Charles taze russell

Charles taze russell Introduction Charles Taze Russell, an American entrepreneur-turned-minister in 1897 had made an early description of globalization. Economists and other social scientists used globalization term during 1960s. (Wikipedia) The use of globalization term was widely used during the half of 1980s. There are numerous people who tried to come up with the definitions of globalization at that time. Globalization is the transactional processes and domestic structures of economy, politics, culture, and social. Besides, usually globalization specifically refers to economic globalization. Economic globalization defined by national economies into international economies. International trade, investment by foreigners, capital flows, migration of nation or foreigners, and the spreading of technology are some of the examples of international economy. Malaysia as one of the countries of Southeast Asian also undergoes the process of globalization. Furthermore, globalization gives effect on Malaysia in economy, polit ical, social and culture. In 1970s, Bumiputera run the Malaysian firms and enterprises by 35 percent. This is one of the implementation aspects of New Economic Policy (NEP). In addition, Malaysias economy has successfully narrowed the gap of income disparity between Bumiputera and other races. Other than that, since 1989, 8% of consistent economic growth was recorded. 9.2% of Gross Domestic Product (GDP) grew in 1995. During the first quarter of 1996, the growth rate falls to 8%. In the middle of 1997, Malaysia have seriously been attack by tremendous drop of currency that give impact on countrys growth of exportation helps Malaysia recover from recession period. Tun Dr. Mahathir bin Mohamad during his career as Prime Minister announced the Multimedia Super Corridor (MSC) to transform the economic from a production-based economy to a knowledge-based economy (K-economy). Thus, Malaysia undergoes globalization due to the economic expansion although received the recession period and successfully recovered. In Malaysia, prime minister should be a member and have the self-assured of House of Representatives. Parliamentary democracy is used in Malaysia to attain the globalization in developing the country with the federal constitutional monarchy. In operating the government, prime minister must be highly responsible to make the political environment in Malaysia to be stable. Due to the political stable, Malaysia has made a good relationship with United States and Europe even in the Asian region, South Korea, China, and Japan. Government in Malaysia, encourage foreigns investment in manufacturing industries. Thus, nations can get income as an employee to the industries. Since Malaysia gained its independence, our nations have made globalization in political. Political has successfully lower down the poverty in the rural area. Rural development was taken placed since 1965 where budgets were largest allocated to the rural area. Hence, political that are stable is important in globalization o f a country. Educational system in Malaysia has undergoes many changes of reviews and curricular activities to gain high right mentality and good attitudes of students. In order to achieve that, professors, lecturers, and teachers were recommended to find alternative to achieve this goal. Family, entertainment media, government political, and communities play an important role to mould the competitive, good moral attitudes, and more independent students. Malaysia government have make strategies on educational system to support Bumiputera to become an intellectual person. Government produced Maktab Rendah Sains MARA (MRSM), universities of science and technology based, and sponsorship for bright students. Furthermore, developing technologies is also one of the Malaysia aims. This aims has contribute the increase of foreigners investment. Malaysian Technology Development Corporation (MTDC) is providing capital to Malaysian and foreign companies that are interested in investing in Malaysia. So, educ ational and developing technologies are the aspects of social globalization. Malaysia is comprises of West and East Malaysia. West Malaysia can also be known as Peninsular Malaysia consists of 60% of Malay, 25% of Chinese, and 10% of Indian population. Likewise, East Malaysia, Sabah and Sarawak consist of Chinese, and Ibans. Islam is the national religion of Malaysia because nearly all Malays are Muslims. Bahasa Malaysia (Malay) is the official language of this country. But in the legal system, English language is used as communication. Mandarin, Tamil and other regional ethnics languages also used by nations of Malaysia. Although Malaysia has many cultures, all the races live in harmony and peaceful among each other. This indicator makes other countries interested in investing in Malaysia. Besides, the using of English language in trading makes it easier to foreign investment. Thus, globalization in cultures of Malaysia also makes Malaysia to be a well-known country.

Archeozoic Era Essay

The Archeozoic Era stretches from about 3.8 billion to 2.5 billion years ago. Traditionally, the beginning of the Archean is defined to coincide with the oldest rocks discovered. As recent discoveries have pushed back the earliest dated rocks to about 4.0 billion years old, the beginning of the Archean has also been pushed back correspondingly. However, most texts still continue to date the beginning to 3.8 billion years ago. As the Late Heavy Bombardment (LHB) ended with the Hadean, the newly forming crust continued to stabilize, and eventually led to the creation of the continents. When the continents first appeared is still under debate. The Earth in this period was moderately warm. Although the sun was about 30% cooler than it is today, the geological activity of the earth was much higher, leading to a somewhat temperate climate. Most of the earth was covered with oceans. The atmosphere contained mostly methane and little to no oxygen; therefore it is considered a reducing atmosp here. Although recent discoveries may change this view, it is generally believed that life first evolved in the Archean. Some of the oldest fossils of life on Earth include the Apex Chert (3.465 billion years old) and stromatolites (3.45 billion years old) from Australia, and the Swaziland microfossils from Africa (also about 3.45 billion years old). Dating the oldest life forms is difficult. Stromatolite-like structures have been shown to be as old as 3.5 billion years, but it can be debated whether they were made by living organisms, or natural forces (hydrothermal vents). The earliest conclusive radiometric markers of life (such as O-12 uptake, or the first evidence of photosynthesis, for example), date to about 2.7 billion years old. However, it is widely believed that the first life appeared much earlier, possibly around the beginning of the Archean, around 3.8 billion years ago, or even in the Hadean. The earliest chemical markers of life are dated to about 3.8 billion years, but this is not the same as finding microfossils. [EDIT: the oldest conclusive evidence of life has been pushed back to ab out 3.43 billion years old, at Strelley Pool in Western Australia.] The first organisms were likely non-photosynthetic, utilizing methane, ammonia or sulfates for their energy needs. Photosynthesis became common with the cyanobacteria, perhaps as early as 3.5 billion years ago. The oxygen produced by these bacteria went into oxidizing rocks on the Earth and the iron in the oceans, so there was no increase in atmospheric oxygen for a very long time. Atmospheric oxygen did not begin to rise significantly until billions of years after photosynthesis first began. The Archean was the period in which continent formation first began. The surface of the Earth had started to solidify in the Hadean, with the presence of liquid water as early as 100 million years after the formation of the Earth. But the early crust was unstable, and was continually eroded, recycled and re melted. During the Archean these areas of land increased in size and during the middle Archean the first continent sized expanses of land first appeared. These proto continents no longer exist, but their remnants are sometimes found in cratons, areas of ancient rock that survive on some of the continental shields today. Cratons typically appear when the overlying rock (mostly volcanic igneous rock) is buried deep, but not deep enough to be re melted. Instead, the heat and pressure converts it into metamorphic rock. These are areas where the crust has thickened, with fresh igneous rock on top and metamorphic rock beneath (though folding of the crust can obscure this relationship). For reasons that are not well understood, there were extensive cratonization events towards the last third of the Archean, which have never been repeated in the history of the Earth. However, continents as we know them today, with continental plates and plate tectonics did not appear until the very end of the Archean. The Earth When the Archean began, the Earth’s heat flow was nearly three times higher than it is today, and it was still twice the current level at the transition from the Archean to the Proterozoic (2,500 Ma). The extra heat was the result of a mix of remnant heat from planetary accretion, heat from the formation of the Earth’s core, and heat produced by radioactive elements. Most surviving Archean rocks are metamorphic or igneous. Volcanic activity was considerably higher than today, with numerous lava eruptions, including unusual types such as komatiite. Granitic rocks predominate throughout the crystalline remnants of the surviving Archean crust. Examples include great melt sheets and voluminous plutonic masses of granite, diorite, layered intrusions, anorthosites and monzonites known as sanukitoids. The Earth of the early Archean may have supported a tectonic regime unlike that of the present. Some scientists argue that, because the Earth was much hotter, tectonic activity w as more vigorous than it is today, resulting in a much faster rate of recycling of crustal material. This may have prevented cratonisation and continent formation until the mantle cooled and convection slowed down. Others argue that the oceanic lithosphere was too buoyant to subduct, and that the rarity of Archean rocks is a function of erosion by subsequent tectonic events. The question of whether plate tectonic activity existed in the Archean is an active area of modern research. There are two schools of thought concerning the amount of continental crust that was present in the Archean. One school maintains that no large continents existed until late in the Archean: small protocontinents were the norm, prevented from coalescing into larger units by the high rate of geologic activity. The other school follows the teaching of Richard Armstrong, who argued that the continents grew to their present volume in the first 500 million years of Earth history and have maintained a near-constant ever since: throughout most of Earth history, recycling of continental material crust back to the mantle in subduction or collision zones balances crustal growth. Opinion is also divided about the mechanism of continental crustal growth. Those scientists who doubt that plate tectonics operated in the Archean argue that the felsic protocontinents formed at hotspots rather than subduction zones. Through a process called â€Å"sagduction†, which refers to partial melting in downward-directed diapirs, a variety of mafic magmas produce intermediate and felsic rocks.[citation needed] Others accept that granite formation in island arcs and convergent margins was part of the plate tectonic process, which has operated since at least the start of the Archean. An explanation for the general lack of Hadean rocks (older than 3800 Ma) is the efficiency of the processes that either cycled these rocks back into the mantle or effaced any isotopic record of their antiquity. All rocks in the continental crust are subject to metamorphism, partial melting and tectonic erosion during multiple orogenic events and the chance of survival at the surface decreases with increasing age. In addition, a period of intense meteorite bombardment in the period 4.0-3.8 Ga pulverized all rocks at the Earth’s surface during the period. The similar age of the oldest surviving rocks and the â€Å"late heavy bombardment† is thought to be not accidental Palaeoenvironment The Archean atmosphere is thought to have nearly lacked free oxygen. Astronomers think that the sun had about 70–75% of the present luminosity, yet temperatures appear to have been near modern levels even within 500 Ma of Earth’s formation, which is puzzling the faint young sun paradox. The presence of liquid water is evidenced by certain highly deformed gneisses produced by metamorphism of sedimentary protoliths. The equable temperatures may reflect the presence of larger amounts of greenhouse gases than later in the Earth’s history. Alternatively, Earth’s albedo may have been lower at the time, due to less land area and cloud cover. By the end of the Archaean c. 2500 Mya, plate tectonic activity may have been similar to that of the modern Earth. There are well-preserved sedimentary basins, and evidence of volcanic arcs, intracontinental rifts, continent-continent collisions and widespread globe-spanning orogenic events suggesting the assembly and destruction of one and perhaps several supercontinents. Liquid water was prevalent, and deep oceanic basins are known to have existed by the presence of banded iron formations, chert beds, chemical sediments and pillow basalts. Geology Although a few mineral grains are known that are Hadean, the oldest rock formations exposed on the surface of the Earth are Archean or slightly older. Archean rocks are known from Greenland, the Canadian Shield, the Baltic Shield, Scotland, India, Brazil, western Australia, and southern Africa. Although the first continents formed during this eon, rock of this age makes up only 7% of the world’s current cratons; even allowing for erosion and destruction of past formations, evidence suggests that continental crust equivalent to only 5-40% of the present amount formed during the Archean. In contrast to Proterozoic rocks, Archean rocks are often heavily metamorphized deep-water sediments, such as graywackes, mudstones, volcanic sediments, and banded iron formations. Carbonate rocks are rare, indicating that the oceans were more acidic due to dissolved carbon dioxide than during the Proterozoic. Greenstone belts are typical Archean formations, consisting of alternating units of metamorphosed mafic igneous and sedimentary rocks. The meta-igneous rocks were derived from volcanic island arcs, while the metasediments represent deep-sea sediments eroded from the neighboring island arcs and deposited in a forearc basin. Greenstone belts represent sutures between protocontinents Life during the Era Fossils of cyanobacterial mats (stromatolites, which were instrumental in creating the free oxygen in the atmosphere ) are found throughout the Archean, becoming especially common late in the eon, while a few probable bacterial fossils are known from chert beds. In addition to the domain Bacteria (once known as Eubacteria), microfossils of the domain Archaea have also been identified. Life was probably present throughout the Archean, but may have been limited to simple non-nucleated single-celled organisms, called Prokaryota There are no known eukaryotic fossils, though they might have evolved during the Archean without leaving any fossils.No fossil evidence has been discovered for ultramicroscopic intracellular replicators such as viruses. Eoarchean Period The earliest part of the Archean eon is known as the Eoarchean. We’ve defined it chronometrically as a 200 million year period from 3.8 to 3.6 billion years, although the earlier boundary (3.8 billion) is not universally recognized. Since the Archean begins roughly with the earliest known rocks, the beginning of the Eoarchean will vary, based on estimates of the ages of the oldest rocks currently known. The Eoarchean is best known through the Isua Greenstone Belt, which is the oldest known rock formation (3.8 – 3.7 billion years old). This area, located in southwestern Greenland, contains metamorphosed volcanic (mafic) and sedimentary rocks. Much of the belt is derived from basaltic and high-magnesium basaltic pillow lavas. During the Eoarchean, crust formation (which began in the Hadean) continued. Due to the cessation of LHB, some of this crust survived and became incorporated into continents, which formed much later. The earth was mostly covered with water, with volcanoes and volcanic islands emerging here and there. The oceans were green and acidic from dissolved iron compounds. They sky was orange from high concentrations of methane, ammonia and carbon dioxide. The climate was probably temperate. Earth produced about 3 times as much heat internally as it does today, which compensated for the dimmer sun, and made the earth intensely geoactive. Life first emerged during this period, if not earlier. The earliest life was probably based on methane or some similar chemistry. Paleoarchean Period The Paleoarchean is a 400 million year long period within the archean eon, dating from 3.6 to 3.2 billion years ago. There are no specific rocks layers that separate this level – it has been defined chronometrically. This era is very significant for the history of life on earth. Both archaea and eubacteria evolved during the paleoarchean, implying that the last universal common ancestor (LUCA) of all life of earth existed during this era. The oldest stromatolites date back to about 3.5 billion years, within the Paleoarchean. These were colonies of cyanobacteria, which are the only class of bacteria that produce oxygen as a by-product of photosynthesis. They might not have been the oldest photosynthetic bacteria (some reports suggest that purple bacteria or rhodobacter developed photosynthesis first), but vast numbers of cyanobacteria were instrumental in changing the geology of earth and the evolution of life through the production of oxygen. Although cyanobacteria first started producing oxygen in this era, it is important to remember that no significant amounts of oxygen existed in the atmosphere at this time, because of vast quantities of oxidizable materials in the earth’s crust and the iron in the oceans, which absorbed any oxygen that was produced. Continent formation continued, with increasingly larger land masses emerging from the oceans. It has been proposed that the first super continent, Vaalbara, came into existence in this era, around 3.3 billion years ago (may have been as early as 3.6 billion years ago). This is based on the similarity in sedimentary sequences on the South African Kaapvaal craton and the West Australian Pilbara craton (hence the name vaal-bara). This theory is controversial, and if Vaalbara did exist, it had started to break up by about 2.8 billion years ago, shown by the diverging paleomagnetic history of these two cratons from that time on. Mesoarchean The Mesoarchean is another era that has been defined chronometrically, rather than geologically. This era covers the middle of the archean, from 3.2 to 2.8 billion years ago. The Mesoarchean continued the trends from the previous Paleoarchean era. Continent formation continued. Plate tectonics forced the separation of the Kaapvaal and Pilbara cratons, and the separation of these ancient parts of South Africa and Australia was complete by the end of the Mesoarchean, around 2.8 billion years ago. Another super continent that may have originated during the mesoarchean was Ur. This consisted of the South African Kaapvaal and West Australian Pilbara cratons (which were originally together in Vaalbara, but no longer contiguous now), plus the Indian Bhandara and Singhbhum cratons, and some regions of what is now the east Antarctica. It is believed that Ur survived for a very long time, joining with other cratons to later form Rodinia, and even later, Pangaea. Although life evolved much earlier, the first incontrovertible fossils appear from this period. Stromatolites were prevalent in coastal waters, with their cyanobacteria continuing to pump oxygen into the atmosphere. However, atmospheric oxygen levels remained very low, as the oxygen continued to be used up in oxidizing minerals on the earth’s crust and in the sea. All life from this period was consequently anaerobic. The oldest banded iron formations (BIFs) are dated to this period. BIFs are a type of sedimentary rock, consisting of layers of iron-rich minerals such as hematite and magnetite, alternating with iron-poor layers of shale and chert. It is believed that oxygen produced by the cyanobacteria precipitated out the iron (as oxides) which had previously been dissolved in the acidic oceans. The layering indicates a pattern of cyclical activity, showing oxygen â€Å"pulses†. It is unknown if these pulses corresponded to seasonal activity or some other factor. The formation of banded iron formations continued until as recently as 1.8 billion years ago, at which point it is presumed that most of the iron in the seas had already been precipitated out. There are some more recent formations, that were thought to represent events corresponding to local oxygen depletion (if oxygen is depleted, iron continues to wash into the sea through the rivers and accumulates in solution until the oxygen level rises again and it is precipitated). However, more recent research shows that this â€Å"local† oxygen depletion may have been global — the result of the â€Å"snowball earth† scenario where all life (including cyanobacteria) came close to extinction. Banded iron formations contain enormous amounts of oxygen, perhaps as much as 20 times the amount of oxygen present in the atmosphere today. Together with other such oxygen â€Å"sinks† they explain why it took so long for atmospheric oxygen levels to start rising after the appearance of the cyanobacteria. Neoarchean The last 300 million years of the Archean eon have been chronometrically classified as the Neoarchean, from about 2.8 billion years ago to 2.5 billion years ago. Many of the processes described earlier, that originated in the Mesoarchean, established themselves in the Neoarchean. Cyanobacteria started producing significant amounts of oxygen in this period. This eventually lead to the Oxygen Catastrophe during the early proterozoic, in which rising levels of oxygen poisoned much of the life that existed at the time. There is some evidence that life first colonized land during this period. There has been some evidence that microbes colonized some land masses as early as 2.75 billion years ago, but the thinking was that such colonization was very limited in scope and insignificant. However, more recently, evidence has started to accumulate that there may have been a large scale colonization of land by microbes, which broke down rocks to release sulfur and molybdenum that eventually washed into the oceans. This was thought unlikely because at the time there was no ozone layer (which appeared hundreds of millions of years later after the oxygen catastrophe, after oxygen levels had built up sufficiently in the atmosphere), so life on land was unprotected from UV rays. However, microbes may have lived deep within the rocks. During the Neoarchean, large continents first appeared on earth, with modern plate tectonics (with subduction zones, continental plates sliding over each other and the upwelling of lava to produce new crust where continental plates tore apart). The first large continents were formed (when we call previously existing continents such as Vaalbara or Ur â€Å"super continents† it’s not because of size — they were smaller than Australia — but because they were the only continents around). Certainly there was recycling of crust prior to this period (perhaps all the way back to the hadean), but earlier continents formed at hotspots over mantle plumes, rather than at subduction zones. Continents basically grow by getting lighter and tougher. Cyclic re-melting and reformation of rock through lava flows (igneous differentiation) gradually separates the lighter minerals, and allows the development of felsic rocks from mafic rocks. Lighter rocks are more buoyant, and resist recycling by floating over the liquid mantle. The archean ended about 2.5 million years ago, with the beginning of the proterozoic. This was the end of the period when mostly geological processes affected the surface of the Earth, and the beginning of the period when life started to play a significant part in what was happening on Earth.

Implementation plan of ethic Essay

Understanding Business Ethics, Corporate Social Responsibility and their relationship; and examine their importance; b. Investigating different perspectives of business ethics theories; c. Understanding the roles of corporate culture and corporate leadership in business ethics; d. Understanding the concepts of ethics in the working place; e. Applying an ethical framework to business fields: Marketing, Corporate Governance, Accounting, and Finance; f. Describing business environment responsibilities. 2) Course Textbook(s)/ Resources: a) Main books: Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 2nd edition, 2010. Or Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 3rd edition, 2013 b) Reference books or resources: †¢ Harvard Business Review †¢ John D. Ashcroft, Jane E. Ashcroft, 2010, Law for Business, 17th edition, Cengage Publication, ISBN 13 9780538749923 3) Implementation plan in details For class scheduled at Tuesday and Thursday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Tue 7/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I Thur 9/1 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Tue 14/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I Thur 16/1 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 12 EXERCISE 4: Applied skill based Debate (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Tue 21/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 Thur 23/1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Tue 11/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 Thur 13/2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Tue 18/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 Thur 20/2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 3. 2. For class scheduled at Monday, Wednesday and Friday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Mon 6/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 Wed 8/1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II Fri 10/1 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Mon 13/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment Wed 15/1 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part II Fri 17/1 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 4 12 EXERCISE 4: Applied skill based Debate  (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Mon 20/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lectu re Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 Wed 22/1 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 3 Fri 24/1 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Mon 10/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 Wed 12/2 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 5 Fri 14/2 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Mon 17/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 Wed 19/2 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 Fri 21/2 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 4) Training activities: a) Class-based activities – Lectures: 17 slots (slot=90’) -Tutorials: 13 slots (slot=90’) c) Self-study d) Consultation – Email, cms, face-to-face 5) Usage of Information Technology in/during the course a) Provide information or materials through the internet. b) Use online materials : Harvard review c) Information exchanged between lecturers and students: email, CMS d) Specific technical requirement for the subject. 6) Soft skills and personal development throughout the course a) Exercise skills: followed by skills obtained through Discussion performance. b) Team work skills: Group assignment is exercised in form of DISCUSSION 1. GROUPS FOR EXERCISE AND REQUIREMENTS OF ROLES Each exercise will be in form of a Discussion. The class divided into 08 groups (G1,G2,G3,G4,G5,G6,G7, and G8 respectively) by Instructor to hold a game of â€Å"Ethical CEOs† through 12 exercises of tutorials. Each Group will carry out 03 exercises with â€Å"Discussion† role in below fixed order. Each exercise or each Discussion will be participated by 02 groups. The non-discussion groups will give Feedback. 1. 1. Order and Role of Discussion (1 group plays as Present side and 1 group plays as Rebut side) G1-G2 (exercise 1); G3-G7(exercise 2); G4-G5(exercise 3); G6-G8(exercise 4); G1-G3(exercise 5); G2-G5(exercise 6); G4-G6(exercise 7); G7-G8(exercise 8); G1G4(exercise 9); G2-G6(exercise 10); G3-G8(exercise 11); and G5-G7(exercise 12). 1. 2. Requirements of different roles in the Discussion: Discussion activities in 40 minutes and in English: Present group plays a role of CEOS to analyze the ethical problems, present solution, defend or give a model of decision making. Rebut group plays a role against or clear down or specify or supplement the decision of Present group by making questions and statement. Non-discussion groups: 1 group will be enacted by both of Discussion groups to play as â€Å"Chair† of the Discussion. The others have to give feedback which is in a fixed form *** below after the Discussion. Anyone fails to follow control of the Chair or fail to answer any questions will be deducted at least 1% 2. CASES FOR EXERCISES: Cases will be assigned to Students by Instructor at least 01 days in advance (CMS/Email†¦ ) 3. PREPARATION PLAN BEFORE EXERCISE (taken by non-discussion groups only: A preparation plan for the Discussion will be submitted to Instructor via email or CMS depend on Instructor by 5. 30 pm the day before. Format: from 1 page only . Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 14-point font. Personal information (Role in debate, name of teams, class, order of exercise and the topic for debate) Content: (i) Background of concerned firms in the case, (ii) Ethical issues, (iii) Analysis and (iv) Solution/ proposed module of decision. Further guidance, please refer to Course Implementation plan of Business ethics Anyone fails to submit this plan will be deducted at least 2% Evaluation of Group assignment: (Total: 30%) 1 group will be evaluated during 15 exercises (5 times of taking charge of 5 discussions, 10 times for being Chair or giving feedback in the remaining 10 exercises). Feedback, preparation plan or performance of discussion during the exercise will be taken into consideration to give score. The score will be allocated within an amount of fixed percent of each exercises mentioned below. Skill application Exercise: 30% (Exercise 1: 2. 5 % The team must assume the role of a consulting firm called in to solve that identified specific problem of ethics in the chosen organization. The problem must be related to a 3 topics mentioned in the Syllabus- Appendix 1 (subject to be changed by the Instructor if any). Instructor will decide which one works on which topic among 3. TOPIC REGISTER: All projects’ subjects must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 8). FINAL REPORT: must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 18). Format: at least 03 pages and no more than 5 pages for main Body at least depends on teacher’s request; Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 12-point font. Structure/ content: Group content, Cover Letter, Reference, Main Body: (i) Nature and background of firm; (ii) Ethical Issues; (iii) Analysis of problems/ issues (interview with the manager is integrated) (iv) Proposed remedy/ solution; and (v) Plan for implementation. Evaluation of Individual Assignment: (Total: 15%) Lack of manager interview part will be only given up to 5% for individual assignment credit at maximum. A deduction of 5% of the total score of the assignment will be applied for each day of late submission (for both Register and Final Report) Any plagiarism more than 30% will be resulted in a failure of assignment e) Content for personal development f) Final examination (FE): 30% 1. Date: TBA 2. Total weight: 30% 3. Structure: (total: 60’) Multiple choice: 20 questions (25†²) Essay and case: 01 essay (short answer/ case) (35†²) 7) Assessment Scheme: Quizzes (3): 15% Exercises (12): 30%

Shakespeare s A Midsummer Night s Dream - 1218 Words

Song: ‘Never Gonna Happen’ – Lilly Allen Relationship: Helena and Demetrius – Shakespeare’s ‘A Midsummer Night’s Dream’ â€Å"Audiences can gain a better understanding of ways to behave in a specific relationship through comparing past and present representations of them in texts.† William Shakespeare’s play, A Midsummer Night’s Dream, and Lilly Allen’s song, ‘Never Gonna Happen’, explore the content and context of the relationship of unrequited love by teaching the audience how not to behave in these relationships. In both texts, unrequited love alters the emotions and behaviour of characters in relationships. This is demonstrated when Shakespeare cleverly reveals fickle aspects of unrequited love through his characters Helena and Demetrius.†¦show more content†¦This is in contrast to modern day relationships as Allen states, â€Å"I can see how it’s confusing, it could be considered using when I call you up straight out of the blue† (Lilly Allen), suggesting a purely physical relationship with ‘no string attached’. This shows the audience the difference between past and present relationships and teaches them to be loyal to their significant others. Where Shakespeare explores the complex emo tion of the inebriating aspects of love through comedy, Allen uses blithe lyrics and a flippant tone that causes the audience to feel sympathy towards the pursuer of the song. Whilst both texts display many contextual differences it is evident that the script and song enable the audience to enjoy the plights of unrequited love upon the lovers. Both Shakespeare and Allen express the frustration of the lovers as a result of their pursuers’ obsession through the use of language and literary devices. Allen’s lyric, â€Å"Could I be any more obvious? It never really did and now it’s never gonna happen with the two of us† (Lilly Allen), also represents Demetrius’ passionate hate for his admirer and Helena’s unfaltering affection after Demetrius scorns her with harsh truth â€Å"I love thee not, therefore pursue me not† (2-i-188). The relationship of unrequited love is developed when Allen’s flippant tone creates an atmosphere of dissatisfaction whilst using short syllabic, alliterative lines that create anShow MoreRelatedWilliam Shakespeare s A Midsummer Night s Dream1339 Words   |  6 PagesHonors For A Midsummer Night s Dream By William Shakespeare 1. Title of the book - The title of the book is called A Midsummer Night s Dream by William Shakespeare. 2. Author s name - The author of the book A Midsummer Night s Dream is William Shakespeare. 3. The year the piece was written - A Midsummer Night s Dream by William Shakespeare was believed to have been written between 1590-1596. 4. Major Characters - There are three major characters in the book A Midsummer Night s Dream by WilliamRead MoreWilliam Shakespeare s A Midsummer Night s Dream1474 Words   |  6 Pagesinstance, one could look at the movies A Midsummer Night’s Dream and Shakespeare in Love. The latter follows the life of William Shakespeare himself, everything from his love affair with Viola de Lesseps to his creation of Romeo and Juliet. A Midsummer Night’s Dream, is one of the most famous plays of Shakespeare’s, revolving around the tumultuous relationships of four lovers, aided, and sometimes thwarted by the mischief of fairies. Although Shakespeare in Love outlines a few of the characteristicsRead MoreWilliam Shakespeare s A Midsummer Night s Dream924 Words   |  4 Pages A Midsummer Night’s Dream: Too Much of Something Is A Bad Thing In any history textbook, there will most definitely be at least one example of a royal leader overthrown by their citizens. But why is it that some royal leaders, or any very powerful leaders, have trouble controlling their power? The answer is found in the amount of power the leaders possess, and how they choose to control it. The historic leaders found in history books often lose control of their power because their amount of powerRead MoreWilliam Shakespeare s A Midsummer Night s Dream1548 Words   |  7 Pagesspoken by Helena in Act 1 Scene 1 line 234, explains that it matters not what the eyes see but what the mind thinks it sees. In the play, A Midsummer Night s Dream, written by William Shakespeare, there are several instances where the act of seeing is being portrayed. The definition of vision is the ability to see, something you imagine or something you dream. This proves that even though one has the ability to see; the mind tends to interfere and sometimes presents a d ifferent picture. VariousRead MoreWilliam Shakespeare s A Midsummer Night s Dream1357 Words   |  6 Pagesmust be followed in order to uphold the established ideas of normality. These rules are imposed with the intentions of maintaining order and harmony; without them many would believe that society would fall into chaos. Within Shakespeare’s ‘A Midsummer Night’s Dream’ these rules can be undermined in the confines of settings in which the supernatural reigns, allowing the characters to grow and develop before returning to society as changed people. Through this creation of comedic disorder, characters ofRead MoreWilliam Shakespeare s A Midsummer Night s Dream904 Words   |  4 Pageswithin, or use as an escape from the binds of society. In A Midsummer Night s Dream, the scenes that take place in the woods are full of enchantment and mystery, but Shakespeare also uses the word wood in several very unique and distinct ways. The term is associated with s everal meanings and Shakespeare uses these differently throughout the play. The purpose of this essay is not to focus on the wood as a setting in the play, but how Shakespeare plays with the various meanings of word wood and in turnRead MoreWilliam Shakespeare s A Midsummer Night s Dream867 Words   |  4 Pagesspecifically how they will benefit that other person, you’re in love.† In A Midsummer Night s Dream, William Shakespeare intertwined each individual characters. Through the concept of true love and presented to the audiences a twisted yet romantic love story. The love stories of Renaissance are richly colorful, so Shakespeare used multiple literary techniques to present to the readers a vivid image of true love. Shakespeare applied metaphor in the lines of Lysander. In Act 1, scene 1, Lysander saysRead MoreWilliam Shakespeare s A Midsummer Night s Dream990 Words   |  4 PagesShakespeare’s A Midsummer Night’s Dream Symbols help to play an important part in giving a deeper meaning to a story. William Shakespeare uses a variety of symbols in his play A Midsummer Night’s Dream and by using these symbols he offers some insight onto why certain events take place in the play. Symbols are sometimes hard to decipher but as the reader continues to read the symbol’s meaning might become more clear. Shakespeare uses a variety of symbols in A Midsummer Night’s Dream, but this paperRead MoreWilliam Shakespeare s A Midsummer Night s Dream1207 Words   |  5 PagesWilliam Shakespeare’s A Midsummer Night’s Dream has been categorized as a comedy play because of all the characters being passionately in love to the point of being foolish. It’s a play all about love, and the characters that are in love are only young adults, so they are still naive when it comes to love. Their naivety and foolishness regarding love is what allows them to be taken advantage of by mischievo us fairies when they all run away into the woods. By critiquing the love affairs and numerousRead MoreA Midsummer Night s Dream By William Shakespeare1349 Words   |  6 PagesMillennials of today are growing up in a technologically adept time where replication of the latest trends is considered the key to success. Shakespeare, the playwright of A Midsummer Night’s Dream, is infamous for his angst and lament, as well as his numerous depictions of love and romance. In his play, one of the most apparent perspectives of love is that genuine love is a force so powerful, that it can not be imitated, replicated or enforced. One of the most profound examples of forced love in