Benito Mussolini Essay Founding Father of Fascism

Name: * Teacher: * ENG2D1 27/05/2012 Benito Mussolini, Founding Father of Fascism Mussolini once stated that â€Å"It is humiliating to remain with our hands folded while others write history. It matters little who wins. To make a people great it is necessary to send them to battle even if you have to kick them in the pants. That is what I shall do. † As you would expect words like these from the mouth of Mussolini himself had been the inspirational backing to this dictator’s rain as sole leader of Italy in the Fascist party for nearly 24 years.Before the war, Mussolini formed the Fascist Party of Italy, by gathering the roaring support of many unemployed WWI veterans, like him. He proved to be the founder of Fascism and he had united Italy as one. During the war, Mussolini became power hungry, after joining forces with Hitler and the country of Japan. Hitler had influenced Mussolini to make many poor choices which would ultimately lead to the deaths of the both of them and the slaughtering of Fascism itself.After Mussolini’s fall from power, which occurred in the midst of WWII, Italy was thrown into chaos as the remaining Fascists fought against the partisans and the Italian army was left with no orders as to what they must do. As one may expect, this was just a temporary setback, and Italy once again formed its democracy. This essay will look at Benito Mussolini’s effect on Fascism and Italy before and during the war and after his fall from power. After WWI, Mussolini developed distaste for Socialism and had declared it to be a failure, he called for a new system to be formed, one that would revive the nation of Italy to its former Roman glory.Mussolini utilized a number of books and ideals to form the Fascist system. When discussing the Ideology behind Fascism, Mussolini affirmed that â€Å"Fascism, the more it considers and observes the future and the development of humanity, quite apart from political considerations of the mome nt, believes neither in the possibility nor the utility of perpetual peace. † In 1922, Mussolini had gained the support of a number of Italian war veterans, at this same time Italy was in complete political anarchy, with no real party in power.He had used this as leverage to gain power and eventually make himself the leader of Italy. The King handed over power to Mussolini by inviting him to form his own government. Soon, Mussolini’s Fascist movement had formed into the National Fascist Party. The Fascist party had gradually disassembled the democratic government and gained full support of the military, business class, and the liberals. By 1925, Mussolini’s Fascist party had taken control of Italy and he had given himself the title of ‘II Duce'. With such a title, he holds no responsibility to parliament and can only be removed by the king.He now set out to re-establish Italy as a major European power. In the years to come, Mussolini faced many assassinatio n attempts, one being from an Archaist, this lead to Mussolini outlawing all other parties, in 1926. He coordinated many illegal activities in order to keep himself in power, one such being cooperating with the Mafia to reduce violence in order to make it seem as if the Mafia was defeated. With Mussolini in power, surrounded by greed, and no opposition left standing, the living standard for the average Italian fell greatly.Mussolini knew he needed to do something to prevent uproar from the Italian people. In 1930, an economic depression hit Italy and Mussolini had to find some way to help recover the economy. By 1935, Mussolini had control over three quarters of all business in Italy. He made an attempt at creating government initiatives to combat the economic setbacks and unemployment levels. Most of these failed because they used up valuable resources. Mussolini made it seem as if all was well and these initiatives were working by the means of propaganda.To gain further control of the economy, he issued price and wage controls in 1938. He later attempted to make Italy self-sufficient by instituting high tariffs on trade against all countries except Germany. As one would expect, the whole of Mussolini’s rein, up to this point, had been an utter failure and all he had to defend himself with was propaganda. His first and most important priority was to brainwash the minds of the Italian peoples through careful monitoring and censorship of press, radio, education, and films.In conclusion, before the war, Mussolini had a negative effect on the quality of lives of the Italian people up to this point, and he also has so far proven that although it may have some sense in theory, Fascism when under the wrong leadership can go very bad. In 1939, the threat of war was approaching as tensions were growing in Europe; it was now up to Mussolini to decide which side to choose. It was clear to Mussolini that Nazi Germany had a strong chance of winning if war was to ar ise in Europe and that he would have to join with them now in order to secure Italy’s position as a global superpower in the near future.And so, in 1939, Italy and Germany agree to a military and political alliance, giving birth to the Axis. Soon after, in 1940, Japan joined the Axis. With the war in its beginning stages and Germany already showing strong favor, Italy joined the war. On 10 June 1940, Italy declared war on Britain and France. Many Italian people were very wiry about the joining of a major war at such a bad time for the economy, but their fears were tarnished by the quick takeover of France in just eleven days. Regardless, Italian soldiers were ill-equipped and poorly trained.These facts became exposed when Italy encountered failures in safeguarding their territory in Northern Africa and the Balkans. Mussolini’s defeated armies were sent to the Soviet Union to help Nazi Germany in their poorly planned invasion on the USSR. This proved to be a fatal choic e, as the thin numbers of the weak Italian army grew even thinner. It was clear that it Italy was to face invasion on its own soil then it would never have the power left to defend. That fact was clear to the allies, and so, in July 1943, the fighting came right to Italy’s doorstep with the invasion on Sicily by allied forces.Things were looking down for Italy, with a portion of southern Italy seized by the allies and a bombing occurring in Rome for the first time in history. Mussolini was losing confidence from his people. Mussolini had proven himself a failure in his handling of the war and he was soon removed from his position by the King. He was arrested almost immediately. With Mussolini powerless, and the nation split in half between the Nazi north and the Allies south, the nation was in anarchy. In time, the Fascist system was overrun and some of Italy changed sides. The Allied controlled south of Italy declared war on Germany on October 13, 1943.Mussolini was rescued from his imprisonment at the Hotel Campo Imperatore during the Gran Sasso Raid, two months after his arrest. Hitler assisted Mussolini in setting up a new regime (Italian Socialist Republic) and during his final two years, Mussolini lived in Northern Italy and spent much of his time writing his own autobiography. Soon, the war was over and the Fascist rein in Italy was over as well as the Nazi rein in Germany. Hitler found solution to this through suicide; Mussolini chose a different solution and decided to make an attempt at fleeing to Switzerland with the remaining members of the Italian Socialist Republic.Mussolini was caught and executed along with the other members of the Italian Socialist Republic which were with him at the time. In conclusion, during the war, Mussolini had had worsened the lives of the Italian people and had proven once and for all that Fascism simply does not work and will never function well enough to be a proper system of government. Mussolini was beaten, having failed the nation he swore to protect, his corpse was left hung upside-down on a meat hook for all of Italy to ease their worries.Following Mussolini’s fall from power, Italy was pushed into further distress. Italy was left without a proper leader and the aftereffects of Mussolini’s poor governing still remained a very real issue to Italians. Strung in poverty, fighting within the government and lack of leadership had tossed Italy into a war within its own borders. And so, in September of 1943, the Italian Civil War began. It was a fight between the remaining supporters of Mussolini (Fascists) and the Parisians. The Fascists still had the support of Nazi Germany and the Parisians had support of the Allies.This was a war within a war, a fight between Italians over governmental system and ultimately for basic freedoms. This war had dragged on until the demolition of Nazi Germany and the surrendering of the final Axis members. The Fascists had been defeated and a n ew system had to be put into place. It all started with elections just as it had nearly 30 years ago before Mussolini was in power. The first democratic vote made resulted in the dissolving of the monarchy, and soon a new prime minister was in place and Italians began to renew their trust in the democratic system.One may think that Mussolini’s legacy did not in fact live on in the governmental system or in the people of Italy, but in fact, it did. Successors of the recently banned National Fascist Party had formed their own parties, the most famous of which being the MSI (Movimento Sociale Italiano) which was dissolved in 1995. The MSI was later replaced with National Alliance which still exists today as a party that is in fact opposed to Fascism; its leader even once stated that Fascism is â€Å"an absolute evil†. In conclusion, afterMussolini had died, Italy had recovered very well, and now, thanks to Mussolini, we all know it’s wise to learn from history and never to return back to such an illogical system as Fascism. This essay has looked at Benito Mussolini’s effect on Fascism and Italy before and during the war and after his fall from power. Before the war, following WWI, Italy was in chaos, without a leader and with distrust in the democratic system, Italy had placed its trust in Mussolini and his newly invented Fascist System.During this time, Mussolini made Italians poor and had worsened their quality of lives and thus had been a poor leader. During the war, Mussolini had risked the lives of Italians through carless actions on his part. He allied with the evils of the Nazi Party and sent his men to wars they couldn’t fight when being so ill-equipped and poorly trained. After his death, Italy was once again in chaos, so much so that they entered into a civil war which finally put an end to the Fascist movement. His legacy still lived on in the parties that replaced his.Even though some may wish to forget, his legacy h as become the savior of many more innocent people due to the fact that he proved that Fascism is an evil system that shall never be used again. This report has concluded that Mussolini was an awful leader who divided the nation more then he united it and also that Fascism is too archaic for a sophisticated modern society, such as ours. Work Cited Trueman, C.. â€Å"Benito Mussolini. †Ã‚  History learning site. historylearningsite. co. uk, 2008. Web. 31 May 2012. . â€Å"Head of Government and Duce of Fascist: In Office. â€Å"Wikipedia. Google, 2011. Web. 31 May 2012. . unknown, . â€Å"Historic Figures: Benito Mussolini (1883-1945). †Ã‚  Bbc. co. uk. BBC History, 2011. Web. 31 May 2012. . Mussolini, . â€Å"Benito Mussolini Quotes . †Ã‚  Benito mussolini quotes. N. p. , 2001. Web. 31 May 2012.

College athletes should not be exempt from normal class attendance Essay

College Athletes Should Not Be Exempt from Normal Class-Attendance Thesis Statement: College athletes should not be exempt from normal class-attendance because it is their responsibility to handle their work-load, in all aspects, just like everyone else. College’s main purpose and goal is to graduate and receive a degree. Everything else comes second. Student athletes who believe they should be exempt from normal class-attendance are ignorant and lazy individuals who do not deserve the privilege of playing intercollegiate sports. Are students who play especially physically demanding sports such as hockey, football, or soccer going to be more physically and mentally fatigued than that of a non-athlete? Maybe, maybe not! But they made the conscious decision to commit to a team and must learn to cope with the consequences and sacrifices that proceed which include: going to class, showing up on time, attending practices and games, and maybe even not having much of a social life. Conclusion: Representing your school’s colors by playing a sport in college is a great accomplishment that shows dedication and perseverance. It also improves your character and discipline that are both essential components throughout the rest of your life. That being said, college athletes must have a firm understanding of priority. They need to be able to comprehend the importance of their education over the importance of their athletic careers. An education should always come first and foremost, no exceptions. Collegiate sports tend to be placed on a pedestal, especially for those athletes fortunate enough to receive scholarships for their abilities even though playing a sport in college is nothing more than a glorified, recreational activity. One must always remember that having a solid education is something that will stay with you for the rest of your life, while playing a sport will only last just a few years after college if you are lucky. Sources Riddles, Libby. â€Å"Class vs. Competition.† Libb’ys Final Portfolio. Weebly. Web. 23 Sep2013.http://libbyriddles.weebly.com/argument-essay-1.html. Wallace, Stephanie. â€Å"College Athletes Should Not be Exempt from Regular-Class Attendance .†Prezi. Prezi Inc., 04 Jan 2013. Web. 23 Sep 2013.. â€Å"Why College Athletes Should Be Made to Attend Class.† StudyMode.com. 04 2012, 2012. 2012 .

Battle Hymn of the Tiger Mother

In a study of 50 Hispanic American mothers and 48 Chinese immigrants' mothers, nearly 70% of Western mothers said that it is not good for children to emphasize student success or parents In contrast, about 0% of Chinese mothers have the same emotion. Conversely, most Chinese mothers think that their children are best students I believe we can be. They failed at school, then there was a problem, and their parents did not do their job .... Chinese parents spend about ten times on school activities a day. The war song of Tiger Mama sings a song that caused a global parenting debate about the mother 's strict parenting. Amy Chua believes that raising children in the West will respect and train the child's personality. Tiger Mothers Battle Song records Kay's decision to raise her daughter, Sophia and Lulu Chinese way - and the convincing and sometimes painful results her choices cause. Tiger Mama's battle song is a painful, sincere and profound challenge, one of the most noteworthy books in our time. Tiger Mothers Battle Song is a book published in 2011 by American writer and lawyer Amy Chua. It quickly promoted the concept and terminology of Tiger Mother and became the source of inspiration for Singapore's TV program Tiger Mother in 2014-2015. In 2015, the mother of the mainland Chinese drama tiger, and the Hong Kong series tiger's mother blues 2017. In an article published on Wall Street Journal under the heading Wall Street Journal on January 8, 2011, an excerpt from her book is included. This work has become the point of controversy. Many readers have missed so-called satire and humor that is not self-explanatory in the title and the work itself, but claim that Chua was concrete and very strict and ethnically defined. Advantage of parenting method Actually, Tua says that this book is not a manual of operation method but a self-critical memoir.

Research paper - Poetry Essay Example | Topics and Well Written Essays - 2000 words

Research paper - Poetry - Essay Example A close critique of the poem, however, suggests that Jonson may have had different views than those that are assumed of many of his readers. While it might have served him well, as a poet an a man in need of social stability, to praise his apparent social betters, this does not mean that â€Å"To Penshurst† was not written from a hidden, disapproving standpoint. Jonson himself was part of a different lifestyle to that of the Sidney’s, and as such he could see that their luxury was based on a fundamental societal structure that was only perpetuated from ownership of such residences as Penshurst. Jonson, born sometime in 16th century England, grew up in London and claimed himself the â€Å"posthumous son of a minister† (Loxley 8), although experts cannot be sure whether or not this is true. Whatever his father had been, Jonson’s mother remarried to a bricklayer who despite the general condition of the London working class at the time was literate and had his stepson educated from an early age. With the second marriage of his mother, Ben Jonson suffered socially because of the loss of aristocratic society with which his clergyman father might have affiliated himself; a bricklayer’s son, although educated, was not expected to keep company with anyone outside this working class ranking and therefore it was with great difficulty that Jonson established himself as an artisan. His success can surely be attributed to an education that was above par: first he attended private school and later a prestigious school in Westminster near Whitehall Palace. Arguably it is the fact that Jonson was educated in the style of a boy from a higher social ranking that not only gave him some perspective of his own place in society but caused him to look at the lifestyles of those he attended school with in a different light. He will have met other boys from wealthier families and whose lot in life would be very different from his own simply because

Would you agree with the proposition that the physical geography was Article

Would you agree with the proposition that the physical geography was the main factor in the emergence and expansion of the early large political systems of West Africa - Article Example These are the regions shared by these vast kingdoms that inhabited these areas since the ancient times. This paper seeks to establish the authenticity of the idea that physical geography was the main factor for the emergence and expansion of the political systems in this region. The values of land in relation to the economic activities of the people that live in this place are the key factors that would influence the geographical stay. The entire region share a collection of ancient and modern ways of life and the historical divisions of the periods of development from prehistory to the post independent era dictates all the activities that have been going on in the region. In the 16th century, kingdoms started building themselves up on the coast of West Africa. Ghana was to the far west, a kingdom that was ruled entirely by kings and was therefore stable. The economy of these people, which highly contributed to the specific regions they settled, was made up of iron, gold mining and agriculture. These were traded with the Berber communities from the northern part of the Sahara. To the east of Ghana kingdom, the Mande people had the Mali kingdom practicing trade. The Mali people were typically traders and this was influenced by their position along the trade routes. They occupied land between the forests and the desert. This allowed them to control trade in the Sahara region. The trade was in golden items from neighboring regions of the Ghana and therefore creating a leeway for the actual development of the slave trade. The Ghana Empire lived in a gold rich region and the king was so proud that he called himself the richest man he had ever seen. This means that he would not move his kingdom to another place or be driven away by an enemy power because of this pride and happiness of living in a gold region. Large dynasties like the Songhai were more powerful but there was more

American Government Essay Example | Topics and Well Written Essays - 500 words - 2

American Government - Essay Example The so called representatives of the peoples that are chosen only serve to represent themselves and their interests. Their aims are to make themselves popular in the world over and to create fear among nations (Roger, 2004). The people have no power to make decisions of national governance as it would be in true democracy. The system ensures important decisions to be made by few people who create inefficiency in the whole process of decision making and execution. There concentration of power on top level has seen stagnation of economy among other bad decisions that have continued to plague the tax payer. This form of the government represents their wealthy clients at best often ignoring the have-nots who are the people who have elected it. Therefore the party in power is not the problem facing American but the social contract structure whereby decision making process is left for the wealthy few instead of being distributed to the people. The only solution would be to redesign the Ame rican government and that would be through constitutional amendment to restore the power to run the country back to the people to ensure the system get efficient since the elected representatives will become directly responsible to their actions and answerable to the people. Furthermore, decision making will be decentralized. Social contract comprises the philosophical therories describing agreements between the ruled and the rulers among the members of an organized society and the philosophies defined the duties of each party, limitations, and rights (Stuart, 2007). A contract in normal cases comes with specific obligations and therefore in political scenario a contract between the citizens and the sovereign power grounds the nature of obligation on each party. Under the social contract the legitimate authority is drawn from the consent of the people. Members of the society are bound by the social contract to respect the ruling government

VIDEO QUESTIONS Movie Review Example | Topics and Well Written Essays - 250 words

VIDEO QUESTIONS - Movie Review Example This species of snake is not killed by the high level of toxicity in the newt’s skin so the newt has to evolve and increasing its own toxicity to finally be also able to kill the garter snake which has developed a unique resistance to its poison, unlike what a newt does with its other predators. 3. What is the trade-off for the snake in developing greater resistance to toxicity? - The snake is temporarily paralyzed or slowed down for a few minutes after eating a newt but does not die. The snake moves slower as a trade-off for developing a higher resistance but then becomes more vulnerable to its own set of predators because it cannot move fast enough to get away. 5. Why are antibiotic resistant strains of bacteria so prevalent in prisons? The drugs used in the treatment of tuberculosis were of low quality and in inadequate amount or the regimen was not followed strictly so the TB microorganisms are not killed off entirely and started to evolve into new strains or variants or hybrids which were more resistant to antibiotics. 6. How can evolution domesticate a disease? – Misuse, overuse, and widespread use of antibiotics had effectively made many disease-causing microorganisms seen in the world today to become highly-resistant. But evolution can also domesticate a disease by making it less virulent by reducing its level of toxicity through some means, such as making its spread easier. 7. What does mutualistic symbiosis mean? Give an example. Mutualistic symbiosis means different species of animals or living organisms living together which benefit them both which is opposite to the usual evolutionary picture of constant competition or the so-called biological arms-race. A group (a type of fish) is cleaned by a tiny shrimp of its numerous parasites on its skin. 8. Describe the relation among allergies and asthma among children of farmers and non-farmer. – Children who lived on farms and in contact

Cellular Network and Smartphone Application Security Research Paper

Cellular Network and Smartphone Application Security - Research Paper Example Numerous applications present in smart phones have raised new security questions. Security is a prime requirement for users today and therefore users should be knowledgeable about their vulnerability to attacks. Types of Cellular Networks 2G Stands for second generation wireless telephone technology it’s known as Personal Communications Service, or PCS, in the United States. 2G technologies can be broadly divided into  TDMA-based, FDMA-based and  CDMA-based standards. Compared to previous 1G networks that were analogue, 2G offered digital encryption and started the data service for cell phones including text messages. Digital signals allowed effective data compression and multiplexing while reducing the emission of radio power. Enhanced security decreased the incidences of frauds. 2G is also a cell phone network protocol .Their features included voice mail, caller ID, Conference calling and simple web applications like web browsing and email. Some modifications in 2G led t o the evolution of 2.5G and 2.75G that account for the transition to 3G. 2.5G has a circuit switch domain and included MMS technology along with GPRS. 2.75G technology enables improved data transmission rates by virtue of being an extension on top of standard GSM hence performed better than its predecessors 2G and 2.5G. 3G Third generation succeeded the GSM standards. It provided great speed to browse through WebPages, play 3D games, download or stream full motion music videos. Verizon Wireless was the first to introduce 3G services in 2005.3G was accompanied by increase bandwidth, and greater support for diverse applications by the inclusion of packet-switched data with spectral efficiency at greater speeds. There are two 3G families 3GPP and 3GPP2. 3GPP was formed to foster deployment of 3G networks that came from GSM. Deployment GPRS and EDGE began in 2000 and 2003 respectively. These technologies are defined by IMT-2000.IMT2000 stands for International mobile telecommunications while 2000 means it was launched in 2000 had data rates of 2000 Kbp and frequency range of 2000 MHz. 3GPP2 was introduced to help operators using CDMA2000 to move to 3G. 3.5G was introduced with cable speeds and its added features include faster browsing of graphic intensive site and on demand videos.    4G Fourth generation refers to fourth-generation wireless that overtakes the 3G technology. What really constitutes 4G is not yet defined but 4G networks are distinguished by their use of orthogonal frequency-division multiplexing (OFDM) rather than (TDMA) or (CDMA) even though carriers are divided on whether to use (LTE) or WiMAX. ITU standards claim that 4G network should allow exchange of data at 100 Mbit/sec whereas 3G’s speeds can be as low as 3.84 Mbit/sec. As expected 4G is faster than all previous generations. Technologies that enhance coverage like Femtocell  and  Picocell  are being developed to support 4G technology. LTE (Long-term-evolution) –It use s additional spectrum and multiplexing enhancing speeds which are10 times faster than 3G.The lag time has also reduced delay increasing the responsiveness of buffering. It is known for its high quality Voice-over-IP (VoIP).It is believed that songs can be downloaded within 4 seconds and photos uploaded in 6 seconds. Most of the smart phones support 4G LTE and it is available in more than 175 cities. WiFi WiFi provides wireless connectivity. It uses 802.11 radio technologies providing a fast and secure

Julian Assange and his impact on the communication processes and Essay

Julian Assange and his impact on the communication processes and politics - Essay Example This research will begin with the statement that Julian Assange was known only as an â€Å"Australian moderator of the Legal Aspects of Computer Crime mailing list and a researcher who has written extensively about hackers† in the beginning of this century, that is, before he became a controversial celebrity who all know of. This is why calling Julian Assange, a â€Å"cypherpunk revolutionary†, Robert Manne has said, â€Å"Less than twenty years ago Julian Assange was sleeping rough. Even a year ago hardly anyone knew his name. Today he is one of the best-known and most-respected human beings on earth†. The seemingly sudden rise to the fame of this Australian individual has a socio-political context and a corresponding history. The way his actions have impacted the communication processes and the politics in the globalized world is a topic that has international implications. The geopolitics of his physical location to the ideological underpinnings of his intelle ctual landscape that he has extended to others through the internet represents a whole new world of possibilities- in communication, freedom, and democracy. Julian Assange has been a hacker since when the first generation of computer hackers started rewriting the laws of internet communication. In the book, Underground, written by Suelette Dreyfus, and for which Assange worked as a researcher, a hacker named Mendax was featured and this hacker really was none other than Assange himself. (Manne, 2011a, p.197). It was in 1988, that Assange became a hacker (Manne, 2011a, p.197). He formed a group called International Subversives along with two other hackers (Manne, 2011a, p.197). Dreyfus (2006-07) had described the politics of this group as â€Å"fiercely anti-establishment; their motive adventure and intellectual curiosity; their strict ethic not to profit by their hacking or to harm the computers they entered† (as cited in Manne, 2011a, p.197). Assange was a member of the free software movement, he participated in the creation of NetBSD, an open source computer operating system, and got involved with a movement called cypherpunks in 1993 (Manne, 2011a, p.203-204). The idea of WikiLeaks had been borne out of this movement (Manne, 2011a, p.203). Among the cypherpunk group of hackers to which he belonged, Assange was somewhat an exception to others (who were anarcho-capitalists) by keeping a left leaning though he is an â€Å"anti-communist† (Manne, 2011a, p.211). The basic philosophy of cypherpunks was again the issue whether: The state would strangle individual freedom and privacy through its capacity of electronic surveillance or whether autonomous individuals would eventually undermine and even destroy the state through their deployment of electronic weapons newly at hand (Manne, 2011a, p.204). It was rumored that a 1989 attack that was carried out â€Å"from Australia on the NASA computer system via the introduction of what was called the WANK worm in an attempt to sabotage the Jupiter launch of the Galileo rocket as part of an action of anti-nuclear activists† was the work of Assange (Manne, 2011a, p.197). A programme written by Assange was named sycophant and it allowed his hacking group to hack into the US military systems (Manne, 2011a, p.197). It was when his group hacked into the Canadian telecommunications corporation NORTEL, that his hacking was found out for the first time (Manne, 2011a, p.197). In the police action that followed, Assange was arrested in a totally devastated state of mind and admitted to a hospital (Manne, 2011a, p.198). Manne (2011a) has observed that this arrest and the time spent in jail was what shaped his politics (p.198). Suburbia Public Access Network was the next war front that Assange opened (Manne, 2011a, p.200). It was a convergi ng point for many email lists and activist groups (manne, 2011a, p.200

Study Guided Essay Example for Free

Study Guided Essay List and explain the five basic functions common to national governments throughout the world. The five basic functions common to national governments throughout the world are to establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty. Providing justice means to ensure fairness to all people, insuring domestic tranquility to keep peace, provide for the common defense meaning provide an army to defend against attack, promoting the general welfare meaning to ensure health and needed things, and securing the blessings of liberty meaning to keep all rights of the people secure. 2. Define government and define politics. Government is the system by which a nation, state or community is controlled under. Politics is the activities associated with the government of a country or area. List and explain four common challenges to democracy. One of the four common challenges to democracy is the fact that representatives elected by the people may not really be the most capable for forming a government; not all people know what the best way of government is or who is most capable of running it. Another is the fact that the people elected to govern may compromise the interest of the public to serve their own interests. Another of the four common challenges to democracy is the size of a democratic government; it is often very large, which can lead to conflict and gridlock. Finally, since a government is dependent on the votes of the people, the members may simply take short-term actions that will help them get elected, rather than actions which will help the nation for the long run. 4. How is public policy determined and implemented? [pic] a. How does a person’s problem become a policy issue? b. List the four linkage institutions and identify how each one connects the policy issue with policymaking institutions. c. List the four Policy Making (PM) institutions. Explain each, as well as their collective role in the PM System. This electoral plan was democratic, but not at all completely democratic. It was democratic in such a way that the people have a say in who becomes president and get to vote on it. It was not completely democratic, however, because of the fact that they were not directly voting on candidates and because technically, their votes meant nothing in the case of a faithless elector. 8. What has since changed? How? The electoral college still elects the president every four years, but it no longer has all of the say in who becomes president like it used to. 9. Who determined the eligibility for voting in federal elections? At the time of the Constitution’s ratification, who was eligible to vote? The Federal Elections Commission determined the eligibility for voting in federal elections. At the time of the Constitution’s ratification, only white males who owned land were eligible to vote in these federal elections. 10. Identify the influences of John Locke on the founding fathers and analyze how his social contract influenced our founding documents. Be sure to identify the terms â€Å"social contract†, â€Å"natural rights†, â€Å"consent of the governed† and â€Å"popular sovereignty†. John Locke had a profound influence on political philosophy; especially on modern liberalism. He argued supporting the social contract, an agreement among the members of a society to cooperate for social beliefs.

Issues of the Development of Brownfield Sites

Issues of the Development of Brownfield Sites Introduction: Brownfield land, or previously developed land (PDL), â€Å" is that which is or was occupied by a permanent structure, including the curtilage of the developed land and any associated fixed surface infrastructure.† This is the definition given in Planning Policy Statement 3 (PPS3) Housing, by the British Government, however in the United States the definition has been notably tweaked over time. The US Environment Protection Agency in 1997 quoted brownfields as being â€Å" abandoned, idled or under-used industrial and commercial facilities where expansion or redevelopment is complicated by real or perceived contamination.† This description was however updated in 2002 to become â€Å" real property, the expansion, redevelopment, or re-use of which may be complicated by the presence or potential presence of a hazardous substance, pollutant or contaminant.† The development of brownfield sites has been an area of great debate and discussion for many years. There are numerous issues surrounding their re-use from almost every viewpoint. Developers have historically been reluctant and unenthusiastic to make use of them for any new planned schemes for a variety of reasons. There can be great costs associated with the cleanup of a brownfield site depending on its previous employment. Further to this, legislation held every past and present owner of brownfield property completely responsible for any pollution or contamination to nearby people or property thereby presenting a large risk for potential developers. As time has passed by, non-built-up space available for construction of any type of buildings has diminished and therefore the Governments of most countries have made policies in a bid to control over-expansion and prevent urban sprawl. Clearly this has an impact on brownfield sites and their usage or potential regeneration. Another important area that warrants discussion is what has been termed as ‘sustainable development defined as, â€Å"development that meets the needs of the present without compromising the ability of future generations to meet their own needs.† (World Commission on Environment and Development, 1987) Sustainable development has become an objective which Governments throughout the world strive for. It is the core principal underpinning planning and aims to ensure a better quality of life for everyone, now and in the future. Poor planning can lead to run-down town centres, unsafe and dilapidated housing, and the loss of countryside. (HMG, PPS 1 Delivering Sustainable Development, 2005) Governmental policies are often introduced, altered or even eradicated depending on the state of the economy. A recent example is the reduction of Value Added Tax (VAT) carried out by the Government in the United Kingdom (UK) which was an attempt to try to limit the effects of recession by putting extra money in the pockets of consumers. Brownfield land can be affected in many ways by changes to existing economic policies and particularly planning legislation and guidelines, for example, they were brought very much more in to the spotlight with the establishment and enforcement of greenbelt land. This said, it is not just directly linked policies that can influence brownfields. The Government has five main economic goals and land use impacts on a number of these main goal areas particularly the protection of the environment, economic growth and unemployment. Research Question: The purpose of the project is to explore the issues surrounding brownfield sites for developers and the Government alike; including the incentives and support they offer, as well as restrictions they must adhere to or can receive. Further aims are to develop a deep understanding of land use focussing on brownfield land, the necessity for its redevelopment and consequences if it is left deserted and barren. The question itself centres on how the Government aims to encourage and drive new development towards brownfield sites or PDL, and whether the policies, legislation, and guidelines they introduce or modify are accomplishing this. Aims and Objectives: To investigate the current regulations, guidelines and policies regarding the re-use of brownfield or previously developed land. To understand whether these measures are strong enough to encourage the use of brownfield or previously developed land, and study their effectiveness. To discover whether the quantity of brownfield land being redeveloped has risen since these regulations and incentives have been in place. To examine the major issues and obstacles hindering the re-use of brownfield land. Research Methodology: This chapter describes the method of data collection and gives reasons why these methods were chosen. The research encompassed three different means of data collection. Documentation, journals and book research. A case study method of research. A question based interview with a property professional. Documents, books and journals from the Government, professional bodies, public libraries and the internet will be reviewed as data sources. These will offer official information on policies or guidelines as well as help to analyse the findings from case studies and the questionnaire. Documentation in this form will help to present reliable, certified and unbiased information on brownfield redevelopment in general and further helpful information. This information will include Government reports, policy statements on the environment and planning, incentive plans, consulting reports of sites carried out by professional bodies, as well as market research and statistics. Through studying this data the researcher will be able to gain an in depth understanding of the regulations surrounding brownfields and their redevelopment, but also more detailed knowledge and comprehension of the many aspects involved. A case study method of research, involving two large scale developments, was decided upon as a reflection of the redevelopment process of a brownfield site. These will give an insight from the beginning all through the various stages to the final new usage being carried out upon the site. It will be possible to measure the success of brownfield redevelopment, primarily it will be successful purely if there is a new use for the site rather than if no redevelopment occurred at all, and it lay derelict. Brownfield redevelopment is a complicated economic, social and environmental phenomenon requiring a close and in-depth study. Further to these studies a questionnaire interviews conducted with developers for property investment and development companies, to gain a developers viewpoint on the subject of brownfield redevelopment. Five professionals were contacted and asked for their opinions on the issue. The answers to important questions on the subject will help determine the current outlook on new development projects and whether professionals are still looking at greenfields. Literature Review: Definition of Brownfield Land/Sites Brownfield sites are found in former industrial, commercial and residential areas normally in cities, however many are also found in older suburbs or small towns. (Greenberg M et al, 2001) Often Brownfield sites can be traced through economic history and the evolution of industrial areas. The industrial revolution caused great heavy industrial development in certain areas across the UK; they located around transport links including rivers, the canal network and railways. As time passed, after the wars, deindustrialisation and industry decentralisation occurred and therefore the old factories and some housing became obsolete, leaving Brownfield sites often in central city zones. The Increased Importance of Brownfields For a long time Brownfield sites were not a major concern for Governments worldwide, they were just derelict or abandoned sites, eyesores, waiting for new owners and uses. â€Å"In the 1990s business and community leaders began to see the successful redevelopment of brownfields as a major policy issue.† (Gorman H S, 2003) Brownfield sites are increasingly important as space is not a multiplying entity; furthermore with planning controls now restricting certain land to remain as open space, land for new development opportunities is harder and harder to come by. Brownfields offer a great alternative development option to Greenbelt (or open space) development. As one of the Governments goals, protection of the environment implies the idea of trying to retain as much open space as possible, as well as preventing urban sprawl. Furthermore in its continued aim for sustainable development, open space is highly important, as well as ensuring new development schemes are energy efficient and as non-detrimental as possible to the environment. One of the central policies to endorse these objectives and impact on brownfield re-use is the introduction of green belts (or green belt land) around settlements where planning permission is extremely hard to gain for any proposed construction. The first official proposal to retain open spaces around developments and provide open space came as early as 1935 made by the Greater London Regional Planning Committee. Since then the codification of greenbelt land and its extension to areas other than London occurred in 1955, with the control policies still remaining valid today. (HMG 2001, PPG2 Green Belts) Green belts now cover approximately 1,556,000 hectares or about 12% of land in England. In PPG2 Green Belts the Government sets out guidelines on the re-use of buildings or sites on green belt land, but there are more strict controls and expansion or extension is almost impossible as it would conflict with the openness of the land. This said there is at a willingness to consider schemes on what is protected, heavily regulated land when all said and done. Overview of Governmental Intervention In the United States the Government there have what is called a ‘smart growth policy which is â€Å"centered on Brownfield redevelopment it directs legislation, dollars, and governments moral powers toward attracting developers and individual investors, non-profit organizations, and community groups to neighbourhoods with underutilized or abandoned properties rather than to pristine Greenfields.† (Greenberg M et al, 2001) As this highlights, by the use of legislation and cash incentives the Government can influence development towards Brownfield sites. The UK Government did not have the same style of strategy under one name like this ‘smart growth policy, but instead had many directives covered under areas such as planning, housing provision targets, fiscal incentives and sustainable development. They have since with the help of research and studies conducted from and by other organisations, designed a ‘national brownfield strategy. Government Targets Since the late 1990s the Government has endeavoured to reach the target set that 60% of new housing in the UK is to be built upon previously developed land. (HMG, PPS3, 2006) â€Å"With our new policies in place, we expect local planning authorities to be able to raise the national proportion of new homes to be built on previously developed land to 60 per cent over the next 10 years.† (John Prescott, House of Commons Debate, 23rd Feb 1998) After this aim was announced, there was great debate over whether it was achievable. It was, and continues to be a high target and therefore measures needed to be taken to ensure its fulfilment. In 1999 Friends of the Earth claimed that the goal was attainable but only if central Government provided more guidance and assistance to local planning authorities, particularly in the case of clean up policy for contaminated land. (Environmental Data Interactive Exchange, 1999) The Government has also set targets for the number of new homes, and al so their, and non-domestic buildings energy efficiency in a movement towards sustainable development. In 2007, Gordon Brown made housing a priority and promised 2 million new homes by 2016, and 3 million by 2020 with a further clause that homes built from 2016 onwards would be zero carbon. (HMG, 2007, Building A Greener Future: Policy Statement) At Budget 2008 strict targets for carbon emissions were set on non-domestic buildings when the Government announced its ambition that all new non-domestic buildings should be zero carbon from 2019. (HMG, 2008) Measures to Influence Development towards Redevelopment of Brownfield or PDL At Budget 2001, the UK Government stated: â€Å"The Government wants to improve the confidence of owners and investors to bring contaminated land back into productive use and assist with the costs of doing so. Budget 2001 introduces a 150 per cent accelerated payable tax credit for owners and investors for the costs they incur in cleaning up contaminated sites. This is part of the Land Remediation Relief (LRR) incentive, contained within the Urban White Paper, November 2000, and introduced in 2001. These measures make the development of these sites more viable, helping to tackle the legacy of previous industrial uses and reduce the pressure to develop Greenfield sites.† The LRR introduced the 150 per cent tax incentive as well as bringing in the possibility for companies to elect that capital expenditure on qualifying land remediation expenditure is allowed as a deduction in computing its profits. Furthermore companies can opt to receive a payable tax credit in exchange for an y qualifying land remediation loss surrendered to the Exchequer the rate of the payable tax credit being 16 per cent of the loss surrendered. The credit is restricted however to the lesser of 16 per cent of the uplifted expenditure or 16 per cent of the companys unrelieved loss for the period. (HMG, Urban White Paper, 2000) It is fair to suggest that the Government is following up on the original policies made and the concerns expressed by Friends of The Earth. Primarily, the LRR has been updated and in doing so planning controls and incentives enhanced. There has also been action taken by the use of surveys and reports completed and recommendations made to the Government. ‘Tax incentives for development of brownfield land: a consultation is a document produced in March 2007, and illustrates the two fiscal, tax incentives the Government has introduced to promote brownfield regeneration. The document is ‘a consultation in which the Government proposes the removal of one of the tax breaks, but the enhancement of the other. The two forms of fiscal incentive offered are firstly an accelerated 150% tax credit which helps with costs incurred in the cleanup of the site. The second measure is landfill tax exemption, introduced in 1996 when landfill tax began. Landfill tax is a tax on the disposal of waste collected by landfill site operators, aimed to encourage waste producers to produce less waste. There are some exemptions, and the one particularly relevant to brownfield regeneration is that which relates to waste arising from the cleanup of contaminated land. It was intended to ensure that landfill tax does not act as a barrier to developing contaminated land. When the relief was introduced in 1996 there were few alternatives to dealing with contaminated land other than landfill, however as time has passed new technologies have emerged, making on site decontamination the preferred option. It is the Governments belief that on site decontamination is the better solution due to the high environmental impacts of landfill itself and its demand for space, the harm to the environment caused by the transportation of this waste, and the securing of recycling materials. These ‘costs to the environment as the Government explains are necessary to consider in the same way as PDL itself. Another area mentioned is that the regulatory environment has changed since 1996, and has altered how waste is handled and regulated considerably. Since October 2007 all waste has had to be treated before it is sent to landfill, and liquid waste has been banned from landfill sites. In 2005 the ‘Hazardous Waste Directive applied increased controls to hazardous waste resulting in the prices for it to be taken as landfill rising sharply, and the paper points out that landfill tax would now only be a small proportion of the overall costs of sending hazardous waste to landfill. Also in this document the Government expresses a desire to update and amend policies if necessary pointing out that all measures taken must be monitored and possibly altered to ensure maximum compliance and success. â€Å"The Government remains committed to these aims and to the continuation of the relief, but after 6 years of operation it is time to consider how the scope and take up of the relief can be improved to help it more efficiently deliver the objectives set out in 2001.† (HMG, Tax incentives for development of brownfield land: a consultation, 2007) It is important that the necessity to potentially alter regulations, incentives or policies to guarantee the best results is acknowledged by the Government, as it shows a willingness to be proactive and manage the issue. Further to this report however the Government carried out its proposed changes to the existing LRR. In the 2008 ‘Pre-Budget Report there are some separations made between PDL itself, and alterations to the conditions of relief given. It is stated that legislation would be introduced in the ‘Finance Bill 2009 extending LRR to cover expenditure on remediating long term derelict land if the land has been derelict since 1st April 1998. Additionally the land will only qualify if the land was already derelict when acquired by the claimant, and moreover a list of qualifying expenditure is published. â€Å"The relief will be available on specified expenditure. The qualifying costs are expenditure on the removal of: post-tensioned concrete heavyweight construction; foundations of buildings or other structures or machinery bases; reinforced concrete pilecaps; reinforced concrete basements; or underground pipes or other apparatus for the supply of electricity, gas,water or telecommunication services or for drainage or sewerage.† (HMG, 2008, Pre-Budget Report) Towards a National Brownfield Strategy In September 2003, English Partnerships produced an advisory document to the deputy Prime Minister having been appointed as special adviser to the Government on brownfield issues. They intended to compose a comprehensive National Strategy for brownfield land. In their report, English Partnerships express a very significant detail that brownfield, or PDL, continues to be created, stimulated by economic and social factors and that a key challenge is to ensure the pace of reuse exceeds the pace of new creation of this land. Their concern is that it is an on-going issue and requires far more than just refocusing new schemes, but to address the subject of this newly created brownfield land. A further chief observation made is that PDL must be differentiated between. There are marked differences, some sites have no need for encouraging policies or legislation to be made for developers to appreciate a new use and realise the profit of carrying out their new planned schemes, these are described as ‘self resolving. There may be little to no time between when the site becomes obsolete, or unused, and then is regenerated in to something different or merely updated. This could be land currently in use, but which once redeveloped may have a higher value, and therefore more commercial value. These sites naturally therefore may be called ‘commercially attractive sites. Fairly evidently the report then distinguishes between ‘marginally viable and ‘non-viable sites, which are reasonably self explanatory, in that they lack attraction to developers due to clean up and preparation costs exceeding potential profits in the latter, or only offering a small profit in the former. Finally ‘non-development sites are explained as being suitable only for ‘soft or amenity use, with their values severely reduced and not necessarily related to the costs of bringing them back in to use. Here more than just the financial returns must be considered, the social costs and benefits are principal and are difficult for the private sector to take in to consideration, overall implying a clear role for the public sector, in more than just a policy making manner, but as a regenerator itself. (Towards A National Brownfield Strategy, English Partnerships, 2003) Government Response to English Partnerships The Government responded to the recommendations made by English Partnerships, with a number of policy creations and claim to be â€Å"successfully encouraging the re-use of more brownfield sites reducing pressure for development on greenfield land.† (HMG, Securing the Future Supply of Brownfield Land, 2008) English Partnerships made nine policy recommendations in their submission to the Government and all of nine of these were accepted in the Governments response, several of which were confirmed in the ‘Housing Green Paper Homes for the future: more affordable, more sustainable, 2007. This Green paper emphasised the necessity for local authorities â€Å"to prioritise brownfield land in their plans and to take stronger action to bring more brownfield land back in to use.† (Syms P, Land Remediation Yearbook, 2008) This document claims that around three quarters of new development takes place on brownfield land compared to less than 60% ten years ago in 1998. Furthermore a year on year reduction in derelict and/or vacant brownfield land is highly promising and hence the stock of this land is diminishing. This relates back to a concern raised by English Partnerships, about the continuing problem of PDL, its growth as land becomes naturally derelict or unused, and the necessity to address this. A Developers Considerations and Perspective: The prime concern for any private developer and their company is unashamedly profit maximisation, and the amount of time before that profit is realized. (Ratcliffe J, Stubbs M, 1996) The property development industry is risky which is why there are both high levels of profit and loss that can occur to developers. Risk carries great significance for the developer of any scheme, and can be the factor that decides whether to pursue the intended development or shelve the plans all together. The process of property development can be split in to a five stage process according to John Ratcliffe and Michael Stubbs, they write that from the initial idea to the disposal of the property at the end, the stages can be divided thus: Concept and initial consideration Site appraisal and feasibility study Detailed design and evaluation Contract and construction Marketing, management and disposal (Ratcliffe J, Stubbs M, Urban Planning and Real Estate Development, 1996) Developers and Brownfield Land Brownfield land varies greatly in its character in terms of size, location and the severity of contamination, while the constant and only common consideration for the developer is profit. The same point can be stressed about greenfield or greenbelt land too although realistically only in terms of size and physical characteristics, and not contamination severity. There are of course a number of other considerations; planning regulations and whether permission will be granted carry great importance, as the project may have to be altered due to planning constraints. The second stage of property development, ‘site appraisal and feasibility study as called by Ratcliffe and Stubbs, during which the developer must research the land thoroughly weighing up its credentials. At this stage the brownfield site or PDL may be rejected on the basis of infeasibility in the developers eyes. This rejection may lead to a different site needing to be considered and utilized, or a change in the scale or intended use of the proposal. When deliberating where to construct their new planned and profitable scheme, the obvious, most simple and least time consuming option, would be a greenfield site. There would have been no previous uses of the site, apart from perhaps agricultural, and highly unlikely a use that would have contaminated the site and thereby demand high clean up costs, or demolition of previous structures. Greenfield sites are very often on land of sole ownership making the task of purchasing the land far more straightforward, than having to trace and, or, consolidate ownership to bring together the parcel of land required and desired for the project. Case Studies: This chapter introduces the case studies of brownfield regeneration that has occurred and relating the projects to some of the measures taken by the Government to encourage development of brownfield sites or PDL. Norwich Riverside Re-development The Norwich Riverside development is a fine example of a successful project on contaminated brownfield land. It is a large site very near to the city centre, and was the largest and most significant site that had become available for redevelopment for years. Therefore it was highly important the best possible use was made of the opportunity. Historical Context The site was originally industrially used, it was close to both the railway and river providing good transport and supply links. As long ago as the early 20th Century the firm Boulten and Paul had located their ironmongers on the site, making many things from agricultural tools to aircraft during the war periods. By the mid 1980s however, owing to deindustrialisation, many of the industrial uses had declined or ceased operations and the majority of the site had become vacant and derelict. Other uses included the Harrington oil and gas works and timber yards were also present. Another user of the site was British Rail and their sidings were too left unused and derelict, leaving the site looking forlorn and unsightly. (David Simmonds Consultancy, 2004, Sargent P, A Place in History) The Site The site itself is large in size, 17 hectares or 42 acres, and is located south east of Norwich city centre on the banks of the river Wensum next to the railway station and Norwich City football club. Due to its previous heavy industrial use, it was highly contaminated and carried a tidal flood risk, therefore much work was necessary to rectify these issues. The site did not have good access either both by road, and for pedestrians and cyclists. The New Development The site was seen to provide an opportunity for major expansion of the city centre which was an aim of Norwich City Council (NCC) as their desire was to attract ‘shed style retailing and limit the shift to ‘out of town. The completed scheme today is mixed use offering residential, in the form of 224 housing units combining town houses and flats most of which with secure parking. There is also a 15% allocation of affordable housing. In terms of retail, there is a food superstore, Morrisons, and 7 other retail units; Boots the chemist, JD Sports, Argos, Mamas and Papas, JJB Sports and Going Places Travel. A further 2 units with service operations, Big Yellow Self Storage Company and STS Holburn Tyre Centre are also present. There are leisure facilities provisions as well with a 14 screen UCI multiplex cinema, a bowling alley (Hollywood Bowl), nightclubs (Square, Brannigans and Time), restaurants (Frankie and Benny, Nandos, Pizza Hut, Old Orleans), bars (Wetherspoons, Norweg ian Blue), and a health club (Fitness Exchange). A major swimming and recreation centre which was particularly important to the council that it be incorporated, as there was a need for this in a central location. (riversidecentrenorwich.co.uk) 1800 car parking spaces including a new six-storey park with 740 spaces provide sufficient car parking for both leisure development and rail users. The railway station itself has been remodelled to integrate in to the adjacent project. New access links with a new inner ring road, as well as pedestrian and cycle connections to the historic King street area. â€Å"Riverside now represents a new quarter that compliments the city centre in accordance with recent Government planning policy guidelines, in a location with existing public transport infrastructure improved by a new interchange for buses, taxis and cyclists.† (David Simmonds Consultancy, 2004) Redevelopment Issues There were a number of serious concerns and questions raised with the major scale redevelopment of Norwich Riverside, from infrastructure issues to planning necessities and development obligations. In 1994 the council first started work with local stakeholders and potential developers designing new planning guidelines for the regeneration of the site, but it was not until 1999 that the first phase of construction was completed. The council had originally assessed the development potential of the site in 1987 after the closure of Boulten and Paul, and their plans envisaged a fine-grain redevelopment of mixed use. Due to these problems with the site, it became well known within the countrys development industry as a difficult project with a significant commercial and investment risk which logically acted as a barrier to attracting backing. Part of the delay, and bearing a great significance to the research question of this project, was that the council were attempting to use the redevelopment of Riverside as a major part of regenerating the city centre and providing services that were previously lacking. Naturally this objective brought with it some major development obligations for the scheme to provide. One such target was to supply a new swimming pool and recreation centre as this was lacking in a city centre location. A very well designed centre was created by Richard Jackson intelligent engineering, and now has a value of  £5.7 million. (Richard Jackson plc, 2009) Further constraints were that the council wished to steer ‘shed style retailing in to this area of the city to rein in the increasing move to ‘out of town shopping becoming prevalent. (Norwich City Council, Riverside development) As is often the case with brownfield redevelopment the site was quite heavily contaminated, evidently this required cleaning up, which was achieved by the use of an innovative soil clean-up method called bio-remediation. Furthermore as mentioned previously, the site was at risk to flooding, and therefore the ground level had to be raised. These are both costly and time consuming processes to complete, over  £5 million was spent remediating the site. Another obstacle that can occur with brownfields and did indeed in this case was serial ownership and the difficulties involved of tracing all owners and forging agreement between them of the intended plans. The Boulten and Paul works were owned by Gazely Properties Ltd having purchased the works after its closure in the 1980s. The railway lands were owned by British Rail Property Board until its privatisation when they were transferred to Railtrack pre Network Rail. These two, Gazely Properties and Railtrack ultimately founded a joint development company on an equal partnership basis. The other land included in the site area was in the possession of NCC. The proposed plan itself for a mix of residential, leisure and ‘shed style retail was acceptable to most members of the local community, some residents rallied against this form of urbanisation due to the aesthetics of the retail not fitting in with the historical city. Despite their efforts however, the council stuck with the plans and agreed that it go ahead as planned with reference to the importance of the food store which would serve the south east of the city. When the site came to ascendancy as a hub

Princess Diana- Media Victim or Media Manipulator :: essays research papers fc

Princess Diana "Lady Diana was born into a privileged family as the daughter of the 8th Earl Spencer and Lady Frances Althorp in Norfolk, England. Princess Diana was raised by nannies, separated from her parents by divorce and isolated from her sisters and brother when sent to boarding schools. Her life was filled with activities, friends and social events that 'bred' her for royal status and community involvement". At first glance we can easily assume that such a person would easily be one who knew how to handle themselves in front of a camera, being that royalty were never left alone by the media. When she first married the prince the world of the media was rather new to her, and not necessarily unappreciated or ignored in the sense that it could give her a bad name. Considering that she was raised in royalty to some degree, it was only natural that she takes advantage of the media, once she knew how. Yet, at the same time Diana seemed destined to work for others through her status as royalty, which may have been manipulation, but seemed far more sincere than that. In an interesting spiritual judgment of her personality: "Diana's first trait determined how she made choices. In balance, this trait gave her a strong desire to stabilize all aspects of her life. Because of that pull, Diana's goals focused on the equilibrium between motherhood, attention to her nation, charity work and responsibility to her husband. Without effort to achieve balance in one's life, those with this trait in excess can become lifeless--at times lacking the desire to work towards stability and only existing. Through Diana's much publicized life, depression and immobilizing mental turmoil threatened at times her very existence" (Anonymous Diana Frances Spencer George diana.html). She married into royalty and though, at times, got caught up her status and her appearance, slowly changed her focus to people in need, which caused her conflict in relationship to here station in life, which caused her turmoil and misery. Yet, she pursued these events at whatever the cost. Before her death she had become known as a powerful force for good in the world as she "embraced all those requiring care, even breaking the barriers associated with AIDS, leprosy, and those maimed from land mines. She had such a deep concern for each individual taught the world for which we will be forever blessed" (Anonymous Diana Frances Spencer George diana. Princess Diana- Media Victim or Media Manipulator :: essays research papers fc Princess Diana "Lady Diana was born into a privileged family as the daughter of the 8th Earl Spencer and Lady Frances Althorp in Norfolk, England. Princess Diana was raised by nannies, separated from her parents by divorce and isolated from her sisters and brother when sent to boarding schools. Her life was filled with activities, friends and social events that 'bred' her for royal status and community involvement". At first glance we can easily assume that such a person would easily be one who knew how to handle themselves in front of a camera, being that royalty were never left alone by the media. When she first married the prince the world of the media was rather new to her, and not necessarily unappreciated or ignored in the sense that it could give her a bad name. Considering that she was raised in royalty to some degree, it was only natural that she takes advantage of the media, once she knew how. Yet, at the same time Diana seemed destined to work for others through her status as royalty, which may have been manipulation, but seemed far more sincere than that. In an interesting spiritual judgment of her personality: "Diana's first trait determined how she made choices. In balance, this trait gave her a strong desire to stabilize all aspects of her life. Because of that pull, Diana's goals focused on the equilibrium between motherhood, attention to her nation, charity work and responsibility to her husband. Without effort to achieve balance in one's life, those with this trait in excess can become lifeless--at times lacking the desire to work towards stability and only existing. Through Diana's much publicized life, depression and immobilizing mental turmoil threatened at times her very existence" (Anonymous Diana Frances Spencer George diana.html). She married into royalty and though, at times, got caught up her status and her appearance, slowly changed her focus to people in need, which caused her conflict in relationship to here station in life, which caused her turmoil and misery. Yet, she pursued these events at whatever the cost. Before her death she had become known as a powerful force for good in the world as she "embraced all those requiring care, even breaking the barriers associated with AIDS, leprosy, and those maimed from land mines. She had such a deep concern for each individual taught the world for which we will be forever blessed" (Anonymous Diana Frances Spencer George diana.

The Five Themes Of Geography :: essays research papers fc

The Five Themes of Geography During the 1980's the United States showed unacceptably low test scores on simple Geographic tests. The point Committee on Geographic Education could only attribute these results to Geographic Illiteracy, not only on the part of the students, but more importantly on the educators themselves. By 1984 it had become inexplicably clear that immediate action must take place to counteract this ongoing problem in our educational institutions (Journal of Geography 89). In response, the Joint Committee on Geographic Education produced a landmark publication entitled "Guidelines for Geographic Education". This document contained a scope and sequence in Geography with suggested learning results for the nations primary and secondary school systems, as well as suggested educational strategies for analysis on the part of the students and teachers. Most importantly, this article provided the Five Fundamental Themes in Geography, which have evolved to become an integral element of social studies education, because they take the world of geographic study beyond the realm of basic memorization, and into a new plane of analysis and implementation. These five themes include location, place, human-environment interactions, movement, and regions. Location answers the question of "where?". If you plan to meet someone at a specific time, and a specific place, the question of "Where will you meet?" must first be answered. To resolve this situation, Geography employs Absolute Location, and Relative Location. Absolute Location applies a grid-matrix system to the earth's surface in the form of coordinates. These coordinates, longitude and latitude, allow geographers to pinpoint exact areas of the earth's surface, and other planetary bodies as well. If Geographers wish to apply satellite technology to observe an area of the earth's surface, coordinates are used to pinpoint an exact location. Relative Location answers the simple question of where you would meet a person. For example: "Let's meet at Martin Hall, the building next to the Library." But, relative location is much deeper than simple location. It also involves interdependence of a location based upon its resources, people, and environment. If one wishes to build a ski resort, the location of that resort must be relative with the environment of the location. It would be illogical, and non- profitable to build a ski resort in the Mojave desert. However, it would be logical to build a resort in the higher elevations of the Rocky Mountains in Colorado, Idaho, or Montana. Every area on the surface of the earth is defined by some type of characteristic. Siberia is known to be very cold, but also a part of the Soviet Union, a formerly communist country. Belize is known to be very warm, but it is

The Abortion Debate :: Ethics Abortion Abortions Essays

One subject in society that is greatly debated is abortion. The debates are basically divided into 'Pro-Life' and 'Pro-Choice'. Pro-life supporters want abortion to be illegal and not performed anywhere. Pro-choice supporters want the choice to be up to the woman and no one else. There is no ethical way to decide between the two subjects and it's all based on what the person's moral values.   Ã‚  Ã‚  Ã‚  Ã‚  Abortion is the termination of an unwanted pregnancy by loss of or destruction of an egg, embryo or fetus before birth. The term of abortion is used to define the termination of a pregnancy before the fetus attains capacity for life outside the uterus. In all societies, women have for many reasons, sought to terminate pregnancies. When a woman tries to self-induce an abortion it can cause serious physical risk to a woman. Today, abortions in the early weeks of a pregnancy, by a trained practitioner and under proper conditions, can be safe medical procedure. (Americana, 1) In no society, either in the present or the past has there been a single dominant attitude toward abortions. The Greek philosophers Plato and Aristotle discussed abortion as a useful means of population control. Also under Roman law, abortion primarily reflected family rule by the husband, who on the one hand could order an abortion and on the other hand could punish or divorce his wife if she ended a pregnancy without his consent. (Ameicana, 2)   Ã‚  Ã‚  Ã‚  Ã‚  In the Roman Catholic Church they consider abortion as murder only after the point at which the rational soul became instilled, usually said to be 40 days after conception. In 1930, Pope Pins XI declared even if the life of the mother is threatened by giving birth, abortion is unjustified. The only exception to the abortion prohibition that the church has considered to be morally acceptable has been the destruction of the fetus as an indirect consequence of other surgery that is deemed necessary. In the former Soviet Union abortion was legalized in 1917 after the revolution, then it was restricted in the 1930s due to population concerns, then it was legalized again in the mid 1950s. A strong and worldwide feminist movement during the 1960s heightened the pressure to legalize abortion. In the U.S. this trend culminated in a 1973 Supreme Court ruling in Roe v. Wade that made abortion legal during the early months on pregnancy. (Americana, 3)

College and the Workforce Essay

Most people dream about the opportunity to be able to attend college. They dream about what their college campus is going to look like, who their roommate is going to be, what kind of parties they are going to go to, and what they are going to major in. However, when the time comes to begin the college process, there are many people who give up on their dream about going to college for reasons such as; they think they do not need it or because it is too expensive. Even though college is expensive, it prepares you for your future because many careers require a college education and college offers many different opportunities outside of the classroom. The main thing college prepares you for is your future. It helps you be able to choose a career path you want to pursue. Currently, many careers require some sort of higher education. This is why college is so important. Another reason college is important is because choosing a major is a big decision. Moore and Shulock (2011), along with California State University, believe that students will be more successful if they â€Å"require students to declare a major program of study after a certain amount of time or accumulation of credits, and assign students faculty advisors in their declared major programs† (p.18). Countless students change their majors over and over again before they find the right one for them. A student has the opportunity to discover various types of classes to get a feel for what might be the right career path for them before committing himself or herself to a major. However, if a student changes their major frequently throughout their college career, more time and money is added onto their schooling. They do not want to go out into the workforce and jump around from job to job, because they may be looked down upon. In the work environment, they may be  seen as unstable, unreliable, and unable to commit, even if that may not be the case. Another benefit of going to college is that they learn numerous things, even outside of the classroom. They learn how to make new friends, how to get along with people, learn how to socialize in the proper settings, and also learn how to relax, have fun, and enjoy themselves. These are important skills not only to have in their personal lives, but also to have in the workforce. They will always have to meet new people and learn to get along with all types of people in different environments, even if they may not be people they like or agree with. Students have to learn to set aside their personal differences so that they can show their professionalism. It is also important to know how to socialize properly. There are certain situations where using casual conversation in a professional setting could be appropriate, but there are other times they would want to maintain their professionalism. For example, they would not want to greet a new client by saying, â€Å"Hey! What’s up bro?† They need to learn how to differentiate the social situation from the people who are in that social situation. It is also important to relax, have fun, and enjoy yourself. This can be key in the workforce because they want to enjoy the work they are doing, but they do not want it to completely over power your life. They should be able to find the balance of discipline and fun in doing your job. Committing to College Once a person decides to commit to attending college, they need to come up with a personal plan that fits their style of learning. There are many different skills that help them become a master student. Some of these skills include; time-management, organization, communication, and having a positive attitude. Time-management is one of the most effective strategies a person can have. It is important because in order to be a successful student they need to stay on top of their schoolwork, and not procrastinate. Managing their time can also help them in the real world because they are learning to balance out everything that needs to get done. Organization is additionally another central aspect to being successful. They should keep their workspace neat and clean, whether it is a laptop, desk, or just a  notebook. Having a clean space can help a student be more successful. Communication is also a key factor when becoming a master student. It is important to communicate with their peers and their professors. They need to ask questions, speak up if they have concerns, and always take the initiative. It will show that they care about their grades and their success. Finally, it is important to have a positive attitude. It is very easy for things to go wrong, or not the way they want. What they need to remember is that they should keep a positive attitude. Someone who sees the glass as half full is going to enjoy life a lot more then the person who sees the glass as half empty. Cox (2012) said, â€Å"motivated people are happy people† (p.142). Once they set their mind to accomplish something, such as a college degree, they become a happier person because they have goals they are working toward. Conclusion College can be a fun, yet scary step in a person’s life. Even though it may be expensive, college offers the student a chance to explore who they are and who they want to be. College also offers them opportunities and skills that they are able to apply in the professional world. Once a person decides that college is the right decision for them, there are many skills that they are able to develop to help them become a master student. References Cox, B. (2012). College Students, Motivation, and Success. International Journal of Learning & Development. 2(3), 139-143. doi:10.5296/ijld.v2i3.1818. Moore, C., Shulock, N., & California State University, S. (2011). Sense of Direction: The Importance of Helping Community College Students Select and Enter a Program of Study. Institute For Higher Education Leadership & Policy. Retrieved from http://web.b.ebscohost.com.ezproxy.apollolibrary.com/ehost/detail/detail?vid=14&sid=81a06a850563430ba39210e85133be18%40sessionmgr112&hid=109&bdata=JnNpd GU9ZWhvc3QtbGl2ZQ%3d%3d##db=eric&AN=ED524216.

Rhetorical Analysis for “Ways of Talking” Essay

The optimist sees the rose and not its thornsÍ ¾ the pessimist stares at the thorns, oblivious of the rose†, said Kahil Gibran, a Lebanese artist, poet, and writer. In other words, optimists see the more favorable side of the flower, the beauty of the rose, while pessimists focus on the negative parts, blinding their view of the beauty. Ha Jin’s poem relates to this because he illustrates the change from a pessimist to an optimist. In his poem â€Å"Ways of Talking†, Jin explicates the beauty that arises once we rid of our negative minds. Jin uses the word â€Å"grief† to explain that we used to choose to lament, then we couldn’t help to, and finally we stopped doing so. Why did he incorporate â€Å"grief†? Why not â€Å"mourning† or â€Å"bereavement†? Grief is a response to loss, as is mourningÍ ¾ although, mourning results in a loss that produces a strong emotional response, one much stronger than grief . Grief is used because Jin is getting across that whatever causes it can be overlookedÍ ¾ we need only to find the positive in losses. He includes repetition of â€Å"talking about/expressing grief† to elucidate the stages of choosing to focus on negatives, being able to only see the negatives, and deciding to stop focusing on negatives.

Development in Late Adulthood Essay

Daniel Levinson depicts the late adulthood period as those years that encompass age 65 and beyond. Other developmental psychologists further divide later adulthood into young-old (ages 65–85) and old-old (ages 85 and beyond) stages. Today, 13 percent of the population is over the age of 65, compared with 3 percent at the beginning of this century. This dramatic increase in the demographics of older adulthood has given rise to the discipline of gerontology, or the study of old age and aging. Gerontologists are particularly interested in confronting ageism, or prejudice and discrimination against older adults. Aging inevitably means physical decline, some of which may be due to lifestyle, such as poor diet and lack of exercise, rather than illness or the aging process. Energy reserves dwindle. Cells decay. Muscle mass decreases. The immune system is no longer as capable as it once was in guarding against disease. Body systems and organs, such as the heart and lungs, become less efficient. Overall, regardless of people’s best hopes and efforts, aging translates into decline. Even so, the speed at which people age, as well as how aging affects their outlook on life, varies from person to person. In older adulthood, people experience both gains and losses. For instance, while energy is lost, the ability to conserve energy is gained. Age also brings understanding, patience, experience, and wisdom—qualities that improve life regardless of the physical changes that may occur. Aging in late adulthood profoundly affects appearance, sensation, and motor abilities. An older adult’s appearance changes as wrinkles appear and the skin becomes less elastic and thin. Small blood vessels break beneath the surface of the skin, and warts, skin tags, and age spots (liver spots) may form on the body. Hair thins and turns gray as melanin decreases, and height lessens perhaps by an inch or two as bone density decreases. The double standard of aging applies to men and women in older adulthood just as it did in middle adulthood. Older men may still be seen as distinguished, while older women are labeled as grandmotherly, over the hill, and past the prime of life. During late adulthood, the senses begin to dull. With age, the lenses of the eye discolor and become rigid, interfering with the perception of color and distance and the ability to read. Without corrective glasses, nearly half the elderly population would be legally blind. Hearing also diminishes, especially the ability to detect high-pitched sounds. As a result, the elderly may develop suspiciousness or even a mild form of paranoia—unfounded distrustfulness—in response to not being able to hear well. They may attribute bad intentions to those whom they believe are whispering or talking about them, rather than correctly attributing their problems to bad hearing. Hearing problems can be corrected with hearing aids, which are widely available. The sense of taste remains fairly intact into old age, even though the elderly may have difficulty distinguishing tastes within blended foods. By old age, however, the sense of smell shows a marked decline. Both of these declines in sensation may be due to medications, such as antihypertensives, as well as physical changes associated with old age. In addition to changes in appearance and the dulling of the senses, reflexes slow and fine motor abilities continue to decrease with old age. By late adulthood, most adults have noticed a gradual reduction in their response time to spontaneous events. This is especially true of older adults who drive. While routine maneuvers on familiar streets may pose fewer problems than novel driving situations, older adults’ reaction times eventually decline to the point that operating a vehicle is too hazardous. However, many elderly are hesitant to give up driving because the sacrifice would represent the end of their personal autonomy and freedom. Generally, older adults score lower overall on tests of manual dexterity than do younger adults. Older adults may find that their fine motor skills and performance speed decrease in some areas but not in others. For instance, an elderly lifelong pianist may continue to exhibit incredible finger dexterity at the keyboard, but may at the same time find that taking up needlepoint as a hobby is too difficult. Although the average life expectancy is 79 for females and 72 for males, older adulthood can easily extend 20 years or more beyond these figures. As older adults age, most report increasing health problems. Even so, only about 5 percent of adults over age 65 and 25 percent of those over age 85 live in nursing homes, foster care (where elderly people live with a family licensed by the state to care for aging adults), or other long-term care facilities. With medical advances and continued improvements in health-care delivery, the older population is expected to increase in its numbers and report better health. Estimates are that within the next 30 years, one out of every five Americans will be an older adult. Although most older adults have at least one chronic health problem, such ilments need not pose limitations on activities well into the adults’ 80s and beyond. The most common medical concerns during older adulthood are arthritis and rheumatism, cancer, cataracts of the eyes, dental problems, diabetes, hearing and vision problems, heart disease, hypertension, and orthopedic injuries. Because the elderly are at greater risk of losing their balance and falling, hip fractures and breakages are particularly common and dangerous in this age group. Contracting colds and flus can have especially serious repercussions for the elderly. This is due, in part, to the reduced capacity of older adults’ body organs and immune system to fight disease. Unfortunate, but not uncommon, is the following scenario: An elderly person falls at home and breaks a hip bone, undergoes successful hip-replacement surgery, and then dies two weeks later from postoperative pneumonia or other infections because of reduced reserve capacity and inability to recover from infection. Inadequate nutrition and the misuse of medication also may be implicated in older adults who suffer from poor health. By the time adults reach age 65, they need 20 percent fewer calories than they did in their youth, but they still need the same amount of nutrients. This may explain, in part, why so many older Americans are overweight but undernourished. Additionally, cooking becomes a hassle for many older adults, and they find it easier to eat fast food, junk food, or nothing at all. Furthermore, many elderly unintentionally overuse prescription medication or combine medications that, when used together, produce toxic effects. As the body ages and potentially becomes more sensitive to the effects of prescription medications, drug dosages should be carefully monitored and assessed by a physician. Many elderly who have been hospitalized in near-death condition begin to recover as soon as their medications are reduced or stopped. Life expectancy can be prolonged through exercise. Older adults who have kept active, remained fit, and eaten wholesome foods throughout their lives tend to fare better than those who have not. This should be a lesson to younger adults who have an opportunity to modify their health habits early in life. The mental, emotional, and behavioral problems typically encountered by older adults are depression, anxiety, and dementia (mental deterioration, also known as organic brain syndrome. Poor nutrition, inadequate sleep, metabolic problems, and strokes may cause dementia, which affects 4 percent of those over age 65. (Dementia due to strokes is sometimes termed multi-infarct dementia. ) Older adults with dementia experience forgetfulness, confusion, and personality changes. Many people use the term senility to refer to dementia, which is incorrect. Senility does not have a precise or actual medical meaning; it is an overused and nonspecific term, like the word neurosis. Similar in symptoms to dementia is Alzheimer’s disease, an irreversible degenerative brain disorder that can affect as many as 50 percent of older adults over age 85 and eventually results in death. Early symptoms of Alzheimer’s disease include agitation, confusion, difficulty concentrating, loss of memory and orientation, and trouble speaking. Later symptoms include the inability to use or understand language, and total loss of control over bodily functions. Unfortunately, Alzheimer’s is still a mystery to doctors and other scientists. In fact, the only certain diagnostic procedure for Alzheimer’s disease is the analysis of autopsied brain tissue. The exact causes of Alzheimer’s disease continue to elude researchers, although some suspect that genetics and malfunctions in enzyme activity may play a role. People often fear that aging will cause their intellect to disappear, giving way to cognitive impairment and irrationality. However, intellectual decline is not an inevitable consequence of aging. Research does not support the stereotypic notion of the elderly losing general cognitive functioning or that such loss, when it does occur, is necessarily disruptive. Older adults tend to learn more slowly and perform less well on tasks involving imagination and memorization than do younger adults, but what older adults may be lacking in terms of specific mental tasks, they make up for in wisdom, or expert and practical knowledge based on life experience. Many older adults complain about not being able to remember things as well as they once could. Memory problems seem to be due to sensory storage problems in the short-term rather than long-term memory processes. That is, older adults tend to have much less difficulty recalling names and places from long ago than they do acquiring and recalling new information. Practice and repetition may help minimize the decline of memory and other cognitive functions. Researchers have found that older adults can improve their scores on assorted tests of mental abilities with only a few hours of training. Working puzzles, having hobbies, learning to use a computer, and reading are a few examples of activities or approaches to learning that can make a difference in older adults’ memory and cognitive functions. Recent decades have witnessed older adults’ growing interest in continuing their education. In fact, many colleges and community centers offer classes for free or at a significant discount for senior citizens. Although keeping up with a class of 20 year olds may be a challenge, older adults can learn new information if it is presented clearly, slowly, and over a period of time. Older adults also can enrich the learning process for others through the insight and wisdom they’ve gained from life experience. Younger students often remark that they appreciate the practical perspective that their older colleagues offer. Older adults who have kept their minds active and fit continue to learn and grow, but perhaps more gradually than their younger colleagues. Patience and understanding (on the part of both the elderly and their significant others), memory training, and continued education are important for maintaining mental abilities and the quality of life in the later years.

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