How World Wide Web and Internet Affected Globalization Essay

How World Wide Web and Internet Affected Globalization - Essay Example Social networking has also made the world small and accessible to most individuals, regardless of their location, age, and economic status. The cost of internet connections has become cheap, allowing most individuals, regardless of economic status, to use the internet. In effect, the internet has made it easy for social, economic, and political interactions to be carried out among people from most parts of the globe. In other words, the internet has expanded the extent of globalization. This paper will discuss and critically evaluate the extent to which the World Wide Web and the internet have affected globalisation. This discussion shall start with an overview of globalization and the internet use. A critical discussion on the impact of the internet on globalisation shall follow. Finally, concluding remarks shall end and summarise the discussion. Globalisation and the Internet Overview Globalisation refers to the process of making a phenomenon, activity, or product worldwide in scop e or utilization (Milward, 2003, p. 14). Generally, globalisation is also considered the process of incorporating the world closely with each other in terms of its economics, politics, and culture. The World Wide Web and the internet, on the other hand, basically refer to the interconnected global networks of computers where documents, images, messages, and similar information are transmitted electronically to each other (Bidgoli, 2004, p. 264). The internet is in many ways a tool for globalisation, expediting the process of globalisation and allowing it to reach a bigger population at a faster and more efficient pace. In effect, the internet has significantly impacted on globalisation, allowing for a more comprehensive process of globalisation to be implemented in most parts of the globe. Critical Evaluation Computers and the internet support globalization by providing major changes in the processes of communication, making geographical considerations superfluous elements in establ ishing collaborations and business interactions with other countries and other nationalities (Adam, et.al., 1997, p. 115). Globalized computer technology has also allowed new technologies and social organizations which impact on the effectiveness of businesses and the improvement of lives of ordinary individuals. The impact of globalization, however, is based on people’s understanding of globalization, including its social and economic aspects. Globalization can be seen at the international and national level; infrastructure is also usually established nationally as people often use their telecommunication structures within their countries (Adam, et.al., 1997, p. 116). These structures are crucial to the internationalization processes of globalization and other elements and issues which refer to the international operations of globalized infrastructures. Globalization is made possible by various commercial processes and incentives in the improvement of efficiency; it is also driven by the need to improve the quality of lives of individuals. The internet is a major element of current globalization practices because the internet allows for a wide and open marketplace for information, goods, and services (Adam, et.al., 1997, p. 117). With the advantages of the internet, the globalized marketplace has now made possible the establishment of electronic analogues in financial practices. The internet combines researches and related technologies from various fields and

International Outsourcing of Clothing Industry Dissertation

International Outsourcing of Clothing Industry - Dissertation Example At international level several attempts have been made by the international trading bodies like WTO to liberalize the trade system and as a result there is increase in the outsourcing of different industries. Globalization has drawn lasting effects on the clothing industry as well and global outsourcing is occurring in the industry at increasing rates. Outsourcing of different industries draws significant impacts of the performance of that industry as well as on the entire economy. There are different view points about the potential effects of global outsourcing. Some researchers (e.g. Antras, Helpman, 2004) believe that increased global outsourcing cause unemployment of thousands of domestic highly skilled professionals as the companies offer the employment opportunities to the labor of another country from where they might get the labor at low wages or salaries. On the other hand some social scientists (e.g. Bruce S. Berton, 2004; Amiti, Wei, 2005) strongly believe that the economies in the 21st century must need outsourcing in different industries because it bring variety of benefits and advantages to the countries like the consumers get more choices available in front of them and they also have an easy access to purchase the products at different levels of distribution. Along with these effects of global outsourcing attempts are also made to examine the impacts of outsourcing on the workforce of the countries (e.g. Campa and Linda S. Goldberg 1997; Maria Pia Hernandez, 2004). Despite the fact the a considerable portion of literature is concerned with examining the effects of global outsourcing on industries and the economies, there are few researches that study the impact of global outsourcing of clothing... The dissertation unfolded the international outsourcing of the clothing industry from the US and also provided the information about the various issues that are related to the clothing industry outsourcing. It came out from the study the clothing industry is being outsourced internationally from America for many years ago. It means that there is enough awareness in the businesses of the American clothing industry that they paid attention towards the outsourcing and discovered that the outsourcing will provide them certain benefits. As a result of this thinking outsourcing of clothing industry by the US, clothing firms become a common practice and many of the famous brands also get their clothing assembled in other countries where the manufacturing cost is less than America. The two important factors that were pointed out as the main player that encourage the outsourcing of industries (Technology advancement and Trade liberalization measures) also played an active role in the internat ional outsourcing of the US clothing industry. The clothing firms of US is not only facilitated by the technology to get into the outsourcing practice but the favorable investment and trade condition also makes it possible that the companies to look towards international outsourcing and save the money that is saved from the labor salaries. The clothing industry mostly looks towards the positive consequences of the international outsourcing and they do not take much care of the matter that what will happen to the skill and unskilled labor of home country.

Creativity in Critical Thinking Essay Example for Free

Creativity in Critical Thinking Essay In the health care profession, the skills, and abilities to think critically are an essential component of professional accountability and quality care. In order to manage the complexity of the work environment, and patient care issues, critical thinking will enable nurses think more effectively, and work through challenges to achieve the best possible results. There are many ways critical thinking can be used in nursing profession. Critical thinkers in nursing, demonstrate habits of the mind include flexibility, creativity, inquisitiveness, intellectual integrity, intuition, open-mindedness, perseverance, and reflection to manage complex matters in the health care arena (Rubenfeld, Scheffer, 2010). Nurses use creativity, one of the habits of mind in critical thinking to educate their patients. Example of Creative Thinking in Patient Education To provide safe care to the patients, nurses must utilize critical thinking abilities in the assessment of patient issues, the planning of care, and the implementation of care. Careful examination of all the aspects of patient care helps the nurse to reach a better outcome imparting education for the patient. When providing education or information to a patient, the nurses apply creative thinking, by using the counseling dialogues help the patient raise questions of why, how, and who. The nurses guide patients through identifying, and exploring the problem, consider the patient’s choices, choose a plan of action, and evaluate the results (Ranklin, 2005). For example, reducing falls in the inpatient unit. Fall risk assessment is a key safety issue in many inpatients. Identifying the risk for fall on patient admission, and implementing measures and reevaluate the patient is essential to prevent falls on the unit. Moreover educating the patient and families is a necessary step in preventing patient falls. Evaluation of an Example of Creative Thinking The presented example is a way of creative thinking to impart education to the patients. Firstly, visual observation of the at-risk patients helps the staff, patients, and families to prevent falls. Identification tools on the doors, at the bedside, yellow socks, and falls band on the arms enable the health care professionals to target implementation of fall prevention to the patients. The sign at the bedside which says, â€Å"Please call, do not fall†, and the bed alarm reminds the patients and their families that, they are at risk for falling. Participating communication with other health care personals regarding fall risk in a regular shift report, and creating visual cues in the patients’ rooms, alarm the nurses and other health care professionals to prevent patients getting harm from falling. Justification of Creativity in Critical Thinking Creative thinking helps the nursing professionals identify biological, behavioral and environmental risk factors. Patient fall is preventable by implementing effective, and creative fall prevention programs, and thus help the patients live better. Creative thinkers must have knowledge of the clinical problem. They should have the ability of assessing the present problem, and be knowledgeable about the underlying cause, and be able to overcome the situation. Creativity in critical thinking boosts the nurse’s ability to modify, and expand the existing knowledge in patient related situations. In creative thinking, health care professionals take initiative, examine strategies to use, and recognize the consequences of strategies, and make the decision. Creative thinking remains a key ingredient for individualized client care. In that nurse identifies the specific need of each patient, and makes interventions specific to those needs. Without creative thinking, nursing care would become consistent and routine. There is a strong relationship between critical and creative thinking. In order to provide education to the needy clients, nurses’ needs to utilize critical intelligence and to be a critical thinker (Daniels, 2004). Hence, hospitalized patients need an individual assessment when educating them. It is important that, nurse must learn to utilize critical thinking skills natural way when providing care to the patients.

Benefits of Keeping a Fish Aquarium at Home

Benefits of Keeping a Fish Aquarium at Home THE AQAURIUM THERAPY: POSITIVE EFFECTS OF FISH- KEEPING ON HEALTH AND LIFE. Omkar Pokharkar Abstract: Fish-keeping is a fantastic hobby enjoyed all over the world. It is simply amazing how one individual can sit in front of the aquarium spending hours staring and admiring colorful fishes and their habitat. It is mind boggling how people can kill time with this interesting hobby. This hobby is a boon to the people who lead a stressful life and have cardiovascular disorders/problem. By pursuing this hobby one can experience calmness and happiness effectively reducing stress levels and hence keeping the blood pressure in check. This paper points out only the outline of possible events occurring in the brain and not the detailed mechanism of action of each neurochemicals. With the help of neuroscience it is now possible to understand the correlation between the aquarium and brain neurochemicals which are secreted when an individual gazes at fishes and the dà ©cor of the aquarium. People practicing aqua-hobby are less susceptible to heart diseases, and live a longer and happy life. This concludes that by having an aquarium in the house, the illness caused by stress and other emotional trauma can be effectively tackled to some extent without any mental health medications. Keywords: fish, aquariums, health, therapy, ornamental, neurochemicals. INTRODUCTION: Humans had a long history of capturing and domesticating the animals for their benefits. Humans used animals for production of dairy products, for agricultural production, to obtain meat etc. But certain animals such as fish were also kept captive in tanks for decorational purposes. History of fish-keeping can be traced back to Sumerians around 2500 B.C. Egyptians used to worship fish and romans too used fish as both food and decoration in 1st century A.D. These evidences are based on archeological findings. Chinese during the sung dynasty kept large number of fishes such as ‘carps’ just for decorative purposes and not for consumption. People during these days were not familiar to the concept of â€Å"water change† to remove the excess ammonia caused due to fish waste in the tank and as a result the fishes used to die frequently. In 1805, Robert Warrington found out the concept of water change to keep the fish healthy for long time. First public aquaria were opene d in London at Regents Park in 1853 and took fish-keeping to a whole new level. In 1853, German Emil Robmaber wrote an essay stating that; sea can be captured in a glass, which introduced fish-keeping hobby to the public making it popular. Now in 21st century due to advancement in the field of aquarium technology it has become more convenient to master the hobby and gain health benefits from it, modern aquarium technology acts as the life support system for fishes in the tank making them thrive comfortably in captive for a long period of time. BENEFITS OF FISH-KEEPING ON HEALTH: Stabilizes Blood pressure and induce calmness: Ideal blood pressure is below 120/80, and it must remain in this range for good health. When the blood pressure stabilizes there is a drop in stress levels which is necessary for optimum health. Studies around the globe proved that gazing at a fish aquarium stabilizes the blood pressure which offers a great health benefit for an individual suffering from cardiovascular disorders. Watching the fish swimming in the aquarium with their dazzling colors can induce deep relaxation state. This is extremely therapeutic as it takes away the anxiety and clears the mind of all unnecessary thoughts. This practice of gazing the aquarium and watch beautiful ornamental fishes swim in shoals triggers neurochemicals in the brain called as ‘GABA’ which is an amino acid acting as a neurotransmitter in CNS and it acts by inhibiting or slowing the nerve transmission in the brain reducing the anxiety hence called as Anti-anxiety neurochemical. (See Figure I) and ‘Serotonin’ or 5- hydroxytryptamine is a monoamine neurotransmitter produced both in brain and gastrointestinal tract which is capable of stabilizing the mood. Serotonin maintains a balance between breathing and heart rate, it regulates the sleep cycle, regulates body temperature and pH levels in blood. (See Figure II). (smith, 2014) Figure I. Structure of a GABA molecule Chemical formula-C4H9NO2 Figure II. Structure of serotonin molecule Chemical formula-C10H12N2O Helps Alzheimer/dementia patients Alzheimer’s disease is brain disorder that gradually destroys the memory, thinking skills and ultimately destroys the ability to perform the routine tasks. Fish aquariums induce general sensory stimulation which helps individuals suffering from Alzheimer to eat better, gain weight and stay mentally active. Watching the fish swim, the attention span of patient increases and aggressive behavior reduces to a great extent. The technique that emerged from Neuro-research clinics involved restoring appropriate levels of the master neurotransmitters like serotonin and the catecholamine group such as dopamine and adrenaline. There is an opinion that watching a nicely decorated aquarium with beautiful fishes can naturally induce these neurotransmitters in the brain to some extent. Adrenaline is the neurochemical which is produced by the adrenal glands located at the top of the kidneys and is responsible for an energy surge in the body which takes away the dullness (see Figure III) and d opamine is a neurochemical which acts as a messenger that aids in the proper transmission of signals in brain and other organs. This neurotransmitter is produced in several parts of the brain such as substantia nigra and ventral tegmental area. It is also released by hypothalamus (see Figure IV). (darling, 2015) Figure III. Structure of adrenaline molecule Chemical formula- C9H13NO3 (Macà ©us, 2011) Figure IV. Structure of dopamine molecule Chemical formula- C8H11NO2 Induces a sudden sense of happiness In this competitive and challenging world, there is a huge amount of stress which every individual experiences and it leads to depression or sadness. An aquarium in the house is a perfect solution to get refreshed and it gives a break from the outside world. The sadness and dullness is washed away by simply gazing and admiring the fishes that swim in the tank (see Figure V). Neurochemical such as Endocannabinoids are self-produced cannabisthat acts on the ‎Cannabinoid receptor type 1and 2 of the cannabinoid system. The word ‘Anandamide’ is derived from a Sanskrit word â€Å"Ananda† meaning Bliss or happiness (see Figure VI). It is the most well-known endocannabinoid. This neurochemical is responsible for surge in happiness. (jeffrey senske, 2015) Figure V. Red Discus fish and tetras (Cronk, 2014) Figure VI. Structure of ‘Anandamide’ molecule Chemical formula-C22H37NO2 Benefits hyperactive children Hyperactive kids sometimes can cause a lot of mess in the house; they often have very low focus span and are more notorious. Bringing an aquarium in the house can reduce their hyperactivity and will stay more focused and calm, simply because the fish swimming inside the tank distract children from their hyperactive behavior. In this case, the excess adrenalin rush in hyperactive kids is minimized by a surge in secretion of GABA which occurs due to watching fishes swim. It simply eliminates the transmissions in brain, producing calm effect. Benefits the eyes The fast pace of urbanization is putting lot of pressure on the urban infrastructure in the cities. To see a green patch in the concrete jungles has become nearly impossible. Human eyes can see up to 7 million colors out of these some are eye irritants for instance; bright yellow and some are relaxing like different shades of green. The green color is more desired by the eyes as it feels more relaxing. So an aquarium planted with variety of live plants and driftwood can help stimulate greenery in the house which would be soothing for both eyes and mind (see Figure VII). Many eye specialists have an opinion that, gazing at planted fish aquariums daily for at least 1 hour can significantly improve the vision of an individual. (huachinango, 2013) Figure VII. Blue Discus fish and tetras BENEFITS OF FISH-KEEPING ON LIFE: Education for both children and adults: When children see an aquarium filled with beautiful ornamental fishes in hotels or restaurants they get excited and at the same time start asking questions about the fish. Adults too sometimes get confused and often don’t know anything about the fish species or their natural habitat. A solution to this problem is to simply buy an aquarium and house some fishes from a wide range of habitats. And many books on fishes are available in market which describes in detail the origin of fishes for instance (see Figure VIII). Children can learn how to care for pets; they will become more responsible towards another living creature. They can witness the life cycle of a fish and appreciate biology. They may choose to become a marine biologist or aqua culturist. ( Atsushi Sakurai, 1993) Figure VIII. A Book describing 650 fish species Enhances the interior look of the house: Bringing a fish aquarium can incredibly enhance the inside look of an average house. A big aquarium with live plants, driftwoods and small tropical or other ornamental fishes placed in the right directions in such a way that the tank is visible from every corner of the room would intensify the look of that room. Many people buy aquarium just to improve the look of their living room and bed room (see Figure IX below). Flowing Water from the Filter units in the aquarium make continuous water trickling sound which is music to the ears. (Melissa, 2012) Figure IX. Bedroom with an aquarium for a peaceful sleep CONCLUSION From the points mentioned above it is clear that having an aquarium can significantly influence life and health. Aquariums can heal a stressed out body and mind making it clear of all unwanted thoughts which reduces the stress and blood pressure. Watching beautiful fishes swim in the aquarium provides a break to the viewer from all the routine work in life and cause a sense of relaxation or calmness. It helps kids to gain knowledge about variety of fishes and learn how to care for them. Hyperactive kids become quite and calm. These positive effects on health are caused due to secretion of neurochemicals influenced by gazing at colorful active fishes swimming in the tank. This paper contains a simple explanation of how neurotransmitter in brain can get influenced by this hobby. These neurochemicals include Endocannabinoids, serotonin, GABA, and adrenaline which when are deficient or secreted in low amounts can cause high stress and depression levels. So it’s safe to say that aq uariums can reduce suicidal tendencies in people by regulating these heavenly chemicals in the brain. REFERENCES: [1] smith, P. (2014). balancing brain chemistry with peter smith. Retrieved april 2015, from www.balancingbrainchemistry.co.uk: http://www.balancingbrainchemistry.co.uk/33/GABA-Deficient-Anxiety.html [2] darling, D. (2015). Encyclopedia of science. Retrieved april 2015, from The worlds of david darling: http://www.daviddarling.info/images/adrenaline.png [3] Macà ©us, J. (2011, april 1). Dark side of the bigO. Retrieved april 2015, from sexual health site: http://www.sexualhealthsite.info/wp-content/uploads/2011/03/Dopamine.png [4] jeffrey senske. (2015). aqaurium design group. (j. s. mark senske, Producer, ADG) Retrieved april 2015, from www.aqauriumdesigngroup.com: http://www.aquariumdesigngroup.com/index.php#mi=2pt=1pi=10000s=14p=0a=0at=0 [5] Cronk, J. D. (2014, november 15). Biochemstry dictionary. Retrieved april 2015, from www.guweb2.gonzaga.edu: http://guweb2.gonzaga.edu/faculty/cronk/biochem/A-index.cfm?definition=A [6] huachinango. (2013, october 10). petco. Retrieved april 2015, from www.community.petco.com: https://community.petco.com/t5/General-Discussions/Planning-a-future-aquarium/td-p/42577/page/2 [7] Atsushi Sakurai, Y. S. (1993, november 1). Aquarium Fish of the World: The Comprehensive Guide to 650 Species. Retrieved april 2015, from http://www.amazon.com: http://www.amazon.com/Aquarium-Fish-World-Comprehensive-Species/dp/0811802698 [8] Melissa. (2012). the home decoration. Retrieved april 2015, from melissasheartandhome: http://melissasheartandhome.blogspot.in/2014/05/aquarium-design.html

The Real Deal Out In The Field :: essays research papers

The Real Deal Out in the Field   Ã‚  Ã‚  Ã‚  Ã‚  Being that this will be a very opinionated paper I concluded that I should begin this piece with an opinion. According to myself, there is no such thing as a just war. War is war no matter how much you try to justify it. You can’t escape the fact that with war comes loss of life. This brings up the idea of â€Å"who are we to eliminate someone’s life.† No man should have such responsibility. Naturally those that cause war or instigate war are those that will not be fighting in the trenches. To say that George W. Bush has total and complete passion for every man fighting this â€Å"new type of war† is nothing but ignorance at its finest.   Ã‚  Ã‚  Ã‚  Ã‚  A day after the horrible attacks on the World Trade Center the pope released a statement to the press. In this statement he said, â€Å"Let us beg the lord that the spiral of hatred and violence will not prevail (sept. 12)† then later on the catholic church serves and ordinance allowing the use of a â€Å"just war†. How could it be that after the popes praises for peace the same church virtual gives its ok for a war. This is extremely contradiciary. The only conclusion one can derive from such an act is that the pope used his speech as a political ploy to downsize the visual size of involvement that the church has in all of this.   Ã‚  Ã‚  Ã‚  Ã‚  With this said we now look at our own government for which I have nothing but disgust. If you were to watch a baseball game, they now make it mandatory (not written in stone but very highly ‘pushed’) that during the seventh inning stretch a guest will appear and sing God Bless America. To me this is a cheap ploy at instigating patriotism and forcing it upon the American people that what we are doing is right and if you don’t agree with out actions then you’re not a true American. What kind of a â€Å"kind and caring† government is this? I am a true American. I also recognize BS when I see it.   Ã‚  Ã‚  Ã‚  Ã‚  If you have been alive for the past 2-3 weeks you will realize you are hearing a lot about an anthrax scare. This again is governmental tactics. I choose to use the phrase â€Å"silent weapons for quiet wars† to better describe this abuse of power by our almighty government.

Legislations that affect school work Essay

Identify and summarise five pieces of legislation (to include codes of practice) which schools have to follow. Explain how each of these affect work in schools. Legislation refers to the actual law enacted by a governing or legislative body at national or local level. There are legislations for more or less all aspects of life but we are particularly going to discuss the ones that affect schools. These laws are produced and implemented in order to protect children and the people who work with children. Legislations ensure their safety and make sure their rights are respected. Code of practice is a practical guide that provides ways on how to effectively work under legislation. The Code of Practice is not a legislation itself that is why schools are not legally bound to follow them. Examples include: †¢Special Educational Needs Code of Practice for Wales. †¢Safeguarding Children: Working Together Under the Children Act 2004. Let us now look at five different legislations and how they affect work in schools. 1. The Data Protection Act 1998: The Data Protection Act means that schools need to make sure that all the information they hold is kept securely on site. If its paper storage it should be locked in filing cabinets. If the information is electronic it should be on password-protected computers. This legislation bounds schools to use this information only for the purpose it was collected and not share it with unauthorised people. It affects schools and staff in many ways e.gs as a teaching assistant it puts a responsibility on us to make sure that pupil information is confidential and if it needs to be shared with adults working with a particular pupil (like a speech therapist), we have the parental consent to do it. 2. The UN Convention on Rights of Child 1989: The UN Convention on Rights of Child 1989 was ratified in the UK in 1991 and adopted by the Welsh Government in 2004. It is made up of 54 articles covering rights to survival, protection, and development of children. It can be summarized by saying it protects children from any form of discrimination. Children have a right to know and access the relevant information about themselves. They have the freedom to practice their own beliefs and come together and enjoy as groups. It states that all children  have an equal right to education and a right to privacy. They have the right to express their views and feelings. Children with disabilities have a right to lead full and independent lives and they have a say in the decisions that affect them. This legislation has a major impact on schools as it bounds the staff and teachers to listen to what the child has to say. E.g. a teacher cannot just make a decision about a child on their own just because he/she is an adult. They have to respect the wishes of the child. This law gives children a voice and control over their lives. It empowers children and brings in confidence but at the same time it can be used by a child in a negative way and teachers may find it hard to discipline a child and to deal with a behaviour problem. That is where the Code of Practice comes in as a useful tool and tells what to do in a particular situation. 3. The Education and Inspections Act 2006: The Education and Inspections Act 2006 is intended to represent a major step in ensuring that all children in all schools get the education they need to enable them to fulfil their potential. The Act provides greater freedoms to schools, including the possibility of owning their own assets, employing their own staff, setting their own admissions arrangements etc. This gives local authorities more responsibility for managing schools. This law gives staff a clear statutory right to discipline students. By law, all state (not private) schools must have a behaviour policy in place that includes measures to prevent all forms of bullying among pupils. This policy is decided by the school. All teachers, pupils and parents must be told what it is. School staff needs to be well aware of the policy. Although these legislations must be followed but the Children Act overrides all other laws when it comes to safeguarding children. 4. Children Act 2004: Children Act 2004 is an updated version of the Children Act 1989. The Children Act 1989 allocated duties to local authorities, courts, parents and other agencies to ensure children are safeguarded and their welfare is promoted. (Wikipedia.org ‘Children Act 1989’). It centres on the idea that a child’s welfare is paramount and comes before everything else. Wherever possible, children must be cared for by their own families and that adequate  support is available for parents and children in need. The law suggests that professionals should work in partnerships with parents at every stage. The Children Act 2004 introduces multi agency approach to safeguarding children. Detailed information is available for people in the ‘Working Together Document’. The idea behind the Act is to promote co-ordination between multiple official entities to improve the overall well-being of children. The 2004 Act also specifically provided for including and affecting disabled children. This Act promotes the achievement of the five outcomes of ‘Every Child Matters’ framework, that are: †¢Stay safe. †¢Be healthy. †¢Enjoy and achieve. †¢Make a positive contribution. †¢Achieve economic well-being. This legislation has a huge impact on schools and on the way they address issues of care, welfare and discipline. Teachers and the support staff’s work has been affected directly by the act and they need to have training or guidance in its implementation. 5. The Equality Act 2010. On 1 October 2010, the Equality Act 2010 replaced all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. It protects the children and staff from being discriminated. It also extends protection to pupil who are pregnant, have recently given birth or who are undergoing gender reassignment. In Wales the Act applies to all maintained and independent schools, including Academies, and special schools. The Act makes it unlawful for the responsible body of a school to discriminate against, harass or victimise a pupil in relation to admissions, in the way it provides education, in the way it provides pupils access to any benefit, facility or service, or by excluding a pupil or subjecting them to any other detriment. Teachers now have to make sure that children with disabilities or additional needs are also included in and have access to all activities so there is no form of discrimination. (gov.uk ‘Equality Act 2010’)

Corprate Global Strategy

Final Year Core Unit Corporate & Global Strategy Hemis Code: 5J3060 UNIT HANDBOOK 2011/2012 Tutors: Maria Allen Room 901d 0161 247 6527 m. [email  protected] ac. uk Carole Forbes Room 901a 0161 247 3830 c. [email  protected] ac. uk Dr. Panagiotis Kokkalis Room 808a 0161 247 6641 p. [email  protected] ac. uk Rationale Strategic management has become an integral mechanism for firms operating in the global economy, which is characterised by its high level of integration and cross-national operation. Strategic management issues relate to all aspects of an organisation, including its relationship with the environment and its internal processes. Accordingly, a vast amount of research has been conducted and published in the academic field of strategic management. Yet, far from showing a consensus, this literature is populated by a diversity of approaches, schools of thoughts, and paradigms. Understanding strategic management entails studying traditional and orthodox approaches to achieving and sustaining competitive advantage, as well as evaluating new and nnovative ways of organising and strategising in a global environment. Aims * To provide insights into the concepts relating to corporate and global strategy in the context of multinational, international and small to medium enterprises * To identify the impact of micro and macro influences on organisational strategising * To understand variables involved in strategic decision-making processes Unit Learning Outcomes On completing this unit, you should be able to: 1. Identify the key corporate and global level strategic management concepts. 2. Critique the concepts relating to the corporate and global levels of strategy in relation to a range of multinational and small to medium business enterprises. 3. Abstract from the global environment the key factors driving strategic change. 4. Critically evaluate the strategies of a range of enterprises involved in both manufacturing and service areas of business. 5. Measure the impact of global drivers on the operation and development of multinational enterprises. 6. Think creatively and develop the ability to recognise different strategic theories and practices in organisations. Assessment Coursework 40% comprising one element – an individual strategic analysis report assessing learning outcomes 2, 4, 5, 6. (See the brief below) Examination 60% – assessing learning outcomes 1, 2, 3, and 6 Assessment BA (HONS) BUSINESS MANAGEMENT BA (HONS) BUSINESS STUDIES COMBINED HONOURS CORPORATE AND GLOBAL STRATEGY You are required to conduct a strategic analysis of an international company of your choice. You should choose a company in which you have worked; have some knowledge, or one that has a high media profile. If you are in doubt about your choice of company, consult your tutor. You should use as the focus for your analysis a topic taken from the lecture programme and apply this to your chosen organisation to look at the particular aspects of the strategy within that organisation. However, this should be set in the context of the broader environment in which the organisation operates. It is important that you relate relevant theoretical frameworks to the empirical information (data) you have gathered in order to analyse, and not merely describe the organisation’s strategy. You should aim to evaluate the viability of the firm’s current strategy and make any recommendations for changes to the strategy that you consider to be appropriate. This analytical report should be no more than 3,500 words in length, should demonstrate your ability to identify and employ relevant academic concepts, theories and models, and should be fully referenced using the Harvard referencing system (refer to examples in handbook). Please attend the assignment preparation tutorials (see schedule below) where you will be provided with further information about the required content and scope of the work. In the event of a late submission, university regulations will apply. Submission date: Week commencing 16th January 2012 An assessment pro-forma is attached below for guidance. MANCHESTER METROPOLITAN UNIVERSITY BUSINESS SCHOOL Course: BA (Hons) Business, BA Combined Honors; BA (Hons) Business Studies Year: FinalSubject: Corporate & Global Strategy| Assignment: Strategic AnalysisStudent:Tutor:| Mark:| 1st:(as 2. i +) creative, innovative, intellectual depth, extraordinary quality of work| 2. :competent, complete, insight & observation, analytical and critical, total clarity | 2. ii:adequate, good coverage, some sound analysis, allowable flaws | 3rd:just sufficient, some theory, some observation, flawed but not failing | Fail:Simply incomplete OR totally uncritical OR no analysis OR inadequate material| THE INTRODUCTION sets the scene; and it indicates the areas to be covered, and in what order. | 1st 2. i 2. ii 3rd Fail| | THE LITERATURE/SOURCES/ surveyed is adequate in amount and qu ality, & is relevant to the selected topic. 1st 2. i 2. ii 3rd Fail| | The DEPTH OF ANALYSIS is sufficient, with a critical approach; underlying concepts are investigated. No unsupported statements: there is evidence for substantial arguments. | 1st 2. i 2. ii 3rd Fail| | THE APPLICATION OF RELEVANT MODELS has an appropriate focus in the analysis of the specific company. | 1st 2. i 2. ii 3rd Fail | | THE CONCLUSIONS, drawn from the analysis are realistic and intelligent| 1st 2. i 2. i 3rd Fail| | As an ACADEMIC REPORT, the language is appropriate, the structure is clear and manifest, & correct forms of academic referencing are used. | 1st 2. i 2. ii 3rd Fail| | Other comments: Teaching and Learning Strategy Learning will be through a mixture of lectures, seminars, discussions, reading and video material. Students will be encouraged to debate concepts and apply them to practical business situations and their own business experiences. Lectures will be complemented by seminars in which students have the pportunity to apply the theoretical frameworks that are covered in the lectures and gain an in-depth understanding of individual publications in this area. Seminars will take the form of group work, student presentations and discussions (focused on textbook material and journal articles) case studies and feedback. Tutorials The tutorials are intended to provide students with the opportunity to gain a more in-depth understanding of academic studies and apply theoretical frameworks to the analysis of real-world organisations. Tutorials take place every week and usually consist of group discussion and group presentations where appropriate. Students will be expected to prepare for the tutorials by undertaking their own research and carrying out the designated reading. Where students are allocated a specific article/paper/chapter to prepare, they should summarise it, present the main points and then comment on/critique it. To effectively critique the piece, students should research and read around the topic. It is expected that all students will read and prepare for these tutorials and contribute actively to them. The recommended textbook is Bob de Wit & Ron Meyer ‘Strategy Process, Content’, Context, an International Perspective’ 4th Edition, Thomson. Some of the designated preparatory reading chapters will be from this text. However, the recommended textbook does not cover every aspect of the unit and additional reading from books and journal articles are indicated for the relevant topics, to support the content of each lecture and the tutorial discussions. The following programme is indicative only; the order, specific content, activities and allocated readings are subject to change and amendments. Week/C| Lectures| Tutorials| Preparatory reading| Term 126 Sept| 1. Introduction to course aims and objectives, content review teaching/learning arrangements, assignment and assessmentCarole Forbes/Maria Allen/Panagiotis Kokkalis| No Tutorial| Practice accessing journal articles from the library electronic resources and Google scholar. Look for:Porter, M. E. (1996)Whittington, R. 2004)| 3 Oct| 2. Origins and ‘nature’ of Strategy. Panagiotis Kokkalis| Groups forming. Introduction to critical analysis. | Read: Porter (1996) Whittington (2004)| 10 Oct| 3. Theory of the firm and entrepreneurship theory Panagiotis Kokkalis| Origins of strategy Readings discussion| Origins of strategy Readings:Porter (1996) Whittington (2004)| 17 Oct| 4. Strategy formationPanagiotis Kokkalis| Assignment workshop 1| Decide on a topic and a companyCHANG E IS EXCLUDED. | 24 Oct| 5. RBVPanagiotis Kokkalis| Strategy formationReadings discussion| Strategy formation. Readings:Mintzberg and McHugh, (1985)| 31 OCT – 4 NOV – RED WEEK| Week/C| Lectures| Tutorials| Preparatory reading| 7 Nov| 6. Competences and CapabilitiesCarole Forbes| Strategy FormationReadings discussion| Strategy FormationReadings:Hodgkinson and Clarke (2007)| 14 Nov| 7. KnowledgePanagiotis Kokkalis| Resource Based ViewReadings discussion | Resource Based ViewReading:Barney (1991)| 21 Nov| 8. Strategic ThinkingPanagiotis Kokkalis| Competences and CapabilitiesReadings discussion| Competences and CapabilitiesReadings:Teece et. al. (1997)| 28 Nov| 9. LeadershipMaria Allen| Knowledge Based ViewReadings discussion| Kowledge Based ViewReadings:Nonaka (1994)| 5 Dec| 10. The International ContextMaria Allen| Workshop| Draft report| 12 Dec| No Lectures on this course| Drop In| | 16 DEC – 9 JAN 2012 – CHRISTMAS BREAK| | Lectures| Tutorials| Preparatory reading| Term2201209 Jan| 11. Drivers of Globalisation and FDIMaria Allen| Knowledge Based ViewReadings discussion| Knowledge Based ViewReadings:Szulanski (1996)| 16 Jan| 12. Strategic AlliancesCarole Forbes ASSIGNMENT DUE| LeadershipReadings discussion| LeadershipReadings:Cyert (1990)| 23 Jan| 13. Structure of industries and markets and the general government and business contextMaria Allen| LeadershipReadings discussion| LeadershipReadings:Case Study: Strategic Leadership and innovation at Apple Inc. Heracleous and Papachroni (2009)Page 681 DeWit and Meyer| 30 Jan| 14. Strategic ChangeCarole Forbes| GlobalisationReadings discussion| GlobalisationReadings:Levitt (1983)| 06 Feb| 15. Strategy as practice, ANT, CoPPanagiotis Kokkalis| GlobalisationReadings discussion| GlobalisationReadings:Douglas and Wind (1987)| 13 – 17 FEB – RED WEEK| Week/C| Lectures| Tutorials| Preparatory reading| 20 Feb| 16. Visiting Lecturer or Corporate Strategy| AlliancesReadings discussion| AlliancesReading:Koza and Lewin (1998)| 05March| 17. Organisational purpose & StakeholdersCarole Forbes| AlliancesReadings discussion| AlliancesReading:Gulati et al (2000)| 12March| 18. Corporate Strategy or Q& ACarole Forbes| Structure of industries and marketsReadings discussion| Structure of industries and marketsReading:Miller and Friesen (1983) | 19 March| 19. Exam RevisionCarole Forbes| Structure of industries and marketsReadings discussion| Structure of industries and marketsReading:Selsky et al (2007)| 26 March| 20. Exam RevisionCarole Forbes| Drop in | | 26 MARCH – 09 APRIL – EASTER VACATION | (The references for the authors shown in the programme are listed at the end of this handbook) The Recommended Textbook: Bob de Wit & Ron Meyer, Strategy, Process Content Context an International Perspective, Cengage Learning, 4th Ed. Journals Harvard Business Review Academy of Management Journal Academy of Management Review Long Range Planning Strategic Management Journal Recommended Reading Origins and Nature of Strategy Porter, M. E. (1996) ‘What is strategy? ‘, Harvard Business Review, November/December 61-78. Whittington, R. (2004) ‘Strategy after modernism: recovering practice', European Management Review, 1 62-68. Clegg, S. , Carter, C. and Kornberger, M. (2004) †Get up, I feel like being a strategy machine†, European Management Review, 1 (1), 21. Andrews, K. (1998) The concept of corporate strategy. In Strategy: Process, Content, Context (Eds, de Wit, B. and Meyer, R. ) Thomson Learning, London, pp. 86-93. Evered, R. (1983) ‘So what is strategy? ‘, Long Range Planning, 16 (3), 57. Cornelissen, J. A. (1977) ‘Corporate Strategy in the Eighties', Long Range Planning, 10 Oct. , 2. Campbell, A. and Alexander, M. (1997) ‘What's wrong with strategy? ‘, Harvard Business Review, November-December 39-52. Chaffee, E. E. (1985) ‘Three models of strategy', Academy of Management Review, 10 (1), 89-98. Hambrick, D. C. and Fredrickson, J. W. (2001) ‘Are you sure you have a strategy? ‘, The Academy of Management Executive, 15 (4), 48-59. Prahalad, C. K. and Hamel, G. (1994) ‘Strategy as a field of study: why search for a new paradigm', Strategic Management Journal, 15 5-16. Huff, A. S. (2001) ‘The continuing relevance of strategy', Human Relations, 54 (1), 123-130. Barry, D. and Elmes, M. (1997) ‘Strategy retold: towards a narrative view of strategic discourse', Academy of Management Review, 22 (2), 429-452. Theory of the firm and entrepreneurship theory Seth, A. and Thomas, H. (1994) ‘Theories of the firm: Implications for strategy research', The Journal of Management Studies, 31 (2), 165-193. Spender, J. C. (1996) ‘Organizational knowledge, learning and memory: three concepts in search of theory ‘, Journal of Organizational Change, 9 (1), 63-78. Grant, R. M. (1996) ‘Toward a knowledge-based theory of the firm', Strategic Management Journal, 17 (Winter Special Issue), 109-131. Spender, J. C. and Grant, R. M. (1996) ‘Knowledge and the firm: Overview', Strategic Management Journal, 17 5. Lawrence, T. B. (1999) ‘Institutional strategy', Journal of Management, 25 (2), 161-188. Tsoukas, H. (1996) ‘The firm as a distributed knowledge system: a constructionist approach', Strategic Management Journal, 17 (Winter Special Issue), 11-23. Hodgkinson, G. P. and Clarke, I. 2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Denis, J. -L. , Langley, A. and Rouleau, L. (2007) ‘Strategizing in pluralistic contexts: Rethinking theoretical frames', Human Relations, 60 (1), 179-215. Strategy Formation Mintzberg, H. and McHugh, A. (1985) ‘Strategy formation in an adhocracy', Administra tive Science Quarterly, 30 (2), 160-197. Grant, R. M. (2003) ‘Strategic planning in a turbulent environment: evidence from the oil majors', Strategic Management Journal, 24 491-517. Hart, S. L. nd Banbury, C. (1994) ‘How strategy-making processes can make a difference', Strategic Management Journal, 15 (4), 251-269. Mintzberg, H. (1990a) ‘The design school: reconsidering the basic premises of strategic management', Strategic Management Journal, 11 (3), 171-195. Prahalad, C. K. and Hamel, G. (1994) ‘Strategy as a field of study: why search for a new paradigm', Strategic Management Journal, 15 5-16. Mintzberg, H. (1994) ‘The fall and rise of strategic planning', Harvard Business Review, 72 (1), 107. Ansoff, I. H. (1965) Corporate strategy, revised edition, McGraw-Hill, New York Ansoff, I. H. (1991) ‘Critique of Henry Mintzberg's ‘the design school: Reconsidering the basic premises of strategic management†, Strategic Management Journal, 12 (6), 449-461. Bowman, C. , Ward, K. and Kakabadse, A. (2002) ‘Congruent, divergent and incoherent corporate level strategies', European Management Journal, 20 Dec, 671-679. Mintzberg, H. and Waters, J. A. (1985) ‘Of strategies, deliberate and emergent', Strategic Management Journal, 6 257-272. Mintzberg, H. (1990b) Strategy formation schools of thought. In Perspectives on strategic management (Ed, Fredrickson, J. W. JAI Press, Greenwich, CT, pp. 188-209. Mintzberg, H. (1987) ‘Crafting strategy', Harvard Business Review, 65 (1), 66-75. Mintzberg, H. and Lampel, J. (1999) ‘Reflecting on the strategy process', Sloan Management Review, 40 (3), 21-30. Hodgkinson, G. P. and Clarke, I. (2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Resource Based View Barney, J. B. (1991) ‘Firm resources and sustained competitive advantage', Journal of Management, 17 (1), 99-120. Mahoney, J. T. (2001) ‘A resource-based theory of sustainable rents', Journal of Management, 27 (6), 651-660. Wernerfelt, B. (1984) ‘A resource-based view of the firm', Strategic Management Journal, 5 171-180. Teece, D. J. , Pisano, G. and Shuen, A. (1997) ‘Dynamic capabilities and strategic management', Strategic Management Journal, 18 (7), 509-533. Campbell-Hunt, C. (2000) ‘What have we learned about generic competitive strategy? A meta-analysis', Strategic Management Journal, 21 (2), 127-154. Competences and Capabilities Teece, D. J. , Pisano, G. and Shuen, A. 1997) ‘Dynamic capabilities and strategic management', Strategic Management Journal, 18 (7), 509-533. Eisenhardt, K. M. and Martin, J. A. (2000) ‘Dynamic capabilities: what are they? ‘, Strategic Management Journal, 21 (10-11), 1105-1121. Knowledge Tsoukas, H. and Vladimirou, E. (2001) ‘What is organizational knowledge? ‘, Journal of Management Studies, 38 (7), 973-993. W enger, E. (2004) ‘Knowledge management as a doughnut: shaping you knowledge strategy through communities of practice', Ivey Business Journal, January/February 1-8. Nonaka, I. (1994) A Dynamic Theory of Organizational Knowledge Creation. Organisation Science, 5 (1), 14 – 37. Szulanski, G. (1996). Exploring Internal Stickiness: Impediments to the Transfer of Best Practice Within the Firm. Strategic Management Journal, 17 (Winter Special Issue), 27-43. Strategic Thinking Hodgkinson, G. P. and Clarke, I. (2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Eisenhardt, K. M. and Zbaracki, M. J. (1992) ‘Strategic decision making', Strategic Management Journal, 13 (Special Issue), 17-37. Leadership Cicero, L. Pierro, A. and van Knippenberg, D. , (2010) ‘Leadership and uncertainty: how role ambiguity affects the relationship between leader group prototypicality and leadership effectiveness’, British Journal of Management, 21 (2), 411-421. Cyert, R. M. (1990) ‘Defining Leadership and Explicating the Process’, Non-Profit Management and Leadership, 1 (1), 29-38. Hakimi, N. , van Knippenberg, D. , and Giessner, S. (2010) ‘Leader Empowering Behaviour: The Leader’s Perspective’, British Journal of Management, 21 (3), 701-716. The International Context and Drivers of Globalisation and FDI Maguire, S. nd Hardy, C. (2006) ‘The Emergence of New Global Institutions: A Discursive Perspective', Organization Studies, 27 (1), 7. Geppert, M. and Matten, D. (2006) ‘Institutional Influences on Manufacturing Organization in Multinational Corporations: The ‘Cherrypicking' Approach', Organization Studies, 27 (4), 491. Vaara, E. , Tienari, J. and Laurila, J. (2005) ‘Pulp and paper fiction: on the discursive legitimisation of global industrial restructuring', Organization Studies. Douglas, S. P. and Wind, Y. (1987) ‘The myth of globalization', Columbia Journal of World Business, 22 (4), 19-29. Tong, T. W. , Alessandri, T. M. , Reuer, J. J. and Chintakananda, A. (2008) ‘How much does country matter? an analysis of firms’ growth options', Journal of International Business Studies, 39 387-405. Theodosiou, M. and Leonidou, L. C. (2003) ‘Standardization versus adaptation of international marketing strategy: an integrative assessment of the empirical research', International Business Review, 12 141–171. Svensson, G. (2001) ‘†Glocalization† of business activities: a â€Å"glocal strategy† approach', Management Decision, 39 (1), 6-18. Schlie, E. and Yip, G. 2000) ‘Regional follows global: strategy mixes in the world automotive industry', European Management Journal, 18 (4), 343–354. Levitt, T. (1983) ‘The globalization of markets', Harvard Business Review, 61 (3), 92–102. Leknes, H. M. and Carr, C. (2004) ‘Globalisation, international configurations and strategic implications: the case of retailing' , Long Range Planning, 37 29-49. Strategic Alliances Gulati, R. (1998) ‘Alliances and networks', Strategic Management Journal, 19 293-317. Gulati, R. , Nohria, N. and Zaheer, A. (2000) ‘Strategic networks', Strategic Management Journal, 21 (3), 203-215. Koza, M. P. and Lewin, A. Y. (1998) ‘The co-evolution of strategic alliances', Organization Science, 9 (3), 255-264. Sydow, J. (2006) ‘Managing to Collaborate: The Theory and Practice of Collaborative Advantage', Organization Studies, 27 (4), 605. Steven White, S. S. -Y. L. (2005) ‘Distinguishing costs of cooperation and control in alliances', Strategic Management Journal, 26 (10), 913-932. Kanter, R. M. (1994) ‘Collaborative Advantage: The Art of Alliances', Harvard Business Review, 72 (4), 96-108. Structure of industries and markets and the general government and business context Miller, D. and Friesen, P. H. (1983) ‘Strategy-making and environment: The third link', Strategic Management Journal, 4 (3), 221-235. Selsky, J. W. , Goes, J. and Baburoglu, O. N. (2007) ‘Contrasting Perspectives of Strategy Making: Applications in ‘Hyper' Environments', Organization Studies, 28 (1), 71-94. Bourgeois, L. J. (1980) ‘Strategy and environment: a conceptual integration', Academy of Management Review, 5 (1), 25-39. Strategy as practice, ANT, CoP Hendry, J. (2000) ‘Strategic decision-making, discourse, and strategy as social practice', Journal of Management Studies, 37 (7), 955–977. Moisander, J. and Stenfos, S. 2009) ‘Exploring the edges of theory-practice gap: epistemic cultures in strategy-tool development and use', Organization, 16 (2), 227-247. Hutzschenreuter, T. and Kleindienst, I. (2006) ‘Strategy-process research: what we have learned and what is still to be explored', Journal of Management 32 (5), 673-720. Hendry, J. (2000) ‘Strategic decision-making, discourse, and strategy as social practice', Journal of Management Studies, 37 (7), 955–977. Organisational Purpose and Stakeholders Augier, M. and March, j. g. (2001) ‘Conflict of interest in theories of the organization: Herbert A. Simon and Oliver E. Williamson', Journal of Management and Governance, 5 (3/4), 223-230. Williamson, O. E. and Haas, W. A. (1999 ) ‘Strategy research: Governance and competence perspectives', Strategic Management Journal, 20 (12), 1087-1108. Huff, A. S. (2000) ‘Changes in organizational knowledge production', Academy of Management Review, 25 (2), 288-293. Rocha, H. O. and Ghoshal, S. (2006) ‘Beyond self-interest revisited', Journal of Management Studies, 43 (3), 585-61. MMUBS’ referencing standard Examples of references for different source materials using MMUBS’ referencing standard (a style of the Harvard system of referencing) A document is available (electronically in your Moodle areas) providing instruction on applying the MMUBS Harvard referencing standard to your work – this includes detailed instruction on how to cite from and reference different sources. Book Huczynski, A. A. and Buchanan, D. A. (2007) Organizational behaviour: An introductory text. 6th ed. , Harlow: Financial Times Prentice Hall. Book chapter Gordon, R. , Druckman, D. , Rozelle, R. and Baxter, J. (2006) ‘Non-verbal behaviour as communication: Approaches, issues and research. ’ In: O. Hargie. (Ed. ) The handbook of communication skills. London: Routledge, pp. 73-119. Journal article Hass, M. (2006) ‘Knowledge Gathering, Team Capabilities, and Project Performance in Challenging Work Environments. ’ Management science, Vol. 52, no. 8, pp. 1170-1184. Internet source – author Kennedy, J. (2008) Contract Killer. Directory of Social Change [Online] [Accessed on 6th August 2008] http://www. dsc. org. uk/NewsandInformation/News/Contractshindercharities Internet source – organisation Business in the Community. (2008) Skills boost for North West companies. [Online] [Accessed on 5th August 2008] http://www. bitc. org. k/news_media/skills_boost_for. html Newspaper article – paper copy Milmo, D. (2008) ‘Ryanair launches price war as sales slump. ’ The Guardian. 8th August. p25. Newspaper article – Internet copy Wray, R. (2008) ‘Sony buys Bertelsmann out of joint music business. ’ The Guardian. [Online] 6th August. [Accessed on 11th August 2008] http://www. guardi an. co. uk/business/2008/aug/06/musicindustry. sony Government command paper Department of Trade and Industry. (2005) Our energy future: Creating a low carbon economy. Cmnd. 5761, London: TSO. Act of Parliament Companies Act 2006. (c. 46) London: HMSO. Dissertation Paucar-Caceres, A. (2006) Business culture and management science methodologies in England and France. Ph. D. Manchester Metropolitan University. introductory text. Harlow: Financial Times Prentice Hall. (For instruction on citing secondary sources, see the referencing standard document for MMUBS) Report ECOTEC. (2003) Guidance on Mapping Social Enterprise: Final Report to the DTI Social Enterprise Unit. London: ECOTEC Research and Consulting Ltd. (C2453). (When referencing a report, if there is no report code or number on the report that you have used, leave this field blank. )