away, I am proud to be an American† as a contributing factor to the emotional appeal. This part extended to a few minutes (as long as the whole song) and converted the film temporarily into a music video until it was cut to a few clips showing Reagan’s trips to demilitarized zones in Asia. In this shift, the film showcased the military power of a country where Reagan shows how delighted he is to hear pride among soldiers. He then meets the soldiers from South Korea and greets then one by one with the words â€Å"I am proud to know you. † This way, he is sending the message that we should emulate his behaviour of acknowledging these soldiers or â€Å"heroes† everytime we see them. Testimonials from ordinary Americans are inserted again, in which everyone says that they get to spend more money and they can feel the progress of the economy since Raegan led the nation. The topic of inflation was also discussed, with statistics mentioned to prove that he is most concerned with inflation and security of elders. The music in this scene is lively and victorious, followed, again, by testimonials from other people. The most dramatic shift comes with the topic of the assassination attempt on him. This part was purely emotional and personal, sharing to the audience the moment he talked to the doctor and the doctor told him â€Å"God must be on your shoulder. † However, an abrupt change occurred when a sudden lively music entered the scene, showing again his trips to Asian countries. This time, he says that people go to the West, which shows that the West, then, provides future for the people. He says that Americans have a lot to offer, which brought a change on the clip by inserting a clip about the World War II veterans who risked and sacrificed their lives at Point d’Hoc. He tells us that men these days can be found in offices, stores, farms and shops as a result of a free society all because the military force helped the nation achieve it. After this, the film becomes political when Reagan started talking about reform, simplifying taxes and creating enterprise zones and business incentives. From this, he also talks about peace which he achieved because he is helping people. The film ended with the song God Bless The USA (Morreale, 1991, p. 84). The values common to these two films are pride, patriotism, generosity, leadership, spirituality and respect. What makes these films different are how these two define themselves. Bush defines himself as a person full of family values, someone who wants to make everybody happy, respectful of his parents, wanting to create change, full of optimism and reaching big dreams, in which his being a family-person and wanting to create change is emphasized. Reagan defines himself as a person who respects heroes, full of patriotism, prioritizes economy of the nation, advocates freedom, spiritual and a peace-lover. In this, his respect for heroes or military and his patriotism are emphasized. Musical scores that are lively and victorious support the progress, dreams and freedom the candidates are portraying in the film. The sentimental songs support the personal and emotional appeal of the film, which helped in making the audience feel what the candidates wanted them to feel. Visual images also had a role – American flags, innocent kids, boy scouts, soldiers, baseball, laughter, sunrises – all these promoting a positive vibe for their personality, making the candidates look as more positive individuals in front of the camera.

Company Introduction, Market Segmentation, and Product Positioning Essay Example for Free

Company Introduction, Market Segmentation, and Product Positioning Essay The key to successful product implementation in today’s national enterprise system is the effective marketing of a new product with the company’s line of existing products. As stated by Lacobucci (2012), marketing is defined as an exchange between a company and its customers. The customer wants something from the company or firm and vice versa. In previous times, a company would manufacture a product they thought the customer would want or need. The customer purchased that product because of a pending need, which basically meant that marketing used to be product oriented. However, marketing today is more that an advertisement for goods and services in an attempt to attract new business. We live in a customer orientated and empowered marketing environment. We realize the importance and ramifications of having an exchange with our customers and developing a relationship with them. It is this exchange of information between our company and our existing as well as future customers that secures our position in our target market. Our company is a regional tool distributor located in the northeastern section of the United States. Our customer base consists of several major retailers, nationally known in the retail and wholesale tool industry. We used the brand label Blue Steel Tools for marketing and distribution of our products to discuss the implementation of an effective plan to market a new product line, the Illuminated Power Wrench. This paper will analyze market, identify our market segment for sales distribution and discuss the reasoning for the segment. Discussing the target market and why the targeted customers were specifically selected. We will do the SWOT analysis; describe the unique market position and the expected service provided in meeting the needs of the target audience. 1. Identify the marketing segment for the product and provide a rationale for this segment. The definition of a market segment as stated by Lacobucci (2012) is a group of customers that shares similar inclinations towards our brand. To define market segment further for our needs, it is an identifiable group of individuals, professionals or organizations that share one or more characteristics or needs in an otherwise homogenous market. In our case, our product will have a very wide market of consumers and small business owners and employees. Therefore we will need to reduce the market segments to larger chunks. Market segments generally respond in a predictable manner to a marketing or promotion offer. The market segment for the new product will vary widely due to the versatility of our product usage. Our main segment approach will focus on the wholesale distribution to retail repair supply stores who carry lines of tools for resale to the private and business consumer. These market segments will include businesses such as Lowes and Home Depot, retail tool distributors such as Harbor Freight Tools, automobile parts stores such as Advance Auto Parts and tool catalogue companies such as great Northern to name a few. As we analyze this segment we ask the question if this segment is viable and can we profit from using it. Other considerations are accessibility and measurability. This segment is small enough to manage our sales and distribution, but large enough to reach the ultimate user of our product. This market segment possesses the potential and versatility to sell and distribute our product to the target consumer market with a widely diversified audience in the retail industry. The bases for this segmentation include similar demographics, geographical locations, and psychological make-up of customers and behaviors of users/purchasers. In other words, the customer base for our segments meets the desired user of our end product. Anyone who builds or repairs something whether they are a novice or professional is a potential customer. Therefore, by using this method of market segmentation for product distribution, we will successfully sub-divide a large homogenous market into clear identifiable and manageable segments that have similar needs, wants or demand characteristics indicated by Lacobucci (2012). 2. Discuss the target market and provide rationale for this target market. The target market defined is the particular market segment at which a marketing campaign is focused. As stated earlier, this product has been designed for the retail tool industry. We have targeted segments in the industry that will be the most successful in reaching the consumer and generating a demand for our product through steady sales. Lacobucci stated the first perspective in assessing segments target is to have a view of the segments themselves and the primary concern is the segment be profitable. This in turn will become a profitability issue for our company as we continue to hold a place in the small tool market and generate profits with continued sales. The second perspective examined was if the market or segment fit with who we are. In this case the answer is yes. The ultimate target for this product is the consumer. The greater exposure we have, the higher propensity for sales growth. The illuminated ratchet screw driver is a quality tool for use by not only the novice home self repair person; it will also meet the needs of the professional repair person, no matter what the industry. The illumination system in the handle of the wrench will appeal to the vehicle mechanic working in the close quarters of an engine compartment, the electrician repairing the circuit breaker box, the computer repair technician working in between electronic circuitry as well as to the basic consumer performing handy maintenance projects. This tool will come with the standard wrench lugs and have availability to accessories such as wrench tips to enhance its versatility to meet the needs of a wider target audience. The wider target audience is customers of our targeted market segments. Therefore the target market is our pathway to the ultimate user of the product is consumer sales. The strategic sales objective of these retail establishments coincides with our strategic vision of reaching the ultimate user of our products, satisfying their needs and increasing the likelihood of additional product sales. 3. Perform a SWOT (strengths, weakness, opportunities and treats) for the company. As we move forward in the marketing of our product, we need to our own corporate strengths. Lacobucci (2012) suggests the use of a SWOT analysis in identifying our strengths, weaknesses, opportunities and threats. The strengths and weaknesses characterize our company in relation to competitors where the opportunities and threats characterize the broader environment such as the tool industry, suppliers, the government and etc. Our strengths are in our track record in t he tool industry. We have provided quality products at competitive prices. Another perceived strength is in the management of our company. The senior management of Steel City Tools has provided a strategic vision with clearly defined attainable goals for market position and sales. However a perceived threat is in the foreign market. A number of tool company’s efforts have been over shadowed with a cheaper duplication of products from foreign markets. The US has been plagued with a reduction in the manufacturing industry due to globalized markets, elimination of trade barriers and outsourcing. The end result is our market segment (distributor) could purchase a similar product cheaper and increase their gross margin and not purchase our product for resale. Another threat we are not prepared to react to is loss of a major distributing customer. With more and more businesses merging, we could lose a distribution source with no warning. One of our weaknesses is we have focused on sales east of the Mississippi, thus limiting market expansion. However, this could be turned around as a future opportunity for market expansion. An easy way to expand our market is to establish a retail division and use infomercials through the cable television network to accept mail order/telephone order select product sales such as our new illuminated power wrench. However, a marketing effort of this nature would require careful consideration must be given to the geographical area so as not to alienate our primary segment customers. A move of this nature would require additional capital investment and careful analysis of this type of expansion would be necessary to minimize risk of project failure. The SWOT is useful in clarifying our marketing questions. The key is to address our shortcomings so as not to give the competition an upper hand and not raise concerns with our customers and capitalize on our strengths for continued success. 4. Create the market position for your product and service. Explain your rationale. Product positioning, according to the Encyclopedia of Business, involves the tailoring the entire marketing program to include product features, distribution, price, quality and service to meet the needs of the consumer within the specific market segment. In this manner, the product positioning is part of the overall market segmentation. Product position takes place in our distributors store, or target market segment and tells us how we can strive most effectively in that market segment against our competition which are also present on display. The key is to understand the consumer perceptions of the product and the marketing behind it. Quality, reliability, affordability, unique features, benefits to the customer is just a few attributes of product positioning. According to Lacobucci (2012) positioning is often about modifying the four P’s of marketing (position, price, place and promotion). In the case of our company, our reputation is a reflection of the position to provide a quality product at a competitive price while leading the market in innovation. Our company performance is attributed to the quality of our employment staff. Our employees are at the core to our success. We have established core values for our company’s work force by creating a positive work culture with recognition of the whole person concept. The strategic leadership from the top on down to the employee fosters productivity with reward and recognition to enhance their performance in support of the company operations to include our marketing efforts. Thus the positive and proactive personality of our company in meeting its marketing objectives is a direct reflection of the quality of every member of the Blue Steel Tool Team. As we continue to grow and develop products for sale, we position our products at a distribution sales point or market segment with the greatest customer exposure for maximum market penetration. We will service our product to the satisfaction and benefit of the customer so as not to jeopardize customer confidence as well as the business relationship with our market segment. The product we create and the service we provide are a direct reflection of not only our company, but that of our distributors. Our products are designed to meet the working needs of our professional as well as consumer clientele with a level of quality that meet or exceed expectations at the best value. References Lacobucci, D. (2012) Marketing Management: 2012 custom edition. Mason OH Market Segment Defined Retrieved from http://www. businessdictionary. com/definition/market-segment. html Morley R. (2006), Trumpet Print Edition: The Death of American Manufacturing, February 2006 Retrieved from http://www. thetrumpet. com/index. php? page=articleid=1955 Reference for Business Product Positioning: Encyclopedia of Business, 2nd ed. Retrieved from http://www. referenceforbusiness. com/small/Op-Qu/Product-Positioning. html Target Market Defined retrieved from http://www. businessdictionary. com/definition/target-market. html